高二英语Book7 Unit1 Living Well
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人教版高二英语选修七Unit1 Living well教案设计
4.教学重难点分析
教学重点：Find out the format of a letter of suggestions.
教学难点：Brainstorm some useful sentence structures.
5.教学过程设计
教学步骤
教学活动
设计意图
时间安排
Step1
Skimming
Let students glance through the text quickly and understand three questions：
2.学情分析
书信的格式对于高二的学生来说并不陌生。但是这节课，不是教师教授学生建议信怎么写，而是以课文为蓝本，让学生自己发现、总结、构建建议信的写作特点。让学生通过本节课的学习，能够写出格式清晰、语言有效的建议信。
3.学习目标分析
利用多媒体营造积极、和谐的教学气氛，使学生自然地进入情景之中，充分调动学生的思维活动。本节课教学目标旨在帮助学生发现建议信的书信格式、了解建议信的礼貌程度、通过小组合作的模式重新建构学生关于建议信初步的有用句型、句式、连接词等。
Para1 .your writing purpose
Para2. the suggestions and measures
Para3. Your hopes and wishes
通过对文章整体格式的把握，以及每个段落细节的研讨，弄清建议信的格式，每个段落的写作内容。
10分钟
Step4
Learn and share some useful sentences structures about each paragraph.
★To know the format of a letter of suggestions.
教学重点：Find out the format of a letter of suggestions.
教学难点：Brainstorm some useful sentence structures.
5.教学过程设计
教学步骤
教学活动
设计意图
时间安排
Step1
Skimming
Let students glance through the text quickly and understand three questions：
2.学情分析
书信的格式对于高二的学生来说并不陌生。但是这节课，不是教师教授学生建议信怎么写，而是以课文为蓝本，让学生自己发现、总结、构建建议信的写作特点。让学生通过本节课的学习，能够写出格式清晰、语言有效的建议信。
3.学习目标分析
利用多媒体营造积极、和谐的教学气氛，使学生自然地进入情景之中，充分调动学生的思维活动。本节课教学目标旨在帮助学生发现建议信的书信格式、了解建议信的礼貌程度、通过小组合作的模式重新建构学生关于建议信初步的有用句型、句式、连接词等。
Para1 .your writing purpose
Para2. the suggestions and measures
Para3. Your hopes and wishes
通过对文章整体格式的把握，以及每个段落细节的研讨，弄清建议信的格式，每个段落的写作内容。
10分钟
Step4
Learn and share some useful sentences structures about each paragraph.
★To know the format of a letter of suggestions.
Book 7 Unit 1 Living Well
Book 7 Unit 1 Living WellI. Importance sentences※In other words, there are not many people like me.※All in all I have a good life.※I have a very busy life with no time to sit around feeling sorry for myself.※Just accept them for who they are, and give them encouragement to live as rich and full a life as you do.※For disabled customers it would be more convenient to place the toilets near the entrance to the cinema.※So I’d like to suggest tha t the seats at the back be placed higher than those at the front so that everyone can see the screen easily.II. Read and choose the best answer: (for reading)1.The main idea of the whole passage is_________. AA. Marty has managed to fight against his disability and he has become quite an independent boy.B. Marty was made fun of by his classmates when he was at primary school.C. Marty is very busy now and he spends a lot of time with his pets.D. Marty has trouble in study and living.2.Which of the following statement about Marty is NOT true? DA. He has a muscle disease that sometimes makes him very weak and has trouble running in a normalway.B. The doctor has not found out the cause of his disease and found no cure of it so far.C. All his classmates are not friendly to him and some even make fun of him.D. His life at primary school is a lot easier than it was at high school.3.From the passage we can infer that Marty is a (an) _____________person. CA. clumsy and stupidB. normal and cleverC. disabled but determinedD. discouraged4. Marty Fielding can do many kinds of things in order to make his life happy and satisfying EXECPT___________. BA. computer programmingB. inventing the computerC. playing with petsD. going to the movies5.What does the fifth paragraph indicate? CA. His disability has made him grow stronger and more dependent.B. Having a disability means your life is not satisfying.C. It was his disability that has helped to develop Marty a person with ambition and independence.D. We can’t make fun of the disabled and ignore them.III. Language points: 带※为重点句子1.Disabled people find the website “Family Village”beneficial.beneficial adj. 有益的，有用的对…有用/有好处: be beneficial to翻译：骑单车对健康和环境都有益处。
BOOK7 Unit 1 Living well教案
课程名称：book7 unit1 Living well
课型： Warming Up & Reading
教学对象：高二学生 主备人：蔡少燕
课时： Periods 1、2 Warming Up & Reading
Teaching goals: Help students to learn about disability and life of the disabled. Enable students to know that people with disabilities can also live well. By talking about disability and life of the disabled, students will learn some positive stories of the disabled. This will help them understand more about how challenging life can be for the disabled. Teaching important points : How positive stories of the people with disabilities inspire others. Teaching difficult points: How to help students understand the difficulties the disabled have to overcome. Teaching methods: Discussing, reading and practicing. Teaching aids: Multi-media computer. Teaching procedures Step I Lead-in Deal with Warming Up. First ask students to talk about people with a mental or physical disability to see how much