沪教牛津深圳版初中英语九年级下册unit2 教案1
沪教版英语九年级下册 Unit 2Period 2 教案
3. We ________(设法) to get to the airport in time.
4. He‘s the president of a large ___________(国际的) organization.
Be able to express opinionsabout the US.
重点
1)To carry on the related exercises with the reading link, strengthen the understanding.
2)Tocatch a differentinformationabout the USwhile listening.
2.Read the speech again and answer the questions below.
Step3. Activity
plete the passage.
2.Disscuss what cultural differences did Bradexperience? Discuss this with your classmates.(P 21)
2. Match the meaning of the words and complete forms;
3. Listen to a text about the US.
总结本课重点。
通过对重点的小结，让学生更系统地掌握本课内容
课堂板书
1.Lead in
prehension
3.Listening
难点
Be able to express opinionsabout the US.
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。
牛津上海版英语九下chapter 2 educational visitsread
Chapter 2 Educational visits一. 教学内容：Chapter 2 Educational visitsReading（一）课文语言点归纳（二）重点句型及释义（三）课后练习答案二. 知识总结与归纳：（一）课文语言点归纳1. as well asHe’s eaten three burgers and two plat es of noodles, as well as six pieces of toast.as well as 连接两个主语时，谓语动词和第1个主语一致。
如：The professor as well as his two assistants has gone to the lecture.not only…but also…连接两个主语时，谓语动词和后面的主语一致。
如：Not only the students but also their teacher is anxious to see the football star.2. keep in touchI’ve kept in touch with my friends si nce we graduated from college.3. rubbish dumpsThe community complained to the government that the rubb ish dumps were getting too big.4. sight seeing toursYou can often see tourists in a coach on a sightseeing tour of our city.5. turn outThe police searched for the woman’s murder for many days. On the end, it turned out that the killer was her own husband.6. accept, receive辨析accept （主观）同意I accepted her invitation.receive （客观）收到I received an invitation7. confident adj. 自信的conf idence n. 自信8. valuable adj.有价值的value n.价值9. experience n. 经验（不可数）/经历（可数）10. give a talk about… 作报告have a talk about… 听报告11. the flower-arranging and the art of tea-making 插花艺术和茶道（二）重点句型及释义1. This enabled me to visit Japan for six months.enable v.使……能够enable sb. to do sth.（1）Education can enable us to develop morally, intellectually and physically.（2）Using chopsticks enables children to become more flexible.2. I met and talked to students from Korea, Brazil, as well as Japanese.He knows English as well as French.＝He knows English _____ French _____ _____.My son is clever as well as lovely.My son _____ _____ clever _____ _____ lovely.3. Joyce want ed to have some articles in the school newspaper about educational visits to other countries.visit n. 访问He is on a visit to England.4. I found that communicating was quite difficult.＝I found communication quite difficult.communicate with sb. 与……交流I communicate with her regularly by letters.5. But my hosts were very patient.host n.hostess n.actoractresswaiterwaitress6. The trip was funded by Worl d Vision.＝The trip was _____ _____ by Worl d V ision.7. This turned out to be true.turn out 事后被证明8. I have kept in touch with my friends by writing letters.＝I have __________ __________ with my friends b y writing letters. （三）课后练习答案P20 C Find the meaningC1C2P21 D Read and think D1D2。
牛津深圳版九年级英语下册Unit2Cultureshock教学课件writing
What do you want the Hurst family to do? (come and visit you in China some day)
Dear Mr and Mrs Hurst, How are you? Thank you very much for looking after me in the US. You made me feel like part of the family. During my visit in the US, I enjoyed myself a lot. I made many new friends, went on some exciting trips and attended interesting parties. I also learned about American culture and fe to China, I have told my friends about my visit. At the same time, I miss my new friends, food, festivals and culture of America. I sincerely hope you can come and visit me in China some day.
well./How are you?)
Thank them for looking after you in the US.
How did they make you feel?(like part of the family)
牛津深圳版九年级英语下册Unit2 Culture shock教学课件writing
What do you want the Hurst family to do? (come and visit you in China some day)
Dear Mr and Mrs Hurst, How are you? Thank you very much for looking after me in the US. You made me feel like part of the family. During my visit in the US, I enjoyed myself a lot. I made many new friends, went on some exciting trips and attended interesting parties. I also learned about American culture and festivals.
well./How are you?)
