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Word power

Unit 1 Word power

Teaching Objectives:

1. To enlarge students’ vocabulary。

2. To get students to learn some words and expressions related to different industry.

3. To improve students’ speaking ability.

Teaching Important and Difficult Point:

Ss are expected to familiarize themselves with the new words and expressions. Teaching Approaches:

Task-based approaches

Form of Activities:

Individual, pair or group work.

Teaching Aids:

The multimedia and the blackboard

Teaching Procedures:

Step 1. Lead-in

1. What does your father do? And your mother? What about your uncle?

How many occupations do you know? What kind of jobs are you interested in?

Step 2 Industry

How many industries do you know? What are they?

Construction industry Catering industry publishing industry Information technology Tourism industry

2. Read the study guide about different industries in Part A on Page6 then fill in the table.

3. Complete the following sentences:

1) It’s my job to make sure all the tables are set properly for each meal. I work in the __________ industry.

2). I’m an editor for a nati onal newspaper. I work in the ____________ industry.

3). I love surfing the Internet and really enjoy my job designing websites. I work in the ______ industry.

4). I help people plan each stage of their holiday. I work in the _______ industry.

5). I work for a world-famous brand. I design handbags for them. I work in the _________ industry.

6). I often work on a building site and have to wear a helmet. I work in the _____________ industry.

4. Description your ideal future jobs and tell the reasons.

Step 3 synonyms

1. Look at the following groups of words. What does each group have in common? Add more words to each group.

large; huge; enormous

bad; terrible

content; happy

aged; senior; elderly

They are synonyms.

2. Read the instructions for Part A on page 7, understanding what a synonym is and the synonyms for the word ‘develop’, then fill in the blanks with the correct words from Part A.

1). My uncle has just opened a new seafood restaurant and he wants me to help him

__________ it. He hopes it will become the most famous seafood restaurant in the city.

2). The plan _____ from a very simple idea.

3). I want you to ________ a layout for me. I want to be able to see exactly how the finished product might look.

4). She is very talented. If she works hard and practices often, she will ________ into

a fine young pianist.

5). If they follow the plan, the town will _______ into one of the biggest tourist destinations in the country.

6). Their quality of life will _________ greatly with the addition of running water to their town.

Homework:

1. Review new words and expressions in this part.

2. Preview grammar.

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M7U3wordpower

M7U3WordPower&Grammar语言点 1.be/feel worn out 疲惫的，筋疲力尽的；磨破的，穿旧的 ①Today I feel worn out. 今天我感觉筋疲力尽。 ②After so many days’ hard work, I __________________________. 经过许多天的努力工作，我疲惫不堪。 ③She looked worn out, as if she had missed a night’s sleep. 她看起来疲惫不堪，好像一晚上没睡觉似的。回忆：筋疲力尽的其他表达法：___________________________________ 拓展：wear sb out （使某人）精疲力竭或厌烦 wear out 短语动词，表示“穿破，磨损，用坏；（使）疲乏，（使）耗尽 wear sth out (使某物)用的不能再用，用坏或耗尽 eg：_______________________________________________. 听着他的蠢话把我烦透了。 2.be happy / content / satisfied/pleased with 对。。。满意 3.predict 预言，预测，预计；预报 ①Mum predicts that I will become quite a good public speaker if I continue to take part in debates. 妈妈预言，如果我继续参加辩论，我会成为一名相当好的辩手。 ②China’s two satellites, Huanjing-1A and Huanjing-1B, ___________________________. 中国的两颗卫星，环境-1A和环境-1B，将帮助预报灾害。 ③______________________________inflation would continue to fall. 据预报，通货膨胀率将继续下降。 ④_______________________________________________________________ 预知未来的事是不可能的。注：pre前缀，可与大量动词、名词、形容词、副词连用，表示“在。。。之前，先于”。请举例：_________________________________________________________________ 4.eager （adj）热切的，渴望的 eg：When the market is considered healthy, ______________________________________。当市场被认为是健康时，投资者渴望投资，将他们的钱投入公司。拓展： be eager to do sth 渴望做某事 be eager for sth 热切盼望得到某物 eagerly (adv) 渴望地 eagerness (n) 渴望，热忱 5.The Internet is good for more than just e-mail. 因特网是好的，不仅仅是发电子邮件。

模块4U1wordpower教案

Unit1 Advertising Word power Teaching aims: 1. Get to learn that some words are divided by adding suffixes and prefixes to the root words. 2. Learn more words and expressions related to sales and marketing. 3. Enlarge our vocabulary by thinking about more words that are created by adding suffixes and prefixes. I mportant points & difficult points: Adding suffixes and prefixes to the root words. Teaching procedures: Preparation: Step 1 Lead-in (Blank-filling) Ask students to fill in the blanks with the derivatives of the given words. The short passage is related to the reading passage. Analyses: Step 2 Show more examples Show students more examples of derivatives to impress them with the knowledge of word formation. Step 3 Competition Divide the whole class into four groups and encourage students to think of more words that are created by using the knowledge of word formation. The group that has the most words wins Step 4 Create adjectives from nouns and adjectives Tell students that an English word can have several derivatives, some of which are formed by adding suffixes to the nouns and adjectives. Step 5 Detailed knowledge of creating adjectives Show students more examples of adjectives so that they can see that there are

