人教新课标 高一unit 18 全单元教案设计
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Unit 18 New Zealand
本文将从教材分析、教学方法与教材处理、教学程序、教学评价等四个方面对高中英语新教材高一（下）第十八单元New Zealand进行说明。
一． 教材分析
1．教材内容分析
本单元的中心话题—New Zealand (新西兰)学习新西兰人文地理状况的相关主题。教材以“看地图，说地图”为切入点展开听力、对话、阅读、写作、综合运用的教学，以“新西兰的地理，气候，历史，资源，畜牧业，毛利人及风土人情等”为载体使学生接受语言知识及训练。新西兰是另一说英语的重要国家，可就相关内容做深层次挖掘和整理，拓宽其文化视野，增强对两中地域及文化的差异的敏感性。
Warming up部分展现在学生面前一幅祖国地图，图中标明邻国、邻海、邻岛，要求学生运用英语中方位的表达方式来谈论不同位置。让学生在情景中进行语言操练。为了激活学生已有的相关知识，可加入“畅所欲言话祖国”（动嘴）；“描画五洲四洋”（动手），以此达到较好的热身之效。
Listening部分是一篇听力材料，涉及“鲸鱼岛”（离斐济岛仅10分种）。300字左右的材料的信息零散繁多，共呈现了：鲸鱼岛的位置，地貌，气候，城市，交通，农业及旅游。为了降低听辩的难度，听前设计了一份列表，以增加学生听力信息的汲取量，提高信息的准确率。
Speaking部分旨在通过有关出生地的方位的对话来巩固“Expressing location and direction”的语言功能。该部分在设计上留有空间，因此在课堂上举行了一场“家乡旅游资源推介会”，训练学生在真实的情景中饶有兴趣地进行口头表达的能力和丰富学生有关描述“方位”“景点介绍”等的语言。
Reading是一篇介绍太平洋岛国---新西兰的文章。文章共分四部分，即新西兰的地理位置及城市，新西兰的气候特征，新西兰的旅游及鸟类资源，居住者及毛利人的历史。通过Pre-reading, Reading & Post-reading三个步骤，循序渐进地培养学生略读与查读等阅读技能。同时结合新西兰风土人情、社交礼仪、生活习惯等方面的知识，并用竞赛的方式，激发学生的合作和竞争意识。又有利于培养学生之间的合作意识，促进学科之间的渗透和交融。
Language study分词汇和语法两部分。词汇部分设计了六组描述“land” 的名词与+容词的配对练习，并在此基础上造句。旨在要求学生注意名词转化成形容词加词根（后缀）的构词法；培养学生准确使用修饰语的习惯及能力。语法项目是有关“It”的使用，掌握 “It”(1) 指代时间、地点、气候、距离；(2) 作形式主语。在语法训练中，即要注意加强学生的合作学习，又须使机械操练带有一定的情景性和生活化。
Integrating skills分为读、写两部分。学生通过阅读另一篇有关新西兰人文生活的资料，要求通读全文找出段落大意即文章框架。旨在让学生根据此框架进行写作，即所居住地或省的描述文章。该操练旨在提高学生写作结构多样，信息内容密集的介绍地点的文章的水平。
Checkpoint通过学生自评方式，帮助他们简要总结本单元语法重点—It的用法。该部分还鼓励学生自己去总结本单元的重点词组及表达。
2．教学重点和难点
重点：
1. 掌握英语中方位的表达方式,
2. “It” 用作主语(指代时间、地点、距离及用做形式主语)
3. 学习及拓展与新西兰相关的词汇和知识
难点:
依照框架恰当写作描述国家或地区的介绍性文章
二． 教学目标
理论依据：《新课程标准》（实验稿）
根据《新课程标准》（实验稿）关于总目标的具体描述，结合高一学生实际和教材内容，分语言知识、语言技能、学习策略、情感态度、文化意识五个方面制定相应教学目标。
1． 语言知识
单词：理解、内化、运用以下生词-- surround, settle, sign, , relation, landscape, cattle, region, agreement, export, agricultural, subtropical, ethnic, mainly;
词组：lie in/to/on/off, take possession of, sign an agreement, refer to, make up, be marked with, turn to doing, be shipped to, be of high quality
功能：学习掌握一些用于描述地点和方位的结构句式，如：
1) He is from Weihai, a city in northeast Shandong.
