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一、案例背景：
本文为八年级英语最后一单元的课文，结合近期开展的“保护环境，人人有责”的环境绿化主题教育，我设计了一系列相关教学活动，经过环境绿化教育活动的开展，学生已经对国内的不良环境及对人类的有害影响有了初步的了解。
二、案例主题：
Green Switzerland 是一篇介绍新西兰优美环境的文章，结合近期的环境保护教育及南京近几年的反常天气现象，事先设计好相关的学习任务及问题，积极鼓励学生发表意见，畅谈感受。
三、案例过程：
向学生提出问题：What are the measures for Switzer to protect their environment？ What do you think we should do to improve our environment？
通过列举新西兰人民保护环境的措施，可以帮助学生更好的理解和掌握文章内容。同时，在提问如何保护我们环境的措施时，学生会动脑筋，积极参与到如何保护环境的讨论中去。
T： What will Switzer do with their old clothes？
Ss： to give poor people， sold in charity shops， sent to factories for recycling.
T： Yes， great. How about the resources？ Do they take the resources as much as they want？
Ss： No， they have many laws to protect the environment； they have laws to protect the air and the water；
T： yes， they have many laws to protect the environment， can you say in detail about how they protect the environment in daily.
Ss： they don’t cut down trees；If they drop litter in public， the police will ask them for money； use sun energy， wind energy， water energy.
T： great， do you know what will happen if all the trees be cut down？
（逐渐引导学生意识到破坏环境所引起恶性后果，向学生展示各种自然灾害，如泥石流、土地沙漠化等等。）
T： what are your feelings after see these terrible pictures？ And what are your ideas about how to protect our environment？
Ss：The disaster is very terrible， it kill many people. We need to protect the environment as soon as possible. Protect the trees， to plant more trees in hill.
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 this river every day. They have advised the leader to stop pouring waste water into the river many times， but the leader never accepts it. Can you write a letter about it to the Green China？
（学生们异口同声地回答“Yes”。由于写作太浪费课堂时间，这封信就作为学生在课下的家庭作业。）
T： Now， in China， the most serious pollution in North China， especially in Beijing， is the air pollution， can you tell me what caused the air pollution？
Ss： The smoke of factories， the heavy traffic， less trees….
T： can you think out a way to solve this problem？
Ss： we can plant more trees on the road sides. We can ask parents to ride the bike to work.…
T： Through learning this lesson， we realized that， compare with Switzer， we have many places to improve to protect our environment， to make China， our city more beautiful. Have you ever made any pollution？
S1： I often don’t pick up rubbish in public places.
S2： I sometimes spit in public places.
……
（我趁机追问学生下列问题）
T： Will you spit in public now？
Ss： No.
T： Will you throw rubbish in public now？
Ss： No.
……
Ss：We need do our best to protect the environment， to make Green China.
四、案例反思：
1.学习生活化的英语，把文章的内容和日常生活联系起来，让枯燥的知识活起来。在提问到“你知道有哪些因素可以污染空气吗？”“我们应该怎么做”时，学生的参与积极性非常高涨。
2.教师让学生在回顾完课本后，讨论如何解决中国现在最棘手的空气污染问题，巧妙的运用了合作学习法，极大地激发了学生主人翁意识。
3.老师趁机询问，让学生回忆一下有没有做过有损环境的事情。在当时和谐、民主、愉快的课堂气氛中，学生们毫无顾忌，纷纷说出了自己以前的不文明习惯。还认真的表示以后不会再干类似的事情。自然恰当的德育教育，一箭双雕[1]。
然而，本堂课的设计还有一些不足。如在本节课中，学生的自我反省，自我批评是课堂活动的新高潮，当时，教师应该利用学生这种热情，让学生利用自己的业余时间，用英语去简单的采访一下同年级别班的同学，让他们回忆自己以往破坏环境的不文明行为。然后再根据采访结果，用英文向全校发表一个“保护环境的”的倡议书。这样不仅学生的英语思维能得到锻炼，也会使保护环境的意识深入人心。
参考文献：
[1]张敏《初中英语探究式教学案例研究》山西师范大学2014-04-10
本文为八年级英语最后一单元的课文，结合近期开展的“保护环境，人人有责”的环境绿化主题教育，我设计了一系列相关教学活动，经过环境绿化教育活动的开展，学生已经对国内的不良环境及对人类的有害影响有了初步的了解。
二、案例主题：
Green Switzerland 是一篇介绍新西兰优美环境的文章，结合近期的环境保护教育及南京近几年的反常天气现象，事先设计好相关的学习任务及问题，积极鼓励学生发表意见，畅谈感受。
三、案例过程：
向学生提出问题：What are the measures for Switzer to protect their environment？ What do you think we should do to improve our environment？
通过列举新西兰人民保护环境的措施，可以帮助学生更好的理解和掌握文章内容。同时，在提问如何保护我们环境的措施时，学生会动脑筋，积极参与到如何保护环境的讨论中去。
T： What will Switzer do with their old clothes？
Ss： to give poor people， sold in charity shops， sent to factories for recycling.
