：
單元：
Ｉ． 單元教學目標
技能目標Goals
▲ Talk about archaeological discoveries
▲ Practise expressing curiosity
▲ Review the use of “it”
▲ Create a flow chart
II． 目標語言點
功
能
句
式 1.Talk about archaeological discoveries
2.Practise expressing curiosity
I wonder what/ who…
I’m curious to…
I wonder if/ whether…
I’m curious about…
I really want to know…
I’d love to know…
What I’d really like to find out is…
I’d like to know more about…
詞 匯
1.重點詞匯
decoration spear pot emperor pin clothing distinction centimeter clay arrow dozen cushion spare tend approximately average lorry link monument homeland statue remote distant quantity mask accompany vast square triangle
2.認讀詞匯
archaeology archaeological archaeologist curiosity pottery copper artefact ivory site investigation
3. 詞組
in terms of in the eyes of lend a hand serve as dig up
語
法 Review the usage of “it”, pay attention to the following structures:
1.It +be +強調對象 +who/whom/that +句子其余部分.
2.It is said / believed / reported / thought /known…+ that…
重
點
句
子 1．The discovery is important for a variety of reasons.
2. In term of technical development, people were going from the Stone Age to the Bronze Age.
III． 教材內容分析
通過討論考古發現，激發學生的好奇心和求知欲望。幫助學生了解考古知識，掌握有關考古學的詞匯和語言技能，并激發學生的民族自豪感。考古學是人類知識增長最快的領域之一。在信息與知識經濟時代，學生對考古知識的渴求仍然是迫切的。
Warming-up 第一個練習要求學生描述石器時代、青銅器時代、漢朝、唐朝四個時期中國人的生活狀況。探討這些問題具有研究和交流的性質，并發揮學生的想象力。第二個練習要求學生列舉這四個時期的重大考古發現，對考古有進一步的了解。
Listening 談論古代法國人捕獵的一種武器。聽力難度較大。
Speaking 是一種任務型教學活動，討論話題包括人工制品、墓葬、出土的城鎮等，來培養學生運用表達好奇的日常交際用語和就感興趣的話題提建議的能力。
Pre-speaking 是3個開放性問題要求學生小組討論，勤于思考。為學習閱讀課文做內容上的鋪墊，在討論的過程中學生也學到了一些詞匯，為學習閱讀課文做好了內容和語言上的準備。
Reading 有關英國巨石王的考古發現的介紹并介紹它的考古價值。
Post-reading 第一個練習是列舉巨石王墓葬中的物品，并對這些物品進行了合理的分類。第二個練習教會學生一個重要的考古方法，也培養了學生分析和判斷的能力。第三個練習是拓展性問題。
Language study 分詞匯和語法兩部分。Word study是根據所給的解釋從閱讀課文中找出適當的詞。該練習幫助學生理解課文中的生詞含義。第二個練習要求學生根據所給的句子情境，用所給詞的適當形式填空。該練習有助于教會學生詞匯學習的方法。Grammar 復習it 的用法。 重點復習 it 作為形式主語的用法。
Integrating skills Reading 部分探討了中華文明的源頭,介紹了四川考古的發現。
Writing 部分要求學生編流程圖并增強學生保護文化古物的意識。
Tips 介紹了怎樣編一個流程圖.
IV. 單元預習任務（Pre-unit Activities: Preview Task）
1. 閱讀教學目標和要求，了解本單元話題和任務，充分做好課前預習工作。
2. 預習語言知識，包括詞匯表里的詞匯和擴展詞匯，掌握詞義、發音、詞性以及其基本用法。鼓勵學生勤查字典。
3. 鼓勵學生多渠道（如報刊、雜志、網絡等等）查閱并了解與本單元話題有關的背景知識和材料。（ 提供相關網址）
4.課前學生分6組搜尋下列材料：
Group1. The life of people in ancient times.(especially in Stone Age, Bronze Age, Han Dynasty and Tang Dynasty)
Group2: The ways of hunting in ancient times.
Group3: Search more information about historic persons, such as emperor Kangxi, emperor Qianglong.
Group4 Search more information about Stonehenge.