2) Weihai lies about 88 kilometers east of Yantai.
3) She is from Shentong, a small village, 30 kilometers south of Jinan.
4) It is some 3,500 kilometers from Polynesia to New Zealand, which they traveled in narrow boats.
语法：复习、掌握：It用做主语(指代时间、地点、距离及用做形式主语)
2． 语言技能
听：捕捉特定信息、抓关键词（如：地理、气候、城市、河流、历史等），听懂一篇地区或国家的介绍性文章。
说：学生能熟练掌握与话题相关的常用词汇与表达，如：如何在现实生活中就地点和方位进行准确的全方位的表述，同时使学生能就话题较好地完成一些开放性话题，以提高在真实语境中的英语交际能力。
读：获取关于New Zealand的相关信息,且进行skimming, scanning, careful reading, generalization; inference等阅读微技能训练。
写：能分层次、分段落地描写一篇国家或地区的介绍性文章。
3． 学习策略：
学生能在一定程度上形成自主学习、有效交际、信息处理和英语思维的能力。如：培养学生使用图书馆、网络查阅资料的能力。
4． 情感态度：
(1) 在有趣的话题激励下，诱导学生积极参与，充分调动他们学习的兴趣。
(2) 学习新西兰人文地理状况，拓宽学生的文化视野；同时鼓励学生以满腔的热忱在语言情景中激发爱国主义热情。
(3) 在共同完成设计“温州旅游资源推介会”、“ 畅所欲言话祖国”、“描画五洲七洋”等任务的过程中，加强团体协作意识。
5． 文化意识：
增强对中新两国地域及文化差异的敏感性，培养世界意识；通过文化地域对比，加深对祖国相关知识的理解，增强对祖国的热爱之情。
三． 教学方法与教材处理
教学方法：
根据我们几年来“第二语言习得论”和“整体语言教学”的理论和实践，同时渗透当前教学改革，课程改革等的先进理念。为达成上述教学目标，本人运用任务型教学途径，英语课堂设计采用 “P—T—P” 自主学习立体模式。（Pre-task--- Task-cycle--- Post-task）
说明：
1． Pre-task:
引入话题，激活学生下网络和扫清词汇障碍，明确学习任务和任务完成的步骤， 激发学习英语兴趣。
学生：认知处于主动状态，有完成任务的强烈愿望。
教师：学习的组织者、促进者；善导、激趣的过程。
2． Task-cycle: 任务的完成过程。
学生：用英语做事，运用体验、参与、合作、实践、交流、探究等方式进行自主学习的过程，发展听、说、读、写综合英语技能。
教师：指导者、帮助者、参与者、合作者的角色；引思的过程。
3． Post-task: 展示成果，交流成果的过程。
学生：体验成功和喜悦，自我评价、小组评价、认识自己、树立自信、反思自己、调控自己。
教师：评价者、总结者；总结教学中的成功与不足；发现学生学习中的问题和不足；精讲过程。
总体：学生愿学—乐学—惯学—论学过程。
师生真正学习共同体形成过程；教与学的交往、互动，师生双方交流，相互沟通、相互启发、相互补充。
教材处理：
综上所述，我把本单元的任务确定为：
学生能根据框架, 运用所学词汇和短语, 围绕国家的地理位置人文历史、能源等话题，得体而有逻辑地介绍一个国家或地区。其三个环节如下：
Pre-task: 学生回忆已有的地理知识，畅所欲言祖国的地大物博；以激活背景知识，使课堂倍感亲切。
Task-cycle: 学生完成围绕国家人文这一话题，展开听、说、读、写的各项任务，学会听、说、读、写的各项技能，强化“介绍国家和地区”的表达能力，为完成任务作好铺垫。
Post-task: 达成任务，展示成果，反馈学习情况。
四．教材安排
根据学生学习英语的特点和规律，学习阶段的侧重以及高一学生的发展，我把本单元划分为6课时：听力、口语、阅读（2课时）、语言（0.5课时）、写作、评价（0.5课时）。同时安排一些单元教学前和单元教学后的活动任务。
Period 1 Warming up & Listening
Step1 Pre-task
Goal: 这部分的重点是激活学生已有的相关背景知识，引出本单元的话题—地理人文，了解学生对其的熟练程度，同时让学生操练位置的表达方式，并在口头上加以操练；充分表达学生对祖国的热爱之情。
1. Put the names of the oceans and continents in the right place of the map ( Class work )

2. Talk about the information in the card first and then fill it as homework: ( Group work )

Background to China ▲Full country name ______________________ ▲Location ____________________________ ▲Area _______________________________sq km□ the largest country □ the 2nd largest country□ the 3rd largest country▲Population ___________________________▲Capital city __________________________▲Languages __________________________▲Religion ____________________________▲Minorities __________________________▲Major products / industries _____________
