第一篇：必修二unit 1 如何寫好辯論作文-教案

Writing——如何寫辯論報告

教學目標：1.培養學生的寫作能力

2.學生能夠獨立寫一篇完整的辯論報告

3.能夠正確的運用本單元學到的單詞、短語和語法

教學重點：引導學生仔細閱讀題目要求，了解文章中心思想，之后能分析正反教學難點：學生需要學會合理運用有關的語法項目來寫辯論報告教學方法：討論法教學手段：多媒體設計意圖：運用“討論式”的英語教學模式和采用“任務型”英語教學途徑，教學年級：高一課題名稱：授課類型：英語寫作教材版本：人教版授課時間：

觀點，給出理由，再發表自己的看法，實現用詞準確，行文流暢

Powerpoint 通過同學們寫作技能的訓練、學習策略的培養和寫作的實踐，并引導學生獨立思考并以討論、合作學習的方式練習英語寫作。

Unit 1 Cultural Relics——Debate

40分鐘 教學過程： Step 1：Lead in Show students some pictures about traveling and then ask them to think about three questions Q1:what can you get from the trip? Q2:what will the tour place get if people travel there? Q3:whtat are the bad effects that people will bring to the tour place? [活動目的：引起學生興趣，衛視學生主動參與開了好頭，為接下來的作文指導做鋪墊] Step 2: Pre-writing 1.show students the writing material and ask them to pay attention to the structure and outline of the composition.2.offer some key words and expressions that may be used in the composition.3.give some sample sentences that may help them to improve their composition.[活動目的：讓學生了解議論文的格式：開頭（辯論主題），主體（贊成或反對），結尾（自己的觀點），并且讓他們指導常用的表達觀點的句式和適當的連詞，能幫助提高他們的作文表達。] Step 3: While-writing Ask some students to do their writing on the blackboard [活動目的：清晰地展示學生的寫作表達情況，便于針對某個錯誤來糾正。] Step 4: Comment & Estimate Check the writing on the blackboard to make some correction or improvement.[活動目的：引導學生共同分析帶有普遍性的問題和一些典型錯誤，并及時進行講評，及時將信息反饋給學生。] Step 5: Homework Finish the writing after class.

第二篇：人教版英語必修二unit1公開課教案

必修二

Unit1 Cultural Relics Reading: In Search of the Amber Room

一、Pre-reading(4min.)What do you think amber can be made into?(necklace, ring, barrette, bracelet, perfume bottle, etc.)Can you imagine a room made of amber?

二、Learning aims

1.Help students learn the structure and the content of the reading passage.2.To learn about some details in the history of the amber room.三、Reading 1.Fast reading 1)Read the text quickly and find out the main idea of the passage:(5min.)?It tells us the strange history of the amber room, a cultural relicof two countries: Russia and Germany.? main idea of each paragraph(4min.)Para1.The amber room and its design Para2-3.The history of the amber room Para4.The missing of the amber room Para5.The rebuilding of the amber room 2)Read the passage quickly and find out characters, years and places in the passage.(clues 線索)(3min.)? characters: Frederick I, Peter the Great, Frederick William I, Catherine II.Background information: Frederick I: the first king of Prussia.Frederick William I: the next king of Prussia.Peter the Great : the Czar of Russia.Catherine II: the female Czar of Russia.? years: 1716, 1770, 1941, 2003.? places: Prussia, Russia, Germany.2.Careful reading Read the passage carefully and answer the following two questions: 1)What did these four characters do to the amber room? 2)What happened in these four years(1716;1770;1941;2003)Para1.(3min.)? What was the amber room made of? Several tons of amber was were used to make it.It was also decorated with gold and jewels.? How many years did the artists take to make the amber room? It took about ten years.an introduction of the Amber RoomColourDesignHow long wasit built?Yellow-brownOf the fancy style popular in those days10years for a team of the country’s best artists.The best and biggest work of amber art ever made.（有史以來所制作的最大最好的琥珀藝術作品）

Para2.(5min.)? For what reason was the amber room first designed?

It was first designed for the palace of Frederick I.? What did Peter the Great give in return?

A troop of his best soldiers.? What was the amber room used for when it belonged to Peter the Great?

It served as a small reception hall for important visitors.Q2: What happened to the Amber Room in 1716?Frederick William I(the king ofPrussia)togave to as a gift of friendshipPeter the Great(the in returnCzar)Sent hima troop ofhis best soldiers1.his winter palacein St Petersburg2.a small reception hallfor important visitors.servedas Para3.(2min.)? What did Catherine II use the amber room for?

She spent her summers in the amber room.? What could you see in the amber room after it was completed?

