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人教高中英语必修一unit2教学教案

Module 1 Unit 2 English around the world

●单元规划

本单元主要围绕English around the world这一主题介绍了英语的使用情况、发展情况及各地不同的方言。

第二单元English around the world的设计可分为五部分。第一部分learn something about words and expressions；第二部分warming up and reading；第三部分the structure which expresses commands and requests；第四部分using language；第五部分writing and speaking;

●课时安排

本单元教学可分为6个课时。第一课时vocabulary;第二课时为reading；第三课时为language points；第四课时为grammar；第五课时为using language；第六课时为writing and speaking；第七课时为revision

The First Period Words and expressions

Teaching aims :

1. Know the key words and expressions in the whole unit:

elevator, petrol, official, voyage, actually, base, identity, command, request, recognize, straight, because of, come up, at present, such as, play a part (in)……

2. Enable the students to get familiar with the pronunciation of the important words.

3. Prepare for the learning process of the whole unit.

Teaching important points :

1.Get familiar with the words in the text part.

2.Master the important expressions such as：

because of, come up, at present, such as, play a part (in)……

Teaching methods:Task-based teaching and learning; cooperative-learning; group discussion

Teaching procedures :

Step 1、Self-directed learning

学习方法指导：第一步：写出所给单词的音标；

第二步：大声朗读三遍，注意画线字母的发音；

第三步：依次写出画线字母的音标。

从单词表找出下列词汇的音标，并熟读。注意画线字母的发音。

elevator ［］African［］frequently［］official［］base［］straight［］block ［］command［］vocabulary［］latter［］southeastern［］usage［］依次写出上面单词画线字母的音标：

［］［］［］［］［］［］［］［］［］［］［］［］Step 2、Present briefly

Learning method：第一步：从课本第9页到第15页找出下列字词的意义；

第二步：再找出你所不会的字词或短语；

第三步：小组讨论完成或向老师求助。

Warming up

1.elevator______________

2.petrol______________

3.official______________

4.不止一种____________

5.不同于_____________

你的生词：

_________________ __________________ ________________ Reading

1.voyage ___________

2.native_________

3.apartment________

4.actually_________

5.base___________

6.gradually__________

7. Danish___________ 8.vocabulary_________ 9.spelling__________

https://www.wendangku.net/doc/8a15385314.html,tter___________ 11.identity_________ 12.fluent____________ 13.Singapore________ 14.Malaysia_________ 15.frequently_________ https://www.wendangku.net/doc/8a15385314.html,age__________ https://www.wendangku.net/doc/8a15385314.html,mand_________ 18.request__________

1.因为_____________

2.走上前___________

3.目前_________________

4.利用________________

5.例如_________________

你的生词：

_______________ __________________ _________________

Using language

1.expression________

2.African____________

3.Spanish___________

4.eastern___________

5.southeastern__________

6.northwestern_________

7.recognize__________

8.reward____________

9.lorry____________

10.lightning 11. straight_________ 12.block___________ 13.cab____________

1.扮演角色_____________

你的生词：

_____________ _______________ ______________

根据要求，写出下列单词相应的形式。（3分钟）

1)official(adj.) → （n.）办公室→ （n.）政府官员

2)gradual(adj.) → （adv.）逐渐地

3)latter(adj.) → （adj.）前者、以前的

4)fluent(adj.) → （adv.）流利地、流畅地

5)frequent(adj.) → （adv.）常常、频繁地

6)spelling(adj.) →（v.）拼写

7）African(adj.) → （n.）非洲

Step 3、Practice

1)Wide reading will increase your (词汇量)

2)The composition is not well written, and moreover, there are many

s mistakes in it.

3)I’ve known Betty for years ,since we were babies, (实际上)

4) F ，she would find herself looking out of the window, lost in thought.

5)People use an e to go up and down stairs.

6)He speaks English f .

7)He walked along in the shadows, hoping no one would r him.

8）I knew from his (口音) that he was from the south.

