Textbook：Yang Limin， Contemporary College English Listening II， Foreign Language Teaching and Research Press， 2014.

Teaching Contents：Task 2 of Unit 10；

Task 9 of Unit 10.

Teaching Objectives：

Knowledge：

1. Students learn words and phrases；

2. Students learn about history of Stonehenge and New York Subway.

Skill： Students practice spot dictation.

Critical Thinking：“What is a subway station to modern people？”

Teaching Key Point：

Students learn about the history of Stonehenge.

Teaching Difficult Point：

Students complete spot dictation accurately.

Teaching Procedures：

StepⅠ： Lead-in

Good morning， class. Have you ever seen this picture？

I bet you all have. Do you know what it is？

Where did you first see the picture？ I remember seeing it when I first got access to a computer and that picture was the screensaver. I also remember how I felt. I was like “What are they for？” I did not realize that I was asking an unanswerable question， a question still puzzling the world.

Step Ⅱ： Task 2. Today we are going to learn something about the Stonehenge. Before we start listening， do you have any questions about it？ Think about it and lets see whether you can answer your own questions after listening.

1. Students read the questions before listening.

（1） When was the circle of stones put up at Stonehenge？

（2） How heavy were some of the stones？

（3） How might the stones have been transported to the Stonehenge？

（4） How were the stones moved and placed in position？

2. Students listen to the audio again and complete the sentences.

There are many theories about the purpose of the stones. Stonehenge was certainly a meeting place. The stones have been arranged in a particular way to mark sunrise and sunset at certain times during the year. This may have been a place of worship of the sun and also an observatory. One interesting theory suggests that the stones were some kind of computer which was used to predict eclipses of the sun and moon.

3. Students finish exercises and Teacher guides students on how to draw inferences.

Step Ⅲ： Cultural Information： King Arthur， Merlin and the Stonehenge.

Step Ⅳ： Task 9

1. Students watch a video-clip to see New York subway.

2. Students listen to the audio and complete the sentences.

（1） Other subways had already been started in London， Paris， a few other places， but the geological difficulties of building an underground system on a crowded and rocky island were unique.

（2） It s easy to think that the only vertical variation in Manhattan is in the height of the skyscrapers， but New York City on the ground is anything but flat.

（3） The early workers built most of the subway with a technique known as cut and cover. They dug a trench， laid the rails， and then covered it over again.

（4） The cut and cover sections of the subway were built mostly by unskilled laborers， African-American and Irish and Italian immigrants. But Parsons knew he would need specialists for the tunneling sections.

Step Ⅴ： Critical Thinking

What is a subway station to modern people？

Step Ⅵ： Revision and Conclusion

1. Revision：

2. Conclusion： What is history？ Some believes in history lies all the secrets of statecraft， while some believes “Most history is guessing， and the rest is prejudice.” If its true to say history repeats itself， why are we so eager to know all the details in the history？ We study history to widen our horizons， to understand that our present situation is neither natural nor inevitable， and that we consequently have many more possibilities before us than we had thought.

Assignment：Watch BBC documentary Stonehenge to know more about Stonehenge.

【作者簡(jiǎn)介】聶宏藝，湖南文理學(xué)院外國(guó)語學(xué)院。