教學設計
主題語境：道德與美德——萬嬰之母語篇類型：人物傳記
授課時長：1 課時（45 分鐘）
教學內容：
本節課的內容是本單元的 Reading and thinking 板塊，該板塊的活動主題是“學習做出人生抉擇”(Learn to make life choices in life)，從聽說板塊的道德困境話題轉移到這一板塊的人生抉擇問題，貫穿其中的線索是本單元的核心人物——林巧稚。該板塊的閱讀文本是一篇人物小傳。文章按照時間順序敘述了林巧稚的一生其中著重描寫了她曾面臨的人生抉擇，例如：是遵循中國傳統的道德觀念結婚成家，還是不顧學費高昂去追求自己的醫學夢？是留在條件優厚、前景美好的異國發展，還是回到苦難深重的祖國為之效力？是選擇擁有自己的小家庭，還是為了中國無數的家庭而堅持不懈的工作？而林巧稚所作出的抉擇無不反映了她堅定的信念、美好的心靈、高度的職業責任感和奉獻精神。
教學目標：經過本課的學習，學生能夠：

1. 獲取梳理文中有關林巧稚以及她所作出的人生選擇和結果的事實性信息；
2. 推斷和概括林巧稚作為中國偉大醫生的美好品質并舉例論證；
3. 理解和感悟人生抉擇的重要性，認真選擇未來的道路；
4. 反思自我，針對人生抉擇發表自己的看法教學重點：

1. 引導學生識別人物傳記體裁的特征和語言特點；
2. 引導學生根據文章所提供的細節信息對人物的個性和品格作出合理的推斷和概括；
3. 鼓勵學生反思自我，針對人生抉擇發表自己的看法。

教學難點：
學習林巧稚作出了哪些人生抉擇，原因以及結果這一過程；在概括推斷關于林巧稚的生平活動中，總結林巧稚的美好品質，達到對職業責任感和心神精神的深層理解。教學資源：
教材、多媒體課件、學案、黑板、粉筆、黑板貼和卡片教學過程

行預測。
Step 3 First 1. T invites Ss to read the text quickly and answer 關注文章體 語言能力：
Reading        the two questions:   裁，了解文 辨別語篇的 1) What type of text is it?   章結構，為 整體結構和 2) How are the events arranged?        提取和歸納 文體。
2. T introduces the definition of biography and 基本信息做 chronological.   準備。
Step 4           1. T invites Ss to read carefully again and find 學生自主閱 語言能力：
Second    answer for the given question:                               讀，歸納、 分析整合信
Reading        What hard choices was Dr Lin faced with 提取、整合 息，準確熟 throughout her life?        關于林巧稚 練地陳述事

2. After reading, Ss are asked to share answers to 人生選擇的 件。

the four choices and talk about the sentences 信息。在描 leading them to make conclusions. During it, T 述闡釋的過 asks Ss to answer the following questions: 程中實現語 Choice one: 1) Why did she choose it? 2) Did her 言和知識的 family support her? 內化。
Choice two: What influence did it have on her? Choice three: 1) How to help? 2) Why did she choose it?
Choice four: If you were her, which to choose ?

3. T guides Ss to the third reading by raising a question:

What does the author want to illustrate (說明) by mentioning Dr Lin’s life choices?
Step 5 Third 1. Ss are asked to read the text carefully for the 學生自主閱 語言能力：
Reading third time. During their reading, Ss are supposed to 讀，按照自 提取概括信 pay attention to facts and details mentioned to 己的理解， 息；描述闡 draw conclusions of the topic: What kind of person 梳理、歸納 釋意義。
                             do you think Dr Lin was?                                                     文本信息，

2. Activity: Ss are asked to discuss the above 體驗作者的 question, the conclusion and the evidence they 思維過程。 思維品質： have found from the text, and then write them 學生分組討 提取信息共 down on the heart-shaped cards given by the 論林巧稚的 同要素，形 teacher. After that, each group will send a 品質以及依 成新的概念 representative to voice their opinions by sticking 據，提取共 和自己的看 their card onto the blackboard and thus finish a 同特征，形 法，從多視 mind map of Dr.Lin’s qualities. 成自己的看 角認識世界。
3. T leads Ss to make conclusions by filling in a 法。 chart together.
4. Ss are asked to answer a further question: What

                    was the main principle guiding Dr. Lin through the                     學習能力：