高中英语 unit2 Enlish period4 grammar教案 新人教版必修1

1、云南德宏州芒市第一中学高中英语 unit2 Enlish period4 grammar教案 新人教版必修1 This unit is concerned about the topic of English around the world, which is to focus on how English developed and how it is spoken in the world to make clear ,and there is no such one standard of spoken and written English. (The 1st period is w

2、arming-up and pre-reading, which paves the way to continue teaching procedures.)We can also know from this unit not only that English has a variety of spoken and written forms but that, like all major world languages, it is constantly changing. So, when teaching this unit, try to bring students atte

3、ntion to examples of how English is always changing: linguistic awareness will make it easier for students to adjust to native English speakers from different parts of the world. This knowledge will also help students to realize why the English they find in textbooks and other learning materials var

4、ies. All in all, by learning this unit, students may begin to realize if they wish to continue improving their English, they must become life-long learners of the language. Thus, based on the theme, contents and teaching objectives, the whole teaching procedures can be divided into seven periods as

5、follows:Period 1Warming up and pre-readingPeriod 2-3ReadingPeriod 4GrammarPeriod 5-6Listening and writingPeriod 7Using language(exercise)The 4th Period Grammar Direct Speech and Indirect SpeechCommand and RequestA. Teaching content and analysisContent: .1.To review the definition and the classificat

6、ion of direct speech and indirect speech.2. To review the grammar points of the statements and questions parts.3. To specify the grammar points to the command and request parts Analysis: The students are expected to make clear what a command is and what a request is, and how to turn their direct spe

7、ech into indirect speech in this period.B. Teaching goals and analysisGoals：1.Enable the students to learn the rules of requests and commands in direct speech and indirect speech.2.Enable the students to use the rules properly in different situations.3.Enable the students to communicate with others

8、well by using requests and commands properly.4. Enable the Ss to grasp the key words and expressions related.Analysis：Ss are expected to apply what they have learnt to practice by fulfilling some spoken and written tasks.C. Teaching key points and difficult points1. To know about the way to express

9、a request and a command in direct speech and indirect speech.2. To know about the usage of request and command in direct speech and indirect speech.D. Predicting problems and analysis1. The teacher should make a good preparation for the pre-class to help our students understand the concept and categ

10、ory better.2. The teacher should introduce some skills properly so that it enables students work out many questions of this grammar learning.3. The teacher must pay more attention to students feedback in the class and timely adjust.E. Teaching Methods1. Review, explanation, and consolidation.2. Make

11、 every student work in class.3. Task-Based Teaching Method and Group Cooperation. F. Teaching AidsThe multimedia; The blackboard; The coursewareG. Teaching proceduresPre-class-lead-in-exercise-presentation-Post-class-consolidation-homeworkStep1. Lead-in and revision 1. Check the homework exercises.2

12、. Get the students to dictate some useful words and expressions.3. Change a couple of direct speech into indirect speech.L said to H: “I like you.”.L asked H :”Do you like me?”.H asked L:”Why do you like me ?”.Designing purpose：Its easy and useful for the Ss to understand the grammar points by the r

13、evision of the contents and homework of last class.Step 2 Summarizing the difference between commands and requests1.The teacher speaks to three students:Xiao Ming, close the door.Xiao Mei, please pass on the dictionary to Li Ming.Wang Juan, will you please answer me a question?Write the three senten

14、ces on the blackboard. Ask what the difference is among them. Then tell the students:Speaking the first sentence, I give a command. Using “Please. . . ” or “Will you please. . . ? ”, I make requests. Show the following on the screen.Direct SpeechCommandsDo. . . /Dont. . .RequestsDo. . . , please.Can

15、/Could you(please). . . ?Will/Would you(please). . . ?2. Game: As a way to demonstrate commands and requests. Pick two students to be “robots”. One responds only to commands; the other only to requests. The class may give requests or commands to the correct”robot”, which is chosen from ex.2 on page

16、12. Look at this example:S1: Correct your spelling mistakes.Robot1 hands up.S2: How do you spell that please?Robot2 hands up.3. In order to let the students summarize the rules by themselves, the teacher asked Ss what S1 told robot to do? The Ss may give the right answer. Then, the teacher writes th

17、e sentence down on the blackboard to ask students work in group to find the rules.A few minutes later, ask one student to write his or her answers in the table given by teacher.Direct SpeechIndirect speechCommandsDo/Dont. . .RequestsDo. . . , please.Can/Could you(please). . . ?Will/Would you(please)

18、. . . ?After discussion, the correct answer is shown on the blackboard. The students can see:Direct SpeechIndirect speechCommandsDo/Dont. . .Sb. told sb. else(not)to do. . .RequestsDo. . . , please.Can/Could you(please). . . ?Will/Would you(please). . . ?Sb. asked sb. else(not)to do. . .Conclusion:I

19、f we change commands, we may use the patterns:sb. told/ordered sb. else(not)to do sth. ; if we change requests, we can use “sb. asked sb. else(not)to do sth. ”Step 3 Practice1. Teacher makes a dialogue with two students. Just like the following:T:Turn on the light, Mary.A:What did our teacher tell M

20、ary?B:She told Mary to turn on the light.Students work in groups of 3.2. Ask students to work in groups of 3 to make a dialogue. Be sure to use indirect and direct speech and requests.Step 4 text for goals.将下列直接引语变为间接引语1.“Please attend the meeting tomorrow,”the monitor said.The monitor attend the me

21、eting the next day.答案:asked me to2.“Dont touch this chemistry equipment,”the teacher told us.The teacher warned us chemistry equipment.答案:not to touch that3.“Go to the park with me,”Bob asked me.Bob asked me the park with him.答案:to go to4.The teacher said,“Youd better have a try again.”The teacher a

22、sked .答案:me to have a try again5.She said to the boys,“Be quiet;the baby is sleeping!”She told the boys because the baby .答案:to be quiet;was sleeping6.“You invite Lily to the party,Tim,”he said.He Lily to the party.答案:advised Tim to invite7.“Lets get the tickets ahead of time,”he asked.He the tickets ahead of time.答案:suggested getting/suggested that they should get8.The officer