何霞 unit six how to get things done

Teaching design:Unit 6 What do you want to be when you grow up?Section A1 (1a-1c)Gaomiao Middle Schoole Gao Hongxia一、Teaching aims and demands：1. Language goals：1) To grasp the new words：grow up, computer programmer, cook, doctor, engineer, violinist, driver, pilot, pianist, scientist,2)To learn the following sentence patterns：①─What do you want to be when you grow up?─I want to be a computer programmer.②─How are you going to do that?─I’m going to study computer science.3) Ability goals：To master the strcutrue “be going to+do sth.”；To learn to express the events that will happen in the future 。

2.Emotion goals：To develop the students’ interest in English and build up great dream.二、Teaching important and difficult points1. Teaching key points：1) To learn the structure “be going to do sth.”。

2)To learn to use the taget language in different situations.2. Teaching difficult points：To use the taget language to express what to do in the future.三、Teaching procedureStep1.Greeting and warming up.Step2.Lead-in.1.To set the scene for the students to lead into the new words about jobs and the phrase “grow up”. For example:T:Look at the screen.Who is he?Ss:He is Yao Ming.T:What does he do?Ss:He is a basketball player.T:Very good. Now look at the two photos of Yao Ming. In Picture 1,he was very young.But in Picture 2,he is old. That’s to say,he grows up. Teach the phrase “grow up”.The students listen and repeat. Teach the other words about jobs in the same way.2.Have a competetion. Ask a few students to write down the words about jobs on the blackboard .Make sure the students understand the words about the jobs.Step3.Presentation.1.Play a challenge game.Match the words about jobs with thier Chinese meaning.Finish1a.Answers are vary.2.Teach the main sentences by the picture in 1a.Explain the usage of “be going to do” to the students and work in pairs.A:What do you want to be when you grow up?B:I want to be a/an_____.A:How are you going to do that?B:I’m going to _____.•Step4.Listening .Listening to the tape in 1b and finish it.Then check the answers with the students together.Step5.Pair work.Sample:A: What are you going to be when you grow up?B: I’m going to be a basketball player.A: How are going to do that?B: I’m goi ng to practice basketball every day.Step6. Group work.Ask the students to work in groups.Finish the following form. Make sure the students can use the taget language to express their own dreams.Step7.Summary and homework.Show some sencentes and exercises to consolidate the usage of “be going to do”.Ask the students to sum up the rule.At last,write a passage to tell your dream job.四、Writing design─What do you want to be when you grow up?─I want to be a computer programmer .─How are you going to do that?─I’m going to study computer science.五、Teaching thinking本课的话题接近学生的生活实际，因此学生很容易接受。

UNIT SIX WHAT WILL YOU DO IN THE FUTURE？Lesson 191.指导思想与理论依据《英语课程标准》中明强调从学生的学习兴趣出发，在接近生活的语境中，使抽象的教学内容具有“有声有色，声情并茂”的表现形式，使教学活动情境交融，发展学生综合语言运用能力。

教师通过语言情景与真实的课堂教学活动相结合，自然而然地渗透语言知识，有助于激发学生学习欲望，感受与体会本单元目标语言的意义和用途，是一个与学生生活密切相关的单元。

2.教学背景分析教材分析：What: 本节课为北京版英语五年级下册第6单元What will you do in the future? 第19课，本节课为本单元的第一课时。

本单元围绕着职业话题。

本课是以对话为语篇展开话题，通过两副主题图来表示Baobao和Mike在公园玩航模，并互相询问和谈论将来做什么。

How: 编者以对话形式来呈现出主人公未来想做什么职业，涉及到的主要句型为：“What will you do in the future?””I will be...”Why: 本课时重点围绕着职业这一主题，以语言为载体，鼓励学生互相询问彼此未来的职业，从而树立自己的职业目标。

同时也为语言的使用提供了真实的语言环境，激发了学生的表达欲望。

学情分析：五年级的学生在英语的听,说,读,写等方面有一定的基础,但也有少数学生基础较弱,不善于开口表达。

但本课学生学习话题很贴近学生生活实际,在此之前学生们掌握了一些有关职业的单词,例如:farmer, teacher, doctor, policeman 等,这也为本课的学习奠定了一等的基础。

pilot, barber和professor这三个单词,多数学生基本上没有接触过,只有个别学生有所了解,对于一般将来时,学生在三四年级都有所接触,绝大多数的学生能够正确运用,对于will be 的用法第一次接触。

