高二英语必修五unit3教案设计
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。
英语高二(上)人教版新课标必修(5)unit 3：同步教案(
英语高二（上）人教版新课标必修（5）Unit 3：同步教案（10）（精品）Unit 3 Life in the Future10th period Unit Test1.教材分析（The analysis of teaching materials）This is the last teaching period of this unit, so the emphasis should be placed on going over and summarizing what has been learned in this unit. There are many ways can be provided to Ss, however, the best way is practice. So in this period, the teacher can provide more practice to consolidate what Ss have learned in this unit.2.学情分析（The analysis of the students）Most of our Ss are afraid of reading, especially the close test and reading comprehension and writing. In order to make our Ss to master the ways to do these parts, more exercises are needed.3.教学目标(Teaching aims)*知识目标(Knowledge aims)1. Get Ss to go over the useful new words, expressions and the new grammar in this unit by reading*能力目标(Ability aims)1. Develop Ss’ ability to use the important language points in this unit.2. Develop Ss’ reading ability*情感目标(Emotional aims)1. Encourage Ss to learn more about life in the future.2. Stimulate Ss’ interest in understanding others through future life.3. Strengthen Ss’ sense of group cooperation4.教学重点和难点（Teaching important points and difficult points）1. Get Ss to review and consolidate what they have learned in this unit.2. Develop Ss’ ability to solve problem3. How to do the close test and the reading comprehension5.教学过程(Teaching procedures)Step 1: Revision1.Check the homework exercises.Step 2: Review the ways to do the close testStep 3: Review how to do better in reading comprehensionStep 4: Learning tipAsk Ss to read the passage and make sure they understand it. Encourage them to do as the passage tells to because if they are doing to so they will be teaching themselves a useful way of learning and from a good habit.6.知识结构（板书设计）1.课堂提问（Questions）1) How can you know the answer?2) what is the key sentence of this passage or paragraph？3) How can we translate this sentence?2.练习和作业（Practice and homework）完形填空(A. B 层全做)阅读下面短文，掌握其大意，然后从各题所给的四个选项(A、B、C和D)中，选出最佳选项。
高二英语必修五_Unit3_Grammar_优教教学设计
Unit3 Grammar 优教教学设计设计意图This is the last period of this unit, aiming to help students get a basic knowledge of the grammar in this unit. The emphasis of this period is mainly placed on the understanding and usage of the grammar. Therefore, the teacher should create a relatively real context to present enough sentences for students to draw a conclusion about the rule of the Past Participle as the adverbial and attribute. In the meantime the teacher should offer more opportunities to students to practice. Exercises designed ought to be simple and easy to operate, which should be connected with their daily life to make exercises easy to understand.教学目标1. Students master the basic usages of the Past Participle as the adverbial and attribute.2. Students learn to use the Past Participle as the adverbial and attribute in the real situation through self-study and practice.3. Get students to be interested in English study and enjoy the beauty of English.教学重点Enable students to master the usages of the Past Participle as the adverbial and attribute.教学难点Guide students to use the Past Participle as the adverbial and attribute in real situations.教学过程Step 1: Lead-in1/ 8（设计意图：通过课文句子导入新课，让学生体会过去分词的使用语境，同时带着问题进入课堂，激发学生兴趣。
高二英语必修五unit3教案
Unit 3 Life in the futureThe first periodTeaching Contents:Warming up, pre-reading, readingTeaching aims:1.Inspire the students to imagine the future life.2.Develop the students’ reading ability3.Enable the students to understand the meaning of the text4.Get the students to think about the problem we’re facing now and in the futurewhat the world would likeImportant & difficult point:Compare life in the past, at present and in the future. The students imagine what the future life is like and use the proper expressions.Teaching methods: fast and careful reading; asking and answering activity; pair or group workTeaching procedures:Step1: Lead-in.Look at some pictures of Mars and pictures about life in the past, at present and in the future.Step2: W arming up.Before doing the exercise, look at some pictures to remind the students of old things. And let the students know the change of life.Step3: Read the text quickly, then put the sentences into the correct order.Step4:Go through the first two paragraphs quickly, then answer the following questions:Step5: Have a discussion.The second periodTeaching Contents:1.Reading & Comprehendingnguage pointsTeaching Aims:1. Develop the students’ reading ability2.Enable the students to understand the meaning of the textTeaching Important Point:Develop the students’ reading abilityTeaching Aids:A computer, A tape recorder.Teaching Procedure:Step1: Fast Reading 1Ask the students to read the text quickly while listening to the tape of the text, then find out the main idea of the text.Step2: Fast Reading 2Ask the students to read the passage in detail and try to fill in the table.Step3: What’s the writer’s attitude towards the future, optimistic or pessimistic?How do you know?Step4: Make a telephone conversation between Li Qiang and his mother according to the text.Step5:Learn some important structuresThe Third periodTeaching Content: GrammarTeaching Aims:Teach grammar (The Past Participle as the Adverbial & Attribute)Difficult and Important Points:Distinguish the usage of the past participle as the adverbial and the past participle as the attribute.Teaching methods: practice.Teaching Procedures:Step 1. Word StudyAsk the Ss to do the Exx. 1&2 on pages 19 & 20 in Using words And Expressions in Workbook. Then check the answers.Step 2. The Ss will learn the usage of the past participle in different situations.Step 3. Make clear to the Ss the usage of the past participle as the adverbial. Ask the students to rewrite with proper conjunctionsStep 4. Complete each sentence using the Past Participle of the right verb.Step 5. SummaryStep 6. Make clear to the Ss the usage of the past participle as the attributive.Step 7. Do some exercisesThe Fourth periodTeaching Contents: TalkingTeaching aims:Enable the Ss to talk about things at present and predict things in the future. Important & difficult point:Teaching methods: Pair work and group workTeaching procedures:Step1: Lead-in.Look at some pictures of inventions. Let students be proud of the great people who have great imagination.Step2: Encourage the Ss to design an object for the future and ask them to make an introduction of their inventions.First, you need to decide on your product;Second, you will have to explain how your product works.Third, you need to show that people will be willing to use it.Use the descriptions on P56.Step3: Learn some language pointsThe fifth periodTeaching content: LISTENINGTeaching aims:Improve the Ss’ listening skillsTeaching difficult and important points:Listen to the material and get the general idea.Teaching methods: Listening; Cooperative learning Teaching procedures:Step1: Listening (P23)1. First Ss read the words and phrases, then listen and tick what they hear:2. Ss listen to tape again and fill in the blank:Step2: Listening (P59)Ss work in pairs to discussion:1. Suppose you live undersea and you happen to come across a disaster (灾难). What should you do?2. How will you deal with the problems that you meet, if you are the designer of the undersea city?Step3: Listening (P55)The sixth periodTeaching Contents: Reading, speaking and writingTeaching aims:1. Enable the Ss to read about imaginary alien creatures.2. Enable the Ss to talk about some imaginary things.3. Enable the Ss to predict things in the future and describe them.3.Enable the Ss to write a passage about life in the future.Teaching important and difficult points:1. Teach the Ss to understand alien creatures.2. Teach the Ss to describe imaginary things and give their opinions.3. Teach the Ss to imaginary description.Teaching methods:Task-based activities.Pair work and group work; Discussion and cooperation.Teaching procedures:Step1: RevisionStep2: Lead inHave you ever seen any amazing things, for example the alien creatures?Can you describe them?Step3: ReadingTask1: Read the passage I Have Seen Amazing Things quickly and try to fill in the chart.Step4: Show some key words to ask the students to retell the story.Step5:Show some imaginary pictures about the life in the future to Ss and ask the students to discuss.Step6: Learn the new words and expressions.The Seventh periodTeaching Contents: Extensive ReadingTeaching aims:enable the ss to discuss the possibilities and difficulties of living under the sea.Important & difficult point:Talk about the possibilities of living under the sea.Teaching methods:Fast and careful reading; asking and answering activity; discussionTeaching procedures:Step1: Lead in the topicStep2: Have a discussionStep3: Read the passage and fill in the blankStep4: Encourage the Ss to design a posterStep5: Writing style。
(完整word版)高二英语人教版必修五Unit3教学设计教案
Unit 3 Life in the future 学科：English 授课班级：Senior Two 授课时间：Ⅰ. 单元教学目标Ⅱ。