they know about disabilities. Then play some videos or show some photos of people with disabilities. Students will be asked to discuss what the disabilities are and what difficulties they have to overcome in daily life. T: I think most of you should have learned about Helen Keller, a great woman in American history. Although she was deaf and blind, she became a role model for millions of people. Here I’d like to share one of the quotes from her with you. Although the world is full of suffering, it is full also of the overcoming of it. T: The world is full of suffering, especially for those disabled people. Do you happen to know anyone with a mental or physical disability? What are their lives like? After discussion, present the four pictures on Page 1 to students. T: Quite right. Disabilities can be visible or invisible. People with invisible disabilities don’t look disabled. Depression, sleep disorders and learning difficulty are invisible disabilities. No matter what disability one has, life is not easy. They have many difficulties to overcome, but please keep in mind they can also live well, even achieve great success. T: OK, please remember there are many disabled people in the world. They are part of the world. They also have rights to enjoy life. Would you like to learn more about them and try to do something for them? Here is a website “Family village”. From here we can learn some positive stories about the disabled. Step Ⅱ Pre-reading Ask students to read the passage about “Family village” in pre-reading carefully and find out the purpose of the website. Then show the suggested answers on the PowerPoint. Suggested answers: 1. To give ordinary young people with a disability the chance to share their stories with others. 2. To inspire other disabled people. 3. To get non-disabled people to understand more about how challenging life can be for people with disabilities.
课型： Warming Up & Reading
教学对象：高二学生 主备人：蔡少燕
课时： Periods 1、2 Warming Up & Reading
Teaching goals: Help students to learn about disability and life of the disabled. Enable students to know that people with disabilities can also live well. By talking about disability and life of the disabled, students will learn some positive stories of the disabled. This will help them understand more about how challenging life can be for the disabled. Teaching important points : How positive stories of the people with disabilities inspire others. Teaching difficult points: How to help students understand the difficulties the disabled have to overcome. Teaching methods: Discussing, reading and practicing. Teaching aids: Multi-media computer. Teaching procedures Step I Lead-in Deal with Warming Up. First ask students to talk about people with a mental or physical disability to see how much they know about disabilities. Then play some videos or show some photos of people with disabilities. Students will be asked to discuss what the disabilities are and what difficulties they have to overcome in daily life. T: I think most of you should have learned about Helen Keller, a great woman in American history. Although she was deaf and blind, she became a role model for millions of people. Here I’d like to share one of the quotes from her with you. Although the world is full of suffering, it is full also of the overcoming of it. T: The world is full of suffering, especially for those disabled people. Do you happen to know anyone with a mental or physical disability? What are their lives like? After discussion, present the four pictures on Page 1 to students. T: Quite right. Disabilities can be visible or invisible. People with invisible disabilities don’t look disabled. Depression, sleep disorders and learning difficulty are invisible disabilities. No matter what disability one has, life is not easy. They have many difficulties to overcome, but please keep in mind they can also live well, even achieve great success. T: OK, please remember there are many disabled people in the world. They are part of the world. They also have rights to enjoy life. Would you like to learn more about them and try to do something for them? Here is a website “Family village”. From here we can learn some positive stories about the disabled. Step Ⅱ Pre-reading Ask students to read the passage about “Family village” in pre-reading carefully and find out the purpose of the website. Then show the suggested answers on the PowerPoint. Suggested answers: 1. To give ordinary young people with a disability the chance to share their stories with others. 2. To inspire other disabled people. 3. To get non-disabled people to understand more about how challenging life can be for people with disabilities.
