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高一英语必修2第3单元短语知识点归纳和总结Unit 3:Travel journal1. take a trip: to go on a journey or travel somewheree.g. We took a trip to the beach last weekend.2. set out: to start a journeye.g. We set out early in the morning to avoid traffic.3. a range of: a variety ofe.g. The store offers a range of products to choose from.4. at one's disposal: available for one to usee.g. The hotel provides a variety of amenities at the guests' disposal.5. come across: to find or meet by chancee.g. I came across an old friend while shopping at the mall.6. face to face: directly in front of each othere.g. We had a face to face conversation to resolve the issue.7. run out of: to use up completely and have none lefte.g. We ran out of milk, so I can't make coffee.8. pick up: to collect or get something from a placee.g. I'll pick up the concert tickets from the box office.9. make up for: to compensate for something or to do something to improve a situatione.g. I'll bring you some chocolate to make up for forgetting your birthday.10. go off: to leave or depart, especially suddenly or unexpectedlye.g. They went off on a last-minute vacation.11. break down: to stop functioning or faile.g. My car broke down on the way to work.12. call off: to cancel or stope.g. They called off the meeting due to bad weather.13. set off: to start a journeye.g. We set off early in the morning to avoid traffic.14. end up: to finish or arrive at a certain place or situatione.g. We got lost and ended up in a different city.15. look out: to be careful or watchfule.g. Look out! There's a car coming.16. make use of: to use something effectively or take advantage of an opportunitye.g. I made use of the quiet time to catch up on reading.17. get in touch with: to contact someonee.g. I will get in touch with you as soon as I find out more information.18. make a decision: to choose or decide somethinge.g. It's difficult to make a decision without all the facts.19. check in: to register or report one's arrival at a hotel, airport, etc.e.g. We need to check in two hours before our flight.20. get around: to travel or move from one place to anothere.g. We rented bicycles to get around the city.21. keep up with: to stay updated or not fall behind in knowledge or understandinge.g. I read the news every day to keep up with current events.22. look forward to: to anticipate or feel excited about something in the futuree.g. I'm looking forward to going on vacation next week.23. run into: to meet or encounter unexpectedlye.g. I ran into my old teacher at the supermarket.24. go on: to continue or proceede.g. Let's go on with the meeting.25. drop off: to bring someone or something to a specific place and leave them or it theree.g. I'll drop you off at the train station on my way to work.26. catch up on: to do something that one has not had time for previouslye.g. I need to catch up on my homework this weekend.27. look up to: to admire or respect someonee.g. I look up to my parents for their hard work and dedication.28. turn up: to arrive or appear, especially unexpectedlye.g. He turned up at the party without an invitation.29. find out: to discover or obtain information about somethinge.g. I'll find out the answer and let you know.30. put off: to postpone or delaye.g. They put off the meeting until next week.These are just some of the key phrases from Unit 3: Travel journal in the textbook. Remember to practice using them in context so that you can utilize them naturally in conversations and writing.。
号顿市安谧阳光实验学校Unit 3 Travel journal 知识要点(2)1．shake（shook, shaken）vt.摇；（猛力）摇动；抖动vi.震动；发抖n.摇动；振动；握手shake hands with sb.同某人握手shake one's head（over / at sth.）摇头表示对某事不同意e. g. Nothing can shake our determination to overcome the difficulty.什么也动摇不了我们克服困难的决心。
Please shake the bottle before taking.服药之前请摇动瓶子。
The whole house shook during the explosion.爆炸时整个房子都震动了。
He refused our plan with a shake of the head.他摇头拒绝了我们的计划。
2．rise（rose, risen）vi. 升起；上升；增长；升高e. g. As a result of the dam, the water level of the lake was going to rise by 63 meters.由于兴建水坝，湖的水面将会升高63米。
The sun rises in the east and sets in the west.太阳东升西落。
比较：raise vt.举起，提起，抬高。
说明主语发出的动作用于其他事物的。
rise vi.升起，上升，增长，升高。
说明主语自身移向较高位置。
e. g. Heavy rains raised the river stage.暴雨使河水水位升高。
After the heavy rain, the river rose by two feet.暴雨过后，河水上涨了两英尺。
3．bury vt.理埋葬；葬；埋藏；遮盖；掩蔽be buried alive被活埋；隐居e. g. They buried the dead soldiers in the woods.他们把死去的士兵埋在小树林里。
高三英语必修二Unit 3复习教案Unit 3 of the compulsory English course for senior high school students covers the topic of Travel Journal. In this unit, students will learn about different types of travel writing, such as travel blogs, travel diaries, and travel articles. They will also explore the language features and writing techniques used in travel writing. This unit aims to enhance students' reading and writing skills, as well as their ability to express their thoughts and experiences in English.I. Introduction to Travel WritingTravel writing is a genre of literature that describes the author's experiences and adventures during their travels. It can take various forms, including travel blogs, travel diaries, and travel articles. The purpose of travel writing is to entertain, inform, and inspire readers to explore new destinations and cultures. In this unit, students will learn how to write their own travel journals and develop their writing skills.II. Language Features in