自然地理——专业英语电子教案
自然地理学英文【精品】
What complicates the study of pattern-process?
1. Multiple driving variables
• Driving variables are most directly responsible for the observed patterns. • They have to be identified, but are not always readily apparent or easily separated from each other
GEO 130 Earth’s Physical EnvironPhysical Geography
• • • • • • • • • • • Define physical geography Explain how we study physical geography List several types of models Describe and define models List the factors that complicate the study of pattern and process and provide examples Give examples of how scale influence the perception of pattern and process Explain how contingent historic events complicate the interpretation of pattern and process Explain the difference between non-linear and linear change Explain why models are limited in describing patterns in the environment Define and give examples of positive and negative feedback Define/explain: steady state, dynamic equilibrium, phase shifts, and transient states
地理知识教学教案四年级英语教案
Geography is an essential subject that deals with our planet, its resources, and the way it changes over time. It is an essential knowledge to cultivate, especially for children at an early age. Educating children about geography helps them understand the world and how it operates. It enables them to develop a better appreciation of different cultures, religions, and people. In light of this, developing a geography teaching plan for four-year-old children who are in their early stages of learning can be challenging. This article will discuss a geography teaching plan for four-year-olds that includes objectives, materials, methods, and evaluation.ObjectivesThe primary objective of this teaching plan is to help children understand the basic concepts of geography such as location, direction, and the environment. Additionally, it aims to:- Develop children's geographical knowledge and vocabulary.- Enhance their critical thinking skills through interactive activities.- Encourage global awareness and appreciation ofdifferent cultures and people.- Promote teamwork and social interaction among children.Materials- World map with prominent landmarks highlighted- Compass and direction guide- Photos and videos of different landscapes, people, and cultures- Drawing material for children to draw maps and landmarksMethods1. Introducing Location and DirectionStart the lesson by introducing the concept of location and direction. Teachers can use a world map to show children the different continents, countries, and prominent landmarks such as the Eiffel Tower in Paris, the Great Wall of China, and the pyramids in Egypt. Teach the class basic directional terms like north, south, east, and west. Teachers can use a compass to demonstrate how to determine cardinal directions.2. Interactive GamesPlay interactive games to reinforce the concept of location and direction. For instance, divide the class into small groups, hide objects in the classroom, and give the group a set of directions to follow to find the hidden items. You can also play games like 鈥淪imon Says鈥?but replace it with directional words like 鈥淪imon says, take two steps to the east.鈥?3. Study Different Cultures and LandscapesIntroduce different cultures, landscapes, and regions. Show children pictures and videos of people from different parts of the world dressing, eating, and doing different activities. Ask children to identify the differences between these cultures and their own. This will help them appreciate diversity and have a broader perspective on the world.4. MappingEncourage children to draw maps of their homes, schools, and landmarks in their city or town. This will improve their spatial awareness and develop creativity.EvaluationUse informal evaluation methods such as questioning, discussions, and observations to evaluate the effectiveness of the lesson. For example, ask children questions about different regions' names, landmarks, and cultures. Observe how children interact during group activities and how they respond to studying different cultures and landscapes.ConclusionGeography is an essential aspect of every child's education, and teaching children about it at an early stage can be beneficial to their development. This teaching plan provides a framework for teachers to teach four-year-old children geography. It includes objectives, materials, methods, and evaluation, and can be tailored to the teachers' taste and the students' needs. By following this plan, children will develop a better understanding and appreciation of the world they live in.。
教案地理专业外语
Unit 11 Population Geography…………………………………………67
Unit 12 Natural Resource Utilization…………………………………73
Unit 13 Environmental Protection……………………………………79
教学难点：
1. Using of lots of new specialized words.
2. Oral communication about the orbits and periodicals of planets in solar system.
讲授内容及
时间分配
课文讲解：1学时；
词汇和习题：1学时。
重点与难点
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.
教案
（2013/2014学年第一学期）
课程名称地理专业外语
课程编号101001510
课程性质专业选修课
教学时数30
教学对象地理科学
授课教师伍铁牛
邵阳学院城市建设系
2013年9月
一、课程教学目的和要求
1、目的：通过本课程的学习，学生可以扩大专业词汇量，提高地理专业英语阅读、写作、翻译等方面的能力，能初步运用英语与国外学者进行书面的和口头的交流。使学生在巩固已有专业知识的基础上，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”。为本科毕业论文和其他学术论文英语摘要的写作打好基础。
自然地理学专业英语
Lecture 1INTRODUCTION TO EARTHMajor Concept (I)The planets in our solar system, including Earth, began to form out of a rotating disk of gas and dust about 4.6 billion years ago.Related or supporting concepts:The present view of the beginning of the solar system suggests that a cloud of gas and dust was flattened into a disk by rotation. The density of the matter in the disk was greatest at its center and decreased toward the edges.The sun formed at the center of the disk where the temperature was highest and the planets formed at greater distances away from the center.The compositions of the planets differ because of a natural sorting of elements in the cloud with distance from the center.The temperature of the early Earth was probably quite high due to:a. the gravitational capture of particles that released heat on impact,b. the increased pressure on the interior of the planet as it continued to grow, andc. the capture of radioactive elements that gave off heat when they decayed.During the first few hundred million years, the internal temperature rose high enough to melt iron and nickel. These heavy metals sank to form the core of the planet and displaced lighter material that rose to form chemically differentiated shells.Major Concept (II)Earth’s oceans originated early in the planet’s history. There are two proposed sources of the water in the oceans.Related or supporting concepts:The oldest sedimentary rocks found that required water for their formation are 3.9 billion years old. This suggests that there are been oceans on Earth for roughly 4 billion years. Traditionally scientists have believed that the water in the oceans and atmosphere originated in Earth’s mantle and was brought to the surface by volcanism.Most magmas contain from 1% to 5% dissolved gas by weight, most of which is water vapor.If we assume that the current rate of release of water vapor in volcanic eruptions has remained essentially constant for the past 4 billion years, then the volume of water expelled(put out) during that time would be roughly 100 times the volume of today’s oceans.A relatively new proposal is that a significant amount of water is added to Earth from space when small icy comets（彗星）enter Earth’s atmosphere.The early atmosphere did not have any oxygen. The oxygen released from the interior of the planet would have combined with metals at the surface to produce oxides.It wasn't until large amounts of oxygen were produced after plants formed that it began to accumulate in the atmosphere.Major Concept (III)There is compelling evidence that there may be other oceans in the solar system.Related or supporting concepts:Two of Jupiter’s moons, Europa and Callisto, may have oceans beneath their icy surfaces.Liquid oceans on Europa may be possible despite extremely low temperatures because of heatgenerated by friction as it is deformed by Jupiter’s tide-producing gravitational force.Both moons have induced magnetic fields indicating they consist partly of strongly conducting material. This may be liquid water with electrolytic salts.There is also some indication that Mars once had an ocean covering portions of its northern hemisphere.Major Concept (IV)There are a variety of lines of indirect evidence that allow us to estimate Earth’s age as being about 4.5 to 4.6 billion years.Related or supporting concepts:Earth’s original crust, that would have formed early in its history, has been destroyed or covered by active volcanism and tectonic processes. This is a reflection of the geologically active nature of the planet. Consequently, the oldest surface rocks we have found, roughly 4 billion years old, give us a minimum age for Earth rather than an actual age.Indirect evidence of Earth’s age includes:a. the dating of moon rocks at 4.2 billion years,b. the dating of meteorites at 4.5 to 4.6 billion years, andc. theoretical calculations of the age of the sun as being roughly the same as the meteorites.We can determine the age of rocks that contain radioactive isotopes of elements that decay at constant, known rates. This is called radiometric dating.If a rock contains atoms of a specific radioactive isotope, half of them will decay into another element, called the daughter product, in a period of time called the half-life of