北侖中學(xué) 鄭靜君
一．教材分析
1．教材內(nèi)容分析
本單元的中心話(huà)題是有關(guān)新西蘭的人文地理狀況。教材以“看地圖，說(shuō)地圖”為切入點(diǎn)展開(kāi)聽(tīng)說(shuō)讀寫(xiě)綜合能力培養(yǎng)的教學(xué)，以“新西蘭的地理，氣候，歷史，資源，畜牧業(yè)，毛利人及風(fēng)土人情等”為載體使學(xué)生接受語(yǔ)言知識(shí)及訓(xùn)練。新西蘭是說(shuō)英語(yǔ)的重要國(guó)家，可就相關(guān)內(nèi)容做深層次挖掘和整理，拓寬其文化視野，增強(qiáng)對(duì)兩中地域及文化的差異的敏感性。
Warming up部分展現(xiàn)在學(xué)生面前的是一幅祖國(guó)地圖，圖中標(biāo)明鄰國(guó)、鄰海、鄰島，要求學(xué)生運(yùn)用英語(yǔ)中方位的表達(dá)方式來(lái)談?wù)摬煌恢�。讓學(xué)生在情景中進(jìn)行語(yǔ)言操練。激活學(xué)生已有的相關(guān)知識(shí)，以此達(dá)到較好的熱身效果
Listening部分是一篇聽(tīng)力材料，涉及“鯨魚(yú)島”。信息零散繁多，呈現(xiàn)了鯨魚(yú)島的位置，地貌，氣候，城市，交通，農(nóng)業(yè)及旅游。為了降低聽(tīng)辯的難度，聽(tīng)前設(shè)計(jì)了一份列表，以增加學(xué)生聽(tīng)力信息的汲取量，提高信息的準(zhǔn)確率。
Speaking部分旨在通過(guò)有關(guān)出生地的方位的對(duì)話(huà)來(lái)鞏固“Expressing location and direction”的語(yǔ)言功能。該部分在設(shè)計(jì)上留有空間，因此可在課堂上進(jìn)行適當(dāng)?shù)耐貙挘箤W(xué)生在真實(shí)的情景中提高口頭表達(dá)的能力和豐富學(xué)生有關(guān)描述“方位”“景點(diǎn)介紹”等的語(yǔ)言。
Reading是一篇介紹太平洋島國(guó)---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(niǎo)類(lèi)資源，居住者及毛利人的歷史。通過(guò)Pre-reading, While-Reading & Post-reading三個(gè)步驟，循序漸進(jìn)地培養(yǎng)學(xué)生各項(xiàng)閱讀技能。
Language study分詞匯和語(yǔ)法兩部分。詞匯部分設(shè)計(jì)了六組描述“l(fā)and” 的名詞與形容詞的配對(duì)練習(xí)，并在此基礎(chǔ)上造句。旨在要求學(xué)生注意名詞轉(zhuǎn)化成形容詞加詞根（后綴）的構(gòu)詞法；培養(yǎng)學(xué)生準(zhǔn)確使用修飾語(yǔ)的習(xí)慣及能力。語(yǔ)法項(xiàng)目是有關(guān)“It”的使用，掌握 “It”(1) 指代時(shí)間、地點(diǎn)、氣候、距離；(2) 作形式主語(yǔ)。在語(yǔ)法訓(xùn)練中，即要注意加強(qiáng)學(xué)生的合作學(xué)習(xí)，又須使機(jī)械操練帶有一定的情景性和生活化。
Integrating skills分為讀、寫(xiě)兩部分。學(xué)生通過(guò)閱讀另一篇有關(guān)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(xué)生根據(jù)此框架進(jìn)行寫(xiě)作，提高學(xué)生寫(xiě)信息內(nèi)容較多的介紹性文章的水平。
Checkpoint通過(guò)學(xué)生自評(píng)方式，幫助他們簡(jiǎn)要總結(jié)本單元語(yǔ)法重點(diǎn)-It的用法。該部分還鼓勵(lì)學(xué)生自己去總結(jié)本單元的重點(diǎn)詞組及表達(dá)。
2．教學(xué)重點(diǎn)和難點(diǎn)
重點(diǎn)：
1. 掌握英語(yǔ)中方位的表達(dá)方式
2. “It” 用作主語(yǔ)(指代時(shí)間、地點(diǎn)、距離及用做形式主語(yǔ))
3. 學(xué)習(xí)及拓展與新西蘭相關(guān)的詞匯和知識(shí)
難點(diǎn):
依照框架恰當(dāng)寫(xiě)作描述國(guó)家或地區(qū)的介紹性文章
二。教學(xué)目標(biāo)
根據(jù)《新課程標(biāo)準(zhǔn)》關(guān)于總目標(biāo)的具體描述，結(jié)合高一學(xué)生實(shí)際和教材內(nèi)容，分語(yǔ)言知識(shí)、語(yǔ)言技能、學(xué)習(xí)策略、情感態(tài)度、文化意識(shí)五個(gè)方面制定相應(yīng)教學(xué)目標(biāo)。
