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Unit Four

Some Photographs Make History

½ÌѧĿµÄ£¨teaching objective£©£º

Master the key words and structures, and try to understand how some pictures can make history. Students should know the strong emotional impact the pictures decribed in this article have had on viewers¡¯ hearts.

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½ÌѧÖص㣨key points£©£º

½ÌѧÄѵ㣨teaching difficulties£©£º

1.      The usage of some important words;

2.      Understanding some difficult sentences in the text.

eg. The same was true of perhaps the most famous photograph from the Viet Nam War--- the picture of a nine-year-old girl running towards the camera, screaming in pain from bomb burns on her back.

3.      Grammar.

4.      Practical listening and speaking.

½Ìѧ·½·¨£¨teaching methods£©£º

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½ÌѧÊֶΠ£¨teaching instruments£©£º

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½Ìѧ¹ý³Ì£¨teaching procedures£©£º

The first period:

1.      Lead in

Directions:

1)      Give out a question: Why does mankind continue to wage wars?

2)      The root causes of war?

3)      What is the meaning of different religious beliefs, political opinion, natural resources, border dispute?

2.      Background information

Directions: The teacher introduces the background information of the text

1)      About Vietnam War

   Read through some of the myths about the Vietnam War, and at this point I would have to place them in the "interesting but not proven" category. What I would like to see would be

solid references rather than what appear to be assertions. While most of them are no doubt

true in whole or in part, the absence of references makes them suspect, and certainly of no academic value.

2)      Middle East Conflict

       It often amazes me how ignorant so many people in regards to the history of the Middle East conflict.  Most of these people don't really know the history.  I'm posting this to help those who wish to discuss FACTS and not the fantasy conjured up by Islamic idolators and Jew-hating Nazis. Check the facts out for yourself.  And watch as your light of truth sends those cockroaches scurrying for the darkness of their evil lies. Because no other peoples had ever established a national homeland here since the Jews had done it 2,000 years before, the British "looked favorably" upon the creation of a Jewish National Homeland throughout ALL of Palestine. The Jews had already begun mass immigration into Palestine in the 1880's in an effort to rid the land of swamps and malaria and prepare the rebirth of Israel. (There was never any attempt to "rid" the area of what few Arabs there were!) This Jewish effort to revitalize the land attracted an equally large immigration of Arabs from

neighboring areas who were drawn by employment opportunities and healthier living conditions.

1.      Study the New words and expressions

Directions:

1) listen to the tape recording or ask the students to read the new words,

2) correct the pronunciation, ask the students to read after the teacher.

3) explain some usage of words and phrases and the methods of learning new words such as word building.

The second and third periods:

1. Study the text in detail :

Directions:

1)      listen to the tape recording or ask students to read the text

2)      explain the text paragraph by paragraph.

3)      Language Points of the text

Lines 1-3

1.      ¸´ºÏ´ÊµÄÔËÓÃ: 12-year-old; two-months-holidays

2.      OnceµÄʹÓÃ: Ò»´Î; Ò»µ©(Á¬´Ê)

One again = repeat;

Once upon a time = long long ago

Lines 4-7

1.  die, dead death

dying, died

2.  But in an instant, these pictures let viewers see the terror in ¡­.

= a moment of time

3.      ¡­¡­., screaming in pain from¡­.ÏÖÔڷִʶÌÓï×÷°éËæ×´Óï

Lines 8-15

1.  There is a long history¡­.. burning¡­¡­

There be ¾äÐ͵ÄÌØÊâ¾äÐÍ

2.  on behalf of  ´ú±í

Lines 16-28

1.  ·ÖÎöÄѾä:

 The same was true of perhaps the most famous photograph from the Viet Nam War---

    = n.      ¾ÍÊÇ                  ½é´Ê¶ÌÓï×÷¶¨Óï

 the picture of a nine-year-old girl running towards the camera, screaming in pain from

                                    ÏÖÔÚ·Ö´Ê×÷°éËæ×´Óï

bomb burns on her back.

×÷¶¨Óï

2.  When we move closer to¡­¡­ ¸±´Ê: ¿¿½ü

3.  ²¿·Ö¶¯´Ê¸ú²»¶¨Ê½ºÍ¶¯Ãû´ÊʱµÄÒâ˼Çø±ð:

See, hear + doing/to do

Forget, remember + doing/to do

Try + doing/to

4.      ¡­.. when I saw a woman with her left leg badly burned by a bomb.

WithµÄ¸´ºÏ½á¹¹

5.      then came a woman carring a baby,¡­ µ¹×°¾ä

Lines 29-39

  1. ÄѾä·ÖÎö:

Human beings are wired in such a way that the tragedy of a single individual can stir a more emotional response than the deaths of hundreds. ¶¨Óï´Ó¾ä

So, such Çø±ð:

Such + ( u) n. / (p ) n.

