C. The more; harder D. More; harder

(答案为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.[来源:Z。xx。k.Com]

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, ph ysical, 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 g roups. 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: 现在分词

现在分词表示“主动和进行”，分词可以有自己的状语、宾语或逻辑主语等。

1.分词作状语分词在句子中作状语，可以表示时间、条件、原因、结果、让步、伴随等。分词做状语时，它的逻辑主语与句子的主语一致。作状语的分词相当于一个状语从句。

【例如】 Hear ing 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.

分词在句子中作状语，使用何种分词，要取决于分词与句子主语的关系：主谓关系用现在分词，动宾或被动关系 用过去分词。

【例如】 Taught by mistakes and se tbacks, 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

本句意思为：相信地球是平的，许多人担心哥伦布会从边上掉下去。许多人与相信之间是主谓关系，及分词与主语之间为主谓关系。因此，应用现在分词，答案为B。

No matter how frequently  ____, the works of Beethoven always attract large audiences.

A. performing B. performed C. to be performed D. being performed

本句中贝多芬的作品被反复表演，可见分词与句子的主语之间是被动关系，应该用过去分词，故答案为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引导的是让步状语从句，意思为：他的作品尽管在被这样的时候出版，还是引起了关注，可见分词与句子的主语之间是被动关系，应该用过去分词，故答案为B.

2.“while ( when, once, until, if , though等连词)+分词”结构现在分词或过去分词作状语时，有时可以在分词前加while，when, once, although, until, if等连词。

【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 himselfsintoshis 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. 分词作定语分词作定语时，单个的分词通常放在被修饰的名词之前，分词短语一般置于所修饰的中心词后面。现在分词修饰的是发出该动作的名词(即与名词有主谓关系)，过去分词修饰承受该动作的名词(即与名词是动宾关系)。

【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 t he 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. shaving shad Town

后面由分词做定语，而且town本身有50或以上人家，故town与分词间为主谓关系，应该用现在分词，答案为A。

4. 分词作宾语补足语现在分词在see, watch, hear, observe, notice, feel, find, glimpse, glance等感官动词和look at, listen to等短语动词以及have, keep, get, catch, leave, set, start, send等使役动词 后面与名词或代词构成复合宾语，作宾语补语的成分。

5. 分词作表语分词作表语通常看作形容词来用。现在分词表示主语的性质，而且主语多为物;过去分词表示主语的感受或状态，主语多为人。

Stip 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.

高中是人生中的关键阶段，大家一定要好好把握高中，编辑老师为大家整理了高一英语教案设计，希望大家喜欢。

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