New Zealand (Reading)

时间：2022-12-27 03:35:52 作者：久啊久综合材料收藏本文下载本文

“久啊久”通过精心收集，向本站投稿了6篇New Zealand (Reading)，今天小编在这给大家整理后的New Zealand (Reading)，我们一起来阅读吧!

目录
第1篇：New Zealand (Reading)第2篇：The Maori of New Zealand第3篇：Unit18 New Zealand第4篇：unit 18 New Zealand第5篇：Unit 18 New Zealand第6篇：Unit 19 New Zealand

篇1：New Zealand (Reading)

-The First Period

（浙江永康明珠学校高一外语组金建良）

Analysis of the Text:

This text is a piece of expositive passage. It is typical of the way countries or regions are described. Students should study the structure of the passage and learn to write similar passages, as nearly all descriptions of countries will follow this pattern. The passage is about New Zealand including geography, climate, natural landscapes and history. Students ought to improve their cultural awareness and promote exchange of different cultures by have a good knowledge of New Zealand. What’s more, students should also develop their reading ability ,increase their awareness of cooperation, improve their tactics in learning and so on.

Teaching Aims:

1. To learn the important and useful words and expressions and have a good knowledge of New Zealand (knowledge object)

2. To cultivate students’ ability of reading comprehension : skimming, scanning , generalization, inference and so on

and enable them learn to read and write descriptive passages (ability object)

3. To strengthen and develop their awareness of foreign cultures

or western cultures and promote exchange of different cultures

(object of cultural awareness)

4. To stimulate their interests and foster their self-confidence, the spirit of cooperation (object of emotion and attitude)

5. To improve their tactics in learning such as taking notes, seizing the chance of speaking, searching the internet for further information

(object of tactics )

Important Points :

1. To learn the important and useful words and expressions

2. To have a good knowledge of New Zealand including geography, climate, natural landscapes and history

3. To encourage students to get to know more about New Zealand by discussion and communication on the base of comprehension of the text.

Difficult Points:

1. To pronounce some difficult words ( place names, names for persons and so on ) correctly and understand some difficult sentences

2. To have a deep understanding of the passage

3 To arose students’ interests in learning the passage (lead in )and evoke their enthusiasm in discussion and communication (travel conference)

Teaching Methods: Task-based Language Teaching

Teaching Aids: multimedia tools

Teaching Procedures:

Task 1 Talk About Traveling

Activity1: Warming up

Look at the picture: Three people are traveling in the mountains. The picture is really beautiful. You can see the beautiful flowers, green grass, and you can even hear the wonderful sound of the running water. So, do you like traveling? Are you happy and excited when traveling?

Activity 2: Experiences sharing

Since you love traveling so much, would you like to share your travel experiences with us?(Where have you been? what about it?)

Task 2 Appreciate Pictures and Lead in

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

Task 3 Generally Understand the Passage

Activity1: Guessing

If you are the writer of this 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. Show them on the screen)

Activity2: Listen and answer

Listen to the tape and answer the following question: What are talked about in this passage?(Answer: geography, history, natural beauty, climate)

Activity3: Match each paragraph with the best heading

Paragraph1 geography. Paragraph2 climate. Paragraph3 natural beauty . Paragraph4 history

This is also a typical way to introduce a country

Task 4 Further Understand the Passage

Now we have a general idea of the text. However, we still do not understand why the country is so attractive, charming and beautiful. So, let’s go on to learn more about it. O.K?

Activity1 : Filling in the following form

Read the passage again and read it carefully .Then fill in the following form and try to further understand the text

Items

Detailed Information

Geography

Location: lies off ,be made up of ,surrounded,

Cities: Wellington , Auckland , Christchurch, Queenstown

Climate

Type : mild sea climate, subtropical(north ) Seasons :warmest months (12-2) coldest (6-8)

Natural

Beauty

The coastline: deep blue, bay, harbor, sand beaches

Natural landscape: green hills and mountains, dead volcanoes

the North Island: hot springs, heat make electricity

Animals & plants: kiwi, national bird

History

1000 years ago: the Maori , Aotearoa, Polynesia .3,5ookm, settled

Around 1421: Chinese sailors, one of their voyages

In 1642 : the Dutchman Abel Tasman, named , New Zealand

In 1769: Captain James Cook , took possession of ,

By 1840 2,000 Europeans , mainly British,

On Feb 6: Signed an agreement, celebrated, national holiday

Notes: The underlined parts are the new words or phrases .when filling in the form show the pictures of New Zealand Map, bays, harbors, hills and mountains, Kiwis, location of Polynesia in the Map of 0ceania, Maori village and their celebration of National Holiday

Activity2: Sentence understanding

Para1 Sentence1 (lie off) Sentence2(be made up of).

Para3 Sentence5(non-restrictive attributive clause).

Para4 Sentence4(non-restrictive attributive clause, ”which” means the distance from Polynesia to New Zealand)

Para5 the last Sentence(restrictive--attributive clause. who)

Task 5 Have a travel conference in Beijing to introduce New Zealand

Activity1: Reading

We have learned a lot about New Zealand. Perhaps you can not retell it in English. So I want you to read the passage aloud and then we will have an interesting activity.

Activity2: Travel Conference

First, I need three students to help me. Suppose they are from New Zealand. Now they are to hold a travel conference in Beijing to introduce their own country. One person is a geographer. One 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 countries. They can ask any questions about New Zealand

Task 6 Think and Reflect

Ask students to think: Is it enough just to know our own country and ourselves? Why?

Answer: We should learn not only about our own culture, but also others

Summary:

We’ve known much about New Zealand(geography, history, natural beauty, climate)and we’ve learned some difficult words and sentences(above).Besides, we should also learn to absorb the rich culture from other counties. In addition, we must learn to cooperate and seize every opportunity to improve our English .

Homework:

1. Search the internet to look for more information about New Zealand

2. Plan a picture exhibition by downloading the pictures from the internet or copying the pictures from books

3. Write a passage to introduce China by imitating the text

Blackboard Designing

New Zealand

Paragraph1 geography

Paragraph2 climate This is a typical way to introduce

Paragraph3 natural beauty a country or a region

Paragraph4 history

Items

Detailed Information

Geography

Location: lies off ,be made up of ,surrounded,

Cities: Wellington , Auckland , Christchurch, Queenstown

Climate

Type : mild sea climate, subtropical(north ) Seasons :warmest months (12-2) coldest (6-8)

Natural

Beauty

The coastline: deep blue, bay, harbor, sand beaches

Natural landscape: green hills and mountains, dead volcanoes

the North Island: hot springs, heat make electricity

Animals & plants: kiwi, national bird

History

1000 years ago: the Maori , Aotearoa, Polynesia .3,5ookm, settled

Around 1421: Chinese sailors, one of their voyages

In 1642 : the Dutchman Abel Tasman, named , New Zealand

In 1769: Captain James Cook , took possession of ,

By 1840 2,000 Europeans , mainly British,

On Feb 6: Signed an agreement, celebrated, national holiday

Reflection after Teaching:

1. Teaching effects and class atmosphere are very good as their interests and enthusiasm have been greatly stimulated.

2. If I ask students to have a competition when filling in the form, the effect will be much better. That means we should design some

tasks which are suitable for their psychological characters.

3. Control and distribute the time carefully in each task

4. How to further understand texts needs discussion and exploration

篇2：The Maori of New Zealand

科目英语

年级高三

文件 high3 unit19.doc

标题 New Zealand (新西兰)

章节第十九单元

关键词高三英语第十九单元

内容

一、教法建议

【抛砖引玉】

同学们通过阅读课文“The Maori of New Zealand”和“New Zealand”可以了解毛利人的历史和新西兰的史地及风土人情。

单元双基学习目标

Ⅰ. 词汇学习

rat , sweet potato , lamb , apart from , hot spring , rainfall , quality , hilly , seaside , flightless , New Zealander , Oceania , be related to

Ⅱ. 交际英语

Giving advice and making suggestions (表达建议)

1. You’d better not…

2. You need to do …

3. I think you should do … / You ought to do…

4. I suggest that you should do…

5. Let’s do…

6. Shall we … ?

7. What / How about … ?

8. Why not … ?

9. Why don’t you …?

10. I think it would be a great idea to do … .

11. May I suggest doing … ?

12. Would you like to do … ?

13. Have you considered doing … ?

Ⅲ. 语法学习

在本单元同学们要复习和归纳句子的成分 -- 宾语补足语的用法。另外，对测试中常见的从属连词的多义性进行归纳。如as可以从下面几个角度测试：

1 . 表示时间，意思是“当……的时候，随着”。例如：

I met John as I was coming home .

As a young man , he joined the army .

2 . 表示原因，意思是“由于，因为”。例如：

As he was not well , I decided to go without him .

3 . 表示比较，意思是“象……一样”。例如：

I'm as tall as you ( are ) .

The work is not so easy as you imagine .

4 . 表示方式，意思是“按照，如同”。例如：

Do as I do .

I have told this story just as it happened .

5 . 表示让步。意思是“虽然，尽管”。注意，as 引导状语从句表示让步时，一定要

用倒装语序。例如：

Sick as he was , he came to work .

Child as he is , he knows a lot .

Much as I like it , I will not buy it .

【指点迷津】

高考情态动词考查特点透视

分析近几年的高考英语试题可以发现情态动词的考查难度逐年加大，主要体现在试题题干的设计具有隐蔽性，考查的角度向细微化和综合化方向发展，下面仅结合近几年的高考试题谈一下情态动词的考查特点：

一、题干设计巧，使答案具有隐蔽性。

试题的题干有时采用疑问句、祈使句等句式来进行命题，这样的设计使答案更具有隐蔽性，增加考生的解题难度，题干设计的巧妙给解题造成的一定的障碍性。

- Shall we go skating or stay at home?

- Which _____ do yourself? ( MET92 )

A . do you rather B . would you rather C . will you rather D . should you rather

［释疑］答案选B。该题旨在考查学生对情态动词“would rather” 的掌握情况。若该题采用陈述句来进行设计，很容易就能选出正确答案，因为考生对“would rather”这一情态动词都能掌握。但该题在设计时采用疑问句式，这样就给考生增加了解题难度，如果考生不能循其结构进行分析就会选错答案。因为情态动词中不存在 A、C 或 D 选项的结构。

- Don't forget to come to my birthday party tomorrow . ( NMET 94 )

- _____ .

