New Zealand — the land new (Новая Зеландия

New Zealand — the land new (Новая Зеландия — новая земля)

18.12.2003

Procedure

Abstract Shape

Teacher doesn’t write the theme of the lesson on the blackboard, but draws an abstract shape on the blackboard, which slightly reminds both the shape of New Zealand and a cloud. And the students are puzzled what it is. Teacher asks them to describe the shape, they come with different ideas

E.g. “It’s a stone”
“It’s a bone”
Answers will vary.

Draw pupils’ attention that it also looks like a cloud – long white cloud.

Ask what country is associated with a long white cloud. Lead the discussion to the right answer: New Zealand (Because the Maori people, native people of New Zealand, named it as the country of a long white cloud).

Interactive Listening

Look at the map and ask one of the students to change your abstract shape in order to look it like a shape of New Zealand on the map.

Give the students Handout 1 and ask them to follow the instructions.

Handout 1

A Fold this page along the dotted line. Look at B.

B A girl from New Zealand is writing a letter to you mentioning the main facts about her country. Predict two kinds of information you will hear (receive). Write it.

C Listen. Did you hear any of your predictions in B.

Fold here …………………………………………………………………………………………………………

Listen again and complete the letter. Remember that you can ask questions or ask the teacher to repeat any time.

Hello! My name is Emily and I live in the capital of … , Wellington. I am 11 years old.
First of all, New Zealand is an … in the Southwest … .
New Zealand is part of a … called … .
Our country is made up of … called the North and the … Island.
There are also … smaller islands. … is a mild and moist country, and
… falls throughout most of the year, but … in the … . If you come to …, you will … that New Zealand is a … …
We have snow-capped … , … lowlands, beaches, and lots of … and waterfalls. You will also find out that we speak … (with a British accent).
But there are two official languages in our country (English and Maori).
Popular sports here are … (like football), cricket (like … ), and soccer.
Many people love to … (including my dad). In the mountains, you can … and … . In the water you can … , … , scuba dive, or surf. I love to tramp ( … to Americans). Steve loves to … … .
The Dutch were the … … to spot New Zealand. Then the … came. New … soon became an important whaling, sealing, and trading base. More Europeans came because of the … … and the … … here.
New Zealand became a … … after many Maori (the native people of New Zealand) chiefs and repersenitives of the British Crown. Then the Maori lost a lot of their land. Then, in 1858, the … made one of their chiefs, Potatau Te Wherouwhero, … .
One of my favorite foods is … with extra dead horse ( … sauce to Americans).
I also enjoy … without the dead horse. … is the meat staple here, though Steve refuses to eat it. He lives off mainly candy.
I hope you enjoyed hearing about my … … and that someday you will come and visit New … .
Well, Good-bye!

Text for Listening comprehension (For Teacher)

Hello! My name is Emily and I live in the Capital of New Zealand, Wellington. I’m 11 years old.
First of all, New Zealand is an island country in the Southwest Pacific Ocean. New Zealand is part of a large island group called Polynesia. Our country is made up of two main islands called the North Island and the SouthIsland. There are also many smaller islands. New Zealand is a mild and moist country, and rain falls throughout most of the year, but more in the winter. If you come to visit, you will find that New Zealand is a beautiful country. We have snow-capped mountains, green lowlands, beaches, and lots of lakes and waterfalls. You will also find out that we speak English (with a British accent).But there are two official languages in our country (English and Maori).
Popular sports here are rugby (like football), cricket (like baseball), and soccer. Many people love to sail (including my dad). In the mountains, you can ski and climb. In the water you can fish, swim, scuba dive, or surf. I love to tramp (hike to Americans). Steve loves to play rugby.
The Dutch were the first people to spot New Zealand.
Then the British came. New Zealand soon became an important whaling, sealing, and trading base. More Europeans came because of the good farming and the nice climate here.
New Zealand became a British colony after many Maori (the native people of New Zealand) chiefs and repersenitives of the British Crown. Then Maori lost a lot of their land. Then, in 1858, the Maori made one of their chiefs, Potatau Te Wherouwhero, king.
One of my favorite foods is pizza with extra dead horse (tomato sauce to Americans). I also enjoy spaghetti without the dead horse. Lamb is the meat staple here, though Steve refuses to eat it. He lives off mainly candy.
I hope you enjoyed hearing about my beautiful country and that someday you will come and visit New Zealand.
Well, Good-bye!

