地理专业英语教案

1、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

2、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

3、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。地理专业英语 课程教案授课题目：Unit 1 The Earth and the Universe教学时数： 2授课类

4、型： 理论课 实践课教学目的、要求： 1.Vocabulary：Jupiter，Saturn，Uranus，Neptune，Pluto，comet，asteroid， meteoroid, interplatary medium, electromagnetic, dwarf star, Proxima Centauri,2. Sentences：Solar system consists of an average star we call the Sun, the planets Mercury, Mercury, Venus, Earth, Mars, Jupiter, Saturn,

5、Uranus and Neptune. The Sun is the richest source of electromagnetic energy (mostly in the form of heat and light) in the solar system. 教学重点：1. Oral depicting the difference between terrestrial planets and jovian planets.2. Talking about the reason why people are interested in the moon exploring.教学难

6、点：1. Using of lots of new specialized words2. Oral communication about the orbits and periodicals of planets in solar system. 教学方法和手段：1.讲授法2. 分组讨论法教具安排：1. 八大行星示意图2. 关于行星运动的视频资料教学条件：多媒体教室参考资料：1. BBC公司的太阳系视频2. 霍金著时间简史其它：第 1 页地理专业英语 课程教案教学内容及过程： 旁批教学引入：1. play video of solar system for 10 minutes2. Ind

7、ividual talking about the story happened in the solar system.3. Leading students to focusing the text at Page 2.教学内容与教学设计：I. Solar SystemKey Point: the difference between terrestrial planets and Jovian planets in Solar system; Try to describe the world on the Moon orally. II. Evolution of the Univer

8、seKey Point: Big Bang Theory of the Universe; Early history of the Earth.III. Assort the class into four groups to discuss the origin of the solar system, 8 planets and their volume, revolution and periodicals.IV. Answer corresponding questions at Page 7 in pair V. Talking about composition of the f

9、eatures of the terrestrial planets and the Jovian planetsVI. Reading the supplementary material at Page 9Answer:1. Why do most scientists accept the big Bang theory?2. How will the Universe end?3. What about the early history of the Earth?4. Talking about the Moon exploring.作业布置：I. Vocabulary:the An

10、dromeda Galaxy, intergalactic space, ecliptic, the Jovian Planet, Milk Way, counter-clockwise, light year, innermost;II. Comprehension: 1. Retell the solar system and evolution story of the Earth. 2. Knowing well the composition of the Universe.课后小结：Most students have a poor state of grasping the wo

11、rds followed the text and so pre-study before class is very important.第 2 页地理专业英语 课程教案授课题目：Unit 2 The Movement of the Earth教学时数： 2授课类型： 理论课 实践课教学目的、要求：1.Vocabulary： mean solar day, the North Pole, earth revolution, celestial motion, perihelion, aphelion, tilt of the Earths Axis, perpendicular, summe

12、r solstice, winter solstice, the autumnal equinox, plane of the ecliptic;2. Sentences：The term Earth rotation refers to the spinning of the Earth on its axis. One rotation takes exactly twenty-four hours and is called a mean solar day. This circumstance is responsible for the annual changes in the h

13、eight of the Sun above the horizon.教学重点：1. Describe the mechanism of the revolution of the Earth.2. Describe the variation of day length and the driving factors.教学难点：1. How depict the seasonal change and the earth revolution.2. Calculating the height angle of the Sun in light of different latitudes.

14、 教学方法和手段：1.自学提问法2. 分组讨论法教具安排：1. 地球自转和公转示意图2. 自制的四季许昌的太阳高度表教学条件：多媒体教室参考资料：1. 自然地理学其它：第 3 页地理专业英语 课程教案教学内容及过程： 旁批教学引入：1. A brief review of the story of the Earth and the Evolution of the Universe2. talking about the seasonal change and variations of the Sun Height.3. Reading the text at Page 17.教学内容与教

15、学设计：I. Earth rotation and revolutionKey Points: the characteristics of the Earths Rotation and Revolution; Retell the process of the Earths Revolution in a year.II. Axis Tilt and Solar AltitudeKey Points: narrate the principle of measuring Solar noon angle; relationship of maximum Sun height to lati

