2019-2020年高二英语Unit20 Archaeology教案 人教版.doc

2019-2020年高二英语Unit20 Archaeology教案 人教版I. Teaching aims and demands学习目标和要求：1.topic话题: Talking about archaeological discoveries2.function功能: 1 Expressing curiosity 表达好奇 I wonder what / who . Im curious to . I wonder if / whether. Im curious about .I really want to know. Id love to know.What Id really like to find out is . Id like to know more about . 2 Giving suggestions 提建议You can read some books about that. You could visit a local museum. That may be difficult to find out.3.vocabulary词汇: decoration, spear, pot, emperor, pin, clothing, distinction, centimeter, clay, arrow, dozen, cushion, spare, tend, approximately, average, lorry, link, monument, homeland, status, remote, distant, quantity, mask, acpany, vast, square, triangle tend to, in terms of, in eyes of, lend a hand, serve as, dig up4.grammar语法: 复习it的用法Its certain that the man in the grave spent his childhood in central Europe.It has been proved that the copper knives came from Spain and western France.It was through trade and cultural links that European culture and new techniques were brought to Britain.5.language usage语言运用运用所学语言，围绕结交朋友这一话题，完成教材和练习册中的听、说、写的任务；阅读课文 “The King of Stonehenge” “Roots of Chinese culture” 并联系生活中的实际，书写一篇具有说服力的短文。II. Difficult points 难点III. Main teaching aids教具: A tape-recorder; Multimedia, projector, role cards. Main teaching methods 教法:1. The interaction between the teacher and the students, and among the students themselves; Attention to the students listening, speaking, reading and writing; and so on.2. Listening-andanswering activity to help the students go through with the 限listening material.3. Use both individual work and group or pair work to make every student work and think in class. Periods: 7-8 periods. Teaching procedures 教学过程Period 11. PRESENTATION & REVISION Introduction Archaeology is the science of people and societies from the past. It examines what is left over from ancient times, in the form of artefacts such as bones, tools, buildings or even simply traces of human occupation and presence. Its relation to history is that history covers the time when ancient people had already invented the written language, and left written records. Archaeology is now usually seen to investigate all remains that are dug up. Both archaeology and history are branches of the wider studies of anthropology.2. WARMING-UPScientific traditions in different parts. of the world have developed different time scales to classify what we could call ancient times. Sometimes, time periods are named after the climate, for example, different Ice Ages. Prehistoric times are also often distinguished by the level of technological progress. This seems to result in a fairly consistent pattern, although the dates for various peoples around the world may vary.For the purpose of the Warming Up a selection has been made of a number of distinctive periods. Neither the dating of the periods nor the answers expected of the students in the exercises have any pretense of being scientific.Note: Abbreviations used with time periods are BC for Before Christ, BCE for Before Christian Era, AD for Anno Domini, which means starting from the year Christ was born and CE for Christian Era. Usually, years above 1,000 that do not refer to dates, such as in the expression 5,000 years ago, take a ma. Years above 10,000 always take a ma. In texts or tables where years appear together with figures of more than 1,000 years, (as in the Warming up) the numbers below 10,000 also have a ma. In dates both BC and AD, for examples 1500 BC - 1200 AD, no mas are used.Instructions Ask the students to look at the pictures and the dates and match them with the periods in the chart. Then ask the students to imagine what people during those periods possibly ate (food), what their housing looked like (housing & home decoration), which tools they used, which remains we can find from their time (artefacts) and how they may have spent their time to relax (entertainment). Encourage the students to give realistic answers, but note that answers need not be scientific.Suggested answers to Exercise 1: Stone AgeFood:Meat & Fish (roasted or cooked), fruit, plants and in the later Stone Age probably also bread (grain) and riceHousing: Early Stone Age: caves and tents; Late Stone Age: huts, wooden buildingsHome decoration: Early Stone Age: Wall paintings, animal skins, animal bones;Late Stone Age: Pottery, wall paintings, animal skins, woven materials, objects made of jadeTools: Early Stone Age: Tools made of stones, fishing nets, tools made of wood, tools made of clay (pots), tools made of (fish) bones;Late Stone Age: same but more skilledArtefacts: Bones, rammed earth, traces of fires, tools, simple objects such asjewellery made of animal teeth or bonesEntertainment: Early Stone Age: (Probably) Story