教案地理专业外语

教学对象：八年级学生教学目标：1. 知识目标：通过情境教学，使学生掌握本节课的地理知识，如地理位置、地形地貌、气候特点等。

2. 能力目标：培养学生的观察能力、分析能力和语言表达能力。

3. 情感目标：激发学生对地理学科的兴趣，培养学生热爱祖国大好河山的思想感情。

教学重点：1. 地理位置和地形地貌的认识。

2. 气候特点的理解。

教学难点：1. 地理知识在英语中的表达。

2. 学生对地理知识的理解和运用。

教学准备：1. 多媒体课件。

2. 地图、图片等教学资源。

3. 学生分组。

教学过程：一、导入1. 利用多媒体播放一段关于我国地理风光的视频，激发学生的学习兴趣。

2. 引导学生思考：视频中展示了哪些地理现象？它们分别属于哪种地理类型？二、情境教学1. 分组讨论：每组选择一个地理现象，如地形地貌、气候特点等，进行讨论。

2. 学生代表用英语介绍本组的讨论结果，教师点评并纠正错误。

3. 教师根据学生的讨论结果，讲解相应的地理知识。

三、课堂练习1. 完成以下练习题：（1）用英语描述我国的地形地貌特点。

（2）用英语介绍我国的气候特点。

2. 学生分组进行角色扮演，模拟导游介绍我国某个地理景观。

四、总结1. 教师总结本节课所学的地理知识。

2. 学生分享学习心得，提出疑问。

五、作业布置1. 完成课后练习题。

2. 搜集关于我国某个地理景观的资料，下节课进行分享。

教学反思：本节课通过情境教学，使学生更好地掌握了地理知识。

在教学中，教师应注重以下几点：1. 创设真实的情境，激发学生的学习兴趣。

2. 鼓励学生积极参与课堂讨论，培养学生的观察能力和分析能力。

3. 注重学生的语言表达能力，提高学生的英语水平。

4. 关注学生的学习反馈，及时调整教学策略。

教学评价：1. 学生对地理知识的掌握程度。

2. 学生的课堂参与度和表达能力。

3. 学生对地理学科的兴趣和热爱程度。

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.。

高中英语《英语国家地理文化》教案英语国家地理文化教案教案编写人：XXX教案编写日期：XXXX年XX月XX日一、教案概述本教案适用于高中英语课程，主要内容是介绍英语国家的地理和文化，并通过学习地理和文化的内容来提高学生的英语听说读写能力和跨文化交际能力。

二、教学目标1. 了解英语国家的地理特点，包括地理位置、地形地势、气候等；2. 了解英语国家的文化特点，包括宗教、风俗习惯、节日庆典等；3. 学习和运用有关地理和文化的英语词汇和表达方式；4. 培养学生的跨文化交际能力和拓展国际视野。

三、教学内容1. 地理部分1.1 英国（United Kingdom）1.1.1 地理位置和概况英国位于欧洲大陆西北面，东面隔海与欧洲大陆相望，海岸线长，地形多变，包括英格兰、苏格兰、威尔士和北爱尔兰四个国家。

