第一篇：2012年秋季學(xué)期高二英語(yǔ)復(fù)習(xí)題unit 13答案

2012年秋季學(xué)期高二英語(yǔ)復(fù)習(xí)題unit 13 – unit16 參考答案

單詞拼寫

1．benefit 2.absorbed 3.transported 4.pure 5．decreased 6.trust 7.sensitive 8.Relationships 9．a(chǎn)dvantage 10.relatively 11．murder 12.arrested 13.regardless 14.political 15．ridiculous 16.Revolution 17speech 18.soul 19．freedom 20.forbade 21．surroundings 22.analyses 23.passport 24.rate 25．budget 26.Arrangements 27.complaints 28.upset 29．guarantee 30.downtown 31．insisted 32.greedy 33.unemployment 34．reconstruction 35.afterwards 36.dawn 37．supply 38.overcome 39.eventually 40.sacrifices

單項(xiàng)選擇

1．D。句意：他想到什么做什么，毫不考慮我的話。regardless of是復(fù)合介詞，意為“不管，不顧，不考慮”，后接名詞或代詞。instead of“代替”；in relation to“與??有關(guān)聯(lián)”；in need of“需要”。

2．C。句意：他沒(méi)有回答我，他一定是在全神貫注地想事情。be absorbed in“全神貫注于”。3．D。句意：“你不要弄出聲音，王先生正在隔壁房間睡覺(jué)?！薄昂玫?，我不會(huì)的?！惫蕬?yīng)選D項(xiàng)。

4．C。句意：多香啊，我從未吃過(guò)這么好吃的一頓飯。根據(jù)句意，把他吃的飯同以前吃的飯進(jìn)行比較，用比較級(jí)。在英語(yǔ)中，“否定詞(no, never)＋比較級(jí)”常表達(dá)最高級(jí)的含義。

5．A。句意：你叔叔似乎是個(gè)開(kāi)車好手；即便如此，我還是不敢乘他的車。even so“即使如此”；even though“即使，縱然”；therefore“因此”；so“那么”。

6．A。where引導(dǎo)地點(diǎn)狀語(yǔ)從句。

7．B。manage it“做了某事，設(shè)法做成了某事”。

8．B。one指代moment作同位語(yǔ)。I will always treasure是定語(yǔ)從句，作one的定語(yǔ)，省略了that。

9．C。句意：老師建議我們應(yīng)該充分利用好天氣去郊游。

10．B。句意：他一路跑到火車站，結(jié)果還是錯(cuò)過(guò)了他上班乘座的7：45的火車。

11．B。that is相當(dāng)于that is to say“也就是說(shuō)”。in a word“總之”；generally speaking“一般來(lái)說(shuō)”；選項(xiàng)D應(yīng)改為in other words。

12．A。句意：“你能射到樹(shù)頂上那只鳥(niǎo)嗎？”“不能，它超出了射程范圍?！眔ut of reach“夠不著”；out of control“失控”；out of distance“超出距離”都不符合題意。out of range“超出射程范圍”，故答案選A。

13．D。句意是：神舟六號(hào)著陸，兩位宇航員已成功地繞地球飛行，這又一次證明了中國(guó)是一個(gè)宇航強(qiáng)國(guó)。此句要用proving作結(jié)果狀語(yǔ)。

14．D?？疾樾稳菰~區(qū)別。句意：這位歌手在演出時(shí)總是對(duì)觀眾的反應(yīng)非常敏感。be sensitive to“對(duì)??敏感的”；sentimental“多愁善感的”；positive“積極的，肯定的”；sensible“明智的，可感知的”。

15．C 16．B?！?..really made me decide to buy it”是主語(yǔ)從句，從句中缺少主語(yǔ)，故用what作主語(yǔ)。17．B。in prison“在坐牢”；go to the prison“去探監(jiān)”。

18．A。句意：布魯斯離家的原因之一是他想進(jìn)行環(huán)球旅行。The reason why...is that...“??的理由是??”。the reasons后接定語(yǔ)從句，且從句中缺少狀語(yǔ)，故選擇why。

