這是爭做仁愛之星班會教案，是優秀的班會教案文章，供老師家長們參考學習。

爭做仁愛之星班會教案第 1 篇

教學重點：對仁愛思想全方位的理解

教學難點：背誦《論語十則》

教學安排 1課時

教學過程:

1、導入新課

同學們，我們都知道人是群居動物。一個人一出生就注定了他與社會，與他人的聯系，一個人要融入社會中去，那么，一個什么樣的社會是一個健康的社會？一個什么樣的心理是一個健康的心理？那就是人人坦誠相處，真誠相待。如果每個人都把自己的心封閉起來，那么人與人之間就會有隔膜，如果把人的自我封閉的本能比作一件棉大衣，溫暖的春風能使人脫掉棉衣，徹骨的寒風只能讓人把大衣裹得更緊。“仁愛”思想就是春風一般，我們每個人都需要它。今天就讓我們走進儒家，看儒家大師孔子，看他對仁愛是如何具體論述的。

二、誦讀文本：

1、老師讀原文，學生讀譯文。5分鐘

2、學生齊讀原文。3分鐘

3、學生自由誦讀原文和譯文。

三、提出問題，學生討論

1、孔子認為，:仁愛思想的根本在哪里？

明確：學生甲回答：孔子認為仁愛思想的根本是孝悌。對父母孝敬，對兄長敬重，是一個家庭和諧的原則。大社會，小家庭；小家庭，大社會在孔子看來是相通的。孔子的學生曾子所著的《大學》里面，集中討論了修身、齊家、治國、平天下的之間的關系，形成了一個完整的家思想體系。從小的方面說一個家庭人與人之間互助互愛，坦誠相待，對于每一個人都是需要的。由此推論開去，社會也需要人與人之間的這種友好和諧，互幫互助的關系。這可以說是孔子仁愛思想的理論基礎。

2、具有仁愛思想的人如何處理人與人之間的社會關系？

學生乙回答問題：

在孔子看來，人與人之間是需要用愛為紐帶連接在一起的。仁者愛人，.人人之間都需要關愛，關愛代替爾虞我詐，代替殘酷斗爭。大家同生活在一片藍天下，四海皆兄弟，由此可以看出儒家廣闊博大寬容的胸懷，這一點與佛家的慈悲為懷非常的相近。可以看出是人類終極所需情懷。

3、有仁愛思想的人具有什么樣的個人素養？

學生丙回答：在孔子看來有人愛思想的人具有無限美好的品德她們孝敬父母順從兄長是家庭里的模范他們表里唯一是彬彬君子不會巧言吝嗇虛情假意他們幾人對別人寬容不苛求，自己盡量去幫助別人己欲立而立人己欲達而達人他們勤奮好學多問多斯他們安于貧困扇形人道他們相識人糾在自己的內心深處是自己內心種下的一顆種子要用心澆灌使它不斷的成長讓他扎根發芽生長開花結果人不遠我想人人就會來這一點也和佛家的思想人人皆可成佛要不斷的提升自己修煉自己有相通之處。

4、有仁愛思想的人？如何看待人生的意義？

學生丁回答：仁愛思想具有廣泛的社會意義，我們每個人都愛黨愛國愛民愛崗敬業，這可以說都是仁愛思想的延伸和發展。仁愛思想也是社會所需要的正能量思想。有仁愛思想的人也就是孔子心目中的君子形象。

5，請學生討論總結孔子仁愛思想的主要內容

明確：（1）、孔子仁愛思想一個主要內容就是珍惜人的生命。“仁者愛人”莫過于珍惜百姓的生命。

（2）、孝悌是孔子仁愛思想之本。孔子說：“孝悌也者，其為仁之本歟！”朱熹四書集注“孝悌行于家而后仁愛及于物，所謂親親而仁民也”。故人以孝悌為本。

3、推行恭、寬、信、敏、惠，這五條是仁愛的重要內容是實現仁愛的必由之路。

4、“恕”是仁愛思想十分重要的內容“恕”的主要內容有二：一為“己所不欲，勿施于人”。二為“己欲立而立人，己欲達而達人”。

所以在我們今天看來仁愛是春風，仁愛是細流，仁愛是溫暖的陽光，仁愛是母親溫和的手掌，仁愛是父親慈愛的目光，仁愛是人間的太陽。所以我們要繼續學習和發揚孔子的仁愛精神，讓我們的社會更和諧，讓我們的家庭更幸福，讓我們與親人之間感情更加的深厚，關系更融洽！

