UNIT1 MADAME CURIE教学目标-教学教案
unit1 Madame Curie教学目标(篇二)
unit1 Madame Curie教学目标教学目标1．交际用语；掌握交际用语中关于Certainty and uncertainty 的使用，并使学生能够熟练运用下列表达： Perhaps I'll go to that one。
Maybe it was useful for some people。
I'm not sure if/whether…I doubt if he'll be asked to speak again next year。
I'm not sure that …I'm sure …2。
语言点：掌握词语succeed ， devote， set off， pay off 等的用法3．语法：复习定语从句的用法4．语言运用及情感，价值观：运用所学语言，完成教科书和练习册中所规定的听说读写的任务；阅读课文Madame Curie"，确切理解，让学生了解科学家居里夫妇一生为人类作出的贡献，引导他们学习居里夫妇从事科学事业所表现出来的毅力，勇气和献身精神，并完成有关课文内容的练习。
教学建议Lesson 1教学建议教学教法建议：由于高三学年的学习面临着高考任务，因此应从第一节课开始，向学生宣讲"突出语篇，强调应用，注意实际。
"这十二个字为高考题原则。
从现在起以语篇为基本单位，进行全面的综合的高考复习，本学年除要学完高三两册课本内容外，还需要有一定时间进行各项分类讲解与练习以及综合试卷的模拟练习，因此，对于课本内容的处理应根据本校，本教学班的具体英语水平及程度进行适当调整。
若学生程度较好，可将课文主要作为阅读材料进行处理，建议每单元（包括听力）用三课时完成。
若学生程度较弱，对课文内容的处理可以从细，尤其是对每篇文章结构，主旨大意，难句，高考中常考到的词语用法，异同辨析等的讲解，练习与检测。
当然，对于部分课后练习以及课文内容依然要做适当删减，删减标准，以上述十二字原则为准。
unit1 Madame Curie
unit1 Madame Curie教学设计Unit 1 Lesson 1 Unit 1 Lesson 1Step 1 Check the pronunciation of the new words in Unit 1Ask one or two students to read aloud the new words one by one, correct their pronunciation and then ask all the students to read aloud after the teacher . Step 2 DialogueTell the students “Now , we are going to listen to a dialogue about a medical conference. Here are two questions for you to think about while you are listening. I’ll play the tape twice and you are supposed to give the answers and the key words that support your answers.”Tell the students the two questions and write them on the blackboard if necessary.Questions: 1. Is it a good conference this year?2. What is it like?I. ListeningPlay the tape for the students to listen to. Try asking them to answer the two questions at the end of the first time. If most of them can answer the questionsproperly, you can let the students repeat the dialogue sentence by sentence at the second time.II. Answering questionsIII. Go through the dialogueAsk the students to underline the expressions of certainty and uncertainty, write them on the blackboard or display them on the screen. Ask,“What do you think the function of these expressions? And when shall we use them?””Is there any difference?”The students will definitely say “Yes”. Encourage them to tell which expressions show certainty and which show uncertainty. Then ask,“Can you give some more such similar expressions to express certainty and uncertainty?”Put down what the students say or remind them to remember some and put them down on the blackboard. The students should copy the in their textbooks.expressions of certainty:I’m sure…The expressions of uncertainty:I’m not sureI doubt if…Perhaps…Maybe…b. How did you find the talk this morning?How did you like ? / What did you think of ? / What was the talk like…?IV. PracticeLet the students practice the dialogue in groups of two or four while the teacher walks among the students in case there are some questions and problems to answer and settle.Step3 PracticeThese two exercises are easy enough for the students to finish in a short time. The teacher should remind and encourage them to make as many proper sentences as possible.1 +a/b/c/d/e/f/gStep 4 WorkbookHomework:1. Ex,2, P732. Learn the dialogue in Lesson 1 by heart.教学设计Unit 1 Lesson 2Unit 1 Lesson 2Step 1. Revision1. Check the exercises on Page 732. Check the recitation/reading aloud of the dialogue.Step 2. ReadingI. Reading comprehensionUnit 1 Lesson 2MADAME CURIE课文阅读理解检测题1．The text is mainly about Madame Curie’s _____.A. life, hard work and achievementsB. college life in ParisC. talent for physicsD. cooperation with her husband2. The greatest contribution Madame Curie made to the word is the discovery of ____.A. uraniumB. radiumC. poloniumD. silicon3. Marie became interested in physics ____.A. before she went to universityB. after she graduated from universityC. before she graduated from universityD. after she went to university4. From this text you can infer that life was ____ for Marie when she studied in Paris.A. hard and meaningfulB. easy and colorfulC. hard and tiresomeD. Easy and interesting5. Marie began her research work after she ____.A. graduated from universityB. got another degree in mathematicsC. got marriedD. gave birth to her first child6. The radioactive nature of uranium was first discovered by ____.A. MarieB. Mr. CurieC. another scientistD. Mr. And Mr. Curie7. Which mineral is the most radioactive?A. PoloniumB. UraniumC. RadiumD. Silicon8. When did Mr. and Mrs. Curie begin to do research work together?A. After they got married.B. After Mrs. Curie gother degree in mathematics.C. After Mrs. Curie found poloniumD. After Mr. Curie got a job.9. What is the meaning of the word “share”in the text?A. Have free time.B. Have something in common.C. Study.D. Research.10. The second paragraph shows Marie’s ____.A. determination to succeedB. belief in her own abilityC. devotion to her research workD. understanding of the importance of scienceWhile checking the answers to the ten questions, pay attention to those that are questioned.For some, maybe you have to explain or analyze the meaning of the questions clearly and exactly, and for others, maybe you have to tell the students the meanings of the new vocabulary. Besides, some answers can be clear when the teacher and the students are reading the text carefully, so it is also OK to leave some questions aside for a while as long as you remember to mentionthem in the text.II. Go through the text.1. Say to the students,”I’m going to play the tape of the text and you should read in a low voice after the tape. Please pay attention to the pronunciation and intonation. While you are reading, please think of this