教學(xué)設計

教材分析：第10單元grammar部分。本單元語(yǔ)法是復習學(xué)過(guò)的一項語(yǔ)法項目：“直接引語(yǔ)與間接引語(yǔ)”的應用。這一課程主要讓學(xué)生在原有知識的基礎上，能夠靈活運用直接引語(yǔ)與間接引語(yǔ)，區分特殊用法。

學(xué)生分析：這一課時(shí)的語(yǔ)法呈現是閱讀課的延續，語(yǔ)法項目又是以前學(xué)過(guò)的課程，所以學(xué)生在接受這一課內容是沒(méi)有問(wèn)題的。教學(xué)中的任務(wù)能讓不同層次的學(xué)生參與進(jìn)去，讓他們都能享受到用學(xué)英語(yǔ)的樂(lè )趣。

設計思路：本堂課采用任務(wù)型教學(xué)途徑，任務(wù)型教學(xué)是一種以人為本的，能體現語(yǔ)言?xún)r(jià)值的，先進(jìn)的、有效的教學(xué)途徑。學(xué)生帶著(zhù)任務(wù)學(xué)習，在完成任務(wù)的過(guò)程中逐漸生成的知識，形成的技能。本課將通過(guò)任務(wù)型教學(xué)，努力達到課堂活動(dòng)目的。

四、教學(xué)目標：1總結出直接引語(yǔ)與間接引語(yǔ)的轉換規律

2 熟練掌握直接引語(yǔ)與間接引語(yǔ)的應用

五、教學(xué)實(shí)施過(guò)程

Step1 Lead-In

T: Today is Christmas Day.Do you receive any presents? I received two cards last night.I was deeply moved.Thank you very much! I’m very happy.So I want to share happiness with you.I want to make you happy,too! So let’s enjoy a joke together.

(show the joke on the screen)

T:Do you think it is funny? Is it interesting?

Ss:Yes./No.

T:(yes)I’m so happy that I can make you happy.(no)I’m sorry to hear that.I try to make you happy,but I failed.Anyway I’ll make you happy next lesson.

(當日上課是圣誕節，賀卡倒入使學(xué)生盡快進(jìn)入狀態(tài)，給學(xué)生展示一段英語(yǔ)笑話(huà)，引出直接引語(yǔ)與間接引語(yǔ)的例子)

Let me in

Little Mary was in her bedroom when her younger brother knocked on the door.

"Hey! Let me in," he shouted."I can't let you in because I'm in my nightgown

(女睡衣） and mama says it isn't right for little boys to see little girls in their nightgowns!"

Her little brother thought about this for a moment, then turned to walk away, when Mary called out from her room. "You can come in now! I took it off!"

T: There are some sentences underlined.What kind of speech are they?

Ss: Direct Speech

T: How to change it into Indirect Speech? Who can change it?

(ask some students to do it)

(讓學(xué)生回答，整體開(kāi)始回憶)

T:Good!(can correct some errors)We have learnt Direct speech and Indirect Speech before.Do you still remember the rules?

Ss:Yes./A little.

T: Greet! Today I don’t want to teach you the grammar as a new knowledge.It’s your turn to tell me the rules.You are teachers,I’m a student.

Step2 Task 1

T: I’ll devide you into four groups.The student who give us a rule can win one apple for his/her group.At last, the group who gets the most apples will be the winner. You can discuss with each other and find out the rules.Are you clear?

Ss:Yes!

（給學(xué)生5分鐘時(shí)間，這是小組搜集整理資料，討論，學(xué)生通過(guò)討論集體合作完成任務(wù)，是自我發(fā)現探索過(guò)程。讓學(xué)生自我尋找問(wèn)題的解決途徑，并且是在教師沒(méi)有直接灌輸知識的情況下，學(xué)生很高興自己尋找。在這幾分鐘里，平時(shí)最不愿意學(xué)英語(yǔ)的學(xué)生都參與進(jìn)去，因為對他們來(lái)說(shuō)，尋找材料獲得信息較有成就敢。采取任務(wù)型方法，小組討論競賽的方式。）

Step3 Competition

T: Now, Let’s begin! You can stand up by yourself.

