2020年牛津深圳版九年级英语下册unit2学案
牛津深圳版九年级英语下册《Unit 2 Culture shock》导学案：第1课时
九年级英语学科《Unit 2》导学案（第1课时）【学习目标】1.认读和理解单词2.根据上下文猜测单词、短语的意思【重难点预测】重点：根据上下文猜测单词、短语的意思难点：运用略读等策略，初步了解主阅读篇章故事的主要内容【学习流程】Ⅰ、预习检测一、根据句意及首字母提示完成单词1.We m____________ to get to the airport in time yesterday.2.I like the coat whose color is p___________ like the lavender（薰衣草）.3.During the summer v____________ , I like swimming in the river.4.Now the Internet is part of e____________ life.5.She feels very sad because she f__________ her driving test again.Ⅱ、自主探究——Getting ready1.Where are Hi and Lo?___________________________________________________2. What’s the weather like?___________________________________________________3. What does Hi mean?___________________________________________________4. Does Lo understand what Hi say?___________________________________________________Ⅲ、合作交流回答问题，初步了解主阅读篇章的内容。
1.When did Brad Li go to the US?___________________________________________________2.What is he doing now?___________________________________________________3. What does he probably think about his year in the US?___________________________________________________Ⅳ、知识梳理1. I’m here today to tell you about my experience as an exchange student in the United States last year.今天我到这里来就是想跟你们谈一下去年我作为一个交换生在美国的一些经历。
牛津深圳版英语九年级下册Unit2CultureshockReading教学设计
（3）阅读策略：教授略读、寻读、精读等阅读方法，帮助学生更好地理解课文。
2.教学方法：
（1）采用多媒体教学，展示与课文相关的图片、视频，增强学生的直观感受。
（2）通过实例讲解，让学生在实际语境中学习词汇和语法。
牛津深圳版英语九年级下册Unit2CultureshockReading教学设计
一、教学目标
（一）知识与技能
在本章节中，学生将通过学习牛津深圳版英语九年级下册Unit 2 “Culture shock”的Reading部分，掌握以下知识与技能：
1.能够理解并运用课文中的重点词汇和短语，如“culture shock”, “adapting”, “etiquette”, “customs”等，提高词汇量。
（2）阅读策略：采用略读、寻读、精读等方法，帮助学生捕捉文章主旨和具体信息。
（3）语法讲解：结合课文内容，讲解不同时态的用法，并让学生进行实际操作。
（4）小组讨论：组织学生就文化差异话题进行讨论，引导学生运用所学知识分析和表达观点。
（5）课堂小结：对本节课的重点内容进行总结，帮助学生巩固所学知识。
3.课后作业：
1.学生在阅读过程中，对长篇幅文章的理解能力有限，需要教师引导运用阅读策略，提高阅读效率。
2.学生在表达个人观点时，可能会受到词汇和语法限制，需要教师提供适当的支持和指导，帮助学生准确、流畅地表达自己的看法。
3.学生对文化差异的兴趣浓厚，但可能存在一定的认知偏差，教师应引导学生正确看待文化差异，培养跨文化交际能力。
（3）阅读理解：设计关于文化差异的阅读理解题，检测学生的阅读理解能力。
2.教学方法：
牛津深圳版九年级英语下册Unit2Lesson4Grammar(1)教案
九年级下英语 U2 L4 Grammar 教案一、教学材料初三年级下学期，上海教育出版社第二单元，单元主题为 Culture Shock，课型为语法复习课，复习内容为初中阶段学习的七种状语从句。
二、教学内容分析本课是单元第四课时，主要复习了初中阶段的七种状语从句。
本单元的主阅读文篇是一篇演讲稿，中国留学生Brad介绍了他在美国学习、生活的经历以及他对这段经历的感受和收获；行文中使用了多个状语从句，这为状语从句复习做了很好的铺垫；在听说部分，第一部分谈论到了中西传统节日——春节和感恩节之间的相似和不同点，第二部分则是让学生向来中国参加夏令营的外国交流生介绍中国文化体验活动。
写作课是主阅读篇章内容的延续，要求学生以Brad的身份，给其寄宿家庭写一封感谢信。
语法复习课放在阅读和听说课之后、写作课之前。
如果能够在主阅读篇章与听说课所创设的语境和知识能力目标的基础上，设计多种教学任务给学生练习语言知识以及体验状语从句在写作中的运用，这样，不仅可以使状语从句更好地起到“承上启下”的单元教学功能，还能帮助学生复习巩固状语从句的语言知识、提高学生在口头或书面表达中的语法运用能力。
三、学情分析本课的授课对象为初三年级的学生。
这个阶段的学生对状语从句的语法知识有一定的理解和认识，但是对状语从句在写作中的交际功能、语篇功能了解不多。
四、教学目标语言能力：掌握状语从句的类型、各种状语从句常见连词的意义、用法以及运用状语从句时需要注意的事项等相关语法知识。
思维能力：能够借助创设的语境，围绕主题进行发散性思维；能对状语从句在写作中的交际功能、语篇功能进行分析，提高分析、归纳总结的思维能力。
文化品格：能够关注中外文化异同，加深对中国文化的理解。
学习能力：能够尝试运用状语从句描述中国春节、介绍活动计划；能够运用状语从句优化句子表达、完善写作。
五、教学重点、难点教学重点：帮助学生正确使用多种状语从句教学难点：帮助学生理解状语从句的交际与语篇功能，在此基础上能够尝试在写作中恰当使用状语从句来增强表达的逻辑性、条理性和有效性。
牛津版初中英语九年级下册Unit2 教案
Unit2 Comic strip and Welcome to the unit一、教学目标1. 把图片和词汇搭配起来。
2. 认识并了解一些有关伟人的词汇。
3. 进一步了解一些伟人的情况。
二、教学内容1. 掌握词汇：inventor, invent, explorer, South African, fighter, invention, Italian, European, Russian。
