下面小编给大家整理的Lesson 69 教学设计方案二（共含6篇），欢迎阅读!同时，但愿您也能像本文投稿人“yangbaot”一样，积极向本站投稿分享好文章。
Lesson 69 教学设计方案二
Properties:Computer, Projector, PPT document provided.
Teaching Objectives:
1. Revise the grammar: The Adverbial Clause.
2. Let the students understand the dialogue and learn some new words and expressions.
Language Focus:
so that / so … that, a traffic jam, before long, get angry with somebody, be busy doing something, be badly hurt.
Teaching Procedures:
I. Showing the teaching aims
II. Revision
Revise the vocabulary from the last unit.
necklace n.项链steal v.偷；窃取
hands up 举手
shoot v.射击；射死
detective n.侦探
inspector n.警官；监督员
thiefn.(pl. thieves)贼
robber n.强盗；盗贼
come down 下来；落
escapen.＆ v.逃走；逃避
conversation n.会话；谈话
description n.描述；描写
III. Leading-in
If you want to make appointment with someone, what will you speak to her/him usually?
What do you do when you are waiting for someone and he/she is late?
Get some students answers these questions. And tell them that:
Today Lily and Li Lei will go to the zoo, they are waiting for Jim to come together, but Jim was late. Why was he late? Listen and find the answer.
IV. Watch and act
Show the film Lesson 69-1.asfor the flash Jim is late.swf which are provided. Lead the students read aloud and act the show in pairs.
V. Read and work
Read the text carefully. And finish the exercises below or the listening exercises in the flash Jim is late.swf
Li LEI: It’s half past ten now! Where’s Jim? I’m ________ to get angry with him!
LILY : Yes, we can’t wait ________ ________. Let’s go ________ him.
JIM: Hi, Lily! Li Lei! I’m very sorry I’m ________ ________.
Li LEI: What ________?
JIM: Well, first I was ________ ________ reading a novel that I forgot to look at the time.
LILY: That’s a ________ ________ excuse!
JIM: Yes, I know. But then I took a taxi ________ ________ I would get here faster.
Li LEI: Oh? So why ________ ________still late?
JIM: My taxi ________ ________ the railway station.
LILY: That’s terrible! Are you OK? ________ anyone ________?
JIM: No, no one was ________ hurt. I ________ my head, but it’s not _____ ____. ____ ____. Let’s go to the zoo.
Answers:
beginning, any longer, without, so late, happened, so busy, really bad, so that, were you, crashed near, Was hurt, badly, banged, too painful, Come on.
VI. Practice
Teach the word steep. Watch the video Lesson 69-1.asfwhich is provided. And do the exercise orally, SB Page 82, Part 2.
Answers: 1. ill 2. painful 3. steep 4. quickly 5. confident
VII. Retell
Ask the students to retell the story about part 1 and part 2.
Useful expression:
The traffic was very bad.
He said he was coming.
Did he know when and where we were meeting?
I’m sure he’ll be here before long.
It’s half past ten now!
I’m beginning to get angry with him!
I’m very sorry I’m so late.
I was so busy reading a novel that I forgot to look
I took a taxi so that I would get here faster.
Was anyone hurt?
Come on. Let’s go to the zoo.
VIII. Homework
Please find some information and pictures about Mount Qomolangma or Everest.
Prepare a short writing about climbing history of Mount Qomolangma or Everest.
Lesson 65教学设计方案二
Properties:Computer, Projector, PPT document provided.
Teaching Objectives:
1. Understand the dialogue.
2. Learn the grammar: The Attributive Clause.
Language focus:steal - stole - stolen, shoot - shot - shot, hands up
Teaching Procedures:
I．Leading in
Say: We often can’t find our things when need them. When you have something lost, what you will speak?
•I can’t find it.
•I often lose pens.
•I don’t know if I put them here.
•Where is my book?
II. Presentation
Show the film of Lesson 65-1.asf. Then read the dialog on the
how the film Lesson 65-1.asf which is provided. Lead the students to read the dialog, and listen correct sounds sentence by sentence.
III. Explanation
1. Explain some language points: hear somebody do something.
For example:
1) I often hear him sing in the next room.
