人教版高三英语选修11 Unit 1 New Zealand全单元教案
滕子京-离开雷锋的日子观后感
Unit 1 New Zealand
The
First Period
Teaching Aims:
1. To
encourage the students to get to know more about
New Zealand.
2. To train the students to make
up dialogues.
Teaching Procedures:
Step
-in
1) Ask the students whether they know a
lot about English-speaking countries.
2) Ask
the students to introduce what they have learned.
3) Traveling is really interesting. Now I will
show you some beautiful pictures.
Try to guess
where these pictures are from(New Zealand).Learn
some difficult
words while showing the
pictures of volcanoes, harbors, sand beaches, bay
and so on.
Step g up
Ask the
students what they know about New with a partner
and
decide whether the statements below are
True(T) or False(F).
1)New Zealand is in the
Pacific Ocean to the west of Australia.( )
2)The capital of New Zealand is Auckland.(
)
3)New Zealand is approximately the same size
as the UK.( )
4)There are nearly 40
million sheep in New Zealand.( )
5)There
are more people living in New Zealand than in the
UK.( )
6)About 10% of New Zealanders are
Maori.( )
7)New Zealanders are often
called “Kiwi”after the kiwi bird that lives only
in New Zealand.( )
8)Kiwi birds are
strong flyers.( )
9)There have been humans
living in New Zealand for about 10,000 years.(
)
10)New Zealand has many high mountains.(
)
Step g
Ask the students to make up
some e A acts as a guide and B
acts as a
foreigner,make up some similar dialogues between A
and B.
Step 4 Homework
Ask the students
to look up some information about New Zealand on
the Internet.
Background materials:
Welcome to , a site dedicated to providing
tourism, travel and other information about
New Zealand. Take a Virtual Tour of New
Zealand, visiting Auckland, Rotorua, Wellington,
Christchurch, Queenstown, and other locations
in the North Island, South Island and Stewart
Island. Book tours, activities, sites and
attractions in these tourism & travel locations.
Book accommodation to visit the New Zealand
tourism centers - Rotorua, Taupo, Queenstown
and Wanaka and the major cities Auckland,
Wellington, Christchurch and Dunedin as well as
other New Zealand places. If you need it now
we also have a discounted last minute booking
service that provides web only discounted
rates for New Zealand, and other world wide
destinations, through the Rates To Go service.
For Internet Only special deals on Rental Cars
use our Car Rental Online Booking service.
View slide show Images from New Zealand of
Akaroa, Otago Peninsula, Wellington and more.
Read our NZ Guide Book to explore our
language, culture, history and weather. Our
featured
place, for more New Zealand
information, is Auckland. Auckland is the perfect
place to start your
tour of New Zealand.
The Second Period
Teaching
Aims:
1) To learn the important and useful
words and expressions and have a good
knowledge of New Zealand.
2) To cultivate
the students’ ability of reading comprehension:
skimming,
canning, generalization, inference
and so on.
Teaching Procedures:
-reading
Look at the map of New Zealand and discuss
what you can learn about New Zealand.
Discuss
especially:
latitude and longitude
seas surroundings the country
islands that
make up New Zealand
mountains and mountain
ranges
lowest and highest areas
possible areas for farming
major cities
possible climate
Step g
1. Guessing
If you are the writer of the passage ,what
will you write to introduce the
country---New
Zealand? They may have various answers such as
population, geography,
history, natural
beauty, climate ,agriculture ,culture, life and so
on.
2. Read and answer:
1) Read the whole
text carefully and get the main idea of each
paragraph.
2) Answer some questions.
a.
Which New Zealand island has the most mountains?
b. In which island is there more geological
activity?
c. On which part of the South Island
are you most likely to find sheep farms?
Give
reasons.
d. What part of the South Island had
the most rainfall?
e. Where and when was gold
discovered in New Zealand?
3) Put the
following historical events in order.
A. Many
Maori died from disease or war.
B. Maori
tribes began moving to the North Island and
started to grow
crops.
C. After the Land
Wars, more and more European settlers began
arriving.
D. The British government and the
Maori signed a treaty, which made New
Zealand
the property of Great Britain, but gave the land
to the Maori
people.
E. The first humans
settled in New Zealand.
F. Sealers and whalers
from Europe came to New Zealand.
G. Forests
began disappearing and some animals and plants
became
extinct.
H. War between the Maori
and Pakeha ended with the loss of much Maori
land.
I. Wars began between tribes.
Step ge points:
1. range: n. 排，行，一系列 a
range of buildings
范围，幅度 a
wide range of choice
Phrases: at
longshortclose range 在远近距离
beyond
the range of 超越„范围
out of one’s
range某人达不到的，在某人知识范围以外的
vt. 使成行，排列 The
teacher ranged his students along the path.
vi.位列，分布，涉及 He ranges with among the great
poets.
This plant ranges from France
to Italy.
2. carve: make or form by or as if
by cutting 雕刻,切开
statue was carved by
John.
He carved his initials on the tree
trunk.
The marble was carved into a statue.