Group5 Collect the usage of it
Group6. Find more about Chinese cultural relics and some archaeological site
5. 學本單元時要求學生把收集的所有資料放在班級展覽。
6. 做好每課時的課前具體預習任務。
V. 課型設計與課時分配（經分析，本單元可以用5課時教完）
1nd Period Warming up, Speaking
2rd Period Listening
3st Period Reading
4th Period Grammar
5th Period Integrating Skills
VI. 教學計劃
Period 1 Warming-up & Speaking
Goals: 1. To encourage students to express curiosity.
2. To help develop students’ imagination.
3. To enable students to talk about archaeological discoveries.
Teaching Procedures:
Step 1 Warming-up
Show some pictures of unearthed objects.
T: What can you see in the picture?
What’s the use of the object?
Do all of the objects have something in common?
( They are all Chinese archaeological discoveries. They were once used by people in the past..)
In which periods were the objects used by people?
(The first object is used by people in Stone Age, second one in Bronze Age, third one in Han Dynasty and fourth one in Tang Dynasty)
T: We know that the life of people is different during the different periods. Now Let’s describe the life of people during the periods mentioned above. You can describe it according to the questions:
1. What did they eat?
2. Where did they live?
3. What did their homes look like?
4. What kind of tools did they use?
5. What objects have we found from their age?
6. What kind of entertainment did they have?
Then ask students to complete the chart.
Stone Age Bronze Age Han Dynasty Tang Dynasty
Food
Housing
Home decoration
Tools
Artefacts
Entertainment
Step2 Speaking
1.Show students some valuable Bronze Wares unearthed in the hometown of terri-cotta warriors.
T: Where were the famous finds?
Where can you go and see them now?
If you have a chance to visit the site, what would you like to know more ?
S: I’d like to know more about…
S: I wonder what /who…
S: I’m curious about…
……
T: Well done. We can use some sentences to express our curiosity.
Ask students to learn the useful expressions:
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 more about…
2.Show students the latest archaeological discovery in local area.
T: It’s reported that people have discovered some finds in Yongchang Castle (永昌堡)
Maybe you are curious about it. What would you like to know? if you are an archeologist, what will you do?
Ask students to work in pairs and talk about archaeological finds, such as artifacts, tombs or unearthed towns in Yongchang Castle. Then encourage students to make dialogues in pairs. At last ask some pairs to perform their dialogues in front of the class.
Step4. Learning the sample dialogue in the book:
Ask students to listen to the dialogue and underline the sentences used to express curiosity. Then encourage students to act the dialogue out.(If time limited, ask students to finish it after class.)
Step6. Homework:
Collect as much information as you can about the ways of hunting in ancient times.
Period 2 listening
Goals: 1.to arouse students’ interest in the life of ancient people
2. to improve students’ listening ability
Step1. Pre-listening
Show a short video about what life was like in stone age.
T: What giant wild animals lived in the past?
In what ways did people hunt animals?
What did people use as a hunting weapon?
Step2. While-listening
1. Listen for the first time
T: We are going to a conversation in which people are talking about an object or a tool which we have never heard of. Listen carefully and find out:
What is the object they are talking about?
A. a weapon for war B. a weapon for hunting C. a tool for cooking D. a spear
2. Listen for the second time:
T: The students in the conversation are very curious about the object. They ask some questions to express curiosity .Have you got them?
If you have a chance to ask Teacher about the weapon, what kind of questions would you like to ask?(Collect as many questions as possible)
Then ask students to listen to the tape and write down the five questions asked by the students on the tape.
3. Listen again:
Let students answer the following questions:
①How far can you throw a spear with a tool like this?
A. 25cm B. 50metres C. 300 metres D. 180metres
②What kind of animals did people kill with it?
③How did people in South America and Australia know about this tool?
Step3.Discussion
T: What else do you think the object could be used for?
What do you think of our ancestors, are they clever?
In what ways can you think of to show our ancestors are clever?
Step4: Workbook listening
First show students the following material for them to read . After they have a little knowledge of the underwater archaeology , Teacher deal with the listening exercises on workbook. If students are interested in this subject, Teacher can ask them to surf on the Internet to find more information.