Step 4 Summary and homework

1、Write the words and expressions you have learnt during this class.

2、Preview warming up and reading part.

The Second Period The Road to Modern English

Teaching aims :

1. Warming-up: Enable students to know the differences between British English and American English.

2. Reading:

(1)Develop students’ reading abilities and get them to know the development of English language.

(2)Talk about difficulties in language communication.

Teaching important points :

1. To carry out the four reading tasks and get most students understand the passage.

2. To give a summary of whole passage.

3.To be able to use the different learning strategies for different reading purposes. Teaching methods: Brainstorming, cooperative-learning

Teaching procedures :

Step 1、Self-directed learning

Task：(1) Get the students to discuss in groups about the differences between British English and American English, and give some examples.

Method: 小组竞赛，写的最快最多的小组获胜。

（2）Ask students to read passage in warming up and then write the following

Task 1: Fast reading.

Let the students read the text as quickly as they can, then decide whether the statements are true or false:

（1）There is no difference between American English and British English.

（2）Written English is the same in both American English and British English. （3）Sometimes people from the two countries do have difficulty in understanding each other.

（4）The English language in the world always stay the same as the language used in Britain.

Task 2 : Careful reading.

1. Let the students read the passage carefully and then make a time line of the development of English.

2. Let the students read the passage again and fill in the blanks with the words from the text.

It is not easy for a Chinese person to speak English as ___ as a ___ English speaker. One reason is that English has a large ___. It also has different usage in different English speaking countries. If you use “flat”

instead of “___”, people in America will know you have learned British English. If you use the word “___”instead of “lift” in Britain, people will know you have studied American English.

3. Let the students listen to the text carefully and repeat the sentences.

Step 3、Practice

Learning methods: 第一步：个人独立完成。

第二步：小组合作核对答案并讨论。

第三步：老师重点讲解。

________All languages change when cultures communicate with one another.

The English spoken between AD and 1150 was quite from the English spoken today .It’s based more on than the English we speak at present. Later, it became less like German. One big change in English happened when the American Dictionary of the English Language, which gave American English a separate , came . Now India has a large number of English speakers. This is because English became the language for

and education during 1765 to 1947 , when Britain ruled India . English is also spoken in many other countries in Africa and Asia, such South Africa, Singapore and Malaysia. The number of people learning English in China is also increasing

Step 4 Group work

Ask and answer the questions like these:

When did five to seven million people speak English?

Why did English begin to be spoken in many other countries?

Which country may have the largest number of English learners?

Step 5 Summary and homework

Today we’ve learned an article on “the road to modern English”. After class，you should read it again and again to get the idea of the text further. That’s all for today. Class is over.

The Third Period Language points

Teaching aims :

1.Get students to learn useful words and expressions in this part: actually, base, latter,

native, because of, come up, at present, make use of, such as, more…than,…

2. Enable students to use useful words and expressions correctly.

Teaching important points :

To master the useful words and expressions;

To do exercises with useful words and expressions correctly.

Teaching methods: Task-based teaching and learning; cooperative-learning Teaching procedures :

Step 1、Self-directed learning

To find the following sentences in the text. (3 minutes to finish)

1.以英语作为母语的人，即使他们所讲的语言不尽相同，也可以互相理解。_____________________________________________________________________

2. 当时的英语更多的是以德语为基础，而我们今天所说的英语不是。

_____________________________________________________________________ 3. 所以到17世纪，莎士比亚所用的词汇量比以前任何时期都大。

_____________________________________________________________________ _________

4. 印度讲流利英语的人数很多。

_____________________________________________________________________ Step 2、精讲互动

Learning methods:

Step1 ：Do teamwork to finish all language points in your group.

Step2 ：Check your answers in your group.

Step3 ：To show answers in the whole class by turns.

1.actually (adv.)

【用法】He says it’s a good film ,though she hasn’t ac tually seen it .

