高中教案教案
發(fā)表時間：2020-11-14Unit20Archaeology教案。
Unit20Archaeology
TheFirstPeriod
TeachingAims:
1.Learnandmasterthefollowingwords:
archaeologyarchaeologicalarchaeologistcuriositydecorationspearartefact
2.Dosomelistening.
3.Learntoexpresscuriosity.
TeachingImportantPoints:
1.Improvethestudents’listeningability.
2.Trainthestudents’speakingabilitybytalkingaboutarchaeologicaldiscoveriesandpractisingexpressingcuriosity.
TeachingDifficultPoints:
1.Howtoimprovethestudents’listeningability.
2.Howtofinishthetaskofspeaking.
TeachingMethods:
1.Lookingatsomepicturestoarousethestudents’interestinarchaeology.
2.Listening-and-answeringactivitytohelpthestudentsgothroughwiththelisteningmaterial.
3.Individual,pairorgroupworktomakeeverystudentworkinclass.
TeachingAids:
1.themultimedia2.theblackboard
TeachingProcedures:
StepⅠGreetings
Greetthewholeclassasusual.
StepⅡLead-in
T：Asweallknow,Chinaisacountrywithanancientcivilization.Ithasalonghistoryandbrilliantculture.Doyouknowinwhatwayswecanlearnaboutitshistoryandculture?
S1:Readingbooks.
S2:WatchingTV.
S3:Learningfromtheteacherinclass.
S4:SurfingtheInternet.
…
T:Anythingelse?
Ss:No.
T:Wecanalsogotothemuseumtovisittheunearthedculturalrelics,can’twe?
Ss:Yes.
T:Now,pleaselookatthetwopicturesonthescreenandtellmewhatyouseeinthepictures.
(Teachershowsthescreen.)
S5:Theyare:terracottawarriorsandhorsesandinscriptionsonbonesortortoiseshells.
T:You’reright.TerracottawarriorsandhorsesisasymbolofthepowerfulQinDynasty,whileinscriptionsonbonesortortoiseshellsareembryonicformsofChinesecharacters.ThegreatarchaeologicaldiscoveriesplayanimportantpartinlearningaboutChina.
StepⅢWarmingup
T:Todaylet’stalkaboutarchaeologyUnit20(Bb:Unit20Archaeology).Beforetalking,pleaselookatthenewwords.
(Teacherdealswiththenewwordswiththewholeclass.)
T:OK.NowopenyourbooksandturntoPage73.Lookatthefourpicturesandtelluswhatyoucanseeineachpicture.
S6:Icanseeanaxeinthefirstpicture.ItisakindoftoolusedbypeopleoftheStoneAge.
T:Right.Howaboutthesecondone?
S7:Inthesecondpictureisabronzetripod,whichisanancientcookingvesselofthatperiod.
T:Good.Thethirdpicture.LiPing,tryplease.
S8:ThisisapaintingonsilkoftheHanDynasty.
T:Yeah.Thelastone?
S9:IthinkthelastpictureisaworkofChinamadeintheTangDynasty.
T:Anythingelseaboutthelastpicture?
S10:Iguessitismadeoftri-coloredglazedpotteryoftheTangDynasty.
T:Welldone.Weknowthatthelifeofpeopleisdifferentduringthedifferentperiods.Nowlet’sdescribethelifeofpeopleduringtheperiodsmentionedabove.Youcandescribeitaccordingtothequestionsonthescreen.
(Teachershowsthefollowingonthescreen.)
1.Whatdidtheyeat?
2.Wheredidtheylive?
3.Whatdidtheirhomeslooklike?
4.Whatkindoftoolsdidtheyuse?
5.Whatobjectshavewefoundfromtheirage?
6.Whatkindofentertainmentdidtheyhave?
Firstdiscussthequestionswithyourpartner,andthencompletethechartatPage73.Afewminuteslater,I’llcollectyouranswers.Isthatclear?
Ss:Yes.
T:(Fiveminuteslater.)Areyoureadynow?(Ss:Yes.)Now,let’sdescribethelifeofpeopleintheStoneAgetogether.
TandSs:ThepeopleoftheStoneAgeatewildfruitsandanimals.Theyusuallylivedincaves.Theyusedbonesofanimals,furandpotterytodecoratetheircaves.Thetoolstheyusedweremainlystones,sticksandbonesofanimals.Theyusedbonesofanimalstomakenecklacesandbonepins.Theywereabletomakejades.Theentertainmentforthemwastoshoutanddancewithrhythmtogether.
T:OK.Who’dliketodescribethelifeofpeopleintheBronzeAge,theHanDynastyandtheTangDynastyonebyonelikewhatwedidjustnow?
Ss:…
T:Weknowtherearemanyimportantdiscoveriesfromthesedifferentperiods.Pleaselookatthefollowingfourpictures.Canyoutelluswheretheywereunearthedandwherewecangoandseethem?Discussingroupsoffour.Afterafewminutes,I’llasksomestudentstotalkaboutthem.Isthatclear?
Ss:Yes.
(Teachershowsthefourpicturesonthescreen.)
T:LiuQian,talkaboutthefirstpicture,please.
S11:…
StepⅣListening
T:Now,let’sdosomelistening.LookattheListeningpartatPage74.Listentothetapecarefullyandtrytomakeadrawingofthetool.
(Teacherplaysthetapeforthestudentstolistenforthefirsttime.Afterthat,givethestudentsoneortwominutestodrawit.Iftheyhavesomedifficultywithit,playthetapeagainandstopwherethereareimportantinformationrelatedtothedrawing.Atlast,checkthedrawingwiththewholeclass.)
T:Good.Now,let’sgoonwiththeexercisesinListening.PleaselistentothetapeagainandthenfinishEx.2and3inturn.
(Teacherplaysitagainandgivesthestudentsenoughtimetowritedownsomeimportantinformation.Finallychecktheanswerswiththewholeclass.Afterthat,letthestudentsdiscussEx.4ingroupsoffourandcheckthem.)
StepⅤSpeaking
T:OK.Inourdailylife,weoftencomeacrossthetopicthatwe’reinterestedinandwe’reanxioustogetsomeinformationaboutit.Inordertogetsomesuggestionsfromothers,howdoyouexpressyourcuriosity?Now,lookatthescreen.Theseareveryusefulexpressions.Youshouldrememberthemandusethemfreely.
(Teachershowsthefollowingonthescreen.)
Iwonderwhat/who…
Ireallywanttoknow…
I’mcuriousto…
I’dlovetoknow…
Iwonderif/whether…
WhatI’dreallyliketofindoutis…
I’mcuriousabout…
I’dliketoknowmoreabout…
(Teachergoesthroughtheusefulexpressionswiththewholeclass.)
T:Now,let’slistentoadialoguebetweenStudentAandStudentB.StudentAtalksaboutatopiche/sheisinterestedin,whileStudentBgivessuggestions.
(Teacherplaysthetapeforthestudents.Afterthat,teachersaysthefollowing.)
T:Well,openyourbooksandturntoPage74.LookatSpeaking.Pleaseunderlinethesentencesusedtoexpresscuriosity.Afterawhile.I’llaskoneofyoutoreadoutthesentences.Doyouunderstand?
Ss:Yes.
T:(Afterawhile)Haveyoufinished?(Ss:Yes.)Anyvolunteer?
S12:I’dliketoknowmoreabout…
Iwonderwhat…
I’dlovetoknow…
WhatI’dreallyliketofindoutis…
T:Quiteright.Pleasepractisethedialoguewithyourpartnerforawhile.Afterthat,I’llasksomepairstoactoutthedialoguebeforetheclass.Isthatclear?
Ss:Yes.
(Severalminuteslater,teacheraskssomepairstoactoutthedialoguebeforetheclass.)
T:Thankyourforyourexcellentperformances.
StepⅥPractice
T:Now,let’sdosomespeakingpractice.Workinpairsorgroupsandtalkaboutarchaeologicalfinds,suchasartefacts,tombsorunearthedtowns.Youcanusetheexpressionswelearntjustnowtohelpyoucarryoutthetaskofspeaking.Fiveminuteslater,I’llasksomepairstoperformtheirdialoguesbeforetheclass.
StepⅦSummaryandHomework
T:Inthisclass,we’vetalkedaboutarchaeologicaldiscoveriesandlearntaboutthelifeofpeopleduringthedifferentperiods.We’vealsodonesomelisteningpracticeandspeakingpractice.IntheSpeakingpart,we’vemainlylearnttoexpresscuriosityusingtheusefulexpressions.Theseexpressionsare:Iwonderwhat/who…I’mcuriousto…Iwonderif…(Teacherwritesthemontheblackboard.)Afterclass,practisethemmore.Besides,remembertoprepareforthenextperiod.OK.That’sall.Classisover.
StepⅧTheDesignoftheWritingontheBlackboard
Unit20Archaeology
TheFirstPeriod
UsefulExpressions:
Iwonderwhat/who…
Ireallywanttoknow…
I’mcuriousto…
I’dlovetoknow…
Iwonderif/whether…
WhatI’dreallyliketofindoutis…
I’mcuriousabout…
I’dliketoknowmoreabout…
StepⅨRecordafterTeaching
TheSecondPeriod
TeachingAims:
1.Learnandmasterthefollowing:
(1)Words:emperor,pin,find,clay,arrow,bow,cushion,spare,technical
(2)Phrases:datebackto,haveahandin,intermsof,intheeyesof
(3)SentencePatterns:Itiscertainthat…
Itisthoughtthat…
2.Trainthestudents’readingability.
3.LetthestudentslearnabouttheKingoftheStonehengediscoveredbyarchaeologists.
TeachingImportantPoints:
1.Improvethestudents’readingability.
2.HelpthestudentslearnabouttheKingoftheStonehengebyreadingthepassage.
TeachingDifficultPoint:
Howtohelpthestudentsunderstandthepassageexactly.
TeachingMethods:
1.Discussionbeforereadingtomakethestudentsinterestedinwhattheywillread.
2.Fastreadingandcarefulreadingtounderstandthepassagecorrectly.
3.Pairorgroupworktomakeeverystudenttakeanactivepartintheactivitiesinclass.
TeachingAids:
1.themultimedia2.theblackboard
TeachingProcedures:
StepⅠGreetings
Greetthewholeclassasusual.
StepⅡDiscussionandLead-in
T:Inthelastperiod,wespokeofterracottawarriorsandhorsesofEmperorQin.DoyouknowwhyEmperorQinbuiltit?Anyvolunteer?
S1:Tocontinuebeingemperor.Theyarealsofuneraryobjects.
T:You’reright.Now,pleaselookatthetwoquestionsonthescreen.
(Teachershowsthefollowingonthescreen.)
1.DescribethekindsofobjectskingsandemperorsinChinawereburiedwith.
2.Whyweredeadkingsgiventheseobjectsaftertheydied?Discussthequestionsingroupsoffour.Fiveminuteslater,I’llaskforyouranswers.
T:(Afterfiveminutes)Areyouready?
Ss:Yes.
T:OK.Who’dliketodothefirstone?
S2:Thereareweapons,tools,clothing,moneyandarticlesfordailylife.
T:Anythingelse?
S3:Jadearticles,silk,jewellery,potteryandchina.
T:Verygood.Isthereanythingtoadd?Thinkitover.
S4:Servants,warriors,wivesofemperorsandkingsandanimals.
T:Great!Thesecondone?
S5:Toshowofftheirpowerandwealth.
S6:Tocontinuetheirluxuriouslifeinthenetherworld.
T:You’reallright.Sitdown,please.
StepⅢReading
T:Well,IthinkeveryonemusthaveheardoftheStonehengeinEngland.Wouldyouliketolearnmoreaboutit?
Ss:Yes.
T:OK.Now,let’sreadapassageaboutthemysteriousStonehengeandtheKingofStonehenge.Itmustgiveyouanunexpectedsurprise.Beforereadingthepassage,let’sdealwiththenewwordstogether.
