Unit 2 English around the world（精選3篇）
Unit 2 English around the world 篇1
unit 2 english around the world
1. more than 與數(shù)詞連用，意為“超過，多于”，相當(dāng)于over
(1) more than one + n 意味“不止一個”，雖語意上為復(fù)數(shù)，但作主語時，謂語動詞用單數(shù)形式。
e.g. more than one student is clever.
(2) more than + adj./adv./v./分詞/從句，意為“不只是，非常，多過……”
e.g. it’s more than friendship, but not love.
other than 除了 rather than 而不是
2. be different from 與……不同
拓展：be different in sth. 在……方面不同
tell the difference between a and b 辨別a與b的不同
be the same as 與……相同
the same…as 表示同類事物
the same…that 表示同一事物
the same…who/when/where和……相同的……
he went back to the same place ____ he had found the ring.
a. where b. as c. which d. that
3. one another 相互，彼此=each other
e.g. tom and ann looked at each other.
注：(1)each other和one another是相互代詞，兩者都意為“相互，彼此”，在句中作動作或介詞的賓語，但不能做主語。
(2)表示兩個人或事物之間的相互關(guān)系用each other；表示三個或三個以上的人或事物之間的相互關(guān)系時，用each other或one another都可以。
(3)each other’s和one another’s后面的名詞用復(fù)數(shù)。
e.g. dogs biting at each other's tails. 狗咬狗
4. nearly
not nearly (=far from)遠(yuǎn)非；絕不是
辨析：nearly 與 almost
almost:表示“幾乎”“差不多”，常用于下列幾種情況：
(1)與any, no, none, nothing, nobody, nowhere, never等詞連用
(2)與too, more than等連用
(3)和表示感覺或心理活動的靜態(tài)動詞連用
e.g. he said almost nothing was interesting.
you could almost imagine that you were in denmark.
nearly:表示“幾乎，接近，差不多”，常用于被very, not, pretty修飾時
e.g. there is not nearly enough money to buy a new camera.
5. voyage, journey, trip, tour
易混詞 辨析 例句
voyage 指“海上旅行”或“航行” columbus voyaged across the atlantic ocean in 1492.
travel “旅行”的總稱，是不可數(shù)名詞，其前不加冠詞。 travel in the mountains can be slow and dangerous.
journey 指長途陸路旅行，特指“旅途”本身。 it’s a long long journey till i know where i’m supposed to be
trip 指短途短期旅行，一般為往返旅行。 they made a trip to the lakeside last weekend.
tour 指“團隊”觀光旅游。也可表示“巡視”“巡回比賽”或“演出”。 the band is on tour in china.
6.because of
(1)because與because of
because為連詞，后接從句
because of為介詞短語，后接名詞、代詞或動名詞
(2)引導(dǎo)原因狀語的介詞短語：
owing to, due to, on account of, as a result of
(3)because, why與that引導(dǎo)的表語從句辨析
a. because表示一種動作或狀態(tài)的根本原因。
b. why雖然譯成“因為”，但實質(zhì)上表示結(jié)果。
c. that引導(dǎo)的表語從句表示原因，主語通常是reason或what引導(dǎo)的主語從句。在the reason why…is/was that…結(jié)構(gòu)中，也只能用that引導(dǎo)。
e.g. he loves her because she is pretty.
she is pretty. that is why he loves her.
the reason why he loves her is that she was pretty.
7.even if
若主句、從句皆表示將來情況，even if從句可用一般現(xiàn)在時代替將來時。
e.g. we have decided to visit the museum even if it rains tomorrow.
辨析：even if與even though
even if從句的內(nèi)容不肯定；而even though從句的內(nèi)容則是事實。
e.g. he will not let out the secret even if he knows it.他是否知道秘密還不確定。
he will not let out the secret even though he knows it.他知道這個秘密。
8.come up
(1)走近；趕上，上來
the coming up spring is full of hope.
(2)發(fā)芽
the seedlings are coming up full and green.
(3)（尤指意想不到地）發(fā)生
i will let you know if any change comes up.
(4)被提出討論，被談到；引起注意
the subject of planting came up in the conversation.
(5)（太陽、月亮）升起
we watched the sun come up.
(6)出席，參加，到場
we came up for the party.( total eclipse)
9.over prep.& adv.
(1)prep 相當(dāng)于during，意為“在……期間”
(2)表示時間時，還可表示“一邊……，一邊……，正在進(jìn)行……的過程”
the girls sang over dancing.
(3)超過
you are over ten.
(4)adv. 完了，結(jié)束
class is over.
10. base vt. & n.
辨析：base與basis
base:表示具體含義，意為“根基、基礎(chǔ)、底座”
e.g. the base of a building
basis:表示抽象含義，即“非物質(zhì)方面的基礎(chǔ)”
e.g. the economic basis 經(jīng)濟基礎(chǔ)
11.present
(1)adj. （前置定語）現(xiàn)在的，當(dāng)前的；（后置定語）出席的，在場的
e.g. did you see the present ceo?
did you see the ceo present?
be present at 出席，反義詞組為：be absent from缺席
(2)n. (c)禮物
(3)n. 目前，現(xiàn)在
e.g. the boy present at the meeting was considering asking his father for a book on the present tense as a birthday present.
