UNIT 20 ARCHAEOLOGY教案

Unit20Archaeology教案Teaching plan of Unit20 archeologyUnit20Archaeology教案前言：小泰温馨提醒，英语作为在许多国际组织或者会议上都是必需语言，几乎所有学校选择英语作为其主要或唯一的外语必修课。

英语教学涉及多种专业理论知识，包括语言学、第二语言习得、词汇学、句法学、文体学、语料库理论、认知心理学等内容。

本教案根据英语课程标准的要求和针对教学对象是高中生群体的特点，将教学诸要素有序安排，确定合适的教学方案的设想和计划、并以启迪发展学生智力为根本目的。

便于学习和使用，本文下载后内容可随意修改调整及打印。

unit 20 archaeologythe first periodteaching aims:1.learn and master the followingwords:archaeology archaeological archaeologistcuriosity decoration spear some listening.3.learn to express important points:1.improve the students’ listening the students’ speaking ability by talking about archaeological discoveries and practising expressing difficult points:1.how to improve the students’ listening ability.2.how to finish the task of methods:1.looking at some pictures to arouse the students’ interest in archaeology.2.listening-and-answering activity to help thestudents go through with the listening material.3.individual,pair or group work to make everystudent work in aids:1.the multimedia2.the blackboardteaching procedures:stepⅰ greetingsgreet the whole class as usual.stepⅱ lead-int：as we all know,china is a country with an ancient civilization.it has a long history and brilliant you know in what ways we can learn about its history and culture?s1:reading books.s2:watching tv.s3:learning from the teacher in class.s4:surfing the internet.…t:anything else?ss:no.t:we can also go to the museum to visit the unearthed cultural relics,can’t we?ss:yes.t:now,ple ase look at the two pictures on the screen and tell me what you see in the pictures.（teacher shows the screen.）s5:they are:terracotta warriors and horses andinscriptions on bones or tortoise shells.t:you’re warriors and horses is a symbol of the powerful qin dynasty,while inscriptions on bones or tortoise shellsare embryonic forms of chinese characters.the great archaeological discoveries play an important part in learning about china.step ⅲwarming upt:today let’stalk about archaeology unit 20 （bb:unit 20 archaeology）.before talking,please look at the new words.（teacher deals with the new words with the whole class.）open your books and turn to page73.look at the four pictures and tell us what youcan see in each picture.s6:i can see an axe in the first picture.it is a kind of tool used by people of the stone age.t:right.how about the second one?s7:in the second picture is a bronze tripod,which is an ancient cooking vessel of that period.t:good.the third picture.liping,try please.s8:this is a painting on silk of the han dynasty.t:yeah.the last one?s9:i think the last picture is a work of china made in the tang dynasty.t:anything else aboutthe last picture?s10:i guess it is made of tri-colored glazed pottery of the tang dynasty.t:well done.we knowthat the life of people is different during the different let’s describe the life of people during the periods mentioned above.you can describe it according to the questions on the screen.（teacher shows the following on the screen.）1.what did they eat?2.where did they live?3.what did their homes look like?4.what kind of tools did they use?5.what objects have we found from their age?6.what kind of entertainment did they have?first discuss the questions with your partner,and then complete the chart at page73.a few minutes later,i’ll collect your answers.is that clear?ss:yes.t:（five minutes later.）are you ready now?（ss:yes.）now,let’s describe the life of people in the stone age together.t and ss:the people of the stone age ate wild fruits and animals.they usually lived in caves.they used bones of animals,fur and pottery to decorate their caves.the tools they used were mainly stones,sticks and bones of animals.they used bones of animals to make necklaces and bone pins.they were able to make jades.the entertainment for them was to shout and dance with rhythm together.t:ok.who’d like to describe the life of people in the bronze age,the han dynasty and the tang dynasty one by one like what we did justnow?ss:…t:we know there are many important discove ries from these different periods.please look at the followingfour pictures.can you tell us where they were unearthed and where we can go and see them?discuss in groups of four.after a few minutes,i’ll ask some students to talk about them.is that clear?ss:yes.