Put them away, please! Lesson 69-（精选17篇）

Putthemaway,please!Lesson69-篇1

Lesson69

一、教学内容

1.词汇(略)。

2.句型：1)Youmustlookafteryourthings.2)复习情态动词can的用法。

二、教具

录音机；利用上课前的时间，收集几位同学的一些学习用具。

三、课堂教学设计

1.值日生报告。

2.打开书，看课文第一部分插图，教师用以下句型与学生进行问答：

T：Whatcanyouseeinthepicture?

Ss：IcanseeJim's…

T：Wherearehis…?

Ss：Theyare…

指导学生看第二部分两张插图，并利用插图教本课其他词汇。放课文第二部分录音。教师先板书问题：

WhereisJim'sotherfootballsock?WhereisKate'ssweater?

放录音一遍，学生回答黑板上的问题。再放录音，两至三遍，学生跟读。

3.教师拿出事先收集到的几位同学的学习用具，走到他(或她)跟前，和学生进行以下对话：

T：Hi,…,isthisyoureraser?

S1：Yes,itis.

T：Hereyouare.Youmustlookafteryourthings.

S2：Thankyou.

与几位同学练习对话之后，把这些东西再交给另几位同学，形成学生与学生之间的对话。

4.指导学生做练习册习题。

5.布置作业 

1)抄写生词；2)练习朗读本课对话；3)完成练习册习题。

四、交际用语

1.Whereistheotherone?另一只(袜子)在哪儿？

theotherone另一个(只)。句中的one是代词，代替上文中提到的footballsock。本课中的这句：Whereistheotherone?等于Whereistheotherfootballsock?

2.Putthemaway.把它们收好。

本课中出现的这个句子。是指吉姆将footballsock放错了地方，妈妈让他收好。句中的them，是宾格代词it的复数形式。例如：

Jim,youcan'tputyourshoeshere.Putthemaway.吉姆，你不能把鞋放在这里。把它们收好。

Putthemaway,please!Lesson69-篇2

Lesson72

Step1Revision

1Checkthenewwordsandexpressionsinthepreviousthreelessons.

2Checkthestudents'dialogues.

3Revisethepronounsbyaskingthestudentsquestionsaboutthemselveslike,Howoldareyou?Howoldisshe?Whatishis/herfavouritecolour?Whoseclassroomisthis?etc.

4Revisethenounsforbodyparts.

Step2Spellingandpronunciation

1SBPage9,Part1andSpeechCassetteLesson72(PhonicReadingWork).Booksclosed.FollowthesamestepsasinLesson68,Steps2-3ofTB.Useflashcardsratherthangoingstraighttothebook.

Note:TherearetwowaysofpronouncingtheletterC:/s/and/k/.Cispronounced/s/onlybeforeEandI,e.g.face/feis/,pencil/'pensil/,etc.CKispronounced/k/,not/kk/;Thesilent“E”changesthesoundofletterGto/d{/.

Thewordteacherhastwosyllables.ManyChinesestudentsomitthesecondsyllable.

2DoEx.1inWbLesson72.

Step3Wordstress

Booksclosed!RemindthestudentsthatEnglishwordshaveastress.

1SayListen,please.Playthetape.

2SayPleaselistenandrepeat.Andplaythetapeagain.

3Pointoutthatthestressinother,broken,andworryfallsonthefirstsyllable.Thestressinabout,beginandtodayfallsonthesecondsyllable.Saythesewords,makingagesturetoshowthestress.Studentsrepeat.

4Showflashcardsinrandomorderandhavethestudentsreadthewordscorrectly,makingagesturetoshowthestress.

Step4Silentletters

SBPage72,Part3.Playthetape.Studentslistenandrepeat.WriteawordsuchasknowontheBbandsaytheword.Studentsrepeat.Havethemtellyouwhichletterissilent(k).AfteryouhavewrittenallthewordsontheBb,pointtothewordsrandomlyandhavethestudentsreadthewords.

Step5Readanddraw

1SBPage9,Part4.AskWhatpartsoftherobotaremissing?Thensay,Let'sreadandfindout.Havethestudentstakeafewminutesandreadthepassagesilentlytothemselves.Thencheckforthecorrectanswer(arms,hands,legsandfeet).Teachthatfeetispluralforfoot.

2Havethestudentsdrawthemissingpartsandlabelthem.Havethemcomparetheirdrawingswiththeirpartner.

Step6Listenanddo

SBPage9,Part5.Readaloudtheinstructionsandmakesurethatthestudentsknowhowtodotheexercise.Youmaydemonstrate.Thengetthestudentstoworkinpairs.StudentAmaysayShowmeyoureyes,orTouchyourears.StudentBshouldpointtothebodypartthatStudentAisaskingfor.Switchparts.

Step7Readandact

1Askstudentstoguessthemeaningofyear.TeachtellandIt'sapleasure/mypleasure.Althoughthestudentsarenotrequiredtousethesewords,theyshouldunderstandthemeaning.

2SBPage10,Part6*,SpeechCassetteLesson72.Beforeyouplaythetape,tellthestudentstolistentotheintonationofthewoman'svoice.AskWhyisthewomanworried?Withbooksclosed,playthetape.Checkfortheanswer.(Shecan'tfindherdaughter.)

3Nowhavethestudentsworkinpairsandpractisereadingthedialogueandactingitout.Astheyarepractising,remindthemtopayattentiontotheirintonationsothattheysoundworried.

Step8Checkpoint18

GothroughtheCheckpointintheusualway.RefertothegrammarnotesonPersonalPronounsonPage176oftheSB.

Step9Workbook

SBPage80,Wb,Lesson72,ListeningCassetteLesson72,E.2,3and5.ForE.2and3,havethestudentsworkinpairs.Thenchooseseveralpairstosaytheirdialoguefortheclass.

Ex.5,ListeningCassetteLesson72.Havestudentslistenandnumberthepictures.Checktheanswers.(3;1;2)

ListeningText

1JILL:XiaoFang,couldyouhelpme,please?