【仿句】他看起来很镇静，但实际上很紧张

【拓展】事实上、实际上：actually=_____________ ；_____________

2.base

【用法】①What are you basing this theory on?

②The film a novel by Lewis.

【归纳】base 词性词义

把…建立在…基础上

以…为基础/依据

【用法】This provides a good base for the development of technique?

【归纳】base 词性词义

【翻译】

【仿句】看到任何情况立即向基地/总部报告。

https://www.wendangku.net/doc/8a15385314.html,tter (adj.)

【用法】① He came up with two ways, The latter seems such better.

② Jane and Mary are good friends; the former is a teacher , and the latter is

a nurse.

【搭配】前者…后者…

【仿句】Of the two , is better than .(两者之中，后者比前者更佳) 【拓展】late (adj/adv.)

later(adj.) (adv.)

latest(adj.)

lately (adv.)

4.native

【用法】After a long stay in England he’s back to his native land。

【归纳】native 词性词义

【仿句】他已经离开故土中国三年了。

【用法】Are you a native of this country or just a visitor?

【归纳】native 词性词义

【翻译】

5.because of

【用法】We have made such great progress because of your help。

【仿句】因为下雨，我衣服都湿了

【比较】because of/because.

【用法】She was late because of the heavy traffic.

He came to school late because his bike broke down yesterday.

【归纳】because of 后面常跟

because 后面常跟

【翻译】① He is absent today ____________his illness. (他今天缺席，因为他病了。)

②.We were late _________ it rained. (因为下雨，我迟到了。)

6. come up (写出每句话黑体部分的意思)

【用法】①He came up to me and said hello to me.____________

【仿句】他走向前去摘那朵美丽的花.

② Your question came up at the meeting. 词义

③ I will let you known if anything comes up词义

④ He has come up with a good way to solve the problem. 词义

【翻译】

7. at present

【用法】At present, he is a holiday.

【仿句】He is free ___________ ,and you can go to him for advice.

【拓展】present (adj.)_____________present (n.)_____________

8.make use of

【用法】You should make use of this chance.【翻译】

【仿句】We must every minute to study.

【拓展】好好/充分利用

9.such as

【用法】① He has been to many countries, such as Canada great Britain and Japan. 【比较】such as/for example/that is

② Many countries , for example, Mexico and Japan ,have a lot of earthquakes.

③My daughter studies four subjects in school ,that is ,China, maths, English and PE.

【归纳】such as

for example

that is

10.more…tha n

【用法】He is more lucky than clever.【翻译】

【仿句】与其说他是位教师，不如说他是位作家。

【用法】By then she was more than sixty years old.【翻译】

【用法】He is more than our teacher ,he is also our best friend.

【翻译】

Step 3、Homework

Ⅰ）.单词拼写(每题1分，共6分)

① Many languages have Latin as their (基础)

② This person seems to be far away ,but is (实际上) right before your eyes.

③ The (后半的) half of that year saw a great change of his life.

④ The government of the island treated the (本地人) well.

⑤ We should finish our own task (目前).

⑥ He (提出) a good idea.

Ⅱ）. 根据提示翻译句子（每句2分，共10分）

①由于有雾，我们很难看清道路。（because of）

②学生应当充分利用课堂上的时间。（make use of）

③对我来说，它不仅仅是一个礼物。（more than）

④我认识他们当中很多的人，例如约翰、彼得和汤姆。（such as）

⑤那部电视剧是根据现实生活编成的。（base）

The Forth Period Grammar

Teaching aims :

● Enable students to learn about the Indirect Speech( requests & commands)

● Summarize the rules of Direct Speech and Indirect Speech. ( requests & commands)● Encourage Ss to be active in the activities and make Ss to be confident;

Teaching important points :

● Students learn about the differences between a request and a command.

● Enable students to use the Indirect Speech (requests & commands)

Teaching methods: Task-based teaching and learning; cooperative-learning Teaching procedures :

Step1. Revise the grammar of unit 1

Please change the direct speech into indirect speech

1. He said, “I’m going to Beijing tomorrow.

__________________________________________________________

2. “What a lovely girl!” they said.

