2019年高中英语Unit3LifeinthefutureSectionⅢGrammar_过去分词作状语教案(含解析)新人教版
高中英语 Unit 3 Life in the future Period Three课件 新人教版
success and happiness to his wife and children.
本 2． She accepted the gift，deeply moved (moved，moving)．
讲 栏
3． Seeing
(Seen，Seeing) those pictures，he couldn’t help
目
开
thinking of those days in Iraq.
关
4． Once poured (pouring，poured)，water cannot be taken
back. 5． Left (Leaving，Left) to itself，the baby began to cry. 6． Absorbed (Absorbing，Absorbed) in the research
encouraged by the progress he has made)，he works harder.
由于受到所取得的成绩的鼓励，他工作更努力了。
第四页，共10页。
知识(zhī shi)储备
3．过去分词作条件状语，在句中相当于一个条件状语从句。 Given more time (＝If they were given more time)，the trees
第七页，共10页。
Period Three
注意 过去分词短语作状语时，前面有时可 以加上when，if，while，though，even if， until，unless等连词，这种结构可以看作是一 种(yī zhǒnɡ)省略的状语从句(省略部分多为 “主语＋be的多种形式”)。需要注意的是， 省略的主语必须和主句的主语相同。
高中英语Unit 3 Life in the future 3 Gramm
号顿市安谧阳光实验学校Unit 3 Life in the future3.3 Grammar WritingGrammar: 过去分词作状语和定语Ⅰ．状语过去分词作状语，进一步说明谓语动词的动作和状态，即动作发生时的背景或状况。
其逻辑主语通常是句子的主语，且与主语之间构成逻辑上的“动宾关系”或在逻辑上构成“系表结构”。
过去分词短语在句中担任条件状语，原因状语以及时间状语时，通常放在句首；担任伴随状语或结果状语时，通常放在句末；担任方式状语时，一般位于句末，有时也可位于句首；担任让步状语时，一般位于句首，有时也可位于句末。
一、过去分词担任状语时的语法功能1. 原因状语☞Caught in a heavy rain，he was all wet．因为淋了一场大雨，所以他全身湿透了。
☞Frightened by the noise in the night，the girl didn’t dare sleep in her room．被夜晚的响声惊吓，那姑娘不敢睡在她的房间里了。
2. 时间状语☞Asked why he did it，the monitor said it was his duty．当被问及为何要做这件事时，班长说这是他的职责。
☞Approached in the dark the bulbs looked lonely and purposeless．在黑暗走近时，那些电灯显得孤单而无意义。
3. 条件状语和假设状语☞Grown in rich soil，these seeds can grow fast．如果种在肥沃的土壤里，这些种子能长得很快。
☞Given better attention，the accident could have been avoided．要是多加注意，那次事故就可以避免了。
4. 方式或伴随状语☞Surrounded by his students，the professor sat there cheerfully．那位教授在学生们的簇拥下，兴高采烈地坐在那儿。
高中英语Unit 3 Life in the futureThe First PeriodReadi
高中英语Unit 3 Life in the futureThe First PeriodReading教案新课标人教版必修5一，教学目标(teaching aims)Students’ Book: Warming up and Reading.1.能力目标（ability aim）a.Enable students to talk about their life at present.Look back to the life in the past.Predict the life in the future.b.Understand the text and try to find out what life in the future is like.c.Understand the details about the text and make a comparison among life in the past, lifeat present and life in the future.2.语言目标（language aim）Important words and phrases: take up; constantly; remind; lack of; lost sight of; sweep up;catch sight of二，教学重难点（Teaching important points）pare life in the past, life at present and life in the future.2.What is life in the future like? What changes will take place?三，教学方法(teaching method)a.Fast and careful reading.b.Asking-and-answering activity to check Ss’ understanding.c.Individual, pair or group work to finish each task.d.Discussion.四，教具准备（teaching aids）A computer, a projector五，教学步骤（teaching procedures）Step I Warming up1.Lead in the topic by the song “whatever will be will be”. Ask Ss about their predictionsabout future.2.Set a scene for the Ss. Imagine you are working for a tour firm. Your company organizespecial trip to transport people to the past and transport people in the past to your city. Ask Ss to organize the trip, and think of something which are representative of that age to introduce to those travelers.3.Do a life style investigation. Compare life in the past and life at present, let Ss have someimpression about the changes.Step II Pre-readingGet the Ss to discuss about the problems that human beings are facing today. (such as pollution, all kinds of shortages.) Make a prediction about the future. Which problems may be solved, and which will still be there. This part will prepare the Ss for the text.Step III Reading1.Get the Ss to read the text quickly and get the general idea. Give Ss a few minutes and then askthem to rearrange the correct order of some of the sentences picked out from the text.2.Ask Ss to scan the first two paragraphs quickly to get some basic knowledge of the travel, andthen check their understanding by asking some comprehending questions.3.Give Ss a few minutes to go through the third paragraph and to think over the questions. Getsome details on the environment in the future. Encourage them to find out the reasons for the terrible environment.4.Get Ss to read the forth and fifth paragraphs and find out something about both transportationand daily life in the future. Try to retell the daily life in Wang Ping’s house.5.Get Ss to close their books and try to review what they had read by judging some true or falsequestions.Step IV Follow up activityGet Ss to compare life at present and life in the future. Find out the changes on several items. Try to distinguish which changes are good and which are not good.。
高中英语真题：Unit3Lifeinthefuture_33
Unit3Lifeinthefuture、语法填空Last Monday, my father would be on a 1._________ (busy) tr ip for five days. Having gotten my promise of being great at h ome and taking care of my mother, he rest assured and put hi s luggage into the trunk of his car. 2.___________(see) my fath er’s driving away, my mother and I waved our hands and said goodbye to him. For a moment, I began to miss my father, 3._ _________(wish) that he would be safe and well the next days I thought everything would go well, as this was not the first time that my father 4.___________(be)away for several days. Yet,5.______________(fortunate), my mother caught a cold the ne xt morning. Looking at her pale face, I6.___________(experie nce) high levels of anxiety. However, I told myself that I had to calm down and look after my mum,7.____________ I promise d to my dad. The moment I got my mum to sleep, I put cold to wel on her forehead, found pills in the medicine box, and mad e some noodles for her. Luckily, she woke up and felt8._____ _____(good), after taking the pills and the noodles.9.________ ___her fever was gone relieved and satisfied me a lot. In the next four days, I was taking her body temperature twice a day, ensuring that she was completely well. To our delight, my dad went back home safely and healthily on Saturday. On hearin g 10._____________I had done to my mum, he, as well as my mum, beamed at me and gave me a big thumb. Hearing their praises and seeing bright smiles on their faces, I really felt ov erjoyed and thrilled. Conceivably, taking care of my parents w as, indeed and definitely, my mission and obligation。
