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案例一:TSAKIROGLOU & CO. LTD. V NOBLEE THORL G. m. b. H.House of Lords[1962] A. C. 93事实:THE FACTS:By a contract dated Hamburg, October 4, 1956 between Tsakiroglou & Co. Ltd, of Khartoum as sellers, and the respondents, Noblee Thorl G. m. b. H. of Hamburg/Hargurg as buyers, through agents, the sellers agreed to sell and the buyers to buy about 300 tons of Sudanese groundnuts in the shell basis 3 percent, admixture new crop 1956/1957 at $50 per 1,000 kilos including bags c.i.f. Hamburg. Shipment November/December, 1956, with payment cash against documents on first presentation for 95 percent of the amount of provisional invoice, balance to be paid after the analysis on final invoice. The contract form was to be the incorporated Oil Seed Association Contract No.38(hereinafter called “I.O.S.A Contract No. 38”) with arbitration in London. Clause 1 of I.O.S.A Contract No. 38 provided for “shipment from an East African port…by steamers(tankers excluded) direct or indirect with or without transshipment.”Both parties contracted on the basis that the goods would be shipped from Port Sudan. Clause 6 of the contract provided: “in case of prohibition of import or export, blockade or war, and in all cases of force majeure preventing the shipment within the time fixed, or the delivery, the period allowed by not exceeding two months. After that, if the case of force majeure be still operating, the contract shall be cancled.”At the date when the contract was made, both partied contemplated that shipment would be made via the Suez Canal. On October 29, 1956, the Israelis invaded Egypt, on November 1 Britain and France commenced military operations, and on November 2 the Suez Canal was blocked to shipping. At the date when the contract entered into, the usual and normal routes for the shipment of Sudanese groundnuts from Port Sudan to Hamburg was via the Suez Canal. However, the closure of the Suez Canal prevented transport from Port Sudan to Hamburg via the Canal and the impossibility by that route continued until April 1957. The distance via the Suez Canal is approximately 4,386 miles and the distance via the Cape of Good Hope is approximately 11,137 miles. From November 10, 1956, after the closure of the Canal, a 25% freight surcharge was placed on goods shipped on vessels proceeding via the Cape of Good Hope and this was increased to 100% on December 13, 1956. The seller’s claim that the contract was frustrated and was at an end because of the closure of the Suez Canal was not accepted by the buyers.法院程序:PROCEDURE BEFORE THE COURTIn arbitration proceedings, the umpire, by an award dated February 20, 1957, awarded that the sellers were in default and should pay to the buyers as the damages the sum of $5,625 together with $79 15s. costs of the award. The sellers were dissatisfied with the award, and a board of appeal appointed to hear the appeal on January 28, 1958, dismissed the appeal and upheld the umpire’s award.