2019年秋人教版高中英语必修五学案：Unit 3 Life in the future Period 3 Language Study(II)

2019-2020年高中英语 Unit3 Life in the Future教案新人教版必修5Ⅲ. 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 prehending 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。

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

人教版高中英语必修5教案Unit 3 Lifein the FutureUnit3LifeintheFutureTeachingGoals:Topic:Predictingt hegoodandbadchangesinthefuture.imaginethealiencreat efulexpressions::takeup拿起;接受;开始;继续remind…of…使回想起或意识到losesightof…不再看见……catchsightof…瞥见sweepup打扫；横扫speedup加速assistin帮助;援助;协助Sentencestructures:IstillcannotbelievethatIamtaking upmyprizethatwaswonlastyear.worriedaboutthejourney, Iwasunsettledforthefirstfewdays.confusedbythenewsur roundings,Iwashitbythelackoffreshair.SoonIwasbackon myfeetagainandfollowedhimtocollectahoveringcarriage drivenbycomputer.Describedasanenormousroundplate,it spinsslowlyinspacetoimitatethepulloftheearth’sgravity.…atableandchairrosefromunderthefloorasifbymagic.Gram mar:1.过去分词作定语（Thepastparticipleastheattribute）Ifollowedhimtocollectahoveringcarriagedrivenbycompu ter.Tomorrowyouwillbereadyforsomevisitsorganizedbyc omputer.2.过去分词作状语（Thepastparticipleastheadverbial）worriedaboutthejourney,Iwasunsettledforthefirstfewd ays.confusedbythenewsurroundings,Iwashitbythelackof freshair.Period1TeachingAims:1.Learnsomenewwordsand expressions.2.Helpthestudentstotalkaboutlifeinthepa st,atpresentandinthefuture.3.Enablethestudentstodes cribethelifeinthepast,atpresentandinthefuture.Diffi cultandImportantPoints:comparelifeinthepast,atprese ntandinthefuturewhatislifeinthefuturelike?whatchang eswilltakeplace?Teachingmethods:1.Firstandcarefulre ading,2.Askingandansweringquestionactivity3.Individ ual,Pairwork&groupworkTeachingProcedures:Step1w armingupShowthestudentssomepicturesorvideosofthepastandpresentlife,andaskthemtheirfirstimpressionsofthepicture s.lead-in:Talkabouthowmanychangestherehavebeeninthe pastandinthepresent.Step2:pre-reading1.canyoutellwhatproblemspeoplearefacingt oday?2.whatproblemsdoyouthinkpeopleinthefuturewillh aveovercome?whichoneswillstillbethereorevenworseinA D3005?找教案key:1.Theproblemofpopulati onwillbesolved,havebeguntocontrolthebirthrate.2.The problemswillbestillthere,andwillevenworse.3.Idon’tthinkso.Nowscientistsaretryingtheirbesttodevelopne wresourcesthathumanbeingscanmakeuseof,suchassolaren ergy.Inmyopinion…step3：fastreadingReadthetextforthefirsttimeandtellwhatthe textisabout?It’sane-mailwrittenbyamanwhohastakenupatriptothefuture .2.Lookatthefollowingsentence,thereareinwrongorder, tellmethecorrectorderforthesesentenceA.weweretransp ortedintothefuturebyacomfortabletimecapsule.B.Iarri vedatwangPing’shomeandeverythinginhishousemademesurprised.c.Iwona traveltotheyearAD3005D.Ihavemyfirsttrytomasterahove ringcarriage.Step4carefulreading1.Questions&answers:1.whydidIhave thechancetotraveltotheyearAD3005?2.whatisa “timelag”?3.HowdidIfeelwhenIwasinthecapsule?4.who guidesmytrip?5.whydidmyguidegivemesometables?6.whot ransportedustothefuture?key.ItookuptheprizeIwontheyearbefore.2.