争做仁爱之星班会教案

这是争做仁爱之星班会教案，是优秀的班会教案文章，供老师家长们参考学习。

争做仁爱之星班会教案第 1 篇

教学重点：对仁爱思想全方位的理解

教学难点：背诵《论语十则》

教学安排 1课时

教学过程:

1、导入新课

同学们，我们都知道人是群居动物。一个人一出生就注定了他与社会，与他人的联系，一个人要融入社会中去，那么，一个什么样的社会是一个健康的社会？一个什么样的心理是一个健康的心理？那就是人人坦诚相处，真诚相待。如果每个人都把自己的心封闭起来，那么人与人之间就会有隔膜，如果把人的自我封闭的本能比作一件棉大衣，温暖的春风能使人脱掉棉衣，彻骨的寒风只能让人把大衣裹得更紧。“仁爱”思想就是春风一般，我们每个人都需要它。今天就让我们走进儒家，看儒家大师孔子，看他对仁爱是如何具体论述的。

二、诵读文本：

1、老师读原文，学生读译文。5分钟

2、学生齐读原文。3分钟

3、学生自由诵读原文和译文。

三、提出问题，学生讨论

1、孔子认为，:仁爱思想的根本在哪里？

明确：学生甲回答：孔子认为仁爱思想的根本是孝悌。对父母孝敬，对兄长敬重，是一个家庭和谐的原则。大社会，小家庭；小家庭，大社会在孔子看来是相通的。孔子的学生曾子所著的《大学》里面，集中讨论了修身、齐家、治国、平天下的之间的关系，形成了一个完整的家思想体系。从小的方面说一个家庭人与人之间互助互爱，坦诚相待，对于每一个人都是需要的。由此推论开去，社会也需要人与人之间的这种友好和谐，互帮互助的关系。这可以说是孔子仁爱思想的理论基础。

2、具有仁爱思想的人如何处理人与人之间的社会关系？

学生乙回答问题：

在孔子看来，人与人之间是需要用爱为纽带连接在一起的。仁者爱人，.人人之间都需要关爱，关爱代替尔虞我诈，代替残酷斗争。大家同生活在一片蓝天下，四海皆兄弟，由此可以看出儒家广阔博大宽容的胸怀，这一点与佛家的慈悲为怀非常的相近。可以看出是人类终极所需情怀。

3、有仁爱思想的人具有什么样的个人素养？

学生丙回答：在孔子看来有人爱思想的人具有无限美好的品德她们孝敬父母顺从兄长是家庭里的模范他们表里唯一是彬彬君子不会巧言吝啬虚情假意他们几人对别人宽容不苛求，自己尽量去帮助别人己欲立而立人己欲达而达人他们勤奋好学多问多斯他们安于贫困扇形人道他们相识人纠在自己的内心深处是自己内心种下的一颗种子要用心浇灌使它不断的成长让他扎根发芽生长开花结果人不远我想人人就会来这一点也和佛家的思想人人皆可成佛要不断的提升自己修炼自己有相通之处。

4、有仁爱思想的人？如何看待人生的意义？

学生丁回答：仁爱思想具有广泛的社会意义，我们每个人都爱党爱国爱民爱岗敬业，这可以说都是仁爱思想的延伸和发展。仁爱思想也是社会所需要的正能量思想。有仁爱思想的人也就是孔子心目中的君子形象。

5，请学生讨论总结孔子仁爱思想的主要内容

明确：（1）、孔子仁爱思想一个主要内容就是珍惜人的生命。“仁者爱人”莫过于珍惜百姓的生命。

（2）、孝悌是孔子仁爱思想之本。孔子说：“孝悌也者，其为仁之本欤！”朱熹四书集注“孝悌行于家而后仁爱及于物，所谓亲亲而仁民也”。故人以孝悌为本。

3、推行恭、宽、信、敏、惠，这五条是仁爱的重要内容是实现仁爱的必由之路。

4、“恕”是仁爱思想十分重要的内容“恕”的主要内容有二：一为“己所不欲，勿施于人”。二为“己欲立而立人，己欲达而达人”。

所以在我们今天看来仁爱是春风，仁爱是细流，仁爱是温暖的阳光，仁爱是母亲温和的手掌，仁爱是父亲慈爱的目光，仁爱是人间的太阳。所以我们要继续学习和发扬孔子的仁爱精神，让我们的社会更和谐，让我们的家庭更幸福，让我们与亲人之间感情更加的深厚，关系更融洽！

