PWP教学【教学设计】Module 4（外研社）.docx

Module 4 Sandstorms in Asia 乐山一中 方毅教学模式介绍PWP教学模式强调以学生为中心，以活动为载体. PWP模式就是当我们关注学生的学习过程时，我们可以把学习过程划分为Pre-learning，While-learning，Post-learning三个阶段。Pre-learning Pre-learning （学习前）阶段是教师进行教学准备、学生自我准备、教师激活学生学习新的语言知识、形成新的语言运用能力所需的知识、能力的阶段，其目的是为新语言内容的学习进行准备。这一阶段包括是课堂教学之前的一切准备活动，也包括课堂教学中开始学习新的语言内容之前的导入、启动、复习、激活等活动。While-learning （学习中）阶段当然就是学习新语言的阶段，一般是在课堂进行，但也可以是学习在课堂之外的自我学习活动。在这一阶段，教师进行知识呈现、讲解，引导学生进行训练，学生通过学习掌握语言内容，形成运用能力。Post-learning （学习后）阶段是学习新语言之后的评价、运用阶段，这一阶段应该是课堂之外的运用活动阶段，因为课堂内的活动本质上都属于学习阶段的活动，即使是课堂内的运用活动也是促进学习的运用活动。PWP教学过程可以用于英语教学的每一项具体语言教学内容，在技能教学中表现为不同的具体形式，如听力中的 Pre-listening, while-listening和post-listening，口语中的 Pre-speaking, while-speaking和 post-speaking，阅读中的Pre-reading, while-reading和 post-reading，写作中的Pre-writing, while-writing和post-writing。PWP课堂教学模式的教学环节：Pre-learningWhile-learningPost-learningPeriod 1 Introduction设计思路说明【Pre-learning】通过图片讨论沙尘暴的危害。【While-learning】 学习关于沙尘暴词汇以及讨论沙尘暴的起因。【Post-learning】讨论应对沙尘暴的方法。教材分析本模块以Sandstorms为话题，通过本模块的几篇阅读材料使学生对Sandstorms有所了解，并通过文章中提出的一些深刻的问题，比如，The desert is only 250 kilometers away to the west of Beijing使学生更好地了解我们的地球和我们的生活环境正遭受的破坏，并引发对“我们应该如何保护环境”的热烈讨论，通过这些讨论会激发学生对环境保护的了解和实施的自觉性。通过讨论Sandstorms，让学生表达对沙尘暴的看法，以及我们应采取何种措施来提高环境质量。并能就此设计海报来呼吁人们保护环境。INTRODUCTION 复习和学习有关自然灾害的词汇,呈现了一些自然灾害的起因以及造成的危害,使学生对沙尘暴有初步了解。教学目标【知识与能力目标】Enable the students to talk about the sandstorms, the reasons for causing sandstorms and the important of protecting environment.【过程与方法目标】Help students to learn how to talk about the sandstorms, the reasons for causing sandstorms and the important of protecting environment.【情感态度价值观目标】To realize the importance of protecting environment.教学重难点【教学重点】How to describe sandstorms & environmental protection.【教学难点】How to express ones opinions.课前准备1. A projector 2. A computer教学过程Step I. Pre-learningT: Good morning, everyone! Today we are going to learn a new module, Module 4 Sandstorms in Asia. Look at the screen please. I will show you some pictures. Talk about them in your own words. (Show them the pictures of sandstorms.)S1: In the first picture I can see a man is riding a bike hard. The sky is yellow.T: Can you see the buildings clearly?S1: No, they are not clear.T: Thank you, sit down please.S2: In the second one I can find some buildings, but I cannot see them clearly. May be the city is in the sand or anything like that.S3: In the third one I can see a very tall building only. There is much sand in the sky.T: Very good. Thank you.S4: In the next picture, I can see many people riding bikes wearing masks. The weather is very cold, because they wear gloves and more clothes.T: How about the air? Is it clean?S4: The air is not clean. There is something like sand in the air.T: Quite right!S5: In the fifth picture, there is a strong wind carrying sand. It looks like smoke.S6: In the last one, there are some buildings covered with thick, yellow dust.T: Excellent job! Thank you every much. Now, who can tell us why there is so much sand in the sky? The wind that carry sand are calledS7: Sandstorm.T: Very good. Yes, they are called sandstorm. If you want to know more about sandstorm, lets come to Module 4 Sandstorms in Asia.Step II. While-learningT: Open your books on page 31. Look at the picture in your books, what can you see in the picture?S1: There is a strong wind carrying sand in the sky, and a car covered with sand running slowly.T: Right. Now, complete the sentences using the correct form of words in the box. Three minutes.Answers: sandstorm, lasts, frightening, blows, buried,After 3 minutes, ask some students to share their answers.T: From this short paragraph, we can see the sandstorm is frightening. Have you ever experienced the sandstorm? How does it be created? Before we discuss these questions, lets look at some words on the screen.Dig, earthquake, protect, sign, the Pacific Ocean(show the words on the screen, and explain the meaning to the students. Divide the whole class into several groups to discuss questions in activity 2. Then call back the answers)S1: Most of the sandstorms begin in desert areas. Because there are no trees and grasses in the desert areas. The wind is very strong.S2: Climate changing can create deserts, but nowadays, the