New research on vegetables and aging gives mothers

New research on vegetables and aging gives mothers
New research on vegetables and aging gives mothers

New research on vegetables and aging gives mothers another reason to say "told you so." It found that| eating vegetables appears to help keep the brain young and may slow the mental decline sometimes associated (与…有关的) with growing old.

On measures of mental sharpness, older people who ate more than two servings (份) of vegetables daily appeared about five years younger at the end of the six-year study than those who ate few or no vegetables.

The research in almost 2,000 Chicago-area men and women doesn't prove that vegetables reduce mental decline, but it adds to mounting evidence pointing in that direction. The findings also echo previous research in women only.

Green leafy vegetables including spinach (菠菜), kale (甘蓝) and collards (羽衣甘蓝) appeared to be the most beneficial. The researchers said that may be because they contain healthy amounts of vitamin E, an antioxidant (抗氧化剂) that is believed to help fight chemicals produced by the body that can damage cells.

Vegetables generally contain more vitamin E than fruits, which were not linked with slowed mental decline in the study. Vegetables also are often eaten with healthy fats such as salad oils, which help the body absorb vitamin E and other antioxidants, said lead author Martha Clare Morris, a researcher at the Rush Institute for Healthy Aging at Chicago's Rush University Medical Center.

The fats from healthy oils can help keep cholesterol low and arteries (动脉) clear, which both contribute to brain health.

The study was published in this week's issue of the journal Neurology (《神经病学》) and funded with grants from the National Institute on Aging.

"This is a sound paper and contributes to our understanding of cognitive (认知的) decline," said Dr. Meir Stampfer of Harvard's School of Public Health.

"The findings specific for vegetables and not fruit add further credibility (可信性) that this is not simply a marker of a more healthful lifestyle," said Stampfer, who was not involved in the research.

The research involved 1,946 people aged 65 and older who filled out questionnaires about their eating habits. A vegetable serving equaled about a half-cup chopped or one cup if the vegetable was a raw leafy green like spinach.

They also had mental function tests three times over about six years; about 60 percent of the study volunteers were black.

The tests included measures of short-term and delayed memory, which asked these older people to recall elements of a story that had just been read to them. The participants also were given a flashcard (抽认卡) -like exercise using symbols and numbers.

Overall, people did gradually worse on these tests over time, but those

who ate more than two vegetable servings a day had about 40 percent less mental decline than those who ate few or no vegetables. Their test results resembled what would be expected in people about five years younger, Morris said.

The study also found that people who ate lots of vegetables were more physically active, adding to evidence that "what's good for your heart is good for your brain," said neuroscientist Maria Carillo, director of medical and scientific relations for the Alzheimer's (老年痴呆症) Association.

The study examined mental decline| but did not look at whether any of the study volunteers developed Alzheimer's disease.

高考英语 Module 6 Old and New练习题 外研版必修3

Module 6 Old and New I. 阅读理解 A Most people who move to a foreign country or culture may go through some form of culture shock,and its degree is determined by the differences between cultures,the anxiety to adapt to a new culture and the familiarity with a new culture,etc.If you go,for example,to a culture that is far different from your own,you’re likely to experience culture shock more sharply than those who move to a new culture knowing the language and the custom of it. It is important to understand and learn how to deal with culture shock if you are to adapt successfully to your new home’s cultures.There are four general stages of cultural adjustment,and being aware of them helps you understand that culture shock won’t last long.It’s just a process you a re going through rather than a constant situation. The first stage is usually referred to as “the honeymoon stage”.Upon arriving in a new environment,you’ll be interested in the new culture.Everything will seem thrilling and everyone will seem friendly and helpful.During this stage you are merely taking in these impressions passively. But it isn’t long before the honeymoon stage gives way to the second stage—“the withdrawal stage”.The excitement you felt before is gone and problems arise.The language is hard to learn,people are unusual and unpredictable,friends,are hard to make,and simple things like shopping and going to the bank are challenges.It is at this stage that you are likely to feel anxious and homesick,and you will probably find yourself complaining about the new cu lture or country.This is the stage called “culture shock”. At some point,if you can manage it well,you’ll begin the transition into the next stage,“the recovery stage”,in which you’ll feel more confident functioning in the new culture.Customs and traditions are clearer and easier to understand.At this stage,you’ll deal with new challenges with humor rather than anxiety. 1.According to the passage,culture shock can be________. A.dealt with more easily for some people B.reduced by learning the language alone C.avoided by knowing adjustment stages D.got rid of by learning just the custom 2.“The honeymoon stage” here refers to________. A.the first month after the wedding B.the period of excitement C.the stage of adaptation D.the holiday for a newly-married couple 3.Which of the following doesn’t belong to the second stage? A.Becoming upset. B.Missing family. C.Feeling confident. D.Making complaints. 4.What would be probably discussed in the following paragraph?