六、布置作业

1、背诵十则“仁爱”篇

2、以“仁爱”为主题写一篇作文

争做仁爱之星班会教案第 2 篇

　　一．活动时间：周五班会

　　二、活动对象：八（一）全体学生

　　三．活动地点：八（一）班

　　四．活动方式、目的：通过从视觉感官和亲身体验的方式让学生参与丰富多彩的活动，从而达到以下两个课堂目的。

　　1、学会感受爱，体验被爱和关爱别人。唤醒孩子心灵深处的同情心和人性的善良美。

　　2、让我们的孩子学会施爱，让我们在接受别人关爱的同时重点学会去关爱别人。

　　五。 活动过程

　　（主持人a：张海龙 主持人b： 王伟娥）

　　主持人a：校园中有你、有我、有他，于是有了一个家。每天，当你踏着晨曦步入校园，可曾将甜美的微笑挂在脸上？

　　主持人b：当你面对老师的谆谆教诲，可曾想到那是一腔挚爱在涓涓流淌？

　　主持人a：当你接受同学真诚的帮助，可曾感到友谊之花的屡屡芬芳？

　　主持人b：生活中，我们需要别人的关爱。当然，也应该把自己的爱心奉献给他人，爱是相互的。 主持人a：当你在家中接受父母大海般的慈爱，你是否感到胸中一股暖流流过？

　　主持人b：正是这些人间的友善，关爱，让我们体会到了温暖。主持人a，b： “做仁爱事 行仁爱礼”主题仁爱队会现在开始！

　　主持人a：200X年，对中国来说，注定是不平凡的一年。

　　主持人b：其中就有“5`12”特大地震灾害，几乎将汶川摧毁。

　　主持人a：让我们请几位同学来进行祈福地震诗歌朗诵：《爱的奉献》 （第一个节目：诗朗诵 《爱的奉献》）

　　主持人a：在灾难面前，人类从不会屈服，而是用坚强，仁爱和团结扛过了困难。

　　主持人b：下面让我们有请王诗萱同学来分享几个小故事。 （第二个节目：感人故事分享）主持人a：同学之间的关爱是人间的春风，是沙漠中的绿洲。

　　主持人b：因为有了关爱，我们学会了友善，学会了感动，也在其中学会了关爱别人。

　　主持人a：下面请观看小品《同在蓝天下》，感受同学之间的关爱是多么无私。 （第三个节目：小品《同在蓝天下》）

　　主持人a：小到家庭中，大到世界中，都可以看到人与人的互相关爱，互相帮助。

　　主持人b：“别害怕我就站在你身边，心在一起爱会让我们一起勇敢。”人们用各种方式来对亲人，朋友表示关爱。

　　主持人a：其中，便有歌唱。每个人的声音交汇，让仁爱遍布天下。

　　主持人b：接下来让我们听汪峰的《存在》，由陈羽非，王河骁，陶学良演唱。 （第四个节目：歌曲演唱）主持人a：同学们，父母养育了我们，是我们这一生中最应该感谢的人。

　　主持人b：在生活中，你和父母有什么感人的故事？或是父母疼爱你，你回报父母的故事，抑或是父母与子女之间的“爱的约定”？说出来讲讲吧！（即兴发言）

　　主持人a：现在，让我们玩几个放松的小游戏吧！（经典游戏：谁是卧底 注意事项：每一轮只有六个人 持续三轮 直至卧底被揪出来时 在场所有的人获得奖励 如果卧底获胜 获得双倍奖励）