“Timelag”meansapersongetsflashbacksfromhisprevioustimeperiod .3.Theseatsinthecapsuleareverycomfortable.4.myfrien dwangPingismyguidetothefuture.5.Thetabletscouldhelp mefeellessnervousanduncertain6.wangPing’sparents’companytransportedustothefuture.2.Fillinthechart:Go odchangesBadchangesTimetravelcantraveltoDifferentti mesasyouwishAfter-effectsoftraveltransport.canmoves wiftlyDisorganized,difficulttofindwayhousessavelivi ngspaceShortofspaceTownsBusy,looklikemarketsEasytogetlostAirqualityownfamilyoxygensupplyPoorqualityinpublicplaces3.Readingthetexttodecideon thetypeofwritingandsummaryoftheideaTypeofwritingThi sisapieceofnarrativewriting.mainideaofthepassageItt ellsaboutLiQiangtravelingtotheyearAD3005andhisexper iencesthere.Topicsentenceof1stparagraphIhavetravele dtotheyearAD3005.Topicsentenceof2ndparagraphIwassti llontheearthbutonethousandyearsinthefuture.Topicsen tenceof3rdparagraphIwashitbythelackoffreshair.Topic sentenceof4thparagraphTomorrowIwillbereadyforotherv isitsorganizedby“FutureTours”.4.makingachainofeventsfromthetextFirstImpressionsSuff eringfrom“timelag”Goingbyatimecapsuleonearthbut1000yearsinthefutureAt homeintheyearAD3005Step5:Discussion:SampleanswersEx.2Ithinkthewriterhasanoptimisticviewofthefuture.Hew asveryexcitedwhenhetraveledtotheyearAD3005andcouldn’tbelieveifwastrue.Fromthis,wecanseeheiseagertogotot hefuture.Thoughshewashitbythelackoffreshair,The2nd& amp;3rdperiodTeachingaims:Learnexpressions&phra sesLearnlanguagepointsDifficultandImportantPoints:1）Languagepoints2）Theusageof“takeupandsweep”Teachingmethods:Presentation&PracticeTeachingPr ocedures:StepIRevisionHaveadictationStepII.checkthe answers1)checktheanswersofyesterday’shomeworkStepthreelanguagepointwarmingupaspectn.方面，外观you’veonlyconsideredoneaspectoftheproblem.Thefierceaspe ctofthesalesmanfrightenedthecustomeroff.Pre-reading overcomevt.克服,战胜,找到处理问题的办法;表示“压倒,受不了”时,常用被动语态;beovercomewith…“…之极,极为…”Heovercamethebadhabitofsmoking.we’llovercomethedifficultywhenwegottoit.Thechildwasove rcomebywearinessandslept.mymotherwasovercomewithgri ef.Reading1.Istillcan’tbelievethatIamtakingupmyprizethatwaswonlastyear.Ta keup开始从事，选修,占用,吸收whendoesthemanagertakeuphisjob?hetookupartincollege Hedecidedtotakeupphotographyashiscareer.Thistableta kesuptoomuchroom.Plantstakeupwater.take的词组takeoff脱下,起飞takeover接管taketo喜欢上，对…产生好感Helenalwayshelpshermothereventhoughgoingtoschool___ _mostofherdayA.takesupB.makesupc.savesupD.putsup找教案2.Ihavetoconstantlyrubmyey estoremindmyselfthatIhavetraveledtotheyearAD3005我得不断擦拭自己的眼睛来提醒自己，我已到了公元3005年remind:tomakesomeoneremembersomethingthattheymustdo 这部影片使他回想起在中国所看到的一切。