高中英语 Unit 3 Life in the future Period
感顿市安乐阳光实验学校Unit 3 Life in the futureGrammar过去分词作状语【要点解读】● 过去分词可在句中作时间、条件、原因、让步、方式或伴随等状语。
这时分词动作与句子主语构成逻辑上的动宾关系。
如：Given time, he’ll make a first-class tennis player. （条件状语）Frightened by noises in the night, she no longer dared to sleep in her room. （原因状语）We finally climbed onto the top of the hill, completely tired out. （伴随状语）● 过去分词作时间、条件、原因、让步等状语时，可转换为对应的状语从句。
如：Questioned by the police about the fire, the man became tense.→The man became tense when he was questioned by the police about the fire.Written in a hurry, this article was not so good.→As it was written in a hurry, this article was not so good.● 过去分词作状语，前边可以加when, while, if, unless, once, as if, though等连词，构成“连词 + 分词”形式。
如：Generally speaking, when taken according to the directions, the drug has no side effect.Though warned of the danger, he still went skating on the thin ice. The research is so designed that once begun nothing can be done to change it.● 过去分词与句子的主语之间存在逻辑上的动宾关系；现在分词与句子的主语之间存在逻辑上的主谓关系。
学年高中英语unit3lifeinthefuture单元总结课件新必修
学年高中英语unit3lifeinthefuture单元总结课件新必修学年高中英语Unit 3 Life in the Future 单元总结课件（新必修5）一、教学目标本单元主要围绕“Life in the Future”这个主题，通过学习听力、阅读、语法、写作等各个环节，帮助学生了解未来生活的发展趋势，掌握相关语言知识，提高语言表达能力。
同时，通过学习本单元，学生还能够培养自己的想象力、创新能力和批判性思维。
二、教学内容本单元主要分为四个部分：1、Listening: 听一段关于未来生活的对话，了解未来生活的发展趋势。
2、Reading: 阅读两篇关于未来生活的文章，深入了解未来生活的各个方面。
3、Grammar: 学习现在完成时和被动语态的基本用法。
4、Writing: 写一篇关于自己对未来生活看法的文章。
三、教学重点与难点1、教学重点：掌握现在完成时和被动语态的基本用法；能够运用所学知识表达自己对未来生活的看法。
2、教学难点：理解听力材料和阅读材料中的细节信息；运用所学知识进行写作表达。
四、教学方法与手段1、教学方法：采用任务型教学法和合作学习法，通过小组讨论、角色扮演等形式，鼓励学生积极参与课堂活动。
2、教学手段：利用多媒体课件、实物展示等手段辅助教学，提高教学效果。
五、教学评价与反馈1、教学评价：通过课堂表现、小组讨论、作业等方式对学生的学习情况进行综合评价。
2、教学反馈：针对学生在学习中出现的问题，及时给予指导和建议，帮助学生改进学习方法。
六、教学反思与总结通过本单元的学习，学生能够更好地了解未来生活的发展趋势，掌握相关语言知识，提高语言表达能力。
在教学过程中，也发现了一些问题，如部分学生在听力材料和阅读材料的细节信息理解上存在困难，需要加强指导；部分学生在写作表达时存在语法错误和表达不准确等问题，需要加强练习。
针对这些问题，教师需要进一步优化教学方法和手段，帮助学生克服困难，提高学习效果。
高中英语Unit3LifeIntheFuture教案
Unit 3 Life In the Future教材分析I．教学内容分析：本单元的中心话题是“谈未来”，内容主要涉及人类对今后生活环境的想象、猜测和思考。
语言技能和语言知识主要围绕“未来生活”这一中心话题进行设计的Warming up 部分通过一个填表活动引导学生去回顾过去、认识现在和展望未来。
Pre-reading部分首先让学生列举一些当今世界存在的问题，接着要求学生考虑一下在未来社会里哪些问题会克服、哪些问题将恶化。
这样就为下面阅读做了铺垫。
Reading 部分以Li Qiang 发自宇宙空间站的电子邮件的形式向读者讲述了他是如何安全到达“未来世界”以及在“未来世界”的第一印象。
教师引导学生把阅读的重点放在“未来世界”生活与现在生活的不同点上。
Comprehending 设计了五个教学活动来加深学生对“阅读”(Reading )的理解和复习。
活动一设计了5个问题，考查学生对文章主要信息的理解。
活动二要求学生通过阅读找到“未来世界”在以下几方面的变化：跨时空旅行、交通、住房、城镇环境和空气质量。
接着学生应该在思考的基础上得出自己的结论，即哪些变化好，哪些变化不好，并说出理由。
活动三要求学生通过阅读来判断李强对未来的态度是乐观的还是悲观的。
学生应该在文中找出支持自己观点的论据或例子，尽可能说服别人。
活动四让学生概括每一段的大意和具体信息，并复述课文，更深入地理解课文内容。
活动五让学生朗读课文最后一段，注意语音语调和节奏。
Learning about language部分突出了本单元的一些重点语汇和语法，通过语篇来考察学生运用本单元部分词汇的能力的练习。
语法部分要求学生主动找出阅读语篇中饿重点结构—过去分词用定语和状语，然后加以应用。
教师要提醒学生既要注意语义(meaning )也要注意形式(form).Using Language部分涵盖了听、说、读、写四项语言基本技能。
summing up部分归纳了本单元的主要学内容并让学生自我检测一下效果。
高中英语 Unit 3 Life in the future Period Three Gramma
高中英语 Unit 3 Life in the future Period Three Grammar同步测试新人教版必修5基础落实Ⅰ.用所给词的适当形式填空1． Well ________ (manage)，his business soon took off.2． The woman scientist entered the room，________ (follow) by her assistants. 3． ________ (weaken) by successive storms，the bridge was no longer safe.4． Deeply ________ (touch)，I thanked him again and again.5． ________ (catch) in a heavy rain，he was late for work again.6． ________ (support) by a girl，the old man got off the bus.Ⅱ.句型转换1． Asked what had happened，he told us about it.________ ________ ________ ________ ________ ________ ________，he told us about it.2． If we were given more time，we would be able to do the work much better.________ ________ ________，we would be able to do the work much better. 3． Once translated into Chinese，the book would become very popular among Chinese teenagers.________ ________ ________ ________ ________ ________，the book would become verypopular among Chinese teenagers.4． She never speaks unless she is spoken to.She never speaks ________ ________ ________.5． She walked out of the house，and followed by her little daughter.She walked out of the house，and ________ ________ ________ by her little daughter.6． Because he was deeply moved，he began to cry.Because ________ ________，he began to cry.7． As I looked out of the window，I saw some students playing there.________ ________ ________ ________ ________，I saw some students playing there. 8． I found it hard to understand the English that was spoken by the native villagers.I found it hard to understand the English ________ ________ ________ ________________.Ⅲ.完成句子1． __________________________，the girl stood there without saying a word.因为对考试结果很失望，那个女孩站在那儿一句话也没说。
2019-2020年高中英语 (Unit3 Life in the future Period 3)