Travel Writing1. Descriptive Language: Travel writing often uses vivid and descriptive language to paint a picture of the author's experiences. Adjectives and adverbs are used to create a sense of place and atmosphere.Example: "The bustling streets of Tokyo were filled with vibrant colors and the aroma of street food wafted through the air."2. Figurative Language: Travel writing may also incorporate figurative language, such as similes, metaphors, and personification, to make the writing more engaging and expressive.Example: "The waves crashed against the shore like a thunderous applause, welcoming me to the pristine beaches of Bali."3. Dialogue: Travel writing can include dialogue to bring the characters and interactions to life. It helps to create a sense of authenticity and allows readers to connect with the author's experiences.Example: "As I sat in a quaint café in Paris, I overheard a conversation between two locals discussing the city's rich history and culture."III. Writing Techniques in Travel Writing1. Hook the Reader: A good travel journal begins with a captivating introduction that grabs the reader's attention. This can be done by starting with an interesting anecdote, a thought-provoking question, or a vivid description of the destination.Example: "The moment I stepped off the plane and breathed in the crisp mountain air, I knew that my journey to the Himalayas would be a life-changing experience."2. Use Sensory Details: To make the travel journal more engaging, students should include sensory details that appeal to the reader's senses. Describing the sights, sounds, smells, tastes, and textures of the destination will help the reader feel immersed in the experience.Example: "The aroma of freshly brewed coffee filled the air as I wandered through the narrow streets of a charming Italian village. The sound of church bells echoed in the distance, creating a serene atmosphere."3. Reflect and Share Personal Insights: Travel writing is not just about describing the destination; it is also an opportunity for students to reflect on their experiences and share their personal insights. Encourage students to express their thoughts, emotions, and lessons learned during their travels.Example: "As I hiked up the steep trail to Machu Picchu, I couldn't help but reflect on the perseverance and ingenuity of the ancient Incas. It made me appreciate the beauty of their culture and the importance of preserving our world's historical treasures."IV. Practice Activities1. Reading Comprehension: Provide students with a selection of travel articles or excerpts from travel books. Ask them to read the texts and answer comprehension questions to test their understanding of the language features and writing techniques used in travel writing.2. Writing Task: Assign students to write their own travel journal entry based on a recent trip they have taken or a destination they would like to visit. Encourage them to incorporate the language features and writing techniques discussed in class. Provide feedback and guidance to help them improve their writing skills.3. Peer Review: Organize a peer review session where students can exchange their travel journal entries and provide constructive feedback to each other. This will not only help them improve their writing skills but also foster a sense of collaboration and teamwork.In conclusion, Unit 3 of the high school English curriculum focuses on travel writing. By studying the language features and writing techniques used in travel writing, students can develop their reading and writing skills, as well as their ability to express their thoughts and experiences in English. Through practice activities, such as reading comprehension and writing tasks, students can further enhance their understanding and application of travel writing.。
Unit 3 Travel journal Section Ⅱ Warming Up & Reading-LanguagePoints即时训练Ⅰ.单词拼写1．Finally，I'd like to thank all those people who helped make the conference such a success.2．He received his degree at eighteen，the youngest graduate in Oxford University. 3．He is so stubborn that no one can persuade him to change his mind.4．Don't let yourself be persuaded into buying things you don't really want. 5．The captain kept a journal when he was at sea.He wrote down everything that happened.6．How much is the train fare from Beijing to Shanghai?7．These gates regulate the amount of water flowing into the canal.8．All these goods will be transported(运输)abroad by ship.9．Does environment determine(决定)one's character?10．I like the way you organize(组织)the information in the report.Ⅱ.单句语法填空1．The problem is hard for the young girl to__solve(solve)．2．The chair is comfortable to__sit(sit)on.3．After graduating/graduation(graduate) from the college，we finally got the chance to take a bike trip.4．I plan to__take(take)advantage of this trip to buy the things we need. 5．Mother tried to persuade him out of giving__up(give up) the plan but it didn't seem to help.6．I don't care about the price so long as the car is in good condition.7．I am determined(determine) to go and nothing will stop me.8．He has made up his mind to__attend(attend) the meeting.9．Please give your homework in before Monday.10．Her father insisted that she (should)__learn(learn) music after she leaves school every day.Ⅲ.