　　主持人b：医生用爱心挽救生命；

　　主持人a：教师用爱心培养学生；

　　主持人b：园丁用爱心培育花草；

　　主持人a：科学家用爱心去发现，去创造。

　　主持人b：我们生活的世界是用爱创造出来的，因此说：培养爱心是一个真实的过程。

　　主持人a：让我们一切从爱出发，将爱的种子洒遍人间。

　　主持人b：下面，是我们对全班同学的倡议书：

　　1。每天回到家里帮助妈妈做一件事，虽然事情不多，但一定要坚持，不要忘记啦；

　　2。在学校中争取为老师或同学每天做一件事，只要是你能做到的就要坚持下去；

　　3．和父母达成“爱的约定”，让家庭之间的爱美好地流传；

　　主持人a：让我们请沈老师对我们这次活动进行评价。 （杨老师发言）

　　主持人a，b：同学们让我们的爱都长上翅膀，飞遍世界的每一个角落吧！祝大家在关爱中幸福、快乐！本次队会到此结束，谢谢大家！ （班会结束）

争做仁爱之星班会教案第 3 篇

　　Unit1 Topic 2 Where are you from?

　　Section D

　　学习目标：

　　1复习数字0~10及其在日常生活中的运用.

　　2. 总结主格人称代词的用法。

　　3.复习 am/is/are.的一般疑问句和简单的问句

　　学习重点：数字的灵活运用

　　学习难点：am/is/are 的用法.

　　学习过程：Step 1 复习导入

　　1.(让全班同学齐唱“Where are you from?”活跃课堂气氛，导入新课。)

　　2. (让学生找的一些电话号码，手机号码，门牌号码，车牌号码，邮编等展示出来，两人一组互相提问，巩固旧知识。)

　　3. (数字接龙游戏从0到10，目的是检查学生的掌握程度及反应能力。) Step2 问题导学

　　A.根据句意及首字母提示填空。

　　1 E_________ me, what’s your name, please?

　　2. Look! 13912596888 i________ his telephone number.

　　3. — W_________ to Shanghai!— Thank you!

　　4. Lily is from England. She is E_________.

　　5. Maria’s t_________ number is (010)9214-6953.

　　B 根据汉语提示完成下列句子。

　　1.他来自哪里? Where _______ he _______?

　　2.打扰了，你叫什么名字?Excuse me, _______ _______ _______?

　　3.他的电话号码是(020)5567-8235。

　　_______ _______ _______ is (020)5567-8235.

　　4.你的新同学来自江西吗?_______ your new classmate _______ Jiangxi?

　　5.看到你很高兴。 _______ _______ see you.

　　Step 3 呈现

　　1. (教师播放录音1a，示范让学生跟读，培养学生正确的语音语调。)

　　2. (再听一遍，用铅笔标出语调，使学生集中注意力，效率更高。)

　　3. (播放2的录音，并让学生重复，培养学生的听力。)

　　5. (打开课本，让学生完成2 Work alone。)

　　Step 4. 巩固

　　Be的用法口诀：我(I)用am ,你( you)用are ,is 跟着他(he)她(she)它(it),所有的复数(we , you , they )都用are

　　(2) What’s=What is Who’s= who is Where’s = Where is name’s = name is isn’t = is not aren’t =are not I’m = I am you’re = you are he’s = he is she’s = she is it’s = it is they’re = they are Step5 精讲点拨

　　A.用适当的词填空。

　　1.---What’s _ __ name? ---- My name is Sally.

　　2.--- Where _____ you from? ---I’m from Canada.

　　3.---Where is ____ from? ---- She’s from Japan.

　　4.---Where_____ they from?---- They ___from Shanghai. 5.---Are Amy? ---- No, Amy. I’m Kitty. 6.---Is Maria? ---- No, she . 7.-- his telephone number?--- His telephone number is 54678931. 8.--- is he ?He is David.

　　当堂检测

　　This is Fangfang. She is from China. Her(她的) telephone number is (010)8257-6644. She is in Beijing No.1 High School(北京一中). She is a good student. Miss Gao is her English teacher. 根据短文内容，完成芳芳的名片。

