2 Ask Ss what they remember from the text in the previous lesson about bison and the plains of America. Get them to tell each other in pairs first, and then get pairs to tell the rest of the class. Ask Ss if there are any parts of China where people live in the same life-style as the Native Americans of long ago. Get students to tell the class what they know about these people.
Step 2 Grammar study
The arrangement of the grammar study and practice sections is different in SB3B from the other books (SB 1 A----SB3A). Teachers should note the following points.
1 Previously, grammar points were presented and practised item by item. Now that all the grammar points have been taught, they arepresented in categories for the purpose of revision, e.g. the Subject.
2 In the Grammar study section in the third lesson of every unit, all the examples of the grammatical category are presented together. Some of the examples may seem elementary for students, but they are presented once again for the purpose of completeness.
3 In the Grammar practice section, the more difficult items are practised in the normal way. Some of the exercises involve translation, as this is a skill required at this stage.
4 The Workbook contains more exercises for practising the structures.
5 The Checkpoint in the fourth lesson of each unit contains only the grammatical heading, but no examples. Teachers should therefore return to the Grammar study section in the third lesson of the unit when they come to revise the grammatical category of the unit.
SB Page 5, Part 1. Go through the Grammar study section with the class, getting students to translate the sentences. Do not spend time revising the simpler structures, as students should know these. Draw attention to any difficult points suggested below. If students have difficulty, do not spend too much time explaining. Instead, prepare a short revision exercise and produce it in class when you revise the grammatical category in the next lesson.
Notes：
4 Point out the concord of 2 million and were(= 2 million people)
6, 7 Point out that the use of “to + infinitive” is rare as the subject of the sentence. It is only used in formal careful writing, and is used less and less today. Tell Ss that you do not expect them to use this structure in their compositions. Write up the more common alternatives on the Bb.
6 It was a wonderful idea to create Central Park.
7 It needs a lot of money to improve the agricultural land.
10 = Work is easier and faster if you have several people to help you. The proverb is often shortened in speech to “Many hands”.
11 Point out the singular verb.
12, 13 Point out that these structures are only used in formal, careful writing.
14 Point out the use of “the + adjective” to describe a group of people.
Wb Lesson 51, Ex. 1. Get Ss to read the sentences, put them into Chinese and then point out the subject of each sentence.
Step 3 Practice
SB Page 5, Part 2. Explain that Ss have to translate the Chinese section of each sentence into English. Get them to do this orally in pairs and then check the answers with the class at the end.
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