必修一unit2教案
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.doczj.com/doc/736104434.html,tter___________ 11.identity_________ 12.fluent____________ 13.Singapore________ 14.Malaysia_________ 15.frequently_________ https://www.doczj.com/doc/736104434.html,age__________ https://www.doczj.com/doc/736104434.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 words
词汇美式英式
电梯
秋天
比赛
电影
糖果
Task 1: Fast reading.
Let the students read the text as quickly as they can, then decide whether the
教学过程 ?、课堂导入 学习下列谚语： You are what you eat. 人如其食。 First wealth is health.——Emerson 健康是人生的第一财富。 An apple a day keeps the doctor away. 一天一个苹果，医生不来找。 、复习预习 教师引导学生复习上节课所学知识点，（以提问、回顾的形式进行），针对上节课的作业进行讲评、订正、答疑，并通过对情态动词具体用法的分析和扩展导入本节 课所要学习的课本知识的学习。 、知识讲解
考点/易错点1重点单词与短语学习 balanee n.天平，平衡；余额，余数v.平衡；权衡balaneed adj. 均衡的 (回归课本P10) What will happen to you if you don 't eat a balanced diet? Eg: 1). Try to achieve a better bala nee betwee n work and play. 争取把工作和娱乐更好地结合起来。 2) . I must cheek my bank bala nee (= find out how much money I have in my aeeo un t). 我要核对一下我在银行的余额(看我的帐户上有多少钱) 。 3) . Try to bala nee your diet by eat ing more fruit and less prote in. 多吃些水果，少摄入些蛋白质，使饮食均衡合理。 ［归纳拓展］ a bala need diet 均衡的饮食 keep the bala nee of n ature 保持生态平衡 keep one ' s balanee 保持平衡 lose one ' s balanee (= be out of balanee) 失去平衡 think of 想，考虑 (回归课本P10) He thought of his mutt on, beef and bae on cooked in the hottest, fin est oil. (1)想起；记起Sorry, I did n't think of your n ame just now. (2)考虑We should thi nk of the matter carefully.
Unit2 Working the land Vocabulary and Useful Expressions Step1.重点难点 1. In many ways, he is one of them, and he struggled for the past five decades to help them. In a way; in one way; in some ways 在某种程度上 2．However, he cares little about spending the money on himself or leading a comfortable life. care v. 在乎,在意,喜欢,有兴趣 spend sth. … on … 在某方面花费 spend … (in) doing sth. 花费…做某事 3．Wishing for nothing, however, costs nothing. wishing for nothing 动名词短语做主语,谓语动词用单数.however是插入语,表示语气的一种转折. 4．It also refers to crops growing with natural rather than chemical fertilizers. refer to 与…有关,关系到某人、某事；提到,涉及；参考 5．Instead, organic farmers insist on changing crops every two or three years. insist on 坚持要求；insist后面可以跟从句,其中谓语动词常用should + 动词原形构成6．Dr. Yuan awoke from his dream with the hope of producing a kind of rice that could fees more people. with the hope of 带着某种希望 7．He used to walk to his fields twice a day, but now he prefers to ride his motorcycle. used to 过去常常（现在已经不是如此） be used to doing 意思是“习惯于” prefer to do (rather than do) 相比之下更喜欢做某事 8．But whatever they grow they make sure that what is left in the ground after harvesting becomes a natural fertilizer for the next year’s crop. whatever引导让步状语从句,表示“无论怎样”,相当于no matter what. Eg: Whatever you do, don’t give up. Step 2．功能句型 建议（Suggestion & advice） I would rather … I don’t like … because … I’d prefer … because … It’s a great pity that … Should we/I …? It’s better to … If I h ave a choice I’d choose … because … You need to … May I suggest …? Let me suggest … because … Perhaps we should suggest … because … But what/how about …? Step 3. 重点单词及短语 单词 ①hunger n. 饥饿,食欲；v. 渴望得到某事物,某人 hunger for/after sth./sb. ②struggle vi.