(Teacherdealswiththenewwordswiththewholeclass.)
T:Now,pleaseopenyourbooksandturntoPage75.ScanthepassageandwritedownwhichobjectswerefoundinthegraveoftheKingofStonehenge.Afewminuteslater,I’llasksomestudentstomakealistoftheobjectsfoundinthegrave.Isthatclear?
Ss:Yes.
T:(Afterafewminutes)Haveyoufinished?
Ss:Yes.
T:OK.Who’dliketowritedowntheobjectsfoundinthegraveoftheKingofStonehengeontheblackboard?
Ss:(Onestudentcomestothefrontandwritehisanswersontheblackboard.)
(Bb:tools,abonepin,twocopperknives,acushionstone,twogoldearrings,abowandarrows,twopots)
T:Now,pleaselookattheblackboard.Isheright?
Ss:Yes.
T:OK.ReadthepassagecarefullyandthenfinishthetwowordwebsatPage76.
(Teachergoesamongthestudentsandhelpthemdealwithsomeproblemstheymaymeetwithwhilereading.)
T:Well,haveyoufinishedthem?
Ss:Yes.
T:OK.I’llcheckyouranswers.WangLin,readoutthematerialsdiscoveredinthegrave.
Ss:Thematerialsare:stone,clay,copper,gold,pottery,boneandfur.
T:Quiteright.ZhangLi,readoutthefoundobjects,please.
S10:Theobjectsare:twocopperknives,acushionstone,twogoldearrings,tools,arrows,abow,twopotsandabonepin.
T:Verygood.You’reverycareful.Whenreading,youmustcomeacrosssomesentencesandphrasesyoudon’tunderstand.Now,pleaselookatthescreen.Ihopethey’reofgreathelptoyou.
(Teachershowsthescreenandexplainsthemtothestudents.)
1.datebacktdatefrom
e.g.InChina,theneedletreatmentdatesbacktoancienttimes.
2.Itiscertainthat…
e.g.Itiscertainthatyourteamwillwin.
3.Buriedwithhimwerethetoolsofahunterorwarrior.
(=Thetoolsofahunterorwarriorwereburiedwithhim.)
4.haveahandin
e.g.Hehadahandincomposingsongsforchildrenwhenhewasyoung.
5.intermsof
e.g.Intermsofmoneyheisquiterich,butnotintermsofhappiness.
6.Itwasthoughtthat…;Peoplethoughtthat…
e.g.Itisthoughtthatthenewsisnottrue.
7.intheeyesofsb.
e.g.You’reonlyachildintheeyesofhim.(Bb:datebackto,haveahandin,intermsof,intheeyesof,Itiscertainthat…;Itisthoughtthat…)
T:Nowwe’vebeenfamiliarwiththepassage.Let’sdoanexerciseaccordingtothepassage.PleaselookatEx.2atPage77inthePost-readingpart.Workingroupsoffourtodiscussfirst,andthenfinishthechart.Afterawhile,I’llasksomeofyoutoreadoutyouranswers.Doyouunderstand?
Ss:Yes.
T:OK.Pleasebegin.
(Teachergoesamongthestudentsandtakespartintheirdiscussion.)
T:(Afterthestudentsdiscussforawhile,teacheraskssomestudentstotalkabouttheiropinions.)Who’dliketobethefirsttohaveatry?
Ss:…
T:Good.ReadthepassageagainandthengoonwithEx.3.Beforereading,youneedtogothroughwiththerequirementinEx.3firstandknowwhattodo.Afterreading,workingroupsoffourtotalkabouttheinventionsandkindsofsciencetheymusthavehadatthattime.Theyshouldbebasedonthereadingpassage.Isthatclear?
Ss:Yes.
StepⅣListeningandConsolidation
T:Now,closeyourbooksandlistentothetape.Afterthat,finishtheexerciseonthescreen.
(Teachershowsthescreenandturnsontherecorder.)
Decideifthesentencesbelowaretrueorfalse.Writetheletter“T”ifthesentenceistrue.Ifitisfalse,write“F”andcorrecttheerror.
1()WhentheKingofStonehengedied,hewasabout50yearsold.
2()Fromtestsonhisteeth,itiscertainthathespenthischildhoodinEngland.
3()Themostamazingfindwastwogoldearrings
4()Stonehengewasbegunaround2300BC.
5()Intermsoftechnicaldevelopment,peopleweregoingfromtheBronzeAgetotheStoneAgeatthattime.
6()IthasbeenproventhatthecopperknivescamefromSpainandWesternFrance.StepⅤSummaryandHomework
T:Inthisclass,we’velearntabouttheKingofStonehengebyreadingthepassageandalsolearntsomeusefulexpressionsandsentencepatterns.Afterclass,youneedtodomoreexercisestomasterthemfreely.Studyingarchaeologicaldiscoveriescanhelpuslearnaboutthelifeofpeopleduringdifferentperiods,soifyouhavetime,gotovisitthelocalmuseumsorsurftheInternettolearnmoreaboutarchaeology.Atlast,don’tforgettoprepareforthenextperiod—LanguageStudy.Somuchfortoday.Seeyounexttime!
Ss:Seeyounexttime!
StepⅥTheDesignoftheWritingontheBlackboard
Unit20Archaeology
TheSecondPeriod
I.Objectsfoundinthegrave:
tools,abonepin,twocopperknives,
acushionstone,twogoldearrings,
abowandarrows,twopots
Ⅱ.UsefulPhrasesandSentencePatterns:
datebackto
haveahandin
intermsof
intheeyesof
Itiscertainthat…
Itisthoughtthat…StepⅦRecordafterTeaching
TheThirdPeriod
TeachingAims:
1.Reviewsomenewwordsappearinginthelastperiod.
2.Reviewtheuseof“It”.
TeachingImportantPoints:
1.Reviewthewordsusedasanounoraverbappearinginthereadingpassageandlearntocompletesentenceswiththeircorrectform…
2.Mastertheuseof“It”.
TeachingDifficultPoint:
Theusageof“it”usedinthesubjectpositiontostandforaninfinitiveoraclause,especiallyinthefollowingsentencestructure:
Itissaid/believed/reported/thought/known…that…
TeachingMethods:
1.Revisiontohelpthestudentsconsolidatethewordslearntinthelastperiod.
2.Practisetohelpthestudentsreviewtheuseof“It”.
3.Pairworkorindividualworktomakeeverystudentworkinclass.
TeachingAids:
1.themultimedia2.theblackboard
TeachingProcedures:
StepⅠGreetings
Greetthewholeclassasusual.
StepⅡRevision
T:Inthelastperiod,wereadapassageabouttheKingofStonehenge.Haveyourememberedanythingaboutit?Whocanretellthetextbriefly?
S1:Letmetry.OnMay3,2002,archaeologistsfoundagraveofamaninEngland.Buriedwithhimweresometools…
T:Verygood.Thankyouforyourperformance.
StepⅢWordStudy
T:Inthereadingpassagewe’velearnt,therearesomewordswhichmeanthesameasthedefinitionsI’llgiveyou.Now,listentomecarefullyandthenfindthewordsandreadthemout.Onestudent,oneword.Isthatclear?
Ss:Yes.
T:OK.Let’sbegin.No1:therulerofanempire,higherthanaking.
S2:Emperor.
T:Yes.No2:theclothesthatpeoplewear.
S3:Clothing.
T:Good.No3:alongstickwithasharppoint,usedasaweapon.
S4:Arrow.
T:No.Thinkitover.
S5:Knife.
T:Yes.Let’sgoon.Itmeansadeeproundbowlusedforcooking.Whichwordisit?
S6:Ithinkthewordis“pot”,isn’tit?
T:Yes.No5:athinweaponthatyoushootwithabow.
S7:Arrow.
T:Right.Thelastone:theamountofspacebetweentwoplaces.
S8:Thewordshouldbe“distance”.
T:Verygood.Now,pleaselookatthescreen.Thesewordscanbeusedasanounoraverb.CanyousaytheirmeaningsinChinese?(Teachershowsthescreenandletthestudentsspeaktogether.Meanwhile,giveanswersonthescreen.)
T：Now,let’sdoanexercise.OpenyourbooksatPage77.LookatEx.2inWordStudy.CompletethesentenceswiththeircorrectformandchangethemintoChinese.I’llgiveyouafewminutestoprepare.Afterthat,I’llasksomestudentstodothem.
T:OK.Timeisup.Haveyoufinished?
Ss:Yes.
T:Well.Thefirstone.Anyvolunteer?
S9:Thefirstblankshouldbefilledin“date”usedasanoun,whilethesecondshouldbefilledin“dates”usedasaverb.ItsChinesemeaningis:日期是2002年5月3日，考古學(xué)家在英格蘭發(fā)現(xiàn)了一個男人的墳?zāi)梗四沟臍v史可追溯到公元前大約2300年。
T：Verygood.Thesecondone?
S:…
StepⅣGrammar
(Teachershowssomesentencesonthescreen.)
T:DothesentencesAandBineachpairhavethesamemeaning?
Ss:Yes.Bothofthetwosentencesineachpairhavethesamemeaning.
T:Arethereanydifferences?Who’dliketotrythefirstpair?
S10:ThesubjectofSentenceAisaninfinitivephrase,whilethatofSentenceBis“It”.InSentenceB,“It”isusedinthesubjectpositiontostandfortheinfinitivephrase.Thereasonwhythesentenceiswrittenlikethatisthatwewanttokeepthebalanceofthesentence.AmIright?
T:Yes.you’reright.SentenceBismoreusualineverydayEnglish.Thesecondpair,LiPing,tryplease.
S11:InSentenceA,thesubjectisathat-clause,whilethesubjectofSentenceBis“It”,whichisusedinthesubjectpositiontostandforaclause.
T:Verygood.Thesentencestructure“Itis+adj.+aninfinitive/aclause”isveryusefulinlearningEnglish.(Teacherwritesthesentencestructureontheblackboard.)Canyoumakeasentencewiththesentencestructure?
S12:Letmetry.Itisdangeroustogooutaloneatnight.
T:Good.WangWei,makeasentencewiththestructure.
S13：Itisnaturalthatachildshouldloveitsmother.
(Teacherwritesthetwosentencesthestudentsmadeontheblackboard.)
T:Welldone.Now.let’sdoanexercise.TurntoPage78andlookatEx.1inGrammar.Rewritethefollowingsentencesusing“it”.Fiveminuteslater,I’llcheckyouranswers.
Suggestedanswers:
1.Itisagreathonourformetobeabletojoininthearchaeologicalresearchproject.
2.Thankstomoderntechnology,itispossibletofindoutmorefactsaboutthemanburiedinthegrave.
3.ItisstillunknownwhetherthemanorganisedtheconstructionofStonehenge.
4.ItisamysteryhowearlymenconstructedStonehengewithouttheuseofmoderntechnology.
T:Youalldidverywell.Now,pleaselookatthescreen.
(Teachershowsthefollowingonthescreen.)
Inthispair,SentenceAandSentenceBhavethesamemeaning.SentenceAincludesaveryusefulsentencestructure.Doyouknowwhatitis?
Ss:Yes.Itis:Itbe+p.p.+that-clause.
(Teacherwritesitontheblackboard.)
T:Lookattheblackboard,please.Here“It”isalsousedinthesubjectpositiontostandforaclause,butitisdifferentfromwhatwereviewedjustnow.Isthatso?
Ss:Yes.
T:Thesentencepattern“Itbe+p.p.+that-clause”canoftenbechangedintothesentencestructure“People+vt.+that-clause”.Thepastparticiplesusedlikethatinthesentencestructureare:reported,believed,thought,proven,known,hoped,suggested,etc.
(Teacherwritesthemontheblackboard.)
T:Areyouclearaboutthat?
Ss:Yes.