2019-2020年高中英语（Unit3 Life in the future Period 3）优秀教案新人教版必修5This is the third period of this unit.At the beginning of this period, the teacher should design some exercises to review what the students learned in the last period.The second period centers on the understanding of the passage First Impression.The teacher can begin with asking some questions or having a petition to make some sentences with“first impressions”according to the passage.This period mainly deals with listening and speaking.At the beginning, teachers focus on training the Ss’ listening.This listening content is about living in“Wonderworld”and a new kind of quilt, which Xiao Feng has invented.It can “think” for itself and bee warmer or cooler according to the weather.When training t he Ss’ listening ability, teachers should start with pre-listening, that is lead-in.If it is necessary, teachers had better introduce some background knowledge about the listening material.After that, ask the students to predict what the following listening material may be about according to the given information.Teaching students to listen in a proper way is the aim of this activity.A good listener should be able to predict according to some hints such as the topic, the questions listed, etc., to listen with the purpose of finding useful information and to ter, let the Ss listen to it.At the same time, teachers should design some simple questions.After that, the Ss have known some about the listening material, and then teachers can ask them to listen to it again to be ready for more difficult questions.If necessary, the Ss can be given another time to listen.While practicing, teachers had better give students some advice on how to do it well.Certainly, suppose there are many new words and expressions, teachers deal with them firstly.After practicing listening, the Ss are expected to learn some expressions about imagination. The topic is about what life will be like what life will be like in your hometown in 1000 years’ ter let the students work in pairs.Imagine you are two inventors and you have designed a new product, which you want to sell.First, you need to decide on your product.It can be anything that people might find useful in the future.It might save them time, make work easier or help in munication.Second, you will have to explain to the class exactly how your product works.It can use any branch of science.Third, you need to show that people will be willing to use it.During the course, teachers should rank class activities from the easy to the difficult.First, ask them to learn the expressions.Then, ask them to imitate it to have a dialogue.Finally, the students are expected to create a dialogue or discuss the given topic, using the expressions about imagination.This period lays emphasis on speaking and listening.The teacher should try his or her best to encourage the students to say something.Don’t always correct the mistakes that the students would make while speaking.Otherwise, the students would feel reluctant to speak out their opinions.Teaching Important PointsTrain the students’ speaking ability by describing, talking and discussion.Help the students improve their listening ability.Teaching DifficultiesTrain the students’ listening ability.Especially listen and under stand the key words and understand the speakers’ intention and attitude.Teaching Aidsa tape recorder, a projector, the blackboardThree Dimensional Teaching AimsKnowledge AimsLet the Ss know about some wonderful imagination.Get the Ss to learn how to express imagination.Ability AimsTrain the students’ speaking ability by describing, talking and discussion.Train the students’ listening ability.Develop the students’ imagination ability.Emotional AimsTrain the students’ ability to cooperate w ith others.Develop the students’ imagination ability.Teaching ProcedureStep 1 GreetingT: Hello, boys and girls.Ss: Hello, Miss Wang.Step 2 RevisionT: Today we will begin our lesson with a petition between groups.In the last period, we learnt about an e-mail written by Li Qiang.Now, please say something that you know about it.If you offer a plete sentence, you will be given ten marks.Your group will be given twenty marks when your expression is especially beautiful.S: Li Qiang paid a visit to the future in AD3005.S: He felt very nervous at first, but he felt much better after eating green tablets.S: He arrived on the earth in one thousand years by capsule.Ss: ...(The teacher should encourage more students to join in the petition.At the end of the petition, the teacher should announce the result of this petition.Praise the winner and encourage the losers.)Step 3 Listening(on Page 23)Task 1 Pre-listeningT: Let’s read the following phrases together.space creatures, living on another planet, new discoveries in space, why a space station spins, how to get water on Mars, ets, houses in a town on Mars, Martian creatures, atmosphere and gravityT: Can you understand those phrases?Please predict what you are going to listen may be about according to the phrases.Ss: It may be about life on the other planet.Task 2 First ListeningT: Now let’s listen to the tape to see whether what you predict is right or not.At the same time, you are asked to tick the things that you hear on the tape?Do Exercise One on Page 23.(After listening, let them check the answers.)Task 3 Second ListeningT: This time.You’d write down the answers to the four questions.Boys and girls, how can we write the answers fast and correctly?S: We should go through the questions first and keep them in mind.When we are listening, we just need to pay much attention to the sentences related to the answers.S: We needn’t write down each word of the answers.We just write down some key words. Later we can write down the plete answers with the help of these key words.T: You are clever.Now please get ready.First, look through the introduction to the listening material.Then, scan the questions.