T： Yes， great. How about the resources？ Do they take the resources as much as they want？
Ss： No， they have many laws to protect the environment； they have laws to protect the air and the water；
T： yes， they have many laws to protect the environment， can you say in detail about how they protect the environment in daily.
Ss： they don’t cut down trees；If they drop litter in public， the police will ask them for money； use sun energy， wind energy， water energy.
T： great， do you know what will happen if all the trees be cut down？
（逐渐引导学生意识到破坏环境所引起恶性后果，向学生展示各种自然灾害，如泥石流、土地沙漠化等等。）
T： what are your feelings after see these terrible pictures？ And what are your ideas about how to protect our environment？
Ss：The disaster is very terrible， it kill many people. We need to protect the environment as soon as possible. Protect the trees， to plant more trees in hill.
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 this river every day. They have advised the leader to stop pouring waste water into the river many times， but the leader never accepts it. Can you write a letter about it to the Green China？
（学生们异口同声地回答“Yes”。由于写作太浪费课堂时间，这封信就作为学生在课下的家庭作业。）
T： Now， in China， the most serious pollution in North China， especially in Beijing， is the air pollution， can you tell me what caused the air pollution？
Ss： The smoke of factories， the heavy traffic， less trees….
T： can you think out a way to solve this problem？
Ss： we can plant more trees on the road sides. We can ask parents to ride the bike to work.…
T： Through learning this lesson， we realized that， compare with Switzer， we have many places to improve to protect our environment， to make China， our city more beautiful. Have you ever made any pollution？
S1： I often don’t pick up rubbish in public places.
S2： I sometimes spit in public places.
……
（我趁机追问学生下列问题）
T： Will you spit in public now？
Ss： No.
T： Will you throw rubbish in public now？
Ss： No.
……
Ss：We need do our best to protect the environment， to make Green China.
四、案例反思：
1.学习生活化的英语，把文章的内容和日常生活联系起来，让枯燥的知识活起来。在提问到“你知道有哪些因素可以污染空气吗？”“我们应该怎么做”时，学生的参与积极性非常高涨。
2.教师让学生在回顾完课本后，讨论如何解决中国现在最棘手的空气污染问题，巧妙的运用了合作学习法，极大地激发了学生主人翁意识。
3.老师趁机询问，让学生回忆一下有没有做过有损环境的事情。在当时和谐、民主、愉快的课堂气氛中，学生们毫无顾忌，纷纷说出了自己以前的不文明习惯。还认真的表示以后不会再干类似的事情。自然恰当的德育教育，一箭双雕[1]。
然而，本堂课的设计还有一些不足。如在本节课中，学生的自我反省，自我批评是课堂活动的新高潮，当时，教师应该利用学生这种热情，让学生利用自己的业余时间，用英语去简单的采访一下同年级别班的同学，让他们回忆自己以往破坏环境的不文明行为。然后再根据采访结果，用英文向全校发表一个“保护环境的”的倡议书。这样不仅学生的英语思维能得到锻炼，也会使保护环境的意识深入人心。
参考文献：
[1]张敏《初中英语探究式教学案例研究》山西师范大学2014-04-10