（teacher shows the four pictures on the screen.）t:liu qian,talk about the first picture,please.s11:…step ⅳlisteningt:now,let’s do some listening.look at the listening part at page74.listen to the tape carefully and try to make a drawing of the tool.（teacher plays the tape for the students to listen for the first time.after that,give the students one or two minutes to draw it.if they have some difficulty with it,play the tape again and stop where there are important information related to the drawing.at last,check the drawing with the whole class.）,let’s go on with the exercises in listening.please listen to the tape again and then finish ex.2 and 3 in turn.（teacher plays it again and gives the students enough time towrite down some important information.finally check the answers with the whole class.after that,let the students discuss ex.4 in groups of four and check them.）step ⅴ speakingt:ok.in our daily life,we often come across the topic that we’re interested in and we’reanxious to get some information about it.in order to get some suggestions from others,how do you express your curiosity?now, look at the screen.these are very useful expressions.you should remember them and use them freely.（teacher shows the following on the screen.）i wonder what/who…i really want to know…i’m curious to…i’d love to know…i wonder if/whether…what i’d really like to find out is…i’m curious about…i’d like to know more about…（teacher goes through the useful expressions with the whole class.）t:now,let’s listen to a dialogue between student a and student b.student a talks about a topic he/she is interested in,while student b gives suggestions.（teacher plays the tape for thestudents.after that,teacher says the following.）t:well,open your books and turn to page74.look at speaking.please underline the sentences used to express curiosity.after a while.i’ll ask one of you to read out the you understand?ss:yes.t:（after a while）have you finished?（ss:yes.）anyvolunteer?s12:i’d like to know more about…i wonder what…i’d love to know…what i’d really like to find out is…t:quite right.please practise the dialogue withyour partner for a while.after that,i’ll ask some pairs to act out the dialogue before the class.is thatclear?ss:yes.（several minutes later,teacher asks some pairs to act out the dialogue before the class.）t:thank your for your excellent performances.stepⅵpracticet:now,let’s do some speaking practice.work in pairs or groups and talk about archaeologicalfinds,such as artefacts,tombs or unearthed towns.you can use the expressions we learnt just now to help you carry out the task of speaking.five minutes later,i’ll ask some pairs to perform their dialogues before theclass.step ⅶ summary and homeworkt:in thisclass,we’ve talked about archaeological discoveries an d learnt about the life of people during the different periods.we’ve also done some listening practice and speaking practice.in the speaking part,we’ve mainly learnt to express curiosity using the useful expressions.these expressions are:i wonder what/who…i’m curious to…i wonder if…（teacher writes them on the blackboard.）after class,practise themmore.besides,remember to prepare for the nextperiod.ok.that’s all.class is over.step ⅷ the design of the writing on the blackboardunit 20 archaeologythe first perioduseful expressions:i wonder what/who…i really want to know…i’m curious to…i’d love to know…i wonderif/whether…what i’d really like to find out is…i’m curious about…i’d like to know more about…stepⅸ record after teachingthe second periodteaching aims:1.learn and master the following:（1）words:emperor,pin,find,clay,arrow,bow,cushion,spare,techn ical（2）phrases:date back to,have a hand in,in terms of,in the eyes of（3）sentence patterns:it is certain that…it is thought that…2.train the stu dents’ reading ability.3.let the students learn about the king of the stonehenge discovered by important points:1.improve the students’ reading ability.2.help the students learn about the king of the stonehenge by reading the difficult point:how to help the students understand the passage methods:1.discussion before reading to make the students interested in what they will read.2.fast reading and careful reading to understand the passage correctly.3.pair or group work to make every student take an active part in the activities in aids:1.the multimedia2.the blackboardteaching procedures:stepⅰ greetingsgreet the whole class as usual.stepⅱ discussion and lead-int:in the last period,we spoke of terracotta warriors and horses of emperor you know why emperor qin built it?any volunteer?s1:to continue being emperor.they are also funeraryobjects.t:you’re ,please look at the two questions on the screen.