question “In what order is the text written?” And underline the useful phrases and expressions you find in the text.”If the students’ English level is high enough, they can finish the tasks without difficulty. Then the teacher can go through the language of the text quickly.If the students’ English is not so good, it is necessary for the teacher to spend some time on the structure of the text in order to train and culture the students’of reading skills in grasping the main idea of a reading material. The teacher can ask the students to summary the main idea of each paragraph or pick out the key words in each paragraph and help the students to connect the internal relationship between each paragraph so as to find out the main idea of the whole text.A. Language points:a. succeed in doing /sth.I am sure they will succed in passing the examinationb. in honor/honour of 为纪念……They called the boy Sam in honour of his father who died before his birth.c. On the laboratory bench was a glass container form which came a tiny soft light.地点状语置于句首，句子主谓倒装。
Madame Curie_高三英语教案_1.doc
MadameCurie_高三英语教案sedtobeclean．这条河以前是干净的。
(2)acurefor...与curesb.of...的区别：acurefor...意为”对…的治疗”，cure这里作名词；”curesb.of”意为”治好或治愈某人的...病”，cure这里作及物动词。
e．g.①Thisisacertaincureforyourlaziness．这是治懒惰的特效药②Movingtothecountrycuredherofasthma．搬到乡下她的哮喘就好了。
beadmiredas与beadmiredfor的区别：（1）beadmiredas意为”被当作……为人们所钦佩”，as是介词，意为”作为”。
（2）beadmiredfor意为”因(某种原因)而为人们所钦佩”，for是介词，表示原因。
e．g．Hereallyadmiredforhisfrankness．他以他的坦诚实在为人们所钦佩。
payoff与payfor，pay，pay...for...的区别：payoff+debt指”还清”债款paysth．指”对(某物)的款”paysb．somemoney意为．”付给某人(多少)钱”。
paysb．／moneyforsth．意为”付给(某人款／钱买某物)”。
e．g.①Shetriedtoleaveshopwithoutpayingforthedress．她企图买衣服不付款就离开商店。
②Hepaidtheservant5dollarstowashhiscar．他付给佣人五元钱叫他洗车。
③Hepaidherforthework．他付给她工钱。
④Ipaid￡200forthepainting.这幅画我花了二百英镑。
⑤Didyoupayhiml00dollarsforthatoldbike你付给他那辆旧自行车了吗?语法教学：复习定语从句定语从句分为限定性定语从句和非限定性定语从句。
1)限定性定语从句：限定性定语从句对所修饰的先行词起限定作用。
高三英语Unit1MadameCurie联想型教学设计
Unit 1 Madame Curie 教学设计--------- 联想型教学一. 教学设计思路联想型教学主要是针对高三处于复习阶段的学生设计的一种教学方法，上课老师只负责把知识点到为止，让大家展开联想，把所有学过的单词，短语及其用法都概括出来，让同学在学习新知识的过程中，通过看似漫无边迹实则非常高效的联想来复习旧知识点，达到理想的效果。
本文主要内容是关于居里夫人一生致力于科学领域并为科学献身，在学习课文前先布置课后作业让学生查阅相关资料，以便在课上自如讨论关于居里夫人以及他们最喜欢的名人的生平经历及轶事。
第一节课由我喜欢的名人引出居里夫人，大家展开讨论；第二节课主要讲解课文，让大家在理解的基础上掌握文章大意，运用联想记忆复习学过的相关知识点；第三节课利用多媒体设备给学生们放一部关于居里夫人的英文原声电影《居里夫人》（1943）,大家已经对课文有了初步理解，这样不仅能锻炼学生的听力水平，为高考英语加上一个不轻的砝码，而且这样在游戏中，娱乐中学习知识对于高三整日“闭门造车”的学生们来说无疑非常高效，提高了同学们学习英语的兴趣。
复习课中大家畅怕欲言，都说这单元课上得非常舒服，感觉没有背过什么课文中的知识点就都记在心里了。
二. 学习任务分析起点目标过程目标终点目标教学重点1•新单词的掌握。
2. 新句型的掌握与运用3. 简单的基本对话。
熟读并熟记新单词理解并会灵活运用新句型教学难点1•新单词的拼写与书写。
2. 新句型的理解程度。
3. 语法操练与语言交际结构的有机结合三.学习者分析四.教学目标1. 交际用语；掌握交际用语中关于Certainty and uncertainty的使用，并使学生能够熟练运用下列表达：Perhaps ril go to that one.Maybe it was useful for some people.rm not sure if/whether …I doubt if he'll be asked to speak again next year.rm not sure that …I'm sure …2. 语言点：掌握词语succeed , devote, set off, pay off等的用法3. 语法：复习定语从句的用法4. 语言运用及情感，价值观：运用所学语言，完成教科书和练习册中所规定的听说读写的任务；阅读课文Madame Curie",确切理解，让学生了解科学家居里夫妇一生为人类作出的贡献，引导他们学习居里夫妇从事科学事业所表现出来的毅力，勇气和献身精神，并完成有关课文内容的练习。
unit1 Madame Curie教学目标
unit1 Madame Curie教学目标Madame Curie教学目标Madame Curie是一位杰出的科学家，她的研究对于现代科学的发展产生了深远的影响。
本次教学的目标是让学生了解Madame Curie的生平事迹和科学贡献，培养学生对科学的兴趣和探索精神，同时提高学生的阅读、写作和批判性思维能力。
教学目标一：了解Madame Curie的生平事迹在本课中，学生将学习到Madame Curie的早年生活、教育背景以及她成为一名科学家的道路。
通过阅读相关资料和观看视频，学生将了解她的家庭背景、教育经历和科学家的职业生涯。
学生将能够描述Madame Curie的成就和她在科学界的地位。
教学目标二：探究Madame Curie的科学贡献在本课中，学生将学习到Madame Curie的科学研究，特别是她对放射性的研究。
学生将了解她的实验方法、研究结果以及她对放射性的理解。
通过实验和讨论，学生将能够理解放射性的概念、特性以及与健康的关系。
教学目标三：培养学生对科学的兴趣和探索精神本课将通过多种教学方法和资源来激发学生对科学的兴趣。
通过展示Madame Curie的科学成就和她的热情，学生将被鼓励去追求自己对科学的兴趣。
学生将被要求进行小组讨论和展示，以分享他们对科学的兴趣和探索。
教学目标四：提高学生的阅读、写作和批判性思维能力通过阅读与Madame Curie相关的文章和文献，学生将提高他们的阅读理解能力。
学生将被要求撰写一篇关于Madame Curie的研究报告，以展示他们对她的了解和批判性思维能力。
教师将提供指导和反馈，以帮助学生提高写作能力。
教学活动安排：1. 导入：通过展示Madame Curie的图片和简单介绍，引起学生对她的兴趣。
2. 阅读活动：学生阅读与Madame Curie相关的文章和文献，并回答问题以检验他们的阅读理解能力。
3. 视频观看：学生观看有关Madame Curie的纪录片片段，以进一步了解她的生平和科学贡献。
unit1 Madame Curie教学目标
unit1 Madame Curie教学目标教学目标：1. 了解玛丽·居里（Madame Curie）的生平和贡献。
2. 理解居里夫人在放射性研究领域的突破性发现。
3. 掌握居里夫人的科学方法和实验技巧。
4. 培养学生对科学研究的兴趣和探索精神。
教学内容：一、玛丽·居里的生平和贡献玛丽·居里（Marie Curie）是一位波兰裔法国科学家，是放射性研究的先驱者之一。
她于1867年11月7日出生在波兰华沙，曾在巴黎索邦大学学习物理和数学。
居里夫人是第一个获得两次诺贝尔奖的人，分别是1903年的物理学奖和1911年的化学奖。
居里夫人的主要贡献是发现了两种放射性元素——铀和钋，并提出了放射性衰变的理论。
她还研究了放射性元素的特性和应用，开创了放射性医学的领域。
居里夫人的工作为现代物理学和医学的发展做出了巨大贡献。
二、居里夫人的突破性发现1. 发现铀的放射性居里夫人在研究铀矿石时发现，铀放射出一种能穿透物质的射线，这种射线被称为“射线”。
她发现射线不受温度、压力和化学性质的影响，具有独特的特性。
2. 发现钋元素在对铀矿石的进一步研究中，居里夫人发现了一种新的放射性元素，她将其命名为“钋”。
钋是一种高度放射性的元素，具有强烈的放射性衰变能力。
3. 提出放射性衰变理论居里夫人观察到放射性元素会自发地衰变，放射出射线并转变为其他元素。
她提出了放射性衰变的理论，认为放射性元素的原子核会自发地发生变化，释放出能量和射线。
三、居里夫人的科学方法和实验技巧1. 科学方法居里夫人在科学研究中遵循了科学方法的基本原则。
她首先观察现象，然后提出假设并进行实验验证，最后总结归纳出结论。
她的科学方法严谨而系统，为她的研究提供了坚实的基础。
2. 实验技巧居里夫人在实验中运用了许多先进的实验技巧。
她使用精密的仪器和设备进行测量和观察，掌握了放射性元素的性质和行为。
她的实验技巧和方法对于放射性研究的发展具有重要意义。
unit1 Madame Curie.pdf
教学设计Unit 1 Lesson 1 Unit 1 Lesson 1 Step 1 Check the pronunciation of the new words in Unit 1 Ask one or two students to read aloud the new words one by one, correct their pronunciation and then ask all the students to read aloud after the teacher (twice for each word). Step 2 Dialogue Tell the students "Now , we are going to listen to a dialogue about a medical conference. Here are two questions for you to think about while you are listening. I'll play the tape twice and you are supposed to give the answers and the key words that support your answers." Tell the students the two questions and write them on the blackboard if necessary. Questions: 1. Is it a good conference this year? (No.) 2. What is it like? (Very disappointing; not as good as last year's.) I. Listening (twice) Play the tape for the students to listen to. Try asking them