the isotope.An example of this type of process would be Uranium235 and its daughter product Lead207 with a half-life of 704 million years. A rock that initially contained 100 atoms of U235 and no Pb207 would have the following numbers of the two elements after the indicated elapsed times: There are several different "parent-daughter" radioactive pairs that occur in rocks. Each of the pairs has its own specific half-life, some quite long and others very short. Pairs with long half-lives are best for dating very old rocks while those with short half-lives are best for younger rocks. Ideally, an assigned date for a rock will be based on the use of more than one radioactive pair so that a check can be made on accuracy.Major Concept (V)Geologic time is often difficult to grasp because of how long it is compared to all of human history (to say nothing of the incredibly brief time span of a single human life).Related or supporting conceptsJust as we divide time into segments like years, months, and days to identify both duration and some sense of position, we divide geologic time as well. The longest division is called an eon. Eons are divided into eras, eras are divided into periods, and periods into epochs.The geologic time scale and the history of evolution of life-forms is given in table 2.1.The eras, in order of most distant past to most recent time, are:a. Precambrian,b. Paleozoic (ancient life),c. Mesozoic (intermediate life), andd. Cenozoic (recent life).The divisions of geologic time were originally decided upon on the basis of the appearance anddisappearance of specific fossils.The development of radiometric dating techniques allowed geologists to assign absolute dates to the different time divisions.Because of the difficulty we typically have in comprehending time spans as great as billions of years, it is often easier to imagine that the earth is much younger, say tens of years old, and then consider what major events occurred in that period of time. Suppose, for example, that rather than the earth being 4.6 billion years old, it is only 46 years old. Then we can recognize the following important events:a. 0 years of age: the earth formedb. the first several years of the planet's history have not been preserved in the recordc. 6 years of age: the oldest discovered rocks were formedd. 12 years of age: the first living cells appearede. 22–23 years of age: photosynthesis began producing oxygenf. 31 years of age: there was sufficient oxygen in the atmosphere to allow the growth of complex cells that require oxygeng. 40 years of age: the first hard-shelled organisms appeared, to be preserved later as fossilsh. 41 years of age: the first animals with backbones, called vertebrates, appearedi. 41 years and 8½ months: land plants appeared and were shortly followed by a period of time when fish were the dominant animal formj. 43 years of age: the appearance of reptilesk. 44 years of age: dinosaurs were abundantl. 45 years of age: the dinosaurs disappearedm. about a year ago: flowers appearedn. 4 months ago: mammals, birds, and insects were the dominant life formso. 25 days ago: human ancestors appearedp. 11 days ago: the first member of the genus Homo appearedq. 30 minutes ago: modern civilization beganr. 1 minute ago: the industrial revolution beganMajor concept (VI)Earth has a roughly spherical shape, bulging slightly at the equator, with a surface that is remarkably smooth.Related or supporting conceptsThe earth is not a perfectly rigid body. As a result, its rotation causes it to bulge outward at the equator and be slightly flattened at the poles .Approximate values for the following figures are:a. average radius = 6371 km or 3956 mib. equatorial radius = 6378.4 km or 3961 mic. polar radius = 6356.9 km or 3947 mid. (equatorial-polar) radius = 21.5 km or 15 miThe unequal distribution of continents and ocean basins results in a further deformation of the planet from a perfect sphere to a shape that is similar to a pear.Although it seems as if the difference in elevation from the highest point on land to the deepest place on the sea floor is very large, it is really quite small compared to Earth’s size. The difference in surface elevation is less than 20 km compared to Earth's radius of over 6000 km.If Earth was reduced to the size of a basketball or a grapefruit, its surface would be about as smooth as they are.Major Concept (VII)Exact position on Earth is determined by latitude and longitude.Related or supporting concepts:A grid of lines can be placed over Earth’s surface to serve as a reference system to determine location. There are two sets of lines that intersect one another to define latitude and longitude. Lines of latitude are drawn as circles parallel to the equator. These circles have steadily decreasing diameters as they get closer to the poles. Lines of latitude are also called parallels because all of the circles are in planes that are parallel to one another.Latitude is 0° at the equator and increases to 90° at the poles. From this it should be clear that latitude is measured as an internal angle from the center of the Earth away from the equator.By convention, latitudes south of the equator are negative and north of the equator are positive. One degree of latitude is equal to 60 nautical miles.Lines of longitude are sometimes called "great circles" because they are drawn by constructing circles perpendicular to the equator, that pass through both poles . In this way, each circle has a diameter that is the same as Earth’s diameter.Lines of longitude segment the planet in a way that is similar to the sections of an orange.Lines of longitude are also called meridians. The distance between meridians corresponds to an angle from the center of the earth between an arbitrarily chosen "prime meridian," which is at 0°by definition, and a second meridian measured along the equator.The prime meridian passes through both poles and Greenwich, England .Longitude can be measured from 0°–360° moving eastward from the prime meridian, or from 0°to +180°E and 0° to -180°W.The actual distance between meridians decreases away from the equator and becomes zero at the poles, where all meridians converge.Each degree of latitude or longitude can be divided into 60 minutes (60′) and each minute into 60 seconds (60″).Major Concept (VIII)Differences in longitude can be related to differences in time between two locations because of Earth’s rotation.The rotation and revolution of the Earth around the SunRelated or supporting concepts:Earth rotates on its axis once every 24 hours. It follows therefore that it rotates through 360° of longitude each 24 hours. This is equivalent to (15° of longitude/1 hour) or (15′ of longitude/1 minute of time).The time at 0° longitude, or at Greenwich, England is called Greenwich Mean Time (GMT). It is also known as Universal Time (UT) or ZULU (Z) time.The international date line is on the opposite side of the earth from Greenwich, England or the prime meridian. It corresponds to the 180° meridian.Because we know the rate of Earth’s rotation, we can determine our longitude simply by knowing the difference in time between our location and Greenwich, England. For example:Major Concept (IX)Characteristics of Earth's surface are often shown on maps and charts.中国地形图1：32000000Related or supporting concepts:Maps and charts illustrate three-dimensional shapes on two-dimensional surfaces.Surface features on land are often illustrated with maps.Seafloor features are often illustrated with charts. Charts are also used to illustrate features in the sky.Three-dimensional features can never be perfectly illustrated on two-dimensional maps and charts. As a result, there is always some distortion of real features.Different map projections will produce different types and degrees of distortion. When choosing a specific projection you need to carefully consider which one will produce the least distortion of the features you are interested in.There are three basic types of projections :a. cylindrical,b. conic, andc. tangent plane.The sea floor is often illustrated using a bathymetric chart . Contour lines on a bathymetric chart connect points of equal depth.A chart that shows regions of varying depth by variations in color, shading, or perspective drawing is called a physiographic map.Three-dimensional, color images are generated by computer from detailed sonar dataMajor Concept (X)Physical, biological, and chemical processes on the planet are all influenced by temporal changes or cycles that occur with different periods and are due to Earth's rotation on its axis and its movement around the sun.Related or supporting concepts:There are two natural periods that influence processes on Earth. These are caused by the daily rotation of the planet on its axis which gives us night and day, and the yearly rotation of the earth around the sun which gives us the changing seasons.We experience seasonal variations in clim ate because Earth’s rotational axis is tilted away from a line drawn perpendicular to the plane of its orbit around the sun by 23½°.Earth’s tilt results in an annual migration of the apparent position of the sun in the sky from being directly overhead at noon somewhere between 23½°S and 23½°N throughout the year. Outside of this band of latitude centered on the equator, the sun will never appear to be directly overhead even when it has risen in the sky to its highest point at noon.The Northern Hemisphere is tilted toward the sun during Northern Hemisphere summers