chapter three key

Key-to-Chapter-3CHAPTER THREECruisin’ Cross Country?TEACHING TIPS/ANSWER KEYPART ONE PRE-LISTENING: STATE NAMESEXERCISE 1AWhile this exercise may look tedious, the students really enjoy it,and it is essential in order to help prepare them for the dialogue.You probably will want to assign the exercise as homework andthen go over the answers in class. A large map or overhead willreally come in handy for this lesson.EXERCISE 1B1. Because it is west of Virginia2. California, Oregon, Washington, British Columbia, Alaska3. Six: New Hampshire, New Jersy, New Mexico, New York, NewBrunswick, Newfoundland4. Newfoundland, Prince Edward Island, Nova Scotia, New Brunswick,Maine, New Hampshire, Massachusetts, Rhode Island, Connecticut,New York, New Jersey, Delaware, Maryland, Virginia, NorthCarolina, South Carolina, Georgia, Florida5. Two: North Carolina, North Dakota6. Mexico and the Gulf of Mexico7. Thirteen: Alaska, Washington, Idaho, Montana, North Dakota,Minnisota, Michigan, Ohio, Pennsylvania, New York, Vermont, NewHampshire, Maine. (Students will want to include Wisconsin, butWisconsin shares northern borders with Minnesota and Michigan.)8. Two: South Carolina, South Dakota9. Alaska, Hawaii10. East. West. Wyoming. New Mexico. Northeast. Southeast.PART TWO MAIN DIALOGUEExercise 1 Possible Answers⒈Two brothers are planning a trip.⒉At home⒊18-24⒋Brothers⒌Answers will vary but may include friendly, excited about the trip, and soforth.Exercise 2 Rewind Tape to Repeat Main DialogueThe line should go through the following states: California, Arizona,Utah, Wyoming, South Dakota, Minnesota, Wisconsin, Illinois. Exercise 3⒈b⒉a⒊a⒋b⒌a⒍b⒎aExercise 4 Rewind Tape to Repeat Main DialogueExercise 5⒈Utah and Wisconsin.⒉Answers will vary.⒊Eight: Florida, Alabama, Mississippi, Louisiana, Texas, New Mexico, Arizona,California.⒋Five: Newfoundland, Quebec, Ontario, Michigan, Wisconsin.⒌Answers will vary.PART THREE EXPANSIONSection 1 U.S. Regions, Rivers, Mountains, and LakesRegion climate major industriesNew England natural beauty, historicsites; four seasons withmilder summers andmagnificent fallsmanufacturingPacific Coast forests, mountains, mildclimate agriculture and manufacturing, fishing, lumberSouthern warm in the winter, hotin the summer agricultural states for cotton and tobaccoMiddle Atlantic four seasons; enjoyablesprings and falls manufacturing and business center; New York cityRocky Mountain mountains cold andsnowy; many dry areasbelowcattle and other livestockSouthwestern open space; naturalbeauty; hot and drycattle, oilMidwest hot summers and coldwinters wheat, corn, dairy products such as milk and cheese; manufacturing center inthe eastIt may help to use a large map to go over the answers to this exercise.A=the Colorado RiverB=the Rocky MountainsC = the Missouri RiverD = the Rio GrandeE = the Mississippi RiverF = Lake SuperiorG = Lake MichiganH = Lake MuronI = Lake ErieJ = Lake OntarioK = The Applachian MountainsExercise 1D1.False2.True3.False4.False5.False6.True7.False8.False9.True10.TrueSection 2 The CensusExercise 2B1. California. Answers will vary. Possibilities: Mild winter climate, strongeconomy, movie stars, and so forth.2. Wyoming. Answers will vary. Possibilities: Cold winters, not a lot of businessopportunities, and so forth.3. Four: Florida, New York, Texas, California4. 16: Wyoming, Vermont, Alaska, North Dakota, South Dakota, Delaware,Montana, Rhode Island, Hawaii, New Hampshire, Maine, Idaho, Nebraska, West Virginia, New Mexico, Nevada5. Answers will vary.6. Illinois.7. North Dakota.8. Wisconsin.9. Answer: Midwestern states10. Answer: New England.PopulationState Year PopulationNew York 1900 7.3 million Pennsylvania 1900 6.3 millionIllinois 1900 4.8 millionOhio 1900 4.2 millionMissouri 1900 3.1 millionCalifornia 2000 33.8 millionTexas 2000 20.8 millionNew York 2000 18.9 millionFlorida 2000 15.9 millionIllinois 2000 12.4 millionEducationYear Total or Percent Kind of Degree1900 6 percent High school1940 25 percent High school2000 84 percent High school1900 2.5 percent College2000 24 percent CollegeFamilyYear Total or Percent Family Information 1900 5 percent Living alone1900 20 percent 7+People in Family 1900 5 percent Average Family Size 1900 12 percent Divorce Rate1998 26 percent Living Alone1998 1 percent 7+People in Family 1998 3 percent Average Family Size 1999 (End of Century) 40 percent Divorce RateExercise 2D1. The Middle Atlantic states and the Midwestern states.2. New York State grew by 11.6 million people. Illinois grew by 7.6 million people.3. Probably not very many since the majority of the population was in the Middle Atlantic and Midwestern region. Travel to the West Coast was also extremely difficult at the time.4. 1900: 94 percent1940: 75 percent2000: 16 percent5. It has gotten smaller. Answers will vary concerning the change, but possibilities include a move away from farming, the high cost of raising children, the higher divorce rate, the higher education rate (i.e., women moving away from more traditional roles into the workforce), and so forth.6. It went up dramatically. Reasons will vary: Possibilities: changing attitudes towards divorce (i.e. no longer stigmatized), women entering the workforce, and so forth.7. Answers will vary.Exercise 2EI. IntroductionA. Census tells us where we are/where we’ve beenB. We can guess about the futureC. Three areas of American life1. The population2. Education3. FamilyII. Main Point 1: PopulationA.Top five states in 19001. New York: 7.3 million2. Pennsylvania: 6.3 million3. Illinois:4.8 million4. Ohio: 4.2 million5. Missouri: 3.1 millionB. Top five states in 20001. California: 33.8 million2. Texas: 20.8 million3. New York: 18.9 million4. Florida: 15.9 million5. Illinois: 12.4 millionIII. Main Point 2: EduationA.Changings in high school and college degrees1. 1900: 6% high school diploma2. 1940: 25% high school diploma3. 2000: 84% high school diploma4. 1900: 2.5% college degree5. 2000: 24% college degreeIV. Main Point 3: FamilyA. Changes in family structure1. 1900: 5% living alone2. 1900: 20% 7+ people in family3. 1900: 5 average family size4. 1900: 12% divorce rate5. 1998: 26% living alone6. 1998: 1% 7+ people in family7. 1998: 3 average family size8. 1999: 40% divorce rateV. Conclusion:A. How things are different now than 100 years agoB. What will happen in the next 100 years1. More people will live in the Pacific and Southern regions2. More people will graduate from high school and college3. The size of the family will get smallerPART FOUR EXPRESSIONS OF TIMEExercise 21-A. Thursday, September 19.1-B. from Thursday, September 19th until Thursday, September 26.2. from Monday, September 2 until Saturday, September 14.3. From Saturday, September 14 (today) until Friday, September 20.4-A. Thursday, September 12.4-B. maybe today or tomorrow, but no later than Monday, September 16.5. Monday, September 16.6. from Monday, September 9 through Thursday, September 12.7. from Monday, September 16 through Sunday September 22.8. sometime between today and Friday, September 20.Exercise 3⒈a⒉a⒊b⒋b⒌a⒍b⒎a⒏a⒐a⒑aPART FIVE PRACTICEExercise 1⒈b⒉a⒊b⒋b⒌b⒍c⒎a⒏c⒐a⒑c Exercise 2⒈b⒉b⒊b⒋a⒌c⒍b⒎a⒏c⒐c⒑b Exercise 3⒈a⒉b⒊a⒋c Exercise 4⒈a⒉a Exercise 5⒈b⒉c⒊c⒋a⒌c⒍c⒎a⒏a⒐c⒑c。

