暑期考研集训营教案 英语地理名称
暑期考研集训营教案英语动名词及形容词词缀
暑期考研集训营教案英语动名词及形容词词缀一、教学目标：1. 让学生掌握动名词和形容词词缀的概念及用法。
2. 培养学生运用动名词和形容词词缀进行有效沟通的能力。
3. 提高学生考研英语词汇分数。
二、教学内容：1. 动名词词缀：如-ing, -ation, -ment等。
2. 形容词词缀：如-ive, -able, -ful等。
3. 动名词和形容词词缀的典型例子。
三、教学过程：1. 导入：通过举例介绍动名词和形容词词缀的概念。
2. 讲解：详细讲解动名词和形容词词缀的用法及构成。
3. 练习：学生分组进行练习，用所学的词缀构成新词。
4. 拓展：引导学生运用词缀识别和构造词汇。
5. 总结：对本节课的内容进行总结。
四、教学方法：1. 讲授法：讲解词缀的概念和用法。
2. 练习法：学生分组练习，巩固词缀用法。
3. 任务型教学法：引导学生运用词缀解决实际问题。
五、教学评价：1. 课堂参与度：观察学生在课堂上的发言和互动。
2. 练习完成情况：检查学生练习题的完成质量。
3. 课后作业：布置相关作业，巩固所学内容。
注意事项：1. 确保学生掌握动名词和形容词词缀的基本概念和用法。
2. 鼓励学生在课堂上积极发言，提高课堂互动性。
3. 课后及时批改作业，给予学生反馈。
六、教学资源：1. PPT课件：展示动名词和形容词词缀的例子和用法。
2. 练习题：提供相关的练习题供学生巩固知识点。
3. 词汇卡片：制作动名词和形容词词缀的词汇卡片，方便学生随时查阅和记忆。
七、教学步骤：1. 第一步：引入动名词和形容词词缀的概念，让学生了解它们的定义和作用。
2. 第二步：讲解动名词和形容词词缀的用法，通过PPT课件和实例进行说明。
3. 第三步：进行课堂练习，让学生分组用所学的词缀构成新词，并互相交流。
4. 第四步：进行任务型教学，引导学生运用词缀解决实际问题，如阅读理解、写作等。
5. 第五步：总结本节课的重点内容，提醒学生课后复习和练习。
八、教学反思：1. 是否有效地讲解了动名词和形容词词缀的概念和用法？2. 学生是否积极参与课堂练习和互动？3. 任务型教学是否有助于学生运用词缀解决实际问题？4. 课后作业的布置是否合理，能否巩固所学内容？九、课后作业：1. 复习动名词和形容词词缀的概念和用法。
自然地理——专业英语电子教案
Lesson One NEW WORDS1.sleet n.冻雨，雨夹雪2. depend vi.依赖,取决于3. hail n.雹4. form vt.,vi.形成5. low a.低的6. temperature n.温度7. molecule n.分子8. cling vi.粘着9. droplet n.小水滴10. dust n.灰尘11. particle n.粒子,微粒12. nucleus n.核,原子核13.dew n.露水14.crystal n.晶体15.condensation n.冷凝,凝结16. rapid a.快的17.moisture n.湿气,水分18. freeze vi.结冰19.raindrop n.雨点20.instead ad.代替,替换21.snowflake n.雪片22.shape n.形状23. flake n.薄片24.hexagonal a.六角形的25.lens n.透镜26.strike vt.,vi.打击击中,撞27.thunderstorm n.雷雨28.swift a.迅速的29.current n.气流,潮流30.toss vt.,vi.抛,扔,颠簸31.acquire vt.取得,获得32.hailstone n.冰雹33.stick vi.粘住34.theory n.理论35.explain vt.说明,解释,阐明PHRASES AND EXPRESSIONSThe more the more越…越…So that 如此…以致…Take place 发生As soon as 一…就…High above 大大高于Well below 远远低于Take on 呈现A bit of 一点A mass of 一块Start out 出发,着手进行layer of 一层TEXTRAIN, SNOW, SLEET, AND HAILThe forming of rain in a cloud depends upon temperature. The lower the temperature, the more the molecules of water vapor in the cloud cling together. Then they form droplets of water. Usually droplets form around dust or other particles in the air when the dew point is reached. If ice crystals are in the cloud, even more droplets may form.In clouds, condensation may be so rapid that millions of droplets of water are formed. As these droplets collect more molecules and therefore become heavier, their weight makes them fall to the earth. If the temperature of the air is above freezing the drops will fall as rain.When the air high above the earth is well below freezing, the moisture in the air does not form raindrops. Instead, it forms snow. Snowflakes take on many interesting shapes. They seem to be formed around a center. Snow is made up of millions of these flakes, each a bit of water vapor that in freezing temperatures was changed into a flake of snow.Snowflakes are really crystals; they are water molecules grouped in a hexagonal pattern. It is interesting to study snowflake crystals under a hand lens.Sometimes droplets of water start out as rain and change into another form on their way to the earth. The raindrops may start downward through a layer of warm air and then strike a mass of cold air, where each raindrop freezes. These frozen raindrops fall to the earth as sleet; skeet us frozen rain.Sometimes still another change may take place in drops of rain. During a thunderstorm, swift upward currents of air usually carry raindrops with them. As the air grows colder, these raindrops may form little balls of ice. In a mass of warm air, they may get a coating of moisture, which freezes as soon as they are tossed up again into a colder mass of air. Up and down they are carried, acquiring more and more layers of ice. This goes on until the balls of ice become heavy enough to fall to the earth as hailstones. If you cut a hailstone in two, you can see the layers of ice.Some scientists think that hailstones are formed in a different way. A hailstone nucleus, a tiny droplet of water that is frozen, may form high in the atmosphere. As it falls through a cloud, it meets cold water droplets and snowflakes which stick to this nucleus. The hailstone may meet many of these droplets and snowflakes before it falls from the cloud to the earth. As the droplets of water stick to the hailstone, they add a clear layer of ice. As snowflakes stick to it, they form a cloudy layer. This theory explains why clear and cloudy layers are found inside the hailstone when it is cut open.EXERCISESplete the following sentences with nouns formed from the verbs given in brackets.1.The＿of rain depends on the ＿and the ＿of tiny droplets of water vapour in the cloud.