Unit 2 English around the world（精选3篇）

Unit2Englisharoundtheworld篇1

unit2englisharoundtheworld

1.morethan与数词连用，意为“超过，多于”，相当于over

(1)morethanone+n 意味“不止一个”，虽语意上为复数，但作主语时，谓语动词用单数形式。

e.g.morethanonestudentisclever.

(2)morethan+adj./adv./v./分词/从句，意为“不只是，非常，多过……”

e.g.it’smorethanfriendship,butnotlove.

otherthan除了 ratherthan而不是

2.bedifferentfrom与……不同

拓展：bedifferentinsth.在……方面不同

tellthedifferencebetweenaandb辨别a与b的不同

bethesameas与……相同

thesame…as表示同类事物

thesame…that表示同一事物

thesame…who/when/where和……相同的……

hewentbacktothesameplace____hehadfoundthering.

a.where b.as c.which d.that

3.oneanother相互，彼此=eachother

e.g.tomandannlookedateachother.

注：(1)eachother和oneanother是相互代词，两者都意为“相互，彼此”，在句中作动作或介词的宾语，但不能做主语。

(2)表示两个人或事物之间的相互关系用eachother；表示三个或三个以上的人或事物之间的相互关系时，用eachother或oneanother都可以。

(3)eachother’s和oneanother’s后面的名词用复数。

e.g.dogsbitingateachother'stails.狗咬狗

4.nearly

notnearly(=farfrom)远非；绝不是

辨析：nearly与almost

almost:表示“几乎”“差不多”，常用于下列几种情况：

(1)与any,no,none,nothing,nobody,nowhere,never等词连用

(2)与too,morethan等连用

(3)和表示感觉或心理活动的静态动词连用

e.g.hesaidalmostnothingwasinteresting.

youcouldalmostimaginethatyouwereindenmark.

nearly:表示“几乎，接近，差不多”，常用于被very,not,pretty修饰时

e.g.thereisnotnearlyenoughmoneytobuyanewcamera.

5.voyage,journey,trip,tour

易混词 辨析 例句

voyage 指“海上旅行”或“航行” columbusvoyagedacrosstheatlanticoceanin1492.

travel “旅行”的总称，是不可数名词，其前不加冠词。 travelinthemountainscanbeslowanddangerous.

journey 指长途陆路旅行，特指“旅途”本身。 it’salonglongjourneytilliknowwherei’msupposedtobe

trip 指短途短期旅行，一般为往返旅行。 theymadeatriptothelakesidelastweekend.

tour 指“团队”观光旅游。也可表示“巡视”“巡回比赛”或“演出”。 thebandisontourinchina.

6.becauseof

(1)because与becauseof

because为连词，后接从句

becauseof为介词短语，后接名词、代词或动名词

(2)引导原因状语的介词短语：

owingto,dueto,onaccountof,asaresultof

(3)because,why与that引导的表语从句辨析

a.because表示一种动作或状态的根本原因。

b.why虽然译成“因为”，但实质上表示结果。

c.that引导的表语从句表示原因，主语通常是reason或what引导的主语从句。在thereasonwhy…is/wasthat…结构中，也只能用that引导。

e.g.helovesherbecausesheispretty.

sheispretty.thatiswhyhelovesher.

thereasonwhyhelovesheristhatshewaspretty.

7.evenif

若主句、从句皆表示将来情况，evenif从句可用一般现在时代替将来时。

e.g.wehavedecidedtovisitthemuseumevenifitrainstomorrow.

辨析：evenif与eventhough

evenif从句的内容不肯定；而eventhough从句的内容则是事实。

e.g.hewillnotletoutthesecretevenifheknowsit.他是否知道秘密还不确定。

hewillnotletoutthesecreteventhoughheknowsit.他知道这个秘密。

8.comeup

(1)走近；赶上，上来

thecomingupspringisfullofhope.

(2)发芽

theseedlingsarecomingupfullandgreen.

(3)（尤指意想不到地）发生

iwillletyouknowifanychangecomesup.

(4)被提出讨论，被谈到；引起注意

thesubjectofplantingcameupintheconversation.

