說(shuō)課稿

SEFCI Unit 18 New Zealand

溫州市第八中學(xué) 王 潔

本文將從教材分析、教學(xué)方法與教材處理、教學(xué)程序、教學(xué)評價(jià)等四個(gè)方面對高中英語(yǔ)新教材高一（下）第十八單元New Zealand進(jìn)行說(shuō)明。

一． 教材分析

1．教材內容分析

本單元的中心話(huà)題-New Zealand (新西蘭)學(xué)習新西蘭人文地理狀況的相關(guān)主題。教材以“看地圖，說(shuō)地圖”為切入點(diǎn)展開(kāi)聽(tīng)力、對話(huà)、閱讀、寫(xiě)作、綜合運用的教學(xué)，以“新西蘭的地理，氣候，歷史，資源，畜牧業(yè)，毛利人及風(fēng)土人情等”為載體使學(xué)生接受語(yǔ)言知識及訓練。新西蘭是另一說(shuō)英語(yǔ)的重要國家，可就相關(guān)內容做深層次挖掘和整理，拓寬其文化視野，增強對兩中地域及文化的差異的敏感性。

Warming up部分展現在學(xué)生面前一幅祖國地圖，圖中標明鄰國、鄰海、鄰島，要求學(xué)生運用英語(yǔ)中方位的表達方式來(lái)談?wù)摬煌�位置。讓學(xué)生在情景中進(jìn)行語(yǔ)言操練。為了激活學(xué)生已有的相關(guān)知識，可加入“暢所欲言話(huà)祖國”（動(dòng)嘴）；“描畫(huà)五洲四洋”（動(dòng)手），以此達到較好的熱身之效。

Listening部分是一篇聽(tīng)力材料，涉及“鯨魚(yú)島”（離斐濟島僅10分種）。300字左右的材料的信息零散繁多，共呈現了：鯨魚(yú)島的位置，地貌，氣候，城市，交通，農業(yè)及旅游。為了降低聽(tīng)辯的難度，聽(tīng)前設計了一份列表，以增加學(xué)生聽(tīng)力信息的汲取量，提高信息的準確率。

Speaking部分旨在通過(guò)有關(guān)出生地的方位的對話(huà)來(lái)鞏固“Expressing location and direction”的語(yǔ)言功能。該部分在設計上留有空間，因此在課堂上舉行了一場(chǎng)“家鄉旅游資源推介會(huì )”，訓練學(xué)生在真實(shí)的情景中饒有興趣地進(jìn)行口頭表達的能力和豐富學(xué)生有關(guān)描述“方位”“景點(diǎn)介紹”等的語(yǔ)言。

Reading是一篇介紹太平洋島國---新西蘭的文章。文章共分四部分，即新西蘭的地理位置及城市，新西蘭的氣候特征，新西蘭的旅游及鳥(niǎo)類(lèi)資源，居住者及毛利人的歷史。通過(guò)Pre-reading, Reading & Post-reading三個(gè)步驟，循序漸進(jìn)地培養學(xué)生略讀與查讀等閱讀技能。同時(shí)結合新西蘭風(fēng)土人情、社交禮儀、生活習慣等方面的知識，并用競賽的方式，激發(fā)學(xué)生的合作和競爭意識。又有利于培養學(xué)生之間的合作意識，促進(jìn)學(xué)科之間的滲透和交融。

Language study分詞匯和語(yǔ)法兩部分。詞匯部分設計了六組描述“l(fā)and” 的名詞與+容詞的配對練習，并在此基礎上造句。旨在要求學(xué)生注意名詞轉化成形容詞加詞根（后綴）的構詞法；培養學(xué)生準確使用修飾語(yǔ)的習慣及能力。語(yǔ)法項目是有關(guān)“It”的使用，掌握 “It”(1) 指代時(shí)間、地點(diǎn)、氣候、距離；(2) 作形式主語(yǔ)。在語(yǔ)法訓練中，即要注意加強學(xué)生的合作學(xué)習，又須使機械操練帶有一定的情景性和生活化。

Integrating skills分為讀、寫(xiě)兩部分。學(xué)生通過(guò)閱讀另一篇有關(guān)新西蘭人文生活的資料，要求通讀全文找出段落大意即文章框架。旨在讓學(xué)生根據此框架進(jìn)行寫(xiě)作，即所居住地或省的描述文章。該操練旨在提高學(xué)生寫(xiě)作結構多樣，信息內容密集的介紹地點(diǎn)的文章的水平。

