Contents 目錄
一、 教學(xué)內(nèi)容分析 (Analysis of the teaching materials)
二、 教學(xué)目標(biāo)和要求 (Teaching aims and demands)
三、 教學(xué)重點(diǎn)與難點(diǎn) (Teaching difficult and important points)
四、 教學(xué)課時(shí)安排 (Teaching arrangements)
五、 教學(xué)設(shè)計(jì)步驟 (Teaching procedures)
六、 評估與反饋 (Assessing)
七、 背景知識(shí)(Background Information)
一．教材內(nèi)容分析(Analysis of the teaching materials)
“熱身”(warming up )部分提供了四幅分別代表不同時(shí)期考古成就的圖片。設(shè)計(jì)了四個(gè)問題要求同學(xué)們對中國古代四個(gè)重要時(shí)期的人類生活的習(xí)慣進(jìn)行討論，包括他們所使用的工具，他們的飲食，房屋，及房屋內(nèi)的裝飾品以及他們的娛樂和不同時(shí)期具有典型代表的藝術(shù)品。這部分的目的在于呈現(xiàn)本單元的中心話題--考古學(xué)，及引起同學(xué)門對考古學(xué)的興趣，形成一個(gè)有關(guān)于考古學(xué)的信息包，對考古學(xué)及中國古代所取得的成就有初步的了解和印象，并引入相關(guān)的詞匯。
“聽力”（listening）部分提供了一段師生對話，要求學(xué)生在聽的基礎(chǔ)上完成細(xì)節(jié)，根據(jù)錄音的描述繪畫出古代所使用的工具的形狀。本部分的目標(biāo)在于訓(xùn)練
同學(xué)們獲取細(xì)節(jié)知識(shí)的能力；另一方面有助于加強(qiáng)學(xué)生對古代所使用的工具的了解，進(jìn)一步激發(fā)同學(xué)們對本單元中心--考古學(xué)的興趣。
“口語”（speaking）部分結(jié)合本單元的中心內(nèi)容，提供了為了獲取有效信息，如何表達(dá)自己的愿望的句型，要求學(xué)生以雙人對話的形式，按照例子，用所提供的句型和話題進(jìn)行對話。對考古學(xué)以及考古學(xué)的重要發(fā)現(xiàn)提出自己的意見和看法。本部分的目的在于促進(jìn)同學(xué)們對考古及考古學(xué)的思考，又促進(jìn)同學(xué)在陳訴觀點(diǎn)過程中的口頭表達(dá)能力和語言組織能力。
“讀前”（Pre-reading）部分提供了三個(gè)與本單元的主題有關(guān)的問題，通過啟發(fā)學(xué)生對中國皇帝陪葬的猜測和思考，運(yùn)用自己已有的文化背景知識(shí)和語言知識(shí)，來猜測英國史前巨石柱王的情況，并且通過閱讀驗(yàn)證自己的猜測。
“閱讀”（Reading）部分介紹了人類考古史上的一個(gè)重大發(fā)現(xiàn)the King of Stonehenge in England。這個(gè)發(fā)現(xiàn)使得考古學(xué)家相信那個(gè)時(shí)期的人們已經(jīng)和歐洲其他地區(qū)有貿(mào)易和文化交往。
“讀后”（Post-reading）部分設(shè)計(jì)了三個(gè)問題。第一題考察學(xué)生對文章內(nèi)容的理解，要求學(xué)生在課文中找出在墳?zāi)估锿诰虺鰜淼膐bjects 和 materials。第二題要求學(xué)生根據(jù)課文信息找出青銅器時(shí)代的英國人民和歐洲其他國家和地區(qū)的文化和貿(mào)易交往。第三題要學(xué)生討論建造the Stonehenge所需的技術(shù)，科技，發(fā)明和工具。
“語言學(xué)習(xí)”（Language study）分詞匯和語法兩部分。詞匯部分提供了兩組習(xí)題，第一題要求學(xué)生將詞匯和解釋相對應(yīng)，考察學(xué)生對詞匯的理解和區(qū)分能力。第二題要求學(xué)生掌握同一單詞的不同功能，讓學(xué)生在語境中應(yīng)用詞匯。語法項(xiàng)目是復(fù)習(xí)it作為形式主語，形式賓語，和在強(qiáng)調(diào)句中的用法。本部分為學(xué)生安排了句型轉(zhuǎn)換，情景操練，完成句子等練習(xí)，旨在使學(xué)生能自如地運(yùn)用“it”。
“綜合技能”（Integrating skills）部分由閱讀和寫作兩方面內(nèi)容組成。閱讀材料介紹了金沙和三星堆兩個(gè)古文化遺址，旨在告訴世人我國擁有神秘而博大精深的文明。通過對這兩個(gè)遺址的發(fā)掘，對研究我國歷史文化具有極其深遠(yuǎn)的意義。寫作部分讓學(xué)生們討論在發(fā)現(xiàn)古文物時(shí)，該做什么，不該做什么。為寫作埋下伏筆。通過這些練習(xí)，學(xué)生不僅對文中提到的內(nèi)容能夠有進(jìn)一步的理解，而且還能讓學(xué)生對文物保護(hù)有更深的認(rèn)識(shí)。
“學(xué)習(xí)建議”（Tips）部分提供了如何創(chuàng)作一張flow chart的步驟和資料，以幫助學(xué)生更好地完成“綜合技能”的寫作任務(wù)。
“復(fù)習(xí)要點(diǎn)”（Checkpoint）部分簡要總結(jié)了本單元的語法重點(diǎn)--it作為形式賓語，形式主語和在強(qiáng)調(diào)句中的應(yīng)用，并給出了一些例句，幫助同學(xué)舉一反三。同時(shí)通過讓學(xué)生尋找能夠描述文物發(fā)現(xiàn)的詞匯，引導(dǎo)學(xué)生對本單元所學(xué)的詞匯作一次小結(jié)。
