：
单元：
Ｉ． 单元教学目标
技能目标Goals
▲ Talk about archaeological discoveries
▲ Practise expressing curiosity
▲ Review the use of “it”
▲ Create a flow chart
II． 目标语言点
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…
词 汇
1.重点词汇
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.认读词汇
archaeology archaeological archaeologist curiosity pottery copper artefact ivory site investigation
3. 词组
in terms of in the eyes of lend a hand serve as dig up
语
法 Review the usage of “it”, pay attention to the following structures:
1.It +be +强调对象 +who/whom/that +句子其余部分.
2.It is said / believed / reported / thought /known…+ that…
重
点
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． 教材内容分析
通过讨论考古发现，激发学生的好奇心和求知欲望。帮助学生了解考古知识，掌握有关考古学的词汇和语言技能，并激发学生的民族自豪感。考古学是人类知识增长最快的领域之一。在信息与知识经济时代，学生对考古知识的渴求仍然是迫切的。
Warming-up 第一个练习要求学生描述石器时代、青铜器时代、汉朝、唐朝四个时期中国人的生活状况。探讨这些问题具有研究和交流的性质，并发挥学生的想象力。第二个练习要求学生列举这四个时期的重大考古发现，对考古有进一步的了解。
Listening 谈论古代法国人捕猎的一种武器。听力难度较大。
Speaking 是一种任务型教学活动，讨论话题包括人工制品、墓葬、出土的城镇等，来培养学生运用表达好奇的日常交际用语和就感兴趣的话题提建议的能力。
Pre-speaking 是3个开放性问题要求学生小组讨论，勤于思考。为学习阅读课文做内容上的铺垫，在讨论的过程中学生也学到了一些词汇，为学习阅读课文做好了内容和语言上的准备。
Reading 有关英国巨石王的考古发现的介绍并介绍它的考古价值。
Post-reading 第一个练习是列举巨石王墓葬中的物品，并对这些物品进行了合理的分类。第二个练习教会学生一个重要的考古方法，也培养了学生分析和判断的能力。第三个练习是拓展性问题。
Language study 分词汇和语法两部分。Word study是根据所给的解释从阅读课文中找出适当的词。该练习帮助学生理解课文中的生词含义。第二个练习要求学生根据所给的句子情境，用所给词的适当形式填空。该练习有助于教会学生词汇学习的方法。Grammar 复习it 的用法。 重点复习 it 作为形式主语的用法。
Integrating skills Reading 部分探讨了中华文明的源头,介绍了四川考古的发现。
Writing 部分要求学生编流程图并增强学生保护文化古物的意识。
Tips 介绍了怎样编一个流程图.
IV. 单元预习任务（Pre-unit Activities: Preview Task）
1. 阅读教学目标和要求，了解本单元话题和任务，充分做好课前预习工作。
2. 预习语言知识，包括词汇表里的词汇和扩展词汇，掌握词义、发音、词性以及其基本用法。鼓励学生勤查字典。
3. 鼓励学生多渠道（如报刊、杂志、网络等等）查阅并了解与本单元话题有关的背景知识和材料。（ 提供相关网址）
4.课前学生分6组搜寻下列材料：
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. 学本单元时要求学生把收集的所有资料放在班级展览。
6. 做好每课时的课前具体预习任务。
V. 课型设计与课时分配（经分析，本单元可以用5课时教完）
1nd Period Warming up, Speaking
2rd Period Listening
3st Period Reading
4th Period Grammar
5th Period Integrating Skills
VI. 教学计划
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”.
重点词语拓展
1. curiosity n. 好奇，好奇心
She’s full of curiosity.她充满好奇。
I have very little curiosity about her private life. 我对她的私生活一点也不好奇。
2. decoration n. 装饰；装潢
The vase is just for decoration. 那个花瓶只是为了装饰。
The decoration of the bedroom was done by my wife. 卧室的装饰是我太太做的。
decorate vt. 装饰；修饰
She decorated her room with flowers.她用鲜花装饰她的房间。
3. date back to 追溯到；上溯到
This custom dates back to the 16th century. 这风俗起源于16世纪。
4. in terms of 就……而言；从……角度；根据；按照
A 200-year-old building is very old in terms of American history.