deserts are being enlarged because of humanity.S3: Deserts are also created because people cut down trees and dig up grass.T: Why people cut down trees?S3: They want to get wood or to plant crops.S4: Few years ago, Japan was affected by the sandstorms coming from northwest China. And America is also affected by sandstorms. Some are caused by humanity; some are from Asia blown across the Pacific Ocean. Sandstorm has been a global issue.T: Very good, thank you. Can we prevent it?S5: Yes. At present, our China has carried out many plans to prevent sandstorm. For example, China has formed a professor committee to study how to prevent sandstorms. We have planted many trees every year. Cutting down the trees is unlawful. The degree of sandstorm is on decline. So we can prevent it. We believe ourselves.T: Quite right. I believe too. Where does the sandstorm often happen?S6: the inland region has more sandstorms than the one near the sea. Because the inland is drier than the one near the sea.T: Can you give us the reason?S6: Dry weather is one of the main reasons for sandstorms.Step III. Post-learningT: Quite right. Youve done very well. From this activity, youve got much information on sandstorms. Sandstorm is very bad. It pollutes the air, affects our daily life. If you are in a sandstorm what should you do? Now work in pairs to discuss the questions in activity 3.(5 minutes later, call back the answers)S1: If I am in a sandstorm I will wear a mask to protect my mouth and throat, wear a pair of glasses to protect my eyes.S2: Besides mask and glasses I will wear a hat. Because there is much sand in the air, it will make my hair dirty.T: You are right. In a sandstorm, you should wear a mask and a hat, a pair of glasses is also necessary. Which one is more dangerous, earthquake and sandstorm?S3: I think earthquake. Because in sandstorm we can stay at home to protect us, but in earthquake everywhere is dangerous.T: I agree with you. Where in China do sandstorms usually happen? What is the first sign?S4: In the west and northwest China.S5: But it also happens in Beijing often.S6: Before the sandstorm, there is usually a heavy wind and dry weather.S7: The sky is yellow.S8: One afternoon of last spring, when I was at school, the sky was yellow. There was much sand in the sky. The wind was very strong with some drops of rain. In fact, it was not rain. It was mud. At that time, I thought the earthquake was coming. It was very terrible.T: It was really terrible. Thank you. Now I think all of you have known about something of sandstorm. The sandstorm is terrible and harmful. We should work hard to protect our environment.Homework:1. Recite the new words.2. Preview the passage in Reading and Vocabulary.教学反思略Period 2 Reading and Vocabulary设计思路说明【Pre-reading】Show some pictures of sandstorms to the students and let them to describe the pictures so as to arouse the students interest and learn some words)【While-reading】 Get the students to have an idea of the organization of the whole text and let the students know more detailed information about sandstorms to train the students ability of seeking the needed information.【Post-reading】Have the students watch a video of a sandstorm that happened in Inner Mongolia and ask them to work in pairs to prepare an interview about the sandstorm.教材分析本模块以Sandstorms为话题，通过本模块的几篇阅读材料使学生对Sandstorms有所了解，并通过文章中提出的一些深刻的问题，比如，The desert is only 250 kilometers away to the west of Beijing使学生更好地了解我们的地球和我们的生活环境正遭受的破坏，并引发对“我们应该如何保护环境”的热烈讨论，通过这些讨论会激发学生对环境保护的了解和实施的自觉性。通过讨论Sandstorms，让学生表达对沙尘暴的看法，以及我们应采取何种措施来提高环境质量。并能就此设计海报来呼吁人们保护环境。READING AND VOCABULARY就有关沙尘暴的图片提出问题来导入课文。阅读文章后并完成练习，培养对词汇的应变力，理解力和分析问题的能力。教学目标【知识与能力目标】1. To learn some important vocabulary and phrases. E.g., sandstorm, cyclist, mask, frightening, desertification, citizen, dust, expert, forecast, prevent, process, strength, sand dune, cut down, dig up.2. To learn facts about sandstorms.3. To learn to do an interview.【过程与方法目标】1. To improve the students reading ability by fast-reading and careful reading.2. To improve the students speaking ability by letting them prepare and act interviews.【情感态度价值观目标】To build up the students sense of responsibility of environmental protection.