Madame Curie

概要：Cyprus, as you all know, is in the Mediterranean．大家都知道，塞浦路斯在地中海。Bamboo is hollow，which makes it very light。竹子是空的，所以很轻。4.as引导非限制性定语从句，并在从句中作主语时，其后面的谓语动词必须是连系动词。如果从句谓语动词是行为动词，则必须用which。如： He married her，as was natural.She refused to take the medicine，which made her mother angry．It rained hard yesterday，which prevented her from going to Shenyang.但若从句谓语是usually, happen，be often the case等时，仍用关系代词as，不用which。如：He is absent，as is often the case.几组正误辨析：1．误：We visited a factory where makes toys

Madame Curie,标签：高三英语教案大全,http://www.88haoxue.com
　　Cyprus, as you all know, is in the Mediterranean．大家都知道，塞浦路斯在地中海。
　　Bamboo is hollow，which makes it very light。竹子是空的，所以很轻。
　　4.as引导非限制性定语从句，并在从句中作主语时，其后面的谓语动词必须是连系动词。如果从句谓语动词是行为动词，则必须用which。如：
　　He married her，as was natural.
　　She refused to take the medicine，which made her mother angry．
　　It rained hard yesterday，which prevented her from going to Shenyang.
　　但若从句谓语是usually, happen，be often the case等时，仍用关系代词as，不用which。如：
　　He is absent，as is often the case.
几组正误辨析：
1．误：We visited a factory where makes toys for children．
　　正：We visited a factory which that makes toys for children.
　　析：此句错误的原因是把先行词a factory当作从句中的状 语，实际上先行词a 　　　factory在从句中充当动词makes的主语。故关系词应使用which或that。
2．误：After living in Paris for 50years，he returned to the small town that 　　he grew up as a child。
　　正：After living in Paris for 50years, he returned to the small town 　　where he grew up as a child。
　　析：此句错误的原因是把先行词the small town当作从句中的宾语，实际上从句中缺少地点状语。因为从句中谓语动词grew up是一个不及物动词短语，其后的as a child已充当了宾语，故从句中缺少状语，应使用关系副词where。
3．误：He paid the boy $15 for washing ten windows，most of them hadn't been cleaned for at least a year．
　　正：He paid the boy $15 for washing ten windows, most of which hadn't been cleaned for at least a year．
　　误：This is the boy with him he worked．
　　正：This is the boy(that／whom) he worked with。
　　正：This is the boy with whom he worked．
　　析：在定语从句中，如果介词及介词短语用在从句前，其后必须用关系代词which(指物)、whom(指人)。上面两误句中先行词windows(物)，the boy(人)应分别使用most of which和with whom。如果介词及介词短语用在从句句尾，应按普通定语从句对待。

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:

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