XIAOFANG:What'swrong?

JILL:Ican'tfindmybike.

XF:Isitawhitebike?

JILL:Yes,itis.Iputitnearthedoor.

XF:Don'tworry.Icanhelpyou.…Look,Jill!

There'sawhitebikeoverthere.

JILL:Letmesee.That'smybike.

Thankgoodness!

XF:Don'tthankgoodness.Thankme!

JILL:Oh,yes.Thankyou,XiaoFang.

XF:You'rewelcome.

2WOMAN:Excuseme,whereisNo.14MiddleSchool?

BOY:Sorry!I'mnewhere.Askthatgirl,please.

WOMAN:Excuseme,couldyouhelpme,please?

GIRL:Certainly.

WOMAN:Where'sNo.14MiddleSchool?

GIRL:It'sovertherebehindthebigtree.

3GIRL1:Excuseme,whereisthewashroom?

GIRL2:It'sneartheteacher'sroom.

GIRL1:Whereistheteacher'sroom?

GIRL2:Oh,youdon'tknow?Letmegowithyou.

GIRL1:Thankyou.

GIRL2:That'sOK.

E.7and8aretreatedasoptional.

Step10Test

GiveashortspellingtestusingwordstakenfromSBLessons69,70and71.Suggesteddictationpiece:

A:Canyouhelpme,please?

B:What'swrong?

A:Ican'tfindmywatch.

B:Isitunderyourbag?

A:No,it'snotthere.

B:Isitonyourdesk?

A:No.

B:Look,what'sontheflooroverthere?

A:It'smywatch!Oh,it'sbroken!

B:IthinkIcanmendit.

A:You'regreat!Thanksverymuch.…

Homework

DoE.4and6ofWbLesson72intheexercisebook.

Someideasforextrapracticeorenrichment

1Teachthestudentsaboutbodylanguage.Tellthemthatbodylanguageisanimportantpartoflanguage,justlikethecorrectpronunciationandintonation.InLesson69,Part2,motherisprobablyalittleangryoratleastannoyed.Havethestudentsthinkaboutwhatpeopledowithpartsoftheirbodieswhentheyareangry(puthandsonhips,shaketheirfingerattheotherperson,speaklouder,etc.).AlsoinLesson70,Kateisworried.Discusswhatpeopledowhentheyareworried(wringtheirhands,crosstheirarmsinfrontofthem,etc.).NowhavethestudentsreadthroughthedialoguesfromLesson69,Part2andfromLesson72,Part6usingbodylanguageastheyspeak.

2Thestudentscanexpressthemselvescreativelybydrawingtheirownrobotormonster,orbug,etc.Thenhavethemnamethepartsofthebodyintheirdrawing.Theymayhavepartstotheirbodiesthathaven'tbeentaught,likewingsifit'sabug.That'sOK.Thestudentscanexpandtheirbodypartvocabulary.

Putthemaway,please!Lesson69-篇3

Lesson71

一、教学内容

1.词汇(略)。

2.复习表示请求帮助和提供帮助的句型。

二、教具

录音机；一只小飞机模型；一把小刀。

三、课堂教学设计

1.复习。通过问答，复习上一课主要句型和词汇。

T：WhatcanyouseeinPicture1?

Ss：Icansee…

T：Whereisthekite?

Ss：It'sinthattree.

T：CanKategetthekite?

Ss：No,shecan't.

T：WhocangetitforKate?

Ss：Jim.

其他图片内容也按照以上形式处理。

2.教师出示事先准备好的飞机模型，教学生这个单词。然后走到某位同学面前，说：

T：Hi,…,couldyouhelpme,please?

帮助这个同学答出：

S：Certainly.What'swrong?

T：Theplaneisbroken.Canyoumendit?

请大家猜mend这个单词的意思。

与这位同学再把上述一段内容表演一遍。教本课其他单词。

3.打开书；学生看图。教师根据图片内容，对学生进行提问：

T：Whatcanyouseeinthepicture?Istheplanebroken?CanJimmendtheplane?Whocanmendit?

放课文第一段录音，学生跟读两至三遍。打开练习册，学生两人一组，做习题1。要求学生用笔头形式答出。请几组同学朗读自己的答案。

4.放课文第二段录音，学生跟读一至两遍，然后两人一组，用所说的替换词编新的对话。(注意加进课文第3部分的内容)

5.指导学生做练习册习题。

6.布置作业 

1)抄写生词；2)朗读本课对话，完成练习册习题。

四、交际用语

1.What'swrongwithit?它怎么啦？

句中it是代词，代替对话里提到的plane一词。这句话也可以说成：What'swrongwiththisplane?

What'swrong还可以用来询问“某人发生什么事了”。例如：

A：What'swrongwithyou,Jim?吉姆，你怎么啦？

B：Ican'tgetdownfromthetree.我从树上下不来了。

2.It'sthisplane.这架飞机(模型)出毛病了。

这句话不能从字面上理解它的意思，而是要根据它所处的情景来判断。课文中，吉姆问莉莉：What'swrong?莉莉指着手中的飞机模型说：It'sthisplane.表示它出了毛病。再如：

A：Couldyouhelpme,please?你能帮我的忙吗？

B：Certainly.What'swrong?当然可以。怎么啦？

A：It'sthisbike.这辆自行车出毛病了。

3.Ithinkso.我想是这样。

这句话表示肯定的意思，但比yes显得婉转一些。本课第2部分出现的这个句子相当于：IthinkIcanmendthekite.(我想我能修理这只风筝。)如果要婉转地表示否定的意思，可以说：Idon'tthinkso.例如：

1)A：Couldyoumendthebike?你能修理这辆自行车吗？

B：Sorry,Idon'tthinkso.对不起，我修不了。

2)A：IsthisLiLei'sschoolbag?这是李磊的书包吗？

B：No,Idon'tthinkso.不，不是吧。

Putthemaway,please!Lesson69-篇4

Lesson69

Step1Revision

1.Checkhomework.