Goal: 激发鼓励学生以满腔的热忱就所列出的表格对祖国的地大物博畅所欲言；为引入本单元的主话题New Zealand作好铺垫；同时亦能使学生在描述的过程中表达对自己的祖国的热爱。
3. Ss are demanded to look at the map of China and the names of countries, islands and seas beyond China. Say what the positions are of the different places and waters in relation to China.(Groups work )
Ss are divided into 2 groups:
Topic 1----countries and islands in relation to China
Topic 2----seas and oceans in relation to China
* Goal: 充分调动学生参与教学的积极性通过地图—这一直观的教具的刺激，使学生对掌握的地理知识进行回忆；同时运用已学的方位（位置）表达词组：lies in, lie on, lie to加以操练巩固。并引入本课的重点—--中国的邻国、邻海和临近岛屿。
Step 2 Task –cycle （Listening ）
1. Pre-listening:
Show the Ss five pictures of well-known beautiful islands worldwide:
(1) Hainan Island (China)
(2) Phuket Island (Thailand)
(3) Dongtou Island (Wenzhou)
(4) South Island (New Zealand)
(5) Dolphin Island (Fiji)
然后让学生小组讨论以下问题，各组派一人回答。
1) Do you know the islands? What’s their location?
2) Which country do they belong to?
3) What do you think they attractive so many tourists home and abroad? ( Long, white and attractive bay; named paradise. etc.)
Goal: 教师展示五幅著名岛屿的画面，并设置开放性问题，进一步启发学生进行口头描述，旨在从视觉和听觉上激发学生对本听力话题—鲸鱼岛的兴趣。
2. While-listening
1) First listening for information
Get the Ss to listen to the tape and get the information needed in the form below:
Location
Length
Width
Made up of
Capital
Cities
Goal: 提醒学生在首听的过程中尤其注意捕捉该岛的以上特定信息，以养成在进行有关介绍国家、城市、地点的听力训练中准确、及时、第一时间地汲取这一首要信息的良好习惯。
2）.Second listening and marking on the map
Listen to the tape a second time ,write down and mark other 3 cities, beach, rock, etc. on the map as quickly as possible. Check in group.
Goal: 成功获取相关信息后，并在地图上标出是进行地理性文章的听力训练的另一重要环节。
3）.Third listening and answer the Qs in the text (P37) and talk about the island(Group work)
Goal: 说&写在听力训练中是两个不可缺少的环节，起着相辅相成的重要作用。
3.Post-listening: （Suggestion: Time not permitting, leave it as homework.）
Task:
DIY Listening material. Ss are asked to:
First—find a favorite island in China or abroad (Qiandaohu Island / Dongtou Island / Taiwan Island etc. )
Next—write down the location and direction and other information they like
Finally—record the material in the tape
Goal: 学生在DIY自制听力材料的“三步曲中”，即能体验“采，编，播”的 乐趣，又可感受合作带来的快乐。该任务可作为学生的课后作业。
Period 2 Speaking
Step 1 Pre-task
1.Revision: Competition in asking and answering （Pair work ）
展示中国地图，学生进行提问和回答，多者胜。如：
(1) Sa: Where is Thailand?
Sb: It lies on the southeast of China.
(2) Sa: What’s the position of Sea of Japan?
Sb: It lies to the southeast of Helongjiang.
(3) Sa: Where is Qinhai located?
Sb: It’ s in the western part of our motherland.