(form/condense/combine)2.When the droplets are heavy enough to fall, ＿can take place.(precipitate)3.The ＿and ＿of water can be observed in everyday life.(evaporate/condense)4.The ＿of ice to water and water to water vapour by heating is a good ＿of the change of state of matter.(convert/illustrate)5.The 100 equal ＿are made after the ＿by＿of the boiling point of water and the melting point of ice.(divide/determine/observe)6.The best ＿of what takes place is the ＿of good examples.(explain/provide)7. A lake which is used for water＿is sometimes high enough for the ＿of ＿by gravity to transport the water along the pipes to the houses below.(store/exert/press)8.In science, the Centigrade thermometer is used for the ＿of temperature.(measure)II. Answer the following questions based on information found in the text.1.How is rain formed?2.When does the moisture in the air from snow?3.What is snow made up of?4.What is the difference between rain and sleet?5.Why are clear and cloudy layers found inside a hailstone when it is cut open?III. Give the English equivalents of the following expressions.1.取决于温度2.使雨点落到地面3.呈不同形状4.冷到足以形成小冰珠5.切成两半IV.Explain the different uses of the word “form” in the following sentences:1.The forming of rain is discussed in the text.2.The molecules of water vapor form droplets.3.If ice crystals are in the cloud, even more droplets may form.4.Sometimes droplets of water start out as rain and change into another form on their way to the earth.5.Some scientists think that hailstones are formed in a different way.6.The molecules if water vapor come together, forming droplets of water.V. Replace each dash ＿with the proper form of the verb “freeze”.1.When the air is well below＿,the moisture in the air forms snow.2.In ＿temperatures water vapor will be changed into snowflakes.3.In a mass of cold air each raindrop＿.4.Sleet is ＿rain.5.A hailstone nucleus is a tiny droplet of water which is ＿.VI. Translate the following sentences into English.1.水滴开始在空气中形成时的温度叫露点.2.空气越热,它能容纳的水分越多.3.雾是靠近地面的云.4.地球表面夜晚通常要比白天冷.5.当含有水分的空气接触到寒冷的地面时,水汽开始从空气中跑出来并以水滴的形式聚集在它所接触到的任何东西上面.6.没有雨,就不能有植物,没有植物,也就没有动物.XII. Translate the following passage into Chinese.In some regions, particularly the dry ones ,there is water vapor in the air, but the conditions may seldom be right for this vapor to condense and fall as rain or snow. Rain, snow, hail, dew, and are known as precipitation. Even where rainfall is usually moderate, there is at times a lack of rain. A drought may lead to serious water shortages, as it did in New York City in 1949 and 1950 and again in 1963 to 1966.In the summer of 1949, New York City’s res ervoirs were down to one third of what they normally held. Several billion gallons of water were being used each day. So serious was the water shortage that people were asked to have one bathless, shaveless, and washless day a week. Cars went unwashed, lawns and parks unsprinkled. Even a glass of water was not served in restaurants unless asked for.Lesson TwoNEW WORDS1.mineral n.矿物2.property n.性质,特性3.naked a.裸露的4.detail n.详情5.reveal vt.暴露6.magnify vt.放大7.magnification n.放大率8.hang vt.,vi.悬挂,吊9.particularly ad.特别,格外10.distinguish vt.区别,辨认,把…区别分类11.define vt.规定,下定义12.unique a.唯一的,独特的13.grain n.颗粒14.quartz n.石英15.quality n.质量plex a.复杂的,复合的17.mixture n.混合物18.vary vi.变化,不同19.precise a.精确的20.garnet n.柘榴石position n.构成组成22.variety n.多种,异种种类23.range n.范围,领域24.proportion n.比例25.hence ad.因此26.immense a.无限的, 广大的27.bewilder vt.使为难,使手足无措28.array n.排列29.classify vt.分类30.sort vt. (out)分类,划分31.major a.较重要的,主要的32.division n.分类,划分33.divide vt. (into)划分,把…分成为…34.igneous a.