telling, maybe singing, and dancing around a fire.Late Stone Age: same + decorating homes, pottery and handicraftsBronze Age Food: Rice, staple food and vegetables from farms, meat from hunted and farm animals, fish, milk productsHousing: Wooden buildingsHome decoration: Painted walls, pots and containers made of clay or bronze, wooden furniture, woven matsTools: Stone and wood, containers of pottery and bronze, weapons made of bronzeArtefacts: Bronze objects, bones, stone objects, pottery and clay figuresEntertainment: Story telling, singing and dancing, music with simple musical instruments, reciting poetry, handicraftsHan Dynasty Food: Fine foods of all varieties, wine and alcoholHousing: Wooden buildingsHome decoration: Painted walls, pots and containers made of clay or bronze, wooden furniture, woven mats and woven silk and woolen clothTools: All kinds of tools made of different metals, wood, glass, or stone.Artefacts: Clay figures, statues, woven cloth of silk and other materials, jade, gold, written bamboo texts, potteryEntertainment: Song and poetry, music with a variety of musical instruments, hunting, eating and drinkingTang Dynasty Food: A choice of fine foods and wines Housing: Wooden and stone buildings Home decoration: Painted walls, pots and vases made of porcelain, wooden, stone and metal sculptures, furniture, woven mats and woven silk and woolen clothTools: All kinds of tools made of different materialsArtefacts: Pottery, tools, jewellery, paper and silk materials, jade, gold and metal objectsEntertainment: Various forms of musical entertainment, reading, hunting, travel, etcSuggested answers to Exercise 2:Examples of famous finds from different periods are: Stone Age:The Banpo Ruins near Xi an (1954-7)The Ruins of Hemudu, Yuyao County, Zhejiang (19734, 1977-8)Bronze Age:The Ruins of Yanshi Erlitou, Yanshi County, Henan (1959)Fuhao Tomb in the Yin Dynasty Ruins, near Anyang City, HenanHan Dynasty:Mawangdui Han tombs (1972, 1973-4) Mancheng Han tombs (1968)Tang Dynasty:The Ruins of the Chang An City of the Tang Dynasty (1957)Tombs of Princess Yongtai, Prince Zhanghuai and Prince Yide (1960-2, 1971)Two tombs of the SouthemTang Dynasty in Dongshan, Jiangning County, Jiangsu (1950)3. LISTENINGIntroduction Between the development of the spear as a hunting weapon, in the early Stone Age, and the development of bow and arrow, in the late Stone Age or early Bronze Age, stood a tool known as a spear thrower, which was probably developed around the middle period of the Stone Age.Spear throwers are known to have been made of bone, deers antlers and, probably wood, although very few wooden objects from that period have survived. Most have been found in France, but there is reason to believe that they were widely used and not confined to Europe. The spear thrower is a small tool, which enables a hunter to throws a spear with greater speed and accuracy over a greater distance. Thus, hunters using spear throwers were better able to hunt for birds and other small animals, while they could stay at a greater distance when attacking large, dangerous animals.Spear throwers, or atlatls, as they are also called, are known to have been (or are) in use with various ethnic groups around the world_ for example the Aborigines of Australia, the Inuit or Eskimo of Canada and Greenland and Indians from Latin America. Rather than believing that these tools were passed on from tradition, archaeologists believe that spear throwers were invented and developed several times by people from different parts of the world.In modem times, the atlatl is used in spear throwing petitions. It is a tool which requires training and skill to reach a high level of accuracy.Instructions Tell the students that they are going to listen to a conversation in which people are talking about an object or a tool Which they have never heard of. Ask the students to listen carefully to all the questions that are being asked and answered and descriptions given of the object, in order to imagine what it looked like, how it may have been used and for what purpose Then ask the students to make a sketch of what they think the tool looks like. For Exercise 2, you may have to let the students listen to the tape another time. Explain that the students in the conversation with their teacher are very curious about the object Curiosity is expressed in the six WH-questions: What? When.? Where? Who? Why? and How? Let the students listen to the tape. and record five such questions, asked by the students on the tape.Having listened to the tape carefully for a few times, it should be possible for the students to answer the questions in Part 3. The final remark by the speaker on the tape leaves the question open as to what the tool would have been used for. Although. the evidence and suggestions seem to be very