俗话说，凡事预则立，不预则废。教师要准备好教案，这是每个教师都不可缺少的。教案可以让学生们有一个良好的课堂环境，有效的提高课堂的教学效率。那么一篇好的教案要怎么才能写好呢？急您所急，小编为朋友们了收集和编辑了“Unit20Archaeology教案”，大家不妨来参考。希望您能喜欢！

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，考古学家在英格兰发现了一个男人的坟墓，此墓的历史可追溯到公元前大约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.据报道，数十名儿童在事故中死亡。

2.电脑有可能取代人的位置吗？

3.核对这些实验的结果是重要的。

4.处理这样的问题，对你来说是困难的。

5.独自一人去海里游泳是危险的。

6.众所周知，中国是一个文明古国。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.______(据说)thatthisbookhasbeentranslatedintomanydifferentlanguages.

2.______(很可能)thatyourteamwillwin.

3.______（很遗憾）thathecan’tpasstheEnglishtest.

4.Itisimportant______（我们学好英语）.

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

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高二英语Unit20Archaeology教学设计

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，考古学家在英格兰发现了一个男人的坟墓，此墓的历史可追溯到公元前大约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.据报道，数十名儿童在事故中死亡。
2.电脑有可能取代人的位置吗？
3.核对这些实验的结果是重要的。
4.处理这样的问题，对你来说是困难的。
5.独自一人去海里游泳是危险的。
6.众所周知，中国是一个文明古国。
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.______(据说)thatthisbookhasbeentranslatedintomanydifferentlanguages.
2.______(很可能)thatyourteamwillwin.
3.______（很遗憾）thathecan’tpasstheEnglishtest.
4.Itisimportant______（我们学好英语）.
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

