高二英语教案03

第一篇：高二英语教案03

株洲市第二中学2014届高二备课组集体教案

M7 Unit 3

Welcome to the unit Teaching goals: Ability goals: Enable students to talk about the Internet and get information from a listening material about the teenagers‟ Internet addiction.Learning ability goals: Help the students learn how to talk about the Internet and the addiction.Teaching important points: How to talk about the Internet.Teaching difficult points: How to make a debate on the effects of the Internet on our lives.Teaching methods: Speaking, discussion, listening and pair work.Teaching aids: A computer, a tape recorder and a project.Teaching Procedures: Step 1.Brainstorming 1.Talk about the poster first.2.Ask students what is the Internet? 3.What are the functions of the Internet? Step 2.Lead-in 1.Ask students to talk about the four pictures..2.Explain some words and sentences.Step 3.Discussion Now work in pairs and have a discussion about these questions and the pictures.Step 4.Speaking

Ask some questions and let students share their information.1)Do you like to use the Internet? 2)What do you usually use it for? 3)What do you think the most important benefit of the Internst is? Do you think there are any negative things about the Internet? Step 5 Listening 1.Watch a short video first to know something about the Internet addition.株洲市第二中学2014届高二备课组集体教案

M7 Unit 3 2.Finish Page 123, listening Part A , B and C.Homework 1.2.Unit Revision: Period 1.Preview the reading.Reading(1)Teaching aims:

1.To help the students know some background knowledge about the Internet technology.2.To learn some vocabulary about the Internet.3.To read a debate about the effects of the Internet on our lives.Teaching important points

To read the passage and get a general idea of it by Teaching difficult points: To master the skills of reading a debate Teaching methods: Reading

discussion

practicing Teaching procedures: Step 1 Greetings and revision Greet the whole class as usual.Revise the new words in reading and try to get students to read them correctly and know their meanings.Step 2 Lead-in

Yesterday we mainly talked about the convenience the Internet has brought to us.But do you think it always bring us good things?

(No.)Although it can give us much convenience, it can also have some bad effect on us.Yes, can you give me some examples of the two effects the Internet has on our daily lives.株洲市第二中学2014届高二备课组集体教案

M7 Unit 3(Give the students a few minutes to discuss with their classmates and then ask some to list their opinions.)

From your answers, we can find that some students think it has good effects;some think it‟s bad.That‟s what we will mainly learn today.Now please turn to page 34 and let‟s learn the reading strategy first.Step 3 Reading strategy

Reading an argument When you read an argument, you must remember that a specific view is being given.The first thing you will read is a statement of what the argument is about.After that you will usually find a list of the points the person wants to make.It is important that you look for supporting facts in the rest of the argument.If there are opinions, then the argument is not well made.Another thing you will commonly find in an argument is a statement about what the other side believes, and why the debater does not agree.At the end of the argument you will find the conclusion.In the section, there is often a summary of the argument.Step 4: Fast-reading Ask the students to read the following two speeches quickly and answer the questions.1.What are the speeches about? 2.The first speaker talks about the positive effects of the Internet on our lives.How many main points does she make? 3.The second speaker talks about the negative effects of the Internet on our lives.What are the two points he makes? Step 5 Careful-reading I.Ask the students to read the following quotes from the speeches and write “for” for the arguments that support Internet use, or against ”for the arguments that do not support Internet use.Suggested answers to C1 1.against

2.for

3.against

4.for

5.for

6.against II.How well did you understand the arguments made by the speakers? Read the 株洲市第二中学2014届高二备课组集体教案

M7 Unit 3 facts below and write down the argument each fact supports Arguments: 1.Gathering information is the primary use for the Internet.2.People use the Internet to build social bonds.3.The huge amount of false information on the Internet becomes more of a problem every day.4.Spending too much time building relationships on the Internet can damage people‟s abilities to live normal lives.Step 6 Word study Find these new words and expression in the speeches.Then match them with the correct meanings.Write the correct letters in the blanks.1.abundant(line 9)________

a.a belief that something is true or will happen 2.assumption(line 14)_______ b.more than enough 3.anvenue(line 26)________

c.the state of being exact or correct 4.evaluate(line 33)_________ d.not correct or true 5.accuracy(line 34)________

e.pull away from 6.false(line39)

