高二英语公开（精选12篇）
1.高二英语公开 篇一
余杭高级中学 范艺
Goals:
1. To get to know something about a famous woman named Helen Thayer.
2. To develop some basic reading skills.
3. To understand the importance of courage and determination.
Teaching aids: Multimedia
Teaching procedures:
Step1. Warming up
1. Show some pictures of Antarctica.
Q: Is it beautiful? Where is it?
Q: What’s the weather like there?
Q: How is the living condition there? What animals live there?
Step2. Pre-Reading
1. Work in pairs and discuss the following questions:
1). Imagine you are traveling alone to the South Pole, what will you take with you? Why?
2). Do you know the names of three countries that are part of the North Pole?
3). Which animals live on the North Pole? And which on the South Pole?
4). Why do polar bears never eat penguins?
2. Group work:
Study the title and try to guess what the person who was alone in Antarctica is would be like?
----The person must be very strong.
----The person must be very young.
----The person must be healthy.
----The person must have great courage and determination.
----The person must have a strong will.
Q: Can you imagine such a woman of 60 years old making an expedition alone in Antarctic?
Q: What difficulty might she meet in Antarctica?
Step3. Reading
It’s clear to see that being in Antarctica alone is a journey of challenge and danger.
1. Ask the students to listen to the text and make a decision about whether the following statements are true or false.
( ) 1. She spent her 50th and 60th birthday in Antarctica.
( ) 2. During her expedition in Antarctica, the weather was very good though the wind was icy.
( ) 3. Every November there was bright sunshine 24 hours a day.
( ) 4. Her birthday fall on the 22nd day when she began her journey to the South Pole.
( ) 5. She had got self-rescue training before the expedition.
( ) 6. She will never forget her solo travel in the South Pole.
2. Ask the students to read the text and answer the questions.
1). What’s the weather like during the first few days of her expedition?
2). Where did she stay when the wind grew stronger?
3). How did she spend the day of November12?
4). What happened when she was moving forward over a slope?
5). What happened on the 22nd day of the expedition?
3. Finish Post Reading Ex1. on P32
4. Read each paragraph again to pick out the sentence or key words which help you get the main idea of each paragraph.
Find out main idea and detailed information of each paragraph.
5. Language points
Step4. Post- reading
Interview: (If time permits)
Work in pairs. One is newspaper reporter, and the other is Helen Thayer. After the expedition the reporter is interviewing Helen.
Homework:
1. Finish the exercise about Vocabulary and Grammar.
2. Finish English Weekly Proof reading.
2.高二英语公开 篇二
一、课前多做准备工作
1、备学生。
上公开课有时候是自己的学生, 有时候是别人的学生。若是自己的学生, 很多时候能够沉着应对。因为学生的情况都很了解, 提的问题会很有针对性, 学生能应答自如, 课堂气氛当然就好一些。但要上好一堂公开课, 也还得好好备学生, 让学生在公开场合得到锻炼;当然若是别人的学生, 就更应该事先了解一些他们的情况。如他们的成绩分布, 班干部名单等, 同时多鼓励他们别怯场, 利用有限的时间和他们融洽关系, 走近他们, 最好让他们喜欢上你这个陌生老师, 这样他们才会最大限度地配合你, 让你上课时候能得心应手。
2、备教材。
这是上课前最重要的一个环节。若对所较内容不熟悉, 把握不了重难点, 上课时候就会眉毛胡子一把抓, 上课前要非常了解自己要讲什么, 不讲什么。内容不宜过多, 要明了清楚。让学生实实在在学点东西, 而不是所谓的走过场。同时要结合所教知识与前面旧知识的联系, 从而能从复习中从容过渡, 让新知识的引入自然而生动。不让自己的公开课变成“耍猴戏”。
3、备课件。
很多老师平时上课很好, 但一上公开课就不知所措了, 因为课件不熟悉, 以为课件是现成的东西, 没花时间好好研究怎么用, 上下衔接不自然;另外, 因是别人制的课件, 使用起来很别扭, 导致上课时候心慌意乱, 自然就上不好课了。