因此本课教学将在学习词汇上面重点呈现，对将来时以及will be…结构上相对弱化。

山东省桓台县实验中学七年级英语下册《Unit 6 How do you get toschool》单元备课教案北师大版一、单元教材分析本单元以How do you get to school?为中心话题,围绕“traffic way”展开。

主要是在学习和运用某种交通工具去某地表达法的基础上,运用How long /How far询问如何到达某地,描述“去某地的交通方式、时间、距离”。

其教学内容与学生的实际生活密切相关,易于引发学生运用简单的英语进行交际和交流,这对于提高学生的综合能力,特别是说的能力很有帮助。

二、学情分析本单元的话题是“Transp ortation”, 通过单元学习，让学生学会“Talk about how to get to places”理解并掌握如何用 How long does it take?和How do you get to school? How far is it? 句型的提问和回答，让学生学会谈论自己日常上学的经历，并且学会正确使用交通工具和数字的英文表达。

同时培养学生的交通安全意识。

Section B (3a ,3b,3c，4) 是本单元的第四课时，是本单元的读写课，目标是指导学生阅读和写作入门，以及培养学生良好阅读习惯和对文章结构的整体感知能力，从而为今后的高级写作奠定基础。

整个单元的前面的学习都是为这一课的学习埋下伏笔。

学生已经具备了一定的英语基础知识，听说读写能力及初步运用英语的能力，对讨论跟他们生活内容密切相关的话题（transportation）会较容易感兴趣，但学生上学的方式较少，所以操练时内容难以做到多样化。

三、单元教学目标1.知识目标:单词:学习掌握词汇Bicycle, subway ,car, bus, train ,bus stop ,train station ,bus station ,subway station ,ride ,walk ,minutes ,kilometers ,miles north North America , part , thing, other, depend on ,by boat, more ,means等。

UNIT SIX WHAT WILL YOU DO IN THE FUTURE？Lesson 19指导思想与理论依据《英语课程标准》与《北京市中小学英语学科教学改进意见》强调课程从学生的学习兴趣、生活经验和认知水平出发，倡导模仿、体验、实践、参与、合作与交流的学习方式，强调对语言的感知，强调通过多种途径，提升学生的综合语言运用能力。

本课围绕《英语课程标准》与《北京市中小学英语学科教学改进意见》，突出感悟体验，及以学生为主体的合作交流，最终目的为提高学生综合语言运用能力。

教学背景分析教学背景分析：教材关联分析：学生已有知识储备1. 功能话题：学生在三年级下册第七单元I want to be a teacher.单元中学习过你想要成为什么职业的句型：What do you want to be?及回答I want to be a …还学习了询问和谈论父母从事什么职业的问法：What does …do ?及回答…is a ….2. 词汇部分：学生在三年级下册还学习过一些职业类词汇：如writer\singer\dancer\footballplayer\teacher\policeman\dentist\worker\cook\swimmer\nurse\doctor\sci entist。

为本单元的学习奠定了基础单元关联分析：本单元为职业话题。

本单元主要侧重于运用一般将来是谈论自己和他人将来要从事的职业。

三节课分别呈现了学生的3个生活场景，第一课是Baobao和Mike在公园里玩航模，互相询问和谈论将来要做什么。

第二课是Guoguo在Mike家看到一些奖杯和足球，从而谈论起各自爸爸的工作和将来自己打算从事的职业。

第三课是Mike和Lingling去参观机械制造厂，由此谈论起自己的爱好和将来想要从事的职业，以及在哪些方面需要努力。

三节课在主题上相互关联。

课时关联分析：U6 L19 --- What will you be in the future?---I will be …U6 L20 ---Will you be a football player in the future?---I hope so.U6 L21 ---Do you enjoy making things?---Yes, I do.I want to be ….本课内容分析：情境对话部分：Baobao和Mike在公园里玩航模，互相询问和谈论将来要做什么。