T:OK.Let’sdoEx.2atPage78.Firstdothembyyourself,thencheckyouranswerswithyourpartner.Afterawhile,I’llasksomeofyoutoreadoutyoursentences.
StepⅤConsolidation
T:Now,pleaselookatthescreen.TranslatethesentencesintoEnglishusing“it”.
1.據(jù)報道，數(shù)十名兒童在事故中死亡。
2.電腦有可能取代人的位置嗎？
3.核對這些實驗的結(jié)果是重要的。
4.處理這樣的問題，對你來說是困難的。
5.獨自一人去海里游泳是危險的。
6.眾所周知，中國是一個文明古國。StepⅥSummaryandHomework
T:Inthisclass,we’vereviewedsomenewwordsappearinginthelastperiod,especiallysomewordsusedasnounorverb.We’vealsoreviewedtheuseof“it”,whichisusedinthesubjectpositiontostandforaninfinitiveoraclause.Afterclass,youneedtodomoreexercisestoconsolidatewhatwe’vereviewedabouttheuseof“it”.Besides,prepareforthenextperiod.That’sall.Seeyoutomorrow!
Ss:Seeyoutomorrow!
StepⅦTheDesignoftheWritingontheBlackboard
Unit20Archaeology
TheThirdPeriod
Grammar:Theuseof“It”
Ⅰ.Itis+adj.+aninfinitive/aclause.
e.g.Itisdangeroustogooutaloneatnight.
Itisnaturalthatachildshouldloveitsmother.
Ⅱ.Itbe+?p.p.?(said,reported,believed,thought,proved,known,hoped,suggested,etc.)+that-clause.
(=Peoplesay/report/believe/think…that-clause.)StepⅧRecordafterTeaching
TheFourthPeriod
TeachingAims:
1.Learnandmasterthefollowing:
root,ivory,jade,climate,mask,accompany,warmly,precious,triangle,digup,emind…of,belongto
2.Reviewthelanguagepointsandtheuseof“It”inthisunit.
3.Trainthestudents’integratingskills,especiallywritingskill.
TeachingImportantPoints:
1.Usefulexpressions:digup,remind…of,belongto
2.Learntocreateaflowchart.
TeachingDifficultPoints:
1.Howtohelpthestudentsunderstandthepassagebetter.
2.Howtocreateaflowchart.
TeachingMethods:
1.Revisiontohelpthestudentsconsolidatethelanguagepointsofthisunit.
2.Fastreadingandcarefulreadingtohelpthestudentsunderstandthepassageexactly.
3.Discussiontohelpthestudentsfinishthetaskofwriting.
4.Individual,pairorgroupworktomakeeverystudentworkinclass.
TeachingAids:
1.themultimedia2.theblackboard
TeachingProcedures:
StepⅠGreetings
Greetthewholeclassasusual.
StepⅡRevision
T:Yesterdaywereviewedtheuseof“it”,especiallyitsusageusedinthesubjectpositiontostandforaninfinitiveoraclause.Now,pleaselookatthescreen.I’llseewhetheryou’vemasteredit.Afterawhile,I’llcollectyouranswers.
(Teachershowsthefollowingonthescreen.)
Completethesentences,payingattentiontotheuseof“it”.
1.______(據(jù)說)thatthisbookhasbeentranslatedintomanydifferentlanguages.
2.______(很可能)thatyourteamwillwin.
3.______（很遺憾）thathecan’tpasstheEnglishtest.
4.Itisimportant______（我們學(xué)好英語）.
5.______(直到250年后)thattheyformedasinglestate.
6.______(是1990年)thatIgraduatedfromtheuniversity.T:Youalldidagoodjob.Pleaselookatthefifthandthesixthsentenceonthescreenagain.Tellmetheuseof“it”inthetwosentences.Anyvolunteer?
S1:Here“it”isusedforemphasis.
T:You’reright.Thetwosentencesareemphaticconstruction,emphasizingadverbialsoftime“notuntil250yearslater”and“in1990”.Theemphaticconstructionis:Itis/was…that/who…Thisstructurecanbeusedtoemphasizealmostanypartofthesentence.(Bb:Itis/was…that/who…)
Canyougiveanotherexample?
S2:ItwasinthestreetthatIsawLiPingyesterday.
T:Verygood.Ifweemphasizethesubject,theobjectortheadverbialoftime,howshouldwerewriteyoursentence?Whocantry?
S3:Ifweemphasizethesubjectofthesentence,weshouldsay“ItwasIwhosawLiPinginthestreetyesterday”.Thesentence“ItwasLiPingthatIsawinthestreetyesterday.”isusedtoemphasizetheobject.Ifemphasizingtheadverbialoftime,weshouldsay“ItwasyesterdaythatIsawLiPinginthestreet”.AmIright?
T:Yes,you’requiteright.
StepⅢReading
T:OK.Somuchforrevision.Chinaisacountrywithalonghistory.Ithasbrilliantcultureofabout5000years.DoyouknowrootsofChineseculture?
Ss:Wedon’tknow.
T:Now,let’sreadapassageaboutrootsofChineseculture.First,let’sdealwiththenewwordsappearinginthetexttogether.
(Teacherdealswiththenewwordswiththewholeclass.)
T:OK.OpenyourbooksatPage78.Pleasereadthepassagequicklyandanswerthequestionsonthescreen.(Teachershowsthefollowingonthescreen.)
1.WhydidJinshavillagebecamefamousalloverChinain2001?
2.HowdidSanxingduifirstdiscovered?(Afewminuteslater,teachercheckstheanswers.)
T:Who’dliketoanswerthefirstquestion?
S4:Becausearchaeologistsdiscoveredmorethanathousandculturalrelics,includinggold,jade,bronzeandstoneobjectsaswellasnearlyatonofivory.Thesewillserveastheimportantmaterialsforthestudyoflocalgeography,climateandenvironmentinancienttimes.
T:Anythingelse?
S5:BecausemanyoftherelicstherelookverymuchlikethosefoundatSanxingdui.ArchaeologistsnowthinkthattheJinshaRuinsmayhavebeenthepoliticalandculturalcentreoftheancientShuKingdom,whichmovedfromSanxingduitoChengduabout3000yearsago.
T:Verygood.Thesecondone,anyvolunteer?
S6:Inthespringof1929,afarmerintoday’sNanxingTownwasworkinginthefieldswhenhissonduguparoundpieceofjade.Theyfoundaholefilledwithmorethan400jadeobjects.
T:You’reright.Now,readthewholepassagecarefullyagainandthenanswersomedetailedquestionsonthescreen.
(Teachershowsthequestionsonthescreen.)
1.WhowasthefirsttodiscovertheJinshaRuinsandwhen?
2.BeforetheJinshaRuinswasfound,archaeologistsbelievedhowlongthehistoryofSichuanwas?
3.Since1929,whathavebeenunearthedinSanxingduiRuinsSite?
4.Whatdoarchaeologistshopetodiscorerinthefuture?T:(Someminuteslater.)Areyouready?
Ss:Yes.
T:OK.Who’dliketoanswerthefirstquestion?
S7:OnFebruary8,2001,constructionworkersfromalocalcompanyfoundivoryandjadeinthemudwhentheywerebuildingroadthere.
T:Good.Thesecondone,Whocantry?
S8:BeforethediscoveriesintheJinshaRuins,itwasbelievedthatSichuanonlyhadahistoryofabout2300years.
T:OK.Howaboutthethirdone?
S9:Since1929,morethan10000relicsdatingbacktobetween5000BCand3000BChavebeendiscovered.53holesweredugupandover1200pieces,includingbronzeandgoldmasks,bronzeobjectsandimages,jadeandivoryhadbeenfound.
T:Welldone.Thelastone,ZhangJun,please.
S10:Theyhopetodiscoversomeofthemysteriouspalaces,tombsofkingsandbronzeandjadeworkshops.
T:Agoodjob!You’reallverycareful.Now,pleaselookatthescreen.Therearesomeusefulexpressionstomaster.(Teachershowsthescreen.)
1.Thephotoremindsmeofchildhood.
2.AttheJinshaRuins,archaeologistsdugupmanypreciousrelics.
3.Thehousedoesn’tbelongtome.
4.Itlookslikerain.
5.Hemusthavebeentherebefore.
6.Theymaynothavecaughtthetrain.(Bb:remind…of,digup,belongto,looklike,musthavedone,mayhavedone)
T:Now,you’refamiliarwiththereadingpassage.Next,let’slookatthepicture.
(Teachershowsthepictureonthescreen.)
Thisisapreciousbronzestatue,whichwasunearthedintheSanxingduiRuinsSite.Pleaseenjoyitforawhile.(Teachergivesthestudentstwominutestoenjoyit.)
StepⅣWriting
T:OK.Somuchforreading.Archaeologicaldiscoveriesplayanimportantpartinlearningaboutthehistoryandcultureofacountry,soeveryonehasthedutytoprotectthemaftertheyareunearthed.Stealingculturalrelicsisillegalbylaw.Asacitizen,whatshouldwedotoprotectourcountry’srelics?Talkaboutitingroupsoffour.Afterawhile,I’llasksomestudentstoreporttheirresults.Isthatclear?
Ss:Yes.
T:(Afterafewminutes.)Areyouready?(Ss:Yes.)OK.WangLi,telluswhatyou’regoingtodotoprotectourcountry’srelics?
S11:Observethelawaboutthepreservationofculturalrelics.Ifwefindsomeonestealingculturalrelics.Weshouldcallthepoliceatonce.
T:Good.Anythingelse?
S12:Learnaboutculturalrelics.
T:Yes,you’reright.Now,imagineyouhavediscoveredsomeoldthingsundertheground,whatshouldyoudotoprotectthem?Pleasecreateaflowchartshowingthethingsyoushoulddoandthethingsyoushouldnotdo.Beforecreatingyourflowchart,pleaseturntoPage80.Studytheflowchartontheleftandthetipsontherightwithyourpartner.Thentrytocreateyourownchart.Afterafewminutes,I’llcollectyourcharts.Let’sseewhocreatesitbest.Doyouunderstand?
Ss:Yes.
StepⅤSummaryandHomework
T:Inthisclass,we’vereviewedtheuseof“it”bydoingexercises.We’vealsoreadapassageaboutrootsofChinesecultureandlearntsomeusefulexpressions.Afterclass,youshoulddomoreexercisestoconsolidatewhatwe’velearntinclass.Asculturalrelicsareveryimportantinlearningaboutthehistoryandcultureofacountry,wemustprotectthem.Inthisclass,we’velearnttocreateaflowcharttotelleveryonewhatweshoulddoandshouldnotdo.Uptonow,we’vefinishedthewholeunit.Canyoufindsomewordsusedtodescribedarchaeologicaldiscoveries?Afterclass,pleasefinishthehomework.Atlast,reviewallthelanguagepointsofthisunit.Somuchfortoday.Classisover.
StepⅥTheDesignoftheWritingontheBlackboard
Unit20Archaeology
TheFourthPeriod
Ⅰ.Theuseof“it”usedforemphasis
Itis/was…that/who…
Ⅱ.Usefulexpressions:
remind…of,digup,belongto,looklike,musthavedone,mayhavedoneStepⅦRecordafterTeaching
延伸閱讀
高二英語Unit20Archaeology教學(xué)設(shè)計
Unit20Archaeology
TheFirstPeriod
TeachingAims:
1.Learnandmasterthefollowingwords:
archaeologyarchaeologicalarchaeologistcuriositydecorationspearartefact
2.Dosomelistening.
3.Learntoexpresscuriosity.
TeachingImportantPoints:
1.Improvethestudents’listeningability.
2.Trainthestudents’speakingabilitybytalkingaboutarchaeologicaldiscoveriesandpractisingexpressingcuriosity.
TeachingDifficultPoints:
1.Howtoimprovethestudents’listeningability.
2.Howtofinishthetaskofspeaking.