12. enrich
en-+ adj. /n.---- vt. enable, enclose, encourage, enforce, enlarge, ensure, entitle
13. make use of
take advantage of 利用，趁機，占……的便宜
make the best of 指（對不利的條件等）充分利用
make the most of 指盡量利用有理的條件
14.instead of
e.g. they went on foot instead of by bus.
instead of的考查主要集中在它連接的平行結(jié)構(gòu)上，即：兩個主語，兩個賓語，兩個狀語，兩個謂語或兩個定語。
instead為副詞，通常放在句末，在承接上文時，也可放在句首，意味“代替”。
e.g. we have no coffee, would you have tea instead?
15. command
have (a) good command of….精通
command sb. to do sth. 命令某人做某事
at one’s command 隨心所欲地（的）；聽從某人吩咐
request
by request應(yīng)邀
e.g. he attended the meeting by request.
request sth. from sb.
he commanded that the students ____ the classroom before he returned.
a. didn’t leave b. wouldn’t leave c. needn’t leave d. not leave
虛擬語氣：一個“堅持”insist（堅持要求）
二個“命令”order, command
三個“建議”suggest, propose, advise
三個“要求”demand, request, require
從句用should +do, should可以省略。
suggest作“表明，暗示”講、insist 作“堅持認(rèn)為，堅持說”講時，其后的賓語從句用陳述語氣。
e.g. his blush suggested that he liked the girl.
the boy insisted that he didn’t like the girl.
16. such和so 用法小結(jié)
(1) such與no, all, most, some, any, another, many, much, a few, few, little, a little, several, one等詞連用時，such應(yīng)置于這些詞之后。
(2)so與many, much, few, little等詞連用時，so應(yīng)置于這些詞之前。
e.g. there are many such books on sale in the bookstore.
there are so many books on sale in the bookstore.
17. way
in…way/by…means/with…method
18. recognize
recognize that clause
sb./sth. + to be…
sb. /sth. as…
they recognized her to be a super star.
= they recognized her as a super star.
= they recognized that she was a super star.
易混詞 辨析 例句
recognize 指原來熟悉，經(jīng)過一段時間的間隔或其他原因后重新認(rèn)出來，是終止性動詞。 although they hadn’t seen each other for 20 years, they recognized each other at first sight.
know 延續(xù)性動詞，指相互之間十分熟悉和了解。 i have known him for 20 years.
Unit 2 English around the world 篇2
unit 2 english around the world
the first period speaking
teaching goals 教學(xué)目標(biāo)
1. target language 目標(biāo)語言
a. 重點詞匯和短語
bathroom, towel, closet, pronounce, direct, have a good flight, at all, make oneself at home,
if you’ll excuse me now, stay up, end up with
b. 交際用語
can you spell that please?
could you repeat that, please?
what do you mean by ...?
could you speak a bit slowly, please?
sorry, i didn’t follow you.
i beg your pardon?
how do you say ... in english?
how do you pronounce...?
what does ... mean?
can you say that in a different way?
2. ability goals 能力目標(biāo)
to learn some differences between american english and british english.
3. learning ability goals 學(xué)能目標(biāo)
let students learn how to deal with language difficulties in communication.
teaching important points 教學(xué)重點
1. how to improve the students speaking ability
2. how to make up another dialogue for three students and act it out in class.
teaching difficult points 教學(xué)難點
how to use different sentence patterns for language difficulties in communication
teaching methods 教學(xué)方法
1. listening to the tape. (individuals)
2. pairs work to practise the dialogue and make up another dialogue（cooperative learning）
teaching aids 教具準(zhǔn)備
a projector and a computer.
teaching procedures & ways 教學(xué)過程與方式
step i greetings and revision
t: good morning/afternoon, boys and girls!
ss: good morning/afternoon, miss zhao!
t: sit down, please. today we are going to learn unit 2: english around the world, but i want to check your homework first.
check whether they have remembered the ten important sentences.
step ii warming up
t: look at the picture and try to guess:
qs: 1.what do you think is happening in the picture?
2. where do you think is the man?
sa: a funny story is happening.
sb: the man is in the bathroom.
ask the students to discuss the following questions.
1. what is joe’s nationality? how about nancy?
2. what it is that nancy thinks joe wants?
3. what is it that joe is looking for?
