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art是什么词性的缩写

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art是什么词性的缩写

篇1：art是什么词性的缩写

articles基本含义

n.(报刊上的`)文章，论文，报道;(协议、契约的)条款，项;物件，物品(尤指整套中的一件)。

article的第三人称单数和复数。

冠词（a和an是不定冠词，the是定冠词）。

篇2：英语词性缩写

具体有以下这些词性：

n = 名词，noun的缩写，表示人或事物的名称。

（u = 不可数名词，uncountable noun的缩写 c = 可数名词，countable noun的缩写）。

v = 动词， verb的缩写，表示动作或状态。

（vi = 不及物动词，intransitive verb的缩写，及物动词后一般必须跟有动作的对象（即宾语）。必须加宾语意思才完整的动词，就是及物动词。

vt = 及物动词，transitive verb的.缩写，不及物动词后不能直接跟有动作的对象（即宾语）。若要跟宾语，必须先在其后添加上某个介词，如to,of ,at后方可跟上宾语。）

aux.v = 助动词，auxiliary verb的缩写。

model verb情态动词。

conj = 连接词，conjunction的缩写，表示人或事物的名称。

adj. = 形容词，adjective的缩写，用来修饰名词，表示人或事物的特征。

adv.= 副词，adverb的缩写，修饰动、形、副等词，表示动作特征。

art. = 冠词，article的缩写，用在名词前，帮助说明名词所指的范围。

prep = 介词；preposition的缩写，用在名词或代词前，说明它与别的词的关系。

pron = 代名词，pronoun的缩写，代替名词、数词、形容词。

num = 数词，numeral的缩写，表示数目或顺序。

int. = 感叹词，interjection的缩写。

篇3：modalv是什么词性的缩写

Modal logic is the logic of necessity and possibility.

模态逻辑是关于必要性和可能性的逻辑。

We can do quite a lot with modal logic these days.

我们这几天会讲很多模态逻辑。

Provides consistent, multi-modal access to services.

提供对服务的一致性多模式访问。

篇4：模块6unit6 Art

Teaching plan for Unit One Art

Class

Date

project Art

Period One

Aims and demands 1. Enable the Ss know sth about the style of the western art and some famous artists .

2. Learn some new words and expressions.

3. Comprehend the reading passage.

Main points Warming up and Reading compreheding

Difficult points Comprehend the reading passage

Teaching procedures Step One warming up

1. Show the Ss some works of some famous artists;

ask them to say something they know about the pictures.

2. The Ss discuss the questions in warming up in groups and walk along to listen and offer them help if needed.

3. Ask some students to answer the following questions:

1. What do we call these things like sculptures and paintings which can make our school more beautiful?

2. If you could have three of these paintings on the walls of your classroom or your home, which would you choose? Give the reasons.

3. Would you rather have Chinese or Western-style paintings in your home?Give your reasons.

4. Have you ever wished you would paint as well as a professional artist? If you were an artist, what kind pictures would you paint?

5. What would you rather do--- paint pictures, make sculptures, or design buildings? Why?

4. Say anything they like about the artists and the works.

5.Ask some more students to say more about the pictures and the choices .

Step Two pre-reading

1. The Ss discuss the questions in pre-reading.

1.Do you ever visit art galleries?

2.What kind of paintings have you seen in galleries or in books?

3.What are the names of some famous Western artists?Do you know in which century they lived ?

2.Show the students some pictures of some famous gallerirs in the world and say sth.about them.

Step Three Reading passage

1. Fast reading. Let the Ss go over passage as fast as possible and try to find the hard words, expressions and sentences they have and try to decide which statement is true or false.

2. Choose some Ss to read the sentences and tell others about their answers.

3. Listen to the tape of the text and fill in the chart.

Name of Ages Time Artist Feature

The middle Ages

The Renaissance

Impressionism

Modern Art

4. Extensive reading. Ask the Ss to read the passage more carefully and then try to get the main idea of each paragraph

5. Ask the Ss to report their idea, choose the best one.

Notes:focus on,a great deal,scores of,attempt to .

