本文將從教材分析、教學方法與教材處理、教學程序、教學評價等四個方面對高中英語新教材高一（下）第十八單元New Zealand進行說明。
一、教材分析
1．教材內(nèi)容分析
本單元的中心話題-New Zealand (新西蘭)學習新西蘭人文地理狀況的相關主題。教材以“看地圖，說地圖”為切入點展開聽力、對話、閱讀、寫作、綜合運用的教學，以“新西蘭的地理，氣候，歷史，資源，畜牧業(yè)，毛利人及風土人情等”為載體使學生接受語言知識及訓練。新西蘭是另一說英語的重要國家，可就相關內(nèi)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(xiàn)在學生面前一幅祖國地圖，圖中標明鄰國、鄰海、鄰島，要求學生運用英語中方位的表達方式來談論不同位置。讓學生在情景中進行語言操練。為了激活學生已有的相關知識，可加入“暢所欲言話祖國”（動嘴）；“描畫五洲四洋”（動手），以此達到較好的熱身之效。
Listening部分是一篇聽力材料，涉及“鯨魚島”（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(xiàn)了：鯨魚島的位置，地貌，氣候，城市，交通，農(nóng)業(yè)及旅游。為了降低聽辯的難度，聽前設計了一份列表，以增加學生聽力信息的汲取量，提高信息的準確率。
Speaking部分旨在通過有關出生地的方位的對話來鞏固“Expressing location and direction”的語言功能。該部分在設計上留有空間，因此在課堂上舉行了一場“家鄉(xiāng)旅游資源推介會”，訓練學生在真實的情景中饒有興趣地進行口頭表達的能力和豐富學生有關描述“方位”“景點介紹”等的語言。
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，新西蘭的旅游及鳥類資源，居住者及毛利人的歷史。通過Pre-reading, Reading & Post-reading三個步驟，循序漸進地培養(yǎng)學生略讀與查讀等閱讀技能。同時結合新西蘭風土人情、社交禮儀、生活習慣等方面的知識，并用競賽的方式，激發(fā)學生的合作和競爭意識。又有利于培養(yǎng)學生之間的合作意識，促進學科之間的滲透和交融。
Language study分詞匯和語法兩部分。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。旨在要求學生注意名詞轉(zhuǎn)化成形容詞加詞根（后綴）的構詞法；培養(yǎng)學生準確使用修飾語的習慣及能力。語法項目是有關“It”的使用，掌握 “It”(1) 指代時間、地點、氣候、距離；(2) 作形式主語。在語法訓練中，即要注意加強學生的合作學習，又須使機械操練帶有一定的情景性和生活化。
Integrating skills分為讀、寫兩部分。學生通過閱讀另一篇有關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。旨在讓學生根據(jù)此框架進行寫作，即所居住地或省的描述文章。該操練旨在提高學生寫作結構多樣，信息內(nèi)容密集的介紹地點的文章的水平。
Checkpoint通過學生自評方式，幫助他們簡要總結本單元語法重點-It的用法。該部分還鼓勵學生自己去總結本單元的重點詞組及表達。
2．教學重點和難點
重點：1. 掌握英語中方位的表達方式,
2. “It” 用作主語(指代時間、地點、距離及用做形式主語)
3. 學習及拓展與新西蘭相關的詞匯和知識
難點:
依照框架恰當寫作描述國家或地區(qū)的介紹性文章
二、教學目標
理論依據(jù)：《新課程標準》（實驗稿）
根據(jù)《新課程標準》（實驗稿）關于總目標的具體描述，結合高一學生實際和教材內(nèi)容，分語言知識、語言技能、學習策略、情感態(tài)度、文化意識五個方面制定相應教學目標。
1．語言知識
單詞：理解、內(nèi)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：學習掌握一些用于描述地點和方位的結構句式，
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.