二． 教學(xué)目標(biāo)和要求(Teaching aims and demands)
根據(jù)《英語新課程標(biāo)準(zhǔn)》（實(shí)驗(yàn)稿）關(guān)于總目標(biāo)的具體描述，結(jié)合高二學(xué)生實(shí)際和教材內(nèi)容，我們將教學(xué)目標(biāo)分為語言知識(shí)、語言技能、學(xué)習(xí)策略、情感態(tài)度、文化意識(shí)五個(gè)方面。
1． 語言知識(shí) （Knowledge）
詞匯（Vocabulary）：
能理解、內(nèi)化、運(yùn)用以下生詞-archaeology, archaeological, archaeologist, curiosity, decoration, unearth, artefact, emperor, arrow, technical, root, ivory, climate, mask, accompany, precious, site, jade,
短語(Phrases and expressions)：
date back to, have a hand in, in terms of , in the eyes of, dig up, remind of , belong to, look like, must have done, may have done,
功能(Functions)：學(xué)習(xí)掌握一些用于表達(dá)個(gè)人好奇和提出建議的句型，如：
I wonder what/ who--- I really want to know----
I’m curious to----- I’d love to know----
I wonder if/ whether---- What I’d really like to find out is----
I’m curious about----- I’d like to know about more about-----
語法(Grammar)：掌握和運(yùn)用it的用法
I. Preparatory Subject
1. It be+ p.p./ n./ adj. + that clause
2. It seems /appears/ happens+ that clause
3. It be +n./ adj./ +wh-/how clause
4. It be +adj.+ for/ of sb. to do sth
5. It’s no use doing---
II. Preparatory Object
1. Subject + vt. +it +adj. +to do sth
2. Subject + vt. + it + adj. +that clause
III. The emphatic use
It be +---+ who/ that----
2. 語言技能 (Skills)
聽：能捕捉特定信息、抓關(guān)鍵詞，聽懂一篇介紹古代工具的文章。訓(xùn)練學(xué)生聽力理解能力及技能，如從說話人的語氣表情判斷信息正誤的能力等等。
說：能熟練運(yùn)用所學(xué)表達(dá)法來表明自己的觀點(diǎn)，談?wù)摬煌埠煤秃闷嫘模⒔o出建議；能就本單元相關(guān)話題表達(dá)看法；能較好地完成一些開放性的話題，以提高在真實(shí)語境中的英語交際能力。
讀：獲取關(guān)于考古的相關(guān)信息,且進(jìn)行skimming, scanning, careful reading, generalization; inference等閱讀微技能訓(xùn)練。
寫：*能有立場，有觀點(diǎn)，實(shí)事求是地創(chuàng)作一張flow chart。
*寫一篇論述利弊觀點(diǎn)的小作文。充分想象，清楚地表達(dá)出挖掘古代文物的利弊，并且闡明自己的立場。
3. 學(xué)習(xí)策略(Strategy)：
認(rèn)知策略：在學(xué)習(xí)過程中，善于抓住重點(diǎn)，做好筆記，并能對所學(xué)內(nèi)容進(jìn)行整理和歸納。
調(diào)控策略：能夠根據(jù)個(gè)人的特點(diǎn)和需要安排自己的學(xué)習(xí)，主動(dòng)拓寬學(xué)習(xí)英語的渠道，總結(jié)有效的學(xué)習(xí)方法，能在一定程度上形成自主學(xué)習(xí)的能力。
交際策略：能夠在課內(nèi)外活動(dòng)中積極用英語和他人交流，利用各種機(jī)會(huì)用英語進(jìn)行真實(shí)的有效的交際的能力。
資源策略：能夠有效地使用圖書館、網(wǎng)絡(luò)等方式查閱有關(guān)考古的資料進(jìn)行信息處理的能力，獲得更廣泛的英語信息，擴(kuò)展所學(xué)知識(shí)。
4. 情感態(tài)度(Affect)：
讓學(xué)生了解考古學(xué)的重要性。
能在多種英語學(xué)習(xí)情境中感受、分享用英語交流的成功與喜悅
培養(yǎng)學(xué)生正確的閱讀觀，和良好的閱讀習(xí)慣。
讓學(xué)生學(xué)會(huì)用辨證和積極的態(tài)度對待文物挖掘。
積極參與多種形式的合作學(xué)習(xí)，有較強(qiáng)的合作精神和互助精神。
5. 文化意識(shí) (Cultural awareness)：
通過學(xué)習(xí)，了解一些中外著名的考古遺址，從而拓寬他們的文化視野，加深對中外文化遺產(chǎn)的理解和掌握。并且意識(shí)到是人民創(chuàng)造了歷史，創(chuàng)造了奇跡。
三．教學(xué)重點(diǎn)與難點(diǎn)(Teaching difficult and important points)
