高中英语人教版必修五Unit 5 First Aid-FirstAid for Burns教案.docxVIP

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1、高中英语人教版必修五Unit 5 First Aid-FirstAid for Burns教案.docxVIP

2、高三英语必修五《Unit 1 Great scientists》教案

3、必修五Unit3Lifeinthefuture词汇课教案

　　教学设计 　　《普通高中课程标准实验教科书英语》必修5 Unit5 First Aid-First Aid for Burns 　　所教年级 高二年级 　　单元 Unit5 First Aid-First Aid for Burns 　　本节课以First Aid for Burns为话题，结合学生日常生活中经常发生的小意外以及处理方法，设计了warming up部分；Reading部分主要围绕First Aid for Burns主要 　　设计主题 　　了解如何处理不同程度的烧伤。 　　1.整体设计思路 　　本单元出自是人民教育出版社出版的高二英语新教材必修5的第五单元First Aid-First Aid fo rBurns，其中心话题围绕“First Aid”展开，reading部分是本课的重点，重在训练学生精确找到阅读信息的能力，并且从阅读中获取解决实际问题的技能，如怎样判断烧伤的不同等级以及如何处理烧伤。本课所学到的知识有利于学生解决生活中的实际问题。Warming-up以学生实际生活中可能遇到的小意外的照片引入话题，激发学生兴趣；阅读部分以阅读任务推动，引导学生发展阅读能力；读后部分以小组为单位学习不同小意外的处理方法，然后进行班级分享，鼓励学生以动作、语言输出所学知识，并结合实际情况学以致用。总结部分采用新闻视频，让学生观看一名护士利用急救知识偶然在高速公路上久了一名发生车祸的陌生人的新闻报道，引导学生形成用所学拯救他人的价值观，弘扬社会主义核心价值观。 　　2.教学背景分析 　　本课的授课对象是高二的学生，已经积累了一定的英语阅读技巧，但学生不习惯用英语表达。 　　学生情况分析： 　　本单元所涉及的话题对于学生来说并不陌生，但是学生平时很少关注具体情况下的急救办法，希望教材分析：通过本课的学习，教会学生如何应对可能出现的生活小意外，并提高急救意识。 　　3.教学目标分析 　　1.Get familiar with some useful words , phrases and sentence patterns in this passage. 　　Teaching aims: 　　2. Improve the reading skills 　　3.Know some simple skills of first aid and use what we have learned to help others 　　aching important and difficult points: 　　Get students to acquire some first aid skills through reading 　　How to output what they learnt into practice to solve some daily problems. 　　5.教学过程设计 　　Teaching procedures: 　　tep1.Greeting and learning new words: 　　1). Hurt / injure / harm / wound n. 　　【解释】 　　hurt 可指肉体和心理的疼痛，如强烈的剧痛的创伤，或别人的言行给某人的情感造成的伤害。 　　injure 指物理伤害的总称。如造成容颜，机能的损害。 　　harm 以抽象的伤害为主，通常造成伤害需要一个过程，如在人的心理，健康，权利或事业上的损害。（吸烟有害健康） 　　wound 常指开放式的伤口（如刀，枪伤等） 　　2). cause/excuse/reason n. 　　【解释】 　　cause：指造成一种影响、结果或后果的原因或条件。（与of连用） 　　excuse 强调为逃避或减轻责任而设法辩解而使用的借口，理由（与for连用） 　　reason 是指解释某种效果的发生或性质的措辞（与for连用） 　　3) electric/electrical adj. 　　【解释】 　　electric 用于修饰需要用电来运转的设备或用于比喻“震惊” 　　electrical 常用于表示与电气性质或科学相关 　　4). jewelry/jewel n. 　　【解释】 　　jewelry 珠宝, 珠宝类的总称[不可数名词] 　　jewel珠宝[可数名词] 　　tep2.Lead-in(Teacher should take some photos about daily accidents of students before lass.) 　　Look at the pictures. What happened to the students? What should we do to helphem? (Draw students' attention to the topic "First Aid") 　　2. Task1:Wh　　【#高三# 导语】高考竞争异常激烈，千军万马争过独木桥，秋天到了，而你正以凌厉的步伐迈进这段特别的岁月中。这是一段青涩而又平淡的日子，每个人都隐身于高考，而平淡之中的张力却只有真正的勇士才可以破译。为了助你一臂之力，©无忧考网高中频道为你精心准备了《高三英语必修五《Unit1Greatscientists》教案》助你金榜题名！ 　　教案【一】 　　教学准备 　　教学目标 　　1.Studentslearnsomenewwordsandexpressionstodescribepeople,especiallyfamouspersons; 　　2.Studentsareencouragedtogivemoreinformationaboutfamouspersonswhotheyarefamiliar: 　　3.Studentscanrealizethatitisscientificspiritthatmakesthosescientistssuccessful. 　　教学重难点 　　1.Wordsandexpressionsinthisunit 　　2.Previousknowledgeofsomeofthefamousscientists 　　3.Comprehendingthetext 　　教学过程 　　【导入】Wordslearning 　　(StudentsareassignedtolearnthenewwordsofthisunitandfindouttheEnglishexplainationsofthenewwords) 　　Definitionsorexplanations 　　A.examine1.generalprinciplesofanartorscience 　　B.repeat2.sayordoagain 　　C.theory3.atonce;withoutdelay 　　D.immediate4.lookat...carefullyinordertolearnaboutorfrom... 　　