作者：溫州龍灣永強(qiáng)中學(xué) 徐梅蓉
Ｉ． 單元教學(xué)目標(biāo)
技能目標(biāo)Goals
▲ Talk about archaeological discoveries
▲ Practise expressing curiosity
▲ Review the use of “it”
▲ Create a flow chart
II． 目標(biāo)語(yǔ)言點(diǎn)
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(diǎn)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(rèn)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(yǔ)
法 Review the usage of “it”, pay attention to the following structures:
1.It +be +強(qiáng)調(diào)對(duì)象 +who/whom/that +句子其余部分.
2.It is said / believed / reported / thought /known…+ that…
重
點(diǎn)
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(nèi)容分析
通過(guò)討論考古發(fā)現(xiàn)，激發(fā)學(xué)生的好奇心和求知欲望。幫助學(xué)生了解考古知識(shí)，掌握有關(guān)考古學(xué)的詞匯和語(yǔ)言技能，并激發(fā)學(xué)生的民族自豪感�？脊艑W(xué)是人類知識(shí)增長(zhǎng)最快的領(lǐng)域之一。在信息與知識(shí)經(jīng)濟(jì)時(shí)代，學(xué)生對(duì)考古知識(shí)的渴求仍然是迫切的。
Warming-up 第一個(gè)練習(xí)要求學(xué)生描述石器時(shí)代、青銅器時(shí)代、漢朝、唐朝四個(gè)時(shí)期中國(guó)人的生活狀況。探討這些問(wèn)題具有研究和交流的性質(zhì)，并發(fā)揮學(xué)生的想象力。第二個(gè)練習(xí)要求學(xué)生列舉這四個(gè)時(shí)期的重大考古發(fā)現(xiàn)，對(duì)考古有進(jìn)一步的了解。
Listening 談?wù)摴糯▏?guó)人捕獵的一種武器。聽力難度較大。
Speaking 是一種任務(wù)型教學(xué)活動(dòng)，討論話題包括人工制品、墓葬、出土的城鎮(zhèn)等，來(lái)培養(yǎng)學(xué)生運(yùn)用表達(dá)好奇的日常交際用語(yǔ)和就感興趣的話題提建議的能力。
Pre-speaking 是3個(gè)開放性問(wèn)題要求學(xué)生小組討論，勤于思考。為學(xué)習(xí)閱讀課文做內(nèi)容上的鋪墊，在討論的過(guò)程中學(xué)生也學(xué)到了一些詞匯，為學(xué)習(xí)閱讀課文做好了內(nèi)容和語(yǔ)言上的準(zhǔn)備。
Reading 有關(guān)英國(guó)巨石王的考古發(fā)現(xiàn)的介紹并介紹它的考古價(jià)值。
Post-reading 第一個(gè)練習(xí)是列舉巨石王墓葬中的物品，并對(duì)這些物品進(jìn)行了合理的分類。第二個(gè)練習(xí)教會(huì)學(xué)生一個(gè)重要的考古方法，也培養(yǎng)了學(xué)生分析和判斷的能力。第三個(gè)練習(xí)是拓展性問(wèn)題。
Language study 分詞匯和語(yǔ)法兩部分。Word study是根據(jù)所給的解釋從閱讀課文中找出適當(dāng)?shù)脑~。該練習(xí)幫助學(xué)生理解課文中的生詞含義。第二個(gè)練習(xí)要求學(xué)生根據(jù)所給的句子情境，用所給詞的適當(dāng)形式填空。該練習(xí)有助于教會(huì)學(xué)生詞匯學(xué)習(xí)的方法。Grammar 復(fù)習(xí)it 的用法。 重點(diǎn)復(fù)習(xí) it 作為形式主語(yǔ)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(fā)現(xiàn)。
Writing 部分要求學(xué)生編流程圖并增強(qiáng)學(xué)生保護(hù)文化古物的意識(shí)。
Tips 介紹了怎樣編一個(gè)流程圖.