人教版高中英语必修5 Unit 3 Life in the future 学案设计Unit 3 Life in the future【导读】低碳生活的理念已经逐渐走入人们的生活。

你低碳了吗？你有什么低碳环保的好建议呢？Task：What do you think about the low－carbon way of life？As people are the major source of greenhouse gas emissions, changing our behavior is crucial to tackling climate change. In China, as the awareness of climate change improves, realizing a low－carbon way of living, also known as reducing your carbon footprint, is a growing trend among young people. A recent survey shows an average 78 percent of all 17 thousand people questioned have developed environmentally friendly habits in their daily lives. They are doing things such as taking reusable shopping bags to the store and setting the air conditioner at a temperature above 26 degree Celsius. Experts say a smaller carbon footprint can be created through changes in many aspects of our lives and more could be done to build China into a low－carbon society.【学习目标】掌握本单元的常用词汇表达。

Life in the future教课方案Analysis of the teaching material教材剖析本单元教课内容为人教版Module 5 Unit 3 Life in the future 。

本单元的中心话题是“将来生活” ，教材内容为学生供给了想象的空间，旨在培育学生展望将来的能力，经过对现实生活与将来生活的对照，唤醒学生掌握此刻，珍惜此刻，爱惜环境，保护自然的意识。

Teaching goals 教课目的1. Target language 目口号言a.要点词汇和短语constantly, remind, vehicle, carriage, bathroom, temple, private, settlement, impression, constant, jet, previous, tablet, capsule, opening, surrounding, lack, ache,b.要点句式This is similar to ..., but it means ... P17Well- known for ..., his parents pany’，comalled “Future Tour”, transported me safely into the future in a time capsule.. P182. Ability goals 能力目标Enable the Ss to talk about the life in the past, at present and in the future.3. Learning ability goals 学能目标Help the Ss learn how to describe the life in the past, at present and in the future. Teaching important＆difficult points教课重难点Compare life in the past, at present and in the future.What is life in the future like? What changes will take place?Teaching methods 教课方法Fast and careful reading; asking and answering activity; individual, group work. Teaching aids 教具准备A computer and a projector.Teaching procedures＆ways教课过程与方式Step 1 Greetings and Lead-in1．The teacher can start with daily greetings and try to lead in some words in this unit.Q1: Where do you come from? Do you live in the downtown or in the countryside? 2．Q2: No matter where you live, I am wondering how do you usually go to school? 3．Now let’s take a look at the screen to learn about the development of all the means of transportation.4．Q3: What will the future means of transportation be like? (Time travel)【设计说明】由平时问候开启话题，经过发问学生展望将来，引出跨时空旅游，进而进入阅读文章的办理与学习。

Unit 3Life in the future中心1. impressionn.印痕；印；印象；感想常用构：have an impression of sth.／doing sth.(做)某事有印象make an impression on sb.某人留下印象make no impression on⋯⋯无影响／成效give sb.a favorable impression某人留下好印象an impression of one’s foot某人的脚迹Your performance gave me a strong impression.你的表演我留下了很深的印象。

What I said made no impression on him.我的他不起作用。

想拓展impress v.留下印象impress sth.on／upon one’s mind把⋯⋯牢在心上能手招填空She spoke very confidently because she wanted to make a great on her employer at the first time.A. InfluenceB. pressureC. ImpressionD. Effect分析 : C。

make an impression on sb.某人留下印象。

2. lackv.& n . 缺乏；缺乏的西注意： lack 作名，后常接 of 。

lack 作，既可作及物，也能够作不及物，作不及物，后常接for 或in 。

lack 不用于被。

常用构：lack sth.缺乏某物lack for sth.缺乏；需要for/through lack of...因缺乏⋯⋯no lack of...不缺乏a/the lack of ...⋯⋯的缺乏He didn ’t go there becau se he lacked courage.他没去那边，因他缺乏勇气。

Book 5 Unit 3 Life in the futurePeriod 5 Using language学习目标1. 阅读文章，掌握文章大意及细节。

2. 掌握本文中出现的重点词汇和短语，并能熟练运用它们去造句和写文章。

自主合作探究【探究1】I. Read the text carefully and choose the best answer to each question .1) Where did I see amazing things in the 31st century?A. On a space stationB. In my houseC. On the earthD. Not mentioned2) The people in the 31st century communicate with each other by using_____.A. a typewriterB. postC. a thoughtpadD. telephone3) How do the people in the 31st century deal with waste?A. They collect waste in dustbins.B. They bury and burn waste.C. They deal with waste by using a giant machine called waste disposalD. There is no waste in the 31st century.4) Which description is NOT true about the manufacturing in the 31st century?A. Manufacturing takes place not on the earth but on space stations.B. The robots programmed and monitored by man produce goods.C. During the process, there is no waste, no pollution and no environmental damage.D. When goods are ready, they are sold on space stations.【探究2】II. language study1.You place the metal band over your head, clear your mind, press the sendingbutton, think your message and the next instant it’s seen. (P22, L9)你把金属带放在头上，整理思路，按下发送按钮，然后想着你要发送的信息，刹那间信息就发出去了。