1． 語(yǔ)言知識(shí)
單詞：理解、內(nèi)化、運(yùn)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(xué)習(xí)掌握一些用于描述地點(diǎn)和方位的結(jié)構(gòu)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(yǔ)法：復(fù)習(xí)、掌握：It用做主語(yǔ)(指代時(shí)間、地點(diǎn)、距離及用做形式主語(yǔ))
2． 語(yǔ)言技能
聽(tīng)：捕捉特定信息、抓關(guān)鍵詞（如：地理、氣候、城市、河流、歷史等），聽(tīng)懂一篇地區(qū)或國(guó)家的介紹性文章。
說(shuō)：學(xué)生能熟練掌握與話(huà)題相關(guān)的常用詞匯與表達(dá)，如：如何在現(xiàn)實(shí)生活中就地點(diǎn)和方位進(jìn)行準(zhǔn)確的全方位的表述，同時(shí)使學(xué)生能就話(huà)題較好地完成一些開(kāi)放性話(huà)題，以提高在真實(shí)語(yǔ)境中的英語(yǔ)交際能力。
讀：獲取關(guān)于New Zealand的相關(guān)信息,且進(jìn)行skimming, scanning, careful reading, generalization; inference等閱讀微技能訓(xùn)練。
寫(xiě)：能分層次、分段落地描寫(xiě)一篇國(guó)家或地區(qū)的介紹性文章。
3． 學(xué)習(xí)策略：
學(xué)生能在一定程度上形成自主學(xué)習(xí)、有效交際、信息處理和英語(yǔ)思維的能力。如：培養(yǎng)學(xué)生使用圖書(shū)館、網(wǎng)絡(luò)查閱資料的能力。
4． 情感態(tài)度：
(1) 在有趣的話(huà)題激勵(lì)下，誘導(dǎo)學(xué)生積極參與，充分調(diào)動(dòng)他們學(xué)習(xí)的興趣。
(2) 學(xué)習(xí)新西蘭人文地理狀況，拓寬學(xué)生的文化視野；同時(shí)鼓勵(lì)學(xué)生以滿(mǎn)腔的熱忱在語(yǔ)言情景中激發(fā)愛(ài)國(guó)主義熱情。
(3) 在共同完成話(huà)中國(guó)，介紹寧波風(fēng)景點(diǎn)等任務(wù)的過(guò)程中，加強(qiáng)團(tuán)體協(xié)作意識(shí)。
5． 文化意識(shí)：
增強(qiáng)對(duì)中新兩國(guó)地域及文化差異的敏感性，培養(yǎng)世界意識(shí)；通過(guò)文化地域?qū)Ρ龋由顚?duì)祖國(guó)相關(guān)知識(shí)的理解，增強(qiáng)對(duì)祖國(guó)的熱愛(ài)之情。
三。教學(xué)方法與教材處理
教學(xué)方法：任務(wù)型教學(xué)
1． Pre-task:
引入話(huà)題，激活學(xué)生已有的背景知識(shí)，明確學(xué)習(xí)任務(wù)和任務(wù)完成的步驟， 激發(fā)學(xué)習(xí)英語(yǔ)興趣。
學(xué)生：認(rèn)知處于主動(dòng)狀態(tài)，有完成任務(wù)的強(qiáng)烈愿望。
教師：學(xué)習(xí)的組織者、促進(jìn)者。
2． Task-cycle: 任務(wù)的完成過(guò)程。
學(xué)生：運(yùn)用體驗(yàn)、參與、合作、實(shí)踐、交流、探究等方式進(jìn)行自主學(xué)習(xí)的過(guò)程，發(fā)展聽(tīng)、說(shuō)、讀、寫(xiě)綜合英語(yǔ)技能。
教師：指導(dǎo)者、幫助者、參與者、合作者的角色；引思的過(guò)程。
3． Post-task: 展示成果，交流成果的過(guò)程。
學(xué)生：體驗(yàn)成功和喜悅，自我評(píng)價(jià)、小組評(píng)價(jià)、認(rèn)識(shí)自己、樹(shù)立自信、反思自己、調(diào)控自己。
教師：評(píng)價(jià)者、總結(jié)者；總結(jié)教學(xué)中的成功與不足；發(fā)現(xiàn)學(xué)生學(xué)習(xí)中的問(wèn)題和不足；精講過(guò)程。
四．課時(shí)安排
本單元計(jì)劃為六課時(shí)：Warming up & Listening （1課時(shí)）， Speaking (1課時(shí)) ，Reading (2課時(shí))， Grammar (1課時(shí))， Integrating skills（1課時(shí)）。
