人教版B3U2：Morals and virtues教学设计Unit2：Morals and Virtues Period 3: Learn to make choices in life Reading & Thinking Ⅱ Mother of Ten Thousand Babies教学目标：1.知识与技能：根据文章中的细节和事实，推断出林巧稚的优秀品质和美德。
2. 过程与方法：分析林巧稚的几项重大人生抉择，总结归纳出指引她做出这些抉择的人生准则。
3.情感态度与价值观：从林巧稚身上获得启发，结合自身状况对设定情景做出选择并总结出自己的准则，树立积极向上的人生观和价值观。
教学重难点：学生对"principle"的概念不明确，很容易把名人名言等同于人生准则，所以在总结指导林巧稚做出重大人生抉择的人生准则上有困难。
因此在复习了林巧稚的选择之后和总结她的人生准则之前，需要明确解释"principle"的英语定义，并以自己作为教师的基本准则让学生对其有充分的了解之后再来归纳。
教学过程：Activity 1: Finding Dr. Lin's qualities & Giving your evidence由于本节课是第三课时，所以在导入部分衔接了第二课时的内容。
This class, let's go on with unit 2, morals and virtues. Now, which greatwoman did we learn in the last period? Yes, Lin Qiaozhi. We often call her Doctor. Lin, and she is also known as mother of ten thousand babies. Since we have learned a lot of her life, now what kind of person is Dr. Lin?T: As far as I'm concerned, she is a patriotic doctor. Do you agree with me? Why? Is there evidence?S: ...In fact, patriotic is just one of Dr. Lin's qualities. Now read the passage carefully and conclude more qualities of Dr. Lin, remember to give your evidence. And here are some sentence patterns for you, read them together. 3mins for you, read in science.本节课的背景是上节课同学们已经了解了林巧稚的生平事迹以及她的三次重大人生抉择，所以用What kind of person is Dr. Lin?进入本节课的主题。
Unit 1 Chinese Humanism1. To understand the Chinese ideal of life one must try to understand Chinese humanism. The term 'humanism' is ambiguous. Chinese humanism, however, has a very definite meaning. It implies, first a just conception of the ends of human life; secondly, a complete devotion to these ends; and the thirdly, the attainment of these ends by the spirit of human reasonableness or the Doctrine of the Golden Mean, Which may also be called the Religion of common sense.要了解中国人的人生理想，就必须先了解中国的人文主义。
“人文主义”这个词含义模糊含混，然而中国的人文主义却有它明确的界说。
它的意思是：第一，对人生目的的确切认识；第二，为实现这一目的而行动；第三，实现的方式是心平气和，即中庸之道，也可称作“庸见的崇拜”。
2.The question of the meaning of life has perplexed Western philosophers, and it has never been solved- naturally, when one starts out from the technological point of view, according to which all things, including mosquitoes and typhoid germs, are created for the good of this cocksure humanity. As there is usually too much pain and misery in this life to allow a perfect answer to satisfy man's pride, teleology is therefore carried over to the next life, and this earthly life is then looked upon as a preparation for the life hereafter, in conformity with the logic ofSocrates, which looked upon a ferocious wife as a natural provision for the training of the husband's character. This way of dodging the homes of the dilemma sometimes gives peace of mind for a moment, but then the eternal question, “what is the meaning of life?” comes back. Others, like Nietzsche, take the bull by the horns and refuse to assume that life must have a meaning and believe that progress is in a circle, and human achievements are a savage dance, instead of a trip to the market, but still the question comes back eternally, like the sea waves lapping upon the sho re: “what is the meaning of the life?”人生的意义是什么，这个问题一直使西方哲学家备受困惑。