(Two minutes later, the teacher plays the tape.Then give Ss time to organize their sentences.)T: Let’s check the answers one by one.(If students make some mon mistakes or they seem to have difficulty in finding out answers, teachers can give them some hints and let them listen to it again.After that, check the answers.If the students feel it difficult to make sense about the key words and understand the speakers’ intention and attitude, the teacher should give them some help.)Task 4 Post-listeningT: After listening, would you please answer some questions?1.What did you hear on the tape?2.Do you think people in the future will be able to live in“Wonderworld”?Why do you think so?(At this part the teacher may have the students present what they have heard on the tape and show their own opinion on living in“Wonderworld”.If possible, t he teacher may have some of the students do the presentation work in class.By doing this, the students can get full understanding of what the tape is talking about.) Step 4 Post-listening(on Page 55)Task 1 Pre-readingT: Now let’s learn about a magic q uilt.Xiao Feng has invented this new kind of quilt.It can“think”for itself and bee warmer or cooler according to the weather.Let’s read the following words and phrases on Page 55.Try to pronounce them correctly.Task 2 First ListeningT: Now, let’s liste n to the tape and tick the things you hear on the tape.(Later ask the students to check the answers.)Task 3 Second ListeningT: Just now we have listened to it and know some advantages of this special quilt.Suppose you are marketing manager in the pany that makes the quilts.So youhave been asked to find areas in the world to sell the quilt.Listen to the tape again and think of the places where the quilt will work best.You will be asked to finish Exercise Two.It will work best in __________ winters and__________ summers.(After listening, let the students check the answers.)Task 4 Post-listeningT: You did a very good job just now.Let’s go on to fill in the e your atlas if you need more information.Add two other places you think will be the rightCountry Suitable climate Possible area to sellquilts?Why?London, UK Humid all year roundToronto, Canada Very cold, dry wintersCape Town, South Africa Hot, dry summersMombasa, Kenya Hot, humid summersYakutat, North USA Very cold, humid winters(If the students have some difficulty, let them listen to the tape a third time.Then give them about three minutes to consider and discuss with their partners.Finally check the answers and exchange their opinion.)Step 5 SpeakingTask 1 Lead-inT: Boys and girls, are you sure what will happen to you tomorrow?S: No.No one knows what will happen tomorrow.T: I agree with you.When we express what will happen, what expressions do we often use?S: Is it possible that...?S: Suppose that...T: Good.We often use them to express our imagination.Besides those, we also use the following:I wonder if...Do you imagine that...?I wonder if...Is it likely/unlikely that...?Do you suppose that...?Perhaps/Maybe/Possibly...Mostly likely...Probably...Task 2 PracticeT: Now please use these expressions to list some questions about what life will be like in your hometown in 1000 years’ time.Then exchange your questions with your partner.After that, get together with another pair and answer their questions and ask them your questions.Four students make up a group.By asking and answering, you four choose the best questions and answers.Finally each group will choose a representative to give a talk to the class.Task 3 TalkingT: Now let’s work in pairs.Imagine you are two inventors and you have designed a new product, which you want to sell.First, you need to decide on your product.It can be anything that people might find useful in the future.It might save them time, make pe ople’s work easier or help in munication.Second, you will have to explain to the class exactly how your product works.It can use any branch of science.Third,imaginary products may help you.1.These“flying boots”are operated by a small puter chip.They will rise straight up from the ground and hover or move quickly forwards or backwards.Press the switch in your hand once to start and twice to stop.2.Another time-saving invention.This is a shirt that cleans itself as you wear it.Heat from your body warms the shirt and it attracts water vapor from the air.When there is enough water the shirt releases chemical, which cleans itself as you wear it.3.Never pay for electricity again!This light bulb absorbs light from the sun and stores it.When you turn it on at night, the light is released so the bulb gives off“free”light.(As usual, the teacher won’t forget to give ments on what the students do, including the teacher’s words prai sing what they are doing in the first few stages.Only in this way are the students encouraged to talk freely about what they want to say and why they think so.)Step 6 SummaryT: In this period, we mainly focus on the speaking and listening abilities.If you feel listening or speaking poor, you had better practice more.Practice makes perfect.After class, would you please do so?Today’s homework is to invent what you want to own in the future.Then prepare for description of how it will work and what advantages of using it.The Design of the Writing on the BlackboardUnit 3 Life in the futureUseful expressions on discussing imaginationIs it possible that...? Suppose that... I wonder if...Do you imagine that...? I wonder if...Is it likely/unlikely