Period 1 Warming up & Listening
Step1 Warming up
Goal: 這部分的重點(diǎn)是激活學(xué)生已有的相關(guān)背景知識(shí)，引出本單元的話(huà)題-地理人文，了解學(xué)生對(duì)其的熟練程度，同時(shí)讓學(xué)生操練位置的表達(dá)方式，并在口頭上加以操練。
1. Put the names of the oceans and continents in the right place of the map (class work)
2. Fill in the form( Group work )
How much do you know about China
▲Full country name ______________________
▲Location ____________________________
▲Area _______________________________
□ 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(lì)學(xué)生通過(guò)提示對(duì)祖國(guó)進(jìn)行描述；為引入本單元的主話(huà)題New Zealand作好鋪墊。
3. Ss are demanded to speak out the positions of different places and waters in relation to china and they can look at the map of China. (Group work )
Goal: 充分調(diào)動(dòng)學(xué)生參與教學(xué)的積極性通過(guò)地圖-這一直觀的教具的刺激，使學(xué)生對(duì)掌握的地理知識(shí)進(jìn)行回憶；同時(shí)運(yùn)用已學(xué)的方位（位置）表達(dá)詞組：lies in, lie on, lie to加以操練鞏固。并引入本課的重點(diǎn)---中國(guó)的鄰國(guó)、鄰海和臨近島嶼。
Step 2 Listening
1. Pre-listening:
Show the Ss five pictures of well-known beautiful islands worldwide:
(1) Hainan Island
(2) Caribbean Island
(3) Turtle Island
(4) South Island
(5) Dolphin Island
然后讓學(xué)生小組討論以下問(wèn)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) Why can they attract so many tourists at home and abroad?
Goal: 教師展示五幅著名島嶼的畫(huà)面，并設(shè)置開(kāi)放性問(wèn)題，進(jìn)一步啟發(fā)學(xué)生進(jìn)行口頭描述，旨在從視覺(jué)和聽(tīng)覺(jué)上激發(fā)學(xué)生對(duì)本聽(tīng)力話(huà)題-鯨魚(yú)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(xué)生在首聽(tīng)的過(guò)程中尤其注意捕捉該島的以上特定信息，以養(yǎng)成在進(jìn)行有關(guān)介紹國(guó)家、城市、地點(diǎn)的聽(tīng)力訓(xùn)練中準(zhǔn)確、及時(shí)、第一時(shí)間地汲取這一首要信息的良好習(xí)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(guān)信息后，并在地圖上標(biāo)出是進(jìn)行地理性文章的聽(tīng)力訓(xùn)練的另一重要環(huán)節(jié)。
3）Third listening and answer the Qs in the text and talk about the island(Group work)
Goal: 說(shuō)&寫(xiě)在聽(tīng)力訓(xùn)練中是兩個(gè)不可缺少的環(huán)節(jié)，起著相輔相成的重要作用。
3.Post-listening:
Ask Ss to introduce one of the islands that they are familiar with.