人教新课标高二下学期选修七Unit1Livingwell--reading课件
Detailed-reading (2): the same as…
before 10 dreamed about
hopeful
feelings
after 10 get weaker
hopeless
…difficult… doubt what future holds
Detailed-reading 3:
happy not get annoyed
“Live one day at a time.” ---Marty
Further understanding “Live one day at a time.” ---Marty
We can see that Marty is a ____ person.
根据课文内容用合适的单词填空。 Marty Fielding suffered
___f_r_o_m__ muscle disease when he was 10, which sometimes made him c_l_u_m_s_y_ and drop things or bump into furniture.
able to live as rich and full a life as everyone else.
Further understanding (2):
4.What is the tone of the text?
A. Sad.
B. Happy .
C. Positive.
D. Negative.
2) Marty’s achievement _H_e__in_v_e_n_t_e_d_a__c_o_m_p__u_te_r__fo_o_t_b_a_l_l _g_a_m_e__and _a_b_i_g_c_o_m__p_a_n_y__h_a_s_d_e_c_id_e_d__t_o_b_u_y__i_t_. __
人教版教材选修七第一单元Living Well教案
人教版教材选修七第一单元Living Well-Using LanguageA Letter To An Architecture教学设计课题名称：Using language课型：阅读写作课授课年级：高二年级（下）主题语境：人与社会——关爱残障人士教材内容分析一、教材内容：本课为人教版教材选修七第一单元Living Well的第五课时Using Language 板块的第二项活动Reading，Speaking & Wring.本单元的话题是围绕“残疾”、“残疾人的生活”展开的，介绍残疾人积极进取的生活。
教材上这部分共有六个练习，练习1看图说话，讨论行动困难的人在电影院可能会遇到什么麻烦。
练习二要求学生阅读一封信件，内容为一位读者写给电影院建筑师的信，请求建筑师充分考虑残疾者的需求，然后让学生把心中的建议要点列举出来。
练习三回答问题。
练习四要求学生找出信中的礼貌用语。
练习五分组讨论社区是否方便残疾人进出以及改进的方法。
练习六要求学生仿照读过的信件给某建筑师写一封建议信。
二、阅读文本分析：WhatReading部分呈现的是一封较为正式的写给一位电影院建筑师就新影院的设计的建议信，内容主要包括：1. 写信目的——考虑残障人士的需求；.2. 包括电梯设计（Adequate access for wheelchairs），耳机配置（Earphones for people who have trouble hearing），座位高度（Raised seating），厕所位置（Toilets）以及停车场位置（Car parking）等五个方面的建议；3. 表示感谢和期待，并表明合理设计的原因——利于残障人士也利于电影院的双赢局面。
How1. 结构上。
Reading在结构上采取了总分总的布局，先说明写信目的，随后从一些细节上体现对残障人士可能遭遇的问题的考虑而提出可行性建议，最后总结表示希望建议得到认可并进一步提出双赢的预期效益。
人教版新教材选修7Unit1 Living well
人教版新教材选修7Unit1 Living wellReading Marty’s Story宁德市高级中学郭海平一、教材分析本教材是人教版新教材选修7 Unit1 Living well (Reading Marty’s Story)本单元的中心话题是“残疾”，具体涉及“残疾人的生活”，“如何关心残疾人”等。
语言技能和语言知识都是围绕：“残疾”这一中心话题设计的。
本部分是该单元的主要阅读材料，既具备了大量的信息又集中了有用的词汇和语言结构，文章通过马蒂在网页上讲述自己的故事引导学生去体会马蒂的情感变化，提高他们关心，理解，帮助他人的意识。
前面的Warming up 是该部分的铺垫，引导学生谈论对“残疾”这一话题的看法，让学生了解一些残疾人的成就，并组织简短的讨论，后面的几个部分都是Reading的延伸和扩展。
所以说Reading部分承载了本单元的主要信息以及起到承上启下的作用。
