英語北師大版 (2019)Lesson 3 "White Bikes" on the Road教學(xué)設(shè)計-教案下載-教習(xí)網(wǎng)

UNIT-8 Green LivingLesson-3 “White Bikes” on the Road教學(xué)設(shè)計教材分析本節(jié)課是高中英語第三冊Unit 8 Green Living的第三課 “White Bikes” on the Road，課型是閱讀課。介紹了荷蘭阿姆斯特丹的自行車。眾所周知，阿姆斯特丹是荷蘭首都以及最大城市，由于阿姆斯特丹地形平坦，這里的人最多的出行方式就是騎自行車，所以這里又被稱為“自行車城”。本課的故事就講述了阿姆斯特丹是如何成為“自行車之城”的。借此來表達綠色出行也是環(huán)保的一種踐行方式。通過本節(jié)課的學(xué)習(xí)，讓學(xué)生了解“自行車之城”的故事，以及課外拓展，在荷蘭騎車的規(guī)則。教學(xué)目標與核心素養(yǎng) 語言技能目標（1）學(xué)生能夠借助關(guān)鍵詞，在理解文章大意的基礎(chǔ)上，找出段落主題句，完成讀前問題；（2）用所學(xué)的詞匯和語言的對課文進行復(fù)述。語言知識目標（1）能夠正確運用以下單詞和短語：flat, convenient, cyclist, track, destination, transport, pedal, theft, thanks to...等；（2）能正確理解及運用“一詞多義”或“一詞多性”。文化意識目標（1）了解荷蘭阿姆斯特丹的自行車文化；（2）正確理解綠色出行的意義。情感態(tài)度目標正確認識環(huán)境保護以及綠色出行的意義。教學(xué)重難點重點（1）如何使用地道的英語表達對阿姆斯特丹自行車文化的理解；（2）正確理解并運用英語中的一詞多義及一詞多性。2. 難點（1）能用得體的英語表達綠色出行的意義；（2）能正確識別和運用英語中一詞多義。教學(xué)過程教學(xué)過程教學(xué)步驟教學(xué)活動設(shè)計意圖時間Step-1 Warming Up & Lead-inActivate and share:Are there any shared bikes in your neighbourhood or around your school? What do you think are the advantages and disadvantages of them? (Use the following forms)任務(wù)型活動：鍛煉學(xué)生材料收集、整理能力，同時也激發(fā)同學(xué)們熱情和參與課堂的積極性。5分鐘Step-2 Pre-readingRead and Explore.Amsterdam is called the “the City of Bicycles”. Why is it a good for cycling? Read the first paragraph and take notes about the reasons.緊扣上一環(huán)節(jié)的討論，教師引導(dǎo)學(xué)生如何找到文章主題，并運用該方法，以此激發(fā)學(xué)生的興趣，更容易地導(dǎo)入文章主題。5分鐘Step-3 Fast-readingRead the article quickly and prepare the answers to the questions for the next step.通過讀前頭腦風(fēng)暴和觀察圖片思考問題，有助于學(xué)生對文章主旨大意的掌握，進而幫助學(xué)生更好理解文章而進入泛讀和精讀環(huán)節(jié)。通過課前閱讀猜測有助于學(xué)生對文章接下來要談?wù)摰膯栴}有大致了解，進而把握整篇文章。5分鐘Step-4 Deep-readingWhere did the idea of “white bikes” start? What happened to it soon after, and what is the situation now? Read the rest of the text. Make notes in the table.Answer the following questions based on your notes.1) Why did cycling fans put forward the idea of “white bikes” in the 1960s?2) What is the difference between the “white bikes” of the 1960s and of 1999?3) What effects have “ white bikes” had on Amsterdam?4) Why has the idea spread to other parts of the world in recent years?通過泛讀，能夠讓學(xué)生對文章每段段意有個初步了解，鍛煉學(xué)生對文章表層含義理解，養(yǎng)成良好的閱讀習(xí)慣，提高閱讀技能。在此過程中設(shè)置一些題目，會讓學(xué)生更有針對性地閱讀，題目比較容易，降低閱讀難度，給學(xué)生成功感，增強學(xué)生學(xué)習(xí)興趣。10分鐘Step-5 Post-reading Activity-1Introduce “white bikes” in Amsterdam with the help of the flow chart.Think and share1) What does the title “ ‘White Bikes’ on the Road” mean?2) What does the writer mean by saying “Where will bike-sharing go in China? Yon decide?3. Complete the summary with the information you have learnt.Activity-2 Focus on Language: verbs or nounsLook at the Word Builder. Compare the two sentences in each pair. Decide what the word in bold expresses.Complete the sentences with the correct from of the words from Activity 8.Show some pictures about the bicycle rules in Netherlands and introduce them to students.活動一：有助于學(xué)生深層次把握文章細節(jié)內(nèi)容，幫助學(xué)生建立起上下文關(guān)聯(lián)的能力。同時幫助學(xué)生理解文章主旨和細節(jié)，以提高學(xué)生深度閱讀理解能力。活動二：引導(dǎo)學(xué)生正確使用英語同根詞，從而讓學(xué)生可以更好地掌握詞匯。 15分鐘 HomeworkExpress YourselfWhat are the similarities and differences between “white bikes” in Amsterdam and shared bikes in your city/town?