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视频课题：外研版选择性必修二My 100 Days With MSF德州武城

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外研版选择性必修二My 100 Days With MSF德州武城

教学设计
一、教学目标
  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、教学重难点
  1. 教学重点：对“无国界”及“人类命运共同体”的具体
理解与挖掘。
  2 .教学难点：熟练运用英语语言表述在新的国际形势下对
“大道之行，天下为公”的理解。
三、教学过程
  Step 1: Lead in
Do you think 2020 is an extraordinary year? Why?
（开头通过回忆2020年的重大事件——新冠疫情的爆发，达到让学生产生共鸣，引发兴趣，并引出本课话题的作用。）
Step 2: Before reading
   1. Background: Listen to the tape and find out the key information about “MSF”.
     （提供必备信息，为正文做铺垫）
    2. Prediction: According to the title, what style does the passage belong to?
      （为后面讲解记叙文的三条主线做铺垫）
  Step 3: While reading
    Part 1. Look through the passage and find out the time.
     （培养学生速读能力，有意渗透记叙文的时间线索）
    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.
       在这一环节中还加入了对阅读理解做题方法的指导。
(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?
     （读中的这些活动旨在让学生更好的理解文章信息，同时有意向地设置问题，让学生了解记叙文的三大主线，对学生写读后续写提供指导和帮助。）
Step 4: Post reading
 Design an interview with the doctor from MSF, who just came
back from Liberia.
（通过情景展示让学生置身其中，感同身受，切实感受到
作为一名无国界医生的使命感、自豪感和无私奉献的高尚
品质。）
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) ?
  （这两个深度思考的问题既同上一个采访活动进行了无缝衔接，也使学生将当前疫情与习近平总书记提出的“人类命运共同体”紧密联系起来，对这一伟大构想有了更直观和深入的理解。）
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.
  （运用师生自己的抗疫图片使学生产生强烈共鸣。从身边延伸到世界，“全球抗疫”的精神感染每位同学，由衷呐喊出共同的誓言。）
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"?
（布置的写作任务是对本文所学内容的延展，目的是通过写作让学生不仅可以提供写作能力，而且更加深入全面地思考问题、解决问题，培养其思维品质）
 
 
 
        
 

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