二、做好新课的引入
1、新课的引入要有新意。
万事开头难, 有了好的开端, 对后面的过程产生水到渠成的效果。一节公开课开始的部分很重要。因为来听课的人或评委也许是第一次听你的课, 他们要是听见耳目一新的引入, 会对上课人产生良好印象, 因为第一印象会先入为主。
2、新课的引入要自然, 简洁而又生动。
引入是很简短的一个过程, 但却很有讲究, 它要把复习旧课和新课联系起来, 同时也得与即将上的新课衔接。所以要求上课的老师要多多研究, 找到最适宜的引入材料, 让复习轻松过渡到新课。
三、展优避短, 采取多种方式上好新课
1、纯朴、谦逊、高雅的形象是上课成功的第一前提。
当一位教师走进教室时, 人们就会在脑海里产生第一印象。当你带着微笑, 和蔼可亲, 充满自信地走进教室时, 首先会让学生和听课老师对你充满好感, 产生一种积极的心态, 激发想听你讲课的欲望。这就是你成功的第一步。
2、教师纯美的语音功底是上好公开课的有力保障。
作为上语言课的老师, 说话就是教学的方式。怎样让学生学好英语, 教师的发音、语速及对所教内容的准确表达, 都对学生起着言传身教的影响。作为一堂公开课更是显得重要。当你以优雅的姿态走进教室, 开口说第一句清脆或带满磁性的口语时, 你就已经获得听课人的肯定。再加上准确而流畅的表达, 不快不慢的语速, 学生会觉得很过瘾, 听课老师也会兴趣倍增。当然我们的老师平时很辛苦, 也许嗓子早就坏了, 那也没关系, 只要你的语言带有感染力, 能抑扬顿挫, 照样效果不错。
3、教学内容的条理性是上课成功的关键。
一节课的设计有条不紊, 思路清晰, 衔接自然。这节课就已经成功一大半。上课教师要镇静自若, 把提前设计的课烂熟于心, 这样在上课过程中就会临危不乱, 带领学生朝自己设计的理想目标发挥, 让节奏掌握在自己的手中, 听课老师也就肯定了你掌控课堂的能力, 这样你也就握住了成功的指挥棒。
4、上课教师的肢体语言是辅助教学不可缺少的手段。
因为公开课很多时候是借班上课, 陌生的学生有可能没听懂你的指令, 甚至水平很差根本听不懂你的英语指令, 这时候是肢体语言发挥作用的绝佳时机。你借用幽默而大众化的动作, 不仅让学生弄懂你的指令, 迅速回应你的问题, 同时也活跃了课堂气氛, 拉近与学生的距离感, 也掩饰了学生配合不佳的尴尬场面。所以恰当的肢体语言的使用是上好一堂课的重要手段。
5、时间的掌控是关系上课是否成功的保障。
一节课的几个步骤各分别需要多少时间, 不仅需要课前设计好, 还更是我们教师需要练就的感觉能力。我们不可能一边上课一边看时间, 我们得凭自己的感觉来进行分配和调控。老教师会对时间驾轻就熟, 但若是年轻教师就得多多费心, 让自己的公开课时间分配恰倒好处, 获得更理想的评价。
3.探究高二英语阶段性复习方法 篇三
关键词：高二英语；积极性；词汇
一、调动学生的学习积极性
不在学习阶段及复习阶段中，学生的积极性非常重要，只有学生积极了，才能够与老师配合得更好，提升复习效率。所以教师们要吸引学生的注意力，尽量不使用灌输教学法，而是加强与学生之间的互动，或是以结组的方式，让学生合作，相互帮助，共同提高。
二、紧抓词汇
学习英语的过程中，词汇的重要性不言而喻。就像中国的汉字，只有学会汉字并且学会使用，才能够学好汉语。英语也是一样，所以词汇是英语复习中的首要任务。高中英语的词汇量相比初中而言大了很多，所以抓好词汇教学工作也非常重要。
把好词汇关，首先需要学生学会拼写单词，在记住一个单词之后还需要反复记忆，才能够加强记忆，否则很容易忘记。针对容易忘记的单词，可以将它们记在本子上，有时间就反复记忆。当然，仅仅会拼写单词还是远远不够的，还需要学会对单词的运用。这就需要教师制定系统的复习方案，让学生高效地复习单词及短语。
三、高效组织训练，提升复习效率
除了对单词和短语的记忆，还需要进行系统的训练。每一位教师都应该根据自己班级的实际情况，因材施教，选择最适合学生的习题进行练习，并且循序渐进，让学生在练习的过程中，逐步提升答题能力。当然，整个练习过程也需要把握时间，以加强学生对考试时间的控制能力。
在练习过后，教师需要对练习的习题进行有侧重点的讲解。也就是教师们需要做到，自己处于主导地位，引导学生的复习工作，但是学生处于主体地位，无论是练习还是思考，都应该交给学生自己完成。所谓有侧重点的讲解，就是要明确学生的薄弱部分，针对薄弱的部分重点加强，对于学生已经掌握的部分就一笔带过。当然，这个讲解过程也是对学生起到点拨作用，让学生学会解决类似的问题，达到复习效果。
参考文献：
[1]吴梓青.高中英语总复习课问题诊断和解决方法研究[J].考试周刊，2013（55）：87-90.
[2]高红劼.浅析高中英语复习方法[J].英语广场：下旬刊，2012（4）：122-123.
4.高二英语公开 篇四
《物种起源》绪论，是说明性很强的理论性的文字，教的很痛苦，学的不乐意。如何激发兴趣，有效的教学，如何筛选，如何概括。如何细读，在教学中值得注意。
师：这是国外作家米兰•昆德拉名言，每个单词我们都认识，用我们中文的方式来翻译翻译。（学生兴趣很高，争先发言）生：上帝很高兴，当人们思考以后。生：人们思考了，上帝就笑了。
师：说来说去，就是笑和思考，只是对象不同。一般翻译成，人类一思考，上帝就发笑。还押韵，中国式的翻译。
师：这句话的含义到底是什么呢？为什么会得到那么多人的赞同而成为名言呢？（学生自由回答）
生：人类只要思考，上帝就认为你有自己的思想，她就很欣慰，很愉快。师：你的理解很乐观，赞一个。
生：意思就是上帝掌握着每个人的命运,人类再怎样去思考也是没用的,倒不如不去思考。师：有些悲观。你的言外之意是上帝是万能的，无所不能。虽然在上帝面前，我们的思考是如此的可笑，但正是这令上帝发笑的思考使我们的文明一天天进步与发展，人类并没有因为上帝的发笑而停止思考。（简要的介绍圣经中创世纪的故事，投影 圣经第1章
1起初，上帝创造天地。
2地是空虚混沌，渊面黑暗；上帝的灵运行在水面上。
3上帝说：“要有光”，就有了光。
4上帝看光是好的，就把光暗分开了。
5上帝称光为“昼”，称暗为“夜”。有晚上，有早晨，这是头一日。）
生：世界的万物是上帝创造的，并且造出后物种不会改变。师：中国的俗话说，龙生龙 生：凤生凤，老鼠儿子会打洞。
师：但事实上，到了19世纪的中期，有一位年轻的科学家通过自己的实际科学考察探索，挑战了这些论断，这位科学家曾经是剑桥神学院的学生，是上帝的忠实粉丝，却对物种如何起源提出了惊世骇俗的观点，这位年轻人就是 生：达尔文。
师：这部划时代意义的著作就是 生：物种起源。
师：历史上，任何先进的革命的理论往往是知音稀少，任何的天才和英雄都是寂寞的，都会遭到来自不同方向的明枪暗箭和恶毒攻击，有些甚至付出生命的代价，（出示漫画1871年，达尔文在《人类的由来》一书中称人类祖先是灵长类动物。这一观点激怒了一部分人，他们将达尔文公然制成讽刺漫画。）而这篇物种起源绪论就是对这些打击的强有力的反击。师：什么是绪论。如果要你写放在著作前面的文字，你会写哪些内容？（学生回答，老师归纳）
师：现在大家要讲真话，你喜欢这样的文字吗？ 生：不太喜欢，文字比较枯燥，不够活泼。生：缺少文采，有些句子读起来不舒服。
5.高二英语公开 篇五
问：怎样在这段时间内有效提高英语写作水平?阅读理解的生词不懂怎么办?
答：写作提高最关键还是要注意造词造句，要有写对句子结构的能力。阅读理解方面，有的 篇章比较长，考生要注意一些基本话题的词汇。比如说这篇文章是关于科技的，我们就可以去记住一些关于科技的词汇，再不断积累和循环复习，而不是一个个单词去记。按照体裁和话题分类进行词组的积累，以此提高自己的词汇和表达，包括同义词、近义词、反义词的积累。
问：概要写作如何抓住要点?