高中英语教学 Amber Room 潍坊实验中学 高一二部英语组肖电芬
Amber Room 一、学生分析 教学对象为高中一年级学生，智力发展趋于成熟。他们的认知能力比初中阶段有了进一步的发展，渐渐形成用英语获取信息、处理信息、分析问题和解决问题的能力，因此我特别注重提高学生用英语进行思维和表达的能力。他们学习英语方法由死记硬背转型向理解型并应用到交际上，他们有自己的学习技能和策略，学会把语言学习与现实生活和兴趣联系起来。通过任务型课堂活动和学习，学生的学习自主性得到加强，不再认为英语的课堂学习很枯燥，主动参与到活动中去，成为课堂的主体，同时也加强了与他人交流合作的能力。学生已经完成了高中英语第一个模块的学习，渐渐习惯了我的教法。虽然一开始他们觉得与初中教学很不相同（初中老师注重手把手式的语法教学），但经过半个学期后，他们适应得很快，而且还取得一定的进步。他们会对课文内容提出自己的疑惑和勇于阐述见解，并且从课内知识拓展到课外，通过多种渠道获取学习资源。不过，本班学生的水平参差不齐，有些差距还相当大。因此在教学过程中，布置的任务要兼顾各个层次的学生，使他们都有所收获。 二、教材分析 这一课是本单元第一个课时。在上这一节课前并没有让他们了解太多的与课文内容相关的知识，只是由于这课出现的人名和地方名比较多，我在课前教他们读了一下。我在备这一课时，发现它的warming-up部分会花费比较长的时间，于是我没有采用，而使用了我自己另外准备的引入（只是花了4到5分钟的时间），让学生对这课的话题作好心理准备，也为了完成本单元的目标作了铺垫。我觉得在今后也必须合理使用手中的教材，根据学生水平和教学设计进行整合或
Unit 2 Healthy eating 三维目标 （一）.Knowledge aims Let students learn the knowledge of balanced diet and nutrition （二）. Ability aims Enable students to talk about their eating. Understand the text and answer the following questions. （三）. Emotional aims Enable the students to learn how to talk about their eating. Develop students’ sense of cooperative learning 教学重点 Identify different groups of foods and talk about healthy eating. What kind of food did they provide for their customers, healthy or unhealthy? Why?教学难点 Understand the real meaning of healthy eating. How was the competition going on? Who would win? 教学方法 Fast and careful reading. Asking-and-answering activity to check the Ss’ understanding of the text. 教具准备 computer and a projector. 教学过程 Step1 Greetings Step2 Lead-in Step3 Warming up and speaking 一．Name some food s’name in English 二．Give some proverbs about eating 三．Ask ss what balanced food is. Step4 Reading
Unit2 Working the land- Warming Up, Pre-reading and Reading教案 1．A sample lesson plan for reading (Working the land) Aims To help students develop their reading ability. To help students learn about working the land. Procedures I. Warming up Warming up by questioning Hello, everyone. We shall read about man who works the land today. Have you ever grown any plants? If not, what kind of plant would you like to grow? How will you grow it? (For reference: Mr. Li, I worked with my father in the rice field last year. We grow hybrid rice and use animal wastes to make the soil rich.) Has anyone of you ever been to the countryside? What did you do there? (For reference: I went to Chuankou the day before yesterday. It is a small mountain village 75 li north of Beiji ng. I went there to visit my uncle’s family. I like that small beautiful village very much. ) Who are from a farmer’s family? What do you know about farming? (For reference: Mr. Li, Dou Jun and I are from a farmer’s family in our class. We grow wheat and raise pigs on our farms. And both of our family are going to expand the area of fields this year. ) Warming up seeing and listening Boys and girls, I shall show you some photos of farming first. Look at this one. What are these ppeople doing in the fields? Yes, it is spring and they are planting rice. Lots of people in the world live on rice. I think you like eating rice, too. Planting rice
