一、教学背景：

本课为 9A 牛津英语教材 Unit6 Grammar中有关Reported speech的内容。笔者把这节课的重点定为五种时态的变形。由于在8B中学生已接触了直接引语变间接引语时态不发生变化的情况，学生对人称的变化已经把握，因而本节课只需提及，不必列为重点。

二、教学思路：

本节课由呈现简笔画引入，让学生猜测图中人物的语言。再列出图中人物的原话，让学生引述。教师在学生使用间接引语中提醒他们对时态的关注。呈现完五种时态的变化形式，再附之以练习。让学生在机械操练中把握间接引语的时态变化。为了让学生对本节课的重点内容达到熟练的程度及增强学习的趣味性，笔者又设计了“传话”和“我是小记者”两项活动。“传话”这一活动旨在口头的操练间接引语；“我是小记者”则是进行听和写的练习来巩固此语法知识。最后，由学生再次归纳直接引语变间接引语时的时态的变化。

三、教学片段：（“传话”活动的开展）

T: Boys and girls. Let's play a game. OK?

Ss: OK.

T: The game is called “Tell me what he/she said.”

A student says a sentence to someone; the listener tells us what he/she said.

Model:

A: I am sad.

B: he said he was sad.

(在B同学回答完，教师将句子投影到屏幕上，让其他同学判定B同学转述的是否正确)

T: You can write down your sentences first. (Wait 2 minutes for writing)

S1: I am writing.

S2: He said that he is writing.

T: Is she right?

Ss: No.

T: who can help her? （教师暖和的询问）

Ss: He said that he was writing.

(教师发现虽然在前面操练的效果不错，但在进行口头练习时，错误的频率还是很高，部分较差的学生似乎跟不上.于是笔者先让学生把句子投影到屏幕上，在把句子读给大家听，让所有的学生有思考的时间)

S3: (show the sentence on the screen) I will visit Beijing .

S4: she said that she would visit Beijing .

S5 (show the sentence) I went to Xuanwu Lake last week.

S6: She said that she had gone to Xuanwu Lake last week.

（时间状语的变形并不是笔者今天所教内容，指出错误是必然的，但该如何解释，这是笔者设计时未考虑的 ,因而笔者只是把正确的表述教给学生）

T：Pay attention to the adverbials of time ‘last week'. We should change it into “the week before”.

“ Tomorrow I will tell you there a son.”

(在八对学生做完此练习后，笔者让全班同学集体把这五个间接引语的句子大声朗读一遍，再次巩固直接引语改间接引语的时态变化。)

T: let's say these sentences together.

T and Ss: He said that he was sad.

He said that he was writing.

……

She said that she would visit Beijing .

She said that she had gone to Xuanwu Lake the week before.

四、教学反思：

我认为，英语教学的目的主要是培养学生把握并运用英语的能力，英语教学应该为学生创设他们喜闻乐见的合适的情境，给予他们充分的时间和空间，让他们成为学习的主人。作为一名英语教师，首先应该激发学生学习英语的爱好和积极性，增强学生的记忆效率，以达到最终的教学目的。假如一味地采用传统的英语教学方法讲授语言规则，让学生脱离语言环境去做大量机械、枯燥乏味的知识练习，学生学习爱好当然不高。因而，在本堂课的中，我设计了两个活动，让学生在情景中练习间接引语，增强学习的爱好，锻炼了口语表达能力。