词组：hear of, the whole world, all one’s life。
句型：(1)Who do you think is the greatest person that has ever lived, Eddie?(2)I’ve never heard of him.(3)He is the person who invented my favorite food.2. 了解一些有关伟人的词汇，并能把图片和词汇搭配起来。
三、重点难点了解一些有关伟人的词汇，并能把图片和词汇搭配起来。
四、教学过程Step 1 Leading inShow some pictures about famous people to the students and then ask them who they are.T: Hello, welcome to learn the new topic-great people. Are you interested in this topic? First, I’d like you to tell me how many famous people you know and who they are and why they are well-known to us in our daily life.Step 2 DiscussionShow students some pictures of famous people cut out of magazines or newspapers, such as Jackie Chan, Yao Ming, Yang Liwei, Gong Li, Zhang Yimou and then ask them some questions.T: Hello, everyone. I bring you some pictures about some famous people. Do you want to learn more about them? Let’s dis cuss what contributions they’ve made to us Chinese.Step 3 Presentation1. Learning.Present students with the pictures about Christopher Columbus bus, William Shakespeare, Qian Xuesen, Thomas Edison, Nelson Mandela, Peter Tchaikovsky, Neil Armstrong, Ask them if they know these people and require them to tell why these people are worthy of respect and what changes these people have brought g mankind.If students have any difficulty in expressing their ideas, they can do it in Chinese.2. Practicing.Firstly, give students two or three minutes to do the exercise in Part A. Then ask them to remember the vocabulary by heart.Secondly, ask students to do the exercise in Part B.Thirdly, go back to Part A. Tell students to write out the names of these famous people as soon as possible on the basis of Part B.At last, ask students to make a sentence according to each picture. For example, Christopher Columbus is an Italian. He is the first explorer to discover America. If necessary, students especially the weakers can copy the sentences into their notebooks.3. Listening.Play the tape about the comic strip for students to listen to. After that, ask them some questions:(1)Who does Eddie think is the greatest person that has ever lived? (Paul Yum.) And why? (Because he invented Eddie’s favourite dog food.)(2)Does Hobo know about Paul Yum? (No, he doesn’t.)Play the tape again and ask students to read after the tape.4. Performance.After students have become familiar with the dialogue A, encourage some top students to come to the front to act the dialogue out. Remind them that the more vividly they perform, the higher marks they will get. Finally, it is necessary for the teacher and other students to make a comment about their performance.Step 4 Further discussionProvide students with the topic:Who do you think is the greatest person that has ever lived?What has he/ she done to the world?Ask them to have a discussion freely.Step 5 SummaryVocabulary: inventor, explorer... Russian.Language points:1. the greatest person2. hear of...3. be famous for...4. walk on the moon5. all his life6. the world’s largest software business7. the greatest writer of English literature8. discover AmericaSentence pattern:Who do you think is the greatest person that has ever lived, Eddie?Step 6 HomeworkSearch on the Internet to learn more about great people.五、板书设计Unit2 Grammar一、教学目标1. 正确熟练地掌握一般现在时、现在进行时、一般过去时过去进行时和现在完成时。
