Unit 3 A taste of English humour教案

Unit 3 A taste of English humour I. 单元教学目标
II. 目标语言
Ⅲ. 教材分析与教材重组
1．教材分析
本单元的中心话题是“感受英语幽默”，其中涉及到了幽默的种类及其代表人物，并就中外幽默进行了粗略的比较，以此让学生感受英语幽默的内涵。

WARMING UP中提出了三个问题：How many kinds of humour do you knowDo you know these kinds of humour Do you have other kinds of humour in China 这三个问题直指本单元中心话题，为下一步的阅读理解作了准备。

PRE-READING在WARMING UP 的基础上提出了另外三个问题：What do you like to laugh at What does humour mean Is humour always kind这三个问题进一步让学生了解幽默的含义，即把缺陷与完美、荒唐与合理、愚笨与机敏等两极对立的属性不动声色地结合起来，在对立统一中见其深刻的意义。

READING以美国著名喜剧大师Charlie Chaplin的表演为例，为学生展示了幽默的内涵。

第一段以常见的踩香蕉皮滑倒为例，指出了幽默的内涵之一：“Perhaps it makes us fee l more content with our life because we feel there is someone else worse off than ourselves”.从第二段开始介绍卓别林以其独特的表现方式成为著名的幽默大师，文中列举了两部他的喜剧片，一部是The Little Trump，另一部是The Gold Rush。

前者以其穿着及行为而受到了人们的喜爱；后者通过吃皮鞋这一片段，让人领略了他的无与伦比的想象力与幽默感。

卓别林将滑稽的相貌、夸张的穿戴和离奇的想象完美地结合起来，出于现实而又超脱现实。

令人在捧腹大笑的同时，感到了他对待苦难的积极态度，和对下层小人物的同情。

这篇文章揭示了幽默的内涵，给学生留下了思考的余地：Is humour always kind
COMPREHENDING分为两部分。

第一部分以填写表格的形式让学生练习写阅读笔记，同时提示他们人物传记的写法，让学生了解文章结构。

第二部分练习课文
中出现的生词。

LEARNING ABOUT LANGUAGE包括词汇和语法两部分。

词汇部分强调用英语来解释词汇，并在实际情景中使用所学词汇。

语法部分主要通过大量的例句和习题来实现让学生自主学习的目的，总结-ing形式在句中作表语、宾语和宾语补足语的用法。

USING LANGUAGE部分, 从听、说、读、写四个方面来学习和巩固所学语言知识，全面体现语言运用能力。

2. 教材重组
将WARMING UP（P
17）， READING（P
22
）与SPEAKING（P
23
）整合在一起上一
堂口语课。

将PRE-READING，READING (P
17), COMPREHENDING (P
18
)及LEARNING ABOUT
LANGUAGE中的练习一和练习二整合在一起上一堂阅读课。

从字、词、句、和篇章几个方面掌握目标语言。

将LEARNING ABOUT LANGUAGE (P
20
)中的剩余练习及USING LANGUAGE (P56)中的所有练习整合成语法课来练习-ing形式在句中作表语、宾语和宾语补足语的用法。

将LISTENING(P
23), LISTENING(P
55
) 和LISTENING TASK(P
58
)整合在一起上
一堂听力课。

将WRITING（P
23），TALKING（P
55
）和SPEAKING AND WRITING（P
60
）整合成
一堂写作课。

将USING WORDS AND EXPRESSIONS（P
56），READING TASK（P
59
），PROJECT（P
61
）
和 SUMMING UP（P
24
）整合在一起上一堂复习课，总结这个单元所学全部内容。