高二英语Unit20Archaeology知识点总复习教案-

高二英语Unit20Archaeology知识点总复习教案
SectionIII词汇语法、综合技能
19.Theivoryandanimalbonesthatwerefoundwillserveasimportantmaterialsforthestudyof…所发现的象牙和兽骨将作为研究…的重要材料。(p.79IntegratingSkill第一段第4行)▲serveas
(1)意为“充当”“担任”“起…作用”，也可以是servefor。如：①Sheservedasanurseinahospital.他在医院里当护士。②Heservedthreeyearsasanofficer.他在军队里当了三年军官。③Thefrozenriverservesasaroadthroughoutthebitterwinters.这条结冰的河流在严冬时当作道路使用。④ThistempleservedforanoperatingroomduringtheAnti-JapaneseWar.在抗战时期这座庙曾用来作手术室。⑤Thiswoodenboxwillhavetoserveforatableuntilthefurniturearrives.在家具运到前不得不把这个木箱当作桌子使用。
(2)serve的原意是“为……服务”“服役”。如：①Weatherforecastsservefarmers,shipsmidairplanes.天气预报为农民、船只和飞机服务。②Hehasservedhistimeinthearmy.他在军队中已服役期满。③Theclerkservedthefirmforfortyyears.这个职员已在公司中工作了四十年。
(3)serve可作“招待(顾客)”“侍候(吃饭)”“端菜”“供应”解释。①Therewasnooneintheshoptoserveme.店里没有一个人招待我。②Wearewellservedwithgasinthiscity.在这个城市我们有很好的煤气供应。③ShallIservethemeat?要我把肉端上来吗?④Sheservedusaverygooddinner.她给我们做了一顿非常好的饭。
(4)serve有“符合”“适合……使用”之意。如：①Thisdictionarywillserveyourpurpose.这本词典符合你的需要。②Thatexcusewillnotserveyou.你的那个借口不能成立。③Mymemoryservesmewell.我的记性不错。④Itisntgoodbutitwillserveme.它不很好，但对我有用。
20.…agoldmaskandabronzestatueofamanremindvisitorsofthebronzemasksandbigbronzestatuesatSanxindui…一个金面具和一个青铜人物雕像使参观者想起了三星堆的青铜面具和大青铜像。(p.79IntegratingSkill第二段第2行)▲remindsb.ofsth.
(1)remindsb.ofsth.意为“使人想起…”。如：①Thanksforyourgift—itwillalwaysremindmeofyou.谢谢你的礼物——它将使我经常想到你。②Thisremindedthemofthedayswhentheywereinthearmy.这使他们想起在部队的日子。③Whatdoesthepictureremindyouof?这照片使你想起了什么?④Youremindmesomuchofyourbrother,especiallywhenyousmile.你真像你的哥哥，尤其是在你微笑时。
(2)remind可作“提醒某人”解释，可以跟of或about短语，也可以跟不定式复合结构。①Pleaseremindmetoanswerthatletter.请提醒我回复那封信。②Besuretoremindhertocomebackearly.一定要提醒她早点回来。③IncaseIforget,pleaseremindmeaboutit.我要是忘了，请提醒我。④IremindedXiaoLiofhispromise.我向小李提起他答应过的事。
(3)remind后可跟从句。①MayIremindyouthattimewillsoonbeoff?请允许我提醒你，时间快到了。②ThesightoftheclockremindedmethatIwaslate.看到了钟提醒了我，我迟到了。③ThatremindsmethatIhaveameetingtoattendthisevening.这使我想起今晚我还有一个会议要参加。④Ihadtoremindmyselfthatbeingconfidentisnotthesameasbeingperfect.我不得不使自己注意，表现得自信并不等于完美。
21.Beforethediscoveries,itwasbelievedthatSichuanonlyhadahistoryofabout2,300years.在这些发现之前，人们认为四川省只有2300年的历史。(p.79IntegratingSkill第三段第1行)
