人教版高中英语Boonit 1 A land of diversity 课件（18张）+检测+反思 （3份打包）
usinglanuguage.ppt
课后反思.doc
评测练习.doc
　　Unit one of Book 8  A Land of Diversity
　　Using Language :George’s Diary 12th-14th June
　　Learning Goals: 1. To get the main idea of the passage.
　　2.Learn more about the culture and tourist spots of San Francisco.
　　课前预习案
　　I. Bacnd knowledge---An introduction to the City of San Francisco
　　The City of San Francisco is the 14th most popular city in America founded in 1776 with a population of 744,500 which is considered to be one of the densely populated cities in United States. San Francisco is located at the tip of California, with Pacific Ocean on the west, San Francisco Bay on the east and The Golden Gate on the north. Today the city is considered to be the most popular international destination for tourists, and there are many well-known landmarks to visit, like the Golden Gate Bridge, Cable Cars, Alcatraz Island(恶魔岛), China Town.
　　When speaking about the city's climate, San Francisco's climate is a characteristic of California's Mediterranean climate with wet winters and dry summers. Apart from being surrounded by water on three sides, the city's climate is strongly influenced by the Pacific Ocean's cold currents which tend to moderate temperature swings and produce amazing mild climate with slight seasonal temperature variations. Snowfall in San Francisco is very rare, where only ten incidences were recorded. During the combination of the city's high heat and cold ocean water, the western half of the city is covered by fog during early summer and spring.
　　The city has beautiful Ocean Beach which runs along the Pacific Ocean shoreline, but is not suitable for swimming as the waters off the coast are cold and have deadly rip currents（激流）. The city has amazing entertaining and performing arts center and museums. There are good public transport systems like the San Francisco Municipal Railway, trolley buses （有轨电车）and cable car system. Bicycling is considered to be a popular mode of transportation in San Francisco with 40,000 residents going to worlarly by bicycle. If you love traveling or love to spend a wonderful time with your family, then you should be hitting to San Francisco.
　　What’s the most impressive part of San Francisco?
　　II. Prevision
　　1. The text is written in the form of ________, which describes the first three days of George’s visit to ______.
　　2. Read the passage carefully and finish Ex 1 on page 7----Write the day when George saw these things under the photos.
　　3. New vocabulary:
　　Write the words according to the explanation in English
　　(1) The cases and belongings of a traveler ________
　　(2) Readily understood; clear or obvious _________
　　(3) A device(装置，设备) for slowing or stopping motion, especially by contact friction(摩擦)____
　　(4) To slide and lose one’s balance  _______
　　(5) To transport (people, vehicles or goods)by boat across water_________
　　(6) Join someone to co-operate with ________.
　　Fill in the blanks in Chinese:
　　(1) take in _______                  (2) a great many_______
　　(3) immigration_____                (4) apply for_______
　　课后反思
　　本堂课是一堂阅读课。阅读课是英语教学的核心课程。本节课主要分为三个环节：课前延伸、课内探究、课后提升。整个教学过程围绕一个主线（即旧金山旅游及感受）设计由浅入深，环环相扣，帮助学生由了解到熟知旧金山，并能自主表达自我的感受，学会写旅游日志。
　　虽然这是一堂阅读课型，但按照课标的要求，通过听录音、看视频、读文章的引导形式，使学生达到话题写作的自我提升。符合Using Language 的设计初衷。
　　课前延伸——（1）背景激活：为学生提供充分的、典型的阅读材料，让他们了解旧金山的一些背景知识。包括地理位置、气候特点、多元文化形成的历史原因等。在背景材料后设置一个题目：What’s the most impressive part of San Francisco?引导学生思考，与课文中的著名景点做好铺垫，使学生在学习过程中更有身临其境之感。
　　（2）初读文章：引导学生把握文章特点，抓住文章大意。
　　（3）预习反馈：考虑到学生可能因为生词而影响阅读的整体性效果，预习学案中通过英文释义引导学生预习词汇。
　　课堂探究——（1）预习回顾：遵循日记的格式，以时间为线索设置问题。
　　（2）深入理解：问题的设置根据段落细节，题型多样：填空、细节知识选择、典型句子翻译等。另外在开放型问题的设置上增加学生的思考量。
　　（3）拓展升华：展示相关话题的另一段视频材料（关于旧金山三天旅游行程），这段音频材料与课文内容相关，形式上也是作者记录三天的旧金山旅游行程及感受，以真实画面的形式呈献给学生旧金山的地理、人文景观。
　　（4）巩固提高：看完视频，引导学生小组合作，交流在本课中让其印象最深刻的旧金山名胜；然后彼此分享自己的一次旅游经历。同时，为了，帮助学生更好的表达，教师在学案中设置了相关的话题词汇、句型链接。
　　课后提升——（1）拓展阅读：根据课中播放的视频材料，老师将材料浓缩成一篇“短文填空”的形式，帮助学生回顾，并引导学生以高考题型“语法填空”的模式进行回顾复习，进一步习得视频中一些优秀的表达和重点知识。
　　（2）话题写作：根据课中学生合作探究部分的话题讨论，要求学生学以致用，生成文字，作业批改后，供学生小组之间相互交流，提高学生学做水平。
　　针对本堂课的教学实践，授课老师认为，阅读课的课前、课堂、课后设计必须是围绕一个单元的整体设计的一个有机组成部分。在整个流程中，设计题目形式灵活多样，由浅入深，由知识输入到知识输出的过程。在这个过程中要充分调动小组成员的积极性、互动性，加强交流。教师及时批阅二次创作后的作品，并作反馈、矫正，最后展示优秀作品。