人教版必修五B5U3文本研读

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新人教必修五unit3课文重点讲解

9.
These hovering carriages float above the ground and by bending or pressing down in your seat.
1）by+
doing 用某种方式或手段, 如, They put out the fire by pouring water on it. 他们泼水扑灭了火；
2）you
get是定语从句，修饰the “jet lag”, 省略了关系代词which/that(作get的宾语)；when flying是省略句，省略了主语you和谓语动词的一部分were；instead位于句首或句末，作状语，引出与上文不同的内容。
3)
previous adj.先前的；以往的；（时间上）稍前的 No previous experience is necessary for this job. 这一工作无需相关的经验。 I couldn't believe it when I heard the news. I had only seen him the previous day. 听到这个消息时，我不敢相信；我就在前一天还见到过他。知识拓展：previously adv. 先前的；早先 The building had previously been used as a hotel. 这座楼房早先曾用作旅馆。
2）bend
弯曲；使弯曲；弯腰；弯身；常用搭配有: bend one's mind/efforts to sth. 致力于某事；bend sb. to sth. 迫使；说服 bend the truth 歪曲事实 It's hard to bend an iron bar. 把铁棒弄弯很不容易。 ①She __________and kissed her daughter. 她低下头吻了她的女儿。 bent her head ②The road_______ sharply_______. 路向右急转弯。 bent …to the right.

人教版必修五B5U3文本研读课件

引导学生将文本中的社会现象与现实生活进行联系，探讨这些现象在现实生活中的存在和影响，提高学生的社会洞察力。
社会现象的思考
通过文本中对人性的深入挖掘，引导学生思考人性的复杂性和多面性，进而反思自己的行为和处事方式。
人性探索的启示
鼓励学生借鉴本文的文学手法和表达方式，进行文学创作尝试，提高学生的文学素养和写作能力。
目的
背景
本课件适用于高中阶段的学生。
适用年级
适用学科
前提条件
本课件主要适用于语文学科的教学。
学生应具备一定的阅读基础和文学鉴赏能力。
03
02
01
文本解读部分
分别对文本的主题、情节、人物塑造等文学要素进行深入解读和分析，帮助学生理解文本的内涵和意义。
导入部分
通过简要介绍文本背景和作者，激发学生的学习兴趣和阅读欲望。
03
分享阅读心得与体会
鼓励学生之间互相分享阅读心得和体会，激发彼此的阅读热情，共同进步。
01
自主选择阅读材料
鼓励学生根据自己的兴趣和喜好，自主选择阅读材料，拓宽阅读范围和视野。
02
深入研读经典作品
推荐学生深入研读一些经典作品，如名著、古诗词等，感受其中的文学魅力和思想深度。
THANKS
感谢您的观看。
在阅读过程中，学会抓住中心思想，总结文本主旨，加深对文本的理解。
关注时事热点，了解不同领域的知识，有助于更好地理解各类文本。
阅读时需要保持专注，避免浮躁情绪影响学习效果。
避免浮躁
遇到难以理解的文本时，不要气馁，可以结合背景知识、查找资料等方式，逐步攻克难关。
克服畏难情绪
在理解文本的基础上，关注文本背后的思想内涵，而非简单死记硬背。

[新版]人教课标版高中英语必修五_Unit3_Reading名师教案[精]

2.学习与未来社会相关的词汇。
语义目标：
1.学生能认识现在，展望未来，激发学生的想象力；
2.学生能深入理解文章内容，并复述课文。
语用目标：
1.能谈论个人对未来社会的想象；
2.能通过对比分析想象未来社会中人们解决现有问题的方法；
学习策略：
1.通过略读文章找处细节，归纳文章的主题思想；
2.能运用跳读策略寻找细节信息
Unit3 Reading名师教学设计
Book5Unit3: Life in the future
Section 1阅读课框架单
教材版本：人教版册数：Book 5单元：Unit 3课型（课时）：阅读课-Section1
教
材
分
析
本单元的中心话题是“未来生活”，阅读材料为作者写给父母的一封电子邮件，邮件中描写了作者如何获得穿越时空的机会，怎样乘坐时空穿梭机穿越到AD3008，并且详细表述了在未来世界中的所见所感。该阅读课共分为热身（Warming up）、读前活动（Pre-reading）、阅读（Reading）、理解（Comprehending）四个环节。热身部分通过引导学生讨论当今生活中人们所使用的交通工具、通讯工具、金融货币、语言……等方面，让学生展望一千年后这些东西会有怎样的变化，并在此过程中学习本单元即将出现的生词；读前部分的三个问题引导学生结合生活实际列出现代社会人们所面临的问题，同时想象一下这些问题在AD3008的时候是否已经解决，从而引起学生阅读的兴趣，让学生带着问题：“未来社会中人们是否面对同样的问题？他们是怎么解决这些问题的？”来阅读整篇文章；阅读部分主要介绍了作者怎样穿越到一千年以后的社会，并描写了未来社会中使用的交通工具以及居住环境；理解部分设置的四个练习，第一和第三题是合作讨论的练习，要求学生讨论回答四个问题并寻找细节用以分析作者对未来社会的态度。第二题是开放性练习，让学生就未来社会中产生的变化给予评价。第四、五题是能力提升性练习，要求学生能通过细节总结各段的段落大意，通过最后一段的朗读练习，提高自己的语音语调。

