Book1unit 2导学案电子教案
2017Robin‘s book1 unit2 阅读导学案
Module 1 Unit 2 English around the world阅读课导学案编写人：罗正礼审核人：彭宗翠时间：2017-09-18班级：____________ 组别：___________ 姓名：____________ 【学习目标】Learning aims1.Review the previous reading texts by circulatory reading.2.Improve reading skills by skimming，scanning and careful reading.3.Know the history and the development of English.【重点难点】Important and difficult points1.Review the previous knowledge.2.Improve the basic reading skills.prehend the text.【学法指导】Learning guidesSkimming and scanning for information; careful reading for details; analyzing with evidence【知识链接】Knowledge linksAmerican English and British EnglishMany students want to know about the differences between American English and British English. How did these differences come about? There is no quick answer to this question.At first the language in Britain and America was the same. In 1776 America became an independent country. After that, the language slowly began to change. For a long time the language in America stayed the same，while the language in England changed. For example，300 years ago the English talked about “fall". Today，most British people talk about “Autumn "，but Americans still talk about “Fall". In the same way Americans still use the expression “I guess"(means “I t hink")，just as the British did 300 years ago. At the same time，British English and American English started borrowing words from other languages，ending up with different words. For example，the British took “typhoon" from Chinese，while the Americans took “t ornado" from Spanish.In 1828 Noah Webster published the first American dictionary. He wanted to make American English different from British English，so he changed the spelling of many words. That’s why the words co lour, centre and traveller are spelt color，center, and traveler in American English. Except for these differences in spelling，written English is more or less the same in both British and American English.The differences are greater in the spoken language. For example，Americans say dance[dins ]，and in southern England they say[da:ns〕.In America they pronounce not[nat ];in southern England they say[nit ].However，most of the time people from the two countries do not have any difficulty in understanding each other.Q: what are the differences between American English and British English?_____________ ______________ ____________【学习过程】Learning procedureStep 1 Circulatory words and Circulatory reading 循环阅读(10 minutes)Task 1: Word challengesTask 2: Recite challenge (key sentences) after reading the passage in Unit1Step 2 New reading 新阅读(30 minutes)Task Lead-in: Read the passage and finish the four tasks below in 30 minutes.Task 1: Skimming. (5 minutes)Skim the passage to finish the following tasks.1. What is the main idea of the passage? (Title, topic sentences)This passage talks about the __________of the English language.2. How does the passage develop? (by place/people/time)This passage develops by ________ order3. What is the topic sentence of each paragraph? （first/second/last sentence or summarize）Para1:_________________________________Para2:_________________________________Para3:_________________________________Para4:_________________________________Para5:__________________________________Task 2: Scanning. (10minutes)Scan the passage carefully to finish the following tasks.Reading menu: (choose one task to finish)A. 