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111 unit7 to your good health教案 Period two Step 1.Language points In fact, the more you use your body, the better it works. the＋比較級(jí)，the＋比較級(jí)，意思為“越……越……”。 [例]______ you praise him, ______ he works. A. More; the harder B. The more; the harder C. The more; harder D. More; harder (答案為B) Step 2. Meaning through practice 1.Divide the class into groups. Give each group a large piece of paper to draw the human body and write the words an the body parts. As the students are working, provide the following word on the board: heart, lungs, kidney, brain, stomach, liver, artery, veins, and bones. 2.Explain that over can be a preposition or a prefix that can be added to verds, adjectives or nouns. The prefix can mean: 1. excessive 2. outer, extra 3. like “over” in various senses. Discuss the meaning of each prefix. Have the students write a sentence for each word. Explain that under is also a proposition or prefix meaning: 1. below, beneath 2. lower in status 3. incomplete Here are more example: underclothes, underdog, undergraduate, underclass. 4. Listen to the tape and do the Ex. 5. Let’s talk: Sentence Stress and Rhythm. 6. Review the following vocabulary before reading the dialogue: emphasize, de-emphasize, Step 3. Writing Write an invitation to a dinner party with a menu. Use the sample shown in the text as a model. Use the mapping strategy to help the students organize their ideas. Illustrate on the board a circle with lines going out from the circle. The circle represents how to develop a health lifestyle. Each line will represent a component of a healthy lifestyle. In groups have the students identify the components. For example: diet, physical, mental, social/emotional. Students will make a chart that has the components listed on each side of the columns. Under each component list the unhealthy and healthy habits of parents, classmates, etc. Divide the class into groups. Students will share their list of unhealthy and healthy habits. As a group, the students make a “Do” and “Don’t” chart. Remind the students to use modals in this activity because they are giving advice as to what are unhealthy and healthy habits. For example：“You should ride your bicycle every day” “ You should not smoke.” Step 4. Grammar: 現(xiàn)在分詞 現(xiàn)在分詞表示“主動(dòng)和進(jìn)行”，分詞可以有自己的狀語(yǔ)、賓語(yǔ)或邏輯主語(yǔ)等。 1.分詞作狀語(yǔ)分詞在句子中作狀語(yǔ)，可以表示時(shí)間、條件、原因、結(jié)果、讓步、伴隨等。分詞做狀語(yǔ)時(shí)，它的邏輯主語(yǔ)與句子的主語(yǔ)一致。作狀語(yǔ)的分詞相當(dāng)于一個(gè)狀語(yǔ)從句。 【例如】 Hearing the news, they all jumped with joy. Using what you know of word stems and word formations, you can make a guess at the meaning of a new word. 　　The students went out of the classroom, laughing and talking. Accompanied by his friend, he went to the railway station. Given better attention, the plants could grow better. 　　He looked tired and depressed, visibly disturbed by the news of his mother’s illness. 　　分詞在句子中作狀語(yǔ)，使用何種分詞，要取決于分詞與句子主語(yǔ)的關(guān)系：主謂關(guān)系用現(xiàn)在分詞，動(dòng)賓或被動(dòng)關(guān)系用過(guò)去分詞。 【例如】 Taught by mistakes and setbacks, we have become wiser and handled our affairs better. (we are taught/teach us) .Inspired by the International, the working people of all countries have been fighting for their final liberation. (the working people were inspired/ inspire the working people)____the earth to be flat, many feared that Columbus would fall off the edge. 　　