Important points:
Train the students’ listening ability.
Train the students’ speaking ability by talking about archaeological discoveries and practicing expressing curiosity.
Improve the students’ reading ability.
Master the use of “ it”.
Master the new words and expressions in this unit.
Difficult points:
How to help the students understand the passage exactly.
The usage of “ it” used in the subject position to stand for an infinitive or a clause.
How to create a flow chart.
四．教學(xué)課時(shí)安排(Teaching arrangements)
Period one-----Warming up, speaking and listening
Period two and three----- Reading
Period four-----Language Study ( word study and grammar)
Period five------ Integrating Skills (reading and writing)
五． 教學(xué)設(shè)計(jì)步驟(Teaching procedures)
The first period
Teaching aims:
1. Learn and master the following words:
Archaeology, archaeological, archaeologist, curiosity, decoration, unearth, spear, artefact
2. Do some listening
3. Learn to express curiosity.
Teaching Important Points:
1. Improve the student’s listening ability.
2. Train the student’s speaking ability by talking about archaeological discoveries and practicing expressing curiosity.
Teaching Difficult Point:
1. How to improve the student’s listening ability.
2. How to finish the task of speaking.
Teaching Methods:
1. Looking at some picture to arouse the student’s interest in archaeology.
2. Listening-and-answering activity to help the student’s go through with the listening material.
3. Individual, pair or group work to make every student work in class.
Teaching Aids:
1. the multimedia
2. the blackboard
Teaching Procedures:
Step I: Lead-in
Show students two pictures on screen about Archaeology in China. Then ask them to answer some questions together.
Q1: China is a country with a long history and brilliant culture, in which ways can we learn about its history and culture? (Archaeology)
Q2: How much do you know about the following pictures?
(①:Terracotta warriors and horses
②:Inscriptions on tones or tortoise shells)
Step II: Warming up
1. Talk about the four pictures on P73. Each of them stands for one period in Chinese history. Then ask them questions and help them learn some new words.
Q1: What are they? (Suggested answers: axe/Bronze tripod/A painting on silk/Tri-colored glazed pottery)
Q2: What can they remind us of ? (Suggested answers: life/culture)
2. Discussion: Let the students discuss the four different periods according to the questions shown on the screen and fill in the form on p73.