金太阳导学案：Page30-31 While Reading (group work)C.Make a summary of the passage. (Group work)English, world widely used, change, over time, German, Danish, French, move to, America, spelling changes, now, more and more…_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Task 3: Careful reading (12 minutes)Read aloud, find difficult sentences and analyze them in groups.Group work and Presentation:Difficult sentences:1. ____________________________________________中文及从句类型：__________________________________2. ____________________________________________中文及从句类型_____________________________________3. ____________________________________________中文及从句类型_____________________________________4. ____________________________________________中文及从句类型_____________________________________My problems/ Group Answer:____________________________________________________________________________________________________________________________________ Task 4: Cooperative reading 合作探究(5 minutes)Discuss the following questions within your group.QS:1. Why do you think people all over the world want to learn English?2. Why do you think more people in the world now want to learn Chinese?Step 3 Self –evaluation （自评3 minutes）1. What have I learnt today?2. Am I active in the class?3. What will I do after class?Step4 Self-study and checkRead words and expressions:《导学案》知识记忆与理解Page 34-35Read the text and underline themStudy 第2层级重点单词和短语探究。
高教版中职英语基础模块-第1册unit-2《i-can-do-it》教案.doc
Book1 Unit 2 I can do it!（第一课时教学设计）一、学情分析本单元是教材的第二单元，关于个人能力描述，要求能进行口头能力描述，向别人了解能力，能看懂求职表，根据求职表安排合适的工作岗位，填写求职表等，实用性强，内容贴近学生生活，新的词汇量不大，句型简单。
但是职业学校的学生通常会说却不能正确拼写单词，会七嘴八舌地说出许多词组，但是不能长段地独立表达个人观点，课堂热闹但是课后较少主动复习。
因此，教学中应重视基本词汇的四会，重视指导性作文的写作，重视指导学生养成课堂记笔记的能力。
职业学校的学生普遍发散性思维较强，教师可以充分利用集体的力量开展教学，集思广益。
二、教材分析1．教学内容本课时系教材《英语1》（基础模块高教版）第二单元的第一课时，包括Lead-in & Listening and speaking中的Dialogue A两部分，具体内容为：描述个人能力的词汇、询问和谈论能力的语句。
这些内容为整个单元的学习活动做语言和知识的准备，也为学生用英语流利表达个人能力提供了模版，还利于教师挖掘学生的多元智能，学生间进一步促进了解。
2．教学重点、难点⑴教学重点通过与个人能力描述相关的词汇和句型的学习，学生采访同学、老师，并拟写采访单。
⑵教学难点学生了解词汇记忆的策略之一——分类记忆；学生区分出不同购物场所的特点；三、教学目标1.知识目标⑴学生能掌握描述个人能力的词汇，如speak Chinese, drive cars, repair puters, teach English, read in Chinese, serve customers。
⑵学生能掌握询问和描述个人能力时所使用的句型，如：Can you say something about yourselfCan you sing English songsWell, I can teach English and I can speak a little Chinese.2.能力目标⑴学生能听懂关于询问和描述个人能力的对话。
(完整版)全新大学英语第二版BOOK1-UNIT2教案
Teaching Plan of Unit 1, Book 1FriendshipText A All the Cabbie Had Was a LetterTeaching Objectives:Students will be able to1.grasp the main idea (never delay expressing your true feelings to a friend) and structure of Text A(developing a story around a letter);2.appreciate characteristic features of spoken English as demonstrated in Text A (spoken English ismuch more informal than written English);3.master the key language points in Text A and learn how to use them in context;4.understand the cultural background related to the content;5.express themselves more freely on the theme of Friendship after doing a series of theme- relatedreading, listening, speaking and writing activities;6.Write a personal letter in an appropriate way.Time Allotment:4-5 class hoursTeaching Methodology: student-centered; group work, pair workTeaching Procedures:I. Pre-reading tasks1. Think- pair-share: Ask students to brainstorm proverbs about friendship.Suggested answers:Friends are like the stars on a cloudy night. You can't always see them, but they are there. Friendship cannot stand always on one side.Between friends all is common.False friends are worse than open enemies.A friend to all is a friend to none.The friendship that can end was never real.A friend is easier lost than found.A friend in need is a friend indeed.Friends