2.Revisethenamesofclassroomobjects.AskWhat'sthisinEnglish?PointtosomeobjectsandaskWhat'sthatoverthere?Askafewquestionsaboutcolour,size,weight,etc.

3.Reviseprepositionslikeunder,behind,in,on.AskquestionslikeWhere'smypen?Helpthestudentstoansweronthefloor,underthebook,behindthedoor,etc.

Step2Presentation

1.Revisethenamesofclothesbyusingtheclothesthestudentsarewearingorbyusingflashcards.Teachanynewwords,suchassock.

2.LookatthepictureinSBPage6,Lesson69,Part1andaskthestudentsquestions,usingWhatdoyouseeinthepicture?WhereareJim'sclothes?Wherearehisbooks?etc.TeachWhatelsecanyousee?

3.ReadthroughthequestionsinPart1.

Step3Pairwork

1.Havethestudentsworkinpairsandanswerthequestionsorallyconcerningthepicture.Thenaskseveralpairstosharetheiranswers.(Remember,donotaskthesamepairstogivetheanswers,rather,chooseadifferentpaireachtime.)WritetheanswersontheBb.Askifanyoneelsehasanythingmoretoadd.

2.Iftimeallows,havethestudentsworkinpairsandtelleachotheraboutthethingsthatareintheirownbedrooms,andwheretheyarelocated.Youmayneedtoaddextrawords,ifyourstudentsareuptoit,likecloset/wardrobe,bookcase,etc.

Step4Presentation

1.SBPage6,Part2.TeachPutitaway,please.bypickingupanobjectfromthefloornearastudent'sdeskandsayingIsthisyourpen?Putitawayplease.RepeatwithPutthemaway,please.Teachcomeout,andother.

2.Startanactionchain:

A:Isthisyourbook?

B:Yes,itis.

A:Putitaway,please.Youmustlookafteryourthings.

B:Isthisyourpencil?

C:Yes,itis.etc.

Step5Readandsay

1.SBPage6,Part2,SpeechCassetteLesson69.Booksclosed!AskthestudentsquestionsinWbLesson69,Ex.1.Playthetape.Checkanswers.

2.Havestudentssaythedialogue,usingthelookandsaymethod.Havethemswitchpartsafterthefirstreading.Iftimepermits,haveseveralpairsdemonstratethedialogueinfrontoftheclass.

Step6Workbook

SBPage77,WbLesson69,Ex.2and3.ForEx.2,letthestudentsworkinpairsfirst,thencalloutpairsofstudentstogivetheirdialogues.

ForEx.3,havetwostudentsreadaloudthemodeldialogue.Makesurethatthestudentsknowwhattheyshoulddo.Divideupyourclassinto3teams.Assigneachteamapicturetodiscuss.Getpairsineachteamtomakeupadialoguebasedononeofthepictures.Whentheyareready,calloutsomepairstogivetheirperformance.

Homework

FinishofftheWorkbookexercises.

WritedownoneofthedialoguesofWbLesson69,Ex.3.

Putthemaway,please!Lesson69-篇5

Lesson69

Step1Revision

1.Checkhomework.

2.Revisethenamesofclassroomobjects.AskWhat'sthisinEnglish?PointtosomeobjectsandaskWhat'sthatoverthere?Askafewquestionsaboutcolour,size,weight,etc.

3.Reviseprepositionslikeunder,behind,in,on.AskquestionslikeWhere'smypen?Helpthestudentstoansweronthefloor,underthebook,behindthedoor,etc.

Step2Presentation

1.Revisethenamesofclothesbyusingtheclothesthestudentsarewearingorbyusingflashcards.Teachanynewwords,suchassock.

2.LookatthepictureinSBPage6,Lesson69,Part1andaskthestudentsquestions,usingWhatdoyouseeinthepicture?WhereareJim'sclothes?Wherearehisbooks?etc.TeachWhatelsecanyousee?

3.ReadthroughthequestionsinPart1.

Step3Pairwork

1.Havethestudentsworkinpairsandanswerthequestionsorallyconcerningthepicture.Thenaskseveralpairstosharetheiranswers.(Remember,donotaskthesamepairstogivetheanswers,rather,chooseadifferentpaireachtime.)WritetheanswersontheBb.Askifanyoneelsehasanythingmoretoadd.

2.Iftimeallows,havethestudentsworkinpairsandtelleachotheraboutthethingsthatareintheirownbedrooms,andwheretheyarelocated.Youmayneedtoaddextrawords,ifyourstudentsareuptoit,likecloset/wardrobe,bookcase,etc.

Step4Presentation

1.SBPage6,Part2.TeachPutitaway,please.bypickingupanobjectfromthefloornearastudent'sdeskandsayingIsthisyourpen?Putitawayplease.RepeatwithPutthemaway,please.Teachcomeout,andother.

2.Startanactionchain:

A:Isthisyourbook?

B:Yes,itis.

A:Putitaway,please.Youmustlookafteryourthings.

B:Isthisyourpencil?

C:Yes,itis.etc.

Step5Readandsay

1.SBPage6,Part2,SpeechCassetteLesson69.Booksclosed!AskthestudentsquestionsinWbLesson69,Ex.1.Playthetape.Checkanswers.

2.Havestudentssaythedialogue,usingthelookandsaymethod.Havethemswitchpartsafterthefirstreading.Iftimepermits,haveseveralpairsdemonstratethedialogueinfrontoftheclass.

Step6Workbook

SBPage77,WbLesson69,Ex.2and3.ForEx.2,letthestudentsworkinpairsfirst,thencalloutpairsofstudentstogivetheirdialogues.

ForEx.3,havetwostudentsreadaloudthemodeldialogue.Makesurethatthestudentsknowwhattheyshoulddo.Divideupyourclassinto3teams.Assigneachteamapicturetodiscuss.Getpairsineachteamtomakeupadialoguebasedononeofthepictures.Whentheyareready,calloutsomepairstogivetheirperformance.

Homework

FinishofftheWorkbookexercises.

