Unit 8 Green Living-Lesson 3 White Bikes on the Road 教案-2025-2026学年高中英语北师大版必修第三册

Unit 8 Green Living-Lesson 3 White Bikes on the Road 教学目标和重难点 教学目标 Language Competence: Enable students to master key words and sentences about bike-sharing, understand the text structure and logical relationships, and use English to describe the development of "white bikes" and express views on green travel. Cultural Awareness: Help students understand the environmental protection concepts behind the "white bikes" in Amsterdam and compare them with China’s bike-sharing, fostering cross-cultural understanding and environmental responsibility. Thinking Quality: Guide students to sort out the development process of "white bikes", analyze its advantages, problems and solutions, and cultivate logical thinking and critical thinking. Learning Ability: Help students master reading strategies such as skimming and scanning, and develop the ability of independent learning and cooperative inquiry in group activities. 教学重难点 Key Points: Master key vocabulary (e.g., convenient, pedal, track, pollution) and phrases (e.g., come up with, thanks to, take...for short journeys); understand the main idea and detailed information of the text; sort out the development process of "white bikes" in Amsterdam. Difficult Points: Use English flexibly to describe the development of "white bikes" and analyze its influence; understand the deep meaning of the text and express personal views on bike-sharing and green living in fluent English. 教学过程 Step 1: Lead-in (Lead-in and Activation) The teacher starts the class by showing students a group of pictures: a busy street in Amsterdam with many bicycles, a "white bike" parked by the road, and shared bikes in Chinese cities (such as Mobike and Hellobike). Then the teacher asks two questions in English: "Have you ever ridden a shared bike? Where did you ride it?" "Look at these pictures. What do you think they have in common?" After students answer freely, the teacher continues to guide: "Today we will learn a passage about a special bike program in Amsterdam—‘White Bikes’. It is the origin of modern bike-sharing. Let’s explore its story together and think about how it connects with our daily green living." Then the teacher writes the lesson title on the blackboard and leads students to read it twice to arouse their interest in learning. Design Intention: The lead-in links students’ real life with the text content by showing familiar pictures of shared bikes, which can quickly activate students’ prior knowledge and life experience, reduce their psychological distance from the text. The guiding questions stimulate students’ thinking and curiosity, laying a good foundation for the subsequent reading and learning. At the same time, reading the title together helps students focus on the core topic of the lesson. Step 2: Pre-reading (Vocabulary Preview and Background Introduction) First, the teacher presents the key vocabulary and phrases in the text through PPT, including both new words and phrases related to the topic: convenient, flat, parking, bicycle path, come up with, save energy, reduce pollution, public transport, disappear, track, bright colours, pedal, bike-sharing, theft, parking issues. For each word and phrase, the teacher explains its meaning in simple English, combines it with pictures or short sentences to help students understand, and invites students to make simple sentences with the words and phrases, such as "It is convenient to ride a bike to school" and "We should try our best to reduce pollution". Then, the teacher briefly introduces the background of Amsterdam in English: "Amsterdam is a famous city in the Netherlands. It is called ‘the City of Bicycles’ because it is flat, has many bicycle paths and plenty of parking spaces. About 38% of all trips in the city are made by bike. In the 1960s, a group of cycling fans launched the ‘white bikes’ program, which has a profound impact on the world’s bike-sharing development." Finally, the teacher asks students to predict the content of the text based on the title, vocabulary and background introduction: "What do you think the passage will talk about? Please make a prediction, such as the origin of ‘white bikes’ or the development of the program." Students are allowed to discuss in pairs for 2 minutes and then share their predictions with the whole class. The teacher affirms their reasonable predictions and guides them to pay attention to the key points in the reading process. Design Intention: Vocabulary is the foundation of reading and expression. Previewing key vocabulary helps students eliminate language barriers in the subsequent reading, improve reading efficiency. The background introduction of Amsterdam enables students to understand the living environment of "white bikes", which is conducive to their in-depth understanding of the text content. Predicting the text content can stimulate students’ reading motivation, cultivate their ability of logical prediction, and make their reading more targeted. Step 3: While-reading (In-depth Reading and Information Extraction) This step is divided into three parts: skimming, scanning and careful reading, guiding students to extract information layer by layer and deepen their understanding of the text. Skimming (Get the Main Idea) The teacher asks students to read the whole passage quickly (skimming) and answer two questions: What is the main topic of the passage? What is the development process of "white bikes" mentioned in the passage? After students finish reading, the teacher invites several students to answer the questions. The teacher summarizes and supplements: The main topic of the passage is the development of "white bikes" in Amsterdam and its impact on the world’s bike-sharing, especially in China. The development process of "white bikes" includes three stages: the emergence in the 1960s, the disappearance soon after, and the return