2023-2024学年北师大版（2019）必修第三册Unit8GreenlivingLesson3WhiteBikesontheRoad名师教学设计.docx

Unit8Lesson3名师教学设计课时内容:wWhitebikesontheroad主题语境：人与自然主题群：环境保护子主题：人与环境语篇类型：说明文文本分析：What本文主要讲述的是阿姆斯特丹“白色自行车”的起源、发展、影响及我国”共享单车，的广泛应用。Why通过了解阿姆斯特丹“白色自行车”这一概念的起源和发展，学生能够认识到绿色出行的必要性和重要性，绿色生活的实现不仅需要全世界国家政府的努力、科技的支持，更需要我们每个人的行动和参与。HowWhitebikes”ontheroad是一篇结构清晰的说明文，由四部分构成：第一部分讲述了“自行车之城”阿姆斯特丹适合骑行的三个原因（地势平坦、停放点多、有自行车车道）。第二部分按照时间先后顺序介绍了“白色自行车”发起的时间、发起者、目的、过程、结果和影响。第三部分内容为“白色自行车”理念在全球得到认可和推广第四部分介绍了中国共享单车的应用、影响及需要解决的问题。课时目标：1 .获取、梳理“白色自行车”的起源、发展和影响，并用思维导图描绘阿姆斯特丹被称为“自行车之城”的原因，了解“白色自行车”概念的发展史、共享单车的影响范围等。2 .按时间顺序描述“白色自行车”的出现、消失、再出现的过程。3 .了解名词动词同形现象，并能够使用其正确形式完成句子。4 .在生活中倡导绿色的出行方式，探讨改进和完善共享单车的方式，促进共享单车的普及和发展。重点难点：重点：学生通过阅读，获取关于“白色自行车的起源、发展和影响的主要信息。难点：1 .通过阅读、讨论、分享，学习20世纪60年代自行车爱好者的精神。2 .讨论绿色出行的生活方式对现代生活的影响。教学准备：教师准备：1 .阿姆斯特丹的地理位置及“白色自行车”的有关信息。2 .绿色出行的生活方式。学生准备：1 .预习本课词汇。2 .了解阿姆斯特丹“白色自行车”的有关信息o教学过程：StepI学习理解活动一：感知与注意1. Discuss.(1) AskstudentstolookatthefollowingpicturesaboutAmsterdam.(2) Encouragestudentstosharewhattheycanseeandconcludefromthesepictures.2. Activateandshare.(1) Explorethequestionsbelow. Arethereanysharedbikesinyourneighbourhoodoraroundyourschool? Whatdoyouthinkaretheadvantagesanddisadvantagesofthem?(2) Askstudentstogothroughthepointsbelowandaddanyotherideastheymayhave.Advantagesconvenientsavingenergyreducingpollutionprovidingpublictransportmaking“thelast-miledistanceneasyDisadvantagescausingparkingproblemscausingaccidentsontheroad(3)Encouragestudentstosharetheiropinionsinclass.【设计意图】通过创设情景，教师呈现阿姆斯特丹的自行车图片和关于共享单车的问题，激活学生的背景知识和相关经验，让学生讨论共享单车的优缺点，激发学生对主题的思考,并积极地参与到课堂活动中来,从而大大提高学习效率。活动二：获取与梳理1. Readthefirstparagraph.(1) Amsterdamiscalled“theCityofBicycles,Whyisitagoodcityforcycling?Askstudentstocompletethemindmap.WnysAmsterdamagoodQtyforcycling?Suggestedanswers: lt,sflatandthereforeconvenientforbikes. Thereareplentyofplacesforbicycleparkingandmoststreetsinthecitycentrehaveabicyclepath. 38%ofalltripsaremadebybike.2. Readtherestofthetext.(1) InstructstudentstolearntheSkillBuilder.SkillBuilderUndtrstdi119DevelopmentofEventsThedevelopmentofeventstalksabouthowoneeventfoowedanothertocreateacertainsituation. Findthestartingpointoftheevents Fmdoutwhenandwheretheeventsdeveloped Findoutwhatproblemsdevelopedendwhattheconsequencesofthedevelopmentwere(2) Askstudentstoreadtherestofthetext.Explainanydifficultwordsifnecessary.(3) Askstudentstounderlinethethreepartsthatshowthedevelopmentofeventsandmakenotesinthetablewhiletheyarereading.Developmentof"WhiteBikesInthe1960sIn1999Now(4)Checkanswersasaclass.Suggestedanswers: Inthe1960s:PeopleinAmsterdamfirsthadtheideaoftwhitebikes,Theywantedtoreducetheamountoftrafficandpollutioninthecitycentre.Theypaintedhundredsofbicycleswhiteandleftthemaroundthecitycentreforpeopletouse.Withinamatterofweeks,thebikeshadallbeenstolenandtheprojectcametoanend. In1999:The4whitebikesreturnedtoAmsterdam.Thistimeeverybikehadacomputertrackingsysteminittomakeitpossibletorecorditsmovementsandyouhadtouseaspecialcardtotakeabike. Now:Bike-sharingisbecomingmoreandmorepopularincitiesaroundtheworld,includingChinesecities.Readthetextagain.1.etstudentsreadthetextagainandanswerthefollowingquestionsbasedontheirunderstandingandnotes. Whydidcyclingfansputforwardtheideaofuwhitebikes"inthe1960s? Whatisthedifferencebetweenthewhitebikes"ofthe1960sandof1999? Whateffectshavet4whitebikes”hadonAmsterdam? Whyhastheideaspreadtootherpartsoftheworldinrecentyears?Suggestedanswers: Theybelievedthatitwouldbebetterforeverybodyifcarsweren,tallowedinthecitycentreandonlybicycleswere.Theywerehopefulthatthiswouldhelptosaveenergy,reducepollutionandprovidefreepublictransport. Inthe1960s,thebikeswerewhite.Anyonewasallowedtotakethemandusethemforshortjourneys.Peoplewouldleavethebikeintheplacewheretheyfinishedtheirjourney,sothatsomeoneelsecouldthentakeitanduseitfromthere. In1999,theuwhitebikesnweredesignedwithacomputertrackingsystemtorecordtheireverymove!Totakeabicycle,youhadtoputinaspecialcard.Thenewtwhitebikes“werenotactuallywhitebutpaintedinbrightcolours.Thebikeswereparkedatspecialparkingplaces.Thuspeoplewhowantedtousethemhadtotakethemtoanotherspecialparkingplaceneartheirdestinationandleavethemthere. PeoplecannowenjoycleanairandeasytransportincentralAmsterdam. Becauseitisacheapandeasywaytosaveenergy,reduceairandnoisepollution,andenjoythebenefitsofexerciseincities.【设计意图】教师首先以任务为目的，鼓励学生理解文本主旨大意，并对文章结构进行梳理；接着引导学生找出阿姆斯特丹被誉为“自行车之城”的原因，并完成思维导图；然后指导学生了解“白色自行车”三个时间段的发展情况，使学生内化已掌握的信息，强化学习内容；最后通过对文本的碎片整理，使学生对信息的瞬间记忆转为长期记忆。活动三：概括与整合Askstudentstosharethefeelingsofreadingbyansweringthefollowingquestion.Haveyoufoundanythingyoufeelexcited,interestedandinspired?【设计意图】学生在概括，整合已获信息后，形成新的知识结构，感知并理解语言所表达的意义，学习自行车爱好者们不怕困难，勇往直前的精神，并树立环保意识。Step11应用实践活动四：描述与阐释1. Askstudentstointroduceuwhitebikes”inAmsterdamwiththehelpoftheflowchart.2. Encouragevolunteerstomaketheirpresentationsinfrontoftheclass.活动五：内化与应用1. Completethesummarywiththeinformationthathasbeenlearnt.PeopleinAmsterdamhavebeencyclingforyears.Theyareparticularlyluckybecausethecityisveryflatandthereforecycling.Backinthe1960s,agroupofcyclingfansanideaofusingfreesharedbikes.Theybelievedthatthiswouldhelpto,（5）and.However,shortlyaftersettingupthenewsystem,therewasaseriousproblemasallthebikes.In1999,thebike-sharingideareturnedtoAmsterdam.Thistimetheywereacomputer（9）.©theeffortsofmanypeople,theideaofusharedbikes”hasnowpedalleditswayaroundtheworld.Suggestedanswers: enjoyingthebenefitsof(2)convenientfor cameupwith(4)saveenergy(5)reducepollution(6)providefreepublictransport(7)disappeared(8)designedwith Trackingsystem2. Thanksto3. 1.earnwordbuilder.(1) Comparethetwosentencesineachpair.Decidewhatthewordinboldexpresses.athenameofanobject/athingbanactiontodothingVfborNouns Tbegroupmtedhundredsofbicycleswhite.()Ineedacanofredpaint() MakesureyouputyourSChoOibaginaproperptec()-pcdthemmmanyareas.() .thistimew«hacomputertrackingsystemtorecordteireverymove*()Trytokeeparcofdofwhatyouhavelearnt.() Nowadays,theideaof'whitebikes'haspdlleditswayaroundtheworld.()Bothpdalfmybicydewerebroken()Suggestedanswers:b;aa;bb;ab;a2） ）Addotherpairsofwordssimilartothewordsabove.Suggestedanswers:transport;use;design;fall;shelter;ride;block;cover;trap;blow;wonder;rescue;experience;judge;pack;base;command;guide;work;rewarddislike;matter;concern;change;escape3） CompletethesentenceswiththecorrectformofthewordsintheWordbuilderabove. Jasondowntheroadtohisschool.Sheputherfootdownonthe.