Water in China
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一、教学设计思想
当代外语教学观要求外语教师充分利用一切课堂资源进行教学，其中网络是增加信息量并促进学生自主学习的一个重要途径。
祝智庭教授就此问题提出了“五何分类法”，即“是何、为何、如何、若何和由何”。“是何”通常指以What, Who, When, Where 为引导，指向一些表示事实性内容的问题；“为何”指以Why为引导，指向事物之间的关系，并做解释和推理；“如何”指以How为引导，指向一些表示方法、途径与状态的问题；“若何”指以If…(then)…为引导的，指向一些条件发生变化，可能产生新结果的问题；“由何”指以From…为引导的问题。人们通常把“由何”与其他“四何问题”进行融合设计，展示相应的问题情境。
在英语课堂中进行“五何提问法”教学，能创设运用英语进行思维的环境，引导学生较为全面地认识事物，学会通过多角度提问而获得更多信息，进行有意义的英语学习。以下是以water in china为主题进行的网络模式下的“五何提问法”的教学实践。
二、教学对象和内容分析
Water in China是牛津英语（上海版）8B Chapter 6的主题内容。初二学生对于中国水资源的情况了解较为含糊，多局限于身边的用水情况。为了让学生全面了解中国的水资源状况等相关信息，进行网络探究成为绝好的手段。学生已初步具备了网络信息的搜索、处理和制作PPT的能力，是教学顺利进行的基础。
三、教学目标
本课旨在让学生初步学会“五何提问法”，即用What, How, Why, If , Who 和Where 进行Water in China主题的设问；让学生充分利用网络资源搜寻资料、解决问题；鼓励学生自己制作PPT，并用英语表述主题内容；提供学生与同伴合作学习的机会；激励学生关心地球和环境，培养责任意识。
四、教学重点、难点
学生用“五何提问法”进行Water in China主题的问题设定；学生搜索信息和制作PPT，并进行成果展示。如何全面、合理地设定问题。
五、教学过程
（一）主题导入
T: Good afternoon, everybody! We’ll discuss our topic with the help of the computers today. I know you’re all good at computers, so I hope we enjoy the class today. First, let’s watch a short period of video.
T: How does the boy feel?
S: He feels sad.
T: Do the people around like him?
S: No.
T: What do they think of him?
S1： They think he is a trouble-maker.
S2: He is a little bit boring.
T:Why don’t they like him?
S1: That’s because he asks too many whys.
S2:He only asks whys and he doesn’t know how to communicate with others.
T: So it seems that we’d better learn how to ask proper questions so as not to make others bored. Right?
S: Yes.
T: Well, I’d like to introduce you a new way of asking questions. That’s so called five-wh questions. Are you interested in it?
S: Yes, of course.
（设计意图：心理学向我们揭示了如下的规律：个体一旦获得学习动机并发生作用，就能在学习中产生强烈的兴趣和持久力，促进学习。所以，笔者播放了动画片《聪明的一休》中有关一个孩子不停地发问，引得周边人大为反感的片段。学生对于“为什么这个孩子的问题总是不受他人欢迎”的问题很感兴趣。他们积极思考，自发地得出了答案。学生在教师的引导下，自然地获悉了动画片片段给大家的启迪，也提出了“如何提好问题”的讨论主题。）
（二）主题内容的初步认知阶段
T: First wh - includes what, who, when and where. By asking such questions, we can get first idea about what something is. That’s the basic fact of a certain thing. Secondly, the questions begin with why. Thirdly, how, we’ll get further idea about the relations between this thing with others, such as the reason for something or the way in which something comes out. Fourthly, we have if… then. It means you can make a supposition. That is to say, you put what you suppose something to be in your questions and get the result finally. Lastly, that’s the questions beginning with from.
T: Let me take an example. Suppose here is a watch. We can ask questions like “What can you find on the face of the watch? Which country is famous for watches? When do we need watch? Where can we find watches? How is a watch made? Why do we need watches? How can you tell a clock from a watch?”
（设计意图：虽然教师从定义和内涵上介绍了“五何提问法”，但是只有通过举例学生才能初步了解“五何提问法”的具体含义。）
T: Can you get a general idea about the five-wh questions? If not, take it easy. Next item will be helpful for you to understand it better. It is to play a guessing game.
T: I’ve prepared a box. Inside it is something special prepared for today’s guessing game. You may ask me several questions. But you can’t ask me about it directly. For example, you can’t ask me “what is it? What is the name of it? Is it …?” If your question is good enough, I’ll give you a small prize for that. Here is the prize box. There’re many prizes in it. You may have one for your good question.
（设计意图：教师取出一只里面藏有一样物品的盒子，让学生试用“五何提问法”进行猜物品游戏，为鼓励学生多角度思维，教师以小礼物予以鼓励。学生尽管已经初步认知了提问方式，但仍需要具体操练才能真正掌握和运用。对学生而言，用外语来提问是要有足够的自信的，因此教师用小礼物能激励学生参与，促使学生进行提问。）
（三）问题提出和解决阶段
T: Now that you’ve done some practice on raising questions. I’ll show you one of your tasks today. That’s to ask the questions on the topic Water in China. Please show us what questions you have decided to talk about and write them down in a Word Document on your computer. You may co-operate with your partner.