and is warmer because the intensity of solar radiation is greater at the surface when the sun's rays are more nearly perpendicular to the surface. At this time the Southern Hemisphere experiences its winter as it is tilted away from the sun.There are four parallels of latitude that have special names; these are:Latitude Name66½°N Arctic Circle23½°N Tropic of Cancer23½°S Tropic of Capricorn66½°S Antarctic CircleOn the summer solstice, which usually occurs around June 22, the sun will be directly overhead the Tropic of Cancer and there will be 24 hours of daylight above the Arctic Circle. This is the day with the longest period of daylight in the Northern Hemisphere and the shortest in the Southern Hemisphere. The sun will not rise at all at latitudes farther south than the Antarctic Circle.On the autumnal equinox, on about September 23, the sun will be directly overhead the equator and the amount of daylight will be the same everywhere.On the winter solstice, around December 21, the sun will be directly overhead the Tropic of Capricorn and there will be 24 hours of daylight above the Antarctic Circle and perpetual darkness above the Arctic Circle. This will be the day with the longest period of sunlight in the Southern Hemisphere and the shortest in the Northern Hemisphere.On the vernal equinox, roughly March 21, the sun will have moved northward again to stand directly over the equator.The greatest annual change in climate occurs at mid-latitudes in what are called the temperate zones. At low latitudes it is relatively warm throughout the year and at high latitudes it remains fairly cold.The orbit the earth takes around the sun is elliptical, so the distance between the earth and the sun changes through the year. The distance is greatest during the Northern Hemisphere summer and least during the Northern Hemisphere winter. It is important to remember that the seasons are not due to the variable distance from the sun (otherwise we should expect summer in the Northern Hemisphere when we are closest to the sun in the end of December), but rather they are controlled by what hemisphere is tilted toward the sun's rays.Major Concept (XI)Earth is essentially a closed system. As such, all of the water available to the planet moves through different reservoirs where it is stored for varying periods of time before moving on. Related or supporting concepts:Water can be found in all three states of matter in the earth system: solid (ice), liquid, and gas (water vapor).At any given time a water molecule will be located in a specific reservoir. Examples of reservoirs include the atmosphere, rivers, lakes, the oceans, glaciers, and groundwater, to name a few. Water will not remain indefinitely in a single reservoir; rather, it will be cycled from one reservoir to another by such processes as evaporation, precipitation, transpiration, sublimation, and runoff.Transpiration is the release of water by plants. Sublimation is a phase change of water from solid to gas, or from ice to water vapor.The cycling of water from one reservoir to another is called the hydrologic cycle. The hydrologic cycle can be seen diagrammatically in figure 2.17 in your text.In the simplest possible description, the movement of water from one reservoir to another can be described in part by the following table:Reservoir Water lost via Water gained viacontinents evaporation precipitationrunofftranspirationsublimationoceans evaporation precipitationrunoffsublimationatmosphere precipitation evaporationtranspirationsublimationThe amount of water stored in different reservoirs can vary greatly. The largest volume of water is stored in the oceans (about 98 percent) and the least amount is stored in the atmosphere (about .001 percent).Major Concept (XII)The largest water reservoir in the earth system in terms of the volume of water stored is the oceans.Related or supporting concepts:Roughly 71 percent of the surface of the planet is covered by the oceans. This leaves only 29 percent covered by the continents.The surface area of the oceans is approximately 140 million square miles or 362 million square kilometers.The volume of water held in the oceans is an incredible 1.35 billion cubic kilometers. This amount of water is so great that it is difficult to grasp.If Earth was a smooth ball without any continents to interrupt the oceans and a flat sea floor, the water held in the oceans would cover the globe to a uniform depth of about 1.7 miles (2645 meters or 8680 feet).Adding all of the rest of the water trapped in other reservoirs would raise the level of this global sea by 75 meters to about 2720 meters or 8924 feet.Major Concept (XIII)The continents are not uniformly distributed on Earth. In addition, the percentage of the planet's surface at any given elevation is not constant.The only latitude band where there is more land than water, with the exception of Antarctica, is between 45°–70°N.The Southern Hemisphere is dominated by oceans while most land is in the Northern Hemisphere .Related or supporting concepts:As mentioned previously, continents cover about 29 percent of Earth's surface. Roughly 70 percent of all land is found in the Northern Hemisphere, and most of it at mid-latitudes.Take a look at figure 2.19 to see the distribution of land and water with latitude.The percent of land and sea floor, as well as the percent of the total surface area of the planet, that is at any specific elevation above or depth below sea level is shown in figure 2.20. This plot is called the hypsographic curve.Among the things we can learn from the hypsographic curve are:a. mean elevation of land = 840 mb. mean depth of the oceans = 3729 mc. about 20 percent of land is higher than 2 km above sea leveld. about 85 percent of sea floor is deeper than 2 km below sea levelThe highest elevation on land, Mt. Everest at 8850 m, is closer to sea level than the deepest spot in the oceans, the Challenger Deep of the Mariana Trench at 11,030 m.The great difference in height between the continents and the sea floor is due to the large difference in the types of rocks that make up continents and sea floor. Continental rocks have a lower density than seafloor rocks.Major Concept (XIV)The world's seawater can be divided into four distinct oceans: the Pacific, the Atlantic, the Indian, and the Arctic.Related or supporting concepts:The three largest oceans (Pacific, Atlantic, Indian) all join in the Southern Hemisphere around Antarctica.The Pacific Ocean is the largest with a surface area that is slightly larger than the sum of the other three. The Pacific also holds the greatest volume of water and has the greatest average depth. The Atlantic Ocean is unique in that it extends the greatest distance north and south. It is a relatively narrow ocean and is the third deepest.The Indian Ocean is different because it is entirely in the Southern Hemisphere. It is second deepest.The Arctic Ocean is the smallest and shallowest of the four.Each ocean is bounded roughly by continents, has its own distinct water masses, and well-defined surface currents.A large body of seawater that is bounded by land and smaller than an ocean is called a mediterranean or a sea. Examples include the Arctic Sea, the Gulf of Mexico, the Mediterranean Sea, the Caribbean Sea, and the South China Sea.Major Concept (XV)Location at sea is determined by a number of different methods depending on distance from land and position on the globe. Most methods rely on some sort of electronic navigational equipment as opposed to the astronomical methods used in the past.Related or supporting concepts:There are three principal systems used in modern navigation:a. radar : "ra dio d etecting a nd r anging"b. loran : "lo ng-ra nge n avigation"c. satellite navigationRadar systems emit bursts of energy that travel outward and then return after reflecting off distant objects. By carefully measuring the travel time of the reflected energy, you can determine distance quite accurately. Radar is only useful when you are close enough to land for signals to be reflected back to the vessel.Loran systems utilize fixed stations that transmit radio waves at specific frequencies. A loran receiver on board a ship can detect these transmissions. The difference in arrival time of the signals from pairs of stations is a measure of distance from the stations. Unlike radar, loran can be used far from land as long as the vessel is within receiving distance of loran stations. In addition, loran units can be interfaced with computers to automatically calculate latitude and longitude and to determine the ship's course to some pre-determined location.The most accurate technique is satellite navigation. By monitoring signals from orbitingsatellites, it is possible to obtain a location with an accuracy as great as 30 meters (or about 100 feet).Modern electronic navigation methods permit the determination of location in any kind of weather and at any time of day. Small Global Positioning System (GPS) receivers are now routinely used by hikers, hunters, boaters, and others who need to know their location in the outdoors.GPS SatelliteGPS Receiver二、IntroductionWordsSome useful vocabularyGeographyPhysical geographyHuman geography•Physical geographyClimate climatology meteorologyGeomorphology landform topographyWater Hydrology hydrosphereVegetation plant BiosphereSoil PedosphereAir AtmosphereRock Lithosphere Geology•physical geography studies the spatial patterns of weather and climate, soils, vegetation, animals, water in all its forms, and landforms. Physical geography also examines the interrelationships of these phenomena to human activities. This sub-field of geography is academically known as the Human-Land Tradition. This area of geography has seen very keen interest and growth in the last few decades because of the acceleration of human induced environmental degradation. Thus, physical geography's scope is much broader than the simple spatial study of nature. It also involves the investigation of how humans are influencing nature.