Checkpoint通過(guò)學(xué)生自評方式，幫助他們簡(jiǎn)要總結本單元語(yǔ)法重點(diǎn)-It的用法。該部分還鼓勵學(xué)生自己去總結本單元的重點(diǎn)詞組及表達。

2．教學(xué)重點(diǎn)和難點(diǎn)

重點(diǎn)：

1. 掌握英語(yǔ)中方位的表達方式,

2. “It” 用作主語(yǔ)(指代時(shí)間、地點(diǎn)、距離及用做形式主語(yǔ))

3. 學(xué)習及拓展與新西蘭相關(guān)的詞匯和知識

難點(diǎn):

依照框架恰當寫(xiě)作描述國家或地區的介紹性文章

二． 教學(xué)目標

理論依據：《新課程標準》（實(shí)驗稿）

根據《新課程標準》（實(shí)驗稿）關(guān)于總目標的具體描述，結合高一學(xué)生實(shí)際和教材內容，分語(yǔ)言知識、語(yǔ)言技能、學(xué)習策略、情感態(tài)度、文化意識五個(gè)方面制定相應教學(xué)目標。

1． 語(yǔ)言知識

單詞：理解、內化、運用以下生詞-- surround, settle, sign, , relation, landscape, cattle, region, agreement, export, agricultural, subtropical, ethnic, mainly;

詞組：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：學(xué)習掌握一些用于描述地點(diǎn)和方位的結構句式，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.

語(yǔ)法：復習、掌握：It用做主語(yǔ)(指代時(shí)間、地點(diǎn)、距離及用做形式主語(yǔ))

2． 語(yǔ)言技能

聽(tīng)：捕捉特定信息、抓關(guān)鍵詞（如：地理、氣候、城市、河流、歷史等），聽(tīng)懂一篇地區或國家的介紹性文章。

說(shuō)：學(xué)生能熟練掌握與話(huà)題相關(guān)的常用詞匯與表達，如：如何在現實(shí)生活中就地點(diǎn)和方位進(jìn)行準確的全方位的表述，同時(shí)使學(xué)生能就話(huà)題較好地完成一些開(kāi)放性話(huà)題，以提高在真實(shí)語(yǔ)境中的英語(yǔ)交際能力。

讀：獲取關(guān)于New Zealand的相關(guān)信息,且進(jìn)行skimming, scanning, careful reading, generalization; inference等閱讀微技能訓練。

寫(xiě)：能分層次、分段落地描寫(xiě)一篇國家或地區的介紹性文章。

3． 學(xué)習策略：

學(xué)生能在一定程度上形成自主學(xué)習、有效交際、信息處理和英語(yǔ)思維的能力。如：培養學(xué)生使用圖書(shū)館、網(wǎng)絡(luò )查閱資料的能力。

4． 情感態(tài)度：

(1) 在有趣的話(huà)題激勵下，誘導學(xué)生積極參與，充分調動(dòng)他們學(xué)習的興趣。

(2) 學(xué)習新西蘭人文地理狀況，拓寬學(xué)生的文化視野；同時(shí)鼓勵學(xué)生以滿(mǎn)腔的熱忱在語(yǔ)言情景中激發(fā)愛(ài)國主義熱情。

(3) 在共同完成設計“溫州旅游資源推介會(huì )”、“ 暢所欲言話(huà)祖國”、“描畫(huà)五洲七洋”等任務(wù)的過(guò)程中，加強團體協(xié)作意識。

5． 文化意識：

增強對中新兩國地域及文化差異的敏感性，培養世界意識；通過(guò)文化地域對比，加深對祖國相關(guān)知識的理解，增強對祖國的熱愛(ài)之情。

三． 教學(xué)方法與教材處理

教學(xué)方法：

根據我們幾年來(lái)“第二語(yǔ)言習得論”和“整體語(yǔ)言教學(xué)”的理論和實(shí)踐，同時(shí)滲透當前教學(xué)改革，課程改革等的先進(jìn)理念。為達成上述教學(xué)目標，本人運用任務(wù)型教學(xué)途徑，英語(yǔ)課堂設計采用 “P-T-P” 自主學(xué)習立體模式。（Pre-task--- Task-cycle--- Post-task）

說(shuō)明：

1． Pre-task:

引入話(huà)題，激活學(xué)生下網(wǎng)絡(luò )和掃清詞匯障礙，明確學(xué)習任務(wù)和任務(wù)完成的步驟， 激發(fā)學(xué)習英語(yǔ)興趣。