are like wine; the older, the better.Good company on the road is the shortest cut.True friendship is like sound health; the value of it is seldom known until it is lost.Ask students to choose the proverb they like best and give reasons.2. Survey--- Do you often write letters to your friends?Question and answer: Which do you think is the best way in expressing our innermost feelings?II. Text Learning:Task 1: Topic-related PredictionWhat does a cabbie do?What is a letter used for?Who wrote the letter to the cabbie?Why was all the cabbie had only a letter?Task 2: Scanning (see PPT)Scan Text A and decide which of the following statements is the theme.1. One should keep in touch with his friends.１2. Never delay expressing your true feelings to a friend.3. A true friend will stand by you forever.4. Late is better than never.Task 3: Group work: Divide the text into smaller parts and assign them to different groups. Ask the students to work in groups and do the following:▪Step 1: Read the assigned part, and try to understand its meaning.▪Step 2: Ask and tell each other about the difficulties in understanding this part.▪Step 3: Make a list of useful words and phrases.▪Step 4: Choose one member to make a short report to the class.Task 4: Language study1) T leads the students’ attention to the colloquial sentences:▪Go ahead and finish your letter.▪I’m not much of a hand at writing.▪We were kids together, so we go way back.▪You kind of lose touch even though you never forget.▪It’s no fun to lose any friend.2) Study the language points and practice them.be lost in; available; go ahead; know\ learn by heart; estimate; might as well\ may as well;keep up; correspondence; practically; neighborhood; kind of\ sort of; lose touch with; come up;urge; postpone; reference; absolutely; reunion; hang out; every now and then; choke up;destination; skip; right away3) Game: Flash Cards (Vocabulary Activity)After practicing the above, ask Ss to work in pairs▪Step 1: Through discussion, delete those they have already grasped.▪Step 2: Divide the rest of the words and phrases into two groups, and each student will be deal with one of the group. Write down the words and phrases on cards ( one on each card). Find out their English explanations, and write them down on the back of the corresponding cards.▪Step 3: Practice: One gives the explanation, and the other guesses the word or phrase.▪Step 4: Ss exchange roles and go on practicing.▪III. Post-reading activities:1. Dictogloss (an activity that combines elements such as dictation, cooperation, oral practice and grammar etc.):Step 1: T prepares a paragraph either related to the topic or a grammar item, writes down the difficult words on the board if there are any;Step 2: First listening: Ss are required to listen only, without writing anything;Step 3: Second reading: Ss are required to write down the key words, without worrying about the spelling mistakes;Step 4: Ss work in groups to reconstruct the article, trying to write down every sentence with correct spelling and sentence structure.Step 5: Ask Ss to write what they have got on a big piece of paper, or share with the class orally; Step 6: T shows the original text, comments on what the students have done and explains the grammar points.２2. Writing:Directions: Write a letter (at least 120 words) to your best friend, following the outline given below:1)Your feeling about your new life in the university;2)How you miss him\ her and the time you had together.3)Inviting him\ her to pay you a visit.3. Suggested song: Cry on my shoulder4. Suggested movie: Mary and Max３。