教学重难点【教学重点】1. To train the students reading and speaking ability.2. To help the students understand sandstorms better.【教学难点】To enable the students to talk actively by using the knowledge theyve learned.课前准备1. A projector 2. A computer教学过程Step I. Pre-reading1. Brainstorming (Lead in)(Purpose: arouse the students interest and learn some words)2. VocabularyShow some pictures of sandstorms to the students and let them to describe the pictures.- Look at these pictures. Which words can you think of? Possible answers: sandstorm, cyclist, mask, frightening, citizen, dust)Step II. While-reading. Fast- reading(Purpose: get the students to have an idea of the organization of the whole text.)Ask the students to read the passage quickly and silently to match the main ideas with paragraphs. Then check the answers together.Read the passage quickly and match the paragraphs with main ideas.Para 1 The influence of sandstorms in Beijing.Para 2 The history of sandstorms.Para 3 The suggestions from weather experts and local people.Para 4 The causes of sandstorms.Para 5 The measures that the government has taken.Para 6 The description of sandstorms. Careful- reading(Purpose: to let the students know more detailed information about sandstorms and train the students ability of seeking the needed information.)1. Ask the students to read the passage carefully and decide if the following sentences are true (T) or false (F).(1) The winds in a sandstorm can sometimes prevent people from seeing the sun. ( ) (2) The four main centers of sandstorms are South America, Central Asia, Central Africa and Australia. ( ) (3) The sky will be black when there is sandstorm. ( ) (4)The drivers can not drive cars as usual in a sandstorm. ( ) (5) Sandstorms can not be forecasted by Chinese Central Weather Station before it arrives. ( ) (6)We should wear a mask if we want to go out in a sandstorm. ( ) (7)The desert is far away from Beijing. ( ) 2. Ask the students to listen to the tape of the text. Then fill in the blanks of the summary. The first letter is given to the students.(Purpose: get the students to have a general understanding of the whole passage.)Sandstorm is a major d_ for many Asia countries. Sandstorms begin in d_ area. In China sandstorms appear as a result of “d_”. This is a p_ that happens because people c_ trees and d_ grass. Beijing c_ wake up to an orange sky in a sandstorm. They said it is f_ to be cycling in a sandstorm. Luckily, sandstorms can be f_ before they arrive. Now the government is planting trees to p_ sandstorms.Step III. Post-reading1. Pair work: interview(Purpose: to train the students speaking ability and build up the students sense of responsibility of environmental protection.)(1) Have the students watch a video of a sandstorm that happened in Inner Mongolia and ask them to note down the key information of the sandstorm.(2) Ask the students to work in pairs to prepare an interview about the sandstorm.(3) Invite several pairs to act their interviews and have others vote for the best one.2. Summary and homework(Purpose: to review and consolidate the knowledge the students have learned in this period.)(1) Summary(2) HomeworkSuppose you are the reporter. Write a report to tell others this sandstorm that happened in Inner Mongolia and ask them to protect the environment.Requirements: 100-120 words. Describe the sandstorm. Give suggestions of preventing environment. Write a title by yourselves教学反思略Period 3 Listening and Vocabulary设计思路说明【Pre-listening】Deal with vocabulary first to make preparations for listening.【While- listening】 The Ss will hear a speech about environmental problems made by an expert. Then solve all the questions in this part.【Post- listening】Deal with Everyday English教材分析本模块以Sandstorms为话题，通过本模块的几篇阅读材料使学生对Sandstorms有所了解，并通过文章中提出的一些深刻的问题，比如，The desert is only 250 kilometers away to the west of Beijing使学生更好地了解我们的地球和我们的生活环境正遭受的破坏，并引发对“我们应该如何保护环境”的热烈讨论，通过这些讨论会激发学生对环境保护的了解和实施的自觉性。通过讨论Sandstorms，让学生表达对沙尘暴的看法，以及我们应采取何种措施来提高环境质量。并能就此设计海报来呼吁人们保护环境。LISTENING AND VOCABULARY通过听的活动，了解和学习与环境有关的词汇并学会表达，培养在听的过程中思维能力和获取信息的能力。教学目标【知识与能力目标】1. Enable the Ss to understand the damage caused by natural disasters. 