火成的35.sedimentary a.沉淀的,沉积的36.metamorphic a.变形的,变质的37.kingdom n.领域王国,界38.distinctive a.特殊的,有特色的39.earmark n.记号40.remarkable a.值得注意的,显著的41.accurate a.精确的42.dozen n.一打,若干,许许多多43.simplification n.简单化,单一化44.rare a.稀少的,少见的45.unusual a.不平常的,少见的46.subspecies n.亚种47.recognize vt.承认,认出48.sophisticate n.世故的人49.glean vt.苦心搜集,选集50.explanation n.解释51.professional a.职业的,本职的52.petrologist n.岩石学家53.mineralogy n.矿物学PHRASES AND EXPRESSIONSFor example例如Because of 由于,因为Regardless of不管,不顾(to) be faced with …面对着…,面临(to)make order 整理despite of 不管,任凭even if 即使either…or…或…或…on the one hand…on the other hand…一方面…另一方面…TEXTROCKS ARE MADE UP OF MINERALSMost of a rock’s properties are easily seen with the naked eye, though the details are better revealed with a low-power magnifying glass (magnification of 5 × to 10×) —the hand lens that field geologists usually have hanging around their necks. From the characteristics show, particularly the physical and chemical properties we can distinguish several thousand minerals, each defined by its unique set of properties. Thus all grains or crystals of quartz have just about the same qualities, regardless of the kind of rock in which they are found. Some minerals, particularly those that have a more complex mixture of atoms, vary slightly in their properties, depending on their precise composition. A mineral like garnet, for example, has a number of varieties, each with its own range of composition, such as the proportions of iron and other elements, and hence, properties. Rocks are not as uniquely defined by their properties as minerals are. Because of the immense number of ways in which the thousands of minerals can be combined, the geologist is faced with a bewildering array of rock types. The only way for us to make order out of this array is to classify like with like and to sort out by general type. The major division of rocks into igneous, sedimentary, and metamorphic is just such an aid. Within each major division there are many groups and types. Using characteristic properties, we can divide the rock kingdom into several hundred general types, each with its own more or less distinctive earmarks.Despite all of these numbers, it is remarkable how much can be done even if only a small number of the most common minerals and rocks are known. In most parts of the world a field geologist can make an accurate geologic map by knowing only a few dozen major minerals and even fewer common rock types. This simplification is possible because most of the thousands of known minerals are either rare or unusual on the one hand or subspecies or varieties on the other. Thus the geologist who can recognize garnet will do well, even though a mineral sophisticate who can distinguish the many varieties of garnet by their slightly different chemical compositions might do better. Naturally, the more we can distinguish, the more the information gleaned, and the greater the power of our theories of explanation. Than is why professional petrologists have to know a great deal about mineralogy.EXERCISESI.Match the words in Column A with their definitions in Column B, placing the appropriate letters in the blanks:Column A Column B＿1. Reveal a. Change＿2. Quality b. Put into groups＿3. Regardless of c. Distinguish＿4. Vary d. Unusual＿5.depending on e. gather＿6. Classify f. Property＿7. Precise g. Show＿8. Rare h. According to＿9. Recognize i. Negligent＿10. Glean j. AccurateII.Answer the following questions in English.1.How can we distinguish different kinds of minerals?2.Why is the geologist faced with a bewildering array of rock types?3.What are the three major divisions of rocks?4.How many types can the rock kingdom be divided into?5.How can a field geologist make an accurate geologic map by knowing only a few dozen major minerals and even fewer common rock types?6.Why do professional petrologists have to know a great deal about mineralogy?III.Give the English equivalents of the following expressions.1.用肉眼可以看到2.面临一些问题3.具有相同的特性4.把相似的东西归为一类5.几十种主要矿物6.