人教版高中英语必修五Unit3 Reading课件

traffic jam
Li Qiang
a boy who was given a chance to travel to the year AD3008 as a prize. He is now writing to his parents about his exciting and unforgettable tour…
Changes from ancient times to modern society
Transport Work Finance and currency Languages Environment Education Houses Communication
The Change of Life
c-------a-------b------d
Go through the first two paragraphs quickly, then answer the following questions:
1. Why did I have the chance to travel to the year AD 3008? 2. What is a “time lag”? 3. How did I feel when I was in the capsule ?
poverty war violence
Other issues
overpopulation
Help
What are the bad results of so many cars here? pollute the environment take up too much room to park…
to have a rest.
3. What do you think has caused this kind of problem? Now we are causing more and more pollution to the nature, this will cause serious problems to the life in the future. This may be the cause of the lack of fresh air in the future.

人教版高中英语必修5课件：Unit3 Workbook (共76张PPT)

S2: Isn’t that a little uncomfortable?
S2: No. We thought about that. We gave the material a special coating to keep water away from the skin and to store it in the fibres. When they are full of water the shirt begins to clean itself.
S1: How will you know if the shirt is doing its job?
S2: If the shirt is working well it will appear white. When the shirt is blue, it’ll mean the shirt is too old and isn’t working properly. It’ll also mean it’s time to throw it away. We think all our shirts should be able to deal with any level of water vapor in the atmosphere.
Talking What will you think of next?
Thomas Edison invented the electric bulb after thousands of unsuccessful experiments.
James Watt
steamer
By watching how the steam raised the lid, Watt improved the steam engine.

人教版新课标高中英语 2019-2020年必修五第三单元 B5U3 Life in the Fu

to
___g_et__re_a_d_y _f_or__ some visits in the
next day, and __p_r_o_d_u_c_e_d a bed for me to
rest. __E_x_h_a_u_s_te_d___, I ___s_li_d_ into the
bed and fell __f_a_st__a_s_le_e_p_.
3. How did I feel when I was in the capsule at first?
I felt nervous and uncertain at first.
4. Who guided my trip?
My friend Wang Ping was my guide to the future.
3. How did people go round in the future? By hovering carriages
New transport 1. Be driven by computer
hovering carriages
2. Float above the earth
3. By bending and pressing down in your seat.
After the writer was transported to the future, he was hit by a lack of fresh air.
2. How did Wang Ping solve this problem?
Wang Ping gave a mask to the writer and hurried him through to a small room nearby to have a rest.