19．C。demand后接從句時(shí)，從句中的謂語(yǔ)動(dòng)詞應(yīng)用虛擬語(yǔ)氣，即should＋動(dòng)詞原形，此時(shí)should可省略。

20．C。which替代前面的句子，引導(dǎo)非限制性定語(yǔ)從句，after which“在那之后”。

21．B?？疾榻樵~短語(yǔ)辨析。句意：盡管他不時(shí)地要做一些兼職的工作，他在學(xué)校的成績(jī)總是很好。in spite of“盡管”，表示讓步關(guān)系；regardless of“不管；不顧”，表示不去考慮后果，強(qiáng)調(diào)主觀；on account of“由于，因?yàn)椤?；in case of“萬(wàn)一”。

22．B。考查虛擬語(yǔ)氣和動(dòng)詞短語(yǔ)辨析。此句表示與將來(lái)事實(shí)可能相反的虛擬條件句。當(dāng)if省略時(shí)，should提到從句主語(yǔ)之前。call off“取消”，故選B。

23．D。本題考查常用動(dòng)詞的用法辨析。句意：晚間新聞在7點(diǎn)開(kāi)始播報(bào)，只持續(xù)半個(gè)小時(shí)。顯然，本題最佳答案為D項(xiàng)。

24．C。looking into my eyes作said的伴隨狀語(yǔ)。

25．C。to make things worse是插入語(yǔ)，意為“更糟的事情是”。26．C

27．B?？疾閯?dòng)詞短語(yǔ)“提供某人某物”的用法區(qū)別。只有provide與for搭配正確。其他詞的搭配是supply sth.to sb./supply sb.with sth., offer sb.sth./offer sth.to sb., D項(xiàng)搭配正確，但不符合句意。

28．B。本題考查介詞to和過(guò)去分詞作定語(yǔ)的用法?！皌he key to...”中的to是介詞，后接名詞、代詞或動(dòng)名詞形式，排除C、D兩項(xiàng)；made by the customers為過(guò)去分詞，作demand的定語(yǔ)。

29．A。本題考查定語(yǔ)從句。先行詞a small village在從句中作狀語(yǔ)，所以要選A項(xiàng)。

30．B。根據(jù)所提供的情景Could you leave me alone for a while？可判斷出一方打擾了另一方，所以打擾者向被打擾者道歉。Take it easy.“別著急?！?Not a bit.“一點(diǎn)兒也不?！?It depends.“看情況”。

改錯(cuò)

1．去掉it?？疾楣潭ù钆?。do without sb./sth.是固定搭配，常與can和could連用，意思是“不用或沒(méi)有某人(某物)也行”。如：He cannot do without(the service of)a secretary.他不能沒(méi)有秘書(的協(xié)助)。

2．difficults→difficulties。詞性誤用。difficult是個(gè)形容詞。此處應(yīng)用名詞difficulty的復(fù)數(shù)形式。3．their→our。代詞的誤用。句意：有許多困難和問(wèn)題是我們僅依靠自己的努力所克服不了的。由句意可知，其中的物主代詞應(yīng)與其人稱代詞we保持一致。

4．suffer后加from?？疾楣潭ù钆洹uffer后面直接接名詞時(shí)，意為“受到，遭到”；而suffer from意為“受??之苦”。比較：He has suffered punishment.他已經(jīng)遭到懲罰。He often suffers from headaches.他經(jīng)常頭痛。

5．a(chǎn)ll前加not。邏輯錯(cuò)誤。However一詞的轉(zhuǎn)折表明以下所講并非都是朋友的好處，此處意為“并非所有的朋友都能幫助我們”。

6．√

7．went→goes?？疾閯?dòng)詞時(shí)態(tài)。諺語(yǔ)一般不隨時(shí)間推移而發(fā)生變化，故應(yīng)用一般現(xiàn)在時(shí)。8．which→who。考查定語(yǔ)從句。分析句子結(jié)構(gòu)可知，those指的是人，后面定語(yǔ)從句的引導(dǎo)詞應(yīng)用who。