學(xué)生：認知處于主動(dòng)狀態(tài)，有完成任務(wù)的強烈愿望。

教師：學(xué)習的組織者、促進(jìn)者；善導、激趣的過(guò)程。

2． Task-cycle: 任務(wù)的完成過(guò)程。

學(xué)生：用英語(yǔ)做事，運用體驗、參與、合作、實(shí)踐、交流、探究等方式進(jìn)行自主學(xué)習的過(guò)程，發(fā)展聽(tīng)、說(shuō)、讀、寫(xiě)綜合英語(yǔ)技能。

教師：指導者、幫助者、參與者、合作者的角色；引思的過(guò)程。

3． Post-task: 展示成果，交流成果的過(guò)程。

學(xué)生：體驗成功和喜悅，自我評價(jià)、小組評價(jià)、認識自己、樹(shù)立自信、反思自己、調控自己。

教師：評價(jià)者、總結者；總結教學(xué)中的成功與不足；發(fā)現學(xué)生學(xué)習中的問(wèn)題和不足；精講過(guò)程。

總體：學(xué)生愿學(xué)-樂(lè )學(xué)-慣學(xué)-論學(xué)過(guò)程。

師生真正學(xué)習共同體形成過(guò)程；教與學(xué)的交往、互動(dòng)，師生雙方交流，相互溝通、相互啟發(fā)、相互補充。

教材處理：

綜上所述，我把本單元的任務(wù)確定為：

學(xué)生能根據框架, 運用所學(xué)詞匯和短語(yǔ), 圍繞國家的地理位置人文歷史、能源等話(huà)題，得體而有邏輯地介紹一個(gè)國家或地區。其三個(gè)環(huán)節如下：

Pre-task: 學(xué)生回憶已有的地理知識，暢所欲言祖國的地大物博；以激活背景知識，使課堂倍感親切。

Task-cycle: 學(xué)生完成圍繞國家人文這一話(huà)題，展開(kāi)聽(tīng)、說(shuō)、讀、寫(xiě)的各項任務(wù)，學(xué)會(huì )聽(tīng)、說(shuō)、讀、寫(xiě)的各項技能，強化“介紹國家和地區”的表達能力，為完成任務(wù)作好鋪墊。

Post-task: 達成任務(wù)，展示成果，反饋學(xué)習情況。

四．教材安排

根據學(xué)生學(xué)習英語(yǔ)的特點(diǎn)和規律，學(xué)習階段的側重以及高一學(xué)生的發(fā)展，我把本單元劃分為6課時(shí)：聽(tīng)力、口語(yǔ)、閱讀（2課時(shí)）、語(yǔ)言（0.5課時(shí)）、寫(xiě)作、評價(jià)（0.5課時(shí)）。同時(shí)安排一些單元教學(xué)前和單元教學(xué)后的活動(dòng)任務(wù)。

Period 1 Warming up & Listening

Step1 Pre-task

Goal: 這部分的重點(diǎn)是激活學(xué)生已有的相關(guān)背景知識，引出本單元的話(huà)題-地理人文，了解學(xué)生對其的熟練程度，同時(shí)讓學(xué)生操練位置的表達方式，并在口頭上加以操練；充分表達學(xué)生對祖國的熱愛(ài)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: 激發(fā)鼓勵學(xué)生以滿(mǎn)腔的熱忱就所列出的表格對祖國的地大物博暢所欲言；為引入本單元的主話(huà)題New Zealand作好鋪墊；同時(shí)亦能使學(xué)生在描述的過(guò)程中表達對自己的祖國的熱愛(ài)。

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: 充分調動(dòng)學(xué)生參與教學(xué)的積極性通過(guò)地圖-這一直觀(guān)的教具的刺激，使學(xué)生對掌握的地理知識進(jìn)行回憶；同時(shí)運用已學(xué)的方位（位置）表達詞組：lies in, lie on, lie to加以操練鞏固。并引入本課的重點(diǎn)---中國的鄰國、鄰海和臨近島嶼。

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)

然后讓學(xué)生小組討論以下問(wèn)題，各組派一人回答。

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: 教師展示五幅著(zhù)名島嶼的畫(huà)面，并設置開(kāi)放性問(wèn)題，進(jìn)一步啟發(fā)學(xué)生進(jìn)行口頭描述，旨在從視覺(jué)和聽(tīng)覺(jué)上激發(fā)學(xué)生對本聽(tīng)力話(huà)題-鯨魚(yú)島的興趣。

