Unit 13 Motivation Theories
unit13九年级知识点
unit13九年级知识点Unit 13: 九年级知识点Unit 13 is an important unit in the ninth-grade curriculum. In this unit, students will learn various key concepts and knowledge that are essential for their academic growth. This article aims to provide a comprehensive overview of the main topics covered in this unit.1. Solving Equations:One of the fundamental skills students will develop in Unit 13 is solving equations. They will learn different methods such as the balance method and using inverse operations to find the value of an unknown variable. Solving equations is a crucial mathematical skill as it allows us to find unknown values and represent relationships between variables.2. Inequalities:Building upon the concept of equations, students will also learn about inequalities. Inequalities express relationships between variables using symbols such as < (less than), > (greater than), ≤ (less than or equal to), and ≥ (greater than or equal to). Understanding inequalities isessential for solving real-world mathematical problems, such as determining the number of solutions that satisfy certain conditions.3. Graphing Linear Equations:Another important topic covered in Unit 13 is graphing linear equations. Students will learn how to plot points on a coordinate grid and connect them to form a line. Graphing linear equations helps visualize the relationship between two variables and provides a graphical representation of the equation. This skill is crucial in various fields, including science, engineering, and economics.4. Proportional Relationships:Unit 13 also introduces students to the concept of proportional relationships. Proportional relationships exist when two quantities vary in a consistent manner. Students will learn how to identify proportional relationships, represent them using equations or tables, and solve problems involving proportional reasoning. This knowledge is valuable in various real-life scenarios, especially when dealing with rates, ratios, and percentages.5. Similarity and Congruence:Furthermore, students will delve into the realm of geometry in Unit 13 by exploring similarity and congruence. Similar figures have the same shape but differ in size, while congruent figures have both the same shape and size. Students will learn how to identify and apply properties of similar and congruent triangles. These concepts are crucial in fields such as architecture, design, and engineering.6. Pythagorean Theorem:Unit 13 also covers the Pythagorean Theorem. This theorem relates the lengths of the sides of a right triangle and is considered one of the most important theorems in mathematics. Students will learn how to apply the Pythagorean Theorem to solve problems involving right triangles and calculate unknown side lengths. This theorem has significant applications in various fields, including architecture, navigation, and physics.In conclusion, Unit 13 encompasses a range of important mathematical concepts and skills. From solving equations to graphing linear equations, from understanding inequalities to exploring similarity and congruence, and from proportional relationships to the Pythagorean Theorem, students will gain a strong foundation in math through this unit. Mastering these knowledge points will not only equip studentswith essential mathematical skills but also enable them to approach real-world problems with confidence and analytical thinking.。
初三下册英语学法大视野答案十三单元作文
初三下册英语学法大视野答案十三单元作文全文共3篇示例，供读者参考篇1Unit 13 CompositionThe topic for this unit's composition is "An Inspiring Person in My Life". I have to admit, when I first saw the assignment I wasn't super excited about it. Writing essays is definitely not my favorite thing. But the more I thought about it, the more I realized I actually did have someone inspiring to write about - my older brother Jason.Jason is 6 years older than me, so he's already graduated from high school and is in college studying engineering. When we were younger, he used to seem so mature and grown up compared to me. I looked up to him a lot. He was the smart one who always got good grades. He was the athletic one who played sports really well. And he was just an all-around cool older brother.Even now that I'm older, Jason is still someone I greatly admire. He works incredibly hard at everything he does. In high school, he took a ton of AP classes and was involved in so manyclubs and activities. He was the captain of the soccer team, played in the band, was active in student government, and even started his own tutoring program. I have no idea how he had time to do it all, but he did and he excelled.What makes Jason truly inspiring to me though is his attitude and character. He is one of the most driven people I know, but he's also very humble about his abilities and achievements. He never brags or acts arrogant. He's always striving to improve himself, but in a quiet, unassuming way. Jason is also unfailingly kind, patient, and ethical. He treats everyone with respect and courtesy. He stands up for what he believes is right. And he has incredibly strong principles that he lives by.I remember one time when we were younger, a group of guys started picking on me and my friends for being "nerds" who liked school and got good grades. Jason happened to be walking by and saw what was going on. He immediately stepped in and told those guys to back off and leave us alone. I was so grateful to him for defending us, but also impressed by his calm but firm demeanor. He didn't resort to shouting or threats, but simply stated with confidence that their behavior was unacceptable. The guys backed down pretty quickly.On another occasion, Jason found out that I had cheated on a math test because I was struggling in the class and feeling a lot of pressure to keep my grades up. I expected him to be really disappointed in me, but instead he sat me down and had an honest discussion about integrity. He explained why cheating was wrong without lecturing me. He said he knew how stressful school could be and how tempting it might seem to take a shortcut, but that the most important thing was to always try my best and be proud of my own efforts, regardless of the outcome. Jason inspired me to admit what I had done and re-take the test, determined to prepare properly. I got a worse grade than if I had kept the cheated score, but I felt so much better about myself.My brother has also shown amazing perseverance in the face of adversity. During his senior year of high school, Jason was diagnosed with leukemia. It was incredibly scary for my whole family. Jason had to undergo chemotherapy and radiation for months. There were times when he felt horrible from the treatment's side effects and it would have been easy for him to get discouraged and give up. But he remained stubbornly positive and hopeful throughout it all. He missed a lot of school, but kept up with his studies from the hospital and even managed to graduate on time. The day he got to walk across the stage andreceive his diploma while in remission was such an incredibly proud moment.Since then, Jason has made a full recovery and his experience has only amplified his determination and drive. He's pursuing his engineering degree with incredible focus and discipline. He hopes to one day specialize in designing better cancer treatment technology and facilities. His goal is to take the horrible struggles he went through and turn them towards making things better for others facing similar battles. Just thinking about his resilience and his desire to use his experience for good makes me feel inspired all over again.In so many ways, Jason demonstrates the qualities I admire most - hard work, integrity, kindness, perseverance, and using your talents to make a positive impact. He is living proof that you can overcome difficulties and achieve great things as long as you stay dedicated and keep pushing forward. Jason will always be my role model for what it looks like to live with purpose.I feel so fortunate to have such an exceptional big brother guiding the way. Whenever I need motivation or advice, I know I can look to his example. Jason shows me that being a truly inspiring person isn't about fame or accolades - it's about the way you face challenges and the commitment you have to yourvalues. He makes me want to be a better student, a better person.I can only hope that as I keep growing up, I'm able to have even a fraction of the integrity, drive and character that my brother has. If I can become half篇2Unit 13: A Broader View of English GrammarAs an 8th grader about to enter high school, mastering English grammar has been one of my biggest challenges in recent years. Unit 13 in our textbook really opened my eyes to taking a broader view and deeper understanding of how English works. Here are some of the major grammar points I learned:The Passive VoiceUsing passive voice has always tripped me up. When do you use it? What are the rules? This unit finally cleared it up. The passive voice is used when the subject is the receiver of the action, rather than the doer. You make the object of an active sentence into the new subject by using a form of the verb "to be" plus the past participle.For example:Active: John repaired the car.Passive: The car was repaired by John.The passive is really useful when you want to emphasize the result of the action more than who or what performed it. It's also convenient when you don't know or don't need to state who did the action. For instance: "The vase was broken."Some key grammar rules I learned:Always use a form of "to be" (is, was, will be, etc.) plus a past participle verbMake the direct object of the active sentence the new subjectOptionally include "by" plus the doer after the verbNever use passive voice with intransitive verbs that can't take objectsBy understanding the logic behind passive voice, it finally started clicking for me when to employ it appropriately in my writing and speaking.Conditional SentencesConditional sentences are another notoriously confusing aspect of English that this unit broke down in a clear, systematicway. A conditional sentence states that something will happen if a certain condition is met.There are four main types:Zero Conditional (for general truths/facts): If you heat water to 100°C, it boils.1st Conditional (possible present/future): If I study hard, I will pass the test.2nd Conditional (hypothetical present/future): If I won the lottery, I would buy a yacht.3rd Conditional (hypothetical past): If I had worked harder, I would have gotten better grades.Each type follows a consistent