（teacher shows the following on the screen.）1.describe the kinds of objects kings and emperorsin china were buried with.2.why were dead kings given these objects after they died?discuss the questions in groups of four.five minutes later,i’ll ask for your answers.t:（after five minutes）are you ready?ss:yes.t:ok.who’d like to do the firstone?s2:there are weapons,tools,clothing,money andarticles for daily life.t:anything else?s3:jadearticles,silk,jewellery,pottery and china.t:very good.is there anything to add?think itover.s4:servants,warriors,wives of emperors and kings and animals.t:great!the second one?s5:to show off their power and wealth.s6:to continue their luxurious life in the nether world.t:you’re all right.sit down,please.stepⅲ readingt:well,i think everyone must have heard ofthe stonehenge in england.would you like to learn more about it?ss:yes. ,let’s read a passage about the mysterious stonehenge and the king of stonehenge.it must give you an unexpected surprise.before reading the passage,let’s deal with the new words together.（teacher deals with the new words with the whole class.）t:now,please open your books and turn to page75.scan the passage and write down which objectswere found in the grave of the king of stonehenge.a few minutes later,i’ll ask some students to make a list ofthe objects found in the grave.is that clear?ss:yes.t:（after a few minutes）have youfinished?ss:yes.t:ok.who’d like to write down theobjects found in the grave of the king of stonehenge onthe blackboard?ss:（one student comes to the front and write his answers on the blackboard.）（bb:tools,a bone pin,two copper knives,a cushion stone,two gold earrings,a bow and arrows,two pots）t:now,please look at the blackboard.is he right?ss:yes. the passage carefully and then finish the two word webs at page76.（teacher goes among the students and help them deal with some problems they may meet with while reading.）t:well,have you finished them?ss:yes.t:ok.i’ll checkyour answers.wang lin,read out the materials discoveredin the grave.ss:the materialsare:stone,clay,copper,gold,pottery,bone and fur.t:quite right.zhang li,read out the found objects,please.s10:the objects are:two copper knives,a cushion stone,two gold earrings,tools,arrows,a bow,two pots and a bonepin.t:very good.you’re very careful.when reading,youmust come across some sentences and phrases youdon’t ,please look at the screen.i hope they’re of great help to you.（teacher shows the screen and explains them to the students.）1.date back tdate frome.g.in china,the needle treatment dates back to ancient times.2.it is certain that…e.g.it is ce rtain that your team will win.3.buried with him were the tools of a hunter or warrior.（=the tools of a hunter or warrior were buried with him.）4.have a hand ine.g.he had a hand in composing songs for children when he was young.5.in terms ofe.g.in terms of money he is quiterich,but not in terms of happiness.6.it was thought that…;people thought that…e.g.it is thought that the news is not true.7.in the eyes of sb.e.g.you’re only a child in the eyes of him.（bb:date back to,have a hand in,in terms of,in the eyes of,it is certain that…;it is thought that…）t:now we’ve been familiar with thepassage.let’s do an exercise according to thepassage.please look at ex.2 at page 77 in the post-reading part.work in groups of four to discuss first,and then finish the chart.after a while,i’ll ask some of you to read out your you understand?ss:yes.t:ok.please begin.（teacher goes among the students and takes part in their discussion.）t:（after the students discuss for a while,teacher asks some students to talk about their opinions.）who’d like to be the first to have a try?ss:… the passage again and then go on with ex.3.before reading,you need to go through with the requirement in ex.3 first and know what to do.after reading,work in groups of four to talk about the inventions and kinds of science they must have had atthat time.they should be based on the reading passage.is that clear?ss:yes.step ⅳ listening andconsolidationt:now,close your books and listen to the tape.after that,finish the exercise on the screen.