E.complete5.ofgreatvalue,worthoruse 　　F.valuable6.havingallitsparts;whole;finished 　　G.announce7.makeknown 　　H.control8.comeorbringtoanend 　　I.positive9.powertoorderordirect 　　J.conclude10.quitecertainorsure 　　【讲授】usefulsentenceslearning 　　(Thesentencesarepickedfromthetext.) 　　1.“AllroadsleadtoRome,”heencouragedmeafterIfailedtheentranceexamination. 　　2.Thissentencedoesn’tmakeanysense. 　　3.OurEnglishteacherisnotonlystrictwithusbutalsofriendlytous. 　　4.Heisgood-looking,apartfromhisnose. 　　5.Itisannouncedthatthespacecraft,ShenzhouⅥ,landedontheearthsuccessfully. 　　6.ItisnotTombutyouwhoaretoblame. 　　7.In1995,theChinesegovernmentputforwardaplanfor“rejuvenatingthenationbyrelyingonscienceandeducation”.AndithashelpedChinesescientistsmakemanybreakthroughs. 　　8.Haveyoudrawnanyconclusionafteryoureadthispassage? 　　9.Welldone.Somuchforthelearningofthenewwordsandexpressions. 　　【讲授】Introductionofaclassicarticle 　　Teacherintroduceafamousperson--QianXuesenandstudentslearntowriteanarticleaboutthefamousscientisusingthewordsandexpressionstheyjustlearninclass. 　　【活动】Sharetheoutcome 　　Studentssharetheirarticleorallyanddiscusswhethertheyhaveusedsomegoodandadvancedexpressions. 　　【练习】Consolidation 　　完成句子 　　(1)爱因斯坦被认为是二十世纪最伟大的科学家之一。 　　Einstein___________________oneofthegreatestscientistsin 　　the20thcentury. 　　(2)他对实验结果感到满意,他把成绩归功于大家。 　　He________________________oftheexperimentand_____ 　　句型转换 　　(1)把句①改为非限制性定语从句。 　　QianXuesenwasbornintoawealthyfamilyonDecember11, 　　1911,ZhejiangProvince,__________________________ 　　____________________________________________. 　　(2)把句②改为含状语从句的复合句。 　　___________________________________________________ 　　_______,hewenttoAmericaforhisfurtherstudyandgained 　　hisdoctor’sdegreeintheScienceofAstronom 　　单词?分类记忆 　　短语?双语互译 　　语境取词——选用上面的单词或短语填空 　　句型?超级仿写 　　教案【二】 　　教学准备 　　教学目标 　　1.Targetlanguage目标语言 　　a.重点词汇和短语 　　attend,control,severe,pub,immediately,handle,instructor,pump,contribute,conclude,steamengine,virus,putforward,makeaconclusion,exposeto 　　b.重点句式 　　Topreventthisfromhappeningagain,JohnSnowsuggestedthat...P3 　　2.Abilitygoals能力目标 　　Enablethestudentstotalkaboutscienceandscientists. 　　3.Learningabilitygoals学能目标 　　Enablethestudentstolearnaboutsomefamousscientistsandtheircontributionsandhowtoorganizeascientificresearch. 　　教学重难点 　　Talkaboutscienceandscientists. 　　教学工具 　　Acomputerandaprojector. 　　教学过程 　　StepⅠLead-in 　　Askthestudentstothinkofsomegreatinventionsandinventorsinhistory. 　　T:Welcomebacktoschool,everyone.Iguessmostofyouhaveenjoyedyourholiday.MaybeIshouldsayeveryonehasenjoyedascientificlife.Why?Becauseyouhaveenjoyedtheresultsofthescienceandscientists.Nowcanyoutellmethescientistswhoinventedthelights,thegramophoneandthecomputer? 　　S1:Edisoninventedthelightsandthegramophone. 　　S2:ThefirstcomputerwasinventedbyagroupofAmericanscientists. 　　StepⅡWarmingup 　　First,asksomequestionsaboutgreatscientists.Second,askallthestudentstotrythequizandfindoutwhoknowsthemost. 　　T:Youknowourlifeiscloselyrelatedtoscienceandscientists.Webenefitalotfromthem.Canyounameoutasmanyscientistsaspossible? 　　S1:Newton. 　　S2:Watt. 　　S3:Franklin. 　　Sampleanswers: 　　1.Archimedes,AncientGreek(287-212BC),amathematician. 　　