WritedownoneofthedialoguesofWbLesson69,Ex.3.

Putthemaway,please!Lesson69-篇6

Lesson69多媒体教学设计方案

Teachingobjectives

1.Reviseprepositionsandlearnhowtodescribetheobjects’location.

2.Learnhowtogiveinstructions:Comeoutplease.Putthemaway,please.

Mainpoints

Usingtheprepositionstodescribethelocationandgivinginstructions.

Difficultpoints

Putit/themaway,please.

Teachingprocedure

Step1Revision

1.（录像演示）Revisethenamesofclassroomobjects.

2.（录像演示）Reviseprepositions.

Step2Presentation

1.（图片教学）复习衣服的名称sweater,trousers教新单词sock,other.

2.（录像演示）Lookandanswer演示物品的位置，学生回答问题：

Whatcanyouseeinthepicture?

Where’sJim’sbike?

Where’rehisbooks?

Step3Practice

(学生活动)让学生就图片一问一答，尽量将所有的物品都替换一遍。

A:Whereis/arehis…?

B:Its/they’re…

（录像演示）演示Lily’sbedroom的情况，让学生模仿描述自己的bedroom

Step4Presentation

1.通过图片教学新词汇和短语：Putit/themaway，comeout

Isthisyourpen?Putitaway,please.

Aretheseyourpens?Putthemaway,please.

A:Lucy,comeoutplease!Isthisyourbook?

B:Yes,itis.

A:Putitaway.Youmustlookafteryourthings.

Step5Readandact

1.（录像演示）Part2Readandact，andanswerthequestions:

WhereisJim?

What’sinMother’shand?Whoseisit?

Whereistheotherone?

WhatdoesMothersaytoJim?

2.（动画演示）Listenandrepeat，然后让学生进行听力练习。

（录像演示）WhatdoesJimdo?看看Jim做得怎么样。

Step6Exercises

补全下列对话

Mother:Jack.Isthisshirt_________?

Jack:Oh,yes.

Mother:________itaway.Youmust_________________yourthings.

Jack:Butit’sdirty.Couldyouhelpmewashit?

Mother:No,_________itbyyourself.

Jack:OK.I’lldoit_________school.

Keys:yours,Put,lookafter,wash,after

Step7Homework

1.将练习2写到作业 本上。

2.巩固课文第二部分，并做成新的对话，可结合课后练习4。

3.Finishofftheworkbook. 

Lesson69教学设计方案1

Teachingobjectives

1.Reviseprepositionsandlearnhowtodescribetheobjects’location.

2.Learnhowtogiveinstructions:Comeoutplease.Putthemaway,please.

Mainpoints

Usingtheprepositionstodescribethelocationandgivinginstructions.

Difficultpoints

Putit/themaway,please.

Teachingaids

Ataperecorder,somepictures

Teachingprocedure

Step1Revision

1.Revisethenamesofclassroomobjects.

2.Reviseprepositions.

Step2Presentation

1.TeachEnglishwordsbyusingpictures.

2.LookatthepictureofJim’sbedroom.Askthequestionslikewhereis/areJim’sbed/shoes...?Getthestudentstoanswer.

Step3Practice

Getthemtoworkinpairs:

A:Whereis/arehis…?

B:Its/they’re…

Step4Presentation

1.TeachComeout/Putitaway.

Pickupastudent'sbookandstandoutsidethedoor.Presentthedialogue.

T:Lucy,comeoutplease!Isthisyourbook?

S1:Yes,itis.

T:Putitaway.Youmustlookafteryourthings.

Thengetthemtostartpracticingthedialogue.

Step5Readandact

1.Getthestudentstolistentothetapeandanswerthequestions:

WhereisJim?

What’sinMother’shand?

2.Listenandrepeat.

3.Practisereadinginpairsandthenasksomepairstoactout.

Step6Workbook

DoEx3inWB

Homework

Finishofftheworkbook.

Putthemaway,please!Lesson69-篇7

Lesson72

一、教学内容

1.单元复习。

2.学习辅音字母c、g及辅音字母组合ck，ch的发音。继续学习单词重音，并初步接触不发音的字母k、w等。

3.语法：小结人称代词的用法。

二、教具

录音机；音标卡片；上节课使用过的教具等。

三、课堂教学设计

1.复习。教师拿出小飞机模型(或小风筝等东西)，与学生练习对话。对话模仿第71课课文内容。

T：Hi,…,couldyouhelpme,please?

S：Certainly.What'swrong?

T：It'sthisplane(kite,etc).

S：What'swrongwithit?

T：Ithinkit'sbroken.Canyoumendit?

S：Letmesee.Yes,Ican.(Sorry,Ican't.)

把飞机模型等交给学生，由学生之间进行对话。

2.打开书，两人一组进行课文第三部分对话。指导学生正确利用右边给出的短语。请几组同学到前面表演(最好利用一些实物，以增加交际效果)。

3.教师出示以下音标卡片[s]，[k]，[g]，让学生认读。放课文第一部分录音，并指导学生小结这部分中所得到的辅音字母和辅音字母组合的发音。指导学生做练习册习题1。

继续放录音，学生练习单词重音和不发音的字母。

4.指导学生过一遍复习要点(18)。教师对人称代词进行总结，指导学生参阅书后所列出的语法条目：人称代词。

5.指导学生做练习册其他习题。

6.布置作业 

练习朗读本课音标及例词，完成练习册习题。

7.小测验

1)听写本单元中要求四会的词汇及句型；2)就修理飞机模型(或风筝)内容编写对话。

四、难点讲解

人称代词

我们在第六单元中初步学习了人称代词的用法。人称代词除了有主格之外，还有宾格形式。人称代词的主格在句中作主语。例如：

1)I'mastudent.我是个学生。

2)Couldyouhelpme,please?你能帮我的忙吗？

人称代词宾格，在句中作宾语。例如：

1)Pleasehelpher.请帮她一下。

2)Letmesee.让我想想。

Putthemaway,please!Lesson69-篇8

Teachingaims

“四会”掌握：

mend,knife,helpher/them,plane,with

Thanksverymuch.