判决:JURISDICTIONThe board of appeal’s award was in following term: “so far as it is a question of fact we find and as far as it is a question of law we hold:(i) These were hostilities but not war in Egypt at the material time.(ii) Neither war nor force majeur prevented the shipment of the contract goods in the contract period to the contract destination, since shipment via the cape was not so prevented when the shipment via the Suez Canal was prevented by reason of force majeur.(iii) It was not an implied term of the contract that shipment or transportation should be made via the Suez Canal and shipping the goods on a vessel via the Cape of Good Hope was not commercially and fundamentally different from shipping the goods on a vessel via the Suez Canal. So, the contract was not frustrated by the closure of Suez Canal.” 分析问题:MERITS: Is there an implied term that the goods shall be carried by a particular rout? Is the contract frustrated?(a) usual and customary routeThe contention that the shipment of goods must be via Suez can only prevail if a term is implied, for the contract dose not say so. For the general proposition that in a c.i.f. contract the obligation, in the absence of express terms, is to follow the usual or customary route. It is not the date of the contract but the time of performance that determines what is customary. As the section 32(2) of the Sale of Goods Act, 1893, provides that: “unless otherwise authorized by the buyer, the seller must make such contract with the carrier on behalf of the buyer as may be reasonable having regarded to the nature of the goods and the other circumstances of the case.” Therefore, if there is no customary route, that route must be chosen which is reasonable. If there is only one route, that must be taken if it is practicable. At the date when the performance was called for, there was no usual or customary route because the Suez Canal was closed and the only practicable route was via the Cape of Good Hope. The sellers could have fulfilled their obligation by a bill of lading via the Cape.(b) whether the contract was frustrated by the closure of Suez?The board should consider whether the imposition upon the sellers the obligation to ship by an emergence route via the Cape would be to impose upon them a fundamentally different obligation which neither party could at the time when the contract was performed have dreamed that the sellers would be required to perform. The board found no justification for the positive answer. A c.i.f. contract is for the sale of goods, not a contract of affreightment. The primary duty on the part of sellers was to dispatch the groundnuts by sea from one port to destination of the other. There was no evidence that the buyers attached any importance to the route. They were content that the nuts should be shipped at any date in November or December. There was no stipulated date for arrival at Hamburg. There was no evidence either, that the nuts would deteriorate or the transportation