TeachingMethods:
1.Lookingatsomepicturestoarousethestudents’interestinarchaeology.
2.Listening-and-answeringactivitytohelpthestudentsgothroughwiththelisteningmaterial.
3.Individual,pairorgroupworktomakeeverystudentworkinclass.
TeachingAids:
1.themultimedia2.theblackboard
TeachingProcedures:
StepⅠGreetings
Greetthewholeclassasusual.
StepⅡLead-in
T：Asweallknow,Chinaisacountrywithanancientcivilization.Ithasalonghistoryandbrilliantculture.Doyouknowinwhatwayswecanlearnaboutitshistoryandculture?
S1:Readingbooks.
S2:WatchingTV.
S3:Learningfromtheteacherinclass.
S4:SurfingtheInternet.
…
T:Anythingelse?
Ss:No.
T:Wecanalsogotothemuseumtovisittheunearthedculturalrelics,can’twe?
Ss:Yes.
T:Now,pleaselookatthetwopicturesonthescreenandtellmewhatyouseeinthepictures.
(Teachershowsthescreen.)
S5:Theyare:terracottawarriorsandhorsesandinscriptionsonbonesortortoiseshells.
T:You’reright.TerracottawarriorsandhorsesisasymbolofthepowerfulQinDynasty,whileinscriptionsonbonesortortoiseshellsareembryonicformsofChinesecharacters.ThegreatarchaeologicaldiscoveriesplayanimportantpartinlearningaboutChina.
StepⅢWarmingup
T:Todaylet’stalkaboutarchaeologyUnit20(Bb:Unit20Archaeology).Beforetalking,pleaselookatthenewwords.
(Teacherdealswiththenewwordswiththewholeclass.)
T:OK.NowopenyourbooksandturntoPage73.Lookatthefourpicturesandtelluswhatyoucanseeineachpicture.
S6:Icanseeanaxeinthefirstpicture.ItisakindoftoolusedbypeopleoftheStoneAge.
T:Right.Howaboutthesecondone?
S7:Inthesecondpictureisabronzetripod,whichisanancientcookingvesselofthatperiod.
T:Good.Thethirdpicture.LiPing,tryplease.
S8:ThisisapaintingonsilkoftheHanDynasty.
T:Yeah.Thelastone?
S9:IthinkthelastpictureisaworkofChinamadeintheTangDynasty.
T:Anythingelseaboutthelastpicture?
S10:Iguessitismadeoftri-coloredglazedpotteryoftheTangDynasty.
T:Welldone.Weknowthatthelifeofpeopleisdifferentduringthedifferentperiods.Nowlet’sdescribethelifeofpeopleduringtheperiodsmentionedabove.Youcandescribeitaccordingtothequestionsonthescreen.
(Teachershowsthefollowingonthescreen.)
1.Whatdidtheyeat?
2.Wheredidtheylive?
3.Whatdidtheirhomeslooklike?
4.Whatkindoftoolsdidtheyuse?
5.Whatobjectshavewefoundfromtheirage?
6.Whatkindofentertainmentdidtheyhave?
Firstdiscussthequestionswithyourpartner,andthencompletethechartatPage73.Afewminuteslater,I’llcollectyouranswers.Isthatclear?
Ss:Yes.
T:(Fiveminuteslater.)Areyoureadynow?(Ss:Yes.)Now,let’sdescribethelifeofpeopleintheStoneAgetogether.
TandSs:ThepeopleoftheStoneAgeatewildfruitsandanimals.Theyusuallylivedincaves.Theyusedbonesofanimals,furandpotterytodecoratetheircaves.Thetoolstheyusedweremainlystones,sticksandbonesofanimals.Theyusedbonesofanimalstomakenecklacesandbonepins.Theywereabletomakejades.Theentertainmentforthemwastoshoutanddancewithrhythmtogether.
T:OK.Who’dliketodescribethelifeofpeopleintheBronzeAge,theHanDynastyandtheTangDynastyonebyonelikewhatwedidjustnow?
Ss:…
T:Weknowtherearemanyimportantdiscoveriesfromthesedifferentperiods.Pleaselookatthefollowingfourpictures.Canyoutelluswheretheywereunearthedandwherewecangoandseethem?Discussingroupsoffour.Afterafewminutes,I’llasksomestudentstotalkaboutthem.Isthatclear?
Ss:Yes.
(Teachershowsthefourpicturesonthescreen.)
T:LiuQian,talkaboutthefirstpicture,please.
S11:…
StepⅣListening
T:Now,let’sdosomelistening.LookattheListeningpartatPage74.Listentothetapecarefullyandtrytomakeadrawingofthetool.
(Teacherplaysthetapeforthestudentstolistenforthefirsttime.Afterthat,givethestudentsoneortwominutestodrawit.Iftheyhavesomedifficultywithit,playthetapeagainandstopwherethereareimportantinformationrelatedtothedrawing.Atlast,checkthedrawingwiththewholeclass.)
T:Good.Now,let’sgoonwiththeexercisesinListening.PleaselistentothetapeagainandthenfinishEx.2and3inturn.
(Teacherplaysitagainandgivesthestudentsenoughtimetowritedownsomeimportantinformation.Finallychecktheanswerswiththewholeclass.Afterthat,letthestudentsdiscussEx.4ingroupsoffourandcheckthem.)
StepⅤSpeaking
T:OK.Inourdailylife,weoftencomeacrossthetopicthatwe’reinterestedinandwe’reanxioustogetsomeinformationaboutit.Inordertogetsomesuggestionsfromothers,howdoyouexpressyourcuriosity?Now,lookatthescreen.Theseareveryusefulexpressions.Youshouldrememberthemandusethemfreely.
(Teachershowsthefollowingonthescreen.)
Iwonderwhat/who…
Ireallywanttoknow…
I’mcuriousto…
I’dlovetoknow…
Iwonderif/whether…
WhatI’dreallyliketofindoutis…
I’mcuriousabout…
I’dliketoknowmoreabout…
(Teachergoesthroughtheusefulexpressionswiththewholeclass.)
T:Now,let’slistentoadialoguebetweenStudentAandStudentB.StudentAtalksaboutatopiche/sheisinterestedin,whileStudentBgivessuggestions.
(Teacherplaysthetapeforthestudents.Afterthat,teachersaysthefollowing.)
T:Well,openyourbooksandturntoPage74.LookatSpeaking.Pleaseunderlinethesentencesusedtoexpresscuriosity.Afterawhile.I’llaskoneofyoutoreadoutthesentences.Doyouunderstand?
Ss:Yes.
T:(Afterawhile)Haveyoufinished?(Ss:Yes.)Anyvolunteer?
S12:I’dliketoknowmoreabout…
Iwonderwhat…
I’dlovetoknow…
WhatI’dreallyliketofindoutis…
T:Quiteright.Pleasepractisethedialoguewithyourpartnerforawhile.Afterthat,I’llasksomepairstoactoutthedialoguebeforetheclass.Isthatclear?
Ss:Yes.
(Severalminuteslater,teacheraskssomepairstoactoutthedialoguebeforetheclass.)
T:Thankyourforyourexcellentperformances.
StepⅥPractice
T:Now,let’sdosomespeakingpractice.Workinpairsorgroupsandtalkaboutarchaeologicalfinds,suchasartefacts,tombsorunearthedtowns.Youcanusetheexpressionswelearntjustnowtohelpyoucarryoutthetaskofspeaking.Fiveminuteslater,I’llasksomepairstoperformtheirdialoguesbeforetheclass.
StepⅦSummaryandHomework
T:Inthisclass,we’vetalkedaboutarchaeologicaldiscoveriesandlearntaboutthelifeofpeopleduringthedifferentperiods.We’vealsodonesomelisteningpracticeandspeakingpractice.IntheSpeakingpart,we’vemainlylearnttoexpresscuriosityusingtheusefulexpressions.Theseexpressionsare:Iwonderwhat/who…I’mcuriousto…Iwonderif…(Teacherwritesthemontheblackboard.)Afterclass,practisethemmore.Besides,remembertoprepareforthenextperiod.OK.That’sall.Classisover.
StepⅧTheDesignoftheWritingontheBlackboard
Unit20Archaeology
TheFirstPeriod
UsefulExpressions:
Iwonderwhat/who…
Ireallywanttoknow…
I’mcuriousto…
I’dlovetoknow…
Iwonderif/whether…
WhatI’dreallyliketofindoutis…
I’mcuriousabout…
I’dliketoknowmoreabout…
StepⅨRecordafterTeaching
TheSecondPeriod
TeachingAims:
1.Learnandmasterthefollowing:
(1)Words:emperor,pin,find,clay,arrow,bow,cushion,spare,technical
(2)Phrases:datebackto,haveahandin,intermsof,intheeyesof
(3)SentencePatterns:Itiscertainthat…
Itisthoughtthat…
2.Trainthestudents’readingability.
3.LetthestudentslearnabouttheKingoftheStonehengediscoveredbyarchaeologists.
TeachingImportantPoints:
1.Improvethestudents’readingability.
2.HelpthestudentslearnabouttheKingoftheStonehengebyreadingthepassage.
TeachingDifficultPoint:
Howtohelpthestudentsunderstandthepassageexactly.
TeachingMethods:
1.Discussionbeforereadingtomakethestudentsinterestedinwhattheywillread.
2.Fastreadingandcarefulreadingtounderstandthepassagecorrectly.
3.Pairorgroupworktomakeeverystudenttakeanactivepartintheactivitiesinclass.
TeachingAids:
1.themultimedia2.theblackboard
TeachingProcedures:
StepⅠGreetings
Greetthewholeclassasusual.
StepⅡDiscussionandLead-in
T:Inthelastperiod,wespokeofterracottawarriorsandhorsesofEmperorQin.DoyouknowwhyEmperorQinbuiltit?Anyvolunteer?
S1:Tocontinuebeingemperor.Theyarealsofuneraryobjects.
T:You’reright.Now,pleaselookatthetwoquestionsonthescreen.
(Teachershowsthefollowingonthescreen.)
1.DescribethekindsofobjectskingsandemperorsinChinawereburiedwith.
2.Whyweredeadkingsgiventheseobjectsaftertheydied?
Discussthequestionsingroupsoffour.Fiveminuteslater,I’llaskforyouranswers.
T:(Afterfiveminutes)Areyouready?
Ss:Yes.
T:OK.Who’dliketodothefirstone?
S2:Thereareweapons,tools,clothing,moneyandarticlesfordailylife.
T:Anythingelse?
S3:Jadearticles,silk,jewellery,potteryandchina.
T:Verygood.Isthereanythingtoadd?Thinkitover.
S4:Servants,warriors,wivesofemperorsandkingsandanimals.
T:Great!Thesecondone?
S5:Toshowofftheirpowerandwealth.
S6:Tocontinuetheirluxuriouslifeinthenetherworld.
T:You’reallright.Sitdown,please.
StepⅢReading
T:Well,IthinkeveryonemusthaveheardoftheStonehengeinEngland.Wouldyouliketolearnmoreaboutit?
Ss:Yes.
T:OK.Now,let’sreadapassageaboutthemysteriousStonehengeandtheKingofStonehenge.Itmustgiveyouanunexpectedsurprise.Beforereadingthepassage,let’sdealwiththenewwordstogether.
(Teacherdealswiththenewwordswiththewholeclass.)
T:Now,pleaseopenyourbooksandturntoPage75.ScanthepassageandwritedownwhichobjectswerefoundinthegraveoftheKingofStonehenge.Afewminuteslater,I’llasksomestudentstomakealistoftheobjectsfoundinthegrave.Isthatclear?
Ss:Yes.
T:(Afterafewminutes)Haveyoufinished?
Ss:Yes.
T:OK.Who’dliketowritedowntheobjectsfoundinthegraveoftheKingofStonehengeontheblackboard?
Ss:(Onestudentcomestothefrontandwritehisanswersontheblackboard.)