________

f.form an opinion of the amount, value or quality of something

7.withdraw(line 58)_________ g.a possible way of doing something Then learn the new words.Homework 1.Remember the new words learnt in this period.2.Part E.3.Unit Revision: Period 2.Reading(2)Teaching aims: To help the students better understand the passage by explaining some difficult words 株洲市第二中学2014届高二备课组集体教案

M7 Unit 3 and phrases.in the first part.Teaching important points: To explain the usages of the following: effect, value, a waste of, whether, Teaching difficult points: How to grasp these language points and practice them Teaching methods: Reading, explaining, practising

Teaching procedures: Step 1 Greetings and revision Greet the whole class as usual.Check the homework exercise.Part E on page 37.Answers:(1)weakness

(2)diverse

(3)bonds

(4)addressed(5)click

(6)correspond

(7)statistics

Step 2 The analysis of the first part.After we got the main idea of the passage.Now today we will mainly deal with some language points in the first part.Now, please read the passage together and pay attention to your pronunciation and intonation.1.I believe that the Internet has positive effects on our lives.effect noun [C or U]

1)the result of a particular influence:

The radiation leak has had a disastrous effect on/upon the environment.I tried taking tablets for the headache but they didn‟t have any effect.2)use:

The present system of payment will remain in effect(= be used)until the end of the rental agreement.When do the new driving laws come into effect?(2007江西高考）

Scientists are convinced _____ the positive effect of laughter _____ physical and 株洲市第二中学2014届高二备课组集体教案

M7 Unit 3 mental health.A.of;at

B.by;in

C.of;on

D.on;at 答案：C 2.The first is its value for people who are looking for information.value

n.价值

Vt.给---估价，给----评价，重视

e.g.I‟ve offered 500 yuan for my old car but its value is much higher.Smoking has little value except in helping to calm the nerves.I valued this bag at 5o yuan.be of great / much /little /no value

valueless，valuable values

n.价值观 3.They claim that surfing the internet is a waste of time.a waste of time / money, etc 浪费时间、金钱……

It is a waste of-----/no use doing sth.浪费时间、金钱…/做……没用 Waste time doing sth.浪费时间做……

买无用的东西是在浪费金钱。

Buying useless things is a waste of money.It‟s a waste of money buying usless things.孩子们保留他们的兴趣爱好不是在浪费时间。Keeping their hobby is not a waste of time for kids.It‟s not a waste of time to keep their hobbies for kids.不要浪费时间上网聊天儿。Don‟t waste time chatting online.4.One great weakness of the Internet, though, is that it is difficult to know whether the information is true and accurate.whether conj.是否 if

I don‟t know whether he is ill.The question is whether you can do the work well.• conj.两个中的任何一个

either 株洲市第二中学2014届高二备课组集体教案

M7 Unit 3

It matters little whether it will rain or snow..conj.不论 no matter if...or

Whether we help him or not, he will fail.Step 3 Consolidation.1.Although he has taken a lot of medicines, his health _____ poor.A.proves

B.remains

C.maintains

D.continues 2.We haven‟t settled the question of _____ it is necessary for him to study abroad.A.if

B.where

C.whether

D.that 3.It is no ______ arguing with Bill because he will never change his mind.A.use

B.help

C.time

D.way 4.This is a very interesting book.I‟ll buy it, ______

A.how much may it cost

B.no matter how it may cost

C.however much it may cost

D.how may it cost 5.The fur coat is very _______.It would cost you a lot of money.A.cost

B.valuable

C.value

D.high Step 4 Summary and homework 1.Do Parts A1 and A2 on page 116 of the Workbook.2.Unit Revision: Period 3

Word power Teaching aims:

1.Enlarge students‟ vocabulary

2.Let students know some Internet words Teaching important points:

Remember these words in word power and understand some Internet words.株洲市第二中学2014届高二备课组集体教案

M7 Unit 3 Teaching procedures Step1.Brainstorming Show some pictures and help students to understand some words related to the computer.Step 2.Lead in Ask students to guess some Internet words: Guess the meaning of the following words : search browse download minimize close back arrow maximize Step 3.Discussion