Goal: (1) 激活学生思维。
(2) 重温并引出本课的重点—如何用英语表达方位与位置，注意使用一些词组，如：
lie in / to / on the south of…
in the northern / western part of…
southeastern / northeastern Zhejiang ..
Central / East China
2. Make up a dialogue ( Group work)
展示新建成的甬台温高速公路(直至福建省厦门)的道路图，根据图所示的方向，距离进行口语操练。
Situation given:
My family plans to have an automobile tour from Wenzhou to….。The members are discussing which city to be chosen as the destination along the highway. A—Dad. B—One member in the family
Goal: 活跃课堂气氛；鼓励学生将本课中有关方位距离的表达运用于现实生活中；同时培养合作精神。
Step2 Task-cycle
1. Mechanical practice (Class work)
(1) Learn the dialogue
a. Read the dialogue
b. Find out all the useful expressions about describing location and direction.(Get the Ss to focus on the word formation: -ern / south + east= southeast)
(2) Practice ( Pair work )
Act it out.
Goal: 通过对话的学习和操练，学生能进一步熟悉和了解此项语言功能的日常交际用语，为下一步的应用、掌握奠定基础。
2. Situational practice ( Group work)
Show five typical seaside cities in Zhejiang and describe where they are. How can you get to these cities from Wenzhou?
Names of the city Describe where it is: to the north, south, east, west of…; The nearest city/ county is…; to the river, sea, ocean





Goal:通过句型操练，学生能进一步巩固此项语言功能的日常交际用语。
Step 3 Post-task “Welcome to Wenzhou!” ( An interview at the travel conference )
Design: Suppose you were a manager of a Travel Service in Wenzhou, you are introducing the known places of interest to the travel agencies or the travel reporters in other cities in China.
Individual work
Each thinks of the known places of interest in Wenzhou and describe their locations. For example:
● Mount Yandang lies about 100 kilometers north of Wenzhou.
● Dong Spring lies in Taishun, a village county, 300 kilometers northwest of Fuzhou.
● Dongtou Island, about 80 kilometres off the east coast of Wenzhou, is famous for beach and waters.
Group work
Divide the class into two groups. Talk about the places of interest in Wenzhou at the national tourism conference. Two suggested situations are for them to choose one as they like.
Situation 1---- Welcome to visit the sceneries of Wenzhou! ( Speech by a manage of Wenzhou Abroad Travel Service )
Situation 2 ---- Interview between a manager of Wenzhou travel service and the travel reporters nationwide.
Ask them not to forget to put the proper feeling into the speech or interview, adding some proper facial expressions and body language.
Goal: 1. 培养学生善于利用各种机会用英语进行真实交际。
2. 增强学生的自信心，丰富的想象力和独到的见解。
3. 提高学生“说”— 即语言运用技能。
Homework:
Draw a map of Wenzhou, including cities, seven counties, rivers, islands and traveling spots, and mark them out in the map. Show it in slide the next lesson. (Better in group)
学生以小组为单位，通过各种途径如Internet等搜集有关温州的组成、地理、河流、岛屿和景点，并将它们标在地图上，在用简单的语言描述。要求以图片或powerpoint的形式由每组的group speaker展示.
Goal: 1.充分利用现代网络资源进行探究性学习，激发学生的自主学习，同时团体合作精神。
2.抒发学生对家乡的热爱。
Period3&4 Reading
Step 1 Pre-task
1.Talk about some island countries. ( Pair work )
(Ss ma say: Australia, Japan, the Philippines, etc. and get one to report the result.)
Goal: 学生和partner交换信息，可包括位置、气候、语言、时区等。教师提示学生：准确使用方位的英语表达。通过该环节的语言训练，为引出本课的话题—太平洋岛国New Zealand作铺垫，同时使学生事先获取相关信息。
2. Look and guess
Present five pictures of New Zealand.
Get the Ss to listen some clues of New Zealand:
(1) nearest country to Australia (3) almost as the same size as Japan
(2) cattle farming (4) one of the first countries to see a new day
(5) 12 hours ahead of GMT (Greenwich Mean Time)
Goal: 通过展示图片与给出线索，使学生在视觉和听觉上的刺激，自然地导入—新西兰，再者激发了学生获取更多信息的欲望。
Step 2 Task-cycle
1. Pre-reading
Make a choice: Suppose we’re going to pay a visit to New Zealand, please make a choice as you like before starting off.