•Geomorphology - studies the various landforms on the Earth's surface.•Pedology - is concerned with the study of soils.•Biogeography- is the science that investigates the spatial relationships of plants and animals.•Hydrology - is interested in the study of water in all its forms.•Meteorology - studies the circulation of the atmosphere over short time spans.•Climatology - studies the effects of weather on life and examines the circulation of the atmosphere over longer time spans.•Geology - studies the form of the Earth's surface and subsurface, and the processes that create and modify it.•Ecology- the scientific study of the interactions between organisms and their environment.•Oceanography - the science that examines the biology, chemistry, physics, and geology of oceans.•Cartography - the technique of making maps.•Astronomy - the science that examines celestial bodies and the cosmos.•The development of GeographyAfter 1950, the following two forces largely determined the nature of physical geography: •(1). The Quantitative Revolution - measurement became the central focus of research in Physical Geography. It was used primarily for hypothesis testing. With measurement came mapping, models, statistics, mathematics, and hypothesis testing. The quantitative revolution was also associated with a change in the way in which physical geographers studied the Earth and its phenomena. Researchers now began investigating process rather than mere description of the environment.•(2). The study of Human/Land Relationships - the influence of human activity on the environment was becoming very apparent after 1950. As a result, many researchers in physical geography began studying the influence of humans on the environment. Some of the dominant themes in these studies included: environmental degradation andresource use; natural hazards and impact assessment; and the effect of urbanization and land-use change on natural environments.•The following list describes some of the important future trends in physical geography research:(1).Continued development of applied physical geography for the analysis and correction of human-induced environmental problems. A student of applied physical geography uses theoretical information from the field of physical geography to manage and solve problems related to natural phenomena found in the real world.•(2).Remote Sensing- Advances in technology have caused the development of many new instruments for the monitoring of the Earth's resources and environment from airborne and space platforms. Also see section2e. The most familiar use of remote sensing technology is to monitor the Earth's weather for forecasting•(3).Geographic Information Systems- A geographic information system (GIS) merges information in a computer database with spatial coordinates on a digital map.Geographic information dystems are becoming increasingly more important for the management of resources.•Geologic Time ScaleLecture 2•Geologic Time Scale•New wordsCenozoic EraQuaternary Period Tertiary PeriodMesozoic EraCretaceous Period Jurassic Period Triassic PeriodPaleozoic EraPermian Period Carboniferous Period Devonian Period Silurian Period Ordovician Period Cambrian Period•一、THE CENOZOIC ERA•The Cenozoic Era is the most recent of the three major subdivisions of geologic time.•The Cenozoic Era spans only about 65 million years, from the end of the Cretaceous Period (Mesozoic Era), and the extinction of non-avian dinosaurs, to the present. The Cenozoic is sometimes called the Age of Mammals, because the largest animals found on land during this time have been mammals. This is a misnomer for several reasons. First, the history of mammals began long before the Cenozoic Era began. Second, the diversity。
2023自然地理学教案
2023自然地理学教案2023自然地理学教案（精选篇1）一、简介本主题是教育部重大课题“信息技术在教学中应用”项目下的教学设计。
本课是人民教育出版社七年级上册二、学习者分析1、初一学生好奇心强，易接受新事物，学习的持久性差。
2、容易接受具体直观的事物和现象，归纳总结能力差，空间概念不强。
3、学生初步具有读图、识图、使用地球仪的能力。
4、具备小组合作的意识。
三、教学/学习目标及其对应的课程标准1、课程标准：1）运用地图和数据说出全球海陆所占比例，描述海陆分布特点。
2）运用世界地图说出七大洲、四大洋的地理分布和概况。
2、本课目标：知识和技能：1）能够说出全球海陆分布特点及海陆面积比例。
2）能够在图上识别出大陆、岛屿、半岛。
3）能够说出七大洲和四大洋的名称，并在图上或地球仪上找到它们的位置，能识别七大洲的轮廓。
过程和方法：1）通过大洲大洋位置的学习，增强地理空间概念。
2）能够运用地球仪和地图解决地理问题。
情感态度和价值观：1）形成对学习地理的兴趣，及科学态度。
2）增强学生的竞争意识和团队精神。
四、教学理念和教学方式教学方式主要采用问题引导式，结合信息技术的强大功能，学生提供多感官的学习途径。
学习方式主要为探究、合作、竞赛的方式。
培养学生的探究能力，合作交流能力。
教学理念1、改变地理的学习方式，引导学生主动地富有个性地学习，鼓励学生在探究中找到问题的答案并积极参与到学习中。
2、有效的实现信息技术与地理学科的整合，实现师生互动、生生互动、人机交互，为学生创造更好的学习环境。
3、关注学生学习的全过程，实现评价的多元化，及时地给予学生肯定性的评价，使学生体会学习的`收获。
评价维度：1、课中：学生分析解决问题的过程中，参与程度、交流合作、信息再现、各组之间的竞争情况等。
2、课后：根据学生对资料进行整理的情况进行评价。
五、应用信息技术的依据或考虑1、本课中应用课件实现分组选题，激发学生的参与热情。
2、运用动态图片创设教学情境，运用静态图片突出教学的直观性。
地理专业英语上课讲义
地理专业英语地理专业英语geography 地理geographer 地理学家hemisphere 半球meridian 子午线，经线parallel 平行圈，纬线latitude 经度longitude 精度elevation 海拔altitude 高度temperate latitudes 温带地区horizon 地平线equator 赤道tropics 热带地区Arctic 北极Antarctic(Antarctica) 南极expedition 探险time zone 时区topography 地形，地形学plain 平原plateau (highland) 高地lowland 低地basin 盆地cavern (cave) 洞穴terrain 地域subterranean ( underground) 地底下coastland 沿海地区island 岛屿continental island 大陆岛volcanic island 火山岛coral island 珊瑚岛islet 小岛peninsular 半岛continent 大陆continental shelf 大陆架ranges 山脉valley 峡谷canyon 峡谷channel (strait) 海峡remote-sensing 遥感的terrestrial 地球的，陆地的terrestrial heat (geothermal) 地热terrestrial magnetism (geomagnetism) 地磁continental drift 大陆漂移学说sea-floor spreading 海床扩展evaporation 蒸发salinity 含盐度ocean bottom 海床sediment 沉淀物，沉积物tropical 热带的temperate 温带的frigid 寒带的formation 形成frost heaving 冻胀现象fieldstone 卵石physical geography 自然地理economic geography 经济地理geopolitics 地理政治论ethnography 民族志cosmography 宇宙志cosmology 宇宙论geology 地理学toponymy 地名学oceanography 海洋学meteorology 气象学orography 山志学hydroaraphy 水文学vegetation 植被relief 地形,地貌climate 气候Earth 地球,大地Universe, cosmos 宇宙world 世界globe 地球仪earth, globe 地壳continent 大陆terra firma 陆地coast 海岸archipelago 群岛peninsula 半岛island 岛plain 平原valley 谷地meadow (小)草原prairie (大)草原lake 湖泊pond 池塘marsh, bog, swamp 沼泽small lake 小湖lagoon 泻湖moor, moorland 荒原desert 沙漠dune 沙丘oasis 绿洲savanna, savannah (南美)大草原virgin forest 原始森林steppe 大草原tundra 冻原a horizon 腐殖堆积层aa lava 块熔岩abandoned field 撩荒地abandoned lands 撩荒地abandoned mine 废弃矿山abandoned shoreline 旧岸线aberration 像差abiogenesis 自然发生abiotic factor 非生物因素ablation 水蚀ablation moraine 消融冰碛abnormality 反常aboriginal 土着的abrasion 海蚀abrasion platform 浪蚀台地abrasion shore 浪蚀海岸abrasion surface 浪蚀面abrasion terrace 海蚀阶地abrasive 研磨剂abrupt slope 陡坡abrupt textural change 质地突变abscissa 横坐标absolute age 绝对年龄absolute age determination 绝对年代测定absolute age of groundwater 地下水绝对年龄absolute altitude 绝对高度absolute amplitude 绝对振幅absolute chronology 绝对年代absolute convergence 绝对收敛absolute dating 绝对年代测定absolute error 绝对误差absolute extremes 绝对极值absolute geochronology 绝对地质年代学Word and phrase1. core; mantle; crust 地核；地幔；地壳4. continental crust 大陆地壳5. granite; basalt 花岗岩；玄武岩6. sial; sima 硅铝层；硅镁层7. surface waves; body .. 面波；体波8. epicentre; focus 震中；震源9. lithosphere 岩石圈10. tectonic plate 构造板块11. continetal drift 大陆漂移12. asthenosphere 软流层13. ocean ridge 洋脊14. ocean trench 海沟15. subduction 俯冲作用16. volcanism 火山作用17. fold mountain 褶皱山脉18. fold; fault 褶皱；断层19. sedimentary rocks 沉积岩20. vent 火山口21. lava 熔岩22.volcanic cones 火山锥23. parasitic cone 寄生火山锥24. plug 岩颈25. volcanic ash 火山灰26. mechanical weathering 机械风化27. chemical weathering 化学风化28. freeze-thaw 冻融29. pressure release 卸荷释重30.limestone 石灰岩31. hydrolysis 水解作用32. quartz 石英33. hydration 水合作用34. oxidation 氧化作用35. alluvium 冲击层36. gravel 砂砾37. denudation 剥蚀作用38. precipitation 降水39. climatic zone 气候带40. mid-latitude 中纬度41. semi-arid 半干旱42. tropical wet-dry 热带干湿季气候43. watershed 分水岭44. drainage basin 流域45. regolith 风化层46. soil creep 土壤蠕动47. mass movement 块体运动48. strata 地层49. overland runoff 地表径流50. sheet wash 片状冲刷51. pediment 山前侵蚀平原（山足面）52. rockfall 山崩53. landslide 滑坡54. interception 截流55. evapotranspiration 蒸发和蒸腾总量56. capillary rise 毛管上升57. aeration zone 包气带58. overland flow ; interflow ; base flow 地表径流；壤中流；地下径流59. water table 潜水面（水位）60. basin length; area 流域长度;流域面积61. tributary 支流；62. trunk stream 干流63. drainage density 河网密度64. flood plain 泛滥平原65. coniferous tree 松树67. inselberg 岛状山68. equator 赤道69. monsoon 季风70. storm hydrograph 暴雨水文曲线71. discharge 流量72. peak flow 洪峰流量73. rainfall peak 降水峰值74. precipitation intensity 降水强度75. land use 土地利用76. water-born waste 水成废弃物77. heavy metal 重金属78. climatology 气候学79. urban heat island 城市热岛80. deciduous trees 落叶树81. upper ;middle ; lower reach 上中下游82. vertical erosion 下切侵蚀83. headward erosion 溯源侵蚀84. lateral erosion 侧蚀85. pot-hole 壶穴86. meander 曲流87. ox-bow lake 牛轭湖88. delta 三角洲89. lake basin 湖盆90. levee 天然提91. rill and gully erosion 细沟、冲沟侵蚀92.clay;silt;sand;粘土；粉砂；砂93. suspended sediment 悬浮沉积物94. atmospherical fallout 大气沉降95. laminar flow 层流96. turbulent flow 紊流97. riffle; pool 浅滩；深槽98. channel roughness 河道粗糙度99. sandbar 沙坝100. thalweg 中泓线101. estuary 河口102. lagoon 泻湖103. salinity 盐度104. coastline 海岸线105. dune 沙丘106. suspension; saltation; creep 悬移；跃移；蠕移107. dust storm 尘暴108. windward; leeward 迎风；背风109. prevailing wind 盛行风110. deflation hollow 风蚀凹地111. aridity 干燥度112. tropic of cancer 北回归线113. tropic of capricorn 