IV. 單元預(yù)習(xí)任務(wù)（Pre-unit Activities: Preview Task）
1. 閱讀教學(xué)目標(biāo)和要求，了解本單元話題和任務(wù)，充分做好課前預(yù)習(xí)工作。
2. 預(yù)習(xí)語(yǔ)言知識(shí)，包括詞匯表里的詞匯和擴(kuò)展詞匯，掌握詞義、發(fā)音、詞性以及其基本用法。鼓勵(lì)學(xué)生勤查字典。
3. 鼓勵(lì)學(xué)生多渠道（如報(bào)刊、雜志、網(wǎng)絡(luò)等等）查閱并了解與本單元話題有關(guān)的背景知識(shí)和材料。（ 提供相關(guān)網(wǎng)址）
4.課前學(xué)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(xué)本單元時(shí)要求學(xué)生把收集的所有資料放在班級(jí)展覽。
6. 做好每課時(shí)的課前具體預(yù)習(xí)任務(wù)。
V. 課型設(shè)計(jì)與課時(shí)分配（經(jīng)分析，本單元可以用5課時(shí)教完）
1nd Period Warming up, Speaking
2rd Period Listening
3st Period Reading
4th Period Grammar
5th Period Integrating Skills
VI. 教學(xué)計(jì)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(diǎn)詞語(yǔ)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(duì)她的私生活一點(diǎn)也不好奇。
2. decoration n. 裝飾；裝潢
The vase is just for decoration. 那個(gè)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(fēng)俗起源于16世紀(jì)。
4. in terms of 就……而言；從……角度；根據(jù)；按照
A 200-year-old building is very old in terms of American history.
從美國(guó)歷史來(lái)看，200年的建筑是很古老的了。
5. technical adj. 技術(shù)的；工藝的；專業(yè)的
He has had good technical training.他受過(guò)良好的技術(shù)培訓(xùn)。
6. root n. 根源；來(lái)源；根
The love of money is the root of all evil. 愛錢乃萬(wàn)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(shí)代。
7. climate n. 氣候；（具有某種氣候的）地區(qū)
The climate of Italy is milder than that of Britain. 意大利的氣候比英國(guó)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(lè)會(huì)。
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(gè)人有可能在上面鍛造金屬。
本句用了全部倒裝結(jié)構(gòu)。Next to them 是介詞短語(yǔ)作地點(diǎn)狀語(yǔ)，lay 是不及物動(dòng)詞, a cushion stone 是名詞作主語(yǔ)。這些都是全部倒裝結(jié)構(gòu)的必要條件。如：
Behind the mountain lies a small village. 山后有個(gè)小村莊。
upon which 引出一個(gè)非限制性定語(yǔ)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(dòng)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(xué)家傾向于認(rèn)為這個(gè)人是統(tǒng)治階級(jí)的成員，他很可能組織了巨石城的建設(shè)。
tend to do sth. “傾向于做某事；易于做某事；往往會(huì)做某事”�！∪纾�
People tend to believe women should do more housework.
人們傾向于認(rèn)為婦女年應(yīng)多做家務(wù)。
３.Iron came later, in what was called the Iron Age.
后來(lái)，也就是在所謂的鐵器時(shí)代，出現(xiàn)了鐵器。
what is /was called 或 what people call/called 是習(xí)慣說(shuō)法。意為“所謂的；人們常說(shuō)的”，相當(dāng)于so-called。如：
This is what people call radioactivity.
這就是人們常說(shuō)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(xué))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(qiáng)調(diào)對(duì)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(gè)人或事物；指做某個(gè)動(dòng)作的人。
３、表示時(shí)間、天氣、距離等。
４、代替一個(gè)由否定式、動(dòng)名詞短語(yǔ)或主語(yǔ)從句。
５、自然現(xiàn)象（如天氣、氣候、明暗等）、季節(jié)時(shí)間、環(huán)境等。
６、強(qiáng)調(diào)句型：It is/was+ 被強(qiáng)調(diào)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(dòng)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(dòng)詞＋that從句：
eg: It is said that the novel has been translated into several foreign languages.
１４、It is + 時(shí)間 + since從句（從句中謂語(yǔ)動(dòng)詞用一般過(guò)去時(shí)）。
eg: It is ages since I last saw him.
