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福建省中學英語課堂實錄比賽（北師大版）Module3 Unit9 Wheels Lesson 1 On your bike—Return of the white bikes

 
1：教學設計封面
 
組 別 __  _高中英語_____
 
設計主題：Module3 Unit9 Wheels Lesson 1 On your bike
                ——Return of the white bikes!________
 
2：教學設計模板
 

教學設計內(nèi)容
設計主題	北師大版 Module3 Unit9 Wheels Lesson 1 On your bike —Return of the white bikes!
1.整體設計思路、指導依據(jù)說明
本節(jié)課課型為讀寫課。本課是模塊三第9單元第一課，文章主要介紹了阿姆斯特丹“白色”自行車產(chǎn)生、消失、回歸的發(fā)展歷程，文章結構清楚，事件發(fā)展脈絡清晰，語言樸實自然且實用。20世紀60年代，為了減少汽車對環(huán)境的污染、節(jié)約能源、提供更多免費的公共交通設施，阿姆斯特丹一些騎自行車愛好者發(fā)起倡議，推行并實施了“白色”自行車計劃。雖然自行車竊賊偷走了為大眾免費提供的“白色”自行車，阿姆斯特丹人并沒有因此氣餒，他們借助高科技，想出了解決自行車偷竊問題的辦法，并最終成為今天的“自行車之城”。 課文旨在通過阿姆斯特丹城市“白色”自行車的發(fā)展歷程為例，引發(fā)學生思考：中國的共享單車的出現(xiàn)及流行的原因，目前面臨的問題，并鼓勵學生思考并提出可以解決這些問題的方法。根據(jù)文章的脈絡結構，畫出阿姆斯特丹的“白色”自行車以及中國單車共享單車的思維導圖，最后進行仿寫活動。
2.教學背景分析
通過學習和討論阿姆斯特丹“白色”自行車的發(fā)展歷程，對比同學們已經(jīng)很熟悉的共享單車在中國的出現(xiàn)，流行及面對的問題這個話題可以在學生中引起很大的共鳴。 授課對象為高一理科平行班，學生英語水平相對較整齊，經(jīng)過高一前期英語課堂大部分學生能在老師的鼓勵下較自信地用英語表達自己的觀點、完成課堂活動，并具有一定的批判性思維。
3.教學目標分析
At the end of this period, students will be able to improve themselves in the following three dimensions. 1. Knowledge objectives (1) Ss will learn to match the headings with the paragraphs by focusing on the key words in paragraphs. (2) Ss will learn about the history of "white" bicycle ,including its appearance, disappearance and return in Amsterdam, and analyze the logical relationship between the events in the process. 2. Skill objectives (1) Ss will practice scanning for specific information by answering questions. (2) Ss will summarize the text with the help of the mind map. (3) Ss will compare the “white” bikes in Amsterdam with the shared bikes in China, and practise the imitative writing. 3. Emotion objectives (1) Ss will improve their green and low-carbon travel awareness of environmental protection. (2) Ss will further form the logical thinking of finding problems, analyzing problems, and solving problems in group cooperation.
4.教學重點、難點分析
教學重點： (1) Students will be guided to read the passage and get familiar with the appearance, disappearance and return of "white" bicycle in Amsterdam. (2) After reading, students will work in a group to discuss the appearance，problems, solutions and benefits of shared bikes in China, and begin their imitative writing.  教學難點： (1) Students may find it difficult to summarize the passage through the mind-map. （2）Discussing and producing the imitative writing of the shared bikes in China is also a challenging task.
5.教學過程設計
StepⅠ Warming-up (5minutes) 1. Students watch a video --Bicycles fall in love with Xiamen, and think about the question: What impresses you most? 2. Free talk. Teacher shows some pictures of different brands and different colors of shared bikes, asking question: How many of you have ever tried the shared bikes? Then, teacher introduces the “city of bicycle”-Amsterdam. 【Intention】Starting the lesson with a video about the bikes in Xiamen will arouse students’ interest in today’s topic. Then teacher uses numbers to introduce the background knowledge of Amsterdam.   Step ⅡReading  (12minutes) 1. Read for outline (1) Students are required to match the paragraphs with the following headings. Para.1           The white bikes return 30 years later Para.2           Benefits of the white bikes Para.3          “the City of Bicycles” Para.4           “ White bikes ” began in 1960s (2) Find out the three process of the “white” bikes in Amsterdam Appearance of white bikes               Why?       _________of white bikes               How?       _________of white bikes   【Intention】With this task, students practise skimming for the outline. Have a clear purpose, they may read effectively. 2. Read for details 1)Read Para.1-2, answer the following questions: --Why is Amsterdam a good city for bikes? --What was their hope to use the white bikes in the 1960s? --Why did it disappear? Sentence patterns: (1).中國是一個很適合騎自行車的國家，因為道路平坦.并且,有很多地方可以停車。 * China is ___________________________________because it is ________. What's more,___________________________________ for bicycle parking. (2).政府希望這有助于節(jié)約能源，減少污染,并提供免費的公共交通工具。 * They this can help to                                               . 2)Read Para.3, answer the question: --How did it return？（How did they solve the problem of being stolen?） Sentence pattern: (3)共享單車被安裝電腦芯片來記錄他們的每一次移動。 * Shared bikes are installed________________  to record _________________. 3) Read Para.4, find out the benefits of white bikes. Sentence pattern: (4)多虧自行車的便利，在城市交通不那么擁堵了。 * Thanks to the _________________________, there is ________________in cities. 【Intention】In this step, there are three tasks, each of which is designed to help students learn to read for details. Task 1 draws students’ attention to the appearance of the white bikes, which contains two reasons, one for the environmental condition, the other is for cycling fans’ hope, as well as the disappearance. Task 2 is aimed at finding the ways that help the bikes return. Task 3 focuses on the benefits of white bikes. At the same time, there is sentence pattern practice after each task, which is designed to help students to consolidate some useful phrases which can be useful for later imitative writing.   Step3. Ⅲ Post- reading   (25minutes) 1. Complete the mind-map and summarize the passage.                           2. According to the mind-map of Amsterdam, compare the process and with the situation of shared bikes in China.                       【Intention】Make a summary by completing the mind-map help students to make a comparison with the shared bikes in China. This step can also make a preparation for the following imitative writing,and help cultivate students’ critical thinking . 3. Imitative writing （Group cooperation） Part. 1: Why did shared bikes appear in China?             (appearance) Part. 2: What problems are the shared bikes faced with?         (problems) Part. 3: What measures can be taken to solve the problems?   (solutions) Part. 4: What benefits do the shared bikes have?               (benefits) 4. Presentation 【Intention】This task is totally an output activity after so many input activities. Students are encouraged to use what they have learnt to finish this task in group cooperation.Each of them should be responsible for one part, in the end, they need to combine their work into one piece of writing by using conjunctions and make a presentation.  Step Ⅳ Summary  (2minutes)      Teacher makes a summary about this lesson and students’ performance and shares the famous saying:To share bikes is to share civilization. 【Intention】Making a summary helps students to consolidate what they have learnt in ths period. Using the famous saying can arouse their green and low-carbon travel awareness of environmental protection. StepⅤ Assignment  (1minutes) 1.Compulsory：Complete and polish the imitative writing of shared bikes in China. 2. Selective： Surf the internet for further solutions to the problems of shared bikes,finding at least 3 solutions. 【Intention】Perfecting the imitative writing can practise what they have learnt again and further form the logical thinking of finding problems, analyzing problems and solving problems.
6.教學評價設計
評價內(nèi)容：   Individual Performance Checklist (Self-assessment)                                                    Reviewer______________ Contents   Levels A+ A B+ B C+ C I’ve learned some new words and expressions.               I’ve learned how to summarize according to the mind-map             I’ve got familiar with the steps of writing the passage abouthis the shared bikes in China.             I can express my idea clearly in imitative writing.               I can contribute to group work and get along well with other group members.             My plan for improvement.     Group Performance Checklist (Self-assessment)                               Reviewer______________ During Group Work (self-assessment)       Everyone in our group has their own task. (Y/N) positively contributes to the ideas to the group.(Y/N) uses English all the time. (Y/N) listens to different opinions with respect.(Y/N) speaks a fair amount. (Y/N) finishes his/her own part. (Y/N) Class report (Peer evaluation) The presenter from other groups 1. shares with class his/her group task division. (Y/N) 2. gives the report logically and clearly.(Y/N) 3. maintains eye contact with audience.(Y/N) looks poised, relaxed and confident.(Y/N)   評價方法：主要以學生的自評，小組自評和小組互評為主，教師點評為主。通過課堂評價表的設置，讓學生了解評價的內(nèi)容，有助于學生反思和調(diào)控自己的學習過程，不斷提高學習的自主性。

