Chapter 4教案
Chapter 4 语言学-Syntax
16
2. The structural approach
The origin: the Swiss linguist Ferdinand de Saussure, “father/founder of modern linguistics” The structural approach regards linguistic units as interrelated with each other in a structure or system.
9
The
relations between classes and functions: Classes and functions determine each other, but not in any one-to-one relation.
A class item can perform several functions. A function can be fulfilled by several classes.
2
Teaching Focus
Four
representative approaches to syntax: 1. The traditional approach 2. The structural approach 3. The generative approach 4. The functional approach
Please
show some examples.
10
1.3
Grammatical categories: a class or group of items which fulfills the same or similar functions in a language. e.g.: Number, gender, case: for nouns and pronouns. Tense, aspect, voice: for verbs
Chapter4进入障碍
學習曲線效果
學習曲線效果
學習曲線效果的影響程度，與該產業溢出效果 為反向關係 溢出效果(Spillover Effect) 意指場所單位進行的某些經濟活動，可能會引 起其他單位的生產條件、所得或資產狀況亦產 生變動，而卻沒有得到受影響單位的同意
領先品牌的優勢
領先品牌可能具有先佔者的優勢，先決條件是 產品的不確定性和購買造成的損失成本很高
現有廠商可以創造先佔者的優勢，而以契約訂 定的方式來阻絕進入
執照和專利會形成不對稱
執照和專利都是避免因自由進入產業而使超額 利潤迅速減少的工具，它們也構築驚人廠商和 潛在進入者之間的不對等 EX: 電信業執照 政府管制、干預也是不對稱形成原因之一
學習曲線效果
因應不同的公司，學習曲線效果所造成的影響 也不相同，在組絕進入方面亦是如此
MES：最低平均成本的最少產量 平均成本曲線越陡，以低於MES之規模進入的 可能性越低
經濟規模
閒置產能
閒置產能能增加在位者對進入者降價反擊之信 用度，進而嚇阻進入 永遠有新的閒置產能積極佔有每一可能的新機 會，面對每一個新的進入者─Alcoa，鋁錠製造 廠商 多見於無專利保護產業
聲譽效果
進入障礙與移動障礙
某些產業的進入障礙可能只對特定的組群 策略組群的特點是：內部廠商的策略有別於 其他組群，經常要面對同一產業其他組群所 賺的不同報酬率 如果組群間存有移動障礙，組群間風險調整 後利潤的差異就會持續
資產特定性
一項投資對某一市場特定，乃指這項投資用於 其他市場時，既無法增加價值，也不能減低成 本
EX:晶圓產業
經濟規模
其他情形不變之下，最低經濟規模對全部市場 的比值越大，進入前與進入後的價格之差異也 越大，進入的可能性也越低 以低於最低經濟規模的水準生產，若欲長期生 存，廠商必須有定高價的反制要素，產品差異 化與地域獨佔是兩項可行的反制
译林版高中英语选必四Unit4 Extended reading 教案(雅礼版)
Unit 4 Never too old to learnExtended reading：My University Life◆内容分析：【What】本板块的语篇是一则日记，介绍了作者在毕业典礼上回顾大学学习生活经历的点滴，如初次踏入校园的忐忑和期许，首次面对大学作业的迷茫和痛苦，与同伴通力合作过程中的思维碰撞，以及对老师学术修养的深切敬佩等。
【Why】本文通过对大学学习生活经历的描写，旨在帮助学生感受充满挑战而单纯美好的大学生活，形成对未来学习生活的积极态度，努力发展完善自我，并增强终身学习的意识。
【How】本板块的语篇类型为日记，以第一人称的角度按照插叙的方式，从毕业典礼回望过去四年的大学生涯。
文章结构清晰，文笔生动，可分为三个部分。
第一部分描述了大学毕业典礼现场，作者在感慨时光荏苒的同时，又对未来抱有些许担忧。
第二部分从初入校园、完成作业、团队合作和老师教会这四方面进行回顾。
最后一部分回到当下，抒发了对大学生活的感悟以及对未来的展望。
在写作手法上，作者多次利用疑问句表达自己在初入校园，和毕业典礼时既兴奋又忐忑的心情，在回忆部分借助排比句式，引出每一个片段，使得内容更加生活化，有助于激发读者的兴趣，增强文章的感染力。
◆教学目标：By the end of this section, students will be able to:1. identify the structure of the journal entry;2. summarize the author’s memorable experiences of her university life;3. appreciate the use of parallel structures and transitional sentences;4. express their expectations about learning at universities.