Unit 12 Food and Health - 图文(5)

5. It was for this reason ________ her uncle moved out of New York and settled down in a small village. (Shanghai 2001, spring)

A. which B. why C. that D. how

6. It ___ the Chinese women that ___ a great role in the socialist construction. A. is; plays B. are; play C. is; play D are; plays 7. ___all these exercises ____ all of us can do tomorrow.

A. It is; that B. It was; that C. They are; which D. It will be; that 8. It was at the gate ________ he told me the news.(MET'88)

A. that B. what C. which D. when 9. It was not until 1920___ regular radio broadcast began. (NMET95) A. while B. which C. that D. since

10. It was not ____ she took off her dark glasses ____ I realized she was a famous film star. [1992]

A. when; that B. until; that C .until; when D. when; then Key: 1-5 BBAAC 6-10 CAACB Step 5 Homework

1. Review the grammatical knowledge learned today after class. 2. Finish Grammar Practice individually. Ⅵ. Blackboard Design

Unit 12 Food and Health Period 5 Grammar in Use Emphatic Structures We elected him monitor at the class meeting yesterday. 主 宾 宾补 地状 时状 → It was we that/who 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. …… Ⅶ. Feedback:

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ __________________________________________________________________

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Period 6 Grammar Practice

I. Teaching Objectives:

Get the students to put the grammatical knowledge into use by doing some exercises.

II. Teaching Important and Difficult Points:

1. Have students to do some grammar practice to consolidate the grammatical knowledge.

2. How to help students understand different Emphatic Structures and use them freely and correctly.

III. Teaching Methods:

1. Explanation and practice

2. Individual work

IV. Teaching Aids:

1. A blackboard 2. A multimedia computer

V. Teaching Procedures:

Step 1 Greetings Step 2 Revision

Ask students to tell how a part of a sentence can be emphasized in different ways.

Step 3 Practice

1. Ask students to do exercises in Grammar Practice on pages 200-201 and then check their answers.

A. Rewrite the sentences, using emphatic pattern to stress the underlined part in each sentence.

Key: 1) It is his sister that/who goes to see the old man every week.

2) It was two years ago that the hospital was built. 3) It was because he was ill that he didn?t come here. 4) It is not until his friend comes back that he will leave. 5) It was a shirt that he bought in this shopping centre. B. Identify the errors in the sentences and correct them.

Key: 1) This → It 2) do bought → did buy 3) where → that

4) help → helps 5) he can → can he

C. Translate the sentences into Chinese, using emphatic structures. Key: 1) Only in this way can they find the lost ship.

2) It is during her spare time that Kate teaches herself French. 3) It was from this college that my brother graduated last year. 4) Do come to school on time tomorrow morning.

5) It was not until recently that I learned that he lost his job.

2. Get students to do more exercises to consolidate the grammatical knowledge. 1) ____ she first heard of the man referred to as a specialist. (1990.1) A. That was from Stephen B. It was Stephen whom C. It was from Stephen that D. It was Stephen that

2) When I try to understand ____ that prevents so many Americans from being as happy as one expect, it seems to me that there are two causes.(1998.1)

A. why it does B. what it does C. what it is D. why it is

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3) It was ______ the next morning that I began to think about where I was going.

A. before B. after C. when D. not until 4) It ______ her brother ______ she will borrow the money.

A. is from…that B. is from…who C. is…whom D. is…that 5) It ______ on the telephone that I spoke to my wife in New Zealand. A. is B. was C. are D. were

6) It was John ______ bought a new ring for Lily yesterday afternoon. A. therefore B. who C. which D. so that 7) It was last year ____ you taught me how to drive.

A. when B. that C. where D. which 8) It was in the factory___ produced TV sets ____ our friend was murdered.

A. which / which B. that / which C. that / that D. where / that 9) It was with great care ________ they did the job.

A. where B. when C. that D. who 10) I really don?t know _____I had my money stolen. A. where is it that B. when it is that C. where it was that D. it was where that 11) ____ find my wallet, Tom ?

A. Where did you that B. Where was it you C. Where have you D. Where was it that you 12) Where was it ________ you found the lost child?