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英语必修ⅳ译林牛津版unit1wordpower教案

●Word power We’ll learn in this section some common suffixes that can be added to nouns or verbs to create adjectives. And also some vocabulary related to sales and marketing. Step 1: Brainstorming 1. Please think about the following questions: How are the following words formed? health (noun) healthy(adjective) interest (verb) interesting (adjective) An English word can have several derivatives. And please pay attention to the fact that many English words share the same root word, even though they have different meanings or parts of speech. Now here’s more example for you to better understand word formation. breath (n.) breathe (v.) breathless (adj.) act (v.) action (n.) actor (n.) actress (n.) activity (n.) possible (adj.) impossible (adj.) possibility (n.) possibly (adv.) friend (n.), friendly (adj.), friendless (adj.), friendship (n.), unfriendly (adj.) As you can see, many words are derived by adding suffixes or prefixes to the root words. Often you may come across unfamiliar words while reading, try to use knowledge of word formation to guess their meanings. Will you? And can you give more examples about word formation? 2. Shall we have a competition to see who can give more examples or create more words by adding suffixes or prefixes to the root words? 3. As we know, sometimes an English word can be made up of three parts: a prefix, a stem and a suffix. A stem is the main part of a word. A prefix is a group of letters added to the beginning of a word. A suffix is a group of letters placed at the end of a word. Both prefixes and suffixes modify the meaning of a word or change it into a different word group. The following is a table of common prefixes: Step 2: Learning about Word formation The basic part of any word is the root; to it, you can add a prefix at the beginning and/or a suffix at the end to change the meaning. For example, in the word "un flatter ing," the root is simply "flatter," while the prefix "un-" makes the word negative, and the suffix "-ing" changes it from a verb into an adjective (specifically, a participle). English itself does not use prefixes as heavily as it once did, but many English words come from Latin, which uses prefixes and suffixes (you can use the word affix to refer

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003园艺学院学术型: 《园艺植物生理学》：园艺植物物质代谢、能量转化、生长发育生理、环境生理及其生长发育的调节与控制。《园艺植物组织培养》：植物组织培养基本设备、基本原理、方法与技术；植物组织培养的应用领域；植物组织培养在园艺植物（果树或蔬菜或花卉或茶树等）上的应用。专硕：《园艺植物生物学》：园艺植物的生长发育，环境条件对园艺植物的影响，园艺植物的繁殖，园地选择与建园。《农业知识综合一（园艺）》：土壤学、植物营养学、现代农业基础知识（节水农业、设施农业、生物防治、园产品安全生产等）。 004林学院《森林生态学》：森林环境，森林能量环境，森林物质环境，森林环境中的干扰因素，森林种群的结构与动态，森林种群内和种群间的关系，森林生物遗传变异与进化，森林群落结构，森林群落演替，森林生态系统，森林地理分布，森林与全球气候变化。《林业基础知识综合》导论，森林及其分布，主要森林树种概述，森林的功能，林木良种生产与壮苗培育，森林培育基础及育林技术体系，森林健康，林业生态工程建设，森林资源可持续经营。《景观生态学》：基本理论和原理、景观形成因素，景观结构和空间格局，景观生态流与景观功能，景观动态变化，景观生态分类与评价，景观生态规划，景观生态数量化方法。《数理统计》：概率论、参数估计、假设检验、单因素方差分析、回归分析（备注：复试时考《数理统计》考生需带计算器）。 005生命科学学院

WordPower(单词)

Unit 2 Growing Pains Period 3 Word Power Teaching aims: 1. Make sure students can identify the difference between American English and British English. 2. Enable students to identify and learn about the different expressions. 3. To develop the ability of understanding words in context. 4. Make sure students expand their prior knowledge and apply it practically. Important and difficult points: 1. Make students know some differences between American English and British English? 2. Make students know the meaning of some more colloquialisms and their usage. Teaching methods: 1.Individual work 2.Pair or group discussion https://www.wendangku.net/doc/4b2305930.html,parisons Teaching procedures: Step 1.Lead-in: Talk about the differences and answer questions: 1.Do you think there are some differences between American English and British English? 2.If there are some, in which aspects do they exist? 3. Have you found any difference between American English and British English in the play? 4.Could you list the differences you know?