(Bb:tools,abonepin,twocopperknives,acushionstone,twogoldearrings,abowandarrows,twopots)
T:Now,pleaselookattheblackboard.Isheright?
Ss:Yes.
T:OK.ReadthepassagecarefullyandthenfinishthetwowordwebsatPage76.
(Teachergoesamongthestudentsandhelpthemdealwithsomeproblemstheymaymeetwithwhilereading.)
T:Well,haveyoufinishedthem?
Ss:Yes.
T:OK.I’llcheckyouranswers.WangLin,readoutthematerialsdiscoveredinthegrave.
Ss:Thematerialsare:stone,clay,copper,gold,pottery,boneandfur.
T:Quiteright.ZhangLi,readoutthefoundobjects,please.
S10:Theobjectsare:twocopperknives,acushionstone,twogoldearrings,tools,arrows,abow,twopotsandabonepin.
T:Verygood.You’reverycareful.Whenreading,youmustcomeacrosssomesentencesandphrasesyoudon’tunderstand.Now,pleaselookatthescreen.Ihopethey’reofgreathelptoyou.
(Teachershowsthescreenandexplainsthemtothestudents.)
1.datebackto:datefrom
e.g.InChina,theneedletreatmentdatesbacktoancienttimes.
2.Itiscertainthat…
e.g.Itiscertainthatyourteamwillwin.
3.Buriedwithhimwerethetoolsofahunterorwarrior.
(=Thetoolsofahunterorwarriorwereburiedwithhim.)
4.haveahandin
e.g.Hehadahandincomposingsongsforchildrenwhenhewasyoung.
5.intermsof
e.g.Intermsofmoneyheisquiterich,butnotintermsofhappiness.
6.Itwasthoughtthat…;Peoplethoughtthat…
e.g.Itisthoughtthatthenewsisnottrue.
7.intheeyesofsb.
e.g.You’reonlyachildintheeyesofhim.
(Bb:datebackto,haveahandin,intermsof,intheeyesof,Itiscertainthat…;Itisthoughtthat…)
T:Nowwe’vebeenfamiliarwiththepassage.Let’sdoanexerciseaccordingtothepassage.PleaselookatEx.2atPage77inthePost-readingpart.Workingroupsoffourtodiscussfirst,andthenfinishthechart.Afterawhile,I’llasksomeofyoutoreadoutyouranswers.Doyouunderstand?
Ss:Yes.
T:OK.Pleasebegin.
(Teachergoesamongthestudentsandtakespartintheirdiscussion.)
T:(Afterthestudentsdiscussforawhile,teacheraskssomestudentstotalkabouttheiropinions.)Who’dliketobethefirsttohaveatry?
Ss:…
T:Good.ReadthepassageagainandthengoonwithEx.3.Beforereading,youneedtogothroughwiththerequirementinEx.3firstandknowwhattodo.Afterreading,workingroupsoffourtotalkabouttheinventionsandkindsofsciencetheymusthavehadatthattime.Theyshouldbebasedonthereadingpassage.Isthatclear?
Ss:Yes.
StepⅣListeningandConsolidation
T:Now,closeyourbooksandlistentothetape.Afterthat,finishtheexerciseonthescreen.
(Teachershowsthescreenandturnsontherecorder.)
Decideifthesentencesbelowaretrueorfalse.Writetheletter“T”ifthesentenceistrue.Ifitisfalse,write“F”andcorrecttheerror.
1()WhentheKingofStonehengedied,hewasabout50yearsold.
2()Fromtestsonhisteeth,itiscertainthathespenthischildhoodinEngland.
3()Themostamazingfindwastwogoldearrings
4()Stonehengewasbegunaround2300BC.
5()Intermsoftechnicaldevelopment,peopleweregoingfromtheBronzeAgetotheStoneAgeatthattime.
6()IthasbeenproventhatthecopperknivescamefromSpainandWesternFrance.
StepⅤSummaryandHomework
T:Inthisclass,we’velearntabouttheKingofStonehengebyreadingthepassageandalsolearntsomeusefulexpressionsandsentencepatterns.Afterclass,youneedtodomoreexercisestomasterthemfreely.Studyingarchaeologicaldiscoveriescanhelpuslearnaboutthelifeofpeopleduringdifferentperiods,soifyouhavetime,gotovisitthelocalmuseumsorsurftheInternettolearnmoreaboutarchaeology.Atlast,don’tforgettoprepareforthenextperiod—LanguageStudy.Somuchfortoday.Seeyounexttime!
Ss:Seeyounexttime!
StepⅥTheDesignoftheWritingontheBlackboard
Unit20Archaeology
TheSecondPeriod
I.Objectsfoundinthegrave:
tools,abonepin,twocopperknives,
acushionstone,twogoldearrings,
abowandarrows,twopots
Ⅱ.UsefulPhrasesandSentencePatterns:
datebackto
haveahandin
intermsof
intheeyesof
Itiscertainthat…
Itisthoughtthat…
StepⅦRecordafterTeaching
TheThirdPeriod
TeachingAims:
1.Reviewsomenewwordsappearinginthelastperiod.
2.Reviewtheuseof“It”.
TeachingImportantPoints:
1.Reviewthewordsusedasanounoraverbappearinginthereadingpassageandlearntocompletesentenceswiththeircorrectform…
2.Mastertheuseof“It”.
TeachingDifficultPoint:
Theusageof“it”usedinthesubjectpositiontostandforaninfinitiveoraclause,especiallyinthefollowingsentencestructure:
Itissaid/believed/reported/thought/known…that…
TeachingMethods:
1.Revisiontohelpthestudentsconsolidatethewordslearntinthelastperiod.
2.Practisetohelpthestudentsreviewtheuseof“It”.
3.Pairworkorindividualworktomakeeverystudentworkinclass.
TeachingAids:
1.themultimedia2.theblackboard
TeachingProcedures:
StepⅠGreetings
Greetthewholeclassasusual.
StepⅡRevision
T:Inthelastperiod,wereadapassageabouttheKingofStonehenge.Haveyourememberedanythingaboutit?Whocanretellthetextbriefly?
S1:Letmetry.OnMay3,2002,archaeologistsfoundagraveofamaninEngland.Buriedwithhimweresometools…
T:Verygood.Thankyouforyourperformance.
StepⅢWordStudy
T:Inthereadingpassagewe’velearnt,therearesomewordswhichmeanthesameasthedefinitionsI’llgiveyou.Now,listentomecarefullyandthenfindthewordsandreadthemout.Onestudent,oneword.Isthatclear?
Ss:Yes.
T:OK.Let’sbegin.No1:therulerofanempire,higherthanaking.
S2:Emperor.
T:Yes.No2:theclothesthatpeoplewear.
S3:Clothing.
T:Good.No3:alongstickwithasharppoint,usedasaweapon.
S4:Arrow.
T:No.Thinkitover.
S5:Knife.
T:Yes.Let’sgoon.Itmeansadeeproundbowlusedforcooking.Whichwordisit?
S6:Ithinkthewordis“pot”,isn’tit?
T:Yes.No5:athinweaponthatyoushootwithabow.
S7:Arrow.
T:Right.Thelastone:theamountofspacebetweentwoplaces.
S8:Thewordshouldbe“distance”.
T:Verygood.Now,pleaselookatthescreen.Thesewordscanbeusedasanounoraverb.CanyousaytheirmeaningsinChinese?(Teachershowsthescreenandletthestudentsspeaktogether.Meanwhile,giveanswersonthescreen.)
T：Now,let’sdoanexercise.OpenyourbooksatPage77.LookatEx.2inWordStudy.CompletethesentenceswiththeircorrectformandchangethemintoChinese.I’llgiveyouafewminutestoprepare.Afterthat,I’llasksomestudentstodothem.
T:OK.Timeisup.Haveyoufinished?
Ss:Yes.
T:Well.Thefirstone.Anyvolunteer?
S9:Thefirstblankshouldbefilledin“date”usedasanoun,whilethesecondshouldbefilledin“dates”usedasaverb.ItsChinesemeaningis:日期是2002年5月3日，考古學(xué)家在英格蘭發(fā)現(xiàn)了一個男人的墳?zāi)梗四沟臍v史可追溯到公元前大約2300年。
T：Verygood.Thesecondone?
S:…
StepⅣGrammar
(Teachershowssomesentencesonthescreen.)
T:DothesentencesAandBineachpairhavethesamemeaning?
Ss:Yes.Bothofthetwosentencesineachpairhavethesamemeaning.
T:Arethereanydifferences?Who’dliketotrythefirstpair?
S10:ThesubjectofSentenceAisaninfinitivephrase,whilethatofSentenceBis“It”.InSentenceB,“It”isusedinthesubjectpositiontostandfortheinfinitivephrase.Thereasonwhythesentenceiswrittenlikethatisthatwewanttokeepthebalanceofthesentence.AmIright?
T:Yes.you’reright.SentenceBismoreusualineverydayEnglish.Thesecondpair,LiPing,tryplease.
S11:InSentenceA,thesubjectisathat-clause,whilethesubjectofSentenceBis“It”,whichisusedinthesubjectpositiontostandforaclause.
T:Verygood.Thesentencestructure“Itis+adj.+aninfinitive/aclause”isveryusefulinlearningEnglish.(Teacherwritesthesentencestructureontheblackboard.)Canyoumakeasentencewiththesentencestructure?
S12:Letmetry.Itisdangeroustogooutaloneatnight.
T:Good.WangWei,makeasentencewiththestructure.
S13：Itisnaturalthatachildshouldloveitsmother.
(Teacherwritesthetwosentencesthestudentsmadeontheblackboard.)
T:Welldone.Now.let’sdoanexercise.TurntoPage78andlookatEx.1inGrammar.Rewritethefollowingsentencesusing“it”.Fiveminuteslater,I’llcheckyouranswers.
Suggestedanswers:
1.Itisagreathonourformetobeabletojoininthearchaeologicalresearchproject.
2.Thankstomoderntechnology,itispossibletofindoutmorefactsaboutthemanburiedinthegrave.
3.ItisstillunknownwhetherthemanorganisedtheconstructionofStonehenge.
4.ItisamysteryhowearlymenconstructedStonehengewithouttheuseofmoderntechnology.
T:Youalldidverywell.Now,pleaselookatthescreen.
(Teachershowsthefollowingonthescreen.)
Inthispair,SentenceAandSentenceBhavethesamemeaning.SentenceAincludesaveryusefulsentencestructure.Doyouknowwhatitis?
Ss:Yes.Itis:Itbe+p.p.+that-clause.
(Teacherwritesitontheblackboard.)
T:Lookattheblackboard,please.Here“It”isalsousedinthesubjectpositiontostandforaclause,butitisdifferentfromwhatwereviewedjustnow.Isthatso?
Ss:Yes.
T:Thesentencepattern“Itbe+p.p.+that-clause”canoftenbechangedintothesentencestructure“People+vt.+that-clause”.Thepastparticiplesusedlikethatinthesentencestructureare:reported,believed,thought,proven,known,hoped,suggested,etc.
(Teacherwritesthemontheblackboard.)
T:Areyouclearaboutthat?
Ss:Yes.
T:OK.Let’sdoEx.2atPage78.Firstdothembyyourself,thencheckyouranswerswithyourpartner.Afterawhile,I’llasksomeofyoutoreadoutyoursentences.
StepⅤConsolidation
T:Now,pleaselookatthescreen.TranslatethesentencesintoEnglishusing“it”.