《PEP Primary English》Book 1 Unit 2 《Look at Me》教学设计
开 展 记 者 采 访 活 动 。学 生 可 在 教
室里随意走 动 ，与 自己喜欢 的 同学进 行交流 ， 为保 证活动 的有效性 ， 教师可 先进行示 范 ， 如 将 书卷成话筒 状 ， 被 采访者 签名等 。 让
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维普资讯
课前 准备 ：
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维普资讯
《Ｐ Ｐ Ｐ ｉ ｒ ｎ ｌｈ》 Ｂ ｏ Ｕｎｔ Ｅ ｒ ｍａｙＥ ｇｉ ｓ ｏ ｋ１ ｉ ２
《Ｌ ｏ ｔ 》 锄 学 鼹 甜 ｏ ｋａ Ｍｅ
口 魏 巍
教 学 目标 与 要 求 ： 找 到 适 合 自己 的 选 学 内 容 ， 即 Ｐ ｒＣ 部 分 的 ａ ｔ
…
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分 进 行 自我 介 绍 ， 后 再 做 听 力 练 习 。 然
生 在 教 师 的 带 领 下 鼓 掌 并 用 “ ｌ ｎ ！ 示 ｗｅ ｏ ｅ ”表 ｃ 欢迎 。（ 为增加游戏 的趣 味性 ，可给每位嘉 宾 戴上 头 饰 。 ） ③ 运 用 句 型 Ｈ Ｈ ！ ａ’ ｏｒｎ ｅ ｖ ｅ ｏ Ｗ ｔ ｓ ｕ ａ ？Ｍ ｈ ｙ ｍ
成 对 词 的 扩 充 能 力 。 学 生 在模 仿 、 演 、 戏 、 让 表 游 唱歌等参与过程 中达到 自然交际的 目的 。 教学方 法建议 ： １ 情 景 教 学 法 ． ２ 多 媒 体 教 学 法 ． ３ ，节 奏 说 唱 训 练 法 ４ 全 身 动 作 反 应 法 ， ５ 游 戏 辅 助 法 ．
新时代明德大学英语电子教案Book1-Unit2
新时代明德大学英语电子教案Book1-Unit21. 教学目标本单元的教学目标如下： - 学习并掌握有关人物描述的词汇和句型。
- 能够描述和询问人物的外貌特征。
- 能够用描述人物的词汇和句型写一段短文。
2. 教学准备为了顺利进行本节课的教学活动，以下是您需要准备的材料: - PowerPoint幻灯片展示（包括人物图片和描述） - 白板和马克笔3. 教学活动3.1 引入在教学开始前，引入学生对人物描述的话题。
可以使用一张图片展示一个人物，并鼓励学生来描述他/她的外貌特征。
3.2 新词汇学习首先，教授与人物描述相关的词汇，如：高，矮，漂亮，帅等。
通过展示图片和配合口头解释来帮助学生理解这些词汇的含义。
3.3 句型讲解接下来，讲解有关人物描述的句型。
例如： - What does he/she look like?（他/她看起来怎么样？） - He/She istall/short.（他/她个子高/矮。
） - He/She isbeautiful/handsome.（他/她漂亮/帅气）等。
通过示范和操练，让学生熟悉并掌握这些句型的用法。
3.4 练习活动让学生分组进行练习活动。
每个小组成员轮流描述一个人物，并让其他组员猜测是谁。
鼓励学生使用刚学到的句型和词汇。
3.5 个人写作引导学生写一段关于自己或其他人的人物描述短文。
鼓励他们使用句型和词汇进行描述，并注意语法和拼写的正确性。
3.6 分享和讨论鼓励学生互相分享他们的写作，并进行讨论。
在讨论中，教师可以提出一些问题，如：你觉得这个人物如何？你还有其他人物描述的句子吗？等等。
4. 总结和评估在本节课结束前，教师可以进行一次总结和评估。
可以检查学生是否掌握了新的词汇和句型，并是否能够运用到写作中。
5. 扩展活动如果时间允许，可以进行以下扩展活动： - 角色扮演：让学生在对话中使用人物描述的句型和词汇。
- 词汇游戏：组织一个词汇游戏，让学生复习和巩固所学词汇。
book1unit2导学案
Unit 2English around the worldⅠ.单词回顾(一)单词派生1．base v t. 以……为根据n. 基部；基地；基础→basic adj. 基本的；基础的→basis n. 基础；基本原则2．gradual adj. 逐渐的；逐步的→gradually ad v. 逐渐地；逐步地3．latter adj. 较后的；后半的；(两者中)后者的→latest adj. 最新的；最近的→later ad v. 后来adj. 后期的→lately ad v. 近来；最近4．present n. 礼物；目前→present adj. 在场的→present v t. 提交；赠予；展现；呈现5．command n. 命令；指令；掌握v t. 命令→commander n．负责人；司令官6．request n. 请求；要求→request v t. 请求7．straight ad v. 直接；挺直→straight adj. 直的；笔直的；正直的8．fluent adj. 流利的；流畅的→fluently ad v. 流利地；流畅地→fluency n. 流利；流畅9．recognize v t. 辨认出；承认；公认→recognition n. 承认；公认10．frequent adj. 频繁的；常见的→frequently ad v. 常常；频繁地11．expression n. 词语；表示；表达→express v t. 表达(二)重点单词1．native adj.本国的；本地的n．本国人；本地人2．actually ad v.事实上；实际上3．command n. & v t.命令；指令；掌握4．request n. & v t.请求；要求5．straight ad v.直接；挺直adj.直的；笔直的；正直的6．official adj.官方的；正式的；公务的7．voyage n．航行；航海8．enrich v t.使富裕；充实；改善9．vocabulary n．词汇；词汇量；词表10．spelling n．拼写；拼法11．identity n．本身；本体；身份12．usage n．使用；用法；词语惯用法13．block n．街区；块；木块；石块Ⅱ.短语回顾1．because_of 由于；因为2．come_up 走近；上来；提出3．at_present 现在；目前4．make_use_of 利用；使用5．such_as 例如……；像这种的6．play_a_part_(in) 扮演一个角色；参与7．base...on ... 以……作为……的基础8．the_number_of ……的数量9．more_than 超过；不止；非常10．believe_it_or_not 信不信由你Ⅲ.佳句必背1．不定式作目的状语...people from England made voyages to_conquer_other_ parts_of_the_world...……英国人(开始)航海征服世界其他地区……2．the same...as句型So people from the mountains in the southeastern USA speak with almost the_same dialect as people in the northwestern USA.因此，美国东南部山区的人同美国西北部地区的人所说的方言几乎是一样的。
甘肃省金昌市一中英语必修一Unit 2导学案
检
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评ห้องสมุดไป่ตู้
价
总结与升华
1.He decided to make ________________.他决定乘飞机去纽约旅行。
2. He got seasick _________________________.在航行中他晕船了。
3.All of this is___________ you.这所有的一切都是因为你。
4. They hurried on ___________ it was getting dark.因为天色已晚，他们匆匆赶路。
5. My success is ___________ your help.我的成功是由于你的帮助。