to answer the two questions at the end of the first time. If most of them can answer the questions properly, you can let the students repeat the dialogue sentence by sentence at the second time. II. Answering questions III. Go through the dialogue Ask the students to underline the expressions of certainty and uncertainty, write them on the blackboard or display them on the screen. Ask, "What do you think the function of these expressions? And when shall we use them?" "Is there any difference?" The students will definitely say "Yes". Encourage them to tell which expressions show certainty and which show uncertainty. Then ask, "Can you give some more such similar expressions to express certainty and uncertainty?" Put down what the students say or remind them to remember some and put them down on the blackboard. The students should copy the in their textbooks. a.the expressions of certainty: I'm sure… The expressions of uncertainty: I'm not sure I doubt if… Perhaps… Maybe… b. How did you find the talk this morning? How did you like ? / What did you think of ? / What was the talk like…? IV. Practice (group work) Let the students practice the dialogue in groups of two or four while the teacher walks among the students in case there are some questions and problems to answer and settle. Step3 Practice (Part 2 &3 on Page 1) These two exercises are easy enough for the students to finish in a short time. The teacher should remind and encourage them to make as many proper sentences as possible. e.g. 1 (I'm sure) +a/b/c/d/e/f/g Step 4 Workbook (Ex.3, Page 73) Homework: 1. Ex,2, P73 2. Learn the dialogue in Lesson 1 by heart. (For some students whose English is really poor, maybe reading fluently is enough.) 教学设计Unit 1 Lesson 2 Unit 1 Lesson 2 Step 1. Revision 1. Check the exercises on Page 73 2. Check the recitation/reading aloud of the dialogue. Step 2. Reading I. Reading comprehension (Give Ss 10 minutes or so to read the text quickly and then do the reading comprehension exercises.) Unit 1 Lesson 2 MADAME CURIE (!) 课文阅读理解检测题 1．The text is mainly about Madame Curie's _____.A. life, hard work and achievementsB. college life in ParisC. talent (天才) for physicsD. cooperation (合作) with her husband 2. The greatest contribution (贡献) Madame Curie made to the word is the discovery of ____.A. uraniumB. radiumC. poloniumD. silicon 3. Marie became interested in physics ____.A. before she went to universityB. after she graduated from universityC. before she graduated from universityD. after she went to university 4. From this text you can infer that life was ____ for Marie when she studied in Paris.A. hard and meaningfulB. easy and colorfulC. hard and tiresomeD. Easy and interesting 5. Marie began her research work after she ____.A. graduated from universityB. got another degree in mathematicsC. got marriedD. gave birth to her first child 6. The radioactive nature of uranium was first discovered by ____.A. MarieB. Mr. CurieC. another scientistD. Mr. And Mr. Curie 7. Which mineral is the most radioactive?A. PoloniumB. UraniumC. RadiumD. Silicon 8. When did Mr. and Mrs. Curie begin to do research work together?A. After they got married.B. After Mrs. Curie got her degree in mathematics.C. After Mrs. Curie found poloniumD. After Mr. Curie got a job. 9. What is the meaning of the word "share" in the text?A. Have free time.B. Have something in common.C. Study.D. Research. 10. The second paragraph shows Marie's ____.A. determination to succeedB. belief in her own abilityC. devotion to her research workD. understanding of the importance of science (Key:1.A 2.B 3.A 4.A 5.C 6.C 7.C 8.C 9.B 10.B) While checking the answers to the ten questions, pay attention to those that are questioned. For some, maybe you have to explain or analyze the meaning of the questions clearly and exactly, and for others, maybe you have to tell the students the meanings of the new vocabulary. Besides, some answers can be clear when the teacher and the students are reading the text carefully, so it is also OK to leave some questions aside for a while as long as you remember to mention them in the text. II. Go through the text. 1. Say to the students, "I'm going to play the tape of the text and you should read in a low voice after the tape. Please pay attention to the pronunciation and intonation. While you are reading, please think of this question "In what order is the text written?" And underline the useful phrases and expressions you find in the text." If the students' English level is high enough, they can finish the tasks without difficulty. Then the teacher can go through the language of the text quickly. If the students' English is not so good, it is necessary for the teacher to spend some time on thestructure of the text in order to train and culture the students' of reading skills in grasping the main idea of a reading material. The teacher can ask the students to summary the main idea of each paragraph or pick out the key words in each paragraph and help the students to connect the internal relationship between each paragraph so as to find out the main idea of the whole text. A. Language points: a. succeed in doing /sth. e.g. I am sure they will succed in passing the examination b. in honor/honour of 为纪念…… e.g. They called the boy Sam in honour of his father who died before his birth. c. On the laboratory bench was a glass container form which came a tiny soft light. 地点状语置于句首，句子主谓倒装。
unit1 Madame Curie
unit1 Madame Curie教学设计Unit 1 Lesson 1Unit 1 Lesson 1Step 1 Check the pronunciation of the new words in Unit 1Ask one or two students to read aloud the new words one by one， correct their pronunciation and then ask all the students to read aloud after the teacher (twice for each word)。