語法：復習、掌握：It用做主語(指代時間、地點、距離及用做形式主語)
2． 語言技能
聽：捕捉特定信息、抓關鍵詞（如：地理、氣候、城市、河流、歷史等），聽懂一篇地區(qū)或國家的介紹性文章。
說：學生能熟練掌握與話題相關的常用詞匯與表達，如：如何在現(xiàn)實生活中就地點和方位進行準確的全方位的表述，同時使學生能就話題較好地完成一些開放性話題，以提高在真實語境中的英語交際能力。
讀：獲取關于New Zealand的相關信息,且進行skimming, scanning, careful reading, generalization; inference等閱讀微技能訓練。
寫：能分層次、分段落地描寫一篇國家或地區(qū)的介紹性文章。
3． 學習策略：
學生能在一定程度上形成自主學習、有效交際、信息處理和英語思維的能力。如：培養(yǎng)學生使用圖書館、網(wǎng)絡查閱資料的能力。
4． 情感態(tài)度：
(1) 在有趣的話題激勵下，誘導學生積極參與，充分調(diào)動他們學習的興趣。
(2) 學習新西蘭人文地理狀況，拓寬學生的文化視野；同時鼓勵學生以滿腔的熱忱在語言情景中激發(fā)愛國主義熱情。
(3) 在共同完成設計“溫州旅游資源推介會”、“暢所欲言話祖國”、“描畫五洲七洋”等任務的過程中，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(yǎng)世界意識；通過文化地域?qū)Ρ�，加深對祖國相關知識的理解，增強對祖國的熱愛之情。
三． 教學方法與教材處理
教學方法：
根據(jù)我們幾年來“第二語言習得論”和“整體語言教學”的理論和實踐，同時滲透當前教學改革，課程改革等的先進理念。為達成上述教學目標，本人運用任務型教學途徑，英語課堂設計采用 “P-T-P” 自主學習立體模式。（Pre-task--- Task-cycle--- Post-task）
說明：
1． Pre-task:
引入話題，激活學生下網(wǎng)絡和掃清詞匯障礙，明確學習任務和任務完成的步驟，激發(fā)學習英語興趣。
學生：認知處于主動狀態(tài)，有完成任務的強烈愿望。
教師：學習的組織者、促進者；善導、激趣的過程。
2． Task-cycle: 任務的完成過程。
學生：用英語做事，運用體驗、參與、合作、實踐、交流、探究等方式進行自主學習的過程，發(fā)展聽、說、讀、寫綜合英語技能。
教師：指導者、幫助者、參與者、合作者的角色；引思的過程。
3． Post-task: 展示成果，交流成果的過程。
學生：體驗成功和喜悅，自我評價、小組評價、認識自己、樹立自信、反思自己、調(diào)控自己。
教師：評價者、總結者；總結教學中的成功與不足；發(fā)現(xiàn)學生學習中的問題和不足；精講過程。
總體：學生愿學-樂學-慣學-論學過程。
師生真正學習共同體形成過程；教與學的交往、互動，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，我把本單元的任務確定為：
學生能根據(jù)框架, 運用所學詞匯和短語, 圍繞國家的地理位置人文歷史、能源等話題，得體而有邏輯地介紹一個國家或地區(qū)。其三個環(huán)節(jié)如下：
Pre-task: 學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: 學生完成圍繞國家人文這一話題，展開聽、說、讀、寫的各項任務，學會聽、說、讀、寫的各項技能，強化“介紹國家和地區(qū)”的表達能力，為完成任務作好鋪墊。
Post-task: 達成任務，展示成果，反饋學習情況。
四．教材安排
根據(jù)學生學習英語的特點和規(guī)律，學習階段的側重以及高一學生的發(fā)展，我把本單元劃分為6課時：聽力、口語、閱讀（2課時）、語言（0.5課時）、寫作、評價（0.5課時）。同時安排一些單元教學前和單元教學后的活動任務。
Period 1 Warming up & Listening
Step1 Pre-task
Goal: 這部分的重點是激活學生已有的相關背景知識，引出本單元的話題-地理人文，了解學生對其的熟練程度，同時讓學生操練位置的表達方式，并在口頭上加以操練；充分表達學生對祖國的熱愛之情。
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)鼓勵學生以滿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題New Zealand作好鋪墊；同時亦能使學生在描述的過程中表達對自己的祖國的熱愛。
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(diào)動學生參與教學的積極性通過地圖-這一直觀的教具的刺激，使學生對掌握的地理知識進行回憶；同時運用已學的方位（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---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)
然后讓學生小組討論以下問題，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: 教師展示五幅著名島嶼的畫面，并設置開放性問題，進一步啟發(fā)學生進行口頭描述，旨在從視覺和聽覺上激發(fā)學生對本聽力話題-鯨魚島的興趣。
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: 提醒學生在首聽的過程中尤其注意捕捉該島的以上特定信息，以養(yǎng)成在進行有關介紹國家、城市、地點的聽力訓練中準確、及時、第一時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: 成功獲取相關信息后，并在地圖上標出是進行地理性文章的聽力訓練的另一重要環(huán)節(jié)。
3）.Third listening and answer the Qs in the text (P37) and talk about the island(Group work)
Goal: 說&寫在聽力訓練中是兩個不可缺少的環(huán)節(jié)，起著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: 學生在DIY自制聽力材料的“三步曲中”，即能體驗“采，編，播”的 樂趣，又可感受合作帶來的快樂。該任務可作為學生的課后作業(yè)。
Period 2 Speaking
Step 1 Pre-task
1.Revision: Competition in asking and answering （Pair work ）
展示中國地圖，學生進行提問和回答，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) 激活學生思維。
(2) 重溫并引出本課的重點-如何用英語表達方位與位置，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)的道路圖，根據(jù)圖所示的方向，距離進行口語操練。
