Module 2 Australia and New Zealand模块教学详案

Module 2 Australia and New Zealand
I. 模块教学目标
技能目标Skill GoalsTalk about some of the most dangerous creatures in AustraliaTalk about New Zealand and the film The Lord of the RingsLearn the use of going to, take, then, there be and timeListen to a lecture about convict ships to Australia Write instructions for an adventure trip
II. 目标语言
功能 句 式 North-eastern Australia is also home to …New Zealand is a country of … The country is home to …It is recognized by … and has attained …
词汇 四会词汇 ancestor, attack, ba ( http: / / www.21cnjy.com )ckground, bite, breathtaking, colony, confused, crocodile, deadly, destroy, dirty, disaster, emigrate, embarrassed, encourage, enslave, epic, exhausted, explorer, faint, fiery, hostile, human, immediate, massive, murder, mystery, outstanding, plateau, poisonous, protect, remote, respect, responsible, rocky, sacred, scream, snake, species, spectacular, spider, survive, swallow, taipan, tentacle, transform, variety, visible, volcano 短语 be home to, in trouble, in terms of, medical attention, put together重点词汇 attack, deadly, immediate, human, mystery, protect, remote, responsible, scream, species, survive, background, destroy, outstanding, plateau, respect, rocky, volcano, put together
语法 going to, take, thentime expressionsthere be
重点句子 1. Few people survive a meeting with a box jellyfish.2. The box jellyfish ( http: / / www.21cnjy.com )is responsible for more deaths in Australia than … put together.3. … there are 12 that can kill you with a bite. 4. North-eastern Australia is also home to the salt water crocodile …5. In terms o ( http: / / www.21cnjy.com )f reported incidents, dogs kill more people each year than great whites have killed in the last 100 years. 6. It is recognized ( http: / / www.21cnjy.com ) by every Australian, and has attained international status as the nation’s unofficial national anthem. 7. The song, however, has long been the subject of controversy. 8. This is astonishing for a country of only four million people.
III. 教材分析与教材重组
1. 教材分析
1.1 INTRODUCTION是 ( http: / / www.21cnjy.com )本模块的热身部分，设计了三个活动：1提供了一段有关澳大利亚和新西兰的文章，要求学生阅读并回答问题，从而对这两个国家有个大概的了解。2提供了一些有关这两个国家的数据信息，让学生改写活动1中的段落，把这些数据信息包括进去。3要求学生写一段文章，用2中给出的信息对比澳大利亚、新西兰和中国。培养学生独立获取信息并处理信息的能力，为后面的教学活动做铺垫。
1.2 READING AND V ( http: / / www.21cnjy.com )OCABULARY（1）是一篇介绍澳大利亚的文章，并以此为中心设计了一系列的活动，加强学生对文章内容的理解（整体把握和细节检验）及词汇的学习。
1.3 LANGUAGE IN USE（1）帮助学生在语境中掌握going to, take及 then的一些用法。
1.4 VOCABULARY AND LIS ( http: / / www.21cnjy.com )TENING是听力和词汇练习，1让学生看图并小组讨论问题，为后面的听力活动做内容方面的铺垫；2是对听力材料中重要词汇的学习，为后面的听力扫清语言障碍；3和4分别是对听大意和听细节的练习；5是对听力内容的拓展，要求学生对几个问题做深入的探讨和思考，强化学生的思维。
1.5 LANGUAGE IN USE（2）通过一些练习，帮助学生掌握there be句型和time所表达的不同意思。
1.6 READING A ( http: / / www.21cnjy.com )ND VOCABULARY（2）以一篇介绍新西兰的文章为中心，设计了一系列的活动。1以电影指环王导入主题；2是对一些重要词汇的意义的学习；3看图描述其中的地方，为后面的阅读做铺垫；4和5分别是阅读理解题；6检验学生根据语境推测单词意思的能力；7是小组讨论，加强学生对主题的深层理解，强化学生自主思维的习惯。
1.7 PRESENTA ( http: / / www.21cnjy.com )TION SKILLS 以instructions为主线设计了三个活动，帮助学生学习如何写instructions这一技能。
1.8 READING PRACTICE是阅读训练，内容为澳大利亚的国歌介绍和歌词呈现，帮助学生更好地了解这个国家。
1.9 CULTURAL CORNER是文化角，介绍了澳大利亚和新西兰重要的体育项目和一些特殊的体育仪式，从另一个侧面了解这两个国家。
2.0 TASK是一个任务活动，要求学 ( http: / / www.21cnjy.com )生根据本模块所学习的有关澳大利亚和新西兰的知识，以及利用地图的帮助，自己动手做挂图，在图中标注细节信息，并向全班同学描述。
2 教材重组
2.1 Intensive Readi ( http: / / www.21cnjy.com )ng (I) 将INTRODUCTION、READING AND VOCABULARY（1）及其后面的练习整合为一节精读课。
2.2 Integrating s ( http: / / www.21cnjy.com )kills (I) 将VOCABULARY AND LISTENING和WORKBOOK中的Listening and writing设计为综合技能课（一）。
2.3 Language Study 将 ( http: / / www.21cnjy.com )LANGUAGE IN USE（1）、LANGUAGE IN USE（2）及WORKBOOK中的Language in use整合为一节语言学习课。
2.4 Intensive Read ( http: / / www.21cnjy.com )ing (II) 将READING AND VOCABULARY（2）及WORKBOOK中的Vocabulary设计为另一节精读课。
2.5 Integrating ski ( http: / / www.21cnjy.com )lls(II) 将PRESENTATION SKILLS和WORKBOOK中的Speaking and writing设计为一节综合技能课（二）。
2.6 Extensive R ( http: / / www.21cnjy.com )eading 将READING PRACTICE、CULTURAL CORNER及WORKBOOK中的Reading整合为一节泛读课。
3. 课型设计与课时分配
1st Period Intensive Reading (I)
2nd Period Integrating Skills (I)
3rd Period Language Study
4th Period Intensive Reading (II)
5th Period Integrating Skills (II)
6th Period Extensive Reading
III. 分课时教案
The First Period Intensive reading (I)
Teaching goals 教学目标
1. Target language 目标语言
重点词汇和短语
attack, deadly, colony, emigrate, background, bite, put together
b. 重点句子
1. Few people survive a meeting with a box jellyfish.
2. The box jelly ( http: / / www.21cnjy.com )fish is responsible for more deaths in Australia than … put together.
3. … there are 12 that can kill you with a bite.
4. North-eastern A ( http: / / www.21cnjy.com )ustralia is also home to the salt water crocodile …
5. In terms ( http: / / www.21cnjy.com ) of reported incidents, dogs kill more people each year than great whites have killed in the last 100 years.
2. Ability goals 能力目标
Enable students t ( http: / / www.21cnjy.com )o have a general idea of Australia and New Zealand.
Enable students t ( http: / / www.21cnjy.com )o learn about four of the most dangerous creatures in Australia.
3. Learning ability goals 学能目标
Help students learn how to summarize the main idea of the passage.
Teaching important and difficult points 教学重难点
Choose the main idea of the passage.
Understand the features of the creatures.
Teaching methods 教学方法
Skimming, scanning and comparison.
Teaching aids 教具准备
Pictures/cards of national flags of some countries.