争做仁爱之星班会教案第 4 篇

Teaching aids 教具 录音机/童工图片/小黑板/多媒体图片或幻灯片/学生的旅游纪念照 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习(时间:12分钟) (通过教师询问暑期活动，导入话题，呈现现在完成时和部分生词。) T: Listen! The bell is ringing. Let’s begin our class! (老师解释The bell is ringing等于There goes the bell，板书bell，要求学生掌握) bell Nice to see you again. Did you enjoy your summer holidays? Ss: Yes. T: (问其中一学生)Hi, Li Xueqing, where did you go during your summer holiday? S1: I went to my grandparents’ home. T: What did you do there? S1: I went fishing, swimming and so on. T: Wang Xue, where did you go? S2: I went to West Lake with my father. T: Wow! West Lake is a beautiful place. What did you do there? S2: I enjoyed the beautiful scenery, took photos and bought many beautiful cards. T: Li Yang, what about you? S3: I had to stay at home to help my mother with the housework. T: Oh. I feel glad for what you did, and I think you’re a good girl. You’re helpful. S4, did you go to summer classes? S4: Yes. I did. I went to an English training school to improve my English. I think the English training school is a nice place for me to improve my English. T: The English training school is a proper place to improve your English. (板书生词，请学生猜汉语意思并领读，要求掌握。) proper Step 2 Presentation 第二步 呈现(时间:12分钟) 1. (创设对话情境。Mr. Smith组织Class 2去野营。在校门口集合时发现Jim没来。对话呈现have/has gone to…，完成2。) Smith: Hello! Everyone. Are we all here? Ss: No, Jim isn’t here. Smith: Do you know where he is?(教师帮助学生用has gone to和volunteer回答。) Ss: Yes. He has gone to Beijing to be a volunteer for the Olympics. (板书volunteer，让学生猜出意思。然后板书have/has gone to，解释并稍加操练。) volunteer have/has gone to … (星期一Jim返回学校，Mr. Smith和Jim展开对话，呈现have/has been to …) Jim: Good morning, Mr. Smith. Smith: Good morning, Jim. You have just come back from Beijing. How was your trip? Jim: Cool! And I have been to many places of interest. (教师可用简笔画呈现have/has been to和have/has gone to，并讲解它们的区别。) He has been to school. He has gone to school. 2. T: Mr. Smith and his class had a good time. By the way, do you know what Rita, Jane and Kangkang did during the holiday? (板书by the way，要求学生掌握) by the way T: Now, listen to 1a. Kangkang and his friends are talking about their different experiences during their holidays. Pay attention to what they have done. (播放1a录音，注意文中主人公在暑假中的活动。) T: From 1a, we know someone has just come back from India. Who is she, Sally or Rita? (教师加重语气读has just come back。) S1:Rita. (学生若有疑问或答错，可再播放一遍录音。) T: Yes. You have the right answer. Rita has been to her hometown in India in her summer holiday. But now she is in China. We can say she has been to India. Where has Jane been? S2: Mount Huang. (教师引导学生用现在完成时表达。) T: Yes. She has been to Mount Huang. Where has Kangkang been? S3: He has been to an English training school. 3. (重放课文1a录音，核对答案，板书并领读生词cruel，要求学生掌握。) T: Listen to the tape again. And then talk about what they have done. (多媒体展示康康、简、丽塔和玛丽亚的图像和has been to。让学生再听一遍对话，教师引导学生用现在完成时说出四人分别在暑假中的活动。) S4: Kangkang has been to… Rita has been to… Jane has been to… … (教师展示印度童工图画。) T: They are as old as you. What were they doing? S4: They were working. They looked so tired and thin. T: Rita saw them working for a cruel boss in her hometown in India. They couldn’t go to school. They lived a poor life. I felt sorry for them. (板书cruel，要求学生掌握) cruel Step 3 Consolidation 第三步 巩固(时间:10分钟) 1. T: Now, open your books. Please read 1a. And then fill in the chart in 1b, according to 1a. (学生读对话，也可以三人小组分角色读对话，教师巡视纠正学生发音。) (学生独立完成1b的表格。教师检查学生所填内容，然后学生口头汇报，巩固现在完成时have / has been to 这一基本句型。) 2. T: Kangkang has been to an English training school to improve his English. Rita has been to India. What about you? Where have you been?And what did you do?Please work in groups to talk about your summer holidays. (学生三人一组进行问答。) T: Who will try to act it out in front of class? (挑几组学生进行表演，并对学生进行适时指导和鼓励。) For example: S1: I have been to West Lake. S2: (指S1问S3) Where has he/she been? S3: He/She has been to West Lake. S2: (问S1) What did you do there? S1: I went boating on the lake. S2: (指S1问S3) What did he/she do there? S3: He/She went boating there. (教师引导学生区别一般过去时与现在完成时。) Step 4 Practice 第四步 练习(时间:6分钟) 1. (教师让学生