pattern of using different verb tenses in the "if" clause versus the main clause. Once I learned to identify the four types and their respective tense patterns, conditional sentences became far less daunting.Certain phrases like "provided that," "unless," and "only if" can also introduce conditional clauses. And I realized that many conditionals in everyday speech are implied without the "if", like: "Study hard, you'll pass the test."By mastering conditionals, I've become much better at discussing hypothetical situations, making suggestions with polite conditions, and clearly expressing cause-and-effect relationships in English.Noun ClausesThis unit covered a topic I'd never formally learned about: noun clauses. A noun clause is a group of words that functions as a noun in a sentence. It's essentially an embedded clause that replaces a noun or pronoun.For example:"What you did was wrong" = The noun clause "What you did" acts as the subject of the sentence."I don't know where she lives" = The noun clause "where she lives" functions as the object of the verb "know."Noun clauses often start with "why, what, how, when, who, whom, whichever, whatever, wherever, whether, that, if orif/whether." They contain a subject and verb just like normal clauses.Once I understood this concept, I started noticing noun clauses everywhere in complex sentences. They allow for muchmore sophisticated, nuanced meanings instead of just simple subject/verb patterns.I'm now much more comfortable utilizing noun clauses to combine ideas, share subjective thoughts, ask questions, and make my English sound more natural and fluent overall.This unit has given me a much broader and deeper comprehension of English grammar beyond just rote memorization of rules. I feel better prepared to analyze how the language actually works, while still having plenty more to learn.As I tackle more advanced English courses, readings, and writing assignments in high school, I'm confident these seemingly complex grammar concepts will become second nature. Taking a step back and considering grammar from a broader viewpoint has been an invaluable lesson.篇3Unit 13 WritingHey everyone! This is going to be my attempt at the writing assignment for Unit 13 in our English textbook. I have to admit, I'm kind of dreading this one. Writing has never been my strongest suit, and the topic for this unit - "Our Changing World" - seems so broad and complex. Where do I even start?I guess I could begin by looking at some of the major changes happening in the world today. One huge area of change is technology. It's crazy how quickly new gadgets and innovations emerge and become a part of our everyday lives. I remember when I was really little, my parents had one of those brick-sized mobile phones and we had a massive desktop computer that took forever to start up. Now, I've got a smartphone that is basically a handheld computer and can do just about anything! From streaming movies and TV shows, to Video chatting friends, to looking up information on basically any topic imaginable - this thing is wild. And that's not even mentioning social media and how that has totally transformed how we communicate and share our lives.Speaking of communication, another major area of change has been how globally connected the world has become. Even living in a relatively small city, I interact with cultures, ideas, products from all over the world on a daily basis. The food we eat, the clothes we wear, the music we listen to - so much of it has global influences now. And it's crazy to think that we can chat with someone on the other side of the planet in real-time via the internet. When you think about it, the world has become like one giant melting pot of cultures blending together.Of course, this increased globalization hasn't come without its challenges. There are issues of cultural identities being lost or threatened as Western/American influences spread. Environmental impacts from more production, consumption, and resource use globally. Economic impacts as jobs shift to lower cost markets. And political tensions over immigration, human rights, intellectual property, and so on. It's a complex situation with no easy answers.On an individual level, I'd say one of the biggest changes people are grappling with is the pressure to constantly reinvent themselves to adapt and brand themselves in our rapidly evolving world. Long gone are the days when you could get an education, find a stable career, and just ride it out until retirement. Nowadays, there's an expectation that you have to always be learning new skills, exploring new opportunities, and repackaging yourself for the next big thing. For students like me, there's a ton of pressure to figure out our interests, passions, and personal brands from an early age and try to position ourselves for this constantly shifting landscape. It's both exciting but also nerve-wracking!Another big area of change on a personal level is our conceptions of things like family, relationships, and gendernorms shifting. More people are embracing non-traditional relationship structures, gender fluidity, and choosing different paths from the nuclear family model that was so prevalent in previous generations. While aspects of this create tensions and pushback from more conservative segments, it does feel like society is gradually becoming more open and accepting of different ways of constructing your family life and identity.Environmentally, the impacts of climate change are becoming very real, very quickly. From more extreme weather events and natural disasters, to rising sea levels impacting coastal communities, to animal habitats and ecosystems being disrupted - it's hard to ignore the urgency anymore. There's also increasing awareness of our collective role in this via carbon emissions from burning fossil fuels, deforestation, and unsustainable practices. Again, no easy solutions, but a change in mindset and policies is clearly needed.On a more positive note, progress is being made in areas like human rights, equality, and access to things like education and healthcare for underserved populations around the world. Women's rights, LGBTQ+ rights, racial equality - while there is still far to go, we've come a long way from where we were a few decades ago in many parts of the world. Improvements incommunications technology and a more global flow of information is helping raise awareness and give voice to these movements for change.Scientific advances in fields like medicine, energy, artificial intelligence, space exploration, and so many other areas are also rapidly changing our world and opening up amazing possibilities. From new cancer treatments extending and saving lives, to sustainable energy sources to combat climate change, toself-driving cars and virtual reality experiences - the pace of innovation is staggering. At the same time, these new technologies raise a host of ethical questions about their development and use that society is being forced to grapple with.So in summary (and I can't believe I've rambled on for so long already!), the world is changing rapidly in countless ways - culturally, technologically, environmentally, politically, scientifically, and in our personal lives. Change can be invigorating and open up new opportunities, but it also breeds uncertainty, tension, and difficulties adapting. As overwhelming as all this change can feel, I'm trying to look at it with a mix of excitement, openness, and pragmatism. I'll need to keep learning, growing, and evolving with the world while still stayinggrounded in my core values and identity. Here's to embracing the changes ahead!。
Motivation 商务英语
Lecture 13
Herzberg’s Two-factory Theory
Hygiene Factors
Company policy Work conditions Supervision Salary Job security Relationship at work
Motivational Factors
Theory Z •Long-term employment •Collective decision making • Collective responsibility •Slow promotion •Moderately formal controls •Moderately specialized career paths •Employee seen as family
1. Classical Theories (Frederick Taylor)
▪ money
2. Hawthorne studies /effect
▪ human relations ▪ attention; participation
3. Maslow’s Hierarchy of Needs 4. Herzberg’s Two-factory Theory 5. McGregor’s Theory X & Theory Y 6. Ouchi’s Theory Z 7. Vroom’s Expectancy Theory
Lecture 13
Motivation Strategies
❖ Rewards & Punishment
▪ behavior modification
❖ MBO ❖ Participative Management
九年级英语单词Unit13知识点
九年级英语单词Unit13知识点Unit 13: Vocabulary Highlights in 9th Grade EnglishIntroduction:In ninth grade English, one of the essential units is Unit 13, which focuses on expanding students' vocabulary and enhancing their language skills. This unit introduces various idioms, phrasal verbs, and collocations that are commonly used in English. Through the study of vocabulary, students can improve their reading, writing, speaking, and listening comprehension abilities. In this article, we will delve into the key knowledge points covered in Unit 13 and explore their significance in English language acquisition.Idioms:Idioms are expressions that have a meaning different from their literal interpretation. Learning idioms is crucial for effective communication as they enhance the richness and nuance of English conversation. Unit 13 presents several idioms that students should be familiar with, such as "raining cats and dogs," which means heavy rain, and "break a leg," used to wish someone luck. Understanding idioms adds color to language and helps students grasp the cultural context embedded within them.Phrasal Verbs:Phrasal verbs consist of a verb and one or more particles, such as adverbs or prepositions. They often have multiple meanings and can be tricky for non-native English speakers. Unit 13 incorporates numerous phrasal verbs like "bring up," meaning to mention or raise a topic, and "look up," which refers to finding information in a reference source. Becoming proficient in using phrasal verbs is essential for comprehension and fluency in English conversations and writings.Collocations:Collocations are words that frequently appear together and create a natural and fluent expression. They play a crucial role in improving language fluency and accuracy. Unit 13 introduces various collocations, such as "catch someone's attention" and "make an effort." Knowing these collocations helps students communicate more effectively and helps avoid errors caused by word choice or word order.Word Families:Unit 13 emphasizes the importance of word families or lexical sets.A word family consists of a base word and its derived forms (e.g., noun, verb, adjective, and adverb forms). By understanding word families, students gain a deeper understanding of vocabulary and improve theirlanguage skills. For example, in Unit 13, the word "friend" is introduced, and students learn related words like "friendly" (adjective), "befriend" (verb), and "friendliness" (noun).Contextual Usage:In addition to learning individual words, Unit 13 emphasizes the importance of using vocabulary in context. Students are encouraged to read extensively and pay attention to how words are used in various texts. Understanding words in context facilitates comprehension and ensures proper usage. Teachers often provide students with exercises that require using vocabulary words in sentences or short passages, promoting language application and integration.Conclusion:Unit 13 of the ninth-grade English curriculum highlights various vocabulary knowledge points crucial for language acquisition. By learning idioms, phrasal verbs, collocations, word families, and contextual usage, students enhance their overall language proficiency. These knowledge points not only expand vocabulary but also promote better reading, writing, speaking, and listening skills. Mastering the vocabulary in Unit 13 equips students with the tools necessary for effective communication and a deeper understanding of the English language.。