__________________________________________________________

3. He asked, “Are you a teacher?”

__________________________________________________________

4. “This is the craziest thing I have heard of so far,” she thought.

__________________________________________________________

5. Mr Wang said, “I was born in China in September, 1972.”

__________________________________________________________

6. She said, “They had left when I arrived there.”

__________________________________________________________

7. She says, “Liu Fang is good at English.”

__________________________________________________________

8. He said, “The plane takes off at 6:30 am.”

__________________________________________________________

9. He said, “Where there is a will, the is a way.”

__________________________________________________________

10. “ How much do you think it will cost?” he said.

__________________________________________________________

Step 2 Discovering useful structures

Ⅰ.Request and command

Open your books-------------command

Please open your books.------ request (polite)

Can you open your books please? --------request (polite)

Could / would you please open you books? --------request (polite)

1. Make clear the difference between commands and requests and finish the following exercises:

Go and collect the wood right now.

Could you go and get the shopping bags, please?

Shut the door at once.

Go and get my coat.

Would you please get that book for me?

2. Summary

commands requests

Close the door! Please ………..

Get me something to eat! Would you please…….

Speak louder………. Could you please……

3. Change the commands into requests.

Close the door! _________________________________________

Speak louder! ________________________________________

Keep silent! ____________________________________________

Get me something to drink __________________________________________ Ⅱ.Change a command into an Indirect Speech.

told sb (not) to do sth

“Open the window,”the teacher said to the students .

---------The teacher told the students to open the window.

“Don’t open the window,” the teacher said to the students.

----------The teacher told the students not to open the window.

Ⅲ.Change a request into an Indirect Speech

ask(ed) sb (not) to do sth

“Open the window, please,” the teacher said to the students.

--------The teacher asked the students to open the window.

“Don’t open the window ,please,” the teacher said to the students

--------The teacher asked the students not to open the window.

特别提醒: 1.祈使句变为间接引语，主要使用动词不定式。

2.谓语动词要做一定变化，表示命令，用tell，order，command等。表示请求，用ask，beg，request等。表示忠告，用advise。

Step 3 Practice

1.“Shut up,”she sai d to him.

__________________________________________________________

2.“Speak louder, please,” he said to her.

__________________________________________________________

“Can you speak louder?” he asked her

__________________________________________________________

3.“Try the lift,” she said to her.

__________________________________________________________

4.“Don’t wait for me,” he said to them.

__________________________________________________________

5.“Stop wasting the time,” she said to him.

__________________________________________________________

Step 4 Homework

Finish the following exercises after class:

1.“Can you tell me a story?” the girl asked her father.

__________________________________________________________

2.“Follow his instructions,’ she said to me.

__________________________________________________________

3.“Please could you come to the reception desk?” she asked him.

__________________________________________________________

4.“Change your dirty uniform!” he said to the clerk.

__________________________________________________________

5..“Can you lend me five yuan?” he asked me.

__________________________________________________________

6..The English teacher said to us, “Don’t speak Chinese, speak English.”

__________________________________________________________

7..She said to him, “ Don’t play a trick on me again.”

__________________________________________________________

The Fifth Period Using language

Teaching aims :

1、Enable the students to get the words and phrases about Standard English through reading.

2、Develop the students’ reading ability by putting the paragraphs in order.

3、Get the students to think about the possibility of the global communications Teaching important points :

How to find topic sentences and get the correct theme of the mixed paragraphs Teaching methods: Task-based teaching and learning; cooperative-learning Teaching procedures :

Step 1. Self-directed learning

在课本第13页Reading 部分找出下列词语的翻译

词语；表示；表达中西部的

非洲的西班牙的

扮演；一个角色；参与东方的；东部的

东南方的西北方的

辨认出；承认信不信由你

全世界与…一样

Step 2、Warming up

Do you speak the same dialects even in the same place?

