grammer 说课稿.docx

考生号：Unit 1 Friendship（grammar: direct speech and indirect speech)说课稿三Hello, everyone! It is a great honor for me to stand here to share my teaching ideas with you. This class is designed to tackle with the grammar part in Unit 1, NSEFC Book 1. The grammar is about direct speech and indirect speech. And my interpretation is divided into the following four parts.First part: my overall designing ideas In designing this class, I put my focuses on making my class functional and also liberal. Thus on the one hand, I will impart the relevant knowledge(key words, phrases and grammar)to students in a sound way and try to make students feel interested in the learning process. For example, play a song or movie clip or just have a relaxed talk related to the topic at the beginning of the class, and gradually step into the learning of the grammar points. On the other hand, I am going to adopt the “task-based” teaching method to inspire students to use English and study through doing, which will be helpful for students to master the grammar points and participate into my class. In a word, I will provide students with opportunities to show themselves and platforms to communicate with others, I think it is a good way to cultivate students ability of using English. Analysis of the teaching materialUnit 1 serve as a threshold for the grade 1 students which marks their entering a new period in their English learning course. Thus it is of great importance for students to develop strong interests in their English class which might help build their confidence for their future study. The topic of unit 1 is friendship, which is related with students daily life, they could have something to speak out and share. For another, the reading passage in unit 1 is “Annes Best Friend” which set to give a tip to students that a friend is not simply limited to a person. The grammar concerned in this unit is the transfer between direct speech and indirect speech and sentence of emphasis led by “that”, it is very practical and important for students. Under well-organized teaching for this lesson, I think students could not only master the grammar points but also master the use of some key phrases and words(such as “go through, suffer, concern, entirely) as well as learn more about friends and friendship. Analysis of students study situationWhen it is comes to study grammar, Most of high school students could listen carefully to the teachers presentation in the class, but many of them are not willing to do practices after class. They tend to study by means of taking notes and memorizing knowledge points. Whats more, students English learning situation is uneven, some of them are severely weak in English, especially in grammar. So this class is “students-centered class”, aiming to help students learn openly, effectively based on their original study background and improve their English learning skills, try to pay attention to all students and incite their interests and motives to learn. Second part: teaching aims In terms of knowledge:1. Get students to master the transfer between direct speech and indirect speech among 3 different sentence type:the assertive sentence, imperative sentence and question sentence.2. Get students to master the changes of name, tense, verb, demonstrative pronoun, time adverbial, place adverbials in the transferring process between direct speech and indirect speech.In terms of skills: Know how to report others words to a third part.In terms of attitude, emotion and values: Get students to enjoy learning grammar and learn to work out questions or problems through discussion and making attempt. The third part: On the key points and difficult points Key points:1. Get students to well understand the changing rules of different sentence type.2.Get students to master the skills of working out questions and problems through discussion.Difficult points:2. Well-organize all the students to participate into the in-class tasks.3. Make students master all the changing rules of different sentence type.Fourth part: teaching proceduresStep1.Warming- up and leading-in (8mins)A. Start from doing translation exercise. Students will be asked to translate one sentence from Chinese to English, whose original version is from the text. Key words would be given. “安妮说她不想在日记里记下一系列事实。”（过去时） (2mins)Intention: to improve Ss translation ability through easy translation exercise.B. Ask some students to write down their answers on the blackboard and show the correct answer through PPT. Ask students to compare the translated version (indirect speech) and the original sentence (direct speech) in the text.(5mins) 1) Anne said that she didnt want to set down a series of facts in a diary. 2) “I dont want to set down a series of facts in a diary,” said Anne. Intention: to encourage students to find out the difference between direct speech and indirect speech themselves, which is good for deep thinking.C. The teacher introduces the definition of direct speech and indirect speech briefly. (1min)Step2. Lecturehow to transform DS into IS in declarative sentences (15mins)Since time is limited, the lesson will concentrate on the transformation between DS and IS in declarative sentences and interrogative sentences. That of imperative sentences will be discussed in next class.A. Rules explanation. (10mins)There are 3 main factors involved: 人称 person：一随主，二随宾，三不变 时态 tense：主句谓语动词为现在时或将来时 主句谓语动词为过去时 特殊情况，时态不变 指示代词、时间状语、地点状语等 Intention: In this part, the teacher will play the most initiative role because rules should be explained clearly in a professional way.B. Group Work (exercise-True or False) (5mins)Ss will be divided into 5 groups (4 in a group) to discuss 5 problems. After that, each group offers its answer one by one. Teacher analyzes the exercise. Intentions: Questions are quite easy in “T or F” form, because Students are still in preliminary stage. Group work is inserted to train Ss cooperative ability.Step3. Lecturehow to transform DS into IS in interrogative sentence ( 14mins)A. Rules explanation. (7mins)Intention: The teacher still plays the most initiative role. But this part is easier for students since most rules have been explained in Step2.B. Group Work -to transform DS into IS. (7mins)Students will be divided into 5 groups (4 in a group) to discuss 5 problems. After that, each group offers its answer one by