九年级全一册unit13知识点
九年级全一册unit13知识点Unit 13 Knowledge PointsIntroduction:Unit 13 in the ninth-grade textbook covers a range of interesting and important topics. In this essay, we will delve into the knowledge points highlighted in this unit. From understanding figurative languages to exploring the concepts of setting and mood, we will explore various aspects of literature, enhance our vocabulary, and strengthen our understanding of the English language.1. Figurative Language:Figurative language adds depth and imagery to writing. It includes different forms such as similes, metaphors, hyperboles, and personification. By using figurative language, authors provide readers with a more vivid experience and convey emotions effectively. For example, a simile compares two things using "like" or "as" to create a stronger visual representation. Saying "He runs like the wind" paints a clear picture of someone's speed.2. Setting:Setting refers to the time and place in which a story takes place. It helps establish the atmosphere, characters' behaviors, and the overall tone of the narrative. A well-developed setting can bring a story to life. For instance, a story set in a gloomy, decrepit house creates a mysterious and suspenseful mood, making the readers more engaged in the storyline.3. Mood:Mood refers to the emotional atmosphere created by a piece of literature. It influences the readers' feelings and reactions while reading a particular text. Authors use various techniques, such as word choice and description, to establish the mood. For instance, in a suspenseful story, the author might use words like "shadowy" and "ominous" to create a tense and anxious mood.4. Vocabulary Building:Expanding one's vocabulary is crucial for effective communication. Unit 13 introduces several useful tips and strategies for vocabulary acquisition. You can learn new words through context, using synonyms and antonyms, or by analyzing word origins. Additionally, practicing with flashcards and engaging in activities that involve active usage of new words enhances retention.5. Inferencing:Inferencing involves using clues from the text to draw conclusions and make educated guesses. It helps readers understand the implied messages, themes, or motivations behind characters' actions. Developing inferencing skills enhances critical thinking and deepens our understanding of the text. By paying attention to details, readers can make informed interpretations and engage more fully with the literature.6. Author's Purpose:Understanding the author's purpose is essential in comprehending a text. Authors write for various reasons, such as to inform, entertain, persuade, or express their feelings or opinions. Unit 13 provides examples and exercises to help students identify the author's purpose. This skill allows us to analyze the underlying intentions behind a piece of writing and the impact it has on the audience.Conclusion:Unit 13 covers an array of vital knowledge points in the English language. From the importance of figurative language in literature to understanding setting, mood, vocabulary, inferencing, and the author's purpose, students gain a deeper understanding of how language works.By acquiring these skills, students can communicate effectively, appreciate literature at a new level, and become more critical thinkers.。
九年级英语Unit13知识点总结
九年级英语Unit13知识点总结Unit 13 Knowledge Points OverviewIntroduction:In the ninth grade English curriculum, Unit 13 covers a wide range of topics and knowledge points. This article aims to provide a comprehensive summary of the key concepts and skills students should learn in this unit. Through a structured approach, students can have a better understanding and grasp of the essential knowledge related to Unit 13.Vocabulary:Vocabulary acquisition is crucial for enhancing language skills. In Unit 13, students will encounter new words related to feelings, emotions, and personality traits. It is important to understand the meanings, usage, and collocations of these words. Building a strong vocabulary foundation enables students to express themselves accurately and effectively in both oral and written communication.Grammar:Unit 13 introduces several important grammar points that are essential for constructing grammatically correct sentences.1. Comparative and superlative forms: This grammatical structure is used to compare two or more nouns, indicating degrees of difference. It is essential to understand the formation rules and exceptions associated with comparative and superlative forms.2. Modal verbs: Modal verbs such as "can," "could," "may," "might," and "must" express ability, possibility, permission, and obligation. Students need to grasp the appropriate use of these modal verbs in different contexts.3. Passive voice: Understanding the passive voice is crucial for effective communication. Students should be able to differentiate between active and passive voice constructions, identify passive voice sentences, and transform active voice sentences into passive voice.Reading Comprehension:Unit 13 provides students with various reading materials to improve their reading comprehension skills. It is important to focus on the main ideas, supporting details, and the author's purpose while reading.1. Skimming and scanning: Skimming and scanning techniques help students quickly locate specific information within a text. Practice these skills to save time and efficiently gather information.2. Inference and deduction: Developing the ability to infer and deduce from the given text is crucial for understanding implicit meanings. Students should practice drawing logical conclusions based on the information provided.3. Vocabulary in context: Pay attention to how words are used in different contexts. Understanding the context helps in determining the meaning of unfamiliar words.Writing:Unit 13 incorporates various writing tasks to enhance students' writing skills. These tasks include writing a formal letter, descriptive paragraph, opinion essay, and more. To improve writing abilities, consider the following points:1. Organization and structure: Develop an outline or plan to maintain a clear structure in writing. Ensure that each paragraph has a specific purpose and logical flow.2. Coherence and cohesion: Connect ideas effectively by using appropriate transitional words and phrases. This enhances the overall coherence and cohesion of the written piece.3. Grammar and vocabulary: Pay attention to grammatical accuracy and word choice. Use suitable vocabulary and sentence structures to convey ideas clearly and concisely.Conclusion:Unit 13 covers a wide range of knowledge points, including vocabulary, grammar, reading comprehension, and writing skills. Mastering these concepts and skills will not only contribute to success in the English curriculum but also enhance overall language proficiency. Remember to practice regularly, review the material, and seek assistance when needed. With dedication and perseverance, students can excel in Unit 13 and beyond.。
九年级英语知识点unit13
九年级英语知识点unit13Unit 13 - A World of WondersIntroduction:As students delve deeper into their English learning journey, they encounter a variety of fascinating topics and essential knowledge. One such unit is Unit 13, which introduces students to various aspects of the world, exploring different cultures, traditions, and geographical wonders. In this article, we will explore the key knowledge points covered in Unit 13 of the ninth-grade English curriculum.1. Cultural Diversity:Unit 13 provides students with a glimpse into the rich diversity of cultures around the world. It highlights the importance of understanding and respecting different customs, traditions, and beliefs. Through engaging activities and discussions, students learn to appreciate and embrace the differences that make each culture unique.2. Famous Landmarks:The unit introduces students to iconic landmarks from different parts of the world, such as the Great Wall of China, the Eiffel Tower in France, and the Pyramids of Egypt. Students not only learn about thehistorical significance of these landmarks but also understand their cultural importance and the impact they have on tourism. This knowledge broadens their worldview and encourages them to explore the wonders of our planet.3. Natural Wonders:Unit 13 also sheds light on the breathtaking natural wonders that exist around the globe. Students discover magnificent sites such as the Grand Canyon in the United States, the Great Barrier Reef in Australia, and the Amazon Rainforest in South America. Emphasizing the importance of environmental conservation, students gain a deeper understanding of the beauty and fragility of our natural world.4. Festivals and Celebrations:The unit provides insights into various festivals and celebrations observed by different cultures worldwide. Students learn about traditional customs, such as the Chinese Spring Festival, Indian Diwali, and American Thanksgiving. By understanding the significance of these celebrations, students become more tolerant and appreciative of diverse cultural practices.5. Global Issues:Unit 13 addresses global issues such as environmental degradation, climate change, and poverty. Through thought-provoking discussions and activities, students develop a sense of responsibility towards these issues and understand their role in creating a sustainable world. They broaden their knowledge about the challenges faced by humanity and the importance of collective action.Conclusion:Unit 13 encompasses a wide range of knowledge points that contribute to students' overall understanding of the world. By exploring cultural diversity, famous landmarks, natural wonders, festivals, and global issues, students develop a broader perspective, empathy, and appreciation for different cultures and our planet's beauty. Unit 13 acts as a stepping stone for students to become responsible global citizens, appreciating the wonders of our world and taking action to protect it.。