冀教2011课标版七年级下册Unit 4 : After school activitiesLesson 24: How was your weekend九江市第六中学何梦霞Dear ladies and gentlemenI am so honored to share my teaching ideas topic today is taken from Lesson 24: How was your weekend I’ve decid ed to say the lesson from these steps. Teaching aims:1.Master the useful words and expressions2.Understand the meaning of this text3.Talk about our weekend activities and personal interests.4.Learn how to use “be going to” well and how to write an e-mail .5.Develop the ability of working in pairs.6.Arouse the students’ interests in English.Teaching important points:words and phrases2. the meaning of text3. the step of an email.Teaching difficulty points:1. how to use “be going to” well and how to write an emailto use the key words and sentences to retell the e-mail to our family and friends correctly. Teaching methods and learning strategiesmunicative approach2.Working in pairs.3. Task-based language teachingTeaching aids:a traditional blackboard, a tape recorder ,the multimediarelatedmaterials like pictures ,cardsTeaching plan: 9 stepsTeaching procedures:Step1 Lead-inAfter greeting friendly the whole class in everyday English, we can come to the first step: lead-in.First of all , I divide all the students into 5 groups, let them have a pk. Then we sing and dance together an English song called “what do you like to do”. It makes us relaxed and closed to our today`s topic “how was your weekend”This time I ask the students to guess what I like to do in my free time. Encourage most of the students to describe their own weekends by themselves in English According to my answers. It can help students to review the past knowledge,at the same time, tell them clearly our next tasks in this class. Step2:Free talkShow a list of pictures about myself and my children on the blackboard. Ask students to talk about the activities.T: Boys and girls , what other kinds of interesting work can we students do I’ll show you some pictures. Find your partner and make new conversations each other.Help the students to master the grammar. Put up some grammar on the blackboard. The purpose of my design is to attract students` attention to this class and use correct tense to make sentences. In fact, students in my class did show great interest in this part and remembered the words in a very short time. The smile on their faces proved it.Step3:learn new lessonAsk the students to open their books and turn to page24 .reading and know the general ideas about this e-mail ,find these three questions`answers and write them on the paper sheet ,at last check the answers together.2. careful reading with 5questionsI advise two students every group to discuss the importance and difficulties about these questions. underline or circle some key sentences that you don`t understand .At the same time, pronunciation is also very importantall check these questions together carefully and make some special examples about difficult phrases and grammar for the students` understanding well.and readingListen to the tape quietly and read loudly after this .After practicing a while ,two students and I read this e-mail emotionally in front of the classroom. Let students feel the charming of English and love deeply to learn well language. Because as we know the interest is the best teacher.The purpose of my design is to give students a whole understanding about this e-mail, make sure everyone can read it fluently. Make a preparation for retelling it well.Step4: retellI tell this email in my own words to all the students after studying this lesson .The best way we study---share our knowledge and feelings to others in time. Then encourage them to retell today` English to their parents and good friends by this mind—map on the blackboard. I want to set up a positive value for them. Because it is a virtue and healthy for us to share our happiness and sadness by using new sentences and grammar as more aspossible.Step5:structures of an e-mail or a postcardAfter learning something about this email, Discuss what an email is how to write a complete e-mail correctly . (a good head , a good body, a wonderful tail). I read an e-mail I write to my friend Danny for all students. This can help students to improve their mastering of the difficulty points.Step7: play a gameEveryone has different interesting things to do after classes. This weekend is coming in two days .What are you going to do Who are you going to go Where are you going to go......... Now every group can choose one theme from the blackboard and discuss with the other 5 students in the same group. We are going to look for the best two groups to show themselves for us .these all students can get a gift. Good Luck The purpose of my design is to strengthen the target language and deepen the essence of Chinese students` spoken English and make study enjoyable.step8:make a summary1:listen to a foreign student`s weekend plans and their real activities by some different kinds of beautiful pictures.2:let students close books and think it over what we have learnt in this lesson. Dothey have any difficulties and questions They can hands up if they have.3: Do anything is possible if we work hard! Where is a will, there is a way.Step9:Homeworkoff the exercises .to write more e-mails to your good friends and family3. preview our tomorrow`s lesson一.Fast reading E-mail quickly then answer these 3questions.wrote this E-maildid Danny do last weekendis Danny going to next weekend二. Careful reading Read the E-mail carefully then answer these 5 questions.taught Danny to make donuts2. What does Danny think of home-made donuts3. How is Danny going to the mountain4. How long is it going to take from Danny’s house to the mountain5. What is Danny going to bring for everybody。

UNIT SIX WHAT WILL YOU DO IN THE FUTURE？Lesson 19教学内容Unit6. What will you do in the future? Lesson 19教学目标1、能听懂、会说询问他人未来从事何种职业的交际用语“What will you do in the future? I will be …”2、能听懂、读出、说出单词a professor, a pilot, a dentist, an artist, a barber,并能在谈论未来将要从事的职业时加以运用。

3、能初步描述未来从事的职业。

教学重点1.能听懂、会说询问他人未来从事何种职业的交际用语“What will you do in the future? I will be …”2．单词 a professor, a pilot, a dentist, an artist, a barber 的认读和运用。