you been? B: I have been to Shanghai. A: When did you go there? B: I went there this summer holiday. … C: Hi, D. Where has Lucy gone? D: She has gone to Mount Tai. C: Why did she go there? D: Because she wanted to see the sunrise there. … 2. (根据呈现的have/has been to…和have/has gone to…，完成2。小组完成后可讨论答案，然后教师核对。在处理2时，讲解并要学生掌握chairwoman, yet和grandson，板书并领读。) 3. (缤纷小赛场。出示幻灯片或小黑板。) (1)My teacher gave us the p answer.(首字母填空) (2)I also want to be a v for the 2008 Olympics.(首字母填空) (3)These (chairwoman) can’t agree with each other.(适当形式填空) (4)—Hi, Michael. How was your holiday? —Wonderful! Because I to many famous mountains.(单项选择) A. went B. have been C. have gone D. has gone (5)—Where’s Jane, Maria? —She her hometown to see her grandparents.(单项选择) A. return to B. has gone to C. has been to D. have gone to Step 5 Project 第五步 综合探究活动(时间:5分钟) 1. (教师制作关于暑假活动的表格，让学生相互调查完成表格。) Name Where has he/she been? What did he/she do? … … 2. Homework: Write a survey report. (课后根据本课内容，用过去式和现在完成时写一份暑假调查报告。内容包括：1.去了什么地方？2.做了什么事？) 板书设计： Our country has developed rapidly. Section A proper by the way How was your trip? volunteer see … doing —Where have you been, Jane? There goes the bell. —I have been to … —Where’s Jane? —She has gone to … Section B The main activities are 1a, 1b and 2a. 本课重点活动是1a, 1b和2a。 Ⅰ. Teaching aims and demands 教学目标 1. Learn some new words and expressions: social, learn … from …, shut, dig, granny, describe, in detail, education, develop, development 2. Learn the present perfect tense and useful sentences: Have you ever fed the disabled children? Yes, I have./No, I haven’ t. Has Ann ever…? Yes, she has./No, she hasn’t. Though I had no time to travel, … Is that so? 3. Learn about the differences between the Chinese teenagers’ lives in the past and at present. Ⅱ. Teaching aids 教具 录音机/幻灯片/残疾儿童的照片/小黑板/《三毛流浪记》和《家有儿女》影片片断 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习(时间:8分钟) 1. (通过师生问答复习现在完成时。) T: Hi, Class. Let’s play the game “Quick Response”. T: Where have you been, S1? S1: I have been to Hong Kong, and I have bought many things. . . . T: Where has S2 gone? S3: He/She has gone to Mr. Lee’s office. 2. (教师出示一张吉姆的旅游照片，介绍他的假期经历，导入并教授生词。) T: Do you want to know where Jim has been during his summer holiday? Ss:Yes. T: It’s a photo of him. Let me describe it for you. (板书) describe T: He has been to Beijing with his parents, granny and little sister. (板书) granny T: His little sister went there for further education. Her dream is to study abroad. I hope her dream will come true. I think some of you want to study abroad. Am I right? (板书) education Ss:Yes, you’re right. T: So you must study hard. With the development of our country, most of you will have a chance to study abroad. (板书，学生跟读熟悉单词，快速记忆。) development, develop Jim also did some social activities.(学习social，引入disabled children’s home。) Step 2 Presentation 第二步 呈现(时间:10分钟) 1. (老师拿出一张残疾儿童之家的图片，导入现在完成时的一般疑问句。) T: What’s this? Ss: It’s a disabled children’s home. (理解单词disabled，板书并领读) disabled T: Have you ever been there? Ss: Yes, we have./No, we haven’t.(引导学生去回答) T: Maria has been to a disabled children’s home. Do you want to know what Maria has done there? Ss: Certainly. T: OK. Let’s listen to the tape and answer the following question. What did she do to help them? (听1a录音回答问题，老师核对答案。) T: Did Maria have anytime to travel? Ss: No, she didn’t. But she still felt happy. T: Yes. Though she has no time to travel, she learned a lot from her holiday experiences. (老师解释though引导让步状语从句，不与but连用，然后继续询问。) T: Sally, what did you do to spend your leisure time during the holiday? (板书leisure, learn … from …并要求理解) leisure Sally: I watched many films. T: Oh. Do you want to watch films now, boys and girls? Ss: Great. (用多媒体播放《三毛流浪记》和《家有儿女》影片片断，对比影片所反映的生活。播放2a录音前，把班级分为A和B两大组，分别记录过去和现在生活，完成2b。)

