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Like many students，you may have a mixture feeling to take this course because we will use a special method，a case method to study．But before we begin，let’s make clear its concepts as follows．
In the first part，we offer you the concept and features of a case as well as the types of cases．
According to Zheng Jinzhou（2004），a case is a typical event that happens in the real situation including problems or difficult circumstances．
A case is an event with problems in difficult condition．It has to be typical to represent the real situation，or a statement of facts involving a question for discussion or decision． Of course，it has many features，such as authenticity，typicality，storytelling，purposiveness，and narrativity．Please pay attention to the following key words．
· Event
· With problems or difficult situation
· Typical
· Real event
· Features
· Authenticity
· Typicality
· Storytelling
· Purposiveness
· Narrativity
（1）Exemplar－oriented and reflection－oriented cases（实例取向和反思取向的案例）
实例取向的案例企图说明成功的实例，与解决问题或做决定无关；反思取向的案例则强调反思和建构的过程，鼓励学生批判思考及解决问题，而不只是未经判断，简单地接受。
（2）Topic－specific and participant－targeted cases（特定主题和特定学习对象的案例）
案例依据其使用的教学内容及学习对象，可分为特定主题的案例及特定学习对象的案例，比如我们这本书所涉及的案例就是针对英语教育学方向学生的案例。
（3）Narrative and non－narrative cases（书面叙述型和非书面叙述型的案例）
案例依据呈现方式来分，可以分为书面叙述型和非书面叙述型案例。如以书面文字呈现的案例为书面叙述型案例，以影像和声音呈现的案例为非书面叙述型案例，实际运用中也可同时制成书面叙述型和非书面叙述型。
（4）True cases，disguised cases and fictitious cases（真实、匿名和虚构的案例）
使用真实案例能够知道案例来源，可以利用他们对事实的了解分析案例；匿名案例是以真实案例为基础，为保护隐私将人名、机构名、时间等信息进行了改动；虚构案例是杜撰而来，但也尽量贴近真实情况。
Using Case Studies in the ESL Classroom
The terminology surrounding“case studies”tends to be confusing，running the gamut from simply“case，”to“case history，”“case analysis，”“case problem，”and the familiar“case study．”
As you know I am always on the lookout for original materials for use in my classes．I find that my students appreciate real world experiences in the classroom and case studies provide them with real life situations for discussion and evaluation．They are particularly useful for business English classes．Jolliffe writes，“through class discussions of the situations and people in the cases，students will hone their insights，perceptions，thought processes and interpersonal skills．．．”
The following aspects should be paid attention to when we use cases．
Clarify objectives
· What do you learn from the discussion of the case？
· What do you know that applies to the case？
· What are the issues（central and peripheral）that may be raised in discussion？
· Can the case“carry”the discussion？
Plan and prepare
· Reading the case
· Raising questions
· Spending enough time for preparation
· Applying／extracting concepts
· Summarizing the ideas
· Evaluating the study results
Running a case study
For an English teacher to get started—select a short case study that covers the skills you want your students to practise．Read it several times and consider how it fits with your student－learning objectives for the class （you need to think about why you are teaching this case at this time）．
Arrange the classroom so that students can talk face－to－face．
Prepare a set of questions for students to write out as homework before running the case in class．
For class，prepare another set of questions to move students through the stages of case analysis．
Who are the people in the case？
Where is the case study situated？
Why has the situation（problem）occured？
What possibilities for action are there？
How should the people in the case study proceed？
At the end，conduct a teacher－led summary and conclusion discussion，assessing what your students have achieved（Adapted from Hand，2015）．
In order to train your thinking ability，and enhance you to understand more about case method，please think about the following questions：
（1）What is case method of teaching and learning？Please illustrate the features and types of case method．
（2）When we analyze a case，what kinds of questions do we often discuss？