I．單元教學目標

技能目標 Skill Goals

Talk about archaeological discoveries

Express curiosity

Review the use of “it”

Create a flow chart

II. 目標語言

功能句式

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. 四會詞匯

decoration, spear, pot, emperor, pin, clothing, clay, arrow, cushion, spare, tend, status, approximately, homeland, average, lorry, remote, distant, link, monument, quantity, mask, accompany, vast, square, triangle

2. 認讀詞匯

archaeology, archaeological, archaeologist, curiosity, unearth, artifact, warrior, copper, earring, weapon, pottery, ivory, jade, site, investigation

3. 詞組

date back to, be made of, tend to, be linked to, have a hand in, in terms of, instead of, as well as, belong to, remind…of…

語法

The use of “it”

重點句子

Buried with him were the tools of a hunter or warrior.

Next to them lay a cushion stone, upon which the man could work metal.

Only a few centimeters from his head were two pots made of clay…

It was all that a person would need to survive…

It is not yet known how these conveyed over a distance of 380 km.

It is also a mystery how early man was able to construct Stonehenge….

It is possible that the King of Stonehenge was linked to the stones: he may have had a hand in planning the monument, or in helping transport and pull up the stones.

At first it was thought that it was though war and armed conflict, but it is now believed to have happened through trade and cultural links.

It has been proved that the copper knives came from places as distant as Spain and western France

難句

Some of the objects found in the grave give us an idea of how he was found when he was buried.

There was a bone pin that may have been from a piece of clothing such as a leather coat.

He was buried three miles from Stonehenge at the time when the great stones were being brought to Salisbury to build it.

The 1st period Warming up & Speaking

Step 1 lead-in

What’s archaeology?

Ask Ss to look at the 4 pictures on P73,and let them to talk about the pictures.

What’s it ?

In what period was it made?

Finish the chart on P73, by answering the following questions:

1. What did they eat?

2. Where did they live and what did their homes look like?

3. What kind of tools did they use?

4. What objects have we found from their age?

5. What kind of entertainment did they have?

Step 2 discussion

Divide the Ss into several groups to discuss the following points:

A. food in ancient china

B. Housing and home decoration

C. Tools

D. Artefacts

E. Entertainment

Step 3 Speaking

Task 1: finish the 1st part in Speaking.

Task 2: Make up dialogues

Step 4 Homework

Learn the new words by heart, and preview the text THE KING OF STONEHENGE

The 2nd Period Reading

Step 1 Lead-in

Teacher shows the students some pictures of unearthed objects and then ask the students to answer questions:

Do you know what they are?

Can you tell me why they were buried with the king or emperor after they died?

Step 2 Scanning

Give the students 5 minutes to scan the text and find the answers to the questions on the screen.

1. What objects were found in the grave of the king of Stonehenge?

2. What materials were there in the grave?

3. Why were these things given to the dead king after he died?

Step 3 Reading

Give the students 10 minutes to read the text and then answer the questions:

1. How many reasons are mentioned in the text for the importance of the discovery?

2. What are they?

And then ask them to finish the chart:

↓

Find the King

↓

The objects found in the grave

↓

Why the discovery is important

↙ ↓ ↘

Reason 1 Reason2 Reason 3

The King of Stonehenge

Step 4 Retell the text

Step 5 discussion:

P77, give the students some time to discuss those questions in groups and then finish Ex 3.

Step 6 Homework:

Finish all Ex in POST-READING and word study on p77.

The 3rd Period Integrating Skills 1

Step 1 Lead-in

Show the students some pictures of the unearthed objects, and ask them some questions

Step 2 reading

Comprehending questions:

1. What kind of special relics were unearthed in Jinsha ruins?

2. Why could they take archaeologists attentions?

3. Were they any links between Jinsha Ruins and Sanxindui Ruins? How do you know about this?

Step 3 Discussion:

Divide the Ss into 2 groups, one is for the opinion, the other is against it.

Ask them to give reasons.

Step 4 Listening

Play the tape for the students to follow.

Step 3 Post-reading:

Listen to the tape and then finish the post-reading Ex on p44-45.

Step 4 Writing

Ask them to finish the writing on p80

Step 5 Summary

Sanxingdui is another source of Chinese civilization. The Unique and wonderful Sanxingdui culture civilization tells us that the source of Chinese civilization is pluralistic. There was not only the Yellow River civilization, but also the Yangtze River civilization in China. Sanxingdui represents the Yangtze River civilization. At the same time, a new study field has opened up in academic circles. Many important academic problems about Sanxingdui form puzzles through the ages. The puzzles of Sanxingdui and ancient Shu history will hopefully be unlocked in the future.

Step 6 Homework

Finish the related exercises in Workboolk.

The 4th Period Grammar

Step 1 Revision

Check the homework., and then let the students translate some important sentences in the text:

重點句子

Buried with him were the tools of a hunter or warrior.

Next to them lay a cushion stone, upon which the man could work metal.

Only a few centimeters from his head were two pots made of clay…

It was all that a person would need to survive…

It is not yet known how these conveyed over a distance of 380 km.

It is also a mystery how early man was able to construct Stonehenge….

It is possible that the King of Stonehenge was linked to the stones: he may have had a hand in planning the monument, or in helping transport and pull up the stones.

At first it was thought that it was though war and armed conflict, but it is now believed to have happened through trade and cultural links.

It has been proved that the copper knives came from places as distant as Spain and western France

難句

Some of the objects found in the grave give us an idea of how he was found when he was buried.

There was a bone pin that may have been from a piece of clothing such as a leather coat.

He was buried three miles from Stonehenge at the time when the great stones were being brought to Salisbury to build it.

Step 2 Showing the usage of “it”

Step 3 Grammar Ex on p147

Step 4 Some exercises for consolidation

Step 5 Homework:

Some exercises to review the usages of “it”

The 5th Period Listening

Step 1 Lead-in

Check the homework

Step 2 Listening on p74

Play the tape three times and then check the answers.

Step 3 Listening Part on p144.

Step 5 Homewrok

1. talking on p 145

2. reading on p148

3. Ex on p146

The 6th Period Integrating skills 2

Step 1 revision

Review the usages of “it” by translating the following sentences:

1. Does it still happen that people do not report things they find?

2. it sometimes happens that a find is not very valuable.

3. if it is so important to dig things up and collect them…

4. it is often human digging that causes the loss of valuable materials.

Step 2 reading:

Read the passage on p 148 and then have a discussion on the topic to inspire a sense of protecting cultural relics.

Step 3 Home work

Finish the writing part on p150, according to the instructions on the project.