would involve special packing or stowing as a result of a longer voyage, nor any evidence that the market was seasonable. In a word, there was no evidence that the buyers cared by what route, or within seasonable limits, when the nuts arrived. What, then, of the sellers? Clearly the contract of affreightment will be different and so may be the terms of insurance. In both these respects the sellers may be put to greater cost: their profit may be reduced or even disappear. But an increase of expense is not a ground of frustration, the doctrine of frustration must be applied within very narrow limits, and this case falls far short of satisfying the necessary conditions. With all these facts before them, the board of appeal made their finding that performance by shipping on the Cape route was not commercially or fundamentally different from shipping via the Suez Canal, and the appeal should be dismissed.TSAKIROGLOU和股份有限公司。有限公司。V . NOBLEE THORL m . b。H。上议院亚特兰大93][1962年事实:事实:日期由一个合同,1956年10月4日汉堡,Tsakiroglou &公司之间。有限公司是作为卖方,和对喀土穆的受访者,Noblee Thorl g . m . b。h .汉堡/ Hargurg通过代理人进行的,因为买方,卖方同意出售,买方购买约300吨花生壳的基础上在苏丹3%,新作物1956/1957掺合料在50美元每1000公斤包括塑料袋的cif价格。汉堡。1956年11、12、装运,以付款交单方式付款先介绍为95%的数量的临时发票后再付款,平衡分析最终的发票。合同的形式也要被合并的石油合同出版社,种子协会(以下简称“三八”号合同,我们已将I.O.S.A)与仲裁在伦敦。合同第一条规定的I.O.S.A 38号规定的“装运港…从一个非洲东部由轮船(加油机除外)直接或间接的或有或无转船。”双方的合同的基础上从港口装运的货物将苏丹。第6条合同提供的:"如果发生禁止进出口,封锁或战争,在任何情况下都不可抗力防止固定的时间内装船,或交货、时期所允许不超过两个月。在这之后,如果不可抗力的情况下还是操作,本合同应取消了。”当合同之日起,两partied沉思,货物会经苏伊士运河。1956年10月29日,以色列入侵埃及,11月1日,英国和法国开始军事行动,并将于11月2日苏伊士运河航运堵住了。当合同之日起进入,常规的和正常的路线的装运港苏丹从苏丹落花生去汉堡是经过苏伊士运河。然而,关闭苏伊士运河运输从港口阻止苏丹运往汉堡,通过运河与不可能通过这条路线一直持续到四月1957年。通过苏伊士运河的距离大约是通过4,386英里的路程,距离好望角是大约11,137英里。从11月10日,1956年关闭后,运河里,有25%的货运附加费是放在通过血管进行货物的好望角和这是增加到100% 1956年12月13日。卖方的要求正当,宣布该合同不灰心、到了末日,因为苏伊士运河的关闭由买方不被接受。法院程序:程序之前,法庭在仲裁程序中,裁判裁决日期,2月20日,1957年,授予,卖方违约,应在买方支付美元的损害5,625的总和15s.连同79美元的成本奖。卖方不满的奖励,听到中的上诉委员会任命上诉1月28日,1958年,解散了上诉,维持裁判员的裁决。判决:管辖权中的上诉委员会的裁决是在以下条件:“到目前为止,因为它是一个事实问题,我们发现,只要是一个问题的法律,我们持有:(我)这些人都是在埃及敌对行动而不是战争在材料的时候。(二)并且战争还是不可抗力阻止了一批合同货物与合同的合同期限装运目的地,因为通过好望角时也不那么预防经苏伊士运河装运的原因是预防不可抗力。(3)这不是一项默示合同期内的那批货的装运或交通应经苏伊士运河和运输货物的船只通过好望角不是商业和根本不同的船只装运此货通过苏伊士运河。所以,合同都没有挫伤的关闭苏伊士运河。”分析问题:优点:有一项默示的术语,它的货物,应当由被某个特定的溃败吗?是合同烦躁吗?(一)常规和习惯航线争论货物的装船必须经苏伊士运河只能流行如果一个学期的合同是暗示的,不这么说。在为广大主张合同义务的到岸价格,在缺乏明示条款,是遵循通常和习惯的路线。它不是合同签订之日起,不过时间的表现,决定什么是惯例。作为部分32(2)的商品销售的行为,1893年,规定:“除非其他授权由买方、卖方必须做出这样的合同与载体代表买方合理有认为商品的性质和其他情况下的案子。”因此,如果没有习惯航线,这条路线的一定要选哪是合理的。如果只有一位路线,必须采取措施,如果它是可行的。在约会当表现是呼吁,没有普通或者习惯航线,因为苏伊士运河被关闭和唯一可行的路线是经过好望角。卖方可以履行他们的义务由提单通过的斗篷。(b)是否该合同是沮丧的封苏伊士运河吗?董事会应该考虑是否在卖方的税款的义务,由一个出现船通过好望角路线会强加在他们身上是一个从根本上完全不同的义务,任何一方可以在海上保险合同进行的想象中,卖方将被要求完成。董事会发现没有理由积极的回答。合同是到岸价格销售的商品,而不是一个运输合同中的。对部分的基本义务的销售商是派遣落花生海运从一港运至目的地。没有证据表明买方的任何重要附路线。他们是内容应该被清理的坚果在任何日期在11月或12月。没有规定的日期为到达汉堡。不是的,是没有证据的坚果会退化或交通将涉及到特殊包装或害羞,结果较长的旅程,也没有任何证据显示市场得到了及时。总之,没有证据表明买方关心哪条路线,或在被限制,当螺母及时到达。那么,什么卖方索赔吗?运输合同中的清楚的将是不同的,因此可能是整个的保险待遇。在这两个方面的卖方可能把利润更大的成本:他们可能会减少甚至消失。但增加的费用支出不是地沮丧,沮丧的教义必须应用在非常狭窄的范围,而本案异常不够满足的必要条件。他们与所有这些事实之前,董事会的求援:他们发现,在开普敦性能由船公司没有商业路线或从根本上不同于船舶经苏伊士运河,上诉应该被开除。

