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-learning Period 1 Introduction 设计思路说明 【Pre-learning】 通过图片讨论2004年印尼海啸，进而讨论更多的自然灾害。
【While-learning】 学习关于自然灾害的词汇以及function部分用定语从句来定义单词。
【Post-learning】 分组讨论自己关于自然灾害的经历或者曾经看到过的相关新闻。
教材分析 本单元以“自然灾害（The violence of nature）”为话题， 旨在通过单元教学，让学生运用书中的Useful expressions编对话，描述人物，事件和人物的感情，了解人们在自然灾害中的经历，感受，提高学生的自我保护意识；
培养学生对定语从句的运用能力，词汇部分训练学生在语境中理解词汇的能力，学习对词语进行解释，以及如何运用useful expressions 暗示之后的语言内容。本单元的话题是“自然灾害”，其中包括“龙卷风”，“飓风”， “火山爆发”，“地震”，“洪水”等。导入部分（Introduction）通过三幅图片引出与自然灾害相关的词语，并对其进行释义。然后通过问题讨论自然过渡到本单元话题“自然灾害”。
教学目标 【知识与能力目标】 Enable the Ss to learn something about the natural disasters in the world. Help the Ss learn some new words and use the Attributive Clause to explain words. 【过程与方法目标】 Enable the Ss to talking something about the natural disasters in the world. 【情感态度价值观目标】 To realize the danger that different natural disasters caused. 教学重难点 【教学重点】 Enable the Ss to learn something about the natural disasters in the world. 【教学难点】 Learn how to definite words, using the Attributive Clause. 课前准备 1. A projector 2. A computer 教学过程 Step I. Pre-learning Warming up Look at the picture and answer the following questions. Q1. Have you ever heard of the tsunami in 2004 Q2. When and where did it happen Q3. What kind of damage did it cause Q4. Can you list some of other natural disasters Q5. Tsunamis are natural occurrences. Can human beings stop them Suggested answers Q1. Yes. Q2. At the end of 2004, a massive earthquake sent tsunami smashing into Indian Ocean coastline. Many heavily populated areas disasters from it. Q3. Sri Lanka, Indonesia, Thailand, India, Malaysia and East Africa destroyed by the monster waves, causing millions of deaths. Q4. Flood, Fire, drought, landslide, earthquake, tornado, hurricane and so on. Q5. No. Tsunamis are a natural occurrence related to the processes that shape the Earths surfaceearthquakes, volcanoes, and landslides. These processes are driven by the heat escaping from the Earth and gravity, and people cannot control these underlying forces. Step II. While-learning Step 1. Vocabulary Learning Match the words in the box with their definitions. Flood hurricane lightning thunderstorm tornado 1. a lot of water in an area which is usually dry 2. a very strong wind or storm 3. a lot of rain falling quickly, with loud noises and flashes of light 4. the flash of light which happens during a thunderstorm 5. a column of air that turns very quickly. Suggested answers A flood is a lot of water in an area which is usually dry. A hurricane is a very strong wind and storm. Lightning is the flash of light which occurs during a thunderstorm. A thunderstorm is a lot of rain falling quickly, with loud noises and flashes of light. A tornado is a column of air that turns very quickly. Step 2. Function Try to find the common characteristic of the sentences above. Suggested answers 1. Each sentences gives a definition of a word. 2. The Attributive Clause appears in each sentence. 3. When we give a definition of a word, the Attributive Clause is usually necessary and hopeful. We’d better learn to use the structure “A is B that/which” Step 3 Practice Give definitions of the words following the pattern “A is B that/which”. An earthquake a volcanic eruption a plane crash Suggested answers 1. An earthquake happens when the earth shakes because of movement underground. 2. A volcanic eruption is that lava and ash coming out of a volcano. 3. A plane crash is that a plane stopping flying and crashing into the earth. Step III. Post-learning Discussions 1. Which kind of these natural disasters have ever experienced Can you describe it 2. Have you ever read a news story about one of the events Can you describe it 3. Do you know anything about the events For example, what causes them Homework 1. Recite the new words. 