目标语言旁注Ⅲ. 教材分析与教材重组1. 教材分析本单元以“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，并在此基础上，对人类的种种活动进行反思，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相结合，学习怎样写report。
1。
1 Warming Up 部分利用一个关于“住”和“行"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个知识准备。
1.2 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，然后要求学生思考为什么会产生这些问题，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。
为下面的阅读做了铺垫。
1.3 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。
1。
4 Comprehending 部分设计了三个教学活动来加深学生对Reading部分的理解。
第一个活动要求学生通过阅读找出“未来世界"在以下几个方面的变化：跨时空旅行，交通，住房，城镇环境和空气质量.接着让学生在此基础上得出自己的结论，哪些变化好，哪些变化不好，并说明理由。
第二个活动要求学生通过阅读来判断Li Qiang对“未来世界”的态度是乐观的还是悲观的。
学生要在文中找出支持自己观点的论据，尽可能说服别人。
第三个活动让学生想象一下Li Qiang将会去参加哪些活动。
人教版高中英语必修5 Unit3_Reading_优教教学设计(一)
Unit3 Reading 优教教学设计（一）教学设计（一）设计意图In this period, the first aim is to help students understand what life in the future might be like. Comparing the present life and the future life, students can be aroused to master the present time, treasure the present life and protect nature. The content of the passage provides students with the space of imagination and aims to develop their ability to predict the future.This reading is to introduce a spacemail, which narrates how Li Qiang arrived at the future world, his impressions of it as well as daily life and the means of transport in the future.By scanning and skimming the passage, students can master the structure of the passage and get prepared for reading the text. Through careful reading, students can know more details about the pas-sage and master the important information. After that, they can imagine more things about the future.教学目标1. Students talk about life in the future.2. Students practice making predictions.教学重点1. Help students further know about this passage.2. Teach the important words and expressions in the reading passage.教学难点Improve the reading skills of students.教学过程Step 1: Lead-in（设计意图：首先提出课堂要求。
英语高二(上)人教版新课标必修(5)unit3：同步教案(2)(精品)
英语高二（上）人教版新课标必修（5）Unit 3：同步教案（2）（精品）Unit 3 Life in the future2nd period Reading (I) First Impressions1.教材分析（The analysis of teaching materials）This reading passage titled First Impressions introduces to Ss both not only the more advanced forms of transportation in AD 3008 but also the advantages and problems of life in the future.2.学情分析（The analysis of the students）The study of future life will let Ss know some advanced forms of transportation and the advantages and problems of life in the future. What’s more, by learning these, they may work hard in their own study.3.教学目标(Teaching aims)*知识目标(Knowledge aims)1.Let the Ss know how to read and can recite the new words:2.Let the Ss learn about the advantages and problems of life in the future.3.Have Ss read the passage and know about what life in the future might belike.*能力目标(Ability aims)1. Develop Ss’ reading ability and let them learn different reading skills.2. Enable Ss to talk about the advantages and problems of life in the future. * 情感目标(Emotional aims)1. Let Ss know about what life in the future might be like and stimulate them to study hard to create a bright future.2. Develop Ss’ sense of cooperative learning.4.教学重点（Teaching important points）1. Get Ss to read the passage and know about what life in the future might be like.2. Have Ss learn different reading skills.5.教学重点（Teaching and difficult points）1. Develop Ss’ reading ability2. Enable Ss to talk about the advantages and problems of life in the future.6. 教学过程(Teaching procedures)Step I Warming up1.Read some useful words and expressions together.constant adj 时常发生的 Impression n 印象，感想previous adj 在前的，早先的 guide n 指导，向导take up 拿起，接受，开始 Lose sight of…看不见…Sweep up 打扫，横扫 Slide into 移动，溜进2.T: Are you excited about the future life? But how can we go to the future?Do you know the future ways of transportation?Ss...T: Today, we will do a future travel. And we are two guides, they are…Step 2 skimmingT: How can we go to the future? We use two vehicles, they are ….Ss: time capsule, a hovering carriage.Step 3 Detailed reading1.Now let’s begin our journey, so before the journey, what would happen?1). Listen to paragraph 1.2). Answer the following questions①. Why can Li Qiang go to thw future?②. How about his feelings?③ Did he have any problem?④. What was his feeling?⑤. How did he overcome it?2. What would happen during the journey?1). Listen to paragraph 22). Answer the following questions① Look at the picture, what were they doing?② Inside the capsule, there were some seats. They were comfortable.③ What’s this? It’s a drink. It’s a drink for calming.