六、布置作業

1、背誦十則“仁愛”篇

2、以“仁愛”為主題寫一篇作文

爭做仁愛之星班會教案第 2 篇

　　一．活動時間：周五班會

　　二、活動對象：八（一）全體學生

　　三．活動地點：八（一）班

　　四．活動方式、目的：通過從視覺感官和親身體驗的方式讓學生參與豐富多彩的活動，從而達到以下兩個課堂目的。

　　1、學會感受愛，體驗被愛和關愛別人。喚醒孩子心靈深處的同情心和人性的善良美。

　　2、讓我們的孩子學會施愛，讓我們在接受別人關愛的同時重點學會去關愛別人。

　　五。 活動過程

　　（主持人a：張海龍 主持人b： 王偉娥）

　　主持人a：校園中有你、有我、有他，于是有了一個家。每天，當你踏著晨曦步入校園，可曾將甜美的微笑掛在臉上？

　　主持人b：當你面對老師的諄諄教誨，可曾想到那是一腔摯愛在涓涓流淌？

　　主持人a：當你接受同學真誠的幫助，可曾感到友誼之花的屢屢芬芳？

　　主持人b：生活中，我們需要別人的關愛。當然，也應該把自己的愛心奉獻給他人，愛是相互的。 主持人a：當你在家中接受父母大海般的慈愛，你是否感到胸中一股暖流流過？

　　主持人b：正是這些人間的友善，關愛，讓我們體會到了溫暖。主持人a，b： “做仁愛事 行仁愛禮”主題仁愛隊會現在開始！

　　主持人a：200X年，對中國來說，注定是不平凡的一年。

　　主持人b：其中就有“5`12”特大地震災害，幾乎將汶川摧毀。

　　主持人a：讓我們請幾位同學來進行祈福地震詩歌朗誦：《愛的奉獻》 （第一個節目：詩朗誦 《愛的奉獻》）

　　主持人a：在災難面前，人類從不會屈服，而是用堅強，仁愛和團結扛過了困難。

　　主持人b：下面讓我們有請王詩萱同學來分享幾個小故事。 （第二個節目：感人故事分享）主持人a：同學之間的關愛是人間的春風，是沙漠中的綠洲。

　　主持人b：因為有了關愛，我們學會了友善，學會了感動，也在其中學會了關愛別人。

　　主持人a：下面請觀看小品《同在藍天下》，感受同學之間的關愛是多么無私。 （第三個節目：小品《同在藍天下》）

　　主持人a：小到家庭中，大到世界中，都可以看到人與人的互相關愛，互相幫助。

　　主持人b：“別害怕我就站在你身邊，心在一起愛會讓我們一起勇敢。”人們用各種方式來對親人，朋友表示關愛。

　　主持人a：其中，便有歌唱。每個人的聲音交匯，讓仁愛遍布天下。

　　主持人b：接下來讓我們聽汪峰的《存在》，由陳羽非，王河驍，陶學良演唱。 （第四個節目：歌曲演唱）主持人a：同學們，父母養育了我們，是我們這一生中最應該感謝的人。

　　主持人b：在生活中，你和父母有什么感人的故事？或是父母疼愛你，你回報父母的故事，抑或是父母與子女之間的“愛的約定”？說出來講講吧！（即興發言）

　　主持人a：現在，讓我們玩幾個放松的小游戲吧！（經典游戲：誰是臥底 注意事項：每一輪只有六個人 持續三輪 直至臥底被揪出來時 在場所有的人獲得獎勵 如果臥底獲勝 獲得雙倍獎勵）

　　主持人b：醫生用愛心挽救生命；

　　主持人a：教師用愛心培養學生；

　　主持人b：園丁用愛心培育花草；

　　主持人a：科學家用愛心去發現，去創造。

　　主持人b：我們生活的世界是用愛創造出來的，因此說：培養愛心是一個真實的過程。

　　主持人a：讓我們一切從愛出發，將愛的種子灑遍人間。

　　主持人b：下面，是我們對全班同學的倡議書：

　　1。每天回到家里幫助媽媽做一件事，雖然事情不多，但一定要堅持，不要忘記啦；

　　2。在學校中爭取為老師或同學每天做一件事，只要是你能做到的就要堅持下去；

　　3．和父母達成“愛的約定”，讓家庭之間的愛美好地流傳；

　　主持人a：讓我們請沈老師對我們這次活動進行評價。 （楊老師發言）

　　主持人a，b：同學們讓我們的愛都長上翅膀，飛遍世界的每一個角落吧！祝大家在關愛中幸福、快樂！本次隊會到此結束，謝謝大家！ （班會結束）

爭做仁愛之星班會教案第 3 篇

　　Unit1 Topic 2 Where are you from?