Step 2 DialogueTell the students "Now ， we are going to listen to a dialogue about a medical conference。
Here are two questions for you to think about while you are listening。
I'll play the tape twice and you are supposed to give the answers and the key words that support your answers。
"Tell the students the two questions and write them on the blackboard if necessary。
Questions: 1。
Is it a good conference this year? (No。
)2。
What is it like? (Very disappointing; not as good as last year's。
)I。
Listening (twice)Play the tape for the students to listen to。
英语教案-unit1 Madame Curie教学目标
英语教案－unit1 Madame Curie教学目标教学目标1．交际用语；掌握交际用语中关于Certainty and uncertainty 的使用，并使学生能够熟练运用下列表达： Perhaps Ill go to that one。
Maybe it was useful for some people。
Im not sure if/whether…I doubt if hell be asked to speak again next year。
Im not sure that …Im sure …2。
语言点：掌握词语succeed ， devote， set off， pay off 等的用法3．语法：复习定语从句的用法4．语言运用及情感，价值观：运用所学语言，完成教科书和练习册中所规定的听说读写的任务；阅读课文Madame Curie，确切理解，让学生了解科学家居里夫妇一生为人类作出的贡献，引导他们学习居里夫妇从事科学事业所表现出来的毅力，勇气和献身精神，并完成有关课文内容的练习。
教学建议Lesson 1教学建议教学教法建议：由于高三学年的学习面临着高考任务，因此应从第一节课开始，向学生宣讲突出语篇，强调应用，注意实际。
这十二个字为高考题原则。
从现在起以语篇为基本单位，进行全面的综合的高考复习，本学年除要学完高三两册课本内容外，还需要有一定时间进行各项分类讲解与练习以及综合试卷的模拟练习，因此，对于课本内容的处理应根据本校，本教学班的具体英语水平及程度进行适当调整。
若学生程度较好，可将课文主要作为阅读材料进行处理，建议每单元（包括听力）用三课时完成。
若学生程度较弱，对课文内容的处理可以从细，尤其是对每篇文章结构，主旨大意，难句，高考中常考到的词语用法，异同辨析等的讲解，练习与检测。
当然，对于部分课后练习以及课文内容依然要做适当删减，删减标准，以上述十二字原则为准。
以保证综合复习时间。
(高三英语教案)英语教案-unit1 Madame Curie-教学教案
英语教案－unit1 Madame Curie－教学教案教学设计Unit 1 Lesson 1 Unit 1 Lesson 1Step 1 Check the pronunciation of the new words in Unit 1Ask one or two students to read aloud the new words one by one, correct their pronunciation and then ask all the students to read aloud after the teacher (twice for each word).Step 2 DialogueTell the students Now , we are going to listen to a dialogue about a medical conference. Here are two questions for you to think about while you are listening. Ill play the tape twice and you are supposed to give the answers and the key words that support your answers.Tell the students the two questions and write them on the blackboard if necessary.Questions: 1. Is it a good conference this year (No.)2. What is it like (Very disappointing; not as good as last years.)I. Listening (twice)Play the tape for the students to listen to. Try asking them to answer the two questions at the end of the first time. If most of them can answer the questions properly, you can let the students repeat thedialogue sentence by sentence at the second time.II. Answering questionsIII. Go through the dialogueAsk the students to underline the expressions of certainty and uncertainty, write them on the blackboard or display them on the screen. Ask,What do you think the function of these expressions And when shall we use themIs there any differenceThe students will definitely say Yes. Encourage them to tell which expressions show certainty and which show uncertainty. Then ask,Can you give some more such similar expressions to express certainty and uncertaintyPut down what the students say or remind them to remember some and put them down on the blackboard. The students should copy the in their textbooks.a.the expressions of certainty:Im sure…The expressions of uncertainty:Im not sureI doubt if…Perhaps…Maybe…b. How did you find the talk this morningHow did you like / What did you think of / What was the talk like…IV. Practice (group work)Let the students practice the dialogue in groups of two or four while the teacher walks among the students in case there are some questions and problems to answer and settle.Step3 Practice (Part 2 3 on Page 1)These two exercises are easy enough for the students to finish in a short time. The teacher should remind and encourage them to make as many proper sentences as possible. e.g.1 (Im sure) +a/b/c/d/e/f/gStep 4 Workbook (Ex.3, Page 73)Homework:1. Ex,2, P732. Learn the dialogue in Lesson 1 by heart.(For some students whose English is really poor, maybe reading fluently is enough.)教学设计Unit 1 Lesson 2Unit 1 Lesson 2Step 1. Revision1. Check the exercises on Page 732. Check the recitation/reading aloud of the dialogue.Step 2. ReadingI. Reading comprehension(Give Ss 10 minutes or so to read the text quickly and then do the reading comprehension exercises.)Unit 1 Lesson 2MADAME CURIE (!)课文阅读理解检测题1．The text is mainly about Madame Curies _____.A. life, hard work and achievementsB. college life in ParisC. talent (天才) for physicsD. cooperation (合作) with her husband2. The greatest contribution (奉献) Madame Curie made to the word is the discovery of ____.A. uraniumB. radiumC. poloniumD. silicon3. Marie became interested in physics ____.A. before she went to universityB. after she graduated from universityC. before she graduated from universityD. after she went to university4. From this text you can infer that life was ____ for Marie when she studied in Paris.A. hard and meaningfulB. easy and colorfulC. hard and tiresomeD. Easy and interesting5. Marie began her research work after she ____.A. graduated from universityB. got another degree in mathematicsC. got marriedD. gave birth to her first child6. The radioactive nature of uranium was first discovered by ____.A. MarieB. Mr. CurieC. another scientistD. Mr. And Mr. Curie7. Which mineral is the most radioactiveA. PoloniumB. UraniumC. RadiumD. Silicon8. When did Mr. and Mrs. Curie begin to do research work togetherA. After they got married.B. After Mrs. Curie got her degree in mathematics.C. After Mrs. Curie found poloniumD. After Mr. Curie got a job.9. What is the meaning of