Chapter three.认识“嘿少年你还好吗？”少女伸出手在唐晓翼面前晃了晃。

“嗯……好个鬼啊！你到底是谁干嘛莫名其妙找上我？！”唐晓翼终于回过神来，厉声叱问。

“凉沫悠。

”少女嘴角一勾，笑容好似乌云破晓。

“……我没有在问你名字啊怎么会有这种人，真的是我行我素。

”唐晓翼扶额。

“诶一般这个时候不应该伸手介绍自己的么？”凉沫悠疑惑地歪头。

唐晓翼略显无奈地轻叹了口气，伸出手，一字一顿：“唐晓翼，唐家，隶属烈焰神殿。

”凉沫悠脸上终于浮现出名为惊讶的表情：“唐老头子走狗屎运了啊孙子那么漂亮。

”唐晓翼感觉太一陽一穴一狠狠地跳了几下。

——唐战，烈焰神殿殿主，唐家之主，隶属诸神之殿。

“你哪里的，我可没听说过有姓凉这一家的。

”唐晓翼问。

若是有的话，凭这个实力，绝对可以称霸全大一陆。

“你猜！”凉沫悠丝毫不正经。

“猜你个大头鬼我没你那么无聊！”某唐炸一毛一。

“噫棕一毛一好凶啊居然吼人家，连小尘尘都不敢在他自己的地盘上凶本大人你造吗。

”凉沫悠泪眼盈盈，一副受委屈的样子。

——雪丹尘，原风雪神殿殿主，隶属诸神之殿。

“我不想变成傻一逼一请远离我谢谢。

”唐晓翼好不容易从牙缝里挤出几个字。

“诶诶棕一毛一你不要这么冷淡嘛，话说你叫啥？”某悠叽叽喳喳。

“……你是失忆还是智障？”“啧啧唐家人都改不了毒舌这一特点么，你爷爷和老爸也这样，好讨厌。

”唐晓翼转身就走。

“噫棕一毛一你走那么快干嘛？你不把那头狼的什么东西带回去一交一差拿钱？”凉沫悠一顿，迈开大长一腿跟上去。

“你杀的又不是我杀的。

而且要不是你的话说不定我就死了。

”后一句很小声，在喧嚣的冷风中几乎听不见。

“哎？”凉沫悠反应迟钝。

“……没什么，就是……谢了。

”唐晓翼偏过头，十分别扭地说道。

凉沫悠的目光呆滞了一会，下一秒就变成了一个很猥琐的笑容：“哎哟喂你个毒舌棕一毛一竟然会道谢真是百年一遇！哈真不愧本大人活了那么久真的是赚到了~！”“哪里来的滚回哪里去！”“噫棕一毛一不要这样子嘛！来来来我们来谈论一下理想这玩意儿！棕一毛一你的理想是啥看看本大人能不能帮助你实现愿望！”某悠叽叽歪歪。