What would you like to go ? How long is your stay?
□ All New Zealand □ 3-7 days
□ North Island □ 8-13 days
□ South Island □ 14+ days
Goal: 通过两个的问题的回答，使学生置身于“新西兰之旅”中，增添了实效性与可操作性。接着提问：Can you tell us the reason why you choose…?引出本文的具体内容,如：geography features, climate, population, landscapes, etc.
2. While-reading
(1) Skimming: Look at the map , read the first paragraph and then put the eight parts (made as boards): (1)North Island, (2)South Island, (3) the Pacific, (4) Wellington, (5) Auckland, (6) Christchurch, (7) Queenstown, (8) the Tasman Sea. on the map of New Zealand correctly.
Goal: 直观教具使学生更易于知晓该国的地理位置与城市，增加文章的亲切感。
(2) Scanning
a. First scanning. Divide the whole passage into four parts.
Para1: Geographical feature and cities.
Para2: Climate
Para3: Landscapes
Para4: Earliest settlers—Maori
Goal: Scanning 使学生对文章的脉络更清晰，为下一步找出细节作好铺垫。
b. Read the passage again and finish answering questions in the following form.

Par. Main Idea Detailed Information
1 Geographical feature and cities (1) What’s the location?(2) What’re the waters in relation to NZ?(3) (Marking the main cities, capital, two parts—north / south islands, seas, ocean on the map.)
2 Climate (1) What’s the main type of climate ?(2) What are the seasons like?
3 What landscapes can we see in NZ? (1) What can we see near the coastline?(2) Where can we see volcanoes and hot springs?(3) What’s NZ’s national bird?
4 The earliest settlers—Maori (1) What was NZ called 100 years ago?(2) What did they bring in to NZ when they settled ?(3) Who has ever related to NZ besides Chinese Captain Zhou?(4) When is considered as a national holiday?
Goal: 此类文章信息多，经过梳理后并不杂，易于学生掌握关键词，为下步的Retell打好伏笔。
(3) Practice for understanding and word study
在帮助学生理清文章的线索的过程中，仍须处理以下问题：
1. Which of the following refers to New Zealand? ( C )
A. It is made up of four parts —Wales, England, Scotland and Northern Ireland.
B. It consists of four parts —Hokkaido, Kyushu, Honshu and Shikoku.
C. There are two parts in it —North Island and South Island.
D. It is made up of three islands, including Bali Island.
2. What does the words “ these settlers” in Para 4 refers to? (B )
A. Englishmen B. Europeans C. Americans D. Polynesians
3. What’s the Chinese for the word “hot spring” in the text? (C )
A. 暖春 B. 加热了的弹簧 C. 温泉 D. 受人崇拜的年轻人
4. Which of the statements are NOT TRUE? ( B )
A. Maldives lies off the east coast of the Indian Ocean.
B. Guangdong lies to the southeast of Hunan.
C. East Tibet lies Sichuang Province.
D. The East China Sea lies to the east of Zhejiang Province.
5. Which of the following words is of the same root as “surround”?
A. discover B. natural C. possession D. landscape
Goal: 帮助学生更好地猜测词义，巩固构词法，及准确理解文章，并在课文的基础上适当地延伸。
(4) Consolidation
Retell the passage with the help of the form.( Let the Ss to retell different parts of the text)
Goal: 通过复述使学生注意抓住中心关键词句，提高英语思维能力和表达能力。
3. Post-reading
(1) Role play:

Situation—Roles: a guide ( with a small flag ); three tourists ( with travel cap on head) Destination: New Zealand Demands: Each of the tourists should ask the guide at least two questions about any of the main topics in the reading material
要求表演的学生适当加上体态、表情，做到热情自然，观众学生则根据他们的表现进行评价：
评价内容 自评 互评
Language
Eye Contact
Smile
Body Movement
Other Facial Expression
满分：20 各项均4分
Goal:
1. 将 “复述”进行包装, 使学生在原有的Retell基础上完成得更好。
2. 在真实的体验中，即充当导游和游客，渗透了情感因素，激励学生正确使用地道迫切愿望；让阅读和交际相辅相成。
(2) Open-minded question
Suppose you were a teenager brought up in a Maori village. In the near future, would you prefer to remain in the village and continue your own way of life, or to live in big modern cities? Why?