Show the learning goals of this period to the students:

(1)Some important words and phrases:

standard English；.dialect ；expression；；play a part (in)；recognize ；accent ；lightning；straight；block ；believe it or not …

(2) To understand the texts as a whole by putting the paragraphs back.

(3) To recognize topic sentences.

(4) To know how to identify the diversity of dialects

Step 3 Vocabulary

1. ask a student to speak his own special dialect and let others guess its meaning . and ask them read vocabulary :standard English；dialect ；expression；；play a part (in)；recognize ；accent ；lightning；straight；block ；believe it or not ….

2. ask students how they look at the standard language and dialects ,

Step 4 Discussion

Ask the students their opinion, trying to let them treat the relationship properly

This period we will read a text about the standard English and dialects.

Step 5 Reading

1. Fast-reading: skim the passage quickly and draw the construction of the passage. Explain the idea of topic sentence and help the students to find topic sentences of each paragraph. The theme or purpose of an article comes in the first paragraph, usually as the first sentence.

2、Detailed-reading:

Ask the students to finish the comprehensions in the reference books. Teach them

ability to learn themselves.

Step 6 Homework

Write a passage to show your ideas about how to learn English well

The Sixth Period Writing

Teaching aims and demands:

Knowledge aim: Get the students to learn some connecting words and sentences. Ability aim:Develop the students’ writing ability.

Emotional aim: Help the students know the importance of English.

Teaching important and difficult point:

How to develop the students’ writing ability by making a brainstorming map. Teaching methods: Brainstorming, cooperative-learning

Teaching process:

Step 1 Brainstorming

“Why should I learn English?”

Student 1: I learn English to talk to native English speakers.

Student 2: To go to college, I learn English hard.

Student 3: I like reading. I learn English so as to read English novels.

( other answers may be as follow: to use for business, to read English books, to listen to English music and movies, to go abroad.)

Step 2 Pre-writing

Topic question,” How can learning English help China in the future?”

●Speed the development of economy

●Easy to learn advanced technology of other countries

●Make Chinese culture popular all over the world

●World trade is done in English

●International organizations (such as the UN ) use English

●We need contact with the developed Western world to build our country

The developed world uses English in its dealings

Step 3 Writing a short passage

1.The title is “Should we learn English?”

2.Show the structure on how to write the passage.

●State your opinion

●Show the supporting reasons

Get a conclusion

3 Show the students connecting words which can help them to join the sentences and paragraphs.

Illustration: I think…, I believe…In my opinion…, As far as I am concerned…

Addition: firstly, secondly, then, besides, at last…

Contrast: however, but , on the other hand…

Summary: in short , in a word, therefore, so…

Step 4 Post-writing

1)Read the sample

2)Discussion

●Are your ideas well organized to the point?

●Do you have a good choice of words and idioms in your writing?

●Do you get a good mastery of complex structure of language?

●What kind of mistakes have you made in your writing? What can you do to avoid

such mistakes?

Step 5 Homework

Finish your passages after class

Sample passage:

Should we learn English?

Many people all over the world speak English as their second language. It is not too much to say that it has become an international language. So I strongly think we should learn English.

Firstly, learning English can make life fun. It enables you to watch American movies, read English books and listen to English songs. Moreover, as English is an international language, you will be able to communicate with foreigners when you are on a trip abroad. Traveling will be more interesting that way.

Secondly，it is a good idea to make friends with foreigners. In my opinion, it is the best way to improve your English. In addition, it will be fun and it will expand your view of the world. If you make friends with a native speaker, you can practice your spoken English more often and then you can communicate with people around the world. You can also become familiar with the customs and habits of different cultures.

However, there are some people who are afraid to make friends with foreigners because they are not confident of their English. However, many foreigners do not care about grammar. They will get your key words in the sentence and figure out the whole meanings. Therefore, it is unnecessary to be afraid to make friends with them; just go ahead!

Leaning English helps us meet different people and learn more about their culture, thus facilitating mutual understanding and harmony. Briefly said, English is so useful to us that we should all learn it.