案例题英文

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吃货201510

写出一篇优秀的初中英语教学案例,是经过无数次的分析的。下面是我给大家整理的初中英语案例分析范文,供大家参阅!

一、背景知识介绍。

书面表达是写的一种途径,是英语交际的重要组成部分。初中阶段对于英语写作的要求,实际上是“有指导的写作”(Guided Writing)。它通过提供情景(文字、图画、表格),让学生用学过的英语语言来描述事物或事件并表达一定的思想,以此达成和检验对所学英语语言知识的实践应用能力。客观地说,书面表达一直是我们英语教学的一个难点,也是学生应试的一个难点。

从去年对中考英语试卷的抽样调查情况来看,英语写作是得分最为薄弱的一个题项,平均分只有4.7分(满分为12分)。究其原因,一是学生写作练习的时间少,二是教师平时缺乏对学生进行系统的写作知识的指导。(比如,如何用词、句、组段、谋篇等)。这些原因造成了学生从最初不会写盲目写到不愿写。惧怕写,直至最后拒绝写的恶性循环。针对这一现象,我在教学过程进行了一次如何提高学生写作能力的课堂实践。教师旨在通过与学生谈论他们熟悉的话题“making friends”, 搜索学生头脑中有关朋友的消息,通过阅读两则e-pal广告,获取e-pals的一些信息,指导如何写e-mail ,从而达到给e-pals 写信的目的。

二、教学过程。

1.Warm-up活动:通过听一首英语歌:“The more we get together, the happier we‟ll be.”目的是活跃气氛,为引出今天的话题做准备。

2.Revision

①使用大脑风暴法(brainstorm)让学生想出一些和friends 有关的单词短语和句子,目的是激活学生头脑中和写作话题make friends 相关的东西,如想法、概念、形象等酝酿写作的思路,供拟稿阶段(drafting stage)选择有写的价值和意义的东西时参考。]

②根据下列所给提示介绍你的朋友(四人一小组活动)。 ⑴Name and age. ⑵Where he / she comes from subject? ⑶What he is? ⑷What his / her friend? ⑸looks(外貌) ⑹personality(性格) ⑺His / Her dream ⑻……

3.Pre-reading 通过提问,How can you know your friends, if you haven‟t seen each other for a long time? 联系朋友有很多方法,但是 One of the best ways is sending e-mails to them. Do you know why?过渡今天话题的材料,快速看完两则e-pal广告,找出答案。

4.While-reading,读两则广告,了解Mary和Jack完成表格 Name Age Hobbies Looks Personality E-mail added Wish Where she…

5.Post-reading 引导学生讨论:Do you like to make e-pals with Mary or Jack? Why? 当大部分学生都持肯定观点时进一步思索,What will you write in you e-mail to them? 为下面事实写作埋下伏笔,提供铺垫。

6.While-Writing. 教会学生正确使用e-mail格式,同时提供关于朋友和友谊的一些精彩句子,为学生写作提供素材。

7.Post-writing. 提供写作标准

要求学生根据这个标准,修改自己的e-mail.

1. Do you use the tense (时态),spelling(拼写),punctuation (标点), capitalization( 大写字母)correctly?

2. Is your e-mail complete(完整的)?

3.Is your e-mail coherently(连贯地)written?

4.Can you describe yourself in a concise(简洁的)way?

5.Are there any complex sentences(复合句)in your e-mail?

目的是通过自改,有助于他们提高书面表达中的语言准确性,提高了学生通过自己独立思考,来解决问题的能力。

8.Share the writing.

点评两篇学生习作,选自一位基础较好的同学和一位基础一般的同学的作文。教师根据上述提供的写作标准,详细点评两篇习作的篇章结构和句法功能。目的是使学生尽力领会教师对文章的点评,培养学生选词和用词的能力,指导学生多模仿好文章的优点。

三、本堂课中的精彩片段。

就整节课而言,这无疑是一堂令人喝彩的课,无论是从学生参与课堂实践的积极性来看,还是从学生出色完成教师布置的任务后而展示的成果来看,都给听课的老师留下了一种意犹未尽的印象。而我自己觉得其中有两个精彩片段更值得与同行们分享。 ☆使用

brainstorming培养学生在英语写作中自主学习的能力。 Brainstorming 这种外语教学中常用的教学技巧可直评为“头脑风暴法”是一种通过小型会议的组织形式,让所有参加者在自由、愉快、畅所欲言的气氛中自由交换观点,并以此诱发集体智慧,激发学习者创意与灵感的学习方法。在英语课中的 pre-writing阶段,使用brainstorming对促进学生的自主学习,发展学生写的能力起着积极的促进作用。