the word share in the textA. Have free time.B. Have something in common.C. Study.D. Research.10. The second paragraph shows Maries ____.A. determination to succeedB. belief in her own abilityC. devotion to her research workD. understanding of the importance of science(Key:1.A 2.B 3.A 4.A 5.C 6.C 7.C 8.C 9.B 10.B)While checking the answers to the ten questions, pay attention to those that are questioned.For some, maybe you have to explain or analyze the meaning of the questions clearly and exactly, and for others, maybe you have to tell the students the meanings of the new vocabulary. Besides, some answers can be clear when the teacher and the students are reading the text carefully, so it is also OK to leave some questions aside for a while as long as you remember to mention them in the text.II. Go through the text.1. Say to the students,Im going to play the tape of the text and you should read in a low voice after the tape. Please pay attention to the pronunciation and intonation. While you are reading, please think of this question In what order is the text written And underline the useful phrases and expressions you find in the text.If the students English level is high enough, they can finish the tasks without difficulty. Then the teacher can go through the language of the text quickly.If the students English is not so good, it is necessary for the teacher to spend some time on the structure of the text in order to train and culture the students of reading skills in grasping the main idea of areading material. The teacher can ask the students to summary the main idea of each paragraph or pick out the key words in each paragraph and help the students to connect the internal relationship between each paragraph so as to find out the main idea of the whole text.A. Language points:a. succeed in doing /sth.e.g. I am sure they will succed in passing the examinationb. in honor/honour of 为纪念……e.g. They called the boy Sam in honour of his father who died before his birth.c. On the laboratory bench was a glass container form which came a tiny soft light.地点状语置于句首，句子主谓倒装。
高三 UNIT 1 Madame Curie 教案[原创]
![高三 UNIT 1 Madame Curie 教案[原创]](https://img.taocdn.com/s3/m/dbe3c2e728ea81c758f5789c.png)
高三UNIT 1 Madame Curie 教案1.speech演讲，讲话，致辞译◎1。
发表重要讲话◎2。
致开幕词talk 报告◎3。
给我们做当前的形式报告◎4。
去听关于癌症的报告2.have something (much,little,nothing)to do with与。
有（很大，几乎没有，没有）关系译。
◎5。
Don’t ask these problems that have nothing to do with the main ideas.◎ 6.The crash of the plane had something to do with the terrible weather.3.sure确信的，有把握的of/about sththatbe sure if/whetherwhether/how to do译：◎7。
我深信他一定能成功。
◎8。
明年是否重开发这里的资源我说不准。
◎。
9。
下一步该怎么办，我心里有数。
4．How did you find /like…?=What do you think of…?你觉得。
怎么样？Eg.----How did you find the speech by Mr Johnson?---(I found it)very interesting.----How did you find that town?----Very inviting.5.句型转换：◎9。
1。
The book is very useful to/for us. ＝This book is ___ ___ ___ ___us.6.改错◎10。
I doube that he will give us a ride to the station.◎11.Do you doubt if they had great fun at the party?◎12.There is no doubt if he can achieve his goal.◎13.You have no idea what a fun it is to go for a ride.7.devote…to sth/doing sth把。
unit1 Madame Curie
unit1 Madame Curie教学设计Unit 1 Lesson 1Unit 1 Lesson 1Step 1 Check the pronunciation of the new words in Unit 1Ask one or two students to read aloud the new words one by one, correct their pronunciation and then ask all the students to read aloud after the teacher (twice for each word).Step 2 DialogueTell the students “Now , we are going to listen to a dialogue about a medical conference. Here are two questions for you to think about while you are listening. I’ll play the tape twice and you are supposed to give the answers and the key words that support your answers.”Tell the students the two questions and write them on the blackboard if necessary.Questions: 1. Is it a good conference this year? (No.)2. What is it like? (V ery disapp ointing; not as good as last year’s.)I. Listening (twice)Play the tape for the students to listen to. Try asking them to answer the two questions at the end of the first time. If most of them can answer the questions properly, you can let the students repeat the dialogue sentence by sentence at the second time.II. Answering questionsIII. Go through the dialogueAsk the students to underline the expressions of certainty and uncertainty, write them on the blackboard or display them on the screen. Ask,“What do you think the function of these expressions? And when shall we use them?””Is there any difference?”The students will definitely say “Yes”. Encourage them to tell which expressions show certainty and which show uncertainty. Then ask,“Can you give some more such similar expressions to express certainty and uncertainty?”Put down what the students say or remind them to remember some and put them down on the blackboard. The students should copy the in their textbooks.a.the expressions of certainty:I’m sure…The expressions of uncertainty:I’m not sureI doubt if…Perhaps…Maybe…b. How did you find the talk this morning?How did you like ? / What did you think of ? / What was the talk like…?IV. Practice (group work)Let the students practice the dialogue in groups of two or four while the teacher walks among the students in case there are some questions and problems to answer and settle.Step3 Practice (Part 2 &3 on Page 1)These two exercises are easy enough for the students to finish in a short time. The teachershould remind and encourage them to make as many proper sentences as possible. e.g.1 (I’m sure) +a/b/c/d/e/f/gStep 4 Workbook (Ex.3, Page 73)Homework:1. Ex,2, P732. Learn the dialogue in Lesson 1 by heart.