Unit 3 Environmental Protection Period4 Learning About Language—Discovering Useful Structures教学设计-2025-2026学年高中英语人教版选择性必修第三册

该高中英语教学设计聚焦直接引语与间接引语转换规则，通过明确学习目标导入，引导学生观察句子对比发现差异，构建从感知差异到总结规则（时态、代词、时间状语等变化）的学习支架，梳理语法知识脉络。 此资料特色在于将语法学习与单元环保主题结合，通过“环保行动调查”活动让学生采访组员环保行为并转述，在真实情境中运用间接引语提升语言能力。引导自主阅读语法解释、小组合作探究，培养思维品质与学习能力，既巩固语法又增强环保意识，为教师提供清晰教学流程，助力学生提升语言运用与合作能力。

Teaching and Learning Design Book3 Unit3 Environmental Protection 教学设计 Period 4 Teaching and learning contents: Learning About Language—Discovering useful structures Comprehensive teaching and learning objectives: By the end of this period, the students will have been able to: 1) Discover differences between direct speech and indirect speech and learn the rules for changing direct speech into indirect speech; 2) Practise changing direct speech into indirect speech in real situation; 3) Conduct a survey about environmental action to practise reporting using indirect speech. Teaching and learning important points: 1) Discovering differences between direct speech and indirect speech and learning the rules for changing direct speech into indirect speech; 2) Practising changing direct speech into indirect speech in real situation; 3) Conducting a survey about environmental action to practise reporting using indirect speech. Teaching and learning difficult points: 1) Discovering differences between direct speech and indirect speech and learning the rules for changing direct speech into indirect speech; 2) Practising changing direct speech into indirect speech in real situation; 3) Conducting a survey about environmental action to practise reporting using indirect speech. Teaching and learning procedure: Step 1 Leading in and revision Activity 1 Leading in and revision Lead in the teaching and learning topic by introducing the learning objectives of this period. Step 2 Discovering useful structures Activity 2 Discovering the structures 1. Get the students to observe the sentences in both columns and discuss the differences between each pair by thinking about the following questions. What are differences between the two sentences? How does the punctuation change in each sentence? How does the tense change in each sentence? Why should we change the verbs sometimes? In what situations should we use the indirect speech? 2. Summarize the main changes from direct speech to indirect speech. The changes of tenses, pronouns, place adverbs, time adverbs, directional verbs, and word order. Step 3 Learning about the structures Activity 3 Learning about the structures—Direct speech and indirect speech Get the students to read the grammar explanations in RB or Appendix by themselves and complete the exercises in RB in advance. In class, guide the students to learn about the grammar item. I. 直接引语与间接引语概述 引述某人的话可采用两种形式：一种是直接引语，即原封不动地引用原话，将其放在引号内；另一种是间接引语，即用自己的话加以转述，被转述的内容不放在引号内。一般来说，两者之间转化要点包括连接词变化（选择）、时态变化、代词变化、地点状语变化、时间状语变化、方向性动词变化和语序变化等。 II. 连接词的选择 1. 直接引语是陈述句，变为间接引语时，常变成由that引导的宾语从句。在口语中that可以省略。 e.g. “Showing thankfulness can foster self-control,” said Ye Li, researcher at the University of California. “表现出感激之情可以促进自我控制，”加州大学的研究员叶莉说。 →Ye Li, researcher at the University of California, said (that) showing thankfulness can foster self-control. 加州大学的研究员叶莉说，表达感激之情可以培养自我控制。 2. 