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《82公平正义的守护》教学反思

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“下雪天”通过精心收集，向本站投稿了16篇《82公平正义的守护》教学反思，以下是小编帮大家整理后的《82公平正义的守护》教学反思，供大家参考借鉴，希望可以帮助到您。

《82公平正义的守护》教学反思

篇1：《82公平正义的守护》教学反思

《82公平正义的守护》教学反思

通过这节课的教学，引导学生知道了如何坚守公平和如何守护正义。坚守公平需要个人维护公平，也需要制度保障公平；守护正义需要个人守护正义，也需要司法维护正义。在教学过程中结合案例指导学生懂得，在社会生活中要学会运用合理的方式对待生活中的`不公平现象，正确区分正义行为和非正义行为，增强公平、正义观念，做一个有正义感的人；自觉守护公平正义，面对不公平、非正义行为敢于斗争，能够做到见义“智”为。

本框题的教学过程分为：漫画导入、目标导航、自学梳理、合作解疑展示和点拨、合作探究、归纳小结、课堂检测七个步骤。教师主导、学生主体；传统常规教学方法和多媒体教学紧密结合；结构紧凑、有条不紊。学生始终积极投入，取得了较好的教学效果。

本堂课教学的不足在于，《将改革进行到底》第四集《维护社会公平正义》百度视频因白板故障未能播放；未能留出学生记诵时间；阅读感悟的内容未列入课堂教学内容等。

上好一堂课的前提是备好课。一方面依照常规教学要求备课，另一方面需要加强同头课集体备课，凝聚集体智慧，还要紧密联系网络资源勤于查询和学习，争做新时期人民教师的排头兵。

篇2：公平正义的守护教学反思

通过这节课的教学，引导学生知道了如何坚守公平和如何守护正义。坚守公平需要个人维护公平，也需要制度保障公平；守护正义需要个人守护正义，也需要司法维护正义。在教学过程中结合案例指导学生懂得，在社会生活中要学会运用合理的方式对待生活中的不公平现象，正确区分正义行为和非正义行为，增强公平、正义观念，做一个有正义感的人；自觉守护公平正义，面对不公平、非正义行为敢于斗争，能够做到见义“智”为。

篇3：公平正义的守护教学反思

通过这周教学让学生认识公平和正义的关系，尤其是制度的正义性。我利用教材或同学们实际生活实践、案例展示于课堂，采取了结合社会生活中的热点案例，贴近学生的生活进行合作学习，探究交流。使学生从实际案例中得到启迪，从而完成了课堂教学。培养了学生做有正义感的人，具有崇尚正直的优良品德，实现了对情感、态度与价值观的落实。

根据本节课的教学内容和学生特点，我课前做了大量的准备工作，搜集了许多相关资料用来充实课堂，使课堂教学出现了几大亮点：

首先，以案说理的教学方法能够避免空洞的.学，增强教学的生动性、针对性及实效性。

其次，布置的课前教学任务：搜集一些体现正义的制度，让学生在课堂上展示，这一活动为学生提供了一个锻炼自我的平台，并在学生活动中让教材知识“有限性”得以延伸。

第三，设置一个质疑探究的问题：在质疑中澄清学生认识上的误区，在探究中理解正义与公平的关系，从而在学习过程中培养学生分析问题、解决问题的能力，这才是真正受益无穷的东西。

最后，小组合作讨论：如何正确处理利和义的关系？作为内容延伸，有着非常深刻的现实意义。这一延伸有助于培养学生。

篇4：公平正义的守护教学反思

一、教学中的成功之处：

在教学中我比较注重师生互动，生生互动，相信学生，让学生自己组织小品、表演（有时是即兴表演）、模仿等各种活动，很多时候我自己都笑的前俯后仰的，这样既调动了学生的积极性，又让学生很轻松地掌握了知识。

在情景教学中，运用各种情景的主要目的就是为了充分调动起学生学习知识的积极性和兴趣，让他们在愉快的心理状态下主动学习，这是思想政治课教学获得成功的关键。诚然，在思想政治课的教育教学（此文来自）过程中，我们可以运用多媒体现代化教学手段，以便激发学生的求知欲和新奇感。不过，我认为这只是解决了形式上的问题，要真正培养起学生学习思想政治课的兴趣，还得从课堂教学内容本身去下深工夫

公平正义是社会主义和谐社会的基本特征，是我们的向往和追求，在现实社会中，培养学生的公平意识是非常重要的，这不仅有助于学生熟悉当前的社会生活，而且将为他们未来进入更为广阔的公共生活领域，履行公民的职责打下扎实的基础。

培养学生的规则意识，引导学生在遵守基本行为准则的基础上，追求更高的目标，以自觉遵守各项社会规则和程序为荣，以逃避规则的约束和做违背规则的事为耻，对于学生将来走向社会，支持正义的制度，做遵纪守法的好公民有十分重要的意义。增强学生的责任意识，使他们明确自己应承担的责任，做人做事，为自己负责，为别人负责，为社会负责，是我们所追求的培养目标，也是加强社会主义精神文明，建设和谐社会的根本需要。

在整堂课的教学中，重视学生分析解决问题能力的培养，充分发挥学生的主动性，实现教学相长，共同发展。

在教学中精心选取社会热点问题支持教学。本节课主要选取了现实生活中的材料，培养学生理论联系实际，不断提高学生分析问题、解决问题的能力，引导学生关注社会、关心国家发展，关注世界局势，与时俱进。