(For some students whose English is really poor, maybe reading fluently is enough.)教学设计Unit 1 Lesson 2Unit 1 Lesson 2Step 1. Revision1. Check the exercises on Page 732. Check the recitation/reading aloud of the dialogue.Step 2. ReadingI. Reading comprehension(Give Ss 10 minutes or so to read the text quickly and then do the reading comprehension exercises.)Unit 1 Lesson 2MADAME CURIE (!)课文阅读理解检测题1．The text is mai nly about Madame Curie’s _____.A. life, hard work and achievementsB. college life in ParisC. talent (天才) for physicsD. cooperation (合作) with her husband2. The greatest contribution (贡献) Madame Curie made to the word is the discovery of ____.A. uraniumB. radiumC. poloniumD. silicon3. Marie became interested in physics ____.A. before she went to universityB. after she graduated from universityC. before she graduated from universityD. after she went to university4. From this text you can infer that life was ____ for Marie when she studied in Paris.A. hard and meaningfulB. easy and colorfulC. hard and tiresomeD. Easy and interesting5. Marie began her research work after she ____.A. graduated from universityB. got another degree in mathematicsC. got marriedD. gave birth to her first child6. The radioactive nature of uranium was first discovered by ____.A. MarieB. Mr. CurieC. another scientistD. Mr. And Mr. Curie7. Which mineral is the most radioactive?A. PoloniumB. UraniumC. RadiumD. Silicon8. When did Mr. and Mrs. Curie begin to do research work together?A. After they got married.B. After Mrs. Curie got her degree in mathematics.C. After Mrs. Curie found poloniumD. After Mr. Curie got a job.9. What is the meaning of the word “share” in the text?A. Have free time.B. Have something in common.C. Study.D. Research.10. The second paragraph shows Marie’s ____.A. determination to succeedB. belief in her own abilityC. devotion to her research workD. understanding of the importance of science(Key:1.A 2.B 3.A 4.A 5.C 6.C 7.C 8.C 9.B 10.B)While checking the answers to the ten questions, pay attention to those that are questioned.For some, maybe you have to explain or analyze the meaning of the questions clearly and exactly, and for others, maybe you have to tell the students the meanings of the new vocabulary. Besides, some answers can be clear when the teacher and the students are reading the text carefully, so it is also OK to leave some questions aside for a while as long as you remember to mention them in the text.II. Go through the text.1. Say to the students,”I’m going to play the tape of the text and you should read in a low voice after the tape. Please pay attention to the pronunciation and intonation. While you are reading, please think of this question “In what order is the text written?” And underline the useful phrases and expressions you find in the text.”[1] [2] 下一页As 引导定语从句扫描在定语从句中，一般的从句关系代词是which、who、whom、that、whose, 其代替主句中的人或物，在从句中做主语、宾语或定语。
高中优秀教案高三英语教案：unit1 Madame Curie——3
高三英语教案：unit1 Madame Curie——3ext in order to train and culture the students' of reading skills in grasping the main idea of a reading material. The teacher can ask the students to summary the main idea of each paragraph or pick out the key words in each paragraph and help the students to connect the internal relationship between each paragraph so as to find out the main idea of the whole text.A. Language points:a. succeed in doing /sth.e.g. I am sure they will succed in passing the examination b. in honor/honour of 为纪念e.g. They called the boy Sam in honour of his father who died before his birth.c. On the laboratory bench was a glass container form which came a tiny soft light.地点状语置于句首，句子主谓倒装。
d. devote to (devote oneself to) 用心致志于（do sth. In a very single-minded way）to 是介词，后接名词或-ing 形式。
e.g.1.He devoted part of his time to the study of history.2. They devoted themselves to the work of children's health care.e. give off 散发，放出（to send out sth. especially a liquid, gas or smell）e.g. 1. If plastic and rubber are burned, they give off poisonous gases.2. The water gives off an unpleasant smell. You cannot drink it any more.3.Let's go out and see the flowers. They're giving off a sweet fragrance.f.give out 发出声音，光，热；分发; 发布；用完（vi）e.g. 1.The radiator is giving out a lot of heat, and my wet clothes are surely to become dry soon.2. The teacher gave out the examination papers.3. The news of his death was given out in a radio broadcast.4. Her patient finally gave out and he lost his temper at last.5. One of the plane's engines gave out in mid-Atlantic.f. work hard at 为了而努力工作；致力于e.g.1. He is working hard at a maths problem.2. You can make rapid progress in your English if you work hard at it.B. Underline useful expressions and phrases while going through the text, for example:be admitted to, be determined to do, from then on, go by, share sth. with sb.Step3 Workbook (Ex.3, Page 74)Homework:1. Ex.4, Page 74 （分类找出，至少5个）2. Read aloud the text and learn by heart paragraphs23.教学设计Unit 1 Lesson 3Unit 1 Lesson 3 (略)set off :动身（vi）;引起，引爆/引发（vt）e.g.1. We'd better set off at 8 tomorrow morning.2. A slight touch will set the bomb off.3. Tom's speech set off a wave of anger.set out 与set off 用法相像时，意为动身，动身，另外，set out to do, set about doing 意为着手去做。
高三英语教案：unit1 Madame Curie——1