1.據(jù)報道，數(shù)十名兒童在事故中死亡。
2.電腦有可能取代人的位置嗎？
3.核對這些實驗的結(jié)果是重要的。
4.處理這樣的問題，對你來說是困難的。
5.獨自一人去海里游泳是危險的。
6.眾所周知，中國是一個文明古國。
StepⅥSummaryandHomework
T:Inthisclass,we’vereviewedsomenewwordsappearinginthelastperiod,especiallysomewordsusedasnounorverb.We’vealsoreviewedtheuseof“it”,whichisusedinthesubjectpositiontostandforaninfinitiveoraclause.Afterclass,youneedtodomoreexercisestoconsolidatewhatwe’vereviewedabouttheuseof“it”.Besides,prepareforthenextperiod.That’sall.Seeyoutomorrow!
Ss:Seeyoutomorrow!
StepⅦTheDesignoftheWritingontheBlackboard
Unit20Archaeology
TheThirdPeriod
Grammar:Theuseof“It”
Ⅰ.Itis+adj.+aninfinitive/aclause.
e.g.Itisdangeroustogooutaloneatnight.
Itisnaturalthatachildshouldloveitsmother.
Ⅱ.Itbe+?p.p.?(said,reported,believed,thought,proved,known,hoped,suggested,etc.)+that-clause.
(=Peoplesay/report/believe/think…that-clause.)
StepⅧRecordafterTeaching
TheFourthPeriod
TeachingAims:
1.Learnandmasterthefollowing:
root,ivory,jade,climate,mask,accompany,warmly,precious,triangle,digup,emind…of,belongto
2.Reviewthelanguagepointsandtheuseof“It”inthisunit.
3.Trainthestudents’integratingskills,especiallywritingskill.
TeachingImportantPoints:
1.Usefulexpressions:digup,remind…of,belongto
2.Learntocreateaflowchart.
TeachingDifficultPoints:
1.Howtohelpthestudentsunderstandthepassagebetter.
2.Howtocreateaflowchart.
TeachingMethods:
1.Revisiontohelpthestudentsconsolidatethelanguagepointsofthisunit.
2.Fastreadingandcarefulreadingtohelpthestudentsunderstandthepassageexactly.
3.Discussiontohelpthestudentsfinishthetaskofwriting.
4.Individual,pairorgroupworktomakeeverystudentworkinclass.
TeachingAids:
1.themultimedia2.theblackboard
TeachingProcedures:
StepⅠGreetings
Greetthewholeclassasusual.
StepⅡRevision
T:Yesterdaywereviewedtheuseof“it”,especiallyitsusageusedinthesubjectpositiontostandforaninfinitiveoraclause.Now,pleaselookatthescreen.I’llseewhetheryou’vemasteredit.Afterawhile,I’llcollectyouranswers.
(Teachershowsthefollowingonthescreen.)
Completethesentences,payingattentiontotheuseof“it”.
1.______(據(jù)說)thatthisbookhasbeentranslatedintomanydifferentlanguages.
2.______(很可能)thatyourteamwillwin.
3.______（很遺憾）thathecan’tpasstheEnglishtest.
4.Itisimportant______（我們學(xué)好英語）.
5.______(直到250年后)thattheyformedasinglestate.
6.______(是1990年)thatIgraduatedfromtheuniversity.
T:Youalldidagoodjob.Pleaselookatthefifthandthesixthsentenceonthescreenagain.Tellmetheuseof“it”inthetwosentences.Anyvolunteer?
S1:Here“it”isusedforemphasis.
T:You’reright.Thetwosentencesareemphaticconstruction,emphasizingadverbialsoftime“notuntil250yearslater”and“in1990”.Theemphaticconstructionis:Itis/was…that/who…Thisstructurecanbeusedtoemphasizealmostanypartofthesentence.(Bb:Itis/was…that/who…)
Canyougiveanotherexample?
S2:ItwasinthestreetthatIsawLiPingyesterday.
T:Verygood.Ifweemphasizethesubject,theobjectortheadverbialoftime,howshouldwerewriteyoursentence?Whocantry?
S3:Ifweemphasizethesubjectofthesentence,weshouldsay“ItwasIwhosawLiPinginthestreetyesterday”.Thesentence“ItwasLiPingthatIsawinthestreetyesterday.”isusedtoemphasizetheobject.Ifemphasizingtheadverbialoftime,weshouldsay“ItwasyesterdaythatIsawLiPinginthestreet”.AmIright?
T:Yes,you’requiteright.
StepⅢReading
T:OK.Somuchforrevision.Chinaisacountrywithalonghistory.Ithasbrilliantcultureofabout5000years.DoyouknowrootsofChineseculture?
Ss:Wedon’tknow.
T:Now,let’sreadapassageaboutrootsofChineseculture.First,let’sdealwiththenewwordsappearinginthetexttogether.
(Teacherdealswiththenewwordswiththewholeclass.)
T:OK.OpenyourbooksatPage78.Pleasereadthepassagequicklyandanswerthequestionsonthescreen.(Teachershowsthefollowingonthescreen.)
1.WhydidJinshavillagebecamefamousalloverChinain2001?
2.HowdidSanxingduifirstdiscovered?
(Afewminuteslater,teachercheckstheanswers.)
T:Who’dliketoanswerthefirstquestion?
S4:Becausearchaeologistsdiscoveredmorethanathousandculturalrelics,includinggold,jade,bronzeandstoneobjectsaswellasnearlyatonofivory.Thesewillserveastheimportantmaterialsforthestudyoflocalgeography,climateandenvironmentinancienttimes.
T:Anythingelse?
S5:BecausemanyoftherelicstherelookverymuchlikethosefoundatSanxingdui.ArchaeologistsnowthinkthattheJinshaRuinsmayhavebeenthepoliticalandculturalcentreoftheancientShuKingdom,whichmovedfromSanxingduitoChengduabout3000yearsago.
T:Verygood.Thesecondone,anyvolunteer?
S6:Inthespringof1929,afarmerintoday’sNanxingTownwasworkinginthefieldswhenhissonduguparoundpieceofjade.Theyfoundaholefilledwithmorethan400jadeobjects.
T:You’reright.Now,readthewholepassagecarefullyagainandthenanswersomedetailedquestionsonthescreen.
(Teachershowsthequestionsonthescreen.)
1.WhowasthefirsttodiscovertheJinshaRuinsandwhen?
2.BeforetheJinshaRuinswasfound,archaeologistsbelievedhowlongthehistoryofSichuanwas?
3.Since1929,whathavebeenunearthedinSanxingduiRuinsSite?
4.Whatdoarchaeologistshopetodiscorerinthefuture?
T:(Someminuteslater.)Areyouready?
Ss:Yes.
T:OK.Who’dliketoanswerthefirstquestion?
S7:OnFebruary8,2001,constructionworkersfromalocalcompanyfoundivoryandjadeinthemudwhentheywerebuildingroadthere.
T:Good.Thesecondone,Whocantry?
S8:BeforethediscoveriesintheJinshaRuins,itwasbelievedthatSichuanonlyhadahistoryofabout2300years.
T:OK.Howaboutthethirdone?
S9:Since1929,morethan10000relicsdatingbacktobetween5000BCand3000BChavebeendiscovered.53holesweredugupandover1200pieces,includingbronzeandgoldmasks,bronzeobjectsandimages,jadeandivoryhadbeenfound.
T:Welldone.Thelastone,ZhangJun,please.
S10:Theyhopetodiscoversomeofthemysteriouspalaces,tombsofkingsandbronzeandjadeworkshops.
T:Agoodjob!You’reallverycareful.Now,pleaselookatthescreen.Therearesomeusefulexpressionstomaster.(Teachershowsthescreen.)
1.Thephotoremindsmeofchildhood.
2.AttheJinshaRuins,archaeologistsdugupmanypreciousrelics.
3.Thehousedoesn’tbelongtome.
4.Itlookslikerain.
5.Hemusthavebeentherebefore.
6.Theymaynothavecaughtthetrain.
(Bb:remind…of,digup,belongto,looklike,musthavedone,mayhavedone)
T:Now,you’refamiliarwiththereadingpassage.Next,let’slookatthepicture.
(Teachershowsthepictureonthescreen.)
Thisisapreciousbronzestatue,whichwasunearthedintheSanxingduiRuinsSite.Pleaseenjoyitforawhile.(Teachergivesthestudentstwominutestoenjoyit.)
StepⅣWriting
T:OK.Somuchforreading.Archaeologicaldiscoveriesplayanimportantpartinlearningaboutthehistoryandcultureofacountry,soeveryonehasthedutytoprotectthemaftertheyareunearthed.Stealingculturalrelicsisillegalbylaw.Asacitizen,whatshouldwedotoprotectourcountry’srelics?Talkaboutitingroupsoffour.Afterawhile,I’llasksomestudentstoreporttheirresults.Isthatclear?
Ss:Yes.
T:(Afterafewminutes.)Areyouready?(Ss:Yes.)OK.WangLi,telluswhatyou’regoingtodotoprotectourcountry’srelics?
S11:Observethelawaboutthepreservationofculturalrelics.Ifwefindsomeonestealingculturalrelics.Weshouldcallthepoliceatonce.
T:Good.Anythingelse?
S12:Learnaboutculturalrelics.
T:Yes,you’reright.Now,imagineyouhavediscoveredsomeoldthingsundertheground,whatshouldyoudotoprotectthem?Pleasecreateaflowchartshowingthethingsyoushoulddoandthethingsyoushouldnotdo.Beforecreatingyourflowchart,pleaseturntoPage80.Studytheflowchartontheleftandthetipsontherightwithyourpartner.Thentrytocreateyourownchart.Afterafewminutes,I’llcollectyourcharts.Let’sseewhocreatesitbest.Doyouunderstand?
Ss:Yes.
StepⅤSummaryandHomework
T:Inthisclass,we’vereviewedtheuseof“it”bydoingexercises.We’vealsoreadapassageaboutrootsofChinesecultureandlearntsomeusefulexpressions.Afterclass,youshoulddomoreexercisestoconsolidatewhatwe’velearntinclass.Asculturalrelicsareveryimportantinlearningaboutthehistoryandcultureofacountry,wemustprotectthem.Inthisclass,we’velearnttocreateaflowcharttotelleveryonewhatweshoulddoandshouldnotdo.Uptonow,we’vefinishedthewholeunit.Canyoufindsomewordsusedtodescribedarchaeologicaldiscoveries?Afterclass,pleasefinishthehomework.Atlast,reviewallthelanguagepointsofthisunit.Somuchfortoday.Classisover.
StepⅥTheDesignoftheWritingontheBlackboard
Unit20Archaeology
TheFourthPeriod
Ⅰ.Theuseof“it”usedforemphasis
Itis/was…that/who…
Ⅱ.Usefulexpressions:
remind…of,digup,belongto,looklike,musthavedone,mayhavedone
StepⅦRecordafterTeaching
高二英語Unit20Archaeology知識點總復(fù)習(xí)教案-
高二英語Unit20Archaeology知識點總復(fù)習(xí)教案
SectionIII詞匯語法、綜合技能
19.Theivoryandanimalbonesthatwerefoundwillserveasimportantmaterialsforthestudyof…所發(fā)現(xiàn)的象牙和獸骨將作為研究…的重要材料。(p.79IntegratingSkill第一段第4行)▲serveas
(1)意為“充當(dāng)”“擔(dān)任”“起…作用”，也可以是servefor。如：①Sheservedasanurseinahospital.他在醫(yī)院里當(dāng)護士。②Heservedthreeyearsasanofficer.他在軍隊里當(dāng)了三年軍官。③Thefrozenriverservesasaroadthroughoutthebitterwinters.這條結(jié)冰的河流在嚴冬時當(dāng)作道路使用。④ThistempleservedforanoperatingroomduringtheAnti-JapaneseWar.在抗戰(zhàn)時期這座廟曾用來作手術(shù)室。⑤Thiswoodenboxwillhavetoserveforatableuntilthefurniturearrives.在家具運到前不得不把這個木箱當(dāng)作桌子使用。
(2)serve的原意是“為……服務(wù)”“服役”。如：①Weatherforecastsservefarmers,shipsmidairplanes.天氣預(yù)報為農(nóng)民、船只和飛機服務(wù)。②Hehasservedhistimeinthearmy.他在軍隊中已服役期滿。③Theclerkservedthefirmforfortyyears.這個職員已在公司中工作了四十年。
(3)serve可作“招待(顧客)”“侍候(吃飯)”“端菜”“供應(yīng)”解釋。①Therewasnooneintheshoptoserveme.店里沒有一個人招待我。②Wearewellservedwithgasinthiscity.在這個城市我們有很好的煤氣供應(yīng)。③ShallIservethemeat?要我把肉端上來嗎?④Sheservedusaverygooddinner.她給我們做了一頓非常好的飯。
(4)serve有“符合”“適合……使用”之意。如：①Thisdictionarywillserveyourpurpose.這本詞典符合你的需要。②Thatexcusewillnotserveyou.你的那個借口不能成立。③Mymemoryservesmewell.我的記性不錯。④Itisntgoodbutitwillserveme.它不很好，但對我有用。
20.…agoldmaskandabronzestatueofamanremindvisitorsofthebronzemasksandbigbronzestatuesatSanxindui…一個金面具和一個青銅人物雕像使參觀者想起了三星堆的青銅面具和大青銅像。(p.79IntegratingSkill第二段第2行)▲remindsb.ofsth.