Food Clothes Education … In the past Nowadays T: Today we all have a happy life, but in the past, people’s lives were very hard. Listen to the tape, and answer the following questions. (播放2a录音，并回答下列问题。用幻灯片出示问题，让学生读问题，并放录音。) 1. Did kangkang’s granny have a hard life in the past? 2. How did most children spend their childhood in the past? (板书，理解childhood) childhood 2. (学生打开课本，再听2a，跟读并找出疑难点。) 3. (鼓励学生说出疑难点和含有现在完成时态的句子，引导学生解释疑难点，并板书要点，理解生词support, rapidly，掌握短语in detail。) have/live a hard life Is that so? in detail can’t/couldn’t afford sth. Our country has developed rapidly. give support to sb./give sb. support Step 3 Consolidation 第三步 巩固(时间:12分钟) 1. (分角色朗读2a，选择四组进行比赛，激发学生朗读兴趣。) 2. (听录音2c填空。提高学生听力技能，进一步了解过去与现在的生活变化。) T: Listen to the tape and fill in the blanks. (播放录音2c两遍，并核对答案。若有不明白之处，再放一遍。) 3. (学生两人一组，谈论过去的孩子和现在的孩子不同的生活。) T: Work in pairs to talk about children’s different lives in the past and nowadays. For example: S1:In the past, many families were big and poor. S2:Yes. The parents couldn’t afford their children’s education. S1:The children had no chance to go to school. S2:Some of the children had to be child laborers. S1:I feel sorry for them. We are so happy nowadays. S2:Nowadays, our country has developed rapidly. Most children can get a good education. T: Just now, you compared Chinese teenagers’ lives in the past with those nowadays. You can write an article about it after class. Step 4 Practice 第四步 练习(时间:10分钟) 1. (出示残疾儿童的图片，指令学生运用现在完成时，针对图片进行问答练习。) (1)—Have you ever told stories to the kids? —Yes, I have. (2)—Have you ever fed the disabled children? —No, I haven’t. (3)I have cleaned their rooms. 2. (引导学生总结现在完成时的句子，结构为：have/has+动词的过去分词。然后板书几组过去分词的构成，同时告诉学生动词的不规则变化可参考书后附表，完成1b过去分词的填空部分。) clean cleaned shut shut dig dug do did (板书并掌握生词shut和dig) shut, dig 3. (用现在完成时的一般疑问句操练1b，完成1b。要注意第三人称单数的练习。例如：) A: Chat on line. B: Have you chatted on line/Has he chatted on line? C: Yes, I have./No, he hasn’t. Step 5 Project 第五步 综合探究活动(时间:5分钟) 1. (让学生在课后调查自己的父母亲或爷爷奶奶童年时的生活，写一份调查报告。) T: We know a lot about the differences between teenagers’ lives in the past and nowadays. What are your opinions? Do you care about your parents’ childhood? Do you care about your grandparents’ lives in their childhood? If so, you can ask your parents or your grandparents some questions. Make a simple survey report at last. (调查可以是关于娱乐、运动、学习、饮食、住房、穿着、健康、工作等方面的。) (板书生词teenager和nowadays，并要求理解) teenager, nowadays 2. Homework: According to your survey, please write an article about teenagers nowadays. (此综合探究活动既完成了课本2a部分，又综合了学生对本课内容的理解，让学生感受到世界变得越来越美好，体现了教学目标中对学生的情感教育。) (为出色完成此项作业也可鼓励学生利用多种方式获得信息。) T: It’s possible to read the text of Section B to finish your article and your parents can also help you. What else can you do to get information? Ss:We can search the Internet. T: Excellent! Have a break! Ss:Thank you. See you! 板书设计: Our country has developed rapidly. Section B social —Have you ever fed the disabled children? describe —Yes, I have./No, I haven’t. development —Has Ann ever …? Though I had no time to travel, … —Yes, she has./No, she hasn’t. Is that so? With the development of China, … Section C The main activity is 1a. 本课重点活动是1a。 Ⅰ. Teaching aims and demands 教学目标 1. Learn some new words and useful expressions: communication, quick, keep in touch with, far away, sort, rapid, progress, make progress, already, succeed 2. Go on learning the present perfect tense: (1)My granny has lived in Beijing for more than forty years. (2)Beijing has made rapid progress. 3. Compare the living conditions in the past with those at present. Learn the great changes in China. 4. Tell the students to cherish the life at present and study hard to make China stronger. Ⅱ. Teaching aids 教具 录音机/投影仪/旧北京城的图片/新北京城的图片/自己家乡新旧变化的图片 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习(时间:10分钟) 1. (检查作业。让学生在小组中交流自己的报告，然后小组推荐出一名学生向全体同学报告。师生互动，谈论父母或爷爷奶奶的童年生活。) For example: T: What do you think of your life at present? Ss: We live a happy life. T: Who can tell us what your grandparents’ life was like in the past? S1: Let me try. My granny had a hard life during her

