Unit 12 Food and Health - 图文(4)

e.g. Anyone who has tried his best will be rewarded. 任何努力过的人都会得到奖赏。

This reward means a lot to me in my future life. 这个奖励对我今后的生活意义很大。

inevitably: ad. as is certain to happen 不可避免地，必然地 e.g. Inevitably, the plan is running into difficulties. 该计划正不可避免地遇到各种困难。

His words will inevitably be used by some politicians. 他的话不可避免地被一些政客所利用。 costly: a. having a high price 代价高的，昂贵的

e.g. The technique makes it less costly to produce the device. 这一技术降低了生产这种仪器的成本。 He hasn?t realized how costly his mistake will be. 他还没有意识到他的错误的代价将会多高。 in the end: finally 最终，结果

e.g. They looked everywhere and in the end found the lost child. 他们到处寻找那个丢失的孩子，最后终于找到了。 In the end they reached a place of safety. 他们终于到达了一个安全的地方。 Para. 7 Everyone wants to live a long and healthy 所有人都想健康长寿。我们吃life. The food we eat affects us in different 的食物以不同的方式影响我们。ways. Thus, eating appropriate and healthy 因此，坚持食用合适健康的食物food can actually prevent many different 可以预防许多疾病。 diseases. Main idea: Eating healthily and properly enables a long and healthy life. Step 4 Homework

Review the language points learned today.

VI. Blackboard Design

Unit 12 Food and Health Period 3 Detailed Study of the Text Language Points: 1. a variety of 2. keep … in balance 3. at a high price 4. in the end 5. meet requirements 6. play an important role …… 16

Period 4 Further Practice

I. Teaching Objectives:

1. Get students to master some key words, expressions and structures in the text.

2. Help students get a further understanding of the text.

3. Get students to do some exercises to consolidate the language points learned in this unit.

II. Teaching Important and Difficult Points:

How to help students put some useful language points into practical use and understand the text better.

III. Teaching Methods: 1. Explanation and practice

2. Individual work 3. Group work

IV. Teaching Aids:

1. A blackboard

2. A multimedia computer

V. Teaching Procedures:

Step 1 Greetings Step 2 Revision

1. Ask students to translate the following phrases. ①保持健康 keep healthy 保持镇定 keep calm ②饮食习惯 eating habits 睡眠习惯 sleeping habits ③导致健康问题 lead to heath problems 导致肥胖 lead to fatness ④吸收水分 absorb water 吸收声音 absorb sound ⑤满足日常健康需要 meet the daily health requirements 满足自己的需要 meet one?s own requirements ⑥天然维他命的替代物 substitute to natural vitamins 肉的替代物 substitute to meat ⑦保持能量和健康 maintain energy and health 保持友好的关系 maintain friendly relationship ⑧尝起来更好 taste better 尝起来很甜 taste sweet ⑨过着健康的生活 live a healthy life 过着富裕的生活 live a rich life ⑩预防许多不同的疾病 prevent many different diseases 预防重感冒 prevent a bad cold 2. Have some students recite paragraph 1. Step 3 Group Work

Have students read the text again. And then divide them into groups of six and ask them to discuss the following questions.

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1. How to eat to be healthy?

2. Besides what have mentioned in the text, what other things can people do in order to live a long and healthy life?

Step 4 Practice of Vocabulary and Structure

Get students to do the exercises on pages 195-198 to consolidate words and expressions learned in last period. And then explain some difficult points to them. A. Complete the dialogues with words and expressions from the text. Key: 1. a variety of/various 2. led to 3. substitute

4. slow the aging process 5. is low in

B. Fill in the blanks with the words given in the box below. Change the forms if necessary. There are two that you do not need to use.

Key: 1. fibre 2. undesirable 3. required 4. tastes 5. natural

6. various 7. substitute 8. prevent 9. source 10. efficient C. Translate the Chinese expressions given in the right column into English. Then fill in the blanks with the correct English expressions.