A . I don't B . I won't C . I can't D . I haven't

［释疑］答案选B。该题题干的设计为祈使句式，留给考生一定的思维空间，如果考生不能利用该题在设计过程中所留的思维空间就很难得出正确答案，我们可以把该题题干转化成：“Don't forget to come to my birthday party tomorrow , will you?”通过这样的转化，答案就一目了然了。

可见，在解题时必须要准确地把握题干设计的隐蔽性，挖掘出题干留给我们的思维空间，摆脱题干设计过程中的干扰。

二、对某些情态动词之间的细微差别进行考查，使考查向深层次方向发展。

情态动词的考查向纵深的方向发展体现在对某些情态动词之间的细微的区别进行考查，因此在复习中不仅要对考查的重点进行复习，同时要对某些情态动词之间的细微差别进行比较分析，只有这样才能在高考中做到得心应手。

The fire spread through the hotel very quickly , but everyone _____ get out .

A . had to B . would C . could D . was able to

［释疑］选D。该题重点考查情态动词之间的区别。“can”和“be able to”都可以表示能力，但当表示“过去通过某种努力而实现某事的具体能力”时应用“be able to”，这里的“was able to”相当于“managed to do sth”或“succeeded in doing sth”。许多考生误选 C 的原因就在于没有掌握他们两者之间的这个区别，因此要对有细微差别的情态动词进行辨析，掌握他们之间的不同点。

三、将情态动词、助动词等结合在一起考查，使考查具有综合性。

有的试题在设计过程中把情态动词和助动词等语法概念结合在一起进行命题，这样的设计使命题具有很强的综合性，也就要求考生在解题中必须要先把握题干的语义，然后再根据语境来判断对其选项的选择。

- Your phone number again? I _____ quite catch it .

- It's 9568422 . ［ NMET95 ］

A . didn't B . couldn't C . don't D . can't

［释疑］选A。该题的选项中既有情态动词又有助动词。考生在解题时必须要首先根据句义来确定应用什么类型的动词。从题干中的“刚才没听到您的电话号码，请您再说一遍好吗?”这一信息可得知该题的选项应为助动词而不是情态动词，且这里的“没听到”是指过去时间，因此该题的答案为 A。

- Alice , why didn't you come yesterday?

- I _____ , but I had an unexpected visitor . ［ NMET97 ］

A . had B . would C . was going to D . did ［答案］C。

［释疑］该题是一个综合性极强的试题，如果考生不能很好地分析语境的意义以及结合所给的选项来综合考虑是很难选出正确答案的。该题题意是“Alice，你昨天为什么没来?”“我很想来，但没想到来了位客人”。从题意可知“想来，但没来”这是与过去事实相反的事实，根据语法规则应用虚拟语气，但答案中没有虚拟语气的正确形式，若用虚拟语气，正确的形式应为“would have”或“would have come yesterday”，那么该题如何选择?“be going to”可表示“打算、计划”这一概念，而且这里是指过去的打算，因此正确答案为 C。许多学生误选 B 的原因就是对情态动词对过去推测的这一用法没有完全掌握所致。

综上所述，高考情态动词的考查的特点主要体现在试题题干的设计具有隐蔽性，试题的

考查点向细微方向发展以及考查的综合性。因此在复习情态动词时不仅要掌握情态动词的基

本用法，同时又要把握高考命题的趋势，以及把握高考命题设计的特点，做到有的放矢的复

习，只有这样才能达到事半功倍的效果。

二、学海导航

【学法指要】

单元重点词汇点拨

1.relate有关；涉及

This paragraph related to the international situation .

What he has said doesn’t relate well with the facts .

〖点拨〗be related to和……有关系。relate的名词是：relation关系；联系。relative亲戚。如：the friendly relations between the two countries 。

2. quality质量；品质；素质

Without quantity there can be no quality .

For study , quality is more important than quantity .

〖点拨〗in quality从质量上讲。如：The price is different , depending on the quality .

3. rainfall一场雨；降雨量

the annual rainfall in Beijing北京的年降雨量

〖点拨〗表示“有大的雨量”用have a heavy rainfall 。如：This area has a heavy rainfall .

单元词组思维运用

1. travel by sea = travel by ship

2. hand down = pass down传下来

3. from generation to generation = from one generation to another

4. sign an argument with与……签订协议

5. in later years在以后的几年里

6. take a degree获得一个学位

7. share one’s memories of共同悼念

8. in size在面积方面

9. at festivals每逢节日

10. turn to keeping deer改养鹿

11. apart from除了……之外；此外

Apart from the cost , the hat doesn’t suit me .

Apart from that , all goes well .

12. be of high quality质量很高。be of low quality质量低。

13. separate the young from the old把年轻人和老年人分开

14. like … best of all最喜欢

15. make money out of keeping deer = make money by raising deer

16. go on an outing去郊游

17. plan a party for为……筹备一次聚会

单元难点疑点思路明晰

1.Following his discovery many islanders travelled 3500 kilometres by sea in their narrow boats to this new country between 1100 and 1350 . 随着他的发现,许多岛民在11到1350年之间坐着窄窄的小船从海上旅行3500公里来到这个国家。

〖明晰〗(1) following his discovery 为现在分词短语作状语，分词的一般式表达分词的动作与主句谓语的动作基本同时发生。当强调分词的动作发生在主句谓语之前早已完成时，用分词的完成式。如：

Hearing“Help! Help!”, he rushed out .

Not having heard from him for months, she decided to write again .

(2) by sea“从海路”，注意该词组中间不要加冠词，已学过的类似结构还有：by water从水路，by air乘飞机，by land从陆路，by taxi 打的，by tube乘地铁， by fax 通过电传，by e-mail用电子邮件，by post/mail邮寄，by aeroplane坐飞机。

2.…and today they make up about 13% of the population ……现在他们（毛利人）的人口占新西兰总人口的13%。

〖明晰〗make up组成构成；弥补；编造。如：

Are all animal bodies made up of cells ?

I've to make up the test I missed last week .

He's making up a new railway guide .

而 make up to 接近；make up for 补偿，弥补。如：

It was easy to make up to (= get along with)him .

By means of hardwork , he made up for his lack of experience .

3.The Maori have insisted on keeping their own customs and may of life . 毛利人一直坚持他们自己的习俗和生活方式。

〖明晰〗(1)insist on 常是对要求、看法、意见或主张的“坚持”，其后接名词或动名词。如：

She insisted on her opinion at the meeting .

She insisted on going with us .

stick to 常是对愿望、原则、决定、诺言、理论和思想的“坚持”，其后接名词或动名词。如：

stick to the point 坚持那种观点， stick to practising doing the experiment 坚持做这个实验。

persist in 常是对某种活动坚持不懈或对某种信念固执不改，其后接名词或动名词。如：

If you persist in breaking the law , you'll go to prison .

在keep on 中，on是副词，含continue to do之意，表克服困难，顽强奋斗，其后常用动名词。如：

Keep on practising and you will speak English well .

(2) way of life生活方式；keep their way of life alive 使他们的生活方式有滋有味

4. The happier events are marked with speeches , singing and dancing . 比较愉快的事情都伴有演讲、歌唱或舞蹈。

〖明晰〗be marked with 以……为标志。如：

All these suitcases are marked with names and dates .

5. Some farmers have turned to keeping deer……有些牧场主已转为养鹿了……

〖明晰〗turn to 转向；变成；求教于，求助于。如：

She has turned to acting . 她已转行当演员了。

In the dark street there was no one to whom she could turn for help .

Who can I turn to in my hour of need ?

6. Apart from their milk , the wool from their coats is used in expensive clothing . 除了鹿奶，鹿身上的皮毛还用来制作豪华服装。

〖明晰〗apart from和except for的相同点是“除了……外”，基不同点是apart from 还可作“除了……外还有”(=besides)。如：

It's a good article apart from (= except for)a few spelling mistakes .

Apart from her impoliteness , she is very careless .

7. be related to , relate to , relating to , in relation to , have some relation to , have sth to do with , be relative to

〖明晰〗以上都作“与……有关系”，但relating, in relation to 为介词短语。另外，口语中常用have sth to do with。如：

Light industry is closely related to the people's life . 轻工业与人民生活有密切联系。

I can't relate what he does to what he says . 我看他所做的和所说的完全是两回事。

He made some remarks relative to what had happened . 他讲了几句和发生的事情有关的话。

Perhaps he has something to do with this case . 也许他与该案有些联系。

8. apart from , except for , except , but for , besides

〖明晰〗(1) apart from在表“除……外”时相当于except for , 但apart from表“除……之外还”之意。另外，apart from , except for , but for 都可用于句首，但 except 不能。如：

Except for ( = Apart from)John , everyone was present . 除约翰外，所有的人都出席了。

In the air there is hydrogen apart from (= besides) oxygen . 空气中除了氧，还有氢。

(2) except“除……”（含不包括其后的宾语），besides 除了……还（含包括其后的宾语）。另外，besides 还可作副词“并且，而且”。如：

He answered all the questions except the last one . 除了最后一个问题外，所有的问题他都回答了。

(MET 89) Does John know any other foreign languages besides French ? 除了懂法语之外，约翰还懂其他外语吗?

(3) but for 常用于“如果不是由于……”(= If it were not for……或If it had not been for…)。如：

But for you immediate help , I would not have finished the task . 如果不是你的及时帮助，我是不可能完成此项任务的。

9. tour , visit , journey , trip , travel , voyage

〖明晰〗(1)tour“参观，观光，周游，巡回旅行”，常是访问一系列地方后又回到原出发地。visit作“参观，访问”时常是提前计划好的，具有一定的正式性。journey 常指时间和距离都较长的陆路“旅行”，不含回到原出发地之意。trip常含短期短程的旅行，目的可以是公事或娱乐，常回到原出发地。travel常指到国外或某个遥远的地方去，不强调具体的目的地，指具体的旅行时常用复数，单数一般指“ 旅行”的抽象概念。journey 主要指不论路长短的水上或空中的“旅行”。试比较：

He came back home after years of foreign travel .

We seamen had pleasant weather at sea , the greater part of the voyage .

We will have a comfortable voyage to the Far East by air .

Travel is much cheaper than it used to be .

They'll make a journey through the continent .

These two young men have just completed a cycling tour of the USA .

10. thread , line , cord , rope

〖明晰〗thread ,（针）线，纱。line 线；索；绳；电线。cord 细绳；粗线。rope绳；索。 He tied his horse to a tree with a rope .

I sewed on the buttons with a piece of thread .

The storm blew the lines down .

He tied up the thief with a cord .

【妙文赏析】

名人论读书

※ Books are the ever-burning lamps of accumulated wisdom .

好书乃积累智慧之长明灯。(寇第斯)

※ That is a good book which is opened with expectation and closed with profit .

好书使人开卷有所求，闭卷有所获。（奥尔科特）

※ A good book is the best of friends , the same today and for ever .

好书如好友，友情永不渝。（塔珀）

※ The reading of all good books is like a conversation with the finest men of past centuries .

阅读好书就好比是同过去多少世纪最杰出的人们交谈。（笛卡尔）

※ Histories make men wise ; poems witty ; the mathematics subtile ; natural philosophy deep ; moral grave ; logic and rhetoric able to contend .