新目标英语九年级Unit_13_知识要点归纳
期知1.throw litter into the river 把垃圾扔入河中2.play a part in cleaning it up 尽一份力把它清理干净3.fill the air with black smoke 空气中充满黑烟4.cut down air pollution 减少空气污染5.make a difference 产生影响6.shark fin soup 鱼翅汤7.at the top of the food chain 处于食物链的顶端8.in the last 20to 30years 在最近的20到30年间9.develop laws 健全法律10.can ’t afford to do sth.负担不起做某事11.take action 采取行动12.add up 累加e public transportation 使用公共交通14.recycle books and paper 回收书和废纸15.put sth.to good use 好好利用……16.pull...down 拆下17.an old boat turned upside down 一艘倾覆的旧船18.be an inspiration to sb.对某人来说是一种鼓舞19.set up a website 建立一个网站20.be known for 因……而闻名【重点词汇】【重难点句子】1.Sharks may disappear one day if we do not do something to stop the sale of shark fins.如果我们不采取措施来阻止这种鱼鳍买卖，鲨鱼可能有一天会灭绝。
2.This method is not only cruel,but also harmful to the environment.这种方法不仅残酷，而且对环境有害。
3.The numbers of some kinds of sharks have fallen by over 90percent in the last 20to 30years.在最近的20到30年的时间里，某些种类的鲨鱼的数量已经下降了90%。
新目标九年级英语unit13知识点
新目标九年级英语unit13知识点新目标九年级英语Unit 13知识点Unit 13 in the New Target English series is an important unit that focuses on various aspects of the English language. It covers topics such as vocabulary related to the environment, expressing opinions, presenting arguments, and discussing responsible behavior. In this article, we will delve into some of the key points covered in this unit.One of the main themes in Unit 13 is the environment and environmental protection. The vocabulary related to this topic is crucial for students to understand and communicate effectively. It includes words like pollution, global warming, recycling, sustainable development, and renewable energy. Learning these words not only enhances students' vocabulary, but also raises their awareness of environmental issues, which is essential in today's world.Expressing opinions is another important aspect of Unit 13. To express their thoughts and ideas, students are taught useful phrases and vocabulary. For example, they learn expressions such as "In my opinion," "I believe that," "From my perspective," and "I think that." These phrases help students confidently express their viewpoints and engage in discussions or debates.Furthermore, Unit 13 teaches students how to present arguments effectively. Students learn phrases such as "On the one hand," "On the other hand," "It could be argued that," and "Contrary to popular belief." These phrases enable students to present different points of view and weigh the pros and cons of a given argument. This skill not only improves their English language proficiency but also enhances their critical thinking abilities.Responsible behavior is also emphasized in Unit 13. Students learn about different types of responsible behavior, such as conserving water and electricity, reducing waste, and practicing sustainable habits. They are encouraged to apply what they learn in their daily lives to become responsible global citizens. This unit not only equips students with English language skills but also instills in them a sense of responsibility towards the environment and society.In order to effectively teach Unit 13, teachers can incorporate various activities and projects. For example, students can participate in group discussions or debates on environmental issues. They can also work on projects that involve researching and presenting information on sustainable practices or developing solutions to tackle specific environmental problems. These activities not only reinforce language skills but also promote teamwork and critical thinking abilities.In conclusion, Unit 13 in the New Target English series is a comprehensive unit that covers a wide range of knowledge and skills. From vocabulary related to the environment to expressing opinions, presenting arguments, and discussing responsible behavior, this unit provides students with valuable language and life skills. By incorporating engaging activities and projects, teachers can effectively enhance students' English language proficiency and foster a sense of responsibility towards the environment and society.。
九年级unit13单元知识点
九年级unit13单元知识点九年级 Unit 13 单元知识点Unit 13的知识点主要包括以下内容：1. 词汇与短语这个单元我们需要掌握一些新的词汇与短语，比如：- advocate (v.) 提倡，主张- confront (v.) 面对，对抗- obesity (n.) 肥胖，过胖- sedentary (adj.) 坐着的，久坐的- consequence (n.) 结果，后果- investment (n.) 投资- boost (v.) 提高，增强- restrict (v.) 限制，约束- excessive (adj.) 过度的，过量的- intake (n.) 摄入，吸入2. 语法本单元的语法重点主要在于从句和它的用法。
具体包括：- 定语从句：介绍定语从句的定义和使用，包括关系代词和关系副词的运用。
- 状语从句：介绍状语从句的定义和使用，包括时间、条件、地点、原因、结果和让步等多种类型。
- 名词性从句：介绍名词性从句的定义和使用，包括主语从句、宾语从句和表语从句。
3. 阅读理解在本单元的阅读理解中，我们会使用所学的词汇和语法知识来理解文章的意思，并回答相关问题。
通过阅读不同类型的文章，可以提高我们的阅读理解能力和词汇理解技巧。
4. 写作技巧在写作方面，我们将学习如何写一篇辩论性或议论性的文章。
通过选取合适的观点、提供充足的论据和结构化的写作形式，我们可以有效地表达我们的观点和支持我们的论点。
5. 实践与应用在本单元中，我们将通过小组讨论、口头报告或辩论等形式，将所学的知识与实际应用相结合。
这样可以更好地培养我们的思维能力、口头表达能力和团队合作能力。
总结：九年级 Unit 13的单元知识点主要包括词汇与短语、语法（从句的用法）、阅读理解、写作技巧以及实践与应用。
通过学习这些知识点，我们可以提高我们的词汇量、语法能力、阅读理解能力、写作技巧，并将所学的知识应用于实际生活中。
人教版九年级英语unit13知识点
人教版九年级英语unit13知识点Unit 13 - The 21st CenturyIntroductionIn the 21st century, the world has undergone significant changes in various aspects. This unit focuses on a range of knowledge points related to the 21st century, covering technological advancements, environmental concerns, and globalization. Let's delve into these topics and explore the impact they have on our lives.Technological AdvancementsOne of the prominent features of the 21st century is the rapid advancement of technology. Computers, smartphones, and the internet have revolutionized how we live, work, and communicate. With just a few taps on a screen, we can access a wealth of information and connect with people from different corners of the world. Moreover, the rise of artificial intelligence and automation promises even more convenience and efficiency in the future.However, as we embrace new technologies, we must also be aware of their potential drawbacks. The overuse of screens and gadgets can lead to addiction and isolation. It is important to strike a balance and use technology responsibly, ensurinindividual'security and privacy.Environmental ConcernsThe impact of human activities on the environment is a significant issue in the 21st century. Global warming, deforestation, and pollution pose serious threats to our planet and all its inhabitants. It is crucial for individuals, governments, and organizations to take action to protect the environment and mitigate the consequences of climate change.Each of us can play a role in preserving the environment. Adopting sustainable practices such as recycling, reducing energy consumption, and promoting renewable energy sources are essential steps towards a greener future. Education and awareness campaigns are also instrumental in encouraging communities to take collective action to protect our planet.GlobalizationGlobalization has been a defining feature of the 21st century. It refers to the increasing interconnectedness and interdependence of nations through trade, communication, and the exchange of ideas. The internet and social media platforms have made the world, indeed, a global village.While globalization has brought numerous benefits in terms of economic growth, cultural exchange, and technological advancements, it also poses challenges. Economic disparities between countries, lossof cultural identity, and the spread of diseases across borders are some of the concerns that need to be addressed.ConclusionThe 21st century has brought with it immense progress and challenges. Technological advancements continue to reshape our lives, requiring us to adapt and remain conscious of the potential implications. Environmental concerns remind us of our responsibility to protect our planet for future generations. Globalization has connected us more than ever before, emphasizing the importance of cooperation and understanding between nations.Let these knowledge points guide us as we navigate through the complexities of the 21st century. By embracing technology responsibly, protecting the environment, and fostering global collaboration, we can strive for a better future for ourselves and generations to come.。
九年级英语unit13知识点
九年级英语unit13知识点Unit 13: Knowledge Points in Grade 9 EnglishIntroduction:In this article, we will explore the various knowledge points covered in Unit 13 of Grade 9 English. This unit focuses on improving language skills and expanding vocabulary through engaging exercises and activities. Let's delve into the key topics covered in this unit.1. Vocabulary Expansion:Unit 13 presents a range of new vocabulary related to travel and outdoor activities. Students will learn words and expressions that will aid them in discussing travel plans, describing landscapes, and expressing preferences. It is crucial to go through the vocabulary list thoroughly and practice using these words in context to enhance language proficiency.2. Verb Tenses:In Unit 13, students will deepen their understanding of verb tenses and their usage. The unit covers present perfect, past perfect, and future perfect tenses. Students will practice forming sentences using thesetenses correctly, enabling them to convey actions that happened in the past, are currently happening, or will occur in the future.3. Reading Comprehension:This unit includes various reading passages that aim to improve students' reading comprehension skills. Students will encounter different types of texts, such as narratives, informational articles, and dialogues. It is important to carefully read the texts, identify key points, and answer comprehension questions accurately.4. Descriptive Writing:Unit 13 incorporates descriptive writing tasks, allowing students to enhance their ability to describe people, places, and things vividly. Students will learn to use descriptive language, sensory details, and figurative expressions to engage readers. By practicing descriptive writing, students can develop their creativity and improve their overall writing skills.5. Grammar Focus: Reported Speech:Reported speech is an essential aspect of Unit 13. Students will learn how to change direct speech (spoken words) into reported speech (reported words). The unit provides extensive practice exercises to helpstudents master this grammatical feature accurately. Reported speech is commonly used in storytelling and conveying information shared by others.6. Listening Skills:In Unit 13, students will enhance their listening skills through various activities. These include listening to conversations, interviews, and monologues related to travel experiences and adventure sports. It is important to attentively listen to the audio material and answer questions correctly to improve listening comprehension.Conclusion:Unit 13 of Grade 9 English encompasses a wide range of knowledge points to enhance language proficiency. By expanding vocabulary, practicing verb tenses, improving reading comprehension, refining descriptive writing skills, mastering reported speech, and honing listening abilities, students can become more confident and effective communicators in English. Engaging with these knowledge points and actively participating in classroom activities will greatly benefit students' language learning journey.。
