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一、课题《全新版大学英语综合教程2》Unit 6二、教学目的1. 通过本课学习，使学生掌握与“健康”相关的词汇和短语。
2. 培养学生阅读、理解和分析文章的能力。
3. 培养学生表达个人观点和讨论问题的能力。
三、课型新授课四、课时2课时五、教学重点1. 理解文章主旨和段落大意。
2. 掌握与“健康”相关的词汇和短语。
3. 学会表达个人观点和讨论问题的方法。
六、教学难点1. 理解文章中的复杂句子和段落。
2. 学会运用所学词汇和短语进行表达。
七、教学过程第一课时（一）导入新课1. 教师展示与“健康”相关的图片或视频，激发学生兴趣。
2. 学生分享自己对健康的理解和看法。
（二）新课讲授1. 学生自读课文，了解文章大意。
2. 教师讲解课文中的重点词汇和短语，如：healthy, fitness, diet, exercise 等。
3. 分析文章结构，讲解段落大意。
（三）巩固练习1. 学生完成课文后的练习题，巩固所学知识。
2. 教师讲解练习题的答案和解析。
（四）课堂讨论1. 学生分组讨论课文中的观点和问题。
2. 各组代表发言，分享讨论结果。
第二课时（一）复习导入1. 回顾上一节课的重点内容。
2. 学生分享自己在健康方面的经验和建议。
（二）新课讲授1. 教师讲解与“健康”相关的语法知识，如：一般现在时、一般过去时等。
2. 学生练习运用所学语法知识进行表达。
（三）巩固练习1. 学生完成课文后的练习题，巩固所学知识。
2. 教师讲解练习题的答案和解析。
（四）写作训练1. 学生根据课文内容，写一篇关于健康的短文。
2. 教师批改学生的作文，并给予反馈。
八、板书设计Unit 6：Healthy Lifestyle1. Healthy：健康的2. Fitness：健身3. Diet：饮食4. Exercise：锻炼5. Healthy eating：健康饮食6. Regular exercise：定期锻炼7. Maintain a healthy lifestyle：保持健康的生活方式九、教具准备1. 多媒体课件2. 白板或黑板3. 练习题十、课后作业1. 复习本课所学词汇和短语。
天水师范学院外国语学院2006-2007学年第二学期教案课程名称:大学英语使用教材: 大学英语（全新版）第二册(综合教程) 主编: 李荫华上海外语教育出版社授课班级:2006级物理三班授课时间:2007年3月5日------2007年7月8日授课教师:姜炳生Lesson Plan of College English Book IICourse Description:Course Objectives: The objective of College English is to develop students‘ ability to use English in an all-round way, especially in listening and speaking, so that in their future work and social interactions they will be able to exchange information effectively through both spoken and written channels, and at the same time they will be able to enhance their ability to study independently and improve their cultural quality so as to meet the needs of China‘s social development and international exchanges.Textbook:College English (Integrated Course 2, Listening and Speaking course 2 New Edition)Course Duration: from March 5th of 2007 to July 8th, 2007Teaching Hours: 4 hours each week (two hours is subtracted every week to enhance listening and speaking in the Multimedia Lab.Subjects of Teaching: 2006Class Three, Department of PhysicsTopics:Week 1: Integrated Course 2: Unit one Ways of LearningWeek 2: Listening and Speaking course 2: Unit 1 Sports, Unit 2 WeatherWeek 3: Integrated Course 2: Unit two ValuesWeek 4: Listening and Speaking course 2: Unit 3 Food and drinks, Unit 4 Health Week 5: Integrated Course 2: Unit Three The Generation GapWeek 6: Listening and Speaking course 2: Unit 5 Music, Unit 6 BusinessWeek 7: Integrated Course 2: Unit Four The Virtual WorldWeek 8: Listening and Speaking course 2: Unit 7 Fashion, Unit 8 SocietyWeek 9: Integrated Course 2: Unit Five Overcoming ObstaclesWeek 10: Listening and Speaking course 2: Unit 9 Unusual Happenings,Unit 10 DisastersWeek 11: Integrated Course 2: Unit Six Women, Half the skyWeek 12: Listening and Speaking course 2: Unit 11 Famous People, Unit 12 Invention Week 13 Integrated Course 2: Unit Seven Learning about EnglishWeek 14: Listening and Speaking course 2: Unit 13 Human Virtues, Unit 14 BiodiversityWeek 15 Integrated Course 2: Unit Eight Protecting Our EnvironmentWeek 16: Text Reciting Listening and Speaking course 2: Unit 15 Environment, Unit 16 InternetWeek 17: Oral ExaminationWeek 18: RevisionTeaching Format:This course uses a variety of learning methods: Lectures, collaborative tasks, group discussions and presentations.Required work for the students:Students are required to1.write a short essay every week2.do translation exercise of each unit3.recite at least two paragraphs of each text4.read at least 5000 words of reading materials that suit their levels5.have conversational oral practice with their roommates or classmates every day6.get up at 6:30 Am and read English every dayAssessment:Autonomous Learning through Internet: 10%, Test of each Unit: 10%, Students Performance in class: 10%, Homework and Text Reciting: 10%, Oral Exam: 10%, Final Exam: 50%Course Instructor: Jiang BingshengUNIT 1 Ways of LearningTeaching Objectives: Students are required to1.grasp the main idea (that it would be ideal if we can strike a balance between theChinese and Western learning styles) and structure of the text (introduction of the topic by an anecdote-elaboration by comparison and contrast—conclusion by a suggestion);2.appreciate the difference between comparison and contrast, as well as differentways to compare and contrast (point-by-point method