北京市高中英语Unit3LifeinthefuturePeriod3Grammar练习新人教版必修5
北京市高中英语 Unit 3 Life in the future Period 3
Unit 3 Period 3 GrammarTeaching goals 教学目标1. Target language目标语言重点词汇和短语swiftly, unsettle, speed up2. Ability goals 能力目标Enable the Ss to use the past participle as the adverbial and the past participles as the attribute.3. Learning ability goals 学能目标Help the Ss learn how to use the past participle as the adverbial and the past participles the attribute.Teaching important ＆ difficult points 教学重难点Distinguish the usage of the past participle as the adverbial and the past participle as the attribute.Teaching methods 教学方法Practice.Teaching aids 教具准备A computer, a projector and a blackboard.Teaching procedures ＆ ways 教学过程与方式Step I Word StudyThis part is a consolidation of the words learnt in this unit.Ask the Ss to do the Exx. 1 ＆ 2 on pages 20 ＆ 21 and exercises in USING WORDS AND EXPRESSIONS in Workbook independently. Then check the answers.Step II GrammarThe Ss will learn the usage of the past participle in different situations.Task 1 Make clear to the Ss the usage of the past participle as the adverbial.T: Now please look at the sentence:Worried about the journey, I was unsettled for the first few days.= As I was worried about the journey, I was unsettled for the first few days.过去分词作状语：用作状语的过去分词通常来自及物动词。
2017-2018学年高中英语 专题Unit 3 Life in the future 3 Gram
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 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.。
高二英语教案：Unit 3 life in the future
Unit 3 life in the future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.The 1st PeriodTeaching Aims:1. Learn some new words and expressions.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 years Step two: 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 evenworse in AD3005?Key: 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 todevelop new resources that human beings can make use of ,such as solar energy.In my opinion……step three 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 a t Wang Ping’s home and everything in his house made me surprised.C.I won a travel to the year AD3005D. I have my first try to master a hovering carriage.Step four careful reading1.why did I have the chance to travel to the year AD3005?2. What is a “ time lag”?3. How did I feel when I was in the capsule?4who guides my trip?5.why did my guide give me some tables?6.who transported us to the future?Key 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 Ping’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 providemuch-needed oxygen to the house.3 How can you produce a TV set in Wang P ing’s house?You can just flash a switch on the computer screen and a TV set will rise from the floor.Sample answers Ex.2I think the writer has an optimistic view of the future.He was very excited when he traveled to the year AD 3005 an d couldn’t elieve if was true.From this,we can see he is eager to go to the future.Though ehe was hit by the lack of fresh air,。
高中英语真题-Unit3LifeinthefutureWriting
Unit3LifeinthefutureWritingTeaching Aims:Improve the students reading skills.Learn something about I have seem amazing thingsDifficult and Important Points:1)Reading Comprehension2) write a reportTeaching Methods:Comparative methodTeaching proceduresStep 1 Revision1 Check the homework exercises.2 Ask the Ss a few random questions to revise future time and introduce the topic of the unit. For example: What lessons d o you have this afternoon / tomorrow? Are you going to do an ything special this evening? What do you think the weather wil l be like tomorrow? What are you going to do on Saturday eve ning? Are you planning to do anything on Sunday?Step 2 PresentationS. Ask questions about the picture (in PPT.), and get Ss to tell you what they think is happening. Teach the new words majo rity, goods, industry. Read the introduction aloud.Step 3Say Now read the dialogue silently and find out this informatio n: What is being planned at this company? Allow the Ss a few moments to carry out the task. Check the answer. (A new fac tory may be built.) See if the Ss can guess the meaning of out of work.Step 4 DialoguePlay the tape of the dialogue for the Ss to listen and follow. G o through the dialogue briefly and make sure the Ss understa nd it. Ask questions like these: What are people at the compa ny talking about? Who is going to make the decision? Why do es the company need to build a new factory? What is the diffic ulty? Why do some people want the new factory to