读书使人明智，读诗使人灵秀，数学使人周密，科学使人深刻，伦理学使人庄重，逻辑修辞学使人善辩。（培根）

【思维体操】

1. Which letter does not belong in the following series ?

B E H K M N Q T

2. Which of the five makes the best comparison ?

Sack is to sad as turn is to ：

TACK UP TURF BURN TOY

(a) (b) (c) (d) (e)

答案：1. 选M 。The series is made up of every fourth letter of the alphabet starting with B .

2. 选B。Sad can be combined with sack to make the word “sadsack”. Up can be combined with turn to make the word“Upturn”

【心中有数】

单元语法发散思维

一、“宾语补足语”知多少 ?

英语中，常对宾语的状态、特征、动作进行说明的称之为宾语补足语，构成“主语 + 谓语 + 宾语 + 宾语补足语”这一重要句型。能用作宾语补足语的词或短语很多，下面是中学课体中出现过的：

【思维1】名词作宾补

He called it Micky Mouse .

She found him a very clever boy .

注意：常用的动词有 name , call , elect , choose , appoint 等。如果宾语补足语表示的是独一无二的职务名词时，该名词前不用冠词。

They elected him president of the USA .

【思维2】形容词作宾补

He had a strange way of making his class lively and interesting .

They found the book instructive .

We must keep the classroom clean every day .

【思维3】副词作宾补

When you have finished your experiment , please tidy the lab and put everything back in the cupboards .

I followed him in .

Last Sunday I saw you out with your sister .

【思维4】介词短语作宾补

To her surprise , she found herself in a different world .

I found everything in good order .

He thought himself above others .

【思维5】不定式作宾补，常有以下两种形式

A . 不定式前带 to

The villagers didn't allow them to do this .

He asked me to do some shopping for him .

注意：常用的动词有 ask , tell , beg , force , allow , wish , want , expect , advise , permit , order , 等等。

B . 不定式前不带 to

I saw all the glasses fall off onto the floor .

I made him change his mind at last .

注意：常用的动词有使役动词 have , let , make 和感官动词 see , watch , notice , hear , 等等。

【思维6】现在分词作宾补

We can see them flying along the river .

I saw him crossing the street .

注意：常用的动词有 hear , watch , notice , find , smell , feel , keep , set , leave , get , 等等。

【思维7】过去分词作宾语

I had my machine repaired .

I was thinking of this when I heard my name called .

注意以上三种非谓主事动词用作宾补的区别

A . 从宾语与宾补的关系上看。动词不定式与动词的-ing形式与宾语在逻辑上是主谓关系，而过去分词与宾语在逻辑上是动宾关系。

We found him cross the street . 我们看到他走过了街道。(= He crossed the street . )

We found him crossing the street . (= He was crossing the street . )

We had the topic discussed . (= The topic is discussed . )我们让别人来谈论这个主题。

B . 从意义上看。动词不定式表示动作的全过程；动词的-ing形式表示动作处于进行状态；而过去分词表示已经完成的动作。

I heard him sing the song . 我听见他唱了那首歌。(指动作的全过程)

I heard him singing the song . 我听见他正在唱歌。(指动作正在发生)

I heard the song sung(by him) . 我听见他唱过那首歌。(指动作已经完成)

【思维8】to be短语用作宾补

The people had considered him (to be) a great leader , and a wise , kind and honest man .

I believe him (to be) an honest man .

注意有时 to be 可以省略。

【思维9】由 as 构成的短语作宾补

We regard labour as a matter of honour .

You surely can't consider him as a selfish man .

【思维10】疑问代词 / 副词 + 不定式作宾补。

Could you please show me how to use the computer ?

He really didn't ask us what to do next .

【思维11】有时宾语是从句、不定式等后接形容词(名词等)作宾补，为了使句子平衡，须用 it 作形式宾语，而把真正的宾语放在句尾。

They found it strange that no one took the money .

I felt it my duty to report it to the headmaster .

二、如何掌握部分从属连词的多义性

NMET’98单项填空第16小题：

Why do you want a new job ______ you've got such a good one already?

A . that B . where C . which D . when

正确答案是D。此题考查的是从属连词 when 的用法。但是通过题干意义可知，这里的 when 并不是我们平时常用的意义“当……的时候”，而是“既然”的意思，相当于“since”。其实从属连词中有不少象 when 这样的词，具有多义性。本文就这一问题作一归纳，供同学们学习参考。

一、when

1 . 表示时间，意思是“当……的时候”。例如：

The fire was put out when they came . 他们来到的时候，大火已经被扑灭了。

2 . 表示条件，意思是“如果……，要是……”例如：

When the weather is good , I usually go to the country .

Turn off the switch when anything goes wrong with the machine .

3 . 表示原因，意思是“既然”。例如：

How can he succeed when he won't work?

Why do we take the flag down at night , when we just have to put it up again

in the morning?

4 . 表示让步，意思是“虽然，然而，可是”。例如：

He walks when he might ride .

We have only three chairs when we need five .

二、while

1 . 表示时间，意思是“当……的时候”，“和……同时”。例如：

We waited while he dined .

Please be quiet while I am talking to you .

2 . 表示让步，意思是“虽然，尽管”。例如：

While I understand what you say , I can't agree with you .

While he is respected , he is not liked .

3 . 表示对比，意思是“而，然而”。例如：

She is very diligent , while he is very lazy .

You like sports , while I'd rather read .

三、If

1 . 表示条件或假设，意思是“如果，假如”。例如：

We'll stay at home if it rains tomorrow .

If I were you , I would not go .

2 . 表示让步，意思是“虽然，即使”。例如：

I will go if I die for it .

If I am wrong , you come wrong , too .

3 . 表示时间，意思是“无论何时，当……”，相当于 whenever。例如：

If I do not understand what he says , I always ask him .

If winter comes , can spring be far behind?

4 . 表示原因，意思是“既然”。例如：

If you don't like the job , why don't you change it?

四、as long as , so long as

1 . 表示时间，意思是“达……之久”。例如：

You can keep the book as long as you like .

During the holidays , I like to stay in the countryside as long as I can .

2 . 表示条件，意思是“只要”。例如：

As long as you tell truth , I'll try to help you .

You may take this book away so long as you return it on time .

3 . 表示原因，意思是“既然，由于，因为”。例如：

So long as the weather is changeable these days , we'd better get in wheat in time .

So long as you are going to town tomorrow , you can do something for me .

五、since

1 . 表示时间，意思是“自从……以来”。例如：

I haven't heard from him since he left .

It is ten years since he joined the army .

2 . 表示原因，意思是“既然”。例如：

Since this method doesn't work , let's try another .

七、so that

1 . 表示目的，意思是“以便，为了”。例如：

They started off early so that they could get there in time .

The student worked hard so that he might learn more .

2 . 表示结果，意思是“因此，结果是”。例如：

I went to the lecture early so that I got a good seat .

He spoke clearly , so that everyone heard .

【动脑动手】

单元能力立体检测

●宾语与高考题

一、V-ing 作宾语：

1 . ('86) I can't imagine ____ that with them .

A . do B . to do C . being done D . doing

2 . ('92) - I usually go there by train .

- Why not ____ by boat for a change ?

A . to try going B . trying to go C . to try and go D . try going

3 . ('83) People can't help ____ the foolish emperor in the procession .

A . laugh at B . to laugh at C . laughing at D . laughing on

4 . ('83)We're looking forward ____ the photo exhibition .

A . to visiting B . to visit C . to having visited D . visiting

5 . - What are you going to do this morning ?

- I'm thinking of ____ to visit my aunt .

A . go B . going C . having gone D . my going

6 . ('85)I really enjoy ____ that kind of job .

A . do B . doing C . to do D . to be doing

7 . ('87)They wouldn't allow him ____ across the enemy line .

A . to risk going B . risking to go C . for risk to go D . risk going

8 . ('89) - What do you think of the book ?

- Oh , excelle

篇3：Unit18 New Zealand

Unit 18 New Zealand (Reading 1)

Show Class Teaching Plan 谢静

I. Teaching Aims and Demands:

1. Through fulfilling the tasks, the Ss learn the general knowledge about New Zealand.

2. The Ss learn how to introduce a country or a place through the text learning.

II. Teaching Key Points:

1. Reading comprehension of the reading text and materials.

2. Individual tasks---duty: to talk about the British Common Wealth of Nations; in-class: pre-reading quiz; searching for language problems; post-reading exercises.

Group tasks--- pre-reading chart-filling and report; to prepare posters for a traveling program of a travel agency and practice receiving a consulting traveler; quick writing about Hong Kong.

III. Teaching Difficulties:

1. Get the Ss understand and fulfill the demanded tasks.

2. The language used in talking about a country or a place. (Including the language points in the text)

IV. Teaching Medias:

1. the tape and tape recorder.

2. a computer and flash-disc.

3. a classroom with the multi-media system

V. Teaching Methods:

1. Mainly group work and TBL Approach.

2. Inductive approach in teaching the language points.

VI. Teaching Procedures:

Step1. Representation and the duty report

1. Greeting: Good afternoon, boys and girls. I am happy that you can come to attend my class today. I hope that you can relax and enjoy this class. First, let’s welcome the student on duty today to report her work for us. Li Shuang( ), please!

2. The student on duty will give a short talk about the British Common Wealth of Nations (5min)

Step2 Lead-in

1. Comment and Revision (Homework checking): Thank you, Li Shuang. You’ve done an excellent job in talking about the Commonwealth of Nations. As to what she talked about, we are going to go to the details of one of the members of the Commonwealth. Today, we are going to learn something in detail about one member of the Commonwealth. And this country is made up of two large islands. I asked you to fill up the form in Pre-reading as homework. Have you done that? Who would like to talk about this form? [A volunteer answers.]

So we can see that when describing the location of an island, we can use the following sentences:

It is located in … sea/ocean.

It is off the … coast of … (mainland).

It is to the … of ….

The nearest country is … to its ….

There is two prepositions here that I want someone to explain about. Why is the preposition “off” used in this sentence, not an “on”, “at” or “in”? We’ve talked about it last time. [A volunteer answers.]

Good. [Bb: off/on the coast; at the seaside; in the sea/water]

Then why is the preposition “to” used in these two sentences, not an “on” or “in”? [A volunteer answers.]

Good. [Bb: to/on/in the east of China] These are what we learned last time in Warming-up. I am very glad that you are all clear about the difference between these prepositions. And this country is closely related to one of the most famous movies last year. Let’s watch.

2. “The Lord of the Rings” (1min)

The name of the movie is The Lord of the Rings. [Bb] The Lord is someone who govern/control the other people, as we translated it into King in Chinese. The whole story takes place in a imagined land called “the Middle Earth”[Bb]. To most fans of the movie, the land in the film was really wonderful. It was so beautiful that many people are thinking where the beautiful place we saw in the film is. Do you know where the main filming locations of this film are? Yes, New Zealand, a member nation of the Commonwealth.