差别微小的化学组成IV. Give nouns corresponding to the following adjectives or verbs.1.magnify2.define3.depend4.precisepose6.dividebine8.simple9.explain10.accurateV. Fill the blanks with appropriate prepositions.If the nature ＿rocks can give us a clue ＿many ＿the tings we want to know ＿the earth, how do we go about it? We need an interpretive key. First ＿all we want to find out just what the minerals are made up ＿and how the rock is put together from its constituent minerals. ＿its composition we should be able to say something ＿where the parent material came ＿and what it was like. ＿the composition and the texture ＿the rock we should also be able to tell something of the pressures and temperatures ＿which the rock was formed ＿comparing them ＿the artificial rocks and mineral made ＿experimental petrologists ＿the laboratory.VI. Translate the following sentences into English.1.有些岩石很硬,有些轻轻一敲便成碎片.2.不能用化学或物理方法容易地分离开来的矿物称为造岩矿物.3.岩石的矿物组成千差万别,这种差别是岩石分类的基础.4.石英结晶时,如果有足够的空间,会形成美丽的六角形晶体.5.大部分沉积岩是在海水下面形成的.6.矿物有几千种,每种有它自己的组成.VII.Translate the following passage into Chinese.Rocks and the minerals that make them up are the tangible record of geologic processes. The varied minerals of the earth are understood in terms of their architecture — the way in which their atoms are arranged to make crystal structures. The kinds of atoms and their type of chemical bonding determine not only the crystal structures but the chemical and physical properties of minerals, all of which are used for their identification. Rocks are divided into the three major groups, igneous, metamorphic, and sedimentary on the basis of origin. They are further subdivided within each group according to mineral composition and texture, which provide the data that allow us to interpret details of their origin.Lesson ThreeNEW WORDS1.volcanism n.火山活动2.crust n.地壳3.fracture vi.破碎,断裂4.molten a.熔化的5.extend vi.延伸,延展6.interior n.,a.内部的7.volcano n.火山8.behavior n.行为,举止,情况9.volcanology n.火山学10. crystallization n.结晶(作用)11. fluid n.流体,液体12.escape vi.,vt.逃走,漏出,逸出,避免13. crack n.裂隙14.volcanologist n.火山学家15. refer vt.,vi将…归入,认为…属于,提到16.extrusive a.,n.喷出的17. toothpaste n.牙膏18. extrude vt.挤出,使喷出19. eruption n.喷发,爆发20. occur vi.发生,出现21. magma n.岩浆22. dissolve vt.,vi.溶解23. fissure n.裂缝24. atmospheric a.大气25. explosively ad.爆炸(爆发)性的26. chill vt.使冷却27. atmosphere n.大气28. froth vt.,vi.,n.(使)起泡沫,泡沫29. burst vt.,vi.破裂,爆发,喷出30. bubble n.泡,泡沫31. vent n.喷口32. cone n.圆锥形(物)33.glow vi.燃烧,放光34. column n.圆柱PHRASES AND EXPRESSIONS(to) be charged with …充满着less and less 越来越少at all 完全,根本(常用在否定句中)in much the same way以大体相同的方式TEXTVOLCANISMWhen the earth’s crust fractures, molten matter may flow from the break if it extends deep enough into the interior of the earth.A volcano may form. Earth scientists have studied the behavior and composition of molten rock materials and the forms that are produced . This branch of earth science is called volcanology.Some igneous rocks are formed by crystallization of fluid matter that has escaped through deep cracks in the earth’s crust. V olcanologists refer to these rocks as extrusive rocks, or extrusives. If a tube of toothpaste has a crack in it and you press on the tube, some of the paste is pushed out. That is, the paste has been extruded. V olcanic eruptions occur in much the same way. The magma within the earth may be heavily charged with gases and steam. These are under such great pressure that they are dissolved in the magma. If a fissure develops in a region where the magma is heavily charged with steam and other dissolved gases, the fluid magma rises through the fissure. As it rises, the pressure on it becomes less and less. The gases and steam expand, producing a force that helps to move the molten materials to the surface of the earth.When they reach the surface of the earth, the only pressure against them is atmospheric pressure— 14.7 pounds per square inch. The steam and gases now expand suddenly and explosively , producing additional great force. The molten materials, laden with rapidly expanding gas and steam, may be thrown high into the air in a wild and noisy eruption.In this kind of an eruption, the molten materials are quickly chilled