9．However→Moreover?？疾楦痹~的用法。根據(jù)上下文內(nèi)容可知，此處是遞進(jìn)關(guān)系，而非轉(zhuǎn)折關(guān)系。

10．or→and?？疾檫B詞。根據(jù)句子大意“而且，他們將鼓勵(lì)你堅(jiān)持正確的東西，并避免錯(cuò)誤的或是非法的東西”可知，兩個(gè)不定式是并列關(guān)系，而非選擇關(guān)系，故應(yīng)將or改為and。

閱讀

也許是天性，女人都喜歡購(gòu)物，但購(gòu)物也是有學(xué)問(wèn)的，本文作者以親身經(jīng)歷介紹了怎樣在節(jié)約時(shí)間又節(jié)約金錢的情況下購(gòu)得有價(jià)值的東西。

1．D。細(xì)節(jié)題。根據(jù)第一段第三句“I found they took half a closet to store...I took them back...”可知她把東西送回去主要是因?yàn)樗鼈兲嫉胤搅恕?/p>

2．B。詞義理解題。根據(jù)第一段“...save time and money by passing up bargains”可知passing up在這里意思是“放棄，放過(guò)”，即放棄討價(jià)還價(jià)可以節(jié)約時(shí)間當(dāng)然也節(jié)約金錢了。

3．A。主旨大意題。本文作者主要談?wù)摿巳绾卧诩裙?jié)約時(shí)間又節(jié)約金錢的情況下購(gòu)得心儀的商品，因此選擇A“怎樣避免不明智的購(gòu)物”最符合文章大意。

4．B。細(xì)節(jié)歸納題。根據(jù)第二段作者購(gòu)物的具體描述可見(jiàn)她購(gòu)物是比較明智的，即不買貴的而買對(duì)的(物超所值的)。

第二篇：2010年秋季學(xué)期高二英語(yǔ)教學(xué)計(jì)劃

2010年秋季學(xué)期高二英語(yǔ)教學(xué)計(jì)劃

一.所教班級(jí)學(xué)生現(xiàn)狀分析:

本學(xué)期我所任教高二C173為理科，有相當(dāng)一部分同學(xué)的學(xué)習(xí)態(tài)度不夠端正，上課不喜歡認(rèn)真聽(tīng)講。作業(yè)馬虎、不交，課外時(shí)間全部放在休閑娛樂(lè)上，課堂上打瞌睡的現(xiàn)象時(shí)有發(fā)生。還有一些學(xué)生由于缺乏堅(jiān)持不懈的頑強(qiáng)毅力，害怕背誦、記憶，只滿足于課堂上聽(tīng)聽(tīng)課，課后沒(méi)有復(fù)習(xí)、預(yù)習(xí)等學(xué)習(xí)環(huán)節(jié)，導(dǎo)致英語(yǔ)成績(jī)提高緩慢。

二．教學(xué)目標(biāo)

高二年級(jí)是高中的重要階段，又是高中三年的承上啟下階段。因此，讓學(xué)生在高二年級(jí)打好學(xué)科基礎(chǔ)并有所發(fā)展是極其重要的。下列目標(biāo)應(yīng)在本學(xué)期內(nèi)達(dá)到：鞏固、擴(kuò)大基礎(chǔ)知識(shí)；培養(yǎng)口頭和書面初步運(yùn)用英語(yǔ)進(jìn)行交際的能力，側(cè)重培養(yǎng)閱讀能力；發(fā)展智力，培養(yǎng)自學(xué)能力。爭(zhēng)取在原有基礎(chǔ)上有所提高，縮小與上學(xué)期期末考試時(shí)平均分排在我們前面的幾個(gè)理科班的差距.三．本學(xué)期的教學(xué)內(nèi)容及方法