Step Four homework

1. Read the passage again and finish the first Ex1 by wrting down their opinion.

2. Go over Learning about language and finish the exercises by themselves first.

Teaching plan for Unit One Art

Class

Date

project Art

Period Two learning about language

Aims and demands 1. Discover the useful words and expressions.

2. Learn and improve the use of useful words and expressions.

Main points Learn to use the words and expressions that the Ss discover.

Difficult points Improve the use of the words and expressions.

Teaching procedures Step One Learning about language

1. Discover the useful words and expressions in this unit in groups of four.

2. Ask the Ss to show their results to the class.

3. Ask them to find out some of the time expressions and underline all those time expressions in the reading passage.

4. Ss have a discussion and do the exercise2.

5. Check their answers.

6. Say sth. about the word-formation and try to find out the root of the words below.

7.Complete the sentences with the words in the passages.

Step two Using words and expressions

1. Review the rules of changing the forms of the words:verb-noun-adjective .

2. Let the Ss discuss the questions below:

1. What part of speech are the words ending in-ion?Are there any exceptions to this?

2.For most words,is the verb,noun or adjective the shortest word?

3.What endings do the adjectives have?Can you think of other common endings for adjectives?

3.Complete the sentences with the words above.

5. Do the translations. Ss discuss the sentences and the translate them into English, using the words and phrases in brackets.

Step three words learning

1. Ask the Ss to talk about the word-formation.

2. Ask them to work in groups to find some words with the prefixes and suffixes and study their meanings.

3. Ask them to show their results to the class.

4. Walk around the class to give them help if needed.

Step four Talking.

1. Ask the Ss to discuss the questions:

1.Who are your favourite artists,both from China and from other countries?

2. What kind of art do you prefer:traditional or modern,abstract or figurative,painting or photography,two-dimensiional or

three-dimensional?

Step five Homework

Write down the translation in the exercice book.

Teaching plan for Unit One Art

Class

Date

project Art

Period Three learning about language

Aims and demands 1. Discover the useful structure.

2. Learn the grammar of subjunctive mood.

3. Enable the Ss to use the subjunctive mood.

Main points Subjunctive mood

Difficult points Subjunctive mood

Teaching procedures Step One revision

Review the ellipsis and inversion together first .

Step Two learning the useful structure

1. Ask the Ss to find out more sentences in the passage with the same structure of the following sentence:

If you were an artist,what kind of pictures would you paint?

2. Ask some Ss to write down what they found on the blackboard.

3. Check together.

4. Ask the Ss to complete the sentences by discussion.

1. David isn’t thirsty.If he___(be),he _____(drink) the lemonade they offered.

2. Sally is not an aggressive person.If she ___(be),she____(be)a more successful business women.

3. …etc.

Step Three Workbook

1. Fill in the chart using the subjunctive mood to present the wishes of the people.

Real:I am not beautiful.

Wish:I wish I were beautiful.

2. Check their answers.

3. Ask the Ss to think of other wishes that can’t be realized so easily.

4.Complete the sentences using the subjunctive mood.

Step four Homework

Write down Ex.3 in the workbook in the exercise book.

Teaching plan for Unit One Art

Class

Date

project Art

Period Four using language Listening

Aims and demands 1. Improve the Ss’ listening skills.

2. Know more about the art.

Main points Listening and speaking

Difficult points Get to know the information of listening materials.

Teaching procedures Step One Listening and speaking

1. Listen to the tape and answer the questions.

1.Who first suggested they visit art galleries?

2.Who is the least interested in visiting art galleries?

3.Why is GaoYan interested in visiting the Metropolitan Museum?

4.Does Susan prefer large or small galleries?

5.Why doesn’t Susan want to go to the Museum of Modern Art?

6.What kind of art does Susan dislike?

7.Which two galleries do they decide to vistit on Friday and which two galleries on Saturday?

Step Two speaking

1.Think about your own school environment.

