By Annette Garcia,2014-05-19 06:03
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    2011 ---- 2012 学年 第一学期 教案







    Unit Three Give and Sacrifice

    Teaching Objectives:

     In this unit, students will be able to:

    1. Share some experience of ordinary actions of strength and love that teach them how to live a meaningful life.

    2. To develop the skill of expressing apology, accepting gratitude and apology from others.

    3. To learn how to relate to others experiences from their own life.

Time Arrangement: 2 periods

I. Warm-up:

    Listen to a song and answer the following questions

    Question 1: Whats the song about?

    The song is about the moving story happened in Wenchuan earthquake. During the earthquake, thousands of people rushed to the area, trying their best to save the survivors in the disaster. With the hope of saving more people from the earthquake, they fought against the poorest condition, some of them even loose their own lives. The song is in the memory of those heroes and to praise the spirit of giving and sacrificing.

    Question 2: Do you know someone who has the moving story of giving and sacrificing? Open-ended

II. Listening

    2.1 Understanding Short Conversations

    Task: Students will heart ten short conversations. A question will follow each conversation. Listen carefully and choose the best answer from the four possible choices.

    Key words:

    1. aid n. 援助, 帮助, 救援, 助手, 辅助物; v. 辅助, 援助, 接济

    e.g. if I had known more about first aid, I could have helped them.

    2. cling vi. 紧贴, 附着, 依恋, 坚持; n. 紧抓, 紧贴

    e.g. little children always cling to their mothers.

    3. handicapped adj. 残废的, 有生理缺陷的

    e.g. she is handicapped but very self-sufficient.

    4. dusk n. 黄昏, 薄暮, 幽暗; . v. (使)变黑, (使)变暗; adj. 黄昏的, 昏暗的

    e.g. the light go on at dusk.

    5. interrupt v. 打断, 打扰, 中断, 阻碍

    e.g. its not polite to interrupt a speaker.

2.2 Understanding a long conversation

    Task: Students will hear a long conversation followed by five questions. Listen carefully and choose the best answer from the four possible choices.

    Discussion: What makes a good teacher?

    Relative materials:

    It is never too much for a teacher to uphold basic professional ethics. But whether this means that



    a teacher has the moral obligation to protect his or her students at the risk of his or her own life seems to be a rather hazy ethical terrain for some. That is why it has become the focus of a debate after a teacher left his students behind to make good his escape during the Sichuan quake early last month.

    The revised professional ethics for middle school teachers published by the Ministry of Education will put a full stop to this debate. It adds a stipulation that a teacher has the obligation of protecting his or her students from danger. Its publication aims at soliciting public opinion nationwide before its adoption.

    Even without such a specification, very few would have deemed it as an acceptable behavior for a teacher to run out of the classroom for his own life without taking care of his or her student in time of an emergency.

    The self-defense by that teacher who did exactly that without a guilty conscience has angered the public. That he had the cheek to claim himself to be an excellent teacher is anything but evidence that this guy knows what makes a qualified teacher.

    Imparting knowledge to his or her students is only part of the qualities required of a teacher. Helping them cultivate moral integrity is an equally important part of a teacher's duties. As both responsibilities have an essential bearing on the future of students, the teaching profession has been a job held in great reverence for thousands of years.

    An unethical conduct by a teacher constitutes a profanity to the sanctity of this profession. The cowardice and selfishness that the teacher displayed when his own and the students' lives were threatened is anything but a quality that a qualified teacher should possess.

    Professional ethics dictate the line that anyone must toe in doing his or her job. In most cases, well-educated people do not need such ethics written down for them to follow since the majority of them are self-evident.

    Of course, in time of an earthquake, not every teacher had enough courage in organizing evacuation of students. But it is beyond common sense for a teacher to deny his moral obligation to save his students first in time of an emergency.

    It is definitely right and necessary to clarify this moral obligation by adding a specification to professional ethics for teachers.

Salute these heroic boys and girls

    It is time to shift the limelight away from Fan and focus it on some 50 courageous girls and boys from Sichuan, Gansu, Shaanxi and Chongqing.

    Although their black/white mug shots printed in leading national newspapers and displayed on the national media websites are plain, their stories along with their simple quotes should move us, as they are a testimony to a promising new generation.

    We adults sometimes like to label today's girls and boys as self-centered, but they are not. Going through their stories, we read how one boy or girl after another returned to the collapsed or shaky buildings to help their schoolmates out of danger.

    Even while precariously clinging to life, they still had thoughts for other people. "Please clear out quickly, it is too dangerous here", Qin Jingwen, 17 and a 10th-grader of the Dongqi Middle School in Mianzhu, told a rescuer, who braced into a small opening of the collapsed building to give Qin a pain-killing shot.