2. Enable the Ss to have a good understanding of the importance of protecting environment.【过程与方法目标】To improve the students listening ability by listening for key words.【情感态度价值观目标】To strengthen students awareness of environment protection.教学重难点【教学重点】Listen to the speech about environmental problems made by an expert and different measures taken by different countries.【教学难点】Listen for correct information and find out ways to solve the problems.课前准备A recorder and a slide projector教学过程Step I. Pre- listeningDeal with vocabulary first to make preparations for listening. Then the Ss will hear a speech about environmental problems made by an expert. Then solve all the questions in this part.T: First lets have a revision of some words. Take out your exercise book and well have a dictation. Write down the words that you hear. Listen to me carefully. No.1, whats the air around the earth called?S1: Atmosphere.T: OK, write down the word. The second one, when we breathe, we breathe in oxygen and breath out_.S2: Carbon dioxide.T: Write down this word, too. No.3 is a substance used in chemistry. What is it?S3: Chemical.T: No.4, it means a bad effect on someone or something caused by an earthquake or a sandstorm.S4: Damage.T: No.5 refers to the damage to the environment because of chemicals, cars and smokes.S5: Its pollution.T: No.6 refers to the natural world: the land, air, water, plants and animals.S6: Its environment.T: No.7, whats another name for rubbish?S7: Garbage.T: No.8, it describes a process that a matter changes from solid to liquid.S8: Melt.T: No.9 refers to treating something so that we can use again.S9: Reuse or recycle.T: The last one refers to the most northern and southern points on earth.S10: The Poles.T: Thats all for our dictation. Now exchange your exercise book with your partner. Then turn to P35. Check the answers.Step II. While- listeningListen to the tape for the first time and pause where its necessary. Then check the answers with the whole class.T: Are you ready? Lets listen for the first time. Please pay attention to the topics mentioned in Activity 2.Play the tape.T: Have you got the answers?S1: Yes. Ask students to present their answers.Go through the words in the table and make sure they understand all the meaning of each word. Then give students some time to read the questions and listen for the answers.T: Lets listen to the tape again. Please pay attention to the six questions.1. What is the most urgent problem of all?2. What examples of coastal cities does David give?3. Why is the climate getting warmer?4. What is described as a major problem?5. What happens when we cut down a lot of trees?6. How does the interviewer feel about the situation?Suggested answers:1. The climate.2. New York and Shanghai.3. Because pollution is stopping the suns heat leaving the atmosphere.4. Carbon dioxide from cars.5. There is less oxygen and more carbon dioxide in the atmosphere.6. Optimistic.Play the tape again.T: Have you got the answers?S1: T: Excellent answers! T: Listen for the third time, and fill in the blanks (activity 4). Then check the answers.Step III. Post- listeningT: I think weve solved this problem. Now turn to Page38.Lets listen to the tape for the last time and deal with Everyday English.(After play the tape.)T: Have you got the answers?S: Yes.T: Now well check the answer.Ask several students to present their answers.教学反思略Period 4 Grammar设计思路说明【Pre- learning】Ask the students to observe the sentences with infinitives.【While- learning】 The teacher explains the grammar rules.【Post- learning】Do some practice to consolidate the grammar rules.教材分析本模块以Sandstorms为话题，通过本模块的几篇阅读材料使学生对Sandstorms有所了解，并通过文章中提出的一些深刻的问题，比如，The desert is only 250 kilometers away to the west of Beijing使学生更好地了解我们的地球和我们的生活环境正遭受的破坏，并引发对“我们应该如何保护环境”的热烈讨论，通过这些讨论会激发学生对环境保护的了解和实施的自觉性。通过讨论Sandstorms，让学生表达对沙尘暴的看法，以及我们应采取何种措施来提高环境质量。并能就此设计海报来呼吁人们保护环境。GRAMMAR 1部分不定式的不同表达的区别，并会正确运用。GRAMMAR 2 了解but + infinitive 的用法。教学目标【知识与能力目标】Learn to use infinitive structure.【过程与方法目标】Let the students learn how to use the infinitive structure.【情感态度价值观目标】To encourage the Ss to be active and cooperative in the class.教学重难点【教学重点】Teach the use of the infinitive structure. Some words fol