 
 
 
 Unit9 Lesson1 --On your bike
—Return of the white bikes 教學反思

這是一堂讀寫結合的課程，課程目標旨在通過阿姆斯特丹城市“白色”自行車的發(fā)展歷程為例，引發(fā)學生思考：中國的共享單車的出現(xiàn)及流行的原因，目前面臨的問題，并鼓勵學生思考并提出可以解決這些問題的方法。根據(jù)文章的脈絡結構，畫出阿姆斯特丹的“白色”自行車以及中國單車共享單車的思維導圖，最后進行仿寫活動。通過教學后的反思，總結一下幾點不足：

1. 在學情的掌控上不夠到位。因為是借班上課，所以在上課前一天才去學校了解學生，對于學生的英語能力還不是很了解，所以課堂上關于輸出的活動就比較困難，比如思維導圖的總結歸納，一些生成性活動的完成度不是很好，課堂的容量過大。
2. 因為仿寫活動， 怎么樣實現(xiàn)“為寫而讀”還是不太清楚。這一次的閱讀處理還是和常規(guī)一樣，從大意到細節(jié)處理，不是很有新意，雖然自己設計的時候覺得，這幾個步驟已經(jīng)為學生的寫做了充分的鋪墊，但其實學生并沒有體會到，所以寫作的時候有的學生在課堂上學到的語言還不能夠很好的的應用到。
3. 語言點的處理不夠到位。比如本節(jié)課的重點have been doing sth,一些新的詞匯，所謂沒有詞匯，就沒有表達，這個也是在閱讀教學中一直糾結的取舍問題，如果處理詞匯，怕閱讀的讀后活動做不完，又怕重心偏離，上成語言知識點的課，以后還需要多學習，如何將詞匯巧妙的結合到閱讀活動中去。
4. 學生思維邏輯的訓練不夠到位。本堂課采用的是以思維導圖為主線來串聯(lián)整個文章，并推導出仿寫的內(nèi)容，但是由于學情的原因，學生說不出來，就變成老師一直在說，學生的思維并沒有發(fā)散，也沒有得到提升，學生會比較被動。

    綜合以上內(nèi)容是本節(jié)課上完后個人覺得很需要思考和改進的地方，這堂課綜合來看，還是比較順利的，最后學生的作品展示也不錯。有幾個點比較好的，一個是思維導圖的使用，英語學習個人還是很倡導使用思維導圖，能夠很好地判斷學生對于文章的解析是否正確，是否條理清晰。二是課堂的文本解讀有擴展到課外，隱藏在語義后的內(nèi)容，比如文化對比，還是有做到。這兩點是可以在以后教學中繼續(xù)堅持并提升的。

 

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