by the much cooler atmosphere. They fall back to the earth as solid fragments of extrusive igneous rocks. During an explosive eruption the molten fluids may be so heavily charged with gas and steam that they froth. Bursting of the bubbles in the molten froth produces billions of tiny fragments of mineral matter, which were once part of the bubble walls. These tiny fragments may be carried upward into the atmosphere by the explosive force of the eruption. These they form great clouds of volcanic dust. Slightly larger fragments of the froth may fall back around the vent, or opening, in the crust to make a cone-shaped pile of volcanic ash.The light produced during volcanic activity is the result of the glowing of gases and molten fluids. The “smoke” of a volc ano is not smoke at all, but the column of volcanic dust, steam, and other gases that are given off from the molten fluid. EXERCISESI. Explain the meaning of these words in English.1.volcanologist2. Fracture3. crust4. Interior5.eruption6. magma7.froth8. Atmosphere9.vent10.ashII. Give the word with opposite meaning to .1.deep2.same3.dissolve4.heavily5. rise6.expand7.chill8.rapidly9.noisy 10.upward III. Give the English equivalent of the following expressions .1.从裂口流出来2.深及地球内部3.通过裂缝逸出4.以同样的方式进行5.充满了溶解的气体6.每平方英寸7抛入高空8.落回地面9．在爆发期间10.稍大一些的碎片IV. Answer the following questions in English .1.How does a volcano form ?2.What does volcanology deal with ?3.What happens when you press on a tube of toothpaste with a crack in it ?4.What happens when a fissure develops in a region where the magma within the earth is heavily charged with gases and steam ?5.What makes molten fluids froth ?6.Why do we say that the “ smoke “ of a volcano is not smoke at all ?V. Fill the blanks with appropriate prepositionsMen have come to know a great deal ＿the surface ＿the earth ＿direct or fairly direct observation .They have explored it ,surveyed it and mapped it ＿the air ;they have analysed its rocks . One could not apply such methods ＿the study ＿the earth’s interior . The deepest mines penetrate less than two miles ; the deepest boreholoes do not go down such farther. These are the merest pinpricks ＿a planet the size ＿the earth , ＿an average radius ＿3,960 miles .Indirect means must be used , therefore , to infer the internal structure＿the earth . The geophysicist , or earth scientist , gathers his evidence ＿various source . He analyzes data bearing＿earthquakes and the rotation ＿the earth . He measures the tides ; he considers variations ＿the earth. He measures the tides; he considers variations ＿gravity at various parts ＿the earth’s surface. He also tries to reproduce ＿his laboratory the conditions that he believes to exist ＿the interior ＿our planet.plete the following sentences with nouns formed from the verbs given in brackets.1.Everytning around you seems to be in ＿.(move)2.A ＿in the density of air masses is partly a result of their ＿.(differ/compose)3.The heat energy in the magma flows by ＿to the cooler crust .(conduct)4.The hot ＿rises and spreads out across the surface.(mix)5.Folds in the earth are produced by forces of ＿, or the pushing together of the crust.(compress)6.Molten matter is extruded because it is under ＿.(press)VII. Translate the following sentences into English.1.岩浆是矿物质，气体和水在高压和高温下的混合物。
地理专业英语教案
许昌学院城市与环境学院教案课程名称：地理专业英语课程类型：□理论课■理论、实践课□实践课学时：32 学分： 2授课教师：李中轩授课班级：08级地理科学授课学期：2010 至2011 学年第2学期教材名称：地理专业英语参考资料：1．地质学基础2．自然地理学3．地理学专业英语2011年 2 月 20 日《地理专业英语》教材分析本课程以培养学生地理科学专业英语文献阅读和翻译能力为主要目的，以岩石圈、大气圈、水圈、生物圈、土壤圈、人类社会圈系统和地理信息系统理论为主要内容，分为三大部共16个单元，其中技术地理部分涉及较多的3S技术方面内容，因而将其作为自学内容。
第一部分为自然地理学的基本原理，第二部分为人文地理学的基本理论，第三部分为地理信息系统的基础知识和应用。
每单元分为四个部分内容：基础知识文献、专业单词表、课后习题和补充阅读材料。
基础知识文献部分属于必学内容，涉及的地理学知识大多已经在专业课中学过，对于大三同学而言并不陌生。
关键是文献中使用大量专业词汇，这对学生而言需要花费更多的力气去过单词关，对于一个将来需要进一步深造的本科生来说是必须的和必要的知识储备。
文献部分需要认真阅读，并能复述出文献的主要观点，同时在课堂讨论中有自己的认识和独到观点，并且能够进行口语表达。
课后作业内容可以提前在预习时完成，将疑难问题放到课堂上经过讨论后解决。
每个课时都安排约30分钟作为学生的讨论和回答问题时间，也可以按照单元进度开展对应的口语交流，以提高对专业英语文献的理解和应用技能。
《专业英语》是地理科学专业的一门必修课。
本课程的目的是使学生在进行了两年的公共英语学习后，在巩固已有知识的基础上，掌握科技英语的特点，具备教好的英语资料查阅及专业英语交流的能力。
也就是说，开设本课程，主要是让学生具备“以英语为工具通过阅读获取专业所需信息的能力”。