答：概要写作要注意主要信息和细节信息的区分。有时候考生把细节信息当成主要信息写上去，会被扣分。各种文章的体裁不一样，考生在大脑应有一个图示，一定要知道这些文章主要讲什么。不漏掉这些文章要点，可以保持4分以上，好一点可以达到满分。例如写说明文时，就是把问题或现象摆出来，什么原因，导致什么结果。这样写一般不会出现大问题。
问：英语成绩不是很稳定，考试时语感好和不好差别很大，怎么办?
6.高二英语公开 篇六
学前班英语公开课教案-学前班英语公开课教案
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7.谈如何构建优质高效的英语公开课 篇七
一、课前形象定印象
这里的课前形象是指教师和学生的形象。对于即将开始上课的教师来说, 他的外在形象很重要。首先, 教师的穿着打扮要得体、大方、整洁, 给人清新的感觉。其次, 教师的精神面貌应是高昂的。在面带微笑的同时也显露出自信和乐观, 给听课者和学生以轻松的感觉。就学生而言, 他们课前表现出的言语、坐姿、神采也可以体现出即将到来的课堂会是沉闷还是活跃的。所以, 如果师生能展现出身心上轻松而快乐的课前氛围, 这必然有助于正式课堂的教学发挥。
二、课堂实战显能力
1. 合理的课堂设置
根据教学目标和目的的要求, 教师在“吃透”本节课所授内容的同时要注重以下几方面的环节设置, 从而促成一节好课。首先, 导入是不可忽视的。一节好的公开课应有好的“序曲”, 这就是“导入”。“良好的开端是成功的一半。”好的导入在很大程度上能促使学生先感知教材, 后向往课堂, 从而激发他们的学习欲望, 使其渴望对本节课知识的掌握, 为稍后的正式“演奏”做好准备。其次, 教学主体过程是决定成败的关键。它是教师能力体现的最佳环节, 要做到: (1) 针对不同的课型设计不同的结构。“实用性”是教学结构的宗旨。诸如:阅读课侧重通过skimming, scanning, careful reading, reading strategy等多方面从广度到深度对文章内容的挖掘, 让学生反复地从感性到理性上进行认知, 从而主动积极地投入对知识的领会和探索中, 最终达到阅读能力的提升。 (2) 确保教学过程层次的梯度性。在环环相扣的教学过程设计中切记清晰的教学思路是首要的。知识点讲解过程中要注重难度的梯度性;教学的层次要鲜明且教学环节要“平稳过渡”, 不能太突兀也不要太急促。 (3) 运用灵活的教学方法贯穿课堂。正所谓“教学有法, 但无定法, 贵在得法”。不同的课型需要不同的课堂教学方法。教师也应在教学过程中通过个人回答、同伴配合、小组讨论等形式不断地引导、指导和帮助学生完成较难的环节设计。最后, 知识的收获同样很重要, 教师在一系列的传道、授业、解惑之后并未完成使命, 因为, 在公开课上学生所表现出的“完美”配合与演示并不能课后的知识再现和再运用才能真实地反映学生的掌握情况, 与此同时所表现出的就是教师有计划地带着学生进行知识的收获。
2. 平等的课堂氛围
首先, 教师的言语应是温和而幽默的。温和的语气透露出教师对学生的鼓励、关心与友好。教师训斥的话语、严厉的声音将大大降低学生学习的积极性和学习效果, 压抑学生的学习热情和创造性。尤其是在公开课上, 严厉的话语只会加重学生原本就很紧张的心理, 同时也会影响他们的课堂配合。适当幽默的语言除映射出教师博学多知, 同时也能搞活课堂氛围, 能拉近任课教师与学生及听课者之间的距离, 甚至能“化尴尬为玉帛”, 解决课堂中的不愉快。其次, 教师在课堂中应以“指挥者”身份带动学生学习。作为指挥者的教师是课堂教学的主导者, 学生则是课堂活动的主体成员。指挥者运用手中神秘的指挥棒引领乐手演奏出美丽动人的乐曲, 同时彰显了他们相互之间的默契、和谐与互动。
3. 较强的驾驭能力
(1) 课堂知识的驾驭。教师在自身具备广博的学科知识的前提下, 应认真备课, 做到对本节授课内容熟记于心, 做到对相关知识信手拈来。教师的知识储备应能到达以“一缸水倒一碗水”的程度, 但要懂得“倒什么, 倒多少, 如何倒”。 (2) 突发事件的驾驭。教师要有足够的心理准备应付课堂中的种种客观突发事件的产生。我们的教学对象是有思想、有个性的独立个体, 所以, 在备课时应考虑到学生的特点、兴趣及爱好来设计教学内容, 因为学生在课堂上也会有“奇思妙想”, 他们会针对某个知识点“各抒己见”, 从而可能会影响课堂的继续或目标的达成。 (3) 课堂气氛的驾驭。一节公认的好课必须具备良好的课堂氛围。教师的实力还体现在知道何时调动及如何调节课堂气氛, 做到不被学生的情绪左右课堂;相反的, 教师应考虑到如何利用学生的学习状态和积极性及时地进行任务型教学。这样, 听课者就不会觉得这节课是“前紧后松”或“顾头不顾尾”, 而是“有张有弛”“首尾衔接”。