Talk about the functions of computers Step 4 Practice Part A understand what they mean in Chinese.Part B Try to understand the words of a web page Part C : Usage of the words Step 5.Competition Ask students to write out the words related to the computer and the Internet and see which group will win.Step 6.More information about Internet words 1.Part D Abbreviations used in Internet chat rooms 2.More interesting Internet words 网罗语言汇集

（一）——字符表意 网络语言汇集

（二）——字符表意 网络语言汇集

（三）——趣味数字 网络语言汇集

（四）——表情符号 Step 7 Homework 1.Surf the Internet and find more Internet words.2.Unit Revision: Period 4.株洲市第二中学2014届高二备课组集体教案

M7 Unit 3

Task

Using the Internet as a news source Teaching Aim: 1.To learn and practice their listening, speaking, reading and writing skills 2.To learn how to read charts and graphs, how to form more detailed questions and how to report on facts and figures.3.To apply these skills practically by doing research on the Internet and to finish a report about a speech on differently ways people watch or listen to the news.Teaching Procedure: Skills building 1: reading charts and graphs Step 1: Collecting information 1.Ask students to read the instructions in Part A and make clear what they are going to do.Then allow them several minutes to read the chart to find out what they should pay attention to when listening to the recording.2.Play the recording once.Ask the students to look at their answers and pay attention to any information that might be useful for their notes.3.Check for mistakes and mispronunciation.Play the recording again if time permits.4.Ask students to go over the instructions in Part B and read the three sentences.After students complete the three sentences, check the answers with the class.5.Ask students to read the instructions of Part C.Ask them to read the question, the labels, the legend, the side(y-axis)and the bottom(x-axis)carefully.6.Ask the students to look at the pie chart.Let them read the question and the legend.Ask them what the percentages in the different colour parts are about.They should know these represent different percentages of people who trust different news sources.Then ask them to finish the remaining questions.Skills building 2: Forming more detailed questions

1.Begin this part by asking students what they can do if they want to get more detailed information when they already know a little about a topic.2.Ask students to read the guidelines and the three parts on page 44.Have them 株洲市第二中学2014届高二备课组集体教案

M7 Unit 3 compare the questions given in the three parts with the questions they have given on the blackboard, and decide which questions can help them get more detailed information.Step 2: asking more detailed questions 1.Ask students to work individually to think up and write down some questions to find more detailed information.2.Ask students to work in pairs.Skills building 3: reporting on facts and figures 1.Ask students to read the guidelines to find out what the two main thinks to focus on.Make sure they understand the meaning of each sentence.2.Ask students to read Part 1 and Part 2 and know how to support the fact they have got.Step3 : e-mailing a report 1.Tell students that they will write a report about the ways people watch or listen to the news.Help students review the two speeches they have listened to and the two charts they have read in Step 1 by asking the following questions.2.Ask students in what position they should write the report, and to whom they will write the report.Ask them to read the instructions in this part.Before writing, they should think about what they will write in the report.Homework:

1.Review what we learned today.2.Unit Revision: Periods 7 & 8.Project

Doing research on the Internet Teaching Aims: 株洲市第二中学2014届高二备课组集体教案

M7 Unit 3 1.To give students a chance to practice their English by completing a project.2.To help students make a poster explaining how they have searched and what they have found.Teaching Procedure: Step 1 Brainstorming In what ways can we get information? Step 2 Reading 1.Ask the students to work in pairs to discuss the steps they follow when they research information on the Internet.Ask them to write down what they do step by step.Then ask two or three pairs to present their ways of researching information to the class.2.Read the article in Part A.Get students to underline the key word, phrases or sentences about Internet research given in the article while reading.Step 3 Language points 1.important phrases 2.key words Step 4 Safety tips There are some very important things that you need to keep in mind when you're on your computer at home or at school. First, remember never to give out personal information such as your name, home address, school name, or telephone number in a chat room or on bulletin boards.Also, never send a picture of yourself to someone you chat with on the computer without your parents‟ permission.  Never write to someone who has made you feel uncomfortable or scared.Do not meet someone or have them visit you without the permission of your parents. Tell your parents right away if you read anything on the Internet that makes you feel uncomfortable. Remember that people online may not be who they say they are.Someone who says that “she” is a “12-year-old girl” could really be an older man.株洲市第二中学2014届高二备课组集体教案