Almost six hundred candles lit the room, and its mirrors and pictures shone like gold.Para.4：the missing of the Amber RoomTime :1941.9Event: at warRussia(the Russians)Nazi Germany(the Nazis)were only able toremovefurniture and small art objects.the Amber Roomstole.After that ,what happened to the Amber Room wasa mystery.the Nazis arrivedsent it to Konigsberg.(5min ? True or False(T)Germany and Russia were at war in 1941.(F)All things in the Amber Room were stolen.(T)The Nazis stole the Amber Room within two days.Para5.(3min.)? Who have built a new amber room? The Russians and Germans.? How old is St.Petersburg now? 312 years old now.四、Post-reading Summing up 1.Characteristics: in the order of time;the past tense.(2min.)2.The clues of the story.(3min.)

五、Homework(1min.)1.Retell the story and write it in your exercise book.Clue: built→gave to sb.As a gift→added more details→stolen→lost→rebuilt

2.Find out the 7 attributive clauses in the reading passage, write it down in your exercise book, 并標出定語從句部分以及先行詞、關系代詞/關系副詞。

第三篇：作文必修2 UNIT1

Para1: 問題：找到文化遺產的人是否有權利將其據為己有？

Para2: 一些學生認為自己找到的文化遺產可以據為己有。原因有三：

1.找它們花了自己的金錢和時間,理應得到它們.2.如果得不到自己找到的文物,就沒人去尋找文物了.3.國家有許多文物,若有一兩件屬于發現者個人,也并無大礙.Para3: 另一些人反對將文化遺產據為己有。原因有三：

1.文化遺產對了解過去是有價值的。

2.把不屬于自己的東西據為己有是不正直的。3.文化遺產屬于國家，不屬于個人。

Para4: 全班表決的結果是反對者獲勝。辯論改變了那些支持者的想法。

Para1: 問題：找到文化遺產的人是否有權利將其據為己有？

Para2: 一些學生認為自己找到的文化遺產可以據為己有。原因有三：

4.找它們花了自己的金錢和時間,理應得到它們.5.如果得不到自己找到的文物,就沒人去尋找文物了.6.國家有許多文物,若有一兩件屬于發現者個人,也并無大礙.Para3: 另一些人反對將文化遺產據為己有。原因有三：

4.文化遺產對了解過去是有價值的。

5.把不屬于自己的東西據為己有是不正直的。6.文化遺產屬于國家，不屬于個人。

Para4: 全班表決的結果是反對者獲勝。辯論改變了那些支持者的想法。

Para1: 問題：找到文化遺產的人是否有權利將其據為己有？

Para2: 一些學生認為自己找到的文化遺產可以據為己有。原因有三：

7.找它們花了自己的金錢和時間,理應得到它們.8.如果得不到自己找到的文物,就沒人去尋找文物了.9.國家有許多文物,若有一兩件屬于發現者個人,也并無大礙.Para3: 另一些人反對將文化遺產據為己有。原因有三：

7.文化遺產對了解過去是有價值的。

8.把不屬于自己的東西據為己有是不正直的。9.文化遺產屬于國家，不屬于個人。

Para4: 全班表決的結果是反對者獲勝。辯論改變了那些支持者的想法。

Para1: 問題：找到文化遺產的人是否有權利將其據為己有？

Para2: 一些學生認為自己找到的文化遺產可以據為己有。原因有三：

10.找它們花了自己的金錢和時間,理應得到它們.11.如果得不到自己找到的文物,就沒人去尋找文物了.12.國家有許多文物,若有一兩件屬于發現者個人,也并無大礙.Para3: 另一些人反對將文化遺產據為己有。原因有三：

10.文化遺產對了解過去是有價值的。

11.把不屬于自己的東西據為己有是不正直的。12.文化遺產屬于國家，不屬于個人。

Para4: 全班表決的結果是反對者獲勝。辯論改變了那些支持者的想法。

第四篇：必修一Unit1 Friendship教案

Unit 1 Friendship Teaching goals:

*語言知識

1.to talk about friends and friendship, and interpersonal relationship 2.to practise expressing attitudes, agreement and disagreement, and certainty 3.to master some sentences about giving advice 4.to learn to use the Direct Speech and Indirect Speech(1): statements and questions 5.to learn about communication skills

*語言技能和學習策略

1.to develop listening skills by doing exercises in listening task 2.to develop speaking skills by finishing the speaking task and other activities like discussion and oral practice 3.to develop reading skills through the reading materials in this unit 4.to learn to write a letter of advice

*文化意識

1.to know about friend and the real meaning of friend 2.to learn how to get along with others