Suggested answers:
Stone Age Bronze Age Han Dynasty Tang Dynasty
Food Wild fruits
Wild animals Grain, wheat, rice, bean, domestic animals, meat, broomcorn Wheat, rice, wine, vegetables, sugar Pancake, tea, spinach, wine
Housing cave Houses made of mud and straw Houses made of bricks and tiles Houses made of bricks and tiles palaces
Home decoration Bones of animals, fur, pottery, jade Bronze mirrors, bronze jade Silk, stone and brick statues, wood statues, frescoes China, pottery, jade, silk
Tools Stones, sticks, bones, axes made of stones Knives, sickles, axes, fishhooks Iron objects, ploughs, hoes Quyuan ploughs, tools used to lift water by water-wheel
Artefacts Necklace made of bones, bone pins, pottery, jade Bronze tripods and quadripods, textiles, embroidery Silk , painting on silk, stone, brick and wood statues Tri-colored glazed pottery of Tang Dynasty, China
Entertainment Shouting and dancing with rhythm Singing, dancing, drinking wine Playing the instruments acrobatic show Having a swing, boat race, playing
Step III: Listening
1. The students are asked to read the requirements of listening part first, then listen to the tape for twice to fill in the blanks on P74.
2. Play the tape twice for the students to listen and write down their answers. Then check their answers and explain some difficult listening points if necessary.
Step IV: Speaking
Task 1: Make a dialogue. Show the students some pictures about famous archaeological discoveries in SanXingdui Ruins Sites in Sichuan Province and the groups of Pyramids in Egypt. Then let one student talk about the picture he/she is interested in. The other gives him/her suggestions according to the useful expressions on P75.
Task 2: Give the students some questions and let them have a free talk according to the questions.
Q1: What’s the importance of archaeology?
Q2: Are there any archaeological sites in your hometown?
Q3: What’s your attitude to it?
Q4: How should we deal with the unearthed objects?
Step V: Homework
1. Practice using the useful expressions.
2. Preview the reading text on P75.
Period two and three Reading
Teaching Aims:
1. Learn and master the following:
(1) words: emperor, pin, find, clay, arrow, bow, cushion, spare, technical
(2) phrases: date back to, have a hand in, in terms of, in the eyes of
(3) sentence patterns: It is certain that----
It is thought that
2. Train the students’ reading ability.
3. Let the students learn about the King of the Stonehenge discovered by archaeologists.
Teaching Important points:
1. Improve the students’ reading ability.
2. Help the students learn about the King of the Stonehenge by reading the passage.
Teaching Difficult Points:
How to help the students understand the passage exactly.
Teaching Methods:
1. Discussion before reading to make the students interested in what they will read.
2. Fast reading and careful reading to understand the passage correctly.
3. Pair or group work to make every student take an active part in the activities in class.
Teaching Aids:
1. the multimedia
2. the blackboard
Teaching Procedures:
Step I Greetings
Greet the whole class as usual.
Step II Pre-reading
In the last period, we spoke of terracotta warriors and horses of Emperor Qin. Do you know why Emperor Qin built it?
( to continue being emperor. They are also funerary objects.)
Q: 1. Describe the kind of objects kings and emperors in China were buried with.
2. Why were dead kings given these objects after they died?
A: 1. weapons, tools , clothing, money, articles for daily life, jade, silk, jewellery, pottery ,china, servants, warriors, wives of emperors and kings and animals.
2. To show off their power and wealth.
To continue their luxurious life in the nether world.
To be given to him for his use in the next life.
Step III Reading
Let’s read a passage about the mysterious Stonehenge and the King of Stonehenge. It must give you an unexpected surprise.
Q: 1.Scan the passage and write down which objects were found in the grave.
2.Describe the materials found in the grave.
3. The discovery is important for variety of reasons:
A: 1.tools, a bone pin, two copper knives, a cushion stone, two gold earrings, a bow, arrows, and two pots.
2.stone, clay, copper, gold, pottery, bone and fur.
3. His grave is the richest of any found from that period.
The tow gold earrings buried with him are the oldest found in Britain.
It shows that he was a member of a powerful class who may have organized the construction of the Stonehenge.
Step IV Listening
Listen to the tape. After listening, do the following exercises.
1. From things that were found in the grave, archaeologists now believe that people in the Bronze Age had trade and cultural links with other parts in Europe. Give examples of such links and what was traded.
Country or part of Europe Material or object of trade
A:
Country or part of Europe Material or object of trade
West wales Stone
Spain and Western France Copper knives
Europe Gold jewellery, copper, bronze
Some places far from England Artifacts
2. For trade and cultural links as well as life in Britain and the construction of a building such as Stonehenge, people in the Bronze Age must have had knowledge about certain things and certain fields of science. Work in groups to talk about the inventions and kinds of science they must have had, based on the reading passage.
