高二英语下学期unit20

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Contents 目录

一、 教学内容分析 (Analysis of the teaching materials) 二、 教学目标和要求 (Teaching aims and demands)

三、 教学重点与难点 (Teaching difficult and important points) 四、 教学课时安排 (Teaching arrangements) 五、 教学设计步骤 (Teaching procedures) 六、 评估与反馈 (Assessing)

七、 背景知识(Background Information)

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一．教材内容分析(Analysis of the teaching materials)

“热身”(warming up )部分提供了四幅分别代表不同时期考古成就的图片。设计了四个问题要求同学们对中国古代四个重要时期的人类生活的习惯进行讨论，包括他们所使用的工具，他们的饮食，房屋，及房屋内的装饰品以及他们的娱乐和不同时期具有典型代表的艺术品。这部分的目的在于呈现本单元的中心话题——考古学，及引起同学门对考古学的兴趣，形成一个有关于考古学的信息包，对考古学及中国古代所取得的成就有初步的了解和印象，并引入相关的词汇。

“听力”（listening）部分提供了一段师生对话，要求学生在听的基础上完成细节，根据录音的描述绘画出古代所使用的工具的形状。本部分的目标在于训练 同学们获取细节知识的能力；另一方面有助于加强学生对古代所使用的工具的了解，进一步激发同学们对本单元中心——考古学的兴趣。

“口语”（speaking）部分结合本单元的中心内容，提供了为了获取有效信息，如何表达自己的愿望的句型，要求学生以双人对话的形式，按照例子，用所提供的句型和话题进行对话。对考古学以及考古学的重要发现提出自己的意见和看法。本部分的目的在于促进同学们对考古及考古学的思考，又促进同学在陈诉观点过程中的口头表达能力和语言组织能力。

“读前”（Pre-reading）部分提供了三个与本单元的主题有关的问题，通过启发学生对中国皇帝陪葬的猜测和思考，运用自己已有的文化背景知识和语言知识，来猜测英国史前巨石柱王的情况，并且通过阅读验证自己的猜测。

“阅读”（Reading）部分介绍了人类考古史上的一个重大发现the King of

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Stonehenge in England。这个发现使得考古学家相信那个时期的人们已经和欧洲其他地区有贸易和文化交往。

“读后”（Post-reading）部分设计了三个问题。第一题考察学生对文章内容的理解，要求学生在课文中找出在坟墓里挖掘出来的objects 和 materials。第二题要求学生根据课文信息找出青铜器时代的英国人民和欧洲其他国家和地区的文化和贸易交往。第三题要学生讨论建造the Stonehenge所需的技术，科技，发明和工具。

“语言学习”（Language study）分词汇和语法两部分。词汇部分提供了两组习题，第一题要求学生将词汇和解释相对应，考察学生对词汇的理解和区分能力。第二题要求学生掌握同一单词的不同功能，让学生在语境中应用词汇。语法项目是复习it作为形式主语，形式宾语，和在强调句中的用法。本部分为学生安排了句型转换，情景操练，完成句子等练习，旨在使学生能自如地运用“it”。

“综合技能”（Integrating skills）部分由阅读和写作两方面内容组成。阅读材料介绍了金沙和三星堆两个古文化遗址，旨在告诉世人我国拥有神秘而博大精深的文明。通过对这两个遗址的发掘，对研究我国历史文化具有极其深远的意义。写作部分让学生们讨论在发现古文物时，该做什么，不该做什么。为写作埋下伏笔。通过这些练习，学生不仅对文中提到的内容能够有进一步的理解，而且还能让学生对文物保护有更深的认识。

“学习建议”（Tips）部分提供了如何创作一张flow chart的步骤和资料，以帮助学生更好地完成“综合技能”的写作任务。

“复习要点”（Checkpoint）部分简要总结了本单元的语法重点——it作为形式宾语，形式主语和在强调句中的应用，并给出了一些例句，帮助同学举一反三。同时通过让学生寻找能够描述文物发现的词汇，引导学生对本单元所学的词汇作一次小结。