convincing, we must always keep the option open that archaeological finds may have been used for another purpose than we think. Encourage the students to give as many suggestions as possible, together with a short explanation of how they think the object would be used in ancient times. The emphasis in the exercise is on creativity, not on correctness, so you may encourage the students to give any type of answer they can think of.LISTENING TEXT:T: teacher S: studentT: e and :have a look at this. Isnt it beautiful?S1: What is it?T: Well. Have a good look. S1: Eh. It looks like a short stick to me; about 25 cm long and at the top theres a little carved animal. At the bottom end there are three holes through the stick. I have no idea what it is.T: Right. What else?S1: Theres a small goat thats looking over its shoulder. And theres something funny on the right. What is it?T: Thats two legs of a young baby goat that is being born. At least, thats what some people think. S1: Really? What does it mean?T: We dont know. The meaning was lost.S2: What was it used for?T: It is an ancient weapon. One of the oldest on earth. S2: How can such a short stick be used as a weapon?T: Very big animals walked around the earth .S2: Yeah dinosaurs.T: No, not dinosaurs. But there were bears that were two or three times bigger than today and very large kind of elephants that had long brown hair. It was too dangerous to fight them with sticks or knives, or even spears, so people developed this weapon.S2: I dont understand. How did it work?T: You cant throw a spear very far with your arm, maybe 50 metres. But using this tool it could be thrown six times farther, and with greater speed.S2: How?T: Look at the three holes. One held a stone for balance, one a small piece of wood or leather, and a piece of rope was tied into the smallest one: A spear of about 180 cm was laid on the stick, resting against the small piece of wood or leather. With a pull on the string and a movement of the arm, the spear would be thrown.S2: Gee! Is it very old?T: 10 to 20,000 years.S1: Where was it found?T:It was discovered in a cave in southern France.S2: How do you know that it was used for what you say?T: We dont know for sure. After people stopped using it in Europe, other people in 50uth America and Australia invented it again, by themselves. They use it to throw spears, so we think it1s the same thing.S1: So you could be wrong about it?T: Yes. We cant ask the ancient people how they used it, so we must guess. What do you think it could be?Answers to Exercise 2:1 What is it?2 What does it mean?3 How did it work?4 How do you know that it was used for what you say? 5 Where was it found?Answers to Exercise 3:1 A tool to throw spears.2 About 300 metres.3 Giant bears and giant hairy elephants 4 They invented it again.Answers to Exercise 4:To make fire; decoration; a weapon to hit people; a tool to conduct music or rhythm etc4. SPEAKING Introduction One of the easiest and most successful ways of making contact with other people is by showing interest in what they are doing or interested in. And of these, expressing curiosity is most engaging, and will lead to a rewarding conversation. It should be noted that the WH-questions are not always appropriate to begin a conversation with a stranger, as they can be experienced as very intrusive or even rude. The useful expressions listed in the box for the Speaking exercise are much more suitable ways of expressing curiosity in such situations. Showing interest and curiosity is a very natural way of opening a conversation with strangers. Although we can think of situations where curiosity is directly instrumental to get more information, for example about work-related topics, expressing curiosity is also a very good way of starting small-talk or getting a conversation started or keeping it going during a dinner, a party or any- other informal situation.Instructions Ask the students to read and practise the sample dialogue in the book. Then ask them to have a look at the useful expressions. Tell the students to form pairs or small groups to talk about archaeological finds such as atrefacts, unearthed tombs or towns and the life of ancient people. Encourage students to use the materials and notes from the Warming Up exercise.Sample dialogues:A: What I wonder about is how people in the Stone Age could live with this constant fear of being attacked by giant wild animals.B: Well. I suppose they didnt think about it all the time. A: Dont you see? There were very few ways they could protect themselves.B: Didnt they have spears and other weapons?A: Yes, but not a lot. But Id like to know more about the way they felt. What they thought and how they lived.B: Hmmm. You could visit a museum and find out what archaeologists have written about that.A: Yeah. I am really curious about