人教版高中英语必修5教案Unit 3 Life in the Future Unit 3 Life in the FutureTeahing Gals:Tpi:Prediting the gd and bad hanges in the futureiagine the alien reaturesUseful expressins::tae up 拿起;接受;开始;继续reind…f… 使回想起或意识到lse sight f… 不再看见… … ath sight f… 瞥见seep up 打扫；横扫speed up 加速assist in 帮助;援助;协助Sentene strutures:I still annt believe that I a taing up prize that as n last earrried abut the urne, I as unsettled fr the first fe dasnfused b the ne surrundings, I as hit b the la f fresh airSn I as ba n feet again and flled hi t llet a hvering arriage driven b puterDesribed as an enrus rund plate, it spins sll in spae t iitate the pull f the earth’s gravit…a table and hair rse fr under the flr as if b agiGraar:1过去分词作定语（The past partiiple as the attribute）I flled hi t llet a hvering arriage driven b puterTrr u ill be read fr se visits rganized b puter2过去分词作状语（The past partiiple as the adverbial）rried abut the urne, I as unsettled fr the first fe dasnfused b the ne surrundings, I as hit b the la f fresh airPerid 1Teahing Ais:1 Learn se ne rds and expressins2 Help the students t tal abut life in the past, at present and in the future3 Enable the students t desribe the life in the past, at present and in the futureDiffiult and Iprtant Pints:pare life in the past, at present and in the futurehat is life in the future lie? hat hanges ill tae plae?Teahing ethds:1 First and areful reading,2 Asing and ansering questin ativit3 Individual, Pair r ≈ grup rTeahing Predures:Step 1 aring upSh the students se pitures r vides f the past and present life, and as the their first ipressins f the pitureslead-in: Tal abut h an hanges there have been in the past and in the presentStep 2: pre-reading1 an u tell hat prbles peple are faing tda?2 hat prbles d u thin peple in the future ill have vere? hih nes ill still be there r even rse in AD300? 找教案http://zhaiaane: 1 The prble f ppulatin ill be slved, have begun t ntrl the birth rate2 The prbles ill be still there, and ill even rse3 I dn’t thin s N sientists are tring their best t develp ne resures that huan beings an ae use f ,suh as slar energ In pinin…step 3：fast readingRead the text fr the first tie and tell hat the text is abut?It’s an e-ail ritten b a an h has taen up a trip t the future2 L at the flling sentene, there are in rng rder, tell e the rret rder fr these senteneA e ere transprted int the future b a frtable tie apsuleB I arrived a t ang Ping’s he and everthing in his huse ade e surprised I n a travel t the ear AD300D I have first tr t aster a hvering arriageStep 4 areful reading1 Questins ≈ ansers:1 h did I have the hane t travel t the ear AD300?2 hat is a “tie lag”?3 H did I feel hen I as in the apsule?4 h guides trip?h did guide give e se tables?6 h transprted us t the future?e 1 I t up the prize I n the ear befre2 “Tie lag” eans a persn gets flashbas fr his previus tie perid3 The seats in the apsule are ver frtable4 friend ang Ping is guide t the futureThe tablets uld help e feel less nervus and unertain 6 ang Ping’s parents’pan transprted us t the future 2 Fill in the hart:Gd hangesBad hangesTie travelan travel t Different tiesas u ishAfter-effets f travelan ve siftl Disrganized, diffiult t find ahusessave living spae Shrt f spaeBus, l liearetsEas t get lstAir qualitn failxgen supplPr qualit in publi plaes3 Reading the text t deide n the tpe f riting and suar f the ideaTpe f ritingThis is a piee f narrative ritingain idea f the passageIt tells abut Li Qiang traveling t the ear AD 300 and his experienes thereTpi sentene f 1st paragraphI have traveled t the ear AD 300Tpi sentene f 2nd paragraphI as still n the earth but ne thusand ears in the future Tpi sentene f 3rd paragraphI as hit b the la f fresh airTpi sentene f 4th paragraphTrr I ill be read fr ther visits rganized b “ Future Turs”4 aing a hain f events fr the text First Ipressins Suffering fr “tie lag”Ging b a tie apsulen earth but 1000 ears in the futureAt he in the ear AD 300Step : Disussin: Saple ansers Ex2I thin the riter has an ptiisti vie f the future He as ver exited hen he traveled t the ear AD 300 an d uldn’t believe if as true Fr this, e an see he is eager t g t the future Thugh she as hit b the la f fresh air,The 2nd ≈ 3rd peridTeahing ais:Learn expressins ≈ phrasesLearn language pintsDiffiult and Iprtant Pints:1）Language pints2）The usage f “tae up and seep”Teahing ethds:Presentatin ≈ Pratie Teahing Predures:Step I RevisinHave a ditatinStep II he the ansers1)he the ansers f esterda’s her (P42Using rds and Expressins) Step three language pintaring upaspet n 方面，外观u’ve nl nsidered ne aspet f the prbleThe fiere aspet f the salesan frightened the uster ffPre-readingvere vt 克服,战胜,找到处理问题的办法; 表示“压倒,受不了” 时, 常用被动语态;be ver e ith… “…之极, 极为… ”He verae the bad habit f singe’ll vere the diffiult hen e gt t itThe hild as vere b eariness and sleptther as vere ith griefReading1 I still an’t believe that I a taing up prize that as n last ear Tae up 开始从事，选修, 占用, 吸收hen des the anager tae up his b?he t up art in llegeHe deided t tae up phtgraph as his areerThis table taes up t uh rPlants tae up atertae 的词组tae ff 脱下, 起飞tae ver接管tae t 喜欢上，对…产生好感Helen alas helps her ther even thugh ging t shl ____ st f her daA taes upB aes up saves up D puts up找教案http://zhaiaan2I have t nstantl rub ees t reind self that I have traveled t the ear AD300 我得不断擦拭自己的眼睛提醒自己，我已到了公元300年reind: t ae sene reeber sething that the ust d这部影片使他回想起在中国所看到的一切。

