一、教学背景
牛津 法语 9A教材第六单元中有关直接引语改为间接引语的教授较为复杂。我们在初二阶段已经学过其时态不变的情况，如“The teacher told us the sun rises in the east.”大部分学生对人称的变化基本掌握，所以我们只需强调时态的变化。通过呈现五种时态的变化形式，再加上大量的机械的练习，法语论文网站，让学生在反复操练中掌握间接引语的时态变化。为了增加语法律习的趣味性，法语论文题目，让学生在快乐学习的氛围中掌握本课重点语法知识，我就想到了我们经常在小学课堂上做的“悄悄话”游戏。
二、教学片段
T: Boys and girls. Let’s play a game, ok?
S: Ok!
T: We call the game “Tell me what he or she said.” A student says a sentence to someone, the listen er tells us what he or she said.
For example,
A: I am happy today.
B: He said he was happy today.( B同学在向C同学转述完之后，自己再说一个句子。)
I am happy, too.
C: He said he was happy,too.(同样C同学向D同学转述完之后，自己再说一个句子。)
I went to the park yesterday.
D: He said he went to the park yesterday.(在D同学回答完后，我将句子投影到屏幕上，让其他同学判断这个同学转述得是否正确。)
T: Is he right?
S1: He is wrong.
T: Who can help him?(D同学转述有误，我耐心询问全班同学谁可以帮助该同学改正错误。)
S2: He said he had gone to the park yesterday.(我发现学生在笔头操练时正确率很高，但是口头练习，很多基础差的同学跟 不上，以致错误非常多。因此，我把S2同学说的句子投影到屏幕上，把句子读给大家听，让大家思考他说得对不对。)
S3: He said he had gone to the park the day before.
T: Very good. You are right.(结果S3同学很快把错误找出来了。于是在这个地方，我向大家再次强调时间状语变化的注意点。) Pay attention to the adverbials. For example, I visited the Palace Museum last week. Tell me how to change this sentence. 1 |