6. ___________ his effort, it is more successful than we have expected.
金昌市一中英语导学案
课题：Book1 Unit2 vocabulary第周第课时授课人：审批人：
学习目标
To learn some new words and expressions.
学习重点
To master the pronunciations of the words.
学习难点
How to help the students to master the usage of the words.
7. You can use your _______(橡皮) to remove pencil marks.
8. She speaks _______（流利的) though not very correct French.
9.There has been a _______(逐渐的) change in climate.
高一英语必修一unit2导学案(精编文档).doc
【最新整理，下载后即可编辑】高中英语必修一Unit2导学案Section I Warming up, pre-reading and readingI. Warming up: Guess what the underlined words / expressions mean in the context.1. Our school has organized a lot of activities in order to enrich our school life.2. He gradually knew this city with frequent visits throughout the year.3. I showed two books to you just now. Which one do you prefer, theformer or the latter?4. The Titanic(泰坦尼克号游轮) sank on its first voyage.5. The movie is based on a real-life incident(事件).6. The police discovered an identity card of the killer on the spot(现场).7. We were amazed to find that she's fluent in French.8. “May I speak to your boss ?”“Sorry, he is out at present.”II. Pre- readingRead the title “The Road to Modern English” and predict (预测) what the passage is mainly about?III. Fast reading:Scan the text and then choose the best answer according to the text.1. English began to be spoken in many countries because -_______________ .A. people from England came to other parts of the world.B. people in other countries wanted to learn it.C. English is liked by people from other countries.D. English people made people from other countries speak it .2. Which of the following is true according to the text ?A. People who don’t speak the same kind of English can’t understand each other.B. English has not been changed and developed over time.C. Fewer and fewer people speak English as their second language today.D. English is now spoken as a foreign or second language in South Asia.3. Who moved to America and then Australia ?A. German settlersB. French settlersC. British settlersD. Danish settlers4. When was the English language finally settled ?A. By the 19th centuryB. By the 18centuryC. By the 1600’sD .At the end of the 17th century5 .We can learn from the text that __________.A. English is not spoken in Singapore and MalaysiaB. China has the largest number of English learnersC. Chinese English may develop its own identity.D. English became the language for education in the 1600’s in India .6. What does the title of the passage “The Road to the Modern English” mean?A.English has changed.B.The development of English language.C.English originated (起源于) German and has spread to the whole world.D.Danish and French people made great contribution (贡献) to the development of modern English.IV. Careful reading: Reread the passage again carefully and fill in the form below.1.以英语作为母语的人所说的英语不尽相同也能互相交流吗？2.英语在一段时间里为什么会变化呢？3.英语作为一种世界性的语言，现在的地位如何？VI. After reading:Find out the structure of the passage.The passage has 5 paragraphs.What's the main idea of each paragraph? In which paragraph is the main idea of the passage located(位于)? Para 1 ( ) Para 2 ( ) Para 3 -4( ) Para 5 （）Ａ.English is spoken as a foreign language or second language in Africa and Asia.B. The spread of the English language in the world .C. Native speakers can understand each other but they may not understand everything.D. All languages change when cultures communicate with one another.