2) I saw him coming into the room.
2. The Attributive Clause (Select some parts of explanation below)
the handsome
the tall
the strong
the clever
the naughty
用以上的词汇来描述Tom，形成如下句子：
综述以上的句子，who在句中指小男孩Tom，在句中作定语，它引导的.句子就是定语从句。
请看以下有关定语从句的例句：
1. The boy is Tom. The boy has a round face.
The boy whois smiling is Tom.
(主语)
2. The boy is in the lab. You want to talk to him.
The boy (whom)you want to talk to is in the lab.
The boy to whomyou want to talk is in the lab.
以上例句中的who 可以用that 来代替，在定语从句中that可以指人或物，代替who，whom，which；在从句中可以作主语、宾语，但不能放在介词后作介词宾语。如：
This is the photo that (which) I took in Beijing last year.
This is the man that/who lives next door.
Is this the professor that you talked about yesterday? (about不能放在that前面)
IV. Practise (Select some parts of exercises below) 定语从句练习
* Which boy do you like better?
Answers list:
The boy who has a big mouth / has not shoes / has long hairs / with laughing.
The boy who wears a green sweater / has a plane / was hurt in his leg/ has little hairs / has big eyes.
The boy who has a blue bag / has a hat / has green shoes.
The boy who has red button / has purple shoes / is wearing a suit.
The boy who wears blue coat / has a red bag / has black shoes.
The boy who is smiling / who is naughty / has brown shoes.
* 1. The house ( that ) we live in is very old.
2. This is the present (that) he gave me for my holiday.
3. Those are the shoes (that/ which) I lost last week.
4. The cars which are produced in Hubei sell very well.
* Show the film Lesson 65-1.asf which is provided. Then let the students make dialogues using the words in the box in Page 81. Practise the dialogue in pairs.
* Select two pictures about missing necklace, let the students retell the story with their own words.
V. Exercises in class
Fill in the blanks with that, whichor who.
1. Do you know the man ________ came to see Xiao Yang this morning?
2. There are many plays _________ I’d like to see.
3. The people _________ you were talking to were Australians.
4. The train _________ has just left is for Xi’an.
Lesson 70 教学设计方案二
Properties: Computer, Projector, PPT document provided.
Teaching Objectives:
1. Let the students understand the dialogue and learn new words.
2. Go over the Past Perfect Tense.
Language Focus:
New words: British, fail, summit, misty, mist
Useful expressions: disappear into, the first men to do tins, try to reach the top of
Teaching Procedures:
I. Showing the teaching aims
II. Revision
Ask the students to act out the dialogue is provided in Lesson 69-1.asf
III. Lead in
Give the students some information and pictures about Mount Qomolangma, and check their homework. Let them speak something about the history of climbing the Mount Qomolangma.
For example:
It was formed 60million years ago and ascends to the height of 8850. Surveyor General Andrew Waugh proposed to name the mountain Everest after his predecessor, George Everest. This name prevailed until today, although the mountain has two local names - Qomolangma in Tibetan, Sagarmatha in Nepali.
IV. Watch and listen
Ask the students to watch the flash Because it is there.swf which is provided. Listen the text carefully, and finish the questions:
True or False
1. Mount Qomolangma is the tallest mountain in the world. ( )
2. George Mallory is a professional (职业的) mountain climber. ( )
3. Mallory had tried four times to reach the top of the mountain. ( )
4. In 1921 he tried to climb the mountain for the first time. ( )
5. Edmund Hillary and Tenzing Norgay were thought to be the first men to reach the top of the mountain. ( )
6. Edmund Hillary found Mallory’s body in . ( )
Answers：
1. √ 2. × 3. × 4. √ 5. √ 6. ×
V. Read the text
Let the students read the text carefully and grasp the main idea of this article. And find out what happened in different years (1921, 1922, 1924, 1953, 1999).
Main idea:
A story about George Mallory’s climb of Mount Qomolangma.
