外研版高中英语必修3
Module 3 The Violence of Nature
语法课（1）
By 李春英，武清区杨村一中
Part 1 教案设计
Teaching goals:
Let students grasp the past perfect passive and indirect speech
Teaching important point:
Enable students sum up the characteristic of the past perfect passive and the rules of changing direct speech to indirect speech
Teaching difficult point:
Enable students to try to use the grammar in writing or speaking
Teaching content:
Grammar 1 and Grammar 2
Teaching strategy: Task based teaching
Discovering
Analyzing
Teaching procedures:
Step I Grammar 1 The past perfect passive
Directions: Have a free talk with students about what they have learned in the text. Pick out the sentences which have used the past perfect tense by reviewing the text. Then sum up the characteristics that the past perfect tense has. Then distinguish the past perfect passive from the past perfect active. Have some exercises to consolidate what they have learned..
1 review the text and pick out the related sentences
T: You know the worst tornado of all time in the USA. Can you tell me the terrible results?
S: By the time it ended, more than 700 people had been killed and 2,700 had been injured.
T: You know the Irish actor Charles Coghlan. Where had he been by the late 1890s? S: Lava; ash...
S: By the late 1890s, he had moved to Galveston, where he died in 1899, a year before the hurricane struck.
T: What happened to him at last?
S: Coghlan traveled back to Canada—after ha had been buried in Texas!
2 sum up the characteristic of the past perfect passive
T: Well done! Now let’s look at the three sentences. What do they have in common?
S: All of them have the similar structure—had done.
T: What do we call it? Can you think why we should use the structure? This form may help you solve the problem. Work in pairs and try to fill in the blanks. The first one is given as an example.
Directions: After discussion, students can come up with the answer like this:
T: Have you summed up the feature according to the form?
S: Yes. There is always one event which happened before a certain time or another event.
T: Good for you. And we call this structure the past perfect tense. It shows one event happened before another. Let’s have a closer look at them. Don’t you think there is a difference between them? What’s the difference between “700 people had been killed” and “he had moved to Galveston”?
S: The former is “had been done”, the latter is “had done”.
T: Look at the relationship between the subject and the verb. So we call “had been done” as the past perfect passive.
3 consolidation
Do activities and 3 on page 24.
4 writing
Use the past perfect passive to write down a few sentences about the results of a disaster.
Step II Grammar 2 Indirect speech
1 review listening and pick out some sentences said by the governor.
Do activity 1 on page 26.
2 sum up the rules
Directions: let students read the following sentences and sum up the rules about indirect speech. And then help students understand the rules on page 109.
1 He said , “You are younger than I.”
→He said (that ) I was younger than him.
2 She said, “Do you often come here to read newspapers?”
→She asked me if/whether I often went there to read newspapers.
3 She asked me, “You have seen the film, haven't you?”
→She asked me whether/if I had seen the film.
4 I asked him, “Will you stay at home or go to a film tonight?”
→I asked him whether he would stay at home or go to a film that night.
5 He asked, “Where do you live?”
→He asked me where I lived.
6 The teacher said to the boy, “Open the window.”
→The teacher told the boy to open the window.
7 His father said to him, “Don't leave the door open.”
→His father told him not to leave the door open.
8 The teacher said “The earth goes round the sun.”
→The teacher said that the earth goes round the sun.
9 He said to me, “I was born in 1973.”
→He told me that he was born in 1973.
3 oral pratice
Let students work in pairs. One says something. The other retells what his partner has said.
4 consolidation
Do the following exercises.
1. He said ________ if he had seen me yesterday, he would have told me about it.
A. what B. whether C. that D. when
2. ________ he didn't agree to this plan?
A. How you know why B. Do you know why
C. Why do you know D. Do you know how
3. Have you seen Tom recently? I wonder ________ with his studies.
A. how is he getting along B. that he gets along well
C. what he is getting along D. if he is getting along well
4. Now we can see ________ problem the population is.
A. a such serious B. how serious a C. such serious a D. so a serious
5. I'll show you a store where you can buy ________ you need.
A. which B. that C. how D. what
6. -- Has Tom arrived yet?
-- No, but he said he ________ a bit late.
A. would come B. had come C. came D. had been coming
7. I really don't know ________.
A. that I'll go B. whether I'll go or not
C. whether to go and stay D. if go or stay
8. He asked ________ I understood ________ he meant.
A. whether; what B. if; that C. when; which D. why; where
9. Our teacher told us ________ to school at seven.
A. come B. to come C. leave D. leaving
10. Tourists are warned ________ rubbish anywhere.
A. don't throw B. not to throw C. not throwing D. didn't throw
Key: CBDBD ABABB
Step III homework
Finish the exercises in the workbook.
Part 2 教学反思
This class emphasizes students themselves summing up the rules of grammar by analyzing and discussing. It also gives life to grammar by encouraging students to use them in oral or written English..
Part 3 专家点评
本教学案例紧抓教学目标，强调从学生入手，让学生通过从教师的提示中归纳总结该语法知识的要点，培养了学生的总结归纳能力。鉴于该课时中涉及的语法知识需要注意的要点很多，但教师只要求学生掌握其中的几点，有助于学生对知识的理解和掌握。同时，课堂上设计的巩固知识的习题多样化，给学生一种新颖的感觉。但是如果能够抓住两个知识的结合点，将两个知识结合起来会更好。
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