Period 1 Let’s listen and speak!
Goals
◆ Learn to talk about archaeological discoveries.
◆ Learn to express curiosity.
◆ Review the use of “it”.
Procedures
Leading in: by discussion.
Hi, boys and girls. We are now living in a highly developed world, with advanced culture and highly developed civilizations. But have you ever thought what are the base of all the culture and civilizations? Oh, yes, they are based on those which were created by our great, great grandfathers lived a long, long time ago. No one exactly knows what they lived on, what were their housing and home decoration conditions, what kind of tools they usually used in their production activities, and what entertainment they had in their spare time. Anyway, we can imagine! So now, let’s divide into groups of four and, with the help of your imagination, discuss what kinds of food the early man ate, what their housing conditions and home decorations were like, what tools they made and what entertainment they had in their spare time. Then I’ll ask some of you to report the results to the whole class.
Task 1: Looking and discussing
1) Look at page 73, boys and girls. There are 4 pictures, some questions and a table. Please look at the pictures, read the questions carefully, discuss these questions in groups of four and try to fill in the table with what you’ve discussed. In the end, I’ll ask some of you to make a report to the whole class.
2) Look at page 74, boys and girls. Let’s discuss the second question, “Can you give examples of important discoveries from these different periods? Where were they unearthed and where can you go and see them?” While discussing, you should make use of your common sense, and if you are interested in archaeology, you are able to give a lot of examples of the important discoveries from these different periods. I will ask some of you to report the results to the whole class.
Task 2: Listening, filling and speaking.
1. Listen to the tape twice and fill in the blanks on page 74.
2. First, the students should try to make a drawing of the tool according to the content of the tape; second, they should write down five of the questions asked by the students; third, they should answer the questions according to what they’ve heard; fourth, they should try to guess what else the object could be used for with the help of the drawing on page 74.
Task 3: Speaking up.
1) Work in pairs to make a dialogue. The purpose is to practice students’ speaking ability. Students A talks about a topic he or she likes, while Student B gives suggestions.
Some useful topics for the students:
Student A wants to know something about the prehistoric housing of the early man.
Student B is interested in the food the prehistoric people had.
Student C is eager to know the history of Sanxingdui ruins.
Student D enjoys archaeological discoveries very much.
Student E wants to have a clear idea of all the ancient archaeological sites both at home and abroad.
Students F wants to know the development of agriculture in history.
2) Work in pairs or small groups and talk about archaeological findings, such as artifacts, tombs or unearthed towns.
Closing up by interviewing an archaeologist.
Suppose that a famous archaeologist is giving you a talk about what archaeology is. He tells you that archaeology is the scientific study of peoples in the past, their culture and their relationship with their environment. The purpose of archaeology is to understand how humans in the past interacted with their environment, and to preserve this history for present and future learning. After listening to the talk, you want to ask him some questions about archaeology. These questions should include the contents above.
Homework
Ask the students to write a short passage about archaeology. They may write something about whether they are interested in archaeology, what they think of archaeology, how much they know about archaeology, or what they have learned from the text.
Unit 20 Period 2 Let’s read!
(THE KING OF STONEHENGE)
Goals
◆ Learn to read for a general idea.
◆ Learn some useful words and expressions.
Procedures
Leading in: by story
Boys and girls, now I’d like to tell you a story. In the spring of 2002, people in Britain planned to build a school at Amesbury in Wiltshire. While the workers dug the work site, they discovered something unusual, which led to the discovery of the grave of the King of Stonehenge. It is thought that this is a very important discovery in archaeology, because archaeologists discovered the richest Bronze Age burial in Britain. Do you want to know more about the discovery? Good. Now, I’ll give you five minutes for you to read the text and answer my question:
Why is the discovery important?
Task 1: Reading for the main idea.
1. Read the text quickly and answer the following questions.
① How many kinds of things were discovered in the grave of the King of Stonehenge?
② What is the most important reason to describe the discovery as an important one?
2. Read the text carefully and then decide whether the given statements are true or false.
① On March. 3, 2002, archaeologists in England found a grave of a man dating back to around 3000 BC.
② People got to know where the man was from by testing his bones.
③ From what were found in the grave people had a clear idea of the dressing of the King of Stonehenge when he was buried.
④ All the relics found in the grave of the King of Stonehenge were buried with him for his future use in the next life because of the belief that a dead man would come back to life.
⑤ The discovery of the King of Stonehenge was far from important.