九年级英语unit13知识点人教版
九年级英语unit13知识点人教版Unit 13 in the 9th grade English textbook of the People's Education Edition covers various interest areas, including music, sports, photography, and movies. This unit aims to expand students' vocabulary and improve their speaking and writing skills while exploring these topics. Through engaging activities and discussions, students will not only enhance their language proficiency but also develop a broader perspective of the world.One of the essential knowledge points in this unit is learning vocabulary related to music. Music is a universal language that transcends cultural barriers. It has the power to evoke emotions and connect people from different backgrounds. By studying music-related words and phrases, students can enrich their expression in conversations and written compositions. Additionally, they can appreciate different genres of music, such as pop, rock, classical, and jazz, which further broadens their cultural horizons.Moving on to sports, this unit introduces various verbal and written tasks centered on this topic. Sports play a significant role in promoting a healthy lifestyle and fostering teamwork and discipline. The vocabulary and phrases related to sports not only assist students in describing their favorite sports but also enable them to engage indiscussions or debates on sports-related issues. Furthermore, students can explore the importance of a balanced diet and regular exercise, encouraging them to adopt a healthier lifestyle.Photography, an art form cherished by many, is another key area of study in Unit 13. Through vocabulary acquisition and hands-on activities, students can grasp the technical terms and techniques used in photography. They will learn about different camera angles, lighting effects, and composition rules. Moreover, they can develop their creative abilities and aesthetic sense by taking their own photographs and expressing their thoughts and emotions through visuals. Through this exploration, students will acquire a new perspective on the world around them.Lastly, movies serve as a source of entertainment, inspiration, and education. The study of vocabulary and phrases related to movies enables students to discuss their favorite films, explore different movie genres, and analyze the themes and messages conveyed in movies. By expanding their film-related knowledge, students can express their opinions and ideas more effectively, providing them with the tools necessary to become critical viewers and thinkers.In conclusion, Unit 13 of the 9th grade English textbook offers an engaging and diverse range of knowledge points, including music, sports, photography, and movies. Through the study of vocabulary, discussion, and hands-on activities in these interest areas, students not only improve their language skills but also gain a deeper understanding of the world around them. By exploring these topics, students can broaden their horizons, develop their creative abilities, and become well-rounded individuals.。
Unit 13研究生英语 听力原文
Unit 13 Marketing StrategiesSection TelemarketingDirections:Listen to a telephone call from a telemarketer. As you listen choose the best answer for each question.Man: Hello. Telemarketer: Good evening, Sir. Is this Mr. Charles Philips?Man: Yes, it is.Telemarketer: Well, Mr. Phillips. This evening, I'm calling to offer you a special discount on ...Man: Ah, no, let me guess. You want to sell a subscription to the newspaper or a great deal on airfare to Hawaii, right? [Well, . . . ]. Or, you want to offer me an unbelievable bargain on flamenco dance lessons.Telemarketer: No, no, actually…Mr. Jones. [Huh?] Oh, sorry. That was the last guy. [Ah, great.] Uh, we want to offer you a free trial membership to our sports club downtown at the introductory price of $39.95Man: Thirty-nine ninety-five?'? I thought you said free! Uh, listen. I'm not interested. Telemarketer: Well, it includes unlimited access to all our facilities, including the gym, weight room, racketball courts, and swimming pool.Man: Again, I'm not interested. I have my own fitness program I do around the house Telemarketer: anyway. Well, this is a once-in-a-lifetime deal.Man: Nah. Like I said, I'll pass this time. And please put me on your "don't call" list. Telemarketer: Okay. It'll take between four and six months before your name will be removed from our database. [Months?!?] You might be called by another representative during that time.Man: Ah, man. Ah, greatTelemarketer: Have a nice evening, Mr. Williams.Man: Ah. man.Section B Describing New ProductsDirections:Listen to sales representatives describing new products. Are these products selling well? Complete the chart below.Salesperson 1OK, our new subzero sleeping bag here has a patented design, and it has revolutionary filling. We've had it tested by hikers and campers in subzero temperatures. And they're not only happy with the warmth, but they're also very pleased with how light it is. Now, our bags also take up less room than the bulkier, heavier sleeping bags you're used to, so campers don't have to sacrifice any of their equipment. We found that people who are new to hiking didn't like the term "subzero" because the idea of being outdoors when it's that cold is not very appealing. So, now we just emphasize how warm and lightweight it is, and it's selling better than any other sleeping bag!Salesperson 2You know, I first thought that this compact, portable electronic dictionary was going to sell really well—especially with the back-to-school market. You know, all school kids need to check a dictionary, right? Well, it Just doesn't seem to be taking off. I'm finding out that more and more kids these days have computers. And you know that computers have software with dictionaries, and most word-processing programs have spell check. Then I thought, "OK, there are still people who like to write the old-fashioned way, with pen and paper." Well, a number of those people have told me that they still like the old-fashioned dictionaries, too.Salesperson 3We sell this really neat remote-control device that sends out a signal to start your car. It even lets you heat it up before you have to go out. That's a really great feature in the winter. So often, you know, people complain about how long it takes to warm up the car. People hate being cold . . . and they hate having to wait even more! This gizmo sells really well during the winter holidays.Section C QuestionnaireDirections: Listen to a dialogue between a market researcher and a consumer. As you listen, complete the form with the information you hear.Woman: Yes?Man: Oh, good morning, Madam. I'm from Pestaway Market Research. I'm doingconsumer research in this area. I wonder if you'd mind telling me—do you use Pestaway in your home?Woman: Pestaway? Oh—the insecticide thing. Well, yes, as a matter of fact, I do,Man: What do you use it for. Madam? Fleas, ants, cockroaches, woodworm?Woman: Oh, cockroaches. This is an old house, you see, and we often get cockroaches in the kitchen. I tried scrubbing and disinfecting but it didn't seem to be much good, and then 1 heard a commercial about Pestaway, so I thought I'd try that.Man: Was that on 'IV?Woman: No, it was radio—one of those early morning shows.Man: You heard it advertised on the radio. Fine. And you say you use it in the kitchen. Do you use it anywhere else in the house? In the bathroom, say?Woman: Oh, no we've never had any trouble anywhere else. We get the odd wasp in the summer sometimes, but I don't bother about them. It's the cockroaches I don't like—nasty, creepy-crawly things.Man: And you find Pestaway does the trick?Woman: Well, yes, it's quite good. It gets rid of most of them. Man: How long have you been using it, Madam?Man: Every six weeks or so. I see. Where do you buy your Pestaway, Madam?Supermarket? Chemist?Woman: Oh, no. I get it at the litde shop at the end of this street. They stock practically everything. It means taking a bus if I want to go to the supermarket.Man: Well, thank you very much. Madam. Oh, could I have your name please? Woman: Mrs. Egcrton—Mary Egerton—that's E-G-E-R-T-0-N.Man: E-G-E-R-T-0-N. And the address is 12, Holly Crescent, Peterford?Woman: That's right.Man: Might I ask your age. Madam?Woman: Oh—well—er—just put down I'm over fifty.Man: As you like, Mrs. Egerton. And occupation—housewife?Woman: Well, I used to be a telephonist before I married. I had a very good job with the Post Office, but what with a husband to look after and four children to bring up, itdoesn't leave you much time, does it?Man: Occupation—"housewife". Well, thank you very much for your time, Madam. You've been most helpful.Part III Listening Comprehension TestDirections:In this section, you will hear two talks. Complete the sentences and answer the questions below. You will hear each talk twice. At the end of each talk therewill be a 3-minute pause, during which time you are asked to write down youranswers briefly. You now have 25 seconds to read the questions or sentencesbelow.Talk OnePackaging is an important form of advertising. A package can sometimes motivate someone to buy a product. For example, a small child might ask for a breakfast food that comes in a box with a picture of a TV character. The child is more interested in the picture than in the breakfast food. Pictures for