Step3. Pre-task

1. Listen and watch: Try to understand the text according to what you hear and watch. (4min)

2. Comprehension exercises: see slides.

(1) Finish the map. (2) Heading to each paragraph. (3) Questions. (4) Fill in the form.

3. Language focus:

Listen to the text again and pass this doll on among all the students and when the tape stops, the one with the doll must give me a sentence using the phrase from the text in the same way the text uses.

I shall divide the whole class into groups. There are 14 groups (of 4) now. So the group whose members failed to make a sentence shall be given some special job to do. Do you agree? Ok, here we go.

be made up of A basketball team in the game is made up of 5 people.

be surrounded by He is so attractive that he is always surrounded by lots of pretty girls.

the same … as... He ran at the same speed as that bicycle rider beside him.

while She likes classic music while her husband prefers pop songs.

mild He is the mildest man you could wish to meet. He almost never get mad.

with (green hills) He is a tall man with gray hair.

My hometown is a little village with green hills around.

be famous for New Zealand is famous for its beautiful landscapes after the show of the trilogy---the Lord of Rings.

some of which My mother bought me many books as birthday gifts, some of which are very helpful to my study.

is used to do Computer can be used to do a lot of help to our English study.

some There used to be some 200 car accidents every year in the city and now the number is getting much bigger because of the increase of private cars.

settle Most Chinese people like to settle in cities while many rich men in Britain like to settle in the countryside.

on one’s voyage They were caught in a bad storm on their voyage for New York.

take possession of If the only tiger in the mountain goes, the monkeys will take possession.

By We will have learnt at least 2000 new words by the end of this year.

sign an agreement with I signed an agreement with the landlady for renting her house for a year.

where I dream of visiting New Zealand, where the Lord of Rings is filmed.

Show the key phrases on the screen and talk about them quickly.

Step3. During-task (25min)

After the show of “The Load of the Ring” series, the government of New Zealand took the chance to advertise about their country so that many movie fans go to the filming site of this film and they are really surprised by the natural beauty of the country. Today let’s just suppose we are working at a travel agency and I am the boss. We want to start a new program called “Travel to New Zealand”. Because those groups didn’t give a sentence as I wished, and you 5 groups are going to have some special work to do. Please get on the Internet and look for materials and make advertisement posters for me, one poster from each group. We need these posters to attract my customers/clients. And the other groups also have work to do. Read the supplementary materials I provide in the shared files and collect enough information about the aspects you choose here. I asked 3 students to act as our picky clients and are going to please the clients with your answers.

1. Groups pick up their specific aspect of learning.

2. Prepare for the questions and the posters.

3. Play show: the 3 clients ask questions and the class answer then in turn.

Step 4. Post- task (Homework)

1. Ok, it’s nearly the end of my class. Let’s enjoy the posters designed by the 3 ads groups.

2. Grant the gift to the best desigers.

3. For homework, please write a passage about Hong Kong according to the information given below.

篇4：unit 18 New Zealand

Teaching plan for

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 _____________

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

然后让学生小组讨论以下问题，各组派一人回答。

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

1.Revision: asking and answering （Pair work ）

展示中国地图，学生进行提问和回答.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

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.

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.

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.

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:_________________________

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: 各自先读自己的作文，以发现不妥之处；交换，从时态、单词拼写、所用词汇及内容方面进行修改。

Class work: 展示1-2篇优秀作文（幻灯）,然后教师总结。

Homework:

要求：根据地图和提示，写一篇介绍台湾的短文。词数：120左右。

1．台湾的地理位置。

2．台湾是我过最大的岛屿，面积36,000平方公里，人口两千多万。主要城市有台北、台中、台南和基隆。

3．自然资源丰富，香蕉、稻米、茶叶等弄产品驰名中外。

4．风景优美，气候宜人，世界各地的游客纷至沓来。

5．台湾自古以就是我国的一部分。岛内绝大多数居民来自福建、广东。海峡两岸人民都有统一祖国的强烈愿望。

New words: 古代 ancient time

南海 South China Sea

台湾海峡 the Taiwan Strait

统一 unite

篇5：Unit 18 New Zealand

Ⅰ.Teaching Goals:

1.Talk about New Zealand and China.

2.Talk about location and direction.

3.Learn to use“It”as a subject.

4.Write a description of a country or a region.

Ⅱ.Teaching Time:

Four periods

Ⅲ.Background Information:

The First People in New Zealand

Located to the east of Australia,New Zealand is a living land,as the locals call it.

The Dutch navigator Abel Tasman was the first European to discover the existence of this new land in 1642.

Tasman's journey was not a success:the Maori natives appeared from the beaches and approaching the ship,started to sing their chants.

Tasman replied what he thought was a greeting with the ship's band,not knowing that in this way he was accepting the bellicose(好战的) challenge being offered by the Maoris.Therefore,the sailors were killed.

New Zealand was effectively discovered for the first time by Captain Cook.

Cook's landing was more fortunate than Tasman's.In fact,the English navigator took some Polynesian interpreters with him to the landing,through whom he showed his own friendliness to the Maoris.

After a long and arduous(艰难的) voyage across the Pacific on board canoes,the Maori tribes were the first real colonizers of New Zealand,arriving here from the islands of Polynesia around a thousand years ago.Canoes made the Maoris' life on the new island possible.

The Maritime Museum is a special space that is reserved for the restoration and exhibition of old Maori boats,both originals and replicas(复制品).

In the 19th century,the English settlers reached New Zealand.The English people,given the times and the maturing of world public opinion,wanted a soft colonization(殖民本质),different from the one in nearby Australia,which was internationally condemned(谴责) because it was greedy and bloody.In New Zealand,unlike Australia,the English did not enslave the natives or steal their land.

The tribes emphasized their own previous arrival in this land by calling themselves Maoris.Now,they still follow the traditional culture and customs.

There is a Maoris' typical meeting house where in older times,but still today,the tribes got together to celebrate their rites and to make important political decisions.

Here,the native population decided to merge(合并) with the first English settlers into a single kingdom.In the first elections,which were held in 1890,all citizens over the age of 21 years old,Maori and white,were given the vote.Three years later,women obtained the right to vote for the first time in history.

In New Zealand those who wish to combine a profound anthropological(人类学的) experience with caring for the body,can benefit from the hospitality(好客) of large family communities.

They show the typical way of cooking the food in pits filled with glowing stones.

The raw food,in general chicken,fish,pork and vegetables is steamed,and the emphasis is on abundance rather than appearance.

The Hangi,the typical Maori meal,which is seen above all as a form of conviviality(宴饮) and is accompanied by songs from the native tradition.

At the end of the banquet(宴会),a rugby match,a fine burst of movement helps the digestion(消化):this sport is one at which the Maoris are masters.

The land,which was enjoyed only by the Maoris more than 300 years ago,has become a multinational(多民族的) modern society.Peaceful co-existence among the races benefits the development of New Zealand.

The First Period

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 map of China

2.a computer

Teaching Procedures:

step Ⅰ.Greetings

Greet the whole class as usual.

step Ⅱ.Lead-in

T:(Put up a map of China on the blackboard.)

This is a map of China.I think you're familiar with it,aren't you?

Ss:Yes.

T:Good well,please look at the English words on the screen.Say their Chinese meanings and match them with the map.

(Teacher shows the screen)

Bohai Sea Yellow Sea East China Sea South China Sea Sea of Japan Pacific Ocean Taiwan Hainan Japan the Philippines Korea Russia Mongolia India Thailand the Himalayas

(Teacher asks some students to the front and do the task.)

T:Very good.Now we've put the names of countries,islands,seas and oceans to their correct places.

Step Ⅲ.Warming Up

T:Look at the map,please.Try to describe their locations.Before you do the task,look at the two examples on the Bb:The East China Sea lies to the east of Zhejiang Province.Hainan Island lies to the south of Guangdong Province.(Teacher reads them).

T:From the two examples,we can learn to use the following sentence structure to describe location.(Teacher writes the following on the Bb.)

(Bb:A lies/is to the east/west/south…of B.)

OK.Let's practise the sentence structure.I'll give you three minutes to prepare it.Then I

'll ask some students to read out their sentences.

T:(Three minutes later)Time is up.Are you ready?

Ss:Yes.

T:OK.I'll check your sentences.One student,one place.

S1:The Bohai Sea lies to the southwest of Liaoning Province.

S2:The Yellow Sea is to the east of Shandong Province.

S3.The South China sea lies to the south of Guangdong Province.

S4:The Sea of Japan is to the north of Japan.

S5:The Pacific Ocean lies to the east of Asia.

S6:Taiwan lies to the southeast of Fujian Province.

S7:Japan lies to the east of China.

S8:The Philippines is to the south of China.

S9:Korea lies to the east of Shandong Province.

S10:Russia lies to the north of Europe and Asia.

S11:Mongolia is to the north of China.

S12:India lies to the southwest of China.

S13:Thailand lies to the south of China.

S14:The Himalayas lies to the southwest of China.

Step Ⅳ.Listening

T:Next,let's do some listening.Turn to Page 27 and look at the listening part.First Part 1.Listen to the tape and look at the map of Dolphin Island.Then complete the map with information you hear.I'll play the tape for the first time.Listen carefully and do Part 1.(Teacher plays the tape for the students to listen.After listening,the students are given two minutes to check their answers with their partners.)

T:Have you finished?

Ss:Yes.

T:OK.Let's go on with Part 2.Before listening to the tape,you need to go through with Part 2 and make sure you know what to do.

(Teacher gives the students one or two minutes to go through with Part 2.Then play the tape again.After a while,check their answers in class.If the students have any difficulty,teacher may play it again.)

Step Ⅴ.Speaking

T:Now look at Speaking at Page 27.Today we'll talk about the birthplaces of our grandparents,parents and ourselves.First,answer my question.Where were you born?Any volunteer?

S15:I was born in Taiyuan.It lies in the centre of Shanxi Province.

T:Do you know how far it is from Beijing?

S16:I think it's about 300 kilometres.

T:OK.Do you know where your parents were born?

S16:Yes.My mother was also born in Taiyuan,while my father came from a small town in Shanghai.

T:What about your grandparents?

S16:My grandmother was also born in a small village of Shanghai.My grandfather moved to Shanghai from Sichuan Province.

T:Good.Thank you.Sit down,please.Next,let's talk about the birthplaces of our families.Before you talk about it,you can go through with the following expressions on the Bb:North China,South China,West China,East China,Northeastern China,Central China,Southeastern China,in the north/south/east/west of…,to the north/south/east/west of…,in the northern/southern/eastern/western part of…,northeastern/northwestern/southeastern/

southwestern.They're helpful in describing locations.

(Teacher gives the students a few minutes to read the useful expressions.Then let the students read the dialogue on Page 27 and act it out.)

