全国一等奖高中英语课大赛《Unit 9 Lesson1 On Your Bike》教学设计+学案+教学反思.docx

1:教学设计封面组别高中英语设计主题：姓爸学校：性别:职称：教龄：联系电话：电子邮箱：指导老师姓名单位Sincerely,Li Hua8、Self-assessment北师大版必修3 Unit 9 Lessonl On Your Bike教学反思Things I can doEvaluationexcellentgoodSo-soIn need ofhelpI know the development process of the white bikes.I can summarise the main idea of each paragraph.I took active part in the group discussion.I can express my opinion on bike-sharing problems.以培养和发展学生的语言能力、文化意识、思维品质、学习能力等学科核心素养为理论指导，以读 促写、读写结合的方式进行本课的阅读教学，师生配合较好，因此本课的教与学活动进展较顺利，基本 完成预设的教学目标，下面是我的教后反思： 一、反思我所得在备课的过程中，依托语篇，结合学生的实际学情，精心设计了以发展学生英语学科素养为目的的 教学活动，自己也不断的思考如何设问才能既引起学生的兴趣又能启发他们思考，因此在这过程中自己 更加懂得如何引导学生从低阶思维向高阶思维发展，从而让本课的阅读更有意义，这是收获之一。注意 通过课堂的教学话语使得整节课课堂氛围轻松又有激励性，这是收获之二。课堂的节奏较快、信息量也 较大，但学生们的积极性还挺高的，因此课堂时间抓得刚刚好，各环节衔接流畅，此为收获之三。二、反思我所失及改进第一、有的设问不够合理。通过阅读概括文章的体裁这题让学生为难了，平时这方面的知识积累不 够，学生面对这题有些没有头绪，如果把"What' s the genre of the reading text?”A. narrative B. argumentative C. informative D. dialog改成 “This passage is a/an . ”A. advertisement B. article in the newspaper C. speech D. travel guide那么学生就相对容易理解，因此课堂的话语还需多分析、总结才更有效。第二、小组讨论后没有对学生的表现及时评价。小组讨论的活动中，学生的表现还是不错的，虽然 有的学生只能表达相关的词语，但是只要有思考就应该多鼓励，同时对较不爱表现的小组应鼓励他们积 极展现成果。第三、课堂提问的形式太单一，大部分的问题是individual work,覆盖面不大。在引领学生进行合作探究方面还需多研究。2：教学设计模板教学设计内容设计主题北师大版必修 3 Unit 9 Lessonl On Your Bike.整体设计思路、指导依据说明以普通高中英语课程标准（2017年版）提出的普通高中英语课程的具体目标是培养和发展学生 在接受高中英语教育后应具备的语言能力、文化意识、思维品质、学习能力等学科核心素养为理论 指导，整合由主题语境、语篇类型、语言知识、文化知识、语言技能和学习策略等六要素构成的课 程内容，整体设计依托语篇，以发展学生的思维为主线创设指向英语学科核心素养的学习活动。1 .教学背景分析教学内容分析：本课是第9单元的第一课，文本是一篇报道阿姆斯特丹白色自行车的阅读文章，该文介绍了阿 姆斯特丹白色自行车的发展过程以及白色自行车对阿姆斯特丹环境改善的贡献。本课的教学设计侧重对文本的理解、分析和知识的应用、创新，引导学生理出事件的发展脉络, 提取文章的主要信息和细节信息，并在整合信息和内化知识的过程中，引导学生发现、分析问题和 解决问题的思维过程，让学生运用恰当的学习策略和利用语言技能结合课文的信息和语言知识进行 迁移创新的输出活动，同时引导学生在自主、合作、探究的学习活动中明白使用自行车对保护环境 的重要性。学生情况分析：本班的学生英语基础较弱，但学习态度较认真，学习热情较高。学生已具备在阅读中获取细节信息 的能力，有部分学生能区分语篇中的事实和观点并进行推断、比较、分析和概括，也有儿位基础较 好的学生能用英语表达观点和态度。但是多数的学生在理解和整合知识、逻辑推理和批判评价方面 的能力较弱。2 .教学目标分析在本课学习结束时，学生能够：1 .获取、梳理文中有关阿姆斯特丹白色自行车的事实性信息，概括文本的语篇类型。2 .概括、整合新的“白色自行车”和20世纪60年代的白色自行车的不同点。3 .归纳每个段落的大意并利用思维导图勾画白色自行车的发展过程，推断作者的态度和发表个人 对白色自行车的看法。4 .讨论中国的共享单车系统存在的不足之处以及如何改善才能更好地利用共享单车来改善环境 和保护环境，为共享单车的发展出谋划策。4 .教学重点、难点分析教学重点：学生通过阅读，获取关于阿姆斯特丹白色自行车的事实性信息，整合归纳白色自行车 的发展以及对改善环境的益处，内化知识表达个人的观点。教学难点：学习阿姆斯特丹改善白色自行车的方法和重视环境保护的精神，分析中国共享单车出 现的问题，合作探讨解决的办法及改善后的共享单车能带来的好处。5 .教学过程设计（中文为主+所教学科目标语言）Step 1 Lead-inShow the pictures of shared bikes around the city and ask some questions.Picture 1 shared bikes near No.l High SchoolPicture2 shared bikes near Quanganghzhongminbaihui Shopping MallPicture3 shared bikes near our SchoolT:It's easy to find a shared bike around us. Do the shared bikes in our city have a long history?Ss:No. Only about two years.T:But in Amsterdam, the Netherlands, there were shared bikes more than 30 years ago.