Show Time. Position on the Earth’s Surface.

Teacher: Look at the map (globe). Where is new Zealand situated? Where did you receive the letter from? Do you know the address?
Every place has a “global address” that tells exactly where in the world it’s located, just as a street address.
There are two numbers in a global address: a number for latitude and one for longitude. If you know these numbers and how to use them, you can find any place in the world and give its absolute location.
Here they are for New Zealand:

41 00 S
174 00 E

Remember them!
Point to the country on the map. So, New Zealand lies in the Southern Hemisphere.
Explain that as the earth travels around the sun, first the top half and then the bottom half of the world leans forward the sun. This means that when it is summer in a country in the top half of the world, in Canada or in Russia, it is winter in New Zealand.
Put stickers on the map as it is shown in the picture 1.

M & Ms season game.

Each student is taking one M & Ms candy (or coloured paper) at the beginning and they are told not to eat firstly.
A chart of what task each M & Ms represent is presented and explained.

For teacher:

Green	Name one spring month in New Zealand
Red	Name one summer month in New Zealand
Yellow/orange	Name one autumn month in New Zealand
Purple	Name one winter month in New Zealand

Then students must give answers according to the colour of their M & Ms candy.
Some students are asked to fill in the right answers on the blackboard.
The result should be as it is shown below.

Spring	September, October, November
Summer	December, January, February
Autumn	March, April, May
Winter	June, July, August

Hidden shape in the puzzle.

Distribute the text and handout 2. Ask students to read the text firstly, then read the double choice tasks carefully. Check that they know what they mean.
Tell them that if they choose all the right alternatives a recognizable shape will appear in the middle of the picture puzzle. If not – well, they should try again with your help. The students must colour in the corresponding space.
The last step is showing the pictures and reading the text.

Key answers for the text: 11,12,13,14,17,18,19,20,21,22,23,24,26,30,31,32,35,36,37,38,39,42,43.

Text for Reading

Another letter from Emily.

Hello!
In this letter I 13 am/1 is going to answer 2 you/ 14 your questions about my pet.
I 3 has/ 11 have a pet kiwi. I’m 17 talking/4 talked about the bird kiwi, not the

12 fruit/5 frut kiwi and a pet rat. The reason that 20 have/6 having a pet kiwi is because my parents

18 are/7 is animal rescues. They 8 will find/21 found this rare bird 26 on/9 in the road.
It was 10 to/19 too hurt to go back into the wild, so mom 23 and/15 end dad 30 gave/16 given him to me. Sadly this happens a lot and mom and dad 22 can’t/25 mustn’t save all of them.

Kiwis 27 are growing/31 grow about the size of a chicken and weigh 24 between/28 more three and nine pounds. They 29 has no/32 have no tail and tiny 33 wing/35 wings, but they can’t fly. Using its excellent sense of smell and a bill, a kiwi 37 eats/34 drinks insects, berries and seeds.

It 36 has/41 have 40 an/38 a wiry coat of grey or brown appearance, whiskers like a cat.

The Maori found that bird’s feathers made fine coverings for their cloaks (clothing).

It 43 was/45 were the Maori who gave the 46 burd/42 bird its name taking it from the shrill cry that the bird makes. That sound like “kee-wee”

Handout 2

For teacher: is the correct result.

Kiwi Time.

Students must answer teacher’s question using the sound “kee-wee”

How do people call a small brown bird in new Zealand who cannot fly
How do people call the New Zealand dollar
How do people call fruit (green inside, brown outside)
How do people call international symbol of New Zealand
How do people call New Zealanders

Shape stories.