childhood. Her family was very big and poor. Her parents couldn’t afford her education. S2: My grandpa used to be a child laborer… S3: … T: Very good. So you should enjoy today’s life and study hard. 2. (开展全班讨论活动，主题为“我和爷爷奶奶比童年”，复习新社会的幸福生活，感受社会进步。并逐一汇报。) S1: We have a balanced diet. S2: We can wear different kinds of clothes. S3: We can also get a good education. For example, we have chances to draw pictures, play musical instruments and receive some other training. … Step 2 Presentation 第二步 呈现(时间:12分钟) 1. (用多媒体或图片展出旧北京城和现代北京城的照片并做比较，从而引出生词。) T: Let’s look at the place which Kangkang’s granny lived in. It was old Beijing. What were Beijing’s roads like? Look at today’s Beijing. What are Beijing’s roads like now? S1: In the past Beijing’s roads were narrow. S2: But Beijing’s roads are wide now. T: You’re right. Do you know how to keep in touch with our friends far away? (板书narrow，要求理解。) narrow (板书，讲解且要求掌握。) far away, keep in touch with S1: We can keep in touch with our friends on the Internet. S3: We can also use fax machines. S4: We can use cellphone to keep in touch with our friends. T: Great. But do you know how people kept in touch with their friends in the past? S1: They used to write letters. T: Yes, good. At that time if we wanted to keep in touch with others, we could also send telegrams. OK, we know, in the past we could write letters, and send telegrams to keep in touch with our friends. But nowadays we can use many sorts of communications methods, such as telephones, cellphones, fax machines, the Internet and so on. (板书telegram, fax，要求理解。板书sort和communication，要求掌握。) fax, telegram, sort, communication T: In the past the communications were slow, but today’s communications are very quick. So we can say, China has made rapid progress. (板书，掌握生词quick, rapid, progress) quick, rapid, progress 2. (学生打开书，快速阅读1a，完成1b，找出每段的中心句。) T: Open your books, read 1a quickly and find out the main ideas of four paragraphs. (1) Kangkang’s granny has seen the changes in Beijing herself. (2) In the 1960s, the living conditions in the city were poor. (3) China has developed rapidly since 1978. (4) It is important to remember the past, live in the present and dream about the future. 3. (仔细阅读1a, 并回答下列问题, 提高阅读理解能力, 用幻灯片出示问题。) (1) How about Beijing’s roads in the past? (2) Could most families get enough food in the past? (3) Why didn’t the children have a chance to go to school? (4) What about people’s lives nowadays in Beijing? (教师核对答案, 并加以纠正。) 4. (学生跟读课文录音, 找出文中的疑难点, 并分组讨论。对大部分学生不能理解的难点，教师给以板书并讲解。) see…oneself narrow(要求理解) so…that… relative far away not only…but also… already China has developed rapidly since 1978. Step 3 Consolidation 第三步 巩固(时间:12分钟) (让学生再次阅读。两人一组填表格, 加深对北京今昔变化的了解。) (用投影仪出示表格。) In the past Nowadays Roads Houses Communications Living conditions Step 4 Practice 第四步 练习(时间:8分钟) 1. (再次呈现新旧北京城的图片, 参照上一步的表格，师生互动, 完成1c。) T: What were Beijing’s roads like in the past? S: Beijing’s roads were narrow. T: What has happened to Beijing’s roads nowadays? S: Beijing’s roads have changed. They are wider than before. There are more ring roads. T: What will Beijing’s roads be like in the future? S: I think Beijing’s roads will be the widest in the world in the future. 2. (分组活动以采访的形式二人一组, 其中一个扮演记者，另一个扮演居住在北京多年的老人，对北京的变化做一个采访，从而提高同学们的口语表达能力，培养热爱生活热爱社会的情感。R=Reporter，M=Man) R: Hello!How do you do? M: How do you do? R: May I ask you some questions? M: Of course. Go ahead. R: How long have you lived in Beijing? M: I have lived here for more than thirty years. R: Oh. Can you describe the roads, houses and living conditions of Beijing in the past? M: OK. I was born in old Beijing. At that time, Beijing’s roads were narrow and crowded. My house was small and dark and the living conditions were hard. In summer, it was very hot and in winter it was very cold. How hard the life was! But now you can see Beijing’s roads are wider and wider. I live in a tall and bright building and my living conditions are comfortable. How happy the life is! R: Thank you. (找尽可能多的学生做采访，比一比哪个组更好。) Step 5 Project 第五步 综合探究活动(时间:3分钟) (让学生们搜集关于所住的城镇的旧照片，并与现在的城镇作比较，写一篇调查报告。教育学生热爱自