二． 教学目标和要求(Teaching aims and demands)

根据《英语新课程标准》（实验稿）关于总目标的具体描述，结合高二学生实际和教材内容，我们将教学目标分为语言知识、语言技能、学习策略、情感态度、文化意识五个方面。

1． 语言知识 （Knowledge） 词汇（Vocabulary）： 能理解、内化、运用以下生词—archaeology, archaeological, archaeologist, curiosity,

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decoration, unearth, artefact, emperor, arrow, technical, root, ivory, climate, mask, accompany, precious, site, jade, 短语(Phrases and expressions)：

date back to, have a hand in, in terms of , in the eyes of, dig up, remind of , belong to, look like, must have done, may have done,

功能(Functions)：学习掌握一些用于表达个人好奇和提出建议的句型，如：

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 about more about-----

语法(Grammar)：掌握和运用it的用法

I. Preparatory Subject

1. It be+ p.p./ n./ adj. + that clause

2. It seems /appears/ happens+ that clause 3. It be +n./ adj./ +wh-/how clause 4. It be +adj.+ for/ of sb. to do sth 5. It’s no use doing--- II. Preparatory Object

1. Subject + vt. +it +adj. +to do sth 2. Subject + vt. + it + adj. +that clause III. The emphatic use It be +---+ who/ that----

2. 语言技能 (Skills)

听：能捕捉特定信息、抓关键词，听懂一篇介绍古代工具的文章。训练学生听力理解能力及技能，如从说话人的语气表情判断信息正误的能力等等。 说：能熟练运用所学表达法来表明自己的观点，谈论不同喜好和好奇心，并给出建议；能就本单元相关话题表达看法；能较好地完成一些开放性的话题，以提高在真实语境中的英语交际能力。

读：获取关于考古的相关信息,且进行skimming, scanning, careful reading, generalization; inference等阅读微技能训练。

写：*能有立场，有观点，实事求是地创作一张flow chart。

*写一篇论述利弊观点的小作文。充分想象，清楚地表达出挖掘古代文物

的利弊，并且阐明自己的立场。

3. 学习策略(Strategy)：

认知策略：在学习过程中，善于抓住重点，做好笔记，并能对所学内容进行整理和归纳。

调控策略：能够根据个人的特点和需要安排自己的学习，主动拓宽学习英语的渠道，总结有效的学习方法，能在一定程度上形成自主学习的能力。

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交际策略：能够在课内外活动中积极用英语和他人交流，利用各种机会用英语进行真实的有效的交际的能力。

资源策略：能够有效地使用图书馆、网络等方式查阅有关考古的资料进行信息处理的能力，获得更广泛的英语信息，扩展所学知识。

4. 情感态度(Affect)：

让学生了解考古学的重要性。

能在多种英语学习情境中感受、分享用英语交流的成功与喜悦 培养学生正确的阅读观，和良好的阅读习惯。 让学生学会用辨证和积极的态度对待文物挖掘。

积极参与多种形式的合作学习，有较强的合作精神和互助精神。

5. 文化意识 (Cultural awareness)：

通过学习，了解一些中外著名的考古遗址，从而拓宽他们的文化视野，加深对中外文化遗产的理解和掌握。并且意识到是人民创造了历史，创造了奇迹。

三．教学重点与难点(Teaching difficult and important points)

Important points:

Train the students’ listening ability.

Train the students’ speaking ability by talking about archaeological discoveries

and practicing expressing curiosity. Improve the students’ reading ability. Master the use of “ it”.

Master the new words and expressions in this unit. Difficult points:

How to help the students understand the passage exactly.

The usage of “ it” used in the subject position to stand for an infinitive or a

clause.

How to create a flow chart.