二、教学中的失败之处：

学生初次接触综合性的案例分析题，在答题要点的组织上尚欠条理性，需要加强解题方法的指导。

篇5：维护公平正义教学设计

一、教学目标：

知识目标：通过本课的学习，使学生懂得公平正义的内涵，了解维护公平正义的重要性。

能力目标：帮助学生树立公平意识和正义感。使学生学会公平竞争、公正待人，能够与他人之间公平合作；使学生培养正义感，能够明辨是非善恶，富有同情心。

情感、态度和价值观目标:要强化学生的法律意识，让学生明白，无论是实现社会的公平竞争还是伸张正义，都必须在法律许可的范围内进行，即不违背法律，否则便会承担相应的法律责任，受到法律的制裁。

二、教学重难点：

1、重点：如何引导学生正确地维护社会正义。一是要学会保护自己，二是要在法律许可的范围内维护正义。

2、难点：如何让学生理解公平的含义。

三、教学时间：

2课时

第一课时

教学内容：

第一站树立公平意识

教学目标：

要帮助学生树立公平意识，使学生理解公平的作用及如何树立公平意识。使学生学会公正待人，与他人之间公平竞争、公平合作；

教学过程：

一、导入新课

活动平台：辨别公平。

讨论：谈谈上面的现象中，哪些是公平的，哪些是不公平的，为什么？

（分12个小组讨论，四个小组代表发言。）

生活中处处需要公平。竞争与合作，要求我们公平参与；法律诉讼，要求法官公平判案；各种比赛，要求裁判公平判罚；利益分配，要求公平分配。公平是社会生活的度量衡。

二、学习新课

1、公平的作用是什么？

维护公平有利于社会的和谐与稳定。社会的公平可以保障每个人各尽其能，各得其所，营造和谐的社会氛围，有利于社会的稳定。

讨论：你认为学习和生活中怎样是公平？学生结合班级中实际事例发言。

家庭生活中，――

同学交往中，――

师生关系中，――

社会生活中，――

为什么我们需要树立公平意识？

社会公平的实现，离不开我们的共同努力。社会需要公平，人与人之间的交往与合作，同样需要公平。以公平之心对待周围的人和事，能够营造融洽的人际关系，形成有利于我们健康成长的良好环境。我们需要树立公平意识。

2、如何树立公平意识？

（1）树立公平意识，需要我们在竞争与合作过程中遵守相同的行为规则。

举例说明。

（2）树立公平意识，需要我们正确地看待自己的利益，尊重他人的权利。

成绩是可以用分数来计算，美德却无法用分数来计算。

活动平台：体验公平。

三、小结：建立和谐的社会，需要追求公平，维护和平，打击邪恶，扫除不公。我们每个人都要树立公平意识，培养正义感，努力做一个负责人的公民。

四、作业：

1、公平的作用是什么？

2、为什么我们需要树立公平意识？

3、如何树立公平意识？

第二课时

教学内容：

第二站培养正义感

教学目标：

要帮助学生树立正义感，使学生有正义感，能够辨别是非善恶，对弱者富有同情心。

教学过程：

一、导入新课

观察第88―89页图片，讨论：上面图中，哪一种情况是正义的行为，为什么？

二、学习新课

1、正义与法律的关系：

（1）社会主义的法律体现着社会正义，是正义的化身。

（2）法律是维护社会正义的有力武器。

立法的目的是什么？

立法的目的在于通过权利的分配确立正义，同时，通过惩罚罪恶以伸张正义。

什么是司法回避制度？

2、正义感的具体体现？

（1）分辨是非，惩恶扬善。分清是非，心怀正义，与不良现象作斗争，是社会对每个公民的基本要求。

（2）奉献爱心，同情弱者。有正义感的人，既不向强者低头，也不能欺辱弱者。

3、维护正义所必须遵循的原则是什么？

维护正义，也必须遵守法律。伸张正义不能为所欲为，必须在法律许可的范围内惩恶扬善。借维护正义之名，违犯法律，侵犯他人的合法权利，同样是对正义的践踏。

三、小结

四、作业：

1、正义与法律的关系是什么？

2、正义感的具体体现？

3、维护正义所必须遵循的原则是什么？

篇6：维护公平正义教学设计

维护公平正义教学设计

【教学目标】

1．认识到公平离不开我们每个人的积极参与和不懈努力。面对不公平现象，能够采取合理合法的方式和手段谋求最大限度的公平。

2．认识到制度对于公平的重要性。

3．认识到守护正义不仅需要勇气，更需要讲究智慧；认识到司法公正的重要意义。

4．树立公平正义观念，自觉维护社会的公平正义。

【教学重点】如何坚守公平、维护正义。

【教学难点】以实际行动守护公平正义。

【教学方法】自主学习法、合作探究法。

【教学过程】情境导入生成问题

目前我国在已基本实现新型农村社会养老保险、城镇居民社会养老保险全覆盖的基础上，依法将这两项制度合并实施，在全国范围内建立统一的城乡居民基本养老保险制度，并在制度模式、筹资方式、待遇支付等方面与合并前的新型农村社会养老保险和城镇居民社会养老保险保持基本一致。

同学们，从以上的信息中你感受到了什么？

学生回答。

师：是呀，公平需要正义的制度来保障，我们渴望公平正义，我们需要以实际行动守护公平正义。自主学习梳理新知

1.面对利益冲突，我们要站在__公平__的立场，学会担当，以__公平__之心为人处世。

2．遇到不公平的行为时，我们要坚守原则立场，敢于对不公平说“不”，采用__合理合法__的方式和手段，谋求最大限度的公平，努力营造一个公平的`环境

3．__制度__保障公平。

4．__正义感__是公民的基本德性。期盼__正义__、实现__正义__、维护__正义__，是我们的共同心声。

5．守护正义需要__勇气__和__智慧__，面对非正义行为，一方面要__敢于斗争__，相信正义必定战胜邪恶；另一方面要__讲究策略__，寻找有效的方法，做到见义“智”为。