二、三维目标（1）Target language语言目标a、重点词汇和短语disabled,beneficial,clumcsy,motto,microscope,absence,stupid,fellow,annoyed,in dustry,tank,independence,encouragement,in other worse,adapt to,out ofbreath,absence from school,fellow students,all in all,get annoyed,make fun ofb、重点句式They can’t tell me whether I will get worse as I get older,or I will stay the same as I am today.Every time after a long absence from school,Ifeel really stupid because Iam abit behind the others.As well as going to the movies and football matches with my friends when I am well enough,I spend a lot of time with my petsIn many ways my disability has made me grow stronger and more independent.(2)Ability goals能力目标1) 掌握提取信息，分析信息，解决问题的能力。
【词汇讲解】人教Book7Unit1Livingwell知识讲解
【词汇讲解】人教 Book7 Unit1 Living well 知识讲解adapt【课文原句】Unfortunately , the doctors don’t know how to make me better , but I am very outgoing and have learned to adapt to my disability.【考点点拔】adapt vt. 使适应,使适合[(+to)] ；改编；改写[(+for) ；改建,改造[(+for)]。
You should adapt yourself to the new environment.你应该适应新环境。
The author is going to adapt his play for television.作者将把他的剧本改编成电视剧。
The boys adapted the old barn for use by the club.孩子们将这个旧谷仓改造成为俱乐部用房。
【知识链接】adapt to / be adapted to适应；适合，to是介词，后接名词或doingThe children are much easier to adapt to new life than adults. 孩子们比大人更容易适应新的生活。
The old couple are adapted to living in big cities. 这对老夫妇终于适应了住在大城市里了。
【用法辨析】adapt ,adjustadapt和adjust在表示“适应环境等时”，含义用法基本相同。
adapt 指进行相当大的改造或变化以适应新的情况，强调必要性和目的性。
adjust 指做较小的变动以适应于某种情况，强调“配合”与“协调”。
He tried hard to adapt himself to the new conditions.他努力使自己适应新的情况。
人教新课标高二英语选修7 Unit 1 Living well基础知识及默写含答案
人教新课标高二英语选修7 Unit 1 Living well基础知识及默写基础知识归纳基础知识默写基本单词1. _____________ n.听力; 听觉2. _____________ n. 视力3. _____________ n. 口授; 听写（的文字）4. _____________ adj. 吵闹的; 嘈杂的5. _____________ n.项目; 进入; 入口6. _____________ n.显微镜7. _____________ adj. 同伴的; 同类的n. 同伴; 同志8. _____________ n. 公司adj. 结实的; 坚固的9. ______________ n. 软件10. _____________ n. (盛液体、气体的)大容器; 大桶11. ______________ n. 陆龟; 龟12. ______________ n. 鼓励; 奖励13. ______________ n. 政治14. _____________ n. 奴隶制15. _____________ n. 文学; 著作; 文献16. _____________ n. 协助; 援助17. _____________ n.建筑师18. _____________ n. 地下室19. _____________ adv. 向外20. _____________ n. 出口; 离开; 退场21. _____________ n. 尊严; 高贵的品质22. _____________ n. 社区; 团体; 社会23. _____________ n. 保龄球24. _____________ n. 证书25. ____________ adj. 拙笨的; 不雅观的26. ____________adj. 外向的; 友好的; 外出的27. ____________ vt. 废除; 废止28. ___________ adj. 足够的; 充分的29. ___________ adj. 方便的; 手边的, 附近的30. ___________ n. 收益; 利润; 盈利31. ___________ v. 辞职; 辞去工作、职位派生单词32. _______________n. 伤残; 无能→_____________ adj. 