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；鼓勵學生將本課中有關方位距離的表達運用于現(xiàn)實生活中；同時培養(yǎng)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: 通過對話的學習和操練，學生能進一步熟悉和了解此項語言功能的日常交際用語，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:通過句型操練，學生能進一步鞏固此項語言功能的日常交際用語。
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(yǎng)學生善于利用各種機會用英語進行真實交際。
2. 增強學生的自信心，豐富的想象力和獨到的見解。
3. 提高學生“說”- 即語言運用技能。
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)
學生以小組為單位，通過各種途徑如Internet等搜集有關溫州的組成、地理、河流、島嶼和景點，并將它們標在地圖上，在用簡單的語言描述。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(xiàn)代網(wǎng)絡資源進行探究性學習，激發(fā)學生的自主學習，同時團體合作精神。
2.抒發(fā)學生對家鄉(xiāng)的熱愛。
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: 學生和partner交換信息，可包括位置、氣候、語言、時區(qū)等。教師提示學生：準確使用方位的英語表達。通過該環(huán)節(jié)的語言訓練，為引出本課的話題-太平洋島國New Zealand作鋪墊，同時使學生事先獲取相關信息。
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: 通過展示圖片與給出線索，使學生在視覺和聽覺上的刺激，自然地導入-新西蘭，再者激發(fā)了學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: 通過兩個的問題的回答，使學生置身于“新西蘭之旅”中，增添了實效性與可操作性。接著提問：Can you tell us the reason why you choose…?引出本文的具體內(nèi)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: 直觀教具使學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 使學生對文章的脈絡更清晰，為下一步找出細節(jié)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: 此類文章信息多，經(jīng)過梳理后并不雜，易于學生掌握關鍵詞，為下步的Retell打好伏筆。
(3) Practice for understanding and word study
在幫助學生理清文章的線索的過程中，仍須處理以下問題：
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?shù)匮由臁?/p>
(4) Consolidation
Retell the passage with the help of the form.( Let the Ss to retell different parts of the text)
Goal: 通過復述使學生注意抓住中心關鍵詞句，提高英語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
要求表演的學生適當加上體態(tài)、表情，做到熱情自然，觀眾學生則根據(jù)他們的表現(xiàn)進行評價：
Goal:
1. 將 “復述”進行包裝, 使學生在原有的Retell基礎上完成得更
2. 在真實的體驗中，即充當導游和游客，滲透了情感因素，激勵學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？”將這個引起大家爭議的話題引入課堂中，是對本課話題的進一步的延伸；通過引導學生積極關注身邊發(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(yǎng)學生課外探究學習的能力，和合作精神；讓學生以演講、短劇等多種形式展示成果，有利于發(fā)揮自主學習語言的能動性。
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的寫作打下基礎。
板書設計：
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)
Goal: 1. 鞏固復習已有的詞匯（形容詞和名詞），并進行準確的搭配。
2. 復習形容詞的構詞法：-y / -ed / -ing / -ous / Num.-n.
3. 限時競賽的形式，可激發(fā)學生的興奮點和好勝心。
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. 學生通過brainstorm活動，快速激活學生的詞匯，提高識記能力。
2. 為下一環(huán)節(jié)的語法訓練打下伏筆。
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法的學習, 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）
一人找出評價的形容詞，partner則說出一個詞組或完整的句子，然后將兩部分連成一句，要求(1) It用做形式主語 (2)句子意思適當。
Goal: 1. 檢測學生正確使用 “It” 做形式主語的的能力。
2. 培養(yǎng)學生在交際中靈活運用詞匯的意識。
3. 開放式的練習，激發(fā)學生的創(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: 學生在語篇中進一步體會 “it”做主語的各種用法。
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: 學生通過以上兩項活動，從粗到細，即從基本框架到細節(jié)信息把握住了范文，知曉“該寫什么？” 和 “怎么寫？”一篇國家或地區(qū)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 sightsEach 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(xiàn)不妥之處；交換，從時態(tài)、單詞拼寫、所用詞匯及內(nèi)容方面進行修改。
Class work: 展示1-2篇優(yōu)秀作文（幻燈機）；推薦1位學生評講。然后教師總結。
Homework:
任務型活動：
要求：
根據(jù)地圖和提示，寫一篇介紹臺灣的短文。詞數(shù)：120左右。
1． 臺灣的地理位置。
2． 臺灣是我過最大的島嶼，面積36,000 平方公里，人口兩千多萬。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． 風景優(yōu)美，氣候宜人，世界各地的游客紛至沓來。
5． 臺灣自古以就是我國的一部分。島內(nèi)絕大多數(shù)居民來自福建、廣東。海峽兩岸人民都有統(tǒng)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(tǒng)一 unit