in 1999 with a tracking system. Design Intention: Skimming is an important reading strategy. Through skimming, students can quickly grasp the main idea of the text and the overall structure, forming a macro understanding of the text. This helps students establish a framework for the text, which lays a foundation for the subsequent extraction of detailed information. Scanning (Extract Detailed Information) The teacher asks students to read the passage again carefully (scanning) and complete the following table. The table is presented on the PPT, including four columns: Time, Event, Characteristics of "White Bikes", and Results/Influences. Time Event Characteristics of "White Bikes" Results/Influences In the 1960s A group of cycling fans launched the "white bikes" program Painted white, placed in many areas, free to use for short journeys, no tracking system Disappeared soon because of theft In 1999 "White bikes" returned to Amsterdam Bright colours, with a computer tracking system, need a special card to use, parked at special parking places Succeeded, bringing clean air and easy transport to central Amsterdam Nowadays The idea of "white bikes" spread around the world Developed into bike-sharing programs in many countries, including China Popular among locals and tourists, but also facing problems like theft and parking issues Students complete the table independently first, then check with their deskmates. The teacher walks around the classroom to provide guidance for students who have difficulties. Finally, the teacher invites a student to present the completed table on the blackboard, corrects mistakes and supplements missing information, ensuring that all students grasp the key detailed information of the text. Design Intention: Scanning helps students accurately extract specific information from the text, improving their ability of information positioning and sorting. The form design makes the detailed information of the text more intuitive and clear, which is conducive to students sorting out the development context of "white bikes" and deepening their understanding of the text content. The process of independent completion and pair checking can not only cultivate students’ independent learning ability, but also promote mutual help and communication among students. Careful Reading (Analyze Logical Relationships and Key Sentences) The teacher selects several key sentences in the text and asks students to read them carefully, analyze their structure and meaning, and understand the logical relationships between sentences. "Amsterdam is a good city for cycling because it’s flat and therefore convenient for bikes. There are also plenty of places for bicycle parking and most streets in the city centre have a bicycle path." The teacher asks: "What is the logical relationship between these two sentences? What are the reasons why Amsterdam is a good city for cycling?" Students discuss and answer: The logical relationship is progressive. The reasons are that it is flat, has plenty of bicycle parking places and most streets have bicycle paths. "They were hopeful that this would help to save energy, reduce pollution and provide free public transport." The teacher guides students to analyze the structure of the sentence: "that" guides an object clause, and "save energy, reduce pollution and provide free public transport" are parallel structures. Then the teacher asks: "What does ‘this’ refer to in the sentence?" Students answer: It refers to the idea that cars weren’t allowed in the city centre and only bicycles were. "Nowadays, the idea of ‘white bikes’ has pedalled its way around the world and there has been a global increase in bike-sharing." The teacher asks: "What does the phrase ‘pedalled its way’ mean here? Why does the author use this phrase?" Students think and answer: "Pedalled its way" means spread gradually. The author uses this phrase because it is related to the theme of bicycles, which is vivid and interesting, making the text more lively. In addition, the teacher guides students to analyze the logical structure of the whole text: The first paragraph introduces the background of Amsterdam as "the City of Bicycles"; paragraphs 2-5 talk about the development process of "white bikes" (emergence, disappearance and return); the sixth paragraph introduces the global influence of "white bikes", especially the development of bike-sharing in China. The text follows a logical order of "background—development—influence", which is clear and coherent. Design Intention: Careful reading is the key link to in-depth understanding of the text. By analyzing key sentences and logical relationships, students can not only master the language points, but also understand the author’s expression skills and the structure of the text. This helps improve students’ language analysis ability and logical thinking ability, laying a foundation for their subsequent language output. Step 4: Post-reading (Consolidation, Application and Expansion) This step includes three activities: group discussion, language output and theme expansion, aiming to help students consolidate the learned knowledge, apply it flexibly and deepen their understanding of the theme of green living. 