What’swrongwith...?

Isitbroken?

Ican’tgetdown.

Doyouhaveaknife?

Keypoints

句式：What’swrongwith+n./pron.?

Doyouhaveaknife?Thereisnopicture.

Isitbroken?Letmehavealook.

语法：Personalpronouns(SubjectandObject)

Difficultpoints

语法：Personalpronouns.(SubjectformandObjectform)

区分代词的主格和宾格，并能正确运用。

Teachingmethods

创设情景练习What’swrongwith…?句式。

练习使用人称代词的主格和宾格形式。

Teachingaids

挂图、录音带、录音机、投影片等。

Teachingprocedures

Step1Revision

1.Dutyreport.

2.检查上一课的对话表演。

3.教师指着学生的铅笔或者书问：Isthatmypen/book？再提问其他学生Isthathersorhis？等，以复习物生代词mine，yours，her，his等。

Step2Presentation

1.教师要求学生用下列句型来谈论物品。

That’sanicepencil.Whoseisit？

It’smine.

Isthisyours？

No,thatisn’tmine.It’shis.

2.画一个悲哀的面孔教Ohdear！

教师可举例装作很焦急的样子：Ohdear！Where’smywatch？

Ican’tfindit.解释Ohdear是当某事很糟糕或不好时用的。

3.拿一个破钟，教下列对话：（也可将钟换成椅子、桌子）

A:Ohdear！Myclockisbroken.Canyoumendit？

B:Letmehavealook.Yes，IthinkIcan.

A:Thanksverymuch.

Step3Practice

看上图，问：What’sthisinEnglish?It’sakite/plane/knife.

让学生回答：That’sanicekite!Whoseisit？答：It’sKate’s/LilyandLucy’s/Jim’s/Lilei’s.

Step4Readandact

1.看挂图，问：What’swrongwithLily’splane?Whocanmendit？等课后练习1中的问题。

2.听并跟读。

解释What’swrongwithit?What’swrongwith+n./pron.？（板书）以及Doyouhaveaknife？并指出knife的复数形式是knives.

3.让学生齐读，然后两人一组练习，最后叫一组学生来表演这段对话。

Step5Presentation

1.画一幅一个小女孩对着破风筝在大哭的图画。

问：What’swrongwiththegirl’skite?Canshemendit？

2.听录音（第二部分），让同学齐读（分成两部分）。让他们从方框中选出正确的代词来替换her，例如him，his，us，our，them，their，kite也可换成plane，pen，bike，computer.

3.让学生两人一组练习对话，并替换代词及破损物品的名称。

TVisbroken.Thereisnopictureandcolour.(Stress:no=nota/notany)

Step6Consolidation

1.根据提示补全下列对话。（幻灯片）

莉莉的轮船模型坏了，她请李海修，李海说他需要一把小刀。

Lily:LiHai,_________,please?

LiHai:Certainly._________?

Lily:My_________isbroken.Canyou________?

LiHai:Letmesee.IthinkIcan.But________?

Lily:Here________.

学生两人一组练习对话。

Answers:Couldyouhelpme;What’swrong;modelplane,mendit;doyouhaveaknife;youare

2.从下列所给的代词中选择合适的填空。

you,it,them,her,me,him,us

(1)Canyouhelp________?Yes,Ican.

(2)CanIhelp_________?No,thanks.

(3)Let________helptheoldman.

(4)Thisisablackpen.Give_________toXiaoLi,please.

(5)CanIputourdeskshere?Yes,put_________here.

(6)Mysisteristooyoung.Imustlookafter________.

(7)LinTao’sbagistooheavy.CanIhelp________?

让学生口头说出答案。

Step7Workbook

1.DoEx.1

Answers:l.It’sbroken. 2.It’sthetwins. 3.Jim. 4.Aknife. 5.Small

2.DoEx.2找几个学生做。

Answers:our;We;us;our;her;She;her;He;me

Step8Summary

总结本课重点及应注意的问题，使学生能正确地使用代词的主格和宾格。

Step9Homework

1.将练习2写到作业 本上。

2.仿照课后练习4，巩固本课两个对话。

Writingonblackboard

Lesson71

Newwords         Drills

mend             Ohdear!

knife—knives(pi.) What’swrongwith+n./pron....?

plane             Thereisnopictureandcolour,(no=nota/notany)

with              What’swrongwithit?

Doyouhaveaknife?

Thankyouverymuch.=Thanksalot.

(Thanksverymuch.)

Exercises

(一)单词辨音：

ABCD

()1.Kateknowbrokenbasket

()2.havedadcarrytake

()3.numberuscupfull

()4.carfatherglasssmall

()5.booksteacherspensbottles

Answers:1.B 2.D 3.D 4.D 5.A

（二）用所给词的正确形式填空。

1.Iwant______(put)theseflowersontheteacher'sdesk.

2.______(be)thereanyorangeinthebottle?

3.Listentome______.(careful)

4.Thegirlinthephotois______.(she)

5.Sorry,youransweris______.(right)

6.Tomhasthree______.(knife)

7.Therobot(机器人)hastwo______(foot).Butoneofthemisbroken.

8.Thereisabasketof______.(potato)

Answers:l.toput 2.Is3.carefully 4.her 5.wrong 6.knives 7.feet 8.potatoes

Putthemaway,please!Lesson69-篇9

Lesson70

Step1Revision

1.Checkhomework.

2.ReviseCouldyouhelpme,please?Certainly!Thanks!You'rewelcome!byhavingthestudentshelpyouopen/closethedoor,carryabag,etc.

Step2Presentation

1.TeachWhat'swrong?whichisusedtofindoutwhattheproblemis.Presentandpractisethefollowingdialogue:

T:Couldyouhelpme,please?

C:What'swrong?

T:Ican'tfindmypen.

