第二部分 必修五 Unit 3 Life in the future
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。
人教版英语高中必修五Unit 3 Life in the future part2教案
Unit 3 Life in the future 教案2(I HA VE AMAZING THINGS <PART 2>)Teaching aims:Learn expressions & phrasesLearn language pointsDifficult and Important Points:1）Language points2）The usage of “take up and sweep”Teaching Methods:Presentation & PracticeTeaching Procedures:Step 1 Pre-readingT: You did a good job, Most of you reviewed what we learned, Now let us guess what Li Qiang would go on visiting,S: He was to visit other planets by time capsule,S: I guess he would go to visit some interesting places,S: I think he would pay a visit to a family and a school,T: If you were the author of the passage, what would you like to introduce to readers?S: I might introduce the aliens who he met in the future,S: I think I would describe the way of future life,S: If I were the author, I would prefer to write something aboutfuture school,T: Some students seem to have the same opinion as the author, while some might be able to write a new passage for us to enjoy, I am glad to know you all have used your heads to have various answers, Now study the picture on Page 21 to tell me what you can see in the picture, S: I can see a strange thing is working in a special place,S: The strange thing has six hands and one leg, but its head is similar to ours,S: There is another creature, which is very small with many hands, compared with the big one.Step 2 Fast ReadingT: Now let us read the title together,T: Can you predict what the passage may be about?S: It may be about what he had seen, especially about the amazing things in the future,T: You are right, as we all know, the best title is the one which can show the main idea of the reading passage, As a consequence, we should read the title when we begin to read one, which will help us to understand a passage, now read the passage quickly to find what amazing things are mentioned in it,(After one minute, )S: a pace station, some alien creatures, mu-mu, dimpodsT: Yes, Please look through it again and find out main idea for each paragraph, You’d better finish it in two minutes,(Two minutes later, ask the students to show their opinion to the whole class, Then discuss it and decide the best answer, The teacher should tell them the answer in the end, )Suggested answers:Para, 1 a space station considered the most modern in this part of spacePare, 2 the friendliest creatures, mu-muPara, 3 the most interesting creatures, dimpodsPara, 4 the differences and similarities between themStep 3 Careful ReadingT: Please read Para, one and answer the questions: Where did he first visit? Describe the place,(After one minute)S: His first visit was to a space station considered the most modern in this part of space, It is an enormous round plate, and it spins slowly in space to imitate the pull of the earth’s gravity, Inside of it, it is divided into zones with extraordinarily differ atmospheres and gravities, T: Right, What other strange things can be found?S: There live the alien creatures while they work with human space scientists searching for new worlds,T: Now please read the next two paragraphs to tell the following sentences true or false,1. The friendliest creatures are the tiny dimpods, while the most interesting creatures are the mu-mu,2. The mu-mu must wear red nightlights on the helmets so that they can see in the dark,3. The World Space Agency will send a spaceship to examine the fourth star in the Pleiades system next year,4. The mu-mu can skip around the pipes and between the wooden walls of the space station,5. The tiny dimpods are great engineers, which require the same the same atmospheres as humans,6. The tiny dimpods van produces a liquid from their bodies, which melts metal and very useful for the outside for spaceships,(Give students four minutes to read and consider the statements, )T: Let’s check the answers, if it is wrong, please correct it,S: 1, I think the first sentence is wrong, the two objects should be exchanged, That is to say, the friendliest creatures are the mu-mu, while the most interesting creatures are the tiny dimpods,T: Right, What about the next?S: 2, It is false, Human beings must wear red nightlights on the helmets so that they can see in the dark, But the mu-mus don’t need itbecause they can see in the dark,T: Good, Is the third one wrong?S: 3, I think it is right,T: Right, What about the next one?S: 4, it is wrong, The tiny dimpods can skip round the pipes and between the wooden walls of the space station,T: I agree with you,S: 5, the fifth and the sixth are right,T: Excellent, Now, let’s read the last paragraph and combine what we just read to finish the following chart,Name ofcreatureMu-mu DimpodsSize Big TinyAppearance They are tall and thin withshell-covered “leg”, They are small, just the size of a little cat,Color They have black and whitefaces, They are purple or blue and the color changes depending on their