英语运动小书Title: "Let's Get Moving: Fun with Sports" Contents:1. Introduction- Importance of Sports and Physical Activity - Benefits of Engaging in Sports2. Chapter One: Soccer- Basic Rules of Soccer- Key Skills and Techniques- Famous Soccer Players- Fun Facts about Soccer3. Chapter Two: Basketball- Basic Rules of Basketball- Key Skills and Techniques- Famous Basketball Players- Fun Facts about Basketball4. Chapter Three: Swimming- Basic Rules of Swimming- Different Swimming Strokes- Water Safety Tips- Fun Facts about Swimming5. Chapter Four: Tennis- Basic Rules of Tennis- Key Skills and Techniques- Famous Tennis Players- Fun Facts about Tennis6. Chapter Five: Gymnastics- Different Types of Gymnastics- Basic Moves and Routines- Famous Gymnasts- Fun Facts about Gymnastics7. Chapter Six: Athletics- Different Track and Field Events- Training and Techniques- Famous Athletes- Fun Facts about Athletics8. Chapter Seven: Teamwork and Sportsmanship- Importance of Teamwork in Sports- Sportsmanship and Fair Play- Inspirational Stories of Teamwork and Sportsmanship 9. Conclusion- Review of Key Points- Encouragement to Stay Active and Explore More Sports 10. Glossary- Definitions of Key Terms Used in the BookThis "Let's Get Moving: Fun with Sports" book aims to introduce children to various sports, providing basic rules, key skills, famous athletes, and interesting facts about each sport. It also emphasizes the importance of teamwork, sportsmanship, and staying active.。

