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視頻課題：外研版選擇性必修二My 100 Days With MSF德州武城

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外研版選擇性必修二My 100 Days With MSF德州武城

教學設計
一、教學目標
  1. To have a better understanding of the topic of the passage.
  2. To master the three lines of narrative.
  3. To master some tips on how to deal with reading
comprehension.
  4. To have a thorough grasp of “a community with a shared
future for mankind”.
二、教學重難點
  1. 教學重點：對“無國界”及“人類命運共同體”的具體
理解與挖掘。
  2 .教學難點：熟練運用英語語言表述在新的國際形勢下對
“大道之行，天下為公”的理解。
三、教學過程
  Step 1: Lead in
Do you think 2020 is an extraordinary year? Why?
（開頭通過回憶2020年的重大事件——新冠疫情的爆發，達到讓學生產生共鳴，引發興趣，并引出本課話題的作用。）
Step 2: Before reading
   1. Background: Listen to the tape and find out the key information about “MSF”.
     （提供必備信息，為正文做鋪墊）
    2. Prediction: According to the title, what style does the passage belong to?
      （為后面講解記敘文的三條主線做鋪墊）
  Step 3: While reading
    Part 1. Look through the passage and find out the time.
     （培養學生速讀能力，有意滲透記敘文的時間線索）
    Part2.
1. Read Para2 and answer:
      (1) How did I make up my mind to go to Liberia?
      (2) What was my feeling at that time?
     2. Read Para3~6 and finish the following activities:
      (1) What can be inferred from this part?
         A. Maisy, a retired public health official help carry the very sick into the treatment clinic.
         B. The author always felt frustrated with the high death rate.
         C. The bonds were only between doctors and patience.
         D. The author enjoyed working together with all his colleagues.
       在這一環節中還加入了對閱讀理解做題方法的指導。
(2) An unforgettable experience : The two brothers _______________ after their other family members ________.
(3) What was my feeling?
  3. Read Para1&7:
    (1) Fill in the form: Why is “today” special both to the author and to all the 20 health care workers?

To all the 20 health care workers
To the author

    (2) What’s my feeling now?
     （讀中的這些活動旨在讓學生更好的理解文章信息，同時有意向地設置問題，讓學生了解記敘文的三大主線，對學生寫讀后續寫提供指導和幫助。）
Step 4: Post reading
 Design an interview with the doctor from MSF, who just came
back from Liberia.
（通過情景展示讓學生置身其中，感同身受，切實感受到
作為一名無國界醫生的使命感、自豪感和無私奉獻的高尚
品質。）
Step 5: Think and Share
1. What do you think motivates the health care workers from
all over the world to help fight against Ebola at the risk of
losing their lives ?
  2. How do you interpret the relationship between “a community with a shared future for mankind” and the epidemic (COVID-19) ?
  （這兩個深度思考的問題既同上一個采訪活動進行了無縫銜接，也使學生將當前疫情與習近平總書記提出的“人類命運共同體”緊密聯系起來，對這一偉大構想有了更直觀和深入的理解。）
Step 6: Emotional sublimation
  1. Show pictures of the students and the teachers helping each other during the epidemic.
  2. Show pictures of the whole world helping each other during the epidemic.
  3. Show the video “We are the world”.
  4. Swear together.
  （運用師生自己的抗疫圖片使學生產生強烈共鳴。從身邊延伸到世界，“全球抗疫”的精神感染每位同學，由衷吶喊出共同的誓言。）
Step 7: Homework
Write a letter to the Secretary General of the United Nations.
Tell him:
1. As a teenager, what are you inspired to do to build the
community with a shared future for mankind ?
2. What's your advice on building "a community with a shared
future for mankind"?
（布置的寫作任務是對本文所學內容的延展，目的是通過寫作讓學生不僅可以提供寫作能力，而且更加深入全面地思考問題、解決問題，培養其思維品質）
 
 
 
        
 

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