人教版高中英语必修一Unit2 Grammar名师教学设计

Unit2Grammar名师教学设计

【教材版本与册数】人教版必修一

【单元名称】Unit2:Englisharoundtheworld

【课时】Period3（第3课时）

【课型】Grammar

语法课框架单

教材版本：人教版册数：Bookl单元：Unit2编写人：陈春芹课型（课时）：语法课

本单元的语法项目（1）学会区分、感悟“命令”与“请求”的语言结构和语气；（2）学习转述他人的“请求”

教和“命令”的间接引语。同时给出直接引语和间接引语的用法训练，包括单句的练习和情景语法练习。培养学生的

材转述能力。

分语法项目是把直接引语为祈使句的句子变为间接引语，设计了四个步骤：步骤1问能否从“阅读（reading）”部

析分中找到表示“要求”和“请求”的祈使句，观察如何使用间接引语来复述；步骤2首先着重介绍了表示“要求”

和“请求”的祈使句之间的不同，然后要求将所给表达按“要求”和“请求”分类；步骤3要求先判断所给句子是

“要求”还是“请求”，然后用间接引语复述；步骤4要求运用“要求”和“请求”结合具体语境编对话。设计这些

练习的目的就是让学生了解表示“要求”和“请求”的祈使句之间的不同，理解并运用它们以及学会正确地转述“要

求”和“请求”。在教学中要多注意启发学生从实际语境出发，理解说话人的语气，灵活掌握。

1.语言知识目标：

1）通过本节课的学习，学生能熟练掌握以下词汇、短语和句型：

a.重点词汇和短语

command,request,politely,direct,indirect,approach,subway,underground,block,

b.重点句型

教Directspeech

学Commands:Do/Don't...

目Requests:

标Do...,please./

Canyou...?

Couldyou...?/

Willyou...?

Wouldyou...?

Indirectspeech

Commands:sb.told/orderedsb.else(not)todosth.

Requests:sb.askedsb.else(not)todosth.

2)能够理解并掌握直接引语和间接引语的相关语法知识，并且在理解的基础之上掌握直接引语变为间接引语时的语

法规则。

2.语言能力目标：

1）学生能够通过本节课的学习掌握间接引语中命令与请求的表达法。

2）学会解决语言交际困难的表达法，如Pardon?1begyourpardon?等。

3.情感态度目标：

通过对间接引语的表示“命令与请求”的语法知识的讲授，让学生意识到语法的重要性，从而激发学生学习语法的

兴趣。

教学重点：

通过本节课的学习，学生能熟练掌握直接引语（表命令与请求的祈使句）和间接引语的转换：

祈使句：

1.“PayattentiontoEnglishgrammarinyourarticle,9,theteachersaid.

一TheteachertoldthestudentstopayattentiontoEnglishgrammarintheirarticle.

2.“Don'tmakeanynoisewhileIamatwork,"Momsaidtous.

fMomtoldusnottomakeanynoisewhileshewasatwork.

3.“Don'topentheletter/9hesaid.

一HesaidthatIwasn'ttoopentheletter.

教学难点：

学生能够通过观察后总结规律，正确表达自己的观点和复述他人的话语。

1.Task-basedlanguageteaching任务型教学法

建引导学生通过观察后总结规律:直接引语（表命令与请求的祈使句）和间接引语的转换；

议2.Communitylanguageteaching交际教学法

教通过转述其他同学的话来进行直接引语和间接引语的转换。

法

教学（详见相应教学设计）

流程

1.本节课课堂上重视语法的导入，做到深入浅出，通俗易懂；

教2.课堂上注意了传授语法知识的量度，循序渐进，让学生在课上反复训练并在练习中体验成功感，为以后更深层次

学的知识学习打下良好的基础。

评

价

【本课时教学设计】

步骤过程措施（教师活动与学生活动）目的持续性评价

Step11.T:greetstheclass.

GreetinS:greettheteacherandgetreadyfortheclass.情景为引入今天的直接引语、间接引让学生养成倾听的习

gand语的学习进行了铺垫。惯。让学生逐步进入

Leading2.T:Task1Summarizethedifferencebetween到目标语法，由浅入

incommandsandrequests.Workinpairs.深，尽量让不同层次

DEL(5minsT:First,listentomecarefully.(SpeaktothreeSs)Sl,的学生都逐渐参与。

C4)openthewindow.S2,passonthebooktoLucy.S3,

1willyoupleaseclosethedoor.

预备WritethethreesentencesontheBb.

与激T:WhatisthedifferenceamongthesentencesI

活先spoketothemjustnow?

期知S4:Thefirstsentenceisnotpolite,whilethelast

识sentenceisverypolite.

T:Excellent!HowdidIshowmypolite?

S5:Youuse"Please…Willyouplease.

T:Speakingthefirstsentence,Igiveacommand.

Using“Please…Willyouplease...?”,Imake

requests.

ShowthefollowingontheBb.

Directspeech

Commands:Do/Don't...

Requests

Do...,please./

Canyou...?

Couldyou...?/

Willyou...?

Wouldyou...?

T:PleaseturntoPage13.Changethecommands

intorequests.

Ssworkinpairs.

Sa:Closethedoor!

Sb:Couldyoupleaseclosethedoor?

Task2Makedialogues.Workinpairs.

T:Therearethreesituations.Wouldyoupleasemake

dialoguesusingcommonsorrequestswithyour

partner?