⑥ The two earrings are not only the oldest gold ever found in England, but also a proof that the ancient British were clever enough to make gold even in around 2,500 BC.
⑦ Because of his power and his successful organization of the construction of Stonehenge, the man got his title as the King of Stonehenge.
⑧ In ancient times it was very difficult for the people then to construct the Stonehenge not because the stones were huge and heavy but because they couldn’t use our modern machines.
Keys: ① F ② F ③ T ④ T ⑤ F ⑥ F ⑦ T ⑧ F
Task 2: Reading and copying.
Now it’s time to read the text again and copy down all the useful expressions.
Useful expressions from the text
date back to around 2,300 BC, with his face to the north, a bone pin, carry… on one’s breast, gold earrings, be made of…, a second smaller copper knife, a cushion stone, work metal, a variety of reasons, tend to do sth., a member of a powerful class, the construction of Stonehenge, be linked to sth., have a hand in…, pull up, in terms of…, technical development, Stone Age, Iron Age, through trade and cultural links, the skills to make metal, be of high status, in the eyes of…, local people
Task 3: Discussing and filling blanks.
1. Now we are going to discuss the following questions in groups of four:
① According to the text, the discovery of the grave of the King of Stonehenge is of great importance. Do you agree? Why or why not?
② Archaeology is a scientific branch. Do you agree with this point of view? Why or why not? Can you give some examples to support your idea?
2. Fill in the blanks according to the text>
Finds ___________ Why important _____________ People’s opinion ___________
(A possible key)
Finds: clothing, tools, weapons, pottery, spare materials to make new tools
Why important:
1. richest ever found from that era;
2. buried near Stonehenge site;
3. having a hand in Stonehenge;
4. making culture and technique exchange possible.
People’s opinion:
Thinking highly of what the King of Stonehenge had done.
Closing up by interview.
Finally we shall hold an interview with the chief archaeologist who was in charge of the excavation then. One of you will act as the archaeologist and others act as journalists, who are interviewing the archaeologist.
Homework
Try to find out some useful information about this part, write a short article on underwater archaeology.
Unit 20 Period 3 Let’s study!
(Grammar: Review the use of “It”)
Goals
◆ Help the students to grasp some new words and improve the ability of defining words in English.
◆ Help the students to review the use of “it”.
Procedures
Leading in: by listening.
Hello, everyone! We learned THE KING OF STONEHENGE yesterday. Now let’s listen to the tape of the text.
(After listening to the text)
Now I’ll ask you a question: Are you interested in archaeology? Do you want to be an archaeologist?
Task 1: Defining words.
1. Turn to page 77 and ask the students to do exercises of word study and fill in the blanks with proper words from the text.
2. Explain the meaning and use of the words.
3. Ask the students to make sentences with the words.
Task 2: Studying Inversion.
语 法 精 讲It 的 用 法
1、 it 可指天气、温度、时间、距离等等
－It is cold today, isn’t it? －Yes, isn’t it? －What’s the temperature? －It’s 26℃.
－What’s the date today? －It’s May 1, 2005.
－What’s the distance between the two towns? - It’s 10 miles.
It’s a fine day. Let’s go fishing, _________________? (全国高考90)
A. won’t we B. will you C. can you D. shall we
2、 用作人称代词，代替前文提到过的事物
The dog is not a cold-blooded animal. It doesn’t need to hibernate.
3、 为了避免重复，it可用来代替前面说过的短语或句子
I tried to persuade my father to give up smoking, but found it impossible. (it = to persuade my father to give up smoking)
He is a living Lei Feng and is always ready to help others. I know it clearly. (it = He is a living Lei Feng and is always ready to help others)
4、 代替指示代词this, that What’s this? It’s an album.
Whose new bike is that? It’s Mary’s.
【注意】it与one，that 的不同：
it = the (that, this) + 名词，特指并且代替前面提到的某特定事物
He’s bought a new car, so he drives it everywhere to show it off.
There is only one piano left in the shop. I wonder if you still want to buy _________?
A. it B. one C. another D. any
one = a + 名词，one 指前面提到的同类事物中的不同的另一个0。
He needs ___________ computer, but he can’t afford ___________.
A. the; one B. a; one C. one; one D. that; it
that = the +名词，that指代的名词与前面的名词属于同一类，但不属于同一个。
The population of China is larger than that of Japan. 中国人口比日本人口多。（注意：that在句中指代population，但其后有一个of短语作定语，以区别于the population of China.）
it与that 的异同：it指同一事物，that指同类但非同一的事物
I like the climate of Kunming more than that of Beijing. The climate of Kunming is mild, and I like it.