that...? Do you suppose that...?Perhaps/Maybe/Possibly... Mostly likely... Probably...Research and ActivitiesRead the following material about Mars, and then write a passage about whether people in the future will be able to live on the Mars.In the passage, you will be asked to present your opinion and try to persuade others to believe in your imagination.Basic atmospheric dataThe Martian atmosphere is posed mainly of carbon dioxide (CO2).It is very thin (less than 1 percent of the Earth’s atmospheric pressure).Evidence suggests that the atmosphere was much denser in the remote past and that water was once much more abundant at the surface.Only small amounts of water are found in the lower atmosphere today, occasionally forming thin ice clouds at high altitudes and, in several localities, morning ice fogs.Nitrogen, oxygen, carbon monoxide, and the rare gases (neon, argon, krypton, and xenon) also are present in small quantities.The characteristic temperature in the lower atmosphere is about 200 K, which is generally colder than the average daytime surface temperature (250 K).It decreases upward from the surface at about 1.5 K per vertical kilometer.Unlike that of the Earth, the total mass (and pressure) of the atmosphere experiences large seasonal variations, as carbon dioxide“snows out”at the winter pole.The annual variation of surface pressure was measured to be about 26 percent of the mean atmospheric pressure (7-8 millibars) at the lander sites, equivalent to some 7.9×1012 metric tons of carbon dioxide.Although the Martian atmosphere is thin, it supports a variety of clouds.White clouds are water ice, while the“yellow”ones are dust storms that throw dust into the atmosphere to heights of 10 km (6 miles) or more.Even in the absence of storms, the atmosphere is never clear of dust, which greatly affects atmospheric structure.Reference for TeachingExploring the planet MarsPeople on Earth have always been interested in the planet Mars.Recently, that interest has increased because several successful spacecraft have been placed in orbit around Mars.These include the American space agency’s Mars Global Surveyor and Mars Odyssey and the European Space Agency’s Mars Express.Perhaps the most exciting event took place on January third.That is when the first of two Mars exploration vehicles successfully landed on the Red Planet.The first lander is named“Spirit”.It came to rest in an area of Mars named Gusev lions of people used their puters to link with NASA’s Int ernet Web site to see photographs sent back by Spirit.On January fifteenth, NASA scientists told Spirit to use its six wheels to move off the landing device.It did this successfully and rolled on to the surface of Mars.Excited NASA officials said Spirit was now ready to begin its task of exploring the surface of the Red Planet.On January twentieth, scientists told the exploration rover to use one of its tools to study the soil near the rock.The next day, Spirit began having problems.It answered radio signals, but it would not send back scientific information.NASA officials began to work to correct the problem with Spirit’s puter.The part of the puter that stores information was not working correctly.On February 1st, NASA announced that Spirit’s puter m emory had been successfully repaired.It will begin scientific examinations of rocks later this week.The second vehicle is named“Opportunity”.It landed in an area of Mars called Meridiani Planum.NASA scientists say Opportunity landed inside a large hole in the surface of the planet.Photographs from Opportunity show several large formations of rock.The photographs clearly show this rock is below the surface.NASA scientists say the rock they see in the photographs is not like anything they have ever seen before.NASA officials say they have discovered and confirmed that Opportunity landed on an area of Mars that is rich in the mineral crystalline hematite.On Earth such hematite usually forms in the presence of water.Scientists want to know if the hematite on Mars was formed under water too.Some evidence suggests that long ago the Meridiani Planum area of Mars was wet and held water.Opportunity will search for more evidence of water and any evidence that some kind of life could have existed in the area.When they get to an interesting area they reach out with a mechanical arm that carries several tools.The arm carries the microscope, two instruments for identifying what the rock is made of and a tool for cutting into the rock.Scientists say that Spirit and Opportunity will explore the surface of Mars for as long as ninety days.The rovers will be exploring the surface in an effort to find evidence of water on Mars.Water is extremely important to any future human exploration of Mars.The two devices are trying to discover if we have not been alone in the universe.They are trying to answer the question: Is there any evidence that life once existed on the Red Planet?UN calls for greater efforts to protect environment U.N.Secretary General Kofi Annan said that t he theme of this year’s World Environment Day is Connect with the World Wide Web of Life, “a choice that reflects the need for every one of us to recognize our role in preserving our fragile planet and the ecosystems, resources and natural process that bin d us all together.”