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人教版新课标高中英语必修五 Unit 3 Life in the future Reading 配套练习含答案详解

Unit 3Life in the futureWarming Up & ReadingⅠ单词拼写1.We hired a local g to show us around the old city.2.The special robot in that film left a deep i on us.3.She was always o, even when things were at their worst.4.A lot of people in China starved to death for l of food in 1942.5.I can’t t so much noise when I’m doing my homework.6.Sometimes we can solve our problems according to our (先前的) experience.7.The weather is a (时常发生的) topic of conversation in Britain.8.There was no one at the reception desk, so he (按,压) a bell for service.9.It’s clear that the twins are quite different in many (方面).10.The villagers decided to search the (周围的) areas for the missing boy.Ⅱ短语填空1.Playing games on the Internet (占用) most of his time last term.2.He (溜进) the room to look for an old watch that night.3.He didn’t leave the platform until he (看不见) her.4.Our classroom should be(打扫) after class every day.5.He(加快速度) the car in order not to be late for the meeting.6.(缺乏) sleep will severely influence the work in the daytime.7.We are informed that David has (康复) already.8.(结果), some areas of the world will become highly polluted.9.The film will (给……留下深刻印象) everybody who sees it.10.As soon as the man got home, he sat down and (打开) the TV. Ⅲ句型训练1.他在风雪中度过了7天,又冷又饿。

高中英语复习PPT课件：M5_Unit_3 Life_in_the_future_

1. lack n. & v. 缺乏；不足；没有 Hard work can often make up for a lack of
intelligence. 勤奋工作往往可以弥补智力的不足。 For lack of 因缺少 no lack of 充足的 lack sth. ＝ be lacking in 缺乏…… lack for nothing 一无所缺
5. n. 指导；导游 vt. 指引；指导 _____g_u_i_d_e___________
6. n. 环境 adj. 周围的
_____s_u_r_ro_u_n_d_i_n_g______
7. vt. 容忍；忍受
_____t_o_le_r_a_te__________
8. v. 缺乏；没有 n. 缺乏；短缺的东西 9. n. 调整；调节 10. v. 按；压 n. 印刷；新闻 11. vt. 系牢；扎牢 12. v. (使)闪光；(使)闪现 13. vt. 转换 n．开关；转换
根据汉语意思，完成英文句子 (1)我们对未来应持乐观态度。
We should be _____o_p_t_im__is_t_ic__ab_o_u_t____________ our future. (2)他是一个乐观的人。
He is an ____o_p_ti_m_i_s_ti_c_________ person.
she read the letter.
1. take up 占用(时间)；占据空间；继续，接下去；开始做，学着做，开始从事
He had studied Japanese for a year and a half before he took up English.
他开始学习英语之前已经学一年半日语了。

高二英语必修五教案《Unit3Lifeinthefuture》

【导语】⾼⼆是承上启下的⼀年，是成绩分化的分⽔岭，成绩往往形成两极分化：⾏则扶摇直上，不⾏则每况愈下。

在这⼀年⾥学⽣必须完成学习⽅式的转变。

为了让你更好的学习⾼⼆频道为你整理了《⾼⼆英语必修五教案《Unit 3 Life in the future》》希望你喜欢！　教案【⼀】本教学设计在新课程教学理念的指导下，⼒求在培养学⽣的语⾔知识、知识技能、情感态度、学习策略和⽂化意识等素养的基础上发展学⽣综合运⽤语⾔的能⼒，使学⽣通过观察、体验、探究等主动学习的⽅法优化英语学习⽅法，充分发挥⾃⼰的学习潜能，形成有效的学习策略。

1. 开展学⽣活动，发挥主体作⽤新课程强调要充分发挥学⽣在教学过程中的主体作⽤。

本课设计遵循以学⽣为主体，教师为主导这⼀教学原则，创设⾓⾊扮演情景、激烈讨论提出建议，让学⽣限度地参与教学过程，尊重学⽣的主体地位，充分发挥学⽣在学习过程中的主动性、积极性、创造性，使课堂充满活⼒。

