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B1-Unit1 grammar

By Connie Arnold,2014-09-22 16:06
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B1-Unit1 grammarunit1,Unit1

    Book1 Unit1

    Discovering useful structures: grammar

    段廷凤

    Teaching analysis

    Analysis of teaching material:

     This part is about direct speech and indirect speech. The students have learned direct speech and indirect speech in Junior Middle School. So this part is not so difficult for most students. But I will still get them to go over what they have learned in a cooperative and inquiring learning process.

    Analysis of students:

     In a traditional grammar class, teachers usually use the jug and mug method to teach

    grammar. Students always feel bored and confused and even unwilling to have grammar class. So I will try my best to be a mediator who guide them to find language rules by themselves. I must enable them to acquire a sense of achievement and confidence.

    Analysis of teaching methods:

    As the rules in direct speech and indirect speech can be easily perceived by the students, I will use inductive and discovery method. Through discovering the rules by themselves, students can easily remember those rules.

    Analysis of learning methods:

     It is very important for the students to develop some right learning strategies. In this part, I will guide them to observe, categorize, and summarize what they have learned. In grammar learning, practice is very important for the students to check and consolidate what they have leaned. So I will provide them with adequate exercises.

    Analysis of teaching procedures:

     I think teaching procedures should be simple, clear and easy to carry out. In this lesson, I will divide my lesson into three activities.

    In the first activity, I mainly get the students in groups of four and ask them to find out and discuss the differences between direct speech and indirect speech and how direct speech can be changed into indirect speech. I will show the structures of direct and indirect speech on ppt with the differences of pronouns and tenses heightened in bold and underline these differences. After discussion, I’ll invite several groups to report their ideas. At last, I will summarize the rules with the whole class and show these rues in a form on ppt.

    The second and third activities deal with exercises. While doing exercise, I will adopt both individual work and pair work. In the second activity, I want the students to finish exercise 2 on page five individually. After they finished the exercise, I will let them to check and discuss their

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    answers in pairs. In the end, I must announce the answers and give some explanation when necessary.

    In the third activity, I will ask the students to do exercise 3 on page 5. First I need students to fill the following blanks. This makes it easier for them to prepare their dialogue. The man said the weather in Beijing would be and the temperature would be between

    degrees to degrees.

    The man said the weather in Shanghai would be and the temperature would be between

    degrees to degrees.

    The man said the weather in Guangzhou would be and the temperature would be

    between degrees to degrees.

    The man said the weather in Chongqing would be and the temperature would be

    between degrees to degrees.

    The man said the weather in Changchun would be and the temperature would be

    between degrees to degrees.

    After they finish the blanks, they are supposed to prepare their dialogues in pairs according to seat arrangement. While they are preparing, they should following the following structure.

    GM: Whats the weather in Beijing tomorrow? I cant hear the man clearly on TV.

    GC: Thats all right, I can help. The man said.

    GM: What did he say about Shanghai?

    GC:……

     Several minutes later, I will invite several pairs to make a presentation of their dialogues on the platform. Of course I will give them some comment.

    Analysis of writing design:

    Writing design is very important, because it is about how to present the structure in a way that is clear, simple, accurate and helpful. My writing design is shown on ppt. I will emphasize the differences between direct speech and indirect speech by underline the pronoun and tense changes and show these changes in bold.

    Eg: I dont want to set down a series of facts in a diary. said Anne. (Direct

    speech)?Anne said that she didnt want to set down a series of facts in a diary. (Indirect speech)

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    Teaching pocedures

    Aims:

    1. Help the students learn direct speech and indirect speech.

    2. Let the students master the use of direct speech and indirect speech. Activity 1: Do the exercises on page 5.

    ? Show these sentences on PPT.

I dont want to set down a series of facts in a diary. said Anne. (Direct speech)?

    Anne said that she didnt want to set down a series of facts in a diary. (Indirect speech)

Does a friend always have to be a person? the writer asks.? The writer asks us if

    a friend always has to be a person.