be built? Why are some people against the new factory? Explain that m ay have plans expresses uncertainty about the future. Play th e tape again. This time the Ss listen and repeat. Then let the Ss practice the dialogue in pairs. You may wish to ask one pai r to act the scene in front of the class.Notes:a People have been talking of it a lot recently.:Note the Present Perfect Continuous Tense to express an acti vity which started in the past and is still continuing.b I simply don‘t know. = I honestly don’t know.c Right now = At this momentd The problem is … it. = Finding land for building the new fact ory is a problem ( i.e. difficult).e The majority of people = Most peoplef a number of people = quite a lot of peopleg out of work = do not have jobsh But some people … built on. = Some people do not want th em to build a factory on good farm land. Note the structure no t want something to be done.i I can see the problem. = I understand the problem.j is likely to happen = will probably happenk It‘s quite likely: Quite emphasizes likely and increases the p ossibility.Step 5 PracticeDemonstrate how to make sentences from the table, and then get a few Ss to make example sentences. Then let the Ss do this exercise in pairs. At the end get Ss to write down 5 sente nces from this table in their exercise books.Step 6 WorkbookAfter Ex. 1 is done orally, get the Ss to write the answers in th eir exercise books.Both Exx. 2 and 3 should be done in pairs first. Then check t he answers with the class. Get Ss to translate the sentences i nto Chinese and ask them to think if they will be able to put th em back into English. Pay attention to the sentence structures .When doing Ex. 4, warn the Ss not to do word for word transl ation. Special attention should be paid to the sentence pattern s and word order.Step 7 ConsolidationWith a good class you can give the Ss the following phrases a nd get them to make up a dialogue. Write these phrases on th e Bb.I believe you’re right.What are the problems then?What do you think is likely to happen?Write them up on the Bb and demonstrate with a good S how it is possible to make up a dialogue.A: I think the company will buy more land.B: I believe you‘re right.A: But it isn’t likely that the manager will make a decision soo n.B: What are the problems then?With an ordinary class, just practice the dialogue in Part 1 aga in.HomeworkFinish off the Workbook exercises.Unit3LifeinthefutureWritingTeaching Aims:Improve the students reading skills.Learn something about I have seem amazing thingsDifficult and Important Points:1)Reading Comprehension2) write a reportTeaching Methods:Comparative methodTeaching proceduresStep 1 Revision1 Check the homework exercises.2 Ask the Ss a few random questions to revise future time and introduce the topic of the unit. For example: What lessons do you have this afternoon / tomorrow? Are you going to do anyt hing special this evening? What do you think the weather will be like tomorrow? What are yo u going to do on Saturday evening? Are you planning to do anything on Sunday?Step 2 PresentationS. Ask questions about the picture (in PPT.), and get Ss to tell you what they think is happeni ng. Teach the new words majority, goods, industry. Read the introduction aloud.Step 3Say Now read the dialogue silently and find out this information: What is being planned at thi s company? Allow the Ss a few moments to carry out the task. Check the answer. (A new fac tory may be built.) See if the Ss can guess the meaning of out of work.Step 4 DialoguePlay the tape of the dialogue for the Ss to listen and follow. Go through the dialogue briefly a nd make sure the Ss understand it. Ask questions like these: What are people at the compan y talking about? Who is going to make the decision? Why does the company need to build a new factory? What is the difficulty? Why do some people want the new factory to be built? W hy are some people against the new factory? Explain that may have plans expresses uncerta inty about the future. Play the tape again. This time the Ss listen and repeat. Then let the Ss practice the dialogue in pairs. You may wish to ask one pair to act the scene in front of the cl ass.Notes:a People have been talking of it a lot recently.:Note the Present Perfect Continuous Tense to express an activity which started in the past a nd is still continuing.b I simply don‘t know. = I honestly don’t know.c Right now = At this momentd The problem is … it. = Finding land for building