6．__司法__是捍卫社会公平正义的最后一道防线。

7．为了实现司法正义，国家积极推进以__司法公正__为核心的司法改革，要求司法机关依法独立公正行使司法权，努力让人民群众在每一个司法案件中感受到公平正义。

合作探究生成能力

【探究一】坚守公平

活动一个人维护公平

学生阅读分享教材P107“中学生在学校如何坚守公平”为主题的讨论会，探究：你认为维护公平应如何做？

小结：(1)个人维护公平。面对利益冲突，我们要站在公平的立场，学会担当，以公平之心为人处世。这样才能赢得他人的信赖与尊重，形成有利于我们健康成长的良好环境。

(2)遇到不公平的行为时，我们要坚守原则立场，敢于对不公平说“不”，采用合理合法的方式和手段，谋求最大限度的公平，努力营造一个公平的环境。

活动二制度保障公平近年来，我国实施了下岗职工基本生活保障制度、失业保险制度、城市居民最低生活保障制度、法律援助制度、建立统一的城乡居民基本养老保险制度等等你知道我国还有哪些类似的政策或制度吗？这些制度有什么作用？我国这些相关制度和政策体现了正义，也正是这些正义的制度维护了社会的公平。

小结：制度保障公平。对于立法而言，在规定权利义务、分配社会资源时，要公平地对待每个人，保障每个人得到他应得的；对于司法而言，在解决纠纷、化解矛盾时，要公平地对待当事人，切实维护其合法权益。

【探究二】守护正义

活动三个人守护正义

学生阅读分享教材P109三位出租车司机的事例，探究： 1．评价三名司机的行为，从中你学到了什么？

2．当我们自己或他人身处险境需要帮助时，你知道常用的电话号码有哪些吗？

小结：个人守护正义。守护正义需要勇气和智慧，面对非正义行为，一方面要敢于斗争，相信正义必定战胜邪恶；另一方面要讲究策略，寻找有效的方法，做到见义“智”为。

活动四司法维护正义

我国司法制度规定，审判人员具有下列情形之一的，应当自行回避，当事人及其法定代理人也有权要求他们回避： (1)本案的当事人或者与当事人有直系血亲、三代以内旁系血亲及姻亲关系的；

(3)本人或者其近亲属与本案有利害关系的；

(4)(3)担任过本案的证人、鉴定人、勘验人、辩护人、诉讼代理人的；

(5)与本案的诉讼代理人、辩护人有夫妻、父母、子女或者同胞兄弟姐妹关系的；

(6)本人与本案当事人之间存在其他利害关系，可能影响案件公正处理的。

思考：我国为什么要制定审判员回避制度？

小结：(1)司法维护正义。司法是捍卫社会公平正义的最后一道防线。司法机关必须坚持以事实为根据，以法律为准绳，严格遵循诉讼程序，平等对待当事人，确保司法过程和结果合法、公正。

(2)为了实现司法正义，国家积极推进以司法公正为核心的司法改革，要求司法机关依法独立公正行使司法权，努力让人民群众在每一个司法案件中感受到公平正

达标测评巩固新知

1．捍卫社会公平正义的最后一道防线是( C )

A．道德 B．纪律 C．司法D．规则

2．近年来，我国建立了统一城乡居民基本养老保险制度，深化改革收入分配制度，全面深入推进义务教育均衡发展政策，实施上述举措是因为正义的社会制度( D )

A．能保证每个社会成员都自觉遵守社会规则

B．能保证每个社会成员获得同等的利益

C．有利于实现绝对的公平

D．有利于形成良好的社会秩序和和谐的社会生活。

篇7：Lesson 82 教学设计方案

Lesson 82 教学设计方案

Teaching Aims

1. Study this lesson and know the way how learn foreign languages Karl Marx.

2. The students are trained to improve their reading ability and comprehension.

Teaching Procedures

Step 1 Pre-reading activity

Let the students talk about the picture and say something about Karl Marx.

Step 2 Fast reading

1. Ask the students, to read the text quickly and do some True or False questions according to the text:

(1) Karl Marx was horn in Belgium. (F)

(2) He was forced to leave his homeland when he was young. (T)

(3) Marx made such rapid progress in English that Engels telephoned him and praised him for it. (F)

(4) Marx was good at learning foreign languages. (T)

(5) In one of his books, Marx gave some advice on how to learn English. (F)

Step 3 Intensive reading

1. Listen to the tape.

2. Answer the questions in Workbook Lesson 82, Part 1.

Step 4 Deal with some difficult sentences

1. He made such rapid progress that before long he began to write articles it English for an American newspaper.

2. However, he went on to explain that he was not sure about two things ― the grammar and some of the idioms.

3. In the 1870s, when Marx wag already in his fifties, he found it important to study the situation in Russia, so he began to learn Russian.

4. When they use the foreign languages, they should try to forget all about their own.

Step 5 Practise

Read the text and choose the best answer to each question.

1. Marx was forced to leave Germany __________.

A. when he was in his fifties B. when he was young

C. in the year 1849 D. because he made London the base for his revolutionary work.

2. When Mars. came to England, he ____________.

A. knew little English B. knew some English

C. didn't know any English, but he knew French

D. knew English quite well

3. Engels wrote to Marx and praised him for his good English after he __________.

A. read Marx’s letters to him

B. received Marx’s letters to him

C. read Marx’s articles in an American newspaper

D. read the great works The Civil War in France

4. Choose the right order of the following events.

a. Marx received his doctor s degree.

b. He and his wife had to move from one country to another

c. He went to high school.

d. He began writing articles for a newspaper.

e. He mole The Civil War in France.

f. He learned Russian by himself.