通过本课程的学习，学生应在科技词汇、专业英语文献阅读速度、准确理解和翻译专业文献、摘要写作上有较大的提高。
暑期考研集训营教案英语表名词副词形容词词缀
暑期考研集训营教案英语表名词、副词、形容词、词缀一、教学目标1. 掌握英语名词、副词、形容词的基本概念和用法。
2. 学会使用常见的词缀来构造新词。
3. 提高学员的词汇量和语言表达能力。
二、教学内容1. 名词：名词的定义、名词的分类、名词的数和格、名词的用法。
2. 副词：副词的定义、副词的分类、副词的用法。
3. 形容词：形容词的定义、形容词的分类、形容词的级、形容词的用法。
4. 词缀：前缀、后缀、中缀的概念和用法。
三、教学方法1. 采用讲授法，讲解名词、副词、形容词的基本概念和用法。
2. 通过举例和练习，让学生熟练掌握各类词的用法。
3. 采用小组讨论法，让学生在学习词缀时进行互动交流，提高学习效果。
4. 利用多媒体教学，展示词汇的图片和例句，增强学生的记忆。
四、教学步骤1. 讲解名词的概念和分类，让学生了解名词的基本用法。
2. 通过举例，讲解名词的数和格，让学生掌握名词的变换规则。
3. 讲解副词的概念和分类，让学生了解副词的用法。
4. 通过练习，让学生熟练运用副词修饰动词、形容词等。
5. 讲解形容词的概念和分类，让学生了解形容词的级和用法。
6. 通过练习，让学生熟练运用形容词描述名词和代词。
7. 讲解词缀的概念和用法，让学生了解如何构造新词。
8. 通过练习，让学生学会使用词缀来扩展词汇。
五、教学评价1. 课堂参与度：观察学生在课堂上的发言和讨论情况，评估学生的参与度。
2. 练习完成情况：检查学生完成练习的情况，评估学生对知识点的掌握程度。
3. 课后作业：布置相关作业，要求学生巩固所学内容，评估学生的学习效果。
4. 期末考试：设置有关名词、副词、形容词、词缀的试题，评估学生的综合运用能力。
六、教学内容1. 名词属格的使用规则，包括人名、地名、所有格的表达方式。
2. 名词的复合结构和派生名词的形成规则。
3. 副词的比较级和最高级的构成及用法。
4. 形容词的比较级和最高级的构成及用法，包括形容词的级的变化规则。
地理教案英语专业大学版
Course: English Language and LiteratureLevel: UndergraduateDuration: 2 hoursObjective:To introduce students to the geographical characteristics, challenges, and cultural aspects of the Arctic region, fostering their critical thinking and research skills.Materials:- Projector and screen- Maps of the Arctic region- Powerpoint presentation- Handouts on Arctic geography and culture- Writing materials- Internet access for research purposesActivity 1: Introduction to the Arctic (10 minutes)1. Begin with a brief presentation on the Arctic region, highlighting its geographical location, size, and the five countries that claim territory in the region (Canada, Russia, Norway, the United States, and Denmark).2. Use maps to illustrate the Arctic's unique geographical features, such as the Arctic Circle, the North Pole, and the surrounding seas.3. Discuss the importance of the Arctic in global climate and environmental issues.Activity 2: Group Research and Discussion (30 minutes)1. Divide the class into groups of three or four students.2. Assign each group a specific topic to research:- The climate and weather patterns of the Arctic- The natural resources found in the Arctic- The impact of global warming on the Arctic region- The indigenous peoples of the Arctic and their cultures3. Provide each group with handouts and access to the internet to conduct their research.4. Allow each group 15 minutes to present their findings to the class, emphasizing the geographical aspects of their topic.Activity 3: Arctic Case Study: The Inuit People (20 minutes)1. Introduce the Inuit people, the indigenous inhabitants of the Arctic region, focusing on their culture, way of life, and geographical adaptations.2. Discuss how the Inuit people have adapted to the extreme conditions of the Arctic, such as their traditional hunting practices, clothing, and housing.3. Encourage students to think about the challenges faced by the Inuit people in the context of climate change and environmental degradation.Activity 4: Arctic Conservation and International Policies (20 minutes)1. Discuss the importance of preserving the Arctic region's natural resources and biodiversity.2. Introduce the concept of international policies and agreements aimed at protecting the Arctic, such as the Arctic Council and the Paris Agreement.3. Have students engage in a debate on the effectiveness of these policies and the need for further action to safeguard the Arctic environment.Activity 5: Writing Assignment (10 minutes)1. Assign a short writing task to the students: Write a 500-word essay on the following topic: "How can the global community work together to protect the Arctic region and its inhabitants?"2. Provide guidelines on how to structure the essay, including an introduction, body paragraphs, and a conclusion.3. Encourage students to use the information they have learned during the lesson to support their arguments.Assessment:- Participation in group discussions and debates- Quality of research and presentation- Completion of the writing assignmentHomework:- Students are required to submit their 500-word essay by the next class session.Conclusion:The lesson aims to provide an in-depth understanding of the Arctic region's geographical, cultural, and environmental significance. By engaging in research, discussions, and writing activities, students will develop critical thinking skills and gain a broader perspective on global issues.。
