新视野大英1教案设计Unit 41.docx

新视野大英1教案设计Unit 41.docx

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新视野大英1教案设计Unit41

Title:

Unit4Heroesofourtime

Instruction

Types:

1.Lectureandexplanation

2.Discussionandretelling

Objective:

1.Totalkaboutheroism

2.Tofurtherunderstandthetext

3.Toapplythephrasesandpatterns

4.Tomastertheparagraphandsentencewritingskills

Difficulty

&

Emphasis:

1.Keywordsandexpressions

2.Translation

Time

Distribution:

SectionA

1.Warm-upactivities（10m）

2.Backgroundinformation（10m）

3.Analysisofthewholetextstructure（20m）

4.Languagefocus（40m）

5.Themeexploration（20m）

6.ParagraphWriting（20m）

SectionB

1.Textcomprehension（10m）

2.FurtherDiscussion（10m）

3.Practicalphrases（20m）

Exercise（30m）

Revision（10m）

SectionA

Heroesamongus

.Warming-upactivities

1.Whoisthegreatestheroinyourmind?

AndWhy?

•HuangJiguang,QiuShaoyun,DongCunrui…（combatheroeswhosacrificedtheirownlivestofulfilltheoperationalmission）

•WuJuping（themostbeautifulmother）,ZhangLili（themostbeautifulteacher）…（civilianheroeswhoriskedtheirownlivestosaveothersinmoderntimes）

2.Whatmakesaheroinyoureyes?

•Agoodheart

•Thereadinesstolendahandtopeopleintrouble

•Thecouragetoriskone’sownlifetohelpothersindanger

•Thedeterminationtofightforhisowncountryandpeople

II.Backgroundinformation

1.JosephJohnCampbellwasanAmericanmythologist,writerandlecturer,bestknownforhisworkincomparativemythologyandcomparativereligion.HisfamousbookTheHerowithaThousandFacesretellsdozensofstoriesandexplainshoweachrepresentsthehero’sjourney.

2.KatnissEverdeenisafictionalcharacterandtheprotagonistofSuzanneCollins'TheHungerGamestrilogy.

3.FrodoBagginsisafictionalcharacterinJ.R.R.Tolkien’sTheLordoftheRings.

.Analysisofthewholetextstructure

TextAisanessayonpeople’sviewaboutwhatmakesahero.Itispointedoutthatinthepasttheword“hero”wasreservedforthosewhoperformedactsofcouragebeyondthecallofdutyorforgreatleaders,whiletodayheroescanbeordinarypeoplelikeus.Besides,firstresponders,whosedutyistorushtowarddanger,arealsoheroes,evenwhentheireffortsfailedtobringaboutdesirableeffects.Hopefully,wewillalsoactheroicallywhencircumstancescallonus.Thistextcanberoughlydividedintofourparts.

PartI—（Para.1）

Todaytheword“hero”becomesmorecommonandisusedtorefertobothvictimsandsurvivorsofallkindsofdifficultiesandtragedies.

PartII—（Paras.2-4）

BothDanielandDoryarecivilianheroesastheyactedinstinctivelywithcourageandgracewhensituationscallfor.

Para.III—（Paras.5-12）

Firstrespondersareheroesnomattertheysucceedintheirefforttosavepeopleorgetinjuredorkilledintheirefforts.

Para.IV—（Para.13）

Thestoriesofheroeshelpremindusthatordinarypeoplecandoextraordinarythingsand,beinginspiredbythem,wecanalsobeheroeswhencircumstancescallonustoactheroically.

.Languagefocus

1）Practicalphrases

1.applypressureto/on按压，给…施加压力

你可以按压伤口让血流的慢些。

Youcanapplypressureontheinjurytomakethebloodbleedslower.

2.shieldsb.fromsth.使……免受……

保护祖国不受侵略是军人的职责。

Itisthedutyofservicementoshieldtheircountryfrominvasion.

3.be/getcaughtupin被卷入；陷入

那些被卷入游行示威的学生的安全必须得到保证。

Thesafetyofthosestudentscaughtupinthedemonstrationmustbeguaranteed.

