----- designed by Ju Weiyan
Gangdu Middle School
I. Teaching Goals
1. Talk about New Zealand
2. Talk about location and direction
3. Learn to use “It” as Subject
4. Write a description of a country or a region
II. Target Language
1. Daily Expressions in Communication : Space (Location & Direction)
It is to the east/west/south/north of…
It is in the east/west/south/north of…
It is on the east/west/south/north of…
It is in the eastern/western/southern/northern part of…
It is in/to the northeastern/northwestern/southeastern/southwestern Sichuan.
The East China Sea lies to the east of Zhejiang Province.
Hainan Island lies to the south of Guangdong Province.
He is from Weihai, a city in northeastern Shandong.
Weihai lies about 90 kilometers east of Yantai.
Wellington ,the capital city, lies on the North Island
2. Vocabulary
1) fisherman, great-grandfather, northeastern, great-grandmother, central, coast, surround, mild, bay, harbour, volcano, spring, heat, surface, rat, settle, settler, mainly, voyage, possession, bold, paragraph, grassland, mountainous, surprising, secretary, refer, percent, wedding, conference, relation, agricultural, cattle, export, lamb, ship, sail, cottage, seaside ,
camp,despite -----(four-skill words)
2) Winfield, Tasman Sea, Wellington, Auckland, Christchurch, Queenstown, subtropical, landscape, kiwi, Maori, Aotearoa, Polynesia, Dutchman, Abel Tasman, heading, location, grassy, rocky, sandy, hilly, marae, burial, region, ethnic ------(three-skill words)
3) in relation to, on your father’s side, take possession of, make up, go sailing, go camping, refer to, off the coast, be famous for, more than, stay with, turn to, of high quality, known to, honour sb. for sth. --------(expressions)
3. Grammar ------ The use of “It” as Subject
“It” can be used in the subject position to stand for the infinitive or a clause.
1) It is interesting to visit New Zealand.
2) It is too bad that you missed the train.
Impersonal “It” can be used to talk about time , date, distance or weather.
3) It rains a lot in New Zealand.
4) It is some 3,500 kilometers from Polynesia to New Zealand.
5) It was getting dark.
6) It is April 1st today.
4. Key sentences
1) New Zealand is an island that lies off …P38
2) It is made up of two large islands: … P38
3) It is about the same size as Japan. P38
4) The North Island is famous for…P38
5) New Zealand has a population of about…P41
6) Since the mid-1980s growing numbers of Asians…P41
7) New Zealand wine is of high quality…P42
8) Despite the fact that New Zealand is so far away, ties have existed …P104
9) He came to China in the 1920s and first worked in Shanghai where he worked on creating better working conditions in factories. P104
10) In 1977 the Chinese government honoured him for his work helping the Chinese people for more than 50 years. P104
III . Teaching Time:
Five periods
Period I
Teaching Aims:
1. Learn to describe location and direction.
2. Do some listening practice.
3. Improve the students’ speaking ability by talking.
Teaching Important Points:
1. Train the students’ listening ability.
2. Master the expressions describing location and direction.
Teaching Difficult Points:
1. How to improve the students’ listening ability.
2. How to finish the task of speaking.
Teaching Methods:
1. Listening-and-choice activity to help the students go through with the listening material.
2. Individual, pair or group work to make every student work in class.
Teaching Aids:
1. a tape recorder
2. a computer
Teaching Procedures:
Step I . Lead-in
Show a map of China on the screen and get the students to tell the locations of the regions on the map. Show the following notes on the screen.
There are 23 provinces, 5 autonomous regions,4 municipalities, and 2 special administrative regions in China. Some Chinese provinces have an English name. They are Inner Mongolia(Neimengu), and Tibet(Xizang). Other English names were: Peking, Canton ( both Guangdong and Guangzhou) and Amoy(xiamen). But these English names are no longer used.
Step II. Warming Up
Let the students look at the map of China with countries, seas, islands beyond China. Show the students the names of the countries neighbouring China as well as their directions in relation to China. And then get the students to describe the locations of them. Do the same with seas, islands beyond China. Show the following notes on the screen when the students describe the positions of the islands.
The English phrasal verb “ lie off ” is only used to say that a smaller island lies off the coast of a mainland. We can say that Taiwan lies off the coast of China or Fujian but we cannot say that China lies off the coast of Taiwan.