　　Section D

　　學習目標：

　　1復習數字0~10及其在日常生活中的運用.

　　2. 總結主格人稱代詞的用法。

　　3.復習 am/is/are.的一般疑問句和簡單的問句

　　學習重點：數字的靈活運用

　　學習難點：am/is/are 的用法.

　　學習過程：Step 1 復習導入

　　1.(讓全班同學齊唱“Where are you from?”活躍課堂氣氛，導入新課。)

　　2. (讓學生找的一些電話號碼，手機號碼，門牌號碼，車牌號碼，郵編等展示出來，兩人一組互相提問，鞏固舊知識。)

　　3. (數字接龍游戲從0到10，目的是檢查學生的掌握程度及反應能力。) Step2 問題導學

　　A.根據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 根據漢語提示完成下列句子。

　　1.他來自哪里? Where _______ he _______?

　　2.打擾了，你叫什么名字?Excuse me, _______ _______ _______?

　　3.他的電話號碼是(020)5567-8235。

　　_______ _______ _______ is (020)5567-8235.

　　4.你的新同學來自江西嗎?_______ your new classmate _______ Jiangxi?

　　5.看到你很高興。 _______ _______ see you.

　　Step 3 呈現

　　1. (教師播放錄音1a，示范讓學生跟讀，培養學生正確的語音語調。)

　　2. (再聽一遍，用鉛筆標出語調，使學生集中注意力，效率更高。)

　　3. (播放2的錄音，并讓學生重復，培養學生的聽力。)

　　5. (打開課本，讓學生完成2 Work alone。)

　　Step 4. 鞏固

　　Be的用法口訣：我(I)用am ,你( you)用are ,is 跟著他(he)她(she)它(it),所有的復數(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 精講點撥

　　A.用適當的詞填空。

　　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.

　　當堂檢測

　　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. 根據短文內容，完成芳芳的名片。

爭做仁愛之星班會教案第 4 篇

Teaching aids 教具 錄音機/童工圖片/小黑板/多媒體圖片或幻燈片/學生的旅游紀念照 Ⅲ. Five-finger Teaching Plan 五指教學方案 Step 1 Review 第一步 復習(時間:12分鐘) (通過教師詢問暑期活動，導入話題，呈現現在完成時和部分生詞。) T: Listen! The bell is ringing. Let’s begin our class! (老師解釋The bell is ringing等于There goes the bell，板書bell，要求學生掌握) bell Nice to see you again. Did you enjoy your summer holidays? Ss: Yes. T: (問其中一學生)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. (板書生詞，請學生猜漢語意思并領讀，要求掌握。) proper Step 2 Presentation 第二步 呈現(時間:12分鐘) 1. (創設對話情境。Mr. Smith組織Class 2去野營。在校門口集合時發現Jim沒來。對話呈現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?(教師幫助學生用has gone to和volunteer回答。) Ss: Yes. He has gone to Beijing to be a volunteer for the Olympics. (板書volunteer，讓學生猜出意思。然后板書have/has gone to，解釋并稍加操練。) volunteer have/has gone to … (星期一Jim返回學校，Mr. Smith和Jim展開對話，呈現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. (教師可用簡筆畫呈現have/has been to和have/has gone to，并講解它們的區別。) 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? (板書by the way，要求學生掌握) 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錄音，注意文中主人公在暑假中的活動。) T: From 1a, we know someone has just come back from India. Who is she, Sally or Rita? (教師加重語氣讀has just come back。) S1:Rita. (學生若有疑問或答錯，可再播放一遍錄音。) 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. (教師引導學生用現在完成時表達。) T: Yes. She has been to Mount Huang. Where has Kangkang been? S3: He has been to an English training school. 3. (重放課文1a錄音，核對答案，板書并領讀生詞cruel，要求學生掌握。) T: Listen to the tape again. And then talk about what they have done. (多媒體展示康康、簡、麗塔和瑪麗亞的圖像和has been to。讓學生再聽一遍對話，教師引導學生用現在完成時說出四人分別在暑假中的活動。) S4: Kangkang has been to… Rita has been to… Jane has been to… … (教師展示印度童工圖畫。) 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. (板書cruel，要求學生掌握) cruel Step 3 Consolidation 第三步 鞏固(時間:10分鐘) 1. T: Now, open your books. Please read 1a. And then fill in the chart in 1b, according to 1a. (學生讀對話，也可以三人小組分角色讀對話，教師巡視糾正學生發音。) (學生獨立完成1b的表格。教師檢查學生所填內容，然后學生口頭匯報，鞏固現在完成時have / has been to 這一基本句型。) 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. (學生三人一組進行問答。) T: Who will try to act it out in front of class? (挑幾組學生進行表演，并對學生進行適時指導和鼓勵。) For example: S1: I have been to West Lake. S2: (指S1問S3) Where has he/she been? S3: He/She has been to West Lake. S2: (問S1) What did you do there? S1: I went boating on the lake. S2: (指S1問S3) What did he/she do there? S3: He/She went boating there. (教師引導學生區別一般過去時與現在完成時。) Step 4 Practice 第四步 練習(時間:6分鐘) 1. (教師讓學生