伤残的33. _______________ n. 雄心/野心;→_____________ adj. 有雄心的34. _______________ adj. 适合的/适宜的→ ____________ v. 适合35. _______________ adj. 有益的; 受益的→ _____________ vt. 有益于n. 益处; 好处36. ________________ n. 缺席→______________ adj. 缺席的37. ________________ n. 行为; 品行vt. _________________38. __________________ n. 同伴; 伙伴→______________n. 公司, 同伴, 交情→ _____________ vt. 陪伴, 伴随, 伴奏39. ___________________ n. 毕业(典礼)→______________ vi. 毕业40. ___________________ n. 赞成; 认可→ ______________ v. 批准, 赞成41. __________________ vt.使适应; 改编→ ______________ adj.能适应的, 能适用的, 改编的42. __________________ vt. 惹恼→________________ adj. 生气的; 恼火的→ ________________ n. 烦恼；使人烦恼的事43. ________________ vt.祝贺; 庆贺→______________ n. 祝贺; 贺词44. _________________ n. 方法; 通路; 接近→ ______________ adj. 可接近的; 可进入的; 可使用的短语1. _______________ 适合……2. _______________ ……对……有益3. _______________ 换句话说4. _______________ 此外; 而且5. _______________ 适应; 习惯于6. _______________ 切去; 省略; 停止做7. _______________ 上气不接下气8. _______________ 总而言之9. ________________ 和; 也10. _______________ 在很多方面11. _______________ 取笑12. _______________ 不必担心; 没关系13. _______________ 祝一切顺利14. _______________ 遇到; 会晤15. _______________ 闲坐着句型1. Just accept them for who they are, and give them encouragement to live as rich and full a life as you do.“as＋形容词＋as”的结构是用来比较说明前后两者在某方面相同。
高二英语新课标选修7-Unit1-Living-well-Language-points名师公开课获
2我们搬到法国后，孩子们不久就适应了变化。
When we moved to France, the children adapted to the change very quickly.
3一旦你养成了某个习惯，就极难改掉它。
It is difficult to cut out a habit once you’ve formed it.
1. 看到你上课睡觉真让我感到恼火. I_t _re_a_lly_a_n_n_o_ys__m_e_w_h_e_n_I s_e_e_y_o_u_s_le_ep_i_n_g _in_t_h_e _cl_a_ss_.
2. 令人恼火旳是我们事先并不懂得. I_t’__s_a_n_n_o_y_in_g__th_a_t_w_e__d_id_n_’_t_k_n_o_w__a_b_o_u_t _it_b_e_for
adapt yourself __to__ new customs.
1.孩子们发觉极难适应新学校.
The children find it hard to adapt to the
2. ne_w_s_c_h_o_o_l.__________________________ 3.2. 这部小说由英文原著改编。
6. absence n.缺席;不在(某处)
absence of mind 心不在焉;神不守舍 absent adj.缺席旳;不在旳 vt.使缺席;使离开 be absent from 缺席;不在 presence n.出席;到场 present adj.出席旳;在场旳;目前旳
完毕句子: 1) Mr. Green will teach your English _d_u_r_i_n_g_m__y_a_b_s_e_n_c_e__
When we moved to France, the children adapted to the change very quickly.
3一旦你养成了某个习惯，就极难改掉它。
It is difficult to cut out a habit once you’ve formed it.
1. 看到你上课睡觉真让我感到恼火. I_t _re_a_lly_a_n_n_o_ys__m_e_w_h_e_n_I s_e_e_y_o_u_s_le_ep_i_n_g _in_t_h_e _cl_a_ss_.