1.1.2 主要城市和地标主要城市：伦敦、曼彻斯特、伯明翰等；地标：大本钟、伦敦塔桥、巨石阵等。

1.1.3 气候英国属于温带海洋性气候，四季分明，多雨。

1.2 美国（United States）1.2.1 地理位置和概况美国位于北美洲，东临大西洋，西临太平洋，拥有众多的州和领土。

1.2.2 主要城市和地标主要城市：纽约、洛杉矶、芝加哥等；地标：自由女神像、帝国大厦、大峡谷等。

1.2.3 气候美国气候多样，亚热带、温带、寒带等多种气候类型存在。

2. 文化部分2.1 宗教和价值观英语国家的主要宗教是基督教，但也存在其他宗教信仰，例如伊斯兰教、犹太教等。

价值观方面，个人主义和自由民主思想深入人心。

2.2 风俗习惯英语国家有着丰富多样的风俗习惯，例如英国下午茶、美国的感恩节晚宴等。

2.3 节日庆典英语国家的节日庆典包括圣诞节、复活节、独立日等，这些节日都有着独特的庆祝方式和习俗。

四、教学过程1. 创设情境教师可以通过展示英国和美国的照片或视频来引发学生对地理和文化的兴趣，并激发他们的思考和想象。

2. 听说训练2.1 听力训练播放录音或视频素材，让学生听取地理和文化方面的信息，并做相关的听力练习。

新版仁爱英语八年级下册地理教案1. 教学目标- 了解八年级下册地理教学内容和研究要求。

- 研究地理相关的基本概念和知识。

- 培养学生地理观察和分析问题的能力。

- 培养学生的地理实践操作能力。

- 提高学生的地理研究兴趣和研究动力。

2. 教学内容2.1 单元一：地球与地图- 研究地球的概念和组成部分。

- 掌握地球的地理经纬度和地球仪的使用方法。

- 了解地图的基本构成和使用技巧。

2.2 单元二：内外部地貌与自然灾害- 研究地球的内部结构和地质现象。

- 了解地球表面的形成和演变过程。

- 掌握各类自然灾害的概念、成因和预防措施。

2.3 单元三：地理环境与人类活动- 研究地球的气候和气候现象。

- 了解不同地理环境对人类活动的影响。

- 掌握环境保护的重要性和方法。

2.4 单元四：人口与城市- 了解人口的概念和人口统计指标。

- 研究人口增长和人口迁移的原因和影响。

- 掌握城市发展和城市规划的基本知识。

2.5 单元五：农业与工业- 研究农业的发展历程和农业区域分布。

- 了解工业的发展和工业区域分布。

- 掌握农业和工业对经济发展和社会变迁的影响。

3. 教学方法- 利用多媒体技术辅助地理知识的讲解和示范。

- 进行小组讨论和合作研究，激发学生思维。

- 组织地理实践活动，增强学生的实际操作能力。

- 运用案例分析和问题导入，激发学生的研究兴趣。

- 综合运用讲授、演示、实验等多种教学方法。

4. 教学评价- 采用多元化的评价方式，包括平时表现、作业质量、小组合作等。

- 鼓励学生进行口头和书面报告，展示地理问题的分析能力。

- 指导学生进行地理实践操作，评价其实际操作能力。

- 注意对学生参与度、课堂互动和问题解决能力的评价。

5. 教学资源- 使用新版仁爱英语八年级下册教材。

- 利用多媒体设备和互联网资源进行教学辅助。

- 准备地理实验器材和实践活动所需的材料。

以上是新版仁爱英语八年级下册地理教案的基本框架和内容安排，通过合理组织教学活动和灵活运用教学方法，希望能够激发学生对地理学科的兴趣，并提高他们的地理知识和能力。

地理和历史英语教育教案教学目标：1.使学生了解地理和历史的基本概念，培养对地理和历史的兴趣。

2.拓展学生的英语词汇和语言表达能力。

3.培养学生的跨学科思维和批判性思维能力。

教学内容：1.地理和历史的定义和关系2.地理和历史的重要性及其在人类文明发展中的作用3.地理和历史的基本知识点介绍4.学生实践活动和小组合作探究教学步骤：引入：教师可以从一张地球仪或一幅世界地图开始，向学生展示不同的地理和历史实例，引发学生对地理和历史的思考和兴趣。

1. 地理和历史的定义和关系- 教师可以给学生提供简洁明了的地理和历史的定义，并让学生归纳总结两者的关系。

- 学生可以尝试用自己的话解释地理和历史之间的联系。

2. 地理和历史的重要性及其在人类文明发展中的作用- 教师可以通过展示世界地图上的重要地理和历史事件的分布，向学生阐述地理和历史在人类文明发展中的重要作用。

- 学生可以以小组形式讨论并汇报一些重要的地理和历史事件，分享彼此的见解。

3. 地理和历史的基本知识点介绍- 教师可以通过幻灯片、图片或视频等多媒体形式，向学生介绍一些基本的地理和历史知识点，如地球的结构、世界各大洲的名称和特征，以及一些重要历史事件的背景和影响。

