Unit 3 Sea Exploration Learning About Language Discover useful structures 教学设计-2023-2024学年高中英语人教版（2019）选择性必修第三册

Unit3 Learning About Language (2) 课时内容 Discover useful structures 主题语境：人与自然 主题群：环境保护 子主题：加强公众环保教育 语篇类型：文本、对话、调查 文本分析：本课时是语法课，学习直接引语与间接引语。该板块的三个活动体现了探究式语法学习的理念。从发现直接引语和间接引语的转化规则，到应用规则完成控制性的练习，再到完成真实的调查任务，将调查结果用间接引语的形式进行汇报，学生逐步实现从学习语言到运用语言的迁移和跨越。 课时目标 学完本课后，学生能够： 1．通过观察，比较直接引语和间接引语的不同。 2．梳理直接引语和间接引语的形式、意义、功能；掌握和运用直接引语变间接引语的转换规则。 3．运用间接引语转述环境保护话题的直接引语文本。 4．运用间接引语表述如何进行环境保护。 重点难点 重点 引导学生观察、对比、总结、归纳直接引语变间接引语的转换规则。 难点 运用间接引语转述和表达如何进行环境保护。 教学准备 教师准备：直接引语变间接引语的相关练习。 学生准备：预习本课时的相关内容。 精彩课堂 Step I 学习理解 活动一：感知与注意 Present some sentences from the reading text and ask students what these sentences have in common. ①An expert who has studied polar bears for many years said that from the position of its dead body, the bear appeared to have starved and died. ②Experts claimed that low sea-ice levels caused by climate change meant the bear could not hunt seals as before. so it had to travel greater distances in order to find food. ③Climate scientists have warned that if we do not take appropriate actions, this warming trend will probably continue and there will be a higher price to pay. Suggested answer: They are indirect speech. 【设计意图】通过观察阅读语篇中的句子，激活已知，引出新的语言结构，即间接引语。 活动二：获取与梳理 1. Ask students to work in groups to look at the sentences in both columns and discuss the differences between each pair. Then have them summarise the rules for changing direct speech into indirect speech. (Activity 1) Suggested answer: Rules: Direct speech reports the exact words of the speaker. Indirect speech reports what a speaker said in our own words. There are some grammatical differences between direct and indirect speeches. If we want to change direct speech into indirect speech, we will change tenses, pronouns, and other words when necessary. First, if a verb in quotation marks is in present tense, change to corresponding past tense; if a verb is in simple past tense, change to past perfect tense. Second, personal pronouns change according to the person of the object of the reporting verb. Third, adverbs that show nearness in direct speech are usually changed into words that show distancein indirect speech. For example, now changes to then; today changes to that day; here changes to there. 2. Ask students to find out the differences between direct speech and indirect speech in each pair and state their changes. ①“I don't know that," he said.→He said that he didn't know that. ②"I think this is your watch,” Li Hua said.→Li Hua said that he thought that was my watch. ③"I have lived here for two years," she said.→She said that she had lived there for two years. ④"I will finish the paper today.”she said.→She said that she would finish the paper that day. ⑤"He will come as soon as possible," she said.→She said that he would go as soon as possible. ⑥The teacher asked. "Where have you been?"→The teacher asked me where I had been. Suggested answers: ①时态的变化 ②代词的变化 ③地点状语的变化 ④时间状语的变化 ⑤方向性动词的变化 ⑥语序的变化 【备注】语法讲解详见“教学资源链接”。 【设计意图】本活动包含四种不同句子类型（陈述句、一般疑问句、持殊疑问句和行使习）的转换实例供学生观察、归纳和总结。本活动注重通过观察，总结直接引语转化成同接引语所涉及的变化。通过集中呈现直接引语和间接引语的例子，帮助学生探究两者之间的传换规则。 Step II 应用实践 活动三：内化与运用 Have students look at some statemnents and questions by children who attended scientific lectures. Let students guess who the children were talking to, and then ask them to change the sentences into indirect speech. (Activity 2) Suggested answers: Name Statements/Questions Diane Diane asked what had made Hurricane Katrina unusual.Diane asked if/whether it had been the worst natural disaster in American history. Martha Martha said/told me that she wanted to become a scientist and helped the world. Martha said/told me that she was doing a project on behalf of her school about global warming. Bob Bob asked why nuclear power was a sensitive topic. Bob asked if/whether they could explain how the nuclear disaster had happened. Laura Laura asked how many animals had disappeared because of human hunting. Laura asked what we could do to help wild animals. Vincent Vincent said/told me that he had never been to the Amazon Jungle. Vincent asked if/whether scientists would discover new species there. 【设计意图】提供几个孩子参加科学讲座的模拟场景，不同孩子提出了不同的问题，学生则要用间接引语转述他们的话。为了培养学生的语境意识，该活动还让学生猜测孩子们的谈话对象是谁。孩子们提出的问题和环境保护有关，说明讲座引起了他们的兴趣，增强了他们的环保意识，这和本单元主阅读语篇提倡的“加强公众环保教育”举措相呼应。 Step III 迁移创新 活动四：想象与创造 1.Do a survey and report. (1)Divide the whole class into several groups. Tell students to do a survey on what their group members are doing to help the environment and what else they can do. Michelle I always use my cloth bag when I go shopping, rather than use plastic bags. Jack I often walk or ride a bike instead of takinga taxi. Sally Don't print out documents unless really necessary. Joe Would it be best to share books with othcrs? (2)Instruct students to refer to the example. EXAMPLE I asked my group members what they did to limit the amount of carbon dioxide produced in their daily lives. Jack told me that he often walked or rode a bike instead of taking a taxi. Joe advised us to share books with others. Sally asked us... (3)Inspire students to report to the class. 【设计意图】该环节是一个真实的语言运用任务。学生结成小组，调查询问组里其他成员的环保行为，然后用间接引语转述，向全班汇报。学生在调查过程中，交流各自的环保行为，拓展环保知识，陶冶情操，增进友谊。该活动把环保教育与语法学习紧密结合，让学生有机会运用所学的语言结构表达主题内容和意义，促进学生语言知识的内化和迁移。 2.Homework. T: Last month you met your former classmate Sarah, an exchange student from Canada. Here are some of the things she said to you. Now you are telling another friend what she said. Use indirect speech. ①I'm living in Beijing now. ②I saw Helen at a party last week and she gave me her new cell phone number. ③I haven't seen Paul for a long time. ④I'm applying to become a volunteer at the science museum. ⑤I don't take cooking classes any more, but I still enjoy cooking. ⑥I'll go to Xi'an for the coming holiday with my parents. Suggested answers: ①Sarah said that she was living in Beijing at that time. ②Sarah said that she had seen Helen at a party the week before and Helen had given her a newcell phone number. ③Sarah said that she hadn't seen Paul for a long time. ④Sarah said that she was applying to become a volunteer at the science museum. ⑤Sarah said that she didn't take cooking classes any more, but she still enjoyed cooking. ⑥Sarah said that she would go to Xi'an for the coming holiday with her parents. 【设计意图】基于对直接引语和间接引语的学习，设计了改写句子的练习，帮助学生加深对所学语言结构的理解，提高学生在语境中使用间接引语表达的能力，促进学生语言知识的内化和迁移。 学科网（北京）股份有限公司 $$