南回归线114. gobi 戈壁115. continentality 大陆度116. cold ocean current 寒流117. plateau 高原118. alluvial fan 冲积扇119. pediplanation 山麓夷平作用120. deflation 风蚀121. moraine 冰碛122. glacial；interglacial 冰期；间冰期123. Recent 全新世124. Quaternary Era 第四纪125. periglacial period 冰缘期126. nivation 冰蚀127. earth’ orbit 地球轨道128. plucking 挖蚀129. abrasion 磨蚀130. pyramidal peak 角峰131. arete 刃脊132. cirque 冰斗133. horn 角峰134. U-shaped valley (trough) U型谷135. fluvioglacial deposit 冰水沉积136. drumlin 鼓丘137. terminal moraine 终碛138. outwash plain 冰水沉积平原139. kettle hole 锅穴140. wavelength 波长141. crest；trough 波峰；波谷142. wave period 周期143. wave frequency 波频144. wave height 波高145. wave refraction 波浪折射146. tidal range 潮差147. stack 海蚀柱148. arch 海蚀拱桥149. headland 海岬150. troposphere (pause); strato-; meso-; thermo- 对流层（顶）、平流、中间、热成151. pressure-gradient force 气压梯度力152. isobar 等压线153. sub-tropical anticyclone 副热带高压154. cirrus 卷云155. cumulus 积云156. stratus 层云157. cumulonimbus 积雨云158. convection rain 对流雨159. thunderstorm 雷雨160. depression 低气压161. frontal rain 锋面雨162. orographic rain 地形雨163. equatorial trough 赤道低压槽164. front 锋165. temperature inversion 逆温166. soil texture 土壤质地167. loam 壤土168. soil structure 土壤结构169. soil moisture 土壤水分170. field capacity 田间持水量171. cation exchange capacity 阳离子交换量172. podzol 灰化土173. brown earth 褐土174. sandstone 砂岩175. gley 潜育土176. azonal soil 非地带性土壤177. soil horizon 土层178. humification 腐殖化作用179. mineralisation 矿化作用180. eluviation 淋溶作用181. calcification 钙化作用182. salinisation 盐化作用183. gleying 潜育化作用184. illuviation 淀积作用185. savanna 热带稀树草原（萨王纳）186. saline soil 盐土187. biogeography 生物地理学188. biotic ; abiotic element 生物;非生物成分189. autotroph; heterotroph 自养生物；异养生物190. producer; consumer 生产者；消费者191. photosynthesis 光合作用192. herbivore 食草动物193. carnivore 食肉动物194. decomposer 分解者195. trophic pyramid 营养金字塔196. food web 食物网197. primary productivity 初级生产力198. gross productivity 总生产力199. net productivity 净生产力200. continental shelf 大陆架201. succession（prisere）演替202. climax community 顶级群落203. primary (secondary) succession 初级和次级演替English for Geography地理专业英语Lesson 1. Longitude and latitude ...........................经度和纬度P1 (1)Lesson 2. Rotation and revolution of the earth...地球的自转和公转P6 (2)Lesson 4. The major classes of landforms...............主要地形类型P13 (6)Lesson 5 Delta plains ..........................................三角洲平原P16 (8)Lesson 6 Limestone caverns and karst landscapes石灰岩洞和喀斯特景观P21 (8)Lesson 7 Layers of the Earth .................................地球圈层P31 (8)Lesson 8 The rock cycle ..........................................岩石循环P43 (9)Lesson 9 Soil pedogenesis .......................................成土作用p48 (10)Lesson 10 Global scale circulation of the atmosphere全球大气环流 P62 (11)Lesson 11 The Hydrologic Cycle ..............................水循环P74 (11)Lesson 12 Three Model of Urban Land Use..................三种城市土地利用模式P97 (11)Lesson 13 Air pollution cause and effects...............空气污染原因和影响P168 (12)Lesson 14 Hurricane ...................................................飓风P182 (12)Lesson 1. LONGITUDE AND LATITUDE经度和纬度1、The location of points on the earth’s surface follows a system in which lengthsof arc are measured along meridians and parallels；测定地球表面上点的位置是按照沿着子午线（经线）和纬线测量弧长的方法进行的2、that desired point 欲量算的点3、the longitude of a place is the arc, measured in degrees, of a parallel betweenthat place and the prime meridian 经度的定义4、the longitude of a place is the arc, measured in degrees, of a parallel between that place and the prime meridian 某地的经度系该地与本初子午线之间的纬线的弧的度数5、almost universally 几乎一致6、The prime meridian is almost universally accepted as the meridian that passesthrough the old Royal Observatory at Greenwich人们几乎一致承认以通过格林尼治皇家天文台原址的子午线作为本初子午线7、be referred to as 被称为8、Long. 115。
自然地理学教案 (1)
的划分。 地理相关分析的数学方法主要是聚类分析法，是目前区划工作中运用较广泛的一 种区划方法。如果与叠置法配合使用，其区界划分效果更好。 （三）主导标志法 这是一种贯彻主导因素原则的具体应用方法。分区时，通过综合分析选取某种反 映地域分异因素的自然标志或指标作为分区的依据，并且同一级区域单位基本按同一 标志划分。应当指出，每一个区划单位都存在有自己的分异主导因素，但反映这种主 导因素的常常不仅是一种标志，而是一组相互联系的标志或指标，故可从中挑选出具 有决定意义的某一主导标志（如某一气候指标等值线）确定区界。但是，这时若不参 考其它自然地理要素和指标（如地貌、植被、土壤等）对区界进行订正，有时也会产 生随意性而不符合客观实际。所以说，主导标志并非只注意某一标志而忽视其它标志， 这种方法实质上是综合性原则与主导因素原则相结合的产物，它被认为是当前最好的 区划方法。主导标志法的定量方法可采用主成分分析方法，在众多指标中确定少量相 关指标组成新的数据集，然后进一步应用聚类分析法进行分区和划定区界。在主成分 分析与聚类分析相结合分区的方面，已有成功的实例。 （四）顺序划分法 该法即“自上而下”的区划法。此法着眼于地域分异的普遍规律——地带性分异 与非地带性分异，按区域的相对一致和空间连续性，划分出最高级区域单位，然后逐 级向下划分低级单位。图 27 即是采用这种方法进行区划的一种示意图式。 （五） 合并法 该法又称“自下而上”的区划方法。该法是从划分最低级的区划单位开始，然后 根据空间连续性原则和相对一致性原则，把它们依次合并为高级单位。在实际工作中， 合并法通常是在土地类型图的基础上进行的。图 28 即是合并法的一种示意图式。通常 自然（地理）区即为自然区划的基本地域单位，应用合并法可再将各自然区依照上述 合并原则，依次继续向上合并成更高级单位的自然区划图。 （六）古地理法 该法是在进行区划工作之初，通过实地古地理和历史自然地理事实的调查，或蒐 集有关资料及古文献以及区域地质史资料，了解研究区的区域分异发展史，初步依据 其区域发育过程的差异，分出不同的区域等级和不同等级的区域单位。 区域单位的古地理研究法是阐明区域分异历史过程的有效方法。但因目前对该法 的应用尚缺乏比较成熟的经验，特别是在历史自然地理资料蒐集难度大的情况下，对
PEP五年级上册地理教案全英文-五年级上册地理教案
PEP五年级上册地理教案全英文-五年级上册地理教案PEP Grade 5 Geography Lesson Plan - First SemesterI. Basic InformationTitle: Geography Lesson Plan for Primary Education (PEP) Grade 5 First SemesterTeaching Material: PEP Primary English textbook (Grade 5), PPT, network resources, etc.Teaching Objectives:1. Know the basic knowledge of global location and region, analyze the global integrated landscape of natural and human geography, and experience China's location and regional characteristics.2. Understand the basic characteristics of China's topography, analyze the relationship between human activities and natural environment, and experience the harmonious development of man and nature.3. Grasp the basic knowledge of urban and rural location and regional characteristics, analyze the regional development differencesand characteristics, and experience the differences and links between urban and rural areas.II. Teaching Process1. Teaching Content1. The first unit: Understanding the earth and our homeland- Explaining the location and regional characteristics of the east, west, south, north, and central regions of China and exploring the differences and links of Geo-culture in various regions.2. The second unit: The natural environment and its impact on human activities- Understanding the basic features of China's natural environment and explaining the relationship between human and natural geography based on specific cases.3. The third unit: Urban and rural construction and development- Understanding the location and regional characteristics of urban and rural areas, analyzing the differences and similarities of the characteristics of urban and rural areas, and exploring the economic and societal development of urban and rural areas.2. Teaching Methods1. Task-based method: Based on student participation in task exercises and creative practice, supporting high-quality and efficient teaching.2. Inquiry-based method: Guiding students to raise questions, encouraging them to discover knowledge by themselves, and cultivating their scientific thinking, observation, and analysis skills.3. Multimedia teaching method: Using PPT, network resources, vivid pictures, and videos to enrich teaching content, and enhancing students' learning interest and initiative.3. Teaching Procedures1. Preparatory work: Introducing the purpose and significance of this lesson, and providing a brief introduction to the content of this course.2. Exploration: Leading students to raise questions and analyzing the differences and links of Geo-culture in various regions.3. Introduction: Guiding students to understand the basic features of China's natural environment and explaining the relationship between human and natural geography based on specific cases.4. Consolidation: Understanding the location and regional characteristics of urban and rural areas, analyzing the differences andsimilarities of the characteristics of urban and rural areas, and exploring the economic and societal development of urban and rural areas.5. Summary: Summing up the content of this lesson and consolidating the teaching effect.III. Teaching Evaluation1. Teaching Effect Evaluation2. Final evaluation: Through tests, observe the students' mastery of learning objectives, and identify areas where students need improvement accordingly.2. Teaching Feedback Evaluation1. Feedback from students: Collect feedback from students on teachers' teaching methods and teaching content, and summarized the feedback to optimize teaching methods in the future.2. Feedback from teachers: Summarize the teaching experience, adjust the teaching content according to the students' feedback, and optimize teaching methods.IV. ConclusionThe implementation of this geography lesson plan aims to inspire students' interest in geography and enhance their understanding of the basic concepts of geography. It will promote the healthy and sustainable development of students and cultivate their patriotism and global awareness.。
自然地理课程教案模板范文
教学目标：1. 知识与技能：- 了解自然地理环境的基本构成要素及其相互关系。
- 掌握人类活动对自然地理环境的影响及相应的适应措施。
- 能够运用地理信息系统（GIS）分析区域自然地理环境与人类活动的相互作用。
2. 过程与方法：- 通过观察、实验、案例分析和讨论等方式，培养学生的地理实践能力。
- 培养学生运用地理知识解决实际问题的能力。
3. 情感态度与价值观：- 提高学生对自然地理环境的认识，增强环保意识。
- 培养学生关注人地关系，树立可持续发展观念。
教学重点：1. 自然地理环境的构成要素及其相互关系。
2. 人类活动对自然地理环境的影响及适应措施。
教学难点：1. 分析区域自然地理环境与人类活动的相互作用。
2. GIS在自然地理环境与人类活动关系分析中的应用。
教学准备：1. 多媒体课件（包括图片、视频、地图等）。
2. 地理信息系统（GIS）软件及数据。
3. 相关案例材料。
教学过程：一、导入1. 展示一组自然景观图片，引导学生思考自然地理环境的构成要素。
2. 提问：自然地理环境与人类活动之间有什么关系？二、讲授新课1. 自然地理环境的构成要素：- 大气圈：气候、风向、气压等。
- 水圈：河流、湖泊、海洋等。
- 岩石圈：地形、土壤、地质构造等。
- 生物圈：植被、动物、微生物等。
2. 人类活动对自然地理环境的影响：- 资源开发与利用：如采矿、水利、交通等。
- 环境污染：如大气污染、水污染、土壤污染等。
- 生物多样性减少：如物种灭绝、栖息地破坏等。
3. 适应措施：- 生态保护：如植树造林、水土保持、湿地保护等。
- 可持续发展：如循环经济、低碳生活、节能减排等。
三、案例分析1. 分析我国某地区自然地理环境与人类活动的相互作用。
2. 引导学生运用GIS软件分析案例，了解GIS在自然地理环境与人类活动关系分析中的应用。
四、课堂讨论1. 学生分组讨论：如何实现人地和谐共生？2. 各组代表发言，教师点评。
五、总结与作业1. 总结本节课所学内容，强调自然地理环境与人类活动的关系。