“More than ever, life on Earth requires of us a sense of universal responsibility—nation to nation, person to person, human to all other forms of life, ”he said.Klaus Toepfer, executive director of the U.N.Environment Program, said that the riches of the information age are being felt by everyone on earth, however, the world’s old problems are enduring and urgent, citing the looming threats of inequalities brought about by the forces of globalization, poverty, reduced food security, the intricate balance between population, resources and the environment, the challenge of sustainable development and the relationship of all these to thefuture of humanity and the environment.“The theme of this year’s World Environment Day is a reminder that the earth with all its plex, interlocking ecosystems, is the foundation of our lives.It is our mon heritage.The bounty of nature is one and indivisible.It knows no frontiers, no territorial borders, ”he said.He noted that human beings are a part of a vast web of interconnected species and systems that fit together in intricate ways, enabling the whole system to continue.“There are limits to how much our population can grow, and how much we can alter our surrounding environment, without causing changes that will reverberate throughout that web and jeopardize our own future, ”he said.He called on governments and people worldwide to join hands and take mon steps to protect environment so as to pass a safe, clean world to human’s offspring.温馨提示：最好仔细阅读后才下载使用，万分感谢！。
高中英语 Unit 3 Life in the future Section Ⅲ Learning
2016-2017学年高中英语Unit 3 Life in the future Section ⅢLearning about Language & Using Language课时作业新人教版必修5编辑整理：尊敬的读者朋友们：这里是精品文档编辑中心，本文档内容是由我和我的同事精心编辑整理后发布的，发布之前我们对文中内容进行仔细校对，但是难免会有疏漏的地方，但是任然希望（2016-2017学年高中英语Unit 3 Life in the future Section ⅢLearning about Language & Using Language课时作业新人教版必修5）的内容能够给您的工作和学习带来便利。
同时也真诚的希望收到您的建议和反馈，这将是我们进步的源泉，前进的动力。
本文可编辑可修改，如果觉得对您有帮助请收藏以便随时查阅，最后祝您生活愉快业绩进步，以下为2016-2017学年高中英语Unit 3 Life in the future Section ⅢLearning about Language & Using Language课时作业新人教版必修5的全部内容。
Unit 3 Life in the futureSection ⅢLearning about Language & Using Language Ⅰ.单句语法填空1．All the neighbors admire this family,________the parents are treating their child like a friend.答案：where2．They were both________(certain) about what to do and went to their uncle for help.答案: uncertain3．He gets the juice from the grapes by________（press） them。
2019_2022学年高中英语Unit3LifeinthefutureSectionⅢ—UsingL
SectionⅢ—UsingLanguage,SummingUp&LearningTip一、单词拼写1.Do you want to be one of space (居民)?答案:citizens2.Some people are (贪婪的) for money and something alike. 答案:greedy3.Just for an (片刻)I thought he was going to refuse.答案:instant4.When did they (定居)down in the city?答案:settle5.I can’t imagine the life in a (太空)station.答案:space二、用以下单词或短语的正确形式填空1.I the hobby at the age of six.答案:took up2.Many houses are by the flood.答案:swept away3.An will not complain about the difficulties in life.答案:optimist4.He is in responsibility.5.She left out a cry of surprise when she the big diamond.答案:caught sight of6.He the rope to the post.答案:fastened7.I the car to catch up with that blue one.答案:speeded up8.He didn’t realize that he was by dangers.答案:surrounded9.She is changing her mind.答案:constantly10.His words are deeply upon my memory.答案:impressed三、用适当的介词或副词填空1.The leaves were swept into the air by the wind.答案:up2.The crowds fled all directions the moment the bomb exploded. 答案:in3.The little girl pressed her nose the window.答案:against4.Whatever difficulty he met,he is always optimistic it.5.My teaching style is similar that of most other teachers.答案:to★四、阅读理解(2021·北京高考改编)Humans produce more than 300 million tons of plastic every year.Almost half of that winds up in landfills(垃圾填埋场),and up to 12 million tons pollute the oceans.So far there is no effective way to get rid of it,but a new study suggests an answer may lie in the stomachs of some hungry worms.Researchers in Spain and England recently found that the worms of the greater wax moth can break down polyethylene,which accounts for 40% of plastics.The team left 100 wax worms on a commercial polyethylene shopping bag for 12 hours,and the worms consumed and broke down about 92 milligrams,or almost 3% of it.To confirm that the worms’ chewing alone was not responsible for the polyethylene breakdown,the researchers made some worms into paste(糊状物) and applied it to plastic films.14 hours later the films had lost 13% of their mass—apparently broken down byenzymes(酶) from the worms’ stomachs.Their findings were published in CurrentBiology in 2021.Federica Bertocchini,co-author of the study,says the worms’ ability to break down their everyday food—beeswax—also allows them to break down plastic.“Wax is a complex mixture,but the basic bond in polyethylene,the carbon-carbon bond,is there as well,〞she explains.“The wax worm evolved a method or system to break this bond.〞Jennifer DeBruyn,a microbiologist at the University of Tennessee,who was not involved in the study,says it is not surprising that such worms can break down polyethylene.But compared with previous studies,she finds the speed of breaking downin this one exciting.The next step,DeBruyn says,will be to identify the cause of the breakdown.Is it an enzyme produced by the worm itself or by its gut microbes(肠道微生物)?Bertocchini agrees and hopes her team’s findings might one day help employ the enzyme to break down plastics in landfills.But she expects using the chemical in some kind of industrial process—not simply “millions of worms thrown on top of the plastic.〞1.What can we learn about the worms in the study?A.They take plastics as their everyday food.B.They are newly evolved creatures.C.They can consume plastics.D.They wind up in landfills.答案:C解析:细节理解题。
高中英语 Unit3 Life in the future Reading3 新人教版必修5
What will be para 3-4 mainly about?