2.TeachDon'tworry!andThankgoodness!ExplainthatDon'tworryisusedtocalmapersonandThankgoodnessisusedwhenapersonfeelsrelieved.Addthefollowingtothedialogue:

C:OK!Don'tworry!Hereyouare!

T:Thankgoodness!

3.Studentspractisetheabovedialogueinpairs.

Step3Presentation

1.Drawapictureofakiteinatreeandagirl(Kate)underthetreeontheBb.AskWhat'sthis?Where'sthekite?SayThisisKate.AskWhosekiteisthat?CanKategetthekite?Helpthestudentstoanswer.Possibleanswersare:Thekiteistoohigh.Katecannotgetthekite.etc.

2.Usesomethingthatisbroken,e.g.abrokencuporabrokenchairandteachbroken.ThenpointtothepictureontheBbandaskIsthekitebroken?HelpstudentstoanswerYes,Ithinkso.OrNo,Idon'tthinkso.asappropriate.

Step4Readandsay

Note:Therearemanydifferentexpressionsonemayuseasareplytothankyou,dependingonthesituationandthepersononeistalkingto.Forexample,onemayuseyou'rewelcomeasinthedialogue,butonemayalsosay,That'sallright,Don'tmentionit,It'sOK,andIt'smypleasure,justtomentionafewanswers.

1.SBPage7,SpeechCassetteLesson70.AskWhere'sKate'skite?andotherquestions.WritethequestionsontheBb.Playthetape.Checkanswers.Playthetapeagainandhavethestudentsrepeat.Gothroughthedialogueandexplainthenewwordscatchandhim.

2.Dividetheclassintogroupsofthree,preferablyeachgroupshouldcontaintwoboysandonegirl.Ifthisisn'tpossible,havethestudentschangethecharacternamestofitthestudents'genders.

3.Haveeachgroupreadthroughthedialogueusingthelookandsaymethod.Thengivethemtimetotrytomemorizethedialogueandactitout.Astheyarepractising,walkaroundtheroomandhelpwhereneeded.

4.Iftimeallows,haveanactingcontest:Choosethreegroupsandhaveeachofthegroupscomeupanddothedialoguefortherestoftheclass.Havetheclassvoteonwhichdialoguetheythoughtwasbest,group1,2,or3.Thengivethewinninggroupaprizeifyouwish,somethinglikeapenciloraneraser.

Step5Listenandanswer

WBLesson70,Ex.1,ListeningCassetteLesson70.Letthestudentsreadthequestionsbeforeplayingthetape.

ListeningText

JANE:LiuHai,couldyouhelpme,please?

LIUHAI:Yes,Jane,what'swrong?

RICK:It'sherkite.It'sinthattree.

LIUHAI:Don'tworry,Jane.Icanhelpyou.Letmegetit.

JANE:Oh,thankyou!

RICK:AreyouOK,LiuHai?Canyougetit?

LIUHAI:Yes,IthinkIcan.Hereitis.Catch!

JANE:Thanks,LiuHai.

LIUHAI:IsitOK?

JANE:Yes,it'sOK.Thankgoodness!

LIUHAI:Ohdear,Ican'tgetdown!

RICK:Don'tworry,LiuHai!Icanhelpyou.

LIUHAI:Thankyou,Rick.I'mOKnow!

DoEx.1.Theanswersare:1C;2B;3A;4B.

Step6Workbook

SBPage78,WbLesson70,E.2and3.BeforestartingtodoEx.2,helpstudentstoreviseallthepronounstheyhavelearnt.ForEx.3,allowstudentsafewminutestogooverthedialogue.Thencollecttheanswersfromthestudents.Calloutoneortwopairsofstudentstoreadaloudthewholedialogue.

Homework

LearnthedialogueinSBLesson70byheartandactitoutinpairs.

FinishofftheWorkbookexercises.

Putthemaway,please!Lesson69-篇10

Lesson69

一、教学内容

1.词汇(略)。

2.句型：1)Youmustlookafteryourthings.2)复习情态动词can的用法。

二、教具

录音机；利用上课前的时间，收集几位同学的一些学习用具。

三、课堂教学设计

1.值日生报告。

2.打开书，看课文第一部分插图，教师用以下句型与学生进行问答：

T：Whatcanyouseeinthepicture?

Ss：IcanseeJim's…

T：Wherearehis…?

Ss：Theyare…

指导学生看第二部分两张插图，并利用插图教本课其他词汇。放课文第二部分录音。教师先板书问题：

WhereisJim'sotherfootballsock?WhereisKate'ssweater?

放录音一遍，学生回答黑板上的问题。再放录音，两至三遍，学生跟读。

3.教师拿出事先收集到的几位同学的学习用具，走到他(或她)跟前，和学生进行以下对话：

T：Hi,…,isthisyoureraser?

S1：Yes,itis.

T：Hereyouare.Youmustlookafteryourthings.

S2：Thankyou.

与几位同学练习对话之后，把这些东西再交给另几位同学，形成学生与学生之间的对话。

4.指导学生做练习册习题。

5.布置作业 

1)抄写生词；2)练习朗读本课对话；3)完成练习册习题。

四、交际用语

1.Whereistheotherone?另一只(袜子)在哪儿？

theotherone另一个(只)。句中的one是代词，代替上文中提到的footballsock。本课中的这句：Whereistheotherone?等于Whereistheotherfootballsock?

2.Putthemaway.把它们收好。

本课中出现的这个句子。是指吉姆将footballsock放错了地方，妈妈让他收好。句中的them，是宾格代词it的复数形式。例如：

Jim,youcan'tputyourshoeshere.Putthemaway.吉姆，你不能把鞋放在这里。把它们收好。

Putthemaway,please!Lesson69-篇11

teachingaims

“四会”掌握以下单词及词组；

other,sock,away,put...away,comeout

“三会”掌握以下单词及句子；

sock  whatelsecanyousee?

keypoints

熟练运用whereis/are...句式和答语中表示位置的介词。

掌握句型putit/themaway.youmustlookafteryourthings.

difficultpoints

介词：on，in，under，near，behind的运用。

putaway的用法：代词放中间，名词可放中间也可放后面。如：putitaway.

putawayyourthings.putyourthingsaway.

oneof+n.(pl.)     oneoftheshoes     oneofyourbooks

whatelsecanyousee?

teachingmethods

就挂图反复操练whereisare…？及表示位置的介词，也可以补充一些会话。练习putit/themaway.youmustlookafteryourthings！让学生两人一组进行练习直至熟练为止。

teachingaids

幻灯片或挂图、录音机、磁带。

teachingprocedures

step1revision

1.haveafreetalk.(accordingtohisorhertalk,asksomequestions.)