▲itwasbelieved句型很常见，是一个以it作形式主语，真正的主语是一个从句放在句末，动词通常是表示思考、建议，要求，报道等意义的词。现小结如下：
Itisthoughtthat...据认为……
Itisprovedthat...据证明……
Itisknownthat...众所周知……
Itissuggestedthat...据建议……
Itisbelievedthat...据信……
Itisreportedthat...据报道……
Itisannouncedthat...据宣布……
Itissaidthat...据说……
Itisrequestedthat...据要求……
Itisdemandedthat...据要求……
①Itwasreportedthathalfamillionworkerswereonstrikeintheircountry.据报道他的国家有五十万工人罢工。②Ithasbeenannouncedthattheircountrywillsendupanotherman-madesatellitenextmonth.据宣布他们的国家将在下月再发射一颗人造地球卫星。③IthasbeendecidedthatthesportsmeetwillbeputofftillnextThursday.据决定运动会推迟到下周四召开。④Itissuggestedthattheysetouttomorrow.据建议，他们明天出发。⑤Itwasdemandedthattheworkingconditionsbeimprovedassoonaspossible.据要求工作条件要尽可能快地改进。⑥Itisrequiredthatweworkeighthoursaday.我们要求一天工作八小时。
在动词require，demand，suggest，order等后的that从句中，谓语动词用原形或"should+动词原形”，这是虚拟语气的一种形式，如例句④⑤⑥。
22.…whenhissonduguparoundpieceofjade.他的儿子挖得了一块圆形玉石。(p.79IntegratingSkill第四段第2行)▲digup
(1)digup意思是“挖出”“挖掘”“翻挖”。如：①TheydugupanoldGreekstatue.他们挖掘到一尊希腊雕像。②Theyaredigginguptheroadbehindthepark.他们正在挖掘公园后面的那条路。③Theserelicswereduguplastyear.这些文物是去年出土的。④Thearchaeologistshavedugupsomeinterestingremains.考古学家挖掘出一些有趣的古物。
(2)digup可引申为“找出”“翻出”之意。①Itsalovelypicture.Wheredidyoudigitup?这张画很好玩，你在哪儿找出来的?②HisdescriptionfitsperfectlytheevidencedugupbyHenry.他的叙述与亨利找出的证据完全吻合。③Thefactistrue,butwheredidyoudigitup?那事实不假，但你是在哪里发现的?
23....butnoneofthemcouldsayinwhichdynastythejadeobjectsweremade.但是没有一人能说出这些玉器是产自哪个朝代。(p.79IntegratingSkill第四段第3行)▲none
(1)none主要用作代词，在这里表示“没有人”。如：①NoneofthemcouldspeakFrench.他们谁也不会讲法语。②Afriendtoallisafriendtonone.和谁都是朋友的人和谁都不是真朋友。③Noneofherchildrenhasblondhair.她的孩子没有一个是金发的。④Noneofthepassengerswereawareofthedanger.旅客中无人觉察到险情。
(2)none也可以指物或动物，表示“没有一个”。①Ilikenoneofthebooks.这些书我全不喜欢。②Noneoftheroomsareready.房间一个也没准备好。③"Howmanyfishdoyoucatch?""None."“你捕到多少鱼?”“一条也没捕到。”
none常用在“none+of+名词”结构中，而nobody,noone或nothing不能用于这种结构中。例如我们可以说Noneofthepensare/ishis.没有一支钢笔是他的，但不能说Nooneofthepensishis.。
(3)none用作主语时，谓语动词既可用单数，也可用复数表示“所有的都不”时动词用复数形式。如：①Noneofusareperfect.我们都不是完人。②Noneoftheanswersareright.所有的答案都错了。
(4)若表示“其中一个也不”时，谓语动词用单数形式。如：①NoneofhisfriendshasbeentoLondon.他的朋友中没有一个去过伦敦的。②Noneofthemhasanygreatability.他们中间没有一个有大本事。
但在很多情况下单复数的界限并不十分清楚，故常常用单数或复数均可。如：Noneofthetelephonesis/areworking.电话机都坏了。