( ) environment ( ) education
( ) transport
( ) munication
( ) work
( ) housing
It is large, bright and clean. 3.What were there in the room?
It had a green wall, a brown floor and soft lighting.
4.What was the wall made of? And why?
Environment
Problem Solution Feeling
air was _t_h_in__; _li_t_tl_e_ oxygen; _a__la_c_k__o_f__ fresh air headache
put on a mask better
In the year 3008, the air_w_a_s__t_h_in_______, as though there was _li_tt_le__o_x_y_g_e_n__le_f_t. Because of _a_l_a_c_k_o_f_f_r_e_s_h_a_i_r__, my head _a_c_h_e_d__. So I had to _p_u_t _o_n_a__m__a_s_k_ and had a rest.
Transport Operator(操作员) Experience
Impression
Hovering carriage
2019年高中英语 Unit 3 Life in the future Section Ⅲ Usin
课堂达标验收新人教版必修5Ⅰ.单词拼写导学号 491522821．Long ago _enormous__(巨大的) animals lived on the earth.2．The people in both countries are overjoyed about the peaceful _settlement__of dispute.3．He is _imitating__(模仿) what I'm doing.4．What's the _postage__(邮资) on this parcel?5．We use high－quality raw _material__(材料) for our goods.6．Don't throw the waste away. Put it into the _dustbin__.7．The polluted water has changed the _ecology__of the whole area.8．Always chew food well before _swallowing__(吞咽) it.9．She stared at the diamonds with _greedy__(贪婪的) eyes.10．This envelope is made from _recycled__(再生) paper.Ⅱ.选词填空导学号 49152283They_are_representative_of__the interests of the people.2. Natives_were_amazed_at__the sudden appearance of this white stranger.3．When I saw him, he_was_absorbed_in__the book.4．She called the police_the_instant__he left.5．He_described__himself_as__a doctor.6．This car is running_at_a_speed_of__100 km/h.7．His brother is a young man who_is_greedy_for__success.8．The fire_swallowed_up__the house.9．The headmaster_reached_a_settlement__with the parents whose children were injured in the schoolyard.10．What is the best way to_dispose_of__used batteries?Ⅲ.单句改错导学号 491522841．Instant she read the letter, she began to cry._Instant→The_instant__2．They have a large variety of goodses in the shop._goodses→goods__3．The way you work is far from efficiency._efficiency→efficient__4．Are their opinions representative about the views of all workers?_about→of__5．The roots of the plant are greedy to water._to→for__6．I lay on the ground stared at the stars above._stared→staring__解析：1.the instant可以作连词，引导时间状语从句，表示“一……就……”。
高考英语 经典实用 Unit 3 Life in the future要点梳理+重点突破 新人教版必
高考英语经典实用 Unit 3 Life in the future要点梳理+重点突破新人教版必修5要点梳理高效梳理·知识备考●重点单词1．impression n．印象；感想；印记→impress v．给某人深刻印象→impressive adj.给人深刻印象的2．constant adj.时常发生的；连续不断的→constantly adv.不断地3．previous adj.在前的；早先的4．guide n．指导；向导；导游 vt.指引；指导5．surrounding n．周围的事物；环境 adj.周围的→surround vt.围绕6．tolerate vt.容忍；忍受7．lack vi. & vt.缺乏；没有 n．缺乏；短缺的东西8．adjustment n．调整；调节→adjust vt.调整；使适应9．press vi. & vt.按；压；逼迫n.按；压；印刷；新闻→pressure n．压力10．fasten vt.系牢；扎牢11．switch n．开关；转换 vt.转换12．optimistic adj.乐观(主义)的→pessimistic(反义词)13．desert n．沙漠；荒原14．typist n．打字员→typewriter n．打字机15．instant n．瞬间；片刻 adj.立即的；立刻的→instantly adv.马上16．greedy adj.贪吃的；贪婪的；贪心的17．representative n．代表；典型人物 adj.典型的；有代表性的→represent v．代表18．settlement n．定居；解决→settle v．定居；解决→settler n．定居者●重点短语1．take up拿起；接受；开始；继续2．be back on one’s feet (困境后)恢复；完全复原3．lose sight of看不见4．sweep up打扫；横扫5．slide into (快捷而悄声地)移动；溜进……6．speed up加速7．as a result 结果8．be similar to... 与……相似9．in all directions 向四面八方10．show...around... 带领某人参观●重点句型1．At first my new surroundings were difficult to tolerate.起初，我的新环境很难忍受。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
Section Ⅲ Grammar—过去分词作状语语法图解探究发现1．①Worried about the journey, I was unsettled for the first few days.②Given better attention, the trees could grow better.③Described as an enormous round plate, it spins slowly in space to imitate the pull of the earth’s gravity.2．①Hit by a lack of fresh air, my head ached.＝ Because I was hit by a lack of fresh air, my head ached.②I stared at the moving model of the waste machine, absorbed by its efficiency.＝ I stared at the moving model of the waste machine, and was absorbed by its efficiency.3．①When offered help, one often says “Thank you” or “It’s kind of you.”②The research is so designed that once begun nothing can be done to change it.[我的发现](1)作状语用的过去分词(短语)和句子的主语之间有逻辑上的动宾关系，或称为被动关系。