Teaching procedures & ways 教学过程与方式
Step I Lead-in
Teacher can play a g ( http: / / www.21cnjy.com )ame with students. Show them the national flags of some countries (including Australia and New Zealand) and let them guess which country each one represents. Then pick out the national flags of Australia and New Zealand. Raise the question:
Q: What do these two f ( http: / / www.21cnjy.com )lags have in common And what does that suggest
(New Zealand) (Australia)
Note: Australia an ( http: / / www.21cnjy.com )d New Zealand are both Independent Commonwealth Countries(英联邦国家). They used to be the colonies of the Great Britain. So they both retain British Ensigns as their national flags.
Ask students some q ( http: / / www.21cnjy.com )uestions to stimulate their background knowledge about these two counties.
T: How much do you k ( http: / / www.21cnjy.com )now about these two countries Where are they located Which one is bigger What makes them similar and what makes them different …
Allow two minutes for students to exchange answers with each other.
Then direct their attention to the passage on page 15.
T: Now read the p ( http: / / www.21cnjy.com )assage on page 15, and find answers to the questions above.
Suggested answers:
1. Five countries are larger than Australia in the world.
2. 20 percent of A ( http: / / www.21cnjy.com )ustralians are migrants from non-English speaking backgrounds.
3. The Maori people ( http: / / www.21cnjy.com ) arrived in New Zealand a little over 1000 years ago.
4. New Zealand is named after a region of Holland.
5. Wellington is farther from Beijing.
Explain a little bit about the following words or expressions:
four out of ten, emigrate/migrant, name after, inhabit/inhabitant
(Activities 2 and 3 could be treated as homework.)
Sample passage to activity 3:
In terms of po ( http: / / www.21cnjy.com )pulation and size, New Zealand is smaller than Australia and China. It has only 4 million people with an area of 270,534 km . Among the three capitals, Beijing has a big population of 13.82 million, and far more crowded than the other two cities. Like New Zealand, Australia has no borders, while China borders with 14 countries. Australia has the longest coastline compared with China and New Zealand.
Step II Reading comprehension
Deal with the ( http: / / www.21cnjy.com ) reading passage about Australia and let students do some comprehension exercises.
T: I believe you all ( http: / / www.21cnjy.com )know something about Australia. Can you use some words to describe it
S1: Wide, beautiful and clean.
S2: A country with mild climate and rare animals.
S3: A tourist country and an immigration country.
S4: Long coastal line and beautiful beaches.
T: Good points. But lo ( http: / / www.21cnjy.com )ok at the title of the passage. What makes Australia the most dangerous place on the planet Is it really dangerous What do you expect the passage to tell us
Encourage students to ( http: / / www.21cnjy.com )make predictions before reading the passage. Ask several students to tell
their predictions to the class.
Then let students read the passage and find what the main idea is.
After students have finished reading
T: Look at the ( http: / / www.21cnjy.com ) three choices above the passage, which best summarize the main idea of it Why
S: My answer is ( http: / / www.21cnjy.com )number 2. The passage introduces four kinds of sea creatures in Australia. They are all dangerous.
T: Good answer. Where can you find the topic sentence of the passage
S: The first paragrap ( http: / / www.21cnjy.com )h, the third sentence: Because Australia has some of the most dangerous creatures in the world—and many of them live in or near the sea.
T: Exactly. OK, now ( http: / / www.21cnjy.com ) let’s get to know these most dangerous creatures. Work in groups of four, read the paragraphs about each creature, and underline the key features of each creature.
Key features of each creature:
Box Jellyfish
most deadly creat ( http: / / www.21cnjy.com )ures on earth, lives in Northern and north-eastern Australia, strong poison in its
tentacles, leave ( http: / / www.21cnjy.com )s long red marks on human body, causes more deaths than other creatures
Snakes
140 species of land ( http: / / www.21cnjy.com ) snakes, and 32 species of sea snakes, 12 can kill you with a bite, taipan is the
most poisonous
Salt Water Crocodiles
lives in north-ea ( http: / / www.21cnjy.com )stern Australia, strong and ugly, can be found in rivers or on beaches, difficult to
sea, a protected species in Australia
Sharks
Not dangerous at a ( http: / / www.21cnjy.com )ll, Australia is not the most dangerous place for shark attacks, some species are
Protected
Note: How box jellyfish got its name
Box Jellyfish are p ( http: / / www.21cnjy.com )ale blue and transparent and bell or cubed shaped with four distinct sides, therefore the name box jellyfish.
Then give st ( http: / / www.21cnjy.com )udents two minutes to finish the chart in activity 3. Check the answers.
Then deal with activity 4. Check the answers.
Step III Vocabulary study
Deal with activities 2 and 5.
T: Look at activi ( http: / / www.21cnjy.com )ty 2 on page 17. Match the meanings with the words in the box.
After students have finished, check the answer.
Note:
“Deadly” can also be used as adverb, which means “very”.
deadly serious/dull/boring etc
“Survive” as a verb is both transitive and intransitive.
e.g. In the accident, 14 passengers survived.
14 passengers survived the accident.
Then let stu ( http: / / www.21cnjy.com )dents find out the meanings of other words. And do some practice with the use of the key words: deadly, survive, responsible
Then let students finish activity 5 on page 18. Check the answer.
(For activity 2, ( http: / / www.21cnjy.com )teacher can ask students to write a passage containing 5 of the words given to describe a terrifying experience.)
Step IV Homework
T: What other da ( http: / / www.21cnjy.com )ngerous wildlife in Australia are mentioned in the passage
S: Scorpion fish, stone fish, funnel web spider, red back spider.
T: Right. After c ( http: / / www.21cnjy.com )lass, please find some information about them. Work in groups, each group choose one creature and make an info card about it. Don’t forget to include a picture in your card.
The Second Period Integrating Skills (I)
Teaching goals 教学目标
1. Target language 目标语言
重点词汇和短语
convict, ance ( http: / / www.21cnjy.com )stor, confused, disaster, embarrassed, encourage, exhausted, murder, hostile
b. 重点句子
1. This was ( http: / / www.21cnjy.com )nothing compared with the way the lives of the Aborigines changed.
2. Hostile relation ( http: / / www.21cnjy.com )s between the European settlers and Australia’s original inhabitants continued.
2. Ability goals 能力目标
Enable students ( http: / / www.21cnjy.com )to understand the history of convict to Australia by listening to the lecture.
3. Learning ability goals 学能目标
Help students learn how to get the main idea of the lecture.
Teaching important and difficult points 教学重难点
How to understand the implied meanings of some key sentences.
Teaching methods 教学方法
Listen for m ( http: / / www.21cnjy.com )ain idea, listen for specific information, group discussion
Teaching aids 教具准备
Tape recording
Teaching procedures & ways 教学过程与方式
Step I Revision
Review the passage and check the homework.
Show some pi ( http: / / www.21cnjy.com )ctures of the four dangerous creatures described in the passage. Let some students describe them in their own words.
Then check the hom ( http: / / www.21cnjy.com )ework, ask the group reporters to demonstrate their info cards about other dangerous wildlife in Australia.