Studentsareencouragedtoimagineinteresting

dialogues.

Afterafewminutes.

T:Lefsseewhichpaircompletesthetaskwell.

Group1,comehere,andplayyourdialogue.

SituationA

A:Excuseme.Whowoulddomeafavortoclose

thedoor?

B:Speaklouder,please.

A:Willyoupleaseclosethedoor.

B:OK.Iwill.

A:Thankyouverymuch.

B:Mypleasure.

SituationB

A:Excuseme.Ittimeformetogetoff.Wouldyou

pleasemakewayforme?

B:Ofcourse.I'llbehappytomakewayforyou.Go

ahead.

A:Thankyou.

B:You'rewelcome.Oh,myGod,Ineedtolosemy

weight.

SituationC

A:Liedownandholdyourbreath.

Task3Readtherepliesandwritearequestora

command.(Page50Listingstructures2)

T:Howwonderfulyourplaysare!Now,please

turntoPage50,Part2.Finishtheexerciseaccording

totherequestoftheexercise.

Ssreadtheexercisetoknowwhattheyareexpected

todo,thendoitindividually.

T:S6Readyouranswer,please.

S:Thesentencesare:

1.Goandcollectthewoodrightnow.

2.Willyoupleasecollectmyshopping?

3.Shutthedooratonce.

4.Goandgetmycoat.

5.Wouldyoupleasegetthatbookforme?

Step21.TasklSummarytherulesofturningDirect1.培养学生的观察能力。通过小组合作，发现

ExploratispeechintoIndirectspeech.Workinpairs.2.培养学生自己归纳总结的能力。规律。

onShowsomeexamplesonthescreen.3.通过对应的练习强化学生对该语

(20T:Lookatthescreen,please.Discusswithyour法的掌握。在发现规律的基础上

mins)partner:WhatdoIwantyoutolearn?学会在具体的语境中

“Makesurethedoorisopen."theteachersaidto应用。

me.

Theteachertoldmetomakesurethedoorisopen.

“Don'tplaygamesintheclassroom.^^themonitor

saidtous.

Themonitortoldusnottoplaygamesinthe

classroom.

“Canyoulendmetenyuan?”Tomsaid.

DETomaskedmetolendhimtenyuan.

LC5“Willyoupleasenotsmokehere?”shesaid.

2Sheaskedmenottosmokehere.

-++-

狄Afewminuteslater.

取T:Whowouldcomeandwriteyouranswersonthe

新Bb?

知S:rdliketo.

识AskonestudenttowritehisanswerontheBb.

sb.toldsb.(not)todosth.

Sb.askedsb.(not)todosth.

T:Ifyoudon'tagreewiththem,youcanchange

theiranswers.

Afterdiscussion,thecorrectanswerisshownonthe

Bb.TheSscansee:

Directspeech

Commands:Do/Don't...

Requests:

Do...,please./

Canyou...?

Couldyou...?/

Willyou...?

Wouldyou...?

Indirectspeech

Commands:sb.told/orderedsb.else(not)todosth.

Requests:sb.askedsb.else(not)todosth.

T:Nowwhocantellushowtochangecommands

andrequestsintoreportedordersandrequests?

S:Ifwechangecommands,wemayusethepattern:

sb.told/orderedsb.else(not)todosth.Ifwechange

requests,wecanuse“sb.askedsb.else(not)todo

sth.”

Task2Makedialogueswithreportedcommandsand

requests(Page50).

T:TurntoPage50.Workingroupsofthree.Read

theexampletoknowwhatyoushoulddo.

Theteachermakesadialoguewithtwostudents.

T:Pleaseturnontherecorder.

S1:Whatdidourteachertellus?

S2:Shetoldustoturnontherecorder.

Ssworkingroupsofthree.

Step31.Askthestudentstochangethefirstfour1.通过课后练习题的检测，让学生针对性的训练能让学

Exercisesentencesfromdirectspeechintoindirectspeech在学习过程中不断完善语言学习生可以及时调整自己

sandtherestfromindirectspeechintodirect机制的学习策略，发现自

(lOmins)speech.2.在运用的过程中发现自己知识掌己的不足。

DE1)“SpeakEnglishmoreoftenthanjustinclass,“握的缺陷，以便有的放矢。

LC6ourEnglishteachersaidtous.

32)"Don'tplayw汕fire,littleboy,“his

深grandfathersaid.

度3)Katesaid,"Let'sdiscusstheproblemtomorrow.99

加4)“Dobequiet,please!,9MissHelensaidtothe

工noisyboys.

知5)Mysistersaid,"You'dbettertidyyourroomby

识yourself.^^

6)LiMingsaidtome,"Willyoukeepthesecretfor

me?”

7)Myteacheralwayssaid,“Whataninteresting

andchallengingjobteachingis!”

8)“Happyweekendtoyou!^^myteachersaidtous

lastFriday.

SuggestedAnswers:

1)OurEnglishteachersuggestedthatwe(should)

speakEnglishmoreoftenthanjustinclass

OurEnglishteachersuggestedspeakingEnglish

moreoftenthanjustinclass

2)Hisgrandfathertoldthelittleboynottoplay

withfire.

3)Katesuggesteddiscussingtheproblemthenext

day

Katesuggestedthatwe(should)discusstheproblem

thenextday.

4).MissHelendemandedthenoisyboystobe

quiet

5).Mysisteradvisedm