从美国历史来看，200年的建筑是很古老的了。
5. technical adj. 技术的；工艺的；专业的
He has had good technical training.他受过良好的技术培训。
6. root n. 根源；来源；根
The love of money is the root of all evil. 爱钱乃万恶之源。
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时代。
7. climate n. 气候；（具有某种气候的）地区
The climate of Italy is milder than that of Britain. 意大利的气候比英国的温和。
8. dig up挖出；掘起
Father dug up an old coin in the garden. 爸爸在花园里掘到一枚古币。
9. accompany vt. 陪伴；陪同；拌着；附带；伴奏
She accompany her friend to the concert. 她陪同朋友去听音乐会。
疑难句式分析
1.Next to them lay a cushion stone, upon which the man could work metal.
在他们的旁边放着一块垫东西的石头，这个人有可能在上面锻造金属。
本句用了全部倒装结构。Next to them 是介词短语作地点状语，lay 是不及物动词, a cushion stone 是名词作主语。这些都是全部倒装结构的必要条件。如：
Behind the mountain lies a small village. 山后有个小村庄。
upon which 引出一个非限制性定语从句。又如：
I saw a table in the corner, upon which lay a pile of books.
我看到角落里有张桌子，上面放着一叠书。
work 此处用作及物动词，意为“（用手）制造或加工”。
如：He worked the wood to make a bowl.
他把这块木头做成一只碗。
2. Archaeologists tend to believe that this man was a member of a powerful class who may well have organized the construction of Stonehenge.
考古学家倾向于认为这个人是统治阶级的成员，他很可能组织了巨石城的建设。
tend to do sth. “倾向于做某事；易于做某事；往往会做某事”。 如：
People tend to believe women should do more housework.
人们倾向于认为妇女年应多做家务。
３.Iron came later, in what was called the Iron Age.
后来，也就是在所谓的铁器时代，出现了铁器。
what is /was called 或 what people call/called 是习惯说法。意为“所谓的；人们常说的”，相当于so-called。如：
This is what people call radioactivity.
这就是人们常说的放射。
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 _____(考古学)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 _____ (珍贵的) 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 +强调对象 +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 词 IT 的 用 法
１、代替刚提到的一件事物。
２、起提示代词的作用，指一个人或事物；指做某个动作的人。
３、表示时间、天气、距离等。
４、代替一个由否定式、动名词短语或主语从句。
５、自然现象（如天气、气候、明暗等）、季节时间、环境等。
６、强调句型：It is/was+ 被强调部分＋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等动词＋that从句：
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等动词＋that从句：
eg: It is said that the novel has been translated into several foreign languages.
１４、It is + 时间 + since从句（从句中谓语动词用一般过去时）。
eg: It is ages since I last saw him.
１５、It is + the 序数词 + time + that从句（从句中通常用现在完成时）。
eg: It/This is the second time that I have been to Beijng.
１６、It is + adj.+ that 从句
（形容词有：important, necessay, impossible, natural等，that从句中通常用虚拟语气should do或do）.
eg: It is important that we should keep the balance of nature.
１７、It is + n. + that 从句 （名词有：a pity, a shame, no wonder等）
eg: It is a pity that you didn't come yesterday.
１８、It is time that从句（从句中虚拟语气did）.
eg: It is time (that) you went to bed.
１９、It is (not) long before从句（从句中用一般现在时代替一般将来时）。
eg: It was not long before they drove the invaders from their country.
２０、动词（feel, think, make, find, consider）＋ it ＋adj.＋that从句。
动词（feel. think, make, find, consider）＋it＋adj.＋to do sth.
另：take it for granted that从句。
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