牛津深圳版九年级下册Unit2同步学案设计(含答案)
初三英语（下册）同步学案Unit 2 Culture shockWarm-up: ReadingIn some cultures friendship means a strong life-long bond between two people. In these cultures friendships develop slowly, since they are built to last. American society is one of rapid changes. Studies show that one out of five American families moves every year. American friendships develop quickly, and they may change quickly,tooPeople from the United States may at first seem friendly. Americans often chat easily with strangers. They exchange information about their families, hobbies and work. They may smile warmly and say, "Have a nice day" or "See you later." Schoolmates may say, "Let's get together sometime." But American friendliness is not always an offer of true friendship.一、复习展示（一）单词拼写1. We are going to join in the summer ________（度假营）held by the Best Study2. His father is used to reading ___________(国际的) news in the morning.3. She likes EXO so much ____________(特别是) Wu Yifang.4. The thief ______(承认) that he had stolen the watch from Mr. Smith.5. _______（校服）are required in most middle schools in China.6. Are there fifty_______(洲) in the United States now ?7. ___________(总统)Obama visited China the day before yesterday.8. _________(反正) I won’t go to the theatre with you this Sunday.（二）完成句子1.赶紧脱下湿的衣服否则很容易感冒。
牛津深圳版九年级英语下册《Unit 2 Culture shock》导学案：第3课时
九年级英语学科《Unit 2》导学案（第3课时）【学习目标】1.掌握目的状语从句的结构、含义和用法2.掌握so that 结构表示目的【重难点预测】重点：掌握目的状语从句的结构、含义和用法难点：掌握so that 结构表示目的【学习流程】Ⅰ、预习检测阅读P23的引言和例句，并划出例句中的目的状语从句。
总结目的状语从句的结构和含义。
即：目的状语从句用来说明事情发生的目的，通常用________ 来引导。
Ⅱ、自主探究完成下列配对练习1.Factories should not throw rubbish into rivers ( )2.We should walk or ride bikes more often instead ( )3.We should go shopping with our own shopping bags ( )4. We turn off the lights when we leave a room ( )a. so that there will be less pollutionb. so that we can save electricity of driving a carc. so that the air will be cleanerd. so that there will be less water pollutionⅢ、合作交流完成P23 A 部分的练习Ⅳ、知识梳理当主句和从句的主语一致时，so that引导的目的状语从句可以用in order to, so as to 或to改写为简单句，so as to 一般不放在句首。
Eg. He is sunbathing so that he can get browner1. He is sunbathing in order to get browner. / In order to get browner he is sunbathing.2. He is sunbathing so as to get browner.3. He is sunbathing to get browner.Ⅴ、课堂检测把下列含有目的状语从句的复句改写为简单句。
牛津深圳版九年级英语下册《Unit 2 Culture shock》导学案：第7课时
九年级英语学科《Unit 2》导学案（第7课时——More practice）【学习目标】1.了解单词2.运用比较策略，了解中英两国教育体制的差别【重难点预测】重点：了解单词难点：运用比较策略，了解中英两国教育体制的差别【学习流程】Ⅰ、预习检测Q：What do you know about the UK?What do you know about education in the UK?Ⅱ、自主探究阅读P29补充阅读篇章，理解练习的要求，在阅读中找到正确答案，完成练习。