Chapter 3 Blind man and eyes in fire dramaPeriod One (P28-29)T eaching Material: Chapter Three –Reading (P28-29)T eaching aims:1. To identify the five senses and tell how things look, sound, smell, taste andfeel.2. Help students get the main idea of each part of the passage.T eaching focus:Make the students get the general idea of the five senses: hearing, smell, sight,taste and touch, have them imagine which things they could or could not do ifthey suffered from a disability.Possible Difficulties: To use linking verbs with predicate adjectives.T eaching approach:Task-based communication approachT eaching aids:Cassette 8B，a cassette player and the multi-media systemII. T eaching procedure:The first period ( P 28-29 )Steps Contents Activities PurposesI. Pre-task preparation 1. Watching a videoabout Hellen Kellerand explaining thelife of her.2. To elicit the fivesenses : hearing,smell, taste, touch,and sight.3. A quiz about fivesenses4. To elicit the topicwith questions.1. To show a video andbriefly explain the lifeof her, asks Ss toanswer questions.2. Let Ss watch someinformation about fivesenses with questionslike: What do we dowith ears? We use earsto hear. It is the senseof hearing… Lead Ss toread five sensestogether.3. To show the quiz onthe screen, encourageSs to answer it as fastas they can4. Q: If we lose oursense of sight, whatwill happen? What dowe call the person likethis? Ask Ss to givetheir opinions.1. To arouse Ss’learning interest offive senses bywatching a videoabout Heller2. Learn theknowledge about fivesenses and importantuse of the senses3. To make Ss take anactive part in the classactivities4. To prepare to learnthe new passageII . While-task procedure 1. Do Pre-readingabout some ideason p28: What doyou know about…?2. Showing apicture about ablind man and adog.3. Divide thepassage into threeparts, telling Ss tolearn two parts inthe period.4. Listen to the firstpart and completethe “T” or “F”exercises in pairs.5. Listen to thesecond part and dothe choiceexercises.6. Explain thelanguage in thepassage.1. To ask Ss somequestions or factsabout the five sensesand also prepare tolearn the new text.2. Let Ss knowsomething about themain character John FDancer in the story.3. Tell Ss the main ideaabout the three parts: 1)Going to the hotel. 2)The chambers were onfire. 3) How they wererescued.4. Ss listen to the taperecording in the firstpart and follow it, afterreading twice, do someexercises on the screen.5. Ss listen to the taperecording in the secondpart, follow it and dosome exercises as well.6. Teacher explainssome important phrasesin the text, lets Ss dosome translation.1. To help Ss have ageneral idea about thefive senses2. To begin to learnsome paragraphs ofthe passage.3. To help Ss knowthe passage better.4. To train Ss’listening, imitatingand reading abilities.5. To train Ss’listening, imitatingand reading abilities.6. To help Ss’ grasplanguage knowledge.III. Post-task activities Retell the first twoparts in the passage.Ss asked to retell theparagraphs accordingto the pictures and keywords givenTo improve Ss’memorizing andspeaking abilitiesIV. Assignments 1. Read the new words and the text after class over and over and tryto recite it.2. Copy the new words and phrases in the first two paragraphs.3. Workbook: P13-14, Grammar book: P13Notes about Heller Keller:What do you know about her?T: She was an American writer. She was blind, deaf and dumb.Although she couldn’t see or hear, she was one of the greatest women in the world. She had a strong will. After many years of hard work, she finally became a great writer. She was able to speak four languages. What's more, she made lots of speeches around the world and did a lot for the charity careers in order to help the disabled people like her.Period Two ( P29-30)T eaching Material: Chapter Three –Reading (P29-30)T eaching aims:To learn the new words and the text.To learn the third part of the story and retell the whole story.To listen to a conversation and talk about how to help the disabled in our life.T eaching focus:To describe a story which happened in the past time.To make the students learn some techniques on reading.Possible Difficulties:To help students think of ways to help the disabled in our daily life.T eaching approach:Communicative Approach, Audio-lingual ApproachT eaching aids:Cassette 8B, a cassette player and a multi-media systemT eaching Procedures:The second period ( P29-30)Steps Contents Activities PurposesI. Pre-task preparation1. Read some newwords in thepassage and spellthem.2. To review thefive senses.1. To show the wordson the big screen andask Ss to read andrecite them.2. Ask Ss to talk aboutthe five senses andtheir use.1. To learn the newwords in the story aswell as in theexercises.2. To consolidate theimportant use.II. While-task procedure 1. A word revisionabout the wordsand phrases.2. Practice onreading thepassage.3. Do somequestions andanswers about thefirst two parts.4. Listen to thethird part of thetext and practisereading it.5. Do somequestions andanswers about thethird part.6. Retelling about1. Ask Ss to fill in theblanks with the properwords.2. Ss read the first andsecond parts together.3. Ss answer teacher’squestions on the screen.4. Ss listen to the taperecording and follow ittogether, then repeatreading.5. Ask Ss to answer thequestions in the lastpart.6. Ask individual Ss to1. To go over thelanguage pointslearned2. To make Ss befamiliar with the text.3. To help Ssunderstand the text4. To train Ss’listening, imitatingand reading skills.5. To help Ss get themain idea of the text.6. To train Ss’the three parts in the whole story. retell the different partsof the text with the helpof the key words given,encourage them to usetheir own wordsspeaking andmemorizing skillsIII. Post-task activities 1. A topic aboutdogs.2. A discussionabout how to helpthe disabled.1. Ss describe somecharacters about dogsin their own words.2. Q: What can we doto help the disabled inour life? Ask Ss togive their opinions.To improve Ss’speaking ability andcultivate their goodcharacters.IV. Assignments 1. Read the new words and the text over and over.2. Read and recite the words and patterns in the passage.3. Write a short passage on the topic: What can we do to help the disabled in our life?Period Three ( 30-34)T eaching Material: Chapter Three -Language (P30-34)T eaching aims:To listen to a conversation and complete the listening task.To learn the usages of the pronouns.T eaching focus:To make the students master the usages of Personal pronouns and Possessive pronouns.Difficult Points:The Possessive pronouns.T eaching approach:Direct Approach, Communicative ApproachT eaching aids:Cassette 8B, a cassette player and a multi-media systemT eaching Procedures:The third period ( P30-34)Contents Activities PurposesI. Pre-task preparationA spelling game Show the meaning ofeach word on thescreen and ask Ss toread and spell it as fastas possible.To arouse Ss’ learninginterest and in themeantime, enablethem to rememberthemII. While-task procedure 1. Practice onreading the text inroles.2. Finish theexercises inReading (Ex. C,D, E.)3. Listeningpractice.4. Retell thelistening exercise.5. Language: Usingpronounsincluding Personal1. Ask Ss to act as thenarrator and othercharacters to read thetext.2. Ss read the sentencesand check the answerstogether3. Ss listen to aconversation between ahotel manager who isgiving directions to ablind guest and thenlabel a plan of thehotel.4. Ask Ss to retell thelistening briefly.5. Describe the usagesof Personal andPossessive pronouns,1. To arouse Ss’interest whenparticipating theactivities.2. To make Ssconsolidate the storyand the languagepoints.3. To train Ss’listening skills4. To enable Ss to geta better understandingof the listeningmaterial.5. To review thegrammar pointsand Possessive pronouns6. Check the exercises A1 A2 B on P33-34 asking Ss to read themand finish the exercisesabout them6. Ask Ss to practisethese exercises indifferent ways.6. To practise the useof pronounsIII. Post-task activities Do a supplementaryexercise onpronouns.Ss are asked to fill inthe proper form of thepronounsTo consolidate thegrammar point.IV. Assignments 1. Read the new words and the text over and over.2. Read and recite the words and patterns in the passage.3. Workbook: P15-16, Grammar book: P14-16Notes:1. Personal pronounsI you he she it we theyme you him her it us them2. Possessive pronounsmy your his her its our theirmine yours his hers its ours theirs3. Supplementary exercises.1) _______ (us) usually go to see _________ (she ) on Sundays.2) The Chinese often asks _________ (my ) a lot of questions.3) _____________ (her) teaches __________ (they) English this term.4) They have given all _____ (they) old books and clothes to the poor children.5) Everyone should do ________ (they) best to fight pollution.6) This is a new piano. It is __________ (me).7) Between you and __________ (she), she doesn’t work hard enough.8) Frank is a classmate of __________ (we).9) This is _______ (you) basketball. _____ (we) is in _____ (we) classroom.10) Mrs. Smith’s two children like to have _________ (they) own bedrooms.Period Four（P35-37）T eaching Material: Chapter Three –Pronouns, speak up (P35-37)T eaching aims:To continue learning the usages of the pronouns.To discuss kinds of disabilities.T eaching focus:To make the students master the usages of the pronouns.To learn orders about giving warnings.Difficult Points:To discuss kinds of disabilities.T eaching approach:Communicative Approach, Audio-lingual ApproachT eaching aids:Cassette 8B，a cassette player and a multi-media systemT eaching Procedures:The fourth period ( P35-37)Contents Activities PurposesI. Pre-task preparationRevision on basicrules aboutpronounsReview Personal andPossessive pronounswith SsTo make Ss payattention to thegrammar learned andwill be learnedII. While-task procedure 1. Continuelearning pronouns,doing Ex C,checking theanswers2. Do Ex D1, D2also aboutpronouns; do pairwork3. Practice onspeaking A Givingwarning, tellingtheir differentmeanings4. Practice on ExA1 in pairs, andfine five warningsin the dialogue inEx A2.1. Give Ss two minutesand ask them to use theproper pronouns toreplace the nouns in theexercises, then let somestudents read them andcheck the answers.2. Ask Ss to fill in theblanks with rightpronouns, then read thesentences in pairs3. Ask Ss to read ordersabout giving warningswhich have differentmeanings: Watch out!Look out! Be careful!Take care! Mind…!Don’t …!4. Ask Ss to read thedialogue in pairs,paying attention todifferent warnings andwrite down the1. To go over thegrammar points andconsolidate theknowledge.2. To consolidate thegrammar points3. To get Ss know themeanings ofwarnings.4. To do someexercises aboutgiving warnings.5. Speak upB1 Pair work: Discuss different kinds of disabilities according to the pictures.6. warning.5. Ss are asked to readthe disabilitiesaccording to the modelsand also write down theother disabilities on thepage.6. Ask some moreadvanced and Ss toretell one of thedisabilities to class andalso some lessadvanced to repeatthem.5. To improve Ss’speaking and writingskills.6. To encourage Ss’courage inparticipating classactivitiesIII. Post-task activities Write a shortpassage about onekind of disabilitiesSs are asked to write ashort passage about onekind of disabilities.To train Ss’ writingability.IV. Assignments 1. Read the new words and the text over and over.2. Read and recite the words and patterns in the passage.3. Write a short passage about one kind of disabilities.Period Five ( P 38-39 )T eaching Material: Chapter Three –Writing (P38-39)T eaching aims:To produce a guided description of the furniture in a hotel room.T eaching focus:To go over the prepositions about location and position.Difficult Points:To discuss kinds of disabilities.T eaching approach:Communicative Approach, Audio-lingual ApproachT eaching aids:Cassette 8B，a cassette player and a multi-media systemT eaching Procedures:The fifth period ( P38-39)Contents Activities PurposesI. Pre-task preparation1. Review theprepositions aboutlocations.2. Use the classseating arrangementto practiseprepositionsconcerningposition.3. Describe sth.with prepositions.1. Show some exerciseson the screen, ask Ss toread and fill in theblanks and then checkthem2. Ask Ss to makesentences with theprepositions such as“ next to, beside,opposite, on the left /right hand of, at thecorner of …”3. Ask Ss to say sth.about a picture or otherobjects in theclassroom and itssurroundings.To help Ss go overthe prepositions2. To consolidate theprepositions aboutlocation and position.3. To train Ss’ spokenEnglish.II. While-task procedure 1. About Writing:Do Ex Aindividually aboutthe dialoguebetween the hotelmanager and theblind man, Jack2. Do Ex B aboutdescribing thefurniture again.Ask Ss to look at thepictures, read thepassage and fill in thenumber referring tofurniture in the properplaces.2. Let Ss look at thepicture on P39, tellthem to read thepassage and fill in thephrases with the help of1. To go on learningthe prepositionalphrases whendescribing furniturein the hotel room.2. To check Ss’understanding of thematerial3. Do C Draw a plan of your hotel room and write a letter to sb. the pictures and wordsgiven.3. Ss try to draw a planof hotel room includingat least 8 items offurniture, then write ashort letter to a parentor a friend, describingyour hotel room tothem clearly.3. To go over theprepositions aboutposition and trainSs’ writing skill.III. Post-task activities A group discussion: Ss discuss in smallgroups about the topic:What will you do if youare trapped in a bigfire? Then write itdown.To improve Ss’speaking and writingskills.IV. Assignments 1. Make a poster “Fire rules” in small groups.2. Supplementary exercises.3. Write a short letter to sb. about your hotel room.Notes:3. Supplementary exercises:Fill in the verbs in the blanks:1) Where’s Kate? She ___________ (talk) with a friend of hers over there.2) Don’t bother me. I ____________ (write) to my parents in Hong Kong.3) She __________ always __________ (cry) in the morning.4) My elder brother ____________ (go) to the U.S.A. in 2000 and now he__________ (study) M.B.A.5) He ___________ (translate) a novel these days.6) Let’s go to the hall. A little girl ____________ (play) the violin there now, and her classmates ______________ (listen).7) She ________ (let) her child have his own way. She ________ (spoil) him.8) We ________ (word) hard. We _________ (help) in a small way to reformthe education.Period Six ( P 40-42 )T eaching Material:Chapter Three –More Practice, Mid-term progress file(P38-40)T eaching aims:To review prepositions about positions and prepositional phrases.To review the key items of Chapter Three by completing the two tasks.To do a test paper before Mid-term exam.T eaching focus:To write a composition by brainstorming and review the important prepositional phrases.Difficult Points:To review the important prepositional phrases.T eaching approach:Communicative Approach, Audio-lingual ApproachT eaching aids:Cassette 8B，a cassette player and a multi-media systemT eaching Procedures:The sixth period ( P40-42)Contents Activities PurposesI. Pre-task preparation1. Review theprepositions aboutlocations.1. Show some exerciseson the screen, ask Ss toread and fill in theblanks and then checkthemTo help Ss go overthe prepositions II. While-task procedure 1. More practice.1) Do A: Fill in theblanks2) Do B: Read thepassage and fill inthe missing wordsabout a report.2. Retell Ex B3. a Mid-termprogress file( Score: 45)1). Ss do it in pairs toask and answerquestions about a firerescue and completethe sentencesindividually2). Ss finish theexercise first and try toretell the story. Payingattention to theimportant phrases.2. After the exercise isfinished, Ss try to readit for 2 minutes andretell the story abouthow the blind man wasrescued.3. Ss should finish theexercise by themselvesand wait for the teacher1). To go over thephrases with thepresent participles2). To go over theimportant phrases andthe past continuoustense.2. To train Ss’memorizing abilityand speaking skill.3.To check how Sshave studied andmade progress into check the answerstogether and encouragethem to study harder.their English.III. Post-task activities Comments on theirtest paper.Ss check their testpaper together andcorrect their mistakes.To evaluate Ss’English study andencourage them to tryharder.IV. Assignments 1. Review the important phrases in the passage.2. Correct their mistakes in the test paper.3. Have a revision of Chap 1 to 3 for the coming mid-term exam.。