A. having believed B. Believing C. Believed D. Being believed 本句意思為：相信地球是平的，許多人擔(dān)心哥倫布會(huì)從邊上掉下去。許多人與相信之間是主謂關(guān)系，及分詞與主語(yǔ)之間為主謂關(guān)系。因此，應(yīng)用現(xiàn)在分詞，答案為B。 　　No matter how frequently ____, the works of Beethoven always attract large audiences. 　　A. performing B. performed C. to be performed D. being performed 本句中貝多芬的作品被反復(fù)表演，可見分詞與句子的主語(yǔ)之間是被動(dòng)關(guān)系，應(yīng)該用過(guò)去分詞，故答案為B。 　　____ as it was at such a time, his work attracted much attention. 　　A. Being published B. Published C. Publishing D. To be published 　　本句中as引導(dǎo)的是讓步狀語(yǔ)從句，意思為：他的作品盡管在被這樣的時(shí)候出版，還是引起了關(guān)注，可見分詞與句子的主語(yǔ)之間是被動(dòng)關(guān)系，應(yīng)該用過(guò)去分詞，故答案為B. 　　2.“while ( when, once, until, if , though等連詞)＋分詞”結(jié)構(gòu)現(xiàn)在分詞或過(guò)去分詞作狀語(yǔ)時(shí)，有時(shí)可以在分詞前加while，when, once, although, until, if等連詞。 【例如】 When leaving the airport, she waved again and again to us. While waiting for the train, I had a long talk with my sister about her work.. 　　Once recovered, he threw himself into his work and made every effort to do it well. 　　Although working very hard, he failed to pass the final exam. If translated word by word, the passage will be difficult to understand. 　　3. 分詞作定語(yǔ)分詞作定語(yǔ)時(shí)，單個(gè)的分詞通常放在被修飾的名詞之前，分詞短語(yǔ)一般置于所修飾的中心詞后面?，F(xiàn)在分詞修飾的是發(fā)出該動(dòng)作的名詞(即與名詞有主謂關(guān)系)，過(guò)去分詞修飾承受該動(dòng)作的名詞(即與名詞是動(dòng)賓關(guān)系)。 【例如】 We will go on with our experiment as soon as we get the added fund. 　　This is really an exhausting day to all of us! 　　We can see the part of the moon lighted by sunlight. 　　After a night spent in excitement and sleeplessness, I forced myself to take a long walk along the beach the next day. 　　More and more developing countries established strategic partnership with developed countries. 　　The young sitting between my sister and my brother is my cousin Jack.. 　　As early as 1649 Ohio made a decision that free, tax-supported schools must be established in every town ____ 50 households or more. 　　A. shavings B. to have C. to have had D. shavings had Town 　　后面由分詞做定語(yǔ)，而且town本身有50或以上人家，故town與分詞間為主謂關(guān)系，應(yīng)該用現(xiàn)在分詞，答案為A。 　　4. 分詞作賓語(yǔ)補(bǔ)足語(yǔ)現(xiàn)在分詞在see, watch, hear, observe, notice, feel, find, glimpse, glance等感官動(dòng)詞和look at, listen to等短語(yǔ)動(dòng)詞以及have, keep, get, catch, leave, set, start, send等使役動(dòng)詞后面與名詞或代詞構(gòu)成復(fù)合賓語(yǔ)，作賓語(yǔ)補(bǔ)語(yǔ)的成分。 　　5. 分詞作表語(yǔ)分詞作表語(yǔ)通常看作形容詞來(lái)用?，F(xiàn)在分詞表示主語(yǔ)的性質(zhì)，而且主語(yǔ)多為物；過(guò)去分詞表示主語(yǔ)的感受或狀態(tài)，主語(yǔ)多為人。 Step 5. Reading 1. Using the same illustrated outline as used in the first reading, have the students read the text and fill in the outline with the four ideas and brief description of each idea in this text. 2. Discuss the title. Is there any relationship between appetite and emotion? 3. Ask the students some questions: ○1“What is an emotion eater?” ○2Do you know anybody who is an emotion eater? ○3Do the post-reading activities. 4. Students need to prepare a short summary of the text to answer the question, “what is the text about?” Have the students read the story and in 4 sentences identify the main idea of the story answering the 5 Wh questions: Who, Where, When, What and Why. 111