2.复习介词under，behind，in，on.教师可事先将笔或书放在桌子上，地板上，门后，然后叫一个同学问：where’smypen？让他用疑问句形式isitonthefloor？发问一直到找到为止，让学生进行连锁训练。

step2presentation

1.复习衣服的名称sweater,trousers教新单词sock.

2.看挂图或幻灯片，教师问下面的问题。

whatcanyouseeinthepicture?

where’sjim’sbike?

where’rehisbooks?

并解释句子whatelsecanyousee?=whatotherthingscanyousee?

3.与学生一起做书上的习题。

step3practice

让学生就图片一问一答，尽量将所有的物品都替换一遍。

step4presentation

l.教师从学生桌上拿一本书或一枝钢笔问：isthisyourbook/pen?putitaway,please.教学putitaway,please.用同样方法教学putthemaway,please.（板书）jim,whereareyou?i’minmyroom.comeout,please.（板书）

2.进行连锁训练。（一个问一个）

a:jim!whereareyou?

b:i’minmyroom.

a:comeout,please.

b:i’mcoming.

a:isthisyoursock?

b:yes,itis.

a:where’stheotherone?

b:ithinkitsinoneofmyshoes.

a:putthemaway,please.youmustlookafteryourthings.

b:thankyou.(toc)isthisyourbag?(aretheseyourpens?)

c:yes,itis.(yes,theyare.)

step5readandsay

合上书，听磁带，第一遍听，然后问练习册上练习1的问题。

再打开书，跟读，检查答案。

step6practice

叫几组同学朗读对话，然后叫几组同学到前面表演，也可将sock换成shoe等其他物品来做这个对话。

step7consolidation

补全下列对话。（幻灯片）

mother:jack.isthisshirt_________?

jack:oh,yes.

mother:________itaway.youmust_________________yourthings.

jack:butit’sdirty.couldyouhelpmewashit?

mother:no,_________itbyyourself.

jack:ok.i’lldoit_________school.

两人一组进行练习。

step8workbook

1.doex.1.

answers:1.it’safootballsock.it’sjim’s.2.it’sinoneofjim’sshoes.3.略.

2.doex.2  让学生口头说。

answers:1.e2.b3.d4.f5.a6.c

step9summary

让学生自己总结本课都学了哪些内容，并就重点句型造句。

1.comeout  2.oneofmyshoes  3.putit/themaway  4.lookafter

step10homework

1.将练习2写到作业 本上。

2.巩固课文第二部分，并做成新的对话，可结合课后练习4。

writingonblackboard

lesson69

newwordsdrills

outwhere’stheother...?

comeoutit’sinoneof...

awaywhereare...?they’re....

put...awayputit/themaway,please.

otheryoumustlookafteryourthings.

exercises

根据句意将括号中的中文译成英语。

1.whereareliping’s___________?(足球衣)

2.ithink______________(我的足球袜在)myshoes.

3.hisbooksareonthefloor,please_________.(把他们整理好)

4.mymotherisn’twell.imust______________.(照料她)

5.“canyouhelpmecarrytheheavybox?”“certainly,________.(我就来)”

6.theboxistooheavy._________?(里面有什么)

7.iwantsomedrink,please________.(给我瓶橘子汁)

answers:1.footballclothes2.myfootballsocksarein3.takethemaway4.lookafterher 5.i’mcoming 6.what’sinit 7.givemeabottleoforangejuice

lesson70教学设计方案

teachingaims

“四会”掌握下列单词、句子：

wrong,worry,get,getdown,think,so,catch,him,right,broken,goodness

what’swrong?icangetitforyou.don’tworry.isitbroken?

idon’tthinkso.it’sinthetree.thankgoodness!

keypoints

句型：couldyouhelpme,please?

what’swrong?

isitbroken?

don’tworry.

icangetitforyou.

idon’tthinkso

difficultpoints

创设情景教学what’swrong?    don’tworry.   icangetitforyou.

区分inthetree与onthetree。

teachingmethods

创造合适的语言情景练习what’swrong?  don’tworry. icangetitforyou.

看本课录像带或投影片，让学生模仿并表演对话。

teachingaids

录像带、录音机、磁带、幻灯片、一个破茶杯、破椅子。

teachingprocedures

step1revision

1.dutyreport.

2.检查上一课口头对话。

3.通过叫学生帮教师开门、关门等，复习句型：couldyouhelpme,please？

certainly!thanks!yourewelcome！

step2presentation

1.教学句型what’swrong?

介绍和练习下列对话。

t:couldyouhelpme,please?

c:what’swrong?

t:ican’tfindmypen. 

教师使用不同的实物来提问个别学生，然后让大家一起进行练习。

2.教学don’tworry.thankgoodness！介绍和练习下列对话。

c：ok！don’tworry.hereyouare！

t：thankyou.

区分onthetree和inthetree.前者是指“果实长在树上”，后者是指“挂在树上”。（板书）

step3drill

让学生进行连锁训练。

step4presentation

1.教学单词broken.（板书）

向学生出示一个破茶杯或破椅子来教broken.问：isthechairbroken？

帮助学生来回答：yes，ithinkso.或no，idon’tthinkso.