四．教学课时安排(Teaching arrangements)

Period one-----Warming up, speaking and listening Period two and three----- Reading

Period four-----Language Study ( word study and grammar) Period five------ Integrating Skills (reading and writing)

五． 教学设计步骤(Teaching procedures)

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The first period

Teaching aims:

1. Learn and master the following words:

Archaeology, archaeological, archaeologist, curiosity, decoration, unearth, spear, artefact

2. Do some listening 3. Learn to express curiosity. Teaching Important Points:

1. Improve the student’s listening ability.

2. Train the student’s speaking ability by talking about archaeological discoveries and practicing expressing curiosity. Teaching Difficult Point:

1. How to improve the student’s listening ability. 2. How to finish the task of speaking. Teaching Methods:

1. Looking at some picture to arouse the student’s interest in archaeology. 2. Listening-and-answering activity to help the student’s go through with the listening material.

3. Individual, pair or group work to make every student work in class. Teaching Aids: 1. the multimedia 2. the blackboard Teaching Procedures: Step I: Lead-in

Show students two pictures on screen about Archaeology in China. Then ask them to answer some questions together.

Q1: China is a country with a long history and brilliant culture, in which ways can we learn about its history and culture? (Archaeology) Q2: How much do you know about the following pictures?

(①:Terracotta warriors and horses ②:Inscriptions on tones or tortoise shells) Step II: Warming up

1. Talk about the four pictures on P73. Each of them stands for one period in Chinese history. Then ask them questions and help them learn some new words.

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Q1: What are they? (Suggested answers: axe/Bronze tripod/A painting on silk/Tri-colored glazed pottery)

Q2: What can they remind us of ? (Suggested answers: life/culture)

2. Discussion: Let the students discuss the four different periods according to the questions shown on the screen and fill in the form on p73.

Step III: Listening

1. The students are asked to read the requirements of listening part first, then listen to the tape for twice to fill in the blanks on P74.

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2. Play the tape twice for the students to listen and write down their answers. Then check their answers and explain some difficult listening points if necessary. Step IV: Speaking

Task 1: Make a dialogue. Show the students some pictures about famous archaeological discoveries in SanXingdui Ruins Sites in Sichuan Province and the groups of Pyramids in Egypt. Then let one student talk about the picture he/she is interested in. The other gives him/her suggestions according to the useful expressions on P75.

Task 2: Give the students some questions and let them have a free talk according to the questions.

Q1: What’s the importance of archaeology?

Q2: Are there any archaeological sites in your hometown? Q3: What’s your attitude to it?

Q4: How should we deal with the unearthed objects? Step V: Homework

1. Practice using the useful expressions. 2. Preview the reading text on P75.

Period two and three Reading

Teaching Aims:

1. Learn and master the following:

(1) words: emperor, pin, find, clay, arrow, bow, cushion, spare, technical (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 students’ reading ability.

3. Let the students learn about the King of the Stonehenge discovered by archaeologists.

Teaching Important points:

1. Improve the students’ reading ability.

2. Help the students learn about the King of the Stonehenge by reading the passage.

Teaching Difficult Points:

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How to help the students understand the passage exactly. Teaching 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 class. Teaching Aids: 1. the multimedia 2. the blackboard Teaching Procedures:

Step I Greetings

Greet the whole class as usual.

Step II Pre-reading

In the last period, we spoke of terracotta warriors and horses of Emperor Qin. Do you know why Emperor Qin built it?

( to continue being emperor. They are also funerary objects.)

Q: 1. Describe the kind of objects kings and emperors in China were buried with. 2. Why were dead kings given these objects after they died?

A: 1. weapons, tools , clothing, money, articles for daily life, jade, silk, jewellery, pottery ,china, servants, warriors, wives of emperors and kings and animals. 2. To show off their power and wealth.

To continue their luxurious life in the nether world. To be given to him for his use in the next life.

Step III Reading

Let’s read a passage about the mysterious Stonehenge and the King of Stonehenge. It must give you an unexpected surprise.

Q: 1.Scan the passage and write down which objects were found in the grave. 2.Describe the materials found in the grave. 3. The discovery is important for variety of reasons:

A: 1.tools, a bone pin, two copper knives, a cushion stone, two gold earrings, a bow, arrows, and two pots.

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2.stone, clay, copper, gold, pottery, bone and fur. 3. His grave is the richest of any found from that period.