M7 Unit 3 Step 5 Making a poster 1.Ask the students to work in groups to discuss the questions in Part B.They should choose a topic to research on the Internet and then divide the work among the group members.2.Ask each group to present their poster to the class.Other groups can give their comments.Encourage students to decide which group had made the best use of the Internet and has found the true and accurate information.Homework:

1.Do B1 and B2 in Workbook.2.Unit Revision: Period 9.Grammar and Usage

Teaching aim: A.Enable students to review what an auxiliary verb‟s function is in a sentence and what verbs can be used as auxiliary verbs.B.Enable students to apply the rules that they have learnt to their written exercises.Auxiliary verbs Teaching procedures: Step 1.You may begin this section by writing the following sentences on the blackboard.Tell students to read these sentences and point out the functions of the bold words in them.My name is Zhu Fei and I am speaking in favor of the Internet.One of the greatest benefits of Internet friendships is that they are based on common interests, rather than appearance or age.Young people from diverse backgrounds and different counties can form friendships that will last their entire lives.株洲市第二中学2014届高二备课组集体教案

M7 Unit 3 The main drawbacks of the Internet I will address today are that it has too much information that has not been evaluated for accuracy and that it is transforming the way people spend their time.Seven per cent of their problems were with people who sold things that did not exist.You may ask students the following questions to see whether they can identify the different functions of the bold words used as auxiliary verbs.For example，In the first sentence, we can see two verbs is and am.Are the two used as the linking verbs here? What‟s the function of is in this sentence?(In this sentence, is is used as the linking verb, which connects the subject my name to Zhufei;on the other hand am is an auxiliary verb, which is used together with speaking to show the time at which the action speak is occurring.)In the second sentence, we can see the verb are, and following it is based, Is are here a linking verb or an auxiliary verb? If it is an auxiliary verb, does it just tell us the time when the action occurs?(Here we can see are is used together with the verb base in its past participle form, which tells us the sentence is in the passive voice.)Let‟s look at the third sentence.What is the function of can used in a sentence? What does will mean here? What do we want to express when we use will in this way?(Can is a modal auxiliary verb, Which means „It‟s possible for someone to do something‟.Will here is used to make the future tense.)

We can see has is used twice in the fourth sentence.What is the function of the first has? Does the second has the same function as the first has? Do you know why been, the past participle of „be‟, is used here in the sentence?(The first has means „to own or hold‟ and it is a notional or lexical verb, used to form the present perfect tense.We use been here to form the passive voice because after the auxiliary verbs have, has or had，we must use the past participle form of a verb.)We can see did in the last sentence.We all know that did is the past form of do.Does did here mean that someone performed an action? If not/ why is did used in this sentence?(Did here is an auxiliary verb used together with not to form a negative 株洲市第二中学2014届高二备课组集体教案

M7 Unit 3 meaning.The auxiliary verbs do, does, and did can also be used to form interrogative sentences, or for emphasis.)

Step 2 Have students read Part 1 on page 40.Make sure that they understand the introduction about auxiliary verbs in this part.Have students complete the passage in Part A on page 41 individually.Then check their answers by asking some of them to read the passage.Give explanations about some new words or some sentences if necessary.Answers A 1 have haven‟t don‟t

didn‟t

was did

did didn‟t wouldn‟t have 10 will

Step 3 Write the following verb phrases on the blackboard and tell students that these phrases are called phrasal auxiliary verbs.Tell them to try to use these phrases to make sentences.have(got)to, had better, would sooner/rather(…than), cannot but, be to, be supposed to, ought to, used to, be about to, be able to Have some students write their sentences on the blackboard.Then tell other students to read these sentences and see whether they have used these phrases correctly in these sentences.Have students read Part 2.Have them compare the example sentences in this part with the sentences they have made on the blackboard, so they will understand better how to use these phrasal auxiliaries properly.Step 4 Have students complete the passage in Part B individually.Then check their answers by asking some of them to read the passage.Give explanations about some new words or some sentences if necessary.Answers

B 1 was about to 2 used to wasn‟t able to was likely to

was supposed to would rather 株洲市第二中学2014届高二备课组集体教案

M7 Unit 3

Step 5 Have students do Parts C1 and C2 on Page 118 of the workbook so that they will have more chances to practice using auxiliary verbs properly.