高中英语Module6OldandNewSectionⅣOtherPartsoftheModule教学案外研必修3

Module 6 Old and New Section Ⅳ Other Parts of the Module [原文呈现] The Empire State Building, New York Most① of the tallest buildings in the world were built in the 1990s and in the twenty-first century, but the two tallest buildings in the US were built much②earlier. In fact, the second tallest building in the US is more than③ 75 years old! The Empire State Building, ④which was the tallest building at the time⑤ was finished in May 1931. It was the tallest building in the world until the World Trade Centre was built in New York in 1972. The World Trade Centre twin towers, which were destroyed⑥ in September 2001⑦, were 417 and 415 metres high⑧. [读文清障] ①most pron.大多数,与of连用时,句中谓语动词的单复数形式取决于of后面的名词的单复数形式。 ②much修饰比较级,用来加强语气。 ③more than多于;不仅仅是;非常 ④which was the tallest building at the time是which引导的非限制性定语从句,修饰先行词the Empire State Building。 which不能用that来替换,that不能引导非限制性定语从句。 ⑤at the time在那时 ⑥destroy v.破坏,毁坏,之所以与were连用,是因为先行词是the World Trade Centre twin towers。 ⑦which were destroyed in September 2001是which引导的非限制性定语从句。 ⑧注意此句的表达法:“...+be+数字+度量名词+adj.”表示“某物有多高/长等”。 纽约帝国大厦 [第1~2段译文] 世界上大多数最高的建筑物是在20世纪90年代和21世纪建成的,但是美国的两座最高的建筑物建成得要早得多。实际上,美国第二高的建筑物已经有超过75年的历史了! 帝国大厦是在1931年5月完工的,在那时它是最高的建筑物。它一直是世界上最高的建筑物,直到1972年世界贸易中心在纽约建成。2001年的9月被毁坏的世界贸易中心的双子塔分别有417米和415米高。 Facts about the Empire State Building:

外研版学高中ModuleOldandNew英美文化欣赏教案必修英语 解析版

【导读】《大卫·科波菲尔》是英国小说家查尔斯·狄更斯创作的长篇小说,被称为他“心中最宠爱的孩子”,于1849至1850年间,分二十个部分逐月发表。全书采用第一人称叙事,融进了作者本人的许多生活经历,反映了狄更斯希望人间充满善良正义的理想。 David Copperfieid(excerpt) That was how I was born.My early childhood was extremely happy,as my beautiful mother and kind Peggotty took care of me.But when I was about eight,a shadow passed over my happiness.My mother often went out walking,in her best clothes,with a gentleman called Mr Murdstone.He had black hair,a big black moustache and an unpleasant smile,and seemed to be very fond of my mother.But I knew that Peggotty did not like him. A few months later Peggotty told me that my mother was going to have a short holiday with some friends.Meanwhile Peggotty and I would go to stay with her brother Daniel in Yarmouth,on the east coast,for two weeks.I was very excited when we climbed into the cart,although it was sad saying goodbye to my mother.Mr Murdstone was at her shoulder,waving goodbye,as the driver called to his horse,and we drove out of the village. When we got down from the cart in Yarmouth,after our journey,Peggotty said,“That's the house,Master DaviD.” I looked all round,but could only see an old ship on the sanD.“Is that—that your brother's house?”I asked in delight.And when we reached it,I saw it had doors and windows and a chimney,just like a real house.I could not imagine a nicer place to live.Everything was clean and tidy,and smelt of fish.Now I was introduced to the Peggotty family.There was Daniel Peggotty,a kind old sailor.Although he was not married,he had adopted two orphans,who lived with him and called him Uncle.Ham Peggotty was a large young man with a gentle smile,and Emily was a beautiful,blue-eyed little girl.They all welcomed Peggotty and me warmly. 大卫·科波菲尔(节选) 就这样我来到了世上。孩提时的我非常幸福,因为有我美丽的母亲和善良的辟果提照顾我。然而,在