Sample info cards:
Red back spider
The Red Back Spider ( http: / / www.21cnjy.com ) is Australia’s most well known deadly spider. They are found all over Australia, and are common in urban areas. These spiders are usually found under logs, rocks, bricks, sheds and outdoor toilets. The Red Back Spider feeds on insects, but can take down small lizards and crickets. These spiders are small in size, the females are about 1cm long and the males about 4mm long.
Scorpion fish
The Scorpion fishes are widely distributed in temperate and tropical waters; it contains about 60 genera and about 310 species. Fishes of this family have large heads and wide gill openings, and usually have sharp spines supporting the dorsal fin; in some species these spines are used in defense against attackers. Some species, such as the tropical turkey fishes or lionfishes ( http: / / www.21cnjy.com" \o "欢迎登陆21世纪教育网 ), have venom glands in each spine. The most deadly of all fish venoms is found in the stonefish, which, when accidentally stepped on, has caused death in humans. Scorpion fishes are carnivorous, and many bear live young. Scorpion fish lie quietly on the bottom, often among rocks.
Step II Pre-listening
Call students’ attention to the picture on page 20.
T: What can you see ( http: / / www.21cnjy.com )in the picture (…) Read the words below the picture. Who can tell the meaning of “convict”
S: It refers to som ( http: / / www.21cnjy.com )eone who has been proved to be guilty of a crime and sent to prison.
T: Right! Now work in groups. Discuss the questions in activity 1.
Possible answers:
1. The convict ships h ( http: / / www.21cnjy.com )appened from 1787-1868, Australia’s period of transportation.
2. The conditio ( http: / / www.21cnjy.com )ns were very poor: the food was bad, it was crowded due to too many convicts, some might even suffer from deceases without medical treatment.
3. The convicts might be thieves, robbers or murders.
Then deal with ac ( http: / / www.21cnjy.com )tivity 2 and help students to deal with some key vocabulary they may come across in listening. After students have learned the meanings of these words, make sure they know how to pronounce them correctly.
Note:
embarrassed – ( http: / / www.21cnjy.com )embarrassing; exhausted – exhausting; confused – confusing
Background information:
Although the Dutch discovered the Australian continent in 1770, the first ship of English convicts bound for Australia did not leave England until 1787, after the British lost the American colonies and decided to use Australia as a penal colony ( http: / / www.21cnjy.com" \o "欢迎登陆21世纪教育网 ). "Transportation" as a punishment had been established in 1717, when most prisoners sentenced to transportation were sent to the American colonies.
When Australia became ( http: / / www.21cnjy.com )a penal colony, prisoners were sent either to New South Wales or to Van Diemen’s Land. As capital punishment became less popular in England, more and more prisoners faced sentences of transportation, in most cases for seven years, but sometimes for life. What generally happened was that a criminal, charged with anything from pickpocketing to murder and most likely a repeat offender, was convicted and sentenced to either a prison term, transportation, or death (which usually was commuted to transportation). Those sentenced to transportation were taken to a Hulk, where chances of actually being sent to Australia depended on previous record and behavior. In general, approximately one third of those on the hulks actually went to Australia. For the safety of the hulks, usually those guilty of the most violent crimes were actually transported. Typically, they were young, from London, Birmingham, Manchester, Dublin, and Liverpool, and had been punished before.
Once in Australia, th ( http: / / www.21cnjy.com )e convicts were assigned to either the government or to traders as labor, under the assignment system in place until 1840. Under this system, their master could not punish the convict himself but could charge him and send him to a magistrate who would hear the case and decide the punishment. After 1840, the convicts followed a probation （缓刑） system instead, where they were assigned to a probation station, and depending on their behavior, advanced through the different stages of probation. Usually, those sentenced to seven years could apply for a ticket-of-leave (假释许可证) much sooner than those with life sentences, who had to serve eight years before being eligible for the ticket-of-leave.
Step III Listening
In this step, students ( http: / / www.21cnjy.com ) will listen to the lecture about the convict ships and do dome exercises.
T: I guess most ( http: / / www.21cnjy.com ) of you know little about the history of convict ships to Australia. It doesn’t matter. Now there is a lecture about it. Look at the three possible titles in activity 3. Which is the best title for the lecture we are going to hear Let’s listen.
Play the tape. Students listen and choose the best title.
Then play the tape aga ( http: / / www.21cnjy.com )in and let students finish activity 4. Before play the tape, let them go
through the s ( http: / / www.21cnjy.com )tatements and choices to get the listening points first.
If necessary, play the tape more times. Then check the answers.
Step IV Discussion
In this step, ( http: / / www.21cnjy.com ) students will be asked to give a deep thinking on the historic event and make some discussions.
T: Now work in gro ( http: / / www.21cnjy.com )ups of four and discuss the questions in activity 5.
Possible answers:
1. This would be a t ( http: / / www.21cnjy.com )orture to their minds. And they would feel very uncomfortable during the entire voyage.
2. It means a big change.
3. It was more se ( http: / / www.21cnjy.com )rious for the Aborigines since their peaceful and quiet life was changed forever.
4. Hostile relationship means bad and unfriendly friendship.
5. Yes.
Step V Listening and writing (WORKBOOK)
T: Can you name some best known animals in Australia
Ss: Koala, kangaroo, duckbill (鸭嘴兽) …
T: (show a picture of kangaroo) What do you know about kangaroo
S: It has two sho ( http: / / www.21cnjy.com )rt legs and two long legs. It has a pouch on its stomach which can hold its babies.
S: Kangaroos c ( http: / / www.21cnjy.com )an hop up to 40 miles per hour (74 kph) and go over 30 feet (9 m) in one hop.
S: They eat gras ( http: / / www.21cnjy.com )s, leaves, and roots. Roos need little water; they can go for months without drinking, and they dig their own water wells.
T: Good job! Now l ( http: / / www.21cnjy.com )ook at the words and expressions in activity 11. Match them with their meanings.
This activity will help students remove some listening difficulties.
Then play the tape. Students listen and finish activities 12 and 13.
Get students to su ( http: / / www.21cnjy.com )mmarize how the passage is developed to describe the animal – kangaroo. (This
will help with their writing practice in activity 14.)
T: Koala and Kang ( http: / / www.21cnjy.com )aroo are specific in Australia. Then what animals are specific in China
Ss: Panda, Tibetan ( http: / / www.21cnjy.com ) Antelope, Northeast Tiger, Beijing Swallow, Golden Monkey …
While students give answers, teacher writes them on the Bb.
T: Now suppose a ( http: / / www.21cnjy.com )foreign friend is visiting China and he asks you about typical Chinese animals. Choose one of the animals on the Bb and write a passage about it. Your passage should include these information.
Read the information given in activity 14.
Students can also refer to the listening material while writing.
After they h ( http: / / www.21cnjy.com )ave finished, collect some students’ papers and make some comment.
Step VI Summary and Homework
T: These anim ( http: / / www.21cnjy.com )als are very rare and some are even facing the danger of distinction. Everyone should do his/her bits to protect and save these animals.
1. Listen to the lecture again after class to get familiar with it.
2. Finish the exercises in Language in use in WORKBOOK.
The Third Period Language study
Teaching goals 教学目标
1. Target language 目标语言
going to, take, then, there be, time
2. Ability goals 能力目标
Enable students to learn the use of the target language.