mood,Personality 1, They see in the dark sothey live in an areawithout light of any kind, 1, They require the same atmosphere as humans,2, They are great engineers and very clever,2, They are clever so that they have assisted in the scientific discovery,3, They are not easy to talk to so that you have to use a language-changer to help, The mu-mus only speak in whispers,4, They eat food that contains carbon and drink a strange mixture of carrot juice and cocoa, 3, They are able to travel many light years away from the earth, which can produce a strange liquid from their bodies,4, They are difficult to talk to so that you have to use a language-changer to help, The dimpods shout loudly in your ear,5, They eat food that contains carbon, which drink lemonade mixed with herbs,Number ofarmsSix arms Many armsNumber oflegsA shell-covered leg Many legsHow it moves They move forward byslowly shaking from sideto side on a shell-coveredleg, They skip around the pipes and between the wooden walls of the space station,Step 4 Post-readingT: What’s the main idea?S: The passage mainly tells us the strange things that he saw in the future,T: Right, What is the purpose of writing the passage?S: Writing the passage is to let us know what will happen in advance,S: I think the author attempted to encourage us to be brave enough to search for the future to speed up the development of science, T: What a clever head! We should have a creative spirit to explore the development of the future to build up our society, We should work hard to make contributions to our country, trying to make our homeland highly developed,T: Now let’s imagin e to add two extra characteristics of the creatures, Discuss what an alien creature of your own might be like with your partners,(About three minutes, ask some students to describe what an alien creature might be like in their minds, )Step 5 WritingT: Just now you discuss what an alien creature of your own might be like, Now please draw a picture of your alien, Then write a description based on your drawing and the notes in the chart, Show your drawing toyour classmates and read your description to them,(Give them ten minutes to do it, First, let them do it by themselves, Later get them to exchange with their desk mates, Finally ask some students to show their work to the whole class, During doing it, the teacher can design a competition to arouse their interest, If possible, get some excellent works shown to the whole school to encourage students to have a creative spirit, )Step 6 ConsolidationT: In this period, we mainly focus on reading the passage: I Have Seen Amazing Things, Would you please make a s entence with “What I have seen… ”?(In order to get more students to take part in this activity, the teacher can let them have a competition between groups)Step 7 Listening (on Page 23)Task 1 Pre-listeningT: Let’s read the following phrase s together,space creatures, living on another planet, new discoveries in space, why a space station spins, how to get water on Mars, comets, houses in a town on Mars, Martian creatures, atmosphere and gravity.T: 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 t he 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 w rite down each word of the answers, We just write down some key words, Later we can write down the complete 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 common 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 studentsfeel it difficult to make sense about the key words and understand the spe akers’ intention and attitude, the te acher 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 “Wonder world”? 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 “Wonder world”, If possibl e, the 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 8 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, besidesthose, we also use the following:I wonder if…Do you imagine that… ?I wonder if… Is it likely/unlikely that…?Do you s uppose that…?Perhaps/Maybe/P ossibly… 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,Step 9 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 homew ork 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,Step 10 HomeworkDo ex 1 in page 19 in the bookDo ex 2 in your exercise book。
人教版高中英语必修五unit3-Life-in-the-future-(1)
S: I think the problems of pollution and shortage of resources will still be there, and will even get worse.
S: I don’t think so. Now scientists all over the world are trying their best to develop new resources that human beings can make use of, such as solar energy. In my opinion, the problems can be solved one by one.
T: We all know that as our society develops, we have got much benefit. But at the same time, we have to face lots of problems. Can you find out what kind of problems human beings are facing
Give the Ss 1 or 2 minutes to think and they can discuss with their partners. Then check the answers.
After the Ss read the paragraphs, ask them the following questions.