2. Preview the passage in Reading and Vocabulary. 教学反思 略 Period 2 Reading 设计思路说明 【Pre-reading】 Read about the Gulf Steam and check the meaning of the words. 【While- reading】 Read the passage carefully and answer the questions about tornado and hurricane. 【Post- reading】 Fill in the about tornado and hurricane and learn language points. 教材分析 阅读与词汇部分（Reading take the fur and feathers off; destroy houses but leave the furniture where it was Cause huge waves, heavy rain and floods The worst example you know Occurred in 1925 Occurred on the 8th September 1900 in Galveston, Texas. 2. Language Explanations 【词条1】occur 【课文原句】Almost all of them occur in the US, in the area from Texas in the southeast to South Dakota in the north. Page23 【点拨】occur此处意为“发生”，不及物动词，没有被动语态。如 About 400 earthquakes occur worldwide every day, and more than a hundred thousand in a year. 【拓展】happen, occur, take place辨析 1. happen多用于偶然事情的发生，后面可跟happen to do sth 意为“碰巧，恰巧”；
happen to sb意为“发生在某人身上” 。如 Do you happen to know his telephone number If anything happens to you, tell me at once. 2. occur多指意外事故、自然灾害的发生，虽也指“偶然性”，但程度比happen弱。Occur的常见搭配还有sth occur to sb意为“突然想到”。如 The terrible traffic accident occurred on the No 318 highway in the morning. This idea suddenly occurred to me. 3. take place不带有“偶然”之意，常指经过安排的事情的发生。如 The May 4th Movement took place in 1919. 【词条2】cause 【课文原句】There are violent winds of 120 kilometres per hour or more, which cause huge waves, heavy rain and floods. Page 25 【点拨】 cause 此处意为“导致、引起”，后接名词、代词作宾语，也可接不定式作复合宾语，还可接双宾语。如 What caused his illness The old car has caused me a lot of trouble. 【拓展】 1. cause 也可作名词，意为“原因，起因”，后可接of 短语或不定式。如 The cause of the accident was carelessness. 2. cause 和reason 1cause强调导致某种结果的原因，即指事物发生的直接原因。如 The heavy rain was the cause of the flood. 2 reason 作名词，意为“理由，原因”，着重指在逻辑推理上引出的结论的原因，其后介词多用for。如 He has no good reason for doing that. 注意cause 后不接why 引导的定语从句，而reason 后则可。如 The reason why he died young was that he didn’t pay attention to his health. 【词条3】destroy, furniture, leave 【课文原句】They can destroy houses, but leave the furniture inside exactly where it was. Page 23 【点拨1】destroy vt. 在此处意为“破坏, 毁坏”。如 The building was completely destroyed by the big fire. 【拓展】destroy, injure, damage destroy指通过某种有力的或粗暴的手段使之毁灭或无用，一般很难修复。如 All his hopes were destroyed by her letter of refusal. damage 指“损害，损失”，损坏后价值或效率降低，一般是部分性的，还能修复，多用于无生命名词。如 The earthquake damaged several buildings. injure多指意外的伤害，在事故中受伤，大多造成容颜、功能的损害等。如 One of the players injured his knees and was carried off. 【点拨2】 leave 此处作“使处于某状态”讲，宾补可以是介词短语、形容词、分词等。如 Leave the door open, please. Don’t leave her waiting outside in the rain. 【拓展】leave sb. to do sth. 意为“交给（委托）某人干某事”，如 She will leave me to look after her baby.他要委托我照看她的孩子。
【词条4】 put up, put down 【课文原句】Tornadoes can pick up cars, trains and even houses and put them down in the next street－or even in the next town. Page 23 【点拨1】 pick up 在此句中意为“卷起、掀起”。如 The wind from northwest picked up dust and leaves on the ground. 【拓展】 pick up的常见意思还有 1. 用车去接某人。如 I’ll pick you up on the corner of the street at three o’clock. 2. 偶然获得，学会（知识、语言等）。如 I picked up French when I lived in France. 3. 振作起精神；
恢复健康。如 Pick up our courage and we will succeed at last. 【点拨2】put down 在此处意为“放下”。如 The PLA men ordered the enemies to put down their arms. 【拓展】put down还有“记下，写下”之意。如 We should listen to our teacher carefully and put down the notes well in class. 【词条5】on average 【课文原句】 On average, there are 800 tornadoes in the US each year, causing about 80 deaths and 1,500 injuries. Page 23 【点拨】 on average on an / the average 此处意为“平均”，是一个副词短语。如 How many classes do you have every day on average Homework 1. Workbook P80 rcise 5, 6, 7 2. 