Give students a small size kiwi-shaped paper (either bird or fruit or dollar) and ask them to write 3 things they’ve learnt about New Zealand. Then they staple or glue it on the kiwi-bird they coloured before (reading the text) and share with others.

Drama Time.

At the same time as one group of students is writing shape stories the other group of students try to dramatize Maori Legend “How the Kiwi Lost its Wings” or it can be prepared beforehand to show at the end of the lesson.

How the Kiwi Lost his Wings

One day, Tanemahuta was walking through the forest. He looked up at his children reaching for the sky and he noticed that they were starting to sicken, as bugs were eating them.

He talked to his brother, Tanehokahoka, who called all of his children, the birds of the air together.

Tanemahuta spoke to them.

"Something is eating my children, the trees. I need one of you to come down from the forest roof and live on the floor, so that my children can be saved, and your home can be saved. Who will come?"

All was quiet, and not a bird spoke.

Tanehokahoka turned to Tui.

"E Tui, will you come down from the forest roof?"

Tui looked up at the trees and saw the sun filtering through the leaves. Tui looked down at the forest floor and saw the cold, dark earth and shuddered.

"Kao, Tanehokahoka, for it is too dark and I am afraid of the dark."

Tanehokahoka turned to Pukeko.

"Pukeko, will you come down from the forest roof?"

Pukeko looked down at the forest floor and saw the cold, damp earth and shuddered.

"Kao, Tanehokahoka, for it is too damp and I do not want to get my feet wet."

All was quiet, and not a bird spoke.

Tanehokahoka turned to Pipiwharauroa.

"Pipiwharauroa, will you come down from the forest roof?"

Pipiwharauroa looked up at the trees and saw the sun filtering through the leaves. Pipiwharauroa looked around and saw his family.

"Kao, Tanehokahoka, for I am busy at the moment building my nest."

All was quiet, and not a bird spoke. And great was the sadness in the heart of Tanehokahoka, for he knew, that if one of his children did not come down from the forest roof, not only would his brother loose his children, but the birds would have no home.

Tanehokahoka turned to Kiwi.

"E kiwi, will you come down from the forest roof?"

Kiwi looked up at the trees and saw the sun filtering through the leaves. Kiwi looked around and saw his family. Kiwi looked at the cold damp earth. Looking around once more, he turned to Tanehokahoka and said,

"I will."

Great was the joy in the hearts of Tanehokahoka and Tanemahuta, for this little bird was giving them hope. But Tanemahuta felt that he should warn kiwi of what would happen.

"E kiwi, do you realise that if you do this, you will have to grow thick, strong legs so that you can rip apart the logs on the ground and you will loose your beautiful coloured feathers and wings so that you will never be able to return to the forest roof. You will never see the light on day again."

All was quiet, and not a bird spoke.

"E kiwi, will you come down from the forest roof?"

Kiwi took one last look at the sun filtering through the trees and said a silent goodbye. Kiwi took one last look at the other birds, their wings and their coloured feathers and said a silent goodbye. Looking around once more, he turned to Tanehokahoka and said,

"I will."

Then Tanehokahoka turned to the other birds and said,

"E Tui, because you were too scared to come down from the forest roof, from now on you will wear the two white feathers at your throat as the mark of a coward.

Pukeko, because you did not want to get your feet wet, you will live forever in the swamp.

Pipiwharauroa, because you were too busy building your nest, from now on you will never build another nest again, but lay your eggs in other birds nests.

But you kiwi, because of your great sacrifice, you will become the most well known and most loved bird of them all."

Materials

Blackboard, chalk
World map or globe
New Zealand Map
M & Ms candies or pieces of coloured paper
Handouts
Small papers for writing
Glue or stapler
Pictures of summer and winter or their symbols

Topic	New Zealand
Level	Intermediate
Skills	Speaking Listening Comprehension Reading Writing
Language Focus	Present Simple Past Simple
Vocabulary Focus	Geographical names Month Seasons Other
Exam Focus	Speaking Information Transfer
Other	Memory, imagination, fun

aid: 103093