Period 3 Extensive Reading The General Idea of This Period： This period is to introduce the students to Greek literature and to help them understand the problems that women had in Ancient Greece.The Greeks had wonderful stories about the Gods and Goddesses who were part of their religion.They believe that these Gods （or Goddesses）would help if they felt sorry for them or if the humans were good people.The Gods did not always help though.They behaved like people who were unpredictable and capricious.To try to get the support of the Gods people had to pray to them and offer them presents.In this story the Goddess Hera，the Greek Goddess of Love （the wife of the chief God，Zeus）was sorry for Hippomenes and agreed to help him. Teaching Aims： 1.Enable the students to learn and talk about Atlanta’s story. 2.Learn some useful words and expressions：prince，pri ncess，amaze（amazing，amazed），foolish，promise，golden，etc. 3.Learn some sentence patterns： （1）I will only be married to a man who can run faster than me. （2）It was so tall that I had to look up to the sky to see it. （3）There was a man called Hippomenes who was amazed when he heard of Atlanta’s rules. Teaching Important Points： 1.Enable the students to comprehend the story of Atlanta and get the general idea of the story of Atlanta and something about the beginning of the Olympic Games in the ancient time. 2.To know the athlete in the past and the fact that women were not allowed to take part in. Teaching Difficult Point： To understand the content and finish the true or false exercises efficiently. Teaching Methods： 1.Skimming to get the general idea of the story of Atlanta. 2.Scanning to get detailed information and get to understand the story better. 3.Task-based methods to get the students to comprehend the passage and be able to retell the story in their own words. Teaching Aids： 1.A tape recorder. 2.A multimedia. Teaching Procedures： Step 1 Revision 1.Revise the future passive voice. T：It’s getting cold now.Will you bring or buy some thick clothes to school? Ss：Yes. T：In fact we may also say that because it is getting cold now，some thick clothes... Ss：Some thick clothes will be brought or bought. T：That is to say，some thick clothes will be brought or bought.Sometimes we can use future passive voice to express a future action.Remember the form? Ss：Yes.will/be to/being go to be done.
英语课时学案 课时：第二单元第三课时主备人：冯利娟陈红娜审核人: 高一英语组日期：2012-10学习内容: Language points in Para.3 and Para.5(文章第三第五段中的知识点) 学习目标：Master the usage of the following expressions（掌握下列短语的用法）be based on at present make use of a number of/the number of 学习重、难点：区别a number of the number of 学习过程： Step 1.Fill the blanks without looking at your book. 1.____________（adj.）实际上；事实上____________（adv） 2. ___________（adj.）流利的；流畅的（adv）____________ 3.__________( adj.)频繁的；常见的（adv）______________ 4 现在___________ 5. 利用；目前___________ 6.例如；像这种的___________ Step https://www.doczj.com/doc/736104434.html,nguage points Para.3 1. It was based more on German English than the English we speak at present. (原句翻译) Eg1The film is based on a novel by Lu Xun. 这部电影以鲁迅的小说为蓝本。2.This news report is based entirely on facts. 这篇新闻报道是完全以事实为根据的。 (1)be based on 意思是____________________________________ 应用：翻译： What he said was based on facts. 这个电影是以一本著名的小说为依据。 (2)more….than 意思是：是···而不是··· 与其说···还不如说··· Eg ①He is more a friend than a teacher. 与其说他是老师，不如说他是朋友。 ②He is more lucky than clever 与其说他聪明，倒不如说他幸运。 运用：翻译He is more lazy than stupid. more than 意思是：多于超过，不仅仅 翻译：He is more than a teacher in our school. He made more than ten friends in this class. (3)at present 意思是 翻译：At present, he is on holiday. 2. So by 1600’s Shakespeare was able to make use of a wider vocabulary than ever before. 延津县第一职业高级中学 1