VI. Explanation
mist [mist] n. 雾，a thin fog made by very small drops of water in the air. 其形容词为misty，比较级为mistier，最高级为mistiest。
wonder v. = question是“想要知道”的意思，它常跟宾语从句。同时它还有“感到惊奇”之意。
alive［E5laiv］adj．活着的，come alive表示“活跃起来”，stay alive表示“继续活着；幸存”的.意思。
be busy dong sth 是“忙于做某事”的意思。
VII. Practise
Show the film of Lesson 70-2.asf which is provided. Finish the exercises 2 on Page 88, and practise the sentences one by one.
VIII. Homework
Why Because it’s there is used as the topic of this article? What spirit do this sentence show us? Write something about it.
回顾拓展二教学设计方案
【教学目标】
1、引导学生体会抒发感情的表达方法。
2、积累优美诗句，进一步体会作者的思乡、思友之情。
3、学生通过读故事，体会诗人写诗时对运用字词的认真态度，领悟到汉字的意趣和蕴味。
【教学重难点与突破方法】
1、教学重难点：
体会抒发感情的表达方法。
2、突破方法：
与课文结合，反复体会，老师适时指导。
【教学准备】
1、生回家充分预习，读熟日积月累。
2、回忆课文内容，准备交流平台。
【教学程序】
一、交流平台
1、生齐读交流平台要求，思考：
交流平台让我们交流什么？
2、师生共同讨论，交流的内容：
⑴ 本组课文是通过哪些人、事、景、物来表达思乡感情的？
⑵ 自己的习作是怎么表达思乡感情的。
3、生讨论，共同总结。
二、日积月累
1、生自读日积月累部分的内容，思考：这些句子都是讲什么的？
2、讨论得出结论：
积累表达乡思的诗句。
3、生在小组内讨论，这些句子都是什么意思？
4、全班总结：
悠悠天宇旷，切切故乡情。的意思是：在空旷的天宇之下，我思乡的心情更加迫切了。
浮云终日行，游子久不至。这句诗中的游子指的是李白。所谓浮云游子意，人们拿浮云比游子，是说他们的行踪都是飘浮不定的。这句诗的意思是：浮云整日飘来飘去，远去的朋友已好久没有相见了。可以看出诗人心中充满思念和惆怅。
落叶他乡树，寒灯独夜人。意思是：他乡的树已经落叶了，夜里，在寒冷的灯光下，也是飘泊他乡的孤独的'人啊。
明月有情应识我，年年相见在他乡。意思是：如果明月有情的话，它应该认识我啊，因为每年我们都能在他乡相见。
家在梦中何日到，春生江上几人还。意思是：家乡只在我的梦里，什么时候才能回去呢？你看那春天的江面上来来往往的人，有几个是回去的呢？
江南几度梅花开，人在天涯鬓斑白了。意思是：记不清东南的梅花开了有多少次了，离开家乡的我已是双鬓斑白了。
5、师引：这些写思乡的诗句，又是通过写什么样的人、事、景、物来反映自己思乡情的呢？
6、生讨论。
7、生交流这些句子的原诗是什么样的？
（有能力的就多交流，没有的多积累。）
三、趣味语文
1、生自由读文，说说主章主要讲的是什么？
2、生讨论，这个故事趣在哪里？
3、师出示全诗：
题李凝幽居
贾 岛
闲居少邻并，草径入荒园。
鸟宿池边树，僧敲月下门。
过桥分野生，移石动云根。
暂去还来此，幽期不负言。
4、生讲其它趣味语文故事。
【同伴互评】
此设计条理清楚，有比较强的操作性，口语交际部分，教师与学生共同讨论，总结得出交际的内容，这样让学生会有话可说。日积月累，让学生明白每句话的意思，这样有利于学生语言的积累。
如果能拓展一些相关的资料在里面，相信会给学生带来更多的知识。
教学内容
1．词汇：try to do
2．句型：It’s quite a nice picture.
3．语法：初步学习过去进行时态的用法。
教具
录音机；多媒体视频；一组图片，画有人物和动作，如：打篮球、跑步、唱歌、写作业 等，并标有具体的过去时间。如：8:30 yesterday morning等。
课堂教学设计
Step 1 Leading-in
请三位同学到前面来，分别做出扫地、读书、写字等动作。教师依次提问：
T：What are you doing?
S1：I’m sweeping the floor.
S2：I’m reading a book.
S：I’m writing.