2. 实施情景教学，统合三维⽬标本课设计从教学需要出发，创设情景，进⾏情景设问、讨论，激起学⽣的情感体验，激活学⽣思维，帮助学⽣迅速、正确地理解和接受知识，并在学习过程中培养其积极进取的科学的⼈⽣观及价值观，较好地落实了三维⽬标。

⽽三维⽬标是相辅相成、相互渗透的，所以在情景教学的过程中，知识的落实、能⼒的培养、情感态度价值观的渗透交融在⼀起，实现了三维⽬标的和谐与统⼀。

3. 转变学习⽅式，增强教学效果新课程要求提倡⾃主、合作、探究的学习⽅式，发挥学⽣的主体性、能动性和独⽴性，本课设计通过⾃学课本，⼩组讨论，综合分析，⾓⾊扮演等活动，为学⽣⾃主学习、合作学习、探究学习提供了空间，使学⽣体验了⾃主之乐，合作之趣，探究之悦，促进了学⽣知识的构建与运⽤，能⼒的培养和提⾼，情感体验和态度、价值观的形成，增强了教学效果。

4. 运⽤问题教学，启发学⽣思维本课设计按照诱思探究理论要求，遵循学⽣的认知规律，引导学⽣去发现问题、分析问题和解决问题，从⽽掌握知识，形成能⼒，培养品质。

教案Unit3-life-in-the-future

Unit3《Life in the future》Section1Warming-up and ReadingTeaching Goals:1.Learn some new words and expressions.2.Improve the Ss’reading skills.3.To illustrate Ss’ imagination of future life4.Know the more advanced forms of transport in AD 3005 andthe advantages and problems of life in the future.Teaching Methods:1.Inductive method2.Pair work and group work4.Deductive MethodTeaching Procedures:Step 1 Greetings and Lead-in1．The teacher can start with daily greetings and try to lead in some words in this unit. Q1: Where do you come from? Do you live in the downtown or in the countryside?Is it a suitable location for people to live in?What is it made of? (brick, stone, steel, glass, wood, plastic, bamboo, mud…).Q2: No matter where you live, I am wondering how do you usually go to school? (by bike, by car, by bus…)Bikes, cars, buses and so on can be used to carry people or things from one place to another place, and they are called vehicles.Q3:What other vehicles do you know?carriage, ambul ance, jeep, airbus, train, truck, motorcycle, fire engine, …Q4:What means of transport do you know?Car, bicycle, motorcycle, train, plane, Space craftQ5:Imagine what the future means of transport will be like?2. ConclusionThis unit introduces what life in the future might be like to Ss. By discussing and answering the questions above can make Ss have a general understanding of the present and future life and can also illustrate Ss’ imagination about the future life.【设计说明】由日常问候开启话题，通过提问学生家乡情况导入城镇生活，引出不同的建筑材料及交通工具中的生词；然后总结交通工具的种类来预测未来的交通方式，从而导入课文。

高中英语 Unit3 Life in the future课件3 新人教版必修5

④________(catch)in a heavy rain，he had to wait for the rain to stop.
⑤When ________(heat)，ice will be changed into water. ⑥Nothing ________(do)，he only stays at home. ⑦Though ________(tell)to stop，the two girls kept on talking at the meeting. ⑧________(attract)by the beautiful music，all people on the street stopped.
4．让步状语过去分词(短语)作让步状语，相当于一个让步状语从句，有时可用在although，though，even if，even though，whether...or等连词后。多位于句首，偶尔也出现在句尾。 Though warned of the storm，the farmers were still working in the fields. ＝Though they had been warned of the storm，the farmers were still working in the fields. 虽然农民们已被警告将有风暴，但他们仍然在地里干活。
＝The woman scientist entered the lab and she was followed by her assistants.
这个女科学家进入实验室，后面跟着她的助手们。
二、过去分词作状语的注意事项 1．作状语的过去分词其逻辑主语通常就是句子的主语，且主语是过去分词动作的承受者，即过去分词表示的动作与主语之间是动宾关系。 Given another hour，he can also work out this problem. (give和he之间是动宾关系) 再给一个小时，他也能解出这道题。

