Unit3EnvironmentalProtectionPeriod2DiscoverUsefulStructures课件高中英语人教版选择性

DiscoverusefulstructuresUnit03EnvironmentalProtection

新人教选择性必修三IMPORTAINTPOINTPart1TheBasisofDesign元认知策略认知策略交际策略情感策略人与自我、人与社会、人与自然语音知识词汇知识语法知识语篇知识语用知识Beforethelesson(Contentoftheenvironmentissue)Today’slesson(Howtochangedirectspeechintoindirectspeech)Today’shomework(FurtherPractice)TheBasisofDesignCONTENTSGeneralIntroductionTeachingProceduresBlackboardDesign

Grammaticalstructure:

Thetargetstructureofthisunitisdirectspeechandindirectspeech.Directspeechreferstothedirectquotingoftheoriginalwordsofothers.Inthetext,thecontentoftheparaphraseneedstobeplacedinquotationmarks.Indirectspeechreferstoparaphrasingsomeoneelse'swordsinyourownwordswithoutquotationmarks.Thepurposeofparaphrasingspeechistoconveyinformationeffectively.ContentAnalysis Tomakeapropertransformationbetweendirectspeechandindirectspeech,therearemanykeypointstobeconsidered,whichneedscontinuoustraining.Generallyspeaking,thetransformationrulesincludethechangeofthetense,pronoun,adverbialofplace,adverbialoftime,directionalverbandwordorder,etc.

ContentAnalysisGrade2behalf,nuclear,sensitive,Jungle...AbletoconveyinformationeffectivelyKnowwhatshouldbepaidattentiontoinparaphrasing?Howtoreportonwhatothersdotohelptheenvironment?StudentsAnalysisAcquireproficiencyinchangingdirectspeechintoindirectspeechFocusesGuidethestudentstolearnhowtoreportonwhatothersdotohelptheenvironmentDifficultyFocuses&DifficultiesTeachingMethodsTeachingAids1.Task-basedTeachingMethod2.CooperativeInquiryTeachingMethod3.CommunicativeApproachPPT;Textbook;Blackboard;ChalkMethods&AidsLanguageCompetence1.Moreexpressions:appearto;dieout;becauseof;onbehalfof;ratherthan...2.Whatarethegrammaticalrulesofdirectspeechandindirectspeech3.BeabletochangedirectspeechintoindirectspeechThinkingQuality1.Thinklogicallyandcritically2.InternalizeandtransferthelanguageknowledgeObjectivesLearningAbility1.Skimming&Scanning2.Express&CommunicateCultureAwareness1.Beawareofenvironmentalcrisis2.EnhancetheawarenessofenvironmentalprotectionObjectivesStep1.Lead-in(2mins)Step2.While-classActivity1（8mins）Activity2（10mins）Activity3（10mins）Activity4（10mins）Step3.After-classHomeworkTeachingProceduresIMPORTAINTPOINTPart2Lead-inAbriefintroductionofdirectandindirectspeech1)Whatquotationisitcalledwhilethecontentoftheparaphraseisplacedinquotationmarks?2)Whatquotationisitcalledwhileyouareparaphrasingsomeoneelse'swordsinyourownwordswithoutquotationmarks?FillintheblanksandanswerthequestionsActivateShowTeachingProceduresStep1.Lead-in(2mins)IMPORTAINTPOINTPart3While-classStep2.While-classActivity1（8mins）①Showexamplesofdirectspeechandindirectspeech.Theconversionbetweendirectspeechandindirectspeechinvolvesdifferentsentencepatterns,andtheirconversionrulesaredifferent.Therefore,thisactivityprovidesconversionexamplesoffourdifferentsentencetypes(statement,generalquestion,specialquestionandimperativesentence)forstudentstoobserveandsummarize.Step2.While-classActivity1②Pairworks:StudentsworkinpairsandhavealookatthetaskrequirementsandtableforActivity1.Theteacherasksthestudentstosummarizethedifferencesbetweendirectspeechandindirectspeech:Whataredifferencesbetweenthetwosentences？Pleasecirclethem.Howdoesthepunctuationchangeineachsentence？Howdoesthetensechangeineachsentence？Whyshouldwechangetheverbssometimes？Inwhatsituationsshouldweusetheindirectspeech？Purpose:Tomakesurestudentscandistinguishbetweendirectspeechandindirectspeech.Step2.While-classActivity1

Supplementtherulesofdirectspeechandindirectspeech.Purpose:Tomakesurestudentscanexploretherulesoftransitionbetweenthedirectspeechandindirectspeech.Step2.While-classActivity2（10mins）

①PersonChange

Memorizeformulatointroducethreerulesforthepersonchangesamong：first-,second-,andthird-person.Step2.While-classActivity2Step2.While-classActivity2

②TenseChange

Presentthechangesoftenseswhileadirectspeechisturnedintoanindirectspeech.Step2.While-classActivity2Step2.While-classActivity2③Changeofdemonstratives,adverbialsandverbs.Useatabletopresentrulesofthechangeofdemonstratives,adverbialsandverbs.Step2.While-classActivity2Step2.While-classActivity2④Changeofconjunctionandwordorder.Useatabletopresentrulesofthechangeofconjunctionandwordorder.Step2.While-classActivity2Step2.While-classActivity2※Pointsforattention

Step2.While-classActivity2①Simulation→Studentsattendedasciencelecture→Charactersinexercisehadaskeddifferentquestions→Studentsreportedtheirwordsusingindirectspeech.Step2.While-classActivity3（10mins）Inordertodevelopasenseofcontext,theactivityalsoaskedstudentstoguesswhothechildrenweretalkingto.Step2.While-classActivity3Thequestionsraisedbythechildrenwererelatedtoenvironmentalprotection,indicatingthatthelecturehasarousedtheirinterestandenhancedtheirawarenessofenvironmentalprotection,whichisinlinewiththeinitiativeof"strengtheningpublicenvironmentalprotectioneducation"advocatedinthemainreadingofthisunit.Purpose:Toenhancestudents'

initiativeof"strengtheningpublicenvironmentalprotectioneducation"advocatedinthemainreadingofthisunit.Step2.While-classActivity3②SupplementaryExercisesPurpose:To

consolidatewhatstudentshavelearnedbefore.Step2.While-classActivity4（10mins）IMPORTAINTPOINTPart4After-classHomeworkLanguageapplicationtaskbasedonreallanguageenvironment.Step3.After-classHomeworkGroupworksStudentsinvestigateeachother'spracticalactionsinenvironmentalprotection,whichwillbereportedonusingindirectspeech.Step