Key: 1. in order to 2. is vital for 3. at a low price; at a high price

4. in the end 5. in different ways 6. keep ? in balance

D. Choose the right word in each group and complete the sentences. Change the form if necessary.

Key: 1. vary various variety

2. desire undesirable desirable 3. consumption consumes consumers 4. required required requirement

Step 5 Homework

1. Do more exercises in the Exercise Book after class. 2. Preview next part—Grammar in Use. Ⅵ. Blackboard Design

Unit 12 Food and Health Period 4 Further Practice A. 1. a variety of/various 2. led to 3. substitute 4. slow the aging process 5. is low in B. 1. in order to 2. is vital for 3. at a low price; at a high price 4. in the end 5. in different ways 6. keep ? in balance C. 1. vary various variety 2. desire undesirable desirable 3. consumption consumes consumers 4. required required requirement

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Period 5 Grammar in Use

I. Teaching Objectives:

Introduce the basic knowledge about Emphatic Structures and get the students to put the grammatical knowledge into use.

II. Teaching Important and Difficult Points:

How to enable students to distinguish different Emphatic Structures and use them correctly.

III. Teaching Methods:

1. Explanation and practice

2. Individual work

IV. Teaching Aids:

A blackboard

V. Teaching Procedures:

Step 1 Greetings Step 2 Lead-in

Present to students the following sentence and ask them to emphasize different parts of it by using “It is/was … that (who) …”. e.g. We elected him monitor at the class meeting yesterday. 主 宾 宾补 地状 时状

→ It was we that elected him monitor at the class meeting yesterday. → It was him that we elected monitor at the class meeting yesterday. → It was monitor that we elected him at the class meeting yesterday. → It was at the class meeting that we elected him monitor yesterday. → It was yesterday that we elected him monitor at the class meeting. Step 3 Emphatic Structures

在交际过程中，突出句子中的某一部分，以引起他人的注意，这就是强调。常用的强调手段有三种：语序手段、词汇手段和句型手段。 1) 语序手段

语序手段就是通过语序调整加以强调。 e.g. I went there in order to have a meeting. → In order to have a meeting, I went there.

有时可以将某些副词提到句首，构成倒装结构而实现强调。 e.g. He can pass the exam only with your help. → Only with your help can he pass the exam. 2) 词汇手段

通过词汇加以强调主要有以下几种方式。

a. 在句子中的谓语动词前加助动词do/did，对谓语进行强调。 e.g. I do like pop music.

He did go there alone last night.

b. 用awfully, extremely, indeed, really, strongly, terribly, very等词加强语气。 e.g. I?m awfully sorry. She is really beautiful.

At this very moment the door bell rang. c. 用at all, on earth, in the world等短语表示强调。 e.g. I don?t know it at all.

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What on earth are you doing there? 3) 句型手段

“It is/was + 被强调的部分 + that”是英语中常用的强调句型，可以对句中的主语、宾语、状语等进行强调。

e.g. Tom went to the bookstore by bike to buy some books this morning. → It was Tom that went to the bookstore by bike to buy some books this morning.

→ It was the bookstore that Tom went to by bike to buy some books this morning.

→ It was by bike that Tom went to the bookstore to buy some books this morning.

→ It was some books that Tom went to the bookstore by bike to buy this morning.

→ It was this morning that Tom went to the bookstore by bike to buy some books.

Note: 使用句型手段进行强调要注意以下几点：

a. 原句是现在和将来时中，强调句用It is …；在过去时中，则用It was …。 e.g. It is to New York that my brother will move next month. It was at this school that I studied 20 years ago. b. 即使被强调的部分是复数，结构中的be动词始终用单数形式。 e.g. It was ducks that I saw in the lake yesterday. c. 强调人时，可用who 代替that，但强调时间、地点、原因、方式时，只能用that，不能用when, where, why, how代替。

e.g. It is our teacher who/that helps us make great progress. It was in 2006 that I moved to this city. It was in this room that I was born. d. 含有否定转移结构的句子需要将否定词还原后再用强调结构。 e.g. I did not marry her for money. → It was not for money that I married her. 在强调not ... until结构中的时间状语时，应将not移到until前，再用强调结构。

e.g. I didn?t go out until the rain stopped. → It was not until the rain stopped that I went out. e. 强调主语时，who或that后面的谓语形式须与被强调的主语保持一致。 e.g. It is Lily who/that speaks Chinese very well. It is children under five that are not allowed into this area. Step 4 Practice

Choose the best answer.

1. It was at the theatre _________ Lincoln was murdered. A. which B. that C. where D. the one

2. It was our teacher ________did the experiment in the lab last night. A. whom B. that C. which D. where

3. It was ten years ago________ Miss Gao returned to China. A. that B. when C. since D. as

4. It was ________ he said ______disappointed me.(Shanghai'99) A. what; that B. that; that C. what; what D. that; what

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