8.高二英语公开 篇八
跟踪导练（一）
阅读地带
A： 1—3 DAAB： 4—7 CBDC
单词训练营
1. informal2. serious3. confidently4. lack
5. advance6. nodded7. sighed8. opportunities
单句翻译
1. Are you nervous about the situation of being at a social event in another country？
2. Small talk is very important and it can prepare you for more serious conversations.
3. Have you ever crossed the road on purpose to avoid talking to someone you know？
4. Communication is a two-way process which involves listening and speaking.
单项选择
1—5 DCBAA6—10 BCABD
阅读表达
1. On any day of the week.
2. Digital broadcasting.
3. A health benefit.
4. Because they cannot compete with the large clubs.
5. Televised sport.
跟踪导练（二）
阅读地带
A： 1—4 CACBB： 5—9 ADADC
单词训练营
1. obligation2. prize3. formed4. impolite
5. tidied6. favour7. Certain8. reply
单句翻译
1. I want to ask a favour of you. Could you please lend me your bicycle？
2. Susan did not feel under any obligation to tell Bill the truth because they weren’t good friends any more.
3. I already have that book. You needn’t have brought another one for me.
4. You don’t need to buy any gifts for Jenny， but she will be very pleased if you do so.
单项选择
1—5 CCBDA6—10 CCBAB
完形填空
1—5 DBAAB6—10 CCABB
11—15 DACDA16—20 CABDC
跟踪导练（三）
阅读地带
A： 1—4 CADAB： 5—9 BCDAD
单词训练营
1. firm2. customers3. awkward4. cautious
5. divorced6. clerk7. anyhow8. interrupted
单句翻译
1. The good news of our football team winning the game cheered up everybody who heard it.
2. The students are more cautious not to make any mistakes in spelling than ever before.
3. Jerry often studies deep into night. As a consequence， he got the first place in this grade exam.
4. Emily got the top mark in the exam but she was too modest to tell anyone.
单项选择
1—5 CBDBA6—10 DBCCA
阅读表达
1. A sense of humor.
2. Because his new heart was younger than Anthony’s.
3. Their eating habits.
4. He had been on an exercise program.
5. To feel even better than his brother.
跟踪导练（四）
阅读地带
A： 1—3 CDAB： 4—7 DCBC
单词训练营
1. factual2. secretive3. aware4. function
5. successful6. imagined7. purpose8. apologising
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单句翻译
1. The local people are very hospitable to the visitors from all over the world.
2. No wonder I couldn’t get through. I left out two numbers in the phone number.
3. As the responsible officer of the company， she volunteered to take the lead in carrying out the assignment.
4. The children started showing off as soon as anyone came into the house.
单项选择
1—5 DBABA6—10 DCDDB
完形填空
1—5 CABDB6—10 ACDAC
11—15 DABDC16—20 ABDDB
跟踪导练（一）
阅读地带
A： 1—3 CBBB： 4—7 CDDA
单词训练营
1. heroes2. vanished3. definitely4. hesitated
5. bitten6. invisible7. tail8. edge
单句翻译
1. This project will play an important part/role in encouraging the popularization of compulsory education in poverty-stricken areas.
2. If you have any problems， please do not hesitate about contacting me directly.
3. The wind direction is the direction from which the wind blows.
4. He cast about in his mind for a proper excuse for not turning up at the meeting.
单项选择
1—5 DACAD6—10 DDBAA
阅读表达
1. Within 20 days or so.
2. Because they see it as an investment in their future.
3. Because they can get good positions with a driver’s permit.
4. Having a full-time job.
5. He thought they were very able and serious.
跟踪导练（二）
阅读地带
A： 1—5 BCCABB： 6—9 BCDC
单词训练营
1. square2. profoundly3. bending4. revenge
5. married6. wicked7. cottage8. punished
单句翻译
1. Jack being very naughty， his T-shirt which he just bought for several days has completely lost its shape.
2. Although living a very hard life， they did not hold out their hands for the government’s aid.
3. Are you paying now， or shall I put it down to your account？
4. After he got married， Hera successfully put a spell on him， demanding that he kill his wife.
单项选择
1—5 CABBC6—10 ADBCA
完形填空
1—5 BCABD6—10 CDBAD
11—15 BABDC16—20 BADCB
跟踪导练（三）
阅读地带
A： 1—4 DABAB： 5—8 DADA
单词训练营
1. appeal2. envelope3. gifted4. burden
5. stubborn6. overcame7. thus8. Attaining
单句翻译
1. By helping each other they managed to overcome the difficulties of rebuilding their hometown.
2. What has been put down in black and white cannot be erased without special tools and wisdom.
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3. While being welcomed by scholars， the book makes immediate appeal to the general readers.
4. Those reports are restricted to descriptions but give no opinions about the facts.
单项选择
1—5 ADCCB6—10 BCBAD
阅读表达
1. For thousands of years.
2. In aquariums/water tanks.
3. By the middle of the 1800s.
4. The Adventure Aquarium.
5. Many chances to experience life under the sea.
跟踪导练（四）
阅读地带
A： 1—4 ADBBB： 5—9 CAACD
单词训练营
1. sorrow2. ought3. glimpse4. trailing
5. graciously6. magical7. power8. possessed
单句翻译
1. In spite of all kinds of difficulties， we still tried our best and managed to finish the task ahead of schedule/time.
2. If you drive the car， you should fix your eyes on the road and we will be much safer.
3. Paul just caught a glimpse of Lucy before she vanished into the crowd.
4. Jayden made up his mind to set out as soon as he got a reply from his friend.
单项选择
1—5 BCADB6—10 DABAD
完形填空
1—5 BACCA6—10 DBDCB
11—15 ADCBA16—20 DBCCD
跟踪导练（一）
阅读地带
A： 1—3 DCCB： 4—7 DCAC
单词训练营
1. trust2. chatted3. notes4. moody
5. interest6. amounts7. raised8. swung
单句翻译
1. We heard some of their conversation as they raised their voices from time to time.
2. He had lost interest in the football match but decided to see it through.
3.The students stood by the roadside， raising money for the poor.
4. The man who has made up his mind to succeed will never say “impossible”.
单项选择
1—5 CABAB6—10 DBBAC
阅读表达
1. Building a stronger heart and lungs. /Helping in weight control. /Causing very few injuries.
2. Many sleep better and others feel better in life.
3. He/She only needs to walk faster， farther and more often.
4. Sidewalks， streets， parks， fields and malls.
5. Good walking shoes and comfortable clothes.
跟踪导练（二）
阅读地带
A： 1—4 CDADB： 5—8 DBAC
单词训练营
1. confronted2. counted3. lively4. quarreled
5. touch6. alike7. ashamed8. considerate
单句翻译
1. I regret to have to leave this city， but I will keep in touch with all my friends.
2. Don’t you remember seeing that girl before？
3. Having finished the exercises， we went on to learn the new words in the next module.
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4. Not knowing the native language and having no friends in this country， he found it impossible to get a job.