2. 令人恼火旳是我们事先并不懂得. I_t’__s_a_n_n_o_y_in_g__th_a_t_w_e__d_id_n_’_t_k_n_o_w__a_b_o_u_t _it_b_e_for
adapt yourself __to__ new customs.
1.孩子们发觉极难适应新学校.
The children find it hard to adapt to the
2. ne_w_s_c_h_o_o_l.__________________________ 3.2. 这部小说由英文原著改编。
6. absence n.缺席;不在(某处)
absence of mind 心不在焉;神不守舍 absent adj.缺席旳;不在旳 vt.使缺席;使离开 be absent from 缺席;不在 presence n.出席;到场 present adj.出席旳;在场旳;目前旳
完毕句子: 1) Mr. Green will teach your English _d_u_r_i_n_g_m__y_a_b_s_e_n_c_e__
高二英语选修 7 Unit 1 Living well教案
高二英语选修 7 Unit 1 Living well教案高二英语选修 7 Unit 1 Living well教案核心单词amb雄心Her ambd她的抱负是成为一名总统。
After several hours’wad no ambgo dancing.工作了数个小时之后，她没有精力去跳舞了。
联想拓展ambitious adj. 志向远大的; 有雄心壮志的;有野心的be ambitious for (power/social)极欲获得(权力，社会地位等)be ambitious of success 渴望成功be ambitious to 一心想……Twas attracted by the girl’s beauty, and ambitious to ma王子为女孩的美貌打动了，渴望能娶到她。
高手过招翻译句子 (原创)①他的理想就是环游世界。
②作为一个志向远大的领导者，他想带领当地人过上幸福的生活。
答案：①His ambail around the world.②As an ambitious leader, he wants to guide the local people to lead a happy life.2. beneficialadj. 有益的；受益的常用结构：be beneficial对……有用/有好处/有益A good diet is beneficial to one’s heal良好的饮食有益于人的身体健康。
联想拓展b利益；实惠；未来的好处vt. 有益于，有助于vi.(常与from，by连用)获益；得益于I have typed out some lectuble who were absent last w我打印了一些讲座的笔记，上周缺席的人会因此获益。
It’s said that yoga is of g reat buman heal据说瑜伽对人体健康有很大好处。
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得夺市安庆阳光实验学校高二英语Book7 Unit1 Living Well 知识精讲人教实验版【本讲教育信息】一. 教学内容：Book 7 Unit1 Living Well教学目标：1、掌握本单元的单词与短语的用法。
2、掌握动词不定式的构成与基本用法。
3、紧扣“身残志坚”的主题，介绍残疾人积极进取的生活。
教学重难点：1、如何灵活运用重点词汇2、动词不定式在句子中的成分及具体用法I．Important words and expressions1. able adj. 有才能的, 能够的ability n. 能力；才干.disability n. 无力, 无能, 残疾disabled adj. 伤残的I am able to type fifty words in a minute. =I have the ability to type fifty words in a minute. 我能一分钟打50个字。
It is not right to make fun of people （who live） with disabilities. =It is not right to make fun of disabled people. 嘲笑残疾人是不正确的。
2. benefit n. 利益, 好处 v. 有益于, 有助于beneficial adj. 有益的, 受益的Nuclear energy should be invented to benefit people rather than harm them.核能的发明是为了使人民获益而不是伤害人民。
It is said Yogo is of great benefit to human health.据说瑜珈功对人体健康有极大好处。
A good diet is beneficial to health.良好的饮食有益于健康。
3. adapt vt.使适应；改编The disabled boy adapted himself to his new school life.那个残疾孩子很快使自己适应了新的学校生活。
The play is adapted from a novel. 这部戏剧是由一本小说改编的。
4. annoy vt.使……不悦；惹恼She was annoyed at what he said.她被他说的话惹恼了。
It annoys me that my wallet was stolen on the bus just now.刚才在坐车时我的钱包被偷了让我很生气。
5. depend vt.依靠；依赖dependent adj. 依靠的；依赖的；由……决定的independent adj.自主的；不受约束的As a senior student , we have to learn to depend on our own, that is, to be independent.作为高中生，我们要学会。
I used to depend on my parents. Now I’m independent of them. 我过去常常依赖父母，现在我了。
6. conduct n.行为；品行 v.指挥；管理；主持His conduct disagrees with his words.他言行不一。
The boy is a pupil of good conduct. 那男孩是个品德端正的学生。
Your children conduct themselves well.你的孩子们表现甚佳。