3. Learning ability goals 学能目标
Help students le ( http: / / www.21cnjy.com )arn the different meanings and uses of the target language through context.
Teaching important and difficult points 教学重难点
“Going to” and “there be” structures.
Teaching methods 教学方法
Explanation and practice.
Teaching aids 教具准备
Projector and blackboard
Teaching procedures & ways 教学过程与方式
Step I The uses of going to
Ask students two questions to introduce the uses of going to.
Q1: What are you going to do this weekend
Q2: Is it going to rain
Elicit the answer ( http: / / www.21cnjy.com )s that “be going to” in the first sentence refers to plans and intentions and that in the second sentence is used to make a prediction about the future.
T: Does “going to” ( http: / / www.21cnjy.com ) have any other functions (…) Now turn to page 19, look at activity 1. To make a prediction about the future, “going to” can be used in two situations, what are they
S: First, without ( http: / / www.21cnjy.com ) any reference to the present time; second, based on some evidence at the present time.
T: Good! Now match ( http: / / www.21cnjy.com )the sentences on the left with the uses on the right.
After students have finished, check the answers.
Step II The uses of take
T: “Take” is a f ( http: / / www.21cnjy.com )requently used verb in English, and it has many different meanings and can be used to form different verb phrases. Can you give me some sentences or verb phrases with take
Collect stud ( http: / / www.21cnjy.com )ents’ examples on the left side of the Bb. Then let students write their meanings on right side of the Bb. Finally, summarize the different meanings of the verb take.
T: Now look at activ ( http: / / www.21cnjy.com )ity 2 on page 19. Check the meanings you have written with the meanings given (a-j). (Focus on the meanings students haven’t mentioned.)Then match the sentences with the meanings of take.
After students have finished, check the answers.
Step III The use of then
T: As an adverb, ( http: / / www.21cnjy.com ) “then” also has different meanings and can be used in different situations. Now look at the phrases in activity 3, the right column. Each gives a different meaning of “then”. Choose the correct phrases to rewrite the sentences on the left.
After students have finished, check the answers.
Finally, let stu ( http: / / www.21cnjy.com )dents complete the conversation in activity 4 with going to, take or then.
Call a pair to demonstrate their answers.
Step IV The use of “there be” structure
T: We have l ( http: / / www.21cnjy.com )earned the structure “there be”. How many different tenses does this structure have Discuss with your partners.
Then let students write the form of different tenses on the Bb.
Tense Form
Present simple there is/are
Past simple there was/were
Present perfect there has/have been
Simple future there will be
T: OK, now comp ( http: / / www.21cnjy.com )lete the sentences in activity 1 on page 21 with there and the correct form of be.
After students have finished, check the answers.
Step V The use of time
T: Now let’s le ( http: / / www.21cnjy.com )arn the different meanings and uses of time. (Write “time” on the Bb.) First read the meanings of time in the right column. Then match the sentences in the left column with the correct meaning.
Check the answers.
Finally, let students finish activity 3.
Step VI Homework
Write a paragraph ( http: / / www.21cnjy.com ) which contains going to, take, then, time and there be.
The Fourth Period Intensive Reading (II)
Teaching goals 教学目标
1. Target language 目标语言
a. 重点词汇和短语
outstanding, destroy ( http: / / www.21cnjy.com ), volcano, epic, breathtaking, spectacular, sacred, transform, variety, enslave, out of respect
b. 重点句子
1. The countr ( http: / / www.21cnjy.com )y is home to some of the most breathtaking scenery in the world …
2. Ruapehu itsel ( http: / / www.21cnjy.com )f was not shown in the film, out of respect for the Maori people, who regard it as a sacred site.
2. Ability goals 能力目标
Enable students to ( http: / / www.21cnjy.com ) talk about the set of the films The Lord of the Rings and New Zealand.
3. Learning ability goals 学能目标
Help students ( http: / / www.21cnjy.com )learn how to learning English through watching English films.
Teaching important and difficult points 教学重难点
Find the locations of the places in the films.
Teaching methods 教学方法
Fast reading, careful reading and discussion
Teaching aids 教具准备
Tape recording, pictures of New Zealand
Teaching procedures & ways 教学过程与方式
Step I Lead-in
Talk about t ( http: / / www.21cnjy.com )he film The Lord of the Rings to lead to the topic of New Zealand.
Ask questions like:
How many of you have seen The Lord of the Rings films
The Lord of the Ring ( http: / / www.21cnjy.com )s consists of three parts and is made into three films. What are the names of these films (The fellowship of the Ring; The Two Towers; The Return of the King)
What’s your opinion about the films
What do you think of the set (场景) of the films
Do you know where the films were made
The last question w ( http: / / www.21cnjy.com )ill lead students to the topic of this lesson — New Zealand, Middle Earth in The Lord of the Rings
Step II Reading
In this step, stude ( http: / / www.21cnjy.com )nts will read the passage and then do some comprehending exercise.
First let studen ( http: / / www.21cnjy.com )ts work in pairs and describe the photo in activity 3. Then ask a student to describe it to the whole class.
1. Fast reading
T: Read the passage and answer the questions in activity 4.
Suggested answers:
1. Because Ne ( http: / / www.21cnjy.com )w Zealand has some of the most breathtaking scenery in the world with mountains, volcanoes, valleys, lakes and spectacular coastlines.
2. The hero: Frodo The villain: Sauron
3. The Dark Lord ( http: / / www.21cnjy.com )Sauron lived in Mordor and the hobbits lived in Hobbiton.
T: How can you ( http: / / www.21cnjy.com ) tell that Sauron is the villain and Frodo is the hero Where can you find the answer
S: We can get the a ( http: / / www.21cnjy.com )nswer from the two sentences: … the Dark Lord of Mordor plans to enslave the world of Middle Earth with the help of a ring …; Frodo is a hobbit and his goal is to destroy the ring …
T: What does “enslave” mean
S: It means “to make someone slave or control someone”.
T: Good answer! Now t ( http: / / www.21cnjy.com )ry to divide the passage into several parts and write the main idea of each part.
After students have finished, check the answer.
Suggested answer:
Para. 1-2: W ( http: / / www.21cnjy.com )hy Peter Jackson chose New Zealand as the location for the filming of The Lord of the Rings.
Para. 3: The main plot of the films.
Para. 4-5: The locations of the key places in the films
Para. 6: The success of the films
2. Careful reading
Let students read the ( http: / / www.21cnjy.com )passage again and complete the table in activity 5. After check the answers,
here the teache ( http: / / www.21cnjy.com )r can find some pictures of the places mentioned in the passage such as Matamata,
Tongariro National Park and Mount Ruapehu and show them to students.
Then deal with some ( http: / / www.21cnjy.com )key words and sentences in the passage (activities 2 and 6).
Note:
1. out of respect for sb./sth. 出于对……尊重；出于……方面的考虑
2. Epic film tel ( http: / / www.21cnjy.com )ls a long story about brave actions and exciting events such as Troy, Alexander, King Arthur, The Chronicles of Narnia, Kingkong and etc.
3. More adjec ( http: / / www.21cnjy.com )tives which have the meaning of “very good”: fabulous, fantastic, great, excellent, terrific etc.