人教版高中英语Book 5 unit3 life in the future reading 教学课件 (共34张PPT)

a solar energy car
Communication
House
flats in high buildings made mudhouses along the street
small houwsietsh many shops modern flats, floating
Shopping On line shopping
optimistic (positive) I think the writer has an optimistic view of the
Housing Population Pollution Global warming (greenhouse effect) Traffic Hunger
Make a prediction about the future
Li Qiang
A boy who was given a chance to travel to the year AD 3008 as a prize. He is now writing to his parents about his exciting and unforgettable tour…
Please go through the third paragraph, then try to answer the following questions: 1. How did I feel as soon as I was transported to the future? I was hit by a lack of fresh air. 2. How did Wang Ping solve this problem? Wang Ping gave a mask to me and hurried me through to a small room nearby to have a rest.

高中英语-unit-3-Life-In-the-Future-全单元教案

⾼中英语-unit-3-Life-In-the-Future-全单元教案⾼⼆上学期第三次教案设计⼈：Unit 3 Life In the FuturePeriod 1 & 2 Warming Up & Pre-reading, ReadingTeaching Goals:1.To illustrate Ss’ imagination of future life.2.To arouse Ss to pay more attention to the problems that probably appeared in thefuture life.3.To make Ss know the difference of life between the past, present and future. Teaching Procedures:Step 1 Leading-inPurpose: To talk about past and future changes of life.1. Group workLet Ss discuss the questions in groups of four.(1)How do you usually get to school?(2)Where do you live, in a city or in the countryside?(3)Where would you like to live in the future?(4)Do you live in a flat or a house?(5)Do you have a room of you won? Can you describe the room in the picture?(6)What kind of housing would you like to have in the future?(7)What would you like to have in your room?(8)What can we use to build houses? (brick, stone , steel , glass, ice, wood , plasticbamboo, …)2. ConclusionThis unit introduces what life in the future might be like to Ss. By discussing and answering the questions above can make Ss have a general understanding of the present and future life and can also illustrate Ss’ imagination about the future life. Step 2. Warming Up1. Pair workIn pairs let Ss list the changes in housing, transport, jobs, families and education will happen in the next century.2. Individual workAccording to the result of the above Pair work, fill in the chart.Step 3. Pre-reading1. Pair workAsk Ss to discuss the following questions in pairs.(1)Make a list of the problems human beings are facing today.(2) What problems do you think people will have overcome in one thousand years? Which ones do you think will still exist inAD 3008?Suggested Answers:①The first problem I would like to point out is the decline of morality.(道德沦丧)②The second problem is the racial bias problem. (种族歧视)③The third problem , which is a most serious problem , is the rapid depletion of resources on the Earth. (资源匮乏)④Now I come to the fourth problem, the problem of the large gap between the poor and the rich . (贫富悬殊)⑤The fifth problem is the pollution problem.(环境恶化)⑥Now I would like to talk about the sixth problem, the expensive arms race problem. (军备竞争)。

人教版高中英语 Book 5 Unit 3 Life in the Future 教学课件

游 gu)isdheowed him a number of amazing things.
Task 2 Using language in passage
constant impress slide into previous optimistic desert lose sight of instant settlement lack speed up
3. Everyone is going to … 4. Many people predict that … 5. In the future, you will probably… 6. Future is full of hope and possibility. We
should be optimistic and keep a positive attitude towards life.
Task 1 Discovering useful sentences
Schools in the Future
1. Have you ever dreamed of schools in the future?
2. Schools will most likely begin … 3. Wi-Fi will be a must in future schools … 4. They will also make it easier to … 5. That is what schools will be like in 100
to arrive home before dinner.
speed up
Yours,
Li Qiang
Task 3 Learning about Language

人教版高中英语必修五unit3-Life-in-the-future-(1)

S: I think the problem of population will be solved in the future, because now more and more countries have begun to control the birth rate.
S: I think the problems of pollution and shortage of resources will still be there, and will even get worse.
S: I don’t think so. Now scientists all over the world are trying their best to develop new resources that human beings can make use of, such as solar energy. In my opinion, the problems can be solved one by one.
T: We all know that as our society develops, we have got much benefit. But at the same time, we have to face lots of problems. Can you find out what kind of problems human beings are facing
Give the Ss 1 or 2 minutes to think and they can discuss with their partners. Then check the answers.
After the Ss read the paragraphs, ask them the following questions.