Step Three Listening and talking

1. Play the tape for the Ss to listen and finish the exercises in the workbook , pause from time to time if needed.

2. After listening,ask the Ss to decide which centuries the works belonged to.

3. Before they listen to the tape again,discuss these questions with a partner and then listen and check.

Step Four listening task

1. Play the tape for the Ss to get the information of the listening task.

2. Check their answers.

Step Five Homework

Prepare the reading task.

Teaching plan for Unit One Art

Class

Date

project Art

Period Five Reading and reading task

Aims and demands Improve the Ss reading skills and their talent in getting the information.

Main points Reading and reading task

Difficult points Finding more information about the art

Teaching procedures Step one Revision

Revise the subjunctive mood :

1. If I ran into a dinosaur in the forest,I would __________________.

2. If I met Pavarotti in the flesh,Iwould_______________.

Step two Reading tasking

1. Ss read the passage as fast as they can and then fill in the chart by themselves

Letter from ___________

Asking for __________and _______________

Reason __________________________

Their plan:1._________________

2._________________

3._________________

Work will be done by:___________________

2. Ask the Ss to report their answers to the class.

3. Ss read the passage again and find more information as they can.

4. Choose some Ss to share their ideas to the class.

Step three Reading

1.Complete the chart after reading passage

2. Read the passage again and match the names to the museum.

3. Ss work in groups.

Step four Homework

Write a short passage about your favourite artists.

Teaching plan for Unit One Art

Class

Date

project Art

Period Six

Aims and demands 1. Try to write a letter .

Main points Write a letter to the headmaster of the school asking for permission.

Difficult points Write the letter.

Teaching procedures Step one Writing

1.Ask the Ss to read the letter on page 45 again and:

1.find out the problem.

2.how to solve it.

3.begin to write.

2. Plan to write the letter .

1.Ss work in groups to make up a plan of writing. They can follow the example in the book on P45.

2.Ask the Ss to read their plans.

3.Write their passages in groups, when finished,ask the Ss to read in class.

Step two Writing

Write a letter to the art gallery committee,giving your suggestions and reasons for starting this new art gallery.

1. Ask the Ss to discuss first to find out more problems and the choose the one that they think is the most serious and the most important.

2. Make a plan ,try to solve it peacefully.List all the ways.

3. Ask them to write down the letter and ask them to pay more attention to finish the letter politely.

4. Read their letters.

Step three Summing up

1. Ask the Ss to sum up all the new words and expressions that have learned in this unit.

2. The grammmer.

3. Sth about the art.

Step four Homework

Complete the letter and write down on the exercise book.

篇5：TEACHING IS AN ART

TEACHING IS AN ART

Edelweiss, edelweiss, Every morning you greet me, Small and white, clean and bright, You look happy to meet me.

作者：郭萍利作者单位：西安职业技术学院,陕西,西安,7100000 刊名：商情・科学教育家英文刊名：SHANGQING 年，卷(期)： “”(1) 分类号：H3 关键词：

篇6：The Art of Persuasion

The Art of Persuasion

“Yes” is what we all strive to make another person say. The objective of negotiating is to inspire or coerce the other person to agree to your terms. Persuading others is the art of the process.

People can be motivated by many things. Simple fear, a desire to be liked, respect for the other person, or simple avarice and greed. Each are motivators in a negotiation.

In most negotiations we assume that the prime motivators are avarice and greed. It is the use of other, less obvious motivators that makes the difference between those who barter and those who negotiate. Bartering is an exchange, typically a fair exchange of like value. Negotiating has the potential of creating value from the process. It is much like making 1+1=11 rather than 2.

There are many persuasion techniques. They all play off the core psychological drivers that effect most people. They represent the basic negotiating tools most of us use consciously or unconsciously.

One such technique is the use of classical conditioning when trying to persuade others. The Pavlovian model can be effective. Ivan Pavlov studied the cause, effect and reaction relationship and how consistent repetition of a reward or punishment can reinforce a specific performance. The important lesson is that the subject need not understand the cause but learns to relate or anticipate the response to the action.

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