Ⅲ、合作交流深入理解More practice，回答下列问题1. What choices do parents in the UK have about educating their children?____________________________________________________________________ 2. How many terms are there in a school year in the UK?____________________________________________________________________ 3. What are the two main stages of education in the UK?____________________________________________________________________ 4. What can students do after the age of 16?____________________________________________________________________Ⅳ、知识梳理state 国家提供的generally 一般地divide into分开；划分term 学期primary school小学secondary school 中学Spanish 西班牙语at the end of在...结尾Ⅴ、Homework：完成阳光练习册More practice的内容Ⅵ、师（生）总结反思:收获策略反思纠错与归纳。
2020年牛津深圳版英语九年级下册Unit2 学案设计(无答案)
二、原文重现
Unit2
1. Weset offfireworks to celebrate the Chinese New Year. P18
2. We must take off our shoes when we enter people’s homes. P18
为了今年取得更大进步，我每天用更多的时间学英语。
【拓展】so that也可以用来引导结果状语从句，无论so that引导目的状语从句，还是引导结果状语从句，都通常位于句中，而不置于句首。不能把目的状语从句和结果状语
不同从句混淆。试比较下面两个句子的意义和结构：
He spoke at the top of his voice so that the students at the back could hear him.
九年级下册U2辅导讲义
学员名字：
授课时间：
授课教师：
本节课重点：
Unit2单元大归纳+考点评析
1、基础知识
【短语归纳】unit2
1.set off使（炸弹等）爆炸2.take off脱下
3.at first最初；起初4.to a certain degree在某种程度上
5.under the weather略有不适；不得劲6.be different from与……不同，不同
【用法集萃】unit2
1.get used to+n./v.-ing习惯于……；适应……
2.in order(not)to do sth.为了（不）做某事
3.find+it+形容词+动词不定式发现做某事……
4.lend sb.sth.=lend sth.to sb.借给某人某物
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课题
Unit2Culture shock
课型
Reading Ⅱ
备课时间
1 period
教
材
分
析
教学目标
1.Studentsmaster the language points of the text.
(in one’s spare time, to a certain degree, get used to)
5.Choose the best group of this lesson.
5. Direct them to take n. Helpssto develop good habit.
5
第五环节 课后作业
Make asummaryofBrad Li’s experiences.
②Learn the learning sheetto finish the related exercise.
③Group work to share the learning result and help tosolve the different points.
④show the learning result by groups.
Step1.
Reading comprehension.
1.Readexperiences ofBrad Li.and finishD1in5minutes.
(check the answer in groups)
1.Guide students tofinish related exercise in 5 minutes.
4. Explain therules for the whole class.
4. Review the points.
10
第四环节 课时小结
Step 4
Summarize the language points and group work result
4. List the language points on the note book.
教学难点
Recite theexperiences of Brad Li.
教学关键
How to uselanguage points.
教法与学法指导
Self-study,groupdiscussion
教学环节
主要教学步骤或内容
学生主体活动
教师活动
设计意图
时间
分配
第一环节 复习回顾Brad Li的主要内容
2. Cultivatess’ability of self-study on the key points.
3.Cooperationability is trained here.
20
20
第三环节 课堂练习
Step 3
Using the language points.
3. Solve the problems given by the teacher towinmarks for their group.
课
堂
教
学
流
程
Reading comprehension →Language points →notes→exercises
效
果
评
价
与
反
思
2. Present the learning sheet about the language points. Tellssto find the related sentences and learn the key points.
3. Help to organize the class to work in groups (leader and members).
1. TrainSs’ability of reading inalimited time.
5
第二环节
自学课文中的语言点
Step 2Language points (self-study).
2. Self-study on the language points.
①Read the textto find the important sentences.
2. Studentscan usethe right sentence structure in the text.
3. Students can appreciate theexperiences ofBrad Li.
教学重点
Master the language points of the text.