the new factory is a problem ( i.e. difficult).e The majority of people = Most peoplef a number of people = quite a lot of peopleg out of work = do not have jobsh But some people … built on. = Some people do not want them to build a factory on good fa rm land. Note the structure not want something to be done.i I can see the problem. = I understand the problem.j is likely to happen = will probably happenk It‘s quite likely: Quite emphasizes likely and increases the possibility.Step 5 PracticeDemonstrate how to make sentences from the table, and then get a few Ss to make example sentences. Then let the Ss do this exercise in pairs. At the end get Ss to write down 5 sente nces from this table in their exercise books.Step 6 WorkbookAfter Ex. 1 is done orally, get the Ss to write the answers in their exercise books.Both Exx. 2 and 3 should be done in pairs first. Then check the answers with the class. Get Ss to translate the sentences into Chinese and ask them to think if they will be able to put the m back into English. Pay attention to the sentence structures.When doing Ex. 4, warn the Ss not to do word for word translation. Special attention should b e paid to the sentence patterns and word order.Step 7 ConsolidationWith a good class you can give the Ss the following phrases and get them to make up a dialo gue. Write these phrases on the Bb.I believe you’re right.What are the problems then?What do you think is likely to happen?Write them up on the Bb and demonstrate with a good S how it is possible to make up a dialo gue.A: I think the company will buy more land.B: I believe you‘re right.A: But it isn’t likely that the manager will make a decision soon.B: What are the problems then?With an ordinary class, just practice the dialogue in Part 1 again.HomeworkFinish off the Workbook exercises.。
北京市高中英语 Unit 3 Life in the future Period 3 Grammar教学设计 新人教版必修5
Unit 3 Period 3 GrammarTeaching goals 教学目标1. Target language目标语言重点词汇和短语swiftly, unsettle, speed up2. Ability goals 能力目标Enable the Ss to use the past participle as the adverbial and the past participles as the attribute.3. Learning ability goals 学能目标Help the Ss learn how to use the past participle as the adverbial and the past participles the attribute.Teaching important ＆ difficult points 教学重难点Distinguish the usage of the past participle as the adverbial and the past participle as the attribute.Teaching methods 教学方法Practice.Teaching aids 教具准备A computer, a projector and a blackboard.Teaching procedures ＆ ways 教学过程与方式Step I Word StudyThis part is a consolidation of the words learnt in this unit.Ask the Ss to do the Exx. 1 ＆ 2 on pages 20 ＆ 21 and exercises in USING WORDS AND EXPRESSIONS in Workbook independently. Then check the answers.Step II GrammarThe Ss will learn the usage of the past participle in different situations.Task 1 Make clear to the Ss the usage of the past participle as the adverbial.T: Now please look at the sentence:Worried about the journey, I was unsettled for the first few days.= As I was worried about the journey, I was unsettled for the first few days.过去分词作状语：用作状语的过去分词通常来自及物动词。
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Unit 3 Life in the future
Grammar
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。
试比较：
Seen from the top of the tower, our city looks very beautiful.
Seeing from the top of the tower, we can get a wonderful view of our city.
● 过去分词（短语）作状语时，分词的逻辑主语与句子的主语要一致。
如：
Given another chance, the job could be better done. 误]
Given another chance, I could do the job better. 正]
Although built thirty years ago, we find the house very beautiful. 误]
Although built thirty years ago, the house looks very beautiful. 正]
【学以致用】从A、B、C、D四个选项中，选出可以填入空白处的最佳选项。
1. When first _____ to the market, these products enjoyed great success.
A. introducing
B. introduced
C. introduce
D. being introduced
2. _____ with the size of the whole earth, the biggest ocean does not seem big at all.
A. Compare
B. When comparing
C. Comparing
D. When compared
3. When _____ help, one often says “Thank you.” or “It’s kind of you.”
A. offering
B. to offer
C. to be offered
D. offered
4. ______ with so much trouble, we failed to complete the task on time.
A. Faced
B. Face
C. Facing
D. To face
5. ______ by a greater demand for vegetables, farmers have built more green houses.
A. Driven
B. Being driven
C. To drive
D. Having driven
6. The flowers his friend gave him will die unless ________ every day.
A. watered
B. watering
C. water
D. to water
Key:
1-3 BDD 4-6 AAA。