◆教学重难点：Students will figure out a little bit hard for them to:1. understand the parallel structures and transitional sentences;2. express their expectations about learning at university properly.◆教学过程：Step 1 Lead-inWatch the video: That’s why I chose Yale.Ask Ss: Why did you choose Yali? What university will you choose, and why?Step 2 Fast-readingFigure out the structure of this journal entry and complete the chart below.Step 3 Careful readingPara.1Ask and answer:Why was the author happy and relieved, yet worried and anxious about the future? The author was happy and relieved because it was her graduation ceremony and it represented the completion of her studies at university, which might have been no easy task. But the author was also worried and anxious because she was uncertain about what would be waiting for her in the future, especially things like finding a job and fitting in with the world outside university. It seemed that the author was not certain about whether she was ready for the future challenges at that moment.Para. 2How did the author feel when arriving at university on the very first day?First, the author was worried and stressed, because she could feel her hands sweating slightly and she had to hold on tight to her suitcase. She was not sure whether she would fit in with the university. Then, the author felt relieved seeing the lively scene on campus. She built up her courage to start her university life.Para.3Para.3-Para.5Para.6On the way back home, what feelings did the author have?She had mixed feelings about her past four years, and was confident about her career in the coming future.Step 4 One more videoI f time permitting, students can watch another video about “What 4 Harvard students wish they knew before going to college”.Step 5 Language points1.Would I be able to carve out a career for myself? (line 5)carve vt.雕刻; 开创，开拓; 琢磨，造成，创造carve ... out 用辛勤的劳动创造出(make ... by hard work)He carved out a name for himself in the engineering business.carve out a career 谋求发展carve out a victory 艰难获胜carve out a way 杀出一条血路carve out a flower of ivory 雕出一朵象牙花2. I took a few seconds to compose myself and to take in the scene that was laid out before me. (lines 16-17)compose v.组成；使镇静be composed of 由...组成compose oneself 镇定下来compose a novel 创作小说compose a symphony 创作一部交响乐composition n. 构成；作品；作曲；（美术）构图composer n.作曲家1). 水由氢和氧组成。
旅游专业英语(第四版)第四章教案 (3)[4页]
![旅游专业英语(第四版)第四章教案 (3)[4页]](https://img.taocdn.com/s3/m/dbcf68ed8ad63186bceb19e8b8f67c1cfad6ee62.png)
知识目标
本章节旨在让学生掌握与涉外导游或者酒店前台接待员在酒店工作职责（如办理入住或离店手续，管家服务，餐饮服务、兑换外币以及会展服务等）相衔接的英语单词及句型；能根据思维导图进行口语展示和角色扮演；能根据要求填写入住登记表。
能力目标
通过本单元学习，让学生掌握酒店餐饮部如何为房客提供餐饮服务常用口语，撰写特色菜肴英文介绍，翻译并介绍中国园林建筑文化特色。
Why to help the guests make an order at restaurant ?