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. (根據呈現的have/has been to…和have/has gone to…，完成2。小組完成后可討論答案，然后教師核對。在處理2時，講解并要學生掌握chairwoman, yet和grandson，板書并領讀。) 3. (繽紛小賽場。出示幻燈片或小黑板。) (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.(適當形式填空) (4)—Hi, Michael. How was your holiday? —Wonderful! Because I to many famous mountains.(單項選擇) A. went B. have been C. have gone D. has gone (5)—Where’s Jane, Maria? —She her hometown to see her grandparents.(單項選擇) A. return to B. has gone to C. has been to D. have gone to Step 5 Project 第五步 綜合探究活動(時間:5分鐘) 1. (教師制作關于暑假活動的表格，讓學生相互調查完成表格。) Name Where has he/she been? What did he/she do? … … 2. Homework: Write a survey report. (課后根據本課內容，用過去式和現在完成時寫一份暑假調查報告。內容包括：1.去了什么地方？2.做了什么事？) 板書設計： 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. 本課重點活動是1a, 1b和2a。 Ⅰ. Teaching aims and demands 教學目標 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 錄音機/幻燈片/殘疾兒童的照片/小黑板/《三毛流浪記》和《家有兒女》影片片斷 Ⅲ. Five-finger Teaching Plan 五指教學方案 Step 1 Review 第一步 復習(時間:8分鐘) 1. (通過師生問答復習現在完成時。) 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. (教師出示一張吉姆的旅游照片，介紹他的假期經歷，導入并教授生詞。) 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. (板書) describe T: He has been to Beijing with his parents, granny and little sister. (板書) 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? (板書) 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. (板書，學生跟讀熟悉單詞，快速記憶。) development, develop Jim also did some social activities.(學習social，引入disabled children’s home。) Step 2 Presentation 第二步 呈現(時間:10分鐘) 1. (老師拿出一張殘疾兒童之家的圖片，導入現在完成時的一般疑問句。) T: What’s this? Ss: It’s a disabled children’s home. (理解單詞disabled，板書并領讀) disabled T: Have you ever been there? Ss: Yes, we have./No, we haven’t.(引導學生去回答) 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? (聽1a錄音回答問題，老師核對答案。) 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. (老師解釋though引導讓步狀語從句，不與but連用，然后繼續詢問。) T: Sally, what did you do to spend your leisure time during the holiday? (板書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. (用多媒體播放《三毛流浪記》和《家有兒女》影片片斷，對比影片所反映的生活。播放2a錄音前，把班級分為A和B兩大組，分別記錄過去和現在生活，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錄音，并回答下列問題。用幻燈片出示問題，讓學生讀問題，并放錄音。) 1. Did kangkang’s granny have a hard life in the past? 2. How did most children spend their childhood in the past? (板書，理解childhood) childhood 2. (學生打開課本，再聽2a，跟讀并找出疑難點。) 3. (鼓勵學生說出疑難點和含有現在完成時態的句子，引導學生解釋疑難點，并板書要點，理解生詞support, rapidly，掌握短語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 鞏固(時間:12分鐘) 1. (分角色朗讀2a，選擇四組進行比賽，激發學生朗讀興趣。) 2. (聽錄音2c填空。提高學生聽力技能，進一步了解過去與現在的生活變化。) T: Listen to the tape and fill in the blanks. (播放錄音2c兩遍，并核對答案。若有不明白之處，再放一遍。) 3. (學生兩人一組，談論過去的孩子和現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 練習(時間:10分鐘) 1. (出示殘疾兒童的圖片，指令學生運用現在完成時，針對圖片進行問答練習。) (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. (引導學生總結現在完成時的句子，結構為：have/has+動詞的過去分詞。然后板書幾組過去分詞的構成，同時告訴學生動詞的不規則變化可參考書后附表，完成1b過去分詞的填空部分。) clean cleaned shut shut dig dug do did (板書并掌握生詞shut和dig) shut, dig 3. (用現在完成時的一般疑問句操練1b，完成1b。要注意第三人稱單數的練習。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 綜合探究活動(時間:5分鐘) 1. (讓學生在課后調查自己的父母親或爺爺奶奶童年時的生活，寫一份調查報告。) 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. (調查可以是關于娛樂、運動、學習、飲食、住房、穿著、健康、工作等方面的。) (板書生詞teenager和nowadays，并要求理解) teenager, nowadays 2. Homework: According to your survey, please write an article about teenagers nowadays. (此綜合探究活動既完成了課本2a部分，又綜合了學生對本課內容的理解，讓學生感受到世界變得越來越美好，體現了教學目標中對學生的情感教育。) (為出色完成此項作業也可鼓勵學生利用多種方式獲得信息。) 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! 板書設計: 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. 本課重點活動是1a。 Ⅰ. Teaching aims and demands 教學目標 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 錄音機/投影儀/舊北京城的圖片/新北京城的圖片/自己家鄉新舊變化的圖片 Ⅲ. Five-finger Teaching Plan 五指教學方案 Step 1 Review 第一步 復習(時間:10分鐘) 1. (檢查作業。讓學生在小組中交流自己的報告，然后小組推薦出一名學生向全體同學報告。師生互動，談論父母或爺爺奶奶的童年生活。) 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. (開展全班討論活動，主題為“我和爺爺奶奶比童年”，復習新社會的幸福生活，感受社會進步。并逐一匯報。) 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 呈現(時間:12分鐘) 1. (用多媒體或圖片展出舊北京城和現代北京城的照片并做比較，從而引出生詞。) 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? (板書narrow，要求理解。) narrow (板書，講解且要求掌握。) 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. (板書telegram, fax，要求理解。板書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. (板書，掌握生詞quick, rapid, progress) quick, rapid, progress 2. (學生打開書，快速閱讀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. (仔細閱讀1a, 并回答下列問題, 提高閱讀理解能力, 用幻燈片出示問題。) (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? (教師核對答案, 并加以糾正。) 4. (學生跟讀課文錄音, 找出文中的疑難點, 并分組討論。對大部分學生不能理解的難點，教師給以板書并講解。) 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 鞏固(時間:12分鐘) (讓學生再次閱讀。兩人一組填表格, 加深對北京今昔變化的了解。) (用投影儀出示表格。) In the past Nowadays Roads Houses Communications Living conditions Step 4 Practice 第四步 練習(時間:8分鐘) 1. (再次呈現新舊北京城的圖片, 參照上一步的表格，師生互動, 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. (分組活動以采訪的形式二人一組, 其中一個扮演記者，另一個扮演居住在北京多年的老人，對北京的變化做一個采訪，從而提高同學們的口語表達能力，培養熱愛生活熱愛社會的情感。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. (找盡可能多的學生做采訪，比一比哪個組更好。) Step 5 Project 第五步 綜合探究活動(時間:3分鐘) (讓學生們搜集關于所住的城鎮的舊照片，并與現在的城鎮作比較，寫一篇調查報告。教育學生熱愛自