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: 提醒學(xué)生在首聽(tīng)的過(guò)程中尤其注意捕捉該島的以上特定信息，以養成在進(jìn)行有關(guān)介紹國家、城市、地點(diǎn)的聽(tīng)力訓練中準確、及時(shí)、第一時(shí)間地汲取這一首要信息的良好習慣。

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: 成功獲取相關(guān)信息后，并在地圖上標出是進(jìn)行地理性文章的聽(tīng)力訓練的另一重要環(huán)節。

3）.Third listening and answer the Qs in the text (P37) and talk about the island(Group work)

Goal: 說(shuō)&寫(xiě)在聽(tīng)力訓練中是兩個(gè)不可缺少的環(huán)節，起著(zhù)相輔相成的重要作用。

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: 學(xué)生在DIY自制聽(tīng)力材料的“三步曲中”，即能體驗“采，編，播”的 樂(lè )趣，又可感受合作帶來(lái)的快樂(lè )。該任務(wù)可作為學(xué)生的課后作業(yè)。

Period 2 Speaking

Step 1 Pre-task

1.Revision: Competition in asking and answering （Pair work ）

展示中國地圖，學(xué)生進(jìn)行提問(wèn)和回答，多者勝。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) 激活學(xué)生思維。

(2) 重溫并引出本課的重點(diǎn)-如何用英語(yǔ)表達方位與位置，注意使用一些詞組，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)

展示新建成的甬臺溫高速公路(直至福建省廈門(mén))的道路圖，根據圖所示的方向，距離進(jìn)行口語(yǔ)操練。

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: 活躍課堂氣氛；鼓勵學(xué)生將本課中有關(guān)方位距離的表達運用于現實(shí)生活中；同時(shí)培養合作精神。

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: 通過(guò)對話(huà)的學(xué)習和操練，學(xué)生能進(jìn)一步熟悉和了解此項語(yǔ)言功能的日常交際用語(yǔ)，為下一步的應用、掌握奠定基礎。

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:通過(guò)句型操練，學(xué)生能進(jìn)一步鞏固此項語(yǔ)言功能的日常交際用語(yǔ)。

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. 培養學(xué)生善于利用各種機會(huì )用英語(yǔ)進(jìn)行真實(shí)交際。

2. 增強學(xué)生的自信心，豐富的想象力和獨到的見(jiàn)解。

3. 提高學(xué)生“說(shuō)”- 即語(yǔ)言運用技能。

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)

學(xué)生以小組為單位，通過(guò)各種途徑如Internet等搜集有關(guān)溫州的組成、地理、河流、島嶼和景點(diǎn)，并將它們標在地圖上，在用簡(jiǎn)單的語(yǔ)言描述。要求以圖片或powerpoint的形式由每組的group speaker展示.

Goal: 1.充分利用現代網(wǎng)絡(luò )資源進(jìn)行探究性學(xué)習，激發(fā)學(xué)生的自主學(xué)習，同時(shí)團體合作精神。

2.抒發(fā)學(xué)生對家鄉的熱愛(ài)。

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: 學(xué)生和partner交換信息，可包括位置、氣候、語(yǔ)言、時(shí)區等。教師提示學(xué)生：準確使用方位的英語(yǔ)表達。通過(guò)該環(huán)節的語(yǔ)言訓練，為引出本課的話(huà)題-太平洋島國New Zealand作鋪墊，同時(shí)使學(xué)生事先獲取相關(guān)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: 通過(guò)展示圖片與給出線(xiàn)索，使學(xué)生在視覺(jué)和聽(tīng)覺(jué)上的刺激，自然地導入-新西蘭，再者激發(fā)了學(xué)生獲取更多信息的欲望。

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: 通過(guò)兩個(gè)的問(wèn)題的回答，使學(xué)生置身于“新西蘭之旅”中，增添了實(shí)效性與可操作性。接著(zhù)提問(wèn)：Can you tell us the reason why you choose…?引出本文的具體內容,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: 直觀(guān)教具使學(xué)生更易于知曉該國的地理位置與城市，增加文章的親切感。

(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 使學(xué)生對文章的脈絡(luò )更清晰，為下一步找出細節作好鋪墊。

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: 此類(lèi)文章信息多，經(jīng)過(guò)梳理后并不雜，易于學(xué)生掌握關(guān)鍵詞，為下步的Retell打好伏筆。

(3) Practice for understanding and word study

在幫助學(xué)生理清文章的線(xiàn)索的過(guò)程中，仍須處理以下問(wèn)題：

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. 加熱了的彈簧 C. 溫泉 D. 受人崇拜的年輕人

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: 幫助學(xué)生更好地猜測詞義，鞏固構詞法，及準確理解文章，并在課文的基礎上適當地延伸。