通过网络平台（学习通、QQ群、企业微信等媒介）发布讨论任务。
完成讨论任务并把想法回复到学习平台
引导学生初步了解导游帮助客人用餐下单之技巧
In -class Activity:
1.Text A (2 periods)
二、教学策略
设计理念
教学方法与手段
教学评价
采用小组塔式多维度评价学生学习成效。破除了唯分数评价学生的传统评价模式。采用小组塔式式管理评价模式能更加客观、全面地评价学生的学习表现，提高学生参与课堂、小组活动的主动性和积极性。
三、教学过程
1-3课时
课前、课中、课后
教学环节与内容
教师活动
学生活动
设计意图
Pre-Discussion:
《旅游专业英语》（第四版）教案（1-3课时）一、Leabharlann 学分析授课信息课程名称
旅游英语
授课对象
旅游管理、涉外旅游管理
教学章节名称
Chapter 4 English at Hotel
教学单元
Unit18 Food and Beverage
授课形式
线上、线下
授课学时
chapter_4(全)
Example 1 Example 2 Example 3
English Version
VOCABULARY EQUIVALENCE:
yellowbellied
yellow streak
VOCABULARY EQUIVALENCE
NO DIRECT TRANSLATI ON BETWEEN THE 2 LANGUAGES
table a plan place a book thumb a lift
EXPERIENTIAL EQUIVALENCE
EXPERIENTIAL EQUIVALENCE
motel parliament Thanksgiving
炕
太极
文化大革命
CONCEPTUAL EQUIVALENCE
LIKE HUMBOLDT SAID: “The differences in languages are not differences in sounds and signs but differences in world views.”
VOCABULARY EQUIVALENCE?
Zumu (nainai) Wai zumu Grandmother? I played with my girl friend yesterday (?) ANIMALS: As strong as a horse / ox As proud as a peacock As regal as a lion As blind as a bat As wise as an owl Lucky dog
大学英语 跨文化交际
Chapter 4 Intercultural Communication Barriers
小学译林英语5上unit4storytime优质教案
小学译林英语5上unit4 story time 优质教案一、教学内容本节课选自译林版小学英语五年级上册Unit 4 Story time部分。
教学内容主要围绕小动物们参加学校运动会的故事展开，详细内容包括：1. Chapter 1: 动物们准备参加运动会，讨论比赛项目。
2. Chapter 2: 动物们在运动会上的表现，描述各自的特长。
3. Chapter 3: 动物们为比赛加油鼓劲，展现团队精神。
二、教学目标1. 能够听懂、会说、会认读故事中出现的关键词汇和句型。
2. 能够理解并运用一般现在时描述动物们的运动项目和特长。
3. 能够通过故事内容，培养学生热爱运动、团结协作的良好品质。
三、教学难点与重点1. 教学难点：一般现在时的运用，以及运动项目相关词汇的发音和记忆。
2. 教学重点：关键句型的掌握，如：“What can you do?” “I can四、教具与学具准备1. 教具：故事挂图、录音机、磁带、卡片、小动物头饰等。
2. 学具：单词卡片、练习册、彩色笔等。
五、教学过程1. 导入：教师展示运动会图片，引导学生谈论运动会相关话题，激发学生兴趣。
2. 新课内容展示：播放故事动画，让学生跟随故事发展学习新词汇和句型。
3. 例题讲解：教师选取故事中的关键句型，进行讲解和示范，指导学生进行模仿练习。
4. 随堂练习：学生两人一组，运用新学的词汇和句型进行对话练习。
5. 小组活动：学生分组，根据故事内容编排运动会场景，进行角色扮演。
六、板书设计1. 关键词汇：以卡片形式展示运动项目词汇，如：run, jump, swim等。
2. 句型：用不同颜色的粉笔书写关键句型，如：“What can you do?” “I can七、作业设计1. 作业题目：根据故事内容，编写一篇关于运动会的小短文。
My favorite sports dayOn the sports day, all the animals are excited to take part in the games. The rabbit can run very fast. The monkeyis good at climbing. The elephant can swim. And the squirrel can jump high.I like sports day because we can have fun together. We learn to work as a team and encourage each other. It's a happy day for all of us!八、课后反思及拓展延伸1. 课后反思：通过本节课的学习，关注学生对运动项目词汇和一般现在时的掌握程度，及时调整教学方法，提高教学效果。
CHAPTER4教师用书配套课件
若要求迭代k次后所产生的误差缩小为初始误差的 10－m倍，即
x(k) − x * ≤ 10−m x(0) − x *
（必要性） lim x(k) = x* k →∞
lim x(k) − x* = 0
k →∞
由等价性知：
c1 x(k ) − x*
≤
x(k )
− x*
≤
∞
c2
x(k ) − x*
有 lim x(k) − x* = 0
k →∞
∞
即
lim max
k →∞ 1≤i≤n
x(k) i
−
②.对向量序列和矩阵序列，按范数或者按分量元 素收敛，都可以转化为数列的收敛。
定理： lim A(k) = 0 的充要条件是 k →∞ lim A(k) x = 0 , ∀x ∈ Rn k →∞
证明 必要性是显然的。现证充分性。
取x
为第i个单位坐标向量
ei
=
(
0, ,
0,1,
0,
0
)T
,则
k →∞
k →∞
数的等价性，有 lim A（k） − A = 0
k →∞
∞
lim
k →∞
a(k ij
)
=
Hale Waihona Puke aijn∑ 即 也即 lim max(
证毕 k→∞ 1≤i≤n
j =1
a(k) ij
− aij
)
= 0
lim max
k →∞ 1≤i, j≤n
译林英语四下教案Unit 4 Drawing in the park 第四课时