这篇说明文的文章结构是：A、总---分---总B、分---分---总C、总---分VII. Consolidation: 课文填空The road to modern EnglishAs you know , English has changed over time. Why ?1_________ all languages change and develop when cultures meet and 2_________ with each other . At first , English was 3__________ more on German than the English we speak 4 __________. Then 5 __________ new settlers came and enriched the English language and especially its 6_________. So by the 1600’s Shakespeare was able to 7___________ a wider vocabulary than ever before . In 1620 some British settlers moved to America. Later in the 18th century some British people were taken to Australia too . English began to be spoken in both countries.Finally by the 19th century the language was settled . At that time two big changes in English 8____________happened; first Samuel Johnson wrote his dictionary and later Noah Webster wrote The American Dictionary of the English Language. The 9____________gave a separate 10___________to American English spelling .Section II Language study本节知识重、难点1、核心单词：voyage , native , base, latter2、重要短语：because of , come up , be based on3、重点句型：(1)Native English speakers can understand each other even ifthey don’t speak the same kind of English.(2)It was based more on German than the English we speak atpresent .1.(课文)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.区别：voyage, journey, trip, tour, travelvoyage: a long journey, especially by sea or in space (航空；航海）1) a voyage in space2) The Titanic sank on its first voyage.3) Going to college can be a voyage of self-discovery.journey: from one place to another, especially when they are far apart. (长途旅行) (注意：in Br.E既可指长途也可指短途旅行）4) They went on a long train journey across India.trip: from one place to another, especially for a short visit（短途旅行）5)We went on a trip to the mountains.tour: a journey made for pleasure (以观光、娱乐或教育为目的的参观）6) We were given a guided tour of the palace.7) The band is on tour in China.(派生词：tourist, a tourist destination, tourism)travel: going from one place to another （旅行、运输）8) The novel is based on his travels in England.9) The post(职位)involves (涉及)a lot of foreign travel.选词填空：voyage, journey, trip, tour, travel1)He went on a ____________ around the world.他去做环游世界的旅行.2)He makes a _______ to the post office every day.他每天去邮局走一趟。
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B o o k1u n i t2导学案Book1 Unit2 English around the worldPeriod 1 知识梳理学案教师寄语：1. Genius is one percent inspiration and ninety-nine percent perspiration. 天才是一分灵感加上九十九分流汗。
2. Victory won’t come to me unless I go to it.胜利是不会向我走来的，我必须自己走向胜利。
—— M. Moore 穆尔Part I 自主学习一.重点词汇1. office -→.__________adj.官方的，正式的，公务的___________n.官员2..逐渐的，逐步的adj._______________ adv.______________3. latter -→_____________（反义词）4. fluent -→ adv.___________ -→n.________________5. 频繁的，常见的adj.____________ adv._________________6. use -→n.使用，用法，词语惯用法____________ adj.有用的_______________7. n./vt.命令，指令，掌握___________-→n.指挥员，司令员________________8. express -→n._____________ 9.vt.辨认出，承认，公认___________-→n.认可,承认_________10.light-→n.闪电________________ 11.Spain-→adj.西班牙的，西班牙人的_______________12.东南方的；来自东南的adj.___________ 西北方的，来自西北的_______________中西部的，有中西部特性的__________________13. truck <美>-→ <英>___________ 14. petrol <英>-→<美>_______________15. flat <英>-→<美>_____________ 16. lift <英>-→ <美>_______________17. underground <英 >-→<美>______________二. 重点短语：1.因为；由于______________2. 走近，上来，提出_______________3.现在，目前__________4.利用，使用 _______________5. 例如…..,像这种的__________6.扮演一个角色；参与_______________7.以…..为基础________________8.信不信由你_________________9. 下命令______________________________三. 典型句式：1. Today, more people speak English as their first, second, or a foreignlanguage______________.如今，说英语的人比以往任何时候都多了，他们有的是作为第一语言，有的是作为第二语言或外语。
