Teaching Aims:
1.Learn and master the following:
root,ivory,jade,site,climate,mask,accompany,warmly,precious,triangle,dig up,remind…of,belong to
2.Review the language points and the use of “It” in this unit.
3.Train the students’ integrating skills,especially writing skill.
Teaching Important Points:
1.Useful expressions:
dig up,remind…of,belong to
2.Learn to create a flow chart.
Teaching Difficult Points:
1.How to help the students understand the passage better.
2.How to create a flow chart.
Teaching Methods:
1.Revision to help the students consolidate the language points of this unit.
2.Fast reading and careful reading to help the students understand the passage exactly.
3.Discussion to help the students finish the task of writing.
4.Individual,pair or group work to make every student work in class.
Teaching Aids:
1.the multimedia
2.the blackboard
Teaching Procedures:
Step Ⅰ Greetings
Greet the whole class as usual.
Step Ⅱ Revision
T:Yesterday we reviewed the use of “it”,especially its usage used in the subject position to stand for an infinitive or a clause.Now,please look at the screen.I’ll see whether you’ve mastered it.After a while,I’ll collect your answers.
(Teacher shows the following on the screen.)
Complete the sentences,paying attention to the use of “it”.
1.______(據(jù)說)that this book has been translated into many different languages.
2.______(很可能)that your team will win.
3.______（很遺憾）that he can’t pass the English test.
4.It is important ______（我們學(xué)好英語）.
5.______(直到250年后)that they formed a single state.
6.______(是1990年)that I graduated from the university.
Suggested answers:
1.It is said
2.It is possible/likely
3.It’s a pity
4.for us to learn English well
5.It was not until 250 years later
6.It was in 1990
T:You all did a good job.Please look at the fifth and the sixth sentence on the screen again.Tell me the use of “it” in the two sentences.Any volunteer?
S1:Here “it” is used for emphasis.
T:You’re right.The two sentences are emphatic construction,emphasizing adverbials of time“not until 250 years later”and “in 1990”.The emphatic construction is:It is/was…that/who…This structure can be used to emphasize almost any part of the sentence.(Bb:It is/was…that/who…)
Can you give another example?
S2:It was in the street that I saw Li Ping yesterday.
T:Very good.If we emphasize the subject,the object or the adverbial of time,how should we rewrite your sentence?Who can try?
S3:If we emphasize the subject of the sentence,we should say “It was I who saw Li Ping in the street yesterday”.The sentence “It was Li Ping that I saw in the street yesterday.”is used to emphasize the object.If emphasizing the adverbial of time,we should say “It was yesterday that I saw Li Ping in the street”.Am I right?
T:Yes,you’re quite right.
Step Ⅲ Reading
T:OK.So much for revision.China is a country with a long history.It has brilliant culture of about 5 000 years.Do you know roots of Chinese culture?
Ss:We don’t know.
T:Now,let’s read a passage about roots of Chinese culture.First,let’s deal with the new words appearing in the text together.
(Teacher deals with the new words with the whole class.)
T:OK.Open your books at Page 78.Please read the passage quickly and answer the questions on the screen.(Teacher shows the following on the screen.)
1.Why did Jinsha village became famous all over China in 2001?
2.How did Sanxingdui first discovered?
(A few minutes later,teacher checks the answers.)
T:Who’d like to answer the first question?
S4:Because archaeologists discovered more than a thousand cultural relics,including gold,jade,bronze and stone objects as well as nearly a ton of ivory.These will serve as the important materials for the study of local geography,climate and environment in ancient times.
T:Anything else?
S5:Because many of the relics there look very much like those found at Sanxingdui.Archaeologists now think that the Jinsha Ruins may have been the political and cultural centre of the ancient Shu Kingdom,which moved from Sanxingdui to Chengdu about 3 000 years ago.
T:Very good.The second one,any volunteer?
S6:In the spring of 1929,a farmer in today’s Nanxing Town was working in the fields when his son dug up a round piece of jade.They found a hole filled with more than 400 jade objects.