Life-in-the-Future(公开课课件)

Wang Ping’s house a large bright, clean room soft lighting
a green wall
a table and some chairs
a brown floor
Exhausted
Summary
First impressions
Part 1 _C__
besides Li Qiang and Wang Ping. C. It was the first time travel trip for Li Qiang
and Wang Ping. D. Li Qiang regretted having traveled to the
year AD 3008.
• 2. How did Wang Ping solve this problem? Wang Ping gave him a mask and hurried me through to a small room nearby for a rest.
Para4. After the journey
Thank you !
The air seemed t_h_i_n_. Li Qiang was hit by a lack offr_e_s_h_a_i_r__ and hish_ea_d__ ached.
Wang Ping gave Li Qiang a _m__a_sk__ to put on.
Arriving at Wang Ping’s home, Li Qiang was shown into a large bright, clean room withgare_e_n____ wall,baro_w_n____ floor and soft lightiEnxgh. a_u_s_t_ed______, he slid into bed and fealslt____ asleep.

高中英语必修五 Unit3 Life in the future教学案例分析

高中英语必修五 Unit3 Life in the future教学案例分析该课对课文内容进行创造性拓展与补充，改变传统教学过于注重传授知识的倾向，采用“任务型”教学模式，进行了一次实验和探究。

该课的中心话题是“谈未来”，内容主要涉及人类对未来生活的想象、猜测和思考。

该课旨在激发学生的想象力，探讨未来的世界，达到使学生学会用英语交流、培养实际运用英语的能力。

二、学情分析这个班虽然为农村普通平行班，英语基础较差，但是大部分学生的思维活动、学习热情、表现欲望和合作精神还是可以在平时的教学中不断提高和培养的。

根据这些特点，采用与新课标要求相一致的新的教学方式，即活动式的教学法，这样面向全体学生便于调动全班学生的积极性，在师生互动、生生互动中实现教学任务和目标。

三、学习目标1、展望未来，激发学生的想象力；2、学习使用有关预测和猜测和表达方式；3、培养学生用英语表达未来的生活状况，达到用英语交流、培养实际运用英语能力的目的；4、运用所学英语写出具有丰富想象力的短文。

四、设计理念“ Life in the future”一课倡导英语新课标理念下的合作学习。

根据英语《课程标准》的指导思想,英语课程改革的重点是要改变传统教学过分重视语法和词汇知识的讲解与传授、即忽视对学生实际语言运用能力的培养的倾向，强调课程从学生的学习兴趣和认知水平出发，倡导学生体验参与、合作与交流的学习方式和“任务型”的教学模式，由学生共同努力来实现教学目标。

教师要引导学生利用所学语言来完成任务，促进学生运用所学外语获取信息，处理信息，使用信息与人交流，让学生去发现问题、设计问题并解决问题，提高合作意识，培养合作精神，从而实现学生的主体地位，发展学生的综合语言运用能力。

五、教学媒体设计指导学生将信息技术与英语学习相结合。

学生学完“ life in the future”这一单元，教师鼓励学生利用网络资源及多媒体技术积极探索和运用知识。

让学生展开想象，搜集有关资料，制成课件。

高中英语 book5 unit3_Life in the future--- reading(1)First Impression课件新人教版必修5

can move swiftly
after-effects of travel
disorganizing space
short of space
Towns
busy; look like markets
Air quality
own family oxygen supply
combmetutneircation environment
Have you ever imagined what life will be in the future?
Will it change for better or worse ? It all depends! trabentstpeorrt bheotutseers
tiMmeeacnasposfule transportation
Find out the changes Li has mentioned
Towns
Time travel
Transport
Houses
CHANGES
Air quality
Eating
Clothing
Religion
3.Careful reading
Li Qiang was hit by the lake of fresh air and his head ached.Wang Ping gave him a mask and ask him to have a rest in a small room nearby.
2. In what way did people in the future travel?
5. Choose the best answers.
1. According to the passage, why did Li Qiang take this future tour?

