高中英语北师大版 (2019)必修 第三册Unit 8 Green livingLesson 3 "White Bikes" on the Road教案

这是一份高中英语北师大版 (2019)必修 第三册Unit 8 Green livingLesson 3 "White Bikes" on the Road教案，共4页。教案主要包含了基本信息，设计思想，学习者特征，教学内容与任务，教学目标，教学策略设计，信息资源与教学环境设计，教学过程等内容，欢迎下载使用。
一、基本信息
教师姓名
代旖旎
课名
Unit8 Lessn3
WHITE BIKES
ON THE ROAD
学科
英语
章 节
Unit 8
Lessn 3
教材版本
北京师范大学出版社
课时
第 1 课时
课 型
阅读
年级
高一
二、设计思想
The “General Senir High Schl Curriculum Standards (2017 Editin Revised in 2020)”
suggests that against the backgrund f mdern infrmatin technlgy, great imprtance shuld be
attached t the refrm f teaching appraches and learning methds, and the deep integratin f
infrmatin technlgy with classrm teaching by making full use f infrmatin technlgy.
“Digital Literacy f Teachers” (2022 ) als pints ut the ability f teachers t use digital
technlgy resurces needs t be imprved.
The principle f teaching design in a smart teaching envirnment is t put students in the center,
allwing students t fully develp their initiative in the learning prcess, enabling them t apply the
knwledge they have learned in different cntexts, and enhancing the ability t slve practical prblems
based n feedback frm their wn actins.
三、学习者特征（学情分析）
The class is Class 5, Grade 1, with students wh take their studies seriusly and have a gd
fundatin in English. Mst f the students are prficient in using tablets and can use infrmatin
technlgy t prvide feedback in class. After learning the first seven units, they have develped the
ability t acquire and prcess infrmatin, and are willing t cperate with the teacher.
Based n the questinnaire reprt, the tpic f shared bikes is smething they are very familiar
with, which makes them eager t learn mre abut it. They want t explre the develpment and
challenges f shared bikes.
四、教学内容与任务
What: This lessn belngs t Unit 8. Its thematic cntext is man and nature and its thematic grup is envirnmental prtectin. The reading text is an expsitin that intrduces the advantages that Amsterdam has fr the develpment f white bikes, as well as the prblems that arse and hw technlgy was used t imprve them and take them glbal. It als emphasizes the develpment f shared bikes in China and the slutins t the prblems that arse.
Why: The white bikes/shared bikes prvide a vivid example f a lw-carbn lifestyle fr the theme “Green Living” f this unit, highlighting the theme f “Starting with neself and starting with small things.”
Hw: The text presents the twists and turns f the develpment f a new thing, and while reading, students shuld be guided t use mind maps t rganize the text's structure and clarify the lgical relatinships between events. It als encurages students t think dialectically abut the advantages and disadvantages f things and actively slve the prblems.
五、教学目标
At the end f this lessn, students will be able t:
1. acquire factual infrmatin abut the “white bikes” (develpment cnditins, features, prblems and slutins, impacts, etc.);
2. use different mind maps t clarify the article's structure and clarify the lgical relatinships between events;
3. rally present the features and develpment f the “white bikes” as well as the prblems and slutins f China's “shared bikes” .
六、教学策略设计
1.Technlgy integratin
2.Interactive teaching apprach
七、信息资源与教学环境设计
Befre Class: Utilize digital tls such as “Lessns Preparatin System” and “Resurce Center”, search engines, and specialized resurce websites t btain diverse frms f media resurces t enrich teaching cntent and help students learn, and stimulate their mtivatin.
During Class: In the Smart Classrm envirnment, cnnect the teacher's tablet and students’ tablets, display the pre-designed activities such as Matching, Gap-filling, and Classrm Gallery thrugh the Changyan Classrm sftware, as well as use the functin “Student Reprt”, “Discussin”, “Race t answer” t deepen students’ understanding f the passage, prmte interactin between teachers and students, and prvide timely and diverse evaluatin t enhance teaching effectiveness.
After Class: Supplement and push frward the extended materials required fr shared prducts, prviding supprt fr students' pst-class learning, and achieving expansin frm classrm t extra- classrm.