2. Native English speakers can understand each other ___________ 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。
3. _________________, there is no _______thing _____ standard English.信不信由你，（世界上）没有什么标准英语。
Part II课内探究I. Important words and phrases1. recognize(1)I recognized Peter although I hadn’t seen him for 10 years.(2)The new government has not been recognized.(3)He recognized that he was wrong.归纳：①________recognize ②________③________(4)n. __________(5)他被公认为他们的领袖。
_________________________________(6)--- Oh, it’s you! I ______ you.--- I’ve just had my hair cut, and I’m wearing new glasses.A. didn’t recognize B hadn’t recognizedC. haven’t recognized D don’t recognize2. command1). Give your commands in a loud confident voice.2). She has a good command of the French language.3). The teacher commanded that he (should) go out of the classroom.4). Einstein was really a great man who is able to command everyone’s respect.5). I am at your command.6). He has a hundred men under his command.7). He commanded the soldiers to attack.归纳：n. _______ _________ v. _______ __________短语 at one’s command ， under one’s command command sb. to do sth.(用法拓展)command后面的宾语从句、表语从句或同位语从句常用虚拟语气，谓语动词用( should) + do构成的虚拟语气。
Give the command that all the soldiers (should) be present on the playground.The command was that the meeting room (should) be cleaned thoroughly.3.present1)How many people were present at the meeting today?2)They presented flowers to their teacher.=They presented their teacher with flowers.3)May I present Mr. King to you?4)Something must be done about the present situation.归纳：n.adj.v.重点短语：at presentfor the presentpresent sth to sb.= present sb. with sth.present oneself1）The mayor will personally _______ the gold medal ______ the winning athletes at the sport meet.A. present, byB. present ,withC. present , toD. present ,for2) In preparing scientific reports of lab experiments, a student should ______ his findings in logical order and clear language.A. furnishB. proposeC. raiseD. present4. requestMr. Paine made a request that I should help him.I requested him to come before ten.He requested that I should destroy the letterat sb's request/at the request of sb 应某人之请求; 鉴於某人之请求:I came at your (special) request.归纳:n.& v. 词意：____________________________________/__________________ 要求某人做/不做某事__________________向某人要求某物__________________应某人之请求; 鉴於某人之请求:注意：request用作动词后跟宾语从句及用作名词时候跟表语从句及同位语从句都用虚拟语气，从句谓语用(should) +动词原形。
能这样用的词有：一坚持：insist;二命令：order, command; 三建议：advice, suggest, proposal; 四要求：request, require1)John’s father, along with his uncle, _______ in New York one more day.A. demands that he staysB. demands that he stayC. demand that he stays C. demand that he stay2)This is her only request that the room _________ after being used.A. be cleanedB. would be cleanedC. is cleanedD. will be cleanedmore than oneDo you know there is more than one kind of English in the world?归纳:5. come up1)The grass is just beginning to come up.2)We watched the sun come up.3) I am afraid something urgent has come up. I won’t be able to see you tonight.4) He came up with a proposal at the meeting.归纳关于come的短语come aboutcome acrosscome downcome roundcome tocome up with1)Whoever ______ a new idea of how to work out the puzzle will be given aprize.es upB. comes up withC. comes out withD. comes with2)Your question ______ at the meeting.A.came upB. comes upC. brought upD. brings up6.more than one __________________注意：这个短语虽然在意义上说表示单数，但作主语或修饰主语时，谓语动词用单数。