④ After the drinkm, Li Qiang was sleepy. At the same time, the capsule swung gently sideways.3. What would life be like in the future? So we walked out of the capsule. This is the world in 1000 years.1). Listen to Paragraph 3.2). Answer the following questions.① Did he have any problem?why?② Then how to overcome it?③ How to use the hovering carriage swiftly?3) In a large market① What were people doing there?② What problem did Li Qiang have?③ Where was Wang Ping?3.After the journey1). Listen to paragraph 42). Answer the following questions.① What’s the description of Wang Ping’s home?Step 4 SummaryLi Qiang was in the AD 3008, he felt very lonely, and he missed his mother very much. So he made a call. Use the questions to make a dialogue. Now work in pairs. One is Li Qiang and the other is his mother.1.Questions:L: Mom, this is Li. I have traveled to the year AD 3008.M: Really, how did you go there?L: …M: Who went with you?L: …M: What have you seen?L: …M: How do you feel?L: …M: When will you come back?...Step5 Design a future school.1.Enjoy a video about Jimmy’s future life.2.Try to design a future school for Jimmy.3.Invite one of Ss come to draw a picture on the blackboard.Step 6 Discussion1.How to create a wonderful feature?2.Studying hard creates a better future.7.知识结构（板书设计）8.问题研讨（课堂提问，练习和作业设计）1.课堂提问（questions）1). How can we go to the future?2) What would the future life be like?2.练习（practice）Read the new words3作业（homework）A level:Finish exercise 3 “Learning about language” on P20.3. complete this advertisement choosing words or phrases in their proper forms.Need space cooks , cleaners , teachers , stewards and __________. You can be swiftly trained for your new job from using _________ skills. At first people may find the _________ to space life difficult to __________. However, they will be able to overcome the difficulties if their families encourage them to ____________ the job. That is why we persuade families not to ___________the advantages that come from a period of time in space. For health reasons only one stay of three years is allowed. People often want to stay longer, but the __________ between illness and length of stay is strong. It is sad, but the rules cannot be __________ for anyone.Key: opportunities, constantly, stewardesses, previous, adjustment, tolerate, take up, lose sight of, link, bentA /B level:Finish exercise 2 “Learning about language” on P20.2. Combine a verb from the left box with a word from the right box. Write down1.Where on earth did I put my belt? I am constantly losing it and having to______it.2.When we flew in the space capsule we were _______into the sky sp quicklythat I did not even have time to fasten my safety belt.3.When we wanted the hovering carriage to speed up, we ________ hard on thedriving pedal and bent over in the direction we wanted to go.4.After having your dinner, you __________ all the rubbish on the floor. Letthe net group of people have pleasant surrounding to eat it.5.After he won the competition, Li Qiang ___________ his prize and went ona time tour with his friend and guide Wang Ping.6.The steward opened the door of the spaceship and Li Qiang _________sideways______his seats.Key: 1. search for 2. swept up 3. pressed down 4. sweep up 5. took up 6. slid intoA/B/ C level:Review the new words of the passage and get ready for the dictation.constant adj 时常发生的 Impression n 印象，感想previous adj 在前的，早先的 guide n 指导，向导take up 拿起，接受，开始 Lose sight of…看不见…Sweep up 打扫，横扫 Slide into 移动，溜进。
高二英语 必修5 unit3 教学设计
Unit 3 Life in the future第二课时Reading (泛读和理解课)一、内容与解析这节课要学的内容是阅读一封发自未来的电子邮件，讲述作者Li Qiang怎样安全到达―未来世界‖，介绍他对―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。
而本课之前已进行了单元话题的确立及新词汇的认知，故本课的快速阅读为之后的单元学习提供了阅读上的铺垫。
解决重点的关键是快速阅读读懂文章了解文中的―未来世界‖生活。
二、教学目标与解析1. 目标定位：培养学生把握篇章中心内容、归纳段落大意以及获取关键信息的阅读技巧，并且能针对阅读内容提出问题，发展思维，抓住文章的行文逻辑。
2. 目标解析：要求学生通过阅读读懂文中―未来世界‖在以下几个方面的情况：跨时空旅行，交通，住房环境和空气质量。
三、问题诊断分析在本节课的教学中，学生可能遇到的问题是部分学生英语语感能力差，新词词义的不懂又不会找关键词句，导致对整段文章大意不能理解。
要解决这一问题关键是多读多记多背且要提前预习。
四、教学支持条件分析在本节课阅读的教学中，准备利用多媒体展示几个问题及其答案。
因为使用多媒体展示问题更直观，大大节省教师板书问题及答案的时间，也能够让学生明确所要掌握的信息及对各自出现的问题有一个比较。
五、教学过程Step1 Review and lead-in(一) 复习上节课的内容（单句改错）1. The foreigner tried his best to make his point be understood.（删去be）2. I noticed the traffic holding up after a bad accident.（held）(二) 预习下列新内容写出下列单词的汉语意思1 sideways adv.往(向、从)一侧；侧着；侧面朝前2 tolerate vt.容忍；忍受3 lack vi. & vt.缺乏；没有n．缺乏；短缺的东西4 mask n．面具；面罩；伪装5 fasten vt.系牢；扎牢6 belt [belt] n．腰带；皮带7 flash vt. & vi.(使)闪光；(使)闪现Step2 Reading问题 1 SkimmingSkim over the passage and find the main idea of the passage.Keys：It’s about Li Qiang’s journey to the future and his first impression of the life in the future.设计意图：首先了解文章的主旨大意。