The tow gold earrings buried with him are the oldest found in Britain.

It shows that he was a member of a powerful class who may have organized the

construction of the Stonehenge. Step IV Listening

Listen to the tape. After listening, do the following exercises.

1. From things that were found in the grave, archaeologists now believe that people in the Bronze Age had trade and cultural links with other parts in Europe. Give examples of such links and what was traded. 2. For trade and cultural links as well as life in Britain and the construction of a building such as Stonehenge, people in the Bronze Age must have had knowledge about certain things and certain fields of science. Work in groups to talk about the inventions and kinds of science they must have had, based on the reading passage.

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Step V Appreciation

Show some pictures of Stonehenge.

What do you think of Stonehenge? (students maybe say that it is wonderful, beautiful, mysterious, etc.) Teachers should point out the fact:

Construction took place in three phases, over 25 generations. Most of it was the result of human muscle and a system of ropes and wooden levers used to transport the massive stones. To drag the sarsen stones, weighing up to 45 tones, or the weight of six elephants, from Marlborough Downs, 30 kilometres to the south of Stonehenge, would have been quite a feat. The bluestones, in contrast, were about four tones but are believed to have come from much farther -- the Preseli Mountains nearly 385 kilometres away. Popular theory suggests the stones were rolled to the Welsh shore, carried on raft around the coast and into the River Avon, at Bristol. They would have then been transported through local rivers and then back to land, where they were once again rolled to Salisbury Plain. Then draw a conclusion:

Step VI. Discussion

1. Why was the Stonehenge built or the purpose of the construction? The main theories of the purpose existed and accepted in the world today: Execution ground(刑场) space station（宇宙太空港）

Hunting ground（狩猎场） an astronomical calendar（天文历法仪） temple（宗教寺庙）

2. Suppose your hometown found an ancient grave, and some people suggest digging it up, while others have different opinions. Please make up a dialogue with your partner, express your idea.

Step VII. Consolidation

Close your books, and finish the exercise on the screen. T or F exercises. 1. ( )When the King 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 earrings.

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4. ( ) Stonehenge was begun around 2300BC.

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.

Suggested answers:

1. F 2.F 3.T 4.F 5.F 6.T Step VIII. Summary and homework

In this 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 he life of people during different periods, so if you have time, go to visit the local museums or surf the Internet to learn more about archaeology. At last, don’t forget to prepare for the next period----language study. So much for today.

Period 4 Language Study

Goals: 1) revise some new words.

2) Enable the students to recognize word form 3) Enable the students to use “it”.

Difficulty: “it” is used as the subject position taking the place of “to do”/ “a clause”. Teaching procedures: Step1 Revision:

After reading the passage, we have leant that many objects were buried with the kings and emperors after they died in ancient times. Now, try to use correct words to replace what I’ll describe. Then let students do Exercise1 on page77. Step2 Presentation (word study) 1)

Give examples of some words for the students to compare. Encourage them to E.g. hand Vt.传递 n.手

light Vt. 点燃 n.光亮

Some words can be used as a noun or a verb.

2) Complete the exercises using the correct forms of words. Step3 Grammar

1) Warming up

Last Sunday morning, I got up very early. When I opened the window, I felt very

find out the word functions of the same word.

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excited. Can you guess why? Then show students four sentences and then let students tell the function of “it”. 2) presentation

◆ To find that the ground was covered with snow made me feel excited.

It made me excited to find the ground was covered with snow. It was interesting that we played with snow together.

Summary1. “it” can be used in the subject position to stand for the infinitive, gerund, or a clause. It is ...+ to do/doing/a clause

Then give students some situations for them to practise using “it”. situations:1. go out alone at night 2. win the first prize

3. China will hold Olympic Games

4. maybe Mr. Smith will give a speech here.

Now, please look at the two sentences on the screen: It is said that Tom has come back from abroad.

People say that Tom has come back from abroad.