16、tude for equinox and summer solstice.III. Assort the class into four groups to discuss the differences of the Earth rotation and revolution.IV. Answer corresponding questions at Page 21 in pair V. Discussing the location and direction of the earth axis, and its direct results for the earths motion.V

17、I. Reading the supplementary material at Page 25Answer:1. whats the results in different solar altitude?2. whats the change of the solar altitude if obliquity of the ecliptic is upright?3. Talking about the vernal equinox and summer solstice.作业布置：I. Vocabulary:tilt of the Earths Axis, perpendicular,

18、 summer solstice, winter solstice, the autumnal equinox, plane of the ecliptic;II. Comprehension: 1. Retell the solar system and evolution story of the Earth. 2. Knowing well the composition of the Universe.课后小结：Help students use proper specialized words and expressions, meanwhile encourage them usi

19、ng English on class as possible.第 4 页地理专业英语 课程教案授课题目：Unit 3 The Structure of the Earth教学时数： 2授课类型： 理论课 实践课教学目的、要求：1.Vocabulary：seismic, mantle, crust, basalt, granitic, oceanic crust, peridotite, olivine, pyroxene, asthenosphere, lithosphere, mountain building,2. Sentences：The core is a layer rich i

20、n iron and nickel that is composed of two layers: the inner and outer cores. Both of these crust types are composed of numerous tectonic plates that float on top of the mantle. Convection currents within the mantle cause these plates to move slowly across the asthenosphere.教学重点：1. Grasp the structur

21、e of the lithosphere of the Earth.2. Retell the Plate tectonic theory and features of the ocean crust and continental crust.教学难点：1. Understanding of the influencing factors of continental building and volcanoes.2. Comparison and analysis of the composites of the mantle and crust. 教学方法和手段：1.自学探讨法2. 分

22、组讨论法教具安排：1. 地球的内部结构图2. 海陆构造结构示意图教学条件：多媒体教室参考资料：1. 自然地理学2. 地质学基础其它：第 5 页地理专业英语 课程教案教学内容及过程： 旁批教学引入：1. A review of the solar altitude and its influences on regional climate2. playing video of evolution of ocean and continent.3. Carefully Read the text at Page 31.教学内容与教学设计：I. Layers of the Earth Key Po

23、ints:grasp detailed layers of the earth; understand the structure of the Earths crust and top most layer of the upper mantle.II. Plate TectonicsKey Points: understand the creation of oceanic crust on the ocean floor. Know the basic knowledge about convection currents in the Earths mantle and their r

24、ole in oceanic crust formation and destruction.III. The rock cycleKey Points: understand mechanism of how rocks are formed and destroyed. Primarily grasp classified method of igneous rocks.IV. Assort the class into four groups to discuss the differences of the mantle and crust of the earth.V. Answer

25、 corresponding questions at Page 42 in pair VI. Discussing the location and direction of the earth axis, and its direct results for the earths motion.VII. Reading the supplementary material at Page 43Answer:1. How many layers are there of the earth, their feature and composites?2. whats the differen

26、ces of the ocean crust and continental crust?3. why is the continent crust thick in the mountain ranges?作业布置：I. Ex. 1, 2 on Page 37II. Comprehension: 1. translate the 3rd paragraph at Page 41. 2. Describing the three episodes on the border of the two plate .课后小结：Putting forward a good question is th

27、e key to organize class discussion .第 6 页地理专业英语 课程教案授课题目：Unit 4 Soils and Plants教学时数： 2授课类型： 理论课 实践课教学目的、要求：1.Vocabulary：pedogenesis, evapotranspiration, precipitation, organic matter, decomposition, living organism, biogeochemical, litterfall, humus, residual, soil texture,2. Sentences：This idea wa

28、s based on the observation that comparable soils developed in spatially separate areas when their climate and vegetation were similar.Surface vegetation binds the soils surface and reduces the speed of moving wind and water across the ground surface protecting the upper layers of a soil from erosion

29、.教学重点：1. Understand the genesis elements of soil.2. Principle pedogenic processes in space.教学难点：1. series of chemical processes in pedogenesis.2. Explain the spatial distribution of soil under different chemical climate condition. 教学方法和手段：1.讲授法启发2. 分组讨论法教具安排：1. 土壤圈层图2. 自绘土壤形成的影响因子示意图教学条件：多媒体教室参考资料：1