(2)第一组句子中的过去分词(短语)分别在句子中作：①原因状语；②条件状语；③伴随情况或方式状语。
(3)比较第二组句子可知，作状语用的过去分词(短语)可以转化成相应的状语从句或并列句。
(4)从第三组句子可知，表示时间、条件、方式、比较或让步的状语，可用“从属连词＋过去分词”结构。
可用于该结构中的从属连词有：when, once, while, if, unless, as if, as, than, though, although等。
一、过去分词作状语的类型过去分词作状语，可以表示时间、让步、条件、原因、方式和结果，相当于一个状语从句。
其逻辑主语为主句的主语，且与主句主语之间构成逻辑上的被动关系。
1．作时间状语相当于时间状语从句。
可在过去分词前加上连词“when, while, until”等，使其时间意义更明确。
When asked for his views about his teaching job, Philip said he found it very interesting and rewarding.当被问到对教学工作的观点时，菲利普说他觉得它既有趣又有意义。
2．作原因状语相当于原因状语从句或并列句。
Absorbed in painting, John didn’t notice evening approaching.(2015·天津高考单选)＝ Because John was absorbed in painting, he didn’t notice evening approaching.＝ John was absorbed in painting, so he didn’t notice evening approaching.由于专心画画，约翰没有注意到夜幕正在降临。
3．作条件状语相当于条件状语从句。
可加连词if, unless等转换成条件状语从句。
Used with care, one tin will last for six weeks.如果用得仔细的话，一罐可以够用六周。
4．作让步状语相当于让步状语从句。
有时可加although, though, even if, even though, whether ... or等连词转换成让步状语从句。
Defeated by his opponent, he never gave up any hope.＝ Although he was defeated by his opponent, he never gave up any hope.尽管被对手击败，但是他从没放弃希望。
5．作方式、伴随状语相当于and连接的并列句。
She accepted the gift, deeply moved.＝ She accepted the gift, and she was deeply moved.她接受了礼物，深深地被感动了。
[名师点津] 值得注意的是，有些过去分词(短语)因来源于系表结构，作状语时不强调被动而重在描述主语的状态。
这样的过去分词(短语)常见的有：lost (迷路)；seated (坐)；hidden (躲)；lost/absorbed in (沉溺于)；dressed in (穿着)；tired of (厌烦)。
Lost in thought, he didn’t hear the bell.由于陷入沉思之中，他没有听到铃声。
[即时演练1](1)用所给词的适当形式填空①(2017·全国卷Ⅰ改编)Developed (develop) by two doctors in the U．S. Department of Agriculture, it’s an excellent water collector.②(2015·重庆高考改编)Raised (raise) in the poorest area of Glasgow, he had a long, hard road to becoming a football star.③(2014·湖南高考改编)Children, when accompanied (accompany) by their parents, are allowed to enter the stadium.④Founded (found) in the early 20th century, the school keeps on inspiring children’s love of art.⑤Translated (translate) into English, the sentence was found to have an entirely different word order.(2)句型转换①When it is seen from the top of the hill, the town looks more beautiful.→Seen_from_the_top_of_the_hill,_the_town_looks_more_beautiful.②Because they were deeply moved by the film, the children began to cry.→Deeply_moved_by_the_film,_the_children_began_to_cry.③If we were given more time, we could do it much better.→Given_more_time,_we_could_do_it_much_better.④The president of the company came to the factory, and he was followed by some workers.→The_president_of_the_company_came_to_the_factory,_followed_by_some_worker s.二、过去分词作状语时的位置过去分词作条件、原因及时间状语时，通常放在句首；作伴随、结果状语时，通常放在句末；作方式状语时，一般放在句末，有时也放在句首；作让步状语时，一般放在句首，有时也放在句末。
Told that his mother was ill, Li Lei hurried home quickly.(原因状语)得知母亲生病了，李雷迅速赶回了家。
The old man walked into the room, supported by his son.(方式状语)老人在儿子的搀扶下走进了房间。
三、过去分词的独立结构作状语过去分词作状语时，有时在分词前加上自己的主语，这种带有自身主语的过去分词被称为过去分词的独立结构。
过去分词的独立结构在句中作状语时，通常可表示时间、原因、条件等。
Much time spent sitting at a desk, office workers are generally troubled by health problems.(2015·江苏高考单选)很多时间都坐在办公桌旁，办公室职员一般都受到健康问题的困扰。
[即时演练2] 用独立主格结构作状语改写句子①After the lecture was given, a lively questionandanswer session followed.→The_lecture_given,_a lively questionandanswer session followed.②The factory produced many famous cars, none of which were shipped to foreign countries.→The f actory produced many famous cars, none_of_them_shipped_to_foreign_countries.③Because extra money was given to the poor, he felt very happy.→Extra_money_given_to_the_poor,_he felt very happy.四、过去分词与现在分词作状语的区别过去分词与句子的主语之间存在逻辑上的动宾关系，即表示被动；现在分词与句子的主语之间存在逻辑上的主谓关系，即表示主动。
[助记] 分词作状语记忆口诀分词作状语，主语是问题。
前后两动作，共用一主语。
主语找出后，再来判关系。
主动用ing，被动用ed。
Used for a long time, the book looks old.(动宾关系)由于用了很长时间，这本书看上去陈旧。