*情感態度

1.to arouse the interest in learning English 激發學習英語的興趣

2.to learn to express their feeling of friends and friendship

學會如何用英文表達學生對朋友以及友誼的感受

Teaching key points: 教學重點

1.how to improve students’ speaking and cooperating abilities

2.learn to use the Direct Speech and Indirect Speech(1):statements and questions 3.master some words and expressions Teaching difficult points:教學難點

1.train the students’ speaking, listening, reading and writing abilities 2.how to improve students’ cooperating abilities

Teaching methods: 教學策略

Student-focus approach and task-based approach Learning methods: 學習策略 Cooperative study Teaching aids: 教學目標 Computer

The First Period(Warming up &Speaking)Teaching aims: 教學目標

1.to know about different kinds of friendship 要知道不同類型的友誼

2.to learn some words of describing friend and friendship 學會一些形容朋友和友誼的單詞

3.to master some useful words and expressions 掌握一些有用的單詞和語句 4.Teaching methods: 1.discussing

2.cooperative learning Teaching materials: Warming up Teaching procedures: Step One: Leading-in 1.Free talk: Something about friend and friendship Ask the Ss to describe one of their friends----their appearance, personality, hobbies, etc.Qs: What’s your friend like?

What does he/she like to do in his/her spare time?

What personality does he/she have?

Step Two: Discussion

1.Writing the following statement on the blackboard We all agree that to have a good friend , you need to be a good friend.2.Ask the Ss: What do you think of this statement and how can you be a good friend? Let the Ss express their views 3.Have the Ss get into groups of four to list some qualities of a person they would like as a friend.Ss may list: honest, friendly, open-minded, generous, helpful, patient, good-tempered, trustworthy, careful, full of love, caring, responsible, interesting, brave, easygoing, outgoing, warm-hearted, kind, selfness, tolerant, intelligent… 4.Have a member of each group report on what their lists have and list them on the blackboard 5.Ask the class whether or not they agree with all the qualities listed Step Three: Doing the survey and explanation 1.Have the Ss do the survey in the textbook and let them work out their score.2.Teacher explain each item Question 1 deal with how thoughtful you are towards others.The scoring reflects your concern for others.So one point for A gets the lowest score because it is the most selfish response.B get the highest score because it show a concern for your friend as well as your wish to go to see a film.C gets a slightly lower score because although it shows you want to go with your friend(because you change the plan), you do not help your friend.Question 2 is concerned with fairness.A gets the lowest score because you are not giving your friend another chance to behave better this time.B gets a higher score because you let your friend borrow the camera again.This shows kindness and forgiveness or the trouble you had when it was returned broken.But you are not balancing his heeds against your own.That is why C gets the highest score.You are showing your friend that you will trust him/her with the camera again but this time you are giving him / her rules in case it gets broken.Question 3 deals with your concern for others.A get the lowest score because you would put anything else that needed to be done aside and concentrate only on your friend.This is not responsible.You have things that you need to do.Of course your friend is important but not more important than you responsibilities.B gets a higher score because it shows some concern for your friend and some understanding that you have important things to do too.But it does not show any real interest in his / her problem.C get the highest score because it not only shows concern for your friend but a recognition that you have responsibilities too.Question 4 is concerned with responsibilities to a friend.A provides the correct amount of responsibility to your friend.You recognize that it was your fault and will put it right and pay for the damage.So it gets the highest score.B provides some understanding that you are responsible.You put the situation right but you do not pay for the damage yourself.So it does not get the highest score.C gets the lowest score because you expect your friend to pay for your mistakes even though you were doing your friend a favour.Question 5 is concerned with honesty.If you let your friend look at your paper or somebody else’s paper, you are helping them to cheat.That is not honest, so answers A and C get no marks.But it takes courage to tell your friend that they should have studied and that they cannot look at your paper.That is also the honest answer.So you get 6 points for B, which is more than any other in the quiz.Step Four: Language points Teacher explain language points with some slides 1.add v.1)to put together with something else so as to increase the number, size, importance, etc.增加，添加

eg.Please add something to what I’ve said, John.2)to join numbers, amount, etc so as to find the total eg.Add up these figure for me, please.常用結構：

add up / together sth.把…加起來，合計 add sth.to sth.把…加到/進 add to(=increase)增加了… add up to 合計，共計 add in 包括…，算進

2.pay to get it repaired

花錢讓人去修理

3.upset

adj.worred;annoyed 不安的；使心煩意亂的

v.cause to worry, to be sad, to be angry, not to be calm, etc.使不安；使心煩意亂

eg.He was upset when he heard the news.His cheating in the exam upset his teacher.4．ignore vt.to pay no attention to sth.忽視；對…不予理睬 eg.Ignore the child if he misbehaves and he’ll stop soon.ignorant adj.無知的；不知的 ignorance n.無知；愚昧 5.calm

vt.to make sth./ sb.become quiet 使鎮靜；使平靜

adj.not excited, nervous or upset 鎮靜的；沉著的

calm down 鎮靜；平靜

calm down sb.=calm sb.Down

使某人鎮靜 sb.calm down(vi.)

某人平靜下來 eg.The excited girl quickly calmed down.He took a few deep breaths to calm himself down.6.have got to do sth.(口語)=have to do sth.不得不做某事；必須做某事 eg.Since you’re no longer a child now, you have got to make money to support the family.*have got to在變疑問句或否定句時，不再另加助動詞，而have to則須加助動詞do.have got to前不用情態動詞，而have to前則可以。如： eg.Have you got to writ an assignment for your teacher? 7.be concerned about / for : be worried about eg.We’re all concerned about her safety.8.cheat

vt.1)to act in a dishonest way in order to win

欺騙；作弊 eg.Any student caught cheating will have to leave the classroom.2)to take from(someone)in a dishonest way 騙；騙取

eg.They cheated the old woman(out)of her money by making her sign a document she didn’t understand.n.1)an act of cheating

作弊行為

2)one who cheats

騙子

Step Five: Speaking 1.Get the Ss to work in groups of 4.2.Ask the Ss to use the questionnaire in Warming up as an example and discuss about designing questions.3.Follow the steps in this part and start the discussion like this: A: Now let us design a questionnaire to find out what kind of friend one is.B: OK.First we must think of four questions and three possible answers to each question.C: What about the first question? Have you got one in mind? D: Suppose your friend has taken away your book by mistake.What will you do or say to him / her? …

4.Teacher go around in the classroom and check their discussion.Step Six: Assignments 1.Ask Ss to consider the following question;What is / are the most important quality / qualities that a friend needs to have? 2.Prepare for Reading

第五篇：編好單詞必修一unit1.2必修二unit1

1.survey2.add up3.upset4.ignore5.concern ．6.be concerned about7 walk the dog8.loose9.vet10.go through11.set down12.series13.a series of14.outdoors15.spellbind16.purpose17.in order to18.dusk19.at dusk20.thunder vi21.entily、22.Power23.Face to face24.作為報答．回報25.群.組.軍隊26接待，招待會．接收27處于交戰狀態28移動；搬開29少于30木制31懷疑 vt 懷疑不信32神秘．神秘的事物33以前的.從前 34值得的，、35重建36本地的；當地的37分離地，分別地38拆開、39繪畫；畫40城堡41審判．審訊，試驗42根據，證據43爆炸44入口45水手；海員；46下沉；沉下47少女．女仆）48看重；補充;

1.Curtain2.dusty adj3.no longer /not … any longer4.partner5.settle 6.suffer vt &7.suffer from8 loneliness9 highway10.recover11.Get/be tired of12 Pack13.suitcase14 overcoat15.teenager16.get along with17.gossip18.fall in love19.exactly20.grateful21.join in22.tip23.swap24.item25文化的26遺物．遺跡；紀念物27稀罕的；稀有的，28貴重的 有價值的29幸免；幸存 生還30花瓶.瓶31朝代 王朝32尋找33挑選；選擇34蜜.蜂蜜35n設計．36奇特的．；設想，愛好37風格． 38裝飾．裝修39珠寶.寶石40t藝術家41屬于.為的一員補充：

unit2 1subway2.elevator3.petrol4 gas5 official6.voyage7.conquer8.because of9、native10.come up11apartment12 actually13base14 at present15gradual16enrich17vocabulary 18make use of19 古代的.古老的20比賽競爭n 競爭者21參加；參與22n 獎章；勛章；紀念章23代表：象征，24吉祥物25巫術的.魔術的.26志愿者．志愿兵.27祖國；本國28規則的．定期的．常規的29基礎，根據30運動員；運動選手31容許．承認．接納32奴隸33現今.現在34體操；體能訓練35體育運動．競技36（露天大型）體育場37體育館、健身房38也；又．還39 做東；主辦；招待 n 主人、40責任．職責41橄欖樹．橄欖葉；1.花圈、花冠、2.取代替換．代替3.座右銘；格言；警句4.快的．迅速的5.相像性：相似點6.收費．控訴.費用．主管7.物理的．身體的8.海報，招貼9.做廣告．登廣告10.公主11.光榮．榮譽12.討價還價.講條件.便宜貨13.王子14.心沒有希望的；絕望的15.愚蠢的，傻的16 疼痛.痛苦17陸續地.一個接一個地18應受.值得19.（足球的）前鋒20 spelling21 latter.22.identity23.fluent24 fluent25usage26command27.request28 dialect29expression30midwestern31African；32 play apart(in）33lightning34straight35cab 補充;