T:(After that)Please make up a new dialogue according to the one acted before.After a while,I'll ask some pairs to act before the class.(A few minutes later.)

T:Well,who'd like to act out your dialogue?

SA、B:Let us try.(Two students stand up and act out their dialogue before the class.)

T:Very good.Please go back to your seats.

Suggested answers:

A:Where is your great-grandfather on your father's side from?

B:He is from Leshan,a small town in the south of Sichuan Province.

A:Can you explain where that is?

B:Leshan lies about 120 kilometres south of Chengdu.

A:And what about your great-grandmother on your father's side？

B:She's from eastern Sichuan.

A:Which city?

B:It's not a city.She's from Ba county,a small town.It's not far from the city of Chongqing.

A:Where are your parents from?

B:My father comes from Chengdu,and my mother's from Dujiangyan.

A:Is it far from Chengdu to Dujiangyan?

B:No.It's about 60 kilometres.

A:And what about you?

B:I was born in Chengdu.It's in the center of Sichuan Province.

Step Ⅵ.Consolidation

T:Thank you for your wonderful performance.Now,let's do an exercise to consolidate what we've learnt.Please look at the screen.Translate the English into Chinese and the Chinese into English.Write your answers on a piece of paper.Five minutes later,I'll collect them.(Show the screen.)

Translate the English into Chinese and the Chinese into English.

1.San Francisco is/lies in the west of the USA.

2.East of the mountain is a large lake.

3.Shanghai is/lies in the east of China.

4.There are fruit trees on the north

bank of the river.

5.河北省在中国的北部。

6.这个城的北面有一条铁路。

7.中国位于亚洲的东部。

8.这湖的东边有两座城镇。

Suggested answers:

1.旧金山位于美国的西部。

2.这座山的东面有一个大湖。

3.上海位于中国的东部。

4.这河的北岸有果树。

5.Hebei Province is/lies in the north of China.

6.North of the city is a railway.

7.China lies/is in the east of Asia.

8.East of the lake are two towns.

Step Ⅶ.Summary and Homework

T:In this period,we've done some listening and speaking.We've also talked about location and direction.When describing location,we can use the expressions on the Bb.(Pointing to the Bb.)After class,practise talking about location and direction and master the sentence structure on the Bb.

Besides,preview the reading material in the next period.So much for today.Class is over.

Step Ⅷ.The Design of the writing on the Blackboard

Unit 18 New Zealand

The First Period

Ⅰ.The East China Sea lies to the east of Zhejiang Province.Hainan Island lies to the south of Guangdong Province.A lies/is to the east/west/south…of B.

Ⅱ.Useful expressions to describe locations:

North China South China West China East China Northeastern China Central China Southeastern China in the north/south/east/west of… to the north/south/east/west of… in the northern southern/eastern/western part of… northere/northwestern Sichuan southeastern/southwestern Hunan

Step Ⅸ.Record after Teaching

_____________________________________

The Second Period

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 Point:

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 3.a map of the world.

Teaching Procedures:

step Ⅰ.Greetings and Revision

Greet the whole class as usual.

T:Yesterday we learnt some useful expressions to describe locations.Now,who can describe the location of China?

S1:Let me try.China lies to the west of the Pacific Ocean,the south of Russia and Mongolia.It is in the east of Asia.

T:Very good.

step Ⅱ.Pre-reading

T:(Put up a map of the world.)Now,please look at the map.There are many islands on the map.Can you find five islands?Who can try?

S2:Let me try.Japan,Iceland,the Philippines,Indonesia and New Zealand.

T:You're right.Thank you.Now,let's describe where they are.You can do it like this:It is…in the…sea/ocean;…to the north/south/east/west of…;The nearest country is….Please begin.One student,one island.

S3:Japan lies to the east of China.It is in the Pacific Ocean.The nearest country is Korea.

S4:Iceland lies in the Atlantic Ocean.It is in the northwest of Europe.The nearest country is England.

S5:The Philippines lies in the Pacific Ocean.It is in the south of Asia.Malaysia is the nearest country from it.

S6:Indonesia lies in the south of Asia.It's also in the Pacific Ocean.The nearest country is also Malaysia.

S7:New Zealand is in the Pacific Ocean.It lies off the eastern coast of Australia.Australia is the nearest country from it.

T:Well done.Do you know what the names of their capital cities are?

Ss:Sorry,we don't know all of them.

T:It doesn't matter.I think you must know the capital of Japan,don't you?

Ss:Yes.It's Tokyo.

T:Very good.Do you know in which part of the Island Tokyo is?

Ss:Yes.It is in the northeast of Japan.

T:Quite right.If you want to go to Japan from your hometown,how can you get there?

Ss:By air.

T:Why?

(One student stands up and explains why.)

T:You're quite right.Thank you.Sit down,please.Now,let's go on.Do you know what the name of Iceland's capital city is?

Ss:Sorry,we don't know.

S3:I know,but I can only say it in Chinese.It is“雷克雅未克”.

T:OK.Please sit down.It is spelt“R-e-y-k-j-a-v-i-k”in English.It lies in the southwest of Iceland.We can go there by ship or plane.

(In the same way,the teacher asks the students about the other three islands and let some students answer.If they have any difficulty,teacher may help them.)

Suggested answers:

The Philippines' capital is Manila.It lies in the centre of the island.We can get there by air or ship.Indonesia's capital is Djakarta.It is in the south of the island.We can take a ship/a plane to go there.Wellington is the capital of New Zealand.It lies on the North Island.We can arrive there by plane.

Step Ⅲ.Reading

T:From the map,we've learnt the location of New Zealand and its capital.Today,we're going to learn something about New Zealand.Before reading the text,let's deal with the new words appearing in the text.

(Teacher asks some students to read out the new words.At the same time,correct their mistakes in pronunciation,and give some explanations if necessary.)

T:Now,turn to Page 28.Read the passage silently and quickly,get the general idea,and then do the exercise on the screen.After a while,I'll check your answers with the whole class.

(Teacher shows the screen.)

The reading passage has four paragraphs.Match each paragraph with the best heading.

1.History 2.Climate 3.Natural beauty 4.Geography

Suggested answers:

Paragraph 1:4 Paragraph 2:2 Paragraph 3:3 Paragraph 4:1

T:Well done.Now,read the first paragraph again,and then do another exercise on the screen.

(Teacher shows the following on the screen)

Describe the location of the following lands,seas and cities in relation to New Zealand.

A.Pacific Ocean B.Tasman Sea C.Wellington D.Auckland E.Christchurch

Well, you're given three minutes to do it.Three minutes later.I'll ask some of you to describe the location of them.Are you clear?

Ss:Yes.

T:Well,who'd like to describe the location of the Pacific Ocean?

T:Begin,please.(After three minutes.)Are you ready?

Ss:Yes.

S4:I'd like to.The Pacific Ocean lies to the north and east of New Zealand.

T:That's right.Where is the Tasman Sea?

S5:It lies to the south and west of New Zealand.

T:Yes,you're right.Let's go on.What about Wellington?

S6:Wellington is on the North Island.

S7:Auckland also lies on the North Island.

S8:Christchurch lies on the South Island.

T:Very good.Now,read the whole passage once more.This time,you should pay attention to the words in bold.After reading,you need to tell us what the words refer to.At last,I'll check your answers.You're given a few minutes to do it.OK?

Ss:OK.

(A few minutes later,the teacher checks them.)

Suggested answers:

1.“It”refers to“New Zealand”.

2.“which”refers to “hot springs”.

3.“this heat”refers to“the heat from hot spring.”

4.“these settlers”refers to“Europeans”.

5.“it”refers to“England”.

Step Ⅳ.Explanation and Further Unders-tanding

T:Now,please look at the screen.I'll explain something difficult to you.

(Show the following on the screen)

1.be made up of

e.g.A year is made up of four seasons.

2.be surrounded by

e.g.That is a house which is surrounded by trees.

We are surrounded by dangers.

3.make electricity

e.g.Coal can be used to make electricity.

4.take possession of

e.g.You can't take possession of the house until all the papers have been signed.

5.sign an agreement with

e.g.The two companies signed an agreement with each other over the price of the product.

(Bb:be made up of,be surrounded by,make electricity,take possession of,sign an agreement with)

Step Ⅴ.Comprehension

T:We've learnt a lot about New Zealand.Now,let's do an exercise about the climate and weather in New Zealand.Please look at the graphs on Page 29.Then choose the correct answers for the following questions.First do it by yourself,then check your answers with your partner.Finally,I'll check your answers.Is that clear?

Ss:Yes.

Suggested answers:

1)B 2)B 3)D 4)D

T:Very good.From the chart,what can you learn about the climate and weather in New Zealand?What information does the chart not give?Who knows?

S9:Let me try.From the chart,we can learn that the climate in New Zealand is very mild.It isn't very hot in summer and not cold in winter.It rains a lot.The warmest months are December to February.The coldest months are June to August.But we don't know it has a mild sea climate from the chart.

T:Well done.Now,compare the climate in China with the climate in New Zealand and explain the differences.If you'd like to,make a chart.I'll give you five minutes to prepare it.You can discuss with your partner.Please write your answers on a piece of paper.After a while,I'll collect them.Do you understand?

Ss:Yes.

Suggested answers:

Step VI Listening and Consolidation

T:Now,listen to the tape.This time,you should pay attention to your pronunciation and intonation.(Teacher plays the tape and the students listen and follow.After that,the teacher gives the students a few minutes to read aloud.)

T:Now complete the following passage on the screen.Don't look at your books,please.

(Teacher shows the screen.)

New Zealand is an island made up of （1） main islands in the （2） Ocean.Its capital, （3） ,lies on the North Island. （4） were the earliest people to come to New Zealand.They brought dogs,rats and （5） such as the sweet potato with them and （6） mainly in the North Island.Druing the 19th century, （7） ,mainly （8） had come to settle in New Zealand,and the Maori （9） with these settlers.That day is still （10） as a （11） holiday.

New Zealand is a country with a warm （12） ,many plants and （13） that only live in New Zealand.

The most famous animal is a little （14） that cannot fly.It is called a Kiwi.The North Island is famous for an area of （15） and some of this （16） near the earth's surface is used to （17）

Suggested answers:

(1)two (2)Pacific (3)Wellington (4)The Maori (5)plants (6)settled (7)Europeans (8)British (9)signed an agreement (10)celebrated (11)National (12)climate (13)animals (14)bird (15)hot springs (16)heat (17)make electricity

Step Ⅶ.Summary and Homework

T:In this class,we've read a passage about New Zealand.From the passage,we've learnt something about New Zealand,such as,geography,climate,natural beauty and history.(Write them on the Bb.)At the same time,we've learnt some useful expressions.After class,you must remember them and use them correctly.At last,don't forget to preview next period.That's all for today.Class is over.