What do you call your diary? Annes sister asked her.

    Annes sister asked her what she called her diary.

Why did you go to bed so late last night? Father asked Anne.?Father asked Anne

    why she had gone to bed so late the night before.

    ? Divide the students in to groups of four according to their seat arrangement and

    ask them to observe these sentences above. Ask each group to find out the

    differences between direct speech and indirect speech and find out how direct

    speech can be changed into indirect speech.

    ? Invite each group to report their ideas.

    ? Teacher explains the difference between direct speech and indirect speech. ? Teacher shows the rules of how direct speech can be changed into indirect speech

    on ppt.

直接引语变间接引语。。

    分类 连接词 例句 注意事项 补充说明

    当直连接词?that He says, “I will go to the park 1. 连接词?that 间接引语部

    接引:口语中常tomorrow.?He says (that) 分均为陈述

    语为常省略; he will go to the park tomorrow. 语序

    He said, “ I will go to the park 3. 间接引语

    述句tomorrow. ?He said (that) he 部分实际上

     would go to the park tomorrow. 宾语从句~

     4. 当主句是

    一般现在时当直连接词? He asked me, “Are you good at 1. 连接词?if ,

    态~间接引语接引if或者math??He asked me if I was whether

    部分与直接语是whether. good at math. 2. 语序?改为“陈

    引语的时态可译为?He asked Amy, “Do you love 述语序”。:去掉?

    相同。 般疑 me??He asked Amy Do, Does, Did

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问句whether she loved him. 改变Are, Is, Will, 5. 当主句是

    时。 He asks me, “Is she reading?Can…位置; 一般过去时

    ?He asks me if she is reading. 态~间接引语

    部分变为相

    应的过去时

    当直连接词? He asked his wife, “How are 1. 连接词?特殊疑态。

    接引直接引语中you??He asked his wife 问词

    语为特殊疑问how she was. 2. 语序?改为“陈

     He asked me, “What color do 述语序”。:去掉?

    殊疑 you like??He asked me Do, Does, Did

    问句what color I liked. 改变Are, Is, Will,

    时。 He asks me, “where will she Can…位置;

    go” ?He asks me where she

    will go.

Activity 2: Do exercise 2 on page five.

    ? Ask students to do the exercise individually.

    ? Peer check. Ask students to exchange their answers in pairs and help each other

    correct.

    ? Teacher shows the correct answers on PPT.

Activity 3: Do exercise 3 on page 5

    ?Ask the students to look at the picture and fill the following blanks. The man said the weather in Beijing would be and the temperature would

    be between degrees to degrees.

    The man said the weather in Shanghai would be and the temperature

    would be between degrees to degrees.

    The man said the weather in Guangzhou would be and the temperature

    would be between degrees to degrees.

    The man said the weather in Chongqing would be and the temperature

    would be between degrees to degrees.

    The man said the weather in Changchun would be and the temperature

    would be between degrees to degrees.

    ? Ask the students to prepare their dialogues in pairs according to seat arrangement.

    While they are preparing, they should following the following structure.

    GM: Whats the weather in Beijing tomorrow? I cant hear the man clearly on TV. GC: Thats all right, I can help. The man said.

    GM: What did he say about Shanghai?

    GC:……

    ? Invite 2 pairs to present the dialogue in front of the whole class. ? Teacher gives feedback.

    Homework: Teacher provides the students more exercise on direct speech and indirect speech so that they can consolidate what they have learned out class.

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语法专练

    将下列直接引语变为间接引语。

    1. He said, “Mother, the boy is very naughty now.”

     He said to his mother that . 2. The little boy said, “I have left my book in your room.”

     The little boy said that . 3. She said, “Your pronunciation is better than mine.”

     She said that . 4. Mary said, “I am beginning to sleep better tonight.”

     Mary said that . 5. Mother said, “Your sister will come back tomorrow evening.”

     Mother told me that .

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