高中英语 Unit 3 Life in the future Reading学案新人教版必修5【学习目标】1、Get Ss talk about the future world、2、Read the text “First Impressions”3、 Identify and underline new words and expressions when reading the passage、4、 Find out the main idea of each para、【重点难点】1、The basic information is important for Ss to get a further understanding about theme parks、2、 Master the underlined words and expressions in reading passage、预习案Exploring Case (Fast-reading)Task1 Skimming Read the passage quickly and answer the following questions1)Why did Li Qiang go into thefuture?__________________________________________________ __________________________2)How did he feel when he left his owntime?____________________________________________________ ________________________3)What did he notice first when he arrived inAD3008?__________________________________________________ __________________________Task2 Scanning Choose the best answers according to the text、1)What is the main idea of the passage?A、First impression about Li Qian g’s travel to the future、B、How to travel to the future、C、What the future life will be like、D、An exciting experience、2)The author and his friends were safely transported into the future in a ________、A、time capsuleB、hovering carriageC、flying chairD、plane3)What did the author feel in the first few days?A、He was upset and comfortable、B、He felt frightened、C、He suffered a lot of pain、D、He felt uneasy and not sure4)What was the room like?A、It was large，clean with broken walls、B、The walls are colored and moveable、C、There are pipes sending oxygen the room needs、D、Tables and chairs are placed against the wall、5)From the passage we can infer that ________、A、Wang Ping often travels to the futureB、Li Qiang has been to the future twiceC、Li Qiang’s parents didn’t agree to his travelD、People in the future don’t have to eat food 探究案Exploring Case (Careful-reading)Task1 Read the passage carefully and match the main idea of each paragraph、Para、1A、Staying in Wang Ping’s home、 Para、2B、 My impressions of life one thousand years into the future、 Para、3C、 The journey Para、4D、 How I came to take a time travel journey、Task2 SummaryWe climbed into a time1、________ through a small opening、After a calming2、________，we fell asleep、 A few3、________ later we arrived on the earth one thousand years in the future、At first my4、________ ached for lack of fresh air、Wang Ping asked me to put on a5、________ and took me to a small room、 I felt better at once、We flew away in our separate hovering6、________、When arriving at a house，he showed me into a7、________，bright clean room，the8、________ of which was made of trees、Wang Ping produced a table，some chairs and a bed from the9、________、After he left，I10、________ something，took a hot bath and went to bed、Task3 词汇用法及难句分析。