Thank them for looking after you in the US.
How did they make you feel?(like part of the family)
Para2 What did you enjoy most about
your visit? (new friends, trips, parties)
Unit 2 Writing
A Read the speech on page 19 again. Imagine you are Brad. Use the following outline to write a thankyou e-mail to the Hurst family.
沪教牛津版初中英语九年级下册教案教学设计u1-2
3.Ask students to do some exercise
1.Find the rules by comparing (he (wo sentences.
2.Finish (he exercise
Studentssay
something about their favourite heroes by using (he phrases so...that , such... that , too...to , and enough to
Use different activities to arouse the students' interest and also develop theirபைடு நூலகம்language using skills.
Team working and Creating
Students can develop their creative thinking and ability by using the adverbial clauses and phrases of result to write and create their own stories of the heroes
Learning objectives
Learning and understanding:
1.students can tell the differences of so... that /such... that, too... to, and enough to.
2.students can use the adverbial clauses and phrases of result and understand their meanings
牛津上海版九年级下册Unit2lifeinthefuture说课稿
牛津上海版九年级下册 Unit 2 life in the future 说课稿一. 教材分析牛津上海版九年级下册Unit 2 life in the future 是一篇讨论未来生活的课文。
本节课的主要内容是让学生通过阅读和讨论，了解对未来生活的预测，并学会用英语表达自己的看法和期望。
课文内容丰富，话题贴近学生的生活，有利于激发学生的学习兴趣和参与度。
二. 学情分析九年级的学生已经具备了一定的英语基础，能够理解和运用一些基本的英语句型和词汇。
但是，对于一些复杂的句子结构和词汇，学生可能还需要进一步的讲解和练习。
此外，学生可能对于未来生活的想象和思考还不够深入，需要通过课堂活动来引导和激发。
三. 说教学目标1.知识目标：学生能够理解课文内容，掌握相关的词汇和句型，能够用英语进行简单的对话和表达。
2.能力目标：学生能够通过阅读和讨论，提高自己的阅读理解和口语表达能力。
3.情感目标：学生能够思考未来的生活，培养对于未来的期待和憧憬。
四. 说教学重难点1.重点：学生能够理解和运用课文的词汇和句型，能够用英语进行简单的对话和表达。
2.难点：学生能够理解课文的深层含义，能够用自己的语言表达对未来的看法和期望。
五. 说教学方法与手段本节课主要采用任务型教学法，通过阅读和讨论，引导学生思考未来的生活，并学会用英语表达自己的看法和期望。
同时，教师会使用多媒体教学手段，如图片、视频等，来帮助学生更好地理解和记忆课文内容。
六. 说教学过程1.导入：教师通过展示一些未来的图片，如未来的城市、交通工具等，引导学生思考未来的生活，激发学生的学习兴趣。
2.阅读理解：教师引导学生阅读课文，通过回答问题、填空等方式，帮助学生理解课文内容。
3.口语表达：教师学生进行小组讨论，让学生用自己的语言表达对未来的看法和期望。
4.写作练习：教师让学生写一篇关于未来生活的短文，让学生能够综合运用所学的词汇和句型。
5.总结：教师对学生的表现进行评价，对课文内容进行总结，引导学生思考未来的生活。
牛津深圳版九年级英语下册Unit 2 Period 1课件
although it may have cost a lot of money
● very pleased and happy
What do you know about …?
• Have you ever been to a foreign country? • What things did you notice that are different?
___e___ ___c___ ___d___
Before you read
Look at the introduction, the picture and the title of the speech again. Then answer the questions below.
1 Who is Brad Li? A junior high school student in China.
Oxford English
Unit Module 1 Explorations and exchanges
2
Culture shock
Period 1
Getting ready Reading (I)
Getting ready
Look at the cartoon and answer the questions.
2 Which country did he go to? The US.
3 Why did he go there? On an international exchange.
4 What did he find different about the US? Have a guess and tick (✓) the possible answers.
2023年牛津深圳版九年级英语下册unit 2教案
课题
Unit2 Culture shock
课型
Writing
备课时间
1 Period
教
材
分
析
教学目标
1.Toreview the structure of letters.
2.Master the skills of wrtiting athank-you email.
——好词好句
1. Toemphasis the structure of a letter.
6
第二环节
完成写给Hurst一家的感谢
信
StepⅡ:writing
2 .Finish the opening and closing of the letter to theHurstfamily.