设计意图：通过学生所熟悉的共享单车导入话题，引导学生对自己所在城市的共享单车的历史和荷兰阿姆斯特丹“共享单车”的历史进行比较，历史相差甚远从而激发学生想进一步了解阿姆斯特丹 白色自行车的兴趣。Step 2 Reading and UnderstandingBefore readingLet Ss know something about Amsterdam, the Netherlands, (with the map of the Netherlands and some pictures)Amsterdam is the capital and the largest city of The Netherlands. Its name is derived from Amstel dam, pointing to the city's origin: a dam on the river Amstel. The Netherlands has 14 million bicycles among 15 million people. Amsterdam is called the "City of Bicycles".设计意图：利用图片为学生了解荷兰及阿姆斯特丹创设语境，激活学生的已有知识并进行文化背景 知识介绍，形成阅读期待。1. First readingSs read the passage and then choose the best answer1) The following offers are convenient for cycling in Amsterdam EXCEPT.A. flat ground B. friendly citizens C. bicycle paths D. parking placesThe first “white bikes plan failed because.A. it cost too much.B. thieves stole the bikes.C. people left bikes everywhere. D. car companies were against it.2) Compared to the bikes in the 1960s, the new “white bikes“.A. can't be stolen easilyB. are specially designedC. should be parked in special places D. all of the aboveWhat's the effect of the new "white bikes”?A. More cars in Amsterdam B. No bikes in AmsterdamC. Less traffic in Amsterdam D.Less tourists in AmsterdamWhat's the genre of the reading text?A. narrative B. argumentative C. informative D. dialogSs read the passage and then find out the best answer. After that the teacher asks some of the students to show their answers and how they got the answers. Guide Ss to find some sentences from the text tosupport their answers.设计意图：前面的四个问题分别针对文本中四个段落，帮助学生获取和梳理文中有关阿姆斯特丹白 色自行车的事实性信息，第五个问题是帮助学生在提取信息后了解文本的框架关注文章的体裁为进 一步的阅读做准备。3. Second readingSs read the text again and compare the new white bike with the old one.The white bike in the 1960sthe white bike 30 years latercolour:colour:Placed at:Who can use it?Result?Placed at:Who can use it?Result?设计意图：进一步梳理细节信息、，概括、整合新的“白色自行车”和20世纪60年代的白色自行车 的不同点。在阐述的过程中内化语言和知识，启发学生发现问题、分析问题和解决问题。4. Third readingSs use one or two words to summarise the main idea of each paragraph.Eg, ParalconveniencePara2beginningPara3improvementPara4benefitsSs draw a mind map to show the structure of the passage and the development process of the white bikes.设计意图：引导学生深入阅读文本进行段落大意的高度概括，理解文本的主线即白色自行车的发展脉络并利用思维导图勾画白色自行车的发展过程，训练学生“由繁变简”的能力。5. Post readingAfter reading, Ss answer the following questions.Questions : Whafs the writer's attitude towards the “white bikes" program?What do you think of the “white bikes" in Amsterdam? Why?设计意图：阅读后学生深入理解作者的态度，同时学生在发表个人对白色自行车的看法的过程中进 一步实现语言和知识的内化并实践，训练学生的批判性思维。Step 3 Discussing and sharingHopeful that to have a better city, More bikes,bluer sky!T: With the development of technology, bicycle-sharing comes into people's lives. It is convenient. But at the same time, there are some problems caused by bicycle-sharing. Discuss the following questions in groups and then share your opinions.Qs: What are the problems of bicycle-sharing ? (What)How to solve the problems? (How)设计意图：学生分组讨论中国的共享单车系统存在的不足之处以及如何改善才能更好地利用共享单 车来改善我们的环境。