or one-side-at-a-time method);3.master the key language points and grammatical structures in the textTeaching Procedures:Activity 1:1. Teacher asks students some questions.Q1: Is Learning a one-way street? (Parents and children should teach each other and learn from each other. Learning is a two-way interaction.)Q2: Can you guess what the theme of this unit, ways of learning, refers to? (Different people have different learning styles.)Activity 2:Teacher goes through the text with the students, helps them with words, phrases, sentences etc.New words and expressions1. attach: fasten or join (one thing to another)attach sth.to sth; eg. to attach a photo to a letter, be attached to sb./sth.eg. Most guys are attached to her beauty. attach importance to sb. /sth.eg. In English learning, people attach great importance to five basic skills. Namely, they are listening, speaking, reading, writing and translating as well.e.g. Scientists measure wind speed by attaching a wind meter to a kite and sending it up.e.g. You will find a copy of the document which is attached to this letter you asked for.2.not in the least: not at alle.g. I am not in the least touched by the Marilyn Monroe kind of beauty.e.g. Ann didn' t seem in the least concerned about her study.3.find one' s way: reach a destination naturally; arrive ate.g. Shanghai is not an easy city to find your way around.4.phenomenon:(pl.phenomena) sth.that happens or exists and that can be seen or experienced.e.g. Stress-related illness is a common phenomenon in big cities.e.g. Thunder and lightening are natural phenomena.5.initial: of or at the beginning, first(adj., used only before n.)e.g. Their initial burst of enthusiasm died down when they realized how much work the job involved.6. assist: help(used in the pattern: assist sb. To do sth, assist sb. with sth.)e.g. The professor was assisting his students to prepare their project.e.g. The college student decided to assist the boy with his study.7.somewhat: to some degree, a littlee.g. It is reported that conditions in the village have improved somewhat since November.8.await: (fml) wait forAwait is a fairly common word in formal writing, but you do not usually use it in conversation. Instead you use ―wait for.‖9. on occasion: now and thene.g. Steve spent almost all his time doing his research, but, on occasion, he would take his son to see a film.e.g. We must await the results of field studies yet to come.9.relevant: directly connected with the subject (followed by to, opposite irrelevant)e.g. Only a few people feel the debate about the cloning of human beings is relevant to their daily lives.10. on one’s own: a. without anyone‘s helpe.g. You needn‘t g ive me any help, I‘m able to manage on my own.e.g. I‘d rather not go to dance on my own. I do wish you‘d come with me.11. in due course: at the proper time; eventuallye.g. Your book will be published in due course.12. make up for: compensate fore.g. Her husband bought her a present to make up for quarreling with her the day before.13.view…as…:regard…as…14.in retrospect: on evaluating the past; upon reflectione.g. The young man knew in retrospect that he should have married his first love Emily.15. apply:a. be relevant (to sb./sth.); have an effect (used in the pattern apply to sb./sth.)e.g. The new pension arrangements won‘t apply to people born before 1960b. write a letter or fill in a form in order to ask formally for sth. (used in the pattern: apply for sth., apply to do sth.)e.g. We went to the sports club so often that we decided that we might as well apply to join.16.work at/on: try hard to achieve or improve (sth.)；从事于/致力于e.g. John came back ahead of time to continue working on his thesis.at work:在工作priority: a. sth.that one must do before anything elsee.g. Being a qualified teacher is her first priority.b. sth. that holds a high place among competing claimse.g. The school will give priority to English and computer studies.17.evolve: (cause to) develop gradually (followed by into/from)e.g. The story evolves into a violent tragedy.Ss make sentences by means of ―evolve‖:通俗歌曲是由民歌演变而来。