3．课时分配
1st period Speaking
2nd period Reading
3rd period Grammar
4th period Listening
5th period Writing
6th period Summary
Ⅳ. 分课时教案
The First Period Speaking
Teaching goals 教学目标
1. Target language 目标语言
a. 重点词汇
verbal, nonverbal, mime, farce, pancakes, mountainous, whisper
b. 重点句型
I think how short life is and how long the universe has lasted. P
22 2. Ability goals能力目标
Enable the students to talk about some types of English humour and Chinese humour.
3. Learning ability goals 学能目标
a. Help the students learn how to talk about some types of English and Chinese humour, and then find their differences.
b. Let the students listen, read, and then imitate the jokes, so that they can realize that humour is to let people to be optimistic about everything around.
Teaching important points 教学重点
Help the students learn how to understand and enjoy English humors. Teaching difficult points 教学难点
Help the students know the differences between English and Chinese in humours.
Teaching methods教学方法
Using pictures, discussion, reading and imitation.
Teaching aids 教学准备
A recorder and a projector.
Teaching procedures & ways教学过程与方式
Step ⅠRevision
Have a dictation about the words and expressions that appeared in Unit 2.
Step Ⅱ Warming up
Start the new unit by showing the students a picture:
T: Look! What do you think of the picture
Ss: It’s v ery funny! A wolf or a dog is jumping across the back of a sheep! T: Yeah! It’s so funny that we cannot help laughing about their acting.
It makes us feel nice. Today, we are going to learn something about humour. The title is A taste of English humour. Do you know something about English humour
S1: I’m sorry.
S2: I know an English humour.
T: Really Please read it to us.
S2: I’ll try. One day a patient went to see his doctor. He said to the
doctor: “Doctor, I see double.” The doctor said: “Sit on the chair please.” And then the patient asked the doctor: “Which one”
T: That’s really interesting! Thank you! In fact this is a kind of English humour, which we call verbal joke. Ok, here are some pictures. Look,
who are they
（1）（2）（3）（4）
S3: It’s Charlie Chaplin. And I know picture one is from a film called The Gold Rush.
T: Right. Who know the man in picture 3
S4: I dare say that everyone know him. He’s Mr. Bean, one of the most famous and successful British actor.
T: Y ou are right. He’s now recognized as the most popular British comedy expert. And how about the last one
S5: It’s difficult to say. I guess he’s an American because the picture behind him looks like an American flag.
T: Right. He is Mark Twain, the famous American writer. Do you know something about him
S6: He liked to make jokes with other people.
T: Have you once read some
S6: Only a few.
T: Can you bring us some next time
S6: Let me try.
T: OK, now, let’s look at the chart on Page 17. What does it tell us
S7: From the table we can see that Charlie Chaplin is good at nonverbal humour; Mr. Bean is famous for his mime and farce; while Mark Twain was good at tell some funny stories. But I don’t know Edward Lear. T: Right. Edward Lear is a famous British poet. His poems are funny. But they were all from daily life. Until now people also read them and enjoy them. Here is one of his short poems. Please look at the screen:
There was an old Man with a bread
There was an old man with a bread,
Who said, “It’s just as I feared!
Two owls and a hen,
Four larks and a wren,
Have all built their nests in my bread!”
T: In these two poems we can see that Edward Lear used a kind of magnification to make his poem funny. But because the sense of humour of English and Chinese is different, sometimes what they feel funny would not sound funny to us. But if you want to make fun of one of your friends, you can send them to him/her. They will be surprise to see these. Well, do you know these persons in the pictures What are they good at Nonverbal, mime and farce, funny stories or funny poems
（1）（2）（3）（4）
S8: Picture 1 is Chen Peisi. I think he is famous for his mime and farce. S9: Picture 2 is Zhao Benshan. He is famous for his Xiao pin. And he is also for his mime, I think.
S10: The two persons in picture 4 are Liu Quanhe and Liu Quanlin. They are good at Ya ju (哑剧).
T: Do you know the third person No He is the famous cross talk actor—Hou Baolin. When he was living, he was the most popular actor. Many of his works are the classic. OK, now can you finish the last column of the chart
The Suggested answers:
Step Ⅲ Reading on P
22
The purpose of this reading is to introduce the kind of humour we can laugh at -verbal jokes. They use a “play on words” to be funny. Let the students read the three jokes and then match the joke with the explanation.
T: Well, boys and girls, just now we learned something about English and Chinese jokes. Now let’s read some English jokes on Page 22. I’ll give three minutes for you to read them and then match the joke with the explanation. If you like, you may have a discussion. And then we’ll
check the answer. OK, read them.
The students read and finish their task, and the teacher can show some other jokes on the screen. After they have finished the task, check the answer and ask them to enjoy the jokes on the screen.