必修五Unit 3Life in the future 读后写作课教案

Replace the underlined words with correct forms of the expressions.
1.小组校对作业，活跃气氛，提升效率。
2.通过改编课文呈现本节课重点词块；
3.采用匹配的方式检查学生的词块语义能力；
4.通过替换表达，检查学生正确运用词块的能力；
5.要求学生整句朗读，培养学生朗读的能力。
( Detailed descriptions)advanced; up-to-date / efficient; be environmentally friendly;
provide convenience for; be equipped with; different types of; replace
( Feelings)What impressed me most was that...; It was unforgettable that...;
more than delighted and proud；
( Imaginary writing）It is likely that...; Suppose that...; I imagine that...; Perhaps / Possibly/ Maybe...
Teaching important and difficult points:
1.Get the hang of expressions of describing something creative and technological for writing：（Scenes）catch sight of; I still remember the moment when...; pay a visit to;

高中英语 Unit 3《Life in the Future》教案(10) 新人教版必修5

Module 5 Unit 3 A healthy life单元教学目标Content analyze:本单元以健康话题为主题，听说读写等活动主要围绕如何健身，怎样成为健康人展开，其中涉及许多社会热点问题，如抽烟，吸毒，艾滋病，学习与工作压力等影响健康的棘手问题。

本单元引导学生讨论这些问题，目的在于让他们远离有损健康的活动，并养成良好的习惯。

一、技能目标 Skill Goals◆Talk about health◆Learn the harm of smoking and how to stop smoking◆Learn to advise people about what to do and what not to do◆Learn about AIDS and how to keep safe from HIV二、语言目标（一）功能句式How to advise people about what to do and what not to do◆Do/don’t…◆Don’t forge to…◆It is not/would be a good idea to…◆You should…◆Yo u don’t have to…◆Mind your head/step!◆It’s OK/all right to…(二) 词汇(三) 语法The use of it(四)重点句子The 1st period Warming up and pre-readingTeaching aims:1. Talk about health2. Learn the issues that the young people are concerned about3. Learn to advise people about what to do and what not to do4. Talk about smoking and its harmTeaching procedures:Step one Warming upThis step is to lead the students to the topic of this unit ―― A healthy life 1.What health issues do you think concern young people the most?(After about 3 minutes)A sample list:Cigarette smoking Drinking alcohol Drug taking Diet Physical fitness Sexual health Stress AIDS and infections Cancer Anxiety and so on2. Group worka. Choose one health issue you think is particularly important.b. List five things you would like to tell other people about this issue.*Show some pictures on the computerDirections:Looking at the following pictures. What are they doing ?Which are healthy activities while which are unhealthy activities?(Ask the students to describe the pictures using their own words) Straightforward description:Picture one:They are Singing. HealthyPicture two:They are Dancing. HealthyPicture three:They are Playing basketball. HealthyPicture four:They are Doing Taiji. HealthyPicture five:They are Drinking alcohol. HealthyPicture six:They are Eating too much. UnhealthyPicture seven:They are Smoking, coughing. UnhealthyStep two Pre-reading*Questions:1. Have you ever smoked? If you have, have you ever tried to stop?2. Why do you think some adolescents start smoking?Possible answer:Some adolescents start smoking because they are falsely influenced by some media.Some think it’s cool. Maybe some want to lighten some stress.3. In what ways is smoking harmful?Mentally and healthily.4. What advice would you give to someone when wanted to stop smoking?Possible answer:Let them get interested in some positive hobbies like sports, playing music, reading, playing chess and so on.5. Where could you get good advice on stopping smoking?Step three HomeworkFind out some information from the Internet and write a short passage about the present situation of young people’s smoking in China as well as giving them some advice.The 2nd period ReadingTeaching aims:1.To promote the students’understanding of the text.2.To solve the problems and difficulties they meet in understanding the text bycooperation.3. Enable the Ss to learn how to give advice on stopping smoking.4. To talk about the importance of health and the harmful effects of smoking Teaching methods:Discussion, cooperative learning and oral practice.Teaching procedures:Step one Greetings.Greet the Ss as usual.Step two Pre-readingPredicting:Read the title of the text