2.CharlesDarwin,Britain(1808-1882).ThenameofthebookisOriginofSpecies. 　　3.ThomasNewcomen,British(1663-1729),aninventorofsteamengine. 　　4.GregorMendel,Czech,abotanistandgeneticist. 　　5.MarieCurie,PolishandFrench,achemistandphysicist. 　　6.ThomasEdison,American,aninventor. 　　7.LeonardodaVinci,Italian,anartist. 　　8.SirHumphryDavy,British,aninventorandchemist. 　　9.ZhangHeng,ancientChina,aninventor. 　　10.StepperHawking,British,aphysicist. 　　StepⅢPre-reading 　　Getthestudentstodiscussthequestionsonpage1withtheirpartners.Thenaskthestudentstoreporttheirwork.Encouragethestudentstoexpresstheirdifferentopinions. 　　T:Now,class,pleaselookattheslide.Discussthesequestionswithyourpartners.ThenI’llasksomestudentstoreporttheirwork. 　　Showthefollowingonthescreen. 　　Whatdoyouknowaboutinfectiousdiseases? 　　Whatdoyouknowaboutcholera? 　　Doyouknowhowtoproveanewideainscientificresearch? 　　Whatorderwouldyouputthesevenin?Justguess. 　　Sampleanswer1: 　　S1:Letmetry.Infectiousdiseasescanbespreadeasily.Theyhaveanunknowncauseandmaydogreatharmtopeople. 　　S2:Peoplecouldbeexposedtoinfectiousdiseases,somayanimals,suchasbirdflu. 　　S3:AIDS,SARSareinfectiousdiseases. 　　S4:Infectiousdiseasesaredifficulttocure. 　　Sampleanswer2: 　　S1:CholeraiscausedbyabacteriumcalledVariancholera. 　　S2:Itinfectspeople’sintestines,causingdiarrhea,vomitingandlegcramps. 　　S3:Themostcommoncauseofcholeraispeopleeatfoodordrinkwaterthathasbeencontaminatedbythebacteria. 　　S4:Choleracanbemildorevenwithoutsymptoms,butaseverecasecanleadtodeathwithoutimmediatetreatment. 　　Sampleanswer3: 　　S1:Iknowsth.aboutit.Firstweshouldfindtheproblem.Then,thinkofasolution. 　　S2:Weshouldcollectasmuchinformationaspossible. 　　S3:Analyzingresultsisthemostimportantstage. 　　S4:Beforewemakeaconclusion,itisnecessaryforustorepeatsomestagesorprocesses. 　　Sampleanswer4: 　　S1:Ithink“Findaproblem”shouldbethefirststage. 　　S2:“Makeupaquestion”shouldfollowthefirststage. 　　S3:“Thinkofamethod”,“Collectresults”and“Analyzeresults”areafterthat. 　　S4:Ofcourse,before“Makeaconclusion”,weshould“Repeatifnecessary”. 　　T:Welldone!Whenwewanttosolvesomeproblems,firstweshouldfindouttheproblem,dosomeresearchonit,proveyourfindings,andthenmakeaconclusion.Thisisascientificandobjectivewayofresearching.Nowlet’sseehowdoctorJohnSnowdidhisresearch. 　　StepⅣReading 　　Letthestudentsskimthewholepassageandtrytoworkoutthemeaningsofthenewwordsandstructuresusingcontext. 　　T:TheeffectofcholerainthenineteenthcenturyLondonwasdevastating.Manypeoplediedwithoutknowingthereason.ItwasdoctorJohnSnowwhosavedthepeople.Pleaselookatthescreen.Let’sreadthewholepassageandfindanswerstothequestions. 　　Showthequestionsonthescreen. 　　1.Whatconditionsallowedcholeradevelop? 　　2.Whydoyouthinkpeoplebelievedthatcholeramultipliedintheairwithoutreason? 　　3.WhatevidencedidJohnSnowgathertoconvincepeoplethatidea2wasright? 　　Sampleanswers: 　　S1:Thedirtywatermadethecholeradevelopquickly. 　　S2:Becausepeoplecouldnotunderstanditscauseandcouldnotgetitcured.Sopeopleimaginedthatsomepoisonousgasintheaircausedthedeaths. 　　