Unit 18 New Zealand
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北仑中学 郑静君
一．教材分析
1．教材内容分析
本单元的中心话题是有关新西兰的人文地理状况。教材以“看地图，说地图”为切入点展开听说读写综合能力培养的教学，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的是一幅祖国地图，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。激活学生已有的相关知识，以此达到较好的热身效果
Listening部分是一篇听力材料，涉及“鲸鱼岛”。信息零散繁多，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，因此可在课堂上进行适当的拓宽，使学生在真实的情景中提高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, While-Reading & Post-reading三个步骤，循序渐进地培养学生各项阅读技能。
Language study分词汇和语法两部分。词汇部分设计了六组描述“land” 的名词与形容词的配对练习，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，提高学生写信息内容较多的介绍性文章的水平。
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
根据《新课程标准》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) 在共同完成话中国，介绍宁波风景点等任务的过程中，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：任务型教学
1． Pre-task:
引入话题，激活学生已有的背景知识，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。
2． Task-cycle: 任务的完成过程。
学生：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。
四．课时安排
本单元计划为六课时：Warming up & Listening （1课时）， Speaking (1课时) ，Reading (2课时)， Grammar (1课时)， Integrating skills（1课时）。
Period 1 Warming up & Listening
Step1 Warming up
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。
1. Put the names of the oceans and continents in the right place of the map (class work)

2. Fill in the form( Group work )

How much do you know about China
▲Full country name ______________________
▲Location ____________________________
▲Area _______________________________
□ the largest country □ the 2nd largest country
□ the 3rd largest country
▲Population ___________________________
▲Capital city __________________________
▲Languages __________________________
▲Religion ____________________________
▲Minorities __________________________
▲Major products / industries _____________
Goal: 激发鼓励学生通过提示对祖国进行描述；为引入本单元的主话题New Zealand作好铺垫。
3. Ss are demanded to speak out the positions of different places and waters in relation to china and they can look at the map of China. (Group work )
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 Listening
1. Pre-listening:
Show the Ss five pictures of well-known beautiful islands worldwide:
(1) Hainan Island
(2) Caribbean Island
(3) Turtle Island
(4) South Island
(5) Dolphin Island
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) Why can they attract so many tourists at home and abroad?
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 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:
Ask Ss to introduce one of the islands that they are familiar with.
Goal: 能够运用听力材料中的有关介绍岛屿的句型，进行适当的拓展。
Period 2 Speaking
Step 1 Pre-speaking
1.Revision: asking and answering （Pair work ）
展示中国地图，学生进行提问和回答.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 Heilongjiang.
(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
Step2 Speaking
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 Ningbo?
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-speaking “Welcome to Ningbo!” ( An interview at the travel conference )
Suppose you were a manager of a Travel Service in Ningbo, you are introducing some famous scenic spots at the travel conference.
Ask Ss to think of some scenic spots (class work)
Choose one of the scenic spots and describe it. (group work)
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:
Write a short passage about one of scenic spots in Ningbo
Period3&4 Reading
Step 1 Pre-reading
1.Talk about some island countries. ( Pair work )
(Ss may say: Australia, Japan, the Philippines, etc.)
Goal: 引出本课的话题—太平洋岛国New Zealand作铺垫,同时引出相关信息。
2.Ask: Suppose we’re going to visit New Zealand, what should we know about it?
Ss may say: location, climate, scenery, people (settlers, inhabitants),culture, custom, etc.
Goal:，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 While-reading
1. Skimming: Look at the map , read the first paragraph and then point out the eight parts ( (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 sailors?
(4) When is considered as a national holiday?
Goal: 此类文章信息多，经过梳理，易于学生掌握关键词，
3. Post-reading
(1) Role play:

Situation—Roles: a guide; three tourists
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

Goal ： 在真实的体验中，即充当导游和游客，渗透了情感因素，对课文所学内容也有了较好的巩固。
(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?
Step 3 Post-reading
More information input about New Zealand. ( class work )
Students are asked to find more information related to New Zealand beforehand. Then present them to the class.
Goal: 培养学生课外探究学习的能力和合作精神；在课堂上展示成果，有利于发挥自主学习语言的能动性。
Period 5 Language study
Step1 Word study
1.Match competition
Match Column A with Column B correctly
A B
sunny professor
kind-hearted forests
sandy boy
wooded season
knowledgeable skyscraper
naughty 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
2．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 different things and combine 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/ bossy manager / timid taxi-driver / shy actor / knowledgeable professor / cold-blooded boss , etc.)
3: buildings
4: books
Goal:. 学生通过brainstorm活动，快速激活学生的词汇，提高识记能力。
2. Finish Ex on Page 40.
Step 2 Grammar study
Ask : Is it interesting to visit New Zealand? Why or why not?
Goal: 用提问的方式导入本单元语法的学习, 即： “It”的用法。
1.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) Make up sentences using “it” as subject
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。
Period 6 Integrating Skills ( Reading and writing )
Step 1 Reading
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 tick them
△ 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 other respects are mentioned in this passage?
(Population; culture; language; sports, etc.)
(2) Scanning
a. Find out the main idea of each paragraph and complete the form.

Main Topics
Para.1
Para.2
Para.3
Para.4
b. Second scanning.
Read the passage a second time and write down the words needed in the blanks.
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
Holidays Time:________________ place:_________________________
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，知道“该写什么？” 和 “怎么写？”一篇国家或地区的介绍性文章。
Step 2 Writing
1. Pre-writing
Show pictures of Ningbo—the city in which we live.
Possible topics
(1) Geographic feature and culture
(2) Population and language
(3) Economy ( trade, industry, agriculture ); what it is famous for
(4) Life in spare life and sights
Discuss what to mention in the writing according to the above topics and find out some useful words and phrases .
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 according to the previous discussion.
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）,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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