Step Ⅷ.The Design of the Writing on the Blackboard

Unit 18 New Zealand

The Second Period

Ⅰ.Geography Climate Natural beauty History

Ⅱ.Useful expressions:

be made up of be surrounded by

make electricitytake passession of

sign an agreement with

Step Ⅸ.Record after Teaching

_____________________________________

The Third Period

Teaching Aims:

1.Write a passage to consolidate the words describing natural environment.

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 combine some sentences and form a passage.

2.Inductive method to help the students master the use of“it”.

3.Pair work or individual work to make every student work in class.

Teaching Aids:

1.a projector and some sides

2.the blackboard

Teaching Procedures:

step Ⅰ.Greetings and Revision

Greet the whole class as usual

T:Yesterday we learnt a text about New Zealand.Now,please look at the screen.Answer the following questions.

(The teacher shows the screen.)

Answer the following questions:

1.Where is New Zealand?What is its capital city?

2.What's the weather of New Zealand like?

3.What's the North Island famous for?

4.What's the most famous animal?

5.Who are the earliest people to come to this country?

Suggested answers:

1.New Zealand lies off the eastern coast of Australia.It is made up of two large islands:North Island and South Island.The Pacific Ocean lies to the north and east of it.Its capital city is Wellington.

2.New Zealand has a mild sea climate.It rains a lot.The warmest months are December to February.The coldest months are June to August.

3.The North Island is famous for hot springs.

4.The most famous animal in it is called a Kiwi,which has wings but cannot fly.

5.The Maori are the earliest people to come to this country.

T:Very good.

step Ⅱ.Word Study

T:Now,please look at the word webs on the screen.

(Teacher shows the screen.)

jungles forests wooded grassy deserts grasslands rocky sandy flat hills mountains hilly mountainous

Well,work in pairs to make sentences with all of the words and then try to combine them.You're given seven minutes to do it.Seven minutes later,I'll ask some students to read out their passages.

Suggested answers:

Ⅰ.(1)It;distance (2)It is;date (3)It is;time (4)It;weather (5)It is;for sb.to do sth.

(6)It is;that-clause

Ⅱ.(1)It's useful for students to practise speaking English every day.

(2)It's important to learn a foreign language well.

(3)It is impossible that she should make a mistake like that.

(4)In winter,it is even colder in Beijing than in Shanghai.

(5)It's about a/one mile from here to the nearest bank.

(6)It's time for lunch.

Step Ⅴ.Summary and Homework

T:In this period,we've reviewed and learned the use of“it”.In order to master it better,you need to do more exercises after class.We've also learned to use some words to make sentences and combine them.This exercise is very helpful in writing a passage.If you'd like to,you may find some similar words to make sentences and combine them.At last,don't forget to prepare for next period.OK.So much for today.Class is over.

Step Ⅵ.The Design of the Writing on the Blackboard

Unit 18 New Zealand

The Third Period

Grammar:The use of “it”(1)

Ⅰ.Talk about time,date,distance or weather.

Ⅱ.Sentence Stucture:

It is/was +adj./n.+infinitive/clause.

e.g.It is impossible for so few people to do so much work in a single day.

It is very important to follow the rules.It is true that he accepted the invitation.

Step Ⅶ.Record after Teaching

_____________________________________

The Fourth Period

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 descripition of a country or a region.

Teaching Important Points:

1.Improve the students' integrating skills.

2.Help the students master the use of “it” better.

Teaching Difficult Point:

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 projector and some slides

3.the blackboard

Teaching Procedures:

step Ⅰ.Greetings and Revision

Greet the whole class as usual

T:Yesterday we learnt the use of “it”.Now,let's review it.Who can tell us the use of “it”?

S1:Let me try.“It”can be used in the subject position to stand for an infinitive or a clause.And “it”can also be used to refer to time,date,distance or weather.

T: OK.You're quite right.

step Ⅱ.Checkpoint

T:Now,please look at the screen.Translate the sentences into English.You're given a few minutes to prepare it,and then I'll ask some of you to write your sentences on the blackboard.

(Teacher shows the screen.)

Translate the following sentences into English.

1.独自一人去海岸附近旅游是危险的。

2.他是否会接受那个工作还不知道。

3.同他谈话没有用。

4.很高兴再次见到你。

5.他没来很奇怪。

(A few minutes later,the teacher asks five students to write their sentences on the blackboard.)

Suggested answers:

1.It is dangerous to travel alone near the coast.

2.It was unknown whether he would accept the job.

3.It is no use talking to him.

4.It is nice to see you again.

5.It is strange that he didn't come.

T:Well.So much for the grammar.

Step Ⅲ.Reading

T:Now,turn to Page 30.Read the text about life in New Zealand,and then answer the following questions on the screen.I'll give you a few minutes to prepare.After a while,I'll check your answers.

(Teacher shows the following on the screen.)

Answer the following questions:

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?

Suggested answers:

1.English and Maori are the official languages.

2.Special days for the Maori are called huis.A hui may be a wedding,burial or conference.

3.Because the Maori think that the spirit stays with the body for three days.

4.Because the main exports of the country are agricultural products,such as wool,lamb,beef and butter.

5.Because people are living in a country with plenty of space and a good climate.

T:Well done.Now,you've understood the text well,but there's something important for you to master in it.Please look at the screen.

(Show the screen.)

1.turn to

e.g.He turned to the study of medicine.

Let's trun our attention to the matter at hand.

They always turn to me when they're in trouble.

2.of+ n.

e.g.They are both of middle height.

Mike is a boy of great courage.

Step Ⅳ.Writing

T:Now,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.Before writing,look at the screen,please.

First Paragraph:Write about the population,ethnic groups and the languages spoken by them.

Second Paragraph:Write about the culture of one or more ethnic groups that are native to your province or region.

Third Paragraph:Write about the agricultural products that your province or region is famous for.

Fourth Paragraph:Write about the things people like to do in their spare time in your province or region.

T:Discuss what you'll write according to the information on the screen.Work in groups of four.You're given five minutes to discuss.One of your group needs to take notes.OK,please begin.

(Teacher goes among the students to join them in the discussion.If the students have any questions on the discussion,the teacher may help them.)

T:Well,time is up.Have you finished the discussion?

S:Yes.

T:OK.I'll ask some of you to tell us what province or region you'll write about.Any volunteer?

S2:After discussing,our group are going to write something about Shanxi Province,such as,its position,population,ethnic groups,culture,agricultural products,and the things people there like to do in their spare time.

S3:Our group will write about Yunnan Province…

T:Very good.Now,use the information which you've discussed and get to write a short passage.First write it by yourself,and then exchange your writing with your partner to correct the mistakes in it.At last,rewrite it on a piece of paper.Ten minutes later,I'll collect them.Are you clear?

Ss:Yes.

One possible version:

Shanxi Province lies in the north of China with a population of about 30 million people.Besides Han People,there are mainly Mongol and Hui People living in Shanxi Province,where most people speak Putonghua so that they can understand each other.

In the north of Shanxi live some Mongolians,whose ancestors are nomadic tribes living by keeping sheep.They are strong,brave and hospitable.A grand festival called“Na-dam Fair”is held in summer every year.On festivals,they will carry out some traditional performances,such as horse-riding,whistling and so on.

There are many mountains,but basin is flat.It has all kinds of agricultural products,such as rice,wheat,potatoes,corn and cotton.It is also rich in coal,and is called“home of coal”.

People there like climbing mountains and singing folk songs in their spare time.They also enjoy taking all kinds of exercise to keep fit.Paper-cut is their hobby.Besides,there are all sorts of cooked wheaten food in Shanxi.They're very delicious.

Shanxi is my hometown.I love it very much.

Step Ⅴ.Test

T:In this unit,we've learnt some useful expressions.Now,let's have a dictation.Li Ming,please come to the front and write the phrases on the blackboard.The other students,take out a piece of paper and write them on it.Are you ready?

Ss:Yes.

T:OK.Let's begin.

(Teacher says the following phrases in Chinese,and the students write them in English.

Bb:be made up of,be surrounded by,make electricity,take possession of,sign an agreement,refer to,in relation to,compare…with…,stand for,take place,turn to,prepare for)

T:(After that)Now,look at the screen.Complete each sentence by filling the blank with a right phrase on the blackboard.Some phrases may not be used.

1.Do you know what these bold words__________?

2.The May 4th Movement__________in 1949.

3.CPC__________the Communist Party of China.

4.The UK__________four countries.

5.I have a lot to say__________that affair.

6.The teacher asked us to__________next period.

7.Please__________your attention__________something important.

8.The soldiers__________the enemy fort.

9.The teacher__________Beijing__________Shanghai in class.

10.Generally speaking,we use coal to__________.

Well,you're given five minutes to do the exercise on a piece of paper.After that,I'll check your answers.

Suggested answers:

1.refer to 2.took place 3.stands for 4.is made up of 5.in relation to 6.prepare for

7.turn…to… 8.took possession of 9.compared…with… 10.make electricity

Step Ⅵ.Summary and Homework

T:In this class,we've done some exercises to review the use of“it” and the useful expressions appearing in this unit.We've also done some reading and writing.By reading the text about life in New Zealand,we have learnt to write a short description about some province or region.If you haven't finished the writing,please go on with it after class.Today's homework:preview Unit 19.Class is over.

Step Ⅶ.The Design of the Writing on the Blackboard

Unit 18 New Zealand

The Fourth Period

Ⅰ.Sentences:

1.It is dangerous to travel alone near the coast.

2.It was unknown whether he would accept the job.

3.It was no use talking to him.

4.It is nice to see you again.

5.It is strange that he didn't come.

Ⅱ.Useful expressions:

be made up of be surrounded by

make electricity take possession of

sign an agreement refer to

in relation to compare…with

stand for take place

turn to prepare for

Step Ⅷ.Record after Teaching

_____________________________________

Reference for Teaching

一、异域风情

1.Way of Life

New Zealand is an independent nation and a member of the British Commonwealth(英联邦).The majority of New Zealanders are of British descent,and the largest minority is New Zealand's indigenous Maori who make up around 14 percent of the population.

New Zealand lives in burgalows(带走廊的平房),singlestory,single-unit dwellings(住处)on small lots(地).Highrise residential(住宅的)development is a recent phenomenon confined(局限于)mainly to Auckland and Wellington.Most New Zealand families have a vegetable and fruit garden on their lot where they grow some of their food.It is common for families to have animals as pets,especially cats and dogs.

New Zealanders are keen sport participants and followers,Primary winter sports are rugby,soccer,hocky,netball(avariant of basketball,played by women),skating,skiing,and mountain climbing.The most popular summer sports are cricket(板球),tennis,swimming and sailing.

