九年级 u8 stonehenge

人教版九年级英语（素材）Unit8HOWWASSTONEHENGEBUILTHOW WAS STONEHENGE BUILT?The fact that Stonehenge was not built overnight does not in any way diminish the scale of the undertaking. But how could this have been achieved by a Neolithic society? Given the sheer size and weight of the stones, what ingenious devices were employed? And what of the stones?They are not typical of the local geology- indeed, the source of the bluestones, the first stones erected, has now been traced tothe Preseli Mountains of south-west Wales. Somehow these enormous stones were transported to the Salisbury Plains. The stones were surely too heavy for timber rollers. Perhaps they were transported on sledges, on greased tracks of wood, pulled by rope that had been made from the plant fibre of the indigenous lime bark soaked in water for weeks. Modern engineering simulations have surmised that the massive uprights were hauled into place then tipped, using stone counterweights, into position, demonstrating an understanding of the centre of gravity.The technology was staggering. For example, even though the ground is slightly sloping, the lintels are perfectly horizontal. The craftsmen employed carpentry techniques - the lintels were dressed with mortises that would have fitted securely on to the tenons on top of the supporting sarsens, while tongues similar to toggle joints linked each lintel in the outer circle to its neighbour. It was in effect an enormous three dimensional stone puzzle.To get the 9 ton lintels into place, the most likely method of construction may have been via the use of an earth ramp piledup against the uprights. The lintels would then have been hauled up the ramp by ropes into their exact position.Whatever the methods used, for we are still not certain, they demonstrate an astounding level of both achievement and ambition.WHY WAS STONEHENGE BUILT?As to the purpose of Stonehenge, again we can only surmise. But clearly, the very scale of this unique megalithic structure suggests that the area itself was of importance. But for what?Was Stonehenge a temple to the gods? Who were the gods? It is tempting to assign the giant sarsen stones to astrological alignement. The danger here is that you can find an alignement to almost anything if you search hard enough.But one presents itself immediately - Stonehenge is aligned northeast-southwest, and it has been suggested that particular significance was placed by its builders on the solstice and equinox points, so for example on a midsummer's morning, the sun rose close to the Heel Stone, and the sun's first rays went directly into the centre of the monument between the arms of the horseshoe arrangement. It is unlikely that such an alignment can have been merely accidental.[.Com]Or is this too simple? Turning 180 degrees, another alignment becomes apparent…..at the precise moment of the winter solstice, the sun sets exactly between the largest sarsen stones.To validate this, we must look at the society of the time. It had become a society now dependent on the seasons, which determined the success of agriculture. Would mid-winter have been more important to a society that had now becomedependent upon the fortunes of these seasons? Psychologically, mid-winter would have been more of a critical turning point than the balmy days of summer.Perhaps therefore it is a mistake to overstate the monument’s spiritual significance. Certainly the area had been of importance prior to its construction, but it had become more than that - Stonehenge was a clock, a clock that foretold the time not only ofthe solstices but perhaps also of sun and lunar eclipses. This is not to say, however, that the priests did not utilise this very functionalism for religious importance - he or she who could announce or predict the return of the growing season would have wielded great power.WHEN WAS STONEHENGE BUILT?[.Com]Archaeologists have now been able to establish when the construction ofStonehenge began.Between 3100 and 2800 BC the Great Cursus 300 yards from Stonehenge had been constructed - nearly one and a half miles long and 150 yards wide, on an east-west alignment. This was a ditch hewn in the chalk 6 feet deep and wide, and would have appeared brilliant white in the green of what had now become pastureland. Was this used for chariot racing by the ancient Britains, from 'cursus', the Latin term for race course? Or was it a processional way, a path for the dead? The placing of burial mounds, known as the Cursus Barrows, on their edges may support this view.Around 2700 BC, the henge was constructed. Using only picks made of deer antlers, a ditch about 6 feet deep was dug. The spoil from the ditch was used to make the bank on the inside. On the north-east of the henge, an entrance was created by agap in the ditch and bank. Within the bank, a circle of fifty six pits known as the Aubrey holes were dug.Over the next 200 years, between 2700 and 2500 BC, a large number of wooden posts were erected. The ones at the north-eastern entrance may have served as markers for astronomical measurements, in particular the extremes of the moonrise and moonset. Other scholars feel these may have guided people through narrow paths to the ceremonial centre, adding a mystique to the entry. When looked at from the centre of the monument, we can see that the entrance stakes line up - these small posts are six rows deep. The four larger posts furthest away are located in what was later to become the Avenue leading to the north-east. They were perhaps 1m in diameter, possibly whole tree trunks.From about 2500 BC onwards, the first stones arrived. The bluestones were erected and the Avenue, a grand-scale earthwork monument sweeping nearly 2 miles from the River Avon to the north-eastern。