Such + a/an + adj + n.

So adj. + a/an + n.

    2. ÄѾä·ÖÎö:

       If the sight of Mohammed dying before our eyes ( Ö÷Óï )does not change anything in the next few days or weeks ( Ìõ¼þ×´Óï´Ó¾ä ), it probably never will.

3.      Main Ideas of Each Section

The fourth period:

Directions:

1)      Review the text by reading and ask some questions according to the text so that the teacher can know whether the students understand the text completely.

2)      Discussion with the students about the war history. Particularly the consideration from the history.

Questions:

1)      Why is it hard to look at the pictures showing a dying child?

2)      What can power imagines sometimes do to history?

3)      What deeper truth did the picture illustrate?

4)      What happened to the girl?

5)      Why can¡¯t power imagine always have an effect?

Consideration: ( ÓïÑÔ½ÌÓýºÍ˼ÏëËØÖʽÌÓýµÄ½áºÏ )

1) Having said this, we would like to inform you that labelling us and our acts as terrorism is also a description of you and of your acts. Reaction comes at the same level as the original action. Our acts are reaction to your own acts, which are represented by the destruction and killing of our kinfolk in Afghanistan, Iraq and Palestine.

2) Moreover, the examining of the developments that have been taking place, in terms of killings in our countries and your countries, will make clear an important fact; namely, that injustice is inflicted on us and on you by your politicians, who send your sons - although you are opposed to this - to our countries to kill and be killed.

3) As for President Bush, the leaders who are revolving in his orbit, the leading media companies and the United Nations, which makes laws for relations between the masters of veto and the slaves of the General Assembly, these are only some of the tools used to deceive and exploit peoples.

4) Had he been truthful about his claim for peace, he would not describe the person who ripped open pregnant women in Sabra and Shatila [reference to Israeli Prime Minister Ariel Sharon] and the destroyer of the capitulation process [reference to the Palestinian-Israeli peace process] as a man of peace.

5) "No matter how many books are written or briefs filed, no matter how finely the lawyers analyzed it, the crime for which the Nazis were tried had never been formalized as a crime with the definiteness required by our legal standards, nor outlawed with a death penalty by the international community. By our standards that crime arose under an ex post facto law. Goering et al deserved severe punishment. But their guilt did not justify us in substituting power for principle."

2. Summary of the Text

Directions: The teacher concludes the text

3. Homework

Directions: Assign the students to do all the exercises.

The fifth and sixth period:

Exercises:

Directions: Ask the students to do the exercises in class. The teacher will correct the mistakes and explain the important and difficult points.

1.      Focus on:

2.      work out:

A: Read the text and then complete statements.

B: Fill in the blanks with words and phrases from the Vocabulary Snapshot.

C: Complete the sentences with the proper forms of the words given in blanks.

D: Rearrange the words into sentences

E: Translate the Chinese into English.

F: Make sentences according to the models of sentence structure.

The seventh period:

Grammar:

Directions: The teacher explains the ¡°time adverbial clause¡± of the grammar, and then ask the students to practice

1)      ¡°till¡± and ¡°until¡±:

Not¡­.until = before/after; Ìáǰʱµ¹×°

2)      ʱ¼ä×´ÓïÒªÓÃÒ»°ãÏÖÔÚʱ´úÌ潫À´Ê±;

3)      When, while, as µÄÇø±ð

4)      As soon as = the moment / the second / directly / the instant etc. Ò»¡­¾Í

5)      In + doing

6)      No ¡­ sooner than

The eighth period:

Reading skills:

Directions: The teacher introduce the reading skills and ask the students to read the passages, trying to use the skills to find out the concerning information.

Outline:

1)      Identify the topic;

2)      Study the details;

3)      Think of;

Practical reading: Reading a map

The ninth and tenth periods:

1.      Practical writing: Letters of Apology

Direction: Ask the students to find the key words in the letters of apology.

Key words:

Thank you¡­.

Must apologize...

Unfortunately

Has result in¡­

Very sorry

Accept out apologize

2.      Write letters with the following language focus:

Expressing regret

Apologizing

Assuring

3.      Read more: ( passage one )

The eleventh and twelfth period: Listening and Speaking

Directions:

1) Ask the students to read the phonemes and the teacher corrects their pronunciation. 

2) Listen to the tape and finish doing the followings:

Section A: After listening, circle the word the students hear, then repeat them.

Section B: Listen and repeat, paying attention to the pronunciation of the words.

Section C: Ask the students to circle the words that they hear.

Listen in: Dialogues Section A, B, C.

3) Ask the students to imitate the speakers while listening.

4)      Ask the students to make conversations

1)        Listen more