外研版必修三Module 6 Old and New教案设计

Module Six Old and New Step 1 Presentation Read the sentences and answer the questions. a I met a man my grandfather worked with thirty years ago. b I met a man who my grandfather worked with thirty years ago. c I wante d to visit th e house that my grandparents lived in. d Th e bus which I took back to my birth place was full o f visitors from other parts of China. 1 Do the first two sentences mean the same thing? 2 In the first two sentences, who is the subject of the verb work ----the man or the grandfather? 3 Can the words that and which be removed from the third and forth sentences without changing the meaning? Suggested answers: 1.Yes, they do 2.The grandfather 3.Yes, they can Step 2 Explanations: 定语从句的缩短 定语从句可以缩短或简化,主要通过以下形式: 一、省略作宾语的关系代词 在定语从句中作宾语的关系代词有who(m),which,that。在限制性定语从句中,当who(m)和that作宾语用于指人时,可以互换使用,通常可以省略;当that和which作宾语用于指物时,两者也可以互换使用,关系代词that/which也通常省略。例如: Is that the man(whom)/(who)/(that)you gave your tickets to?(whom,who或that可以省略) Is that the address(which)/(that)you sent the telegram to?(which或that可以省略)

四年级英语上册《Lesson 2 New and old》教案

Unit 1 The Clothes We Wear Lesson 1 Skirt and trousers 教学目标: 1.知识目标: (1)学生能听懂、会说、认读并书写词汇:is, are, new, old, it, they (2)学生能听懂、会说句子:This is a new sweater. These are old trousers. Is it new? Yes. Are they new? No. They're old. 2.能力目标: (1)在日常情境中注意观察,并用简单的英语对话(对每季度所穿衣服能加上颜色进行描述) (2)养成听录音和跟读句子的习惯。 3.情感目标: 在每天的生活中试着模仿和运用英语。 教学重点: 1.学生能听懂、会说、认读并书写词汇:is, are, new, old, it, they 2.学生能听懂、会说句子:This is a new sweater. These are old trousers. Is it new? Yes. Are they new? No. They're old. 教学难点: 代词it和they的区别及其在句子中的具体应用。 教学准备: 教学光盘、上一课的词汇卡和图片、新旧物品的图片或实物 在教室里挂一些本单元要学的服装实物,以便有真实的例子供学生练

习。 教学过程: Step1: Warm-up 1.问候Greeting。并复习学过的衣服单词,利用句型 What's this/What are these? This is a… These are… 2.课文导入Lesson hook:今天我们要学习谈论衣服的更多说法。Step 2: Presentation 1. New or old? 看第一部分4幅图,讨论左右两边的衣服有什么不同。 板书:new,old 课件出示新旧衣服图片,问:Is this a new/an old sweater? Are these new/old trousers? 出示四幅图的句子:This is a new sweater. This is an old sweater. These are new trousers. These are old trousers. 领读2遍,学生看书播放录音三遍跟读,练习读熟。 练习: (1)示范练习: 教师指向毛衣图片,与学生甲对话 What's this? It's a sweater. Is it new? Yes. It's a new sweater. 再指向裤子:What are these? These are trousers. Are these old? No. They're new trousers. (2)链式游戏:

高一英语外研版必修3教案: Module6OldandNewPeriod3

Module 6Old and New Period 3Grammar 1 & Grammar 2 & Writing 整体设计 教学内容分析 这一课时包括语法1,语法2 和写作。语法1主要是关于who 和which引导的非限制性定语从句。语法2 主要是定语从句的省略,如created by,living in。在这节课的最后一部分是发展学生的写作能力。在这一部分中,学生将要写一封关于到一个地方参观的电子邮件。 三维目标设计 Knowledge and skills 1.To help the students learn and revise the following words and expressions. Words:construction,project,region,essential,reservoir,submerge Expressions:hold back,take away,make sense,a large amount of,be full of,work with 2.To help the students learn the usage of non-defining attributive clauses and contraction of attributive clauses. 3.To help the students learn how to write an email about a visit to a place. Process and methods 1.To encourage the students to take an active part in the learning activities by giving them clear instructions on what to do while reading a new passage.In addition,correct possible mistakes they might make in a proper way by making necessary changes while repeating their sentences. 2.To encourage the students to cooperate with the others by working in pairs or in groups of four. 3.To make sure that the students pay attention to the important points by summarising the usage of non-defining attributive clauses and contraction of attributive clauses. Emotion,attitude and value 1.To let the students have confidence in learning English and express themselves freely. 2.To help the students appreciate the advantage of cooperative learning. 教学重点 1.To get the students to have knowledge of these grammar points:non-defining attributive clauses and contraction of attributive clauses. 2.To enable the students to use non-defining attributive clauses and contraction of attributive clauses. 教学难点 1.To help the students learn to use non-defining attributive clauses and contraction of attributive clauses. 2.To help the students write a description about a place. 教学过程 Lead-in 【3 min.】 Brainstorming. First ask the students to look through the following non-defining attributive clause and ask them to give their own examples. The power of the Yangtze River,which is the world's third longest river,has been harnessed by the Three Gorges Dam. Grammar 1 【8 min.】 1.Show the four sentences on page 54. a.Mao Zedong wrote a poem in which he dreamed of“walls of stone to hold back clouds and rain”. b.The Three Gorges Dam,which is the biggest construction project in China since the building of the Great Wall and the Grand Canal,has been built to control flooding. c.Sun Yat-sen,who was the leader of the 1911 Revolution,first suggested the idea in 1919. d.More than a million people who lived in the region have moved from their homes. Ask the students to read the four sentences and answer the following questions.