1 Group Discussion The teacher divides students into groups of 4-5, and assigns two discussion topics: What are the advantages and disadvantages of the "white bikes" program in Amsterdam? What are the similarities and differences between Amsterdam’s "white bikes" and China’s bike-sharing? Each group selects a recorder and a speaker. The discussion lasts for 5 minutes, and the teacher walks around the classroom to guide students to use the key words and phrases learned in the text to express their views, and helps students solve language difficulties in the discussion process. After the discussion, each group sends a speaker to share their group’s views with the whole class. The teacher listens carefully, affirms the reasonable views of each group, and supplements and summarizes: The advantages of "white bikes" are saving energy, reducing pollution, providing convenient and free public transport, and promoting people’s exercise; the disadvantages are being easy to be stolen and having parking problems. The similarities between Amsterdam’s "white bikes" and China’s bike-sharing are that they are both convenient for short journeys, help protect the environment and save energy; the differences are that the original "white bikes" were free, while China’s bike-sharing needs to pay a small fee; the "white bikes" after 1999 have a tracking system, and China’s bike-sharing also has a smart tracking system through mobile phones. Design Intention: Group discussion can stimulate students’ thinking, promote mutual communication and cooperation among students, and improve their ability of oral expression and cooperative inquiry. The discussion topics are closely related to the text content and students’ real life, which can help students consolidate the learned knowledge, apply it flexibly, and deepen their understanding of the theme of bike-sharing. 2 Language Output The teacher asks students to write a short passage (80-100 words) with the title "My Views on Bike-sharing". The requirements are: Use at least 5 key words and phrases learned in the text; Briefly introduce the advantages of bike-sharing and put forward suggestions for solving its problems. Students write independently, and the teacher provides guidance for students who have difficulties in writing, such as helping them sort out the writing ideas and correct grammatical mistakes. After students finish writing, the teacher selects several students’ works to present to the whole class, comments on their advantages and shortcomings, and guides students to modify their own works. For example, if a student writes "Bike-sharing is very convenient, it can help us save energy and reduce pollution. But there are some problems, such as theft. We should protect shared bikes and park them in the right place.", the teacher affirms the correct use of key words and phrases, and suggests adding more details, such as "Bike-sharing is a cheap and easy way to travel, which not only saves energy and reduces air pollution, but also helps us keep healthy through exercise." Design Intention: Writing is an important way of language output, which can help students consolidate the learned vocabulary and sentence patterns, and improve their writing ability. The writing topic is closely related to the text and real life, which can stimulate students’ writing motivation and make them apply the learned knowledge to practice. The teacher’s comments and guidance help students find their own shortcomings and improve their writing level. 3 Theme Expansion The teacher plays a short video (3-5 minutes) about global green travel, including not only bike-sharing, but also other green travel methods such as walking, taking public transport, and electric vehicles. After watching the video, the teacher asks students: "What other green travel methods do you know? What can we do to promote green living in our daily life?" Students answer freely, such as "We can walk or ride a bike to school instead of taking a car", "We can take the bus or subway when going out", "We can call on our family and friends to choose green travel". The teacher summarizes: "Green living is closely related to our daily life. The ‘white bikes’ program in Amsterdam and China’s bike-sharing are all important attempts to promote green travel. We should actively participate in green travel, protect the environment, and make our planet more beautiful." Finally, the teacher assigns a homework: Recite the key words and phrases of the lesson; Revise the short passage written in class and improve it to 120-150 words; Discuss with your family about green travel and write a short report on your family’s green travel plan. Design Intention: Theme expansion helps students expand their horizons, connect the text content with the broader theme of green living, and deepen their understanding of environmental protection and green travel. The homework design not only helps students consolidate the learned knowledge, but also guides them to apply the theme of the lesson to real life, fostering their sense of environmental responsibility and forming good living habits. Step 5: Summary and Reflection The teacher invites students to summarize what they have learned in this lesson, including key vocabulary, the development process of "white bikes", and their understanding of bike-sharing and green living. The teacher supplements and summarizes: In this lesson, we have learned about the development of "white bikes" in Amsterdam, mastered some key words and phrases related to bike-sharing and environmental protection, and discussed the advantages and problems of bike-sharing. We also realized that green travel is an important way to protect the environment, and we should actively participate in it. Then the teacher guides students to reflect on their learning process: "What did you do well in this lesson? What difficulties did you encounter? How can you improve in the next lesson?" Students reflect independently and share their reflections with the whole class. The teacher encourages students to put forward their own questions and suggestions, and promises to help them solve their difficulties in the next lesson. Design Intention: Summary helps students sort out the knowledge learned in the lesson, form a systematic knowledge structure, and deepen their memory and understanding. Reflection enables students to understand their own learning situation, find their own shortcomings, and improve their learning ability. At the same time, the teacher’s encouragement and commitment help enhance students’ learning confidence and motivation. 1 / 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $