北师大版(2019)必修第三册Unit 8 Green living Lesson 3 “White Bikes” on the Road 教学设计

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北师大版(2019)必修第三册Unit 8 Green living Lesson 3 “White Bikes” on the Road 教学设计

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教学设计
基本信息
课名 “White Bikes”on the Road
学科 英语 学段 高中 年级 高一 授课日期 4.12
教材 北师大版高中英语教材
教学背景及内容
主题语境 人与自然(人与环境)
语篇类型 说明文
授课时长 40分钟
文本分析 [what]本主要介绍了“自行车之城”阿姆斯特丹的白色单车发展史。20世纪60年代,骑行爱好者将上百辆单车刷成白色放在街头供免费使用,但没过几周,“白单车”就被偷光。1999年,“白单车”又回到了阿姆斯特丹街头,不过变成了醒目的颜色。为防止丢失,使用者需插入特制卡片,同时单车内置有定位系统,骑行后需停在指定地点。现在,全世界都开始效仿这个模式,中国也不例外,但是新的问题也接踵而至。 [how]该文本是一篇说明文,结构清晰,由四部分构成:第一部分采用“原因—结果”的信息结构方式,通过阐述阿姆斯特丹城市道路的骑行优势,引出“白单车”风潮及后面共享单车概念的实现;第二部分介绍了“白单车”名称的由来,包括发起者的目的,活动的起因、过程和结果(初始阶段)、后续的改进(发展)和现在的影响(高潮);第三部分介绍了“白单车”骑向世界的理念;最后一部分说明了中国共享单车的优势及存在的问题。文章按时间顺序展开,事实部分按照problem-solution-evaluation逻辑思路,描述了“白单车”现象的由来;分析部分按照从局部(阿姆斯特丹)到整体(全球),再强调局部(中国)的顺序,梳理了“白单车”理念的发展与后续影响。 [why]作者希望学生通过了解阿姆斯特丹“白单车”的起源和发展,认识到普及绿色出行的意义和面临的挑战,认识到事物的发展必然会经历一些挫折,人们要直面问题、坚持不懈地改进。绿色出行的实现不仅需要政府、科技的支持,更需要我们每一个人付诸的行动。
学情分析 本课时的授课对象是高一年级普通班的学生。学生有理解文本,把握文章大意的能力,但是对于文章整体结构的梳理和根据关键信息找寻答案的能力不足。另外,学生英语表达能力较弱。
教学目标
了解并认识共享单车骑行的好处; 获取和梳理自行车王国阿姆斯特丹“White Bikes”的基本信息:如出现的时间、目的,遇到的困难以及为此所做的努力。 提升保护环境,绿色出行的责任意识。
教学重点和难点
获取和梳理共享单车的发展历程,并对共享单车的发展发表个人的看法。
教学资源
电子白板教学
教学过程
教学目标 活动设计 设计意图 学习效果评价 时间
Students are required to express themselves about the means of transportation and know the good and bad aspects of shared bikes. Pre-reading: Watch some pictures of shared bikes, then answer the questions: Which means of transport do you often choose in your daily life? Which means transport do you think is environmentally friendly Have you tried shared bikes What are their advantages and disadvantages Can you guess in which city of “shared bikes” was born Creating a situation to recall the related knowledge of the topic. Students can express themselves about the topic. Students can express their ideas about the means of transportation and share the advantages and disadvantages of the shared bikes.
Students are required to know the structure of the passage and know the general idea of it. While reading: Fast reading: Match the main idea of each part. Careful reading: Why is it a good city for cycling Underline the reasons. Answer several questions about the development of “White Bikes”.(Purpose, actions and results) Analyze the situation of “White Bikes” in China. Guide students to figure out the structure of the passage and know the general idea of the development of shared bikes. Students can know the reasons of “Amsterdam is a good city for cycling” and the basic information about the white bikes.
Students are required to know the deep meaning of the passage and cultivate their awareness of protecting environment Post reading: What does the writer mean by saying “Where will be bike-sharing go in China You decide.” What should we do to make bike-sharing go further in China Understand the deep meaning of the passage and raise the awareness of protecting environment and realize the responsibility of every one. Students can know the future of bike-sharing depends on the action of everyone of us and can provide the reasonable suggestions about the development of shared bikes.
Consolidate the content of the whole passage Homework: Suppose you are a docent in the museum of shared bikes, try to introduce the development of shared bikes to the tourists. Develop students’ abilities of retelling the passage. Students can express themselves correctly and fluently.
板书设计
origin → appear → disappear → return → influence 50years ago in the 1960s several weeks later in 1999 nowadays in the 1960s
教学反思

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