Goal: 能夠運(yùn)用聽(tīng)力材料中的有關(guān)介紹島嶼的句型，進(jìn)行適當(dāng)?shù)耐卣埂?/p>
Period 2 Speaking
Step 1 Pre-speaking
1.Revision: asking and answering （Pair work ）
展示中國(guó)地圖，學(xué)生進(jìn)行提問(wèn)和回答.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 Heilongjiang.
(3) Sa: Where is Qinhai located?
Sb: It’ s in the western part of our motherland.
Goal: (1) 激活學(xué)生思維。
(2) 重溫并引出本課的重點(diǎn)-如何用英語(yǔ)表達(dá)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
Step2 Speaking
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(guò)對(duì)話(huà)的學(xué)習(xí)和操練，學(xué)生能進(jìn)一步熟悉和了解此項(xiàng)語(yǔ)言功能的日常交際用語(yǔ)，為下一步的應(yīng)用、掌握奠定基礎(chǔ)。
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 Ningbo?
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(guò)句型操練，學(xué)生能進(jìn)一步鞏固此項(xiàng)語(yǔ)言功能的日常交際用語(yǔ)。
Step 3 Post-speaking “Welcome to Ningbo!” ( An interview at the travel conference )
Suppose you were a manager of a Travel Service in Ningbo, you are introducing some famous scenic spots at the travel conference.
Ask Ss to think of some scenic spots (class work)
Choose one of the scenic spots and describe it. (group work)
Goal: 1. 培養(yǎng)學(xué)生善于利用各種機(jī)會(huì)用英語(yǔ)進(jìn)行真實(shí)交際。
2. 增強(qiáng)學(xué)生的自信心，豐富的想象力和獨(dú)到的見(jiàn)解。
3. 提高學(xué)生“說(shuō)”- 即語(yǔ)言運(yùn)用技能。
Homework:
Write a short passage about one of scenic spots in Ningbo
Period3&4 Reading
Step 1 Pre-reading
1.Talk about some island countries. ( Pair work )
(Ss may say: Australia, Japan, the Philippines, etc.)
Goal: 引出本課的話(huà)題-太平洋島國(guó)New Zealand作鋪墊,同時(shí)引出相關(guān)信息。
2.Ask: Suppose we’re going to visit New Zealand, what should we know about it?
Ss may say: location, climate, scenery, people (settlers, inhabitants),culture, custom, etc.
Goal:，自然地導(dǎo)入-新西蘭，再者激發(fā)了學(xué)生獲取更多信息的欲望。
Step 2 While-reading
1. Skimming: Look at the map , read the first paragraph and then point out the eight parts ( (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(xué)生更易于知曉該國(guó)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(xué)生對(duì)文章的脈絡(luò)更清晰，為下一步找出細(xì)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 sailors?
(4) When is considered as a national holiday?
Goal: 此類(lèi)文章信息多，經(jīng)過(guò)梳理，易于學(xué)生掌握關(guān)鍵詞，
3. Post-reading
(1) Role play:
Situation-Roles: a guide; three tourists
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
Goal ： 在真實(shí)的體驗(yàn)中，即充當(dāng)導(dǎo)游和游客，滲透了情感因素，對(duì)課文所學(xué)內(nèi)容也有了較好的鞏固。
(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?
Step 3 Post-reading
More information input about New Zealand. ( class work )
Students are asked to find more information related to New Zealand beforehand. Then present them to the class.