直接引语是一般疑问句、选择疑问句或附加疑问句时，间接引语中用whether (...or...或...or not)或if引导。 e.g. Peter asked Miss Johnson,“Could you tell us what the best part about your job is?” 彼得问约翰逊小姐：“你能告诉我们你的工作最棒的部分是什么吗？” →Peter asked Miss Johnson whether she could tell them what the best part about her job was. 彼得问约翰逊小姐，她能否告诉他们她工作中最棒的部分是什么。 3. 直接引语为特殊疑问句时，间接引语仍用原句中的特殊疑问词来引导，其余的变化遵照直接引语和间接引语之间的转换规则来进行。 e.g. Peter asked Miss Johnson,“What do you hope to achieve by being a teacher?” 彼得问约翰逊小姐：“你希望成为一名教师能取得什么成就？” →Peter asked Miss Johnson what she hoped to achieve by being a teacher. 彼得问约翰逊小姐，她希望成为一名教师能取得什么成就。 注意： (1) 直接引语是陈述句时，若变为间接引语,主句谓语动词“said to sb.”常改为told sb.。 (2) 直接引语为疑问句时，如果主句中谓语动词是said，则将其改为asked。 (3) 疑问句的直接引语变间接引语时，要把疑问语序变成陈述语序。 III人称的变化 记忆口诀：一随主，二随宾，第三人称不更新。 直接引语变为间接引语时，人称代词要根据转述人立场的变化作相应的改变。 1. “一随主”。指在直接引语变间接引语时，如果从句中的主语是第一人称或被第一人称所修饰，从句中的人称要按照主句中主语的人称变化。 e.g. Miss Johnson said, “I enjoy getting my meals cooked for me every day.” 约翰逊小姐说：“我喜欢每天有人为我做饭。” →Miss Johnson said that she enjoyed getting her meals cooked for her every day. 约翰逊小姐说，她喜欢每天有人为她做饭。 2. “二随宾”。指直接引语变间接引语时,若从句中的主语及宾语是第二人称或被第二人称所修饰，从句中的人称要跟引号外的主句的宾语一致。 e.g. The woman said to Dave,“You can wear your new sports jacket.” 这位女士对戴夫说：“你可以穿你的新运动夹克。” →The woman told Dave that he could wear his new sports jacket. 这位女士告诉戴夫，他可以穿他的新运动夹克。 3. “第三人称不更新”。指直接引语变间接引语时,如果从句中的主语及宾语是第三人称或被第三人称所修饰，从句中的人称一般不需要变化。 e.g. The manager said, “Jack is a good worker.” 经理说：“杰克是名好员工。” →The manager said that Jack was a good worker. 经理说杰克是名好员工。 IV时态的变化 1. 如果主句的谓语动词是一般过去时，从句的谓语动词在时态方面要做相应的变化。 直接引语 间接引语 直接引语 间接引语 一般现在时 一般过去时 一般过去时 过去完成时 现在进行时 过去进行时 过去完成时 过去完成时(不变) 现在完成时 过去完成时 一般将来时 过去将来时 e.g. “I’m trying to get more and more people to understand that there are solutions,” said she. “我正在努力让越来越多的人明白是有解决办法的，”她说。 →She said that she was trying to get more and more people to understand that there were solutions. 她表示，她正在努力让越来越多的人明白是有解决办法的。 The director of Notting Hill Pathways said: “We are happy to be taking part in the project. It will really help connect our residents through a shared interest and creative activities.” 诺丁山路径的主管说：“我们很高兴参与这个项目。它将通过共同的兴趣和创造性活动真正帮助我们的居民联系起来。” →The director of Notting Hill Pathways said that they were happy to be taking part in the project and that it would really help connect their residents through a shared interest and creative activities. 诺丁山路径的主管表示，他们很高兴参与这个项目。它将通过共同的兴趣和创造性活动真正帮助他们的居民联系起来。 2. 在下面几种情况中，直接引语变为间接引语时，时态不发生变化。 (1)直接引语是客观真理、谚语和格言时，其时态不变。 e.g. “It is never too late to learn,” my teacher told me yesterday. “活到老，学到老。”我的老师昨天告诉我。 →My teacher told me yesterday that it is never too late to learn. 我的老师昨天告诉我，活到老，学到老。 (2) 直接引语中有具体的过去某年、某月、某日作状语，变为间接引语时，时态不变。 e.g. Jack said, “I was born on April 21,1980.” 杰克说：“我出生于1980年4月21日。” →Jack said he was born on April 21,1980. 杰克说，他出生于1980年4月21日。 V指示词、状语及动词的变化 1. 指示代词：this → that these → those 2. 时间状语：now → then, today → that day, tonight →that night, tomorrow→ the next/following day, yesterday → the day before, last month(week) → the month(week)before, next month(week) → the next month(week), the day before yesterday → two days before 3. 地点状语：here →there 4. 动词：come →go, bring →take e.g. She asked, “Is this book his?” 她问：“这本书是他的吗？” →She asked whether that book was his. 她问那本书是不是他的。 “I came here with my parents to enjoy the sunset yesterday,” said she. 