T: Have you finished the reading Are the jokes funny
Ss: Yes, they are very funny. We’ve never found that English jokes so funny.
T: What’s the answer
S
: The answer is 1 to B, 2 to C and 3 to A.
11
T: Good. Now, please look at the screen. Here are more jokes on it. Read them and enjoy them. If you have some troubles in understanding, discuss, or ask me.
Give the students some time to read the jokes.
T: Funny
Ss: We’re laughing to death!
T: Don’t do that, another joke is waiting for you. Please read the neat joke on Page 22. And then finish the question followed.
Give the students three minutes to do it.
T: Now decide which of these two kinds of jokes you like better. Give your reason.
S12: I find the first kind jokes are easier to understand.
S13: Those jokes on the screen are the funnies ones, I think.
S14: We must understand the background of the funny story at first, and then we can know what a humor Sherlock Holmes was. I think to understand this kind of jokes needs wisdom to understand. We must know that he was a detective, so he was always thinking of the things such as stealing.
T: What you said is reasonable. Now let’s listen to the tape, pay attention to the intonation, and try to bring out the humorous meaning. If time permits, the teacher can ask some students to act out the jokes.
Step IV Speaking
T: Now, we’ve learned some jokes and listened to some too. How about speaking out what you feel funny in class I’ll give you five minutes to prepare this task, and then ask some of you to tell us your story.
There are some steps for you to finish the task. If you think they are useful, follow them.
Five minutes later.
S15: My story is one day Lian Hong was standing by the window, talking with other students. Ren Xinglian came up. She wanted to make a joke
with Lian and gave her a surprise. So she rushed towards Lian and kicked her at the same. But to all of us surprise, Ren slipped on the floor! Everybody laughed to bend their backs, me too.
T: Me too! OK, this class is full of joy. We know that in our life, there are full of happiness, sorrows, boredoms, and joys. When we meet with sorrows or boredoms, don’t forget to read these jokes. Maybe they can bring you sunshine. Am I right
Ss: Yes. Thank you.
Step V Homework
T: Today’s homew ork is to preview the Reading material and finish the Comprehending ahead. And I have a wish that at the beginning of each class, one of our classmates can give us a joke, to bring smile into the classroom. Do you agree
Ss: That’s a good idea.
T: Let’s beg in from Group one. One of you will tell a joke to us at the beginning of next class. Don’t forget it. Ok, class is over. See you next time.
Ss: See you.
The Second Period Reading
Teaching goals 教学目标
1. Target language 目标语言
a. 重点词汇
slide, skin, cruel, content with, badly off, particular, entertaining, throughout, homeless, worn-out, failure, overcome, difficulty, fortunate,
snowstorm, pick out, cut off, chew, star in, outstanding, Switzerland b. 重点句子
Do you find it funny to see someone sliding on a banana skin, bumping into someone else round a corner, or falling down a hole in the road P17 Perhaps it makes us feel more content with our life ... P17
He became famous for using a particular form of acting, including mime and farce. P17
But he was lived by all who watched the films for his determination in overcoming difficulties and being kind even when people were unkind to him. P18
Imagine you are hungry and all there is to eat is a boiled shoe. P18 That was the problem facing Charlie Chaplin in one of his most famous films. P18
He solved it by using nonverbal humour. P18
Their job is “panning for gold”. P18
Finally he tries cutting and eating the bottom of the shoe. P18
First he picks out the laces and eats them as if they were spaghetti. P18 Then he cuts off the leather top of the shoe, treating if as if it were the finest meat. P18
He makes it seems as if it were one of the best meals he has ever had! P18
2. Ability goals 能力目标
Enable the students to learn what humour means and what is nonverbal humour.
3. Learning ability goals 学能目标
Help the students learn how to describe what nonverbal humour is by Chailie Chaplin’s career.
Teaching important points 教学重点
Help the students to divide the text into several parts according to the meaning of the passage.
Teaching difficult points 教学难点
a. Decide the divide of the paragraphs of the text.
b. Help students to learn the Subjunctive Mood.
Teaching methods 教学方法
Scanning, careful reading, and discussion.
Teaching aids 教学准备
A recorder and a projector.
Teaching procedures & ways 教学过程与方式
StepⅠ Revision
T: Glad to see you, everyone! Classmates in Group one, have you prepared a joke for us
Ss: Yes.
T: Who would like to tell us
S: I’d like to. My joke is very short. In order to let all of us understand the joke, I’d like to a ct it out. But there is a new word in the story. It is “leash”. It means a rope used to tie a dog. The title of the joke is A blind man in a store. Look, this is my dog. Ok, now I’ll act out the joke.
A blind man in a store