Activity Knowledge, science, inventions, and tools
Travel to Scotland Roads, maps, hotels, geography
Construction of Stonehenge Architecture, physics
Hunting Weapons, bows, arrows
Trade with Europe Maps, ships, languages, geography
Making copper knives Skills, copper, models
---
Step V Appreciation
Show some pictures of Stonehenge.
What do you think of Stonehenge? (students maybe say that it is wonderful, beautiful, mysterious, etc.)
Teachers should point out the fact:
Construction took place in three phases, over 25 generations. Most of it was the result of human muscle and a system of ropes and wooden levers used to transport the massive stones. To drag the sarsen stones, weighing up to 45 tones, or the weight of six elephants, from Marlborough Downs, 30 kilometres to the south of Stonehenge, would have been quite a feat. The bluestones, in contrast, were about four tones but are believed to have come from much farther -- the Preseli Mountains nearly 385 kilometres away. Popular theory suggests the stones were rolled to the Welsh shore, carried on raft around the coast and into the River Avon, at Bristol. They would have then been transported through local rivers and then back to land, where they were once again rolled to Salisbury Plain.
Then draw a conclusion:
The construction of Stonehenge is a process of blood, sweat, and tears.
Step VI. Discussion
1. Why was the Stonehenge built or the purpose of the construction?
The main theories of the purpose existed and accepted in the world today:
Execution ground(刑場) space station（宇宙太空港）
Hunting ground（狩獵場） an astronomical calendar（天文歷法儀）
temple（宗教寺廟）
2. Suppose your hometown found an ancient grave, and some people suggest digging it up, while others have different opinions. Please make up a dialogue with your partner, express your idea.
Step VII. Consolidation
Close your books, and finish the exercise on the screen. T or F exercises.
1. ( )When the King of Stonehenge died, he was about 50 years old.
2. ( ) From tests on his teeth, it is certain that he spent his childhood in England.
3. ( ) The most amazing find was two gold earrings.
4. ( ) Stonehenge was begun around 2300BC.
5. ( ) In terms of technical development, people were going from the Bronze Age to the Stone Age at that time.
6. ( ) It has been proven that the copper knives came from Spain and Western France.
Suggested answers:
1. F 2.F 3.T 4.F 5.F 6.T
Step VIII. Summary and homework
In this class, we’ve learnt about the King of Stonehenge by reading the passage and also learnt some useful expressions and sentence patterns. After class, you need to do more exercises to master them freely. Studying archaeological discoveries can help us learn about he life of people during different periods, so if you have time, go to visit the local museums or surf the Internet to learn more about archaeology. At last, don’t forget to prepare for the next period----language study. So much for today.
Period 4 Language Study
Goals: 1) revise some new words.
2) Enable the students to recognize word form
3) Enable the students to use “it”.
Difficulty: “it” is used as the subject position taking the place of “to do”/ “a clause”.
Teaching procedures:
Step1 Revision:
After reading the passage, we have leant that many objects were buried with the kings and emperors after they died in ancient times. Now, try to use correct words to replace what I’ll describe. Then let students do Exercise1 on page77.
Step2 Presentation (word study)
1) Give examples of some words for the students to compare. Encourage them to find out the word functions of the same word.
E.g. hand Vt.傳遞 n.手
light Vt. 點(diǎn)燃 n.光亮
Some words can be used as a noun or a verb.
2) Complete the exercises using the correct forms of words.
Step3 Grammar
1) Warming up
Last Sunday morning, I got up very early. When I opened the window, I felt very excited. Can you guess why? Then show students four sentences and then let students tell the function of “it”.
2) presentation
◆ To find that the ground was covered with snow made me feel excited.
It made me excited to find the ground was covered with snow.
It was interesting that we played with snow together.
Summary1. “it” can be used in the subject position to stand for the infinitive, gerund, or a clause. It is ...+ to do/doing/a clause
Then give students some situations for them to practise using “it”.
situations:1. go out alone at night
2. win the first prize
3. China will hold Olympic Games
4. maybe Mr. Smith will give a speech here.
Now, please look at the two sentences on the screen: It is said that Tom has come back from abroad.
People say that Tom has come back from abroad.
Summary2. It is also used in the subject position to stand for a clause. But it can be changed into “people + vt. + that clause”. That is, It be+V.p.p+that clause
(V.p.p: reported, believed, thought, proven, know, hoped, suggested, hoped…)Then let students do the exerises1and2on page 78. Now let students look at the sentence on the screen and tell the function. ( used to emphasize one part of a sentence)
Henry gave me a tie for my birthday last year.