(4) Consolidation

Retell the passage with the help of the form.( Let the Ss to retell different parts of the text)

Goal: 通過(guò)復述使學(xué)生注意抓住中心關(guān)鍵詞句，提高英語(yǔ)思維能力和表達能力。

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

要求表演的學(xué)生適當加上體態(tài)、表情，做到熱情自然，觀(guān)眾學(xué)生則根據他們的表現進(jìn)行評價(jià)：

評價(jià)內容 自評 互評

Language

Eye Contact

Smile

Body Movement

Other Facial Expression

滿(mǎn)分：20 各項均4分

Goal:

1. 將 “復述”進(jìn)行包裝, 使學(xué)生在原有的Retell基礎上完成得更好。

2. 在真實(shí)的體驗中，即充當導游和游客，滲透了情感因素，激勵學(xué)生正確使用地道迫切愿望；讓閱讀和交際相輔相成。

(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還是去？”將這個(gè)引起大家爭議的話(huà)題引入課堂中，是對本課話(huà)題的進(jìn)一步的延伸；通過(guò)引導學(xué)生積極關(guān)注身邊發(fā)生的事，拓展視野。

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: 培養學(xué)生課外探究學(xué)習的能力，和合作精神；讓學(xué)生以演講、短劇等多種形式展示成果，有利于發(fā)揮自主學(xué)習語(yǔ)言的能動(dòng)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: 該閱讀為Integrating Skills的寫(xiě)作打下基礎。

板書(shū)設計：

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. 鞏固復習已有的詞匯（形容詞和名詞），并進(jìn)行準確的搭配。

2. 復習形容詞的構詞法：-y / -ed / -ing / -ous / Num.-n.

3. 限時(shí)競賽的形式，可激發(fā)學(xué)生的興奮點(diǎn)和好勝心。

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. 學(xué)生通過(guò)brainstorm活動(dòng)，快速激活學(xué)生的詞匯，提高識記能力。

2. 為下一環(huán)節的語(yǔ)法訓練打下伏筆。

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: 以情景導入本單元語(yǔ)法的學(xué)習, 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）

一人找出評價(jià)的形容詞，partner則說(shuō)出一個(gè)詞組或完整的句子，然后將兩部分連成一句，要求(1) It用做形式主語(yǔ) (2)句子意思適當。

Goal: 1. 檢測學(xué)生正確使用 “It” 做形式主語(yǔ)的的能力。

2. 培養學(xué)生在交際中靈活運用詞匯的意識。

3. 開(kāi)放式的練習，激發(fā)學(xué)生的創(chuàng )造性思維。

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: 學(xué)生在語(yǔ)篇中進(jìn)一步體會(huì ) “it”做主語(yǔ)的各種用法。

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:承上啟下，為下一步的閱讀做鋪墊。

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: 學(xué)生通過(guò)以上兩項活動(dòng)，從粗到細，即從基本框架到細節信息把握住了范文，知曉“該寫(xiě)什么？” 和 “怎么寫(xiě)？”一篇國家或地區的介紹性文章。

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: 討論后各小組可集思廣益，選出合適的詞或詞組，為寫(xiě)作做詞匯上的準備。

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: 各自先讀自己的作文，以發(fā)現不妥之處；交換，從時(shí)態(tài)、單詞拼寫(xiě)、所用詞匯及內容方面進(jìn)行修改。

Class work: 展示1-2篇優(yōu)秀作文（幻燈機）；推薦1位學(xué)生評講。然后教師總結。

Homework:

任務(wù)型活動(dòng)：

要求：

根據地圖和提示，寫(xiě)一篇介紹臺灣的短文。詞數：120左右。

1． 臺灣的地理位置。

2． 臺灣是我過(guò)最大的島嶼，面積36,000 平方公里，人口兩千多萬(wàn)。主要城市有臺北、臺中、臺南和基隆。

3． 自然資源豐富，香蕉、稻米、茶葉等弄產(chǎn)品馳名中外。

4． 風(fēng)景優(yōu)美，氣候宜人，世界各地的游客紛至沓來(lái)。

5． 臺灣自古以就是我國的一部分。島內絕大多數居民來(lái)自福建、廣東。海峽兩岸人民都有統一祖國的強烈愿望。

New words: 古代 ancient time

南海 South China Sea

臺灣海峽 the Taiwan Strait

統一 unite