    "Please get her out first", Xue Xiao, the 18-year-old who has become known as the Cola Boy, told



    rescuers, who found both Xue and a girl schoolmate in an opening under slabs of concretes. "Get him out first, because he is more seriously hurt", the girl followed.

    We often have the worry that children nowadays are too spoiled and dependent, but these children, with their own actions, show us they have the courage to shoulder their responsibilities. Many of them became natural leaders overnight, and a few even sacrificed their young lives.

2.3 Understanding a passage

    Task: Students will hear a passage followed by five questions. Listen carefully and choose the best answer from the four possible choices.

    Key words:

    1. popularity n. 普及, 流行, 名望, 受欢迎

    e.g. Television has robbed the cinema of its former popularity.

    2. bump into 巧遇, 不期而遇

    e.g. Just last night I bumped into two friends, Ken and Barbara, at a restaurant.

2.4 Understanding a movie dialog

    Task: Listen to the movie clip from Elizabeth and fill in the blanks according to what you hear. The plot of the movie Elizabeth:

    In 1558, the Roman Catholic Mary I of England dies of a cancerous tumour in her uterus, leaving

    her Protestant half-sister Elizabeth as queen. Elizabeth had previously been jailed for a supposed conspiracy to murder Mary but has now been freed for her coronation. The film shows Elizabeth

    being courted by suitors (including Henri, Duc d'Anjou, the future King Henry III of France,

    whom she rejects) and urged by William Cecil, 1st Baron Burghley to marry, which, as he states,

    would secure her throne. Instead, she has a secret affair with her childhood sweetheart, Robert

    Dudley, Earl of Leicester. The affair is, however, no secret from Cecilwho makes it clear that a

    monarch has no private life.

    Elizabeth deals with various threats to her reign, including The Duke of Norfolk; her Catholic

    cousin, Mary, Queen of Scots, who conspires to have her murdered; and the regent of Scotland,

    Mary of Guise, who allies with France to attack England's forces. At the end of the film, Norfolk is executed for his conspiracy and Mary is assassinated by Elizabeth's advisor, Francis


    Elizabeth permanently banishes Dudley from her private presence when she finds out that he is married; as depicted in the sequel, Elizabeth then gives up ever having sex again, feeling that such relations could give a man too much power over her. Moreover, cutting off her relations with Dudley is part of the process by which she becomes increasingly tough and assertivein one

    scene she carefully prepares and rehearses the speech she would deliver to a recalcitrant Parliament and force through her religious reforms.

    She also becomes capable of occasional ruthless behaviouras in unflinchingly ordering the

    execution of those who she considers dangerous to her rule, as well as taking up as her right-hand man the Machiavellian Walsingham, who thinks nothing of torturing people or killing with his own hands.

    All this is a considerable change from the warm-hearted, rather romantic girl which Elizabeth was in the early parts of the film; remaining such would have been incompatible with being a queen who actually ruled and dominated the men around her, and her transformation is a major theme of the film.



    The film ends with Elizabeth assuming the white-faced and -gowned persona of 'The Virgin Queen', and initiating England's Golden Age.

III. Speaking

    3.1 Useful expressions of showing gratitude and responses.

    1. It was really sweet/nice/kind of you.

     2. I really appreciate your help/that

    3. Think nothing of it.

    4. Forget it.

    5. No problem.

    3.2 Useful expressions of making apologies and responses.

    1. I’m really/awfully/very sorry that

    2. Please accept my apology.

    3. Thats no big deal.

    4. Forget it.

    5. Youre forgiven.

    Task: try to make up some of your own dialogs with the expressions above. 3.3 Group work

    Step1: write down an interesting /a funny/ a touching story about your own family in 50-100words. Then after all of the stories are missed together, draw one randomly.

    Step2: form groups of four students. Exchange the stories you have got within your group and decide on the best one.

    Step3: select a spokesman for your group to retell the story and ask the author to claim it.

IV. Listening and speaking

    Task: Listen to a passage and try to answer and discuss the following questions. 1. What did the young man expect for his graduation gift?

    2. What did the father tell him on the morning of his graduation day?

    3. How did the young man react after he got the gift box?

    4. What did the letter say?

    5. What would probably be the ending of this story if it is continued?

V. Homework

    1. Language Sense Enhancement: Listen to the recording and imitate the speaker. 2. Supplementary Listening.

    3. Prepare a 3-minute oral report on one of the following topics or any other topic related to what you have learned in this unit. You will be asked to present your report in the next class. ; Describe a person who has made a difference in your life.

    ; A story of give and sacrifice

    ; Do you have any regrets in the relationship with your parents or friends? What are they?


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