Ss:….

T: Don’t say sth as others.Say some different things.(if students say something wrong,I will act as a student to ask some questions to make them think clear.Draw some pictures.)

學(xué)生在這一過(guò)程中充分展示自己，不但總結出以往學(xué)過(guò)的一些規律，還提出一些自己在做練習時(shí)發(fā)現的規律。例如：直接引語(yǔ)在變成間接引語(yǔ)的過(guò)程中，反問(wèn)句的變法用連接詞“whether”或“if”比較好。對于人稱(chēng)的轉換也在討論中清晰起來(lái)。更值得高興的是，學(xué)生在時(shí)間狀語(yǔ)的轉換上發(fā)現了我忽略的問(wèn)題，也是很多參考資料里以及題目中沒(méi)有出現的。對于“the day before yesterday”由直接引語(yǔ)變間接引語(yǔ)怎樣推。變成“two days before”還有學(xué)生根據以往做題的錯誤得出結論，連接詞“that”不用最保險，要用“whether”不用“if”。

分析：研究性學(xué)習目的之一是促進(jìn)學(xué)生形成積極的學(xué)習態(tài)度和良好的學(xué)習策略，培養創(chuàng )新精神和實(shí)踐能力。認知學(xué)習理論認為：知識習得的關(guān)鍵是理解，而理解的實(shí)質(zhì)是學(xué)生弄清新舊知識的關(guān)系，形成認知結構。上述“先呈現、總結規律、形成知識網(wǎng)絡(luò )”的活動(dòng)促進(jìn)了理解，鞏固了知識，是一有效的學(xué)習策略；而“簡(jiǎn)化復雜的知識點(diǎn)巧妙記憶所學(xué)內容”的活動(dòng)是一種認知策略的學(xué)習，學(xué)會(huì )這種策略對學(xué)生今后的各科學(xué)習影響巨大，終生受用。從效果來(lái)看，兩種記憶方法雖略顯粗糙，但已是學(xué)生積極思維的結晶，迸射著(zhù)創(chuàng )新精神、實(shí)踐能力的火花。且學(xué)生討論的氣氛、笑聲、表情、拍手擁抱等動(dòng)作無(wú)不體現出探究過(guò)程中的情感體驗，促使其形成積極主動(dòng)的學(xué)習態(tài)度。我觀(guān)察到平時(shí)最不喜歡聽(tīng)講的學(xué)生也積極投入到競賽中，集體榮譽(yù)感得到提升。

Step4 Summary

T: You are all good teachers! You did a good job.I just want to have a brief summary.

(展示出總結好的規律，并結合學(xué)生總結的規律，使學(xué)生知識形成系統)

T:Now which group is the winner?Don’t give up,we’ll have other competitions.It is not the final result.

Stet5 Practise

T: Direct speech and Indirect Speech are quite useful in our daily life.We can use them everywhere.There is a dialogue between two drunken men.Let’s enjoy the flash and find out how they use Direct speech and Indirect Speech。

A:So which part of the city are you from?

B:Pardon?

A:I asked which part of the city you were from.

B:Oh, I live at No.250 Park Street.

A:No.250 Park Street? Me too.

B:Let’s drink to this.

A:So, are you married?

B:Sorry I didn't quite hear you.

A:I asked if you were married.

B:Oh, not yet.

A:Me neither. Let’s drink to this.

B:So, when were you born?

A:I beg you pardon?

B:I asked when you were born.

A:I was born on April 1, 1988.

B:Me too. That’s incredible! Let’s drink to this.