3. Discuss the essential parts of the thank-you letter to thtep4. development
Improvess’work and rewrite them.
Helpssto develop their work in words, sentence and structure.
Letssimprove the writing.
5
第五环节 课后作业
I hope to hear from you.
Yours,
…
3.Help ss think of the essential parts of the thank-you letter:
What you like most about the stay; What you experienced during the visit; What you have done since you returned toChina; Your thanks to the family; Your wish; What you miss about the visit.
牛津上海版九年级下册 Unit 2 life in the future 教学设计
牛津上海版九年级下册 Unit 2 life in the future 教学设计一. 教材分析牛津上海版九年级下册Unit 2 life in the future主要讨论了与未来生活相关的各种话题，如科技、教育、工作等。
本单元通过阅读、听力、口语和写作等环节，帮助学生了解未来的生活，提高他们的英语交际能力。
教材内容丰富，贴近学生的生活，能激发学生的学习兴趣。
二. 学情分析九年级的学生已经具备了一定的英语基础，能够进行简单的阅读、听说和写作。
但同时，部分学生在英语学习上存在恐惧心理，缺乏自信心。
因此，在教学过程中，教师需要关注学生的心理状况，创设轻松愉快的学习氛围，激发学生的学习兴趣。
三. 教学目标1.知识目标：学生能够掌握与未来生活相关的词汇和表达方式，如“artificial intelligence”、“remote control”等。
2.技能目标：学生能够运用本单元所学内容进行日常交流，提高口语表达能力。
3.情感目标：学生能够树立正确的未来观，激发对未来的憧憬和向往。
四. 教学重难点1.重点：学生能够熟练运用本单元词汇和句型进行口语表达。
2.难点：学生能够运用过去时和将来时进行叙述，准确描述未来的生活。
五. 教学方法1.任务型教学法：通过设定各种真实的任务，让学生在完成任务的过程中运用英语，提高口语表达能力。
2.情境教学法：创设各种与未来生活相关的情境，激发学生的学习兴趣。
3.交际法：引导学生进行小组讨论，培养学生的合作意识和交际能力。
六. 教学准备1.教师准备：提前准备与未来生活相关的图片、视频等教学资源。
2.学生准备：预习本单元的生词和句型，了解未来生活的基本概念。
七. 教学过程1.导入（5分钟）教师通过展示一些未来的图片，如智能家居、无人驾驶汽车等，引导学生谈论对未来生活的期待和想象。
2.呈现（10分钟）教师呈现本节课的主题“life in the future”，并通过提问的方式引导学生思考未来生活的变化。
沪教牛津版牛津深圳版九年级英语下Unit2Cultureshock教案
沪教牛津版牛津深圳版九年级英语下Unit2Cultureshock教案Unit2 Culture shock教案教学目标：1.学习单词：听说读写四会单词Culture shock, camp, firework, turkey, international, space和短语set off, take off2.能根据上下文猜测international, space, fail, manage的含义3.了解美国的语言，饮食，学习生活，主要的节假日及庆祝方式等重点和难点：单词和短语,international, space, fail, manage的含义教学准备：多媒体教学方法：新授课时安排：第1课时教学过程：Step1 Warming up1.教师介绍Getting ready板块的图文，学生跟读并说出图文的意义，通过阅读了解本单元话题，出示PPT1，导入课题,Unit2 Culture shock.Step2Presentation1.教师口述If you go to a country whose culture is different from yours, you will experience culture shock.边说边板书标题Unit2 Culture shock2.学生听教师口述句子，并猜测单元话题culture shock的含义。
3.教师教学生认读单元标题，并说出其中的意思。
4.学生跟读教师读单元标题，并标记下标题的意思。
Step 3 Practice出示PPT学生观察图片，并阅读文中人物的对话内容，然后出示PPT的问题，并思考回答。
（1）Where are Hi and Lo?(2) What is the weather like?(3) What does Hi mean?(4) Does Lo understand what Hi says?（5）What does Lo think about when he hears what Hi says?Step 4 Group work教师说：Have you ever been to a foreign country?Have you ever felt culture shock there?What things did you notice that are different?让学生完成What do you know about…?部分的练习。
牛津深圳版九年级英语下册Unit2Lesson2Reading优秀教学案例
1.教师布置作业：要求学生写一篇关于环保的文章，表达自己的观点和看法。
2.学生通过完成作业，巩固本节课所学知识，提高写作能力。