(5)（太阳、月亮）升起

wewatchedthesuncomeup.

(6)出席，参加，到场

wecameupfortheparty.(totaleclipse)

9.overprep.&adv.

(1)prep相当于during，意为“在……期间”

(2)表示时间时，还可表示“一边……，一边……，正在进行……的过程”

thegirlssangoverdancing.

(3)超过

youareoverten.

(4)adv.完了，结束

classisover.

10.basevt.&n.

辨析：base与basis

base:表示具体含义，意为“根基、基础、底座”

e.g.thebaseofabuilding

basis:表示抽象含义，即“非物质方面的基础”

e.g.theeconomicbasis经济基础

11.present

(1)adj.（前置定语）现在的，当前的；（后置定语）出席的，在场的

e.g.didyouseethepresentceo?

didyouseetheceopresent?

bepresentat出席，反义词组为：beabsentfrom缺席

(2)n.(c)礼物

(3)n.目前，现在

e.g.theboypresentatthemeetingwasconsideringaskinghisfatherforabookonthepresenttenseasabirthdaypresent.

12.enrich

en-+adj./n.----vt. enable,enclose,encourage,enforce,enlarge,ensure,entitle

13.makeuseof

takeadvantageof利用，趁机，占……的便宜

makethebestof指（对不利的条件等）充分利用

makethemostof指尽量利用有理的条件

14.insteadof

e.g.theywentonfootinsteadofbybus.

insteadof的考查主要集中在它连接的平行结构上，即：两个主语，两个宾语，两个状语，两个谓语或两个定语。

instead为副词，通常放在句末，在承接上文时，也可放在句首，意味“代替”。

e.g.wehavenocoffee,wouldyouhaveteainstead?

15.command

have(a)goodcommandof….精通

commandsb.todosth.命令某人做某事

atone’scommand随心所欲地（的）；听从某人吩咐

request

byrequest应邀

e.g.heattendedthemeetingbyrequest.

requeststh.fromsb.

hecommandedthatthestudents____theclassroombeforehereturned.

a.didn’tleave b.wouldn’tleave c.needn’tleave d.notleave

虚拟语气：一个“坚持”insist（坚持要求）

二个“命令”order,command

三个“建议”suggest,propose,advise

三个“要求”demand,request,require

从句用should+do,should可以省略。

suggest作“表明，暗示”讲、insist作“坚持认为，坚持说”讲时，其后的宾语从句用陈述语气。

e.g.hisblushsuggestedthathelikedthegirl.

theboyinsistedthathedidn’tlikethegirl.

16.such和so用法小结

(1)such与no,all,most,some,any,another,many,much,afew,few,little,alittle,several,one等词连用时，such应置于这些词之后。

(2)so与many,much,few,little等词连用时，so应置于这些词之前。

e.g.therearemanysuchbooksonsaleinthebookstore.

therearesomanybooksonsaleinthebookstore.

17.way

in…way/by…means/with…method

18.recognize

recognizethatclause

sb./sth.+tobe…

sb./sth.as…

theyrecognizedhertobeasuperstar.

=theyrecognizedherasasuperstar.

=theyrecognizedthatshewasasuperstar.

易混词 辨析 例句

recognize 指原来熟悉，经过一段时间的间隔或其他原因后重新认出来，是终止性动词。 althoughtheyhadn’tseeneachotherfor20years,theyrecognizedeachotheratfirstsight.

know 延续性动词，指相互之间十分熟悉和了解。 ihaveknownhimfor20years.

Unit2Englisharoundtheworld篇2

unit2 englisharoundtheworld

thefirstperiod  speaking

teachinggoals教学目标

1.targetlanguage目标语言

a.重点词汇和短语

bathroom,towel,closet,pronounce,direct,haveagoodflight,atall,makeoneselfathome,

ifyou’llexcusemenow,stayup,endupwith

b.交际用语

canyouspellthatplease?

couldyourepeatthat,please?

whatdoyoumeanby...?

couldyouspeakabitslowly,please?

sorry,ididn’tfollowyou.

ibegyourpardon?

howdoyousay...inenglish?

howdoyoupronounce...?

whatdoes...mean?

canyousaythatinadifferentway?