高中英语必修五 Unit 3 Life in the future词汇拓展及巩固
高中英语必修五Unit 3 Life in the future词汇拓展及巩固拓展词汇1.impression n.[U,C]印象；感想；印记get／have a good／bad impression of 对......的印象好／不好leave／make／give a／an...impression on sb.给某人留下......的印象【词汇变形】impress v. 给......以印象；使铭记impressive adj.给人印象深刻的impressionism n. 印象派，印象主义impressionist n.印象派画家impress sb. with sth. 某事（物）给某人留下印象be impressed with／by 对......印象深刻impress sth. on／upon sb. 使某人铭记某事物2.take up1）拿起2）接受（建议或能得到的东西）3）开始从事，学着做4）继续5）占去（空间或时间）3.remind vt.使脊柱，提醒；使（某人）想起remind sb. of sth.提醒某人某事；使某人记起某事＝make sb. think of sth.remind sb. to do sth.提醒某人做某事＝make sb. remember to do sth.remind sb.that／what/how...提醒某人......；使某人记起......4.constantly adv.不断地【词汇变形】constant adj.时常发生的；连续不断的5.previous adj. 在前的；早先的（作前置定语）previous to ... 在......之前，先于......previous 指时间和次序在某事物之前former 是latter的反义，意为"前者；以前的"，强调前后对比senior to...比......年长的junior to...比......年轻的inferior to...比......差的superior to...比......更好的，比......更高的similar to...与......相似prior to...比......优先6.uncertain adj.不确定的；无把握的be uncertain about／of 对......不确定，对......拿不准【词汇变形】uncertainly adv.犹豫地，迟疑地uncertainty n.犹豫，迟疑；无把握7. guide n.&vt.1）n.[C]向导，导游；指南，手册；指导2）vt.指引；指导guide sb.to／through／around...领着某人到／穿过／参观......8.surroundings n.环境；周围的事物【词汇辨析】surroundings 自然环境environment 自然环境或精神环境【词汇变形】surrounding adj.周围的surround vt. 包围；环绕9.tolerate vt.1）容忍；忍受＝bear／stand／put up with＋doing2）（对药物）有耐受性，能经受住（困难条件）【词汇变形】tolerant adj.宽容的，容忍的tolerance n.忍受，容忍，宽容10.as though＝as if 好像虚拟语气时1）与现在事实相反，从句谓语动词用过去式（be动词用were）2）与过去事实相反，从句谓语动词用had＋过去分词3）与将来事实相反，从句谓语动词用would/could/might＋动词原形ck n.&v.1）n.[U]缺乏；[C]短缺的东西（a）lack of 缺乏for lack of 因缺乏（have／there's）no lack of不缺少2）v. 缺乏；没有【词汇辨析】lack [U]缺乏，[C]缺乏之物。
高中英语必修五 Unit3 Life in the future教学案例分析
高中英语必修五 Unit3 Life in the future教学案例分析该课对课文内容进行创造性拓展与补充，改变传统教学过于注重传授知识的倾向，采用“任务型”教学模式，进行了一次实验和探究。
该课的中心话题是“谈未来”，内容主要涉及人类对未来生活的想象、猜测和思考。
该课旨在激发学生的想象力，探讨未来的世界，达到使学生学会用英语交流、培养实际运用英语的能力。
二、学情分析这个班虽然为农村普通平行班，英语基础较差，但是大部分学生的思维活动、学习热情、表现欲望和合作精神还是可以在平时的教学中不断提高和培养的。
根据这些特点，采用与新课标要求相一致的新的教学方式，即活动式的教学法，这样面向全体学生便于调动全班学生的积极性，在师生互动、生生互动中实现教学任务和目标。
三、学习目标1、展望未来，激发学生的想象力；2、学习使用有关预测和猜测和表达方式；3、培养学生用英语表达未来的生活状况，达到用英语交流、培养实际运用英语能力的目的；4、运用所学英语写出具有丰富想象力的短文。
四、设计理念“ Life in the future”一课倡导英语新课标理念下的合作学习。
根据英语《课程标准》的指导思想,英语课程改革的重点是要改变传统教学过分重视语法和词汇知识的讲解与传授、即忽视对学生实际语言运用能力的培养的倾向，强调课程从学生的学习兴趣和认知水平出发，倡导学生体验参与、合作与交流的学习方式和“任务型”的教学模式，由学生共同努力来实现教学目标。
教师要引导学生利用所学语言来完成任务，促进学生运用所学外语获取信息，处理信息，使用信息与人交流，让学生去发现问题、设计问题并解决问题，提高合作意识，培养合作精神，从而实现学生的主体地位，发展学生的综合语言运用能力。
五、教学媒体设计指导学生将信息技术与英语学习相结合。
学生学完“ life in the future”这一单元，教师鼓励学生利用网络资源及多媒体技术积极探索和运用知识。
让学生展开想象，搜集有关资料，制成课件。
高中英语必修五知识讲解 Unit 3 Life in the future语言点
Unit 3 Life in the future语言点编稿：牛新阁审稿：王春霞学习目标重点词汇aspect, impression, remind, constantly，previous, uncertain, guide, surroundings, lack, optimistic, settlement, 小词简析重点短语take up, be back on one’s feet, lose sight of, sweep up, slide into, speed up重点句型1. as though/ as从句2. 疑问词+do you think +其余部分？3. Is it likely/ unlikely that...?4. Suppose that...知识讲解重点词汇aspect【原句回放】Below are some of the main aspects of life today. 以下是现代生活的几个主要方面。
【点拨】aspect n.方面；方位，朝向；样子，外观I feel we should look at the problem from every aspect.我感觉我们应该从各方面来考虑这个问题。