高三英语教案：unit1 Madame Curie——1 教学设计Unit 1 Lesson 1Unit 1 Lesson 1Step 1 Check the pronunciation of the new words in Unit 1Ask one or two students to read aloud the new words one by one, correct their pronunciation and then ask all the students to read aloud after the teacher (twice for each word).Step 2 DialogueTell the students“Now , we are going to listen to a dialogue about a medical conference. Here are two questions for you to think about while you are listening. I'll play the tape twice and you are supposed to give the answers and the key words that support your answers. “Tell the students the two questions and write them on the blackboard if necessary.Questions: 1. Is it a good conference this year? (No.)2. What is it like? (Very disappointing; not as good as last year's.)I. Listening (twice)Play the tape for the students to listen to. Try asking them to answer the two questions at the end of the first time. If most of them can answer the questions properly, you can let the students repeat the dialogue sentence by sentence at the second time.II. Answering questionsIII. Go through the dialogueAsk the students to underline the expressions of certainty and uncertainty, write them on the blackboard or display them on the screen. Ask, “What do you think the function of these expressions? And when shall we use them? ““Is there any difference? “ The students will definitely say “Yes “. Encourage them to tell which expressions show certainty and which show uncertainty. Then ask, “Can you give some more such si milar expressions to express certainty and uncertainty? “ Put down what the students say or remind them to remember some and put them down on the blackboard. The students should copy the in their textbooks.a.the expressions of certainty:I'm sure …The expre ssions of uncertainty:I'm not sureI doubt if …Perhaps …Maybe …b. How did you find the talk this morning?How did you like ? / What did you think of ? / What was the talk like …?IV. Practice (group work)Let the students practice the dialogue in groups of two or four while the teacher walks among the students in case there are some questions and problems to answer and settle.Step3 Practice (Part 2&3 on Page 1)These two exercises are easy enough for the students to finish in a short time. The teacher should remind and encourage themto make as many proper sentences as possible. e.g.1 (I'm sure) +a/b/c/d/e/f/gStep 4 Workbook (Ex.3, Page 73)Homework:1. Ex,2, P732. Learn the dialogue in Lesson 1 by heart.(For some students whose English is really poor, maybe reading fluently is enough.)教学设计Unit 1 Lesson 2Unit 1 Lesson 2Step 1. Revision1. Check the exercises on Page 732. Check the recitation/reading aloud of the dialogue.Step 2. ReadingI. Reading comprehension(Give Ss 10 minutes or so to read the。
高中优秀教案高三英语教案：unit1 Madame Curie——2
高三英语教案：unit1 Madame Curie——2Unit 1 Lesson 2MADAME CURIE (!)课文阅读理解检测题1．The text is mainly about Madame Curie's _____.A. life, hard work and achievementsB. college life in ParisC. talent (天才) for physicsD. cooperation (合作) with her husband2. The greatest contribution (贡献) Madame Curie made to the word is the discovery of ____.A. uraniumB. radiumC. poloniumD. silicon3. Marie became interested in physics ____.A. before she went to universityB. after she graduated from universityC. before she graduated from universityD. after she went to university4. From this text you can infer that life was ____ for Marie when she studied in Paris.A. hard and meaningfulB. easy and colorfulC. hard and tiresomeD. Easy and interesting5. Marie began her research work after she ____.A. graduated from universityB. got another degree in mathematicsC. got marriedD. gave birth to her first child6. The radioactive nature of uranium was first discovered by ____.A. MarieB. Mr. CurieC. another scientistD. Mr. And Mr. Curie7. Which mineral is the most radioactive?A. PoloniumB. UraniumC. RadiumD. Silicon8. When did Mr. and Mrs. Curie begin to do research work together?A. After they got married.B. After Mrs. Curie got her degree in mathematics.C. After Mrs. Curie found poloniumD. After Mr. Curie got a job.9. What is the meaning of the word share in the text?A. Have free time.B. Have something in common.C. Study.D. Research.10. The second paragraph shows Marie's ____.A. determination to succeedB. belief in her own abilityC. devotion to her research workD. understanding of the importance of science(Key:1.A 2.B 3.A 4.A 5.C 6.C 7.C 8.C 9.B 10.B)While checking the answers to the ten questions, pay attention to those that are questioned.For some, maybe you have to explain or analyze the meaning of the questions clearly and exactly, and for others, maybe you have to tell the students the meanings of the new vocabulary. Besides, some answers can be clear when the teacher and the students are reading the text carefully, so it is also OK to leave some questions aside for a while as long as you remember to mention them in the text.II. Go through the text.1. Say to the students,I'm going to play the tape of the text and you should read in a low voice after the tape. Please pay attention to the pronunciation and intonation. While you are reading, please think of this question In what order is the text written? And underline the useful phrases and expressions you find in the text.If the students' English level is high enough, they can finish the tasks without difficulty. Then the teacher can go through the language of the text quickly.If the students' English is not so good, it is necessary for the teacher to spend some time on the structure of the t。
unit1 Madame Curie教学目标
Unit 1 Madame Curie教学目标知识目标1.了解Marie Curie的生平及其对科学的贡献；2.掌握放射性原理、放射性元素、辐射等基本概念；3.掌握放射性衰变及测量放射性的方法。
技能目标1.能够分析量化实验数据，进行科学推理；2.能够独立进行实验设备操作、数据采集和实验分析；3.能够设计并开展已知物质的放射性测量实验。
情感目标1.培养学生的主动学习兴趣，通过让学生了解杰出科学家Marie Curie的故事和贡献，引导学生对于科学及其应用的思考；2.提高学生的安全意识与实验操作能力，帮助学生养成良好的科学实验习惯；3.培养学生的科学探究精神，培养学生创新意识及能力，鼓励学生将所学知识与实际应用相结合。
教学策略1.以讲述Marie Curie的生平及科学发现为教学切入点，激发学生学习兴趣；2.采用“理论与实验相结合”的教学模式，让学生通过小组合作设计并实践放射性测量实验等实践性内容；3.采用多媒体教学手段，让学生更加直观地理解放射性原理等抽象概念；4.结合情境教学，创设实验安全问题等情境，引导学生积极探究相关问题并提高安全意识；5.通过讲解实验步骤、规范操作、提示实验注意事项等，帮助学生掌握实践能力，形成良好的实验习惯；6.结合小组讨论、实验报告等形式，促进学生之间的合作与交流，加强团队意识。