Unit 8 《Stonehenge—Can Anyone Explain Why It Is There?》—Section B 2b-2c 教学设计教学年级：九年级课题名称：《Stonehenge—Can Anyone Explain Why It Is There?》Section B 2b-2c教学版本：Go for it时间：40分钟Part 1 Analysis of the teaching material1.Status and FunctionThe selected teaching material is a reading passage, activities of 3b-3c. It mainly talks about Stonehenge. Such a topic can arouse students’ interests to express their feelings about the nature mystery. In this lesson, students are required to master the identifying conjunctions or phrases.2.Key points and difficult pointsThe key point is to master the new words and expressions and some key sentences.The difficult point is to enable students master correct reading skills. Part 2 Analysis of the studentsThe students in Grade 9 have learned English for some years. They have some basic abilities of listening , speaking ,reading and writing. They have mastered some new words and phrases .They have not learnedsome information about Stonehenge before. It will be a little difficult for them to learn the passage. So I will pay more attention to those who have difficulties in English study.Part 3 Analysis of the teaching aimsAccording to the new curriculum standard, I hope I can achieve the following aims in this class.1).Language aimsAfter the class, Students will master the basic meaning of the new vocabulary. They will know some basic knowledge about Stonehenge. 2).Ability aimsBy the end of this lesson , the students will improve the students’ reading skills.3).Emotional aims:Teach students that we should enjoy the beauty of our world.Part 4 .Analysis of teaching methods and teaching model1.Teaching methodsStudents are the real masters in class while the teacher acts as a director and in order to achieve my goal, I will use the following teaching methods.1.Task-based teaching and learning: I can design several tasks to allow the students to finish the learning task.2.Cooperative learning. Through group work, students can learn how tocooperate well with the others.municative teaching method.2.Teaching aidsIn order to practice my teaching methods better ,I will make good use of the multimedia. It’s more vivid and clear to use multimedia.3.Teaching modelI use the student-centered teaching model in this class .The students should be seen as the center of the class. It can enable learners to learn the lesson more actively and efficiently.Part 5 Teaching procedureAccording to the teaching aims, I will divide the teaching procedures into 6 steps.Step 1:Revision(1).Review the language goal of making inferences.Eg: Whose money is this?Whose mobile phone is this?It could/might be________.It must be_______.It can’t be _______.Step 2 Pre-reading1) Show the students the new words and expressions and ask them to recite the new words one by one.2) Show the picture in this page and the title of the passage to the students and ask them to predict what the passage mainly talk about. Purpose: Check if the students have read the new words and expressions and cultivate their ability to predict.Step3 While-readingPurpose : to enable students to understand the given material better by using different reading skills.1.Fast reading(3a)Read and match the main idea with each paragraph.Para. 1What is it?Para. 2 Who built it?Para. 3What is it?Para. 4What is it used for?2.Intensive reading.1. Read the first and the second paragraph carefully and fill in the blanks. It is a rock circle.It receives more than 750,000 visitors.It is in Britain.They want to see the sun rising on the longest day of the year.2.Read the second paragraph and then fill in the blanks.3.Read the third paragraph and finish the sentences.1. Stonehenge might be ________________.2. Other people believe the stones have _________________.3. Most people agree that the position of the stones must be for _________________. Some think it might be ____________ or a place to ________________. Others think it was built to __________________.4.Read the last paragraph and fill in the blanks.Stonehenge was built slowly over a long period of time. Most historians believe it _______ almost 5000 years old. One of the greatest mysteries is ______________ because the stones are so big and heavy. Paul says, “We don’t really know who built Stonehenge, and perhaps we ______ never know, but we do know they ____________ hard-working—and great planners.”Step 4 Post-readingThe purpose of the step is to give students practice in using the target language.1.Read the article and underline the linking words and phrases.2.Read the article and complete the chart in 2c.plete the sentences with the correct linking words.Task 3 Discussion. Ask the students to discuss the questions with three or four partners.Can you think of any other mysteries, either in China or another part of the world, that are similar to Stonehenge?What do you know about these mysteries?What is mysterious about them?Discuss them with your group.Step 5 SummaryPurpose:This activity will help students to summarize the target language .I will ask the students to sum-up the knowledge that is learned in this class together with me.Step 6 HomeworkPurpose:This activity will help students to consolidate the target language we have learned today. From their homework, I will find out what the students have mastered and what they haven’t .1. Review the new words and expressions you’ve learned today.2. Read the articles in Learning English.3. Preview the new words and expressions.4. Preview 3a-3b on P63-64.Part 6 Blackboard DesignStonehenge—Can Anyone Explain Why It Is There?—Section B 2b-2cStonehenge1.a rock circle2.in Britain3.a temple4.a kind of canlendar5.a medical purpose6.a burial place7.celebrate a victory。

While-reading:Task 1: Skim the passage and then answer the questions below.1. Where is Stonehenge?2. Who built Stonehenge?Task 2: Read and match the main idea with each paragraph.Task 3: 见课本62页Activity 2b 。

Task 4: Read the first paragraph and then answer the following questions.1. What’s Stonehenge?2. Why do people visit Stonehenge in June?Task 5: Read the second paragraph and then fill in the blanks. Para. 1 Para. 2 Para. 3 Para. 41. Who built Stonehenge, when it was built and how it wasbuilt are still mysteries.2. Historians have different ideas about what Stonehengewas built for.3. Stonehenge is not only a famous historical place, butalso a great mystery.4. Different ideas about the purpose of Stonehenge.Historians Historian Paul StokerOpinions believed Stonehenge was a_______ where ancientleaders tried to_______________ the gods•thinks _______________because _____________________________•points out the leadersarrived in England____________Task 6: Read the third paragraph and finish the sentences.1. Stonehenge might be ________________.2. Other people believe the stones have _________________.3. Most people agree that the position of the stones must be for _________________. Some think it might be ____________ or a place to ________________. Others think it was built to __________________. Task 7: Read the last paragraph and fill in the blanks.Stonehenge was built slowly over a long period of time. Most historians believe it _______ almost 5000 years old. One of the greatest mysteries is ______________ because the stones are so big and heavy. Paul says, “W e don’t really know who built Stonehenge, and perhaps we ______ never know, but we do know they ____________ hard-working—and great planners.”Task 8: 见课本63页Activity 2c。