Period 1 Warming up & Listening
Teaching goals
1. To activate students to talk about the geographic information about China.
2. To learn expressions of different locations and directions.
Teaching procedures
Step1 Warming up
1. Put the names of the oceans and continents in the right place of the map (class work)
2. How much do you know about China?
Get the Ss to fill in the form and then check the answers with the whole class.
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 _____________
1
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 )
eg. The East China Sea lies to the east of Zhejiang Province.
Hainan Island lies to the south of Guangdong Province.
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
然后讓學生小組討論以下問題，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?
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
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.
3）Third listening and answer the Qs in the text and talk about the island(Group work)
3.Post-listening:
Ask Ss to introduce one of the islands that they are familiar with.
Period 2 Speaking
Teaching goals
1. To develop students’ ability to describe location and direction.
2. To master some useful expressions of location and direction.
Teaching procedures
Step 1 Pre-speaking
2
1.Revision: asking and answering （Pair work ）
展示中國地圖，學生進行提問和回答.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.
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.
2. Situational practice ( Group work)
(1) Divide the Ss into groups. Get Ss to look at the map of China and describe different cities and provinces
(2)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
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)
Homework:
Write a short passage about one of scenic spots in Ningbo
Period3&4 Reading
3
Teaching goals
1. To enable the students to get to know New Zealand including geography, climate, people, etc.
2. To cultivate students’ ability to search information and build up cultural consciousness.
Teaching procedures
Step 1 Pre-reading
1.Talk about some island countries. ( Pair work )
(Ss may say: Australia, Japan, the Philippines, etc.)
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.
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.
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
b. Read the passage again and finish answering questions in the following form.
4
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?
Step 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
(2) Discussion
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?
(3)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.
5
Homework
Ask Ss to write a short passage about Australia
Period 5 Language study
Teaching goals
1. To learn the word formation(the combination of nouns and the adjectives)
2. To learn the use of “it”.
Teaching procedures
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
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
Step 2 Grammar study
Ask : Is it interesting to visit New Zealand? Why or why not?
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.
6
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
Period 6 Integrating Skills
Teaching goals
1. To learn more about New Zealand
2. To learn to write a description of the country or region
Teaching procedures
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?
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:_________________________
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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 .
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，從時態(tài)、單詞拼寫、所用詞匯及內(nèi)容方面進行修改。
Class work: 展示1-2篇優(yōu)秀作文（幻燈）,然后教師總結(jié)。
Homework:
要求：根據(jù)地圖和提示，寫一篇介紹臺灣的短文。詞數(shù)：120左右。
1． 臺灣的地理位置。
2． 臺灣是我過最大的島嶼，面積36,000 平方公里，人口兩千多萬。主要城市有臺北、臺中、臺南和基隆。
3． 自然資源豐富，香蕉、稻米、茶葉等弄產(chǎn)品馳名中外。
4． 風景優(yōu)美，氣候宜人，世界各地的游客紛至沓來。
5． 臺灣自古以就是我國的一部分。島內(nèi)絕大多數(shù)居民來自福建、廣東。海峽兩岸人民都有統(tǒng)一祖國的強烈愿望。
New words: 古代 ancient time
南海 South China Sea
臺灣海峽 the Taiwan Strait
統(tǒng)一 unite