人教修订版高一下Unit 18 New Zealand
Reading教案

1．教材分析
1．教材内容分析
本单元的中心话题—New Zealand (新西兰)学习新西兰人文地理状况的相关主题。教材以“看地图，说地图”为切入点展开听力、对话、阅读、写作、综合运用的教学，以“新西兰的地理，气候，历史，资源，畜牧业，毛利人及风土人情等”为载体使学生接受语言知识及训练。新西兰是另一说英语的重要国家，可就相关内容做深层次挖掘和整理，拓宽其文化视野，增强对两中地域及文化的差异的敏感性。
Reading是一篇介绍太平洋岛国---新西兰的文章。文章共分四部分，即新西兰的地理位置及城市，新西兰的气候特征，新西兰的旅游及鸟类资源，居住者及毛利人的历史。通过Pre-reading, Reading & Post-reading三个步骤，循序渐进地培养学生略读与查读等阅读技能。同时结合新西兰风土人情、社交礼仪、生活习惯等方面的知识，并用竞赛的方式，激发学生的合作和竞争意识。又有利于培养学生之间的合作意识，促进学科之间的渗透和交融。
Language study分词汇和语法两部分。词汇部分设计了六组描述“land” 的名词与+容词的配对练习，并在此基础上造句。旨在要求学生注意名词转化成形容词加词根（后缀）的构词法；培养学生准确使用修饰语的习惯及能力。语法项目是有关“It”的使用，掌握 “It”(1) 指代时间、地点、气候、距离；(2) 作形式主语。在语法训练中，即要注意加强学生的合作学习，又须使机械操练带有一定的情景性和生活化。
Checkpoint通过学生自评方式，帮助他们简要总结本单元语法重点—It的用法。该部分还鼓励学生自己去总结本单元的重点词组及表达。
本单元课时安排：
The 1st period: Warming up and listening
The 2nd period: Speaking
The 3rd period: Reading
The 4th period: Reading
The 5th period: Language study
The 6th period: Integrating skills
Teaching objectives：
Ⅰ.Teaching Goals:
1.Talk about and China.
2. 3.Learn to use“It”as a subject.
4.Write a description of a country or a region.
一。Learning objectives:
Ability Objects：
1.Develop the Ss’ comprehension of explorative passages ,especially their ability of analyzing the structure of such kind of articles.
2.Offer the Ss chances of self-culture by working in groups and seeking information about New Zealand.
Talk about location and direction.
3．Enable the students to tell theme parks from traditionalamusement parks and give the reasons why theme parks are so popular.
Knowledge Objects:
1.Help the Ss further understand the passage and finish the relevant tasks correctly. And enable the Ss to learn The---ing form used as adverbial.
2.Learn the usages of the following words and phrases: surround, settle, sign, , relation, landscape, cattle, region, agreement, export, agricultural, subtropical, ethnic, mainly;
词组：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：学习掌握一些用于描述地点和方位的结构句式，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.
etc.
3．.And help the Ss learn how to design their own theme parks .
二． Emotional goals：(1) 在有趣的话题激励下，诱导学生积极参与，充分调动他们学习的兴趣。
(2) 学习新西兰人文地理状况，拓宽学生的文化视野；同时鼓励学生以满腔的热忱在语言情景中激发爱国主义热情。
(3) 在共同完成设计“温州旅游资源推介会”、“ 畅所欲言话祖国”、“描画五洲七洋”等任务的过程中，加强团体协作意识。
文化意识：
增强对中新两国地域及文化差异的敏感性，培养世界意识；通过文化地域对比，加深对祖国相关知识的理解，增强对祖国的热爱之情。
Teaching Approaches:
1.Task----based teaching method to finish the teaching assignment.
2.Activity---based teaching class work
individual work
group work
3 .Fast reading to find out some general information .
4.Careful reading to find the details in the passage.
5.Questions and answers for inducing.
6.Inductive method to make the Ss understand the text better.
Teaching difficult points：
1. Seeking information about theme parks.
2．Tell theme parks from traditionalamusement parks and give the reasons why theme parks are so popular.
3．To learn The-ing form used as adverbial.
重点：
1. 掌握英语中方位的表达方式,
2. “It” 用作主语(指代时间、地点、距离及用做形式主语)
3. 学习及拓展与新西兰相关的词汇和知识
难点:
依照框架恰当写作描述国家或地区的介绍性文章

语法：复习、掌握：It用做主语(指代时间、地点、距离及用做形式主语)
Teaching aids(略)。
教材安排
Teaching procedures:
Step 1.Greetings and daily speech.
Step2.Leading in (warming up):
Task 1。Presentation：Goal: 这部分的重点是激活学生已有的相关背景知识，引出本单元的话题—地理人文，了解学生对其的熟练程度，同时让学生操练位置的表达方式，并在口头上加以操练；充分表达学生对祖国的热爱之情。
1. Put the names of the oceans and continen
生词表: