必修二unit 1 如何写好辩论作文-教案

第一篇：必修二unit 1 如何写好辩论作文-教案

Writing——如何写辩论报告

教学目标：1.培养学生的写作能力

2.学生能够独立写一篇完整的辩论报告

3.能够正确的运用本单元学到的单词、短语和语法

教学重点：引导学生仔细阅读题目要求，了解文章中心思想，之后能分析正反教学难点：学生需要学会合理运用有关的语法项目来写辩论报告教学方法：讨论法教学手段：多媒体设计意图：运用“讨论式”的英语教学模式和采用“任务型”英语教学途径，教学年级：高一课题名称：授课类型：英语写作教材版本：人教版授课时间：

观点，给出理由，再发表自己的看法，实现用词准确，行文流畅

Powerpoint 通过同学们写作技能的训练、学习策略的培养和写作的实践，并引导学生独立思考并以讨论、合作学习的方式练习英语写作。

Unit 1 Cultural Relics——Debate

40分钟 教学过程： 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? [活动目的：引起学生兴趣，卫视学生主动参与开了好头，为接下来的作文指导做铺垫] 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.[活动目的：让学生了解议论文的格式：开头（辩论主题），主体（赞成或反对），结尾（自己的观点），并且让他们指导常用的表达观点的句式和适当的连词，能帮助提高他们的作文表达。] Step 3: While-writing Ask some students to do their writing on the blackboard [活动目的：清晰地展示学生的写作表达情况，便于针对某个错误来纠正。] Step 4: Comment & Estimate Check the writing on the blackboard to make some correction or improvement.[活动目的：引导学生共同分析带有普遍性的问题和一些典型错误，并及时进行讲评，及时将信息反馈给学生。] Step 5: Homework Finish the writing after class.

第二篇：人教版英语必修二unit1公开课教案

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 线索)(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.（有史以来所制作的最大最好的琥珀艺术作品）

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, 并标出定语从句部分以及先行词、关系代词/关系副词。

第三篇：作文必修2 UNIT1

Para1: 问题：找到文化遗产的人是否有权利将其据为己有？

Para2: 一些学生认为自己找到的文化遗产可以据为己有。原因有三：

1.找它们花了自己的金钱和时间,理应得到它们.2.如果得不到自己找到的文物,就没人去寻找文物了.3.国家有许多文物,若有一两件属于发现者个人,也并无大碍.Para3: 另一些人反对将文化遗产据为己有。原因有三：

1.文化遗产对了解过去是有价值的。

2.把不属于自己的东西据为己有是不正直的。3.文化遗产属于国家，不属于个人。

Para4: 全班表决的结果是反对者获胜。辩论改变了那些支持者的想法。

Para1: 问题：找到文化遗产的人是否有权利将其据为己有？

Para2: 一些学生认为自己找到的文化遗产可以据为己有。原因有三：

4.找它们花了自己的金钱和时间,理应得到它们.5.如果得不到自己找到的文物,就没人去寻找文物了.6.国家有许多文物,若有一两件属于发现者个人,也并无大碍.Para3: 另一些人反对将文化遗产据为己有。原因有三：

4.文化遗产对了解过去是有价值的。

5.把不属于自己的东西据为己有是不正直的。6.文化遗产属于国家，不属于个人。

Para4: 全班表决的结果是反对者获胜。辩论改变了那些支持者的想法。

Para1: 问题：找到文化遗产的人是否有权利将其据为己有？

Para2: 一些学生认为自己找到的文化遗产可以据为己有。原因有三：

7.找它们花了自己的金钱和时间,理应得到它们.8.如果得不到自己找到的文物,就没人去寻找文物了.9.国家有许多文物,若有一两件属于发现者个人,也并无大碍.Para3: 另一些人反对将文化遗产据为己有。原因有三：

7.文化遗产对了解过去是有价值的。

8.把不属于自己的东西据为己有是不正直的。9.文化遗产属于国家，不属于个人。

Para4: 全班表决的结果是反对者获胜。辩论改变了那些支持者的想法。

Para1: 问题：找到文化遗产的人是否有权利将其据为己有？

Para2: 一些学生认为自己找到的文化遗产可以据为己有。原因有三：

10.找它们花了自己的金钱和时间,理应得到它们.11.如果得不到自己找到的文物,就没人去寻找文物了.12.国家有许多文物,若有一两件属于发现者个人,也并无大碍.Para3: 另一些人反对将文化遗产据为己有。原因有三：

10.文化遗产对了解过去是有价值的。

11.把不属于自己的东西据为己有是不正直的。12.文化遗产属于国家，不属于个人。

Para4: 全班表决的结果是反对者获胜。辩论改变了那些支持者的想法。

第四篇：必修一Unit1 Friendship教案

Unit 1 Friendship Teaching goals:

*语言知识

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

*语言技能和学习策略

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

*文化意识

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

*情感态度

1.to arouse the interest in learning English 激发学习英语的兴趣

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

学会如何用英文表达学生对朋友以及友谊的感受

Teaching key points: 教学重点

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:教学难点

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

Teaching methods: 教学策略

Student-focus approach and task-based approach Learning methods: 学习策略 Cooperative study Teaching aids: 教学目标 Computer

The First Period(Warming up &Speaking)Teaching aims: 教学目标

1.to know about different kinds of friendship 要知道不同类型的友谊

2.to learn some words of describing friend and friendship 学会一些形容朋友和友谊的单词

3.to master some useful words and expressions 掌握一些有用的单词和语句 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.常用结构：

add up / together sth.把…加起来，合计 add sth.to sth.把…加到/进 add to(=increase)增加了… add up to 合计，共计 add in 包括…，算进

2.pay to get it repaired

花钱让人去修理

3.upset

adj.worred;annoyed 不安的；使心烦意乱的

v.cause to worry, to be sad, to be angry, not to be calm, etc.使不安；使心烦意乱

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.忽视；对…不予理睬 eg.Ignore the child if he misbehaves and he’ll stop soon.ignorant adj.无知的；不知的 ignorance n.无知；愚昧 5.calm

vt.to make sth./ sb.become quiet 使镇静；使平静

adj.not excited, nervous or upset 镇静的；沉着的

calm down 镇静；平静

calm down sb.=calm sb.Down

使某人镇静 sb.calm down(vi.)

某人平静下来 eg.The excited girl quickly calmed down.He took a few deep breaths to calm himself down.6.have got to do sth.(口语)=have to do sth.不得不做某事；必须做某事 eg.Since you’re no longer a child now, you have got to make money to support the family.*have got to在变疑问句或否定句时，不再另加助动词，而have to则须加助动词do.have got to前不用情态动词，而have to前则可以。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

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

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

作弊行为

2)one who cheats

骗子

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：编好单词必修一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.作为报答．回报25.群.组.军队26接待，招待会．接收27处于交战状态28移动；搬开29少于30木制31怀疑 vt 怀疑不信32神秘．神秘的事物33以前的.从前 34值得的，、35重建36本地的；当地的37分离地，分别地38拆开、39绘画；画40城堡41审判．审讯，试验42根据，证据43爆炸44入口45水手；海员；46下沉；沉下47少女．女仆）48看重；补充;

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遗物．遗迹；纪念物27稀罕的；稀有的，28贵重的 有价值的29幸免；幸存 生还30花瓶.瓶31朝代 王朝32寻找33挑选；选择34蜜.蜂蜜35n设计．36奇特的．；设想，爱好37风格． 38装饰．装修39珠宝.宝石40t艺术家41属于.为的一员补充：

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比赛竞争n 竞争者21参加；参与22n 奖章；勋章；纪念章23代表：象征，24吉祥物25巫术的.魔术的.26志愿者．志愿兵.27祖国；本国28规则的．定期的．常规的29基础，根据30运动员；运动选手31容许．承认．接纳32奴隶33现今.现在34体操；体能训练35体育运动．竞技36（露天大型）体育场37体育馆、健身房38也；又．还39 做东；主办；招待 n 主人、40责任．职责41橄榄树．橄榄叶；1.花圈、花冠、2.取代替换．代替3.座右铭；格言；警句4.快的．迅速的5.相像性：相似点6.收费．控诉.费用．主管7.物理的．身体的8.海报，招贴9.做广告．登广告10.公主11.光荣．荣誉12.讨价还价.讲条件.便宜货13.王子14.心没有希望的；绝望的15.愚蠢的，傻的16 疼痛.痛苦17陆续地.一个接一个地18应受.值得19.（足球的）前锋20 spelling21 latter.22.identity23.fluent24 fluent25usage26command27.request28 dialect29expression30midwestern31African；32 play apart(in）33lightning34straight35cab 补充;