Underwater archaeology
Underwater archaeology as a specialisation of archaeology has only come into being in about the last thirty years. Before that time, divers could go down to ships, but they did not have the equipment to stay under water long enough to do their work. The development of better diving equipment and mini-submarines has also made it possible to reach sunken ships at greater depths, where it is too dark, the water pressure too high and temperatures too low for divers. The mini-submarines can also carry robots which can be operated from the ship to perform heavy or dangerous tasks. New technologies have also only in the past few decades been developed to help archaeologists locate sunken ships. Together with these techniques, computers and the development of the Internet have made it possible to search archives for information about ships and identify ships when they have been found.
Step5. Homework:
1. Search more information about historic persons, such as emperor Kangxi, emperor Qianglong.
2. Search more information about Stonehenge.
Period3 Reading
Goals:1. to develop some basic reading skills
2. to learn about the king of the Stonehenge discovered by archaeologists
3. to enlarge the students’ vocabulary in talking about archaeology and historic events
Step1. Warming up:
Let students discuss in groups.
T: 1.Can you list some great emperors in Chinese history?
2.Which emperor in Qing Dynasty are you most familiar with?
3.Please tell something or some historic events about him.
Step2. Pre-reading
T. 1. After kings and emperors died, what objects were buried with?
2. Why were dead kings given these objects after they died?
Step3. While-reading:
Show a picture of Stonehenge .
T: How much do you know about Stonehenge ?
Have you heard of the king of Stonehenge?
Ask students to read through the title ,the picture, the first and last sentences of each paragraph, and try to find out what the text can tell us.
Go on to ask students to divide the passage into two parts and sum up the main idea of each part.
The suggested answers:
Part1. (para1-3): The discovery of a grave
Part2.(para4-7): The importance of the discovery
Later ask students to go through the whole passage quickly to find out correct answers to the following questions in 7 minutes:
1. Which are not included in the things that were found in the grave of man?
A. Tools, a bone pin, a bow and a cushion stone.
B. A copper knife and materials to make arrows.
C. Two pots, arrows and materials to make arrows.
D. Some chicken and grains.
2. The man buried in the grave might be______ at that time.
A. a poor man B. a kind-hearted man C. a rich man D. an ordinary man
3. Why is the man buried in the grave called the “King of Stonehenge”?
A. He was buried three miles from Stonehenge.
B. He might be a member of a power class who might have organized the construction of Stonehenge.
C. He had the oldest gold ever found in Britain.
D. All of the above.
4. We can infer from the Passage that _______.
A. how Stonehenge was built
B. the King of Stonehenge was from France
C. Stonehenge was built through several ages
D. Stonehenge was built because of wars
(suggested answers: D C D C)
Step4. listening
Listen to the tape of the passage with the questions:
T: Why did the archaeologist think the discovery is important?
Suggested answers:The discovery is important for a variety of reasons.1. His grave is the richest of any found from that period. 2. He was the king of Stonehenge who was linked to the stones. 3. He is an example of people who brought culture and new techniques from the European mainland to Britain
T: How did the archaeologist know the man is an example of person who brought culture and new techniques from the European mainland to Britain?
Suggested answers:From the objects that were found in the grave.
T: What objects and materials were discovered in the grave of the King of Stonehenge?
Ask students to complete the word web.
T: From things that were found in the grave , archaeologists now believe that people in the Bronze Age in England had trade and cultural links with other parts in Europe. Please give examples of such links and what was traded.
Ask students to fill in the form:
Country or part of Europe Material or object of trade
West Wales Stones to build stonehenge
Step5. Consolidation:
Decide if the sentences below are true or false.
1. When the King of Stonehenge died, he was about 50years old.
2. From tests on his teeth, it is certain that he spent his childhood in English.
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 Stone Age at that time.
6. It has been proved that the copper knives came from Spain and Western France.
Suggested answers: F F T F F T
Step6. Homework:
Retell the passage or recite one paragraph.
Review the use of “it”.
重點詞語拓展
1. curiosity n. 好奇，好奇心
She’s full of curiosity.她充滿好奇。
I have very little curiosity about her private life. 我對她的私生活一點也不好奇。
2. decoration n. 裝飾；裝潢
The vase is just for decoration. 那個花瓶只是為了裝飾。
The decoration of the bedroom was done by my wife. 臥室的裝飾是我太太做的。
decorate vt. 裝飾；修飾
She decorated her room with flowers.她用鮮花裝飾她的房間。
3. date back to 追溯到；上溯到
This custom dates back to the 16th century. 這風俗起源于16世紀。
4. in terms of 就……而言；從……角度；根據；按照
A 200-year-old building is very old in terms of American history.