教学准备1. 教学目标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。

2. 教学重点/难点运用所学英语写出具有丰富想象力的短文3. 教学用具4. 标签教学过程（一）课前准备确定教学方式。

采用“任务型”教学方式。

首先让学生自愿分成几个学习小组，向他们提出要求，布置学习任务。

在教师指导下，学生自愿组成小组，教材Unit3的主要话题就是life in thefuture，故以该话题为核心，让学生从网络等渠道收集有关未来的材料,准备在课堂上交流。

这个活动能够调动学生课外英语学习的积极性，锻炼学生以合作形式收集资料、处理信息的能力，为学生提供运用英语的机会。

教师根据各个小组收集的资料进行指导，删掉雷同的，并帮助他们进行分类。

教师与各小组学生协商后，最后确定几个话题，如Animals in the future, Human beings in the future, Daily life in thefuture, Genetic engineering, Under sea life in the future, etc.各小组成员收集好素材，进行取舍和整理，并制作成多媒体课件。

教师课前对每组的课件进行审核，指导学生选取重要的信息。

之后每组选一个代表准备上讲台讲解，教师要纠正学生的一些错误语法、发音以及不地道的语言，并对学生及时给予鼓励和表扬，鼓教研专区全新登场教学设计教学方法课题研究教育论文日常工作励学生即兴发挥，从而激发学生们更高的参与热情。

（点评：学生从收集素材到制作课件，充分展现了他们自主学习能力、合作探究与交流能力、富有个性的创造能力和表达能力。

教师课前的指导作用是不容忽视的。

教师要对每组的合作做出及时和积极的评价。

）（二）导入教师开始上课，首先让学生分成四组，抢答“ What will it be in the future”。

Book 5 Unit 3 Life in the futurePeriod 1 Reading编者：王海虹修编：李慧学习目标1.阅读文章，把握文章大意和细节，了解未来生活。

2.初步掌握本文出现的词汇，能够根据课文缩写描述文章内容。

自主合作探究【探究1】I. Read the text and fill in the blanks (每空不超过3个单词)【探究2】II. Decide the following sentences True (T) or False (F) and then correct them .1) I suffered from “jet lag” during the journey to the future. ( )2) Wang Ping owns a company named “Future Tours”. ( )3) Before the trip, we had a calming drink which made us sleepy.( )4) The air 1000 years later was as thick as today’s. ( )5) I felt better after I took a rest in a small room. ( )【探究3】III. Choose the best answers.1．Why did Li Qiang feel nervous and uncertain at first in the year AD 3008?A．Because he was frightened in the new surroundings.B．Because he hadn't adapted himself to the new environment.C．Because he was affected by the flashbacks from his previous time period. 2．When and where did this story happen?A．It happened in outer space in the future. B．It happened on the earth in the future.C．It happened in outer space at the present time.3．How did the system work?A．Oxygen was provided by a group of machines. B．Oxygen was provided by some chemicals.C．Oxygen was provided by some green leaves.4．Where did Li Qiang lose sight of Wang Ping?A．In a hotel capsule. B．In a room. C．In a large market.5．The passage is mainly about________.A．how Li Qiang got to the future and his first impressions of itB．how Li Qiang was transported to the future C．what the life was like in the future【探究4】IV. Recite the sentences1．Worried_about_the_journey，I was unsettled for the first few days.我很担心这次旅行，所以头几天我心里总是不踏实。