单项选择
1—5 ABDDC6—10 DCCDC
完形填空
1—5 BBCCB6—10 CACBA
11—15 BCBDA16—20 CADAD
跟踪导练（三）
阅读地带
A： 1—4 BDBBB： 5—8 CBAC
单词训练营
1. forgave2. scolded3. blessed4. ripened
5. harvests6. torn7. perfect8. predictions
单句翻译
1. We have been on good terms with our neighbors for all these years.
2. I’ve been so busy in the last few months that I’ve lost touch with most of my friends.
3. These old letters brought many of my friends to mind.
4. Millions of people all over the world keep in touch with each other in this way.
单项选择
1—5 CBACA6—10 DCCBA
阅读表达
1. An elderly man and his wife.
2. In the clerk’s room
3. Because he was grateful to the clerk.
4. On the corner of the Fifth Avenue and 34th Street.
5. The original Waldorf Astoria Hotel.
跟踪导练（四）
阅读地带
A： 1—4 BCBDB： 5—8 AACD
单词训练营
1. clicked2. flee3. paced4. liar
5. reunited6. mention7. belong8. bottom
单句翻译
1. The mother thanked the person from the bottom of her heart for saving her son’s life.
2. With the help of the police， she was reunited with her children last night.
3. He bought me a pretty scarf， and in return， I cook a delicious meal for him.
4. It’s very difficult to get on well with a moody person.
单项选择
1—5 DBCCD6—10 BDADD
完形填空
1—5 BDCAA6—10 CBDAB
11—15 DCCAA16—20 BCDAB
9.高二英语总结 篇九
高二英语备课组,这是一个团结和谐的群体，是一个底气十足的团队，全组成员齐心协力，不断努力，提升全组的同时，构成了我组独具特色的风格和特点。在教学中研究，在研究中教学，探索有效备课，聚焦课堂，实现有效教学，最终促进教师的个人发展和提高教育教学质量。
一.强化观念更新，创新英语教学
英语新课程标准对英语学科的发展提出了新的要求，这就要求我们要认真学习理论，更新教学观念和知识结构，提高自身的综合素质，才能贴合时代潮流的发展要求。在教学中，我们要求每位教师努力做到“三创新”--创新课堂教学设计，主要以学生的发展为本;创新教学方法，使教学活动由“教”向“学”转变，真正提高40分钟的课堂教学效率;创新教学手段，运用现代化教学技术和远程教育资源是创新外语教学的重要途径。
二、抓好教学业务工作提高教师的专业素质
1.团结协作，发挥群众备课组的优势
备课是上好一节课的关键和前提。我们采取群众备课与个人备课相结合的办法。以年级组为单位进行群众备课。做到有计划、有目标、有实效;做到研究教学资料、学生实际、教学方法;做到统一计划、统一进度、统一教学资料;及时交换在教学中遇到的问题，切实反思与解决问题，向课堂40分钟要质量。
2、抓好教研组活动这个主阵地，向40分钟要质量
课堂教学是学校教学工作的中心，也是教研活动的重要环节。教研活动的主要方向就是提高课堂教学的水平和教学质量。因此，英语课堂教学在教研活动中占有重要的地位。本学期我们每周安排两位老师进行讲课，群众评课，每周都有详细的活动安排，针对课堂教学中出现的状况，提炼共性问题进行研讨，进一步明确了对策推荐，使广大英语教师对一些问题有了清晰的认识。为了使大家能在意识上和教学方法上有一个大幅度的提高。
三、开展了学生活动，进一步营造了良好氛围
根据各年级段的教学特点和学生的心理特点及实际状况，以备课组为单位，由备课组组长负责，组织多样的学生竞赛活动，吸引学生的眼球，激发了学生对英语的兴趣，使学生更关注英语的学习，甚至热爱英语，进一步营造了良好的英语学习氛围。
总之，注意自身素质的提高，始终以高标准严格要求自己，在教育教学工作中取得了优异的成绩。但是，我们也深深明白，这些成绩的取得是在各级领导的关心、以及学校其他学科老师的大力支持与配合下取得的。我们还明白，他们的工作还有很多需要提高改善的地方，例如：如何提高学生的用心性如何缩小两极分化在今后的工作中，我们决心再接再厉，努力工作，争取更大的飞跃。
程千
10.高二英语语法总结 篇十
魔法课
英语语法是一样繁琐的知识，对于处于懒散状态的高二学生来说，更加不想要去背和接触，下面提高了一些关于高二英语语法的总结，希望派上用场。
主谓一致
1、以单数名词或代词、动词不定式短语作主语时，谓语动词要用单数；主语为复数时，谓语用复数。（最基本的）
2、由and或both……and连接的并列成分作主语时，谓语动词用复数。
但并列主语如果指的是同一人、同一事物或同一概念，谓语动词用单数。
3、由and连接的并列单数主语之前如果分别由each, every, no修饰时，其谓语动词要用单数形式。
4、主语是单数时，尽管后面跟有 but ,except, besides, with，as well as，together with，along with，like 等引导的介词短语时，谓语动词与前面的主语一致。
注意：主语和谓语之间插入了分词短语，谓语要与主语保持一致。
5、一些只有复数形式的名词，如people, police, cattle, clothes等作主语时，谓语动词要用复数。
6、集体名词family, class, team, group 等看作整体时，谓语动词用单数；看作每一个成员时，谓语动词用复数。
7、当表示国家，城市，人名，书名，报纸，杂志，及组织机构等的专有名词做主语时，作为整体，谓语动词用单数形式。
The New York Times is reading all over the United States.《纽约时报》
8、news，maths，physics，politics等词貌似复数，实为单数，其谓语动词用单数.9、“the +形容词”(如the poor，the rich，the young，the old，the dead，the sick，the brave 等)作主语，谓语动词往往用复数
10、表时间、距离、价格、度量衡等的名词作主语时，谓语动词通常用单数。
11、由连词not……but……, or, either……or, neither……nor, not only…but also,等连接的并列主语，如果一个是单数，一个是复数，则谓语动词按就近一致原则，与最靠近它的主语一致。（这个就是就近原则）
12、There be句型、以here开头的句子谓语动词和靠近的主语一致。
13、a number of后面加复数名词或代词，其动词用复数形式；但the number of后面加复数名词或代词时，其谓语用单数。
14、在定语从句中主语是关系代词who , that , which , 谓语动词的数应与先行词的数一致。
注意：在“one of +复数名词+ who/that/which”引导的定语从句中，从句谓语的单复数取决 于one前是否有the(only)、the very。如果有，从句的谓语动词用单数，如没有the only，就用复数形式。
省略
Ⅰ、状语从句中的省略用法
以if从句为代表的状语从句中的特殊省略用法：通常省略了it is，that is，there is/are。
Ⅱ、定语从句中的省略用法
关系词的省略 关系代词that，which，whom等在限制性定语从句中充当宾语且不位于介词之后时，可以省略；in which或that在先行词way后作方式状语从句时可省略。
Ⅲ、虚拟语气中if及should的省略
1、当条件状语从句中有were，had，should等时省略if，把它们提至句首，形成倒装句。
2、Suggest，insist，order，require等表示建议、要求、命令的动词后接的名词性从句中，谓语动词常用“should+动词原形”，should可以省略。
Ⅳ、不定式符号to的省略
1、感官动词see，hear，feel，watch等和使役动词have，make，let等后接不定式作宾语时，不定式省略to。
2、在特定语境中为了避免重复，当不定式再次出现时，在want，wish，hope，try，plan，like，love，hate后往往只保留to，而省略后面的动词。但不定式后有be，have时，也保留be和have。
Ⅴ、So和not的替代性省略
用于避免重复前面所说过的内容，替代词so/not替代肯定或否定的名词性从句。可与believe，do，expect，fear，guess，hope，say，speak，suppose，think，I’m afraid等连用
倒装
1.在there be/live/lie句型中用全部倒装: 2.在以there, here, now, then +be/come/go+主语的句子中用全部倒装: 注：如果主语是代词则不用倒装。
3.以off, away, out, in, up, down等副词开头的句子以示强调或为了使情景更生动，句子用全部倒装:
注：如果主语是代词则不用倒装。
4.only, not until所修饰的介词短语、副词或状语从句放在句首时，要部分倒装:
注：①主句倒装，从句不倒装。
②Only+主语置于句首时，不倒装。