life of lets say Peking Man.B: Oh. Then you can go to Zoukoudian. Its not very far from Beijing, you know.etc5. SUMMARY & HOMEWORK1. Preview the reading text2. Learn the new words and expressions by heart.3. Get ready to be examined in the speaking activities. Period 21. PRESENTATION & REVISION1. Ask the Ss to tell what they learned in the last period and their opinions about what a good friend should be.2. Ask the Ss to tell if there was anything unhappy that once happened between them and their friends and how they solved it.3 Check up some pairs to act out their opinions about “SPEAKING” Today, well read an interesting story about a pair of strange friends. Can you tell me what can be your good friend besides a person?2. PRE-READING Introduction On May 3rd xx, archaeologists in England found the grave of a man dating back to around 2300 BC, the Early Bronze Age in Britain, at Amesbury in Wiltshire, England. The grave lay three miles southeast of Stonehenge. His grave was the richest from this period (the early Bronze Age) ever found in Britain and contained the countrys first gold objects. The grave contained the richest array of items ever found from this period. Around 100 objects were found, including the plete skeleton of a man, three copper knives; two small gold hair tresses, two sandstone wrist guards to protect his wrists from the bow string, 16flint arrowheads and five pots. This makes the grave the richest Bronze Age find in Britain - there are ten times the usual number of finds from other graves. The gold is the earliest found in Britain. It seems likely that the objects were buried with the man for his use in the next life. The media dubbed him the Amesbury Archer, or the King of Stonehenge.The number of ancient graves belonging to royal or rich people in China exceeds any number of possible graves in Europe, and as civilisation in China was more advanced, these graves usually also contain more and better preserved objects. In addition to that soil conditions and the climate in China will have been better to preserve buried objects than in many Western countries. On the other hand, over the course of many centuries a large number of graves in China have been robbed. Still, a number of graves have been found that have not been robbed.Instructions The pre-reading questions help the students to think about ancient graves and finds. The third exercise asks students to have a quick look at the text and scan for specific information. Answers to the exercises:1 Pots and other containers filled with food, rice, grain or wine. Weapons or even armies made of clay, models of houses, palaces, life-size models of cars and horses, valuable objects and jewellery, things, objects and tools from everyday use, paintings, books and musical instruments and sometimes real people such as their wives or slaves.2 They were given these things to use in their life after death.3 The objects which students can probably easily scan are: a pin, clothing, a coat, a knife, earrings, arrows and a bow. Students may also list: clothing, tools, weapons, pottery and jewellery. Students need not write down what objects were made of gold.3. READING Introduction In xx, a team of archaeologists were excavating before the beginning of a construction project of a housing scheme at Amesbury, Wiltshire. There are laws in England that make it a requirement for developers to have the land they are building on investigated for archaeological remains and have these excavated. The archaeologists were expecting to find artefacts from Roman times. Work in the area was almost finished when they had a look at the far er of the site where a school building was planned. Work started in the morning and soon a grave was found containing pottery from the early Bronze Age in Britain. They finally finished the excavation by car headlights at just before 2am.After the excavation was pleted, the finds were taken to a laboratory, where they were cleaned, recorded and analysed. They were .later tested by the British Museum, and the National Museum of Wales among others. The media were informed and within a few days the news had gone around the world. Papers were written for academic journals.Instructions Ask the i-students to read the text paying attention to what was found and what archaeologists think these finds show. Archaeology is in interdisciplinary field of studies. That means that archaeologists make use of a wide variety of techniques from different branches of science to do their work. Not only do they use sources from history and linguistics, they also study botany, biology, physics and chemistry to help them with their analysis of their finds. As with other sciences, observation of tiny details is essential. When archaeologists dig up any findings they have to observe carefully what is fou