PWP教学教学设计Module5外研社docx.docx
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PWP教学教学设计Module5外研社docx
Module5GreatPeopleandGreat
InventionsofAncientChina
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-leaming»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Z前的一切准备活动，也包括课堂教学屮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Z外的运用活动阶段，因为课堂内的活动木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-listeningfDpost-listening,口语中的Prc-spcaking,whilc-spcakingpost-speaking,阅读屮的Prc-rcading,while-readingpost-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-learning
Period1Introduction
设计思路说明
[Pre-learning]
Showingthepicturesofancientphilosophersandletthestudentsguesswhotheyarc.Ifnecessary,givethestudentssomeinformationaboutthesefamouspeople・
[While-learning]
Leamthevocabularyandcompletethepassageaboutthethreephilosophers,andknowtheirteachingthoughts・
[Post-learning】
Leadstudentstoexpressagreementsanddisagreements,andgivereasons・
教材分析
本单元为话题，旨在通过单元教学使学生通过讨论屮国古代哲学，及古代哲学思想，如何发表口己的观点并给出原因等问题，使学生树立正确的哲学观。
并针对这些思想，指导学生发表自己的见解和看法，通过进一步讨论掌握发表同意或不同意的句子，及给出理由的句子。
并能就哲学家及哲学思想进行评论，对相关哲学思想写出观点明确、论证有力的短文。
INTRODUCTION提前布置准备关于哲学与哲学家的信息，课上找同学讲解，从而激发学生对本单元的屮心话题产生兴趣；同时也使教师对本单元的授课更具有针对性，从而有效地帮助学生树立正确的哲学观念。
教学目标
【知识与能力目标】
EnableSstotalkaboutphilosophersandphilosophies.
EnableSstolearnhowtoexpressagreements/disagreements,toknowhowtogivereasons
【过程与方法目标】
Completethepassageaboutthethreephilosophers,andknowtheirteachingthoughts.
【情感态度价值观目标】
Tohelpstudentsbuildcorrectphilosophyvalues・
教学重难点
【教学重点】
Talkaboutagreementsanddisagreements.
Givereasons:
Whatwouldyousaywhenyouwanttogivereasons?
【教学难点】
Expressagreementsanddisagreements.
Discussthesentencesthatgivereasons・
课前准备
Arecorder,acomputer,andaprojector
教学过程
StepI.Pre-learning
Leadingin
Showingthepicturesofancientphilosophersandletthestudentsguesswhotheyare.Ifnecessary,givethestudentssomeinformationaboutthesefamouspeople・
T:
Doyouknowwhotheyare?
SI:
IsthefirstoneConfucius?
S2:
Yes,heisConfucius.
S3:
ThesecondoneisMencius-
S4:
ThelastoneisMozi.
S5:
1knowConfuciusthoughtkindnesswasimportant.
S6:
You^reright!
AndIknowMozihatedtheideaofwars.
T:
Verygood!
Youhavesaidmuchaboutthephilosophers・Youdidanexcellentjob・Inthismodule,wewillleammoreaboutthesephilosophersandtheirphilosophies.Nowlet'slookattheIntroduction.
StepII.While-learning
1.Asksomestudentstoreadoutthewordsandsaytheirmeaningswhileothersarelistening.
2.Readtheinstmction,andletthemknowwhattodo.
Thengivethemtwominutestoreadandfillinthepassage.
Thenasksomeonetoreadthepassagetochecktheanswers・
3.AskwhatelsetheyknowaboutConfucius,MenciusandMozi.
Theyshouldsaythreethingstheyknowaboutthem.Iftheylike,theycanworktogetherwiththeirpartners・Thenaskthemtosaysomethingaboutthefamouspeople.
SI:
IknowConfuciuswasborninLuguo,whichisinShandongprovinceandiscalledQuftinow.
S2:
Yes,theplacenowiscalledQufU.IknowQufuisafamousplacebecauseofhim・
S3:
Hehadmanystudents,butonlyseventy-twoofthemwerefamous.
S4:
Confuciuswrotemanygreatbooksandsaidmanygreatwords,sohewasconsideredtobeoneofthegreatestpersonsinthehistoryofChina.
T:
Terrific・Confuciusisreallygreatforhisthoughts・Butthereweremanyotherphilosophers.Whocansaysomethingaboutthem?
S5:
MenciuswasbominaplacecalledZhouguo.
S6:
AndhisteachingwassimilartothatofConfucius.
S7:
Yes,healsowrotemanybooks,oneofwhichwasnamedMencius・
S8:
1knowsomethingaboutMozi,hewasborninTengguo,andhisfamilywasverypoor.
S9:
Yes,thereisastatueofhiminhishometown.Hethoughtthatstrongpeopleshouldlookafterweakerpeople・
S10:
Hewasalsothoughttobeagreatphilosopher,becausehewroteafamousbookcalledMozi.
T:
Good!
Thesearesomethingaboutthephilosophers,butdoyouknowtheirteachings?
4ReadtheinstructionofActivity2,andthenaskthemtodiscussitwiththeirpartners.
Thenchooseonestudenttotellhisanswer.Theteachercancorrecttheanswer.
StepIILPost-learning
LExpressagreementsanddisagreements.
T:
Iverymuchagreewithstatement4.Ifyouwantotherpeopletobekindtoyou,youmustbekindtothem.Whataboutyou?
Whichstatementdoyouagreeordisagree?
Pleaseexplainyour
reasonsinoneortwosentences.Anyvolunteer?
SI:
1stronglyagreewithstatement1.Ithinkitisright.Whenamanisborn,heisgood・Ashegrowsolder,thepeopleandtheenvironmentaroundhimmayaffecthim.