（teacher shows the screen and turns on the recorder.）decide if the sentences below are true or false.write the letter “t” if the sentence is true.if it is false,write “f” and correct the error.1 （）when theking of stonehenge died,he was about 50 years old.2（）from tests on his teeth,it is certain that he spent his childhood in england.3 （）the most amazing find was two gold earrings4 （）stonehenge was begun around 2300 bc.5 （）in terms of technical development,people were going from the bronze age to the stone age at that time.6 （）it has been proven that the copper knives came from spain and western france.step ⅴ summary and homeworkt:inthis class,we’ve learnt about the king of stonehenge by reading the passage and also learnt some useful expressions and sentence patterns.after class,you need to do more exercises to master them freely.studying archaeological discoveries can help us learn about thelife of people during different periods,so if you have time,go to visit the local museums or surf the internetto learn more about archaeology.at last,don’t forget to prepare for the next period—language study.so much for today.see you next time!ss:see you next time!step ⅵ the design of the writing on the blackboardunit 20 archaeologythe second periodi.objects found in thegrave:tools,a bone pin,two copper knives,a cushion stone,two gold earrings,a bow and arrows,twopotsⅱ.useful phrases and sentence patterns:date back tohave a hand inin terms ofin the eyes ofit is certain tha t…it is thought that…step ⅶ record after teaching the third periodteaching aims:1.review some new words appearing in the last the use of “it”.teaching important points:1.review the words used as a noun or a verb appearing in the reading passage and learn to complete sentences with their correct form…2.master the use of “it”.teaching difficultpoint:the usage of “it” used in the subject position to stand for an infinitive or a clause,especially in the following sentence structure:it issaid/believed/r eported/thought/known…that…teaching methods:1.revision to help the students consolidate the words learnt in the last to help the students review the use of “it”.3.pair work or individual work to make every student work in aids:1.the multimedia2.the blackboardteaching procedures:stepⅰ greetingsgreet the whole class as usual.stepⅱ revisiont:in the last period,we read a passage about the king of stonehenge.have you remembered anything about it?who can retell the text briefly?s1:let me may3,XX,archaeologists found a grave of a man inengland.buried with him were some tools…t:verygood.thank you for your performance.step ⅲ word studyt:in the reading passage we’ve learnt,there are some words which mean the same as the definitions i’ll give ,listen to me carefully and then find the words and read them student,one word.is thatclear?ss:yes.t:ok.let’s 1:the ruler of anempire,higher than a king.s2:emperor. 2:the clothes that people wear.s3:clothing. 3:a long stick with a sharp point,used as a weapon.s4:arrow.t:no.think itover.s5:knife.t:yes.let’s go on.it means a deep round bowl used for cooking.which word is it?s6:i think the word is “pot”,isn’t it? 5:a thin weapon that youshoot with a bow.s7:arrow.t:right.the last one:the amount of space between two places.s8:the word should be “distance”.t:very ,please look at the screen.these words can be used as a noun or a verb.can you say their meanings in chinese?（teacher shows the screen and let the students speak ,give answers on the screen.）t：n ow,let’s do an your books at page77.look at ex.2 in word the sentences with their correct form and change them into chinese.i’ll give you a few minutes to prepare.after that,i’ll ask some students to do them.t:ok.time is up.have youfinished?ss:yes.t:well.the first one.any volunteer?s9:the first blank should be filled in “date” used as a noun,while the second should be filled in “dates” used as a verb.its chinese meaning is:日期是XX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23XX年。