（2）Thehousewilllookbrightwithwhite.Theoldmanasked,44Whoalltheseonmywall?”（3）Youshouldwashyourcupanditonthetable.Thisisagreatforaholiday（4）1trytokeepaofeverythingIspend.Hermummadehereverypennyshespent.Suggestedanswers: pedals/pedalled;pedal（2）paint;painted（3）place;placerecord;record【设计意图】在学习理解的基础上，教师首先引导学生借助思维导图描述“白色自行车”的起源和发展过程；接着完成本课的内容概要；然后引导学生关注名词动词同形现象，并在语境中判断该选什么词，能用词汇的正确形式完成练习，达到掌握英语单词词性、灵活运用单词的目的，逐步实现对语言知识的内化，促进语言运用的自动化。Step11l迁移创新活动六：推理与论证1. Askstudentstoworkingroupsandanswerthequestions.Whatdoesthetitle“'Whitebikes,ontheroad”mean?Whatdoesthewritermeanbysaying“Wherewillbike-sharinggoinChina?Youdecide/5?2. Discusstheanswersasaclass.Suggestedanswers:“Whitebikes“ontheroadrefersto“whitebikes“beingusedtoridearoundthestreetsofacity.Apartfromtheliteralmeaning,thetitlecanalsomeanthattheefforttoimplementtwhitebikes“projectstakestimeandit,sstillontheway.Therearestillaspectsthatneedtobeimproved.Youngpeoplewilldeterminehowsuccessfulbike-sharingisinthefuturebydecidingwhetherornotandhowmuchtheywanttouseit.Itcanalsomeanthatwhetherornotbike-sharingcanexistsuccessfullydependsoneachindividual.Everyonehastotaketheresponsibilitytotakecareofbike-sharingsothatitcanlastlongerandhelppeoplebetter.【设计意图】通过探讨标题和文章最后一句话的意思，引导学生思考文章的深层含义，对语篇背后的价值取向进行推理和论证,探讨语篇与主题意义的关联,使学生能感受字里行间透露出的内在信息，领悟自己的社会责任，感悟到“共享单车”的未来取决于我们每一个人。活动七：批评与评价赏析文本的语言特点和修辞手法。(1)逻辑连接词because,becauseof,therefore,thus,however,thanksto,fortunately.(2)时间副词soonafter,nowadays,50yearsago.【设计意图】作者在文中运用了大量的连接词和时间副词来呈现事件发展的逻辑关系与内容结构。(3)被动句Theideabeganabout50yearsago,andwasfirstknownas“whitebikes,.anamazing38%ofalltripsaremadebybike.ifcarsweren,tallowedinthecitycentreandonlybicycleswere.Anyonewasallowedtotakethemandusethemforshortjourneys.Thenewttwhitebikes“werenotactuallywhitebutpaintedinbrightcolours.Thebikeswereparkedatspecialparkingplaces.【设计意图】句式丰富，用客观易懂的方式解释“白色自行车”改良前后的情况与使用方法。(4)设问Wheredidtheideaofuwhitebikes“comefrom?【设计意图】介绍阿姆斯特丹适于骑行的环境并引出主题“白色自行车''，引发读者好奇，逐步介绍“白色自行车”起源与发展的情况。Wherewillbike-sharinggoinChina?Youdecide.【设计意图】教师引发学生思考文章的深层含义，领会作者的写作意图和自己的社会责任，理解共享单车的未来取决于每一个人。活动八：想象与创造1. Expressyourself.(1) Askstudentstolookatthetwopicturesanddiscussthem.twhitebikes"inAmsterdamsharedbikesinChina(2) Askstudentstoanswerthequestion.Whatarethesimilaritiesanddifferencesbetweentwhitebikes”inAmsterdamandsharedbikesinyourcity/town?Suggestedanswers:Similarities: Peopleusethemforshortjourneys. There,sacomputertrackingsystemtorecordtheireverymove. They,repaintedinbrightcolour. Differences: AmsterdamFreepublictransport.Peoplehavetoputinaspecialcardtousethem.Theyareparkedatspecialparkingplaces. ChinaPeoplepaytousethem.PeopledownloadAPPstousethem.TheyareleftintheplacewhereuserscompletetheirJourneys.2.Encouragestudentstofigureouttheproblems,likethetheftofbikesandparkingissuestohelpbike-sharinggosmoothlyinChina.【设计意图】首先比较阿姆斯特丹“白色自行车”和中国“共享单车”的异同,借鉴“白色自行车''的发展，总结影响共享单车发展的因素，深化所学知识，并拓展到实际生活，从不同角度提出共享单车良性发展的建议。板书设计：Unit8GreenLivingPeriodIVLesson3I.学习理解活动一：感知与注意1.Discuss.2.Activateandshare.活动二：获取与梳理活动三：概括与整合IL应用实践活动四：描述与阐释活动五：内化与应用HL迁移创新活动六：推理与论证活动七：批评与评价活动八：想象与创造