她说：“昨天我和父母一起来这里欣赏日落。” →She said she went there with her parents to enjoy the sunset the day before. 她说前一天她和父母一起去那里欣赏日落。 注意：以上变化要根据实际情况而定。如果就在当天转述，yesterday，tomorrow等时间状语不必改变；如果就在当地转述，here不必变为there。 VI引述祈使句的变化 引述祈使句通常用“动词+宾语+不定式”结构。如果祈使句为否定句，在不定式的前面加上not。引述表示命令的祈使句，常用动词order，tell，warn；引述表示请求的祈使句常用动词ask，beg；引述表示建议、劝告的祈使句常用动词advise等。祈使句变间接引语，遵循“一改二变三加四去”原则： said (to)改为asked或told，said to的宾语变成asked等的宾语，即在动词原形前加to使其成为动词不定式，去掉please。 e.g. The man said, “Let’s make a U-turn at the next crossroads and try another way.” 那人说：“让我们在下一个十字路口掉头，试试另一条路。” →The man told us to make a U-turn at the next crossroads and try another way. 那人告诉我们在下一个十字路口掉头，试试另一条路。 He said, “ Do have a look at yourself first.” 他说：“你先看一看自己。” →He advised me to have a look at myself first. 他建议我先看一看自己。 Step 4 Using the structures Activity 4 Using the structures (exercises in the textbook) 1. Read the statements and questions by children who attended scientific lectures on P29. Guess who they were talking to and then change the sentences into indirect speech. And then check the answers. 1) Diane asked what had made Hurricane Katrina unusual. (meteorologist气象学家) Diane asked if/whether it had been the worst natural disaster in American history. 2) Martha said/told me that she wanted to become a scientist and help the world. (ecologist生态学家) Martha said/told me that she was doing a project on behalf of her school about global warming. 3) Bob asked why nuclear power was such a sensitive topic. (politician政治家) Bob asked if/whether they could explain how the nuclear disaster had happened. 4) Laura asked how many animals had disappeared because of human hunting. (zoologist动物学家) Laura asked what we could do to help wild animals. 5) Vincent said/told me that he had never been to the Amazon Jungle. (ecologist生态学家) Vincent asked if/whether scientists would discover new species there. 2. Read the four students’ statements on what they are doing to help the environment or what else we can do and report to the class. And then, work in groups. Do a survey on what your group members are doing to help the environment and what else they can do. Then report to the class. Finally, read the sample to reconstruct the text. Example: I asked my group members what they did to limit the amount of carbon dioxide produced in their daily lives. Michelle said that she always used her cloth bag when going shopping, rather than use plastic bags. 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 not to print out documents unless really necessary. Activity 5 Using the structures (exercises in the reference book) Complete the grammar exercises in the reference book and check the answers. Step 5 Evaluation and summary Activity 6 Self-evaluation Guide the students to reflect on their learning of this period by considering the following aspects. 1. How is your mastery of how to change direct speech into indirect speech? (Good/Fairly good/Moderate/Just so so/Poor) 2. What are your problems with this grammar item—direct speech and indirect speech? Activity 7 Summary (The teacher) Guide the students to summarize the rules of changing direct speech into indirect speech. Homework: 1. Complete the (grammar) exercises in RB and TB. 2. Read the grammar explanations in the reference book to consolidate the grammar rules. 学科网（北京）股份有限公司 $