Brainstorming在本堂写作一课中的应用实例。

1.围绕话题:“friends and friendship”进行Brainstorming。教师使用web-spider在黑板的一侧写下学生能够想到的单词、词组和句子, friends and friendship 结合学生思维一下子开阔起来,下面是学生讨论后呈现出来的词和短语:good friends, boy friends, girl friends, pen friends, friends are important, my friends are handsome/ugly, I want to make friends with you, friends in need are friends indeed…. 在这个阶段,教师引导和鼓励学生积极参与讨论,并把每个学生的发言要点写在黑板上,出现有个学生用英语表述“患难之交才是真正的朋友”对允许其先说出中文,然后向全班同学或老师求助。

2.当学生完成careful reading之后,围绕话题:Write an email to one of the e-pals. 教师通过两个问题进行引导。 ①Do you like to write an e-mail to Mary or Jack? Why? ②What will you write in your e-mail? 让学生进行小组活动,互相启发,把双方的想法清晰化和条理化,并用英语口头表述出来。我把学生讨论的结果通过投影形式展现出来。 ⑴ I want to make friends with Jack because I like playing basketball too. ⑵ I want to make friends with Mary because she is a girl. ⑶ I want to make friends with Jack because I can visit his country. ⑷ I want to make friends with Jack because he is very handsome …. 至于第二

个问题,学生想到的就越多了:I will tell him/her about my family, my hobby ,my interests, my good friends ,my hometown, my study, my teachers, my dream, my QQ number and my telephone , my school… 下面是Brainstorming 之后一个学生写出的短文。 Dear Mary, My name is Gu Bo. I „m a 14-year-old girl

四.反思评价

写作是一个由浅入深、由易到难、由简到繁的训练过程,任何一个环节出问题都会影响对学生写作能力的培养。因此,盲目的训练往往多做无用功,我们必须在平时就十分注重方法与技巧。

1 注意多种训练方法相结合。与任务(task)相结合。有目的的写作常能更好地调动学生的积极性,所以在培养学生这方面的能力时,应尽量与教学的多种任务相结合,而不是纯粹布置一篇作文。贯穿这节写作课的也是一系列的任务: Activity1: Write out some words, phrases and sentences about friends and friendship. Activity2: Please introduce your friend to us. Activity3: Read the two ads(广告). Get to know Mary and Jack Activity4: Write an e-mail to Mary or Jack 组织多样的小组活动。新世纪中,我们很重视培养学生的合作精神,而小组活动就是培养其合作精神的捷径。这堂写作课中在pre-writing时采取二人小组活动,四人小组活动,组织学生在小组活动中共同完成教师呈现的任务,从而降低其难度,使基础好的同学在写作时起点更高,基础较差的同学也能言之有物,互相启发,共同提高。如资料、信息的搜集,材料关键点的把握,文章完成后的修改等。

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 .

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 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 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?

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,创建一个个与学生生活密切相关的问题情景,让学生带着问题思考,寻找解决问题的办法。真正体现了《新课标》的精神----“在发展语言能力的同时,发展思维能力,激发想象力和创造力。”

《新课标》说;活动不应该仅限于课堂教学,而要延伸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,作自我批评,是活动的高潮,是自我教育,提高环保意识的最有效手段。当时,教师应该趁热打铁,利用同学们的这份热情,第

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“保护环境”为内容的倡议书。这不但会在全校兴起一股学英语的热潮,还会使环保意识深入人心。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,感受成功,以形成积极的学习态度,促进英语语言实际运用能力的提高。这才真正符合《新课标》的理念。 思考与探讨:

1在每一次分组与讨论的过程中,如何更有效的促进上、中、下学生进行合作学习,互相帮助,使每位同学在每个活动中都有所得,尽量减少两极分化,是我们急需要解决而又难以解决的问题。

2.班额大,在分组讨论过程中,教师很难及时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,怎么解决这对矛盾?

4.水污染;空气污染已严重威胁着人类的健康。如果把学生分成两大组,一组学生调查西溪河的污染原因和污染情况,再根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。把调查结果及时地报告市政府,便于政府及时地采取措施。这样的活动既能把课堂知识延伸到课外,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?

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