從美國歷史來看，200年的建筑是很古老的了。
5. technical adj. 技術的；工藝的；專業的
He has had good technical training.他受過良好的技術培訓。
6. root n. 根源；來源；根
The love of money is the root of all evil. 愛錢乃萬惡之源。
have root (s) in……起源于
His unhappiness has its root in his boyhood. 他的不幸起源于他的少年時代。
7. climate n. 氣候；（具有某種氣候的）地區
The climate of Italy is milder than that of Britain. 意大利的氣候比英國的溫和。
8. dig up挖出；掘起
Father dug up an old coin in the garden. 爸爸在花園里掘到一枚古幣。
9. accompany vt. 陪伴；陪同；拌著；附帶；伴奏
She accompany her friend to the concert. 她陪同朋友去聽音樂會。
疑難句式分析
1.Next to them lay a cushion stone, upon which the man could work metal.
在他們的旁邊放著一塊墊東西的石頭，這個人有可能在上面鍛造金屬。
本句用了全部倒裝結構。Next to them 是介詞短語作地點狀語，lay 是不及物動詞, a cushion stone 是名詞作主語。這些都是全部倒裝結構的必要條件。如：
Behind the mountain lies a small village. 山后有個小村莊。
upon which 引出一個非限制性定語從句。又如：
I saw a table in the corner, upon which lay a pile of books.
我看到角落里有張桌子，上面放著一疊書。
work 此處用作及物動詞，意為“（用手）制造或加工”。
如：He worked the wood to make a bowl.
他把這塊木頭做成一只碗。
2. Archaeologists tend to believe that this man was a member of a powerful class who may well have organized the construction of Stonehenge.
考古學家傾向于認為這個人是統治階級的成員，他很可能組織了巨石城的建設。
tend to do sth. “傾向于做某事；易于做某事；往往會做某事”。 如：
People tend to believe women should do more housework.
人們傾向于認為婦女年應多做家務。
３.Iron came later, in what was called the Iron Age.
后來，也就是在所謂的鐵器時代，出現了鐵器。
what is /was called 或 what people call/called 是習慣說法。意為“所謂的；人們常說的”，相當于so-called。如：
This is what people call radioactivity.
這就是人們常說的放射。
Period4 language study and Grammar
Goals: 1. to review the use of “it”
2. to get students to learn and master the usage of some new words and useful expressions in this unit
Step1.Revision:
Ask students to retell the passage according to the following key words or phrases.
archaeologist, find , a grave, date back to, be buried with, objects, such as, discovery, important, a variety of reasons, richest, three miles from, the King of Stonehenge, have a hand in ,an example of, bring,culture and new technique…
Step2. Word study:
1.Words spelling：
①.I know a person who studies _____(考古學)in the National Museum.
②. He is full of _______ (好奇心). He likes to ask why about everything.
③. In ancient times, there were lots of _______(勇士) who devoted their lives to their home land.
④. A _____ (三角形) is widely used in our daily life.
⑤. In a great grave, archaeologists found a great many _____ (珍貴的) stones.
Suggested answers:
①. archaeology ②. curiosity ③. warriors ④. triangle ⑤. precious
2.Later do word study exercises on book Page77.
Teacher can speak out the meaning in English to encourage students to guess what word it is in exercise one.
3.Do exercise two on book Page77-78
After the checking, students give a summary on the screen
.
1.date
2.dress
3. find
4.transport
5.trade
6. pin
Step4. Grammar(the usage of “it”)
Show students a short news:
A training class on cultural relics holds in Beijin
On July 18th, a training class on cultural relics will be held in Beijin. This class is organized by Beijing Capital Museum. The training is mainly on cultural relic archiving and appraisal. It’s said that everyone can attend the class.as long as you are interested in it.
It's reported that there are few classes trained .It is on August 20th that the training class will complete the course. It’s known that during the course, students will visit the Forbidden city, the Summer Palace,and other places for learning on the spot.
After students to read the news, Teacher ask the following questions:
1. What’s the news about?
2. Who can attend the class?
3. How many classes trained are there?
4. When will the class complete the course?
5. Which places will students visit during the course?
Ask students to answer the above questions using “it”.
Teacher write down these sentences on the blackland:
It’s said that everyone can attend the class.as long as you are interested in it.