Goal: 培養(yǎng)學(xué)生課外探究學(xué)習(xí)的能力和合作精神；在課堂上展示成果，有利于發(fā)揮自主學(xué)習(xí)語(yǔ)言的能動(dòng)性。
Period 5 Language study
Step1 Word study
1.Match competition
Match Column A with Column B correctly
A B
sunny professor
kind-hearted forests
sandy boy
wooded season
knowledgeable skyscraper
naughty lawyer
exciting movie
23-story desert
Goal: 1. 鞏固復(fù)習(xí)已有的詞匯（形容詞和名詞），并進(jìn)行準(zhǔn)確的搭配。
2. 復(fù)習(xí)形容詞的構(gòu)詞法：-y / -ed / -ing / -ous
2．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 different things and combine 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/ bossy manager / timid taxi-driver / shy actor / knowledgeable professor / cold-blooded boss , etc.)
3: buildings
4: books
Goal:. 學(xué)生通過(guò)brainstorm活動(dòng)，快速激活學(xué)生的詞匯，提高識(shí)記能力。
2. Finish Ex on Page 40.
Step 2 Grammar study
Ask : Is it interesting to visit New Zealand? Why or why not?
Goal: 用提問(wèn)的方式導(dǎo)入本單元語(yǔ)法的學(xué)習(xí), 即： “It”的用法。
1.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) Make up sentences using “it” as subject
Goal: 1. 檢測(cè)學(xué)生正確使用 “It” 做形式主語(yǔ)的的能力。
2. 培養(yǎng)學(xué)生在交際中靈活運(yùn)用詞匯的意識(shí)。
3. 開(kāi)放式的練習(xí)，激發(fā)學(xué)生的創(chuàng)造性思維。
Period 6 Integrating Skills ( Reading and writing )
Step 1 Reading
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 tick them
△ 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 other respects are mentioned in this passage?
(Population; culture; language; sports, etc.)
(2) Scanning
a. Find out the main idea of each paragraph and complete the form.
Main Topics
Para.1
Para.2
Para.3
Para.4
b. Second scanning.
Read the passage a second time and write down the words needed in the blanks.
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
Holidays Time:________________ place:_________________________
Goal: 學(xué)生通過(guò)以上兩項(xiàng)活動(dòng)，從粗到細(xì)，即從基本框架到細(xì)節(jié)信息把握住了范文，知道“該寫(xiě)什么？” 和 “怎么寫(xiě)？”一篇國(guó)家或地區(qū)的介紹性文章。
Step 2 Writing
1. Pre-writing
Show pictures of Ningbo-the city in which we live.
Possible topics
(1) Geographic feature and culture
(2) Population and language
(3) Economy ( trade, industry, agriculture ); what it is famous for
(4) Life in spare life and sights
Discuss what to mention in the writing according to the above topics and find out some useful words and phrases .
Goal: 討論后各小組可集思廣益，選出合適的詞或詞組，為寫(xiě)作做詞匯上的準(zhǔn)備。
2. Writing
Ss write about 15 sentences according to the previous discussion.
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(shí)態(tài)、單詞拼寫(xiě)、所用詞匯及內(nèi)容方面進(jìn)行修改。
Class work: 展示1-2篇優(yōu)秀作文（幻燈機(jī)）,然后教師總結(jié)。
Homework:
任務(wù)型活動(dòng)：
要求：
根據(jù)地圖和提示，寫(xiě)一篇介紹臺(tái)灣的短文。詞數(shù)：120左右。
1． 臺(tái)灣的地理位置。
2． 臺(tái)灣是我過(guò)最大的島嶼，面積36,000 平方公里，人口兩千多萬(wàn)。主要城市有臺(tái)北、臺(tái)中、臺(tái)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(fēng)景優(yōu)美，氣候宜人，世界各地的游客紛至沓來(lái)。
5． 臺(tái)灣自古以就是我國(guó)的一部分。島內(nèi)絕大多數(shù)居民來(lái)自福建、廣東。海峽兩岸人民都有統(tǒng)一祖國(guó)的強(qiáng)烈愿望。
New words: 古代 ancient time
南海 South China Sea
臺(tái)灣海峽 the Taiwan Strait
統(tǒng)一 unite