1、Unit 8 Green LivingLesson 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 1Watch a
2、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 21. Read t
3、he text and decide the topic. Choose the best title for the passage.A. Amsterdamthe City of Bicycles B. The Return of “White Bikes”C. “White Bikes” on the Road2. 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 3Read t
4、he 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 de
5、veloping 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 41.Practise introducing the development of“white bikes” in groups of four.Student A:Amsterdam Student B:in the 1960s Student C:1999Student D:nowadays2.Act as m
6、useum 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 dec
7、ide.”?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 information about bike-sharing. Write down at least three pieces of advice on how to help bike-sharing go smoothly in your city.将所学知识运用于实际问题的解决。学生能提出至少三条共享单车良性发展的建议。第二课时教学目标在本课结束时，学生能够：1分析“白单车”获得成功的原因，并从不
8、同的角度提出促进共事单车在北京发展的建议；2了解名词动词同形现象，使用其正确形式完成句子；3介绍北京共享单车的情况，提出文明使用共享单车的建议。教学重难点理解名词动词同形现象并正确使用，对共享单车的文明使用提出建议。教学过程教学目标教学活动与步骤设计意图评价要点Complete a summary of the text.激活上节课所学知识。学生能够完成填空任务。1分析“白单车”获得成功的原因，并从不同的角度提出促进共事单车在北京发展的建议。Step 1Work in groups. Introduce the development of “white bikes”. Answer the
9、questions.(1) What makes “white bikes” successful in Amsterdam?(2) What factors influenced the development of bike-sharing?承接上节课最后提出的问题和思维导图，深度思考影响共享单车发展的因素。学生能够借鉴“白单车”的发展，总结影响共享单车发展的因素（环境、管理、科技、道德）。Step 21. Work in groups to figure out: What do each group of people can do to help bike-sharing go sm
10、oothly in Beijing?Group A: city officials Group B: the general public Group C: shared bike companies Group D: (it can be teenagers, policy makers, etc.)2. Each group sends a representative to present their suggestions.从多个角度分析可以做出的努力。2了解名词动词同形现象，使用其正确形式完成句子。Step 3Figure out the part of speech of the
11、bold words in Word Builder and answer:Are they actions (verbs) or names of sth (nouns)?Step41. Find out all similar words in the summary.2. Recall other verbs and nouns of the same roots and forms they have encountered before.3. Finish exercise 9 on page 39 and check answers with partners.4. Check a
12、nswers.引导学生关注名动同形词。在语境中判断该选什么词并使用正确形式，回想类似同源同形词。学生能使用正确词汇的正确形式完成对比句子。3介绍北京共享单车的情况，提出文明使用共享单车的建议。Step 51. Read the description about bike-sharing and tell the part of speech of certain words.2. Paraphrase the sentences and think why the writer uses verbs and nouns of the same roots. 引导学生利用所知联想猜测词义。体会
13、同源同形动词的妙处：简洁生动、准确有表现力。学生能够猜出句子中同源同形词的含义并体会出其“简洁生动”之美。Step 6 1. Write an e-mail informing an English friend of the development of bike-sharing in Beijing. Use the required part of speech of the given words correctly in the e-mail.2. Refer to the dictionary if help is needed.运用所学语言现象表达相关拓展话题。学生能写电子邮件介绍北京共享单车发展，并使用同形词。家庭作业Finish writing the e-mail using the required parts of speech of the given words.总结深化所学知识。学生在介绍共享单车时准确使用同形词。