3.教师对学生的作业进行批改，给予评价和反馈，帮助学生提高。
本节课通过导入新课、讲授新知、学生小组讨论、总结归纳和作小结等环节，使学生掌握环保相关知识，提高英语阅读和写作能力，培养学生的环保意识。
（二）问题导向
1.设计问题链：教师针对文章内容设计一系列问题，引导学生深入思考，如“为什么地球环境恶化？我们应该如何保护环境？”等。
2.问题探究：学生分组讨论问题，通过查阅资料、分享观点等方式，寻找问题的答案。
3.问题解决：教师引导学生将所学知识运用到实际生活中，如设计一个环保计划，提出节能减排的建议等。
4.采用探究式学习方法，引导学生主动发现问题、解决问题，培养他们的思维能力。
（三）情感态度与价值观
1.通过本节课的学习，使学生认识到环保的重要性，增强他们的环保意识。
2.培养学生关爱地球、珍惜资源的情感，使他们养成节约能源、保护环境的良好习惯。
3.引导学生树立正确的价值观，认识到每个人都有责任保护环境，为可持续发展做出贡献。
4.通过对环保话题的讨论，培养学生敢于发表自己观点、勇于承担责任的品质。
三、教学策略
（一）情景创设
1.课前准备：教师可收集一些关于环境污染的图片、视频等资料，在课堂上展示，引发学生对环保的关注。
2.情景模拟：教师可以设计一些情景模拟活动，如模拟地球被污染的场景，让学生身临其境，感受环保的重要性。
3.角色扮演：学生分组扮演不同角色，如环保专家、污染企业代表、政府官员等，进行课堂辩论，培养学生的批判性思维。
二、教学目标
（一）知识与技能
牛津上海版英语九年级下册 Unit 2 Life in the future 教案
Unit2Life in the future1 ．Brain storm what the future life will be like in the future.2 ．Broaden students' view about smart life with internet.3 ．Master some new expressions about this topic:on the Internet, post, in the shape of, recently, be connected to, recommend... to, certainly, be mixed with, hydrogen, be like.1 ．Master the new expressions as above mentioned: on the Internet, post, in the shape of, recently, be connected to, recommend... to, certainly, be mixed with, hydrogen, be like.2 ．Retell the article according to the key words.3 ．Work together to create a thing that can make the future life better, and more convenient.活动1 [导入] Brain stormWhat will life be like in the future?活动2 [导入] Broaden her horizonCorning gorilla glass:We may have this thin and smart glass to connect to the Internet and make our life easy and convenient. It is so wonderful.活动3 [讲授] Three Internet postsThree modern things.•The hotel whale.•Forever green houses.•The CJ3.First, check students' preview.1 ．Tick True or False.1) The hotel looks like a very large fish.2) The hotel is built on a mountain.3) There is a robot helper in the house.4) The CJ3 has a wide window at the front.5) The CJ3 does not have any wheels.2．1) Can we go shopping at the Hotel Whale?2) Are there 100 bedrooms in the Hotel Whale?3) Can I contact my doctor from the bathroom of a Forever Green House?4) Do Forever Green Houses use a lot of energy?5) Do we need oxygen to run the CJ3?3 ．the First reading.1) Where is the Hotel Whale?2) What is special about Forever Green Houses?3) Why does the driver of the CJ3 not need to drive the car?活动4 [练习] RetellDescribe the characteristics of the three products with supporting details in your own words. List some key words and then retell according to them.活动5 [作业] Create a useful thingOne more Example:This watch can be a health monitor.When you wear it, it immediately knows your heartbeat and pulse.Then it can tell you whether you are in good health or not.If you are in bad health, it will warn you.It is very useful for some people, especially the old.Homework:What will you design for a better life?•Team work.•Explain in 4-5 sentences.。