第二篇：高二英语教案

明确目标

Totrainthestudents'abilityoflisteningandeakingToenablethestudentstotalkaboutthemedia

整体感知

Step1Makingcleartheteachingaims

Tellthethatinthisperiodwearegoingtolearnsomethingaboutnewsmedia.Step2Lead-in

Askthestudentthefollowingquestio:

Whatdoesnewsmediamean

Howdonewsmediaaffectourdailylife

Askthestudentsto

lookatsomepicturesandtellwhatkindofnewsmediaitis.Presentsomepicturesforthestudentstodiscu:

(1)Whichofthenewsmediaaboveisthemostreliable

(2)Howarethemediaabovedifferentformeachother

(3)Howdoyouknowifwhatyouhear,seeorreadistrue

(4)Doyouknowhowanewaperismade

Step3Discuion

Havethebraitormsomevocabularyaboutthenewsmedia.Step.4Listening

1Pre-listening

Havethebraitormsomewordsusedtodescribeperson.Havethetalkaboutthepicturesusingtheirimagination.Makeclearthetasksthatthearetofinish.Thewilllistentofourpeopletalkingaboutsomethingthathaened.Part1ofthetapeisaninterviewandPart2isadialogue.While-listening

Askthetolistentothetapeforthefirsttimeandgetthemainidea.Askthetoticktheinformationtheyhearineachpart.Checktheawerswiththecla.Post-listening

Askthetodiscuthefollowingquestio:

Howandwhyarethetwodescriptioofhaeningsdifferent

Whichonedoyoulikebetter

Howwouldyoureporttheevent

Step.5eaking

1Askthetoworkingrou

2Asksomegroutopresenttheirresults

Step6Summaryandfurtherpractice

1summary

Gooverthenewwordsandusefulexpreio.Whatdoyouthinkof

What'youropinion

Whydoyouchoose

Ithinkweshouldchoose.Maybeitwouldbebettertochoose..Step7Aignments

1Writeashortpaageaboutthedescriptionofapersontheyknow.2Previewthenewwordsandthereadingpaage.

第三篇：高二英语教案

高二英语教案

李雅宁

Unit 2 News media

（一）明确目标

1.To train the students’ ability of listening and speaking 2.To enable the students to talk about the media

（二）整体感知

Step 1 Making clear the teaching aims

Tell the Ss that in this period we are going to learn something about news media.Step 2 Lead-in 1.Ask the student the following questions :(1)What does news media mean ?(2)How do news media affect our daily life ? 2.Ask the students to look at some pictures and tell what kind of news media it is.3.Present some pictures for the students to discuss :(1)Which of the news media above is the most reliable?(2)How are the media above different form each other ?(3)How do you know if what you hear , see or read is true ?(4)Do you know how a newspaper is made ?

Step 3 Discussion

1.Have the Ss brainstorm some vocabulary about the news media.Step.4 Listening 1 Pre-listening(1)Have the Ss brainstorm some words used to describe person.(2)Have the Ss talk about the pictures using their imagination.(3)Make clear the tasks that the Ss are to finish.The Ss will listen to four people talking about something that happened.Part 1 of the tape is an interview and Part 2 is a dialogue.2.While-listening

(1)Ask the Ss to listen to the tape for the first time and get the main idea.(2)Ask the Ss to tick the information they hear in each part.(3)Check the answers with the class.3.Post-listening Ask the Ss to discuss the following questions:(1)How and why are the two descriptions of happenings different ?(2)Which one do you like better ?(3)How would you report the event ? Step.5 Speaking Ask the Ss to work in groups Ask some groups to present their results Step 6 Summary and further practice

summary

Go over the new words and useful expressions.(1)What do you think of ……?(2)What ’your opinion ?(3)Why do you choose ?(4)I think we should choose …….(5)Maybe it would be better to choose…..Step 7 Assignments

Write a short passage about the description of a person they know.2 Preview the new words and the reading passage.