(新)高中英语unit3WordPower教案牛津版必修4

湖南省蓝山二中高一英语必修四《unit3 Word Power》教案牛津版 Word power deals with different expressions related to computers. By learning rules of word formations, such as adding suffixes to verbs, and adjectiv es to form abstract nouns, you’ll increase your vocabulary more easily. Brainstorming Revise the common suffixes that are used to form adjectives learnt in Unit 1. Compare the following two groups of words. You need to decide which part of speech each word is, and think about the similarities and differences between the two groups. Group1: house, milk, driver; game Group2: revision, preparation, decision, difference, information, All the words are nouns, but words in Group1 refer to physical things and those in Group2 refer to ideas, actions, and qualities. The nouns in Group2 are called abstract nouns, and we always use them to say something we cannot see or touch directly. For reference (https://www.wendangku.net/doc/4b2305930.html,/glossary/abstract-noun.html) A concrete noun refers to o bjects and substances, including people and animals that exist physically. They can be either an uncountable noun or a countable noun. eg: Clocks and watches exist physicall y and are Concrete Nouns. Time is a concept that has no physical existence; it is not a Conc rete Noun but an Abstract Noun. An abstract noun refers to states, events, concepts, feelings, qualities, etc. that have no physical existence. eg: Freedom; happiness; idea; music are all abstract nouns that have no physical existence. An abstract noun can be either a countable noun or uncountable noun. Abstract nouns that refer to events are almost usually countable: a noise; a meeting. For reference (http://www.arts.uottawa.ca/writcent/hypergrammar/nouns.html) Concrete Nouns A concrete noun is a noun which names anything (or anyone) that you can perceive through your physical senses: touch, sight, taste, hearing, or smell. A concrete noun is the opposite of a abstract noun. Abstract Nouns An abstract noun is a nou n which names anything which you can not perceive through your five physical senses, and is the opposite of a concrete noun. The highlighted words in the following sentences are all abstract nouns: Vocabulary learning Think about more abstract nouns you know. You may use a dictionary if necessary. For reference Abstract Nouns friendship peace civilizatio romance humor

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主要内容：土地法学理论与体系、土地法的渊源及其与其他部门的关系、土地产权制度；土地行政的概念与职能，土地行政组织与土地行政方法。掌握土地法学理论与体系、土地行政的概念与职能；了解土地行政组织与土地行政方法。（教学方式：讲授2学时） 6．地籍学（2学时）主要内容：地籍制度、土地调查与土地分等定级、不动产登记。掌握土地调查与土地分等定级；了解地籍制度；理解不动产登记。（教学方式：讲授2学时） 7．土地资源可持续利用（2学时）主要内容：可持续发展理论、土地资源与可持续利用、土地可持续利用评价。理解土地资源与可持续利用；掌握可持续发展理论（教学方式：讲授2学时） 8．国土资源管理信息化建设与土地信息系统（2学时）主要内容：国土资源管理信息化建设；土地信息系统构建。了解国土资源管理信息化建设；土地信息系统构建。（教学方式：讲授2学时）附：学时安排表三、课程教学的基本要求本课程一课堂讲授为主，应根据学生平时听课的情况以及作业情况适当安排课堂讨论与习题课，采用精讲多练、加强课后答疑相结合的教学方法，使学生熟练掌握课程内容。（一）课堂讲授本课程以土地资源的学科为基础，由于学时比较少，授课时应精讲，重点讲土地资源管理的主干学科。通过有限的学时，使学生尽快掌握土地资源管理的基本概念和方法，并培养学生运用所学知识解决学实际问题的能力。（二）课堂讨论

牛津译林版英语必修一Unit2Wordpower教案

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M1U1Wordpower.doc

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Book6U1教案3Wordpower

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土地资源学教案4

第四章土地资源调查定义:是以土地资源学的学科知识为基础，用遥感和测绘制图等技术，查清土地资源的类型、数量、质量、空间分布以及它们之间的相互关系和发展变化规律的系列过程。用于综合农业区划、土地资源评价、国民经济发展规划的制定以及土地资源的科学管理等。土地资源调查的基本内容包括土地类型、数量、质量、权属、分布及利用现状等的调查。大体分为：土地利用调查、土地类型调查、土地质量调查、土地权属调查。具体调查时，有时调查内容是综合性的，四种调查之间没有明显的界限土地利用现状调查定义:是在全国范围内，为查清土地的利用现状而进行的全面的土地资源普查，也属于基本国情调查。 1、任务：（１）查清土地的权属、界线及其土地总面积。（２）按土地利用分类，查清各权属单位和行政单位的土地类型、数量、分布及其面积（本调查的重点），故又称土地数量调查。 2、内容：调绘界线：土地利用现状类型界线；各级行政辖区（含村）范围界线；企事业单位的土地权属界线。调研经验：调查研究土地利用和管理等方面的经验、教训及成因量算面积：量算出各权属单位和各地类图斑面积。编制图件：分幅权属界线图和县、乡土地利用现状图及其他图件（如土地利用分区图）等。汇总面积：按土地权属单位及行政辖区范围汇总土地总面积和各地类面积。编写报告：编写土地利用调查报告和技术报告，分析土地利用、管理的经验和教训，提出合理利用土地的建议。土地资源质量调查 1、定义：土地、土地资源、土壤的自然、社会、经济属性，相对于人类需求（生态系统平衡、食物安全、人类健康等）、特定用途（包括农业生产、林业、保护和环境管理等方面）所表现出的效果的优劣程度。例如：土壤质量 Larson和Pierce(1991) 定义为土壤在以下方面的物理、化学和生物的特征： ①为植物生长提供生育的基质；