一、教学目标
认知目标：①理解课文，能够回答教师根据课文提出的各种问题；
②创设问题情境，激发学生的学习热情和兴趣，强化学生自主
学习的意识。
能力目标：①培养学生合作学习与自主学习的能力；
②培养学生的问题意识，提高学生分析、解决问题的能力和创
造性思维。
情感目标：通过本课的学习，培养学生的学习兴趣和协作精神。
二、教学步骤
Warming-up
The teacher gives a few questions around the class. The students ask and answer the questions with each other about New Zealand.
E.g.
① What’s the other name for New Zealand?
② Which is warmer, North Island or South Island? Why?
③ What is the name of the earliest New Zealand people?
——讨论与交流可以营造一种和谐、放松的氛围。
Introduction ＆ General-comprehension
1. The teacher tries to give the students some video introductions about New Zealand and ask them how much they have found out about New Zealand by enjoying the pieces of video films and beautiful pictures.
——教师可以先向水平较低的学生提问，再请水平较高的学生补充要点。
2. The teacher asks the students to read the text and find out some key words in it.
——和上一环节一样，教师先向水平较低的学生提问，再请水平较高的学生补充要点。在此过程中，要求学生在阅读每一段落时找出3－5个关键词，并用笔划出，为后面的精读作好铺垫，这有助于培养学生良好的阅读习惯。
Reading
1. The teacher asks the students first to read the text again, try to check all the sentences on the PowerPoint wrong or right and then check the answers in pairs.
——本环节中，学生之间互帮互助。阅读时，要求学生学会猜词，必要时再查字典。
2. The students ask each other some questions that they meet and don’t understand during reading the text.
——这一环节以学生合作学习为主，教师指导为辅。
Talk
Imagine one is a guide and the other is a traveler to New Zealand. The guide introduces something about New Zealand to the traveler and answers his questions.
——全体学生共同参与活动。
Summary
The teacher asks the students to tell the summary of this lesson according to the headlines and phrases and share their opinions about New Zealand. Then ask the students to write a similar composition “China” as homework.
——教师可以请水平中等的学生复述课文。
Discussion
The teacher asks the students to choose their favorite part of the text to read, raise their own questions and discuss the questions with the teacher or the other students.
——之前的教学活动已基本完成语言知识的教学，本环节则致力于训练学生应用语言的能力。知识到能力的转化是一个复杂的过程，操练则是实现交流的关键。
The End
Choose one necessary exercise to do. Discuss some difficult points they meet with the teacher.
——练习应该多样化，并符合学生的实际水平。如果课内无法完成，学生可在课余继续进行。