第四篇：高二英语教案21

Handout for Art Students in Senior Three Module 3 Unit 2(Period 4)

Ⅰ【key points of this period】

1.Words and phrases：defeat, affect, raise, result in, replace …with, come from, play a part in，on the other hand, take control of, borrow…from.2.Difficult and important sentences.1)Many things played a part in the development of this new type of English.2)French did not replace English as the first language.3)This resulted in even more words with similar meanings.4)The words for the meat of these animals came from Old French.Ⅱ【Learning procedures】

Step 1 Listening practice Listen carefully and fill in the blanks

Middle English is the name given to the English used from around the 12th to the 16th century.Many things 1____________ in the development of this new type of English.The most important contribution was from the Normans, a French-speaking people who 2____________ England and took control of the country in 1066.However, the Normans did not 3____________ English as much as the Angles and the Saxon’ victory about 600 years earlier, which 4____________ Old English replacing Celtic.Even though the Normans spoke French for the entire 250 years they 5____________ England, French did not replace English as the first language.On the other hand, the English did 6____________ many words from French.This 7____________ even more words with similar meanings.After the Norman Conquest, many English people 8____________ as servants who raised animals.Therefore, the words we use for most animals 9____________ for food, such as cow, sheep and pig, came from Old English.However, the words for the meat of these animals 10____________ Old French.Step 2 Reading comprehension Read and answer the questions according to the information given in the passage.1.What resulted in even more words with similar meanings?(No more than 7 words)

__________________________________________________________________________ 2.Who defeated England and took control of it in 1066?(No more than 8 words)

__________________________________________________________________________ 3.Why did the words we use for most animals raised for food come from Old English?(No more than 13 words)__________________________________________________________________________

株洲市第二中学高三艺术生复习资料 第 1 页 Step 3 Vocabulary and sentence learning

1.Find the sentences which include the following words or phrases from the passage, and then write down their Chinese meanings in the sentences.1)defeat _____________ 2)play a part in ___________ 3)affect _____________ 4)on the other hand ___________ 5)raise _____________ 6)take control of ___________ 7)result in _____________ 8)borrow…from ___________ 9)come from _____________ 10)replace …with ___________ 2.Fill in the blanks using the correct forms of the words or phrases above.1)What the teacher said ___________ the students greatly.2)The peasants ___________ some hens and ducks to support themselves.3)His failure ___________

his carelessness.4)On one hand he is a lovely student, ___________ he is good at study, so I like him.5)Can I ___________ books ___________ the library? 6)Finally we ___________ the enemy.3.Translate the underlined sentences in the passage into Chinese.1)Many things played a part in the development of this new type of English._______________________________________________________________

2)French did not replace English as the first language._______________________________________________________________

3)This resulted in even more words with similar meanings._______________________________________________________________

4)The words for the meat of these animals came from Old French._______________________________________________________________ Step 4 Checking yourself

Have a dictation of the key words, phrases and sentences for today.Ⅲ【Homework】

1.Fill in the blanks using the correct forms of the given words.1)The best way _______________(learn)English is to read aloud every day.2)He ______________(come from)Zhuzhou.3)What the teachers said ___________________(play a part in)the students.4)He _______________half of his savings ___________(contribute to)society last year.2.Make sentences following the given examples.1)Many things played a part in the development of this new type of English._______________________________________________________________________

2)On the other hand, the English did borrow many words from French._______________________________________________________________________

3)This resulted in even more words with similar meanings._______________________________________________________________________