children to color or cut out, games printed on a package, or small gifts inside a box also motivate many children to buy products—or to ask their parents for them.Some packages suggest that a buyer will get something for nothing. Food products sold in reusable containers are examples of this. Although a similar product in a plain container might cost less, people often prefer to buy the product in a reusable glass or dish, because they believe the container is free. However, the cost of the container is added to the cost of the product.The size of a package also motivates a buyer. Maybe the package has "Economy Size" or "Family Size" printed on it. This suggests that the large size has the most product for the least money. But that is not always true. To find out, a buyer has to know how the product is sold and the price of the basic unit.The information on the package should provide some answers. But the important thing for any buyer to remember is that a package is often an advertisement. The words and pictures do not tell the whole story. Only the product inside can do that.Question 1. According to the passage, what is the meaning of the word "motivate"? Question 2. What does 'A buyer will get something for nothing" most probably mean? Question 3. Why do people prefer to buy the product in a reusable glass or dish?Talk TwoMarshall Field's, a department store in Chicago, has long used the motto: "Give the lady what she wants." Finding out what the customer wants is one of the problems marketing research tries to solve. Marketing research has been defined as trying to analyze marketing problems scientifically. It studies people as buyers and sellers, examining their habits, attitudes, preferences, dislikes, and purchasing power. It often studies specific groups of people, such as teenagers, high-income groups, or senior citizens.Marketing research is divided into a number of sub-areas. Advertising research attempts to find out the effectiveness of advertising. It also seeks to learn the best media for advertising specific products: television, newspapers, radio, magazines, billboards, and others. Market analysis tries to identify and measure markets for specific products and to estimate sales potential. Markets may be differentiated by population groups or by geography. Some types of clothing are more likely to sell in Florida and California than in the northern Midwest. Some cosmetics will appeal more to black customers than to white customers. Performance analysis helps a company learn how well it is meeting its goals of sales and profits. Product research covers the whole area of new product development.Marketing research is an expensive undertaking, and its costs are built into the prices of products.Unit 14 About HealthSection A Talking about SymptomsDirections: Listen to the conversations. Check off all the symptoms you hear. You may hear more than one symptom for each.Conversation 1Miyoko: Hi, Wendy!Wendy: Hello.Miyoko: What's wrong? Are you sick?Wendy: Yeah. I have a really bad headache.Miyoko: Oh. I'm sorry- You want some aspirin?Wendy: No thanks. I'm just gonna go to bed and rest.Conversation 2Lisa: Hey girl. What's up?Leslie: Not much. What about you?Lisa: Nuthin' special. Hey, are you okay?Leslie: Yeah. I guess I'm Just really sore from going to the climbing gym yesterday. Lisa: Me, too' 1 guess we overdid it. My back is sore, and 1 have a stiff neck.Leslie: Next time, we'd better stretch after we exercise!Lisa: Yes! Good idea.Conversation 3Professor Chavez: Hi, Tony. How are you?Tony: Not so good, Professor Chavez. I think I'm coming down with a bad cold.Professor Chavez: Really? What's wrong?Tony: Well, I have a stuffy nose and a cough.Professor Chavez: Do you have a fever? You look a little warm.Tony: Maybe. I feel kinda hot.Professor Chavez: Tony, you should go home and go to bed- You might have the flu that's been going around.Tony: OK. That sounds like a good idea.Professor Chavez: Remember to drink lots of juice and get lots of rest. I hope you feel better soon!Conversation 4Stephanie: Hello?Mom: Stephanie, it's Mom.Stephanie: Hi, Mom.Mom: I just called to. see how you were feeling.Stephanie: Thanks, Mom. Actually, I still have a fever.Mom: Did you take some medicine?Stephanie: Yeah. It's helping.Mom: What about your stomach? Is it still bothering you?Stephanie: Yeah-1 still feel sick to my stomach.Mom; Oh honey, I'm sorry. Is there anything I can do?Stephanie: No thanks, Mom. I feel better just talking to you.Conversation 5Brian: Erica, I found that report we were looking for.Erica: Great! Let's take a look at it. Brian: Achoooo!Erica: Oh, Brian, are you still not feeling well?Brian: Yeah. This morning I felt better, but now my head hurts.Erica: Are you getting enough sleep?Brian: 1 slept a lot last night, but I still feel tired.Erica: Listen,Brian. I can handle things here today. Why don't you go home and rest? We can finish this project tomorrow. There's no hurry.Brian: Thanks, Erica. I might just do that.Conversation 6Doug; Jenny, wait up!Jenny: Doug! I'm glad to see you. 1 wanted to tell you how much fun I had last weekend. Doug: Yeah. We enjoyed it too. We always enjoy hiking in the mountains. Unfortunately, Mary and I are both scratching like crazy.Jenny; Oh no. Poison oak?Doug: I'm afraid so. We both have a rash on our legs.Jenny: Oh, Doug. That's too bad. Doug: Yeah. We feel really itchy.Jenny: Oh no. we had such a nice day together'Doug: Yeah. We had a good time, too. Next time we'll be more careful-Section B Talking to a DoctorDirections:Listen to a conversation between a doctor and a student. First check off the health problem you hear. Then write down the three things the doctor advisesthe student to do. Write complete sentences.Part 1Doctor: Hello, MicheUe. I'm Dr. Benson.MicheUe: Hi.Doctor: How are you feeling today?Michelle: Not so good.Doctor: Well, what seems to be the problem?Michelle; I have a bad cold.Doctor: I can hear that. How long have you had it?Michelle: About three weeks- Every time I think it's going away, I get sick again. Doctor: OK, Michelle. I'm going to examine you now.Part 2Doctor: Michelle, we didn't find an infection. That's good. That means that you only have a bad cold. That means that you don't need to take any medicine. But Iknow that you don't feel very well. I want to ask you some questions, all right? MicheUe: OK.Doctor: Has school been very difficult lately?Michelle: Well . . . not really. I've been drinking a lot of coffee to stay up late to study. Doctor: What about exercise? Have you been able to get any exercise during midterm exam?Michelle: No. I've been studying so much I haven't had time.Doctor: Well, Michelte. It sounds to me as though you've been studying so much that you haven't given your body a chance to get better. When you're sick, you needto pay attention to your body. I'm going to give some advice. If you follow myadvice, you'll start to feel better soon. OK?Michelle; OK.Doctor: Well, first, you must sleep more. You need to get at least seven or eight hours ofsleep every night. You cannot study well if you don't get enough sleep –Michelle: I know.Doctor: Next, you have to eat better. Your body cannot work well if you don't give it good food. Try to eat more vegetables and fruits. And limit your coffee to twocups a day.Michelle: OK.Doctor: Finally, you should exercise more. Try to exercise at least three times per week.It doesn't have to be running or aerobics. Walking is an excellent exercise and iseasy to do. Michelle: All right.Doctor: Any questions?Michelle: So you think I should sleep more, eat better, and exercise more. If I do those things, I'll feel better?Doctor: And you won't get sick as often, Michelle.Michelle: Thanks a lot. Doctor.Doctor: You're very welcome, Michelle. Take care.Section C Exercise Information LineDirections: You will hear a short lecture on why people don't exercise. It is from a health telephone information line. Listen carefully for sequence words and phrases tounderstand the lecture. Write down the five reasons why people do not exercise. Healthphone Topic 364: ExerciseMost people know that exercise is important. But many people don't exercise. In this announcement you will hear the five most common reasons why people don't exercise. You will also hear some easy solutions.The first problem? No time. "I don't have any time to exercise. I'm too busy." But you don't need a lot of time to exercise. Short periods of exercise are just as good as long periods of exercise. The solution? You should take two or three short walks every day. For example, ten minutes in the morning, ten minutes at lunch, and ten minutes after dinner.Next, money. "I don't have money to go to a gym. 1 don't have money to buy expensive shoes." No problem. You don't have to spend money to exercise. All you need is a street and comfortable clothes. Our solution? Walk. Don't drive. For instance, walk to thestore, to the library, to the bank. Walking is free and easy.The third most common reason is bad weather. "It's raining. It's too hot. It's snowing." Here's a solution. Exercise inside. For example, turn on some music. Dance. Or clean the house. You can go to the shopping mall and walk fast.Fourth, people say they're tired. "I'm too tired to exercise. I'll exercise when I have more energy." But exercise gives you energy. Most people feel too tired because they don't exercise. The solution? Exercise every day. Take a walk. Go for a bike ride. Run around the block. You'll feel great! And you won't feel tired.Finally, some people feel embarrassed. "I feel silly exercising. I don't have a great body." Listen to this solution: Don't feel bad; you should feel great! You're taking care of your body. Little by little, you will feel better. Just do it!You have heard the five reasons why people don't exercise. More importantly, you have heard five solutions to overcome these problems. Now that you have heard this message, go out and exercise! Good luck.Part III Listening Comprehension TestDirections: In this section, you will hear a short lecture about ways to stay healthy. Take notes while you listen. You will hear the lecture read to you twice. At the end ofthe lecture there will be a 3-minute pause, during which time you are asked towrite down your answers briefly.This lecture will give you advice on how to stay healthy. It will cover ten ways to stay healthy.First, exercise every day. Exercise will help you to maintain your weight. It will also help you to prevent health problems such as cancer and heart disease. Finally, exercise makes you feel good! So get a