高中语文人教版必修5单元主题悦读(三) Word版含解析.doc

话题三含英咀华咬文嚼字，令文化之花更灿烂近年来，《咬文嚼字》杂志开设专栏，为当代著名作家的作品挑错。

在我看来，这一举措会促使文学再次成为一方净土，还传统文化与正统文化一份本真与圣洁。

因此，咬文嚼字，必然会令文化之花更加绚烂。

所谓咬文嚼字，便是认真推敲语言文字，乃至文史知识方面的运用。

试想，倘若连被尊为经典的书籍当中也有小儿科的知识性错误，那么谁还会保持对文化原有的那份敬畏，又有多少人会被误导？由是观之，咬文嚼字亦是必须。

再看当下，书刊界、影视界，颠覆、戏说之风方兴未艾。

诸葛亮成了营销高手，潘金莲成了形象大使，孙悟空成了好员工，而各种切割、拼凑的另类图书也总能在畅销热卖区找到一席之位。

然而其背后却是传统文化精神的缺失，人们在娱乐中贱卖着自己的灵魂。

可见，咬文嚼字乃大势所趋，它不仅应当消除名家作品中的错误，更应当祛除用以掩饰内心浮躁的荒诞颠覆，还文学作品一份可信度，令文化之树常青。

若想将“咬文嚼字”这一行动进行到底，只靠一份杂志的力量远远不够。

正如卢梭所说：“我们必须学会再次醒来，并让自己保持清醒，不是靠机械的帮助，而是靠对黎明的无限期望。

”而我要说：消除文化领域的谬误，不是要靠读者的督导，而是要靠作者内心对文化的敬畏，自己改错，咬文嚼字。

当代网络写手层出不穷，但最终如烟火般灿烂一时之后又归于沉寂，为何？人们也许短时间内会青睐那些无厘头的作品，但无法长久忍受文字背后的浮华与短视。

这一现象应该使写手们惊醒，领悟到对自己的作品“咬文嚼字”的重要性，唯其如此，作品方可受到一致好评，流传千古而不衰。

可曾想过，司马迁三十年著《史记》，曹雪芹十年语《红楼》，这为何？正是他们“咬文嚼字”，对自己的作品反复琢磨，才耗时如此之长，也因此为我们呈现了一份文学大餐，涵养了我们的心灵。