2nd Workbook P37-38 Reading A B 教学反思 略 Period 3 Listening 设计思路说明 【Pre- listening】 Ask the students to do the task in activity1 and activity2. Show the definitions of the words in activity1 on the screen. 【While- listening】 Tell the students to read the questions for the listening. Play the tape for the students to listen and then check how well they can understand by answering the questions in activity 4. Remind the students of taking notes if necessary. 【Post- listening】 Fill in the blanks of a dialogue between a reporter and a savage with suitable words according to what you hear. 教材分析 听力部分（Listening）是一段有关火山爆发的对话。在听对话前，设计了一段材料，以便学生了解有关火山的词汇以及其间的关系。另外，设计的听前回答问题帮助学生了解相关知识，为听力部分做准备。听力之后的回答问题的练习旨在训练学生获取听力材料中的具体细节，同时让学生们了解人们在自然灾害中的经理和感受。
教学目标 【知识与能力目标】 Train the students to focus on specific words and details from the listening material. Meanwhile, help the students learn about people’s experiences and feelings in a natural disaster. 【过程与方法目标】 By discussing and listening to the stories, lead students to learn about the rescue skills once a tornado happens. 【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】 Do pre-listening to help the students learn about volcanic eruption. First listening to find specific facts. Carefully listen for details about the questions. 【教学难点】 Train the students to listen for specific facts and details. 课前准备 A tape recorder, a computer. 教学过程 Step I. Pre-listening Ask the students to do the task in activity1 and activity2. Show the definitions of the words in activity1 on the screen. T You have several minutes to read the passage in activity1 on Page25. And with the help of the definitions of the words in the box on the screen, do activity2 to explain the connections between the words in activity1 with your partners. Allow the students some time to do the task. Then the teacher shows a sample after the students present their work. Suggested answers for Task 1 Once a volcano erupts, ash and lava can come up through the volcano. And when the lava reaches the sea, it’s very likely to see a huge tidal wave which can cause a great damage. T We’ll listen to a tape about a volcanic eruption. Before listening, please answer the questions in activity 3. The teacher leads the whole class to do the task together. Keys for Task 2 A fire started. A natural event. A difficult thing to do. Have finished. Step II. While-listening Tell the students to read the questions for the listening. T We’ll hear a conversation about an eruption of a volcano. Before you listen to the tape, read through the questions that you have to answer after listening. Play the tape for the students to listen and then check how well they can understand by answering the questions in activity4. Remind the students of taking notes if necessary. Suggested answers 1. In the center of Plymouth, capital of Monserrat. 2. A reporter and Frank Savage, Governor of the island. 3. No, it isn’t. 4. About 6,000. 5. None. 6. They don’t know. Step III. Post-listening Fill in the blanks with suitable words according to what you hear. R I’m standing in the center of Plymouth, the capital of Montserrat, where just one week ago, a _____ eruption took place. With me is Frank Savage, the _______ of the island. Mr. Savage, thank you for talking to us. S You’re welcome. R What exactly happened last week S Well, the volcano ________, and ash and _______ poured down the mountain towards the sea. _______, there are several villages in its path. R That’ s terrible. Was anybody _______ S No. luckily, we had plenty of warning and I told people who lived in the path of the ash and lava to lean the island. We ______to get half the population to another island before the eruption ______. R why are you still here S Well, I’m still working because there’s a lot to do. R How many people live on the ______ S Eleven thousand people live here and about six thousand people have left R Which areas are the most ______ S Well, the most dangerous places are between the volcano and the sea. There are a lot of villages there. And it was very dangerous. Sadly, hundreds of houses _______when the lava reached them. R Oh, I’m very sorry to hear that. S Thankfully, no one was killed. R are the houses still on fire S No. Fortunately, we put all the fires out quite _______. R That’s very good _____. Well, it’s a beautiful sunny day here in Plymouth. Does this mean that the _____ is over S No The volcano could erupt again People must understand that it is still very dangerous and they can’t go back to their ______. R OK-so that’s the message from the governor-don’t go back to our houses. When will people be able to _______ home S we don’t know at the moment. Hopefully, it won’t be too long. R Thank you for your time, Mr. Savage. S Thank you. 1. volcanic 2. governor 3. erupted 4. lava 5. unfortunately 6 hurt 1. Managed 8. took place 9. island 10. dangerous 11. caught fire 12. news 13. danger 14. houses 15. Return Homework 1. Finish rcises in workbook on pages 80-81. 2. Preview the next period class. 教学反思 略 Period 4 Grammar 设计思路说明 【Pre- learning】 Ask the students to observe the sentences and try to find out the grammar rules. 【While- learning】 The teacher explains the grammar rules. 【Post- learning】 Do some practice to consolidate the grammar rules. 教材分析 语法部分（Grammar）包括两方面的训练。第一部分旨在训练学生对过去完成式的被动语态的理解，掌握和运用。在练习前列出两个句子，让学生通过回答两个问题来理解这个语法项目的结构和运用。第二部分是间接引语。与第一部分一样，让学生通过自主学习和探究，归纳语言的功能和基本结构。其后设计的练习体现了操练模式。
教学目标 【知识与能力目标】 Learn how to use the Past Perfect Passive. Learn how to change Direct Speech into Indirect Speech. 【过程与方法目标】 Learn how to combine a pair of sentences, using the Past Perfect Passive. 【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】 Learn how to use the Past Perfect Passive. Learn how to change Direct Speech into Indirect Speech. 【教学难点】 Learn to use the Past Perfect Passive and Indirect Speech. 课前准备 A computer 教学过程 Grammar 1 Step I. Pre-learning Ask the students to read the sentences on P24 Activity 1 aloud to get familiar with the new structure. T Ok, let’s read the sentences together. Students read the sentences. Step II. While-learning T Now, pay attention to the first sentence. Which event happened first The tornado ending or 700 people dying Ss 700 people dying. T Good. How about the second sentence Traveling back to Canada or being buried in Texas T Analyzing the sentences, how can you show that one event happened before another Ss We use “had done sth”. T Quite good. What is the name of it Ss The Past Perfect. T That’s right. The Past Perfect Passive is used in the first two sentences had been done, while the Past Perfect Active is used in the rest of the sentences had done. Ask the students to do some rcises about the Past Perfect. Step III. Post-learning T Please turn to Page 24. You have 5 minutes to do the task in activity 2 and activity 3. Make sure you use the correct tense and voice to complete each sentence. After the students finish the task, choose individual students to read out the sentences. And check the answers with the whole class. Keys for Task 1 Activity 2. saw, had disappeared returned, found, had been ruined arrived, had taken had left, finished tried, had passed Activity 3. had been killed had fallen had been flooded had been destroyed had died Let the students turn to Page 79, Workbook. T Now let’s turn to Page 79, activity 1. Ask the volunteers to read the sentences out orally. And then check the answers. Grammar 2 Step I. Pre-learning The students will learn the use of Indirect Speech in this part. Get the students to read the sentences aloud together and discuss