新视野大英1教案unit41.docx

1、新视野大英1教案unit41Title:Unit4 Heroes of our timeInstructionTypes:1. Lecture and explanation 2. Discussion and retellingObjective:1. To talk about heroism 2. To further understand the text 3. To apply the phrases and patterns4. To master the paragraph and sentence writing skillsDifficulty&Emphasis: words

2、 and expressionsTimeDistribution:Section A1. Warm-up activities (10m)2. Background information(10m)3. Analysis of the whole text structure (20m)4. Language focus(40m)5. Theme exploration(20m)6. Paragraph Writing(20m)Section B1. Text comprehension (10m)2. Further Discussion (10m)3. Practical phrases

3、(20m)Exercise (30m)Revision(10m)Section A Heroes among us . Warming-up activities is the greatest hero in your mind And Why Huang Jiguang, Qiu Shaoyun, Dong Cunrui (combat heroes who sacrificed their own lives to fulfill the operational mission) Wu Juping (the most beautiful mother), Zhang Lili (the

4、 most beautiful teacher)(civilian heroes who risked their own lives to save others in modern times) 2. What makes a hero in your eyes A good heart The readiness to lend a hand to people in trouble The courage to risk ones own life to help others in danger The determination to fight for his own count

5、ry and people II . Background information 1. Joseph John Campbell was an American mythologist, writer and lecturer, best known for his work in comparative mythology and comparative religion. His famous book The Hero with a Thousand Faces retells dozens of stories and explains how each represents the

6、 heros journey.2. Katniss Everdeen is a fictional character and the protagonist of Suzanne Collins The Hunger Games trilogy. 3. Frodo Baggins is a fictional character in J. R. R. Tolkiens The Lord of the Rings. . Analysis of the whole text structureText A is an essay on peoples view about what makes

7、 a hero. It is pointed out that in the past the word “hero” was reserved for those who performed acts of courage beyond the call of duty or for great leaders, while today heroes can be ordinary people like us. Besides, first responders, whose duty is to rush toward danger, are also heroes, even when

8、 their efforts failed to bring about desirable effects. Hopefully, we will also act heroically when circumstances call on us. This text can be roughly divided into four parts.Part I Today the word “hero” becomes more common and is used to refer to both victims and survivors of all kinds of difficult

9、ies and tragedies. Part II (Paras. 2-4) Both Daniel and Dory are civilian heroes as they acted instinctively with courage and grace when situations call for. Para. III (Paras. 5-12) First responders are heroes no matter they succeed in their effort to save people or get injured or killed in their ef

10、forts. Para. IV (Para. 13) The stories of heroes help remind us that ordinary people can do extraordinary things and, being inspired by them, we can also be heroes when circumstances call on us to act heroically. . Language focus 1)Practical phrases pressure to / on 按压，给施加压力 你可以按压伤口让血流的慢些。You can ap

11、ply pressure on the injury to make the blood bleed slower. 2. shield sb. from sth. 使免受 保护祖国不受侵略是军人的职责。 It is the duty of servicemen to shield their country from invasion. 3. be/get caught up in 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。 The safety of those students caught up in the demonstration must be guarante

12、ed.4. reserve sth. for sb. / sth. 保留；预留 这个问题必须留待进一步讨论。 This question must be reserved for further discussion. 5. relate to sth. / 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。 I know he was very frustrated when his job application was rejected. I can relate to that. 6. make sense of sth. 理解，弄懂某事我无法搞懂他为什么在最后一

13、刻放弃比赛。 I cant make any sense of his giving up the competition at the last minute. 7. give authority to授权合同授权研究人员使用实验室里的任何东西。 The contract gives authority to research members to use anything in the laboratory. 8. count on 依靠；指望 他们决定不依靠外援来缓解饥荒。 They decided not to count on foreign aid to relieve the f

14、amine. 2) Functional patterns 1. It used to be that 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。 It used to be that the image of dragon could only be used by royal families that enjoyed the supreme power.2. Sb./ Sth. is . So is sb./sth. else./ So are some other people/some ot