地理一对一暑假辅导教案
地理一对一暑假辅导教案Title: One-on-One Summer Geography Tutoring Lesson Plan。
Introduction:Welcome to our one-on-one summer geography tutoring session! In this lesson plan, we will cover a variety of topics in geography to help you strengthen your understanding of the subject. Whether you are preparing for an upcoming exam or simply want to enhance your knowledge, this tutoring session will be tailored to meet yourspecific needs and goals. Let's dive into the lesson plan and get started!Lesson 1: Introduction to Geography。
Objective: To understand the basic concepts and principles of geography.Overview of geography as a discipline。
The five themes of geography: location, place, human-environment interaction, movement, and region。
Introduction to map reading and interpretation。
Activities:1. Discussion on the importance of geography in understanding the world around us。
暑期培训英语活动单导学教案
暑期培训英语活动单导学教案Title: Summer English Training Activity PlanObjective:- Enhance students' English language skills in speaking, listening, reading, and writing- Develop students' confidence in using English- Nurture cultural understanding and appreciation- Encourage teamwork and collaborationDuration: 2 weeks (5 days a week)Materials Needed:- Whiteboard and markers- Projector and screen- Worksheets and handouts- English books and novels- Audio and video resourcesWeek 1:Day 1: Introduction to English Language and Culture- Warm-up activity: Icebreaker games to help students get to know each other- Cultural discussion: Exploring different English-speaking countries and their traditions- Assignment: Students prepare a short presentation about their own culture to be presented on Day 3Day 2: Listening and Speaking Skills- Speaking practice: Engaging in role play activities to improve conversational skills- Assignment: Students write a dialogue using the newly learned vocabulary for a role play on Day 4Day 3: Cultural Presentations and Reading Skills- Cultural presentations: Students share their presentations about their own culture- Reading activity: Reading short stories or articles related to different cultures- Assignment: Students write a short summary of the reading materials for Day 5Day 4: Writing Skills and Grammar Practice- Grammar review: Review various grammar structures and rules through interactive exercisesDay 5: Speaking and Group Activity- Speaking activity: Engaging in group discussions on specific topics- Recap of the week: Reviewing the topics covered throughout the first week- Assignment: Students prepare oral presentations on a given topic for Day 8Week 2:Day 6: Listening and Vocabulary Expansion- Vocabulary expansion: Introducing advanced vocabulary words related to specific fields or interests- Word games: Engaging in vocabulary games to practice the newly learned words- Assignment: Students create a word bank with the new vocabulary for Day 8Day 7: Writing and Grammar Practice- Writing skills: Students write an argumentative or persuasive essay on a given topic- Grammar exercises: Practice grammar structures through exercises and writing drills- Assignment: Students revise their essays based onteacher's feedback for Day 9Day 8: Public Speaking and Debating- Oral presentations: Students deliver their prepared oral presentations on a given topic- Judging and feedback: Teacher and peers provide constructive feedback on presentation and debate skills - Assignment: Students prepare a group presentation for Day 10- Discussion: Analyzing the themes and messages conveyed in the reading material- Assignment: Students write a reflection on the reading material for Day 10Day 10: Final Presentation and Recap- Group presentation: Students deliver their group presentation on a chosen topic- Recap of the program: Reviewing the topics covered throughout the two weeks- Feedback session: Students provide feedback on the program's strengths and areas for improvementBy following this two-week summer English training activity plan, students will have the opportunity to improve their English language skills, gain cultural understanding, and develop their confidence in using English in various contexts.。
