Unit 4, Book One
Section A: Heroes among us
1. Teaching Objectives:
To talk about heroism
To understand the text fully
To apply the phrases and patterns
To master the paragraph writing skill
2.Time Allotment:
Section A (3 periods):
1st---2nd period: Pre-reading activities ( theme-related questions for warming up;)
While-reading activities (cultural notes; useful words and expressions;
difficult sentences)
3rdperiod: While-reading activities (text structure; main ideas)
Post-reading activities (comprehension questions; exercises)
Section B(1period):
4th periods: Practice of the reading skill (reading for the key idea in a sentence);
T checks on Ss’ home reading by asking questions based on the passage.
T explains some difficult sentences
3.Teaching Procedures:
Pre-reading Activities
Step 1. Greetings
Greet the whole class warmly.
Step 2. Lead-in and preparation for reading
Let them talk to each other about the following questions:
1. Who is the greatest hero in your mind? And Why?
2. What makes a hero in your eyes?
Step 3. Fast reading
Ask the Students to read the passage as quickly as they can and then answer the questions on the screen. Let them get the main idea of each paragraph and make clear about the text structure.
Text structure: ( structured writing ) The passage can be divided into 4 parts.
Part1 (para.1) Question
Part 2 (para.2-4) Example 1 (civilian heroes)
Part 3 (Para.5-12) Example 2 (First responder heroes)
Part 4 (Para.13) Conclusion
Purpose: Improve the students’ reading and writing ability and understand the general idea of each paragraph.
Method: Read the text individually and talk in groups; Use task-based language teaching method, reading approach, communicative approach and total physical response method.
Step 4. Preparation for details of the text on the screen
Students are required to look at the Words and Phrases on the screen and give
a brief presentation in class.
Words and Phrases:
Purpose: Train the Students’ ability of understanding and using foreign language.
Method: Talk in groups, Use task-based language teaching method, communicative approach and total physical response method.
1. (Para.1) apply pressure to/on按压，给…施加压力
You can apply pressure on the injury to make the blood bleed slower.
你可以按压伤口让血流的慢些。
2. (Para.3) shield sb. from sth. 使… …免受… …
It is the duty of servicemen to shield their country from invasion.
保护祖国不受侵略是军人的职责。
3. (Para.3) remarkable: a. unusual or surprising and therefore deserving attention or praise 非凡的；不寻常的；显著的
It is that kind of courage and determination that make him a most remarkable
person. 正是那种勇气和觉醒使他成为一个非凡的人。
4. (Para.4)be/get caught up in被卷入；陷入
The safety of those students caught up in the demonstration must be guaranteed.
那些被卷入游行示威的学生的安全必须得到保证。
5. (Para.5) in the words of sb./in sb.’s words: as sb. says or writes 用某人的话来说
Michael and his sister went to the concert, and in the words of his sister, it was a night to remember.
迈克尔和他姐姐一起去了音乐会，用他姐姐的话来说，那是难忘的一夜。
6. (Para.6) goodwill: n. [U] kind feelings toward or between people and a willingness to be helpful 好意；亲善；友善
A knowledge of other cultures will promote goodwill among people of different backgrounds.
了解其他文化将会是不同背景的人们之间更加友善。
7. (Para.7)reserve sth. for sb./sth保留；预留
This question must be reserved for further discussion.
这个问题必须留待进一步讨论。
8. (Para.7) personnel: [pl.] the people who work in a company, organization, or military force （公司、组织或军队中的）人员；员工；职员
The personnel responsible for processing all these letters shall stay until the job is done.
负责处理所有这些信件的人员要留下来，直到工作结束。
9. (Para.8)relate to sth./sb. 理解；认同
I know he was very frustrated when his job application was rejected. I can
relate to that.
我知道他的求职申请被拒后他很沮丧。我能理解他的感受。
10 (Para.9). make sense of sth. 理解，弄懂某事
I can’t make any sense of his giving up the competition at the last minute.
我无法搞懂他为什么在最后一刻放弃比赛。
11. (Para.10) off-duty: a. if sb. such as a policeman, nurse, or soldier is
off-duty, they are not working 不在值班的，下了班的
I can go to a movie with you because I’m off-duty today.
我可以和你一起去看电影，因为今天我不值班。
12. (Para.10) grief : n. [U] extreme sadness, esp. because sb. you love has died (尤指因所爱之人去世而产生的) 悲痛，极度悲伤
Her grief over her child’s death was not al all relieved with passing time. 她的丧子之痛并未因时间的推移而减轻。
13. (Para.10) give authority to授权
The contract gives authority to research members to use anything in the laboratory. 合同授权研究人员使用实验室里的任何东西。
14. (Para.10) intense: a. having a very strong effect or felt very strongly 剧烈的；强烈的
It is not scientific for a normally inactive person to start a program of intense exercise suddenly.