荣格说：“一切文化最终都沉淀为人格。

”也就是说，咬文嚼字，实则出于一份对国家、社会、人才培养的责任，出于一份对文化的敬畏，从而使人们寻找到人格坐标的原点，令文化的百花园纷繁却不杂乱。

人教必修5英语Unit3 Using Language Reading 教学设计

Unit3 写作名师教学设计Lesson Plan forModule Five Unit 3 I Have Seen Amazing Things(Reading for Writing)T: Teacher Ss: Students1. Teaching ideologyBased on the correct steps of language using, especially expecting for a output by the end of the class, a sufficient understanding of the text is necessary. According to the scaffolding teaching method, in this class, the teacher is supposed to help students grasp the main idea of the text and lead the step to be productive in a summary writing.2. Analysis of teaching materialThe reading material is from NSEFC module 5 unit 3 using language, of which the topic is life in the future. The passage mainly covers three innovative inventions in the future, which requires students to imagine. The material consists of many new words; while the purpose of the class is to write, the teacher can’t pay much attention on the new words, thus a necessary preview. The text doesn’t have much hidden meaning between lines, plus a clear structure, a summary writing is suitable and also meet with new requirements of the English examination in NCEE.3. Analysis of learnersThe learners of this class are from grade 2 in Fenghua High School. As grade-two students, they have managed some strategies and enough vocabulary to help them understand the passage. They are easily motivated and want to air their opinions on the topic. They are familiar with the topic after finishing reading period. But as the passage is a bit longer than a test material, and they seldom write a summary for a narrative one, higher level of output should be obtained by efforts and the guidance of the teacher.4. Learning objectivesBy the end of the class, Ss will be able to:Grasp the main idea of each part of the passage;Conclude the key words for advantages and disadvantages for these inventions; Recall the criteria in writing a summary;Master the writing skills such as replacing and adopting different words and sentences, simplifying complex sentences and so on.5. Learning focuses and anticipated difficulties5.1 Learning focusesThe structure and key points before a summary writing;5 tips and the guidance of criteria during a summary writing.5.2 Anticipated difficultiesSs may have difficulties in understanding and memorizing the scientific terms.Ss may get confused with the long sentences such as “The only limitation is… may be sent”.Ss may feel challengeable to use the writing tips to come up with new ways of paraphrasing.6. Teaching ProceduresStep1: Warming up (5 min)Activity1: topic lead-inT presents some pictures of different stages of cell phone based on the topic of the experience of breaking an iPhone, thus leading to the topic of mobile phone, its waste disposal and manufacturing, which echoes to the body of three inventions.Activity 2: imaginationT asks Ss the question of the way of communicating in the future, transiting to the passage naturally.Purpose: By introducing topic of cell phone development, in which T and Ss all witness the rapid promotion of communication, thus making Ss easy to accept; while by imagining what the future way of communication is, Ss can practice creative writing.Step 2: ReadingActivity1: Read for structure (4min)Ss are supposed to divide the passage and write down the main idea of each part.Part 1:(Para ________)Main idea: an i____________Part 2:(Para _________)Main idea: the a________ and dis___________ of three____________Part 3: (Para ________)Main idea: _______________________Activity 2: Read for key points (4min)Modern Inventions of the 31stCentury Only to be seen on the Space StationCommunication Waste Disposal Manufacturing invention Thought pad A waste machine Manufacturingrobots advantagesdisadvantages Not mentionedPurpose: Division of the text and the table of key words in the body part is the framework of the text. As limited time doesn’t allow too detailed reading, Ss can practice the skill of skimming and scanning easily. What’s more, in retelling the advantages and disadvantages of the inventions, Ss also make original output for they are asked to answer it in complete sentences.Step 3: Read for writingActivity 1: recall criteria (1min)Ss are supposed to recall some requirements for a summary.Criteria for writing a summaryCover all the key pints; Use correct language; Write coherent passage;Avoid copying the original sentences; Limited words; Write neatly.Purpose: Recalling the criteria of a summary in a test can give a sense of familiarto students and make the writing purposeful.Activity 2: Methods of paraphrasingPart1: An introduction(4min)Ss will find out the hey word in the first part: space station+ the most modern, inventions+ the most up-to-date. Next step is combining them together under the guidance of tip1 and tip 2:Tip 1:Replace expressions with similar words.Tip 2:Change sentence patterns.T’s version: I paid a visit to an advanced/newest/latest space station, in which three newest/latest inventions were presented.I visited an advanced/newest/latest space station and three latest inventions there. Part 2: Three inventions (5min)Ss are under the guidance of tip3: Break the long sentences into words or phrases, to write their own simplified sentences using a “with…” structure.T’s version: It had the disadvantage of ambiguous message with an unclear mind. Then, in order to make the summary more natural and coherent, Ss should apply correct linking words in consistent with the feeling of the author and the tone of the text, which is the aim of tip 4.T’s version: The first stop, thought pad, was a way of express, efficient , and environmental to communicate, despite/although... the disadvantage of ambiguous messages with an unclear mind.Purpose: By focusing respectively on each part, T can build scaffolding in detail and present Ss with peer learning, hence leading to an effective learning.Practice: A waste machine & manufacturing robots(7min)Ss can practice writing the rest two inventions guided by the tips above in pair works. And T invites them to type on the screen for better appreciation.At last, correct usage of linking words as tip 5 in writing a summary is mentioned. Activity 3: Make an output (10min)After learning these 5 tips and some simple try-out, Ss are eager to practice writing it down as a whole passage. Referring to the tips, Ss work in groups of 4 to discuss and share. T takes photos of typical pieces and put them on the screen for appreciation. Purpose: In group work, Ss’ mind would be more active in sharing ideas, and the process of scaffolding can be completed by peer correction if one student doesn’tcatch T’s insertions.Step 4: AssignmentPolish the summary.Purpose: By then, a process of summary writing is accomplished. After this class,Ss will review what we’ve explored in the class to think their summary over, and are more likely to master more methods in a summary writing.7. Blackboard design。

必修五unit3课文讲解

人教版高二英语必修5 Unit3 Life in the Future全单元教案Unit3 Life in the FutureGrammar:1.过去分词作定语（The past participle as the attribute）I followed him to collect a hovering carriage driven by computer. Tomorrow you will be ready for some visits organized by computer.2.过去分词作状语（The past participle as the adverbial）Worried about the journey, I was unsettled for the first few days. Confused by the new surroundings, I was hit by the lack of fresh air.本单元以life in the future 为中心话题，旨在通过本单元的学习，让学生大胆发挥想象，对人类今后的生活环境，生活方式进行猜测，提倡环保生活意识，同时让学生学会过去分词作定语和作状语的不同用法，最后让学生将本单元所讨论的话题和推测手法结合，学习怎么样写report本单元所涉及的要点有：1. 学习并了解未来生活的各个方面用与现在生活的不同之处，学习外星人的生活方式。