根據(jù)教學(xué)步驟完成模塊5及模塊6的教學(xué)內(nèi)容，根據(jù)學(xué)生的實(shí)際情況對(duì)教材練習(xí)適當(dāng)做出調(diào)整，刪減。讓復(fù)雜問(wèn)題簡(jiǎn)單化，使學(xué)生更容易掌握所學(xué)知識(shí)。加大學(xué)生的閱讀量,提高閱讀速度。此外，在本學(xué)期的教學(xué)中，要狠抓基礎(chǔ)及單詞、句型及語(yǔ)法等，扎實(shí)基礎(chǔ)知識(shí)，突出寫作訓(xùn)練，為高考打下扎實(shí)的基礎(chǔ)。具體方法如下：

1、鉆研并創(chuàng)造性地利用教材，靈活使用，發(fā)揮教材特點(diǎn)。

2、內(nèi)容要求學(xué)生一定要過(guò)詞匯關(guān)，反復(fù)朗讀、默寫單詞、以便加強(qiáng)學(xué)生對(duì)基礎(chǔ)知識(shí)的掌握。摒棄不切實(shí)際的教學(xué)步驟，抓重點(diǎn)，搞強(qiáng)化，在日常教學(xué)中滲透語(yǔ)法意識(shí)。利用教材提高學(xué)生的基本功，堅(jiān)持默寫單詞及重點(diǎn)句型。

3、本學(xué)期仍要堅(jiān)持訓(xùn)練學(xué)生的聽(tīng)力和并開(kāi)展任務(wù)型寫作教學(xué)。扎實(shí)寫作常用句型的同時(shí)，要求向句群篇章背誦過(guò)渡，培養(yǎng)良好的學(xué)習(xí)習(xí)慣和寫作基礎(chǔ)。

4、培養(yǎng)學(xué)生的閱讀能力，并以這些材料為基礎(chǔ)，擴(kuò)充學(xué)生詞匯量，做到每學(xué)完一篇課文，就進(jìn)行詞匯檢測(cè)。拓寬教材，擴(kuò)展學(xué)生閱讀量，努力補(bǔ)充學(xué)生的詞匯。在平時(shí)教學(xué)過(guò)程中不斷擴(kuò)大學(xué)生的詞匯量，詞匯教學(xué)以新帶舊，從而達(dá)到鞏固擴(kuò)充詞匯的目的，做到經(jīng)常督促、檢測(cè)。

5、加大基礎(chǔ)寫作訓(xùn)練的力度，大力鼓勵(lì)學(xué)生學(xué)以致用。并要求學(xué)生背范文、教師精選的課文段落、寫作必背句型，使學(xué)生熟悉英語(yǔ)的句式結(jié)構(gòu)及習(xí)慣用法，從句到篇，從而寫出完整的英語(yǔ)文章。另外每周進(jìn)行一篇的寫作訓(xùn)練，鼓勵(lì)運(yùn)用背過(guò)的句型，提高學(xué)生的寫作能力。

6、綜合檢查。準(zhǔn)備每一單元做一次練習(xí)，主要以結(jié)合當(dāng)前教學(xué)內(nèi)容為主要測(cè)試內(nèi)容, 間或分塊測(cè)試，習(xí)題的訓(xùn)練在于精而不在于多。在教學(xué)中盡量按照高考的知識(shí)體系有針對(duì)性地選擇典型性題目。針對(duì)共性問(wèn)題進(jìn)行精講，讓學(xué)生在書本中找到解決問(wèn)題的源泉，學(xué)會(huì)思考、整理和歸納。

四、課時(shí)安排

1．必修模塊

5、選修模塊6教學(xué)內(nèi)容，共十個(gè)單元。每單元7-8課時(shí)每一單元一測(cè)驗(yàn)。

2．教材重組：

課時(shí)1：new words、warming up、pre-reading

課時(shí)2:reading 和 comprehending

課時(shí)3:language points

課時(shí)4:using language(listening, reading)