１５、It is + the 序數(shù)詞 + time + that從句（從句中通常用現(xiàn)在完成時(shí)）。
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(yǔ)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(yǔ)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(xiàn)在時(shí)代替一般將來(lái)時(shí)）。
eg: It was not long before they drove the invaders from their country.
２０、動(dòng)詞（feel, think, make, find, consider）＋ it ＋adj.＋that從句。
動(dòng)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
Period5 Integrating skills
Goals: 1. to help students to understand the passage better
2. to help students to create a flow chart
Step1. Warming up:
T: Now I would like to check how much information you have got from the internet about Chinese cultural relics and some archaeological sites.
Give students a few minutes to show their information.
Step2. Reading:
T: Ok, all of you did a very good job. From your information ,we can see, China is a country with an ancient civilization. It has a long history and brilliant culture. Do you know the roots of Chinese culture? Let’s come to the passage Roots of Chinese Culture.
First reading :
Answer the following questions:
1. How many archaeological sites are mentioned ?
2. When and who discovered them?
Second reading:
Ask students to read the passage as quickly as possible and do the exercise.
Choose the best answer of the following:
1. Which of the following statements is right according to the text?
A. Jinsha had no trade links with other areas.
B. The ivory and animal bones found at Jinsha are of no real value.
C. Sichuan has a history of more than 2300 years.
D. Many of the relics at Jinsha have no connection with those found at Sanxingdui.
2. At Jinsha Relics, archaeologist found _______.
A. gold and jade B. bronze and stone objects
C. many ivories D. all of the above
3. Archaeologists are scientists who ______.
A. study nature B. do research on animals
C. study the buried remains of ancient times D. give instructions to students
Suggested answers: C D C
Listening to the tape of the passage:
After listening ask students to complete the chart.
Jinsha Village Sanxingdui
Location
Culture relics unearthed
Archaeologists’opinions/hopes
Links
Step3. Enjoying and Discussing
Show some pictures about unearthed objects in the Sanxingdui Ruins Site.
T: Let’s enjoy the archaeological discoveries in the Sanxingdui Ruins Site. These objects are very precious.But now some of them are stolen and some are damaged after they are unearthed.So as a citizen, what should we do to protect our country’s relics?
Give students a few minutes to discuss the topic in groups.
Step4. Writing:
T: Now, suppose you have discovered some old things under the ground by chance, what should you do to protect them?
S1: Put them into the earth again.
S2; Report the police at once.
S3: Have a check first, if they are valuable…
……
Ask students to surf on the internet to find out the procedures of protecting archaeological finds. Then create a flow chart about it.
T: Can you make a poster showing a flow chart of the things you should do when you have discovered some old things in the ground?
If students have difficulty in doing it, let students study the flow chart on the book Page80.
Step5. Homework:
According to the chart, write a short composition to tell the procedure in their own words.
Supplement for this lesson
Read the following passage:
Baghdad’s museums and libraries are almost empty. Thousands of priceless artifacts have been stolen or destroyed by people in Baghdad almost overnight.
Since US forces entered the capital and brought about the fall of Iraqi President Saddam Hussein, the city has suffered from a loss of law and order.
The serious situation led archaeologists from all over the world to meet in Paris on April 17. they tried to work out how best to save Iraq’s cultural heritage. “The Iraqi National Museum is the only museum in the world that shows all the steps in the history of mankind,” said Damerfji, professor of archaeology at Baghbad University. “These witness to our own development have gone, they are gone.”
Mesopotania, part of modern-day Iraq, was one of the world’s earliest civilizations. Its Greek name means “between the rivers”. These rivers are the Tigris and Euphrates(底格里斯河與幼發(fā)拉底河)，and were home to prehistoric man. On the riverbanks, the Mesopotamians were the first people to study the stars, develop the written word and organize law.
In the ancient city of Babylon(巴比倫)，about 50km south of today’s Baghdad lay one of the seven wonders of the ancient world- the Hanging Gardens. These were filled with many levels of trees, flowers and waterfalls.