Play the tape for ( http: / / www.21cnjy.com )students to listen. Help them with the pronunciations of some new words.
Step III Discussion
In this step, ( http: / / www.21cnjy.com )students will do some profound discussion relating to the topic of the passage by answering the questions in activity 7.
T: What do you think is the topic of the passage
S: The set of the films The Lord of the Rings.
T: Right! So what’s y ( http: / / www.21cnjy.com )our idea on this topic Do you think New Zealand was a good choice for the location of these films Now work in pairs, discuss the questions in activity 7.
After discussi ( http: / / www.21cnjy.com )on, ask some pairs to share their opinion with the whole class.
Sample answers:
1. Yes, I think ( http: / / www.21cnjy.com ) it is the best choice for the location of these films.
2. I think the sou ( http: / / www.21cnjy.com )th-west part of China would be a good location for the films.
3. The region whe ( http: / / www.21cnjy.com )re I live is rich in historical sites and old-styled buildings, so I think historical drama could be filmed here.
If time permits, give ( http: / / www.21cnjy.com ) students a few minutes to talk about the main characters in the films. For example, which characters impressed them most and why
Step IV Summary and Homework
Learning tip: watching film
T: Do you like wa ( http: / / www.21cnjy.com )tching English films It is a good way to learn English. First, you can learn about the English-speaking country’s custom and culture; second, it can help you improve your English in terms of vocabulary, listening and oral English. While watching, note down some expressions or sentences that interest you. We don’t have an English-speaking environment, but we can make use of English films, which will get us close to the language and its people.
Homework:
Finish the exercises in Vocabulary in WORKBOOK.
The Fifth Period Integrating Skills (II)
Teaching goals 教学目标
1. Target skill 目标技能
Writing instructions
2. Ability goals 能力目标
Enable students t ( http: / / www.21cnjy.com )o write instructions on how to make an adventure trip.
3. Learning ability goals 学能目标
Help students le ( http: / / www.21cnjy.com )arn how to write instructions on how to make an adventure trip.
Teaching important and difficult points 教学重难点
The skills of writing instructions
Teaching methods 教学方法
Guided writing
Teaching aids 教具准备
Projector and slide
Teaching procedures & ways 教学过程与方式
Step I Revision and Lead-in
Check the homework ( http: / / www.21cnjy.com ). Help students to summarize the use of prepositions in exercise 4 on page 98.
Tell students ( http: / / www.21cnjy.com ) a story happened in the May Holiday of 2006: A Beijing female hiker lost her life during her trip in Kubuqi desert of Inner Mongolian.
T: Actually, many peop ( http: / / www.21cnjy.com )le lost their lives during their exploring activities or adventure trips. One of the causes is that they didn’t get well prepared for the trips. One should make full preparation before starting a trip. For example, if you want to make a trip into a remote area of Australia, you need to know some instructions and plan your trip carefully. Now can you say some instructions for such a trip
S: Take a local map and compass with you.
S: Bring enough food and water.
S: …
T: Good points! Now ( http: / / www.21cnjy.com ) turn to page 24. Read the instructions in Activity 1—How to survive the desert.
After students finish reading
T: These are some bas ( http: / / www.21cnjy.com )ic rules one should remember before making a trip into a remote area of Australia. What would happen if you didn’t check the tyres of your car and got a flat tyre on your way What if you lost your way and couldn’t get access to the outside world What would happen if you didn’t take any first aid and got ill Can you imagine So it’s very important to learn the instructions before you start an adventure trip. Today we’ll learn how to write instructions.
Step II Pre-writing
T: Now scan the instru ( http: / / www.21cnjy.com )ctions in Activity 1 again and summarize its characteristics. (…) What have you found out
S: The sentences are short and brief.
S: Imperative sentences are used.
S: The instructions ( http: / / www.21cnjy.com ) are listed one by one instead of being put in a paragraph.
T: Good obse ( http: / / www.21cnjy.com )rvation! Now look at Activity 2, here are some tips for writing instructions. Read the tips and find examples of them in Activity 1.
Ask students “which ( http: / / www.21cnjy.com ) points give instruction ” “which explain dos and don’ts ” “which add important information about how, and when to do something ” “which give advice ”
Then check the answers.
Step III Writing
In this step, students will practice writing instructions.
T: The instruc ( http: / / www.21cnjy.com )tions about how to survive the desert are very important and helpful, but there are not enough. Now read the passage, write more instructions and add them to the ones in Activity 1.
Before stude ( http: / / www.21cnjy.com )nts start writing, let them read the skills of writing instructions on the right and keep
them in mind while composing their instructions.
Sample instructions:
Slow down or ( http: / / www.21cnjy.com ) stop immediately if you see animals on the road (give advice)
Keep to the existing tracks while driving (give instruction)
Don’t drive in places you are not supposed to (dos and don’ts)
Don’t burn or bury you ( http: / / www.21cnjy.com )r rubbish, put it in a plastic bag and take it home (dos and don’ts)
Don’t use soap when you bath in a river (dos and don’ts)
Step IV Practice
T: Nowadays, more a ( http: / / www.21cnjy.com )nd more people show interest in diving. Diving in the oceans can be very enjoyable and fun. Do you want to have a try (…) Before you go diving, there are some rules for you to remember. Let’s take a look.
Show the following on the screen.
Scuba diving ( http: / / www.21cnjy.com )rules and safetyFollow your guide’s instructions.Never do decompression dives.The maximum depth of any dive is 100 feet or 30 meters.Make a safety stop aft ( http: / / www.21cnjy.com )er every dive. Three minutes at 5 meters or 15 feet.Make the deepest dive first and don’t make repetitive deep dives.You should fi ( http: / / www.21cnjy.com )nish your dive with 500 p.s.i or 40 bars of aid in your tank.If you lost t ( http: / / www.21cnjy.com )he group, search for them for a minute and if it is not possible to locate them, resurface. Never leave an unattended tank on the deck.Always dive with your buddy.Don’t touch or disturb ( http: / / www.21cnjy.com ) the animals or plants, you can be bitten or stung.Don’t collect anything from the oceans, only remove the rubbish.Don’t go outside of t ( http: / / www.21cnjy.com )he diving or snorkeling area specified by your guide.Keep yourself safe of ( http: / / www.21cnjy.com ) nitrogen; don’t go to the limits of the diving tables or computer.Never attempt to snor ( http: / / www.21cnjy.com )kel or dive if you are not sure that you can manage the situation.Be sure that your ( http: / / www.21cnjy.com )guide, the boat driver, or another person is supervising you at all times.If a problem arise ( http: / / www.21cnjy.com )s on the surface, be calm and maintain positive buoyancy. If you are caught in a current, don’t fight against it. It is better to relax, float, and make signals to the boat.
Let students summar ( http: / / www.21cnjy.com )ize the skills used in the instructions above. For example, write a clear heading (skill)—Scuba diving rules and safety (example)
Step V Speaking and writing (WORKBOOK)
T: Do you want to vis ( http: / / www.21cnjy.com )it Australia (…) Here is an opportunity. Turn to page 102. Read the advertisement: A big opportunity to visit Australia. Then discuss if you would like to go on the study visit to Australia.