A. a, c, b, d, e, f B. (;, a, d, b, e, f

C. c, a, b, d, f, e 1). b, a, c, d., e, f

5. The last paragraph of the passage mainly tells us ________.

A. that London was Marx s revolutionary base

B. how Marx began hi& revolutionary work when he was young

C. why Marx began to work hard at foreign language

D. why Marx lived an unsettled life in his early life

6. Which of the following best shows us that Marx was able to use English freely?

A. He once worked and lived in London for a long time.

B. He wrote The Civil War in France in English.

C. He had been able to write to Engels in English.

D. He had written articles in English for an American newspaper.

7. If we want to use a foreign language freely, we must _______ .

A. learn by heart as many new words as we can

B. first make it clear how to use the grammar and idioms

C. always translate it into our native language first

D. try to forget our native language while we are using it

[BBCBDBD]

Step 6 Deal with the language points.

Step 7 Workbook

Finish the exercises in Workbook Lesson 82, Parts 2, 3.

Step 8 Homework

1.Retell the text with your own words.

2.Preparation the Lesson 83.

篇8：Lesson 82 教学设计方案

Teaching Aims

1. Study this lesson and know the way how learn foreign languages Karl Marx.

2. The students are trained to improve their reading ability and comprehension.

Teaching Procedures

Step 1 Pre-reading activity

Let the students talk about the picture and say something about Karl Marx.

Step 2 Fast reading

1. Ask the students, to read the text quickly and do some True or False questions according to the text:

(1) Karl Marx was horn in Belgium. (F)

(2) He was forced to leave his homeland when he was young. (T)

(3) Marx made such rapid progress in English that Engels telephoned him and praised him for it. (F)

(4) Marx was good at learning foreign languages. (T)

(5) In one of his books, Marx gave some advice on how to learn English. (F)

Step 3 Intensive reading

1. Listen to the tape.

2. Answer the questions in Workbook Lesson 82, Part 1.

Step 4 Deal with some difficult sentences

1. He made such rapid progress that before long he began to write articles it English for an American newspaper.

2. However, he went on to explain that he was not sure about two things ― the grammar and some of the idioms.

3. In the 1870s, when Marx wag already in his fifties, he found it important to study the situation in Russia, so he began to learn Russian.

4. When they use the foreign languages, they should try to forget all about their own.

Step 5 Practise

Read the text and choose the best answer to each question.

1. Marx was forced to leave Germany __________.

A. when he was in his fifties B. when he was young

C. in the year 1849 D. because he made London the base for his revolutionary work.

2. When Mars. came to England, he ____________.

A. knew little English B. knew some English

C. didn't know any English, but he knew French

D. knew English quite well

3. Engels wrote to Marx and praised him for his good English after he __________.

A. read Marx’s letters to him

B. received Marx’s letters to him

C. read Marx’s articles in an American newspaper

D. read the great works The Civil War in France

4. Choose the right order of the following events.

a. Marx received his doctor s degree.

b. He and his wife had to move from one country to another

c. He went to high school.

d. He began writing articles for a newspaper.

e. He mole The Civil War in France.

f. He learned Russian by himself.

A. a, c, b, d, e, f B. (;, a, d, b, e, f

C. c, a, b, d, f, e 1). b, a, c, d., e, f

5. The last paragraph of the passage mainly tells us ________.

A. that London was Marx s revolutionary base

B. how Marx began hi& revolutionary work when he was young

C. why Marx began to work hard at foreign language

D. why Marx lived an unsettled life in his early life

6. Which of the following best shows us that Marx was able to use English freely?

A. He once worked and lived in London for a long time.

B. He wrote The Civil War in France in English.

C. He had been able to write to Engels in English.

D. He had written articles in English for an American newspaper.

7. If we want to use a foreign language freely, we must _______ .

A. learn by heart as many new words as we can

B. first make it clear how to use the grammar and idioms

C. always translate it into our native language first

D. try to forget our native language while we are using it

[BBCBDBD]

Step 6 Deal with the language points.

Step 7 Workbook

Finish the exercises in Workbook Lesson 82, Parts 2, 3.

Step 8 Homework

1.Retell the text with your own words.

2.Preparation the Lesson 83.

篇9：Lesson 82 多媒体教学设计方案

Teaching Aims

1. Study this lesson and know the way how learn foreign languages Karl Marx.

2. The students are trained to improve their reading ability and comprehension.

Teaching Procedures

Step 1Show the pictures

教师活动：教师展示图片（见图片ppt.）

学生活动：学生看完图片后，回答教师问题：

What do you already know about Karl Marx?

Step 2 Watch the video

教师活动：教师播放视频（见ppt.），提问下列问题。

学生活动：看完视频后，回答课文相关问题：

After watching, do some True or False questions

1) Karl Marx was born in Belgium. (F)

2) He was forced to leave his homeland when he was young. (T)

3) Marx made such rapid progress in English that Engels telephoned him and praised him for it. (F)

4) Marx was good at learning foreign languages. (T)

5) In one of his books, Marx gave some advice on how to learn English. (,F)

Step 3 Listening and Answering

教师活动：教师播放课文声音（见ppt.），提问下列问题。

学生活动：学生听完录音后，回答下列问题：

1.What was Marx’s native language?

2.Where did he stay before he went to France? Why did he leave Germany?

3.What did he do with his English later on?

4.When did Marx start learning Russian? Why?

5.How long did it take him to learn Russian well enough to read articles?

6.What advice did Marx give on how to learn a foreign language?

Suggest answers:

1.German was his native language.

2.He stayed in Belgium, for political reasons.