It's reported that there are few classes trained .
It is on August 20th that the training class will complete the course.
It’s known that during the course, students will visit the Forbidden city, the Summer Palace,and other places for learning on the spot.
After checking the exercise, teacher ask students to find out the sentence structures:
It +be +強調對象 +who/whom/that +句子其余部分.
It is said / believed / reported / thought /known…+ that …
Later ask students to rewrite the sentences using “it” on the book Page78 Ex1and 2.
Step5. Summary :
After checking the exercises, ask students to tell more other usage of “it”, then help students to give a summary.
代 詞 IT 的 用 法
１、代替剛提到的一件事物。
２、起提示代詞的作用，指一個人或事物；指做某個動作的人。
３、表示時間、天氣、距離等。
４、代替一個由否定式、動名詞短語或主語從句。
５、自然現象（如天氣、氣候、明暗等）、季節時間、環境等。
６、強調句型：It is/was+ 被強調部分＋that...
eg: It was Xiao Yang that did it.
７、It takes sb. some time to do sth.
eg: It took the sixth blind man quite a long time to find the elephant.
８、It is one's duty to do sth.
eg: It is our duty to attend this matter.
９、It is no use /good doing sth.
eg: It's no use talking to about it.
１０、It is ＋ for/of sb. to do sth.(necessary, important, strange, natural,后用for，在foolish, kind, nice, clever, silly, stupid, good, right, wrong rude等后用of。
eg:It is necessary for us to master a foreign language.
It is very kind of you help me with my English.
１１、It happens/seems等動詞＋that從句：
eg:It happened that I wasn't there that day.
It seemed that he had read the report.
１２、It doesn't matter to sb. whether...句型：
eg:It doesn't matter to me whether he comes or not.
１３、It is said/supposed/known/reported/announced/decided等動詞＋that從句：
eg: It is said that the novel has been translated into several foreign languages.
１４、It is + 時間 + since從句（從句中謂語動詞用一般過去時）。
eg: It is ages since I last saw him.
１５、It is + the 序數詞 + time + that從句（從句中通常用現在完成時）。
eg: It/This is the second time that I have been to Beijng.
１６、It is + adj.+ that 從句
（形容詞有：important, necessay, impossible, natural等，that從句中通常用虛擬語氣should do或do）.
eg: It is important that we should keep the balance of nature.
１７、It is + n. + that 從句 （名詞有：a pity, a shame, no wonder等）
eg: It is a pity that you didn't come yesterday.
１８、It is time that從句（從句中虛擬語氣did）.
eg: It is time (that) you went to bed.
１９、It is (not) long before從句（從句中用一般現在時代替一般將來時）。
eg: It was not long before they drove the invaders from their country.
２０、動詞（feel, think, make, find, consider）＋ it ＋adj.＋that從句。
動詞（feel. think, make, find, consider）＋it＋adj.＋to do sth.
另：take it for granted that從句。
eg: You may think it strange that anyone would live there.
I have made it a rule to have a walk after supper every day.
You should not take it for granted that your parents should give you money.
Step6. More practice:
Choose the best answer of the following:
1. I don’t think _____ possible to master a foreign language without much memory work. A. this B. that C. its D. it
2. It was not _____ she took off her glasses ______ I realize she was a famous film star. A. when, that B. until, that C. that, until D. when, then
3. It was not until 1920______ regular radio broadcasts began.
A. while B. which C. that D. since
4. _______ is a fact that English is being accepted as an international language.
A. There B. This C. That D. It
5. –He was nearly drowned once.
_When was ______?
_ _____was in 1998 when he was in middle school.
A. that: It B. this; This C. this; It D. that; This
6.I hate _____ when people talk with their mouths full.
A. it B. that C.these D. them
7. The Parkers bought a new house but _____ will need a lot of work before they can move in. A. they B. it C. one D. which
8. It is quite _____ that he will be present at the meeting.
A. sure B. right C. certain D. exact
9. It is impolite ______you to ask one’s private affairs.
A. for B. of C. to D on .
10.The Parkers bought a new house but ______will need a lot of work before they can move in.
A. they B. it C. one D. which
Suggested answers: D B C D A A B C B B
Step6. Homework:
Surf on the internet and find more about Chinese cultural relics and some archaeological sites