3. extinct: adj.已灭的,灭绝的,断绝
an extinct
volcano 死火山 an extinct species 绝种的物种
We
expect the tribe to become extinct in the near
future.
extinction: un.熄灭,绝种
The
extinction of the lights left the room in
darkness.
灯火熄灭使房间陷入一片黑暗.
Apes are in
danger of extinction.猿猴有灭绝的危险.
4. wipe out
清除,垮台
wipe up消灭,揩干
wipe off擦去,购销(债务等)
wipe down把„上下揩干净
5. take over接管
take
apart拆开
take away拿走,夺走
take down放下,记下
take in吸收,领会,理解,欺骗,
take up占据,开始,着手做某事
take out拿出
take off起飞,(产品等)大受欢迎,匆忙离开
6. worse still 更糟的是
what is worse
to make matters worse
Step 5 Discussion
1. On which island would you expect there to
be more people?Give at least two
reasons.
2. What changes happened that caused the Maori
people to be become more
warlike?
3. In
what ways was the arrival of the first Europeans a
disaster for the Maori
people?
4. What
kind of changes to the land do you think happened
after Europeans
started arrived?
Step 6
Homework
Try to revise what you have
learned and retell it.
The
Third Period
Teaching Aims:
1. To train
the students’ listening and speaking abilities.
2. To express themselves in English.
Teaching Procedures:
Step ing
1) Play
the tape and pay attention to your pronunciation
and intonation.
2) Listen to her talk and
answer True (T) or False (F) to the questions
the statement is wrong, correct it.
a. While
New Zealand is only slightly smaller in area than
the UK,it has
a much smaller population.
b. Most of New Zealand’s population live in
towns and cities because most
of the land is
farmland, mountains or forest.
c. Because New
Zealand sells so much meat, dairy products and
wool to other
countries,there are many people
working on the land.
d. New Zealand is a
country that has a unique ethnic people are
from more than one racial background.
e. In the next part of Kim’s talk, she
is going to talk about when and
where the
people of New Zealand originally came from.
Step ce
Listen again to the first few
sentences and pay attention to the way Kim
pronounced differently from British or
American speakers?
I start New
Zealand surprising that area
Than compare with light parts
houses
Step ng Task
1) In groups,make
a table to list information about NZ and your part
of
what ways are they similar and how are
they different?
New Zealand
My area
Only 4 million people
Over„„.people
Many mountains
2)
Report to the class .Listen to the reports from
other you disagree
with any of the
answers,express your opinion and give reasons.
Step rk After class ,give them more listening
materials to practice.
The fourth period
Teaching Aims:
1. To
have a deep understanding of passage.
2. To
arose students’ interests in learning the passage
and evoke
their enthusiasm in discussion and
communication.
Teaching Procedures:
Step -in
We have learned a lot about
New Zealand. Perhaps you can not retell it in
I want you to read the passage aloud and then we
will have an
interesting activity. First,I
need three students to help e they are
from
they are to hold a travel conference in Beijing to
introduce their own person is is the Heading
of
the Travel Conference and the third one is
a historian.
The rest students will be the
reporters or travel lovers from China or other
can ask any questions about New Zealand.
Step g
Read the text from the Internet on
the next is about traveling in
NewZealand,but
the headings for each section are the letters
A—E beside the headings below to show where
they all headings
are needed.
1. What’s
the best way to travel around New Zealand?
2.
What’s the best time to visit?
3. What is the
weather like?
4. Is New Zealand safe to travel
in?
5. What do I do about accommodation?
6. How long should I stay?
7. Why travel
to New Zealand?
8. Can I hire a car?
Step ge points:
1. access: UN.接近,通路,接近的方法
He is a man of difficulteasy access.
他是难以容易接近的人.
Getgainobtain access
to„得以接近,进入,会见或使用
He couldn’t get access to the
classified information.
他无法接近那份机密情报
give
access to 使能接近(接触)
have access to能接近
I
have access to his library.
Only high
officials have access to the president.
Within
easy access of„在容易去到„.的地方
accessible:
adj.可接近的,可使用的,可以得到的,易于了解的
She is not
accessible to strangers.
These documents are
not accessible to the public.
This book is
easily accessible to the young reader.
2. get
aroundround 四处走动，传开，回避
get about 传开，四处走动
get across通过，被理解
get through通过，到达，办完，做完
3．handy: adj.熟练的，手灵巧的，便利的，在手边的
He’s very handy with a computer.
She ’s handy at making dresses.
This tool is very handy.
Keep the
dictionary handy.
Come in handy
派得上用场
3．cater:.备办酒席，承办酒席，提供食物
cater for .:为某人提供适合某人需要
We also cater
for weddings and banquets.
Step 3. Writing
task
Use the following information
to write a letter to travel New Zealand.
Your relatives or friends need your want to take
a holiday in New
scheldule will only allow
them to spend one week in New Zealand and
they
want to do ad much as plane will arrive in a
list
of the things which you think will
interest a letter for them to Travel
New
Zealand explaining what they are interested in and
asking for information about
the best places
to go and what kind of accommodation is available.
Step Homework
Revise what you’ve learned
in this unit.