Show the students a map of the world on the screen and get them to find out at least five islands on it and describe where they are.
Step III . Listening
P37. Ask the students to listen to the tape and look at the map of Dolphin Island.Complete the map with information from the tape. Then listen to the tape again and choose the answers to complete the sentences. And then check the answers by letting the students do the listening exercises on the screen.
At last , show them the listening text on the screen with key sentences
emphasized.
Step IV . Speaking
Work in pairs and talk about the birthplaces of your family members. Go through with the useful expressions on the screen before talking about it. Get the students to make up new dialogues according to the one in the book. After a while, ask some pairs to act the dialogues out before the class.
Step V Consolidation
Do an exercise to consolidate what has been learnt so far. Ask the students to look at the screen, translate English into Chinese and Chinese into English. Write the answers on a piece of paper. Collect them a few minutes later.
Exercise
1.San Francisco lies in the west of the USA.
2.East of the mountain is a large lake.
3.Shanghai lies in the east of China.
4.There are fruit trees on the north bank of the river.
5.河北省在中國的北部。
6.這個城的北面有一條鐵路。
7.中國位于亞洲的東部。
8.這湖的東邊有兩座城鎮。
Step VI . Homework
Do Ex. (P102) Talking
Period II
Teaching Aims:1. Train the students’ reading ability.
2. Let the students learn something about New Zealand.Teaching Important Points:
1. Improve the students’ reading ability
2. learn about New Zealand’s geography, climate, natural beauty and history.
Teaching Difficult Points:
How to help the students understand the text better.
Teaching Methods:
1. .Fast reading to find out the general idea of the text.
2. Question-and-answer activity to help the students to understand the detailed information in the text.
3. Individual or pair work to make every student work in class.
Teaching Aids:
1. a tape recorder
2. a computer
Teaching Procedures:
Step I . Revision
Check the answers to the Ex. Talking on P102 .
Step II . Lead-in
Show the students the posters of The Lord of the Rings on the screen. Ask who the director is and where he is from.(Peter Jackson from New Zealand).
Step III . Presentation
Show the students a map of the world and ask them to point out New Zealand and find another island about the size as it. (Japan)
Tell the students something about New Zealand by showing information on the screen, including the national flag, the national emblem and anthem (God defend New Zealand ) let them listen to it.
Step IV . Fast Reading
Ask the students to read the passage quickly and find out the best heading of each paragraph. Check their answers by doing a matching exercise on the screen. Para. 1 ---Geography, Para. 2 --- Climate, Para. 3--- Natural beauty, Para. 4 --- History.
Step V . Reading
Read the passage carefully paragraph by paragraph.
Let the students read the first paragraph again carefully and find out detailed information. Help the students describe the location of the following lands, seas, and cities (Pacific Ocean, Tasman Sea, Wellington, Auckland, Christchurch) in relation to New Zealand on the map on the screen. And then show the students some pictures of the cities.
Go on with the second and third paragraph. Help the students to tell something about the climate and natural beauty in New Zealand by showing information on the screen. Show some beautiful pictures of seas, beaches, harbours, mountains, volcanoes, hot springs as well as equipment making electricity, a kiwi (the national bird), kiwi fruits and silver fern (the national flower).
Paragraph 4 , ask the students to read Paragraph 4 and find out the information about the following numbers on the screen : 1000,1421,1642,1769,1840,Feb.6.
Then get the students to tell the detailed information in relation to the numbers with the help of the hints on the screen.
Notes : An Agreement---Treaty of Waitangi (New Zealand’s Founding Document) It is an agreement between the British Crown and Maori. It established British law in New Zealand, while at the same time guaranteeing Maori authority over their land and culture.
National Day----February 6.
Step VI Consolidation
Let the students act as tour guides to introduce New Zealand by playing the powerpoint again as a guide. The students have a few minutes to prepare for it.
Then ask four students to introduce New Zealand in the four topics. The first student---geography, the second student---climate, the third student---natural beauty, the fourth student---history. After that, show the students a chart of the outline of the passage and get the students to retell the passage in their own words.
Step VII Homework
Do the exercises in Post-reading.
Read the passage.