S3:Hefoundthatmanyofthedeathswerenearthewaterpumpwhilesomeareasfarawayfromthewaterpumphadnodeaths.Sowhenpeoplewereaskednottousethewaterpump,thediseasebegantoslowdown.Inthisway,JohnSnowhadshownthatcholerawasspreadbygermsandnotinacloudofgas. 　　StepⅤTextanalyzing 　　Askthestudentstoanalyzethetextingroups. 　　T:Pleaselookatthechartonthescreen.ThechartshowsthateachparagraphofthetextexplainsJohnSnow’sstagesinhisresearch.Pleasereadthetextandfindoutthegeneralideaofeachparagraphandmatchthestagewitheachparagraph.Discussitingroups,andthenreportyouranswers. 　　Paragraphs 　　Stages 　　Generalideas 　　1 　　2 　　3 　　4 　　5 　　6 　　7 　　Sampleanswers: 　　S1:Mygroup’sopinionisthis:stageone“Findaproblem”isexpressedinparagraphone.Thegeneralideaislikethis:JohnSnowwantedtofindthecausesofcholera. 　　S2:Ouranswerislikethis:paragraphtwoexpressesthesecondstage“Makeupaquestion”.Thegeneralideaislikethis:JohnSnowwantedtoprovewhichtheorywascorrect. 　　S3:“Thinkofamethod”isthethirdstage.Anditiscontainedinparagraphthree.Thegeneralideaislikethis:JohnSnowcollecteddataonthosewhowereillordiedandwheretheygottheirwater. 　　S4:Thefourthstage“Collectresults”liesinparagraphfour.Itsgeneralideaislikethis:JohnSnowplottedinformationonamaptofindoutwherepeoplediedordidnotdie. 　　S5:OurgroupbelieveparagraphfivecontainsthefifthstageofJohnSnow’sresearch.Thegeneralideaislikethis:JohnSnowanalysedthewatertoseeifthatwasthecauseoftheillness.Sothisstageisto“Analysetheresults”. 　　S6:Thesixthstageis“Repeatifnecessary”.Itiscontainedinthesixthparagraph.Thegeneralideaislikethis:JohnSnowtriedtofindotherevidencestoconfirmhisconclusion. 　　S7:Thelastparagraphisabouttheseventhstage“Makeaconclusion”.Itsgeneralideaislikethis:ThepolluteddirtysourceofdrinkingwaterwastoblameforthecauseoftheLondoncholera. 　　Asksomestudentstoputtheiranswersinthechart. 　　Paragraph 　　Stages 　　Generalideas 　　1 　　Findaproblem 　　Thecausesofcholera 　　2 　　Makeupaquestion 　　Thecorrectorpossibletheory 　　3 　　Thinkofamethod 　　Collectdataonwherepeoplewereillanddiedandwheretheygottheirwater 　　4 　　Collectresults 　　Plotinformationonamaptofindoutwherepeoplediedordidnotdie 　　5 　　Analysetheresults 　　Analysethewatertoseeifthatisthecauseoftheillness 　　6 　　Repeatifnecessary 　　Findotherevidencestoconfirmhisconclusion 　　7 　　Makeaconclusion 　　ThepolluteddirtysourceofdrinkingwaterwastoblameforthecauseoftheLondoncholera 　　T:Nowclass.Canyoutellmewhatstyleofthepassagebelongsto? 　　S1:Ithinkitisareport. 　　T:Herearethreepiecesofwriting.Theybelongtodifferentwritingstyles.Nowreadandfindoutwhatstyleeachpiecebelongsto. 　　Showthechartandthreepiecesofwritingonthescreen. 　　Report 　　Description 　　Creativewriting 　　Formallanguagewithfewadjectives 　　Vividuseofwordswithsimilesandmetaphors 　　Vividuseoflanguageandmoreinformalstyle 　　Nospeechexcept 　　quotations 　　Nospeechexcepttohelpthedescription 　　Speechtoshowfeelings,reactionsetc. 　　Notemotional 　　Emotionaltodescribeatmosphere 　　Emotionaltodescribefeelings 　　Onlyonemaincharacter 　　Nocharacters 　　Mayhaveseveralcharacters 　　Factual 　　Notfactualbutimaginative 　　Imaginativebutcanbebasedonfact 　　Structuralaccordingtoexperimentalmethod 　　Notstructured 　　Beginning,middle,end 　　Pasttenseandpassivevoice 　　Pasttense 　　Pasttense 　　MakingWay 　　OnceGoethe(歌德),thegreatGermanpoet，waswalkinginapark.Hewasthinkingaboutsomethingwhenhenoticedhecametoavery,verynarrowroad.Justatthattime,ayoungmancametowardshimfromtheotherendoftheroad.Itwastoonarrowforbothofthemtopassthroughatthesametime.Theystoppedandlookedateachotherforawhile.Thentheyoungmansaidrudely，“Inevermakewayforafool.”ButGoethesmiledandsaid,“Ialwaysdo.”Thenheturnedbackquicklyandwalkedtowardstheendoftheroad. 　　