中学英语教学案例分析（1）
What things can harm the environment ?
What do you think we should do to improve our environment ?）
活动目的：通过列举污染源，学生更清楚当前环境的不仅如人意，保护环境刻不容缓，从而使学生增强保护环境的意识。他们动脑筋，想办法，积极讨论保护环境的措施，在不知不觉中提高英语语言运用能力。
活动过程：
T: There is much pollution all over the world now . Can you tell me what it is ? (学生很快地回答)
Ss: Water pollution ; Air pollution; Noise pollution;soil pollution …etc.
T: Do you know what causes water pollution ? Ss: Factories pour waste water into rivers and lakes . T: All the factories ? Ss: No .
T: What factories ?
Ss: Paper factories , printing and dyeing mills , plastic factories…ect.
(学生不会用英语说“印染厂及塑料厂”，他们说中文，我说英文。) T: What else can cause water pollution ,too? Ss: Some people throw rubbish into rivers and lakes .
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T: How can we help to solve this problem ? (学生们分组讨论解决办法。)
Ss: We can advise the directors of these factories to stop pouring waste water into rivers and lakes . T: If they don’t accept your advice ,what else can we do ?
（学生们讨论更热烈了，过了一会儿，他们七嘴八舌地说：） Ss:1. We can write a letter to Green China about it . 2. We can also ask newspaper reporters and TV station reporters to report these factories . ……
T: There is a paper factory in my hometown .It pours waste water into the river every day . The people in the town drink the water of the river every day . They have advise the leader to stop pouring waste water into the river many times .But he never accepts it . Can you write a letter about it to the Green China ?
(学生异口同声说“Yes”。由于写作太费时间，这封信作为回家作业，请同学们写在作业本上。)T: You have told me what causes water pollution
and how to solve this problem .You’re very clever .Thank you very much .But can you tell me what
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causes air pollution ?
Ss: The smoke of factories ,the smoke given out by buses ,cars ,trucks ,motorbikes …ect.
T:There aren’t many factories in our city,Hangzhou .But the air is not good enough .Why ?Ss: Because there is much traffic .
T: Can you think out a way to solve this problem?
(学生们分组讨论解决方案，基础差的同学也纷纷参与，只不过在用中文说；基础好的同学在帮他们翻译。)
Ss: 1.We can plant more trees on roads .
2.We can ask people not to drive their cars to work . 3.We can ask people to ride bikes to work . 4.We can tell people riding bikes is good for their health . ……
T: If their homes are far away from their workplaces ,can they ride bikes to work ? Ss: No.
T: How can we solve it ?
(学生们兴致更高了。你说一句，我说一句。大意是：) Ss: We can ask the leader of the city to develop
the public traffic. Such as adding more buses ,building underground . …ect. T: We have thought out many methods to improve our environment .I will try my best to tell our
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government that something must be done to make
Hangzhou more beautiful .Have you ever made any pollution ? Ss: Yes .
T: Can you tell me something about it ? Ss: Yes .
S1: I sometimes spit in public places . S2: I sometimes draw on public walls .
S3: I cut down a small tree in my school in Grade One .I feel very sorry now .
S4: We sometimes throw litter on the ground in and out of our classroom .
S5: I often don’t pick up rubbish in public places . …….
(我乘机问全班同学下列问题。)
T: Will you spit in public places from now on ? Ss：No.
T: Will you draw on public walls any more? Ss: No.
T: Will you cut down trees in the future ? Ss: No.
T: Will you throw rubbish in public places?
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Ss: No. …….
（这时候，同学们情绪很高涨，他们几乎是异口同声地说：） We must try our best to make our city (our country) the most beautiful one in the world . 点评
本案例是根据第三册第十课的pre-read拓展而成的。
1．本文所设计的问题实际上是英语课与生物课中的“环保”章节的整合。教师让学生列举污染源，学生讲出了很多的污染源-----空气污染、水污染、土壤污染、噪音污染等等。实际上让学生复习了生物课中刚学的“大气与健康”、“土壤与健康”、“水与健康”等的环保知识。
2.教师让学生分组讨论如何解决这些污染问题，巧妙地运用了合作学习法，不但培养了学生探究问题和自主解决问题的能力，而且也培养了学生的参政议政的意识。
同学们以主人翁的身份，提出了种种解决方法。解决水污染问题，他们先用劝说的办法，当此法行不通时，再借助新闻媒体的力量，最后，上告政府；解决空气污染问题，他们号召人们骑车上班。当老师提醒他们，若家离工作地方很远，不能骑车上班时，该怎么办？他们马上想到了公交车。他们要求政府增加公交车辆，建造地铁。
3.老师因势利导，请他们回忆一下，以前有否做过有损于环保的事情。其实是英语课与政治课的整合。在这么和谐，民主、激动的气氛中，同学们毫无顾忌，畅所欲言，纷纷讲述了自己以前的不文明表现。当老师问他们以后还会做这种事吗？他们很真心地回答“No”。自然恰当的德育渗透，起到一箭双雕的作用，使活动达到了高潮。
总之，整个过程，教师不是在“教教材”，而是在“用教材教”。教师根据学生的实际情况和生活经验创造性地使用教材，从学生熟悉的知识入手，创建一个
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中学英语教学案例分析（一）