Chapter3 People who help us单元分析：本单元的主题是在日常生活中帮助我们的人。

学生学会谈论哪些曾经帮助过他们的人。

学生们讨论他们的身份、描述他们的特征，他们还通过使用这些信息给那些帮助过他们的人写感谢信。

本单元由句型教学、语篇教学、故事教学、歌曲和语音等几个部分组成。

通过本课学习使学生学会对日常用语进行交际、说英语、唱歌曲，做游戏、敢干开口，乐于模仿，在鼓励性评价中树立信心在小组活动中积极参与合作，在表演、对话、诗歌等形式的学习过程中激发学生对英语学习的兴趣。

文中出现的学科和人物特征的单词较难读准发音，另外本单元出现的人称代词宾格以及单词的前缀这些语法知识点学生也较难理解，因此在学习语篇时老师应尽可能给学生创设适合他们的情境，便于操练，利于学习。

在故事教学中中，充分交给学生，发挥其小组合作的主动性，充分利用语言操练。

Language focus:1.Who’s your…teacher?2.My …teacher is …3.She’s kind. I like her.4.He’s helpful. I like himLanguage focus:er/ / driver, hawker, swimmerText types:Conversations, stories, stories, thank-you note, songs教具准备：PPT、图片。

课时安排：本单元共安排五课时Chapter3 People who help us(Period 1)一、Teaching contents：《International Edition Longman Welcome to English》Chapter3 People who help us PartA二、Teaching aims1. Aims of knowledgea. To introduce pupils to the interrogative pronoun who and the personal pronouns himor her.b. To get the pupils to practice identifying people and telling if they like them.c. To encourage pupils to ask and answer who’s their teacher.2. Aims of abilitiesa. Use simple sentences to communicate with others.b. To converse about feeling, interests and experiences.c. To obtain and provide objects and information in simple classroom situations and throughactivities such as interactive games and role-play3.Aims of emotionDevelop participatory, cooperative, love and caring attitudes三、Difficult and key pointsKey points:a. To introduce pupils to the interrogative pronoun who and the personal pronouns himor her.b. To get the pupils to practice identifying people and telling if they like them.c. To converse about feeling, interests and experiences.Difficult points:To encourage pupils to ask and answer who their teachers are.四、Teaching aids1. flash cards2. PPT五、T eaching procedure:Step 1. Warm-up1. Make greetings2. Warm-up activities.3.Talk with the studentsStep 2. Presentation1. Teach whoI’m Ms Ding. I teach you English.Who am I? I’m your English teacher.Who’s your English teacher? Your English teacher is Ms Ding.2. Pretend you to not know the pupil’s names. Ask Who questions.Who’s ….? Hands up. Come on. Say ,”I’m …”Who are you? Tell me your name. Say, “I’m …”3. Write the names of different school subjects on the blackboard:English, Chinese, Maths, Music, PE, etc. Use symbols to explain the meaning of the subjects.Chinese characters for Chinese, numbers for Maths, music note for Music, etc.4. Ask pupils for the names of their subject teachers and write the names next to thesubjects, eg, Chinese= Miss Tang.T: Who’s your Chinese teacher? Tell me her surname.S: Tang. My Chinese teacher is Miss Tang.5. Revise like.T: Do you like your Chinese teacher? Do you like Miss Tang?S: Yes, I do.6.Teach the adjectives describing people. Write them on the board. Give examples.helpful, kind, friendly7. Revise subject pronouns and teach object pronouns. Write on the board.8.Ok ,listen to the E –book and follow .9.Little teacher10. Read in rols ,Step 3. Conclusion1. Let the Ss talk with their partner by using the questions they have learned.2. Read the new words and have a competition(let each of a group come to the board tohave a competition ,who is quicker ,I will give a star )3. Act the conversations ot .六、Homework1.Copy the words 3 times and try to remember them.2.Follow the CD read part A七、 Blackboard writing八、Reflection after class:Chapter3 People who help us (Period 2)一、 Teaching contents：《International Edition Longman Welcome to English》Chapter3 People who help usPart B & Part F二、Teaching aims1. Aims of knowledgea. To introduce pupils to the interrogative pronoun who and the personal pronouns himor her.b. To get the pupils to practice identifying people and telling if they like them.c. To encourage pupils to ask and answer who’s their teacher.d. To enable pupils to enjoy and appreciate the English Language through singing a simpleEnglish song.2. Aims of abilitiesa. To provide or find out and present simple information on familiar topics.b. To develop an awareness and an enjoyment of the basic sound patterns of English inimaginative texts through activities such as participating in action rhymes, singing songs and choral speaking.3. Aims of emotionDevelop participatory, cooperative, love and caring attitudes三、Difficult and key pointsKey points:a. To introduce pupils to the interrogative pronoun who and the personal pronouns himor her.b. To get the pupils to practice identifying people and telling if they like them.c. To converse about feeling, interests and experiences.Difficult points:a. To enable pupils to enjoy and appreciate the English Language through singing a simpleEnglish song..四、Teaching aids1.Flash cards2.PPT五、Teaching procedure:Step1. Warm-up1. Greetings2. Warm-up activities.3.Talk with the SsStep 2. Presentation1.Good morning class! Good morning. What’s the weather like today ? What day is it today?2.Ok ! You did a nice job, who can answer my question ? Look at the screen .(PPT). Review thewords they have learn. Using the flash cards, cover them and ask pupils to spell them keep repeatingWho’s your… teacher?My… teacher is …..He’s helpful. I like him.She’s kind. I like her.Correct them when they were wrong.3. Ask pupils questions to show the usage of the subject pronouns and object pronouns4. Draw circles and write word cues in each of them. Tell pupils to use the cues to makesentences.5. Get pupils get into groups of three. Tell each of them to make a sentence about a teacher. Step 5.ConsolidationPart B: 1.Let the Ss talk with their partner and do the Part B together.2.Check the answer3.Act conversatione the sentences they have learned instead of the text.Part F: 1. Play the song and tell the pupils to follow the words with their fingers.2. Play the song again and ask pupils to sing along.3. Tell pupils to fill in the blanks with the names of people in your school, their identity andadjectives to describe them.4. Invite pupils to sing the song in groups or individually for the whole class. Giveencouragement and recognition for their performance.六、 Homework1. Recite part A.2.Sing the song to your parents3. Fill in the blanks of Part B.七、 Blackboard writing七、Reflection after class:Chapter3 People who help me (Period3)一、Teaching contents：《International Edition Longman Welcome to English》Chapter3 People who help me Part c二．Teaching aims:Aims of the knowledge:1. To develop pupils’ reading skills and stimulate their critical thinking ability.2.To provide or find out and present simple information on familiar topics.3.To interpret and use simple given information through processes or activities such as labeling, matching, sequencing, describing, classifying,and to follow simple instructions4.To recognise some obvious features of the English language in simple spoken and written texts such as the direction of writing in English, the characteristics of an alphabetic script and the sound patterns of English; and apply this awareness to one’s initial learning and use of the languageAims of the abilities:1. To provide or find out and present simple information on familiar topics2. Use simple sentences to communicate with others .Aims of the emotion:1.Appreciative with respect for others.Key points:1.Pupils can understand the text.2.Pupils can read the text by themselves.3.Pupils can answer teacher’s question.4.Pupils can do the Part D by themselves.