“原住民的生活方式是留还是去？”将这个引起大家争议的话题引入课堂中，是对本课话题的进一步的延伸；通过引导学生积极关注身边发生的事，拓展视野。
Step 3 Post-task
1. More information input about New Zealand. ( Pair work )
Students are asked to find more information related to New Zealand ( culture, language, sports and spare time, agriculture, Captain Cook, the movie The Lord of the Rings) by Internet, English books and newspaper. Then show them to the class the next lesson in form of dialogue, speech, short play, etc.
Goal: 培养学生课外探究学习的能力，和合作精神；让学生以演讲、短剧等多种形式展示成果，有利于发挥自主学习语言的能动性。
2. Writing about:
Topic-- Similarities between New Zealand and …
(Ss can choose any island country they like to make a comparison. Be sure to make a list before writing. 120-150 words)
(Two days is given to Ss in purpose of making good preparation and offering perfect answers.)
Goal: 该阅读为Integrating Skills的写作打下基础。
板书设计：
Para. Main Idea Detailed Information
1 Geographical feature and cities Location_________ Consists_________Waters in relation to NZ___________Cities______ Capital______
2 Climate Climate _________Coldest season_______ Warmest season_______
3 What landscapes can we see in NZ? Sights_________National bird_______
4 Earliest settlersMaori/Europeans Persons discovering NZ:___________
Period 5 Language study & grammar
Step1 Pre-task
Match competition
Match Column B with Column A correctly (within 1.5minutes)
A B
sunny professor
kind-hearted forests
sandy boy
wooded season
knowledgeable skyscraper
naught lawyer
exciting movie
23-story desert
Goal: 1. 巩固复习已有的词汇（形容词和名词），并进行准确的搭配。
2. 复习形容词的构词法：-y / -ed / -ing / -ous / Num.-n.
3. 限时竞赛的形式，可激发学生的兴奋点和好胜心。
Step 2 Task-cycle
1. Expansion of word.
Ss are divided into 4 groups and choose one of the following:
Get the Ss to find out Nouns and Adjectives describing…and combine them. Then talk about them.
1: weather and time ( Suggested combination: sunny morning / snowy evening / windy season)
2:people in different professions with different characters. (Suggested combination: kind-hearted lawyer/ grumpy manager / timid taxi-driver / shy actor / gracious house-keeper / knowledgeable professor / cold-blooded boss , etc.)
3: buildings
4: movie
*Encourage Ss to speak out as many Nouns and Adjectives as possible. Praise those who can find out more words.
Goal: 1. 学生通过brainstorm活动，快速激活学生的词汇，提高识记能力。
2. 为下一环节的语法训练打下伏笔。
2. Finish Ex on Page 40.
3. Grammar study: Tell what “it” in the following refers to:
Teacher says: Last night when I was alone at home, I heard a knock at my defense door. I was so frightened that I did dare to open the door, for I wondered who it was outside the door. What does it stand for? ( It stands for an unknown person whose gender one doesn’t know.)
Goal: 以情景导入本单元语法的学习, 即： “It”的用法。
4． Class work
(1) Judge what the impersonal “it” can be used to talk about.
● The smoke is not a warm-blooded animal. It is a cold-blooded one.
● –Who is knocking at the door? --It’s me.
● --- What time is it? --It’s 3 o’clock.
● It’s a long way outside. Put on more clothes.
● It’s nearly 80 kilometers to the south of the Philippines.
Summary: Impersonal “it” can be used to talk about something/ somebody mentioned above, time, date, weather, season, distance, environment, etc.
(2) Find out the proper Adj. and make up sentences using “It” as in the subject position to stand for the infinitive or a clause. (Pair work)
Eg. It’s nice to be with you. (代不定式)
It’s rather exciting that one makes something impossible possible. （代that-clause）
It doesn’t interest me whether he comes or not. （代 whether-clause）
一人找出评价的形容词，partner则说出一个词组或完整的句子，然后将两部分连成一句，要求(1) It用做形式主语 (2)句子意思适当。
Goal: 1. 检测学生正确使用 “It” 做形式主语的的能力。
2. 培养学生在交际中灵活运用词汇的意识。
3. 开放式的练习，激发学生的创造性思维。
Step 3 Post-task
Expanded reading.