教学难点情景语句的理解You should study hard to be a professor.课前准备教师教材，教案，课件课型新授课学生教材，笔记本教学内容Warm-up1. Sing an English song <Dream it possible>T: What is the song about?S: It’s about the dream.T: When I was a child,I had a dream. I want to be teache r. I study hard.Now I am a teacher.What do you want to be ? Ss: I want to be……T:Today, we are going to learn Unit 6 Lesson 19. We are g oing to talk about jobs.Review1、T: Read the words about jobs.Ss: singer swimmer policeman scientist dentist doctor writer football player teacher dancer worker2.T:Let’s listen.Listen and answer:What does Lingling/Sara want to be?Ss:Lingling wants to be a writer.Sara wants to be a scientist.PresentationListen and say1.Learn to dialog 11)Talk about the pictureT: Who are they? Where are they? What are they doing?Ss: Guess the answer.2)T: What are they talking about?Ss: They are talking about their jobs in the future.T: What will Mike do in the future?Ss: He will be a pilot.T: Show some pictures about pilot.Ss: Try to read: pi-lotT: If you want to know the jobs,What will you ask?Ss: What will you be in the future?T: Pay attantion :fu-tureSs: Read the words and the question.T: What does the pilot do?Ss: He will fly a plane and a spaceship.T: Show the picture of a spaceship.T: Why does Mike want to be a pilot?Ss: He can make fantastice model planes.T: Show the picture of a model plane and a fantastice plan e.3)Listen and read the dialog.4)Role-play the dialog.2. Learn to dialog 21)T:Read dialog 2 and underline the answers What will Baob ao want to be?What should he do?Ss:Read and find the answers.Then, talk it in groups.T:Check the answers.Ss: Baobao will be a professor.He should study hard.T: Show some pictures about professor.Ss:WangLiqun is a professor.T:How does Baobao do to be a professor? Ss:Study hard.T: How to study hard?Ss: Read mor books,Practice talking…..2)Listen and read the dialog.3)Role-play the dialog.Practice1.Read the dialog1)T: Plays the CW, have Ss listen and read the dialog. Ss: Listen and read.2)T: Has Ss read in groups.Ss: Work in groups.3)Show in class.2.Play a riddle games1)T: Has Ss describe the pictures.Ss: Look and talk in class.2)T: He is a kind of teacher at a university.What does he do?Ss: He is a professor.T: He treats people’s teeth.What does he do? Ss: He is a dentist.T: He can cut people’s hair. What does he do? Ss: He is a barber.T: He can draw lovely pictures.What does he do?Ss: He is an artist.3.根据实际情况问答：What will you be in the future? I will be a/an…Production1、Let’s write about your dream jobsHello, my name is _________.I want to make a wish . I wil l be a _________ in the future. Because______________________.I should ______ to be a _____.I hope my wish will come true.Ss: Write by oneself.2、Watch a vedioEverybody has a dream.The dream is beautiful.We should study hard.We should work hard.The dream will come true.作业布置1.Listen to the tape and read after the tape. L192. Finish your writing.。

UNIT SIX WHAT WILL YOU DO IN THE FUTURE？Lesson 19教学目标1、能听懂、会说询问他人未来从事何种职业的交际用语2、“What will you be in the future?”“I will be (3)2.能听懂、读出、说出单词a professor\a pilot\ a dentist\ a artist\ a barber, 并能在谈论未来将要从事的职业时加以运用。

根据情景图了解人物的兴趣爱好，理解兴趣爱好与将来从事的职业有关，听懂、会说询问他人未来从事何种职业的交际用语“What will you do in the future?”“I will be ….”能初步运用一般将来时与同学、朋友询问和谈论未来从事的职业。

教学重点1、初步运用一般将来时“What will you be in the future?”询问他人未来从事何种职业，并做出回答“I will be….”2、词汇 a professor\a pilot\ a dentist\ a artist\ a barber 的认读和运用。

教学难点在恰当的语境中综合运用本课所学语言谈论自己和朋友将来的职业。

课前准备教学课件、单词卡片、教具教学过程一. 导入1. Let’s say a chant.T:Can you read with me.play and sayS:Read an say.T:What food do I like? What animals do I like? What is my job? It’s so exciting.设计意图：学生伴随嘻哈音乐欣赏图片，了解认识老师，唱读歌谣。