Unit 2 Healthy eating 技能目标Skill Goals Talk about healthy diet Make suggestions or giving advice on diet Distinguish the meanings of Modal verbs Make a balanced menu 功能句式Practice talking about your ideas Yes, I think so. I don’t think so. I agree. I don’t agree. That’s correct. Exactly. That’s exactly my opinion. You’re quite right. I don’t think you are right. I quite agree with you. I’m afraid I don’t agree / disagr ee with you. Of course not. I’m afraid not. All right. That’s a good idea. Certainly. / Sure. No problem. Practice giving advice and suggestions You must / must not... 词汇1. 四会词汇 diet, nut, bean, pea, cucumber, eggplant, pepper, mushroom, peach, lemon, balance, barbecue, mutton, roast, fry, stir-fry, ought, bacon, slim, curiosity, hostess, raw, vinegar, lie, customer, discount, weakness, strength, consult, fiber, digest, carrot, debt, glare, spy, limit, benefit, breast, garlic, sigh, combine 2. 认读词汇 protective, spaghetti, protein, crisp, kebab, sugary, muscle, calmly, cooperation 3. 词组 get away from, balanced diet, ought to, lose weight, tell a lie, win… back, earn one’s living, in debt, spy on, cut down, before long, put on weight 语法The use of ought to 1. Statements You ought to cook fresh vegetables and meat without too much fat if you want to stay slim. You ought not to eat the same kind of food at every meal. 2. Difficulty
Unit 2 The Olympic Games 教学设计 Using language：Reading and Listening I. 教材分析Teaching analysis This lesson is the fourth period of this unit, which is about the ancient Olympic Games. By studying of this unit, we’ll enable the students to know something abo ut the ancient Greek stories, which arouses students’ interest in western culture. Most importantly, it trains students’ reading and listening ability. II．三维目标Teaching aims 1．Knowledge aims 1) 1、Important words and expressions a、bargain, compete, foolish, race, pick up ,one after another b、sentence structures ①Her father said that she must marry, so Atlanta made a bargain with him. ②She could run faster than any men in her country. ③He threw the golden apples one after another. ④ No one will be pardoned.. 2) Let Ss know more about the ancient Olympic Games. 2．Ability aims 1) Develop the students’ reading skills by using different reading skills 2) Enable Ss to express themselves by answering questions.. 3．Emotional aims 1) Stimulate Ss’ love of the anci ent Greek literature and culture. 2) Train the students’ ability to cooperate with others. III．教学重点Teaching important points 1) Develop Ss’ reading skills by extensive reading. 2) Train the students’ reading and listening ability..
2019-2020年高中人教版英语必修一教学案：Unit 2 Section Ⅱ(含答案) 一、这样记单词 二、这样记短语
三、这样记句式
1．(教材P9)Later in the next century, people from England made voyages to conquer other parts of the world and because of that, English began to be spoken in many other countries. 后来，在17世纪，英国人开始出海远航以征服世界其他地区。于是，许多别的国家开始说英语。 because of 因为；由于 ①We have made such great progress because of your help. 由于你的帮助，我们才取得这么大的进步。 ＝The sports meeting had to be put off because it rained heavily. 由于下大雨，运动会不得不延期举行。 ③She didn’t come to the party because_of what you had said. 因为你所说的话，她没来参加这个聚会。 2．(教材P10)Native English speakers can understand each other even if they don’t speak the same kind of English. 以英语作为母语的人，即使他们所讲的语言不尽相同，也可以相互理解。 native adj. 本国的；本地的n．本地人；本国人 事实上，法语不是我的母语。 ②Is her uncle a native of Shanghai, or just a visitor? 她叔叔是上海本地人，还是只是一名游客？ ③The researcher says the tiger is native to India. 研究人员说这种虎产于印度。 3．(教材P10)I’d like to come up to your apartment.