(這是呈現的過(guò)程，呈現對話(huà)目的是讓學(xué)生能夠理解并完成下一步的練習。)

T: Now you know how to use Direct speech and Indirect Speech. There are two other pictures. You can imagine what they are saying and make a dialogue with your partner. You must use some Indirect Speech sentences. The more sentences you use, the more apples you will get.Are you with me? Let’s go!

(Teacher can explain that Direct speech and Indirect Speech can be used to ask for help.For example,in the class,the boy can’t follow the teacher.)

(學(xué)生討論準備對話(huà)，教師參與，給學(xué)生幫助)

T: Stop!Which group want to be the first? Good, please.

Ss:……

T: How many Indirect Speech sentences do they use?

T:Wonderful! Now which group is the winner? Congratulations!

(學(xué)生在對話(huà)設計與操練上表現出創(chuàng )造性，對本堂課的語(yǔ)法操練也很到位，受這堂課設計風(fēng)格的影響，學(xué)生編寫(xiě)的對話(huà)也都很幽默，整個(gè)課堂氣氛再一次進(jìn)入高潮。許多學(xué)生下課鈴響了還要進(jìn)行表演，意猶未盡。)

Step6 Summary and Homework

T: Today we have reviewed the using of Direct speech and Indirect Speech. After class you must practice them.

Homework:P141Grammar.P68 Grammar.

反思：在這堂課準備之初，我對于上這堂課很沒(méi)有把握。放手學(xué)生解決問(wèn)題到底學(xué)生能不能接受？學(xué)生的潛力到底有多大？在備課時(shí)，我要對各種可能出現的情況準備策略，備學(xué)生要很仔細。語(yǔ)法本身就是學(xué)生的薄弱環(huán)節，單純的灌輸學(xué)生只是記憶，沒(méi)有自我探索，發(fā)現解決問(wèn)題印象深刻。這一次嘗試讓學(xué)生體會(huì )到學(xué)習英語(yǔ)的快樂(lè )，即使最枯燥的語(yǔ)法也可以很簡(jiǎn)單地學(xué)會(huì )。一開(kāi)始學(xué)生很不習慣，不知道從何說(shuō)起。隨著(zhù)競賽活動(dòng)的開(kāi)展，學(xué)生漸漸投入到這種上課狀態(tài)中，不但把自己平時(shí)對該語(yǔ)言點(diǎn)的誤解講出，也發(fā)現許多新問(wèn)題。我在學(xué)生的探索過(guò)程中充當引領(lǐng)者的角色。學(xué)生的探索也有錯誤，生硬指出錯誤會(huì )打消學(xué)生積極性，因此我在學(xué)生說(shuō)出錯誤觀(guān)點(diǎn)時(shí)，引領(lǐng)其他學(xué)生思考提出問(wèn)題，辯論，逐漸進(jìn)入正確的思維軌道上。從學(xué)生的練習中我發(fā)現，學(xué)生用這樣的學(xué)習方式掌握的知識更扎實(shí)，理解的更深刻。學(xué)生通過(guò)這堂課能夠體會(huì )到自我學(xué)習的快樂(lè )，培養自我學(xué)習的能力。

當然，這堂課也有缺憾。如一開(kāi)始學(xué)生并不適應這種方式，氣氛沉悶，不敢參與，耽擱時(shí)間，影響后面任務(wù)完成。再者學(xué)生從學(xué)習資料中獲得的信息紛繁復雜，自己又不懂得整理，學(xué)習任務(wù)量過(guò)大，收效不見(jiàn)得好。這種探究花費時(shí)間多，課堂容量小。課堂紀律也不好控制。

新的方式總有漫漫實(shí)踐的過(guò)程，這種方法很能培養學(xué)生學(xué)習的自主性，自覺(jué)性，培養學(xué)生養成動(dòng)腦動(dòng)手的習慣，開(kāi)拓思維。而且喚醒了他們的競爭意識，對教師提出更高要求，有利于教師自身素質(zhì)的提高。