- 学生可以通过听讲和课堂讨论来加深对这些知识点的理解和记忆。

4. 学生实践活动和小组合作探究- 学生可以根据自己所学的地理和历史知识，选择一个感兴趣的主题，并进行相关实践活动或小组研究。

- 学生可以选择进行地理考察，如对本地区的地形、气候和人文景观进行实地观察和调研；或者选择进行历史研究，如对某个历史事件或人物进行深入了解和探究。

- 学生可以在小组中分享自己的发现和研究成果，并进行展示和答疑。

课堂总结：教师可以对整堂课的学习进行总结，强调地理和历史的重要性和联系，并鼓励学生继续深入学习和探究。

教学评估：在学生的小组活动和展示中，教师可以评估学生对地理和历史知识的理解和应用能力。

此外，教师还可以在课后布置相关作业和考试，以更全面地评估学生的学习情况。

地理口语教案：提高地理知识的口头表达和思维能力，拓宽视野和培养地理观察能力一级标题：地理口语教案：提高地理知识的口头表达和思维能力地理是一门重要的学科，它旨在帮助我们理解和探索地球上的各种现象和现象背后的原因。

口语表达和思维能力是地理学习中不可或缺的一部分。

通过口头表达，我们能够更好地表达自己对地理问题的理解和观点，加深对地理知识的理解。

而通过培养思维能力，我们可以提升解决地理问题的能力和创造性思维。

二级标题1：拓宽视野地理是一门综合性学科，涉及广泛的领域，包括地球表面的环境、人文地理、自然地理、气候变化等等。

通过学习地理，我们可以了解到世界各地的不同文化、自然环境和经济发展状况。

因此，地理口语教育可以帮助学生拓宽视野，增加对世界的认知和理解，培养他们成为全球公民。

在地理口语教育中，教师可以引导学生通过参观地理景点、浏览地理图书和观看地理纪录片等方式，拓宽学生的视野。

同时，学生也可以通过交流和分享自己的地理知识和经验，了解其他同学对世界的看法，进一步扩大视野。

二级标题2：培养地理观察能力地理观察力是指通过观察地理现象和地理环境，理解其中的规律和原理的能力。

地理观察力的培养对于提高地理口头表达和思维能力非常重要。

在地理口语教育中，教师可以组织学生进行地理实地考察和实验，通过亲身体验和观察，加深对地理现象的理解和记忆。

例如，教师可以组织学生前往附近的河流、山脉或湖泊进行考察，通过观察水流、山势和生态环境等来理解地理规律和原理。

二级标题3：提高口头表达能力地理口语教育的目的之一是帮助学生提高口头表达能力。

良好的口头表达能力不仅可以帮助学生更好地与他人沟通，还能让学生更好地表达自己对地理问题的理解和观点。

在地理口语教育中，教师可以采取以下措施：1. 激发学生的兴趣：通过组织地理竞赛、辩论和演讲等活动，激发学生对地理的兴趣，提高他们的参与度和积极性。

2. 提供合适的话题：教师可以选择与课程内容相关的话题，例如气候变化、城市规划等，引导学生展开讨论和发表自己的观点。

初中地理教案小学英语教案设计：本节课主要让学生了解美国的地理、文化和历史特点。

通过本节课的学习，使学生掌握美国的基本情况，提高学生的地理素养。

教学目标：1. 知识与技能：了解美国的地理位置、地形、气候、资源等特点；了解美国的历史、文化、经济、科技等方面的发展情况。

2. 过程与方法：通过读图、讨论、观看视频等方式，提高学生获取和处理信息的能力，培养学生的地理思维。

3. 情感态度与价值观：培养学生对不同国家和文化的尊重和理解，提高学生的国际视野。

教学重点：美国的地理位置、地形、气候、资源等特点；美国的历史、文化、经济、科技等方面的发展情况。

教学难点：如何让学生理解并掌握美国的地形、气候、资源等特点；如何让学生理解并掌握美国的历史、文化、经济、科技等方面的发展情况。

教学过程：Step 1：导入新课教师通过展示美国的国旗、地图等图片，引导学生关注美国的地理位置，激发学生的学习兴趣。

Step 2：自主学习学生自主阅读教材，了解美国的地理位置、地形、气候、资源等特点。

教师提问，检查学生的学习效果。

Step 3：课堂讲解教师详细讲解美国的地理位置、地形、气候、资源等特点，引导学生理解并掌握美国的地形、气候、资源等特点。

Step 4：案例分析教师展示美国的著名城市、景点等图片，引导学生了解美国的历史、文化、经济、科技等方面的发展情况。

学生分组讨论，分享自己的学习心得。

Step 5：观看视频教师播放与美国相关的视频，让学生更直观地了解美国的风土人情。

