北師大英語(yǔ)必修三第九單元第一課lesson1-說(shuō)課教案

1、課題：Retur n of the White Bikes!課型：閱讀理解課學(xué)段：高一下一、教材分析模塊三第9單元以交通為貫穿主線，內(nèi)容涵蓋了各種主要的出行方式、汽車(chē)的簡(jiǎn)要 開(kāi)展歷程、汽車(chē)的開(kāi)展給現(xiàn)代人的生活帶來(lái)的便利和問(wèn)題、太陽(yáng)能車(chē)的使用、以及其他解決交通問(wèn)題及交通導(dǎo)致的環(huán)境問(wèn)題的解決方法。本課是模塊三第 9單元第一課，課題為 Return of the White Bikes!。本課時(shí)為本課教學(xué)的第一課時(shí)，是以課文理解為主要側(cè)重點(diǎn)的閱讀課。文章主要介紹了阿姆斯特丹白色自行車(chē)產(chǎn)生、消失、回歸的開(kāi)展歷程，文章結(jié)構(gòu)清楚，事件開(kāi)展脈絡(luò)清晰，語(yǔ)言樸實(shí)自然且 實(shí)用。20世紀(jì)60年代，為了減少汽車(chē)對(duì)環(huán)境

2、的污染、節(jié)約能源、提供更多免費(fèi)的公共交 通設(shè)施，阿姆斯特丹一些騎自行車(chē)愛(ài)好者發(fā)起建議，推行并實(shí)施了 白色自行車(chē)方案。雖然自行車(chē)竊賊偷走了為群眾免費(fèi)提供的白色自行車(chē)，阿姆斯特丹人并沒(méi)有因此氣餒，他們借助高科技，想出了解決自行車(chē)偷竊問(wèn)題的方法，并最終成為今天的自行車(chē)之城。課文旨在通過(guò)阿姆斯特丹城市 白色自行車(chē)的開(kāi)展歷程為例，引發(fā)學(xué)生思考：汽車(chē)的開(kāi)展一方面給我們的生活帶來(lái)了很多便利，另一方面也引發(fā)了交通擁堵、環(huán)境污染、能源短缺等問(wèn)題，并鼓勵(lì)學(xué)生思考解決這些問(wèn)題的可行方法。二、教學(xué)背景1、學(xué)情分析授課對(duì)象為高一理科實(shí)驗(yàn)班， 學(xué)生英語(yǔ)水平相對(duì)較整齊， 經(jīng)過(guò)高一前期英語(yǔ)課堂及 SLDSkill-build

3、i ng for Learni ng and Developme nt丨課程的學(xué)習(xí)，大局部學(xué)生能在老師的鼓勵(lì)下較自信地用英語(yǔ)表達(dá)自己的觀點(diǎn)、完成課堂活動(dòng)，并具有一定的批判性思維。通過(guò)第9單元前期課時(shí)的學(xué)習(xí)，學(xué)生對(duì)各種交通方式及現(xiàn)實(shí)生活中存在的交通問(wèn)題有 了初步的認(rèn)識(shí)。交通和學(xué)生生活緊密相關(guān)，因此，學(xué)習(xí)和討論阿姆斯特丹白色自行車(chē)的發(fā)展歷程，分析北京目前不是自行車(chē)之城的原因，一定會(huì)在學(xué)生中引起很大的共鳴。2、教學(xué)方式、手段和技術(shù)準(zhǔn)備的說(shuō)明本課時(shí)教學(xué)設(shè)計(jì)側(cè)重對(duì)課文的理解和探討。教師由課文標(biāo)題為切入點(diǎn)，激發(fā)學(xué)生有關(guān) 阿姆斯特丹的背景知識(shí)，調(diào)動(dòng)學(xué)生的閱讀興趣，由粗入細(xì)、由淺入深、層層推進(jìn)學(xué)生的閱讀任務(wù)。