A blind man walks into a store with his Seeing Eye dog. All of a sudden, he picks up the leash and begins swinging the dog over his head. The manager runs up to the man and asks, “What are you doing!!” The blind man replies, “Just looking around.”
S: That’s all for the joke. Thank you.
T: Woo! It’s so wonderful. Thank you for bringing us so wonderful joke and your performance. Let’s clap our hands for him. Ok, let’s continue to check your home- work. Last time we learned something about humour. Some jokes made us laugh. Well, what is humour
S1: Humour, like jokes, can make people laugh.
S2: I think, humour includes nonverbal, mime and farce, verbal jokes, funny stories and funny poems.
S3: Humour is a sense. Some people have it. It’s natural.
S4: Humour is quality of being amusing; it’s a n ability to appreciate the comic or amusing. I think my answer is the most correct answer, because I looked up the dictionary.
T: All right, I think these explanations give us a full understanding about humour. I think, humour can also reflect a person’s wit or intelligence. For example, what do you think of a banker
S1: A banker is a millionaire.
S2: A banker is a big potato. He owns large houses, cars, and he can enjoy plenty of good things in the world.
T: Yes. All of you are right. But Mark Twain once said: “A banker is a fellow who lends you his umbrella when the sun is shining; but wants it back the minute it begins to rain.” That is why Mark Twain is Mark Twain. OK, now let’s look at the two questions in Pre-reading.
StepⅡ Pre-reading
T: What do you like to laugh at
S1: Some funny things, such as funny looks, funny acts, funny words and so on.
T: Good. Is humour always kind
S2: I guess mostly humour is kind. But it depends on who is joking and who is listening.
T: Right. Different people have different understanding about the same jokes. One day, if one of your friends says to you: “Dog, I’ll pick your head and beat it like a basketball.” You are shouting at him/her “Stop! You pig.” What an interesting thing it is! Do you like this
S3: I don’t think this is funny. It’s crazy! If he really says this to me, he will lose me.
T: But some people like this. It is difficult to see who is right and who is wrong. Some people think it is funny; while other people will think it will make them throw up. “Beauty is in the eye of the beholder.” This sentence means what one person considers beautiful may not be beautiful to another. So we can see that humour is not always kind.
Step Ⅲ Reading
The purpose of this reading is to introduce nonverbal humour. This reading material takes Charlie Chaplin for example. It tells us what nonverbal humour means; what’s Charlie Chaplin’s style of acting; how he made a sad situation entertaining and so on.
What do you know about Charlie Chaplin
This step can have three tasks. Task 1, find the main idea of each paragraph. Work in groups to decide how many passages the material can be divided. Task 2, discuss the following questions：
1. Do you think his poor childhood helped him in his work Why
2. Why did people like The Little Tramp
3. Do you think Chaplin’s eating boiled shoes funny Why
Step IV Summary of the passage:
In Britain and America people were feeling miserable because of the bad economic situation. Charlie understood their problems. His character “the little tramp” was poor and homeless, but everybody loved him for his kind heart and the way he dealt with his difficult situation. Charlie Chaplin made people laugh at some of these terrible situations like being without food or money. He wrote and directed his own films and received an Oscar for his outstanding work.
Step V Homework
Preview grammar by finishing Exercises on Page 21.
The Third Period Grammar
Teaching goals 教学目标
1. Target language 目标语言
2. Ability goals 能力目标
Enable the students to learn to use the -ing form as the attribute, the object complement and the predicative.
3. Learning ability goals 学能目标
Help the students learn how to use the -ing form as the attribute, the object complement and the predicative.
Teaching important points 教学重点
Let the students know the members of the sentence and the structures of the sentences with the -ing form.
Teaching difficult points 教学难点
Help the students to tell the -ing form as the predicative and the usage of the present continuous tense.
Teaching methods 教学方法
Practice and conclude.
Teaching aids 教具准备
A computer and a projector.
Teaching procedures & ways 教学过程与方式
StepⅠDiscovering useful structures
There are two steps in this step. One is to revise the usage of the -ing form which the students have learned in Unit 2. The other one is to learn the new usage of the -ing form.
Task 1 Revision
T: Now let’s have a revision about the -ing form used as the subject and the object. Here are some sentences for you to translate.
1. Talking to him is talking to a wall.
2. Smoking may cause cancer.
3. Walking is my sole exercise.
4. Talking mends no holes.
5. I suggested bringing the meeting to an end.
6. He admitted taking the money.
7. I couldn’t help laughing.
8. Your coat needs brushing.
Suggested translation:
1. 和他说话等于对牛弹琴。