澳大利亚自然地理教案设计
澳大利亚自然地理教案设计Australia is one of the world's largest and most unique countries when it comes to natural geography. Its geography holds a diverse range of ecosystems, which include rainforests, coral reefs, deserts, and savannas, making it an exciting subject for teaching. For Australian educators, designing an effective natural geography lesson plan can be a daunting task. So, this article will provide an overview of designing a natural geography lesson plan for teachers who want to teach this subject effectively.Purpose of the Lesson PlanThe purpose of the lesson plan is to provide a comprehensive understanding of Australia's natural geography in a manner that is engaging and informative. The lesson plan will cover various topics ranging from ecosystems to landforms, weather patterns, and their impact on the environment. The lesson plan will aim to give students an overview of the fundamental concepts of natural geography while also encouraging them to think critically about the environment and how they can protect it.Learning ObjectivesTo make the lesson plan effective, it is essential to have clear and measurable learning objectives. The following are some of the learning objectives for the lesson plan:1.Students will be able to define a broad range ofecosystems present in Australia, their features andclassification.2.Students will be able to identify regionallandforms in Australia and their causes.3.Students will be able to explain how weatherpatterns affect the environment and the ecosystem.4.Students will be able to describe the impact ofhumans on the environment, including pollution and climate change.5.Students will be able to appreciate the importanceof protecting the environment through conservationmeasures.The Lesson PlanThe lesson plan will be divided into five main sections, each section covering different aspects of natural geography as described below:Section 1: IntroductionThe introduction section aims to familiarize students with the subject of natural geography. Teachers can develop a class discussion about what natural geography means, its importance, and what students expect to learn about the world around them. The teacher can also ask students to share what they already know about the topic and encourage questions to kickstart the lesson.Section 2: Fundamentals of Ecosystems and BiomesThe second section of the lesson plan covers the concept of ecosystems and biomes. Teachers can introduce the characteristics of ecosystems and the different types of biomes found in Australia, including rainforests, deserts, and coastal ecosystems. By using multimedia resources, teachers can provide visual representations of different ecosystem types and their characteristics, which can help students create a mental image of how different biomes look.Section 3: Landforms and Their CausesIn the third section, students will learn about the diverse landforms found in Australia. The teacher can take the students through the different types of landforms found in different regions, including mountains, valleys, canyons, and plains. The teacher can also explore the different processes that led to the formation of these landforms. Case studies of specific landforms in Australia, like Uluru and Great Barrier Reef, can be used to provide concrete examples that students can relate to.Section 4: Weather Patterns and Their Impact on the EnvironmentPart four of the lesson plan covers weather patterns and how they impact the environment. Teachers can describe the different types of weather patterns, including tropical storms, droughts, and wildfires, and explain how these can affect the environment and living organisms. The teacher can also provide examples of how the environment has changed due to climate change and human activities.Section 5: Conservation of Natural ResourcesThe last section focuses on environmental protection and conservation measures. The teacher can highlight the importance of conserving natural resources and protecting the environment. The teacher can encourage students to think critically about how they can contribute to environmental conservation and explore environmentally friendly behaviors and activities they can engage in. A class debate on environmentally controversial topics can also foster critical thinking from different perspectives.ConclusionIn conclusion, the lesson plan must be well thought through to achieve the set learning objectives. When designed correctly, it promotes an appreciation of the environment and its significance, which can guide students to be more environmentally conscious and practice environmentally friendly behaviors. Teachers can use different teaching strategies - such as visuals, case studies, debates, and class discussions - for effective teaching and better student response. With the knowledge acquired, students can be better equipped to lead healthy lives in a healthy environment.。
自然地理学教学计划
自然地理学教学计划Teaching natural geography is a crucial part of a comprehensive education system. It helps students develop a deep understanding and appreciation for the natural world around them. In order to create an effective natural geography teaching plan, several key requirements must be taken into consideration.Firstly, it is important to incorporate a variety of teaching methods and resources. Natural geography is a multidisciplinary subject that encompasses various aspects such as physical geography, human geography, and environmental science. Therefore, a well-rounded teaching plan should include a combination of lectures, interactive activities, field trips, and multimedia resources. Thiswill ensure that students receive a comprehensive and engaging learning experience.Additionally, the teaching plan should focus on hands-on learning experiences. Natural geography is bestunderstood when students have the opportunity to observe and interact with the natural environment. Field trips to local parks, nature reserves, or even geological sites can provide students with real-life examples and practical applications of the concepts they learn in the classroom. By immersing themselves in nature, students can develop a deeper connection and appreciation for the natural world.Furthermore, the teaching plan should emphasize the importance of sustainability and environmental stewardship. Natural geography is not only about understanding theEarth's physical features, but also about recognizing the impact of human activities on the environment. It iscrucial to educate students about the importance of conserving natural resources, protecting biodiversity, and mitigating the effects of climate change. By instilling a sense of environmental responsibility, students can become active participants in creating a sustainable future.In order to cater to the diverse learning needs and abilities of students, the teaching plan should also incorporate differentiated instruction. This meansproviding various learning materials and activities that address different learning styles and abilities. For example, visual learners may benefit from maps, diagrams, and photographs, while kinesthetic learners may prefer hands-on activities and experiments. By tailoring the teaching methods to individual students, educators can ensure that all students have equal opportunities to succeed and excel in natural geography.Moreover, the teaching plan should foster critical thinking and problem-solving skills. Natural geography often involves analyzing complex data, interpreting maps, and making connections between different geographical phenomena. By engaging students in inquiry-based learning activities, such as conducting research projects or solving real-world geographical problems, they can developessential skills that will be valuable in their academic and professional lives.Lastly, the teaching plan should promote global awareness and cultural understanding. Natural geography is not limited to a single geographical region but encompassesthe entire planet. It is important for students to learn about different cultures, traditions, and perspectives in relation to the natural environment. This can be achieved through exploring case studies from different parts of the world, inviting guest speakers from diverse backgrounds, and encouraging discussions on global environmental issues. By fostering a sense of global citizenship, students can develop empathy and a broader understanding of the interconnectedness of the world.In conclusion, a comprehensive natural geography teaching plan should incorporate a variety of teaching methods and resources, provide hands-on learning experiences, emphasize sustainability and environmental stewardship, cater to diverse learning needs, fostercritical thinking skills, and promote global awareness. By addressing these requirements, educators can create an engaging and effective learning environment that will empower students to become informed and responsible global citizens.。
【免费下载】地理专业英语教案
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：①Solar system consists of an average star we call the Sun, the planets Mercury, Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus and Neptune. ②The Sun is the richest source of electromagnetic energy (mostly in the form of heat and light) in the solar system.
第 1页
地理专业英语 课程教案
ห้องสมุดไป่ตู้
教学内容及过程：
旁批
教学引入：
1. play video of solar system for 10 minutes 2. Individual talking about the story happened in the solar system. 3. Leading students to focusing the text at Page 2.