It was last year that Henry gave me a new tie for my birthday.
It was Henry who gave me a new tie for my birthday last year .
It was for my birthday that Henry gave me a new tie last year.
Summary3.強(qiáng)調(diào)句型 It is +…that (who)…
Summary4 Impersonal “it” can be used to talk about something or somebody mentioned above such as time, date, weather, distance, season…
Step4. practice
1) Pair work
Let students make up a dialogue according to the following situation.
Situation: Tom was robbed of his wallet at the gate of the bank when he was getting out. He called the police at once. Soon a policeman came and asked him and asked him and one of his clerks in the bank. At last, the wallet was found .
The possible beginning:
( V: victim P: policeman)
V: Thanks to God, you’ve come at last.
P: Let’s get down to the point. You reported that you were robbed , didn’t you? Where did it happen?
V: Right here.
P: Here? At the back gate.
V: Yes, it was at the gate of the bank that I was robbed …
2) Individual work: Complete the following sentences:
1. ______(據(jù)報(bào)道)dozens of children died in the accident.
2. _______(真遺憾)he can’t swim at his age.
3.It is uncertain _________(他是否參加會(huì)議 ).
4.It is important __________( 掌握一門外語 ).
5. _______(在大學(xué)時(shí) ) they got to know .
6. _______(看來) that he enjoys pop music.
6. It is an honor ______(舉辦奧運(yùn)會(huì)).
1.發(fā)現(xiàn)事情的真相是遲早的問題。
2.中國沿海地區(qū)常小雨。
3.收到國外朋友的來信是令人激動(dòng)的事。
4.恐龍是何時(shí)滅跡的還是個(gè)迷。
5.能參加這項(xiàng)研究是一大榮譽(yù)。
6.人們相信火星上沒有生命存在。
2) Choose the best answers:
1. I hate ____ when people talk with their mouths full.
A. it B. that C. these D. them
2. It was only when I reread his poems recently _____ L began to appreciate their beauty.
A. until B. that C. then D. do
3. The purpose of new technologies is to make life easier, _____it more difficult.
A. not make B. not to make C. not making D. do not make
4. __ Why don’t we take a little break?
__ Didn’t we just have____?
A. it B. that C. one D. this
5. It is the ability to do the job ____matters not where you come from or what you are.
A. one B. that C. what D. it
6. _____is mentioned above, the number of the students in senior high school is increasing.
A. Which B. As C. That D. It
7. It was _____he said _____ disappointed me .
A. what; that B. that; that C. what; what D. that; what
8. Someone is ringing the doorbell. Go and see ______.
A. who is he B. who he is C. who is it D. who it is
9. The news that they failed their driving test discouraged him,_____?
A. did they B. didn’t they C. did it D. didn’t
10. I don’t think _____possible to master a foreign language without much memory work.
A. this B. that C. its D. it
(answers: ABBCB BADDD )
Period five
Integrating skills
Teaching Aims:
1. Learn and master the following: root ivory, jade, site, climate, mask, accompany, warmly, precious, triangle, dig up, remind…of, belong to
2. Review the language points and the use of “it” in this unit.
3. Train the students’ integrating skills, especially writing skill.
Teaching Important Points:
1. Useful expressions: dig up, remind…of, belong to
2. Learn to create a flow chart.
Teaching Difficult Points:
1. How to help the students understand the passage better.
2. How to create a flow chart.
Teaching Methods:
1. Revision to help the students consolidate the language points of this unit.
2. Fast reading and careful reading to help the students understand the passage exactly.
3. Discussion to help the students finish the task of writing.
4. Individual, pair or group work to make every student work in class.
Teaching Aids:
1. the multimedia
2. the blackboard
Teaching Procedures:
Step I Greetings
Greet the whole class as usual.
Step II Revision
T: Yesterday we reviewed the use of “it”, especially its usage used in the subject position to stand for an infinitive or a clause. Now, please look at the screen. I’ll see whether you’ve mastered it. After a while, I’ll collect your answers. (T shows the following on the screen.)
Complete the sentences, paying attention to the use of “it”.
1. ________(據(jù)說) that this book has been translated into many different languages.
2. ________(很可能) that your team will win.
3. ________(很遺憾) that he can’t pass the English test.
4. ________(直到250年后) that they formed a single state.
5. ________(是1990年) that I graduated from the university.
6. It is important ________________(我們學(xué)好英語).
Suggested answers:
1. It is said
2. It is possible/likely
3. It’s a pity
4. It was not until 250 years later
5. It was in 1990
6. for us to learn English well
You did a good job.