2. 吸烟会致癌。

3. 散步是我唯一的运动。

4. （谚）空谈无济于事。

5. 我建议结束会议。

6. 他承认钱是他拿的。

7. 我禁不住笑了起来。

8. 你的大衣需要刷一下了。

Task 2 New usage of the -ing form
Ask the students to look at Exercise 4 on Page 20. And then work in pairs to finish the Exercise. In order to make sure the quality, the teacher can ask some of the students to explain some of the phrases in the Exercise. T: Now let’s finish the Exercise 4 on Page 20. I’ll give one minute for you to check your answers. Because you have done this in the homework, I think one minute is enough. And then I’ll choose some of them to let you explain. But before doing this you’d better pay attention to the example. In the example, we can use for ... phrase or an attributive to explain the -ing phrases. Are you clear
Ss: Yes.
T: Ok, do the Exercise now.
One minute later.
T: Well, what does cooking pot mean
S1: A pot that is used for cooking.
T: What does operating table mean
S2: A table for operating.
T: What does drinking horse mean
S3: It means a horse that is drinking water.
T: It seems that you have master the usage of the -ing form as attribute. Now, let’s look at the Exercise1 on Page 21. What does it tell us to do
S4: It tells us to find the sentences in the reading passage where the -ing form is used as the object complement.
T: Can you find some
S4: Yes. In fact we have done this work in the last period. But I don’t understand what object complement means.
T: This is a good question. The object complement is used to explain what object has done, or doing, or to do. Or we can think that the speaker wants to express his/her meaning more completely. Of course, in this unit we only study the -ing form as the object complement. The structure of the sentence with an object complement is: (Show the following on the screen.) Subject + Predicate + Object + Object complement
Are you clear now
S4: Yes.
T: Now, let’s look at Exercise 2. Have you done this
Ss: Yes.
T: Ok, now let’s check the answers for this Exercise. Who would like to say your answers out
Teacher can ask 9 students to read the 9 complete sentences to check the answers. If there are some questions, teacher should give students some explanations, and make some changes if there are some incorrect answers. T: Well, can you analyze the part of speech of the -ing form in the 9 sentences
S5: In the first three sentences the -ing form is used as object complement.
T: Right. Have you found the same structure in other sentences
S5: Yes. In the fifth, the sixth, the seventh, the eighth and the ninth sentence, the -ing form is also used as the object complement.
T: How about the rest
S5: In the fourth sentence, the -ing form is used as the attribute. T: Quite right. Now I think we can go on to do Exercise 3. Let me see if you have finished this Exercise.
Teacher walks around, the students are asked to check their answers. T: I’m very glad that most of you have finished the exercise. But some of you need to be more deligent. Next time I’ll specially check your answers. Well, the structure of the sentences has been given. Can you tell me the structure
S6: Yes, I can. The words in the left column are the subject. The -ing forms in the middle column are the attribute. And the words in the right column the words are used as the predicate, and so on.
T: Right. Now I’d like you to read out one of your sentences and then translate it. Who can
S7: The boy climbing the mountain is a friend of my brother. 爬山的那个男孩儿是我哥的一个朋友。