4、教師首先引導(dǎo)學(xué)生從標(biāo)題入手，預(yù)測(cè)文章主要內(nèi)容，理出事件的開(kāi)展脈絡(luò)，并在提取文章主要信息和細(xì)節(jié)信息的同時(shí)學(xué)習(xí)語(yǔ)言。在理解課文的同時(shí)，引導(dǎo)學(xué)生形成發(fā)現(xiàn)問(wèn)題、分析問(wèn)題、解決問(wèn)題的思維過(guò)程，引導(dǎo)學(xué)生在立足文本閱讀的同時(shí)，梳理事件之間的邏輯關(guān)系，思考和分析促使阿姆斯特丹成為自行車(chē)之城的主要因素，并聯(lián)系實(shí)際反思北京不成為自行車(chē)之城的原因，最后結(jié)合課文的信息和語(yǔ)言進(jìn)行輸出性活動(dòng)。教學(xué)過(guò)程將結(jié)合使用板書(shū)和電腦幻燈片。幻燈片不多，主要呈現(xiàn)相關(guān)圖片和數(shù)據(jù)，旨 在使學(xué)生對(duì)阿姆斯特丹自行車(chē)的使用背景、事件之間的邏輯關(guān)系有更加直觀的理解。學(xué)生活動(dòng)主要有兩人一組討論、四人一組討論和匯報(bào)，旨在給學(xué)生創(chuàng)造合作學(xué)習(xí)的時(shí) 機(jī)。三

5、、教學(xué)目標(biāo)語(yǔ)言是人類(lèi)最重要的思維和交流工具。高中英語(yǔ)新課標(biāo)中提到，根據(jù)高中學(xué)生認(rèn)知能力開(kāi)展的特點(diǎn)和學(xué)業(yè)開(kāi)展的需求，高中英語(yǔ)課程應(yīng)強(qiáng)調(diào)在進(jìn)一步開(kāi)展學(xué)生綜合語(yǔ)言運(yùn)用能力 的根底上，著重提高學(xué)生用英語(yǔ)獲取信息、處理信息、分析問(wèn)題和解決問(wèn)題的能力，特別注 重提高學(xué)生用英語(yǔ)進(jìn)行思維和表達(dá)的能力。因此，結(jié)合本課以閱讀理解為側(cè)重點(diǎn)，且話題具有很強(qiáng)的現(xiàn)實(shí)性、時(shí)代性和普遍性，教師將本節(jié)課的教學(xué)目標(biāo)設(shè)定為：1、知識(shí)與技能本課結(jié)束時(shí)，學(xué)生能夠1丨提高借助標(biāo)題預(yù)測(cè)文章內(nèi)容和主線的意識(shí)和能力。2丨了解阿姆斯特丹白色自行車(chē)產(chǎn)生、消失、回歸的開(kāi)展歷程，分析該過(guò)程中事件之間的邏輯關(guān)系。3立足文本閱讀，歸納促使阿姆斯特丹成為自

6、行車(chē)之城的要素。4聯(lián)系實(shí)際，比照北京和阿姆斯特丹使用自行車(chē)的必要性和可能性，歸納分析北京目前不是自行車(chē)之城的原因。5丨加強(qiáng)批判性閱讀的意識(shí)和能力2、情感態(tài)度本課結(jié)束時(shí)，學(xué)生能夠1提高綠色出行、低碳出行的環(huán)保意識(shí)。2進(jìn)一步形成發(fā)現(xiàn)問(wèn)題、分析問(wèn)題、解決問(wèn)題的邏輯思維。四、教學(xué)過(guò)程流程圖Lead-i nTalk about which tran sport is most convenivent in cen tral Amsterdamand why (1')Look at 5 pictures on PPT and get an idea of Amsterdam being a“ Ci

7、ty ofBicycles (1')Con firm the status of Amsterdam being a“ City of Bicycles by thepopulati on and the nu mber of bicycles in Amsterdamy (1')Pre-ReadingPrdict what the text is about from the title: Retur n of the White Bikes!Class discussion:Get con firmed that Beiji ng isNOT a city of bicyc