Step III Pre-reading activities
T: OK. So much for revision. China is a country with a long history. It has brilliant culture of about 5,000 years. Do you know roots of Chinese culture?
Ss: We don’t know.
Task 1
T: Now, let’s read a passage about roots of Chinese culture. First, let’s deal with the new words appearing in the text together. (T deals with the new words with the whole class.)
T: OK. Open your books. Please read the passage quickly and answer the questions on the screen.
1. Why did Jinsha village become famous all over China in 2001?
2. How did Sanxingdui first discovered?
Answers:
1. Because archaeologists discovered more than a thousand cultural relics, including gold, jade, bronze and stone objects as well as nearly a ton of ivory. These will serve as the important materials for the study of local geography, climate and environment in ancient times. Many of the relics there look very much like those found at Sanxingdui. Archaeologists now think that the Jinsha Ruins may have been the political and cultural centre of the ancient Shu Kingdom, which moved from Sanxingdui to Chengdu about 3,000 years age.
2. In the spring of 1929, a farmer in today’s Nanxing Town was working in the fields when his son dug up a round piece of jade. They found a hole filled with more than 400 jade objects.
Task 2
Careful Reading
Read the whole passage carefully again and then answer some detailed questions on the screen.
1. Who was the first to discover the Jinsha Ruins and when?
2. Before the Jinsha Ruins was found, archaeologists believed how long the history of Sichuan was?
3. Since 1929, what have been unearthed in Sanxingdui Ruins Site?
4. What do archaeologists hope to discover in the future?
Answers:
1. On February 8, 2001, construction workers from a local company found ivory and jade in the mud when they were building road there.
2. Before the discoveries in the Jinsha Ruins, it was believed that Sichuan only had a history of about 2,300 years.
3. Since 1929, more that 10,000 relics dating back to between 5,000BC and 3,000BC have been discovered. 53 holes were dug up and over 1,200 pieces, including bronze and gold masks, bronze objects and images, jade and ivory had been found,
4. They hope to discover some of the mysterious palaces, tombs of kings and bronze and jade workshops.
Task 3
Useful expressions:
1. The photo reminds me of childhood.
2. At the Jinsha Ruins, archaeologists dug up many precious relics.
3. The house doesn’t belong to me.
4. It looks like rain.
5. He must have been there before.
6. They may not have caught the train.
Step IV Post-Reading Activities
A: Thinking Carefully
Work in pairs. Use information from the article and your own ideas to ask and answer the questions raised by yourselves.
Example: If you were Yan Kaizong, would you keep all the jade, gold, bronze and stone objects? Why or why not?
B: Discussion
The cultural relics really are regarded as a miracle in the world. They have showed off their charms and fascinated people all over the world. Experts say that the excavation of the ruins is of great significance for the study of the history and culture of a country.
As a citizen, what should we do to protect them?
Step V Writing
T: OK. So much for reading. Archaeological discoveries play an important part in learning about the history and culture of a country, so everyone has the duty to protect them after they are unearthed. Stealing cultural relics is illegal by law. As a citizen, what should we do to protect our country’s relics? Talk about it in groups of four. After a while, I’ll ask some students to report their results. Is that clear?
T: Are you ready? OK. Wang, tell us what you’re going to do to protect our country’s relics?
Ss: Observe the law about the preservation of cultural relics. If we find someone stealing cultural relics, we should call the police at once. And we should learn about cultural relics.
T: Yes, you’re right. Now, imagine you have discovered some old things under the ground, what should you do to protect them? Please create a flow chart showing the things you should not do. Before creating your flow chart, please turn to page 80, study the flow chart on the left and the tips on the right with your partner, then try to create your own chart. After a few minutes, I’ll collect your charts. Let’s see who creates it best. Do you understand?
Ss: Yes.
A suggested flow chart:
六．背景知識(shí)(Background Information)
Stonehenge: unearthing a mystery
More than 4,000 years ago, the people of the Neolithic period decided to build a massive monument using earth, timber and eventually, stones, placing it high on Salisbury Plain in Wiltshire, England -- about 137 kilometres southwest of London. Why anyone ever decided to build Stonehenge remains a mystery, with theories ranging from religion to astronomy. Some of what was Stonehenge still stands today, as mysterious and sacred as it must have been to the hundreds of people who helped build the site.