高一英语必修三 Unit2 Healthy eating WE ARE WHAT WE EAT 优质课说课教案 一、说教材教学内容分析 WE ARE WHAT WE EAT是一篇介绍“饮食习惯”的文章，包括传统饮食习惯的改变，基于食物 营养和饮食信仰的日常饮食选择以及营养补充胶囊和减肥 食谱的必要与否。旨在让学生明白健康的饮食习惯的养成是 拥有健康体魄的前提，健康体魄是融人21世纪，面对社会 挑战的保证。本篇文章生词量较大，知识含量较高，标题较 抽象，各段主题句分布不太明显。且大部分学生对饮食与健 康的关系了解较少。因此，本文的学习难度较大。教学目 标根据新颁布的普通高中《英语课程标准》关于阅读课主 要教学目标的具体描述，结合本课教学内容，具体从语言知 识、语言技能、情感态度和文化意识三个方面制定如下教学 目标。 1. 语言知识目标： a)使学生了解protein, calcium 等基本营养成分的来源和主要功能，健康的饮食习惯是健康 的保证，以及素食主义等信息。 b)学习掌握有关营养成分 与食物的词汇，如：protein、calcium 、carbohydrate 、fibre、 mineral、 vitamin 、vegetarian & vegan、 green food and clean food 、eco-food and organic food等， 以及 keep up with ，The same goes for…以及as 和only 引导的倒装句的用法。 2. 语言技能目标： a)使学生
学会克服生词障碍，通过略读，寻找文章的主题句，理清文 章的总体框架与脉络；通过查读，捕捉文章的重要细节，理 解作者的写作意图。 b) 使学生学会运用各种猜词技巧，猜 测部分生词在具体的语言环境的含义。 c) 使学生能够运用所学知识，用英语为自己所熟悉的一个人设计一份“healthy diet”，并阐明设计的依据。 3.情感态度与文化意识目标： a）使学生学会审视自己、审视食物，提高养 成健康饮食习惯的意识。 b）使学生懂得：健康是做好一切 事情的根本。要想有强健的体魄，除了合理安排好一天的生 活以外，还需要有科学、卫生的饮食习惯，每天一定量的体 育活动和体力劳动。青少年必须有健康的身体，长大以后才 能成为一位具有现代科学文化，适合时代要求的合格劳动 者。 c）使学生学会关心他人，体贴他人，并养成较强的合 作意识。 d）让学生了解一些不同的饮食观念及主张，加深 对世界饮食文化的了解，弘扬中华民族饮食文化的精髓,培养爱国主义精神。教学重点和难点：根据新颁布的普通高中《英语课程标准》关于读的技能目标的具体描述，结合高 一学生实际和对教材内容的科学分析，确定本环节的主要教 学重点和难点是: 1．重点 1）让学生认识到饮食对健康的 重要影响。 2）侧重培养学生对文章的整体性结构的把握， 突出培养学生以下3个方面的能力： a.文章中心把握能力。 b.根据主题快速捕捉文章重点细节的能力。 c.猜词能力。
Unit 2 Working the land Warming Up and Reading Teaching aims Knowledge aims: 1)words and expressions:sunburn, struggle, super, expand, circulate, equip, export, rid ... of, be satisfied with, lead a ... life, search for, would rather, thanks to, with the hope of, rather than 2)important sentences; 3)knowledge of the topic:to learn sth. About Yuan Longping and his great achievement Ability aims: 1)To do some reading to further develop Ss’ reading abilities like skimming, scanning and summarizing etc. 2) To help develop Ss’ good reading habits. Emotional aims: 1)To help ss have a better understanding of the great value of the scientific research done by Dr Yuan Longping. 2)To cultivate ss’ sense of sympathy and humanism. 3)To get them to learn some noble character from Dr Y uan. Teaching key points: 1)To get ss to read the text and learn something about the scientist, his great achievements and his personality. 2) To improve ss’ reading skills. Teaching difficult points: 1)How to help develop their ability of analyzing some difficult sentences. 2)How to help them to form a good habit of reading. 3)How to improve their ability of outlining the main idea of the whole text or each paragraph. Teaching method: Task-based language teaching and discussion Teaching aids: Stude nts” learning paper, blackboard Teaching procedures： Step 1 Lead –in 1.Students’ presentation Farmers weeding at noon, Sweat down the field soon. Who knows food on a tray, Due to their toiling day. Ask Ss what the poem is about. 2. Show the pictures of people who are planting rice and ask some students to introduce the way of growing rice. Step 2 Pre-reading Q: What kind of crop can produce more rice and who invented it? Step 3 Reading 1. Skimming Task1: Listen to the tape and match the main idea with each paragraph.