4.reservesth.forsb./sth.保留；预留

这个问题必须留待进一步讨论。

Thisquestionmustbereservedforfurtherdiscussion.

5.relatetosth./sb.理解；认同

我知道他的求职申请被拒后他很沮丧。

我能理解他的感受。

Iknowhewasveryfrustratedwhenhisjobapplicationwasrejected.Icanrelatetothat.

6.makesenseofsth.理解，弄懂某事

我无法搞懂他为什么在最后一刻放弃比赛。

Ican’tmakeanysenseofhisgivingupthecompetitionatthelastminute.

7.giveauthorityto授权

合同授权研究人员使用实验室里的任何东西。

Thecontractgivesauthoritytoresearchmemberstouseanythinginthelaboratory.

8.counton依靠；指望

他们决定不依靠外援来缓解饥荒。

Theydecidednottocountonforeignaidtorelievethefamine.

2）Functionalpatterns

1.Itusedtobethat…

用于表达“过去的某一习惯或情况现在已不存在”，表示与目前习惯或情况有所不同。

Eg:

在过去，只有享受至高无上权利的皇家才能使用龙的形象。

Itusedtobethattheimageofdragoncouldonlybeusedbyroyalfamiliesthatenjoyedthesupremepower.

2.Sb./Sth.is….Soissb./sth.else./Soaresomeotherpeople/someotherthings.

用于表达“两个人或事物之间的相似之处”。

在你的人生中，通过不懈努力取得的成功是宝贵的财富。

同样，帮助你逐步走向成熟的人生挫折也是财富。

Eg:

Successthatyouachievethroughpainstakingeffortsisseenasvaluableassetinyourlife.Soarethesetbacksthathelpyoutobecomematuregradually.

3.Sb.dosth.,especiallywhen….

用于表达“某人最有可能做某事的一种条件”。

Eg:

我喜欢回忆过去，特别是当孤寂来袭之时。

Iloverecallingthepast,especiallywhenlonelinessstrikes.

4.Sb.dosth.by….Perhaps,evenmoreimportantly,sb.dosth.by…

用于表达“对于某人而言更为重要的行为方式”。

Eg:

我们通过传授知识培养学生，也许，更为重要的是，我们通过传授学习方法培养学生。

Wecultivatestudentsbyimpartingknowledge.Perhaps,evenmoreimportantly,wecultivatestudentsbyteachingthemlearningmethods.

3）Languageappreciation

a.Inaneraofheightenedheroism,thewordherohasbecomemorecommon.（Para.1,L1）

在一个英雄主义发扬光大的时代，“英雄”一词已经变得更加常见。

b.Hespoketenderwordsofsympathy,tellingherthathewouldfindherhusbandandherparentsandthateverythingwouldbefine.（Para.2,L5）

他用温柔体贴的话语安慰她，告诉她他会把她的丈夫和父母找来，告诉她一切都会好的。

c.…whenDoryheardshotsringoutheimmediatelyfellontopofhiswifetoshieldherfromthehailofbullets.（Para.3,L2）

一听到枪声，多利马上扑在妻子身上为她挡住扫射过来的子弹。

d.InToronto,Canada,downtownlifestoppedwhenmorethan11,000policeandotheremergencyrespondersmarchedsolemnlythroughthestreetstohonorpoliceman,SergeantRyanRussell,a35-year-old“goodmanandgoodcop”,whobelieveddeeplyinhiscommitmenttoprotectandserve.（Para.6,L1）

在加拿大多伦多市，11,000多名警察和其他应急人员肃穆地在大街上游行，纪念一位具有高度保护和服务意识的“好男人和好警察”、35岁的瑞安·罗素警佐。

当时整个市中心的其他活动都停止了。

e.Hemadethechoicenottobebitter,andworkedhardasSouthAfrica’sfirstblackpresidenttoestablishharmonyandhelpedsocietyreconcileitsconflictedpast.（Para.7,L4）

他没有抱怨，作为南非第一位黑人总统，他努力奋斗，致力于创建和谐国家，促进社会化解以往的矛盾。

V.Themeexploration

Criticalthinking

1.Howdoyoudefineahero?

