面试 说课稿1 招教英语 高中 必修一 语法课 Unit 2 Direct and Indirect speech.docx

1、Grammar lesson Direct speech and indirect speech Good morning, dear judges! I am candidate No. _. Its my honor to present my lesson plan here. This is a grammar lesson. It is from Unit 2 Module 1 of Senior High School PEP.I. Analysis of the teaching material and learnersThe content of this period is

2、 discovering the rules and usage of Direct speech and Indirect speech. A previous knowledge about Direct speech and Indirect speech learned in junior school and the knowledge about the reading passage will help them understand the target structure in the real situation. With the help of the teacher

3、organizing all the situations and involving the target structures in the passage, it is possible for students to discover the rules and put them into practice.II. Learning objectivesAccording to the analysis above, here come the learning objectives. First, language objectives. By the end of the less

4、on, the students will know the logical relationship between the main clauses and the attributive clauses as well as the functions of relative words. Second, language skill objectives. By the end of the lesson, the students will be able to exchange information about disasters such as earthquakes and

5、deliver a short speech about disasters in using restrictive attributive clauses.Next is learning strategy. During the class, they will sort and summarize what they have learned, try to discover the grammatical rules of restrictive attributive clauses and monitor the process of using language by asse

6、ssing and correcting the mistakes. As for emotion and cultural awareness objectives, the students will sense the importance of gaining the knowledge of preventing the disasters and the knowledge of self-protection when facing the disasters.During students learning, they may have some difficulties. T

7、his is one possible anticipated difficulty. In order to help the students to deal with the difficult points, Ill adopt the following solutions: learn the target structure in meaningful discourses; practice the grammatical items in real life situations; talk about famous events.III. Teaching procedur

8、eWith the help of multimedia devices and PPT documents as my teaching aids, I will lead the students to achieve all those objectives and deal with the difficulty in the following teaching procedure.My lesson consists of seven activities. They are going to be finished within 45 minutes. Activity 1 an

9、d 2 are warming-up activities. First, Activity 1, students watch a weather report, and then get volunteers to tell us what the announcer said. Second, Activity 2, students will enjoy a popular song Love Story，which is a famous song among students. The following lyrics will be quoted and let them to

10、find out the similar structure to lead in the grammar Direct speech and Indirect speech. The quoted lyrics are as follows. And my daddy said stay away from Juliet And I said, “Romeo, take me somewhere we can be alone He knelt to the ground and he pulled out a ring And said “Marry me, Juliet, youll n

11、ever have to be alone After listening the song, I will invite a volunteer to read the lyrics. And tell students to mark down the Direct speech and Indirect speech. Activity 3 is presentation. Ill tell students to find the typical sentences weve learnt and write them down. Such as: A：Im having a birt

12、hday party for my mum last night. B：What did he say? C：He said he was having. A：I will bring gifts to your home tomorrow. B：What did he say? C：He said he would bring gifts to my home the next day. Activity 4 is discovery of the grammatical rules. In this part, I will lead the students to analyze and

13、 compare the differences between direct and indirect speech. Usually indirect speech is introduced using the verb said, as in he said, I said, Jack said, or they said; with indirect speech, the use of that is optional; When using indirect speech, the form changes: Tenses, Pronouns, Time, etc. Howeve

14、r, there is an exception Natural laws , general truth, habitual actions may remain in the present simple. Activity 5 is situational practice. Ill put students in real situation, talking about a topic, using direct and indirect speech. Activity 6 is production. Ill invite volunteers to the front of t

15、he class and interview them for two or three minutes about their future plans. Then ask the rest of the class to write down what the interviewees said or asked in indirect speech. Activity 7 is written work. Ill let students finish the following sentences. She said, “Our plane will arrive in ten min

16、utes.” She said that their plane would arrive in ten minutes He said , “One of my dream is to compete with the best runners in the world.” He said that one of his favorite dreams was to compete with the best runners in the world. Activity 8: Choose the best answer to fill in the blanks. 1. He said,

17、“Can you sing a song, Miss Yang?” He _ Miss Yang if she _ sing a song. A.said, can B. asked, C. told, could D. asked, can 2. “Tom, you have finished the homework, havent you?” Dad asked. Dad asked me _ I _the homework. A.whether, finished B. that, have finished C. that, had finished D. whether, had

18、finished At the end of this lesson comes the homework. For homework, I will ask the students to retell a conversation and write it down. They are asked to pay special attention to the changes of pronouns, tenses, time and word order. For the second piece of homework, some multiple choices are given for consolidation of the grammar learned.IV. Blackboard designThis is my my blackboard design. There are two parts. On the left is the knowledge of rules and changes of times, tenses an pronouns. On the right is for the comparison of Direct and Indirect speech.