Period III
Teaching Aims:
1. Practise and consolidate the words describing weather and land.
2. Revise and learn the use of “it”.Teaching Important Points:
1 The usage of “it” used in the subject position to stand for the infinitive or a clause.
2 The usage of “it” used to talk about time, date, distance, or weather.
Teaching Difficult Points:
1. Help the students master the following sentence structure: It is/was +n./adj.+ infinitive/clause.
2. How to use “it” correctly.
Teaching Methods:
1. Discussion method to help the students consolidate the words and combine them to form sentences.
2. Inductive method to help the students master the use of “it”
3. Individual or pair work to make every student work in class.
Teaching Aids:
1. a tape recorder
2. a computer
Teaching Procedures:
Step I . Revision
Check the answers to the Ex. in Post Reading.
Ask the students to retell the passage of New Zealand.
Step II .Word Study
Get the students to recall the nouns describing the weather. Then show them a word web on the screen.(rain/rainbow, sun/sunshine, wind, temperature, thunderstorm, ice, snow). Ask the students to make sentences with these words. Do the same with the adjectives describing the weather and the nouns /adjectives describing the land. Encourage the students to be as creative as possible
Step II . Grammar
Show the students the following sentences on the screen.
It is made up of two large islands.
It rains quite a lot.
It is New Zealand’s national bird.
It is about 3,500 kilometers from Polynesia to New Zealand.
It is April 21st today.
It is interesting to visit New Zealand.
It is a good thing that New Zealand helps the Maori to keep their own language and culture.
Ask the students to find out what “it” in each sentence refer to and the use of “it”.
Make a summary:
The use of “it” as subject.
“It “ can be used to stand for what’s mentioned above.
Impersonal “it” can be used to talk about time, date, distance or weather.
“It” can be used in the subject position to stand for the infinitive or a clause.Get the students to rewrite the sentences on the screen with it is …to do…and it is …that…
Example: To miss the train is too bad.
----- It is too bad to miss the train.
You missed the train? That’s too bad.
----- It is too bad that you missed the train.
Get the students to answer the question on the screen using the words in the brackets.
Example: How soon will they discover John has left? ( a matter of time)------ It is only a matter of time before they will discover that John has left.
Step III . Practice
Get the students to practise the use of “it” by playing a game so that the students will take an active part in practice. Let the students choose their lucky numbers on the screen and each number connects a sentence for the student to rewrite the sentence using “it”.
After that ask the students to discuss Ex. 1 and Ex.2 on Page 103 in the workbook with their partners. A few minutes later, check the answers with the whole class.
Step IV HomeworkDo Ex.3 on Page 104 in exercise books.
Prepare for Reading in Integrating skills.
Period IV
Teaching Aims:
1. Do some reading and writing practice to improve the students’ integrating skills.
2. Do some exercises to consolidate the use of “it”.
3. Learn how to write a description of a region or country.Teaching Important Points:
1. Improve the students’ integrating skills.
2. Help the students master the use of “it” better.
Teaching Difficult Points:
1. How to improve the students’ integrating skills.
Teaching Methods:
1. Asking-and-answering activity to go through with the reading material.
2. Individual or group work to train the students’ writing ability.
Teaching Aids:
1. a tape recorder
2. a computer
Teaching Procedures:
Step I . Revision
Check the answers to Ex.3 on Page 104 in Workbook.
Get the students to translate the sentences on the screen into English. The students have a few minutes to prepare it, and then ask some students to give the answers. Help them if necessary.
1.獨自一人去森林旅游是危險的。It is dangerous to travel alone in the forest.2.他是否會接受那個工作還不知道。It is unknown whether he would accept the job.3.同他談話沒有用。 It is no use talking to him.4.很高興再次見到你。It is nice to see you again.5.他沒來很奇怪。It is strange that he didn’t come.
Step II Fast ReadingGet the students to read the text about life in New Zealand quickly, and then answer the following questions on the screen.
1.What is the official language in New Zealand?
2. For the Maori, what are special days called?
3. When someone dies, why does all the relations come to the marae?
4. Why is New Zealand thought to be an important agricultural country?
5. Why do New Zealanders love sports?
6 When are the school main holidays?
After that, get the students to find out the heading of each paragraph.
Paragraph 1 population and language
Paragraph 2 culture of the Maori
Paragraph 3 burial service o the Maori
Paragraph 4 agriculture and life style
Step III ReadingLet the students read the passage to get detailed information, and then do some exercises.