3.He began to study Russian.

4.He’s already fifties, he found it important to study the situation in Russia.

5.At the end of six months he had learned enough to read articles and reports in Russian.

6.should not translate everything into their own language, master then use it, learn the spirit of the foreign language .

Step 4 Listening Again

教师活动：教师播放课文的段落声音（见ppt.），提问学生每段含意。

学生活动：学生听课文的'段落声音，回答段落含意。

P1:Some of his revolutionary activities in his early years.

P2―P5: How Marx learned foreign languages.

P6:Marx’s advice on how to learn a foreign language.

Step5 Reading

教师活动：教师给学生五到十分钟的阅读时间，提问学生下列各题。

学生活动：学生在阅读之后，回答下列问题

Read the passages in Lesson 82,Write notes in the spaces below:

Name :Karl Marx Born:___________

as a young man :_____________________________________________________________

wrote books :_________________________

in 1849 :__________________________________________________________________

later:______________________________________________________________________

in 1853 :______________________________________________________________________

later :__________________________________

in the 1870s :____________________________

Key: was born in Germany; was forced to leave his homeland for political reasons; went to Belgium and France.; The Civil War in France; went to England; made London the base for his revolutionary work; started working hard to improve his English; made rapid progress; wrote articles in English; was praised; was encouraged; was not sure about two things; kept on studying and using English; began to learn Russian; read articles and reports in Russian

Step 6 Exercise

学生活动：

Karl Marx was born in ______. When he was young, he was _____ to leave his homeland for _____ reasons. He had to _____ from one country to another. At last he came to England and _____ London the base for his ______ work. Marx had learned some _____ before he came to London, but he found his English was _____. He _____ working hard to _____ it. He made _____ rapid progress _____ before long he could write articles in English. Engels wrote him a letter to _______him for it. Engels’ letter had greatly _________ him, and from then on, Marx ________ even harder at his English. He _______ English so well that he could write one of his great ______, The Civil War in France in English. When Marx was in his ______, he began to learn _______, because he thought it was important to study the _______ in Russia. At the _____ of six months, he had learned ______ to read articles and reports in Russian. Marx set us a good example in learning _____ languages.

Step 7 Discussion

教师活动：教师组织学生，回答下面的讨论问题，教师给学生五到十分钟的时间，然后提问。

What can we learn from Karl Marx in learning foreign languages? How can we learn English well?

学生活动：学生讨论如下问题，并且回答：

1.Keep on studying and using ------ master it well.

2.Make clear the purpose of learning English.

3.Train a good habit and grasp a good method of studying

a spirit of perseverance: try hard continuously in spite of difficulties

Step 8 Role-play

教师活动：

Suppose the great man Marx (VIP) came here. Now you ask him about his life experience and how he learned foreign languages and he’d like to answer your questions.

学生活动：

Possible Model:

S: Glad to meet you, Mr. Marx. Can I ask you some questions?

M: Go ahead please.

S: When and where were you born?

M:…

S: Why did you leave your homeland?

M:…

... ... …

S: Can you give some advice on how to learn...?

M:…

S: Thank you very much.

M: My pleasure.

Step 9 Homework

1. Preparation the Lesson 83.

2.Retell the text with your own words.

Step 10 Introduction

教师活动：教师展示马克思的相关图片（见ppt.）及文字

Karl Marx was born in Germany in 1818. He was a great revolutionary leader. He led the worker’s movement in the 19th century. Together with his friend Engels, in 1848, Mark wrote a book Communist Manifesto, which set a programme for socialist revolution. In 1849 he went to live in England and made London the base for his revolutionary work. In 1864 he founded the first International in London and three years. Later he published his famous book Das Kapital（德语《资本论》）, which developed his theories about capitalism Marx died in 1883. He devoted all his life to the revolutionary cause. He will always be remembered by every one of us

篇10：《敬畏自然，守护生命》教学反思

《敬畏自然，守护生命》教学反思

在新型冠状病毒肺炎的影响下，无数城市都按下了暂停键。疫情之下，人们对于自然、对于生命、对于责任、对于家国情怀都有了更多的思考。

3月4日，省委高校工委、省教育厅印发《关于在全省教育系统开展“把灾难当教材，与祖国共成长”主题教育的指导意见》（以下简称《意见》），在全省教育系统开展了一系列“把灾难当教材，与祖国共成长”主题教育。把疫情当教材，切实提升学生的生命意识、理想信念、科学素养、生态理念、道德责任等，是这场灾难给广大青少年上的重要一课。

本节课例面对的是小学一年级学生。他们对大自然有一些基础的认识，但是对“人与自然的密切关系”的认识还不太深刻。本节课围绕“敬畏自然守护生命”这一主题来开展，共分为五个环节：认识自然、敬畏自然、认识生命、敬畏生命、守护生命、用心赏美。旨在通过疫情相关的教育素材加深学生对自然环境及生命的认识，意识到自然和生命的重要性，懂得珍爱生命，敬畏自然。

在本节课上，我发现小朋友们对于绘本故事、亲子互动环节和摄影作品展特别感兴趣，学习积极性很高。

我认为不足的地方：

1. 对于一年级学生来说，本课例设计的'内容稍显得多一些，后半段的效果不如前半段。

2.在课堂上，我的语言应该更加儿童化，语气充满童趣，才能把课堂气氛调节得活泼一些，效果才会更好。

针对以上不足之处，我在平时的教学活动中会加强学习、练习，以后遇到类似的活动时一定会有所进步的。

在灾难面前，我们教师应该和家长携起手来，共同面对困难，把灾难变成教材，变危机为契机，共同努力，对学生进行生命教育、信念教育、科学教育和道德教育，在抗击疫情的战役中，构建正确的世界观、人生观、价值观，培养学生们坚韧不拔、从容不迫、爱国爱民的奋斗精神和家国情怀，真正地与祖国一起成长，用成长的足迹踩踏灾难，让不幸成为通往幸福的桥梁。

篇11：高三年级Lesson 82教学设计

高三年级Lesson 82教学设计

Lesson 82

Teaching Aims

1. Learn and master the following words and phrases

anyway, private, signature, brief, foresee, instruct, left-handed, right-handed, to the point

2. Improve the students’ reading ability.

Teaching Important Points

Master the following important points

Words: anyway

Phrases: as follows, come to, add one’s signature, sign one’s name, and take a false name to the point.