教师手指这三位同学，依次问大家：
T：What is he/she doing?
学生按照实际情景，依次答出：
S2: He is sweeping the floor. She is reading a book. He is writing.
教师要求全班将三个人的动作分别记清楚。
Step 2 Presentation
就刚才三位同学的动作，向全班提问：What was ×××doing when I came in?
重复两至三遍，板书这个句式，用彩色粉笔标出was，启发大家猜测句子的含义，并引导全班回答：
He was sweeping the floor.
She was reading a book.
He was writing.
板书上述三个答句，启发学生观察谓语部分的变化，并简要介绍一下过去进行时态所表示的含义。
Step 3 Ask and answer
借助课文插图或出示图片，让学生练习表达图中人物的活动。
T: It’s Monday. The students are drawing some pictures on the blackboard. Now let’s look at the picture. What are they doing?
让学生表达图中的各个学生正在进行的活动，并让他们表演出来。
A: What is Li Lei drawing?
B: He is drawing an elephant.
Han Mei is drawing a cat.
Step 4 Read and act
播放视频：Lesson93情景对话，问：What is Li Lei drawing?
或放对话录音。教师给出听前提问（Pre-reading questions）:
What is Li Lei doing?
放录音一遍，学生回答问题。
然后让学生就图中其他的学生进行对话练习并表演。
Step 5 Read and learn
告诉学生Now it’s Wednesday. 指着图片问：What did the students do on Monday?
出示对话：
A: What was Li Lei drawing when the teacher came in?
B: He was drawing an elephant.
试着让学生就其他几位同学进行替换练习。
然后引导学生从上面的句子中理解过去进行时的`用法，并总结出其构成形式：was/were +v -ing
并引导学生对过去进行时和前面的现在进行时进行比较：
is/am/are +v-ing
was/were +v Cing
Then let the students read the sentences given and answer questions in pairs.
或者播放视频：Lesson 93 Read and learn，然后让学生进行模仿练习。
Step 6 Practice
指导学生两人一组做课文第3部分练习。教师先与一位程度较好的学生表演以下对话：
T: What was Li Lei doing when the teacher came in?
S: He was drawing a picture.
T: What was he drawing?
S: He was drawing an elephant.
T: What was he drawing on?
S: He was drawing on the blackboard.
全班两人一组，就Meimei及the twins进行内容相似的问答练习，请几组同学表演。
教师出示事先准备好的图片，就上面的人物及活动与学生进行问答练习。
平行线及平行公理 教学设计方案（二）
课题 平行线
教学内容 平行线及平行公理
教学目标
1.了解平行线的概念，理解学过的描述图形形状和位置关系的语句。
2.掌握平行公理及推论，会用三角尺和直尺过已知直线外一点画这条直线的平行线；会用学过的几何语句描述简单的图形和根据语句画图。
3.通过画平行线和按几何语句画图的题目练习，培养学生画图能力。
4.通过平行公理推论的推理，培养学生的逻辑思维能力和进行推理的能力。
教学重点、难点
重点：平行公理及其推论。
难点：平行线概念的理解
教学用具
电脑、投影仪、三角板
教学设想
【创设情境】
师：前面我们学习了两条直线相交的情形，下面清同学们看PPT.观察PPT中的铁路桥梁以及立在路边的三根电线杆，再请同学们观察黑板相对的两条边和横格本中两条横线，若把它们向两方延长，看成直线，它们还是相交直线吗？