15、her things. 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:Success that you achieve through painstaking efforts is seen as valuable asset in your life. So are the setbacks that help you to become mature gradually.3. Sb. do sth., especially when.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

16、去，特别是当孤寂来袭之时。I love recalling the past, especially when loneliness strikes.4. Sb. do sth. by . Perhaps, even more importantly, sb. do sth. 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。We cultivate students by imparting knowledge. Perhaps, even more importantly, we cultivate stud

17、ents by teaching them learning methods.3) Language appreciation a. In an era of heightened heroism, the word hero has become more common. (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. He spoke tender words of sympathy, telling her that he would find her husband and her parents and that everything wo

18、uld be fine. (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. when Dory heard shots ring out he immediately fell on top of his wife to shield her from the hail of bullets. (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. In Toronto, Canada, downtown life stopped when more than 11,000 police and ot

19、her emergency responders marched solemnly through the streets to honor policeman, Sergeant Ryan Russell, a 35-year-old “good man and good cop”, who believed deeply in his commitment to protect and serve. (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

20、其他活动都停止了。 e. He made the choice not to be bitter, and worked hard as South Africas first black president to establish harmony and helped society reconcile its conflicted past. (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. Theme exploration Critical thinking do you define a hero Tips

21、 :In my view, a hero is someone who: is brave or even risks their life in face of danger; saves others in trouble; shows great courage when others hesitate or fear; sacrifices themselves for others. 2. Do you think people who give their life to save their family members should be considered heroes W

22、hy or why not Tips :Yes, people who give their life to save others should certainly be considered heroes, no matter whom they save whether it is their family member or a stranger. By rescuing others, they demonstrate extraordinary courage and demonstrated the rare qualities of a hero. These heroic q

23、ualities include: putting themselves in danger to protect others; fearing no danger or death; and never regretting their own loss. 3. What do you think we should do to honor heroes Tips: To honor heroes, we can: spread their names and stories in legends, stories, media, songs, movies, etc.; put up m

24、onuments for commemoration; name different places after heroes; set up a special day to remember them; take good care of them and their families; give them special honors; and call on society to learn from them. VI. Writing devices 1)Sentence writing Attributive clause introduced by “who”： Giving a

25、detailed description to a person is sometimes necessary when you are relating a story, or narrating an event. In this case, attributive clause introduced by “who” serves the purpose quite well. It helps to achieve completeness and vividness of your description. Example: 1) These are civilian heroes,

26、 who acted instinctively with courage and grace when caught up in extraordinary circumstances.2) A soldier who runs through gunfire to rescue other military personnel is seen as a hero. Appreciation And finally, there are the multitudes of men and women whose name never appear in the history books t

27、hose who marched and those who sang, those who sat in and those who stood firm, those who organized and those who mobilized all those men and women who through countless acts of quiet heroism helped bring about changes few thought were even possible.2)Paragraph writing : Question- Example- Conclusio

28、nSample paragraph: What is culture shock (Question) When he first visited the US, Mr. Li was confused on a bus: He meant to give his seat to an elderly man, but the man seemed annoyed and refused to take the seat. Later his American friends explained to him that in the US it is not advisable, and ev

29、en offensive, to offer your seat to elderly people. This is very different from China, where people are encouraged to do so. (Example) Sample paragraph: From the example we can see that culture shock is the feeling of confusion and anxiety when you encounter situations where the cultural norms in yo

30、ur culture no longer apply. (Conclusion) Section B A heros aspiration I. Text comprehension did Jondas pulse quicken while she was driving (Para. 1) The car ahead of her was in trouble. did Jonda fail to save the teenager many years ago After this issue, what happened to Jonda Because the car was on

31、 fire and she could not get near it. She became very sensitive to signs of potential accidents. 3. What did Jonda mean by “This is too much, too familiar” (Paras. 5) This reminded her of the terrible accident involving that teenager mentioned in .4. Why did Jonda have to work quickly when she tried to save Sandy (Para. 7)Water rushed up to her waist/cold/ encased in ice/ lose the feeling and collapse. did Sandy ask Jonda to tell her grandchildren that she loved them (Para. 8-11)Because she thought she was going to die. does Jonda feel she has much to