WeatherReport 　　Here’stheweatherreportforthenext24hours.Beijingwillbefinewiththetemperaturefrom4to13.Tokyowillbefinetooandcloudylaterintheday.Thelowesttemperatureislto8.Londonwillberainyandwindylaterintheday.Thehighesttemperatureis8andthelowestis4.NewYorkwillbesunnyandcloudylaterintheday.Thetemperatureis13to19. 　　Heartbeating 　　Putyourhandtotheleftsideofyourchest.Trytofeelyourheartbeating.Thehearttakesalittlerestaftereachpumporbeat.Inboysorgirlsofyourage,heartbeatsabout90timesaminute.Agrown-up’sheartbeatsabout70or80timesaminute.Buttheheartbeatisdifferentinthesamepersonatdifferenttimes.Forexample,theheartbeatsfasterduringexercise.Itisalsofasterwhenapersonisangry,scared,orexcited.Duringsleep,theheartbeatslowsdown. 　　Sampleanswers: 　　S1:Ithinkthefirstpiece“MakingAWay”isinastyleofcreativewriting.Thesecondpiecebelongstoadescriptionstyle.Thethirdpiecebelongstoareportstyle. 　　T:Verygood.Nowlet’sreturntoourtext.Whocantellmethemainideaofthispassage? 　　S2:Ican.ClearlyittellsushowJohnSnowdefeatedthediseasecholerabydoingscientificresearch. 　　StepⅥHomework 　　1.Getmoreinformationaboutsomeinfectiousdiseasesandmodernscientists. 　　2.FinishtheExercises1,2,3onpages3and4.　　1、陵水民族中学英语组集体备课记录时间2013年9月26日地点高二年级办公室学科英语年级高二年级主备人黄兰茹记录人黄兰茹参与人员林菊梅 陈韵雅 郑丽君 刘莎课题高中英语必修五Unit 3 Life in the futureWords and expressions讨论内容一、关于本课时教学目标的设置问题1.知识目标：识读本单元词汇表中的新单词和短语。2.能力目标：掌握重点词汇和短语的用法。3.情感态度：养成良好的英语拼读习惯，培养其合作精神。二、关于本课时教学方法的选择1.情景教学方法是英语词汇的学习的最佳选择，通过例句展现的语言环境体会和掌握单词的意义和用法。三、关于本课时学习策略的指导1. 　　2、通过音标拼读和录音带跟读，学习新词汇的读音。2. 通过字典查找和例句展示，学习新词汇的意义。3. 通过教师讲解和习题训练，学习新词汇的用法。4. 通过构词法和音节拼读，学习记忆新词汇。学科英语年级高二年级课型词汇课教学内容必修五Unit 3 Life in the futureWords and expressions教学目标知识目标To master the key words and expressions of this Unit.能力目标To use the key words and expressions of this Unit correctly.情感态度To develop 　　3、students spirit of cooperation教学重点Learn and master the key words and expressions of this Unit.教学难点How to use the key words and expressions of this Unit correctly.教学媒体Multi-computer教学方法Task-based Teaching MethodSituational Teaching MethodExercising教学过程及设计意图教学过程及设计意图Step 1: Warming upAsk the students 　　4、to read the new words of this Unit by themselves.（Design intention：To develop the students self-learning abilities.）Step 2: Learn the new wordsActivity 1: Listening and repeating Ask the students to read and repeat the new words of this Unit after the tape recorder and check whether their pronunciat 　　5、ions of the new words just now are correct or not.Activity 2: RecitingShow all the key words on the screen. Ask the students to recite all the key words in limited time. During this step, some students may come across some problems like pronunciation, or something else. The teacher should deal with 　　6、them immediately.Activity 3: Oral checkingShow the English worlds on the screen to ask the students one by one or at random to tell the Chinese meaning then the Chinese words to English ones. In this step, most of the students can have the opportunity to be checked. All the students will devote all 　　7、their spirit to recall the key words they recited just now.Activity 4: Written examinationGive the students a piece of paper to translate the key words to English or into Chinese.