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Unit 3 Life in the futureA teaching design for oral practiceTeaching Contents:Oral practice based on the reading passage on page17 to page18.1. Orally, answer several questions according to the text.2. Practise two topics:1) What do you suppose the future transportation will be like?2) Imagine where the house will be built in the future ?3. Listening and retelling.Teaching aims:1. Inspire the students to imagine the future life.2. Inspire the students to say something about the future transportation and housing.3. To improve the students’ oral ability.Teaching Important & difficult point::1. Inspire the students to imagine the future life and use the proper expressions.2. Enable the students to understand the meaning of the text, and say somethingaccording to the text.3. To improve the students’ oral ability.Teaching methods:reading; asking and answering activity; pair or group work.Teaching Aids: A computer, multmedia.Teaching procedures:Step1: Lead-in .Enjoy a short video, cut from a science fiction film I, robot, to lead the students to imagine the future world.Step2: Fast ReadingAsk the students to read the text quickly, then find out the main idea of the text, and answer several questions according to each paragraph.purpose: These questionts are simple questions, just to help the students get a brief acquaintance to the future world described in the text.Step3: Listening and retelling according to paragraph 4. Show some tips to help the students retell the sentences.Purpose: This exercise is a practice for oral test part C in NCEE.Step4: Design two topics while talking about the hovering carriage and Wang Ping’s house. Practise the dialogues of making predictions.Topic 1: What do you suppose the future transportation will be like?Topic 2: Imagine where the house will be built in the future ?The students may use these structures :I suppose the transportation will be something like a ….I suppose , in the future, the house will be built in…..I imagine that ….Purpose: To practise the structure orally I suppose that… , I imagine that.. . Step5: Summary of the text orally.This passage mainly tells us about a boy named Li Qiang”s trip to the future. It tells us how he got to the future, how he felt and what he had seen.Step6: Discussion.“What’s the writer’s attitude towards the future, optimistic or pessimistic?”“How do you know? “The students may begin like these :•In my opinion, the writer’s attitude towards the future is _________ .•As far as I am concerned, the writer feels _________ to the future.•I think the writer has an _________ view of the future.Purpose: To learn to analyze the writer’s attitude and express your conclusion. Step7 Homework1. To talk with your chairmate on the topic: Imagine, what the future world will be?2. Review the reading passage and find out the difficult language points to you.3. Finish exercises 1,2&4 on page 19.4. Review the words and phrases of this unit. A dictation tomorrow.Display on the blackboardUnit 3 Life in the Futurewh- do you suppose ….?I suppose …..I imagine that….And some words, perhaps they will be: science fiction film, high-tech, time tunnelPs: Display on the screenStep 1. Skimming:Skim through the passage and get its general idea.The passage is mainly about.A.how Li Qiang was transported to the future.B.how Li Qiang got to the future and his first impression of it.C.what the life was like in the future.D.the introduction of the “Future Tours ”company.1. What is a “time lag ”?“Time lag ’’is similar to the “jet lag ”. It means a person gets flashbacks from his previous time period.2.Who guides my trip?3. And who transported us to the future?Wang Ping ’s parents ’company transported us to the future.My friend Wang Ping is my guide to the future.1.How did I feel as soon as I wastransported to the future?I thought it was difficult to tolerate. I was hit by the 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.C. he felt a bit homesick.D. he was hit by a lack of fresh air.Hit by a lack of fresh air, my head ached.1. What did Wang Ping ’s house look like?large, bright and cleanHis house is a large bright, clean room.It had a green wall, a brown floor and soft lighting.Discussionpessimistic1.To talk with your chairmate on the topic:Imagine, what the future world will be?2.Review the reading passage and find outthe difficult language points to you.3.Finish exercises 1&2on page 19.4.Review the words and phrases of thisunit. A dictation tomorrow.Ten wordsfrom “lack”to “safety belt”.HomeworkThe Fifth Element.。