九年級(jí)英語教學(xué)案例分析

九年級(jí)英語教學(xué)案例分析九年級(jí)英語教學(xué)案例劉麗Wearestrivingtopreserveourplanet!(Whatinitiativesdoyouproposetoenhanceourenvironment?)I.TeachingContext:Thiscasestudyisanextensionofthetext"Wearetryingtosavetheearth!"fromthe9AEnglishtextbook,Unit13.ThequestionsposedinthislessonareafusionofEnglishandbiology,focusingonthethemeof"environmentalprotection."Theteacherencouragesstudentstoidentifysourcesofpollution,andtheymentionavarietyofsources—airpollution,waterpollution,soilpollution,noisepollution,andmore.Thisactivityeffectivelyreinforcestheenvironmentalknowledgestudentshaverecentlyacquiredintheirbiologylessonson"atmosphereandhealth,""soilandhealth,"and"waterandhealth."II.TeachingApproach:TheNewCurriculumStandardsadvocatethatactivitiesshouldnotbeconfinedtotheclassroombutshouldextendintostudents'dailylivesandlearningbeyondschool.Pollutionisoneofthemajorissuesofourtime,andthislessonservesasanexcellentopportunitytoeducatestudentsonhowtobeenvironmentallyconscious.Theteacherbeginsbyhavingstudentsdiscussingroupshowtoaddressthesepollutionissues.Then,theteacherpromptsstudentstoreflectonwhethertheyhaveeverengagedinactivitiesdetrimentaltotheenvironmentandhowtheycanimproveinthefuture.Thisgentleguidanceallowsfortheseamlessintegrationofmoraleducationandacademicteaching,achievingadualpurposeandelevatingtheactivitytoitspeak.Throughouttheprocess,theteachercreativelyadaptsthetextbooktothestudents'actualknowledgeandexperiences,creatingscenariosthatarerelevanttotheirlives,encouragingthemtothinkcriticallyandfindsolutionstoproblems.ThisapproachtrulyembodiesthespiritoftheNewCurriculumStandards—"developinglanguageskillswhilefosteringthinkingabilities,inspiringimagination,andnurturingcreativity."III.ActivityObjectives:Byidentifyingpollutionsources,studentsgainaclearerunderstandingofthecurrentenvironmentalchallengesandtheurgencyofprotectingtheenvironment,therebyenhancingtheirenvironmentalawareness.Theyactivelybrainstormsolutions,engagingindiscussionsthatsubtlyimprovetheirEnglishlanguageproficiency.IV.ActivityProcess:Teacher(T):Thereisagreatdealofpollutionworldwidenow.Canyoutellmewhatitis?Students(Ss):Waterpollution;Airpollution;Noisepollution;soilpollution…etc.T:Doyouknowwhatcauseswaterpollution?Ss:Factoriesdischargewastewaterintoriversandlakes.T:Allfactories?Ss:No.T:Whichfactories?Ss:Chemicalfactories,paperfactories,printinganddyeingmills,plasticfactories…etc.(Thetextbookmentionschemicalfactories,sostudentsoftenthinkofthemfirst.Intheteachingprocess,studentsmayuseChinesefortermsnotyetlearnedinEnglish,suchasprintinganddyeingmillsandplasticfactories.TheyuseChinese,andIhelpthemwiththeEnglishexplanations.)T:Whatelsecancausewaterpollution?Ss:Somepeoplethrowrubbishintoriversandlakes.T:Howcanwehelptosolvethisproblem?(Studentsdiscussingroupstofindsolutions.)Ss:Wecanadvisefactorydirectorstostopdischargingwastewaterintoriversandlakes.T:Iftheydonotacceptyouradvice,whatelsecanwedo?(Studentsengageinmoreheateddiscussions,offeringvarioussolutions:)Ss:1.WecanwritealettertoGreenChinaaboutit.2.WecanalsoasknewspaperreportersandTVstationreporterstoreportonthesefactories....T:Thereisapaperfactoryinmyhometownthatdailydischargeswastewaterintotheriver.Thetownspeopledrinktheriverwaterdaily.Theyhaveadvisedtheleadertostopthedischargemanytimes,buttheadviceisneveraccepted.CanyouwritealetteraboutittoGreenChina?T:Youhavetoldmewhatcauseswaterpollutionandhowtosolvethisproblem.Youareveryclever.Thankyouverymuch.Butcanyoutellmewhatcausesairpollution?Ss:Thesmokefromfactories,thesmokeemittedbybuses,cars,trucks,motorbikes…etc.(Airpollutionisubiquitous,sostudentscananswerquickly.)T:Therearenotmanyfactoriesinourcity,Hangzhou,buttheairqualityisnotgoodenough.Why?Ss:Becausethereisheavytraffic.T:Canyouthinkofawaytosolvethisproblem?(Studentsdiscussingroupstofindsolutions,withlower-proficiencystudentsallowedtouseChineseandassistedbyhigher-proficiencypeersortheteacher.)Ss:1.Wecanplantmoretreesalongroads.2.Wecanaskpeoplenottodrivetowork.3.Wecanencouragepeopletocycletowork.4.Wecaninformpeoplethatcyclingisbeneficialfortheirhealth....T:Iftheirhomesarefarfromtheirworkplaces,cantheycycletowork?Ss:No.T:Howcanwesolveit?(Students'enthusiasmgrows.Theyexchangeideas,withthegeneralconsensusbeing:)Ss:Wecanaskcityleaderstodeveloppublictransportation,suchasaddingmorebusesandbuildingsubways.(Afterdiscussingenvironmentalprotection,theteacherinquiresaboutthestudents'ownenvironmentalpractices.)T:Haveyouevercontributedtopollution?Ss:Yes.T:Canyousharesomeinstances?Ss:Yes.S1:Isometimesspitinpublicplaces.S2:Isometimesdrawonpublicwalls.S3:IcutdownasmalltreeinmyschoolinGradeOne.Inowfeelverysorry.S4:Wesometimeslitterinandoutofourclassroom.S5:Ioftendon'tpickuprubbishinpublicplaces....(Takingadvantageofthemoment,Iasktheclassthefollowingquestionsandguidethemonhowtobetrueenvironmentaladvocates.)T:Willyouspitinpublicplacesfromnowon?Ss:No.T:Willyoudrawonpublicwallsanymore?Ss:No.T:Willyoucutdowntreesinthefuture?Ss:No.T:Willyoulitterinpublicplaces?Ss:No.T:Alright,fromnowon,whatshouldwedotoimproveourenvironment?(Thestudents,withgreatenthusiasm,respondinunison:)Ss:Wemustdoourutmosttomakeourcity(ourcountry)themostbeautifulintheworld.V.TeachingReflection:1.ThequestionsdesignedinthislessoneffectivelyintegrateEnglishandbiology,particularlythe"environmentalprotection"section.Byhavingstudentslistpollutionsources,theyrecalltheenvironmentalknowledgethey'verecentlylearnedinbiology,suchas"atmosphereandhealth,""soiland