2.New Zealand-Land of the White Cloud

With its primeval forests,mighty snowcapped peaks,gigantic jords and grumbling volcanoes,it's no wonder the makers of The Lord Of The Rings films decided to shoot the trilogy in New Zealand.Rugged ranger-types can relive .The Fellowship Of The Rings by scaling forbidding mountain passes or crossing volcanic moonscapes towards the cracks of doom.For more adrenaline highs there's an unbeatable choice of good value activities,form white water rafting and jet boat rides to bungee-jumping and skydiving.

For more homely Hobbit types,NZ has many other attractions to enjoy-rambling countryside,a glorious coastline and plenty of sedate places to sit and enjoy the amazing views.And then there's the terrific cuisine and wine.With two weeks or more,a good way to see the country is to start in Auckland on the North Island,then drive to Wellington,crossing by ferry to the South Island.Take in the breathtaking scenery around Queenstown before flying home from Christchurch.There's too much to see beyond Auckland to justify spending too much time in the city,so head south to Waitomo.Hiding beneath this hilly area are the haunting Waitomo Glowworm Caves.Drift in silence in the dark on the subterranean lake and gaze up at the spectacular living lightshow.Adventure company Waitomo Luminosa leads groups through the underground rivers riding dark rapids on inner tyres.

二、知识归纳

(一)settle的用法

1.作及物/不及物动词，“前往居住(与in连用)”(go to and live in);“定居、安家(与in,at等连用)”(make one's home in/at…)。

e.g.They have decided to settle in America.

他们已决定在美国定居。

Tom settled his family in the countryside.

汤姆让家属定居于农村。

2.作不及物动词，“停留(与on连用)”(come to rest on);“暂时栖息(与on连用)”(stay for some time on)。

e.g.The bird settled on a branch.

鸟栖息于树枝上。

Dust settled on the desk.

灰尘落在了课桌上。

Her eyes settled on the baby.

她的目光停留在了婴儿身上。

A heavy fog settled over the airport.

大雾笼罩着飞机场。

3.作及物动词，“了结”(make an agreement about);“决定”(decide);“解决”(solve);“安排”(arrange);“料理”(deal with)。

e.g.That settles the matter.

事件就这样解决了。

They settled the date for the next meeting.

他们确定了下次开会的日期。

The problem was settled to his satisfaction.

这个问题解决得使他感到满意。

We've settled that we'll go to England,but we haven't settled how to get there.

我们已决定了去英国，但没有决定怎样去那儿。

I must settle all my affairs before leaving for Shanghai.

我在去上海之前一定要把事情料理妥当。

He settled his father in a corner of the waiting room.

他把父亲安顿在候车室的一个角落里。

(二)population的用法

1.population：“人口”，是个集合名词(collective noun)。

population作主语时，一般来说，当其强调整体时，表示某地整体人口是多少时，谓语动词常用单数(也就是说单独作主语时，谓语动词常用单数)。但如果population强调具体成员时，表示某地的部分人口时，谓语动词常用复数(也就是说当其被分数、百分数修饰，且在句中作主语，谓语动词常用复数)。

e.g.The population of this city is nearly 300 000.

这个城市的人口将近三十万。

The population of the world is growing rapidly.

世界人口在迅速增长。

At present,38% of the Chinese population smoke.

目前，百分之三十八的中国人吸烟。

80% of the population in China are farmers.

中国百分之八十的人口是农民。

2.当问到“某地有多少人口”时，常用what/how large,而不用how many。

e.g.What's the population of this country?

这个国家有多少人口？

How large is the population of this city?

这个城市有多少人口？

3.当提到“有……人口”时，往往常用has a population of…或with a population of…。

e.g.China is a larger country with a population of more than 1.3 billion.

中国是一个具有十三多亿人口的大国。

The country has a population of more than 0.5 billion.

这个国家有五亿多人口。

4.当提到“某地人口比……多(少)”时，我们常用larger/smaller than…而不用more/less than…。

e.g.The population of China is larger than that of Japan.

我国的人口比日本的人口多。

The population of this city is smaller than that of that city.

这座城市的人口比那座城市的少。

5.常见的一些表达方式：

population explosion(人口爆炸)

population boom(人口骤增)

a fall/rise in population(人口的减少/增加)

control population(控制人口)

reach a population of…(达到……的人口)

(三)direction

direction作名词有多种意义：“方向、说明、指示(多用复数)，指导、指挥、导演”，常构成许多短语。

e.g.in the direction朝……方向

in the opposite/same direction朝相反/相同的方向

in all directions朝四面八方

follow one's directions(instructions)遵照某人的指示

using directions使用说明

under the direction of在……的指导下

e.g.The car was running in the direction of the airport.

小车向机场方向驶去。

The birds flew in all directions.

鸟儿四下飞去了。

Read the directions carefully before using the equipment.

使用设备前一定要仔细阅读说明。

We did the experiment under the direction of our teacher.

在老师的指导下我们做了这个实验。

三、词语辨析

(一)be made of,be made from,be made in,be made into,be made out of,be made by,be made up of

1.be made of“用……制成”，指某种成品是用什么原料制成的，而且能从成品表面看出原料。

e.g.The desks are made of wood.

课桌是由木头做的。

The wine bottle is made of glass.

这酒瓶是用玻璃做的。

2.be made from“由……制成”，也指某种成品是用什么原料制成的，但是从成品表面看不出原料。

e.g.Gas is made from coal.

煤气是由煤制成的。

The soil is made from the dead leaves above.

土壤是由上面的落叶腐烂而成的。

3.be made in“由某地制造”，“产于某地”，指某产品产于某地，in后接表示地点的名词。

e.g.The radio is made in Guangzhou.

这台收音机是广州产的。

The pen is made in Shanghai.

这钢笔是上海产的。

4.be made into“被制成……”，指用某种原料制成某种产品。

e.g.Glass can be made into bottles.

玻璃能被制成瓶子。

Graps can be made into wine.

葡萄可以酿酒。

5.be made out of“用……制造出……”，指产品来自于某原料，在口语中，可以代替be made of/from。

e.g.The cloth is made (out) of silk.

这布是丝绸做的。

The wine was made out of/from rice.

这酒是由米酿成的。

6.be made by“被……制造”是被动语态，by后接动作的发出者。

e.g.The shoes were made by my mother.

这双鞋是我妈妈做的。

The tool was made by workers.

这件工具是工人制造的。

7.be made up of“由……组成”，表示某一整体是由若干部分组成。其主动形式make up意为“组成。”

e.g.The medical team was made up of ten doctors and five nurses.

那支医疗队由十个医生和五个护士组成。

Our grade is made up of eight classes.

我们年级由八个班组成。

(二)be related to,relate to,have something to do with以上都作“与……有关系”讲，属同义词组。口语中常用have something to do with。

e.g.Light industry is closely related to the people's life.

轻工业与人民生活有密切联系。

I can't relate what he does to what he says.

我看他所做的和所说的完全是两回事。

Perhaps he has nothing to do with this case.

也许他与该案没有联系。

(三)take/have possession of,in(the)possession of

1.take possession of意为“夺取；占领”。

e.g.The policeman took possession of the thief's bag.

警察夺过了小偷的包。

2.have possession of意为“占有；拥有”。

e.g.He's had possession of the house for 10 years.

他已经拥有那房子了。

3.in possession of sth.意为“占有某物”，而in the possession of sb./in sb's possession则意为“为某人所占有”。二者意义完全不同，不可混淆。

试比较：

The widow is in possession of a large fortune.

那个寡妇拥有大笔财产。

The land is in the possession of the merchant.

这块地为该商人所有。

(四)take place,take one's place,take the place of

1.take place意为“发生”，“举行”，相当于不及物动词，不能用于被动语态，主语不能是人。

e.g.Great changes have taken place in our country since 1980.

自从1980年以来，我们国家发生了巨大的变化。

They decided that the ceremony should take place on Thursday.

他们决定仪式在星期四举行。

2.take one's place意为“入座、就位”“坐某人的座位”、“代替某人的职位”。

e.g.Take your place,please.We are about to start.

请坐好，我们马上就出发了。

Mr.Green is ill.Who will take his place to give us lessons?

格林先生病了，谁来替他给我们上课呢？

They took their place(=took their seats)at the small round table.

他们在那小圆桌旁坐下。

3.take the place of sb./sth.意为“代替或取代某人/物”。

e.g.Now computers have taken the place of typewriters in the office.

如今，办公室里电脑已取代了打字机。

His sense of touch gradually took the place of sight.

他的触觉逐渐代替了视觉。

No one can take the place of your manager.

没有人能够接替你们经理的工作。

(=No one can take your manager's place.)

四、能力训练

(一)单句改错

1.Please compare this sentence to that one.

简析：把to改为with。compare…to…是“把……比作……”的意思，而compare…with…是“把……同……相比较”。本句题意是“请把这个句子同那个句子相比较。”故用compare…with…。

2.How much is the population of this city?

简析：How much改为what或How large。在英语中，对“人口”进行提问，应用what或How large。

3.The majority of young people likes pop music.

简析：likes改为like。the majority(of…)作主语，谓语动词常用复数。

4.China is about the same size that America.

简析：that应改为as。the same…as是“同……相同”的意思。根据题意“中国与美国的面积大约相同”。故应用as。

5.The island lies on the northwest coast of Alaska.

简析：将on改为off。在谈论位置时，on强调接壤，off则是“在离……不远处”的意思。根据题意是指“在离阿拉斯加西北海岸不远处”的意思，故应用 off。

(二)翻译填空

1.好习惯应该早期养成。

Good habits should be formed__________ __________ __________ __________.

答案：at an early age

2.5岁以下的小孩仅占总人口的20%。

Children below 5 years old__________ __________ only 20 percent of the total population.

答案： make up

3.学校四周围着篱笆。

The school__________ __________ __________a fence.

答案：is surrounded by/with

4.西藏位于中国的西部。

Tibet__________ __________the west of China.

答案：lies/is in

5.这本书很有用。

This book is__________ __________ __________.

答案：of great use

6.他的谈话结束了。他该走了。

His talk was over and__________ __________ __________for him to be off.

答案：it was time

五、高考真题

1.(2002春季高考)Who is it up__________the first company__________is run by the state?

A.to take charge of;which

B.to to take charge of;that

C.for to take charge of;that

D.to to taking charge of;which

简析：选B。因“该由某人负责干某事”是一个句型，即It is up to sb.to do sth.。在第一空中，是对sb.进行提问，所以不能省掉to。虽有两个to,但它的意义不同。而第二个空是需填入一个关系代词并在从句中用作主语，that和which虽然都有此功能，但当先行词前有序数词修饰时，则常用that而不用which，故第二空应填that。根据题意“这个州开办的第一家公司该由谁来负责呢？”所以选B。

2.(NMET 2001)The Parkers bought a new house but__________will need a lot of work before they can move in.