Summary2. It is also used in the subject position to stand for a clause. But it can be changed into “people + vt. + that clause”. That is, It be+V.p.p+that clause (V.p.p: reported, believed, thought, proven, know, hoped, suggested, hoped…)Then let students do the exerises1and2on page 78. Now let students look at the sentence on the screen and tell the function. ( used to emphasize one part of a sentence) It was last year that Henry gave me a new tie for my birthday. It was Henry who gave me a new tie for my birthday last year . It was for my birthday that Henry gave me a new tie last year. Summary3.强调句型 It is +…that (who)…

Summary4 Impersonal “it” can be used to talk about something or somebody mentioned above such as time, date, weather, distance, season… Step4. practice 1) Pair work

Let students make up a dialogue according to the following situation.

Situation: Tom was robbed of his wallet at the gate of the bank when he was getting out. He called the police at once. Soon a policeman came and asked him and asked him and one of his clerks in the bank. At last, the wallet was found . The possible beginning:

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( V: victim P: policeman) V: Thanks to God, you’ve come at last.

P: Let’s get down to the point. You reported that you were robbed , didn’t you? Where did it happen? V: Right here.

P: Here? At the back gate.

V: Yes, it was at the gate of the bank that I was robbed … 2) Individual work: Complete the following sentences: 1. ______(据报道)dozens of children died in the accident. 2. _______(真遗憾)he can’t swim at his age. 3.It is uncertain _________(他是否参加会议 ). 4.It is important __________( 掌握一门外语 ). 5. _______(在大学时 ) they got to know . 6. _______(看来) that he enjoys pop music. 6. It is an honor ______(举办奥运会).

1.发现事情的真相是迟早的问题。1 2.中国沿海地区常小雨。

3.收到国外朋友的来信是令人激动的事。 4.恐龙是何时灭迹的还是个迷。 5.能参加这项研究是一大荣誉。 6.人们相信火星上没有生命存在。

2)

Choose the best answers:

1. I hate ____ when people talk with their mouths full. A. it B. that C. these D. them

2. It was only when I reread his poems recently _____ L began to appreciate their beauty.

A. until B. that C. then D. do

3. The purpose of new technologies is to make life easier, _____it more difficult. A. not make B. not to make C. not making D. do not make 4. __ Why don’t we take a little break? __ Didn’t we just have____?

A. it B. that C. one D. this

5. It is the ability to do the job ____matters not where you come from or what you are.

1

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A. one B. that C. what D. it

6. _____is mentioned above, the number of the students in senior high school is increasing.

A. Which B. As C. That D. It 7. It was _____he said _____ disappointed me .

A. what; that B. that; that C. what; what D. that; what 8. Someone is ringing the doorbell. Go and see ______. A. who is he B. who he is C. who is it D. who it is 9. The news that they failed their driving test discouraged him,_____? A. did they B. didn’t they C. did it D. didn’t

10. I don’t think _____possible to master a foreign language without much memory work.

A. this B. that C. its D. it

(answers: ABBCB BADDD )

Period five Integrating skills

Teaching Aims: 1. 2. 3.

Learn and master the following: root ivory, jade, site, climate, mask, Review the language points and the use of “it” in this unit. Train the students’ integrating skills, especially writing skill. accompany, warmly, precious, triangle, dig up, remind…of, belong to

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

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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. (T shows the following on the screen.)

Suggested answers: 1. It is said

2. It is possible/likely 3. It’s a pity

4. It was not until 250 years later 5. It was in 1990

6. for us to learn English well You did a good job. Step III Pre-reading activities

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. Task 1

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. (T deals with the new words with the whole class.)

T: OK. Open your books. Please read the passage quickly and answer the questions on the screen.

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Answers: 1.

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. 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 age. 2.

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. Task 2 Careful Reading

Read the whole passage carefully again and then answer some detailed 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 discover in the future? Answers: 1. 2. 3.

On February 8, 2001, construction workers from a local company found Before the discoveries in the Jinsha Ruins, it was believed that Sichuan only Since 1929, more that 10,000 relics dating back to between 5,000BC and ivory and jade in the mud when they were building road there. had a history of about 2,300 years.