T: Your translation is wrong. Try it again.
S7: 爬山的那个男孩儿是我哥的一个朋友。

T: Wrong again. Try again.
S7: But I think I’m right. If you don’t think so, ask th e other students. T: Good idea. But wait a moment. Who would like to make a sentence and translate it again
S8: Let me try. The girl eating her dinner is very tired and needs rest.那个吃饭的女孩子很累,而且需要休息一下。

T: The sentence is right, but the translation is not right. Try again. S8: Miss Wu, I think I’d better not try. I’m afraid my translation is the same. Please tell us why
T: Do you really want to know
Ss: Of course.
T: It’s very easy, you need add 正在before the girl and the boy. That’s Ok.
Ss: But it’s the same meaning!
T: Yes, it has the same meaning. I’m not a fool. You are not fools. But when you go out of this classroom, you will be fools. Can you think 做事的男孩 and 正在做事的男孩has the same meaning The first one doesn’t give us a clear meaning whether he has done, or is doing, or will to do the thing. While the second one tells us the exact meaning of the -ing form. That is the boy doing the thing. The picture appearing before our eyes is that the boy is doing his things. Later we will study the Past Participle and the Infinitive. In order to get clear meaning of the phrases, we’d better have such exercises. Do you understand
Ss: Yes.
T: Now let’s try again to see whose translation has such mistakes.
The purpose of doing this is to train the students to have exact understanding about the -ing form, because when they study the -ed form, they will be confused about the difference between the -ing form and the -ed form. So at first, teacher should help them to have a correct understanding at the meaning.
T: Ok, it seems that all of you have learned the way to translate the sentences correctly. Well, now let’s look at Ex 4. Who would like to do this exercise You five please.
S1: Seeing is believing.
S2: His job is cleaning the yard.
S3: What he likes is playing basketball.
S4: The news is exciting.
S5: The film is more interesting than any that I’ve ever seen.
T: Very good. All of them are right. In order to make sure that you master the usage of the structure, I’ll give you some more sentences. Now please look at the screen.
T: In the first two sentences, the -ing form is used to show the character of the subject. In the next four sentences the words of the -ing form are all about the feelings. In the last two sentences, the words of the -ing form show some states and qualities. Now please look at these sentences on the screen.
T: Do you think these -ing forms are also used as the predicative
S6: No, these -ing forms are used as the predicate in the present continuous tense.
T: That’s quite right. Now do you know how to tell the -ing form as the predicative from what used as predicate in the present continuous tense S7: Yes. The -ing form as the predicative shows the quality, or the state of the subject; while the -ing form in the present continuous tense show an act is going.
T: This is a good conclusion. Now let’s turn to the next step.
Homework
T: Today, we learned some useful structures. What are they
Ss: The -ing form as the attribute, the object complement, and predicative.
T: Good. What should we pay attention in understanding these -ing forms Ss: The meanings, the translations, the sentence structures and also the difference between the -ing form as the predicative and those used in the present continuous tense.
T: Right. Now, your homework: finish all Exercises on Page 56. Exercise 1&2 in USING
WORDS AND EXPRESSIONS give us a good chance to review what we have learned in this unit.
附件
Fun stories
A Letter to Girlfriend
One day a young man was writing a letter to his girl friend that lived just a few miles away in a nearby town. Among other things, he was telling her how much he loved her and how wonderful he thought she was. The more he wrote the more poetic he became. Finally, he said that in order to be with her he would suffer the greatest difficulties, he would face the greatest dangers that anyone could imagine. In fact, to spend only one minute with her, he would climb the highest mountain in the world, he would swim across the widest river, he would enter the deepest forest and with his bare hands fight against the fiercest animals.
He finished the letter, signed his name, and then suddenly remembered that he had forgotten to mention something quite important. So, in a postscript below his name, he added: “By the way I’ll be over to see you on Wednesday night—if it doesn’t rain.”
致女朋友的一封信
一天，一个青年男子给住在离他几英里远的镇上的女朋友写信。