30、. 自然地理学2. 土壤地理学其它：第 7页地理专业英语 课程教案教学内容及过程： 旁批教学引入：1. Review of plate tectonic theory and its application.2. Let students talk the soil kinds of his native town.教学内容与教学设计：I. Soil PedogenesisKey points: understand the factors that effect the soil pedogenesis; retell fluently the processes of rock erosi

31、on and the role of climate.II. Characteristics of the Earths Terrestrial BiomesKey points: in English retell the different biomes from the Tropical zone to the Arctic or Antarctic areas as well as its correspondent mechanism. At least narrate one of paragraphs about description of biomes in mid- or

32、low-altitude areas.III. Classify the class into four groups to discuss the different effecting factors of pedogenesis in different geographic zones.V. Answer corresponding questions at Page 52 in pair VI. Discussing the podzolizing processes of soil building in Northeast.VII. Reading the supplementa

33、ry material at Page 56Answer:1. why is tundra different from vegetations in temperate zone?2. How to keep the vegetation diversity?3. Try to sum the principle of the natural species zone ?作业布置：I. Ex. 1, 2 on Page 52II. Comprehension: 1. Oral answering the questions in Page 53 2. Talking about the ch

34、aracteristics of the terrestrial biomes .课后小结：Let students compile some questions they take interests .第 8 页地理专业英语 课程教案授课题目：Unit 5 Weather and Climate教学时数： 2授课类型： 理论课 实践课教学目的、要求：1.Vocabulary：solar insolation, longwave radiation, circulation cell, Hadley cell, Ferrel cell, Polar cell, intertropical c

35、onvergence zone, Coriolis force, subtropical jet stream, meridional, subtropical high pressure zone,2. Sentences：If we eliminate the first assumption , the pattern of flow described in the model above would be altered, and the mesoscale flow of the atomosphere would more closely approximate the actu

36、al global circulation on the Earth. Planetary rotation would cause the development of three circulation cells in each hemisphere rather than one. 教学重点：1. Basic mechanism of three cell model of global circulation 2. in view of planet orbit, the cause of orbital change and its effects on climate of th

37、e world.教学难点：1. variations in the Earths orbital characteristics.2. global scale circulation of the atomosphere. 教学方法和手段：1.讲授法2. 分组讨论法教具安排：1. 大气对流图式2. 三圈环流图式（自绘图）教学条件：多媒体教室参考资料：1. 气象气候学其它：第 9 页地理专业英语 课程教案教学内容及过程： 旁批教学引入：1. Brief Review of pedogenesis and major chemical processes.2. Question the stud

38、ents about wind kinds and its causes.教学内容与教学设计：I. Global scale circulation of the atomosphereKey points: grasp the Three Cell model for global circulation; try to describe the simplified global three-cell surface and upper air circulation patterns.II. Causes of climate changeKey points: understand t

39、he situations of factors that influence the Earths climate; know of influences of aphelion and perihelion on solar insolation in different latitude areas.III. Classify the class into four groups to discuss the causes of the three cell circulation model.V. Answer corresponding questions at Page 66 in

40、 pair VI. Discussing more complex type of air circulation than Three cycle.VII. Reading the supplementary material at Page 68Answer:1. How do orbital changes effect climate ?2. How does atomopheric carbon dioxide variation effect climate change?3. How do human activities contribute to climate change

41、 ?作业布置：I. Ex. 2 on Page 67II. Comprehension: 1. Oral answering the questions in Page66 2. Talking about the influence of volcano on climate change.课后小结：Purely talking and lecturing are more boring than watching video.第 10 页地理专业英语 课程教案授课题目：Unit 6 Water on the Earth教学时数： 2授课类型： 理论课 实践课教学目的、要求：1.Vocabu

42、lary：sublimation, infiltration, condensation, hydrologic cycle, snowfield, climatological, transpiration, evaporation, advection, percolation, moisture; 2. Sentences：This cycling occurs through the processes of evaporation, condensation, precipitation, deposition, runoff, infiltration, sublimation,