在活动中学生整合所学的语言和内容，通过合作、探究发现问题、分析问题 和解决问题，为共享单车的发展出谋划策。Step4 Homework (Expressing )Supposing you are Li Hua, a student of Yuying Middle School, write a letter to the manager of bike-sharing company, Mr. Lin, telling him the problems of bicycle-sharing system and putting forward some suggestions to help solve the problems.设计意图：总结小组讨论的成果，学生联系生活实际发表个人观点进行迁移创新。6.教学评价设计评价内容:Things I can doEvaluationexcellentgoodSo-soIn need ofhelpI know the development process of the white bikes.I can summarise the main idea of each paragraph.I took active part in the group discussion.I can express my opinion on bike-sharing problems.评价方法:学生根据学习活动的过程与结果进行自我评价，同时结合课堂上老师的评价做总结反馈。Unit 9 Lesson 1 On Your Bike 学案1、Do you know something about Amsterdam, the Netherlands?2、 Read the passage and then choose the best answer.5) The following offers are convenient for cycling in Amsterdam EXCEPT.A. flat ground B. friendly citizens C. bicycle paths D. parking placesThe first "white bikes“ plan failed because.A. it cost too much.B. thieves stole the bikes.C. people left bikes everywhere. D. car companies were against it.6) Compared to the bikes in the 1960s, the new “white bikes“.A. can't be stolen easilyB. are specially designedC. should be parked in special places D. all of the aboveWhat's the effect of the new "white bikes"?A. More cars in Amsterdam B. No bikes in AmsterdamC. Less traffic in Amsterdam D.Less tourists in AmsterdamWhat's the genre of the reading text?A. narrative B. argumentative C. informative D. dialog3、 Read the text again and compare the new white bike with the old one.The white bike in the 1960scolour:Placed at: Who can use it?Result?.The white bike 30 years latercolour:Placed at: Who can use it?Result?4、Use one or two words to summarise the main idea of each paragraph.Paral Para2 Para3 Para4 Draw a mind map to show the structure of the passage and the development process of the white bikes.5、After reading, answer the following questions.What's the writer's attitude towards the “white bikes“ program?What do you think of the “white bikes" in Amsterdam? Why?6、Discuss the following questions in groups and then share your opinions.What are the problems of bicycle-sharing ? (What )How to solve the problems? (How)7、Supposing you are Li Hua, a student of Yuying Middle School, write a letter to the manager of bike-sharing company, Mr. Lin, telling him the problems of bicycle sharing system and putting forward some suggestions to help solve the problems.Dear Mr. Lin,I'm Li Hua, a student of Yuying Middle School.