and the headings within it, and find out:1. Who wrote the letter?2. What is the purpose of the letter?Step three Skimming1. Read and check the answers to the two questions.2. Listen to the tape and find out the main idea of each paragraph.A. The writer leads to the topic of the letter by talking about James’ problem ofsmoking.B. Introducing some different ways of becoming addicted.C. Telling the writer’s hope for his grandson and advice on stopping smoking.D. Telling the harmful effects of smoking.E. From the life the writer is leading now, we can know the importance of healthylife.Keys: 2—A 3----B 5-----C 4-----D 1-----EStep four Detail reading1. List the details under the following subtitles.The ways to become addicted to cigarettesThe harmful effects of smokingSuggestions to quit smokingThe ways to become addicted to cigarettes1).Become physically addicted to nicotine2).Become addicted through habit3).Become mentally addictedThe harmful effects of smoking1). Do terrible damage to your heart and lungs2). Have difficulty in becoming pregnant3). Affect the health of non-smokers4). Smell terrible5). Have the ends of the fingers turn yellow6). Be unable to run fastSuggestions to quit smoking1). Prepare yourself2). Be determined3). Break the habit4). Relax5). Get help If you need it6). Keep trying2. Answer some questions. ( refer to PPT)4．Let students find the expressions in the passage that can be used to advise people about what to do and what not to do.Step five DiscussionSituation 1: Suppose you are a teacher, how will you persuade your students to quit smoking.Situation 2: Suppose your teacher is a smoker, how will you persuade him to quit smoking.Situation 3: Suppose you are a father, how will you persuade your son to quit smoking. Situation 4: Suppose your father is a smoker, how will you persuade him to quit smoking.Step six Homework1. Discuss the questions after class.2. Find out the key points of the text.3. Search some more information about the harmful effects of smoking and advice onstopping smoking.The 3rd Period Listening& SpeakingTeaching aims:1. To learn what should be paid attention to when going to the party and how to give advice and warnings to others.2. To train the ability of listening and speaking.Teaching procedures:Step one Listening1. Pre-listening1) Individual work:To show some pictures and make students judge which are the ways of keeping a health life.2) Group work:Discussion: Suppose you are invited to have a party in a nightclub by your friends,would you like to go there? If not, what are you worried about?2.While-listening1)Listen to what Tina and Sara are talking about and tick the things Sara is worriedabout.2)Listen again and complete Tina’s sentences.3)Listen to the tape for the third time. Understand the whole dialogue fully andcheck if the answers are complete, especially pay attention to different structures of giving advice.3.Post-listening1)Guessing: Will Sara still be nervous about going after listen ing to Tina’sadvice?2)To ask students what useful expressions we can use to give advice and teacherwrite them on the blackboard.Step two Speaking1.Review the target function by giving students two situations.Situation1: Your friend is worried about theEnglish test the class is having on Friday. (giving some advice)Situation2: Your friend tries to cross the road and you see a car speeding towards him/ her.(giving some warnings)2.Have a discussion to make students list the rules for behavingproperly in the party and share the lists with all the classmates.Step three Homework:1. Review the expressions of giving advice, warnings and prohibitions.2. Write a short passage to persuade one of your relatives to give up smoking. The 4th Period Learning about languageTeaching aims:1. To get students to learn and master the usage of the new words and the useful expressions in the reading.2. To enable students to grasp the grammar: the use of “it”.Teaching procedures:Step one ReviewReview the main idea of the letter and the suggestions to quit smoking orally. Step two