little exercise every day.Second, get enough sleep. Most people don't get enough sleep. But sleep helps you to think clearly and do good work. Your body needs to rest. Then you have energy to do you best. So try to sleep at least seven or eight hours every night.Third, eat green things. All green food is good for you. For example, spinach, broccoli, green beans, artichokes, kale, cabbage, green apples, and grapes. Fruits and vegetables arevery important to your health. So eat some green things today'Fourth, don't smoke. Smoking causes cancer and other diseases. It can hurt your friends and family when you smoke. It costs a lot of money. So don't smoke.Fifth, don't drink a lot of alcohol. Alcohol can cause a lot of problems. Many car accidents are caused by alcohol. Alcohol can make you overweight. So drink a little if you like, but don't drink a lot.Sixth, wear a seat belt. Many people are injured or killed because they aren't wearing a seat belt. Don't drive with anyone who is not wearing a seal belt. And make sure your passengers are all wearing a seat belt before you drive. Buckle up!Seventh, drink lots of water. Everyone should drink 6~8 glasses of water every day. Your body needs water to work well. Water also has no calories. People who drink a lot of water don't feel as hungry. So drink up!Eighth, visit your doctor for regular checkups. During a checkup your doctor can give you tests and check your health. Many serious health problems are found during a regular checkup. So don't go to the doctor only when you are sick. See the doctor once a year for a checkup.Ninth, reduce stress- Stress causes many serious health problems. It affects your personal and professional lives. Try to have less stress in your life. Relax more! Stress less.Tenth, spend time with friends and family. We all need to enjoy our life with others. Your friends and family will make you feel good. If you feel good, you will stay healthy! So make time for your loved ones.。
恋词 考研英语 笔记整理 Unit 13
exceedingly（adv.）非常；极其
excessive 过多的 极度的 过分的
notice【v.】注意到；注意 【n.】通知；通告；布告；注意；认识
词组
at/on short notice：在短时间内，立刻
in the flash 一瞬间
take notice of：注意到
同义词
advertisement n.广告；宣传；公告
Tammy 的恋练有词课程笔记（Unit13）
equate（v.）使相等；视为平等；等同于
equation 等式 ，方程式=formula
equality（n.）等同性；平等；同等
形近词
equivalent（adj.）等值的；相等的；等同的（n.）等同物；等值物；对应物
be equivalent to 等同于 相等（当）于.... 与...相等
satisfy:【v.】满足；使满意；说服
形近词
satisfied（adj.）感到满意的
dissatisfied（adj.）不满意的；不愉快的；不高兴的
dissatisfaction（n.）不满足；不满意；令人不满意的事物
saturate v.饱和
short cut 捷径
词组
be satisfied with：对……满意
debate:【n.】争论；争辩 【v.】辩论；争论；思考 debater 辩手 近义词 controversy （n.）辩论；争论 dispute（n.）辩论；争端 be in dispute 有争论 disputable 可争论的 有争议的 有讨论余地的 indisputable 无可厚非的 毋庸置疑的 indisputable fact 毋庸置疑的事实 equal:【n.】（地位）相当的人；对等的事物【v.】等于【adj.】同样的；相等的；平等的；胜任的 形近词 equally（adv.）相等地；平等地；同样地
MOTIVATION - Motivation
MOTIVATIONTheories of MotivationProcess theories attempt to identify the relationship among the dynamic variables which make up motivation. These theories are concerned more with how behaviour is initiated, directed and sustained. Process theories place emphasis on the actual process of motivation.Expectancy TheoryThe Expectancy Theory examines the process of motivation and is a result of work done in the USA by V H Vroom, E E Lawler and L W Porter. The underlying basis of expectancy theory is that people are influenced by the expected results of their actions.Motivation is a function of the relationship between:1. Effort expended and perceived level of performance; and2. The expectation that rewards (desired outcomes) will be related to performance. There must also be3. The expectation that rewards (desired outcomes) are available.MOTIVATION –a function of the perceived relationship between(1) and (2)Effort Effective level Rewards (desired outcomes)expended of performance related to performance(3)Availability of rewards(desired outcomes) Performance therefore depends upon the perceived expectation regarding effort expended and achieving the desired outcome. For example, the desire for promotion will result in high performance only if the person believes there is a strong expectation that this will lead to promotion. If however, the person believes promotion to be based solely on age and length of service there is no motivation to achieve high performance. The choice of behaviour is based on the expectance of the most favourable consequences.Vroom’s Expectancy TheoryVroom’s theory is founded on three key variables: valence, instrumentality and expectancy (VIE theory or expectancy/valence theory). The theory is founded on the idea that people prefer certain outcomes from their behaviour over others. They anticipate feelings of satisfaction should the preferred outcome be achieved. The feeling about specific outcomes is termed valence. This is the attractiveness of, or preference for, a particular outcome to the individual.Valance is the anticipated satisfaction from an outcome. The valence of outcomes derive, therefore, from their instrumentality. This leads to a distinction between first-level outcomes and second-level outcomes. The first-level outcomes are performance-related. They refer to the quantity or output or to the comparative level of performance. Usually, performance outcomes acquire valence because of the expectation that they will lead to other outcomes as an anticipated source of satisfaction – second-level outcomes. The second-level outcomes are need-related. They are derived through achievement of first-level outcomes, that is through achieving high performance. Many need-related outcomes are dependent upon actual performance rather than effort expended. People generally receive rewards for what they have achieved, rather than for effort alone or through trying hard.When a person chooses between alternative behaviours which have uncertainoutcomes, the choice is affected not only by the preference for a particular outcome, but also by the probability that such an outcome will be achieved. People develop a perception of the degree that the choice of a particular action will actually lead to the desired outcome. This is expectancy. It is the relationship between a chosen course of action and its predicted outcome.The combination of valence and e xpectancy determine the person’s motivation for a given form of behaviour. This is the motivational force.The Porter and Lawler Expectancy ModelVroom’s expectancy/valence theory has been developed by Porter and Lawler. Their model goes beyond motivational force and considers performance as a whole. They point out that effort expended (motivational force) does not lead directly to performance. It is mediated by individual abilities and traits and by the person’s role perceptions. They also introduce rewards as an intervening variable. Porter and Lawler see motivation, satisfaction and performance as separate variables and attempt to explain the complex relationships among them.In contrast to the human relations approach, which tended to assume that job satisfaction leads to improved performance, Porter and Lawler suggest that satisfaction is an effect rather than a cause of performance. It is performance that leads to job satisfaction.Value of reward is similar to valence in Vroom’s model. People desire variousoutcomes (rewards) which they hope to achieve from work. The value placed on a reward depends on the strength of its desirability.Perceived effort-reward probability is similar to expectancy. It ref ers to a person’s expectation that certain outcomes (rewards) are dependent upon a given amount of effort.Effort is how hard the person tries, the amount of energy a person exerts on a given activity. It does not relate to how successful a person is in carrying out an activity. The amount of energy exerted is dependent upon the interaction of the input variables of value of reward and perception of the effort-reward relationship.Abilities and traits. Porter and Lawler suggest that effort does not lead directly to performance but is influenced by individual characteristics. Factors such as intelligence, skills, knowledge, training and personality affect the ability to perform a given activity.Role perceptions refer to the way in which individuals view their work and the role they should adopt. This influences the type of effort exerted. Role perceptions will influence the direction and level of action which is believed to be necessary for effective performance.Performance depends not only on the amount of effort exerted but also on the intervening influences on the person’s abilities and traits and their role perceptions. If the person lacks the right ability or personality, or has an inaccurate role perception of what is required, then the exertion of a large amount of energy may still result in a low level of performance or task accomplishment.Rewards are desirable outcomes. Intrinsic rewards derive from individuals themselves and include a sense of achievement, a feeling of responsibility and recognition. Extrinsic rewards derive from the organisation and the actions of others and include salary, working conditions and supervision. The proportion of intrinsic and extrinsic rewards will vary among individuals and in different work situations, but there must be a minimum of both.Perceived equitable rewards: this is the level of rewards people feel they should fairly receive for a given standard of performance. Most people have an implicit perception about the level of rewards they should receive commensurate with the requirements and demands of the job and the contribution expected of them.Satisfaction: this is not the same as motivation. It is an attitude, an individual’s internal state. Satisfaction is determined by both actual rewards received and perceived levels of rewards from the organisation for a given standard of performance. If perceived equitable rewards are greater than actual rewards received, the person experiences dissatisfaction. The experience of satisfaction derives from actual rewards which meet or exceed the perceived equitable rewards.There are a number of different versions of expectancy theory and expectancy modelsare not always easy to understand, or to apply. Expectancy theory does, however, draw attention to the complexities of work motivation and indicates that managers should give attention to a number of factors, including the following:∙Use rewards appropriate in terms of individual performance. Outcomes with high valence should be used as an incentive for improved performance.∙Attempt to establish clear relationships between effort-performance and rewards, as perceived by the individual.