根据学生的口语表达进行相关的提问。

为后面的学习奠定了基础。

2.Free talk: jobsT:I am a teacher.Teacher is my job.What other jobs do you know?Play a videoWhat do you want to be ?S:I want to be a/an…. Please watch and read jobs设计意图：学生通过观看视频，复习许多旧的职业词汇知识，引用渗透出新授的职业，为后面的学习奠定了基础。

湘阴一中2015级高一年级上学期单元测试班级：姓名：英语科试卷考场：座位：时量：120分钟总分：120分命题人：何霞审核人：吴晓云第Ⅰ卷第一部分：听力（共两节，满分20分）做题时，先将答案标在试卷上。

录音内容结束后，你将有两分钟的时间将试卷上的答案转涂到答题卡上。

第一节：(共5小题；每小题1分，满分5分)听下面5段对话。

每段对话后有一个小题，从题中所给的A、B、C三个选项中选出最佳选项，并标在试卷的相应位置。

听完每段对话后，你都有10秒钟的时间来回答有关小题和阅读下一小题。

每段对话仅读一遍。

1. How much did the man tip the woman?A.$1B. $10C. $1002. How will the woman go home?A.WalkB. RunC. Drive3. What meal will the speakers eat?A.Breakfast.B. Lunch.C. Dinner.4. Who was at the door?A. The postman.B. The man’s friend.C. The woman’s brother.5. When will the tomatoes be ready?A. Right now.B. In three weeks.C. In two months.笫二节（共15小题；每小题1分，满分15分）听下面5段对话或独白。

每段对话或独白后有几个小题，从题中所给的A、B、C三个选项中选出最佳选项，并标在试卷的相应位置。

听每段对话或独白前，你将有时间阅读各个小题，每小题5秒钟；听完后，各小题给出5秒钟的作答时间。

每段对话或独白读两遍。

听第6段材料，回答第6至7题。

6. Where are the speakers?A. At a hotel.B. At a store.C. At a restaurant.7. How does the woman feel in the end?A.Excited.B. SickC. Scared.听第7段材料，回答第8至9题。