(1)remindsb.ofsth.意為“使人想起…”。如：①Thanksforyourgift—itwillalwaysremindmeofyou.謝謝你的禮物——它將使我經(jīng)常想到你。②Thisremindedthemofthedayswhentheywereinthearmy.這使他們想起在部隊的日子。③Whatdoesthepictureremindyouof?這照片使你想起了什么?④Youremindmesomuchofyourbrother,especiallywhenyousmile.你真像你的哥哥，尤其是在你微笑時。
(2)remind可作“提醒某人”解釋，可以跟of或about短語，也可以跟不定式復(fù)合結(jié)構(gòu)。①Pleaseremindmetoanswerthatletter.請?zhí)嵝盐一貜?fù)那封信。②Besuretoremindhertocomebackearly.一定要提醒她早點回來。③IncaseIforget,pleaseremindmeaboutit.我要是忘了，請?zhí)嵝盐?。④IremindedXiaoLiofhispromise.我向小李提起他答應(yīng)過的事。
(3)remind后可跟從句。①MayIremindyouthattimewillsoonbeoff?請允許我提醒你，時間快到了。②ThesightoftheclockremindedmethatIwaslate.看到了鐘提醒了我，我遲到了。③ThatremindsmethatIhaveameetingtoattendthisevening.這使我想起今晚我還有一個會議要參加。④Ihadtoremindmyselfthatbeingconfidentisnotthesameasbeingperfect.我不得不使自己注意，表現(xiàn)得自信并不等于完美。
21.Beforethediscoveries,itwasbelievedthatSichuanonlyhadahistoryofabout2,300years.在這些發(fā)現(xiàn)之前，人們認為四川省只有2300年的歷史。(p.79IntegratingSkill第三段第1行)
▲itwasbelieved句型很常見，是一個以it作形式主語，真正的主語是一個從句放在句末，動詞通常是表示思考、建議，要求，報道等意義的詞?，F(xiàn)小結(jié)如下：
Itisthoughtthat...據(jù)認為……
Itisprovedthat...據(jù)證明……
Itisknownthat...眾所周知……
Itissuggestedthat...據(jù)建議……
Itisbelievedthat...據(jù)信……
Itisreportedthat...據(jù)報道……
Itisannouncedthat...據(jù)宣布……
Itissaidthat...據(jù)說……
Itisrequestedthat...據(jù)要求……
Itisdemandedthat...據(jù)要求……
①Itwasreportedthathalfamillionworkerswereonstrikeintheircountry.據(jù)報道他的國家有五十萬工人罷工。②Ithasbeenannouncedthattheircountrywillsendupanotherman-madesatellitenextmonth.據(jù)宣布他們的國家將在下月再發(fā)射一顆人造地球衛(wèi)星。③IthasbeendecidedthatthesportsmeetwillbeputofftillnextThursday.據(jù)決定運動會推遲到下周四召開。④Itissuggestedthattheysetouttomorrow.據(jù)建議，他們明天出發(fā)。⑤Itwasdemandedthattheworkingconditionsbeimprovedassoonaspossible.據(jù)要求工作條件要盡可能快地改進。⑥Itisrequiredthatweworkeighthoursaday.我們要求一天工作八小時。
在動詞require，demand，suggest，order等后的that從句中，謂語動詞用原形或"should+動詞原形”，這是虛擬語氣的一種形式，如例句④⑤⑥。
22.…whenhissonduguparoundpieceofjade.他的兒子挖得了一塊圓形玉石。(p.79IntegratingSkill第四段第2行)▲digup
(1)digup意思是“挖出”“挖掘”“翻挖”。如：①TheydugupanoldGreekstatue.他們挖掘到一尊希臘雕像。②Theyaredigginguptheroadbehindthepark.他們正在挖掘公園后面的那條路。③Theserelicswereduguplastyear.這些文物是去年出土的。④Thearchaeologistshavedugupsomeinterestingremains.考古學(xué)家挖掘出一些有趣的古物。
(2)digup可引申為“找出”“翻出”之意。①Itsalovelypicture.Wheredidyoudigitup?這張畫很好玩，你在哪兒找出來的?②HisdescriptionfitsperfectlytheevidencedugupbyHenry.他的敘述與亨利找出的證據(jù)完全吻合。③Thefactistrue,butwheredidyoudigitup?那事實不假，但你是在哪里發(fā)現(xiàn)的?
23....butnoneofthemcouldsayinwhichdynastythejadeobjectsweremade.但是沒有一人能說出這些玉器是產(chǎn)自哪個朝代。(p.79IntegratingSkill第四段第3行)▲none
(1)none主要用作代詞，在這里表示“沒有人”。如：①NoneofthemcouldspeakFrench.他們誰也不會講法語。②Afriendtoallisafriendtonone.和誰都是朋友的人和誰都不是真朋友。③Noneofherchildrenhasblondhair.她的孩子沒有一個是金發(fā)的。④Noneofthepassengerswereawareofthedanger.旅客中無人覺察到險情。
(2)none也可以指物或動物，表示“沒有一個”。①Ilikenoneofthebooks.這些書我全不喜歡。②Noneoftheroomsareready.房間一個也沒準備好。③"Howmanyfishdoyoucatch?""None."“你捕到多少魚?”“一條也沒捕到?！?br> none常用在“none+of+名詞”結(jié)構(gòu)中，而nobody,noone或nothing不能用于這種結(jié)構(gòu)中。例如我們可以說Noneofthepensare/ishis.沒有一支鋼筆是他的，但不能說Nooneofthepensishis.。
(3)none用作主語時，謂語動詞既可用單數(shù)，也可用復(fù)數(shù)表示“所有的都不”時動詞用復(fù)數(shù)形式。如：①Noneofusareperfect.我們都不是完人。②Noneoftheanswersareright.所有的答案都錯了。
(4)若表示“其中一個也不”時，謂語動詞用單數(shù)形式。如：①NoneofhisfriendshasbeentoLondon.他的朋友中沒有一個去過倫敦的。②Noneofthemhasanygreatability.他們中間沒有一個有大本事。
但在很多情況下單復(fù)數(shù)的界限并不十分清楚，故常常用單數(shù)或復(fù)數(shù)均可。如：Noneofthetelephonesis/areworking.電話機都壞了。
noneof后接的名詞是限定性的。如：①Wesawnoneofthestudentswhomwediscussedearlier.我們早先討論過的學(xué)生，一個也沒見到。②Wedranknoneofthewinethatyoubrought.你帶來的酒我們一點兒也沒喝若是非限定性的，則應(yīng)用“no+名詞”。如：①Wesawnostudents.我們沒有看到學(xué)生。②Wedranknowine.我們沒喝酒。
另外當(dāng)none代表“no+名詞”時，不可用no，nobody或nothing代替。如：①Shehasatape-recorder,butIhavenone(=notape-recorder).她有一臺錄音機，但我卻沒有。②Tomhasalotoffriends,butJimhasnone(=nofriends).湯姆有許多朋友，但吉姆沒有朋友。
▲none有時可指不可數(shù)的東西，表示“一點兒都沒有”。如：①"Howmuchpetrolisthereinthecar?""None".“車里還有多少油?”“一點都沒有了。”②Iwantedsomemorecoffee,buttherewasnoneleft.我想再喝點兒咖啡，但一點兒都不剩了。
24.YanKaizongaccompaniedhisgrandfatherwhenhegavetherelicsfromtheruinstothestate.嚴開中陪同他的祖父把從遺址發(fā)現(xiàn)的這些文物上交國家。(p.79IntegratingSkill第四段第4行)▲accompany
(1)vt.陪伴，陪同Heaccompaniedaforeignvisitortotheairport(station)．他送外賓去機場(車站)。Letmeaccompanyyoutoyourhotel．讓我陪你去旅館。
(2)vt.為……伴奏Thewell-knownsingerwasaccompaniedatthepianobycomradeWang.王同志為那位著名的歌唱家擔(dān)任鋼琴伴奏。
翻譯：坐在這兒陪我一會兒。
[誤]Sithereandaccompanymeforawhile.
[正]Sithereandkeepmecompanyforawhile.
注意：keepsb.company才表示“陪伴”，和某人作伴的意思，而accompany表示“陪同……去”的意思。
[誤]Ourteacheraccompaniedustogotothepark.
[正]Ourteacheraccompaniedustothepark.
我們的老師陪我們一同去了公園。
25.TheSanxingduiRuinsSitecoversavast12squarekilometres.三星堆遺址占地面積廣闊，約有十二平方公里。(p.79IntegratingSkill倒數(shù)第一段第4行)
▲cover
(1)cover此處意為“占地”“包括(多大范圍)”。如：①Thecitycoversanareaoftensquaremiles.該城面積為十平方英里。②Hisburntareacovered70percentofhisbodysurface.他的燒傷面積達到全身的百分之七十。③Chinastretchesacrossavastareacoveringthecold,temperateandtropicalzones.中國幅員遼闊，包括寒帶、溫帶和熱帶。
(2)cover的原意是“覆蓋”“布滿”之意。如：①Watercoversnearlythirdquartersoftheearthssurface.水大約覆蓋了地球表面的四分之三。②Themountainwascoveredwithsnowalltheyearround.這座山一年到頭都被白雪覆蓋著。③Wecoveredthemachine-gunwithbranchestohideitfromview.我們用樹枝把機槍掩蓋起來，不讓人看見。
(3)cover還有“走……路”“看完……書”“花……費用”之意。如：①MyCarcovered100milesinanhour.我的汽車一小時開了一百英里。②Will150dollarscoverthecostofanewbike?一百元夠不夠買輛新自行車?③Howmanypageshaveyoucoveredtoday?你今天看了多少頁書?④Fiftydollarswillcovermyneedforthejourney.有五十元就夠付這次的旅費了。
(4)cover亦可作“掩護”“控制”解釋。如：①Twopolice-mencoveredthebackdoorandtwocoveredthefront.兩名警察控制住后門，兩名控制前門。②Ourtaskwastocovertheunitsthatweregoingtotakethehill.我們的任務(wù)是掩護要攻占高地的部隊。③Whilewecoveredhimhecrawledforwardandfindattheenemy.在我們的掩護下，他匍匐前進，并向敵人射擊。
(5)cover還有“談到”“涉及”之意。如：①Thetalksareexpectedtocoverothertopics.會談估計還會涉及別的問題。②ThisdictionarydoesnotcoveralltheEnglishverbs.這本詞典不包括英語的全部動詞。③Theirstudiescoverawidefield.他們的研究范圍很廣。
高二英語Unit20Archaeology知識點總復(fù)習(xí)教案
高二英語Unit20Archaeology知識點總復(fù)習(xí)教案
SectionI課前準備、聽力、口語
1.Practiseexpressingcuriosity.聯(lián)系表達好奇心。(p.73Goals)
curiosityn.好奇心;求知欲；珍品,古董;奇人[事、物]奇特性
Heisfullofcuriosity.他充滿了好奇心。
beontiptoewithcuriosity充滿好奇心
fromcuriosity(=outofcuriosity)在好奇心驅(qū)使下
inopencuriosity公然出頭過問與自己無關(guān)的事
Curiouskilledacat.好奇?zhèn)怼?br> 2.DescribethelifeofpeopleinChinaduringtheperiodsabove.描繪一下上圖那個時期中國人的生活。(p.73WarmingUp1)▲describe
(1)vt.形容，描寫
搭配：describe…as把……描繪成，把……說成Wordscantdescribemyjoy.語言不能形容我的快樂。Hedescribedhimselfasateacher.他說自己是老師。
(2)vt.畫(圖形)，制(圖)Hedescribedacirclewithinasquare.他在一個正方形內(nèi)畫了個圓。
(3)短語beyonddescription無法用語言形容的
Theplaywasboringbeyonddescription.這出戲枯燥得難以用語言來形容。
巧記：-scribe動詞后綴；-scription名詞后綴；-scriptive形容詞后綴
聯(lián)想：(派)descriptionn.描寫，形容；種類，性質(zhì)descriptive描述的，說明的
3.…whatdidtheirhomeslooklike?你的家鄉(xiāng)看上去是什么樣子的?(p.73WarmingUp1)
▲What...like?……怎么樣／像什么／什么樣子?