5.never, hardly, seldom, scarcely, barely, not, few, little, often, by no means, at no time等放在句首时，要部分倒装:
6.在no sooner…than;not only…but also;hardly/scarcely …when;句型中，前面的句子要部分倒装:
注：not only…but also, neither…nor连接两个主语不倒装。
7.以so, neither, nor开头的句子，表相同概念的肯定或否定时，要全部倒装:
e.g.:
I have never been to Beijing.Nor has he.She is a teacher, so am I.8.so/such…that句型中，把so/such修饰的那部分放在句首时，主句要部分倒装:
9.as引导的让步状语从句，常把表语、状语置于主首，用倒装:
注：如果表语是单数可数名词，该词前一般不加冠词。
Child as he is, he knows a lot.10.省略if的虚拟条件句置于句首时，用倒装:
11.Such作表语放在句首时，表示强调，用倒装:
12.为了保持句子平衡，或使上下文连接更紧，可把介词短语、形容词短语、副词或分词提到主语前，用全部倒装语序:
过去分词与现在分词
一、现在分词和过去分词的构成（形式）
现在分词的构成
主动语态 被动语态
一般式 doing being done
完成式 having done having been done
过去分词的构成：done
二、过去分词的用法
过去分词一般表示完成的和被动的动作，只有一种形式。
过去分词用法如下：
1.作定语 和现在分词作定语的用法相同。作定语用的过去分词如果是单词，一般放在名词的前面；如果是过去分词短语，要放在名词的后面。
2.作表语
3.作宾语补足语
4.作状语
三、现在分词的用法
1.作定语 作定语用的分词如果是单词，一般放在名词的前面。如果是分词短语，一般放在名词的后面，它的功用相当于定语从句。
2.作表语
3.作宾语补足语 分词在复合宾语中可作宾语补足语。可带这种复合宾语的动词有：see, watch, hear, feel, find, get, keep等。
注1：上述句子也可以变为被动式。如：Steam can be seen rising
from the wet clothes.注2：复合宾语中用现在分词和用不定式意义稍有不同。不定式表示动作发生了，指事物的全过程；分词则表示动作正在进行。
11.高二英语公开 篇十一
根据句意和所给的汉语或首写字母提示,写出句中所缺单词的正确形式。
1. These children have a lot of p_________ which we should try to develop.
2. That terrible traffic accident caused his d________ and he could no longer walk as usual.
3. Their school lies on an island, so it is not a_________ by car.
4. According to the rules of our school, all the teachers must p_________ in the children’s games.
5. After eight years of hard struggle, the Chinese people won the v_________ against the Japanese.
6. After all the games are over, we will hold the closing c_________.
7. When you are faced with unhappy things, you should try to a_________ your mood.
8. Mrs. Zhou praised me for my progress in English study, which gave me much e_________.
9. He was born of a rich family, but he showed great s_________ to poor people.
10. Whenever I’m very busy, his sister always a_________ me.
二、单项填空
从A、B、C、D四个选项中,选出可以填入空白处的最佳选项。
1. He asked us to ______ them in carrying through the plan.
A. provide B. encourage
C. assistD. persuade
2. Studies show that the things that contribute most to a ______ of happiness cannot be bought.
A. senseB. thought
C. causeD. understanding
3. Every student is expected to ______ in the school activities actively.
A. undertakeB. participate
C. approachD. guarantee
4. It is never easy to adjust ______ big changes. Those who can do it faster are more likely to succeed.
A. forB. with
C. toD. in
5. The job is ______ to me because I have little experience. However, it is also ______.
A. challenging; rewarding
B. challenged; rewarded
C. challenging; rewarded
D. challenged; rewarding
6. I feel strongly that each of us should ______ a role in making the earth a better place to live in.
A. find B. takeC. getD. play
7. All this snow and ice makes it difficult for old people to ______ very well.
A. get aroundB. turn away
C. pick upD. take off
8. With April 18’s railway speedup, highway and air transport will have to compete with ________ service for passengers.
A. goodB. better
C. bestD. the best
9. I am sure David will be able to find the library — he has a pretty good ________ of direction.
A. ideaB. feeling
C. experienceD. sense
10. My sister was against my suggestion while my brother was ________ it.
A. in favour ofB. in memory ofC. in honour ofD. in search of
11. I have just been in Australia for a week and I’m trying to ________ the new climate here.
A. adjust to B. agree with
C. fit inD. rely on
12. It is quite obvious ______ we must apply other methods of setting the problem.
A. whetherB. what
C. howD. that
13. Today there are more opportunities for disabled people to make ______ contribution to ______ society.
A. a; theB. a; /C. /;the D. the; a
14. He promised to send me an invitation to visit their country ______ until I was 60 years old.
A. each two yearsB. each other year
C. every other yearD. every second years
15. She thought I was talking about her daughter, ________, in fact, I was talking about my daughter.
A. whom B. where
C. whichD. while
三、同步语法
根据所给汉语完成下列句子。
1. 奶奶昨晚给我们讲了一个有趣的故事。
Grandma ______ ________ _________ ________________ last night.
2. 请把那本字典递给我好吗?
Would you please ______ ________ _________ ________?
3. 这个学期我已经给父母写过三封信了。
This term I have written ______ ________ _________ ________________.
4. 我父亲已经给我买了一辆新自行车。
My father has ______ ________ _________ ________________.