新编英语教程7u n i t s i x H o w t o G e t T h i n g s D o n e(总4页)--本页仅作为文档封面，使用时请直接删除即可----内页可以根据需求调整合适字体及大小--A great many people have come up to me and asked me how I manage to get somuch work done and still keep looking so dissipated. Hundreds of thousandsof people throughout the country are wondering how I have time to do all mypainting, engineering, writing and philanthropic work when, according to therotogravure sections and society notes, I spend all my time riding to hounds, going to fancy-dress balls disguised as Louis XIV, orspelling outGREETINGS TO CALIFORNIA in formation with three thousand Los Angeles schoolchildren. "All work and all play," they say.The secret of my incredible energy and efficiency in getting work done is asimple one. I have based it very deliberately on a well-known psychologicalprinciple and have refined it so that it is now almost too refined. I shallhave to begin coarsening it up again pretty soon.The psychological principle is this: anyone can do any amount of work, provided it isn't the work he is supposed to be doing at that moment.Let us see how this works out in practice. Let us say that I havefivethings which have to be done before the end of the week: (1) a basketful ofletters to be answered, some of them dating from October, 1928 (2) somebookshelves to be put up and arranged with books (3) a hair-cut to get (4) apile of scientific magazines to go through and clip (I am collecting allreferences to tropical fish that I can find, with the idea of someday buyingmyself one) and (5) an article to write for this paper.Now. With these five tasks staring me in the face on Monday morning, it islittle wonder that I go right back to bed as soon as I have had breakfast,in order to store up health and strength for the almost superhuman expenditure of energy that is to come. Mens sana in corpore sano is mymotto.As I lie in bed on Monday morning storing up strength, I make out a schedule. "What do I have to do first" I ask myself. Well, those lettersreally should be answered and the pile of scientific magazines should beclipped. And here is where my secret process comes in. Instead of puttingthem first on the list, I put them last. I say: "First you must write thatarticle for the newspaper." I sometimes go so far in this self-deception asto make out a list in pencil, with "No. 1. Newspaper article" underlined inred. (The underlining in red is rather difficult, as there is never a redpencil on the table beside the bed, unless I have taken one to bed with meon Sunday night.)I then seat myself at my desk with my typewriter before me and sharpen fivepencils. (The sharp pencils are for poking holes in the desk-blotter, and apencil has to be pretty sharp to do that. I find that I can't get more thansix holes out of one pencil.) Following this I say to myself "Now, old man!Get at this article!"Gradually the scheme begins to work. My eye catches the pile of magazines,which I have artfully placed on a near-by table beforehand. I write my nameand address at the top of the sheet of paper in the typewriter and then sinkback. The magazines being within reach, I look to see if anyone is watchingme and get one off the top of the pile. Hello, what's this! In the veryfirst one is an article by Dr. William Beebe, illustrated by horrifyingphotographs! Pushing my chair away from my desk, I am soon hard at workclipping.One of the interesting things about the Argyopelius, or "Silver Hatchet"fish, I find, is that it has eyes in its wrists. I would have been sufficiently surprised just to find out that a fish had wrists, but to learnthat it has eyes in them is a discovery so astounding that I am hardly ableto cut out the picture.Thus, before the afternoon is half over, I have gone through the scientificmagazines and have a neat pile of clippings (including one of a Viper Fishwhich I wish you could see. You would die laughing). Then it is back to thegrind of the newspaper article.This time I get as far as the title, which I write down with considerablesatisfaction until I find that I have misspelled one word terribly, so thatthe whole sheet of paper has to come out and a fresh one be inserted. As Iam doing this, my eye catches the basket of letters.Now, if there is one thing that I hate to do (and there is, you may be sure)it is to write letters. But somehow, with the magazine article before mewaiting to be done, I am seized with an epistolary fervor, and Islyly sneakthe first of the unanswered letters out of the basket. I figure outin mymind that I will get more into the swing of writing the article if I practice on a few letters.This first one, anyway, I really must answer. True, it is from a friend inAntwerp asking me to look him up when I am in Europe in the summer of 1929,so he can't actually be watching the incoming boats for an answer,but I owesomething to politeness after all. So instead of putting a freshsheet ofcopy-paper into the typewriter, I slip in one of my handsome bits of personal stationery and dash off a note to my friend in Antwerp. Then, beingwell in the letter-writing mood, I clean up the entire batch.I feel a little guilty about the article, but the pile of freshly stampedenvelopes and the bundle of clippings on tropical fish do much to salve myconscience. Tomorrow I will do the article, and no fooling this time.When tomorrow comes I am up with one of the older and more sluggish larks. Afresh sheet of copy-paper in the machine, and my name and address neatlyprinted at the top, and all before eleven .! "A human dynamo" is the nameI think up for myself. I have decided to write something aboutsnake-charming and am already more than satisfied with the title "TheseSnake-Charming People." But, in order to write about snake-charming, one hasto know a little about its history, and where should one go to find historybut to a book Maybe in that pile of books in the corner is one onsnake-charming!So, with a perfectly clear conscience, I leave my desk for a few minutes andbegin glancing over the titles. Of course, it is difficult to find anybook, much less one on snake-charming, in a pile which has been standing inthe corner for weeks. What really is needed is for them to be on a shelfwhere their titles will be visible at a glance. And there is the shelf,standing beside the pile of books! It seems almost like a divine command:"If you want to finish that article, first put up the shelf and arrange thebooks on it!" Nothing could be clearer or more logical.In order to put up the shelf, the laws of physics have decreed that theremust be nails, a hammer and some sort of brackets. You can't just wet ashelf with your tongue and stick it up. And, as there are no nails or brackets in the house, the next thing to do is to put on my hat andgo outto buy them. Much as it disturbs me to put off the actual start of thearticle, I feel that I am doing only what is in the line of duty. AsI puton my hat, I realize to my chagrin that I need a hair-cut badly. Ican killtwo birds with one stone, and stop in at the barber's on the way back. Iwill feel all the more like writing after a turn in the fresh air. Anydoctor would tell me that.So in a few hours I return, spick and span and smelling of lilac, bearingnails, brackets, the evening papers and some crackers and peanut butter. Then it's ho! for a quick snack and a glance through the papers(there might be something in them which would alter what I was goingtowrite about snake-charming) and in no time at all the shelf is up, slightlycrooked but up, and the books are arranged in a neat row. There does nothappen to be one on snake-charming, but there is a very interesting onecontaining some Hogarth prints which will bear closer inspection.And so, you see, in two days I have done four of the things I had to do,simply by making believe that it was the fifth that I must do. Andthe nextday, I fix up something else, like taking down the bookshelf and putting itsomewhere else, that I have to do, and then I get the fifth one done.The only trouble is that, at this rate, I will soon run out of things to do,and will be forced to get at my newspaper articles the first thing Mondaymorning.。