（Design intention：To enable the students to master the pronunciations of the new words and master the meanings and the wr 　　8、iting of the key words by varied activities.）Step3 Consolidation Ask the students to fill in the blank with the new words in proper forms.1. He left a deep on his boss.2. I have no courage to the challenge.3. The ill man was in pain.4. Mary left to my arrival.5. We should read a travelers before we 　　9、go to travel.6. The plant died for of water.7. The thief the room.8. Vast areas of land have become .9. Ill be back in an .10. The students the classroom after class.11. He took up his in Beijing.12. I have him entirely.13. We should keep an attitude to everything.14. This medicine will help recover 　　10、y.（Design intention：To help students understand and memorize the meanings of the key words in an authentic situation by filling the blanks of these sentences.）Step4 Development Explain the important language points and ask the students to do the exercises.1. impression : n. C印象；感想 give sb. a good/ d 　　11、eep/strong impression 给某人以印象 make/ leave an impression on sb. 给某人留下印象 impress vt.eg. The first impression of a person is very important.请用impress 和impression 填空。The speech made a strong on us.The teacher us with his sense of humour.2. take up : 接受（建议或挑战），对产生兴趣，开始从事,着手处理，占去（时间或空间） take off 脱下，起飞 take 　　12、 on 接受，呈现 take out 拿出，去掉 take over 接管，占据 take down 取下，记下 take in 接纳，吸收 take sth. for sth. 把误认为是 take back 拿回，取回翻译下列句子。(1) He took up challenge with courage.(2) Tom has taken up basketball.(3) He decided to take up photograph as his career.(4) Im going to take this matter up with my lawyer.(5) Writin 　　13、g the paper took up most of the weekend.3. lack：n. & v. 缺乏，不足 lack for sth. 缺乏某物 for lack of sth. 因缺乏某物 be lacking in sth. 缺乏某物 have no lack of sth. 不缺乏某物选用恰当的短语填空。(1) He lacks courage. = He courage.(2) They nothing, but money.(3) I havent finished the painting time.(4) Its very kind of you, but 　　14、 we workers here.4. lose sight of 看不见，忽视，失去联系 catch sight of 看见 at first sight 乍一看 at the sight of 一看见 out of sight 在视野外 in/ within sight 在视野内选择恰当的选项完成句子。After having followed the thief for half an hour, they him in a large store. A. lost the sight B. caught sight of C. out of sight of D. lost sight 　　15、 of（Design intention：To enable the students to master the usage of the key words.）Step5 Homework1. Review the new words and expressions learned in this lesson.2. Make sentences with the key words and expressions in this Unit.（Design intention：To consolidate what the students learn in the lessons.）板书设计Unit 3 Life in the futureThe First PeriodKey words: impression, constant, previous, guide, lack, desert, instant, settlementkey

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