Sentence Patterns

1. It only remains for me to pass all the money…

2. Now we know that… is dead, does that mean…

3….if that were to happen, all the money should go to…

Teaching Difficult Points

1. The difference between “to the point” and “off the point”.

2. the use of the word “anyway”.

Teaching Methods

1. Fast reading to get the general idea.

2. Careful reading to answer the detailed questions.

3. Individual, pair or group work to make every student work in class.

Teaching Procedures

Step 1 Revision

1 Check the homework exercises.

2 Ask the class a few rapid questions about the story in the previous lesson：

What is the name of the famous detective? (J.J. Coal.) Who came to visit him? (Tom Goode.)

Who died in Tom's family not long ago? (His aunt, Mrs. Flower.) Why was Mrs. flower so wealthy? (Her husband had built up his business and had left all his money to her when he died.) Who in the family saw Clare after she left home? (Only her father and her stepmother.) Where and when did Tom Goode meet Clare? (At tea after the burial service of Mrs. Flower.) Who is going to get Mrs. Flower's money? (Clare Flower.) What did Tom Goode ask the detective to do? (To check out Clare Flower.)

Step 2 Presentation

SB Page 51, Part 1. Get Ss to talk about the picture and describe what they can see. Ask them what they think is happening, but do not answer “Right” or “Wrong”.

Step 3 Reading for general understanding

Read aloud the two general comprehension questions. Allow the Ss enough time to read the text and discuss their answers in pairs, then check the answers with the class. (1 She is taken away by the police; she has pretended to be Clare Flower, but her name is really Hope Darwin. 2 The money is given to an organization for helping the blind called “Helping Hand”.)

Step 4 Reading

Wb Lesson 82, Ex. 1. Go through the exercise and make sure the Ss know what to do. Let them read the whole passage carefully and answer the questions, working in pairs or small groups. Check the answers with the whole class.

Step 5 Comprehension

SB Page 52, Part 2. Get Ss to work in pairs and explain the meaning of the phrases to each other.

Ask for the answers from the class.

Answers

1 The lawyer (probably) introduced the detective with the words “This is my assistant”.

2 The only thing which I have to do now is ….

3 you should be given all the money which belonged to her

4 signed her name on the piece of paper

5 suddenly you thought of a clever thing to do

6 except her step-mother (Mrs. Flower)

7 He was smiling and probably hoping that he would get the money.

8 The lawyer said little and only what was necessary.

Then go through the text and explain any difficult language points. See if the Ss can guess the meaning of take one's place, pick out.

Notes：

a Present at the meeting were： Point out the inversion.

b unknown man = a man whom nobody knew

c When everyone had taken his/her place = When everyone had sat down

d step forward = come up to my table/desk

e Your name is Clare Flower?： Note the question, in the form of a statement, for the purpose of checking information：

f please sign here … money： It is usual for lawyers to get people to sign a receipt to show that they have received all the money.

g If you could …instead： Point out the conditional form in a past situation. Hope's thoughts were “If I can pretend to be Clare, I will be able to get the money instead.”

h between the two of you = between you (Hope) and the real Clare Flower.

i Perhaps you will explain … why = Point out the polite form. More directly, the detective could say “Why did you change the colour of your hair?”

j I picked out one interesting photograph = I found and brought with me one photograph which I thought was interesting.

k Just now = a moment ago

1 foresee = imagine something in the future

Step 6 Reading aloud

Speech Cassette Lesson 82. Play the tape of the passage for the Ss to listen and follow. Play the tape of part of the passage once more; this time the Ss listen and repeat. As much of this passage is in dialogue form, you may choose to spend longer than usual on this reading aloud activity. Put the Ss in groups of four and get them to read the dialogue parts of J.J. Coal, Clare, the lawyer, Tom Goode.

Step 7 Workbook

Wb Lesson 82, Ex. 2.

Let the Ss work on this exercise in pairs. They can discuss how to translate the Chinese into English.

Then check the answers with the whole class. Put down the answers on the Bb.

Step 8 Consolidation

SB Page 52, Part 3. The purpose of this task is fluency practice, getting Ss to tell a story in their own words. Do this task now or alternatively at the beginning of the next lesson, as revision.

Homework

Read the passage again.

Finish off the Workbook exercises.

篇12：高三年级Lesson 82教学设计

Lesson 82

Teaching Aims

1. Learn and master the following words and phrases

anyway, private, signature, brief, foresee, instruct, left-handed, right-handed, to the point

2. Improve the students’ reading ability.

Teaching Important Points

Master the following important points

Words: anyway

Phrases: as follows, come to, add one’s signature, sign one’s name, and take a false name to the point.

Sentence Patterns

1. It only remains for me to pass all the money…

2. Now we know that… is dead, does that mean…

3….if that were to happen, all the money should go to…

Teaching Difficult Points

1. The difference between “to the point” and “off the point”.

2. the use of the word “anyway”.