課時(shí)5:reading task

課時(shí)6:translation and exercises

課時(shí)7:writing

課時(shí)8:project

五、教學(xué)進(jìn)度安排

周次

模塊

單 元

內(nèi) 容

備 注

1-2

5

Unit 1

Great scientist

2-3

5

Unit 2

The United Kingdom

單元測(cè)試

4-5

5

Unit 3

Life in the future

階段考

6-7

5

Unit 4

Making the news

8-10

5

Unit 5

First aid

期中考試

11-12

6

Unit 1

Art

12-13

6

Unit 2

poems

單元測(cè)試

14-15

6

Unit 3

A health life

階段考

15-16

6

Unit 4

Global warming

17-18

6

Unit 5

The power of nature

總復(fù)習(xí)訓(xùn)練

19-20

期末復(fù)習(xí)

期末統(tǒng)考

第三篇：高二英語(yǔ)答案

高二英語(yǔ)答案（150分）

一 情景交際考查（10分）1—5 BABBB6—10 ABBCC

二 詞匯和語(yǔ)法知識(shí)考查（15分）

11—15 DCBDB16--20 DABCB21--25 CDBDA

三．完形填空（每小題1.5分，共30分）

26—30 D C A D B31--35 B C D A B36—40 D C B A B41—45 C C A A B

四．閱讀理解（每小題2分，共40分）

46-50 DADCC51--55 BADBA56--60 CADBB61---65 AEGBD

五 單詞拼寫（每小題1分，共10分）

guided67 mild68 deadline69 bleeding70 lack71 ambulance72 ceremony73 conflict74 department75 union

六 短文改錯(cuò)（每小題1.5分,共15分）

1加be 或 worry2 in---to3learn –learning4 because—that5 lose—lost6 and---but7 will be –will be an8 Beside—besides9 hardly –hard10 a good news –goodnews

七 書面表達(dá)（滿分30分）

I'm now safely back home．Thank you very much for all the kindness I got from you during my stay．Hope everything is fine with you there．

Now I wonder whether I could ask you a favor．When I came back, I suddenly realized that I had left my novel Call of the Wild behind at your place．It is a precious gift from my American teacher．Would you please be so kind as to send it back to me? I’ll pay for the postage．The novel must be on the bookshelf in my bedroom．Thanks and all the best．

Yours,Li Hua

高二英語(yǔ)答題卡

第四篇：高二英語(yǔ)Unit 3教案

高中英語(yǔ)教學(xué)資源庫(kù)

Unit 3 Life in the future

Period One

Teaching aims: 1.Talk about life in the future.2.Practice making predictions.Teaching procedures: Step 1.Leading-in As we all know, the moment people landed on the moon for the first time, science and technology began to develop very rapidly.People will invent more and more advanced things and explore the universe further.Can you imagine what our life will be like in the future? Step 2.Warming up Ask Ss to talk about the life in the future.1.Divide the Ss into four groups or more to talk about the pictures one page 41.2.Ask the Ss to have a discussion on what the new technology can do for us.Try to give typical examples and explain your reasons.You may use expressions or questions in the boxes below on Page 41 to help you.Period Two

Step 1.Listening 1.Listen to the tape of Part 1 for the first time and answer the questions on Page 42;2.Listen to the tape again and check the answers with the whole class.3.Listen to the tape of Part 2 and fill in the forms.4.Listen to this part again and ask one student to describe what Mekanika wants to know.Step 2.Speaking 1.Divide the Ss into four groups to talk about the pictures on page 42 and then ask one of them to share the idea with the whole class.2.Ask the Ss to list the advantages and disadvantages of having a double.Then let them give

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some ideas whether a new technology should be used.Step 3.Homework Ask the Ss to try to predict a new technology in the future and discuss the change it brings to the life.Period Three

Teaching aims: 1.Make the Ss get more information about the change of life in the future.2.Improve the Ss’ ability of getting the main idea of each reading subject.3.Help the Ss to grasp some useful words and expressions by using them.Teaching procedures: Step 1.Leading-in We all know that many things are affecting the quality of our life.What are they? Would you like to list them? You may think about clothes, food, transportation, education or health.Step 2.Pre-reading Scan the text to find out in which paragraph you can find the answers to the pre-reading questions.1.How will people shop in the future? 2.How will people travel in the future? 3.What will schools be like in the future? 4.What will the future be like in general? Step 3.Reading 1.Skimming Ask the Ss to read the whole text quickly and try to grasp the general idea.Do the following multiple-choice questions.1.What can we infer from the first paragraph? A.It is impossible for people to predict the future life.B.It is quite easy to know what life will be like in the future.C.People can know exactly what future life will be like through examining the contemporary