2.abilitygoals能力目标

tolearnsomedifferencesbetweenamericanenglishandbritishenglish.

3.learningabilitygoals学能目标

letstudentslearnhowtodealwithlanguagedifficultiesincommunication.

teachingimportantpoints教学重点

1.howtoimprovethestudentsspeakingability

2.howtomakeupanotherdialogueforthreestudentsandactitoutinclass.

teachingdifficultpoints教学难点

howtousedifferentsentencepatternsforlanguagedifficultiesincommunication

teachingmethods教学方法

1.listeningtothetape.(individuals)

2.pairsworktopractisethedialogueandmakeupanotherdialogue（cooperativelearning）

teachingaids教具准备

aprojectorandacomputer.

teachingprocedures&ways教学过程与方式

stepi greetingsandrevision

t:goodmorning/afternoon,boysandgirls!

ss:goodmorning/afternoon,misszhao!

t:sitdown,please.todaywearegoingtolearnunit2:englisharoundtheworld,butiwanttocheckyourhomeworkfirst.

checkwhethertheyhaverememberedthetenimportantsentences.

stepii warmingup

t:lookatthepictureandtrytoguess:

qs: 1.whatdoyouthinkishappeninginthepicture?

2.wheredoyouthinkistheman?

sa:afunnystoryishappening.

sb:themanisinthebathroom.

askthestudentstodiscussthefollowingquestions.

1.whatisjoe’snationality?howaboutnancy?

2.whatitisthatnancythinksjoewants?

3.whatisitthatjoeislookingfor?

4.whatistheirmisunderstandingabout?

afterdiscussion.

sa:joeisanamericanwhilenancyisbritish.

sb:nancythinksjoewantstohaveabath.

sc:joeislookingforatoilet.

sd:inamericanenglishtheword“bathroom”meansaplacewherethereisatoiletandsometimesabathorshower.inbritishenglish,theword“bathroom”meansaplacewherethereisabathorshowerandsometimesalsoatoilet.joewantstogotothetoilet,butnancythinkshewantstotakeabath.

t:youdidquitewell.therearereallysomeslightdifferencesbetweenamericanenglishandbritishenglish,soinordertoavoidmisunderstanding,itisnecessaryforustoknowaboutsomedifferencesbetweenamericanenglishandbritishenglish.

stepiii speaking

t:now,ithinkyoumustknowaboutwhythemisunderstandingoccurredbetweenjoeandnancy.thenturnyourbooktopage10.let’sdospeaking—parttwo.inthefollowingboxthereareseveralusefulexpressions.thesesentencesareallaboutthelanguagedifficultiesincommunication.whenweexpressourrequestsandorders,weusethem.hereigiveyouafewminutestorememberthesesentences.

canyouspellthat,please?

couldyourepeatthat,please?

whatdoyoumeanby...?

couldyouspeakabitslowly,please?

sorry,ididn’tfollowyou.

ibegyourpardon?

howdoyousay...inenglish?

howdoyoupronounce...?

whatdoes...mean?

canyousaythatinadifferentway?

t:nowpleaseworkinsmallgroupstomakeupdialoguesaboutotherlanguagedifficultiesinpronunciation,spelling,grammar,uncertainty,misunderstanding,etc.andactoutinclass,usingtheusefulexpressionsabove.

sampledialogues

situation1:

takingamessage:aisvisitingb,butbisnotin,ctakesamessageforb.

a:isbathome?

c:sorry,sheisn’tin.shewentoutjustnow.

a:oh,couldyoudomeafavortotakeamessagetoher?iamherworkmate.

c:i’dbegladto.

a:couldyoupleasetellherwehavedecidedtogooutforanautumnouting.pleaseaskherwhethershe’dliketojoinus.myphoneis7500924.

c:couldyourepeatthat,please?

a:it’s7500924.

c:ok.ihavetakenitdown.i’lltellheraboutitthetimeshecomesback.

situation2:

answeringthetelephone:lucyistryingtocallmary,butmaryisnotin.tomtakesamessage.

tom:hello!thisistomspeaking.

lucy:ismaryin?