八、教学过程
教学环节
起止时
间
（“-”
) （按照完整视
频的时
间点）
环节目标
教师活动
学生活动
媒体作用及分析
Lead-in
00’00”-
1’30”
Activate
students’ interest
in the tpic.
Play a piece f
vide f a
student’s
riding a bike
Students view
the vide and
answer related
questins.
Create a real
situatin and
the intuitin f
the vide
greatly
enhanced
students'
attentin t the
tpic f the
lessn.
Pre-reading
（Discussin）
1’30”-
5’01”
Activate what
students have
knwn,
encurage
students t
discuss the
advantages and
disadvantages f
shared bikes
using the
vcabulary they
have learned, and
guide them t
view prblems in
a critical way.
Clarify the
discussin task
and guide
students t talk
abut the
advantages and
disadvantages f
white bikes.
Students refer
t the given
vcabulary t
discuss the
tpic.
The functin
“Discussin”
f the tablets
enhances the
students'
verall
participatin.
While-
reading(Read
fast and get
the main idea
f the passage)
6’10- 8’12”
Learn t grasp
the main idea f
the passage.
Present ptins
that illustrate the
main idea f the
passage, helping
students
understand the
meaning f the
ptins and
guide them in
Students use
reading
strategies t
quickly read
and grasp the
main idea f
the passage
Present the
questin stems
and ptins t
help students
clarify the task
they need t
cmplete.
develping
strategies fr
btaining the
main idea
While-
reading(Read
fast and get
the main idea
f different
parts)
8’12”-
11”00
Learn t grasp
the main idea f
each part.
Shw the
paragraph
divisins and
main idea f
each part, and
set up a
matching
activity.
Students use
reading
strategies t
understand the
main ideas f
each part and
actively
participate in
the matching
activity.
The matching
activity
enhances
students’
engagement
and prvides
immediate
feedback.
While-
reading(Read
carefully and
cmplete
mind map)
11’21”-
14’35”
Students can
btain related
detailed
infrmatin and
catch key wrds.
Present mind
maps and
related pictures
as well as
highlight key
wrds.
Students read
the first
paragraph
carefully,unde
rline key
infrmatin
and answer
The display
f pictures and
emphasis n
key wrds
help students
t better
understand the
questins.
article.
While-
reading(Read
carefully and
cmplete the
table and mind
map)
14’36”-
22’15”
Students can
btain specific
infrmatin
related t the
tpic and srt ut
infrmatin.
The timeline is
presented t
guide students
t read the
paragraphs in
sequence.
Students read
paragraphs 2-5
and cmplete
the table and
mind map.
The mind
map helps
integrate
infrmatin
and prepare
fr the
fllwing
task:
intrductin.
While-
reading(Think
and share)
22’16”-
28’40”
Students can
think abut the
questin and
under better hw
t live a green
life.
Ask students
wrk in pairs t
think abut the
meaning f
“Yu decide. ”
Students talk
with each
ther and then
reprt their
answers
thrugh the
functin
“Answer
Sheet ”.
Tablets
prvide a gd
platfrm t
express their
pinins and
let students
ntice the
differences
amng
different
individuals.
Pst-reading
(Intrduce
white bikes)
28’40”-
42’00”
Students can use
lgical language
t intrduce the
white bikes
based n the key
infrmatin in
the flw chart.
Display the flw
chart, guide and
rganize
students t
intrduce the
white bikes.
Intrduce
“white bikes”
in Amsterdam
with the help
f the flw
chart.
Push the
flwchart t
the screen in
rder that
every student
is clear abut
his task.
Hmewrk
Cnslidate what they have
learned and internalize the
knwledge.
With the develpment f science
and technlgy, mre and mre
shared prducts have appeared in
ur life. Students cllect related
infrmatin and intrduce ne.
Prvide
extended
materials
thrugh the
platfrm“Assi
gnment”
Reflectin
Advantages:
Teaching in a smart teaching envirnment fully put students in the centre, enabling
students’ verall participatin and initiative.
Timely and diverse evaluatin inspire students’ learning .
Disadvantages: As fr hmewrk, I just presented sme pictures f shared prducts
and didn’t guide students t think abut the cnnectin between shared prducts and
green living.
S it’s necessary t supplement mre materials and uplad Changyan Lessns
Preparatin System. In fact, the system’s a classified clud strage and it can save my
thinking cntent abut the lessn.