2）学习表示预测，建议的句型。

3）学习过去分词作定语和状语的结构。

4）学习写好“report”,以训练学生的逻辑思维及写作能力.Periods 1&2Teaching Aims:1. Learn some new words and expression_r_rs.2. Help the students to talk about life in the past, at present and in the future.3. Enable the students to describe the life in the past, at present and in the future.Difficult and Important Points:Compare life in the past, at present and in the futureWhat is life in the future like? What changes will take place?Teaching Methods:1. First and careful reading,2. Asking and answering question activity3. Individual, Pair work & group workTeaching Procedures:Step 1 warming upTalk about how many changes there have been in the last one thousand years. And what changes we might expect to find in the next one thousand yearsStep 2: pre-reading1.Can you tell what problems people are facing today?2.what problems do you think people in the future will have overcome? Which ones will still be there or even worse in AD3008?Keys:1The problem of population will be solved, have begun to Control the birth rate.2The problems will be still there, and will even worse.3I don’t think so. Now scientists are trying their best to develop new resources that human beings can make use of ,such as solar energy. In my opinion……Step 3： Fast readingRead the text for the first time and tell what the text is about?It’s an e-mail written by a man who has taken up a trip to the future.2. Look at the following sentence, there are in wrong order, tell me the correct order for these sentenceA. We were transported into the future by a comfortable time capsule.B. I arrived at Wang Ping’s home and everything in his hous e made me surprised.C.I won a travel to the year AD3008D. I have my first try to master a hovering carriage.Step 4 Careful reading1.Why did I have the chance to travel to the year AD3008?2. What is a “ time lag”?3. How did I feel when I was in the capsule?4. Who guides my trip?5. Why did my guide give me some tables?6. Who transported us to the future?Keys:1. I took up the prize I won the year before.2. “Time lag” means a person gets flashbacks from his previous time period.3. The seats in the capsule are very comfortable.4. My friend Wang Ping is my guide to the future.5. The tablets could help me feel less nervous and uncertain6. Wang Ping’s parents’ company transported us to the future.1How did I feel as soon as I was transported to the future?After the writer was transported to the future, he was hit by the lack of fresh air.2.how did Wang Ping solve this problem?Wang Ping gave a mask to the writer and hurried him through to a small room nearby to have a rest.3.what do you think has caused this kind of problem?Now we are causing more and more pollution to the nature, this will cause serious problems to life in the nature. This may be the cause of the lack of fresh air in the future.1 What did Wang Pang’s house look like?His house is a large bright ,clean room. It had a green Wall, a brown floor and soft lighting .2 What was the green wall made of? What’s the purpose of building this kind of green wall?The green wall was made of trees. The leaves of the trees will provide much-needed oxygen to the house.3 How can you produce a TV set in Wang Pang’s house?You can just flash a switch on the computer screen and a TV set will rise from the floor.Good changes Bad changesTime travel Can travel toDifferent timesAfter-effects of travelas you wishTransport .can move swiftly Disorganized, difficult tofind wayHouses save living space Short of spaceTowns Busy, look likeEasy to get lostmarketsAir quality Own familyPoor quality in public places oxygen supplySample answers to Ex.2I think the writer has an optimistic view of the future. He was very excited when he traveled to the year AD 3008 and couldn’t believe if was true. From this, we can see he is eager to go to the future. Though he was hit by the lack of fresh air,The 3nd periodTeaching aims:Learn expression_r_rs & phrasesLearn. language pointsDifficult and Important Points:1）Language points2）The usage of “take up and sweep”Teaching Methods:Presentation & PracticeTeaching Procedures:Step I RevisionHave a dictationStep II. Check the answerscheck the answers of yesterday’s homeworkStep three language point1. FIRST IMPRESSIONS 第一印象impression 印记；印象；感想；后接 of sb./ of sth./ on sb./ that 从句；知识拓展：impress v.给……留下深刻的印象；使铭记；使感动；常用结构有：impress sth. on/upon sib ./ impress sb. with sth .给……留下深刻的印象；使铭记；做一做:1）________________________________ was favourable.他给我的第一印象不错。

人教版高中英语必修5 Unit3_单元教材分析

Unit3 单元教材分析一、教材分析本单元的中心话题是“未来生活”，教材内容为学生提供了想象的空间，让学生大胆发挥想象，对人类今后的生活环境、生活方式进行猜测，并在此基础上，对人类的种种活动进行反思，目的在于培养学生预测未来的能力，通过现实生活与未来生活的对比，唤醒学生把握现在、珍惜现在、爱护环境的意识。