After discussion
T: How many of you wo ( http: / / www.21cnjy.com )uld like to go on the study visit Put up your hand please. (…) OK, it seems all of you want to go on the visit. But before you get the opportunity, you need to know something about this country. What do you know about Australia, the modern Australia The history The geography and wildlife Now work in groups and talk about these topics. Make notes.
Give students a few minutes to discuss and make notes.
Then ask some groups to share their information with the class.
T: Since all of you ( http: / / www.21cnjy.com ) want to go, please write an application letter. Look at the instructions in activity 17. Your letter should include the information given. Now follow the instructions and write your letter.
Sample application letter:
Dear Sir or Madam:
I am writing to ( http: / / www.21cnjy.com ) apply for the opportunity to visit your country. I am senior high student. I am
from Beijing, China. ( http: / / www.21cnjy.com ) My favorite school subjects are maths, English and geography. I have learned
English for f ( http: / / www.21cnjy.com )ive years, and I can speak a little English. I can also read simple English stories and
news articles. ( http: / / www.21cnjy.com )I would like to study law in your country. I am very interested in law and my dream
is to be a lawyer.
I know Aus ( http: / / www.21cnjy.com )tralia is a developed country with very advanced education system and economy.
Australia is a tourist ( http: / / www.21cnjy.com ) country. It has the most breathtaking sceneries in the world. Australia
remained undisco ( http: / / www.21cnjy.com )vered and unknown until late 18th. Captain James Cook from England
discovered it durin ( http: / / www.21cnjy.com )g one of his voyages to the Pacific Ocean. In the years following, many
European convict ( http: / / www.21cnjy.com )s were ship transported to this land. The northern Australia enjoys a tropical
climate, and sout ( http: / / www.21cnjy.com )hern Australia a temperate one. Australia is home to millions of wildlife, many of
which are very rare ( http: / / www.21cnjy.com ) and could be found only in Australia. For example, kangaroo, koala, platypus,
wombat, emu and etc.
I would like to ( http: / / www.21cnjy.com )make the study visit because I want to improve myself. Firstly, I can improve my
English. Second ( http: / / www.21cnjy.com )ly, I would like to study law there. Of course, I would like to visit some of its
beautiful tour ( http: / / www.21cnjy.com )ist attractions such as Great Barrier Reef, Rainforest, Opera House and etc.
Looking forward to your reply.
Yours sincerely,
Wang Jie
The Sixth Period Extensive Reading
Teaching goals 教学目标
1. Target language 目标语言
重点词汇和短语
anthem, lyrics, resou ( http: / / www.21cnjy.com )rcefulness, icon, ballad, shearer, suicide, swag, competitive, ritual, extremely, incredibly, astonishing
b. 重点句子
1. It is recognize ( http: / / www.21cnjy.com )d by every Australian, and has attained international status as the nation’s unofficial national anthem.
2. The song, however, has long been the subject of controversy.
3. This is astonishing for a country of only four million people.
2. Ability goals 能力目标
Enable students to ( http: / / www.21cnjy.com ) understand the history of the unofficial national anthem of Australia.
Enable stude ( http: / / www.21cnjy.com )nts to learn about the sporting ritual of haka in New Zealand.
3. Learning ability goals 学能目标
Help student ( http: / / www.21cnjy.com )s learn how to understand the meaning of a national anthem.
Teaching important and difficult points 教学重难点
What makes Waltzing Matilda so popular among Australians
Teaching methods 教学方法
Skimming, scanning and discussion.
Teaching aids 教具准备
Projector, tape recorder
Teaching procedures & ways 教学过程与方式
Step I Lead-in
Ask students about Australia’s national anthem.
T: What is Australia’s national anthem
S: Advanced Australia Fair.
T: Good! It ( http: / / www.21cnjy.com )was officially declared the national anthem of Australia on 19 April 1984. Do you like to enjoy the song Let’s listen!
Play the song, and show the lyrics on the screen.
Advance Australia Fair
Australians all let u ( http: / / www.21cnjy.com )s rejoice,
For we are young and free;
We've golden soil and wealth for toil;
Our home is girt by sea;
Our land abounds in nature's gifts
Of beauty rich and rare;
In history's page, let every stage
Advance Australia Fair.
In joyful strains then let us sing,
Advance Australia Fair.
Beneath our radiant S ( http: / / www.21cnjy.com )outhern Cross
We'll toil with hearts and hands;
To make this Commonwealth of ours
Renowned of all the lands;
For those who've come across the seas
We've boundless plains to share;
With courage let us all combine
To Advance Australia Fair.
In joyful strains then let us sing,
Advance Australia Fair.
T: This song, as ( http: / / www.21cnjy.com ) the national anthem, is known and beloved by every Australian. But today, I am not going to tell you about this song. We are going to learn something about Waltzing Matilda.
Write Waltzing Matilda on the board.
Step II Reading
Skimming
T: Now turn to page 2 ( http: / / www.21cnjy.com )6, read the Introduction and find out what Waltzing Matilda is. (after reading) Look at the four choices in Activity 2 on page 25. Have you got the answer
S: Yes, the answer is (b), the national anthem of Australia.
T: We have just list ( http: / / www.21cnjy.com )ened to Australia’s national anthem. Do you mean Australia has two national anthems
S: This one is the nation’s unofficial national anthem.
T: Right! Today we ( http: / / www.21cnjy.com )will focus on this song and stories behind it. What does the Introduction mainly tell us
S: It is mainly about the origin of the song and its meaning.
T: So in which paragr ( http: / / www.21cnjy.com )aph can you find about its origin and which paragraph its meaning
S: Para. 4 is a ( http: / / www.21cnjy.com )bout the creator of the lyrics and how the lyrics came about.
S: Para. 5 is ab ( http: / / www.21cnjy.com )out two different versions of story behind the lyrics.
T: Excellent! I think ( http: / / www.21cnjy.com )you have got the general idea of the passage. Now read the passage again and number the events of the song in the correct order.
Scanning
Let students finish activities 3 and 4. Check the answers.
Then help students learn some new words by doing activity 5:
anthem, resourcef ( http: / / www.21cnjy.com )ulness (resource-resourceful), icon, ballad, lyrics, shearer (shear), suicide(commit suicide), swag
Note:
Swagman, billabong, billy, jumbuck, squatter are Australian words
Step III Discussion
Talk about why Austral ( http: / / www.21cnjy.com )ians like the song so much and the questions in activity 6.
First let students read the lyrics of the song.
T: After reading the l ( http: / / www.21cnjy.com )yrics, we can find the song tells about a story of a swagman. Who can tell the story in your own words
Ask a student to tell the story.
Sample version:
A happy swagman live ( http: / / www.21cnjy.com )d by a billabong under a tree. One day as he boiled his belly over the fire, a sheep came and drank water at the billabong. The swagman jumped up and grabbed the sheep. Then he put the sheep in his bag. At that time, a squatter and three troopers came and shouted at him. The swagman jumped up and sprang into the billabong to avoid being caught.
T: Good job! We know t ( http: / / www.21cnjy.com )hat Advance Australia Fair was proclaimed as Australia's national anthem, on 19 April 1984. But if you ask an average Australian to sing the national anthem, chances are that they will recite only the opening lines. However, if you ask an average Australian to sing Waltzing Matilda, it is almost certain that they will sing about the swagman who stole a jumbuck and fled from the troopers with some flourish. Here I have question: Why are Australians moved by such a petty criminal
Ask students to think ( http: / / www.21cnjy.com ) independently. Then ask some students to share their ideas.
