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选修8《Warming up、Pre-reading、Reading、Comprehending》精品教案优质课下载
学生对考古知识了解不是很多，而且里面涉及到一些专业术语，所以本单元对学生来说有一定的难度。但考古知识同时又使学生感到好奇，利于调动他们的积极性，激发他们的学习兴趣，有利于英语教学的开展。
三 教学目标
1. Target language目标语言：
重点词汇和短语
assume, regardless of , sharpen, cut up, scrape, ample, primitive, preserve, bead, botany, botanical, analysis, specific, seashell, specifically
重点句子
We have been excavating layers of ash almost six meters thick, which suggest that they might have kept the fire burning all winter.
Yes, indeed, as the botanical analyses have been specifically showing us, all the fields around there used to be part of a large shallow lake.
2. Ability goals能力目标
Enable the Ss to tell the differences between modern people and Peking man and learn how Peking man lived their lives.
3. Learning ability goals 学能目标
Help the Ss learn to tell the differences between modern people and Peking man and learn how Peking man lived their lives.
四 教学重难点
体会考古学家所用语言，分析，理解并使用考古学家思维进行思考，形成自己的见解。培养学生批判性思维，让学生掌握分析问题及解释问题的方法，并熟练运用。
五 教学过程设计
Step I Revision and Lead-in
Check the homework.
设计意图：The Ss will how their information about Zhoukoudian Caves in the following steps.
Step II Lead in
Ask the Ss to identify the picture in the pre-reading part. (skullcap)
Ask Ss to assume what Peking man might have done and use thousands of years ago.
设计意图：让学升发表自己的见解，引起学生对问题的探究。
Step III Reading
1. Skimming (What is the text about? And three stages of the archaeologist’s part of the dialogue: An archeologist is showing a group of students from England around the Zhoukoudian Caves and telling them something bout the caves.)
2. Scanning (Ask them to write down the three ways in which the life of early people differs from modern ones. Ask them to work in pairs and discuss the questions.