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.