The Fifth PeriodThe Use of “It”Teaching Aims：Revise and sum up the use of “it"。

Teaching Important Point:Master the use of “it”,especially the emphatic use and the use as a preparatory subject or a preparatory object。

Teaching Difficult Point：How to master the use of “it”correctly。

Teaching Methods：1。

Having a little quiz to revise the common use of “it”。

2。

Inductive method to go through some important sentence patterns with “it”。

3。

Practice to consolidate the use of “it”.Teaching Aids：1.a projector and some slides2.the blackboardTeaching Procedures:Step ⅠGreetingsGreet the whole class as usual.Step ⅡTestT:In the last two periods,we revised the use of “it”.Now let’s have a test.（Teacher shows the following on the screen。

)Tell what the word “it”refers to and its functions：T:Now I’ll give you three minutes to write down your answers on a piece of paper.Then let’s check the answers together。

Unit 20 Archaeology教案Unit20Archaeology教案教学内容：一、学习目标学习并掌握本单元重点词汇与短语；并通过单元阅读认识古文物对研究古文化的重要性，进一步增强保护文物的意识；在语言知识方面，复习it的用法；在语言运用能力方面，运用本单元知识，提高写作能力。

二、语言点讲解.…andwhatdidtheirhomeslooklike?……他们的家看起来像什么样？looklike:其中like是介词像，看来像是……eg:Shelookssomuchlikehermother.她看起来很像她的母亲。

好像要……eg:Lookatthatdarkcloud.Itlookslikerain.看看那乌云，好像要下雨了。

2.…whatobjectshavewefoundfromtheirage?……从他们那个时代，我们已经发现了什么物品？age[c]本处age指的是“时代”（times）eg:themiddleAges（比较：middleage中年）中世纪theStoneAges石器（青铜器，铁器）时代[c]（用anage,ages）意为“长时间”eg:It’sbeenagessincewemet.我们好久好久不见面了。

[U]年龄，年纪（lengthoftimeapersonhaslivedorathinghasexisted）eg:Shelooksyoungerthanherage.她看起来比实际年龄小。

注：相关短语：attheageof20在20岁的时候；forone’sage论年龄eg:Helooksyoungforhisage.他看起来比实际年龄小。

vt.&vi.（人）衰老，变老；（物）成熟eg:Illnessagedhersoquickly.疾病使她衰老得很快。

3.curiosity[kjurI′stI]n.[U]beingcurious好奇心，求知欲eg:Hiscuriositymadehimsucceed.他的好奇心，使他成功了。

高二 Unit 20 Archaeology （Reading）原创教案(人教版高二英语下册教案教学设计)OPEN CLASSBy Fu XiaoyanUnit 20 ArchaeologyPeriod 2 The King of StonehengeTeaching Aims1. Train the students’ reading ability.2. Learn and master the following words and phrases: distinction, centimetre, clay, arrow, dozen, cushion, spare, tend, tend to, approximately, monument, homeland, in terms of.3. Talk about archaeological discoveries.Teaching Important Points1. Improve students’ reading ability.2. Help students master the use of some useful words and expressions.3. Enable the students to understand something about archaeology.Teaching Difficult Points1. How to make students master the main idea of each part.2. How to help the students master the use of some words and phrases.Teaching Methods1. Individual work to understand the main idea of the whole passage.2. Pair work or group work to get every student to take part in the activities.Teaching Aids1. Multimedia2. BlackboardTeaching ProceduresStep 1. Greetings and Lead-inGreet the whole class as usual.Show students some pictures of unearthed objects. And then ask students to answer the two questions:1. Do you know what they are?2. Can you tell me why they were buried with the king or emperor after they died?Encourage students to try their best to talk about these pictures.Step 2. ScanningGive the students five minutes to scan the text and find the answers to the questions on the screen. Collect the word and then write down them on the blackboard.Show the screen:1. What objects were found in the grave of the King of Stonehenge?2. What materials were there in the grave?3. Why were these things given to the king after he died?Five minutes later, check the answers.Step 3 ReadingRead the text and ask students to think about this question: How many reasons are mentioned in the text for the importance of the discovery? What are they?THE KING OF STONEHENGEFind the king↓The objects found in the grave↓Why the discovery is important↙ ↓ ↘reason 1 reason 2 reason 3↓ ↓ ↓richest and oldest three miles away from Central EuropeBy now we’ve had a general idea about the text, but the most important thing for us to know is that the objects are useful to find some information from the cultural relics about the life, culture and some other things in the old times. So we should continue to study the text to see what conclusion we can conclude from the fact. At first let’s read the third paragraph on Page 75.Step 4 Retelling the textGive the students 2 or 3 minutes to prepare, and then ask one of them to retell the text. Show some pictures of the Stonehenge on the screen.Step 5 DiscussionTurn to Page 77, give students some time to discuss these questions in groups and then finish Exercise 3.Step 6 SummaryWe learned the objects in the tomb of the King and the importance of the discovery. But the text also hints that cultural relics are very important and valuable. That is not because they can supply us some very important information about the history of human being.Step 7 HomeworkFinish all the exercises in Post-Reading and Word Study on Page 77.。