8、les by thepopulati on and the nu mber of bicycles in Beijing.Post-readi ngGroup work:an alyze the factors that preve nt Beiji ng from beco ming a city ofbicycles.Report:report the discussi on results of group workWhile-reading 3Analyze the factors that help Amsterdam to become a“ City of BicyclesWhi

9、le-readingWhile-readi ng 1 Check the predict ion.While-reading 2Read for details and an swer the questi ons. Task 1 on Ss' worksheet.五、教學(xué)過(guò)程表格表達(dá)StepsTeacher's activitySs' activityInten ti onsLead-i nStep 1Ask Ss which tran sportGive their guessesIn troduce the topicis the most convenienta

10、nd reas ons.and activate Ss'in the cen tral city ofbackgro undAmsterdam and why.kno wledge.Step 2Prese nt on PPT 5 pics ofGet to know howPrepare Ss withpeople ridi ng bicycles inpopular the bicyclebackgro undAmsterdam.is in Amsterdamin formati on aboutStep 3Give Ss the population and nu mber of

11、bicycles in Amsterdam.from pics and figures.Amsterdam: City of Bicycles.Pre-readi ngStep 4Ask Ss to focus on theMake predicti onsDevelop Ss'title and predict whatbefore readi ng.aware ness to makethe text is about. Writebetter use of the titleSs' predicati ons onwhile readi ng.In crease Ss&#

12、39; in terestblackboard.in readi ng the text.While-readi ng 1Step 5Ask Ss to read the text and check their predicti ons.Read the text and check their predicti ons.Get Ss to practise the skill of readi ng for main idea.Step 6Check the an swers with the whole class.Give an swers.While-readi ng 2Step 7

13、Ask Ss to read the text aga in and an swer the questi ons about the details of the“ whitbikes .Read the text for details.eGet Ss to practise the skill of readi ng for details and lear n Ian guage in con text.Step 8Check the an swers with the whole class.Give an swers and learn Ian guage.While-readi

14、ng 3Step 9Prese nt on PPT a ROADMAP about the history of the white bikes, and ask Ss to fill in the major events and an alyze the relati ons betwee n even ts.Review the story and an alyze the relati ons betwee n even ts.Get Ss to review the history about white bikes and prepare them for the readi ng

15、 task in Step 10.Step 10Ask Ss to read the text aga in and work in pairs to summarize what helps Amsterdam to become a city of bicycles.Read the text and summarize the factors.Get Ss to have a critical reading and summarize what helps Amsterdam to become a city of bicyclesStep 11Check the an swers w

16、ith the whole class and write the factors on blackboard.Give an swers.Post-readi ngStep 12Ask Ss to thi nk about whether Beiji ng is a city of bicycles.Give their opinions.Get Ss to relate themselves to reality.Step 13Give Ss the populati on and the nu mber of bicycles in Beiji ng.Come to a con clus

17、i on based on the figures that Beiji ng is NOT a city of bicycles.Develop Ss' critical thi nking.Step 14Ask Ss to work in groups and discuss what has preve nted Beijing from becoming a city of bicycles.Work in groups.Get Ss to an alyze Beijin g's situati on and develop Ss' critical thi n

18、king.Step 15In vite two or three groups to report the discussi on results.Report and liste n.Get Ss to useIan guage and learn from peers.HomeworkAsk Ss to write a paragraph to explain what has preve nted Beiji ng from beco ming a city of bicycles.六、課后反思本次教學(xué)設(shè)計(jì)的理念之一就是使閱讀課不再簡(jiǎn)單停留在對(duì)文本表層信息的提取和理解上，而是借助以英語(yǔ)為載體的文本閱讀為根底，激發(fā)和引導(dǎo)學(xué)生用英語(yǔ)進(jìn)行思考和表達(dá)，鼓勵(lì)學(xué)生自我探究，從而培養(yǎng)學(xué)生的綜