Would you give some advice to us on the health and safety aspects of our products?你能就我们的产品的健康和安全方面给我一些建议吗？Our room has a western aspect. 我们的房间朝西。
Her face wore an angry aspect. 她面带怒容。
impression【原句回放】First Impressions 第一印象【点拨】impression n.印象，印痕常用搭配：create/ give/ make a ... impression (on sb.) （给某人）留下......的印象have/ get the impression that... 有......的印象be under the impression that 原以为The dirty and seedy aspect of the bar created a bad impression on us.酒吧肮脏、破旧的外观留给我们很坏的印象。
人教版高中英语必修五Unit3 life in the future 课文+知识点(共48页)
④Joan took up the story when her sister forgot the n开ex始t detail.
__________
继续
占据
⑤That big clock will have to go; it takes up too much space in the small hal2l3.
your previous time period.
21
be simliar to
be similar to sb/sth 与...相似(可加从句） be similar with sb 与...相似 be similar in sth 在...方面相似
1.The basic design of the car is very similar __to______that of earlier models. 这种汽车的基本设计与早期的样式非常相似。
making use of Why
How
WtakhiyngdiudpLtihQe piarnizge wgontolatshteyfeuatrure?
How
Htimowe cdaidpshueleget to the future?
nHaetorfvwirosdutis?d/ uhnecfeeretlain
Now
bus
subway
plane
Houses
Past
cottage room（茅草屋）
Brick houses
Now
/flæ t/
flat
/ˈvɪlə/
villa n. 别墅；郊区住宅
Education
Past
Private schools
高中英语人教版必修五Unit3_Life_in_the_future_ppt课件
4. Why is she writing you this letter?
4. Why is she writing you this letter?
She is writing the letter because her science teacher asked her to send a letter to the past.
Work in groups and discuss the future of one of the following areas. Use the questions below to get started.
Communication
Work
•Where will people work in the future? •What kind of jobs will people have? Houses and buildings
Education •No blackboard •No tests like what we have now. •Test abilities. •Combine the subjects.
1. What year is Mekanika living in? 2. Where does she live?
3044 (or 58AL)
3. What happened to the people on the earth?
On Mars.
They had to leave because the population was growing too large and there was too much pollution.
The human body Get bigger, heavier bodies and bigger brains. Hands may evolve
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[点睛]
(1)lack 作名词时常与介词 of 连用；作动词时可用作及
物动词直接加宾语(不用被动语态)，也可作不及物动 词用；形容词 lacking 与 in 连用。 (2)lack 表示“缺少的东西”时，常为可数名词。
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[多维演练] A：完成句子 ①因为缺钱他们的旅行被取消了。
Their trip was cancelled for lack of money .
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(二)重点单词
A：根据提示，写出下列单词的适当形式
11． constant adj.时常发生的；连续不断的→ constantly adv.不断地；连续地 12． adjustment n．调整；调节→ adjust v．调整；调节 13． instant n．瞬间；片刻 adj.立即的；立刻的
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17．The nurse pressed the wound and the pressure to the arm stopped the bleeding at last.(press) 18．Since you feel unsettled and anxious, you had better settle your difference with your father.(settlement)
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1.The capsule began swinging gently sideways as we lay relaxed and dreaming. 已经是午夜了，但是他很清醒地躺在床上不能 仿 入睡。 写 It was already midnight, but he lay in bed wide awake and couldn't fall asleep.
