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Unit2第二板塊Reading and Thinking
內(nèi)容分析
本板塊的活動(dòng)主題是“學(xué)作人生抉擇”（Learn to make choices in life）。閱讀語篇是一篇人物傳記，按照時(shí)間順序敘述了林巧稚的一生，以她在不同時(shí)期面臨的道德困境和人生抉擇為主線，對(duì)她作特定選擇的原因展開了詳細(xì)的敘述。林巧稚所作出的選擇反映了她堅(jiān)定的信念、高尚的醫(yī)德和舍己為人的奉獻(xiàn)精神。通過閱讀文本，學(xué)生不僅能學(xué)習(xí)這些美好品質(zhì)，而且能思考如何面對(duì)人生的抉擇，理解生活的價(jià)值。
教學(xué)目標(biāo)
1．根據(jù)圖片和標(biāo)題預(yù)測文章大意，梳理林巧稚的生平事跡，聚焦她的幾次重大人生選擇。
2．總結(jié)林巧稚的高尚品德。
3．識(shí)別人物小傳的文本結(jié)構(gòu)和語言特征。
4．思考影響林巧稚人生選擇的因素，表達(dá)對(duì)重大人生抉擇的看法，樹立正確的價(jià)值觀。
重點(diǎn)難點(diǎn)
重點(diǎn)
1．閱讀并厘清林巧稚的生平經(jīng)歷，分析她的人生抉擇及其背后的原因。
2．學(xué)習(xí)林巧稚的高尚品德，樹立正確的價(jià)值觀。
難點(diǎn)
歸納人物小傳的文本特征和語言特點(diǎn)。
教學(xué)環(huán)節(jié)
活動(dòng)一
1．教師引導(dǎo)學(xué)生兩兩結(jié)對(duì)討論生活中面臨的常見選擇。
2．教師引導(dǎo)學(xué)生分組討論教材Activity 1中的問題，總結(jié)人生中有哪些重大抉擇。
3．學(xué)生瀏覽教材Activity 2中文章的標(biāo)題和插圖，并回答以下兩個(gè)問題。
(1)What do you think the text is about What do you expect to read
(2)How do you understand the title of the text
Possible answers:
(1)The text is about a doctor. I expect to read what the doctor did to care for the babies.
(2)The title refers to a female doctor who delivered ten thousand babies.
活動(dòng)二
1．學(xué)生快速閱讀教材Activity 2的文章，驗(yàn)證猜測，同時(shí)關(guān)注其文本特征，并回答以下兩個(gè)問題。
(1)What is the text type
(2)How are the events arranged
2．學(xué)生細(xì)讀文章，梳理林巧稚的生平經(jīng)歷，完成下面的表格。
When Important events
1901
1906
At age 18
At age 26
From ages 26 to 27
In 1939
In 1941
During the war
From 1954 to 1983
22 April 1983
Possible answers:
When Important events
1901 She was born.
1906 Her mother died.
At age 18 She chose to study.
At age 26 She graduated from Peking Union Medical College.
From ages 26 to 27 She was named a chief resident physician.
She was sent to study in Europe.
In 1939 She was sent to study in the US. She rejected the offer to stay in the US and went back to China.
In 1941 She became the first Chinese woman to be appointed director of the OB-GYN department of the PUMC Hospital.
During the war Her department was closed. She opened a private clinic.
From 1954 to 1983 She held many important positions.
22 April 1983 She died.
3．學(xué)生再次細(xì)讀文章，關(guān)注林巧稚人生中的重大抉擇，完成下面的表格。
Paragraph Hard choices
2 to study or to (1)
3 to(2) or to stay in USA
4 to (3) or to stop
5 to spend more time on(4) or on political affairs
Possible answers:
(1)marry
(2)return to China
(3)keep working
(4) a doctor's duties
4．教師引導(dǎo)學(xué)生分組設(shè)計(jì)訪談節(jié)目，節(jié)目名稱為“Hard Choices”。各組推舉一名采訪者，就林巧稚的重大人生抉擇問題對(duì)組內(nèi)成員進(jìn)行隨機(jī)提問。問題可以由學(xué)生自己設(shè)計(jì)，也可以由教師事先提供。可供參考的問題如下。
·What was Lin Qiaozhi's choice when she was at the age of 18
·Why was it hard for Lin Qiaozhi to make the choice
·What was the result of her hard choice
各組展示訪談過程，每組完成展示后，其他組的學(xué)生從語言、內(nèi)容和合作等方面進(jìn)行評(píng)價(jià)。
活動(dòng)三
1．教師引導(dǎo)學(xué)生分組討論教材Activity 3中的兩個(gè)問題，歸納林巧稚的人生原則和高尚品質(zhì)。
2．各組展示討論得出的答案，并給出答案所在的句子。
活動(dòng)四
1．教師引導(dǎo)學(xué)生分組討論以下兩個(gè)問題。
(1)What have you learnt from Dr Lin
(2)When you are faced with some important life choices, what will you choose
2．各組分享答案，并闡明自己在人生重大問題上所作的選擇及選擇背后的原因。
作業(yè)設(shè)計(jì)
1．常態(tài)學(xué)生：完成教材Activity 4中的習(xí)題。
2．超常態(tài)學(xué)生：復(fù)述林巧稚的生平，主要聚焦其重大人生抉擇。
One possible answer:
At the age of 18, Lin Qiaozhi chose to study instead of geting married. After graduation, she was hired as a physician at the PUMC Hospital. Then, Dr Lin was sent abroad for further study. She rejected an offer to stay in the US and returned to China to serve women and children at home. During the war,her hospital department was closed.But Dr Lin opened her own clinic to help people.
In new China, she held many important positions. However, she was more interested in tending patients, publishing research,and training new staff.
She kept working till her last day.
選擇性作業(yè)：以學(xué)習(xí)林巧稚事跡后的感受為要點(diǎn)，寫一篇70～80詞的短文，發(fā)表在學(xué)校校報(bào)“英語角”欄目。
補(bǔ)充建議
1．在活動(dòng)二步驟2中，教師可以采用時(shí)間軸梳理林巧稚的生平。
2．在活動(dòng)三中，如果學(xué)生表達(dá)有困難，教師可以給出下面的提示。
·I think she was devoted to her faith because
·I think she was to her study because
·I think she was to her career because
·I think she was to her country because
·I think she was to her patient because

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