高中英语外北师大版（2019）必修第三册-Unit 8 Green Living Lesson 3 White Bikes on the Road-教案

Unit 8 Green Living Lesson 3 “White Bikes” on the Road 第一课时 教学目标 在本课结束时，学生能够： 1．获取“白单车”及后续发展的事实性信息（如背景条件、后续阶段、每个阶段的基本特点、影响、优缺点等）； 2．绘制思维导图介绍“白单车”的“前世今生”； 3．总结“白单车”在发展过程中遇到的问题，分析影响共享单车发展的因素。 教学重难点 理解“白单车”的发展历程，并对共享单车的发展发表个人看法。 教学过程 教学目标 教学活动与步骤 设计意图 评价要点 1．获取“白单车”及后续发展的事实性信息（如背景条件、后续阶段、每个阶段的基本特点、影响、优缺点等）。 Step 1 Watch a short video clip and talk about shared bikes. Then answer the questions. (1) Are there shared bikes in your city? (2) Do you know in which city the idea of the first shared bikes was born? (3) What else do you want to know about shared bikes? 创设情景，用问题和图片激活学生背景知识，预测内容。 学生能够分享自己关于共享单车的体验与感受。 Step 2 1. Read the text and decide the topic. Choose the best title for the passage. A. Amsterdam—the City of Bicycles B. The Return of “White Bikes” C. “White Bikes” on the Road 2. Explain the reasons for the choice and figure out the structure of the passage. 引导学生理解文本主题大意，并对文章结构进行梳理。 学生能够根据文章大意选出合适的标题并解释原因。 Step 3 Read the text again, and find out the main information about Amsterdam and the development of “white bikes”. Answer the questions. Students can refer to the Skill Builder. Draw a flow chart. (1) Why is Amsterdam called “the City of Bicycles”? (2) How did the idea of “white bikes” start? (3) How has it been developing since then? 引导学生获取阿姆斯特丹被誉为“自行车之城”的原因，将有关信息和联系用思维导图呈现出来。 学生能够回答阿姆斯特丹便于骑行的条件。 学生能完成思维导图，简略写出关于 “白单车”及后续发展阶段的信息。 2．绘制思维导图介绍“白单车”的“前世今生”。 Step 4 1. Practise introducing the development of “white bikes” in groups of four. Student A: Amsterdam Student B: in the 1960s Student C: 1999 Student D: nowadays 2. Act as museum guides to make the introduction using the mind maps created in the last activity. 指导学生借助思维导图练习介绍“白单车”起源与后续发展。 学生能够小组合作绘制“白单车”起源与后续阶段的思维导图，并讲解。 3．总结“白单车”在发展过程中遇到的问题，分析影响共享单车发展的因素。 Discuss the future of the shared bikes. How do you understand the sentence “Where will bike-sharing go in China? You decide.”? 引导思考文章深层含义，拓展到实际生活，领悟自己的社会责任。 学生能够领会作者写作意图，感悟到共享单车能走多远，取决于我们每个人。 家庭作业 Search online for more