（设计意图：让学生自发探讨、决定Water Talk主题中自己感兴趣的若干问题是本节课的教学难点。教师鼓励学生合作讨论、研究要设定的问题任务，并利用Word进行预设问题的记录和修改。）
T: You all did a good job. The first task is perfectly completed. Let’s move on to the second task. That’s to use PowerPoint to make an electronic presentation document. Here are the suggested steps for you.
T: Step A. Search the Internet for the information which is related to your questions. Before class，I sent two letters to your e-mail box. In the enclosures, you’ll find one about resources. They may help you find the materials you need more easily.
T: Step B. Use PowerPoint to make an electronic presentation document on the topic. Also in the enclosure, you’ll find a letter about gauge. All the requirements and degrees are listed in the gauge. Let’s see what are required. First, 4 pages is a must. Secondly, the contents should be close to your designed questions on Water in China; Show your creativity in your work. Try to make your work different from others. Make it clear and creative. Lastly, you’re supposed to work with your partner on the same work. Each one should offer his help to the work. You’d better check your work according to the gauge and try to make it perfect.
（设计意图：教师在学生向网络寻求设问的答案时提供帮助，预先给学生的校园网邮箱里送上相关主题的资源链接和量规，这个过程被称为“搭脚手架”。学生在“脚手架”的帮助下，对设定好的“五何问题”进行思考和探究，并最终完成PPT的制作。在此过程中，学生可根据量规进行自测，以提高电子作品的质量。这部分是本课的重要教学环节，充分展示了学生发现问题、提出问题、分析问题和解决问题的能力。）
（四）资源和评价
本课设计了评价量规，供学生在进行问题设定和问题解决过程中进行先行的自我评价，这也是作为在师生最后共同评价学生电子作品时的重要依据。量规的设计提供了学生在学习过程中的“支架”，注重了学生的参与和合作互动，注重了学习过程的评价。
（五）学生合作展示PPT、总结和作业布置
T: Here’s another important part. Present your work to us. If you can do the job well, a surprise will wait for you!
T: Now it’s nearly the end of the class. Let’s have a brief conclusion. What do you think of the five-wh questions?
S1: It can help us to ask further questions.
S2: It can help us think of questions more thoughtfully.
T: Yes, you’re right. Using the five-wh questions, we can easily ask deeper questions and communicate with others. So the topic of today’s homework is “How to console your friend?”Console is a new word for you. Suppose your friend is unhappy today for he failed in the English exam. How can you console him? How can you make him happier or not so sad about his failure? You’re supposed to make a short dialogue with your poor friend. Try to ask the five-wh questions in your dialogue. Wish you success!
（设计意图：学生完成网络探究和“五何提问”内容的PPT制作后，通过合作的方式向大家介绍主题设问和解答结果。学生和教师参与评价，是本课的又一重点环节。设计学生谈运用“五何提问法”后的感受环节是为了让学生发现它的优点，并鼓励运用英语思维。作业布置内容结合学生的生活实际，鼓励学生多用“五何提问法”来提问，促进交流。）
（六）教学启示
1.教师指导学生认识“五何提问法”时要结合学生身边事，以提高学生对话题感知的兴趣和敏感度，也可以结合口头操练、做游戏等环节使学生吸收和内化教师语言输入的内容和形式。
2.学生合作确定设问内容时，教师应提供及时的引导，鼓励学生去创新并运用发散思维，使学生设计出良好的“五何”提问句。
3.教师帮助学生认知量规的重要性，有针对性地引导学生，并自己探究过程设定目标，采用适当手段。
4.学生以合作方式进行网络模式探究学习和完成电子演示文稿制作时，教师提示其要注意预设问题与答案内容的统一性和时代性，鼓励每位学生主动参与活动，关注学生过程评价。
5.教师要求学生合作完成电子作品时，遇到交际困难要运用适当的交际策略用英语来完成会话协商，完成交际活动。
6.教师鼓励学生自我总结运用网络模式和“五何提问法”进行主题内容学习后的感受。
7.本教学模式下，教师的主导作用不仅包括讲解教学内容、启发、引导学生，更主要的是包括创设“1+1”（任务要求稍高于学生能力）的情境、提供信息资源、组织和指导协作探究性学习以及设计学生自主学习策略等方面。
8.在学生进行探究过程中，教师要不断给学生提供帮助，要做好“搭脚手架”的工作，充分了解学生，引导和训练学生的高级思维能力。
9.在不同性质的英语教学要求下，采取灵活的探究形式，使教学形式服务于教学目标和教学过程，以达到理想的教学效果。
（作者单位：华东师范大学）