Word study1.Find words and expressions from the text and match.accustomed feeling foolish or uncomfortable because of somethingmanage stop doingashamed having an unborn child or young in the bodyautomatically pressure caused by the problems of living, too much work, etc. quit done without conscious thought, esp. as a habitstress in the habit of; used topregnant because ofmental succeed in doingadolescents of the minddue to a boy or girl in the period between being a child and an adult.plete the text with words from above. (Ex 1,P 20)1. Rice production has increased greatly in china over the last few years, largely _______super hybrid rice.2. Having lived in Hawaii all his life, he was not __________to the cold of Northern Europe.3. He was_________ of his body so he decided to go on a diet and do more exercise.4. In spite of her wounded leg, she ________to get up the stairs.5. He told me the same story _____________ until I felt like screaming.6. With exams only a week away, I am under a lot of ______.7. When I ____________playing sport I become very fat and unhealthy.8._______health is as important as physical health.9. Now that I am __________ I eat a good diet because I want my baby to be born healthy.10.___________often take more risks than adults.Keys: 1.due to 2. accustomed 3. ashamed 4.manage 5.automatically 6.stress7.quit8. Mental 9. pregnant 10.Adolescents3. Complete the text with words from below. (Ex 2, P21)Before filling in the blacks, review the meaning of each with the whole class. adolescents 青少年 cigarettes 香烟quit 停止，戒 drugs毒品due to 归因于 stress压力eventually 终于 alcohol酒addicted 上瘾的 manage管理，努力做Smoking ________, drinking ______or taking other_______ produce many harmful effects and have no real benefits. So why do __________do it? Some because they believe it makes them look cool. Others think it will help with _________in their life possibly_____ pressure from their parents or teachers. Some just want to see what it is like. What they don’t realize is that they will get into the habit and ________become _______. It will then be difficult to _____the habit. A few people ________to quit easily but for many it is a very painful process. Of course, the best way to deal with these drugs is not to start in the first place.Keys: 1. cigarettes 2. alcohol 3. drugs 4. adolescents 5. stress 6. due to 7.eventually 8.addicted 9.quit 10.manageStep three Discovering useful structures1. Go over the first reading passage again and find out all sentences with “it”.a. It’s a beautiful day here---b. It’s a mazing that at my age I am still fit enough to cycle 20 kilometres in an afternoon.c. It’s my birthday in two weeks time---d. Your mother tells me that you have started smoking and that you are finding it difficult to give up.e. Believe me, I know how easy it is to begin smoking and how hard it is to stop.f. This means that after a while your body becomes accustomed to having nicotine in it and ---g. As you know, if you do the same thing over and over again, you begin to do it automatically.h. I think I was addicted in all three ways, so it was difficult to give up.i. I didn’t know it could do terrible damage to your heart and lungs or that I was more difficult for smoking couples to become pregnant.j. When I was taken off the school football team because I was too slow, I knew it was time to quit smoking.k. It might help you to stop.2. Discuss with their partner about the use of“it” (pairwork)3. Explain the use of it.“It” can be used in the subject position to stand for an infinitive, -ing form or a clause.Impersonal “it” can be used to talk about time, date, distance or weather4. Let students sort all the sentences.It stands for an infinitive: h.It stands for-ing formIt stands for time: c.It stands for date:It stands for distance:It stands for weather: a.It stands for others: d, e, f, g, I, j, k5. Explain and extend.It stands for an infinitive: h.I think I was addicted in all three ways, so it was difficult to give up.真正的主语to give up it形式主语 structure: it is+ adj.+ to do---补充1.手头边有个小笔记本是个好主意。