5. 新式机器将会为你节省许多劳动。
The new machine will ______ ________ _________ ________________.
四、完成句子
根据括号内的汉语提示,用句末括号内的英语单词完成句子。
1. Today there are more opportunities for disabled people to develop their potential, live a rich life and ___________________ (为社会做贡献). (contribution)
2. __________________(很显然) that he is wrong. (become)
3. It’s high time that I _____________(开始去) my study now. (get)
4. Charles Babbage is generally considered ______________(发明了第一台电脑).(invent)
5. I usually go to my uncle’s ___________(每三天) . (every)
6. She regrets _____________ (没有学习)the computer hard.(study)
7. Bamboo __________ (不只是用于) building. It can also be used to make beds, chairs and so on. (more)
8. What I said made her so sad like this. How I wish I _______(没有说) such words to her.(say)
9. As a normal young man, you just can’t have any idea of how difficult it is for a disabled girl to _______ (忍受她的残疾).(live)
10. I have learnt to live with my body as it is and ____________________ (调整我的生活方式). (adjust)
五、单元话题阅读
Some of world’s famous persons have suffered from a similar disability, such as Einstein, the physicist; Thomas Edison, the inventor; August Rodin, the artist. What disabled these three highly intelligent men? Strange as it may seem they all suffered from learning disabilities, the name given to a number of related learning disorders.
Persons suffering from learning disabilities are of normal or higher intelligence. Yet they have great difficulty learning to read, write or use numbers.
Almost always, there is a problem with one of the mental processes (过程) needed to understand or use written signs or spoken language. A learning-disabled child sees and hears perfectly well. Yet he or she is unable to recognize differences in sizes, shapes or sounds that are easy for others to recognize.
Learning disabilities are very common. They affect perhaps 10 percent of all children. Four times as many boys as girls have learning disabilities.
Since about 1970, a new research has helped brain scientists understand these problems better. Scientists now know there are many different kinds of learning disabilities and that they are caused by many different things. There is no longer any question that all learning disabilities result from differences in the way the brain is organized.
You cannot look at a child and tell if he or she has a learning disability. There is no outward sign of the disorder. So some researchers began looking at the brain itself to learn what might be wrong.
In one study, researchers examined the brain of a learning-disabled person who had died in an accident. They found two unusual things. One involved cells in the left side of the brain, which control language. These cells normally are white. In the learning-disabled person, however, these cells were gray. The researchers also found that many of the nerve(神经)cells were not in a line the way they should have been. The nerve cells were mixed together.
1. How can we learn if a person has suffered from learning disabilities or not?
A. By judging whether she or he sees or hears perfectly well.
B. By checking if he or she is or normal or higher intelligence.
C. By judging if he or she is the world’s most famous person or not.
D. We can’t learn it by the appearance of a person
2. Which of the following statements is true?
A.Among the children suffering from learning disabilities, there are fewer girls than boys.
B. It is reported that many more girls have learning disabilities than boys.
C. All the world famous persons have the chance to get the similar disorders.
D. The majority of the world’s most famous persons have suffered from the disabilities.
3. Why did the researchers examine the brain of a learning disabled person who had died in an accident?
A. To check if the person is of normal or of higher intelligence.
B. To see if the person had any outward sign of the disorder.
C. To try to find out the cause of the learning disability.
D. To find out if the person suffered from a learning disability.
4. If somebody has learning disability, _________.
A. his or her nerve cells are in a line the way they shouldn’t be
B. the cells in the left side of the brain are gray and the nerve cells were not in a line
C. he or she has no difficulty in learning to read, write or use numbers
D. he or she is able to recognize the differences in sizes, shapes or sounds
5. In this passage the underlined word “they” refers to ______.
A. people with disabilities
B. the scientists
C. learning disabilities
12.高中英语公开课的几个误区 篇十二
一、导入过于花哨, 耗时过长
(案例一) 课型为阅读课, 内容为外研版高中英语必修二Module1 Our body and healthy habits.