译林英语四下教案Unit 4 Drawing in the park 第四课时Unit 4 Drawing in the ParkLesson 4: Let's Draw a PictureAims:1. To revise and consolidate the vocabulary related to drawing and painting.2. To provide practice in listening and speaking skills through group work and pairwork.3. To develop creativity and imagination through drawing and painting.4. To promote cultural awareness through exploring different styles of art.Language skills:Listening, speaking, reading and writing.Language focus:Vocabulary related to drawing and painting, adjectives to describe art, questions to ask and answer about art, past simple tense.Materials:Flashcards of vocabulary related to drawing and painting, pictures of different styles of art, paper, pencils, paints.Warm-up:Ask the students if they have ever drawn or painted a picture. What did they draw? Did they enjoy it? What materials did they use? Elicit some vocabulary related to drawing and painting.Introduction:Show the students pictures of different styles of art such as impressionism, surrealism, abstract art, etc. Ask the class if they are familiar with any of these styles. Explain that different artists have different ways of creating art, and sometimes they try to challenge the way we see things.Presentation:1. Vocabulary review: Use the flashcards to revise the vocabulary related to drawing and painting. Ask the students to repeat the words after you and give examples of how to use them in a sentence.2. Listening: Play a recording of a dialogue between two students who are admiring a painting in a gallery. Ask the class to listen and answer some questions, such as \。
三年级朗文版2Bchapter3-4教案
讲义Daily actionsDaily actions一、用所给的字母写单词，并写出单词的中文意思。
喂养_______ 聪明________帮助_______ 劳累的________快乐的_______ 早餐_________二、英汉互译1．Live with 2.get up ____________3. wash his face_________________________4. brush his teeth5. walk to school_______________________________6. He cooks dinner at five fifteen7. He goes to bed at eight o’clock at night ._____________________________三、翻译下面句子他洗脸和刷牙。
他走路去上学。
他在5点15分吃晚饭。
他在晚上8点钟睡觉。
老师很累但是很开心。
重点难点1.--What time do you have a shower ?--I have a shower at nine fifteen at night.What time询问时间询问时，第二人称用do，第三人称是does第一二人称用have ,第三人称用has--at ten o’clock--at two thirty--at nine fifteen拓展表示时间的用法ten to eighta quarter to tenin, on, at 表示时间的用法in the morning at seven fifteen on a cold night巩固练习一、听对话和问题，选出正确的答案。
（）A.get up B.brush her teeth （）A.eight. B.seven.（）A.have breakfast. B.have lunch （）A.in the evening. B.at night.（）A.6:50. B.7:10 .（）A.4:45. B.5:15.二、.选出正确的答案，并将答案填入括号内。
2024年新职业英语2通用版Unit4教育课件
2024年新职业英语2通用版Unit4教育课件一、教学内容1. Chapter 1: 教育的重要性Section 1.1: 介绍教育的定义及其在个人成长中的作用Section 1.2: 阐述教育对社会发展的重要性2. Chapter 2: 现代教育体系Section 2.1: 国内外教育体系的比较Section 2.2: 现代教育的多元化发展3. Chapter 3: 教育与职业发展Section 3.1: 教育对职业发展的影响Section 3.2: 如何选择合适的教育途径以促进职业发展二、教学目标1. 了解教育的重要性，认识到教育对个人成长和社会发展的关键作用。
2. 掌握现代教育体系的基本概念和特点，能够进行国内外教育体系的比较。
3. 了解教育与职业发展的关系，学会选择适合自己的教育途径。
三、教学难点与重点1. 教学难点：国内外教育体系的比较、教育与职业发展的关系。
2. 教学重点：教育的重要性、现代教育体系的基本概念和特点。
四、教具与学具准备1. 教具：PPT课件、黑板、粉笔、教学视频。
五、教学过程1. 导入：通过展示一组关于教育对个人成长和社会发展的图片，引发学生对教育重要性的思考。