三．Difficult and key points:1. To develop pupils’ reading skills and stimulate their critical thinking ability.2.To provide or find out and present simple information on familiar topics. 四．Teaching aidsFlash card , CD , super E-book五.Teaching ProcedureStep1.Warm-upGreet to pupilsWarm-up activities.Talk with the Ss.Step 2.Presentation1.Good morning class!Good morning. How are you?What’s the weather like today?What day is it today?Ok ! You are great . Boys and girls .Let’s have a revisionT:Who’s your Maths teacher ?S: My Maths teacher is Miss Wu .T:Who’s your Chinese teacher ?S: My Chinese teacher is Miss Lee. T:Who’s your PE teacher ?S: My PE teacher is Miss An .T: Who’s your Computer teacher ?S: My Computer teacher is Mr Qin.T: Which teacher do you like best ?S: I like …Ok ,we will find who do the boys like ?Today we are going to learn Chapter 3 Part C.Now I will give you three minutes to read by yourselves and afterStep 3. Practice1.Read the text2.Let them have a role play.Step 4. ProductionTell Ss to get into group of four to six practice the text.T and Ss find the skills.Step 5. Homework1. Read part C and try to recite it.Step 6. Blackboard DesignTask3 People who help meCatch prefect unfriendlyStep 7. Reflection after classChapter3 People who help me (Period4)一．Teaching contents：《International Edition Longman Welcome to English》Chapter3 People who help me Part E二． Teaching aims:Aims of the knowledge:1. To get pupils to practice describing people and telling if they like them.2. To converse about feelings, interests and experiences3. To obtain and provide objects and information in simple classroom situations and throughactivities such as interactive games and role-play .Aims of the abilities:1. To establish and maintain relationships and routines in carrying out classroom activities.2. To get pupils to practice talking with others.3. Let the Ss write a Thank you note by using what they have learned .Aims of the emotion:1.Appreciative with respect for others.Key points:1. To get pupils to practice talking about more about their teachers .2. Appreciate the beauty of the language through enjoying reading simple conversations. 三．Difficult and key points:1.To converse about feelings,interests andexperiences .2. To get pupils to practice describing people and telling if they like them.四． Teaching aidsFlash card , CD , super E-book五 Teaching ProcedureStep 1. Greetings1. Greet to pupils2. Warm-up activities.3.Talk with the Ss.Step 2. Presentation1. Hello, class! Good morning.Nice to meet youWhat’s the weather like today?What day is it today?2.Revise the pronouns and adjectives.Read the sample conversations in part E.Follow the CD to read part E together.Then group by group .(Ok ,let’s have a competition ,who is better I will give a sticker) Boys and girls read ,Lisen to T carefully try to responseSs try to listen and respond .3. Teach the words bus driver and caretaker.4. Listen to the E-book point and say . In pairs, pupils read Candy and Charlie’s notes and act the children. Then they talk about their bus driver or caretaker.Ss try to listen and respond .5.Teach how to read a Thank you note .Look ,6.Thank you note has three parts .Here is head part ,after head part we should write acomma7..Next part is the body part ,you can write what you like ,and the last part is your name . Ss try to listen and respond .Ss answer the T’s question T will give he\she a prize .Let the Ss read it together ,group by group ,one by oneStep 3. Practice:1. Give Ss 3 minutes let write a Thank you note to your English teacher.2.Let some Ss show theirwriting.Step 4. ConsolidationTell Ss to find out more informations about their teachers.Step 5. Homework1.Read part E and try to recite it .2. Write a Thank you note to your English teacher.Step 6. Blackboard DesignYou’re a good caretakerYou’re helpful and friendlyDo you like him?Yes, I doStep 7. Reflection after classChapter3 People who help me (Period5)一．Teaching contents：《International Edition Longman Welcome to English》Chapter3 People who help me PartF二．Teaching aims:Aims of the knowledge:1.To develop an awareness and an enjoyment of the basic sound patterns of English inimaginative texts through activities such as participating in action rhymes, singing songs and choral speaking2.To teach the r-controlled vowel/ə /for the letters er.3.To enable pupils to enjoy and appreciate the English Language through singing a simpleEnglish song.4.To provide or find out and present simple information on familiar topics.5.To develop an awareness and an enjoyment of the basic of the basic sound patternsof English in imaginative texts through activities such as participating in action rhymes, singing songs and choral speaking.Aims of the abilities:1.To provide or find out and present simple information on familiar topics.2.To recognise some obvious features of the English language in simple spoken andwritten texts such as the direction of writing in English, the characteristics of analphabetic script and the sound patterns of English; and apply this awareness to one’sinitial learning and use of the language.3.To interpret and use simple given information through processes or activites such aslabeling, matching, sequencing, describing, classifying; and to follow simpleinstructionsAims of the emotion:1. To enable pupils to enjoy and appreciate the English Language through singing a simpleEnglish song.三．Difficult and key points:1.To teach the r-controlled vowel/ə /for the letters er.2.Get pupils to pronounce the/ə / in different words.四．Teaching aidsFlash card , CD , super E-book五.Teaching procedureStep1.Warm-up1. Greet to pupils2. Warm-up activities.3.Talk with the SsStep 2 Presentation1. Hi, class! Good morning.Nice to see youWhat’s the weather like today?What day is it today?2. Get pupils to look at your mouth while you pronounce the/ ə /sound or paly the video in thesuper E-Book.Look at my mouth. Say after me.3.Play the phonics game in the super E-Book.4.Ask pupils to look for two more words with the same sound(teacher,cleaner)5.Give pupils a tongue twister to say as they can:Peter picked some pepper, how much pepper did peter pick?Make sure that pupils do not mispronounce peter as/pit ə:/.6.Ask pupils to say other known words with the same sound.7.Play the song and tell pupils to follow the words with their fingers.8.Play the song again and ask pupils to sing along.9.Tell pupils to fill in the blanks with names of the people in your school, their identity and adjectives to describe them.10. Invite pupils to sing the song in groups or individually for the whole class. Give encouragement and recognition for their performance.Step 3. Practice1. Let the Ss talk with their partner how to read the poem. Let each of a group come to the board to have a competition ,who is better, I will give a star )Step 4. Production.1.Tell Ss to find out more informations about the / ə /.Step 5. Homework1. Sing part F .2.Act the part F to your parents.Step 6. Blackboard DesignThis is Mr/Mrs/Miss____________.He/She is our_________________.He/She is very________________.We like him/her.Step 7. Reflection after class。