“All this shows that Iraq has a very, very rich cultural heritage which is respected by scholars as one of the richest cultural heritages in the world,” UNESCO deputy director Mounir Bouchenaki said
He said UNESCO plans to send a group of experts to Iraq soon. “Otherwise everything will be destroyed,” he said.
1. Why were so many valuable artifacts stolen or destroyed in Baghdad overnight?
A. US forces entered the capital
B. Iraqi President Saddam Hussein fell out of power
C. The city suffered from a loss of law and order
D. All of the above
2. Why did the archaeologists meet in Paris?
A. They intended to prevent the American troops from entering the museums
B. They tried to work out how best to save Iraq’s cultural heritage
C. They tried to stop people from visiting the museums
D. They planned to work out the plan to save the Hanging Gardens.
3. The Iraqi National Museum is______.
A. the only museum in Baghdad
B. the only museum in the world that shows the whole history of mankind
C. the only museums that was robbed
D. the oldest one in the world
4. All the following statements shows that Iraq has a very rich cultural heritage except______
A. Mesopotamia was one of the world’s earliest civilizations
B. The Mesopotamians were the first people to study the stars, develop the written word and organize law
C. One of the seven wonders of the ancient world-the Hanging Gardens lay in the ancient city of Babylon
D. The American troops brought about the fall the Iraqi President Saddam Hussein
5. UNESO may be _____
A. an Iraqi religious organization
B. the Iraqi National Museum
C. a federation(協(xié)會(huì))of archaeologists
D. an organization belonging to the United States
自我評(píng)價(jià)(writing-assessment)
Yes No
Do the flow chart and description have a clear title which immediately shows what they are about?
Are all necessary steps included?
Is the procedure clear and simple?
Does the flow chart show different actions, decisions and involvement of other people?
補(bǔ)充材料 (Reference for teaching in this unit )
1. 參考網(wǎng)址: http://www. sznews . com/ szdaily/2003/1022/ca589054.htm
http://www.chinarr.net/shaanxi/xran/banpo 018.htm
http://www. chinadaily.com.cn/en/doc/2003-10/27/content-275930.htm
http://archaeology.about.com/od/artandartifacts/
2. Background information about Sanxingdui Site
Sanxingdui Site,existing from China’s Neolithic Age to the Shang and Zhou dynasties,is a site of Sichuan Culture which is located in Guanghan,Sichuan,and covers an area of 12 square kilometers.Since its discovery in 1929,many surveys and excavations have been conducted on the site,especially the seven large excavations since 1980 during which more than 4000 square meters were unearthed.Many importent ruins such as houses ,ash pits ,tombs,sacrifice pits and city walls were excavated in which archeologists found a large number of bronze,gold,jade and ceramic wares.Among the unearthed objects,bronze wares are the most valuable.Many of them are surfaced with cinnabar,some figures even wearing makeup.The excavated bronze human figures are not only large in size and great in number,but also uniquely designed and exquisitely made,which are rarely seen in central.China’sites of the Shang Culture.Sanxingdui Site is designated both as a key site under the state protection by the State Council and a world cultural heritage by UNESCO.
“Twelve Bridges”Site,located in Chengdu,Sichuan,is a site existing duing the Shang and Western Zhou dynasties.It is also a key site under the state protection.
3. Some information about Emperor Kang Xi
Kang Xi was an enlightened emperor who studied both Chinese and Western cultures. He was one of the strongest of the Qing emperors. He was brilliant, tireless, moral and devoted to the ruling over the country. He was rise long before sunrise and by five A>M. would begin to recive officials; his day rarely ended before midnight. In Chinese history, Kangxi is considered one of only a handful of emperors that fit the ideal pattern.He knew several languanges including Manchurian,Mandarin,Mongolian and Tibetan.He was expert in Confucianism,poetry and calligraphy while showing extensive interest in astronomy, mathematics, geography, medicine, philosophy, painting and music. His accomplishments in astronomy,geography and mathematics can be seen from the instruments he used,which are included in the “study of Science”category.
The most valuable piece in the “porcelain”section will be a blue and white porcelain vase during the reign of kang xi,the only porcelain relic from the Forbidden City Museum;the others are from the collextions of the famous Musee Guimet.