A. who B. that C. which D. what

13) It was how the young man had learned five foreign languages ______attracted the audience's interest.(Shanghai 2000, spring) A. so that B. that C. what D. in which

14) It was only when I reread his poems recently ________ I began to appreciate their beauty.(NMET'98)

A. until B. that C. then D. so

15) _____the people ____have become the masters of their country _____ science can really serve the people.

A. It is only when ; that; where B. They are;/;when

C. It is only when; / ;that D. It was when; that; then Key: 1-5 CCDAB 6-10 BBCCC 11-15 DBBBC Step 4 Homework

1. Doing some other exercises to consolidate the grammatical knowledge. 2. Preview next part--Writing. Ⅵ. Blackboard Design

Unit 12 Food and Health Period 6 Grammar Practice Emphatic Structures 23

Period 7 Writing

I. Teaching Objectives:

1. Get the students to understand and use conjunctions: either…or, then, while, however, and, but, both…and…, neither…or, and not only…but also… in combining and making sentences.

2. Make the students do some exercises to practise their writing skill. II. Teaching Important and Difficult Points:

1. Get the students to understand and use the following structures in combining and making sentences. 1) be a key part in … 2) by doing 3) prefer … to

4) some of which定语从句

2. Have students learn to use conjunctions: either…or, then, while, however, and, but, both…and…, neither…or, not only…but also… 3. Practise and improve students? writing ability.

III. Teaching Methods: 1. Explanation and practice

2. Individual work

IV. Teaching Aids:

A blackboard

V. Teaching Procedures:

Step 1 Greetings Step 2 Revision

Check the students? homework. Step 3 Practice

Get students to do the exercises on pages 201-204 individually. And then check their answers and explain some difficult and important points to them.

A. Make sentences according to the models. Put the given words in order and add other words if necessary. Key:

1. His plan is a key part in carrying out the whole project. 2. Their help is a key part in solving the difficult problem. 3. Some girls believe that they can lose weight by eating less. 4. The workers earn more by working more.

5. My sister prefers staying at home to going to the cinema/going to the cinema to staying at home.

6. Most Chinese people prefer tea to coffee.

7. There are many books on the shelf, some of which are about grammar. 8. There are many apples in the basket, some of which have gone bad.

B. Complete the following translations, using the words and expressions from the text.

1. Getting enough sleep is essential to health(对健康很必要).

2. John, a very famous DJ, is still living/leading a simple life(仍然过着简朴的生活).

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3. Cooking at high temperatures (高温烹饪) will reduce the nutrition of food. 4. Teamwork plays an important role in (起重要作用) solving the problem. 5. The heavy rain couldn?t prevent them from coming(阻止他们来). C. Rewrite the sentences by using proper connecting words. Key:

1. The boy was old enough to work and earn some money.

2. His old apartment fetched one million yuan, while he only paid 400,000 yuan for it five years ago.

3. My mother?s hair is getting grey, but/while my father has only a few grey hairs.

4. I?d like to go to work on foot or by bus.

5. Neither Arthur nor Pam came to school today

D. Combine the sentences by using words given in brackets where necessary. Key:

1. Trevor is a fitness freak. First thing in the morning, he either goes for a run or goes swimming at the local pool. When he gets back, he does the housework and then sets off for his job at the gym.

2. Now learning English is what most people do. Some people try at home, reading books or listening to CDs, while some people go to evening classes. It is clearly easier to learn a language in the country where it is spoken. However, most people cannot afford this, and for many it is not necessary.

3. My parents bought me a red bike, and it had white strips on the fenders. I like to ride my bike everywhere, but I like to ride on smooth pavement best.

4. The problem here is that the material they are reading is either too difficult for them or not interesting. The passages in this course material will be both interesting and fairly easy, but you should also practise as much as you can in your own time.

5. Most people think that television is not only a convenient source of entertainment, but also a comparatively cheap one, and that the programmes it offers are both instructive and interesting, while some people argue that this is where the danger lies. I think we must realize that television in itself is neither good nor bad. Step 4 Homework

Get students to finish off all the exercises and review what they have learnt in this unit.

Ⅵ. Blackboard Design

Unit 12 Food and Health Period 7 Writing 1. Some Important Structures: 1) be a key part in … 2) by doing 3) prefer … to 4) some of which定语从句 2. Conjunctions: ……

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