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society.D.It is possible to forecast about future life by examining some of the major trends of the contemporary society.2.Which statement about the current life is true according to the text? A.People pay much attention to a healthy diet instead of regular exercise.B.Public transportation is well developed in all areas of China.C.E-business is so popular that people are doing more and more online shopping.D.E-schools have taken the place of common classrooms.3.What can we learn from the text? A.Scientists are trying to protect what life will be like in the future.B.We had better keep on studying all life to keep up with the changeable world.C.Life in the future won’t change too much.D.Life in the future will be completely different from what it is today.(Answers: 1—3 DCB)2.Scanning After getting the general idea of the text, Ss will be encouraged to get more information from the text by doing the following multiple choices.1.For what purpose is the example of “the new train” introduced? A.To show the great achievement in science.B.To tell new technology is used to reduce the pollution of transportation.C.To show the modern transportation is much faster.D.Both B and C.2.In the future people will shop ________.A.not for basic goods B.only for entertainment C.using special small cards instead of cash D.in less crowded malls 3.What is the main advantage of e-schools? A.Students can save time on the way by attending e-schools.B.They will help people study whenever and wherever they like.高中英語(yǔ)教學(xué)資源庫(kù)

C.They supply more knowledge than common classrooms do.D.Attending e-schools is fashionable.4.The word “predict” in the first paragraph is close to ______ in meaning.A.learn B.guess C.forecast D.describe 5.To live a longer and healthier life, people believe in _______.A.eating healthy food and taking regular exercise B.eating more C.doing much exercise every day D.having physical examinations often 6.People can deal with new diseases like SARS mainly through __________.A.advances in medical science B.regular exercise C.a healthy diet D.good treatment of doctors and nurses 7.It is better to be lifelong learners because ______.A.learning is pleasant B.things are changing all the time C.we’d better prepare ourselves well for the coming changes in our life D.we can’t forecast what will happen in the future（Answers: 1—7 DCBCAAC）Step 4.Post-reading 1.Ask the Ss to discuss the post-reading questions(2---5).2.What should we do to make sure we can have a bright future? Please write a short passage according to the text and your imagination.Period Four

1.catch/get/have a glimpse of 瞥見(jiàn)，望見(jiàn)一眼

e.g.I thought I caught a glimpse of Meg at the station this morning.高中英語(yǔ)教學(xué)資源庫(kù)

I got a glimpse of the driver of the getaway car, but I doubt I would recognize her if I saw her again.2.ensure v.擔(dān)保，確保(1)ensure that…

e.g.The role of the police is to ensure(that)the law is obeyed.(2)ensure sb.sth.e.g.Following the plane crash, the airline is taking further steps to ensure public safety on its aircraft.3.without doing…

e.g.Lily went back home without saying goodbye.4.make it easier for sb.to do sth.make it +adj.+(for sb.)+to do make it +n.+(for sb.)+to do e.g.The Internet makes it quite easy for us to look for information.試比較：find it +adj +(for sb)+to do find it +n +(for sb)+to do e.g.I find it difficult to find what he likes.5.keep in touch with 與……保持聯(lián)系 be in touch with 與……保持聯(lián)系（狀態(tài)）get in touch with 與……取得聯(lián)系 lose touch with 與……失去聯(lián)系

be out of touch with 與……沒(méi)有聯(lián)系（狀態(tài)）e.g.Let’s keep in touch.We’ve been out of touch with John for years now.6.search…for…尋找…… e.g.The police searched her for drugs.7.deal with 對(duì)付，處理；涉及，討論；與……做生意 e.g.How will you deal with the bad boy? 8.lead to 引起，造成，導(dǎo)致 e.g.The misprint led to great confusion.高中英語(yǔ)教學(xué)資源庫(kù)