A Valentine StoryInstructor:Course book: New College English (Book One)Course type: Integrated language courseModule: Unit 6, Text A: A Valentine StoryDuration:80 minutesObjectives：Upon the completion of the lesson, the students shall be able to:1．understand the main idea ( the nature of a heart is seen in its response to the unattractive) and structure of the text2．grasp some information about western culture(Valentine’s Day).3．conduct a series of reading, listening, speaking and writing activities centered upon the theme of the unitTeaching difficulties and focusesprehension of the text2.Structure of the textMethods1.Task-Based Language Teachingmunicative approachTeaching Process:I. Lead-in activityII. The structure of the textIII. Text comprehensionIV. Post-reading activitiesStep I Lead-in activity1. Background information about the Valent ine’s Day2. Students are required to talk about the love stories they have or they know.Step II The structure of the textStep III. Text comprehension1. Read Part 1 carefully and answer the following questions.1). What do you think is the reason that John Blanchard came to the Grand CentralStation?2). Who do you think he was waiting for?3). Why did he straighten his uniform?2. Read Part 2 carefully and supply the missing information.1). Taking a book off the shelf he____________________________.2). With time and effort he__________________________________.3). I’d always be haunted by the feeling that you_________________.4). A girl he had never seen, yet whose written words_____________.3. Read Part 3 carefully and choose the best answer for each question.1). Who was coming toward Blanchard?A) A middle-aged woman.B) A young beautiful ladyC) A worn-out soldier.D) A lively and naive pupil.2). The young lady was dressed in________.A)the red suitB)the yellow suitC)the blue suitD)the green suit3). How old was the “supposed” Hollis Maynell?A) Over 20.B) Over 30 .C) Over 40 .D) Over 50 .4). While he spoke Blanchard felt choked by the bitterness of his _____________.A) disappointmentB) happinessC) excitementD) enjoyment5). How come the middle- aged woman was wearing the rose?A) The middle- aged woman was Miss Maynell.B) The middle- aged woman happened to wear the rose.C) The real Miss Maynell begged her to wear the rose on her coat to testBlanchard.D) Miss Maynell didn’t want to see Blanchard.6). Why did Miss Maynell ask the middle-aged woman to act as her?A) It was a joke.B) It was a sense of humor.C) It was April Fool’s Day.D) It was some kind of test.4. Read Part 4 carefully and answer the following questions.1). What did Miss Maynell want to find out through the test?2). How do you understand Houssaye’s remark “tell me whom you love, and I willtell you who you are”?5. Rearrange the following sentences in a logical order according to the text.a. A woman well past 40 appeared, wearing a rose which was used to identify thegirl Hollis Maynell.b. John Blanchard went to the woman and asked the woman out to dinner.c. They scheduled their first meeting in Grand Central Station.d. John Blanchard’s interest in Hollis Maynell had begun twelve months before in aFlorida library.e. The woman told John Blanchard that it was the young lady in the green suit whohad asked her to do so.Step IV. Post-reading activitiesStudents are required to have a role play on this valentine story and try to perform the following verbal phrases as many as possible.have one’s face broaden into a smile stand up from one’s seat straighten one’s clothes stand directly behind sb..make one step closer to sb. start toward sbsquare one’s shoulders hold out a bookhold out a book to sb. grip a book。
全新版大学英语(第二版)综合教程Unit6Unit6 主要内容本单元主要讲解了以下几个内容：1.介绍了有关健康和生活方式的词汇和表达方式；2.分析了一些可能影响健康的因素；3.提供了改善健康的建议和方法；4.学习了关于饮食和锻炼的知识。
词汇和表达方式本单元介绍了一些与健康和生活方式相关的词汇和表达方式。
其中包括：•Health：健康•Diet：饮食•Exercise：锻炼•Lifestyle：生活方式•Nutrition：营养•Balanced diet：均衡饮食•Sedentary lifestyle：久坐不动的生活方式•Stress：压力•Relaxation techniques：放松技巧•Body mass index (BMI)：身体质量指数通过学习这些词汇和表达方式，我们可以更好地理解和讨论有关健康和生活方式的话题。
影响健康的因素在本单元中，我们分析了一些可能影响健康的因素。
这些因素包括：1.饮食：不良的饮食习惯可能导致肥胖、营养不良等健康问题；2.锻炼：缺乏锻炼可能导致肌肉萎缩、心血管问题等；3.生活方式：久坐不动、吸烟、过度饮酒等生活方式可能对健康产生负面影响；4.压力：过度压力可能导致焦虑、抑郁等心理健康问题。
了解这些因素对我们改善健康和采取相应措施至关重要。
通过调整饮食习惯、增加运动、减少不良生活方式、学会应对压力等，我们可以更好地保持健康。
改善健康的建议和方法本单元提供了一些有关改善健康的建议和方法。
以下是一些常见的建议：1.均衡饮食：合理搭配各类食物，确保摄入足够的营养；2.多锻炼：每天进行适度的有氧运动，如散步、跑步等；3.拒绝久坐：经常起身活动，做一些运动伸展；4.戒烟限酒：戒掉吸烟习惯，限制饮酒量；5.学会放松：使用一些放松技巧缓解压力，如冥想、呼吸练习等。
通过采取这些改善健康的建议和方法，我们可以提高身体和心理的健康水平，并享受更好的生活质量。
饮食和锻炼的知识在本单元中，我们还学习了一些关于饮食和锻炼的知识。