Module 6 Old and New 教案

Module 6 Old and New Ⅰ单元教学目标 Ⅱ目标语言

Ⅲ.教材分析与教材重组 1.教材分析 本单元的中心话题是“建筑”,所谈论的话题涉及古今中外的一些著名建筑及文化遗迹。目的在于通过单元教学,让学生了解古今中外的知名建筑,培养学生的审美观,并能就所谈论的话题写出一则新闻报道。 1.1 Introduction部分通过四个问题的提问让学生进行说前的热身,接着通过对三段小短文的展开讨论让学生明确本单元的话题。 1.2Reading部分向我们介绍了新建的三峡大坝。文章从三峡大坝兴建的原因、建成的规模、建成后的利与弊等方面进行了介绍。文章语言简洁、条理清晰,不仅有助于提高学生的阅读能力,而且在写作上也会让学生有所启发。 1.3 Grammar 1部分是学习非限制性定语从句的相关知识。

1.4 Writing部分通过范例让学生掌握写e-mail的结构特点,并通过模仿达到会撰写,目的在于提高学生的英语写作能力。 1.5Speaking部分通过讨论的形式练习提高学生的口语表达能力,同时也可以让学生进一步熟悉本单元的话题。 1.6Grammar 2部分是学习定语从句引导词的省略的知识。该部分通过多种形式的练习让学生逐渐理解和掌握这一知识。 1.7 Listening部分设置了与本单元话题相关的短文,既可以提高学生的听力,也可以在这个过程中让学生了解更多的文化背景知识。 1.8Pronunciation部分主要练习朗读含有定语从句的句子,要让学生注意语音和语调,提高学生的口语表达能力。 1.9 Function and Everyday English部分让学生了解一些用于表达强烈感情的形容词,目的在于提高学生运用词汇来描述和交流情感的能力。 1.10Culture Corner分为两部分。阅读部分介绍了美国纽约的帝国大厦,以作为对Reading的补充。另一部分则列出了高度世界排名前十位的著名建筑,开拓了学会的视野,丰富和扩充了学生的课外知识。 1.11Task的前两部分要求学生写出一则新闻介绍某一中国建设过程的开工典礼或建设。第三部分要求学生转换角色进行表演。 2.教材重组 2.1将Introduction, Function and Everyday English和Speaking部分整合在一起上一节“口语课”。Speaking部分既是Introduction部分第三段小短文的延伸,同时又可以引申出下节课的话题,为Reading部分埋下伏笔。 2.2将Reading and V ocabulary, Task和练习册中的vocabulary整合在一起上一节“阅读课”。练习册中的vocabulary是对Reading的补充和巩固。 2.3将Grammar 1, Grammar 2, 和练习册中的Grammar部分整合在一起上一节任务型“语法课”。涉及的主要任务有:学习非限制性定语从句和探讨定语从句引导词的省略问题。 2.4 Writing部分的短文可作为写作的范例,将Writing和练习册中的Writing 整合在一起上一节“写作课”。 2.5将Listening, Pronunciation和练习册中的Listening and Speaking整合在一