Show the foll ( http: / / www.21cnjy.com )owing passage on the screen. It will help students understand the song and its
relation to Australians better.
One Interpretation of Waltzing Matilda
by Heather Blakey
Modern Australians may ( http: / / www.21cnjy.com ) live predominantly in urban zones but this does not lessen the call of the
outback, the lure ( http: / / www.21cnjy.com )of the bush, or lessen their need to hear yarns of pioneering ancestors who left
Old England's shore, p ( http: / / www.21cnjy.com )icked up lumps of gold and went on to build a nation on the back of the
sheep. The setting of ( http: / / www.21cnjy.com )Waltzing Matilda is enough to fuel a deep yearning within Australians to
escape from the concr ( http: / / www.21cnjy.com )ete cities of the urban fringes. Waltzing Matilda is poignant because of the
combination of c ( http: / / www.21cnjy.com )haracteristics that sum up so much of Australian spirit and life. Waltzing Matilda
reminds Australi ( http: / / www.21cnjy.com )ans of their ancestral history, defines nationhood and fills Australians with a sense
of pride that the ( http: / / www.21cnjy.com ) country was built by people who had been deemed dregs, but who were
courageous and innov ( http: / / www.21cnjy.com )ative and built something from nothing. Australians will never fully accept
Advance Austra ( http: / / www.21cnjy.com )lia Fair as their national anthem because it is a city-based song. Australians will
always respond to Wa ( http: / / www.21cnjy.com )ltzing Matilda because Waltzing Matilda has moved from being a bush
ballad to a creation ( http: / / www.21cnjy.com ) myth, a yarn told in a language now almost as unfamiliar as Latin, a glorious
romantic tale that ( http: / / www.21cnjy.com ) helps to identify and separate Australia and Australians from every other country, every other people in the world.
Then let students discuss the questions in activity 6 in groups.
Suggested answers activity 6:
1. A national anthem ( http: / / www.21cnjy.com )arouses people’s deep national pride. By singing or hearing the national anthem, people will love and respect their motherland more. So a national anthem helps to unite its people as a whole. Besides, a national anthem also reminds people of their country’s history and inspires them to work harder for it.
2. A national anthem ( http: / / www.21cnjy.com )should be inspiring, serious, and typical of the national’s musical style.
3. I think the Chine ( http: / / www.21cnjy.com )se national anthem is very powerful and heart-stirring. Every time I hear it, I feel exciting and proud.
4. The Star Spa ( http: / / www.21cnjy.com )ngled Banner is the USA’s national anthem. It reflects American’s struggle for peace and freedom. “La Marseillaise” is the national anthem of France.
Finally, play the song of Waltzing Matilda for students to enjoy.
Step IV Cultural corner
In this step, stu ( http: / / www.21cnjy.com )dents will learn something about sport in Australia and New Zealand.
T: Speaking of spor ( http: / / www.21cnjy.com )t, what is the most popular sport in Australia and New Zealand
Ss: Rugby.
T: Right! What kind of sport is it
Ss: It’s an outdoor ga ( http: / / www.21cnjy.com )me played by two teams of 15 players, each on a rectangular field 110 yards long with goal lines and goal posts at either end. The object is to run with an oval ball across the opponent's goal line or kick it through the upper portion of the goal posts.
T: So do you thin ( http: / / www.21cnjy.com )k it is competitive (write “competitive” on the board) Competitive means relating to competition.
Ss: Yes.
T: Do you like ( http: / / www.21cnjy.com )watching rugby game Can you name some strong rugby teams in the world
S: The All Bla ( http: / / www.21cnjy.com )ck team is New Zealand’s national rugby team, and it is one of the best rugby teams all over the world.
T: Thank you! Now turn ( http: / / www.21cnjy.com ) to page 27. Let’s learn something about sport in Australia and New Zealand. First read the first paragraph and tell me what it is mainly about.
After reading
S: It tells about the ( http: / / www.21cnjy.com ) similarities of sport in Australia and New Zealand.
T: So what do they have in common
S: Competitive sport is very important in both countries.
S: Both countries are extremely successful sporting nations.
S: Both countries have very strong rugby teams.
T: Look at the ( http: / / www.21cnjy.com )first question: What is astonishing about the record of the New Zealand rugby team
S: It is astonishing b ( http: / / www.21cnjy.com )ecause New Zealand has a population of only four million people.
Then let students read the rest part of the passage.
After reading
T: What does the rest paragraphs tell us about
S: They tell us about the ritual of haka.
T: So what is haka Ca ( http: / / www.21cnjy.com )n you give me definition after reading the passage
S: Let me try ( http: / / www.21cnjy.com ). Haka is a traditional Maori war dance performed by New Zealand All Blacks team before every international rugby match.
T: What’s your opinion ( http: / / www.21cnjy.com ) on the ritual of haka Do you think it is aggressive and warlike Do you think it is a good thing to have such a ritual
S: It may look ag ( http: / / www.21cnjy.com )gressive and warlike, but actually it isn’t. I think it is good to keep this tradition as a sporting ritual. It sure will bring the whole team together and go for success. It is also a good chance for New Zealand to publicize its tradition and culture to the world.
T: Now look at ques ( http: / / www.21cnjy.com )tion 2: Are there any sporting rituals in China like the haka
S: No.
Notes:
1. incredibly, extremely: very
2. astonishing: so surprising that it is difficult to believe
= amazing
3. Compare respectful and respectable
respectful: feeling or showing respect
respectable: someone w ( http: / / www.21cnjy.com )ho is respectable behaves in a way that is considered socially acceptable
Step V Reading (WORKBOOK)
T: Have you heard o ( http: / / www.21cnjy.com )f James Cook (…) Look at the picture on page 100. Then answer the questions in activity 6 on page 99.
Students work a ( http: / / www.21cnjy.com )lone. Their answers will be checked after they read the passage.
Give students a few minutes to read the passage.
T: Have you fi ( http: / / www.21cnjy.com )nished Now let’s answer the questions together. Which century did he live in
Ss: the 18th century.
T: What nationality was he
Ss: British.
T: What did he do
Ss: He was an explorer.
T: So who got all the answers right Put up your hand please.
…
T: Now look at the ev ( http: / / www.21cnjy.com )ents in activity 7. They are all related to James Cook. Scan the passage and number the events in the correct order.
After they finish, check the answer together.
Then let students finish activity 8 and 9. Check the answers.
T: This passage mentioned another explore. Who was he
Ss: Abel Tasman.
T: What did he discover in the Pacific Ocean
Ss: New Zealand and the island of Tasmania.