Read the following passage and fill in the blanks with “it is” or “it” and explain what each “it” is used for.
My favorite time of the year in Beijing is the spring. Right now, ___ May, and you can see green trees and beautiful flowers everywhere. Although ____ cooler in the morning and evening than in the afternoon, ____ still warm enough to wear skirts or shorts. There are many interesting places you may want to visit. With buses and underground, ___ easy to get to any places you want to go. ___ only half a kilometer from the underground station to Tian’anmen Square. From there, you can take a coach to the Great Wall and get back before ___ gets dark.
Goal: 学生在语篇中进一步体会 “it”做主语的各种用法。
Period 6 Integrating Skills ( Reading and writing )
Step 1 Pre-task
1. Warming-up
Review what’s been learned about New Zealand in the text.
Class work What has been mentioned in the text? Get the Ss to kick them out.
△ geography △ history △ language △sports and spare time
△ agriculture △industry △ buildings △ politics
△ natural beauty △ wildlife △ marae △ resource
Q: What further knowledge about New Zealand would you like to get?
Goal:承上启下，为下一步的阅读做铺垫。
2. Reading the passage: Life in New Zealand
(1) Skimming
What general information can you get after reading?
(Population; culture; language; sports, etc.)
(2) Scanning
a. Find out the main idea of each paragraph and complete the form.

Main Topics
Para.1 Population, ethnic groups and the languages spoken by them
Para.2 Culture of one ethnic group—Maori that are native to NZ
Para.3 Agricultural products ( famous )
Para.4 Sports and spare time
b. Second scanning.
Read the passage a second time and write down the words needed in the blanks. (Group work)
What can be written in a description? ( New Zealand )
Population ______ million, ____ ( 14% )
Language _______ (majority ); Maori language
Culture of natives 1. common meeting place:_____________2. wedding, burial or conference:________
Agriculture 1. main agriculture:_____________2. products:_____, lamb, ______, ______, forests products, ____________, wine
Sports& free time sailing, _______, ___________, rock-climbing, ______, seaside trip
Sights Cape Reinge, ____________, Waimangu Volcanic Valley,
Get groups leaders to report.
Goal: 学生通过以上两项活动，从粗到细，即从基本框架到细节信息把握住了范文，知晓“该写什么？” 和 “怎么写？”一篇国家或地区的介绍性文章。
Step 2 Task-cycle
1. Pre-writing
Show pictures of Wenzhou—the city in which we live.
Possible topics about Wenzhou are supplied to the Ss:
(1) Geographic feature and culture
(2) Population and language
(3) Economy ( trade, industry, agriculture ); what it is famous for
(4) Life of Wenzhounese in spare life and sights
Each group choose two of the topics above for their writing.
Discuss what to mention in the writing according to the above form and find out some useful words and phrases in the text.
Goal: 讨论后各小组可集思广益，选出合适的词或词组，为写作做词汇上的准备。
2. Writing
Ss write about 15 sentences with the help of the form, and put them in order. Get the Ss to focus on the division of paragraphs.
Step 3. Evaluation
Pair work: 各自先读自己的作文，以发现不妥之处；交换，从时态、单词拼写、所用词汇及内容方面进行修改。
Class work: 展示1-2篇优秀作文（幻灯机）；推荐1位学生评讲。然后教师总结。
Homework:

任务型活动：
要求：
根据地图和提示，写一篇介绍台湾的短文。词数：120左右。
1． 台湾的地理位置。
2． 台湾是我过最大的岛屿，面积36,000 平方公里，人口两千多万。主要城市有台北、台中、台南和基隆。
3． 自然资源丰富，香蕉、稻米、茶叶等弄产品驰名中外。
4． 风景优美，气候宜人，世界各地的游客纷至沓来。
5． 台湾自古以就是我国的一部分。岛内绝大多数居民来自福建、广东。海峡两岸人民都有统一祖国的强烈愿望。
New words: 古代 ancient time
南海 South China Sea
台湾海峡 the Taiwan Strait
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