高二人教版新课标必修五 Unit3 Life in the future Reading

Finance and
cuInrregnrcoyups, choose two of them to have a diLsacnugusasgieosn, then make notes in the table below.
Environment
Education
Houses
Communication
worried about, was unsettled, suffer from, nervous and uncertain
Emotional words –carry out LQ’s feeling before the journey and how he came to do a time travel.
advanced, interactive (交互式的) computers
One global language. Language is not the barrier to communicate with people from different countries.
internet schools
believe it so I have to remind myself c_on_s_t_an_t_ly___. I have no p_re_v_io_u_s__ experience, so at first I was u_ns_e_tt_le_d_____. Luckily, my friend and guide Wang Ping was very understanding and gave me much help. T_ra_n_s_p_or_te_d___by Wang Ping’s parents’ company, I arrived in the future in a time capsule. At first my new surroundings were difficult to t_o_le_r_at_e__. So I felt uncomfortable for l_a_ck__of fresh air. Wang Ping gave me a mask and h_u_r_ri_ed____ me to a small room for a rest. Soon I was b_a_c_k____ on my feet again. Then I followed Wang Ping to collect a hovering carriage d_ri_v_en__ by computer.

人教版高中英语必修五unit3lifeinthefuture-reading

Comprehending
1Inpairsanswerthesequestions. 1)WhydidLiQianggointothe future?
LiQiangwentintothefuturebeca usehehadwonaprizethatgavehi matour.
2)Howdidhefeelwhenhelefthisown time?
7.Whatwastheairlikethere?Inwhat waydidpeopletheretravel? Theairseemedthinasifithadlittleoxygenlef t;peopletheretravelledinahoveringcarriag edrivenbycomputer.
Goodchanges Badchanges
Time travel
cantraveltodiff after-
erenttimesasyo effectsoftrav
uwish
el
canmoves Transport wiftly
disorganised; difficulttofin dway
Goodchanges Badchanges
“Timelag”meansapersongetsflashb acksfromhisprevioustimeperiod.
3.HowdidtheytraveltotheyearAD30 08? Inatimecapsule.
4.Whoguidedmytrip? MyfriendWangPingismygui detothefuture.
ached
ArrivinghomeLiwas__s_h_o_w_iendt

人教版高中英语必修五Unit3《lifeinthefuture》课件

3. t_y_p_e___ v.打字；分类 ___ty_p_e_w_r_i_te_r_ n.打字机 ___ty_p_i_st__ n.打字员 4. _p_r_e_ss____ v.按；压 ___p_r_e_s_su_r_e_ n.压力
5. _co_n_s_t_an_t______ adj.不断的 ___c_o_n_s_ta_n_t_ly__ adv.不断地 6. _c_e_r_ta_i_n_____ adj.确定的 ____u_n_c_e_r_ta_i_n_ adj.不确定的
4. impression n. 印；印记；印象
原句Firstimpression((B5P17)) 第一印象
例句Your performance gave me a strong impression. 你的表演给我留下了很深的印象。
搭配
have an impression of sth,/doing sth. …记得某事/做过某事
(2)我的话对他不起作用。 What I said _m__a_d_e_n_o__im__p_r_e_s_si_o_n____ _o_n__h_im___.
make an impression on sb. 给某人留下印象
give sb. a favorable impression给某人以好印象
make no impression on 对……无影响/效果
运用根据汉语意思完成英语句子。 (1)你对他的印象如何? (他给你的印象怎
样?)
W__h_a_t_'_s_y_o_u_r_i_m__p_r_e_ss_i_o_n_o_f_h__im__?_____.
9. _i_n__a_ll__d_ir_e_c_t_i_o_n_s____向四面八方 10. b__e_o_p__ti_m__is_t_ic__a_b_o_u__t 对…感到乐观 11. _a_s_i_f__ 似乎；好像 12. _in__n_o__ti_m__e__ 立刻；马上

Unit 3 Life in the future 课件(18张PPT)必修5英语人教版

◆It had a _g_re_e_n_ wall, a brown floor and soft lighting.
◆The wall moved — it was made of _t_re_e_s_! Their
leaves provided the room with much-needed oxygen
a large building
It looks _______. I _____. I feel _______.
What's it like?
What did you do?
How did you feel?
3. After the journey
At home: ◆It is a large bright clean room.
Life in the future
Make a list of the problems human
are facing today.
Population Pollution Traffic Hunger Health ….
If you have the ability to travel across time and space (穿越时空), where would you like to go? Past or future? Why?
good or bad.
Time tr reasons
can travel to different times as you wish
Bad changes and reasons
after-effects of travel
Transport
can move swiftly