unit1 Madame Curie

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 achievements B. college life in Paris
　　C. talent (天才) for physics D. cooperation (合作) with her husband
　　2. The greatest contribution (贡献) Madame Curie made to the word is the discovery of ____.
　　A. uranium B. radium C. polonium D. silicon
　　3. Marie became interested in physics ____.
　　A. before she went to university B. after she graduated from university
　　C. before she graduated from university D. 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 meaningful B. easy and colorful
　　C. hard and tiresome D. Easy and interesting
　　5. Marie began her research work after she ____.
　　A. graduated from university B. got another degree in mathematics
　　C. got married D. gave birth to her first child
　　6. The radioactive nature of uranium was first discovered by ____.
　　A. Marie B. Mr. Curie C. another scientist D. Mr. And Mr. Curie
　　7. Which mineral is the most radioactive?
　　A. Polonium B. Uranium C. Radium D. 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 polonium D. 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 succeed B. belief in her own ability
　　C. devotion to her research work D. 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