∙Establish clear procedures for the evaluation of individual levels of performance. ∙Pay attention to intervening variables such as abilities and traits, role perceptions, organisational procedures and support facilities which, although not necessarily direct motivational factors, may still affect performance.∙Minimise undesirable outcomes which may be perceived to result from a high level of performance such as industrial accidents or sanctions from co-workers; or to result despite a high level of performance, such as short time working or layoffs.Equity Theory of MotivationOne of the major variables of satisfaction in the Porter and Lawler expectancy model is perceived equitable rewards. Applied to the work situation, equity theory is usually associated with the work of Adams.Equity theory focuses on people’s feelings of how fairly they have been treated in comparison with the treatment received by others. It is based on exchange theory. People evaluate their social relationships in the same way as buying or selling an item. People expect certain outcomes in exchange for certain contributions or inputs. Most exchanges involve a number of inputs and outcomes. When the ratio of a person’s outcomes to total inputs equal the perceived ratio of other people’s total outcomes to total inputs there is equity. When there is an unequal comparison of ratios the person experiences a sense of inequity.A feeling of inequity causes tension and the presence of inequity motivates the person to remove or reduce the level of tension and the perceived inequity. Adams identifies six broad types of possible behaviour as consequences of inequity:∙Changes to inputs– increase or decrease the level of inputs, through the amount or quality of work, absenteeism or working additional hours without pay.∙Changes to outcomes– attempt to change outcomes such as pay, working conditions, status and recognition without changes to inputs.∙Cognitive distortion of inputs and outcomes – in contrast to actual changes, people may distort, cognitively, their inputs or outputs to achieve the same results, for example, the belief about how hard they are really working.∙Leaving the field – a person may try to find a new situation with a more favourable balance, for example, resigning from a job or the organisation altogether.∙Acting on others – a person may bring about changes in others, for example, to lower their inputs or accept greater outcomes.Changing the object of comparison – this involves changing the reference group with whom comparison is made.Goal TheoryAnother theory sometimes considered under the heading of motivation to work is goal theory which is based on the work of Locke. The basic premise of goal theory is that people’s goals or intentions play an important part in determining behaviour. Locke accepts the importance of perceived value and suggests that these values give rise to the experience of emotions and desires. People strive to achieve goals in order to satisfy their emotions and desires. Goals guide people’s responses and actions. Goals direct work behaviour and performance and lead to certain consequences or feedback.The combination of goal difficulty and the extent of the person’s commitment to achieving the goal regulates the level of effort expended. People with specific quantitative goals, such as a defined level of performance or a given deadline for completion of a task will perform better than people with no set goal or only a vague goal such as ‘do the best you can’. People who have difficult goals will perform better than people with easier goals.Locke points out that ‘g oal setting is more appropriately viewed as a motivational technique rather than as a formal theory of motivation’.。
最新-高三英语 Unit13 Integrating skills课课练 大纲
Unit 13 The mystery of the Moonstone课堂检测三Integrating skills训练要点能用本单元所学的词汇知识提高翻译、改错及写作、阅读能力。
知能训练Ⅰ.汉译英1.他为了使Rachel高兴而戒烟的行为被仆人们认为是他与Rachel 相爱的证据。
(quit doing)答案:His move to quit smoking c igars to please her is seen by the servants as evidence that he is in love with Ra chel.2.仆人们也有机会偷那件珠宝。
(have opportunities to do)答案:The servants also had opportunities to steal the piece of jewel.3.Rosanna 好像也很喜欢Franklin。
(seem (to be)+adj.)答案:Rosanna also seems very fond of Franklin.4.Godfrey 因他的罪行付出了很高的代价。
（pay a high price for）答案:Godfrey paid a high price for his crime.5.这部电影是以20世纪60年代的伦敦为背景的。
（be set in）答案:The film is set in London in the 1960s.Ⅱ.句型转换在B句空缺处填入适当的单词，使完成后的句子与A句意思相同或相近，每空一词。
6.A:But from the moment Rachel tied it to her dress,things start going wrong.B:But from the moment Rachel ________ it ________ her dress,things start going wrong.7.A:Troubled by the loss of such a valuable jewel,Rachel’s mother hires the famous detective Sergeant Cuff to investigate the theft.B: ________she _________ _________ by the loss of such a valuable jewel,Rachel’s mother hires the famous detective Sergeant Cuff to investigate the theft.8.A:Anyone who is guilty must have a stain on his or her clothes.B:________is guilty must have a stain on his or her clothes.9.A:Poor Franklin found the news deeply disturbing.B:Poor Franklin found the news _______ ______deeply disturbing.10.A:Desperate for money,he tried to persuade Rachel to marry him,but when she changed her mind he had nothing to do but go abroad to sell the diamond.B:Desperate for money,he tried to persuade Rachel to marry him,but when she changed her mind he ________ _______ _______ ________ _______ go abroad to sell the diamond. 答案:6.fastened;to 7.As;was troubled 8.Whoever 9.which was 10.had no choice but toⅢ.完形填空阅读下面短文，掌握其大意，然后从各题所给的四个选项(A、B、C和D)中，选出最佳选项。
Unit 13 Motivation Theories
Reduction of Tension
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16-6
Early Theories of Motivation
• Maslow’s Hierarchy of Needs • MacGregor’s Theories X and Y • Herzberg’s Two-Factor Theory
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Exhibit 16–2
Herzberg’s Motivation-Hygiene Theory
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Exhibit 16–3
© 2007 © PrenticePrentice Hall, Inc. All rights reserved. Hall, 2002
16-5
The Motivation Process
Unsatisfied Need
Tension
Drives
Search Behavior
Satisfied Need
Current Issues in Motivation
• Describe the cross-cultural challenges of motivation. • Discuss the challenges managers face in motivating unique groups of workers.
© 2007 © PrenticePrentice Hall, Inc. All rights reserved. Hall, 2002
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• Describe open-book management, employee recognition, pay-for-performance, and stock option programs.
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What Is Motivation?
Assumption:
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Early Theories of Motivation (cont’d)
• Herzberg’s Motivation-Hygiene Theory
Job satisfaction and job dissatisfaction are created by different factors.
effort - a measure of intensity or drive goals - effort should be directed toward, and consistent with, organizational goals needs - motivation is a need-satisfying process
Attempted to explain why job satisfaction does not result in increased performance.
The opposite of satisfaction is not dissatisfaction, but rather no satisfaction.
Contemporary Theories of Motivation
• Describe the three needs McClelland proposed as being present in work settings. • Explain how goal-setting and reinforcement theories explain employee motivation. • Describe the job characteristics model as a way to design motivating jobs. • Discuss the motivation implications of equity theory. • Contrast distributive justice and procedural justice. • Explain the three key linkages in expectancy theory and their role in motivation.
need - an internal state that makes certain outcomes appear attractive
unsatisfied needs create tensions that stimulate drives drives lead to search behavior
• Motivation
the willingness to exert high levels of effort to reach organizational goals, conditioned by the effort’s ability to satisfy some individual need
Higher-order needs - largely satisfied internally
social - affection, belongingness, acceptance esteem - internal factors like self-respect, autonomy – external factors like status, recognition, attention self-actualization - achieving one’s potential
ninth edition
STEPHEN P. ROBBINS
MARY COULTER
Unit
13
© 2007 Prentice Hall, Inc. All rights reserved.
Motivation Theories
PowerPoint Presentation by Charlie Cook The University of West Alabama
© 2007 Prentice Hall, Inc. All rights reserved.
Exhibit 16–2
Herzberg’s Motivation-Hygiene Theory
© 2007 Prentice Hall, Inc. All rights reserved.
Exhibit 16–3
LEARNING OUTLINE
Follow this Learning Outline as you read and study this chapter.
What Is Motivation?
• Define motivation. • Explain motivation as a need-satisfying process.
Theory Y
Assumes that workers can exercise self-direction, desire responsibility, and like to work.
Motivation is maximized by participative decision making, interesting jobs, and good group relations.
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L E A R N I N G O U T L I N E (cont’d)
Follow this Learning Outline as you read and study this chapter.
© 2007 © PrenticePrentice Hall, Inc. All rights reserved. Hall, 2002
16-8
Early Theories Of Motivation (cont.)
• Maslow’s Hierarchy of Needs Theory (cont.) each level in hierarchy must be satisfied before the next is activated
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Early Theories Of Motivation
• Maslow’s Hierarchy of Needs Theory lower-order needs - largely satisfied externally
Contrasting Views of Satisfaction-Dissatisfaction
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Contemporary Theories of Motivation
• Three-Needs Theory
© 2007 © PrenticePrentice Hall, Inc. All rights reserved. Hall, 2002
16-5
The Motivation Process
Unsatisfied Need
Tension
Drives
Search Behavior
Satisfied Need
Early Theories of Motivation
• Describe Maslow’s hierarchy of needs and how it can be used to motivate. • Discuss how Theory X and Theory Y. • Describe Herzberg’s motivation-hygiene theory. • Explain Herzberg’s views of satisfaction and dissatisfaction.
© 2007 Prentice Hall, Inc. All rights reserved.
L E A R N I N G O U T L I N E (cont’d)
Follow this Learning Outline as you read and study this chapter.
Reduction of Tension
© 2007 © PrenticePrentice Hall, Inc. All rights reserved. Hall, 2002
16-6
Early Theories of Motivation
• Maslow’s Hierarchy of Needs • MacGregor’s Theories X and Y • Herzberg’s Two-Factor Theory
Early Theories of Motivation (cont’d)
• McGregor’s Theory X and Theory Y
Theory X
Assumes that workers have little ambition, dislike work, avoid responsibility, and require close supervision.