名师精编优秀教案 高中英语必修二Unit 2教案
https://www.doczj.com/doc/736104434.html,pete 比赛，竞争 competitive 竞争的competitor 竞争者，竞争对手 competition 竞争，比赛competence 能力，胜任 compete in 参加……比赛 compete for 争取获得compete with /against 同……竞争 2.take part in 参加，参与 Take an active part in Play an important part in 扮演重要角色 take part in，join ,join in ,attend ： take part in 指参加大型活动，join指参加党派，团体，组织等，表示成为其中一员。与某人一起做某事可以表达为：join sb. in (doing) sth. join in指参加某种活动，游戏，竞赛，娱乐。attend 指参加会议，婚礼，典礼，上课，上学，听报告等。 3.stand for 代表，象征，表示; 主张，拥护，支持；忍受 Stand up 站起来stand out 突出，显眼stand by 袖手旁观stand aside 站在一旁 4.admit 准许进入，准许参加，接纳，承认 be admitted to/into 被准许进入admit doing/that…承认做了…… admit sb./sth. to be /as…承认某人/某物是… 5.nor/neither 也不 倒装结构nor/neither +助动词/be/情态动词+主语表示某人某物也不……类似于so的用法So+主语+助动词/be/情态动词表示某人某物的确…… 6.as well 也，又，还as well as 和……一样might/may as well do 我们不妨/还是…吧besides ,in addition to 除……之外还有 as well,also,too,either 的区别 as well前面不用逗号，放在句尾，用在肯定句，疑问句中 also 一般放在be/情态动词/助动词之后,实义动词之前 too放在句中或句末，通常用逗号隔开，用于肯定句，疑问句中。 Either 放在句尾 7.as…as和……一样 第一个as为副词，第二个as为连词，用来连接一个比较状语从句，但常省略与主句相同的成分。 原文再现：There is as much competition among counties to host the Olympics as to win Olympic medals.国与国之间争取奥运会承办权的竞争就跟夺奥运奖牌一样激烈。 As….as 运用形式：（倍数times） 1).as+adj/adv+as… 2).as+adj+可数名词复数或不可数名词+as… 3).as+adj+a/an+可数名词单数+as… German is just as difficult to learn as English.
必修一unit2 学案 1. official adj. 官方的，正式的; 公务上的，职务上的 an official language e.g.⑴ I can hardly believe that is our official attitude. ( ) ⑵ His official duties kept him busy. ( ) n.官员，政府官员 a high official e.g. a bank\ company\ court\ government official 银行|公司|法院|政府要员 officially adv. 正式地；官方地；公开地 2. because of prep. because conj. 因为；由于 e.g.⑴I didn’t buy it ____________________ it was too expensive. ⑵He is absent today ___________________his illness. ⑶He knew she was crying ___________________ what he had said. ⑷We said nothing about it_____________________ his wife’s being there. 3.native adj. 本国的，本地的 be native to …原产于某地的；土产的；当地的 e.g. one's native language 本国语；本地语 e.g. The tiger is native to India. 这种虎产于印度。 n. 本地人；当地人 e.g. You can always tell the difference between the tourists and the natives. 4. come up (1) to be mentioned or discussed 被提及；被讨论（不及物动短，不用于被动语态） (2) come up (to sb.) to move towards sb. 走到跟前，走进 (3) come up to sb come up with sth. ：think of 想出，提出come across （偶然）发现，遇见 come out 出来；（花）盛开；（书、产品等）上市，发行 come on （用于催促、鼓励）快点！加油！；别装腔，得了吧！come about 发生 Ex: Fill in the blanks with the above phrases. ⑴He ____________ to me and asked for a light. ⑵Have you ______________some new ideas? ⑶The subject _____________ in conversation. ⑷___________, get moving! ⑸They ____________ some old photos when they were tidying their room .