必修3 Module6 Old and New单元重难知识点总结

Unit 6. Old and New 一.重点词汇及拓展 1. date vi.始于(某一历史时期) 2.generate vt.发(电) 3.harness vt.利用;将(自然力)变成动力 4.narrow adj.狭窄的 5.remove vt.迁移;搬迁 6.ridiculous adj.荒唐的;可笑的 7.enormous adj.庞大的;巨大的 8.foggy adj.有浓雾的 9.crash vi.(飞机)失事;坠毁 10. civil adj.民用的,国内的→civilize v.使文明,使开化→civilization n.文明11.engineering n.(土木)工程→engineer n.工程师→engine n.发动机12.accommodate vt.容纳(乘客等)→accommodation n.容纳13.construction n.建造;建筑→construct vt.建造→constructive adj.建设性的14.freezing adj.极冷的→freeze v.冷冻 二.重点短语 1. date from起源于 2.hold back阻止 3.come true(梦想等)变成现实 4.bring an end to结束,终止 5. work out算出,解决 6.dream of梦想 7.now that既然 8.make sense有意义,有道理 三.重点句型 1. It took six years to build and cost US $20 billion.它花费了6年时间建成,耗资200亿美元。 2.sb.be surprised to do sth.某人惊奇地做某事zxxkw 四.语法 1. Nondefining attributive clauses(非限制性定语从句) 2.Contraction of attributive clauses(定语从句的省略形式) 一.重点词汇及拓展 1.date n.日期,年代;时代;约会 v.加日期于;起始于(某时期);属于(某时期) 归纳拓展 (1)date from/back to属于(某一历史时期);始于……;追溯到……(二者作谓语时常用一般现在时,且无被动语态和进行时态。若句中有信息提示从过去某一时间往前推,则用过去时态。) (2)to date到目前为止;迄今,至今 out of date 过时的;过期的 up to date现代的,直到最近 set a date for选定……的日期 go out for a date出去约会

新译林三下Unit 5 How old are you教案

Unit 5 How old are you? 第一课时 教学目标:1.能初步感知、体验单词lovely, nine, eight, our, five, six, seven, ten, 2.能在情境中感知如何谈论年龄,能初步听懂、会说、会读句型日常交际用语:How old are you? I’m …. How lovely! Here you are. 3. 能正确地理解并朗读对话内容,在教师的引导和帮助下尝试复述、表演课文。 4. 能初步运用本课所学的词汇和句型,询问年龄。 教学重难点:1. 能在情境中感知如何谈论年龄,能初步听懂、会说、会读句型日常交际用语:How old are you? I’m …. How lovely! Here you are. 2.能正确地理解并朗读对话内容,在教师的引导和帮助下尝试复述、表演课文。 教学过程:Step 1. Greeting and warm up T: …, please close the door. …, please close the window. Good morning/afternoon, boys and girls. Ss: Good morning/afternoon, Miss Chen. T: …, can you count from one to ten?学生试着说,What’s this number? (呈现数字8) Ss: Eight. (T教eight,以同样的方法教nine,ten) Step 2.Presentation and practice . T:(出示Mike, Helen, Tim的图片)Look, this is Mike.Mike is nine.And how old are you? Ss: I’m eight/nine /ten . 新授句型,引导学生问答。 T: Good. Helen is Mike’s sister.And how old is Helen? Guess! (引导学生猜测Helen的年龄)She’s …. Step 3. Learn to say . 出示图片T:This is a museum. Mike and his family are in a museum. What can you see? Ss: Toys. T: Yes, and what are they going to do ? Let’s have a look. 1.观看动画,整体感知课文:Do they see toys in the museum? How do they feel? Find the sentence: Look!How lovely! 2.提出问题,让学生带着问题再听一遍录音:How old is Mike? How old is Helen?How old is Tim? 学生操练:How old are you ? I’m nine/eight/two. 3.仔细读课文, 出图片3 :This is for you. Thank you. 出图片4 :Here you are . Thank you. 4.Read after the tape.逐句跟读,注意语音语调。 Read together. 注意人物的表情和动作。 Read in roles.让学生自己去读,感受语音语调,鼓励学生加入自己的感情动作来表演对话。 Act in roles. 4人小组进行表演。 Step 4 Consolidation Make a dialogue.引导学生在习得课文语句的基础上进行对话创编: T:Now I’m the worker at the Toy Museum. Look at the toys . Ss: How lovely! T: Hello! How old are you? S: I’m …. T: This …is for you./Here you are.学生在小组内开展对话练习与创编。 Homework 1.Read the dialogues after the tape and imitate the pronunciation. 2.Read and recite Story time.

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