阅读理解Some years ago，writing in my diary used to be a usual activity.I would return from school and spend the expected half hour recording the day's events，feelings，and impressions in my little blue diary.I did not really need to express my emotions by way of words，but I gained a certain satisfaction from seeing my experiences forever recorded on paper.After all，isn't accumulating memories a way of preserving the past?When I was thirteen years old，I went on a long journey on foot in a great valley，wellequipped with pens，a diary，and a camera.During the trip，I was busy recording every incident，name and place I came across.I felt proud to be spending my time productively，dutifully preserving for future generations a detailed description of my travels.On my last night there，I wandered out of my tent，diary in hand.The sky was clear and lit by the glare of the moon，and the walls of the valley looked threatening behind their screen of shadows.I automatically took out my pen...At that point，I understood that nothing I wrote could ever match or replace the few seconds I allowed myself to experience the dramatic beauty of the valley.All I remembered of the previous few days were the dull characterizations I had set down in my diary.Now，I only write in my diary when I need to write down a special thought or feeling.I still love to record ideas and quotations that strike me in books，or observations that are particularly meaningful.I take pictures，but not very often —only of objects I find really beautiful.I'm no longer blindly satisfied with having something to remember when I grow old.I realize that life will simply pass me by if I stay behind the camera，busy preserving the present so as to live it in the future.I don't want to wake up one day and have nothing but a pile of pictures and notes.Maybe I won't have as many exact representations of people and places；maybe I'll forget certain facts，but at least the experiences will always remain inside me.I don't live to make memories—I just live，and the memories form themselves.[语篇解读] 本文是一篇记叙文。
高一必修二英语unit3知识点Unit 3: Travel journalIntroduction:In the second year of high school, students are introduced to various important topics in English. One such topic is Unit 3, which focuses on exploring the theme of travel. This unit is crucial as it not only enhances language skills but also broadens students' horizons about different cultures and places around the world. In this article, we will delve into the key knowledge points covered within Unit 3.1. Vocabulary Expansion:A fundamental aspect of any language learning process is expanding one's vocabulary. Unit 3 provides students with an array of new words related to travel, such as "destination," "itinerary," "souvenir," and "accommodation." Familiarizing oneself with these terms can greatly improve communication skills when discussing travel experiences or planning trips.2. Grammar Focus: Modal Verbs:Unit 3 focuses on modal verbs, which play a prominent role in expressing different degrees of possibility, obligation, and ability. Some examples of modal verbs include "can," "could," "should," "must," and "might." Understanding these verbs helps students effectively convey their intentions or opinions, such as asking for permissions, making suggestions, or expressing doubts regarding travel plans.3. Reading Comprehension: Travel Stories:Unit 3 incorporates a variety of travel-related reading materials, enabling students to improve their reading comprehension skills. By analyzing travel stories and articles, students are exposed to different writing styles, cultures, and perspectives. This exposure not only helps develop linguistic abilities but also fosters a deeper appreciation for the world's diversity.4. Writing Skills: Trip Reports:Another crucial aspect covered in Unit 3 is the development of writing skills through trip reports. Students are encouraged to apply what they have learned by crafting detailed descriptions of their own or others' travel experiences. This exercise enhances their ability to organize information, convey emotions, and engage readers effectively.5. Listening and Speaking Practice: Dialogues and Conversations:Unit 3 offers ample opportunities for active listening and speaking practice. Dialogues and conversations about travel-related topics expose students to real-life language usage and help them improve their auditory comprehension and conversational skills. This practical application of language learning ensures students can communicate effectively in various travel-related situations.6. Cultural Awareness: Travel Etiquette and Customs:Unit 3 specifically emphasizes the cultural aspects of traveling. By exploring different cultures and examining travel etiquette and customs, students gain a deeper understanding and respect for diverse traditions and practices around the world. This knowledge enables them to interactrespectfully and confidently when encountering different cultural norms during their own travels.Conclusion:Unit 3 of the high school's second-year English curriculum is a comprehensive learning experience focused on travel-related topics. It equips students with essential vocabulary, vital grammar structures, and valuable reading, writing, listening, and speaking skills. Additionally, it nurtures cultural awareness and appreciation. Mastering the knowledge points in this unit not only contributes to students' overall proficiency in English but also prepares them for future travel experiences and intercultural encounters.。