The Seventh Period Revision

Teaching aims and demands:

1.Get the students to go over useful new words and expressions;

2. Have the students review the grammar ;

3. Develop the students’ ability to use the important language points.

Teaching important and difficult point:

1.Get the students to review and consolidate what they have learned in this unit

2、Develop the students’ ability of doing exercise

Teaching methods: Brainstorming, cooperative-learning

Teaching process:

Step 1、Self-directed learning

Task 1：Sum up the whole unit by themselves according to the requirements:

1. Write down what you have learned about “English around the world”:

2.From this unit you have also learned :

Useful verbs :

Useful nouns:

Useful adjectives:

Useful expressions:

A new grammar item:

Task 2：语言运用（共25分）

(现在), English is (扮演)more and more important in our life and (因为)that, many people are trying hard to study English. However, we will meet many difficulties in studying English: How to remember the large English (词汇)？Do we have some special ways to master the (用法)of English (表达)？how to be sure of accurate (拼写)? (事实上)，there are several ways that we can (利用)to have a good （掌握）of English,

(比如) reading English novels. (信不信由你)，after reading for some time, you’ll find you’ve (渐渐地) fallen in love with English and that (识别) words like“request”and “(公寓)”is no longer a problem. Why not do it

(马上) you may also listen and speak English as much as possible. on your efforts, you can travel to some countries, (比如) Canada, (新加坡), where English is the language. Communication with (当地的) speakers is of great help. So long as you study English hard, one day you may find that you can use English .

Try to translate the passage into Engligh:

_____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ Step 2、精讲互动

I．短语翻译

1.因为，由于

2.走近，上来

3.现在，目前

4.利用，使用

5.例如

6.扮演角色

7.不止一个8.不同于9.以往任何时候

10.即使11.与…交流_______ 12.建立在…基础上

13不是…,而是… 14.许多，大量15.信不信由你

16.没这样的事17.标准英语18.全世界

19. 从…搬到…20.与…一样

II.单词拼写

1、Doctors advise the patients should take medicine following _______(说明书).

2、Jet Li has played lots of leading r_______ in Kong Fu films.

3、What is _______ (标准) English?

4、Education in middle schools should contain various cultures, _______ (包含) sports cultures.

5、Most of the members _______ (在场) at the conference were for the removal of agricultural taxes.

6、The Indian _______ (本地人) aren’t getting on well with the Whites in this area.

7、Although I hadn’t seen Jenny for ten years, I r_______ her voice im mediately I picked up the phone.

8、Judging from his _______ (口音), he must be from North East of China.

9、Our nation has been developing _______(迅速地) in science and technology.

10、A whole basin of water in the freezing weather may be turned into a b_______ of ice.

12. I had lost my _________ （身份）card and was being questioned by the police.

13. Do you want to take the __________（电梯）or use the stairs?

14. The ____________（实际的）cost of repairs was a lot less than we had expected.

15. Total profit was $ 690 million in the ___________（后者的）half of 2000. Ⅳ..短文改错

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新课标高中英语必修二教案合集Unit 1 Cultural relics Part One: Teaching Design （第一部分：教学设计） Period 1: A sample lesson plan for Reading (IN SEARCH OF THE AMBER ROOM) Aims： To read about cultural relics To learn about The Restrictive and Non-Restrictive Attributive Clause I. Warming up Warming up by defining Good morning, class. This period we are going to read about IN SEARCH OF THE AMBER ROOM. Before our reading, I’d like to know: A.What kind of old things are cultural relics? Are all the old things cultural relics? B.What is the definition and classification of cultural relics? C.To whom do cultural relics belong? Keys for reference: A. Cultural relics are physical remainders of what different peoples valued in the past and continue to value now. It can also be said that cultural relics are more than works of art, they are symbols of history and the people who lived in the past. B. No, not all the old objects are cultural relics. C. Each kind of relics preserves some aspect of cultural heritage and each relic is still a unique cultural expression and contributions. D. In a larger sense, it can be said that all the cultural relics belong to all peoples and whole societies, not a certain individual. Warming up by presenting Hi, everyone. Let’s look at the screen. I’ll present yo u some pictures. They all