T:You’re right.Now,read the whole passage carefully again and then answer some detailed questions on the screen.
(Teacher shows the questions on the screen.)
1.Who was the first to discover the Jinsha Ruins and when?
2.Before the Jinsha Ruins was found,archaeologists believed how long the history of Sichuan was?
3.Since 1929,what have been unearthed in Sanxingdui Ruins Site?
4.What do archaeologists hope to discorer in the future?
T:(Some minutes later.)Are you ready?
Ss:Yes.
T:OK.Who’d like to answer the first question?
S7:On February 8,2001,construction workers from a local company found ivory and jade in the mud when they were building road there.
T:Good.The second one,Who can try?
S8:Before the discoveries in the Jinsha Ruins,it was believed that Sichuan only had a history of about 2 300 years.
T:OK.How about the third one?
S9:Since 1929,more than 10 000 relics dating back to between 5000BC and 3000BC have been discovered.53 holes were dug up and over 1 200 pieces,including bronze and gold masks,bronze objects and images,jade and ivory had been found.
T:Well done.The last one,Zhang Jun,please.
S10:They hope to discover some of the mysterious palaces,tombs of kings and bronze and jade workshops.
T:A good job!You’re all very careful.Now,please look at the screen.There are some useful expressions to master.(Teacher shows the screen.)
1.The photo reminds me of childhood.
2.At the Jinsha Ruins,archaeologists dug up many precious relics.
3.The house doesn’t belong to me.
4.It looks like rain.
5.He must have been there before.
6.They may not have caught the train.
(Bb:remind…of,dig up,belong to,look like,must have done,may have done)
T:Now,you’re familiar with the reading passage.Next,let’s look at the picture.
(Teacher shows the picture on the screen.)
This is a precious bronze statue,which was unearthed in the Sanxingdui Ruins Site.Please enjoy it for a while.(Teacher gives the students two minutes to enjoy it.)
Step Ⅳ Writing
T:OK.So much for reading.Archaeological discoveries play an important part in learning about the history and culture of a country,so everyone has the duty to protect them after they are unearthed.Stealing cultural relics is illegal by law.As a citizen,what should we do to protect our country’s relics?Talk about it in groups of four.After a while,I’ll ask some students to report their results.Is that clear?
Ss:Yes.
T:(After a few minutes.)Are you ready?(Ss:Yes.)OK.Wang Li,tell us what you’re going to do to protect our country’s relics?
S11:Observe the law about the preservation of cultural relics.If we find someone stealing cultural relics.We should call the police at once.
T:Good.Anything else?
S12:Learn about cultural relics.
T:Yes,you’re right.Now,imagine you have discovered some old things under the ground,what should you do to protect them?Please create a flow chart showing the things you should do and the things you should not do.Before creating your flow chart,please turn to Page 80.Study the flow chart on the left and the tips on the right with your partner.Then try to create your own chart.After a few minutes,I’ll collect your charts.Let’s see who creates it best.Do you understand?
Ss:Yes.
A suggested flow chart:
Step Ⅴ Summary and Homework
T:In this class,we’ve reviewed the use of “it” by doing exercises.We’ve also read a passage about roots of Chinese culture and learnt some useful expressions.After class,you should do more exercises to consolidate what we’ve learnt in class.As cultural relics are very important in learning about the history and culture of a country,we must protect them.In this class,we’ve learnt to create a flow chart to tell everyone what we should do and should not do.Up to now,we’ve finished the whole unit.Can you find some words used to described archaeological discoveries?After class,please finish the homework.At last,review all the language points of this unit.So much for today.Class is over.
c
Step Ⅵ The Design of the Writing on theBlackboard
Unit 20 Archaeology
The Fourth Period
Ⅰ.The use of “it”used for emphasis
It is/was…that/who…
Ⅱ.Useful expressions:
remind…of,dig up,belong to,look like,must have done,may have done
Step Ⅶ Record after Teaching