T: Yes. He was a Dut ( http: / / www.21cnjy.com )ch explorer. In 1642, Anthony Van Diemen, Governor-General of the Dutch East Indies, commissioned Abel Tasman, a sea captain employed by the Dutch East India Company, to undertake a voyage to the unknown south seas. Leaving Batavia in August, 1642, Tasman first set a course towards Mauritius, then sailing southward, and later easterly, he reached in November, 1642, the west coast of Tasmania, which he named Van Diemen's Land. The names of his ships -- Heemskerck and Zeehaen -- survive in the names of two mountains, the first land he sighted. Two years later, on another voyage, Tasman sailed along the northern coast of Australia (which became known as "New Holland") from Cape York to North West Cape
Step V Homework
Let students fi ( http: / / www.21cnjy.com )nish TASK in groups of four by following the instructions. At the beginning of the next period, ask some groups to present the map they have made to the class.
附 件
I. 重、难句解析
1. Few people survive ( http: / / www.21cnjy.com ) a meeting with a box jellyfish. … Victims only survive an attack if they get immediate medical attention. (P16)
survive, [i ( http: / / www.21cnjy.com )ntransitive and transitive] to continue to live after an accident, war, or illness
Only 12 of the 140 passengers survived.
She survived the attack.
people who survive cancer
2. After contact, ( http: / / www.21cnjy.com ) the victim usually leaves the water screaming and faints on the sand. (P16)
leaves和faints是并列谓语动词，screaming是现在分词做leaves的伴随状语。
3. North-easter ( http: / / www.21cnjy.com )n Australia is also home to the salt water crocodile … (P17)
The country is ( http: / / www.21cnjy.com )home to some of the most breathtaking scenery in the world … (P22)
is home to=is the ho ( http: / / www.21cnjy.com )me of, means a place where something lives or exists
4. … but he i ( http: / / www.21cnjy.com )s now mostly thought to have written the songs original lyrics in 1985 whilst staying in Queensland. (26)
The whole team ch ( http: / / www.21cnjy.com )ants and dances, whilst looking aggressively at their opponents. (27)
whilst, con. British English formal, means “while”
II. The History of Haka
Introduction
The origins o ( http: / / www.21cnjy.com )f haka are deeply rooted in the mists of time. It is a history rich in folklore and
legend that refle ( http: / / www.21cnjy.com )cts Maori heritage. New Zealand has grown up immersed in haka since first
encounters between Ma ( http: / / www.21cnjy.com )ori and early European explorer, missionaries and settlers. While recent
tradition sugges ( http: / / www.21cnjy.com )ts the haka was the domain of men exclusively, legend and history reflects a
different story. Ind ( http: / / www.21cnjy.com )eed the story of the most famous haka, ka mate!, proves to be about the power
of female sexuality.
Legend
According to lege ( http: / / www.21cnjy.com )nd, the haka was derived from the sun god Ra. He had two wives:
Hine-raumati, who ( http: / / www.21cnjy.com ) was the essence of summer, and Hine-takurua, the essence of winter. Ra and Hine-raumati lay together and gave birth to a son called Tanerore. On hot, shimmery summer days it is possible to see the light dancing. Legend has it that this is Hine-raumati’s son, tanerore, performing for his mother and the wiriwiri or trembling shimmer is today reflected in the trembling of the haka performer’s hands.
Maori myths and legend ( http: / / www.21cnjy.com )s are peppered with stories about the haka. The first use of the haka in
the natural world ( http: / / www.21cnjy.com ) was attributed to the chief Tinirau and some of his womenfolk. Tinirau desired revenge for the killing of a pet whale, so he sent a hunting party of women to find the man responsible, an old tohunga or priest called Kae. The women didn’t know what Kae looked like, but they knew he had uneven teeth that overlapped. When the women arrived at Kae’s village they performed a haka to force a smile from the men in order to uncover Kae’s identity. Kae was captured and taken back to Tinirau’s village where he was killed.
Tradition
European explore ( http: / / www.21cnjy.com )rs, Abel Tasman and James Cook, were the first to observe Maori and report on their cultural practices. These first contacts were characterized by miscommunication and misunderstanding. As a consequence a number of these early encounters let to violence and deaths. In pre-European times the haka was used as a part of the formal process when Maori tribes came together. Each party stayed alert to ensure that the other wouldn’t take advantage of the opportunity to attack and kill the other’s tribal members.
The history ( http: / / www.21cnjy.com )of the haka in relation to the All Blacks is as legendary as the tradition itself. One early newspaper report suggests the New Zealanders tried to “frighten” their Australian opposition “out of their wits”.
The New Ze ( http: / / www.21cnjy.com )aland Native Team reportedly performed the haka overseas first on their tour of England in 1888. The “original” All Blacks tour of Britain in 1905-1906 performed Ka Mate!
The haka was not s ( http: / / www.21cnjy.com )een again until 1924, when the Invisibles performed one that was specially written for them. From that time on the haka, usually Ka mata!, was performed whenever the All Blacks played abroad.
The haka has com ( http: / / www.21cnjy.com )e to symbolize the power of the All Blacks. A well-performed haka before a crucial game can still stir the crowds into a frenzy and unsettle the toughest opponent.
III. New Zealand and The Lord of The Rings
Peter Jackson’ ( http: / / www.21cnjy.com )s epic movie trilogy The Lord of the Rings brought Middle-earth to life by taking us on a cinematic journey beginning with The Fellowship of the Ring in 2001 and concluding with The Return of the King in 2003.
Now you can learn more ( http: / / www.21cnjy.com ) about the beautiful locations used to make these incredible films.
Begin your own journe ( http: / / www.21cnjy.com )y through New Zealand – Home of Middle-earth here.
Mt Ruapehu
Many visit the s ( http: / / www.21cnjy.com )lopes of Mt Ruapehu in winter, a popular skiing location. In other seasons however, the scarred rocky incline of Mt Ruapehu becomes the Emyn Muil where Frodo and Sam
captured Gollum.
Nearby are th ( http: / / www.21cnjy.com )e slopes of Mt Doom, the epicentre of evil, and home to Sauron. Here was the battle of the Last Alliance at the end of the Second Age when the Ring was cut from the hand of Sauron. At Ohakune, Gollum caught fish beneath the forested slopes of Mt Ruapehu. These sites can be visited with a pair of walking shoes within one kilometre of major roads, or they can
be seen from the air.
Matamata - Home of Hobbiton
A couple of hours s ( http: / / www.21cnjy.com )outh of Auckland lies the lush farmland of the Waikato. Famous for dairying and fine thoroughbred horses, it''s easy to see why these green pastures and rolling hills were chosen to portray Hobbiton and The Shire. Although much of the set was deconstructed post filming, hobbit fans can still visit Hobbiton, wander among the hobbit holes and listen to the fascinating commentary about how it was all created. Got a taste for bigger caverns Check out Waikato''s massive Waitomo Caves for dramatic stalactites, stalagmites and zillions of sparkling glow-worms. You can glide through on a barge, take a black water rafting trip, or even abseil (rappel) down into the abyss!
Volcanic Plateau
The central North Is ( http: / / www.21cnjy.com )land's legendary Volcanic Plateau was home to the most sinister of The Lord of the Rings locales; Mordor, the stronghold of the dark lord Sauron. Much of Frodo and Sam’s journey into the land of Sauron was filmed on and around the Volcanic Plateau in the Tongariro National Park, where jagged volcanic rock formations and eerie barren landscapes were ideally suited to Mordor’s hissing wasteland. The maze of razor-sharp rocks, cliffs and ravines of the Emyn Muil also found apt representation here.