Unit 2 English around the world（精选3篇）
Unit 2 English around the world 篇1
unit 2 english around the world
1. more than 与数词连用，意为“超过，多于”，相当于over
(1) more than one + 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. more than one student is clever.
(2) more than + adj./adv./v./分词/从句，意为“不只是，非常，多过……”
e.g. it’s more than friendship, but not love.
other than 除了 rather than 而不是
2. be different from 与……不同
拓展：be different in sth. 在……方面不同
tell the difference between a and b 辨别a与b的不同
be the same as 与……相同
the same…as 表示同类事物
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each other；表示三个或三个以上的人或事物之间的相互关系时，用each other或one another都可以。
(3)each other’s和one another’s后面的名词用复数。
e.g. dogs biting at each other's tails. 狗咬狗
4. nearly
not nearly (=far from)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, more than等连用
(3)和表示感觉或心理活动的静态动词连用
e.g. he said almost nothing was interesting.
you could almost imagine that you were in denmark.
nearly:表示“几乎，接近，差不多”，常用于被very, not, pretty修饰时
e.g. there is not nearly enough money to buy a new camera.
5. voyage, journey, trip, tour
易混词 辨析 例句
voyage 指“海上旅行”或“航行” columbus voyaged across the atlantic ocean in 1492.
travel “旅行”的总称，是不可数名词，其前不加冠词。 travel in the mountains can be slow and dangerous.
journey 指长途陆路旅行，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，一般为往返旅行。 they made a trip to the lakeside last weekend.
tour 指“团队”观光旅游。也可表示“巡视”“巡回比赛”或“演出”。 the band is on tour in china.
6.because of
(1)because与because of
because为连词，后接从句
because of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：
owing to, due to, on account of, as a result of
(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the reason why…is/was that…结构中，也只能用that引导。
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、从句皆表示将来情况，even if从句可用一般现在时代替将来时。
e.g. we have decided to visit the museum even if it rains tomorrow.
辨析：even if与even though
even if从句的内容不肯定；而even though从句的内容则是事实。
e.g. he will not let out the secret even if he knows it.他是否知道秘密还不确定。
he will not let out the secret even though he knows it.他知道这个秘密。
8.come up
(1)走近；赶上，上来
the coming up spring is full of hope.
(2)发芽
the seedlings are coming up full and green.
(3)（尤指意想不到地）发生
i will let you know if any change comes up.
(4)被提出讨论，被谈到；引起注意
the subject of planting came up in the conversation.
(5)（太阳、月亮）升起
we watched the sun come up.
(6)出席，参加，到场
we came up for the party.( total eclipse)
9.over prep.& 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”
the girls sang over dancing.
(3)超过
you are over ten.
(4)adv. 完了，结束
class is over.
10. base vt. & n.
辨析：base与basis
base:表示具体含义，意为“根基、基础、底座”
e.g. the base of a building
basis:表示抽象含义，即“非物质方面的基础”
e.g. the economic basis 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. did you see the present ceo?
did you see the ceo present?
be present at 出席，反义词组为：be absent from缺席
(2)n. (c)礼物
(3)n. 目前，现在
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，趁机，占……的便宜
make the best of 指（对不利的条件等）充分利用
make the most of 指尽量利用有理的条件
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. 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 随心所欲地（的）；听从某人吩咐
request
by request应邀
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
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. his blush suggested that he liked the girl.
the boy insisted that he didn’t like the girl.
16. such和so 用法小结
(1) such与no, all, most, some, any, another, many, much, a few, few, little, a little, 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. 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。 although they hadn’t seen each other for 20 years, they recognized each other at first sight.
know 延续性动词，指相互之间十分熟悉和了解。 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 教学目标
1. target language 目标语言
a. 重点词汇和短语
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. 交际用语
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 能力目标
to learn some differences between american english and british english.
3. learning ability goals 学能目标
let students learn how to deal with language difficulties in communication.
teaching important points 教学重点
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 教学难点
how to use different sentence patterns for language difficulties in communication
teaching methods 教学方法
1. listening to the tape. (individuals)
2. pairs work to practise the dialogue and make up another dialogue（cooperative learning）
teaching aids 教具准备
a projector and a computer.
teaching procedures & ways 教学过程与方式
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。step 4 presentation one of the students writes his or her compositon on the blackboard and teacher helps to improve it.