Teaching plan of unit 9 lesson 1 On Your Bike
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1 Teaching Plan
Unit 9 Lesson 1 On Your Bike
高中英语 北师大版 模块3 王琦（教材编者）
教学内容
话题：阿姆斯特丹白色自行车的发展过程（阅读）
词汇：重点词汇：benefit, flat, convenient, convenience, therefore, path, park, transport, neighborhood, chip,
insert, thanks to, fed up
相关词汇：hopeful, thief, indeed, consequence, arrest
策略：通过标题预测课文内容；通过略读获取主要信息；通过细读提取细节信息和分析解决问题的能力；通过上下文理解词汇；通过引导、思考讨论提升环保、低碳和节能意识
Teaching Objectives:
by the end of this lesson, you will be able to
1) read and understand the main points
2) talk about the “city of bicycles” by your own words
3) discuss the advantages, disadvantages and offer improving suggestions of using bikes in
Shunde.
4) arouse the students’ awareness of environmental protection and sense of responsibility.
Teaching procedures:
教学活动
Activities 设计意图
Intentions 互动模式&时间
IP &
time
Lead-in
Step 1 Let’s recall together:
What is it like outside our school gate on Saturday
afternoon? And it elicits the thinking about the car
problems in modern cities nowadays by pictures and
then transit to the topic city with the cooperation on
bicycle uses (pictures).
1. 由身边实例引发学生对现代都市的交通问题的思考，从而很自然的过渡到特殊的文章主题城市---阿姆斯特丹。
2.预教benefit, flat,
convenient, convenience,
park, neighborhood等单词。渗透词汇学习策略：按类别记忆词汇。 CW
3’
Step 2 Briefly introduce Amsterdam with a map and a short
video.
Q: What do you think about this city? Do you want to
know more about this city? 1. 文化背景知识介绍，激活学生的已有知识。
2. 通过问题引入阅读。 CW
2’
2 Pre-reading
Step 3 Guess from the title RETURN of the White bikes!
Q1: What does the word “return” mean?( make a
multiple choice)
Q2: Why are these bikes called “white bikes”?
预测是本课需要训练的一个策略，此步骤旨在帮助学生体验运用预测策略。同时，这些问题引发学生阅读本文的兴趣。 CW
2’
While-reading
Step 4 1st reading:
Ss skim the text to check their guesses and match the
main idea of each paragraph. 通过略读理解课文的主要内容，核查预测。理清课文结构和文章主旨。 IW,
CW
6’
Step 5 2nd reading:
Scan the text in paragraphs and finish the tasks after
reading
(1). Read paragraph 1 and answer the question:
Why is Amsterdam called the city of bicycles?
(2). Read paragraph 2-3 and fill in the blanks
1960sagroupofcyclingfansWhatweretheirhopes?1)saveenergy2)3)Whatdidtheydo?1)paintedbicycleswhite,placedthem______________aroundAmsterdam;2) ________________ to take them;3) wherever sb. finished a journey they
_________________________;30yearslaterWhatwastheresult?_____________________withinweeks.What do people do 30
years later?1) with a computer chip, have to
_________________________;2) are an unusual design
____________________;3) are parked at _______________;
people have to take them to ______
____________.Purposes
Taking actions
The result→ problemsSolutions
(3). Read paragraph 4 and answer:
What is the effect or result of the returning of the white
bikes?
1. 分步骤、用不同方式获取课文细节信息。
2. 引导学生思考分析问题、解决问题的方式。
在理解课文的过程中，通过上下文理解path, wherever,
chip, insert, thanks to等词的含义。
3.让学生在理解中体会到阿姆斯特丹这个城市独特魅力以及文章中提及的既节能又环保、低碳的“白色”自行车所扮演的重要角色。 IW,
CW
10’
Step 6 Consolidation:
Suppose you were a tour guide, please introduce the
city of bicycles to the tourists according to the text.
convenient, flat, plenty of
in the 1960s, a group of bicycle fans,
for the purposes of...
take actions...
result in... Problems
30 years later---solutions
computer cards
unusual design
parking places
less traffic, indeed, thanks to
1.内化课文的信息和语言，在新的语境中，运用课文的信息和语言，进行有意义地交流。通过该活动锻炼了学生应所学知识，自由组织信息的能力。 IW,
PW,
CW
6’
3 Post-reading
Step 7 Thinking：
What is the purpose of the author writing this article? 1. 学生思考并体会自行车对缓解交通和环境压力的意义。 PW
2’
Step 8 Voice your opinion:
Show some pictures of bicycles in Shunde and then
discuss:
Q1: Do you think the “yellow bikes” is good for
Shunde? Why or why not?
(tips: Convenience, advantages& disadvantages,
possible problems...)
Q2: Do you think Shunde is also the “city of
bicycles”? If not, why? What suggestions will you
offer to perfect this policy?
(tips : bicycle path? in design? any high-tech?
encourage more people to use them?)
再次回到身边的实例，让学生达到学以致用的效果：
1. 学生在讨论思考过程中不但应用了所学的语言知识；
2. 加深了学生关注交通使用的环保，节能意识以及责任感；
3. 同时，作为顺德公民，他们也在为顺德的美化积极思考，出谋划策。 PW
8’
Homework
Step 9 Homework：
Based on your group discussion, you are supposed to
write an article to show your opinions on the bicycle
policy in Shunde.
对整节课所学的巩固内化。
进一步增强学生的环保，低碳意识。 IW
1’
教后小结：
本篇是对自行车之城-阿姆斯特丹的‘白色’自行车发展的一个介绍，文章脉络清晰，内容上较好理解，但是文章通篇贯穿了很好的问题出现，分析以及解决问题的过程和方法，同时向读者展示出自行车之都因自行车而具备的魅力。因此如何在阅读教学中让学生在阅读和理解文章内容信息中保持较高的兴致，在思考和讨论中提高自身的环保、低碳节能意识是本节课的重难点。
本课以与学生身边的问题（周六校门外的拥堵车流到身边城市的交通堵塞）自然过渡到另一个完全不同的城市-阿姆斯特丹，很好的引发了学生对本课内容的兴趣；再以视频，图片等相关信息让学生对这个特殊城市有了大致的了解，同时通过对标题的理解预测，也进一步增强了学生阅读的兴趣。在阅读理解过程中，通过完成不同的阅读任务，学生能够很好的把握文章结构信息，理解作者的写作意图，体会自行车所带来的益处。通过创设新的语境，学生所扮演的‘导游’能够将所学的语言知识和所体会到的对该城市的热爱展现在‘游客’面前，有效的内化巩固了文章内容。最后，呼应本课开始时提出的交通问题，通过讨论顺德“橙色”公共自行车这一政策的利弊，以及如何改善这一政策，学生一致表达了对自行车这一交通工具的认可，很好地提升了学生的社会责任感和环保，低碳节能意识。