The guide conducted us on a tour of the oldest museum in the country.导游带我们游览了这个国家最老的博物馆。
7. congratulate vt. 祝贺, 庆贺, 恭喜同义：celebrateLet me congratulate you on the birth of your daughter.我祝贺你喜获千金。
区别：congratulate 的宾语是人；celebrate 宾语是新年、生日、结婚、成功等I congratulated my friend on her birthday.我向女友祝贺生日。
We celebrated the New Year with a dance party.我们举行跳舞晚会庆祝新年。
8. access n.通路, 访问, 入门vt.存取, 接近.accessible adj.可接近的；可进入的；可使用的There is no access to the street through that door. 穿过那个门没有通向大街的路。
Every students in our school have access to the library.The library is accessible to every students in our school.Ⅱ.Important phrases：1. in other words换句话说Money is important but it is not everything. In other words, you can’t live well without money, but money can’t buy everything.联想记忆： have words with sb.与某人吵嘴have a word with sb. = talk with sb.keep one’s word/ promise 信守诺言break one’s word/promise食言word for word原原本本地活学活用： Li Hong is a quiet and honest girl. When she ___1______ with others, she speaks ______2______. She never breaks her word._____3___, she always ___4_____.（1. has a word 2. word for word 3. In other words 4. keeps her word）2. all in all 总而言之 = in a word = on the whole = in conclusion All in all, it has been a great success.联想记忆：in all 总共；共计after all 毕竟；终究all over 遍及；到处above all首先活学活用：You shouldn’t have punished Tom 1 . He is a child, 2 ； 3 he made only two mistakes 4 .（1. at all； 2. after all ； 3.Above all； 4. in all）3.take on 承担；从事；呈现；开始雇用He took on so much work that he couldn’t really do it efficiently.联想记忆：take …as 把……当作take away拿走take down记下take off起飞；匆匆离去take out取出take over接管活学活用：（1）Paul has graduated from university, and his father is old. So many employees guess Paul will _______ ________ his fathe r’s business.（2）The plane has to delay __________ _________ due to the bad weather.（3）You had better ________ _______ everything in detail at the meeting since it is so important.（4）It is not wise to ________ ________ too much work at a time.（（1）take over （2）taking off （3）take down （4）take on）4. have difficulty in doing 干某事有困难We have no difficulty in finding his house. = We have no trouble in finding his house.联想记忆： have difficulty with sth.做某事有困难with difficulty 困难地；吃力地without difficulty 容易地make no difficulty 无异议；不反对in difficulties 处境尴尬活学活用：You can never imagine what great _______ we had ________ you school last time.A. difficult； findingB. difficulty ； to findC. difficulty； findingD. difficult ； found答案：COther phrases：1. out of breath 上气不接下气2. make fun of取笑3. all the best（口语）（祝你）一切顺利4. in particular 特别5. overcome difficulties 克服困难6. get annoyed at sth. 因某事而不悦7. people with disabilities = the disabled people残疾人8. feel sorry for 同情 9. live a healthy life 过健康生活10. give sb. encouragement to do sth.= encourage sb. to do sth.鼓励某人去做某事Ⅲ.Grammar：动词不定式的基本用法动词不定式没有人称和数的变化，在句中不能作谓语。
但动词不定式具有名词、形容词和副词特征，在句中可以作主语、宾语、宾语补足语、定语、表语和状语等多种成分。
另外，动词不定式具有动词特点，可以有自己的宾语和状语，组成动词不定式短语。