sb./sth. Section D The main activities are 1 and 4. 本課重點活動是1和4。 Ⅰ. Teaching aims and demands 教學目標 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中的圖片/錄音機/小黑板/幾張新舊環境對照圖 Ⅲ. Five-finger Teaching Plan 五指教學方案 Step 1 Review 第一步 復習(時間:12分鐘) 1. (檢查上節課綜合探究活動成果——描述你家鄉的變化，要求學生交換描述，并選幾名學生在全班同學面前進行描述。) T: We have known the changes around us. Let’s talk about them together. (教師引導學生一起講述一些中國生活條件的變化。) (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. (教師可用提示性的單詞如road, house, food 等讓學生一起來講述。) 2. (教師拿出課本2中的圖片，復習現在完成時一般疑問句，學習部分生詞，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. (板書生詞，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 呈現(時間:8分鐘) 1. (老師繼續利用2中圖片對話，引出1聽力內容。) 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. (板書單詞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錄音。班級學生分為四人一組，推選一人代表本組參加搶寫賽。聽完錄音3分鐘內首先把答案寫在黑板上的組為聽力組，獎幸運星一枚。) 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 鞏固(時間:7分鐘) 1. (再次播放1錄音，重復所聽的句子。特別注意要填入的重要信息。) T: Listen again and pay attention to the impo