新视野大英教案Unit 4Word格式文档下载.docx
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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。
Successthatyouachievethroughpainstakingeffortsisseenasvaluableassetinyourlife.Soarethesetbacksthathelpyoutobecomematuregradually.
3.Sb.dosth.,especiallywhen….
用于表达“某人最有可能做某事的一种条件”。
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”。
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?
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;
•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）
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.WhydidSandyaskJondatotellhergrandchildrenthatshelovedthem?
（Para.8-11）
Bec
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