Teaching Methods

1. Fast reading to get the general idea.

2. Careful reading to answer the detailed questions.

3. Individual, pair or group work to make every student work in class.

Teaching Procedures

Step 1 Revision

1 Check the homework exercises.

2 Ask the class a few rapid questions about the story in the previous lesson：

What is the name of the famous detective? (J.J. Coal.) Who came to visit him? (Tom Goode.)

Step 2 Presentation

SB Page 51, Part 1. Get Ss to talk about the picture and describe what they can see. Ask them what they think is happening, but do not answer “Right” or “Wrong”.

Step 3 Reading for general understanding

Step 4 Reading

Step 5 Comprehension

SB Page 52, Part 2. Get Ss to work in pairs and explain the meaning of the phrases to each other.

Ask for the answers from the class.

Answers

1 The lawyer (probably) introduced the detective with the words “This is my assistant”.

2 The only thing which I have to do now is ….

3 you should be given all the money which belonged to her

4 signed her name on the piece of paper

5 suddenly you thought of a clever thing to do

6 except her step-mother (Mrs. Flower)

7 He was smiling and probably hoping that he would get the money.

8 The lawyer said little and only what was necessary.

Then go through the text and explain any difficult language points. See if the Ss can guess the meaning of take one's place, pick out.

Notes：

a Present at the meeting were： Point out the inversion.

b unknown man =a man whom nobody knew

c When everyone had taken his/her place =When everyone had sat down

d step forward =come up to my table/desk

e Your name is Clare Flower?： Note the question, in the form of a statement, for the purpose of checking information：

f please sign here … money： It is usual for lawyers to get people to sign a receipt to show that they have received all the money.

g If you could …instead： Point out the conditional form in a past situation. Hope's thoughts were “If I can pretend to be Clare, I will be able to get the money instead.”

h between the two of you =between you (Hope) and the real Clare Flower.

i Perhaps you will explain … why =Point out the polite form. More directly, the detective could say “Why did you change the colour of your hair?”

j I picked out one interesting photograph =I found and brought with me one photograph which I thought was interesting.

k Just now =a moment ago

1 foresee =imagine something in the future

Step 6 Reading aloud

Step 7 Workbook

Wb Lesson 82, Ex. 2.

Let the Ss work on this exercise in pairs. They can discuss how to translate the Chinese into English.

Then check the answers with the whole class. Put down the answers on the Bb.

Step 8 Consolidation

SB Page 52, Part 3. The purpose of this task is fluency practice, getting Ss to tell a story in their own words. Do this task now or alternatively at the beginning of the next lesson, as revision.

Homework

Read the passage again.

Finish off the Workbook exercises.

篇13：初二下学期Lesson 82教学设计示例

Lesson 82教学设计示例

Period: The Second Period

Properties: Tape-recorder, Overhead projector

Teaching Aims:

1. Knowledge aim

Enable the students to understand the reading passage about Beethoven.

2. Ability aim

Let the students say something about Beethoven in their own words.

3. Emotion aim

Take correct attitude towards money.

Language Focus: afford to do, for fun, knock at, to one’s surprise, write down, hear sb. do/doing, dim, blind, shine (shone, shone)

Teaching Procedures:

a) Organizing the class

1. Ask the students to get ready for class.

2. Greetings between the teacher and the students.

3. A duty report.

b) Revision

T: Ask the students to say sentences with “could” and “-self”.

c) Reading

1. Pre-reading:

Ask the students the following questions before reading.

Do you like listening to music?

What do you know about Beethoven?

Can you play any musical instruments? How well can you play?

The teacher gives a brief introduction of Beethoven.

2. While-reading:

Ask the students to read the passage silently by themselves.

Ask the students to answer the reading comprehension questions.

Play the tape for the passage and ask the students to read after the tape.

Explain the language points:

(1) hear sb. do/doing

hear sb. do听到某人做了某事（表示动作发生了，动作全过程结束了）

I often hear her singing in the morning.

Did you hear him go out?

hear sb. doing听到某人在做某事（表示动作正在进行，处于进行过程中）

I heard someone knock at the door three times just now.

I heard someone laughing.

(2) afford to do:通常与can, could, be able to连用

We can’t afford to go away this summer.

They aren’t able to afford to buy a big apartment.

(3) for fun: in fun

He said it only for fun.

(4) dim: not bright, not clearly to be seen

(5) to one’s surprise: to the surprise of sb.

To my surprise / To the surprise of everyone, his plan succeeded.

3. After-reading:

Ask the students to retell the passage.

Ask the students to talk about their feelings after reading the passage.

Ask the students to work in pairs and then act it out.

d) Homework

1. Finish exercises on page 98.

2. Retell the passage.

3. Rewrite the passage.

e) Summary

翻译句子：

1．我们经常听到她在楼上弹钢琴。

2．姑娘和她的各个沉浸在贝多芬的美妙音乐中。

3．一天晚上贝多芬正在街上散步，这时他突然在一座小房子外停住了。

4．他们太穷了，以至于不能负担得起音乐会票。

Keys:

1. We often hear her play the piano upstairs.

2. The girl and her brother both lost themselves in Beethoven’s beautiful music.

3. One evening Beethoven was walking in a street when he suddenly stopped outside a little house.

4. They are too poor to afford to buy tickets to the concert.

篇14：八年级下学期Lesson 82教学设计示例

八年级下学期Lesson 82教学设计示例

Lesson 82教学设计示例

Period: The Second Period

Properties: Tape-recorder, Overhead projector

Teaching Aims:

1. Knowledge aim

Enable the students to understand the reading passage about Beethoven.

2. Ability aim

Let the students say something about Beethoven in their own words.

3. Emotion aim

Take correct attitude towards money.