地理教案万能模板英语初中
Subject: GeographyGrade Level: Junior High School (e.g., 7th, 8th, 9th grade)Duration: 1 hour (adjustable)Objective:- Students will be able to identify and describe key geographical features of a given region.- Students will understand the impact of human activities on the environment.- Students will develop critical thinking skills through analysis of case studies.Materials:- Interactive whiteboard or projector- Maps of the selected region- Handouts or worksheets- Internet access (optional)- Geographical models or visuals (optional)Preparation:- Familiarize yourself with the geographical features and human activities of the selected region.- Prepare handouts or worksheets with relevant questions and activities.- Ensure that the interactive whiteboard or projector is working correctly.- Optional: Prepare geographical models or visuals to enhance student understanding.Lesson Procedure:1. Introduction (5 minutes)- Greet students and briefly introduce the topic of the lesson.- Explain the objective of the lesson and its relevance to their studies.- Ask students if they have any prior knowledge about the selected region.2. Guided Discussion (10 minutes)- Present a map of the selected region on the interactive whiteboard or projector.- Discuss the geographical features of the region, such as mountains, rivers, lakes, and climate.- Encourage students to share their observations and ask questions.- Provide additional information about the region, emphasizing key features and their significance.3. Interactive Activity (15 minutes)- Divide the class into small groups.- Provide each group with a worksheet or handout that includes a series of questions related to the region's geographical features and human activities.- Instruct students to work together to answer the questions and complete the worksheet.- Encourage students to use their critical thinking skills to analyze the information and draw conclusions.- Optional: Use geographical models or visuals to aid students in their understanding.4. Case Study Analysis (10 minutes)- Present a case study that explores the impact of human activities on the environment in the selected region.- Discuss the case study with the class, focusing on the following:- The problem or issue at hand- The causes and effects of the problem- Possible solutions or mitigation strategies- Encourage students to think about how they can apply what they have learned to real-world situations.5. Group Presentation (10 minutes)- Instruct each group to prepare a short presentation summarizing their findings from the worksheet or handout.- Allow each group to present their findings to the class.- Facilitate a discussion among students, encouraging them to ask questions and provide feedback.6. Conclusion (5 minutes)- Summarize the key points covered in the lesson.- Reinforce the importance of understanding geographical features and human activities.- Assign a homework assignment that reinforces the lesson's content (e.g., a research project on a specific geographical feature).Assessment:- Observe students' participation in class discussions and group activities.- Evaluate the quality of the group presentations.- Check the completed worksheets or handouts for understanding and critical thinking skills.- Assess the homework assignment for accuracy and depth of research.Extensions:- Organize a field trip to a local geographical feature or landmark.- Have students create a project or presentation on a specific aspect of the region's geography.- Invite a guest speaker from a relevant field to discuss current environmental issues.Note: This template can be adapted to various geographical topics and regions, ensuring that the lesson plan remains flexible and engaging for students.。