The stones of the main monument appear to form layers of circles and horseshoe patterns that slowly enclose the site. First there is an outer stone circle, now mostly in ruin. Within this are a smaller set of stones, also set in a circle. Within the centre of the monument are trilithons -- two pillar stones with one stone on top -- in the shape of a horseshoe. Within this is another smaller set of stones, also in a horseshoe.
But it is a monument made of more than just rocks. There is the henge, or a ditch and bank, that surrounds the stone circle. There is also a laneway that extends from the northeast side of the monument from the open horseshoe to the River Avon, a few kilometres away. Several stones mark this laneway, just outside the henge of the monument.
It doesn't sound all that different from many of the other stone circles being constructed around this time. So, why does this megalithic monument draw so much attention? Christopher Witcombe, a professor of art history at Sweet Briar College in Virginia and an authority on Stonehenge, believes that much of Stonehenge's intrigue can be explained in terms of the advanced architecture shown in the erection of the site.
"The world seems to have gone through a kind of megalithic period where they were moving large stones around and putting them into various positions in the landscape," says Witcombe. "Stonehenge, compared to those, is a fairly sophisticated piece of architecture." The outside set of stone pillars, complete with linking top stones, called lintels, form a complete circle. How the builders would have known how to shape the lintels in such a way so that they remain flat but still form a gentle circle would be considered architecturally advanced for the time period. In addition to this, these top stones were attached to the pillars in a technique still being used by carpenters today -- by mortice-and-tenon joints. The top of the upright stone would have been shaped to have a protruding section that fit into a carved out slot in the lintel.
Although the site may not be as majestic as it once was, it still conveys a sense of power that seems to enclose people in its mystery, allowing no one to escape from the riddle of its purpose. Today, there is enough left of Stonehenge to speculate on its purpose, but not enough to say for sure why or how it was constructed. Astronomers, archaeologists and historians continue to debate theories on its construction and purpose, but the only thing that can be said for certain is a description of what still exists today.
On the outside of the main monument is a circle of 17 sarsen stones, or sandstones, left from a set of about 30. These rocks stand four metres high and weigh about 25 tones each. Some of them still retain their lintels, which would have been secured in a type of tongue-and-groove slot.
All of the stones were brought far distances to Salisbury Plain, using only muscle and primitive tools, like ropes and wooden levers. The sarsen stones are believed to have been brought from Marlborough Downs, 30 kilometres to the north of Stonehenge, which is a feat incomparable by today's standards. But even more intriguing than this is the mystery of the bluestones. They are believed to have come from the Preseli Mountains in southwest Wales, nearly 385 kilometres away. How these stones, each weighing four tones, arrived at Stonehenge is still debated. But regardless of how they came to the site, it appears to have required much effort in a time before the invention of the wheel.
Underwater Archaeology
The year was 1960. The eight team members were divers and scientists. The ancient wreck was buried in the sands below the warm coastal waters off Turkey. Underwater archaeology was about to be born.
Archaeology is the study of ancient life, or how people lived thousands of years ago. The work of the archaeologist is to find and recover objects made by these ancient people and figure out how the objects were used.
The archaeologists on the team that found the ancient wreck usually worked on dry land. They knew the scientific methods used in dry-land archaeology. By adapting, or changing, these methods, the archaeologists could use them under water. After diving into the sea, the group used underwater cameras to take pictures of the wreck and its treasures. Next, they drew maps on plastic tablets to show where each object was located. Then, they used a tool that gently sucked the sand away from the treasures. Large objects were brought up to the surface. Very heavy objects were pulled up with the aid of a balloon.
The recovered objects were put in a museum in Turkey. Archaeologists then brought the photos, drawings, and maps to the United States for further research. After seven years of study, the scientists learned that the wreck was 3200 years old.
七．評估與反饋 (Assessing)
1.自我評價(jià)：
Things I can do Scores
I can talk about the archaeological discoveries. 5 4 3 2 1
I can express my curiosity and give suggestions in English. 5 4 3 2 1
I can create a flow chart and write a description of what I should do and what I should not do when I find some old things under the ground. 5 4 3 2 1
I can explain and use “it” in different sentence structure. 5 4 3 2 1
I can use the words and expressions from the unit in new situations. 5 4 3 2 1
I can go to the library or surf the Internet to explore something I need. 5 4 3 2 1
2．小組評價(jià)
姓名
小組合作工作量
查找資料量
組內(nèi)活動(dòng)創(chuàng)意
班級活動(dòng)參與度
提出問題個(gè)數(shù)
參與活動(dòng)進(jìn)步情況