Language Focus: afford to do, for fun, knock at, to one’s surprise, write down, hear sb. do/doing, dim, blind, shine (shone, shone)

Teaching Procedures:

a) Organizing the class

1. Ask the students to get ready for class.

2. Greetings between the teacher and the students.

3. A duty report.

b) Revision

T: Ask the students to say sentences with “could” and “-self”.

c) Reading

1. Pre-reading:

Ask the students the following questions before reading.

Do you like listening to music?

What do you know about Beethoven?

Can you play any musical instruments? How well can you play?

The teacher gives a brief introduction of Beethoven.

2. While-reading:

Ask the students to read the passage silently by themselves.

Ask the students to answer the reading comprehension questions.

Play the tape for the passage and ask the students to read after the tape.

Explain the language points:

(1) hear sb. do/doing

hear sb. do听到某人做了某事（表示动作发生了，动作全过程结束了）

I often hear her singing in the morning.

Did you hear him go out?

hear sb. doing听到某人在做某事（表示动作正在进行，处于进行过程中）

I heard someone knock at the door three times just now.

I heard someone laughing.

(2) afford to do:通常与can, could, be able to连用

We can’t afford to go away this summer.

They aren’t able to afford to buy a big apartment.

(3) for fun: in fun

He said it only for fun.

(4) dim: not bright, not clearly to be seen

(5) to one’s surprise: to the surprise of sb.

To my surprise / To the surprise of everyone, his plan succeeded.

3. After-reading:

Ask the students to retell the passage.

Ask the students to talk about their feelings after reading the passage.

Ask the students to work in pairs and then act it out.

d) Homework

1. Finish exercises on page 98.

2. Retell the passage.

3. Rewrite the passage.

e) Summary

翻译句子：

1．我们经常听到她在楼上弹钢琴。

2．姑娘和她的`各个沉浸在贝多芬的美妙音乐中。

3．一天晚上贝多芬正在街上散步，这时他突然在一座小房子外停住了。

4．他们太穷了，以至于不能负担得起音乐会票。

Keys:

1. We often hear her play the piano upstairs.

2. The girl and her brother both lost themselves in Beethoven’s beautiful music.

3. One evening Beethoven was walking in a street when he suddenly stopped outside a little house.

4. They are too poor to afford to buy tickets to the concert.

篇15：What are you doing? Lesson 82教学设计示例

Lesson 82教学设计示例

一、教学目标

1．知识目标

继续学习现在进行时的用法。

2．能力目标

熟练运用现在进行时造句，并能进行肯定句、否定句、疑问句之间的互相转换。

二、教学过程

Step 1 Revision

1 Check the -ing form of the verbs learnt so far: help, take, carry, think, catch, mend, have, drink, eat, ride, fly make, jump, sing, go, come, work, read, write, listen, clean, give, put, swim, get, play ski, skate. Pay special attention to getting, putting and swimming as well as the -ing form of verbs ending in silent e.

2 Revise What are you doing? I'm reading a book, etc.

Step 2 Presentation

1 Get a student to perform some actions silently. (You could give the student a card with a list of actions on it.) Ask the class What's he / she doing? Help the class to answer I think he /she's …. See if any students can tell a story through actions, e.g. opening the door, sitting in a chair, reading a book, eating, drinking, watching TV, cleaning the room.

2 Repeat the above procedures, but ask the class Is he / she reading / writing… ? Help the students to answer Yes, he / she is. or No, he / she isn't. Note that the question should be in the rising tone.

3 Teach sleeping, cooking, and standing by having a student act these actions out and the class guessing.

Step 3 Ask and answer

SB Page 22, Part 1. In pairs, students ask and answer questions about each picture. Walk around the class and give help when needed. Now repeat the exercise with the words covered. Note that when adding -ing to verbs like put, sit, run, swim, etc., do not forget to double the final consonant.

Step 4 Presentation

Perform an action (e.g. cleaning the house) and get the students to guess what you are doing, by asking Are you making a cake? Write Are you…? on the Bb. Answer No, I'm not. Now have a student come and perform an action. You could give him / her a card with an instruction about what to do, for example, playing with a yo-yo, swimming, etc. The class tries to guess what he / she's doing by asking, Are you sleeping? etc. If the students don't know the English word, have them give the Chinese word and then write the English word on the Bb. For example, the students say 跳舞 and you write dancing on the Bb.

Step 5 Listen and answer

SB Page 22, Part 2, Listening Cassette Lesson 82. Let the students read the questions in the Wb Lesson 86, Ex. 1 before playing the tape.

Listening Text

A: Hi, Bill! Can you come out and play football with me?

B: Sorry, I can't.

A: What are you doing?

B: Look. I'm doing my homework.

A: Is Jim in?

B: Yes.

A: What's he doing? Is he doing his homework, too?

B: Let me see. No, he's making a plane.

The answers are: 1 He is doing his homework.

2 He is making a plane. 3 No, they can't.

Step 6 Game

SB Page 22, Part 3*. This part is optional. Read through the parts with the students and get them to play the game in Step 4. Now divide the class into small groups of 4-6. One person in the group performs an action on the list, and the others in the group try to guess. Once they guess, it's another student's turn to perform an action. By using small groups, everyone in the class is able to participate in this activity. Encourage students to invent actions with verbs they know.

Step 7 Workbook

SB Page 96, Wb Lesson 82, Exx. 2 - 4. Ex: 2 provides a chance to learn the -ing form of most of the verbs taught so far. If possible, you may ask them to make up verb phrases with these verbs.

Ex. 3 can be assigned as homework.

Do Ex. 4 orally in class. Note that in Chinese, the verb is not inflected.

Homework

Write Exx. 2 and 3 in the exercise book.