lead to a place 通往某地 e.g.The road leads to the town.lead sb.to do 使得，導(dǎo)致（某人做謀事）e.g.He led a guest to his room.9.appreciate vt.欣賞，感激

e.g.You can’t fully appreciate foreign literature in translation.I really appreciate a good cup of tea.10.in store 儲(chǔ)備著，貯藏著

e.g.Please keep your energy in store for the trip.He always keeps several cases of wine in store.in store for 等待著（某人）e.g.There’s a surprise in store for you.Period Five

Teaching aims: 1.Learn some words and phrases in the reading passage.2.Learn about the noun clauses serving as subjects, object and predicative in a sentence.Teaching procedures: Step 1.Word study 1.Ask the Ss to fill in the blanks of exercise 1 on Page 45 with the correct form of the ten words listed below:

in general, forecast, trend, urban, consumer, keep in touch with, customer, tiny, cash, pay attention to, regularly, physician, lead to, effort, in store.2.Explain the meaning of each phrase in the box of Exercise 2.Then ask the students to fill in each blank with them and change the form where necessary.Go over the passage with the whole class.Step 2.Learning about Noun Clause(2).1.In pairs discuss the examples on Page 46 and the function of each clause.Do exercise 1.Then check the answers with the whole class.高中英語(yǔ)教學(xué)資源庫(kù)

2.More examples are given to explain the usages of noun clauses.名詞性從句的功能相當(dāng)于名詞，根據(jù)其在句中充當(dāng)?shù)某煞挚煞譃橹髡Z(yǔ)從句、表語(yǔ)從句、賓語(yǔ)從句等。

（1）主語(yǔ)從句(subject clause)e.g.That they were in truth sisters were clear from the facial resemblance between hem.What she said is not yet known.注：若主語(yǔ)從句較長(zhǎng)，常用it 作形式主語(yǔ)，而把主語(yǔ)從句放到句子的后面。e.g.It is not known yet whether they will come today.It is strange that he had made a mistakes.(2)表語(yǔ)從句(predicative clause)eg.The problem is who we can get to replace her.The question is how he did it.(3)賓語(yǔ)從句(object clause)A.用作及物動(dòng)詞的賓語(yǔ) e.g.He told us that he felt ill.I know he has returened.B.用作介詞的賓語(yǔ)

e.g.I walked over to where she sat.I don’t care(for)who marries him.Period Six

Teaching aims: 1.Foster the Ss’ ability to read English letters.2.Enable the Ss to write a predictable life in the future.Teaching procedures: Step 1.Leading-in Ask the Ss to have a discussion in pairs or groups about the following topic: “What will the life be like in the year 3000?” Step 2.Listening and reading

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Ask the Ss to listen to the tape of this passage and then answer the questions on Page 47: 1.If you had an e-friend, what would you use it for? 2.Why is it something difficult for Mekanika to know what is real and what is an image? 3.How is your life different from the way people lived one thousand years ago? Step 3.Language points 1.company n.陪伴；與他人在一起 e.g.I enjoy his company.keep sb.company 陪伴某人，給某人做伴 e.g.I will stay here and keep you company.in company with sb.和某人在一起

e.g.I, in company with many others, feel his decision was wrong.for company 做伴，一起

e.g.I hate going out alone: I take my daughter for company.2.in the same way 用同樣的方法

the way(that/in which/of doing/to do)做某事的方法 in the way 擋道，礙事 on the way 在路上 by the way 順便問(wèn)一下

in a way/in one way/in some ways 在某種意義上，在某種程度上 3．a(chǎn)fter all 畢竟，盡管

e.g.I didn’t invite him to my birthday party;after all, I don’t really know him well.The passenger was tired and walked more slowly, but he got home after all.in all 總共

all in all 大體而言，從各方面來(lái)說(shuō) above all 首要的，最為重要的 at all 全然，究竟，到底

4.more than 超過(guò)，不僅僅是，極其

e.g.The school now employs more than five substitute teachers.5.clean up 收拾，整理，弄趕凈，整齊；清理，消除疑慮，天氣放晴 e.g.I cleaned up the classroom after school.高中英語(yǔ)教學(xué)資源庫(kù)

Pleas clear up the mess in her before you go.I hope it clears up this afternoon.6.some day（將來(lái)）某一天 one day（過(guò)去或?qū)?lái)）某一天 the other day 前幾天= a few days ago another day 改天 Step 4.Writing Ask the Ss to write a short passage about the advantages and disadvantages of the new technology.