牛津深圳版英语九下Unit 2《Culture shock》教学设计3
牛津深圳版英语九下Unit 2《Culture shock》教学设计3一. 教材分析牛津深圳版英语九下Unit 2《Culture shock》主要讨论了文化冲击这一现象，通过不同情境的设置，让学生学会如何适应和理解不同文化背景下的行为和习惯。
本课包括两个部分，第一部分是关于李华在澳大利亚遇到的文化冲击，第二部分是关于如何应对文化冲击的建议。
教材内容丰富，贴近学生生活，有利于激发学生的学习兴趣和参与度。
二. 学情分析九年级的学生已经具有一定的英语基础，能够理解和运用一些基本的英语表达。
但是，他们的词汇量和语法知识仍有待提高，对于一些抽象的概念和复杂的语言表达可能会感到困难。
此外，学生可能对文化差异有一定的了解，但深入理解和运用到实际生活中还需要引导和启发。
三. 教学目标1.知识目标：学生能够掌握本课的生词和短语，理解文章的主旨大意，掌握文章的基本结构。
2.能力目标：学生能够运用所学知识进行简单的交流和讨论，提高自己的听说读写能力。
3.情感目标：学生能够认识到文化差异的存在，学会尊重和理解不同文化背景下的行为和习惯。
四. 教学重难点1.重点：学生能够掌握本课的生词和短语，理解文章的主旨大意，掌握文章的基本结构。
2.难点：学生能够运用所学知识进行实际的交流和讨论，对于文化差异的理解和运用。
五. 教学方法1.情境教学法：通过设置不同的情境，让学生在实际的语言环境中学习和运用英语。
2.交际法：通过小组讨论和角色扮演等形式，鼓励学生积极参与，提高口语表达能力。
3.任务型教学法：通过完成不同的任务，引导学生主动探索和发现知识，提高解决问题的能力。
六. 教学准备1.教师准备：备好课件和教学材料，提前布置预习任务，了解学生的学习情况。
2.学生准备：预习本课内容，完成相关的预习任务。
七. 教学过程1.导入（5分钟）通过提问方式引导学生回顾上节课的内容，询问学生是否曾经遇到过文化冲击，激发学生的学习兴趣和参与度。
2.呈现（10分钟）教师通过课件呈现本课的主要内容，引导学生关注文章的主旨大意和基本结构。
新版深圳牛津英语九年级下册 Unit 2 教案
Unit 2 Culture shockWords and phrases1.文化冲击 1.爆炸2.度假营 2.脱下3.烟花 3.在某种程度上4.国际的adj 4.适应，习惯于5.承认v n 5.不舒服，略有不适6.空余的adj 6.在某人空余的时间里7.失败v 7.有教育意义的8.完成v 8.国家的9.习语9.州10.日常的，每天的10.总统11.校服n 11.棒球运动12.任何事物12.假期13.粉色的adj 13.日常安排14.紫色的adj 14.反正，无论如何15.尤其，特别是15.manage to do16.和。
不一样必背同义词组：1.everyday = daily2.especially = particularly3.admit = agree4.spare= free5.manage to do = succeed in doing6.to a certain degree = to a certain point7.fail to do = not succeed in doing8.under the weather = not feeling well知识点：1.文化冲击________ _______-a feeling of anxiety, loneliness and confusion people mayexperience when they first arrive in another country.文化___________ 文化的_____________1.文化是一个国家人民的语言，文化和生活方式。
Culture is the _______,______and___________of the people in a country.2. Different from ____________ n ___________学会讨论相似和不同之处。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
矿产资源开发利用方案编写内容要求及审查大纲
矿产资源开发利用方案编写内容要求及《矿产资源开发利用方案》审查大纲一、概述
㈠矿区位置、隶属关系和企业性质。
如为改扩建矿山, 应说明矿山现状、
特点及存在的主要问题。
㈡编制依据
(1简述项目前期工作进展情况及与有关方面对项目的意向性协议情况。
(2 列出开发利用方案编制所依据的主要基础性资料的名称。
如经储量管理部门认定的矿区地质勘探报告、选矿试验报告、加工利用试验报告、工程地质初评资料、矿区水文资料和供水资料等。
对改、扩建矿山应有生产实际资料, 如矿山总平面现状图、矿床开拓系统图、采场现状图和主要采选设备清单等。
二、矿产品需求现状和预测
㈠该矿产在国内需求情况和市场供应情况
1、矿产品现状及加工利用趋向。
2、国内近、远期的需求量及主要销向预测。
㈡产品价格分析
1、国内矿产品价格现状。
2、矿产品价格稳定性及变化趋势。
三、矿产资源概况
㈠矿区总体概况
1、矿区总体规划情况。
2、矿区矿产资源概况。
3、该设计与矿区总体开发的关系。
㈡该设计项目的资源概况
1、矿床地质及构造特征。
2、矿床开采技术条件及水文地质条件。