同时让学生学会过去分词作定语和作状语的不同用法。

最后让学生将本单元所讨论的话题与手法相结合，学习描述未来生活。

并且在学习中注重语境、语篇、语感与语言运用的结合，使学生在语境中学习词汇，在语篇中理解词意，在练习中增强语感，在实践中提高语言运用能力。

Warming Up 部分利用一个关于“住”和“行”等的对比研究表格引导学生回顾过去，认识现在和展望未来。

通过这一活动，引发学生对过去、现在和未来的思考，使学生对将要阅读的文章有知识准备。

Pre-reading 部分让学生充分运用发散思维，先列举当今世界人类面临的一些突出问题，然后要求学生思考这些问题中哪些在未来社会仍然可能存在，哪些将会被克服，哪些将会恶化，为阅读作铺垫。

Reading 部分通过一封发自未来的电子邮件，讲述了作者Li Qiang 怎样安全到达“未来世界”，他对“未来世界”的印象，以及“未来世界”的日常生活方式和交通工具情况。

阅读时要把重点放在“未来世界”生活与当今生活的不同点上。

Comprehending 部分设计了教学活动来加深学生对Reading 部分的理解。

提高学生的阅读技能：熟练运用略读、跳读等阅读技巧，训练识别关键词、确定主题句、预测等技能。

这样既鼓励学生展开丰富的想象，又为Using Language 部分的语篇学习作了铺垫。

Learning about Language 部分突出了本单元的一些重点词汇及语法——过去分词作定语和状语。

使学生对本课重点词汇与语法项目做到学以致用。

Using Language 部分要求学生通过阅读I HAVE SEEN AMAZING THINGS 一文，对Li Qiang 的旅行有个总体的印象，并能找出部分细节知识。

人教版高二英语必修五第三单元课文阅读PPT课件

Module 5 unit 3 Reading
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1
What will life be like in one thousand years’ time?
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2
Predict the context of the passage.
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3
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2. What is a “time lag”?
3. Who guides Li Qiang’s trip?
4. How are they going to travel?
5. How did he feel when he was in the capsule ?
unbelievable, worried, unsettled, nervous,
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15
_m_o_v_e__s_w_i_ft_ly__. Soon I could _f_l_y__ very fast. However, I __lo_s_t_s_i_g_h_t_o_f_ Wang
Ping because it was too c_r_o_w__d_e_d_.
Main idea of Para. 3
Environment air was t_h_i_n__; _li_tt_l_e_ oxygen; _a__la_c_k__o_f__ fresh air
Problem
headache
Solution
put on a mask
Feeling
better
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9
In the year 3008, the air__w_a_s__th_i_n____, as though there was l_it_t_le__o_x_y_g_e_n_l_e_f_t . Because of _a__la_c_k__o_f_fr_e_s_h__a_ir__, 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.

人教版高中英语必修五Book5Unit3ReadingTasks.docx

高中英语学习材料***鼎尚图文理制作***Unit 3 Life in the futurePre-reading activitiesTask I. Tell your partners what transportation you will use to go to work in 3015 AD.Task II. Will airplanes still exist in one thousand years? If yes, what will they look like and how fast will they travel? Have a discussion with your partners.Task III. What preparations should you make for space travel?Task IV. Read the following information and try to add something more you know about time travel.Time travel is moving through time usually using a theoretical invention called a time machine. Time travel can be found in many works of philosophy and fiction but not so much in the world of physics. Ancient folk tales and myths sometimes mention moving forward in time but moving back in time seems to be a more modern idea. Memoirs of the Twentieth Century (1733) by Samuel Madden, is an early example of a story that involves some traveling through time into the past.While-reading activitiesTask I. Read Paragraph 1 as fast as you can and pick out the words describing Li Qiang’s feelings in the early stages of time travel.Task II. Read Paragraphs 2 and 3 and fill in the blanks in the chart below. Try to understand the process of Li Qiang’s trip through time.Task III. Read Paragraph 4 and fill in the blanks. Then try to tell your partners what Li Qiang saw in the room.Task IV. Below is a summary of the text with some words missing. Choose the words from the box and make the summary complete. Then try to retell the story to your partners. mask, previous, trees, floor, computer, oxygen, calming drinkDear Mum and Dad,I can’t believe I am in the year 3008! At first I had time lag. If you get time lag you see things from 1. ________ times. Because I was worried about it, my friend Wang Ping gave me some green tablets, which helped me a lot. After the stewardess in the time capsule gave us all a(n) 2. ________, we were safely taken 1000 years into the future to the year 3008. As the air was thin because of gases and a lack of 3. ________, Wang Ping gave me a(n) 4. ________ to wear so I could breathe more easily. We got into 5. ________ driven flying vehicles and flew to a house. The house’s walls were made of 6. ________ which provided oxygen. Tables, chairs and a bed came up out of the 7. ________. After eating at the table I was very tired and went to bed.I’ll give you some more news later.Li Qiang(By Ray Cama)Post-reading activitiesTask I. Tell your partners briefly the process of Li Qiang’s travel according to the chart of Task II in while-reading activities.Task II. Make up a dialogue between Li Qiang and Wang Ping according to the chart of Task III in while-reading activities.Task III. Write a short passage describing a place which impressed you most.Keys:Pre-reading activitiesTask I. 略Task II. 略Task III. 略Task IV. 略While-reading activitiesTask I. worried, unsettled, nervous, uncertainTask II. 1. sleepy 2. 3008 3. surroundings 4. mask 5. carriage 6. earth Task III. 1. floor 2. lighting 3. leaves 4. screen 5. chairsTask IV. 1. previous 2. calming drink 3. oxygen 4. mask 5. computer6. trees7. floor Post-reading activitiesTask I. 略Task II. 略Task III. 略。

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air quality?
2.How did he solve
2.HowBwy absetnhdeitnrganosrport?
Bythpeuptrtoinbgleomns?a mask.
pressing down; move swiftly.
-10-
Careful reading （Para4）
First impressions
Reading tip: Going through the beginning and the ending first helps us
get a general idea quickly.
-7-
Fast reading
1.The passage is mainly about_L_i_Q_ia_n_g_’s_(whose) first impressions of __fu_t_u_re__li_fe_.
Astwlaifstlty, we arrived at a house whose wall
was made of ______. A tabletreaensd some chairs rose from ______ the ____u_nadserif by _fl_o_o_r____. A
-8-
Careful reading (Para1-2)
Before arriving at the future
Why
making use of How
WTahkyindgidupLtihQeipanrigze tghoatinhteowthoenfluatsutryee?ar.
How
HBowy tdimidehceapgesut lteo. the future?
2. Divide the passage into two parts according to the key words.
Part1(Para1 - 2_ ) Before arriving at the future
Part2(Para 3_ - 4) First impressions of future life
wall
house
bed
table and chairs
-11-
PK
Optimistic VSPessimistic
Review
Summary
-12-
I was taking up a _p_r_i_z_e that I _w__o_n last year.
I was very_n_e_r_v_o_u__s andu_n__c_e_r_ta__inat first. I was
NeHrvoowuadts/ifdiUrhsntec?efretealin.
-9-
Careful reading (Para3)
First impressions
air quality
transport
Thin air ;
1.Whaltitwtleereoxhiysgfeirnst 1.WAhhatowvearsinthgectraarnrisapgoert.? iamlparcekssioofnfsroefsthheair.
transported safely to the future in a _t_im__e_ _c_a_p_s_u__le_. The air in the future was _t_h_i_n__ as
though its combination of gases had little
o_x__y_g_e_n_ left. Wang Ping asked me to put on a _m__a_s_k_. We then collected a _h__o_v_e_r_i_n_g_________ dcraivrerinagbey _________.cBomy _p_u_t_e_r____ obre_n_d__in_g____ dowprnesisninygour seat, you can move _________.
-1-
Before Class
Get Ready for the Class
❖ Use the microphone when answering questions.
❖ Form groups of four and find your group leader.
-2-
-3-
run on solar energy
“More news later from your loving son”.
air quality
transport
houses
population
energy
pollution
clothing
global warming
-15-
Group work
My imagination of future life
bed mwaagsicalso produced from the _____.
floor
Thinking
-13-
Review
Tell Li Qiang’s first impressions
Air quality:
(thin, little oxygen, a lack of, unbearable…)
Air quality Transport House
Other aspects Show time
Transport:
(a hovering carriage, move swiftly…)
House:
(wall, table, chairs, bed)
Summary
-14-
Thinking
What else would Li Qiang tell in his next spmpressions
-6-
Go through the beginning and the ending.
the type of the passage
• The passage is a _s_p_a_c_e_m_a_il_ from Li Qiang to his parents on 1_5_/_11_/_3_0_08__(date).