教学重点1.了解Marie Curie的生平及其对科学的贡献；2.理解放射性原理、放射性元素、辐射等基本概念；3.掌握放射性衰变及测量放射性的方法。
教学难点1.掌握放射性衰变及测量放射性的方法；2.提高学生对于实验安全的意识和实验操作能力。
课堂反思本节课通过讲述Marie Curie的故事，引导学生了解放射性及其应用的背景，激发了学生的学习热情，同时通过实践操作和探究，让学生更好地理解放射性原理及测量方法，提高了学生的实验操作能力和安全意识。
但是在实践操作环节，出现了一些小问题，需要针对学生实践能力进行加强，同时加强实验安全意识的教育，做到安全第一。
高三英语第一单元MadameCurie
高三英语第一单元MadameCurie科目英语年级高三文件high3 unit1.doc标题 Madame Curie章节第一单元关键词高三英语第一单元内容一、教法建议说在前面的话对高三英语教学与复习的建议高三英语学习不是通过题海战术再现知识的简单过程，而是教师通过教学和辅导的每个环节帮助全体学生分层次提高整体能力和水平的过程。
为此，我们提出以下建议：1.改变以语法为中心的学习方式，逐步形成以语篇为中心的学习方式。
•因为以语法为中心的学习方式误导学生死记规则，只重视机械推导，从而忽视语境判断和语篇分析，不利于学生能力的提高。
以语篇为中心的学习方式可以引导和帮助学生认识掌握英语语言的特点和习惯，把学生接受、理解、运用语言知识的全过程始终与学习掌握语篇内容紧密结合起来。
这样，教师才能帮助学生做到学得生动活泼，运用准确自如，学生听、说、读和写的能力就一定会得到不同程度的提高。
2.要提高对学好高三英语新教材与总复习关系的认识。
“SEFC Book 3A”一书从选材和课后练习的编排上可以归纳为以下四个特点：a)教材内容丰富，信息量大，具有较强的实用性和交际性；b)阅读文章的单词量明显增加，语篇数量增多，突出体现了《大纲》的精神：“……在提高听，说，读，写能力的同时，侧重提高学生的阅读能力”；c)每单元第四课和Wb中的书面表达内容比例加大，成段的汉译英增多，为学生提供了语境分析，汉英比较，标准书写的训练机会；d)每单元第四课后的练习及Wb中的练习对部分词法和句法进行了总结和归纳，是学生培养正确的思维能力，提高分析和判断能力的好内容。
由此可见，“SEFC Book 3A”的教学过程是高三总复习的重要组成部分，切不可盲目突击，草草授完。
3.在教授与学习词汇和句法时，应注意在特定的、实际生活中存在的语境里传(接受)授、掌握词汇，重点注意常用词的实际运用；注意常用句型所适用的具体场合、语境和话题，把传统语法和语境结合起来，真正了解什么功能，什么话题应当用什么句型。
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教学目标1．交际用语；掌握交际用语中关于certainty and uncertainty 的使用，并使学生能够熟练运用下列表达：perhaps ill go to that one.maybe it was useful for some people.im not sure if/whether…i doubt if hell be asked to speak again next year.im not sure that …im sure …2. 语言点：掌握词语succeed , devote, set off, pay off 等的用法3．语法：复习定语从句的用法4．语言运用及情感，价值观：运用所学语言，完成教科书和练习册中所规定的听说读写的任务；阅读课文madame curie", 确切理解，让学生了解科学家居里夫妇一生为人类作出的贡献，引导他们学习居里夫妇从事科学事业所表现出来的毅力，勇气和献身精神，并完成有关课文内容的练习。
教学建议lesson 1教学建议教学教法建议：由于高三学年的学习面临着高考任务，因此应从第一节课开始，向学生宣讲"突出语篇，强调应用，注意实际。
"这十二个字为高考题原则。
从现在起以语篇为基本单位，进行全面的综合的高考复习，本学年除要学完高三两册课本内容外，还需要有一定时间进行各项分类讲解与练习以及综合试卷的模拟练习，因此，对于课本内容的处理应根据本校，本教学班的具体英语水平及程度进行适当调整。
若学生程度较好，可将课文主要作为阅读材料进行处理，建议每单元（包括听力）用三课时完成。
若学生程度较弱，对课文内容的处理可以从细，尤其是对每篇文章结构，主旨大意，难句，高考中常考到的词语用法，异同辨析等的讲解，练习与检测。
当然，对于部分课后练习以及课文内容依然要做适当删减，删减标准，以上述十二字原则为准。
以保证综合复习时间。
需要教师注意的是，教学速度的加快极易导致教学过程流于形式，难于保证效果，因此，要特别注意检查落实的实施。
例如每单元以语篇为单位检测语法点、短语及词汇，并记分。
就本单元而言，因有较为重要的语法定语从句，建议用四至七课时完成。
两篇课文中的语法点和辨析内容较多，可不必一次性讲完，每课时最多处理四至五个。
资源中提供的资料要根据高考要求经过适当裁剪教与学生。
另外，在作词语辨析时，应尽量从原有的知识入手，发挥学生的主观能动性，多让他们张嘴，或将需要辨析的词语作为作业布置下去，由学生去找出异同，教师后来作出评价和取舍。
课文结构和内容的分析可与语法点的讲解分开处理，若条件许可，个别词语可通过让学生课上课下造句的形式加以掌握和强化。
lesson 1 词汇辨析：1. im not sure whether to go to the one about accidents. 我还没有决定是否去听那个有关事故的报告。
(1) be sure + whether等连词+不定式be sure + of/about短语be sure + that-clause（从句）这些句型表示主语对所提到的未来或当时的事情有无把握。
e．g。
① she isnt sure whether to stay in new york next month．下个月是否留在纽约，她还不能肯定。
(注：不定式的逻辑主语与全句主语一致)② i wasnt sure about/of the way，so i asked someone．我对于怎么走没有把握，所以我就问人了。
（2）be sure to do sth.表示"一定会...，必定会..."。
e.g.its a really good film-youre sure to like it.它确实是一部好电影，你一定会喜欢(3)be sure作"有把握"解时，还可用feel sure。
e.g.①ive never felt sure of success．我从来没有像现在这样对胜利有充分的信心。
②i feel sure we have disturbed you of your work．我确信我们已打扰了你的工作。
(4)be sure 与be certainbe certain意思是"确信，有把握"，用法与be sure同，即：be certain + 不定式be certain + of/about-phrasebe certain + that-clause但sure强调主语的心理状态，指主语心中无疑或十分确信、有把握，着重于人的内心世界，故其主语只能是人，且不能用来形容事件。
所以当主语是表示事件的名词、代词或it 时，只能用certain. certain 着重说明有肯定的理由和证据使人相信或确信，强调内心世界之外的证据。
e.g.①it is certain to rain．天肯定会下雨。
②his information was by no means certain．他的消息-点也不可靠。
③ its almost certain that the government will lose the next election．几乎可以肯定现政府会在下次选举中输掉。
④we are sure/certain of victory．我们确信自己会获胜。
(5)make sure表示"查明，弄确实"和"(采取行动)确保"，其用法是：make sure + of-phrasemake sure + that-clause① i think i locked the door，but ill just go back and make sure of it/that i did．我想我是锁了门，但我还是回去查看一下吧。
②they made sure of winning by scoring two goals in the last five minutes．他们在最后五分钟进了两个球，确保了这场比赛的胜利。
2. perhaps ill go to that one。
也许我会去听那个报告。
maybe it was useful for some people．它(指报告)对一些人或许有益。
这两句都不表示可能性的句型。
此外还有probably和possibly。
注意它们的区别。
（1）maybe"大概，或许"，意思与perhaps很接近，多数地方可以换用，但不及perhaps 正式，多用于口语，还可用于礼貌的建议或请求，多用于句首或句末，多用于美国。
(2)perhaps"也许，可能，大概"，可与maybe换用，但比maybe正式。
perhaps还可用于建议，清求及温和的命令，英国用法。
(3)probably"大概，很可能"，所表示的可能性虽不是完全肯定，但比maybe，perhaps 实现的可能性大多与动词连用。
（4）possibly"可能地，也许，或许"，较probably意味弱，在肯定句里表可能性很小，在否定、疑问句中与can，could连用，表示"无沦如何也不"，肯定句中与can，could连用，以加强语气，表示"设法，竭力地"。
e.g.①perhaps/maybe ill go．我或许会去。
②this is perhaps his best novel yet．这也许是他迄今为止写得最好的一部小说。
③perhaps/maybe you would like to join us for lunch．也许您愿意和我们一块去吃午饭。
（表请求）④youd better go now，perhaps．您最好还是现在就走。
（表命令）⑤john probably told his father all about the matter；he usually tells himeverything．约翰很可能把这一切都告诉了他的父亲；他通常对父亲是什么都说的。
(表可能性很大)⑥ill do all i possibly can.我将尽我的所能去做。
(与can连用)⑦i cant possibly drink any more．我无论如何不能再喝了。
4．i doubt if hell be asked to speak again next year．我怀疑明年是否会再次邀请他发言。
用doubt表示怀疑的句型：(1)doubt + that-clause。
e.g.i doubt that she will get the job．我不相信她会得到那个工作。
(2)doubt + 名词/代词。
e．g.i doubt his honesty.我对他的诚实表示怀疑。
(3)doubt + v．-ing form。
e.g.we ever doubted being able to finish the work in time．我们曾经对能否及时完成这工作怀疑过。
(4)doubt + of-phrase。
e．g.they have never doubted of success．他们从未对取得成功有什么怀疑。
如果要表示"对……没有怀疑/疑虑"，则用句型there is no doubt about sth．/as to sth./that-clause。
①there is no doubt about the truth of the news．=there is no doubt as to the troth of the news．消息的真实性无可怀疑。
②there is no doubt that the news is true．=no doubt that the news is true. 消息无疑是真实的。
教学建议lesson 2 教学建议lesson 2词语辨析：2．there was a certain mineral which was even more radioactive than uranium.此句中的certain 是形容词，做定语，意思是"某，某一，某种，一定的"，用来表达：(1)不具体指明的某个，某些，或知而不说的某事物，后接名词单复数形式均可。
e.g.① water can be changed into ice or steam under certain conditions.水在一定的条件下可以变成冰或蒸汽。