tom:sheisnotin.canitakeamessageforyou?

lucy:it’sverykindofyou.henrypotterviisgoingtobeputoninthecinemaat3:00pmthisafternoon.ihavegottwotickets.ifshewantsto,pleasetellhertosendane-mailtomeatnoon.theaddressis.

tom:couldyouspeakabitslowly,please?

lucy:.haveyougotit?

tom:ok.bye.

situation3:

theteachertellsthemonitoraboutthetaskthisafternoon.andthemonitortellsittotherestofthestudents.

t:thisafternoonwe’lldosomecleaninginourclassroomat4:00pm.couldyoupleasetellthestudentsaboutit?

m:certainly,i’dbegladto.

t:pleasetellthestudentstobringsomecloth.

m:sorry,ididn’tquitefollowyou.whatshallwedowithit?

t:oh,we’llmainlycleantheglassandsweepthefloor.

m:ok,iwilltelltheclassaboutit.

stepvi homework

t:nowlet’srecallwhatwehavelearnedduringthiscourse.wehavelearnedadialogueaboutmisunderstandingbetweenjoeandnancy.andthenwehavelearnedtheusefulexpressionsaboutlanguagedifficultiesincommunication.ourhomework:

1.remembertheusefulexpressionsonpage10.

2.completetalkinginworkbook. 

Unit2Englisharoundtheworld篇3

teachingplanforenglishwritingclass                                 jan,7th,bybennyliu       topic:writingacompositionaboutwhyweshouldlearnenglish       teachingaims:helpthestudentsbrainstromthereasonsforlearningenglish,andhelpthemknowaboutthestatusofenglishlanguagenowadays.andthenstudentsareaskedtowriteacompositionbasedonthetopicandhavecorrectionandimprovementwiththeirpartners.       teachingimportantpoints:1,encouragingstudentstobrainstormthereasonsoflearningenglishlanguage.2,organizingstudentstowriteacompositionfromtheirbrainstormandcorrectcompositionswitheachother.       teachingmethods:discussion,presentation       teachingaids:1.themultimedia2.theblackboard       teachingprocedures:step1:drawstudents’attentionontoenglishlanguagebyshowingpicturesandfiguresfromtheinternet.     statusandfiguresaboutenglishlanguage:englishisalreadywidelyspokenin63countriesandmorecountrieschooseenglishtobethesecondlanguageletchildrentostudyfor.fromonestudy,thereisadate,ineuropean89%ofschoolchildrenaretakingenglishclass,andinnon-englishspeakingeucountries,alargepercentageoftheadultpopulationcanconverseinenglish:85%insweden,83%indenmark,79%inthenetherlands,66%inluxembourgandover50%infinland,slovenia,austria,belgium,andgermany.step2:encouragestudentshaveabrainstormaboutthetopic:”whyshouldwelearnenglish”.andinvite2studentstotakedownothers’brainstormresultsontheblackboard.whyshouldwelearnenglish?1,totalktonativespeakers2,toreadenglishbooks3,tolearnthelastesttechnology4.…….step3:encouragestudentstowriteacompositionwiththenewwordsandphraseslearnedinthisunit.      

wordsandphrases:becauseofsuchasenrichplayanimportantpartinatpresentmakegooduseofgraduallyvocabulary…………writing某中学在高中学生中开展了一次关于学生对英语学习状况的访问，以下是访问的结果：多数的同学认为英语在世界文化交流中起到重要的作用，因为它当前在全球超过65个国家中被作为官方语言。学好英语能够为我们将来的发展带来很多优势，例如我们能够与世界各国的朋友交往，能够利用好互联网这个工具掌握更多最新的信息，能够与其它国家的专家进行多方面的合作。如果要学好英语，最关键的就是逐渐地丰富自己的词汇量，并多听，多说，多写。［写作内容］请你根据以上内容写一篇短文，文章内容需要覆盖调查结果。［写作要求］只能使用5个句子表达全部内容，并使用表格中所给的词语或者短语。［评分标准］句子结构准确，信息内容完整，篇章结构连贯。step4presentation      oneofthestudentswriteshisorhercompositonontheblackboardandteacherhelpstoimproveit.