noneof后接的名词是限定性的。如：①Wesawnoneofthestudentswhomwediscussedearlier.我们早先讨论过的学生，一个也没见到。②Wedranknoneofthewinethatyoubrought.你带来的酒我们一点儿也没喝若是非限定性的，则应用“no+名词”。如：①Wesawnostudents.我们没有看到学生。②Wedranknowine.我们没喝酒。
另外当none代表“no+名词”时，不可用no，nobody或nothing代替。如：①Shehasatape-recorder,butIhavenone(=notape-recorder).她有一台录音机，但我却没有。②Tomhasalotoffriends,butJimhasnone(=nofriends).汤姆有许多朋友，但吉姆没有朋友。
▲none有时可指不可数的东西，表示“一点儿都没有”。如：①"Howmuchpetrolisthereinthecar?""None".“车里还有多少油?”“一点都没有了。”②Iwantedsomemorecoffee,buttherewasnoneleft.我想再喝点儿咖啡，但一点儿都不剩了。
24.YanKaizongaccompaniedhisgrandfatherwhenhegavetherelicsfromtheruinstothestate.严开中陪同他的祖父把从遗址发现的这些文物上交国家。(p.79IntegratingSkill第四段第4行)▲accompany
(1)vt.陪伴，陪同Heaccompaniedaforeignvisitortotheairport(station)．他送外宾去机场(车站)。Letmeaccompanyyoutoyourhotel．让我陪你去旅馆。
(2)vt.为……伴奏Thewell-knownsingerwasaccompaniedatthepianobycomradeWang.王同志为那位著名的歌唱家担任钢琴伴奏。
翻译：坐在这儿陪我一会儿。
[误]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。
[误]Ourteacheraccompaniedustogotothepark.
[正]Ourteacheraccompaniedustothepark.
我们的老师陪我们一同去了公园。
25.TheSanxingduiRuinsSitecoversavast12squarekilometres.三星堆遗址占地面积广阔，约有十二平方公里。(p.79IntegratingSkill倒数第一段第4行)
▲cover
(1)cover此处意为“占地”“包括(多大范围)”。如：①Thecitycoversanareaoftensquaremiles.该城面积为十平方英里。②Hisburntareacovered70percentofhisbodysurface.他的烧伤面积达到全身的百分之七十。③Chinastretchesacrossavastareacoveringthecold,temperateandtropicalzones.中国幅员辽阔，包括寒带、温带和热带。
(2)cover的原意是“覆盖”“布满”之意。如：①Watercoversnearlythirdquartersoftheearthssurface.水大约覆盖了地球表面的四分之三。②Themountainwascoveredwithsnowalltheyearround.这座山一年到头都被白雪覆盖着。③Wecoveredthemachine-gunwithbranchestohideitfromview.我们用树枝把机枪掩盖起来，不让人看见。
(3)cover还有“走……路”“看完……书”“花……费用”之意。如：①MyCarcovered100milesinanhour.我的汽车一小时开了一百英里。②Will150dollarscoverthecostofanewbike?一百元够不够买辆新自行车?③Howmanypageshaveyoucoveredtoday?你今天看了多少页书?④Fiftydollarswillcovermyneedforthejourney.有五十元就够付这次的旅费了。
(4)cover亦可作“掩护”“控制”解释。如：①Twopolice-mencoveredthebackdoorandtwocoveredthefront.两名警察控制住后门，两名控制前门。②Ourtaskwastocovertheunitsthatweregoingtotakethehill.我们的任务是掩护要攻占高地的部队。③Whilewecoveredhimhecrawledforwardandfindattheenemy.在我们的掩护下，他匍匐前进，并向敌人射击。
(5)cover还有“谈到”“涉及”之意。如：①Thetalksareexpectedtocoverothertopics.会谈估计还会涉及别的问题。②ThisdictionarydoesnotcoveralltheEnglishverbs.这本词典不包括英语的全部动词。③Theirstudiescoverawidefield.他们的研究范围很广。