sb./sth. Section D The main activities are 1 and 4. 本课重点活动是1和4。 Ⅰ. Teaching aims and demands 教学目标 1. Learn some new words and useful expressions: rope, war, note, composition, consider, draw up, tool, thanks to 2. Review the present perfect tense. 3. Feel and write down the changes of China. Ⅱ. Teaching aids 教具 2中的图片/录音机/小黑板/几张新旧环境对照图 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习(时间:12分钟) 1. (检查上节课综合探究活动成果——描述你家乡的变化，要求学生交换描述，并选几名学生在全班同学面前进行描述。) T: We have known the changes around us. Let’s talk about them together. (教师引导学生一起讲述一些中国生活条件的变化。) (1) The roads in the past were narrow and dirty. Now there are many clean and wide ring roads in the cities. (2) We have big houses to live in. They are very comfortable. (3) We have different kinds of food to eat and fashionable clothes to wear. (4) We can use computers, telephones, and fax machines to make our communications faster and easier. (教师可用提示性的单词如road, house, food 等让学生一起来讲述。) 2. (教师拿出课本2中的图片，复习现在完成时一般疑问句，学习部分生词，完成2。) T: Thanks to the government’s efforts, people’s living conditions have changed a lot, especially the leisure activities. Can you say some leisure activities which they often had in the past? Ss: Watching a movie in the open air/Jumping rope/Playing tug of war/Playing hide and seek. (板书生词，要求掌握rope, war。) thanks to, rope, playing tug of war, hide and seek T: Have you ever played any of them? Ss: Yes, we have. T: Have you ever watched a movie in the open air? Ss: No, we haven’t. … Step 2 Presentation 第二步 呈现(时间:8分钟) 1. (老师继续利用2中图片对话，引出1听力内容。) T: I think these leisure activities make your lives interesting. What else have you done except these leisure activities? Ss: We have joined an organization to help the old in the Community Services. (板书单词organization，要求理解。) organization T: You are so helpful. Our main character in 1 also joined the same organization. Let’s listen to the tape. 2. (播放1录音。班级学生分为四人一组，推选一人代表本组参加抢写赛。听完录音3分钟内首先把答案写在黑板上的组为听力组，奖幸运星一枚。) T: Before we listen to the tape, listen to the rules carefully. Each group make one student write your answers on the blackboard. The fastest one is the winner, and your group will win a lucky star. Clear? Ss: Yes. ☆ Group 1 Group 2 Group 3 … T: Group 2 is the winner. Congratulations! Ss: (Claps…) Step 3 Consolidation 第三步 巩固(时间:7分钟) 1. (再次播放1录音，重复所听的句子。特别注意要填入的重要信息。) T: Listen again and pay attention to the impo