43、transpiration, melting and groundwater flow. In the Northern Hemisphere, the east flowing North Pacific Current and North Atlantic Drift move the waters of western boundary currents.教学重点：1. Study of 10 phases of water circulation between ocean and continent.2. describe the types of groundwater on co

44、ntinent.教学难点：Types, amounts, state and circulation phases of the earths surface教学方法和手段：1.讲解法2. 分组讨论法教具安排：1. 水循环模式图教学条件：多媒体教室参考资料：1. 水文学教程其它：第 11 页地理专业英语 课程教案教学内容及过程： 旁批教学引入：1. Brief Review of factors influencing climate change.2. Take a look at video of water circulation.教学内容与教学设计：I. Hydrological Cy

45、cleKey points: understand and master hydrological cycle including terrestrial cycle and marine cycle.II. Surface ocean currents Key points: revise the chart of major ocean currents of the world; understand causes of ocean surface currents.III. Classify the class into four groups to discuss hydrologi

46、c cycle and ocean current.V. Answer corresponding questions at Page 77 in pair VI. Discussing the basic phases of water circulation.VII. Reading the supplementary material at Page 80Answer:1. How do the continent contribute to gyres building ?2. Explain the relationship of surface currents with atom

47、osphere circulation作业布置：I. Ex. 2 on Page 79II. Comprehension: 1. Oral answering the questions in Page77 2. Talking about the major gyres in the pacific.课后小结：Too many gyre names for students to master them needs much time.第 12 页地理专业英语 课程教案授课题目：Unit 7 Geomorphology教学时数： 2授课类型： 理论课 实践课教学目的、要求：1.Vocabul

48、ary：canyon, long profile, headwater, stream load, V-shaped river valley, braided, suspended load, point bar, meandering, fluid drag, bed load, stream discharge;2. Sentences： Streams are powerful erosive agents moving materials from their bed and banks. In mountainous regions, stream erosion often pr

49、oduces deep channels and canyons. It is an equilibrium process that attempts to reduce topographic bumps in the long profile through erosion and deposition.教学重点：1. stream, fluvial processes and different profile in the upper, middle and down stream.2. understand relationship between the erosion and

50、deposition in the same river.教学难点：Stream load and its contribution to the shape of a river bed.教学方法和手段：1.讲解法2. 分组讨论法教具安排：1.河流地貌演化示意图2.CNN视频：密西西比河教学条件：多媒体教室参考资料：1. 地貌学2. 河流地貌学其它：第 13 页地理专业英语 课程教案教学内容及过程： 旁批教学引入：1. Retrospect the water circulation.2. Playing video of the Mississippi.教学内容与教学设计：I. Fluvi

51、al landformKey points: understand the causes of deep valley and the role in the processes of erosion and transportation for a river. The basic development periods of stream landforms.II. Landforms of glaciationKey points: classification of continental glaciers and mountainous glaciers; know evolutio

52、n of present glaciation landforms during over last 3 million years.III. Classify the class into four groups to discuss diagrams and photographs illustrated at Page 85, talking shape change of the stream channel.V. Answer corresponding questions at Page 89 in pair VI. Discussing the differences of br

53、aided river and meandering river.VII. Reading the supplementary material at Page 91Answer:1. Taking an example to explain the erosive agent in alpine glacial region.2. Talking about the kinds of landforms of glaciation作业布置：I. Ex. 1,2 on Page 89II. Comprehension: 1. what is scouring of glacier? 2. Wh

54、at are cirques? What role do cirques play in the growth of glacier.课后小结：Collect ideal video on teaching is better.第 14 页地理专业英语 课程教案授课题目：Unit 8 Urban Planning教学时数： 2授课类型： 理论课 实践课教学目的、要求：1.Vocabulary：generic, concentric, sector model, multiple nuclei, depict, emanate, commuter, positive correlation, a

55、ffluent, adjascent, recast, proximity, thoroughfare;2. Sentences： Because the shape and form fo American cities changed over time, new models of urban land were developed to describe an urban landscape that was becoming increasingly complex and differentiated. Recognizing that these routes represented lines of greater access, Hoyt theorized that cities would tend to grow in wedge-shaped patterns, or scetors, emanating from CBD and centered on major transportation routes.教学重点：1. three models of urban land use.2. urban design principles.教学难点：To clear the concept of urban design: pe