3,000BC 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, 4. Task 3

Useful expressions:

They hope to discover some of the mysterious palaces, tombs of kings and

bronze and jade workshops.

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1. The photo childhood.

2. At the Jinsha Ruins, archaeologists 3. The house doesn’t me. 4. It rain.

5. He 6. Step IV Post-Reading Activities A: Thinking Carefully

Work in pairs. Use information from the article and your own ideas to ask and answer the questions raised by yourselves.

Example: If you were Yan Kaizong, would you keep all the jade, gold, bronze and stone objects? Why or why not? B: Discussion

The cultural relics really are regarded as a miracle in the world. They have showed off their charms and fascinated people all over the world. Experts say that the excavation of the ruins is of great significance for the study of the history and culture of a country.

As a citizen, what should we do to protect them?

Step V 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?

T: Are you ready? OK. Wang, tell us what you’re going to do to protect our country’s relics?

Ss: Observe the law about the preservation of cultural relics. If we find someone stealing cultural relics, we should call the police at once. And we should 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 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.

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A suggested flow chart:

六．背景知识(Background Information)

Stonehenge: unearthing a mystery

More than 4,000 years ago, the people of the Neolithic period decided to build a massive monument using earth, timber and eventually, stones, placing it high on Salisbury Plain in Wiltshire, England -- about 137 kilometres southwest of London. Why anyone ever decided to build Stonehenge remains a mystery, with theories ranging from religion to astronomy. Some of what was Stonehenge still stands today,

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as mysterious and sacred as it must have been to the hundreds of people who helped build the site.

The stones of the main monument appear to form layers of circles and horseshoe patterns that slowly enclose the site. First there is an outer stone circle, now mostly in ruin. Within this are a smaller set of stones, also set in a circle. Within the centre of the monument are trilithons -- two pillar stones with one stone on top -- in the shape of a horseshoe. Within this is another smaller set of stones, also in a horseshoe.

But it is a monument made of more than just rocks. There is the henge, or a ditch and bank, that surrounds the stone circle. There is also a laneway that extends from the northeast side of the monument from the open horseshoe to the River Avon, a few kilometres away. Several stones mark this laneway, just outside the henge of the monument.

It doesn't sound all that different from many of the other stone circles being constructed around this time. So, why does this megalithic monument draw so much attention? Christopher Witcombe, a professor of art history at Sweet Briar College in Virginia and an authority on Stonehenge, believes that much of Stonehenge's intrigue can be explained in terms of the advanced architecture shown in the erection of the site.

"The world seems to have gone through a kind of megalithic period where they were moving large stones around and putting them into various positions in the landscape," says Witcombe. "Stonehenge, compared to those, is a fairly sophisticated piece of architecture." The outside set of stone pillars, complete with linking top stones, called lintels, form a complete circle. How the builders would have known how to shape the lintels in such a way so that they remain flat but still form a gentle circle would be considered architecturally advanced for the time period. In addition to this, these top stones were attached to the pillars in a technique still being used by carpenters today -- by mortice-and-tenon joints. The top of the upright stone would have been shaped to have a protruding section that fit into a carved out slot in the lintel.

Although the site may not be as majestic as it once was, it still conveys a sense of power that seems to enclose people in its mystery, allowing no one to escape from the riddle of its purpose. Today, there is enough left of Stonehenge to speculate on its purpose, but not enough to say for sure why or how it was constructed. Astronomers, archaeologists and historians continue to debate theories on its construction and purpose, but the only thing that can be said for certain is a description of what still exists today.

On the outside of the main monument is a circle of 17 sarsen stones, or sandstones, left from a set of about 30. These rocks stand four metres high and weigh about 25 tones each. Some of them still retain their lintels, which would have been secured in a type of tongue-and-groove slot.

All of the stones were brought far distances to Salisbury Plain, using only muscle and primitive tools, like ropes and wooden levers. The sarsen stones are believed to have been brought from Marlborough Downs, 30 kilometres to the north of Stonehenge, which is a feat incomparable by today's standards. But even more intriguing than this is the mystery of the bluestones. They are believed to have come

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