Unit 8 Green living Green Living Lesson 3 “White Bikes” on the Road 教学设计（表格式）--2025-2026学年高中英语 必修3北

Unit 8 Green Living Lesson 3 “White Bikes” on the Road
教学设计
文本分析
本课是北师大新版教材必修三第8单元的第3课，文章讲述了阿姆斯特丹“白单车”的发展史、其对环境保护的益处以及对于世界，尤其是中国共享单车的影响。 本课的教学内容设计分为三课时。本节课是第一课时，侧重对课文的整体理解及细节归纳，引导学生练习归纳总结、获取细节信息的阅读策略，并针对阅读策略，以街头采访的形式进行文本相关内容的输出活动。第二课时对已学课文进行复习的基础上，深度阅读，挖掘文章的深层内涵，并实现迁移运用。第三课时，学习语法及巩固练习。
学情分析
学生对于课文的理解能力有限，对于文化背景了解甚少，对于细节内容的归纳和总结能力较弱，在领会文章所要传达的思想内容、文化意识和情感态度有困难。原因有：1. 基础较差，已学单词不熟悉，新的单词对于他们来说更不易掌握；2. 自主学习能力不强，平时积累不够，没有重视课外日常自主积累；3. 运用学习策略的意识不强，不能有效应用于学习过程。
教学目标
经过本课的学习，学生能够： 运用所学词汇谈论阿姆斯特丹“白单车”的发展史、益处及影响，表达中国共享单车与之相似和不同之处； 通过阅读活动，梳理和整合文章信息，对文本有更深入的解读； 基于所读文本和视频资料，感悟人类与环境之间的关系，能从自身实际出发，为共享单车的良性发展助力。
教学重点难点
一、教学重点 1. 词汇理解与运用：学生需要掌握课文中的重点词汇和与交通方式和环保相关的词组，理解其在语境中的含义，并能够恰当运用。 2. 阅读理解：分析文章长难句结构，理解句子各部分之间的逻辑关系；引导学生理解文章的主旨大意，梳理文章的细节信息。 二、教学难点 1. 观点表达与讨论：让学生用英语深入讨论白色自行车计划的优缺点等，这对于学生的语言综合运用能力要求较高。 2. 文化背景理解：理解白色自行车计划背后的西方文化理念和环保意识，学生可能需要一些背景知识介绍才能更好地体会这种理念在实际生活中的体现。
教学过程
步骤教学活动设计意图核心素养提升点Step 1 Lead inT asks a question to attract the students’ attention. How did you go to school this morning Various answers are welcome to lead Ss to think about different means of transportation. T shows a short video about “White Bikes” in Amsterdam and then get them to answer a question. What kind of transportation could be seen almost everywhere in the place presented in the video 唤起学生的兴趣，形成阅读期待，激励他们进行探索。Step 2 Reading Activity 1Ss try to read to get the main idea of the text. This passage mainly talks about __________ in Amsterdam and ______________ on the world, especially in China. Answers: the development process of “white bikes”; its influence 2. Ss read to understand what “white bikes” are. T encourages Ss to find a phrase with the same meaning in the text. 3. T shows a short video to help Ss learn about the differences between the two expressions “shared bikes” and “bike-sharing”.通过快速阅读，学生建立对课文整体内容的认知。运用找细节信息的阅读策略，了解“白单车”的内涵，并与我国的共享单车建立起联系。语言能力：获取、概括信息。 思维品质： 通过对比分析、概括并整合信息。 Step 3 Reading Activity 2Ss read to get more detailed information. Read Para.1 and find out the reasons why Amsterdam is a good city for cycling. Read Para. 2-5 to find out more detailed information about “white bikes”. a. In what order is the development of “white bikes” arranged b. Read to complete the form about the differences of “white bikes” in different periods. 3) Read Para. 6 and answer the questions. a. Why do people like to use shared bikes in China b. What problems are there 2. Read and think. What are the similarities and differences between “white bikes” in Amsterdam and shared bikes in our country 通过阅读，获取细节信息。总结归纳、发现阿姆斯特丹的“白单车”和中国的共享单车的相似点和差异；为输出做语言铺垫。 语言能力：提取概括信息；描述归纳、总结。 思维品质： 梳理、概括信息，分析、推断信息的逻辑关系。Step 4 Reading Activity 3Ss work in pairs, read the text again and carry out a street interview. T gives demos, offers help and monitors the class. Supposing you are travelers in Amsterdam, you meet with a street interview about the white bikes there. Work with your group members. RULES: 1. The questions should be about the white bikes in Amsterdam. 2. Each reporter has at most 3 minutes to finish the interview. You can ask like this: Do you know the white bikes Do you think our city is a good one for bikes What advantages / disadvantages do you think bike-sharing has T invites three to four pairs of Ss to present their pair work to the class. T gives feedback and advice.复现课文主要内容，内化、输出信息。语言能力：整合运用语言进行表达；提出自己的问题。 思维品质： 创造性地表达自己的观点。 文化意识： 联系实际生活，思考人类行为与环境的关系。 学习能力： 自主学习，合作学习。Step 5 HomeworkWrite a summary about the development of the white bikes in Amsterdam. 2. Try to put to use what you’ve learned today.拓展话题内容，巩固课上所学。学习能力： 回顾、梳理所学，发现未能解决的问题
板书设计
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