株洲市第二中学高三艺术生复习资料 第 2 页

第五篇：高二英语教案10

Like any good mother, when Karen found out that another baby was on the way, she did what she could to help her three-year-old son, Michael, prepare for a new sibling.They find out that the new baby is going to be a girl, and day after day, night after night, Michael sings to his sister in Mommy's tummy.The pregnancy progresses normally for Karen.Then the labor pains come.Every five minutes...every minute.But Complications arise during delivery.Hours of labor.Would a C-section be required? Finally, Michael's little sister is born.But she is in serious condition.With siren howling in the night, the ambulance rushes the infant to the neonatal intensive care unit at St.Mary's Hospital in Knoxville, Tennessee.The days inch by.The little girl gets worse.The pediatric specialist tells the parents, “There is very little hope.Be prepared for the worst.” Karen and her husband contact a local cemetery about a burial plot.They have fixed up a special room in their home for the new baby — now they plan a funeral.Michael, keeps begging his parents to let him see his sister, “I want to sing to her,” he says.Week two in intensive care.It looks as if a funeral will come before the week is over.Michael keeps nagging about singing to his sister, but kids are never allowed in Intensive Care.But Karen makes up her mind.She will take Michael whether they like it or not.If he doesn't see his sister now, he may never see her alive.She dresses him in an oversized scrub suit and marches him into ICU.He looks like a walking laundry basket, but the head nurse recognizes him as a child and bellows, “Get that kid out of here now!No children are allowed.” The mother rises up strong in Karen, and the usually mild-mannered lady glares steel-eyed into the head nurse's face, her lips a firm line.“He is not leaving until he sings to his sister!” Karen tows Michael to his sister's bedside.He gazes at the tiny infant losing the battle to live.And he begins to sing.In the pure hearted voice of a 3-year-old, Michael sings: “You are my sunshine, my only sunshine, you make me happy when skies are gray — ” ” Instantly the baby girl responds.The pulse rate becomes calm and steady.Keep on singing, Michael.“You never know, dear, how much I love you.Please don't take my sunshine away — ” The ragged, strained breathing becomes as smooth as a kitten's purr.Keep on singing, Michael.“The other night, dear, as I lay sleeping, I dreamed I held you in my arms...” Michael's little sister relaxes as rest, healing rest, seems to sweep over her.Keep on singing, Michael.Tears conquer the face of the bossy head nurse.Karen glows.“You are my sunshine, my only sunshine.Please don't, take my sunshine away.” Funeral plans are scrapped.The next, day — the very next day — the little girl is well enough to go home!The medical staff just called it a miracle.Karen called it a miracle of God's love!NEVER GIVE UP ON THE PEOPLE YOU LOVE.LOVE IS SO INCREDIBLY POWERFUL.I have a friend named Monty Roberts who owns a horse ranch in San Ysidro.He has let me use his house to put on fund-raising events to raise money for youth at risk programs.The last time I was there he introduced me by saying，“I want to tell you why I let Jack use my house.It all goes back to a story about a young man who was the son of an itinerant horse trainer who would go from stable to stable，race track to race track，farm to farm and ranch to ranch，training horses.As a result，the boy„s high school career was continually interrupted.When he was a senior，he was asked to write a paper about what he wanted to be and do when he grew up.”

That night he wrote a seven-page paper describing his goal of someday owning a horse ranch.He wrote about his dream in great detail and he even drew a diagram of a 200-acre ranch，showing the location of all the buildings，the stables and the track.Then he drew a detailed floor plan for a 4，000-square-foot house that would sit on a 200-acre dream ranch.“

“He put a great deal of his heart into the project and the next day he handed it in to his teacher.Two days later he received his paper back.On the front page was a large red F with a note that read，„See me after class.‟”

“The boy with the dream went to see the teacher after class and asked，„Why did I receive an F？‟”

“The teacher said，„This is an unrealistic dream for a young boy like you.You have no money.You come from an itinerant family.You have no resources.Owning a horse ranch requires a lot of money.You have to buy the land.You have to pay for the original breeding stock and later you‟ll have to pay large stud fees.There„s no way you could ever do it.‟ Then the teacher added，„If you will rewrite this paper with a more realistic goal，I will reconsider your grade.‟”

“The boy went home and thought about it long and hard.He asked his father what he should do.His father said，„Look，son，you have to make up your own mind on this.However，I think it is a very important decision for you.‟”

“Finally，after sitting with it for a week，the boy turned in the same paper，making no changes at all.He stated，„You can keep the F and I‟ll keep my dream.„”

Monty then turned to the assembled group and said，“I tell you this story because you are sitting in my 4，000-square-foot house in the middle of my 200-acre horse ranch.I still have that school paper framed over the fireplace.” He added，“The best part of the story is that two summers ago that same schoolteacher brought 30 kids to camp out on my ranch for a week.” When the teacher was leaving，he said，„Look，Monty，I can tell you this now.When I was your teacher，I was something of a dream stealer.During those years I stole a lot of kids‟ dreams.Fortunately you had enough gumption not to give up on yours.„“

Don„t let anyone steal your dreams.Follow your heart，no matter what.