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高一英语必修二第五单元语法教案 Period 2: A sample lesson plan for Learning about Language (The Attributive Clause (in/ for/ with/ by＋which/ whom). Aims To help students learn about the Attributive Clause with a preposition in front. TTo help students discover and learn to use some useful structures. Procedures I. Learning about grammar 1.Reading and thinking Turn to page 34 and read with me the text of THE BAND THAT WASN’t. As you read on, pay attention to The Attributive Clause (in/ for/ with/ by＋which/ whom), that is, the attributive II. Turn to page 34. Look at the two sentences: The musicians of whom the band was formed played jokes on each other as well as played music. However, after a year or so in which they became more serious about their work, “The Monkees” started to play their own instruments and write their own songs like a real band. Pay attention to the structure: preposition + relative pronoun. Usually only two relative pronouns --- which and whom--- can be used in the Attributive Clause, with a preposition put before the clause. That can’t be used. Look at the screen. Here are more examples on this kind of structure. Now go on to do Exercise No. 2 on page 36, that is, to sort out the sentences.

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文档贡献：smysl 必修一 Unit 1 Friendship 1)be good to 对….友好 2)add up 合计 3)get sth done 使…被做 4)calm down 镇定下来 5)have got to 不得不 6)be concerned about 关心；挂念 7)make a list of 列出 8)share sth with sb 和某人分享某物 9)go through 经历；仔细检查 10)hide away 躲藏；隐藏 11)set down 放下；记下 12) a series of 一系列；一套 13)be crazy about 对…着迷 14)on purpose 故意 15)in order to/ so as to 为了 16)face to face 面对面地 17)according to 按照；根据…所说 18)get along with 与…相处 19)pack up 收拾，打理行装 20)have trouble with sb/sth 同某人闹意见；做…有困难 21)fall in love 相爱 22)try out 试验；试用 23)join in 参加（活动） 24)communicate with sb 和…交留 25)look to sth 注意，留心某事 26)cheat sb (out) of sth 骗取某人某物 27)have the/a habit of doing sth 有做…的习惯 28)be ignorant of 无知的 Unit2 English around the world 1)in…ways 在…方面 2)be different from 与…不同 3)play a role/ part (in) 在…中起作用;扮演一个角色；参与 4)play an important role/part在..中起重要作用 5)because of 因为；由于 6)such as 例如 7)come up (vi) 走进；上来；发生；被讨论 8)come up with 提出e 9)at the end of 在…末期 10)even if/ though 即使 11)be based on 在...基础上 12)close to 距离…近 13)make (good/ full) use of （好好/充分）利用 14)change…into 把…变成 15)the same…as 与…相同的 16)at present 目前 17)as a rule 通常；照例 18)be present at 在席；出席 19)carry out a rule 执行规则 20)be absent from 缺席 21)provide sth to sb / provide sb with sth给某人提供某物 22)at sb’s request 应某人的要求 23)have a command of掌握 24)give commands 命令 25)request that …(should)+v原形 26)in one direction 朝一个方向 27)as we know 正如我们所知 Unit3 Travel Journal 1)dream of/ about doing sth 梦想做某事 2)graduate from 从…毕业 3)persuade sb not to do sth= persuade sb out of doing sth 说服某人不做某事 4)get sb interested in 使某人对… 感兴趣 5)insist on (one’s) sth/ doing sth 一定要；坚持要 6)the best way of doing sth/ the best way to do sth 干某事的最好办法 7)attitude to/ toward(s) 对…态度 8)care about 忧虑，关心care for喜欢，照顾 9)change one’s mind 改变主意 10)to my mind = in my opinion我的观点 11)make up one’s mind to do 决心干某事

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