Choose the best answers.
1.From the passage we can figure out Maori people are about _____ more than Asians living in New Zealand.A. 532,000 B. 304,000
C. 340,000 D. 228,000
2. In New Zealand, a public servant may offer services ______ .A. in many languages B. only in English
C. only in Maori D. either in English or in Maori
3. Maori people believe that _____A. not all the people have spirits. B. one’s spirit will never leave his body.
C. one’s spirit will not die when he dies.
D. one’s spirit will disappear the moment he is dead.
Step IV Consolidation
Divide the class into groups of four and help the students to talk about New Zealand’s population, agriculture and sports. A group can choose one of the topics.
Step V Writing
Read the passage again. Then according to the passage, try to write a short description of the Chinese province or region in which you live. Look at the screen before writing.
How to describe a country or a region
First paragraph the population, ethnic groups and the languages
Second paragraph the culture of one or more ethnic groups that are nativeThird paragraph the agricultural products that the place is famous for.Fourth paragraph things people like to do in their free time in that place.
Get the students to work in groups and discuss what they will write about the region where they live according to the information on the screen. One of the group needs to take notes. Help them if necessary. Few minutes later, get some of the students to tell the class what they will write about. Then get the students to write a brief description of the region they live in by themselves, and then exchange the writing with others to correct the mistakes in it. At last, rewrite it in the exercise book.
Step VI Homework
Write a short passage about one of your favourite places in the exercise book.
Review useful expressions in this unit.Period V
Teaching Aims:
1. Do some exercises to consolidate useful expressions in this unit.
2. Do some listening to improve the students’ listening ability.
3. Do some reading practice to improve the students’ reading ability.Teaching Important Points:
1. Improve the students’ integrating skills.
2. Help the students master what we learnt in this unit.
Teaching Difficult Points:
How to improve the students’ listening and reading skills
Teaching Methods:
1. Listening-and-choice activity to help the students go through with the listening material.
2. Asking-and-answering activity to go through with the reading material.
Teaching Aids:
3. a tape recorder
4. a computer
Teaching Procedures:
Step I. Revision
Dictate some useful expressions: be made up of, be surrounded by, make electricity, take possession of, sign an agreement with …, refer to, in relation to, compare … with …, stand for, take place, turn to, prepare for. Teacher says them in Chinese, and the students write them in English.
Then get the students to look at the screen. Complete each sentence by filling the blank with a right phrase from the dictation. Some phrases may not be used.
Step II. Listening (workbook)
P101 Listening. Tell the students that a Chinese student named Lily who studies at Auckland University, a famous university in New Zealand. Listen to the tape carefully. The content is about the interview in which Lily is talking about her experiences and her life in New Zealand. Let the students look at the sentences on the screen and decide which is true after listening for the first time.
Play the tape again. This time get the students to answer the questions in Ex.2 as well as checking the answers in Ex.1. Then ask several students to read their answers. Show the correct answers on the screen.
Listen to the tape for the third time. Lily says that New Zealanders have a different way of enjoying themselves in their free time. Ask the students to make a list of different activities by filling in the chart (Ex.3) on the screen.
Step III. Reading
P104. Reading. Let the students guess the meaning of the title in Chinese(工合).Play the tape for the students to follow and find out what Gung Ho is. And then get the students to do the exercises (P105) on the screen.
Step IV. Carefully Reading
Get the students to read the passage again and for better understanding, ask the students to divide the history of friendly relations between China and New Zealand into periods, and make clear how Chinese people and kiwis benefited from the relation.Period 1 Gold rush: Chinese people went to New Zealand to make their fortune.
Period 2 War: New Zealanders came to China and helped Chinese people win the war.
Period 3 Past 10-15 years: Chinese people study in New Zealand
Notes:
China established diplomatic relations with New Zealand in December22,1972.
Ask the students to find out the difficult language points in the passage and explain them to the students.
Step V. Debate
Ask the students if any of their former classmates are studying abroad now. then get them to hold a debate.
Pros: It is good for teenagers to study abroad.
Cons: It is not good for teenagers to study abroad.
Encourage the students to express their opinions freely.
If time is limited, ask the students to do it as an extracurricular activity.
Step IV. Homework
Go over this unit.Preview Unit 19