教具安排：
1. 八大行星示意图 2. 关于行星运动的视频资料
整理教案地理专业外语
文件编号： 45-90-B3-4D -68整理人 尼克 教案地理专业外语文学院汉语言文学专业本科，师范类，招收文科类学生，学制四年。
本专业为校传统优势专业，省级教学改革示范专业。
专业主干课程均为省级、校级精品课程、重点课程，毕业生就业率高。
本专业培养具有汉语言文学基本理论、基础知识、教师职业技能与素养，能胜任中等学校汉语言文学教学的教师及其他教育工作者。
主要专业课程有：语言学概论、现代汉语、古代汉语、中国古代文学、中国现当代文学、外国文学、比较文学、民间文学、写作、文学概论、文艺心理学、中国文学批评史、马克思主义文论、中国文化概论、语文教学论等。
汉语言专业本科，师范类，招收文科类学生，学制四年。
本专业依托汉语言文字学重点学科与汉语言文字研究所，强化学生实践能力与科研能力培养。
本专业培养在汉语及语言学、中国文学等方面有宽广的知识面、系统的专业理论、良好的语言文字修养与专业技能，可在高校、科研机构、新闻出版和机关企事业单位相关部门从事汉语言文字方面的教学科研、对外汉语教学、语言文字管理及应用的高素质专门人才。
主要专业课程有：语言学概论、现代汉语、古代汉语、中国语言学史、普通话、语言文字信息处理、汉语词汇学、汉语方言学、音韵学、训诂学、专业英语、写作、中国古代文学、中国现当代文学、文学概论等。
新闻学专业本科，文理兼招，学制四年。
本专业培养具备系统的新闻理论知识与技能、宽广的文化与科学知识、较高的文字表达水平，熟悉我国新闻、宣传政策法规，能在报社、广播电视传播机构、出版部门、网站和党政机关宣传等部门从事编辑、记者、节目主持、广告与宣传管理等工作的新闻学高级专门人才。
主要专业课程有：新闻学概论、新闻法规与职业道德、新闻事业管理、中国新闻事业史、外国新闻事业史、新闻采访、新闻评论、新闻写作、报纸编辑、广播电视学、网络新闻、传播学概论、新闻摄影、电视摄像、广告学等。
外国语学院外国语学院拥有英语、日语两个本科专业，设有英语应用语言研究所、英语系、日语系。
2024年湘科版(2021秋)四年级地理上册全套教案英文版
2024年湘科版(2021秋)四年级地理上册全套教案英文版2024湘科版(2021秋)四年级地理上册全套教案Lesson 1: Introduction to Geography- Objective: Understand the concept of geography and its importance- Activities: Group discussion, map exploration- Resources: World map, globeLesson 2: The Continents- Objective: Identify and locate the seven continents on a map- Activities: Continent puzzle game, continent quiz- Resources: Continent map, flashcardsLesson 3: The Oceans- Objective: Learn about the five oceans and their significance- Activities: Ocean matching game, ocean coloring activity- Resources: Ocean map, ocean postersLesson 4: Landforms- Objective: Recognize different types of landforms such as mountains, valleys, and plains- Activities: Landform modeling, landform scavenger hunt- Resources: Landform pictures, 3D landform modelsLesson 5: Weather and Climate- Objective: Understand the difference between weather and climate- Activities: Weather charting, climate zone mapping- Resources: Weather symbols, climate zone cardsLesson 6: Natural Resources- Objective: Identify various natural resources such as water, minerals, and forests- Activities: Natural resource sorting activity, resource conservation discussion- Resources: Natural resource posters, resource samplesLesson 7: Human Activities and the Environment- Objective: Explore how human activities impact the environment - Activities: Environmental impact role-play, pollution prevention brainstorming- Resources: Environmental impact charts, pollution solution cardsLesson 8: Review and Assessment- Objective: Review key concepts learned in the unit and assess student understanding- Activities: Unit review game, assessment quiz- Resources: Review worksheets, assessment rubricBy following these lesson plans, students will gain a comprehensive understanding of geography and its various components. Each lesson is designed to engage students through hands-on activities and visual aids, making learning fun and interactive.。
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Lesson One NEW WORDSn.冻雨，雨夹雪2. depend vi.依赖,取决于3. hail n.雹4. form vt.,vi.形成5. low a.低的6. temperature n.温度7. molecule n.分子8. cling vi.粘着9. droplet n.小水滴10. dust n.灰尘11. particle n.粒子,微粒12. nucleus n.核,原子核n.露水n.晶体n.冷凝,凝结16. rapid a.快的n.湿气,水分18. freeze vi.结冰n.雨点ad.代替,替换n.雪片n.形状23. flake n.薄片a.六角形的n.透镜vt.,vi.打击击中,撞n.雷雨a.迅速的n.气流,潮流vt.,vi.抛,扔,颠簸vt.取得,获得n.冰雹vi.粘住n.理论vt.说明,解释,阐明PHRASES AND EXPRESSIONSThe more the more越…越…So that 如此…以致…Take place 发生As soon as 一…就…High above 大大高于Well below 远远低于Take on 呈现A bit of 一点A mass of 一块Start out 出发,着手进行layer of 一层TEXTRAIN, SNOW, SLEET, AND HAILThe forming of rain in a cloud depends upon temperature. The lower the temperature, the more the molecules of water vapor in the cloud cling together. Then they form droplets of water. Usually droplets form around dust or other particles in the air when the dew point is reached. If ice crystals are in the cloud, even more droplets may form.In clouds, condensation may be so rapid that millions of droplets of water are formed. As these droplets collect more molecules and therefore become heavier, their weight makes them fall to the earth. If the temperature of the air is above freezing the drops will fall as rain.When the air high above the earth is well below freezing, the moisture in the air does not form raindrops. Instead, it forms snow. Snowflakes take on many interesting shapes. They seem to be formed around a center. Snow is made up of millions of these flakes, each a bit of water vapor that in freezing temperatures was changed into a flake of snow.Snowflakes are really crystals; they are water molecules grouped in a hexagonal pattern. It is interesting to study snowflake crystals under a hand lens.Sometimes droplets of water start out as rain and change into another form on their way to the earth. The raindrops may start downward through a layer of warm air and then strike a mass of cold air, where each raindrop freezes. These frozen raindropsfall to the earth as sleet; skeet us frozen rain.Sometimes still another change may take place in drops of rain. During a thunderstorm, swift upward currents of air usually carry raindrops with them. As the air grows colder, these raindrops may form little balls of ice. In a mass of warm air, they may get a coating of moisture, which freezes as soon as they are tossed up again into a colder mass of air. Up and down they are carried, acquiring more and more layers of ice. This goes on until the balls of ice become heavy enough to fall to the earth as hailstones. If you cut a hailstone in two, you can see the layers of ice.Some scientists think that hailstones are formed in a different way. A hailstone nucleus, a tiny droplet of water that is frozen, may form high in the atmosphere. As it falls through a cloud, it meets cold water droplets and snowflakes which stick to this nucleus. The hailstone may meet many of these droplets and snowflakes before it falls from the cloud to the earth. As the droplets of water stick to the hailstone, they add a clear layer of ice. As snowflakes stick to it, they form a cloudy layer. This theory explains why clear and cloudy layers are found inside the hailstone when it is cut open.EXERCISESthe following sentences with nouns formed from the verbs given in brackets.＿of rain depends on the ＿and the ＿of tiny droplets of water vapour in the cloud.(form/condense/combine)the droplets are heavy enough to fall, ＿can take place.(precipitate)＿and ＿of water can be observed in everyday life.(evaporate/condense)＿of ice to water and water to water vapour by heating is a good ＿of the change of state of matter.(convert/illustrate)100 equal ＿are made after the ＿by＿of the boiling point of water and the melting point of ice.(divide/determine/observe)best ＿of what takes place is the ＿of good examples.(explain/provide)7. A lake which is used for water＿is sometimes high enough for the ＿of ＿by gravity to transport the water along the pipes to the houses below.(store/exert/press)science, the Centigrade thermometer is used for the ＿of temperature.(measure)II. Answer the following questions based on information found in the text.is rain formeddoes the moisture in the air from snowis snow made up ofis the difference between rain and sleetare clear and cloudy layers found inside a hailstone when it is cut openIII. Give the English equivalents of the following expressions.1.取决于温度2.使雨点落到地面3.呈不同形状4.冷到足以形成小冰珠5.切成两半the different uses of the word “form” in the following sentences:forming of rain is discussed in the text.molecules of water vapor form droplets.ice crystals are in the cloud, even more droplets may form.droplets of water start out as rain and change into another form on their way to the earth.scientists think that hailstones are formed in a different way.molecules if water vapor come together, forming droplets of water.V. Replace each dash ＿with the proper form of the verb “freeze”.the air is well below＿,the moisture in the air forms snow.＿temperatures water vapor will be changed into snowflakes.a mass of cold air each raindrop＿.is ＿rain.hailstone nucleus is a tiny droplet of water which is ＿.VI. Translate the following sentences into English.1.水滴开始在空气中形成时的温度叫露点.2.空气越热,它能容纳的水分越多.3.雾是靠近地面的云.4.地球表面夜晚通常要比白天冷.5.当含有水分的空气接触到寒冷的地面时,水汽开始从空气中跑出来并以水滴的形式聚集在它所接触到的任何东西上面.6.没有雨,就不能有植物,没有植物,也就没有动物.XII. Translate the following passage into Chinese.In some regions, particularly the dry ones ,there is water vapor in the air, but the conditions may seldom be right for this vapor to condense and fall as rain or snow. Rain, snow, hail, dew, and are known as precipitation. Even where rainfall is usually moderate, there is at times a lack of rain. A drought may lead to serious water shortages, as it did in New York City in 1949 and 1950 and again in 1963 to 1966.In the summer of 1949, New York City’s reservoirs were down to one third of what they normally held. Several billion gallons of water were being used each day. So serious was the water shortage that people were asked to have one bathless, shaveless, and washless day a week. Cars went unwashed, lawns and parks unsprinkled. Even a glass of water was not servedin restaurants unless asked for. Lesson TwoNEW WORDSn.矿物n.性质,特性a.裸露的n.详情vt.暴露vt.放大n.放大率vt.,vi.悬挂,吊ad.特别,格外vt.区别,辨认,把…区别分类vt.规定,下定义a.唯一的,独特的n.颗粒n.石英n.质量a.复杂的,复合的n.混合物vi.变化,不同a.精确的n.柘榴石n.构成组成n.多种,异种种类n.范围,领域n.比例ad.因此a.无限的, 广大的vt.使为难,使手足无措n.排列vt.分类vt. (out)分类,划分a.较重要的,主要的n.分类,划分vt. (into)划分,把…分成为…a.火成的a.沉淀的,沉积的a.变形的,变质的n.领域王国,界a.特殊的,有特色的n.记号a.值得注意的,显著的a.精确的n.一打,若干,许许多多n.简单化,单一化a.稀少的,少见的a.不平常的,少见的n.亚种vt.承认,认出n.世故的人vt.苦心搜集,选集n.解释a.职业的,本职的n.岩石学家n.