授课教师先是播放了一首耳熟能详的英文歌曲An apple a day keeps a doctor away, 接着问了学生一个问题:What is the subject of the song?之后出示了几张漂亮帅气的明星照片, 并询问学生:Do you know them?Do they look good?为了形成鲜明对比, 老师又展示了几张体态丰硕的明星照片, 问了同样的问题, 学生齐声回答, 然后老师抛出讨论话题:Some people are slim while some are fat.Can you tell me why?每组请一位同学把讨论内容写在黑板上, 因为学生列的原因各种各样, 有三个组同学提到healthy or proper habits, 老师借机导入课文内容:Today we will learn a passage to know more about healthy habits.导入环节共耗时15分钟。
导课是所有课型教学必不可少的环节, 目的是为新课的顺利展开做好铺垫, 恰如其分的导入能激发学生学习兴趣, 使学生积极投入到课堂学习中, 起到抛砖引玉的作用, 因此教师应重视导入环节。
上述案例中, 老师活动设计的意图是吸引学生的注意力, 所选素材与主题有着较为密切的联系, 也渗透了审美教育。不足之处在于内容花哨, 令人眼花缭乱, 无疑会分散学生的注意力, 忽视教学内容;再者耗时过长, 挤占了教学重点, 即阅读时间。这位老师如能把内容进行精简、组合, 导入就会变得简练、自然、水到渠成, 也会为后面的教学活动留下充裕的时间。
在设计导入环节时, 教师应考虑以下几个问题:导入的目的是什么?设计内容跟主题联系是否紧密?时间分配是否合理?能否做到自然流畅?只有这样, 导入才能高效、简练, 真正达到预期目标。
二、课堂提问缺乏艺术性
学生的思维活动往往是从问题开始的, 在英语教学中, 教师根据教学需要经常向学生提出一些问题, 借此了解学生对知识了解、巩固和运用的情况, 激发学生的兴趣和求知欲, 引导他们通过推理获得新知识。如何有效地向学生提出问题, 并通过这些问题更好地推动学生学习, 成为高中英语课堂教学的关键。在许多公开课、优质课中, 课堂提问缺乏艺术性, 存在着一些误区:
(一) 无意义的提问
有些教师提问的内容跟教学目标无关, 偏离重点, 造成教学过程不够严密。如:What are we going to learn today?Do you like English?此类问题不具备启发性, 毫无意义, 只会浪费时间, 导致教学效率低下。
(二) 不公平的提问
在上公开课时, 执教教师为了使教学过程得以流畅进行, 会经常提问优等生、尖子生, 成绩好的同学一节课被提问好几次, 而“后进生”整节课也没有发言机会。这样做会严重伤害“后进生”的自尊心, 不利于培养他们学英语的兴趣。相反, 如果在公开课上能给“后进生”发言的机会, 即使他们回答得不够好, 也会激发起他们学习英语的兴趣。
(三) 不灵活的提问
在公开课上, 教师为了让学生回答问题异口同声, 一般把问题设置成一般疑问句, 学生只需要回答“Yes”或“No”。一位教师在讲外研版教材必修五Module 2 A job worth doing时, 这样提问学生:Do you like your teachers?Do you think teaching is a job worth doing?Will your parents be happy if you choose to be a teacher in the future?这些问题很肤浅, 不利于学生进行深层次思考和发散性思维的养成。如果能换一种问法:What’s your dream job?What should you do to make your dream come true?结果就会大不一样了, 学生就会争先恐后地给出各种各样的答案, 因此, 教师在设计问题时要尽量新颖, 能引导学生思考问题, 让学生有话可说, 提高课堂提问的价值。
(四) 提问方式单一化
大多数公开课上, 教师采用“教师———全体学生”和“教师———个体学生”的师生问答形式, 却很少采用“学生——学生”“小组———小组”和“学生———教师”的提问形式。变化多样的提问方式, 既能激发学生兴趣, 又能活跃教学氛围, 学生不易产生疲劳感, 从而提高课堂效率。
三、预设与生成关系处理不得当
一般在公开课教学中, 授课教师会充分准备, 预设很充分, 但课堂生成是动态的, 再高明的教师也不可能预设学生的所有答案, 所以预设和生成存在误差很正常。如何处理预设与生成的关系, 对上课教师是极大的挑战, 需要相应的教学机智。
(一) 预设与生成太吻合, 让人感觉不真实
(案例二) 课型为读写课, 内容是外研版必修一的Module 2 My new teachers.主要内容是描述了三位深受学生喜爱的老师各自的特点。教师在课堂开始时提出了这样的问题:What kind of teacher do you like best?Everyone is expected to think of an adjective to answer the question.
S1:Outgoing.
S2:Patient.
S3:enthusiastic.
S4:Humorous.
...
短短一分钟左右的时间, 学生就说出了wise, understanding, outgoing, confident, considerate, hard-working, delighted, energetic, open-minded, sincere等十多个形容词。回答一个接一个, 很是流畅, 令听课教师觉得很惊讶, 感觉像在表演。因为该班学生水平一般, 在没有任何准备的情况下能如此连续地说出那么多好的形容词, 这种生成让人感觉似乎有些出乎意料。
(二) 预设与生成出现偏差, 教师缺乏应有的睿智
(案例三) 授课教师讲外研版教材必修二Module 2 No drugs课型为阅读课, 本节课一开始, 教师用多媒体展示了大麻、冰毒、可卡因等一系列毒品, 作为导课:
T:What are these?
Ss:Poisonous... (有些学生想说Poisonous things)
T:No, they are drugs.Who produce them?
Ss:People. (笑)
T:Not really, but I think they are made by criminals.
很显然, 预设与生成出现了偏差, 其一, 学生没有回答drugs, 而是代之以poisonous things, 老师给予否定, 直接给出答案。其二, 学生认为毒品是People制造的, 不否认这个回答学生有开玩笑的意思, 但老师又急于求成, 赶快给出了答案。这充分说明, 对于预设中出现的意外, 教师缺乏应有的心理准备, 存在启而不发的现象, 缺乏相应的教学机智。
公开课上, 教师预设中的生成能力都很强, 预设很充分, 但无论怎么充分都会有“意外”或“偶然”的情况产生, 这才是真实的课堂。这种即时性课堂生成不是教师备课时都能预测到的, 而是需要在瞬息万变的课堂中从容不迫, 善于抓住“意外”或“偶然”, 加以有效利用和引导, 不至于手足无措, 例如:
T:What are these?
Ss:Poisonous... (有些学生想说Poisonous things)
T:Poisonous things.Well, never mind.But they have a special name in English, only one word.Who can tell me the special name?
Ss:drugs?
T:That’s quite right.Who produce them?
Ss:People. (笑)
T:People?That is to say, you and I are also included?
Ss:Of course not.
T:So“people”is not an appropriate word here.As we all know, only a small part of evil people produce drugs.Their action is illegal.So what should we call them?
Ss:Criminals.
对于这些意外, 教师只要及时捕捉学生的思维线索, 适当加以引导, 学生就可以拾级而上, 给出教师预设中的答案, 一切水到渠成, 自然流畅。
四、评价过于机械, 不能激发学生热情
在高中英语课堂上, 教师回应学生最多的是good, great, excellent, perfect等单一的表扬, 对于高中生来说显得空洞无力, 让学生感觉教师的表扬只是形式而已。如果教师能在肯定学生正确答案的同时对他们的具体表现进行肯定和鼓励, 就能激发学生更大的参与热情。
听过高三的一节阅读策略研讨课, 课上, 老师讲解了很多解题策略和如何排除干扰项等, 之后提供了2013年山东省高考英语试卷中的一篇文章, 让学生限时完成。其中有一个题目比较难, 老师找一个同学说答案, 这个同学选B, 但大部分同学说选C。这位老师没有空洞地评价“very good”, 而是这样说的“You have done a good job, but most students think C is right.Why did you choose B?”这样的评价不仅表扬了该学生选对了答案, 还鼓励他说出思考过程。这样成功地进行了教师学生角色的转换, 而且能发挥那个学生的积极能动性。
去青岛听了一节公开课, 至今记忆犹新。老师在最后讨论环节, 抛出了这样一个话题:If you see an old woman fall to the ground, should you give her a hand?
S1:I will try to help the elder or weak people without hesitation because everyone needs help, and when we help others, we’re in fact helping ourselves.
T:I totally agree with you because I think our society needs positive energy.But what if the woman is cheating you for money?
S1:Whatever happens, we will definitely help others who need help because we need to take the responsibility to do everything we should.Only in this way can our society develop in a positive direction...
T:I’m proud of you.I will also help anyone who needs help whatever happens.
这时, 全班掌声雷动……
教师通过这种灵活的评价方式, 激活了学生头脑中已有的知识, 培养了学生分析问题、解决问题的能力以及发散思维的能力, 成功地引导课堂活动从简单走向丰富, 从肤浅走向深刻, 从而使英语课堂魅力四射。