Tips:

Inmyview,aheroissomeonewho:

•isbraveorevenriskstheirlifeinfaceofdanger;

•savesothersintrouble;

•showsgreatcouragewhenothershesitateorfear;

•sacrificesthemselvesforothers.

2.Doyouthinkpeoplewhogivetheirlifetosavetheirfamilymembersshouldbeconsideredheroes?

Whyorwhynot?

Tips:

Yes,peoplewhogivetheirlifetosaveothersshouldcertainlybeconsideredheroes,nomatterwhomtheysave—whetheritistheirfamilymemberorastranger.Byrescuingothers,theydemonstrateextraordinarycourageanddemonstratedtherarequalitiesofahero.Theseheroicqualitiesinclude:

●puttingthemselvesindangertoprotectothers;

●fearingnodangerordeath;and

●neverregrettingtheirownloss.

3.Whatdoyouthinkweshoulddotohonorheroes?

Tips:

Tohonorheroes,wecan:

•spreadtheirnamesandstoriesinlegends,stories,media,songs,movies,etc.;

•putupmonumentsforcommemoration;

•namedifferentplacesafterheroes;

•setupaspecialdaytorememberthem;

•takegoodcareofthemandtheirfamilies;

•givethemspecialhonors;and

•callonsocietytolearnfromthem.

VI.Writingdevices

1）Sentencewriting

Attributiveclauseintroducedby“who”：

Givingadetaileddescriptiontoapersonissometimesnecessarywhenyouarerelatingastory,ornarratinganevent.Inthiscase,attributiveclauseintroducedby“who”servesthepurposequitewell.Ithelpstoachievecompletenessandvividnessofyourdescription.

Example:

1）Thesearecivilianheroes,whoactedinstinctivelywithcourageandgracewhencaughtupinextraordinarycircumstances.

2）Asoldierwhorunsthroughgunfiretorescueothermilitarypersonnelisseenasahero.

Appreciation

Andfinally,therearethemultitudesofmenandwomenwhosenameneverappearinthehistorybooks—thosewhomarchedandthosewhosang,thosewhosatinandthosewhostoodfirm,thosewhoorganizedandthosewhomobilized—allthosemenandwomenwhothroughcountlessactsofquietheroismhelpedbringaboutchangesfewthoughtwereevenpossible.

2）Paragraphwriting:

Question---Example---Conclusion

Sampleparagraph:

Whatiscultureshock?

（Question）WhenhefirstvisitedtheUS,Mr.Liwasconfusedonabus:

Hemeanttogivehisseattoanelderlyman,butthemanseemedannoyedandrefusedtotaketheseat.LaterhisAmericanfriendsexplainedtohimthatintheUSitisnotadvisable,andevenoffensive,toofferyourseattoelderlypeople.ThisisverydifferentfromChina,wherepeopleareencouragedtodoso.（Example）

Sampleparagraph:

Fromtheexamplewecanseethatcultureshockisthefeelingofconfusionandanxietywhenyouencountersituationswheretheculturalnormsinyourculturenolongerapply.（Conclusion）

SectionBAhero’saspiration

I.Textcomprehension

1.WhydidJonda’spulsequickenwhileshewasdriving?

（Para.1）

Thecaraheadofherwasintrouble.

2.WhydidJondafailtosavetheteenagermanyyearsago?

Afterthisissue,whathappenedtoJonda?

（Paras.1-2）

Becausethecarwasonfireandshecouldnotgetnearit.Shebecameverysensitivetosignsofpotentialaccidents.

3.WhatdidJondameanby“Thisistoomuch,toofamiliar”?

（Paras.5）

Thisremindedheroftheterribleaccidentinvolvingthatteenagermentionedinpara.1.

4.WhydidJondahavetoworkquicklywhenshetriedtosaveSandy?

（Para.7）

Waterrusheduptoherwaist/cold/encasedinice/losethefeelingandcollapse.

5.WhydidSandyaskJondatotellhergrandchildrenthatshelovedth