→ instantly adv.立即；立刻 14． representitive n．代表；典型人物adj.典型的；有代 表性的 → represent v．代表
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B：一言辨异(根据语境，用所给词的适当形式填空)
15．— What's your impression of the new teacher？ — He is a kind and handsome young man, but what
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(一)根据汉语提示写出短语 1． take up 2． be back on one's feet 3． lose sight of ... 4． sweep up 拿起；接受；开始；继续 (困境后)恢复；完全复原 看不见„„ 打扫；横扫 返回
5． slide into (快捷而悄声地)移动；溜进„„ 6． speed up 加速 7． be similar to ... 与„„相似 8． remind ...of ... 使„„想起„„
send him to university. A．lacked C．lacking B．lacking of D．lacked in
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解析：从句补全为：Though his parents lacked money, his parents managed to send him to university。由于lack 在句中表主动，此处用现在分词。 答案： C
②她说她缺乏自信。 confidence . She said she suffered from a lack of self-
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B：句型转换
③用动词lack改写练习②
She said she lacked selfconfidence.
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C：单项填空 ④Though money, his parents managed to
you tell me which one turns on the hall lights？ 返回
8．He looked at the shop window with greedy (贪婪的)
eyes.
9．I can not tolerate (容忍) your carelessness. 10．The date of the ship's arrival is uncertain (不确切的).
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2．Inside was an exhibition of the most uptodate
inventions of the 31st century. 仿 河的南岸坐落着一个小型工厂。
写 South of the river lies a small factory.
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3．Well, now there's a system where the waste is disposed
[思考归纳]
the instant“一„„就„„”，相当于as soon as。思考并
总结与之用法一样的连词 the moment; the minute; directly; immediately等。
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[多维演练]
A：完成句子
①我马上就回来。
I shall be back in an instant .
你把金属箍戴到头上，整理思绪，按下发送键，集中精
神想你要发送的信息，片刻工夫信息已经发送出去了。
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Banks, for example, encourage staff at call centers to use
customer data to establish instant and good relationship
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(1)lack for (2)for lack of
(多用于否定句中)需求；需要 因缺乏„„
a lack of
no lack of (3)lacking adj. be lacking in
缺乏„„
不缺乏 短缺的；缺乏的 缺少
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Very soon the competitive part in me was winning over my lack of confidence.(选自2011年高考北京卷· 完形) 很快我内心的竞争意识战胜了我信心的不足。 I will see that you lack for nothing while you attend college. 我要使你上大学时样样齐备。 The room is lacking in colour. 这间房缺乏色彩。 返回
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4．The taxi driver suddenly sped up light turned red.
before the traffic
5．One of our greatest athletes is going to take up a new challenge.
6．The moment they got separated, they lost sight of each
impresses me most is his sense of humour.(impression) 16． Surrounded by green hills on the north and south and
a blue sea on the east, this city really enjoys nice surroundings.(surroundings)
②有那么一会儿，我以为他要拒绝了。
Just for an instantI thought he was going to refuse.
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B：翻译句子 ③我一眼就认出是她。
I recognized her the instant/instantly I saw her.
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C：单项填空
④(2009· 湖南高考)As there is less and less coal and oil， scientists are exploring new ways of making use of energy, such as sunlight，wind and water for power and fuel.
5．It's necessary for you to fasten (系牢) your safety belt when you drive. 6．The manager mentioned three aspects (方面) of the problem.
7．There are several switches (开关) on the wall. Can
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2．instant n．瞬间；片刻adj.立即的；立刻的
You place the metal band over your head, clear your mind, press the sending button, think your message and the next instant it's sent.(教材P22原句)
of using the principles of ecology.
仿 写 这使我陷入一种不能接受此工作的境地。 It's put me in a position where I can't afford to take
the job.
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常考 单词
lack, instant
冷点词汇
常考 take up, lose sight of, 短语 speed up
A．primary
C．instant
B．alternative
D．unique
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解析：考查形容词辨析。primary “基本的”；alternative “供选择的；可替代的”；instant “瞬间的”；unique “独一 无二的”。B项最合句意。 答案： B