Whatishelike?用來詢問人的性格、能力、成就或給人的印象，亦可詢問外表。
用于指物時，Whatisitlike?用來詢問事物的性質(zhì)、質(zhì)量、特征等，有時候要求作詳細的描述。Whatdoeshe/itlooklike?僅僅用于詢問人或事物的外部特征。--Whatshermotherlike?她母親是什么樣的人?--Oh,sheisquitenice.噢，她相當(dāng)好。--Whatsthenewteacherlike?新老師是什么樣的人?--Hesgotaredbeardandhemakesstupidmistakes.他留著紅胡子，犯一些愚蠢的錯誤。Whatisthetealike?這茶怎么樣?(指質(zhì)量)--Whatwastheconcertlike?音樂會怎么樣?--Itwasexcellent.太妙了。Whatstheweatherlikethismorning?今天上午的天氣怎么樣?--Whatdoesitlooklike?它是什么樣子?--Itssmallandsquare.它很小，是正方形的。--Whatdoeshelooklike?他是什么樣的人?--Heistallandthinandverybadlydressed.他又高又瘦，穿戴很糟。
注意：Whatishe?用來詢問職業(yè)、職務(wù)、社會地位等。Howishe?/Howareyou?通常對身體狀況的詢問。
--Whatisyourbrother?你哥哥是做什么工作的?
--Heisaworker.他是個工人。
--Howareyou?你好嗎?
--Fine,thankyou.Andyou?很好，你呢?
4.I’mcuriousabout…我對…感到好奇。(p.75Usefulexpressions)
▲curiousadj.好奇的；有求知欲的Agoodstudentshouldalwaysbecurioustolearn.好學(xué)生應(yīng)有求知欲。Dontbetoocuriousaboutthingsyouarenotsupposedtoknow.對于不要你知道的事別多去打聽。Itiscuriousthatheshouldhavefailedtowintherace.他竟然沒贏得比賽，真是奇怪。
注意：becuriousabout對……好奇；Itiscurious+that...……是奇怪的；becurioustodosth.渴望去做某事(強調(diào)好奇心態(tài))
辨析：curious，anxious與eager
curious強調(diào)好奇心態(tài)，anxious側(cè)重“憂慮”，
eager作“渴望的，熱切的”強調(diào)一種積極向上的心態(tài)。
Theboyiscuriousabouttheoriginofmankind.這個男孩對人類起源感到好奇。Weareanxiousabouthissafety.我們?yōu)樗陌踩鴳n慮。HeiseagertojointhePLA.他渴望參加人民解放軍。
聯(lián)想：(派)curiouslyadv.好奇地curiosityn.好奇(心)
高考英語備考單元知識搜索與探究歸納Unit20Archaeology
一名愛崗敬業(yè)的教師要充分考慮學(xué)生的理解性，作為高中教師準備好教案是必不可少的一步。教案可以讓學(xué)生更好的吸收課堂上所講的知識點，幫助高中教師緩解教學(xué)的壓力，提高教學(xué)質(zhì)量。關(guān)于好的高中教案要怎么樣去寫呢？為滿足您的需求，小編特地編輯了“高考英語備考單元知識搜索與探究歸納Unit20Archaeology”，歡迎大家閱讀，希望對大家有所幫助。
2011高考英語備考單元知識搜索與探究歸納Unit20Archaeology
自助式復(fù)習(xí)板塊
知識搜索
A.單詞?
1.好奇(心)；古玩(?n?.)____________________
2.裝飾；裝潢(?n?.)____________________
3.人工制品(?n?.)____________________
4.矛；梭鏢(?n?.)____________________
5.皇帝(?n?.)____________________
6.(總稱)衣服；服裝(?n?.)____________________
7.差別；對比(?n?.)____________________
8.厘米(?n?.)____________________
9.黏土；泥土(?n?.)____________________
10.箭(?n?.)____________________
11.墊石；墊子；坐墊(?n?.)____________________
12.武器(?n?.)____________________
13.陶器(?n?.)____________________
14.紀念碑(?n?.)____________________
15.地位；身份(?n?.)____________________
16.遺址；地方(?n?.)____________________
17.面具(?n?.)____________________
18.調(diào)查研究(?n?.)____________________
19.祖國；國家(?n?.)____________________
20.平方的；正方形的(?n?.)____________________
21.巨大；龐大的(?n?.)____________________
22.遙遠的；偏遠的；隔離的(?n?.)____________________
23.近乎；接近(?n?.)____________________
答案：1.curiosity 2.decoration 3.artefact/artifact 4.spear 5.emperor 6.clothing?7.distinction ?8.centimetre 9.clay ?10.arrow ?11.cushion 12.weapon ?13.pottery ?14.monument 15.status 16.site 17.mask 18.investigation ?19.homeland ?20.square 21.vast ?22.remote ?23.approximately
B.短語?
24.挖出；掘起_______________
25.追溯到________________________
26.平均_______(the)________
27.軍事沖突______________
28.有……的歷史have_____________________
29.政治文化中心____________________________
30.占據(jù)了約12公頃的廣大地區(qū)_____________________________ofabout12_____________
31.與……有聯(lián)系be____________?
答案：24.digup 25.datebackto 26.onaverage 27.armedconflict 28.ahistoryof ?29.political?andculturalcenter 30.coveravastarea,squarekilometer 31.linkedto
C.句型?
32.Insidetheroom_____________________(坐著兩個警察).?
33.It’snotcuriousthathehasn’tbeenabletoworkforamonth.Heisill.?
=____________hehasn’tbeenabletoworkforamonth.Heisill.?
答案：32.sat/sittwopolicemen 33.No?wonder
D.語法?
34.Peoplenowbelievethatheisnolongerathief.?
=_____________nowthatheisnolongerathief.?
35.InParisandLondonthestoryhappened.?
=______________inParisandLondon_______thestoryhappened.
答案：34.It’s;believed 35.Itwas,that?
?重難聚焦
重點單詞
要點1 dozen?
Shortlyaftertheaccident,two______policeweresenttothespottokeeporder.?
A.dozenof
B.dozens
C.dozen
D.dozensof?
解析:“數(shù)量詞+dozen”修飾泛指的名詞時，后面不能接of。?
答案:C?
歸納與遷移?
(1)adozen/twodozen...一打，兩打……，其中dozen用單數(shù)形式?
Iwantadozenofpencils,please!
勞駕，我要一打鉛筆。?
(2)dozensof許多?
Thereweredozensofpeoplethere.?
那里有許多人。?
Eggsaresoldbythedozen.?
雞蛋按打賣。?
somedozen(of)people約十二個人?
somedozensofpeople幾十個人
要點2 spare?
—Excuseme,mayIaskyousomequestions??
—Sorry,I’mtoobusyandhaven’tevenaminuteto_______.
A.spendB.spare?
C.shareD.stop?
解析:句意為“我太忙了，一分鐘都抽不出”。表節(jié)省、抽出時間用spare。?
答案:B?
歸納與遷移?
(1)?adj.?多余的；備用的；空閑的?
Ifyouhaveasparebed,mayIstaytonight?
如果你有空床的話，今晚我可以留下嗎？?
Haveyouanysparetimetohelpme?
你有空幫助我嗎？?
(2)?v.?節(jié)??；抽出時間；分出；勻出?
sparenoefforts不遺余力?
Sheneversparesthebutterwhenbaking.?
她烤東西的時候從不吝惜奶油。?
Canyousparemethisbookforawhile?
這本書能讓我看一會兒嗎？?
Canyousparemeafewlitresofpetrol?
你能勻給我?guī)坠蛦幔?br>
重點短語
要點1 intheeyesof?
Heisagoodguy_______ofhisuncle.?
A.ontheeyesofB.onthemindof?
C.intheeyesofD.inthemind?
解析:intheeyesofsb.在某人心目中，在某人看來；inone’smind在想像中。?
答案:C?
歸納與遷移?
(1)intheeyesofsb.=insb.‘seyes在某人心目中，在某人看來?
Inyourfather’seyes/Intheeyesofyourfatheryouarestillachild.?
在你爸看來你還是個孩子。?
(2)keepaneyeonsb./sth.照料?
MaryofferedtokeepaneyeonthebabywhileIwentout.?
瑪麗提出要在我外出時照料孩子。
要點2 intermsof?
_______ofcustomersatisfaction,thepolicycannotbecriticized.?
A.IntermB.IntermsC.ConsideringD.Regarding?
解析:intermsof就……而言。?
答案:B?
歸納與遷移?
(1)intermsof=insth.terms用……的話；以……的觀點；就……而言?
Intermsofthenumbersinemploymentthehotel?industry?wasthesecondlargestSwissindustryin1929.?
在1929年，就雇傭的人數(shù)來說，旅館業(yè)是瑞士第二大產(chǎn)業(yè)。?
Hethoughtofeverythingintermsofmoney/inmoneyterms.?
他每件事都從錢的角度考慮。?
Intermsofmoneywewerequiterich,butnotintermsofhappiness.?
從錢的角度說，我們相當(dāng)富有，但就幸福而言則不然。?
(2)terms?n.?意思是“條件、代價、措辭、表達方式”。?
thetermsofthecontract合同的條款?
thetermsforrentingahouse租房子的價錢?
Heprotestsinthestrongestterms.?
他以最強硬的措辭抗議。?
(3)常用的詞組?
beongood/friendly/bad...termswithsb.與某人關(guān)系好、不好等?
cometotermswithsb.與某人達成協(xié)議
必背句型
要點1 Closetohishandweretwopots,...倒裝句型?
Theyarrivedatthefarmhouse,infrontofwhich_______.?
A.issittingaboyB.sataboy?
C.aboysatD.aboyissitting?
解析:句子中的介詞短語表地點放在句首，句子完全倒裝。?
答案:B?
歸納與遷移?
(1)句子中的介詞短語表地點放在句首，句子完全倒裝。?
Nexttothemlaycushion.?
他們旁邊放著個墊子。?
OnthedeskweretwoEnglishbooks.?
桌子上有兩本英語書。?
Intheteacher’shandisabook.?
老師手里有一本書。?
Alongtheriverbanksarerowsoftrees.?
河兩岸有很多樹。?
(2)當(dāng)主語是人稱代詞時，不倒裝。?
Herehecomes.他來了。