Chapter 3 My dayExpressionsKey Words（核心词汇）1.one一2.two二3.three三4.four 四5.five五6.six六7.seven七8.eight八9.nine九10.ten十11.eleven十一12.twelve十二Extension Words（拓展词汇）1.o’clock整点2.half past………点半3.fifteen 十五4.twenty二十5.twenty-five二十五6.thirty三十7.forty四十8.fifty 五十9.get up 起床10.wash my face 洗脸11.brush my teeth 刷牙12.have breakfast 吃早饭13.go to school 去上学14.do my homework 写作业15.have a shower洗澡16.go to bed 上床睡觉17.nest鸟巢18.flying lesson 飞行课19.take care of…照顾…20.have lunch 吃午饭21.wait等待22.must必须23.idea点子；主意24.timetable时间表25.go hunting去打猎26.Mars火星27.spaceship宇宙飞船28.have dinner吃晚饭29.reply 回复Key Sentences（核心句型）1.Tom , it’s time to get up and wash your face.Tome，起床洗脸的时间到了。

2.What’s the time ? 几点了？3.What time is it ? 几点了？4.It’s seven o’clock/seven fifteen/half past seven.现在七点整/七点十五分/七点三十分。

Extension Sentences（拓展句型）1.Mother Bird takes good care of her babies.鸟妈妈把宝宝们照顾得很好。