S2:
Ithinkstatement5isright.Ifarulerwantstocontinuehisrule,heshouldbekindtohispeople・
S3:
Idisagreewithstatement6.Weshouldbekindtomostpeople,notincludingthebadpeople・
S4:
1agreewithS3.1alsothinkbadpeopleshouldn'tbetreatedwell.
S5:
Idon'tthinkstatement2isright.Infact,peoplearenotequal.Forexample,fatherandsoncannotbeequal.
T:
Well,boysandgirls.Itdoesn^matterwhetheryouagreeordisagreewiththesestatements.Youhavepracticedgivingyouragreementsordisagreements,right?
Thatiswhatyoushouldpayattentionto.
2.Function—Givingreasons
（1）LookatActivity1•Letthemlcamhowtogivereasons.
Getthemtopayattentiontothewordsthatarethesameinonesentence.
（2）Rewritethesentences・
Readandexplaintheexample,thengivethestudentssometimetorewritethesentences・
（afewminuteslater）
（3）Askstudentstoreadthesentencestheyhaverewritten.
Suggestedanswers:
（theteachercanshowtheanswersonthescreen）
1・ThereasonwhyIremembertheancientphilosophersisthattheirideasareimportant.
2.ThereasonwhyIboughtthebookisthatitisaboutphilosophy.
3.ThereasonwhyMenciusresignedwasthattherulerwasnotfollowinghisadvice・
4.ThereasonwhyMozihatedtheideaofwarwasthathethoughtpeopleshouldnotkilleachother
3.VocabularyandSpeaking
（1）Asksomestudentstoreadthewordsandphrases.Ifnecessary,askthewholeclasstoreadaftertheteacher.
（2）Leadtoputtheideasinorderofimportanceinsocietyandexplainthereasons・
Theteachercangiveanexample,andthengivetimetopractice,thenchooseseveraltosay.
4.Pronunciation
（1）Listentothetape;thestudentscanunderlinethesoundthatlinksthewordsbythemselves・
（2）Listentothefirstoneagain,pointoutthesound,thenlistenthefirstoneagain.Thendotheothersinthesameway.
（3）Listentoallthesentencestogetheragain,andaskthemtofollowandrepeatthesentences・
5.Speaking
（1）Getthestudentstothinkofthreetwentieth-centuryinventionsrelatedtotransportation,suchasplane,car,andbicycle;andthreeinventionsrelatedtofoodandcooking,suchastheuseofnaturalgas,theappearanceofsteamed-boiledfood,fridge・
（2）Askthestudentstodiscusswithpartners,andtheyshouldgivereasonstopracticegivingreasons.
（3）Comparetheinventionswithothers,andmakethestudentslisttheminorderofimportance.
Thenasksomestudentstoexplainthereasons.
T:
Youshouldexpressyourideas,andexplainwhyyoulisttheinventionsinthatorder.Forexample,Ithinkfridgesaremoreimportantthancansbecausefridgescankeepmeatfresh.Are
youclear?
Ss:
Yes!
T:
Ok!
Nowtrytogiveusyourorderandtellusyourreasons.
SI:
Iagreewithourtcachcr.Ithinkfridgesarcmoreimportant,notonlybecausetheycankeepmeatfresh,butalsobecausetheycankeepmanythingsfreshanddry,justlikemyfavoritebetween-mealnibbles.
S2:
1don^tagreewithyou,becausefridgeswasteelectricity,andtheycancausepollution.
S3:
S2isnotwrong.Butfridgeshavemoreadvantagesthandisadvantages・Wecangoonusingthem.
T:
Good!
S3isright.Everythinghastwosides・Althoughfridgeshavedisadvantages,wecanimprovethemandmakebetteruseofthem,right?
Ss:
Yes,itisright!
S4:
1thinkplanesaremoreimportantthancars・Planesaremuchfasterandcomfortablethancars・
S5:
Idisagree・Planesarcfaster,buttheyarcnotassafeascars・Whatismore,theyarcmuchmoreexpensive
S6:
Inmyopinion,theinventionofbicyclesismostimportant,nowadays,somanypeopleareridingbikesaroundtheworld.
S7:
Idothinktheusingofnaturalgasisveryimportant.Itmakescookingeasyandquick・Afterashortwhile，youcancatdeliciousfood.That'sgreat!
S8:
Ithinktheinventionofwrappingpaperisveryimportant.Becauseofthem,wecanbuyfoodinrestaurantsandtakethemhomefordinners.
Homework
2.Previewthereadingpart・readthetext.
教学反思
略
Period2Readingandvocabulary
设计思路说明
[Prc-rcading]
DealwiththewordsinActivity1.
【While-reading]
Dofastreadingtogetthegeneralideaofthepassageandcarefulreadingtogetsomedetailedinformation.
[Post-reading]
Discusshowmuchinformationaboutthephilosophersthattheyknowandtheteacherexplainssomelanguagepoints.
教材分析
READINGANDVOCABULARY介绍了中国古代的三位伟大哲学家及他们的伟大思想，让学生在阅读中学习哲学，树立正确的社会观，人生观，为日后走向社会作铺垫。
课文重点讲解了三位哲学家的生平经历，体现了他们在怀才不遇，屡受挫折的情境下不屈不挠的精神,一直坚持自己的思想和信念，修身养性，从未放弃追求。
通过阅读，学生学习了新的词汇,句型，提高了阅读水平，并学习坚持不懈的精神。
教学目标
【知识与能力目标】
1.Trainstudents5readingability
2.Learnsomeusefulwordsandexpressions.
3.LearnsomeinformationaboutgreatpeopleinAncientChina.
【过程与方法目标】
1.MakestudentsknowmoreaboutsomegreatpeopleinancientChinathroughreading・
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