除写了其他的事情外，他告诉她他爱她有多深，他认为她有多好，他越写越富有诗意。

最后，他写道，为了能和她呆在一起，他将克服最大的困难，他将面对任何人能够想象
的最大的危险。

实际上，为了能和她呆上一分钟，他将爬越世界上最高的山，他将游过最宽的河，他将赤手空拳进入最深的森林同最凶恶的野兽搏斗。

他写完了信，签上了名，突然，他想起忘了写一件挺重要的事。

因此，他在信末签名后又补充道：“顺便说一下，我将在星期三晚上去看你——如果不下雨的话。

”
with his bare hands：赤手空拳
The New Baby
Mr. and Mrs. Taylor had a seven-year-old boy named Pat. Now Mrs. Taylor was expecting another child. Pat had seen babies in other people’s houses and had not liked them very much, so he was not delighted about the news that there was soon going to be one in his house too.
One evening Mr. and Mrs. Taylor were making plans for the baby’s arrival. “This house won’t be big enough for use all when the baby comes,” said Mr. Taylor.
Pat came into the room just then and said, “What are you talking about”“We were saying that we’ll have to move to another house now, because the new baby’s coming,” his mother answered.
“It’s no use,” said Pat hopelessly, “He’ll follow us there.”
What is intelligence
Two men were digging a ditch on a very hot day. One said to the other, “Why are we down in this hole digging a ditch when our boss is standing up there in the shade of a tree” “I don’t know,” responded the other. “I’ll ask him.”
So he climbed out of the hole and went to his boss. “Why are we digging in the hot sun and you’re standing in the shade”“Intelligence.” the
boss said. “What do you mean, ‘intelligence’”
The boss said, “Well, I’ll show you. I’ll put my hand on this tree and I want you to hit it with your fist as hard as you can.” The ditch digger took a mighty swing and tried to hit the boss’ hand. The boss removed his hand and the ditch digger hit the tree. The boss said, “That’s intelligence!”
The ditch digger went back to his hole. His friend asked, “What did he say” “He said we are down here because of intelligence.” “What’s intelligence” said the friend. The ditch digger put his hand on his face and said, “Take your shovel and hit my hand.”
True Fear
By Kelley E. Rachels
Crying of fear
In the dark
Hurry and run
Says my heart.
But I lie there
Too scared to scream
Praying so hard
That it’s just a dream.
Then I see the shadow
Slowly moving outside
I want to get up
And find a place to hide.
I gather up the courage
And yell, Please help me!
They quickly run away。