2022年初中英语教学案例.docx

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1、2022年初中英语教学案例 初中英语教学案例 What things can harm the environment? 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 factorie

2、s, printing and dyeing mills, plastic factories ect. T: What else can cause water pollution, too? Ss: Some people throw rubbish into rivers and lakes. T: How can we help to solve this problem? Ss: We can advise the directors of these factories to stop pouring waste water into rivers and lakes. T: If

3、 they don t accept your advice ,what else can we do? （ 学生们探讨更热情了，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

4、 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? T: You have told me what causes water pollution and how to

5、solve this problem. You re very clever. Thank you very much .But can you tell me what 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 t

6、here is much traffic. T: Can you think out a way to solve this problem? 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 f

7、rom their workplaces, can they ride bikes to work ? Ss: No. T: How can we solve it? 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 ou

8、r 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 f

9、eel 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. . 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: N

10、o. T: Will you throw rubbish in public places? Ss: No. . （这时候，同学们心情很高涨，他们几乎是异口同声地说：） We must try our best to make our city the most beautiful one in the world. 点评 : 本案例是依据第三册第十课的 pre-read 拓展而成的。 1 本文所设计的问题事实上是英语课与生物课中的“环保”章节的整合。老师让学生列举污染源，学生讲出了许多的污染源 - 空气污染、水污染、土壤污染、噪音污染等等。事实上让学生复习了生物课中刚学的“大气与健康”、“土

11、壤与健康”、“水与健康”等的环保学问。 2. 老师让学生分组探讨如何解决这些污染问题，奇妙地运用了合作学习法，不但培育了学生探究问题和自主解决问题的实力，而且也培育了学生的参政议政的意识。 同学们以主子翁的身份，提出了种种解决方法。解决水污染问题，他们先用劝告的方法，当此法行不通时，再借助新闻媒体的力气，最终，上告政府；解决空气污染问题，他们号召人们骑车上班。当老师提示他们，若家离工作地方很远，不能骑车上班时，该怎么办？他们立刻想到了公交车。他们要求政府增加公交车辆，建立地铁。 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、激烈

12、的气氛中，同学们毫无顾忌，畅所欲言，纷纷讲解并描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，老师不是在“教教材”，而是在“用教材教”。老师依据学生的实际状况和生活阅历创建性地运用教材，从学生熟识的学问入手，创建一个个与学生生活亲密相关的问题情景，让学生带着问题思索，找寻解决问题的方法。真正体现了新课标的精神 - “在发展语言实力的同时，发展思维实力，激发想象力和创建力。” 新课标说；活动不应当仅限于课堂教学，而要延长到课堂之外的学习和生活之中。同学们回忆自己的不文明行为，作自

13、我指责，是活动的高潮，是自我教化，提高环保意识的最有效手段。当时，老师应当趁热打铁，利用同学们的这份热忱，让同学们利用课余时间，用英语采访同年级的别班同学，让同学们在同龄人面前很自然地回忆自己的不文明行为。然后，以此为依据，让本班同学用英语向全校同学发一份以“爱护环境”为内容的倡议书。这不但会在全校兴起一股学英语的热潮，还会使环保意识深化人心。这是实实在在的任务型教学，体现了学中用，用中学的新课标精神。让学生在实现任务的同时，感受胜利，以形成主动的学习看法，促进英语语言实际运用实力的提高。这才真正符合新课标的理念。 思索与探讨： 1. 在每一次分组与探讨的过程中，如何更有效的促进上、中、下学生

14、进行合作学习，相互帮助，使每位同学在每个活动中都有所得，尽量削减两极分化，是我们急须要解决而又难以解决的问题。 2. 班额大，在分组探讨过程中，老师很难刚好地对每个组进行指导。久而久之，必定影响实际教学效果。怎么办？ 3 用“真问题”组织课堂教学时，要留给同学足够的思维时间和回答问题的时间，教学任务完不成，怎么解决这对冲突？ 4 水污染；空气污染已严峻威逼着人类的健康。假如把学生分成两大组，一组学生调查西溪河的污染缘由和污染状况，再依据调查结果制定出相应的解决方案。还有一组学生调查城西地区早晚的汽车流量及空气质量。把调查结果刚好地报告市政府，便于政府刚好地实行措施。这样的活动既能把课堂学问延长到课外，又能体现学中用，用中学的新课标精神。但是在初中 外语教学中，学生有必要进行这样的探究性学习吗？ 第8页 共8页第 8 页 共 8 页第 8 页 共 8 页第 8 页 共 8 页第 8 页 共 8 页第 8 页 共 8 页第 8 页 共 8 页第 8 页 共 8 页第 8 页 共 8 页第 8 页 共 8 页第 8 页 共 8 页