- Why don’t we take a little break? - Didn’t we just have ________ ? (全国高考，2002-23)
A. it B. that C. one D. this
For most students, their teacher’s advice is more important than _________ of their parents.
A. those B. that C. what D. which
5、 it作形式主语
it在句中可作形式主语，而真正作主语的主语从句需要放在句子的末尾。主语从句后置常用以下几种结构： 1）It is / was + adj. + subject-clause可用于此句型的形容词有：clear, certain, funny, good, impossible, likely, natural, obvious, possible, probable, strange, surprising, true, unusual, wonderful, 等。
It is certain that the constant rising of the oil price will affect the development of the world economy.
It is possible that the King of Stonehenge had a lot to do with the stones.
2) It is / was + 名词词组 + subject clause 可用于该结构的名词词组主要有：a pity / duty, a good thing, no surprise, good news, an honor, a fact, a mystery, a shame, manner, 等。
Unit 20 Period 4
Let’s read and write!
Goals
◆ Provide the students with opportunities to develop their reading and writing skills.
◆ Ask the students to create a flow chart.
Procedures
Leading in: by introduction.
Hello, everyone. We’ve learned something about the archaeology in England, which shows its rich culture. But in fact, our country, China, is a very large country with even richer culture and more advanced civilization just because of its long history. Why do the Chinese people, no matter at home or abroad, call themselves Chinese? It is because of the culture that they share, which no doubt is very important for all the Chinese people. But have you ever thought of what the root of Chinese culture is? OK, today we are going to read something entitled BOOTS OF CHINSES CULTURE. Now, I’ll give you eight minutes to read the whole text and answer the questions:
Do you think that Chinese culture is rooted in the activities of the ancient people? Why? Why not?
Task1: Read and fill the box with proper words
Main idea
Part 1(Paragraph 1-3): Jinsha Ruins (more than 1000 relics found in 2001, important materials for study, similar to those found at Sanxingdui, indicating Sichuan had wide trade links at home and abroad and was the political and culture center of the Shu Kingdom 3000 years ago)
Part2 (Paragraph 4): The discovery of Sanxingdui in 1929 (over 400 jade objects found, given to the government in 1953)
Part 3 (Paragraph 5): More discoveries (further excavation and continuous work)
Conclusion: Chinese culture is rooted on ancient people’s daily activities.
Task 2: Creating a flow chart.
Suppose that you are an archaeologist. One day you received a telephone call, which was about a discovery of an ancient tomb. It was at the construction site that workers found the ancient tomb. Of course you were excited at the news. But what should you do to deal with the situation? Please draw a flow chart to tell what they should do.
Closing up by copying down expressions.
Useful expressions
build roads, find… in the mud, close the site, belong to…, serve as materials for study, remind …of…, the lower areas of the Yangtze, have trade links with…, move from… to…, work in the fields, dig up…, warmly receive…, date back to…
Reading after class
The Terra-Cotta Warriors of Xi’an
- The Eighth Wonder of the World
The terra-cotta warriors have become known as the Eighth Wonder of the World, after the Seven Wonders of the world (the Egyptian pyramids, the Hanging Gardens of Babylon, the Mausoleum at Halicarnassus, the Temple Artemis at Ephesus, the Colossus of Rhodes, the Statue of Zeus by Phidias at Olympia, and the Pharos or Lighthouse at Alexandria.) Two thousand years later, among the seven wonders, only the pyramids are still intact.
No written record of the terra-cotta warriors exists. With the collapse of the Qin Dynasty, these artifacts of wonderful workmanship became unknown.
Since the discovery of the first fragments in 1974, three pits containing terra-cotta warriors and horses have been excavated.
In Pit No. 1 stand more than 6,000 life-size warriors and chariots arranged in rectangular battle formation. The soldiers wear helmets and armor and also carry real bows and arrows, swords, lances, javelins and crossbows. Two hundred and ten warriors in three rows make up the vanguard. Following them is the main body of the army, 38 rows of troops. There are also flanks and three rows of rear guards. The well ordered, tightly-knit military formation of combat-ready troops are a tribute to Qin Shi Huang’s tr5emendous drive to unify the country.
Pit No.2 contains a larger variety of soldiers arranged in a more complex battle formation. Unlike the first pit, where the chariots and foot soldiers are mixed, Pit No. 2 contains four separate units of archers, foot soldiers, cavalrymen, and chariots, each drawn by four horses.