资源简介

一、基本信息
教师姓名 代旖旎 课名 Unit8 Lesson3 WHITE BIKES ON THE ROAD
学科 英语 章 节 Unit 8 Lesson 3 教材版本 北京师范大学出版社
课时 第 1 课时 课 型 阅读 年级 高一
二、设计思想 The “General Senior High School Curriculum Standards (2017 Edition Revised in 2020)” suggests that against the background of modern information technology, great importance should be attached to the reform of teaching approaches and learning methods, and the deep integration of information technology with classroom teaching by making full use of information technology. “Digital Literacy of Teachers” (2022 ) also points out the ability of teachers to use digital technology resources needs to be improved. The principle of teaching design in a smart teaching environment is to put students in the center, allowing students to fully develop their initiative in the learning process, enabling them to apply the knowledge they have learned in different contexts, and enhancing the ability to solve practical problems based on feedback from their own actions.
三、学习者特征（学情分析） The class is Class 5, Grade 1, with students who take their studies seriously and have a good foundation in English. Most of the students are proficient in using tablets and can use information
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technology to provide feedback in class. After learning the first seven units, they have developed the ability to acquire and process information, and are willing to cooperate with the teacher. Based on the questionnaire report, the topic of shared bikes is something they are very familiar with, which makes them eager to learn more about it. They want to explore the development and challenges of shared bikes.
四、教学内容与任务 What: This lesson belongs to Unit 8. Its thematic context is man and nature and its thematic group is environmental protection. The reading text is an exposition that introduces the advantages that Amsterdam has for the development of white bikes, as well as the problems that arose and how technology was used to improve them and take them global. It also emphasizes the development of shared bikes in China and the solutions to the problems that arose. Why: The white bikes/shared bikes provide a vivid example of a low-carbon lifestyle for the theme “Green Living” of this unit, highlighting the theme of “Starting with oneself and starting with small things.” How: The text presents the twists and turns of the development of a new thing, and while reading, students should be guided to use mind maps to organize the text's structure and clarify the logical relationships between events. It also encourages students to think dialectically about the advantages and disadvantages of things and actively solve the problems.
五、教学目标 At the end of this lesson, students will be able to: 1. acquire factual information about the “white bikes” (development conditions, features, problems and solutions, impacts, etc.); 2. use different mind maps to clarify the article's structure and clarify the logical relationships between events; 3. orally present the features and development of the “white bikes” as well as the problems and solutions of China's “shared bikes” .
六、教学策略设计 1.Technology integration 2.Interactive teaching approach
七、信息资源与教学环境设计
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Before Class: Utilize digital tools such as “Lessons Preparation System” and “Resource Center”, search engines, and specialized resource websites to obtain diverse forms of media resources to enrich teaching content and help students learn, and stimulate their motivation. During Class: In the Smart Classroom environment, connect the teacher's tablet and students’ tablets, display the pre-designed activities such as Matching, Gap-filling, and Classroom Gallery through the Changyan Classroom software, as well as use the function “Student Report”, “Discussion”, “Race to answer” to deepen students’ understanding of the passage, promote interaction between teachers and students, and provide timely and diverse evaluation to enhance teaching effectiveness. After Class: Supplement and push forward the extended materials required for shared products, providing support for students' post-class learning, and achieving expansion from classroom to extra- classroom.
八、教学过程
教学环节 起止时 间 （“-” ) （按照完整视 频的时 间点） 环节目标 教师活动 学生活动 媒体作用及分析
Lead-in 00’00”- 1’30” Activate students’ interest in the topic. Play a piece of video of a student’s riding a bike Students view the video and answer related questions. Create a real situation and the intuition of the video greatly enhanced students' attention to the topic of the lesson.
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Pre-reading （Discussion） 1’30”- 5’01” Activate what students have known, encourage students to discuss the advantages and disadvantages of shared bikes using the vocabulary they have learned, and guide them to view problems in a critical way. Clarify the discussion task and guide students to talk about the advantages and disadvantages of white bikes. Students refer to the given vocabulary to discuss the topic. The function “Discussion” of the tablets enhances the students' overall participation.
While- reading(Read fast and get the main idea of the passage) 6’10- 8’12” Learn to grasp the main idea of the passage. Present options that illustrate the main idea of the passage, helping students understand the meaning of the options and guide them in Students use reading strategies to quickly read and grasp the main idea of the passage Present the question stems and options to help students clarify the task they need to complete.
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developing strategies for obtaining the main idea
While- reading(Read fast and get the main idea of different parts) 8’12”- 11”00 Learn to grasp the main idea of each part. Show the paragraph divisions and main idea of each part, and set up a matching activity. Students use reading strategies to understand the main ideas of each part and actively participate in the matching activity. The matching activity enhances students’ engagement and provides immediate feedback.
While- reading(Read carefully and complete mind map) 11’21”- 14’35” Students can obtain related detailed information and catch key words. Present mind maps and related pictures as well as highlight key words. Students read the first paragraph carefully,unde rline key information and answer The display of pictures and emphasis on key words help students to better understand the
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questions. article.
While- reading(Read carefully and complete the table and mind map) 14’36”- 22’15” Students can obtain specific information related to the topic and sort out information. The timeline is presented to guide students to read the paragraphs in sequence. Students read paragraphs 2-5 and complete the table and mind map. The mind map helps integrate information and prepare for the following task: introduction.
While- reading(Think and share) 22’16”- 28’40” Students can think about the question and under better how to live a green life. Ask students work in pairs to think about the meaning of “You decide. ” Students talk with each other and then report their answers through the function “Answer Sheet ”. Tablets provide a good platform to express their opinions and let students notice the differences among different individuals.
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Post-reading (Introduce white bikes) 28’40”- 42’00” Students can use logical language to introduce the white bikes based on the key information in the flow chart. Display the flow chart, guide and organize students to introduce the white bikes. Introduce “white bikes” in Amsterdam with the help of the flow chart. Push the flowchart to the screen in order that every student is clear about his task.
Homework Consolidate what they have learned and internalize the knowledge. With the development of science and technology, more and more shared products have appeared in our life. Students collect related information and introduce one. Provide extended materials through the platform“Assi gnment”
Reflection Advantages: Teaching in a smart teaching environment fully put students in the centre, enabling students’ overall participation and initiative. Timely and diverse evaluation inspire students’ learning . Disadvantages: As for homework, I just presented some pictures f shared products and didn’t guide students to think about the connection between shared products and green living. So it’s necessary to supplement more materials and upload Changyan Lessons Preparation System. In fact, the system’s a classified cloud storage and it can save my thinking content about the lesson.
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