矿物学PHRASES AND EXPRESSIONSFor example例如Because of 由于,因为Regardless of不管,不顾(to) be faced with …面对着…,面临(to)make order 整理despite of 不管,任凭even if 即使either…or…或…或…on the one hand…on the otherhand…一方面…另一方面…TEXTROCKS ARE MADE UP OF MINERALSMost of a rock’s properties are easily seen with the naked eye, though the details are better revealed with a low-power magnifying glass (magnification of 5 × to 10×) —the hand lens that field geologists usually have hanging around their necks. From the characteristics show, particularly the physical and chemical properties we can distinguish several thousand minerals, each defined by its unique set of properties. Thus all grains or crystals of quartz have just about the same qualities, regardless of the kind of rock in which they are found. Some minerals, particularly those that have a more complex mixture of atoms,vary slightly in their properties, depending on their precise composition. A mineral like garnet, for example, has a number of varieties, each with its own range of composition, such as the proportions of iron and other elements, and hence, properties. Rocks are not as uniquely defined by their properties as minerals are. Because of the immense number of ways in which the thousands of minerals can be combined, the geologist is faced with a bewildering array of rock types. The only way for us to make order out of this array is to classify like with like and to sort out by general type. The major division of rocks into igneous, sedimentary, and metamorphic is just such an aid. Within each major division there are many groups and types. Using characteristic properties, we can divide the rock kingdom into several hundred general types, each with its own more or less distinctive earmarks.Despite all of these numbers, it is remarkable how much can be done even if only a small number of the most common minerals and rocks are known. In most parts of the world a field geologist can make an accurate geologic map by knowing only a few dozen major minerals and even fewer common rock types. This simplification is possible because most of the thousands of known minerals are either rare or unusual on the one hand or subspecies or varieties on the other. Thus the geologist who can recognize garnet will do well, even though a mineral sophisticate who can distinguish the many varieties of garnet by their slightly different chemical compositions might do better. Naturally, the more we can distinguish, the more the information gleaned, and the greater the power of our theories of explanation. Than is why professional petrologists have to know a great deal about mineralogy.EXERCISESthe words in Column A with their definitions in Column B, placing the appropriate letters in the blanks: Column A Column B＿1. Reveal a. Change＿2. Quality b. Put into groups＿3. Regardless of c. Distinguish＿4. Vary d. Unusual＿on e. gather＿6. Classify f. Property＿7. Precise g. Show＿8. Rare h. According to＿9. Recognize i. Negligent＿10. Glean j. Accuratethe following questions in English.can we distinguish different kinds of mineralsis the geologist faced with a bewildering array of rock typesare the three major divisions of rocksmany types can the rock kingdom be divided intocan a field geologist make an accurate geologic map by knowing only a few dozen major minerals and even fewer common rock typesdo professional petrologists have to know a great deal about mineralogythe English equivalents of the following expressions.1.用肉眼可以看到2.面临一些问题3.具有相同的特性4.把相似的东西归为一类5.几十种主要矿物6.差别微小的化学组成IV. Give nouns corresponding to the following adjectives or verbs.V. Fill the blanks with appropriate prepositions.If the nature ＿rocks can give us a clue ＿many ＿the tings we want to know ＿the earth, how do we go about it We need an interpretive key. First ＿all we want to find out just what the minerals are made up ＿and how the rock is put together from its constituent minerals. ＿its composition we should be able to say something ＿where the parent material came ＿and what it was like. ＿the composition and the texture ＿the rock we should also be able to tell something of the pressures and temperatures ＿which the rock was formed ＿comparing them ＿the artificial rocks and mineral made ＿experimental petrologists ＿the laboratory.VI. Translate the following sentences into English.1.有些岩石很硬,有些轻轻一敲便成碎片.2.不能用化学或物理方法容易地分离开来的矿物称为造岩矿物.3.岩石的矿物组成千差万别,这种差别是岩石分类的基础.4.石英结晶时,如果有足够的空间,会形成美丽的六角形晶体.5.大部分沉积岩是在海水下面形成的.6.矿物有几千种,每种有它自己的组成.the following passage into Chinese.Rocks and the minerals that make them up are the tangible record of geologic processes. The varied minerals of the earth areunderstood in terms of their architecture — the way in which their atoms are arranged to make crystal structures. The kinds of atoms and their type of chemical bonding determine not only the crystal structures but the chemical and physical properties of minerals, all of which are used for their identification. Rocks are divided into the three major groups, igneous, metamorphic, and sedimentary on the basis of origin. They are further subdivided within each group according to mineral composition and texture, which provide the data that allow us to interpret details of their origin.Lesson ThreeNEW WORDSn.火山活动n.地壳vi.破碎,断裂a.熔化的vi.延伸,延展n.,a.内部的n.火山n.行为,举止,情况n.火山学10. crystallization n.结晶(作用)11. fluid n.流体,液体vi.,vt.逃走,漏出,逸出,避免13. crack n.裂隙n.火山学家15. refer vt.,vi将…归入,认为…属于,提到a.,n.喷出的17. toothpaste n.牙膏18. extrude vt.挤出,使喷出19. eruption n.喷发,爆发20. occur vi.发生,出现21. magma n.岩浆22. dissolve vt.,vi.溶解23. fissure n.裂缝24. atmospheric a.大气25. explosively ad.爆炸(爆发)性的26. chill vt.使冷却27. atmosphere n.大气28. froth vt.,vi.,n.(使)起泡沫,泡沫29. burst vt.,vi.破裂,爆发,喷出30. bubble n.泡,泡沫31. vent n.喷口32. cone n.圆锥形(物)vi.燃烧,放光34. column n.圆柱PHRASES AND EXPRESSIONS(to) be charged with …充满着less and less 越来越少at all 完全,根本(常用在否定句中)in much the same way以大体相同的方式TEXTVOLCANISMWhen the earth’s crust fractures, molten matter may flow from the break if it extends deep enough into the interior of the earth. A volcano may form. Earth scientists have studied the behavior and composition of molten rock materials and the forms that are produced . This branch of earth science is called volcanology.Some igneous rocks are formed by crystallization of fluid matter that has escaped through deep cracks in the eart h’s crust. Volcanologists refer to these rocks as extrusive rocks, or extrusives. If a tube of toothpaste has a crack in it and you press on the tube, some of the paste is pushed out. That is, the paste has been extruded. Volcanic eruptions occur in much the same way. The magma within the earth may be heavily charged with gases and steam. These are under such great pressure that they are dissolved in the magma. If a fissure develops in a region where the magma is heavily charged with steam and otherdissolved gases, the fluid magma rises through the fissure. As it rises, the pressure on it becomes less and less. The gases and steam expand, producing a force that helps to move the molten materials to the surface of the earth.When they reach the surface of the earth, the only pressure against them is atmospheric pressure—pounds per square inch. The steam and gases now expand suddenly and explosively , producing additional great force. The molten materials, laden with rapidly expanding gas and steam, may be thrown high into the air in a wild and noisy eruption.In this kind of an eruption, the molten materials are quickly chilled by the much cooler atmosphere. They fall back to the earth as solid fragments of extrusive igneous rocks. During an explosive eruption the molten fluids may be so heavily charged with gas and steam that they froth. Bursting of the bubbles in the molten froth produces billions of tiny fragments of mineral matter, which were once part of the bubble walls. These tiny fragments may be carried upward into the atmosphere by the explosive force of the eruption. These they form great clouds of volcanic dust. Slightly larger fragments of the froth may fall back around the vent, or opening, in the crust to make a cone-shaped pile of volcanic ash.The light produced during volcanic activity is the result of the glowing of gases and molten fluids. The “smoke” of a volcano is not smoke at all, but the column of volcanic dust, steam, and other gases that are given off from the molten fluid. EXERCISESI. Explain the meaning of these words in English.2. Fracture3. crust4. Interior6. magma8. AtmosphereII. Give the word with opposite meaning to .5. riseIII. Give the English equivalent of the following expressions .1.从裂口流出来2.深及地球内部3.通过裂缝逸出4.以同样的方式进行5.充满了溶解的气体6.每平方英寸7抛入高空8.落回地面9．在爆发期间10.稍大一些的碎片IV. Answer the following questions in English . does a volcano formdoes volcanology deal withhappens when you press on a tube of toothpaste with a crack in ithappens when a fissure develops in a region where the magma within the earth is heavily charged with gases and steam makes molten fluids frothdo we say that the “ smoke “ of a volcano is not smoke at allV. Fill the blanks with appropriate prepositionsMen have come to know a great deal ＿the surface ＿the earth ＿direct or fairly direct observation .They have explored it ,surveyed it and mapped it ＿the air ;they have analysed its rocks . One could not apply such methods ＿the study ＿the earth’s interior . The deepest mines penetrate less than two miles ; the deepest boreholoes do not go down such farther. These are the merest pinpricks ＿a planet the size ＿the earth , ＿an average radius ＿3,960 miles .Indirect means must be used , therefore , to infer the internal structure＿the earth . The geophysicist , or earth scientist , gathers his evidence ＿various source . He analyzes data bearing＿earthquakes and the rotation ＿the earth . He measures the tides ; he considers variations ＿the earth. He measures the tides; he considers variations ＿gravity at various parts ＿the earth’s surface. He also tries to reproduce ＿his laboratory the conditions that he believes to exist ＿the interior ＿our planet.the following sentences with nouns formed from the verbs given in brackets.around you seems to be in ＿.(move)＿in the density of air masses is partly a result of their ＿.(differ/compose)heat energy in the magma flows by ＿to the cooler crust .(conduct)hot ＿rises and spreads out across the surface.(mix)in the earth are produced by forces of ＿, or the pushing together of the crust.(compress)matter is extruded because it is under ＿.(press)VII. Translate the following sentences into English.1.岩浆是矿物质，气体和水在高压和高温下的混合物。