2. 新课内容讲解：Chapter 1：介绍教育的定义，分析教育在个人成长和社会发展中的作用。
Chapter 2：比较国内外教育体系，阐述现代教育的多元化发展。
Chapter 3：讲解教育与职业发展的关系，指导学生如何选择合适的教育途径。
3. 例题讲解：针对每个章节的重点内容，设计相关例题，进行详细讲解。
4. 随堂练习：让学生针对每个章节的知识点进行随堂练习，巩固所学内容。
六、板书设计1. 板书2024年新职业英语2通用版Unit 4 教育课件2. 板书内容：Chapter 1: 教育的重要性Chapter 2: 现代教育体系Chapter 3: 教育与职业发展七、作业设计1. 作业题目：根据所学内容，谈谈你对教育重要性的认识。
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1
TEACHING PLAN for UNIT 2
Chapter 4 Activities last week
Teaching Contents
: Activities last week Part A
Teaching Aims
1.Aims on the knowledge and skills
(1).To master the words: dry wet hot cold warm cool cloudy sunny
(2).To master the phrases:
play outside swim in the pool stay inside have
a barbecue ride a bicycle sing songs climb a
hill have a picnic
.
(3).To use the sentences:
What is the weather like? It is„
What are the children doing? The children are„
2. Aims on the process and methods
(1) To develop Ss’abilities of listening and speaking.
(2) To train the Ss’ability of working in groups.
(3) To foster Ss’abilities of communication and their innovation
3. Aims on the emotion
(1)To foster Ss’consciousness of good co-operation and proper competition.
(2) To lead Ss to have a good habit of learning English
(3) To develop Ss’ interest in English
Key-points
(1) To master the words and the phrases; dry wet hot cold warm cool cloudy sunny
play outside swim in the pool stay inside have a barbecue ride a bicycle
sing songs climb a hill have a picnic.
(2) To ask and answer the question:" What is the weather like?
What are the children doing?"
Difficult points
(1) To help the Ss ask and answer the question “What is the weather like?
What are the children doing?” and make sure they can use the plural nouns
correctly.
(2) To pronounce the words “weather” correctly.
Teaching methods
Individual pair and group work to make every student work in class.
Teaching Aids
The blackboard recorder
Teaching procedures
Step One Warm-up and lead-in
1. Greet each other.
2. Free talk between T and Ss about the weather.
2
3.Listen to the music “How's the weather?”and write down the words about the
weather.
4.Check the answers and write the words on the blackboard.
Step Two Presentation
1.Present the pattern:
what is the weather like ?
It is sunny
2. More words about weather : hot wet cool cold
3. Look at the pictures on the book, ”what are the children doing?”
3. Teach the words. Ss read the words and try to memerize them according to its
pronunciation.
4. Have a word competition.
Step Three Practice
1. work in pair to make dialouage like this
A: what is the weather like?
B: It is dry.
A: what are the children doing?
B: The children are playing outside.
2.Have a show.
Step Four Consolidation
Do the exercise on P83.write the word about weather.
Check the answers.
Step Five Homework
1. Read and write the eight words and eight phrases six times each.
2.Make two dialouages.
Blackboard Design
Chapter 4 Activities last week
What is the weather like ? T1 T2 T3
It is sunny.
What are the children doing ?
The children are playing outside.
Teaching Reflection