A.they B.it

C.one D.which

简析：选B。本题考查代词it的用法。根据题意“帕克斯夫妇买了一套新房，但在他们搬入之前还需大量的工作。”故选it来代这套房子。A选项指人，不合题意；C项是替代可数名词单数，相当于a/an+ n.;D项是关系代词，引导定语从句的。它们都不切题意。

3.(NMET 2000)-Why don't we take a little break?

-Didn't we just have__________?

A.it B.that

C.one D.this

简析：选C。因为it指代同名同物，不合题意。that一般用于特指，相当于the+ n.。one是代替可数名词单数的，相当于a/an+ n,而该句中需要填入的正是一个表泛指的代词来替代a little break,故选C。D项不合题意，可排除。

4.(NMET 2002)Meeting my uncle after all these years was an unforgettable moment,__________I will always treasure.

A.that B.one

C.it D.what

简析：选B。“one”在此相当于“a moment”,作“an unforgettable moment”的同位语；one后又接了一个省去that的定语从句，补充说明这一难忘时刻。

5.(2000 上海)Someone is ringing the doorbell.Go and see__________.

A.who is he B.who he is

C.who is it D.who it is

简析：选D。此题考查了两点：一是名词性从句的语序问题；再一点就是考查it的用法。此处用it代指不明身份的人。

6.(2001 上海)In fact__________is a hard job for the police to keep order in an important football match.

A.this B.that

C.there D.it

简析：选D项。因为it在句子中用作形式主语，真正主语是to keep order in an important football match.又根据句意：事实上，在一场重要的足球比赛中，对于警察来说，维持秩序是一件很难的工作。故而选D。

篇6：Unit 19 New Zealand

【重点词语】

sign 打手势，示意，签名

quality 品质，质量

settle 安排，解决，定居

export 输出，出口，输出品

relate 有关，涉及

pension n.养老金/v.给予……养老金

【重点难点讲解】

1，Maori families enjoy sharing what they own and looking after one another.

毛利人的家庭喜欢共享他们拥有的东西，并乐意彼此照顾。

enjoy 欣赏，喜欢。后面常跟名词/代词/-ing形式作宾语。本句 enjoy后跟两个-ing 形式短语 sharing what they own 及looking after one another。这儿的-ing形式不能用不定式代替。例如：

Joan enjoys listening to music, but Jane enjoys reading novels.

琼喜欢听音乐，而简喜欢看小说。

除 enjoy外，通常后面要跟-ing形式(不可接不定式)的动词或短语动词还有：

consider，dislike， feel like，finish， give up，go，imagine， mind， practise， risk，suggest等。

例如：

Martin considered coming to China to study Chinese. 马丁曾经考虑过来中国学习中文。

I dislike arguing about money. 我不喜欢为金钱而争论。

He has finished mending the car. 他已经修完汽车了。

Have you decided to give up smoking? 你下决心戒烟了吗？

2，The common meeting place for Maori is on the marae, an area of land with a meeting house, where all the important events take place. 毛利人的公众聚会场所是麦利会堂-在一片空地上盖有一个会堂，一切重大的活动都在这儿举行。

3，This is how they keep their way of life alive.

他们就是这样保持自己的生活方式的。

1)alive adj. 活的，活着的；有活力的，有生气的。这是一个表语形容词(用作表语或宾语补足语)，一般不放在名词之前作定语。我们可以说：

The fish is still alive.这条鱼还活着。(作表语)

也可以说：Let's keep the fish alive. 咱们把这条鱼养着吧。(作宾语补足语)

“这是一条活鱼。”应译作 This is a live fish. (live[laiv] 是定语形容词，作“活的”、“活着的”解。)

类似的以a- 开头的表语形容词还有：afraid, alone, asleep, awake等。例如：

The baby is asleep. 婴儿睡着了。(试比较： a sleeping baby一个睡着的婴孩)。

I don't think he is awake. 我想他还没有醒来。

2) keep sth. alive是“使(某物)继续有效、存在或进行”的意思。又如：

Love will keep us alive.

4，Apart from their milk, the wool from their coats is used in expensive clothing. 除了羊奶外，山羊毛用来制作昂贵的服装。

apart from作“除开”、“除……以外”解，在意思上相当于besides。例如：

Apart from English, he is good at French. 除了英语外，他的法语也很好。

He has no other interests, apart from his work.

除了自己的工作外，他没有其他的爱好。

Apart from me, there were ten people at the meeting. 除了我以外，会上还有10个人。

【语法－宾语】

1．宾语（the Object）

宾语主要分为两类：直接宾语（the Direct Object）和间接宾语（the Indirect Object）直接宾语由谓语直接引起的事物是动作的直接承受者或结果，间接宾语表示动作间接承受者（给谁或为谁而做）。

若直接宾语放在动词之后，间接宾语要用介词to或for：

I'll return you the book tomorrow.

=I'll return the book to you tomorrow.

我明天把书还你。

Fetch us a few chairs, will you?

=Fetch a few chairs for us, will you?

下列动词常用for 引导间接宾语：make, buy, do, fetch, get, paint, save, spare, cook, sing等。

2．宾语表示法

宾语可由名词，代词宾格，数词，动词不定式，v-ing，形容词及从句来表示。

复合宾词结构：常用的复合宾语结构有：

（1）名词（代词）+不定式（2）名词（代词）+动词-ing形式

（3）名词（代词）+形容词（4）名词（代词）+副词

（5）名词（代词）+介词短语（6）名词（代词）+名词

（7）it +形容词（或名词）+不定式

【宾语习题集锦】

一、V-ing 作宾语：

1. I can't imagine ____ that with them .

A . do B . to do C . being done D . doing

2 .- I usually go there by train .

- Why not ____ by boat for a change ?

A. to try going B . trying to go C . to try and go D . try going

3. People can't help ____ the foolish emperor in the procession .

A. laugh at B . to laugh at C . laughing at D . laughing on

4. We're looking forward ____ the photo exhibition .

A. to visiting B . to visit C . to having visited D . visiting

5. - What are you going to do this morning ?

- I'm thinking of ____ to visit my aunt .

A . go B . going C . having gone D . my going

6. I really enjoy ____ that kind of job .

A. do B . doing C . to do D . to be doing

7. They wouldn't allow him ____ across the enemy line .

A. to risk going B . risking to go C . for risk to go D . risk going

8. - What do you think of the book ?

- Oh , excellent . It's worth ____ a second time .

A. to read B . to be read C . reading D . being read

9. Only one of these books is worth ____ .

A. to read B . being read C . of reading D . reading

10. She can't help ____ the house because she's busy making a cake.

A . to clean B . cleaning C . cleaned D . being cleaned

二、V-ing 的复合结构也可作宾语。它由物主代词或名词所有格加 V-ing 构成。在口语和非正式用语中，该结构作宾语时，常用人称代词宾格代替物主代词，用名词普通格代替所有格。如：

11. I can hardly imagine Peter ____ across the Atlantic Ocean in five days.

A. sail B. to sail C. sailing D. to have sailed

12. I would appreciate ____ back this afternoon.

A. you to call B. you call C. your calling D. you're calling

13. How about the two of us ____ a walk down the garden?

A. to take B. take C. taking D. to be taking

三、V-ing 的被动式表示被动的动作，放在动词或介词后作宾语；V-ing 复合结构的被动式也可作宾语。如：

14. The squirrel was lucky that it just missed ____.

A. catching B. to be caught C. being caught D. to catch

15. Do you mind ____ alone at home?

A. Jane's leaving B. Jane having left C. Jane's being left D. Jane to be left

16. He always insisted on his ____ Dr . Turner instead of Mr Turner.

A. been called B. called C. having called D. being called

四、若 V-ing 的动作发生在谓语动词动作之前，用 V-ing 完成式。当然，forget, remember, regret 后接 V-ing 一般式或完成式均可表示上述意义。如：

17. She didn't remember ____ him before.

A. having met B. have met C. to meet D. to having met

18. - You were brave enough to raise objections at the meeting.

- Well , I regret ____ that.

A. to do B. to be doing C. having done D. being done

五、V-ing 的否定式在其前加 not。如：

19. - I must apologize for ____ ahead of time .

- That's all right .

A. letting you not know B. not letting you know

C. letting you know not D. letting not you know

六、动词不定式用宾语

20. We agreed ____ here , but so far she hasn't turned up yet.

A. having met B. meeting C. to meet D. to have met

21. I ____ to believe that God could make me enter a university.

A. reject B. require C. resist D. refuse

22. She pretended ____ me when I passed by.

A. not to see B. not seeing C. to not see D. having not seen

23. Little Jim should love ____ to the theatre this evening .

A. to be taken B. to take C. being taken D. taking

24. I would love ____ to the party last night , but I had to work extra hours to finish a report.

A. to go B. to have gone C. going D. having gone

七、常见以疑问词(how / what / which / when / where 等)(why 除外)+不定式短语作宾语。

25. There isn't any difference between the two. I really don't know ____.

A. where to choose B. which to choose C. to choose what D. to choose which

26.- Have you decided when ____ ?

- Yes, tomorrow morning.

A. to leave B. to be leaving C. will you leave D. are you leaving

27. Last summer I took a course on how ____.

A. to make dresses B. dresses be made

C. to be made dresses D. dresses to be made

28. There are so many kinds of tape-recorders on sale that I can't make up my mind ____ to buy.

A. what B. which C. how D. where

八、V-ing 与不定式作宾语的区别

29. Don't you remember _____ the man before?

A. seeing B. to see C. saw D. have seen

30.- The light in the office is still on.

- Oh, I forgot ____.

A. turning if off B. turn it off C. to turn it off D. having turned it off

31. She didn't remember ____ him before.

A. having met B. have met C. to meet D. to having met

32. Do you remember ____ me at a party last year?

A. meet B. to meet C. meeting D. met

33. I don't regret ____ even if it might have upset her.

A. to tell her what I thought B. to have told her that I thought

C. telling what I thought D. telling her what I thought

九、need , want , require 等接主动的 V-ing 表示被动的意义，而接不定式的被动式才能表示被动的意义。如：

34. This page needs ____ again.

A. being checked B. checked C. to check D. to be checked

35. The library needs ____ , but it'll have to wait until Sunday.

A. cleaning B. be cleaned C. clean D. being cleaned

36. This sentence needs ____ .

A. improve B. improving C. an improvement D. improved

【参考答案】

1-5 DDCAB 6-10 BACDA 11-15 CCCCC 16-20 DACBC 21-25 DAABB 26-30 AABAC 31-36 ACDDAB

★ 人教版高一SB1 Unit18 New Zealand

★ 英语教案－A new factory

★ Unit?1?reading?2?

★ 英语美文：A New Day

★ Tasting of reading in English高中英语作文

★ 中学生英语演讲稿：reading books

★ 优秀作文：New School,New Life

★ 新学期计划 A Plan For the New Semester

★ 读书的价值(The Value of Reading Books)

★ 外研社六年级上《New York is in the east of A

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