一个平时不活动的人突然开始进行高强度的锻炼，这是不科学的。
15. (Para.12) heroic：a. extremely brave or determined, and admired by many
people 英雄的；英勇的
She jumped into the icy water and saved two little boys; all the people in the town admire her heroic action.
她跳入冰冷的水中救起了两个小男孩。全镇的人都为她的英勇行为所折服。
16. (Para.12)count on依靠；指望
They decided not to count on foreign aid to relieve the famine.
他们决定不依靠外援来缓解饥荒。
Step 5: While-reading Activities
Language Points:
1. In an era of heightened heroism, the word hero has become more common. (Para. 1)
Meaning: In a time when there is an increasing number of impressive actions of great courage, the word hero has been used more frequently.
2. Daniel held her head up so she could breathe and applied pressure to her wounds. (Para. 2)
Meaning: Daniel held her head up so she could breathe, and he pushed hard on her wounds in order to stop the bleeding.
3. Dory gave his life for his wife, Mary. (Para. 3)
Meaning: Dory died in order to save his wife, Mary.
4. These are civilian heroes, who acted instinctively with courage and grace when caught up in extraordinary circumstances. (Para.4)
Meaning: These are not military people or police officers; they are ordinary people. But they are heroes because they acted out of their instinct with courage and grace when they were involved in unusual conditions.
5. It used to be that the word hero was reserved for those who performed acts of distinct courage beyond the call of duty. (Para. 7)
Meaning: In the past, the word hero was used particularly to refer to those who acted with remarkable courage and who did something that they did not have the duty to do.
6. But today, our heroes are average men and women,” everyday heroes” to whom we can relate, people like us. (Para. 8)
Meaning: But today, our heroes are average men and women; they are “everyday heroes” that we are able to understand; they are people like us.
7. I asked road safety advocate Eleanor McMahon whether she thought Sgt. Russell was a hero. (Para. 10)
Meaning: I asked Eleanor McMahon, who publicly supported actions to improve road traffic safety, whether she thought Sgt. Russell was a hero.
8. We count on first responders to rush toward danger, especially when it involves us or those we love. We expect nothing less. (Para. 12)
Meaning: We depend on first responders to rush toward danger to help, especially when we ourselves or those we love are involved. That is exactly what we expect.
9. Will we be heroes when circumstances call on us to act heroically? (Para. 13)
Meaning: Will we act heroically when situations require us to do so？
Step 6: Typical patterns:
Purpose: Further understand the text （Train further reading ability） to find out some difficult sentences and details of the text.
Method: Read the text together; Use task-based language teaching method, reading approach, communicative approach, grammar-translation approach and total physical response method.
Typical patterns：
1. It used to be that the word hero was reserved for those who performed acts of distinct courage beyond the call of duty.
在过去，“英雄”一词仅限于称呼那些做出超乎职责范围的特别英勇的行为的人们。
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。
应用： 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. A soldier who runs through gunfire to rescue other military personnel is seen as a hero. So are larger-than-life leaders such as Nelson Mandela, who emerged after 27 years of jail, confined in a solitary chamber.
一位战士冒着枪林弹雨去抢救其他战友，他被看作英雄。同样，超凡卓越的具有传奇色彩的领袖人物也是英雄，比如纳尔逊· 曼德拉。被囚禁于单人牢房27年后，曼德拉终于摆脱了牢狱生活。
Sb./Sth. is …. So is sb./sth. else./ So are some other people/some other things.用于表达“两个人或事物之间的相似之处”。
应用：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。
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. We count on first responders to rush toward danger, especially when it involves us or those we love.
我们指望应急人员冲向危险，尤其是当我们自身或我们所爱的人身处险境时。
Sb. do sth., especially when….用于表达“某人最有可能做某事的一种条件”。
应用： 我喜欢回忆过去，特别是当孤寂来袭之时。
I love recalling the past, especially when loneliness strikes.
4. We honor the fireman, the policeman, and the average citizen by recognizing their heroism. Perhaps, even more importantly, we honor them by working to change the circumstances that led to their death.
我们向消防队员、警察和普通平民致敬，赞扬其英雄精神。也许，甚至更为重要的是，我们要通过努力改变让他们遭遇不幸的环境来向他们致敬。
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”。
应用： 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 students by teaching them learning methods.
Step7. Consolidation
Retell the passage according to the topic sentences.
Purpose: To know if the students understand the whole text. At the same time, To show the text structure on the screen, so that they can retell it easily.
Method: Read the text structure together; Use task-based language teaching method, reading approach, communicative approach and total physical response method.
Step 8. Discussion
1. How do you define a hero?
2. Do you think people who give their life to save their family members should be considered heroes? Why or why not?
3. What do you think we should do to honor heroes?
Step 9. Assignments
Review the key points of Section A;
Finish the exercises after class;
Finish online homework;
Preview Section B.
Write an essay entitled “A Great Hero in My Mind” by following the writing pattern of the text. You may apply as many expressions from the text as possible to your writing.
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