高二英语Unit20Archaeology知识点总复习教案

高二英语Unit20Archaeology知识点总复习教案
SectionI课前准备、听力、口语
1.Practiseexpressingcuriosity.联系表达好奇心。(p.73Goals)
curiosityn.好奇心;求知欲；珍品,古董;奇人[事、物]奇特性
Heisfullofcuriosity.他充满了好奇心。
beontiptoewithcuriosity充满好奇心
fromcuriosity(=outofcuriosity)在好奇心驱使下
inopencuriosity公然出头过问与自己无关的事
Curiouskilledacat.好奇伤身。
2.DescribethelifeofpeopleinChinaduringtheperiodsabove.描绘一下上图那个时期中国人的生活。(p.73WarmingUp1)▲describe
(1)vt.形容，描写
搭配：describe…as把……描绘成，把……说成Wordscantdescribemyjoy.语言不能形容我的快乐。Hedescribedhimselfasateacher.他说自己是老师。
(2)vt.画(图形)，制(图)Hedescribedacirclewithinasquare.他在一个正方形内画了个圆。
(3)短语beyonddescription无法用语言形容的
Theplaywasboringbeyonddescription.这出戏枯燥得难以用语言来形容。
巧记：-scribe动词后缀；-scription名词后缀；-scriptive形容词后缀
联想：(派)descriptionn.描写，形容；种类，性质descriptive描述的，说明的
3.…whatdidtheirhomeslooklike?你的家乡看上去是什么样子的?(p.73WarmingUp1)
▲What...like?……怎么样／像什么／什么样子?
Whatishelike?用来询问人的性格、能力、成就或给人的印象，亦可询问外表。
用于指物时，Whatisitlike?用来询问事物的性质、质量、特征等，有时候要求作详细的描述。Whatdoeshe/itlooklike?仅仅用于询问人或事物的外部特征。--Whatshermotherlike?她母亲是什么样的人?--Oh,sheisquitenice.噢，她相当好。--Whatsthenewteacherlike?新老师是什么样的人?--Hesgotaredbeardandhemakesstupidmistakes.他留着红胡子，犯一些愚蠢的错误。Whatisthetealike?这茶怎么样?(指质量)--Whatwastheconcertlike?音乐会怎么样?--Itwasexcellent.太妙了。Whatstheweatherlikethismorning?今天上午的天气怎么样?--Whatdoesitlooklike?它是什么样子?--Itssmallandsquare.它很小，是正方形的。--Whatdoeshelooklike?他是什么样的人?--Heistallandthinandverybadlydressed.他又高又瘦，穿戴很糟。
注意：Whatishe?用来询问职业、职务、社会地位等。Howishe?/Howareyou?通常对身体状况的询问。
--Whatisyourbrother?你哥哥是做什么工作的?
--Heisaworker.他是个工人。
--Howareyou?你好吗?
--Fine,thankyou.Andyou?很好，你呢?
4.I’mcuriousabout…我对…感到好奇。(p.75Usefulexpressions)
▲curiousadj.好奇的；有求知欲的Agoodstudentshouldalwaysbecurioustolearn.好学生应有求知欲。Dontbetoocuriousaboutthingsyouarenotsupposedtoknow.对于不要你知道的事别多去打听。Itiscuriousthatheshouldhavefailedtowintherace.他竟然没赢得比赛，真是奇怪。
注意：becuriousabout对……好奇；Itiscurious+that...……是奇怪的；becurioustodosth.渴望去做某事(强调好奇心态)
辨析：curious，anxious与eager
curious强调好奇心态，anxious侧重“忧虑”，
eager作“渴望的，热切的”强调一种积极向上的心态。
Theboyiscuriousabouttheoriginofmankind.这个男孩对人类起源感到好奇。Weareanxiousabouthissafety.我们为他的安全而忧虑。HeiseagertojointhePLA.他渴望参加人民解放军。
联想：(派)curiouslyadv.好奇地curiosityn.好奇(心)

