1、 New Zealand Period3 Reading一 教学目标1语言知识单词：理解、内化、运用以下生词- surround, settle, landscape, agreement, subtropical, voyage, mainly; 词组：lie in/to/on/off, take possession of, sign an agreement, make up, be surrounded by功能：学习掌握一些用于描述地点和方位的结构句式，如： New Zealand is an island that lies off the eastern coast of Aus
2、tralia. New Zealand is surrounded by the Pacific Ocean to the north and east, and the Tasman Sea to the south and west. Wellington lies on the North Island.“It” 用作主语(指代时间、地点、距离及用做形式主语)2语言技能获取关于New Zealand的相关信息,且进行skimming, scanning, careful reading, generalization等阅读微技能训练。二 教学方法采用 “PTP” 自主学习立体模式。（Pr
3、e-task- Task-cycle- Post-task）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。Post-task: 展示成果，反馈学习情况。三 重点和难点 培养和提高学生的阅读技能四 教具 1 录音机 2 计算机辅助教学五 教学步骤Step 1 Pre-task1.Talk about some island countries or areas. ( Pair work ) (Ss
4、 may say: Hainan island , Taiwan island ,Australia, 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 pictures of New Zealand. let the Ss to get some clues of New Zealand: near
5、est country to Australia, national flag , cattle farming. Goal: 通过展示图片与给出线索，使学生在视觉上的刺激，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-cycle1. Pre-reading (1) Make a choice: Suppose were 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 l
6、ong 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) Present new words2. While-reading (1) Skimming:
7、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。
8、 (2) Scanning Divide the whole passage into four parts. Para1: Geographical feature and cities. Para2: Climate Para3: Landscapes Para4: Earliest settlersMaori Goal: 使学生对文章的脉络更清晰，为下一步找出细节作好铺垫。 (3) Careful readinga. Read the passage again and finish answering questions in the following form. Par.Main
9、IdeaDetailed Information1Geographical feature and citiesDescribe the location of the lands, seas and cities in relation to New Zealand.2Climate(1) Whats the main type of climate ?(2) What are the seasons like?3What landscapes can we see in NZ?(1) What can we see near the coastline?(2) Where can we s
10、ee volcanoes and hot springs?(3) Whats NZs national bird?4history(1) What was NZ called 100 years ago?(2) What did they bring in to NZ when they settled ?(3) 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和判断题打好伏笔。b. True or False questions. Goal:加深学生对细节的理解. c.
11、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 No
12、rth 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. Whats 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
13、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. Goal: 帮助学生更好地猜测词义，准确理解文章，并在课文的基础上适当地延伸。d. Liste
14、n to the tape with the books closed Goal:加深对全文的整体印象同时锻炼听的能力 3. Post-reading 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。 Step 3 Post-task(1) Role play: SituationRoles: a guide ( with a small flag
15、 ); 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LanguageEye ContactSmileBody MovementOther Facial Exp
16、ression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 questionSuppose 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
17、 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。Step4 Homework1 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, Cap
18、tain 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:(选做)Topic- Similarities between New Zealand and
19、 (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 IdeaDetailed Information1Geographical feature and cities Location_ Consists_Waters in relation to NZ_Cities_ Capital_ 2ClimateClimate _Coldest season_ Warmest season_3What landscapes can we see in NZ?Sights_National bird_4Earliest settlersMaori/EuropeansPersons discovering NZ:_版权所有：高考资源网()