4. what is their misunderstanding about?
after discussion.
sa: joe is an american while nancy is british.
sb: nancy thinks joe wants to have a bath.
sc: joe is looking for a toilet.
sd: in american english the word “bathroom” means a place where there is a toilet and sometimes a bath or shower. in british english, the word “bathroom” means a place where there is a bath or shower and sometimes also a toilet. joe wants to go to the toilet, but nancy thinks he wants to take a bath.
t: you did quite well. there are really some slight differences between american english and british english, so in order to avoid misunderstanding, it is necessary for us to know about some differences between american english and british english.
step iii speaking
t: now, i think you must know about why the misunderstanding occurred between joe and nancy. then turn your book to page10. let’s do speaking—part two. in the following box there are several useful expressions. these sentences are all about the language difficulties in communication. when we express our requests and orders, we use them. here i give you a few minutes to remember these sentences.
can you spell that, please?
could you repeat that, please?
what do you mean by ...?
could you speak a bit slowly, please?
sorry, i didn’t follow you.
i beg your pardon?
how do you say ... in english?
how do you pronounce...?
what does ... mean?
can you say that in a different way?
t: now please work in small groups to make up dialogues about other language difficulties in pronunciation, spelling, grammar, uncertainty, misunderstanding, etc. and act out in class, using the useful expressions above.
sample dialogues
situation 1:
taking a message: a is visiting b, but b is not in, c takes a message for b.
a: is b at home?
c: sorry, she isn’t in. she went out just now.
a: oh, could you do me a favor to take a message to her? i am her workmate.
c: i’d be glad to.
a: could you please tell her we have decided to go out for an autumn outing. please ask her whether she’d like to join us. my phone is 7500924.
c: could you repeat that, please?
a: it’s 7500924.
c: ok. i have taken it down. i’ll tell her about it the time she comes back.
situation 2:
answering the telephone: lucy is trying to call mary, but mary is not in. tom takes a message.
tom: hello! this is tom speaking.
lucy: is mary in?
tom: she is not in. can i take a message for you?
lucy: it’s very kind of you. henry potter vi is going to be put on in the cinema at 3:00 pm this afternoon. i have got two tickets. if she wants to, please tell her to send an e-mail to me at noon. the address is .
tom: could you speak a bit slowly, please?
lucy: . have you got it?
tom: ok. bye.
situation 3:
the teacher tells the monitor about the task this afternoon. and the monitor tells it to the rest of the students.
t: this afternoon we’ll do some cleaning in our classroom at 4:00 pm. could you please tell the students about it?
m: certainly, i’d be glad to.
t: please tell the students to bring some cloth.
m: sorry, i didn’t quite follow you. what shall we do with it?
t: oh, we’ll mainly clean the glass and sweep the floor.
m: ok, i will tell the class about it.
step vi homework
t: now let’s recall what we have learned during this course. we have learned a dialogue about misunderstanding between joe and nancy. and then we have learned the useful expressions about language difficulties in communication. our homework:
1. remember the useful expressions on page10.
2. complete talking in workbook.
Unit 2 English around the world 篇3
teaching plan for english writing class jan,7th, by benny liu topic: writing a composition about why we should learn english teaching aims:help the students brainstrom the reasons for learning english, and help them know about the status of english language nowadays. and then students are asked to write a composition based on the topic and have correction and improvement with their partners. teaching important points:1, encouraging students to brainstorm the reasons of learning english language.2, organizing students to write a composition from their brainstorm and correct compositions with each other. teaching methods:discussion, presentation teaching aids:1.the multimedia2.the blackboard teaching procedures:step 1: draw students’ attention onto english language by showing pictures and figures from the internet. status and figures about english language: english is already widely spoken in 63 countries and more countries choose english to be the second language let children to study for. from one study, there is a date, in european 89% of schoolchildren are taking english class, and in non-english speaking eu countries, a large percentage of the adult population can converse in english: 85% in sweden, 83% in denmark, 79% in the netherlands, 66% in luxembourg and over 50% in finland, slovenia, austria, belgium, and germany. step 2: encourage students have a brainstorm about the topic:”why should we learn english”. and invite 2 students to take down others’ brainstorm results on the blackboard. why should we learn english?1, to talk to native speakers 2, to read english books3, to learn the lastest technology4. …….step 3: encourage students to write a composition with the new words and phrases learned in this unit.
words and phrases:because ofsuch asenrichplay an important part inat presentmake good use ofgraduallyvocabulary…………writing某中學(xué)在高中學(xué)生中開展了一次關(guān)于學(xué)生對英語學(xué)習(xí)狀況的訪問，以下是訪問的結(jié)果：多數(shù)的同學(xué)認(rèn)為英語在世界文化交流中起到重要的作用，因為它當(dāng)前在全球超過65個國家中被作為官方語言。學(xué)好英語能夠為我們將來的發(fā)展帶來很多優(yōu)勢，例如我們能夠與世界各國的朋友交往，能夠利用好互聯(lián)網(wǎng)這個工具掌握更多最新的信息，能夠與其它國家的專家進(jìn)行多方面的合作。如果要學(xué)好英語，最關(guān)鍵的就是逐漸地豐富自己的詞匯量，并多聽，多說，多寫。 ［寫作內(nèi)容］請你根據(jù)以上內(nèi)容寫一篇短文，文章內(nèi)容需要覆蓋調(diào)查結(jié)果。［寫作要求］只能使用5個句子表達(dá)全部內(nèi)容，并使用表格中所給的詞語或者短語。［評分標(biāo)準(zhǔn)］句子結(jié)構(gòu)準(zhǔn)確，信息內(nèi)容完整，篇章結(jié)構(gòu)連貫。step 4 presentation one of the students writes his or her compositon on the blackboard and teacher helps to improve it.