高考英语备考单元知识搜索与探究归纳Unit20Archaeology

一名爱岗敬业的教师要充分考虑学生的理解性，作为高中教师准备好教案是必不可少的一步。教案可以让学生更好的吸收课堂上所讲的知识点，帮助高中教师缓解教学的压力，提高教学质量。关于好的高中教案要怎么样去写呢？为满足您的需求，小编特地编辑了“高考英语备考单元知识搜索与探究归纳Unit20Archaeology”，欢迎大家阅读，希望对大家有所帮助。

2011高考英语备考单元知识搜索与探究归纳Unit20Archaeology
自助式复习板块
知识搜索
A.单词?
1.好奇(心)；古玩(?n?.)____________________
2.装饰；装潢(?n?.)____________________
3.人工制品(?n?.)____________________
4.矛；梭镖(?n?.)____________________
5.皇帝(?n?.)____________________
6.(总称)衣服；服装(?n?.)____________________
7.差别；对比(?n?.)____________________
8.厘米(?n?.)____________________
9.黏土；泥土(?n?.)____________________
10.箭(?n?.)____________________
11.垫石；垫子；坐垫(?n?.)____________________
12.武器(?n?.)____________________
13.陶器(?n?.)____________________
14.纪念碑(?n?.)____________________
15.地位；身份(?n?.)____________________
16.遗址；地方(?n?.)____________________
17.面具(?n?.)____________________
18.调查研究(?n?.)____________________
19.祖国；国家(?n?.)____________________
20.平方的；正方形的(?n?.)____________________
21.巨大；庞大的(?n?.)____________________
22.遥远的；偏远的；隔离的(?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.短语?
24.挖出；掘起_______________
25.追溯到________________________
26.平均_______(the)________
27.军事冲突______________
28.有……的历史have_____________________
29.政治文化中心____________________________
30.占据了约12公顷的广大地区_____________________________ofabout12_____________
31.与……有联系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_____________________(坐着两个警察).?
33.It’snotcuriousthathehasn’tbeenabletoworkforamonth.Heisill.?
=____________hehasn’tbeenabletoworkforamonth.Heisill.?
答案：32.sat/sittwopolicemen　33.No?wonder
D.语法?
34.Peoplenowbelievethatheisnolongerathief.?
=_____________nowthatheisnolongerathief.?
35.InParisandLondonthestoryhappened.?
=______________inParisandLondon_______thestoryhappened.
答案：34.It’s;believed　35.Itwas,that?
?重难聚焦
重点单词
要点1　dozen?
Shortlyaftertheaccident,two______policeweresenttothespottokeeporder.?
A.dozenof
B.dozens　
C.dozen
D.dozensof?
解析:“数量词+dozen”修饰泛指的名词时，后面不能接of。?
答案:C?
归纳与迁移?
(1)adozen/twodozen...一打，两打……，其中dozen用单数形式?
Iwantadozenofpencils,please!
劳驾，我要一打铅笔。?
(2)dozensof许多?
Thereweredozensofpeoplethere.?
那里有许多人。?
Eggsaresoldbythedozen.?
鸡蛋按打卖。?
somedozen(of)people约十二个人?
somedozensofpeople几十个人
要点2　spare?
—Excuseme,mayIaskyousomequestions??
—Sorry,I’mtoobusyandhaven’tevenaminuteto_______.
A.spendB.spare?
C.shareD.stop?
解析:句意为“我太忙了，一分钟都抽不出”。表节省、抽出时间用spare。?
答案:B?
归纳与迁移?
(1)?adj.?多余的；备用的；空闲的?
Ifyouhaveasparebed,mayIstaytonight?
如果你有空床的话，今晚我可以留下吗？?
Haveyouanysparetimetohelpme?
你有空帮助我吗？?
(2)?v.?节省；抽出时间；分出；匀出?
sparenoefforts不遗余力?
Sheneversparesthebutterwhenbaking.?
她烤东西的时候从不吝惜奶油。?
Canyousparemethisbookforawhile?
这本书能让我看一会儿吗？?
Canyousparemeafewlitresofpetrol?
你能匀给我几公升汽油吗？
重点短语
要点1　intheeyesof?
Heisagoodguy_______ofhisuncle.?
A.ontheeyesofB.onthemindof?
C.intheeyesofD.inthemind?
解析:intheeyesofsb.在某人心目中，在某人看来；inone’smind在想像中。?
答案:C?
归纳与迁移?
(1)intheeyesofsb.=insb.‘seyes在某人心目中，在某人看来?
Inyourfather’seyes/Intheeyesofyourfatheryouarestillachild.?
在你爸看来你还是个孩子。?
(2)keepaneyeonsb./sth.照料?
MaryofferedtokeepaneyeonthebabywhileIwentout.?
玛丽提出要在我外出时照料孩子。
要点2　intermsof?
_______ofcustomersatisfaction,thepolicycannotbecriticized.?
A.IntermB.IntermsC.ConsideringD.Regarding?
解析:intermsof就……而言。?
答案:B?
归纳与迁移?
(1)intermsof=insth.terms用……的话；以……的观点；就……而言?
Intermsofthenumbersinemploymentthehotel?industry?wasthesecondlargestSwissindustryin1929.?
在1929年，就雇佣的人数来说，旅馆业是瑞士第二大产业。?
Hethoughtofeverythingintermsofmoney/inmoneyterms.?
他每件事都从钱的角度考虑。?
Intermsofmoneywewerequiterich,butnotintermsofhappiness.?
从钱的角度说，我们相当富有，但就幸福而言则不然。?
(2)terms?n.?意思是“条件、代价、措辞、表达方式”。?
thetermsofthecontract合同的条款?
thetermsforrentingahouse租房子的价钱?
Heprotestsinthestrongestterms.?
他以最强硬的措辞抗议。?
(3)常用的词组?
beongood/friendly/bad...termswithsb.与某人关系好、不好等?
cometotermswithsb.与某人达成协议
必背句型
要点1　Closetohishandweretwopots,...倒装句型?
Theyarrivedatthefarmhouse,infrontofwhich_______.?
A.issittingaboyB.sataboy?
C.aboysatD.aboyissitting?
解析:句子中的介词短语表地点放在句首，句子完全倒装。?
答案:B?
归纳与迁移?
(1)句子中的介词短语表地点放在句首，句子完全倒装。?
Nexttothemlaycushion.?
他们旁边放着个垫子。?
OnthedeskweretwoEnglishbooks.?
桌子上有两本英语书。?
Intheteacher’shandisabook.?
老师手里有一本书。?
Alongtheriverbanksarerowsoftrees.?
河两岸有很多树。?
(2)当主语是人称代词时，不倒装。?
Herehecomes.他来了。

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