第五篇：2012秋季期高二英語(yǔ)教學(xué)計(jì)劃

2012秋季期高二英語(yǔ)教學(xué)計(jì)劃

教師： 何媛萍

高二上學(xué)期是高中教育的一個(gè)重要階段，教學(xué)就顯得尤為重要。作為高二2班、3班的英語(yǔ)教師，為了使學(xué)生圓滿完成各項(xiàng)學(xué)習(xí)任務(wù)，盡快適應(yīng)新的環(huán)境，在各方面能夠健康發(fā)展，把英語(yǔ)教學(xué)搞的有聲有色，必須有一個(gè)切實(shí)可行的教學(xué)計(jì)劃。特制定高二上學(xué)期英語(yǔ)教學(xué)計(jì)劃如下：

一、指導(dǎo)思想

以學(xué)校工作計(jì)劃為指導(dǎo)思想，全面貫徹落實(shí)新課程改革和素質(zhì)教育的精神，積極主動(dòng)地開(kāi)展教學(xué)研究工作，落實(shí)學(xué)科教學(xué)常規(guī)，營(yíng)造良好的教研氛圍，不斷改革課堂教學(xué)，探究科學(xué)有效的教學(xué)形式。針對(duì)我校高二學(xué)生的實(shí)際，打算在高二階段的英語(yǔ)教學(xué)中，繼續(xù)積極培養(yǎng)學(xué)生英語(yǔ)學(xué)習(xí)的興趣和養(yǎng)成英語(yǔ)學(xué)習(xí)的習(xí)慣。

二、教學(xué)目標(biāo)

使學(xué)生明確學(xué)習(xí)英語(yǔ)的目的性, 發(fā)展自主學(xué)習(xí)的能力和合作精神。二班的及格率達(dá)到百分之十，優(yōu)秀率百分之一，三班的及格率達(dá)到百分之一，優(yōu)秀及格率達(dá)到百分之一。

三、主要措施

在培養(yǎng)學(xué)生的語(yǔ)言知識(shí)、語(yǔ)言技能、情感態(tài)度、學(xué)習(xí)策略和文化意識(shí)等素養(yǎng)的基礎(chǔ)上發(fā)展學(xué)生綜合運(yùn)用語(yǔ)言的能力，培養(yǎng)學(xué)生在獲取信息，處理信息，分析問(wèn)題解決問(wèn)題的能力，以及運(yùn)用英語(yǔ)進(jìn)行思維和表達(dá)的能力。

優(yōu)化學(xué)生的英語(yǔ)學(xué)習(xí)方法，使他們能通過(guò)觀察、體驗(yàn)、探究等主動(dòng)學(xué)習(xí)的方法，充分發(fā)揮自己的學(xué)習(xí)潛能，形成有效的學(xué)習(xí)策略，提高自主學(xué)習(xí)的能力。

四、教研活動(dòng)

首先對(duì)教材吃透，對(duì)班里學(xué)生的英語(yǔ)水平詳細(xì)了解。多去聽(tīng)其他老師講課，學(xué)習(xí)講課經(jīng)驗(yàn)。多看教育學(xué)心理學(xué)方面的書籍。有助于掌握教學(xué)技巧，了解高中生的成長(zhǎng)心理，積極參與備課。其次，多參與教研教活動(dòng)，了解教育動(dòng)向。業(yè)精于勤荒于嬉。平日里，還要努力提高自己的專業(yè)知識(shí)水平。