学生：不是
师：因此，平面内的两条直线除了相交以外，还有不相交的情形，这就是我们本节所要研究的内容。
【探究新知】
师：在我们生活的周围，平面内不相交的情形还有许多，你能举例说明吗？
学生：窗户相对的棱，桌面的对边，书的对边……
师：我们把它们向两方无限延伸，得到的直线总也不会相交。我们把这样的直线叫做平行线。
1. [展示课件] 课本第74页图2C17
师：请同学们观察，长方体的棱AB 与CD 无论怎样延长，它们会不会相交？
学生：不会相交。
师：那么它们是平行线吗？
学生：不是。
师：也就是说平行线的定义必须有怎样的前提条件？
学生：在同一平面内。
师：谁能说为什么要有这个前提条件？
学生：因为空间里，不相交的直线不一定平行
[板书] 课本第73页图2C16
平行用符号“// ”表示，如图直线AB 与CD 是平行线记作“ AB//CD ”（或“ CD//AB ” ）读作“AB平行于CD”（或CD平行于AB）也就是说平行是相互的。
师：请同学们思考，在同一平面内任意画两条不同的直线，它们的位置关系只能有几种情况，试画一画，同桌的可以讨论。
学生：两种。相交和平行。
[展示课件] 巩固练习
1.判断正误
（1）两条不相交的直线叫做平行线。（ ）
（2）有且只有一个公共点的两直线是相交直线。（ ）
（3）在同一平面内，不相交的两条直线一定平行。（ ）
（4）一个平面内的两条直线，必把这个平面分为四部分。（ ）
2.下列说法中正确的是（ ）
A.在同一平面内，两条直线的位置关系有相交、垂直、平行三种。
B.在同一平面内，不垂直的`两直线必平行。
C.在同一平面内，不平行的两直线必垂直。
D.在同一平面内，不相交的两直线一定不垂直。
2.练习画法
我们很容易画出两条相交直线，而对于平行线的画法，我们在小学就学过用直尺和三角板画，下面清同学在练习本上完成下面题目（投影显示）。
[展示课件] 已知直线AB 和AB 外一点P ,过点P 画直线CD ,使CD//AB .
注意：（1）在推动三角尺时，直尺不要动；
（2）画平行线必须用直尺三角板，不能徒手画。
[展示课件] 巩固练习
1.画线段AB=45mm ,画任意射线AX ,在AX 上取C' 、D' 、B' 三点，使AC'=C'D'=D=B= ,连结BB' ,用三角板画CC'//BB' ,DD'//BB' ,分别交AB 于C 、D ,量出AC 、CD 、DB 的长（精确到1mm ）。
2.读下列语句，并画图形
（1）点p 是直线AB 外的一点，直线CD 经过点P ,且与直线AB平行。
（2）直线AB 、CD 是相交直线，点P 是直线AB 、CD 外的一点，直线EF 经过点P 与直线AB平行与直线CD 相交于E .
（3）过点D 画DE//AC ,交BC 的延长线于E .
3.我们练习了过直线外一点画已知直线的平行线，请同学们回忆，过直线外一点能不能画直线的垂线，能画几条？下面请你试一试，前面我们完成的过直线外一点与已知直线平行的直线可以画几条，想一想，你能得到什么结论？
[板书]平行公理：经过直线外一点，有且只有一条直线与这条直线平行。
[展示课件] 已知直线EF ,分别画直线AB 、CD ,使AB//EF ,CD//EF .
我们观察图形，如果直线AB 与CD 相交，设交点为P ,那么会产生什么问题呢？请同学们讨论。
因为AB//EF ,CD//EF ,于是过点P 就有两条直线AB 、CD 都与EF平行，根据平行公理，这是不可能的，这就是说，AB 与CD 不能相交，只能平行，由此我们得到平行公理的推论。
[板书]如果两条直线都和第三条直线平行，那么这两条直线也互相平行。
3. 在同一平面内，两条直线的位置关系只有平行和相交
[展示课件] 同一平面内互不重合的三条直线公共点的个数可能是 0个，1个，2个或3个
4.学习小结
设计意图：让学生说，大胆把话语权交还学生，这是我们进行改革的第一步，否则，孩子们永远是被动的。回顾思考，升华拓展，有益于学生的自我发展。
评价设计
1.作业：课本第96页习题2.2A组第3题（1）、（2）题。
设计意图：在这一题中既拓展了平面的概念，空间中的平面；又隐含着三条直线两两平行这一初中几何学中的理念，为学生的后续发展奠定一个良好基础。
2. 思考题
1.能直接利用定义判断两条直线是否平行吗？
2.怎样才能判断两条直线是否平行呢？
3.阅读课本第76页，“读一读”的观察与实验，课下同学之间相互演示。
★ Unit 17 Nature 教学设计方案Lesson 66
★ Unit 19 Jobs Lesson 75 教学设计方案
★ 教学设计方案模板