Step 6：课堂小结教师总结本节课的学习内容，强调美国的地理位置、地形、气候、资源等特点；美国的历史、文化、经济、科技等方面的发展情况。

Step 7：作业布置学生绘制美国地形图，加深对美国地形的印象。

Step 8：课后反思教师对本节课的教学进行反思，总结教学中的优点和不足，为下一节课的教学做好准备。

教学评价：通过课堂讲解、学生讨论、观看视频等方式，评价学生对美国的地理位置、地形、气候、资源等特点；美国的历史、文化、经济、科技等方面的发展情况的学习效果。

《世界的语言和宗教》一、教学目标：1. 让学生了解世界主要语言的分布和特点，认识到语言是人类交流的重要工具。

2. 使学生了解世界主要宗教的分布和影响，认识到宗教是人类文化的重要组成部分。

3. 培养学生的地理思维，提高学生分析问题和解决问题的能力。

二、教学内容：1. 世界的语言2. 世界的宗教三、教学重点与难点：1. 教学重点：世界主要语言和宗教的分布及特点。

2. 教学难点：语言和宗教对地理环境的影响。

四、教学方法：1. 采用问题驱动法，引导学生思考和探讨世界语言和宗教的分布规律及影响。

2. 利用地图、图片等教学资源，直观展示世界语言和宗教的分布情况。

3. 组织学生进行小组讨论，分享各自的观点和认识。

五、教学过程：1. 导入：简要介绍世界语言和宗教的概况，激发学生的兴趣。

2. 新课导入：讲解世界主要语言的分布和特点，引导学生了解语言的多样性和地域性。

3. 案例分析：分析某一地区的语言特点，让学生认识到语言与地理环境的关系。

4. 新课导入：讲解世界主要宗教的分布和影响，引导学生了解宗教的多样性和地域性。

5. 案例分析：分析某一地区的宗教特点，让学生认识到宗教与地理环境的关系。

6. 小组讨论：让学生探讨语言和宗教对地理环境的影响，分享各自的观点。

7. 总结：总结本节课的主要内容，强调世界语言和宗教的分布规律及特点。

8. 作业布置：让学生绘制世界语言和宗教分布图，加深对课程内容的理解。

9. 课后反思：教师对本节课的教学进行反思，总结经验教训，为下一步教学做好准备。

10. 教学评价：对学生的课堂表现和作业完成情况进行评价，了解学生对知识的掌握程度。

六、教学策略：1. 利用多媒体教学，如视频、音频和动画，以增强学生对语言和宗教差异的理解。

2. 设计互动活动，如模拟联合国会议，让学生在角色扮演中学习不同语言和宗教的代表性。

3. 提供实地考察机会，如访问当地的文化遗址或宗教场所，让学生亲身体验和观察。

七、学习活动设计：1. 活动一：学生分组研究不同国家的官方语言，制作海报展示其语言特点及使用情况。

Lesson 1 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 w hen 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.Explai n 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 Y ork City in 1949 and 1950 and again in 1963 to 1966.In the summer of 1949, New Y ork 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 distinguis h, 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, plac ing 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. V ary 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 ar e 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. T he 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。

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。