2.先与一名同学一起做以下对话，再与上一段对话连起来进行练习。

t:couldyouhelpme,please?

s:what'swrong?

t:iwantmyfootball.it'sinthetree.

s:dontworry.icanhelpyou.icangetitforyou.

t:isitbroken?

s:idon’tthinkso.hereyouare.catch!

t:thankgoodness!

step5readandsay

同学之间互相练习对话。

step6readandsay

1.合上书，让同学看录像带。

教师问以下问题。

where'skate'skite?

cankategetthekite?

what’swrongwithjim?

isthekitebroken?

2.打开书，跟读。

3.让学生两人一组读对话，然后叫几个同学表演。

step7listenandanswer

放录音带之前，先通读一下练习册第一题中的问题。放几遍录音，然后与学生一起检查答案。

step8consolidation

补全下列对话。（幻灯）

kate:lilei,could________help________,please？

lilei:yes，________________？

jim: it’s________kite.it’s________ thattree.

lilei:don’t________,jim,ican________her.kate,letme________it________you.

kate:oh，thankyou.

lilei:isitok？

kate:yes,_________ok,thankyou.

lilei:oh,dear.ican't_________________.

jim:dontworry,lilei.icanhelpyou.

lilei:thankyou,jim.________ok,now.

让学生两人一组练习，并检查答案。

step9workbook

1.doex.2.

answers:1.it,me 2.her 3.them 4.him 5.his 6.my,you,yours 7.her 8.us,you

2.doex.3找几个同学读，然后检查一下答案。

answers:1.what'swrong? 2.ican'tgetitdown. 3.don'tworry. 4.letmetry.that'sok.

step10summary

让学生归纳、总结本课所学短语及用法，必要时再归纳一下用法：

what'swrong...?don'tworry.thankgoodness.us.in/onthetree.

idon’tthinkso.icangetitforyou.

step11homework

1.将练习2写到作业 本上。

2.三人一组仿照课文表演对话。

writingonblackboard

lesson70

newwords          drills

wrong—right        what’swrongwith...?

so                 icandoitforyou.

catch              idon'tthinkso.

get                thankgoodness.

broken             inthetree

think               外物挂在树上，人在树上

him                onthetree

果实长在树上。

theboyisinthattree.

goodness             therearemanyapplesonthetree.

exercises

句型转换

1.hertvisbroken.(对画线部分提问)

______is____________hertv.

2.icanseesomeapplesonthetree.(对画线部分提问)

_____can______seeonthetree?

3.thankgoodness.(改为否定句)

______thankgoodness.

4.thankyouverymuch.you'rewelcome.(改写画线部分)

______verymuch.its____________.

5.icanmendthisbikeforyou.(改为一般疑问句)

____________mendthisbikefor______?

6.jim'sschoolbagisonthedesk.(对画线部分提问)

______schoolbagisonthedesk?

answers:l.what,wrong,with 2.what,you 3.don’t 4.thanks,mypleasure5.canyou,me 6.whose

Putthemaway,please!Lesson69-篇12

Teachingaims

“四会”掌握：

mend,knife,helpher/them,plane,with

Thanksverymuch.

What’swrongwith...?

Isitbroken?

Ican’tgetdown.

Doyouhaveaknife?

Keypoints

句式：What’swrongwith+n./pron.?

Doyouhaveaknife?Thereisnopicture.

Isitbroken?Letmehavealook.

语法：Personalpronouns(SubjectandObject)

Difficultpoints

语法：Personalpronouns.(SubjectformandObjectform)

区分代词的主格和宾格，并能正确运用。

Teachingmethods

创设情景练习What’swrongwith…?句式。

练习使用人称代词的主格和宾格形式。

Teachingaids

挂图、录音带、录音机、投影片等。

Teachingprocedures

Step1Revision

1.Dutyreport.

2.检查上一课的对话表演。

3.教师指着学生的铅笔或者书问：Isthatmypen/book？再提问其他学生Isthathersorhis？等，以复习物生代词mine，yours，her，his等。

Step2Presentation

1.教师要求学生用下列句型来谈论物品。

That’sanicepencil.Whoseisit？

It’smine.

Isthisyours？

No,thatisn’tmine.It’shis.

2.画一个悲哀的面孔教Ohdear！

教师可举例装作很焦急的样子：Ohdear！Where’smywatch？

Ican’tfindit.解释Ohdear是当某事很糟糕或不好时用的。

3.拿一个破钟，教下列对话：（也可将钟换成椅子、桌子）

A:Ohdear！Myclockisbroken.Canyoumendit？

B:Letmehavealook.Yes，IthinkIcan.

A:Thanksverymuch.

Step3Practice

看上图，问：What’sthisinEnglish?It’sakite/plane/knife.

让学生回答：That’sanicekite!Whoseisit？答：It’sKate’s/LilyandLucy’s/Jim’s/Lilei’s.

Step4Readandact

1.看挂图，问：What’swrongwithLily’splane?Whocanmendit？等课后练习1中的问题。

2.听并跟读。

解释What’swrongwithit?What’swrongwith+n./pron.？（板书）以及Doyouhaveaknife？并指出knife的复数形式是knives.

3.让学生齐读，然后两人一组练习，最后叫一组学生来表演这段对话。

Step5Presentation

1.画一幅一个小女孩对着破风筝在大哭的图画。

问：What’swrongwiththegirl’skite?Canshemendit？

2.听录音（第二部分），让同学齐读（分成两部分）。让他们从方框中选出正确的代词来替换her，例如him，his，us，our，them，their，kite也可换成plane，pen，bike，computer.

3.让学生两人一组练习对话，并替换代词及破损物品的名称。

TVisbroken.Thereisnopictureandcolour.(Stress:no=nota/notany)

Step6Consolidation

1.根据提示补全下列对话。（幻灯片）

莉莉的轮船模型坏了，她请李海修，李海说他需要一把小刀。

Lily:LiHai,_________,please?

LiHai:Certainly._________?

Lily:My_________isbroken.Canyou________?

LiHai:Letmesee.IthinkIcan.But________?

Lily:Here________.

学生两人一组练习对话。

Answers:Couldyouhelpme;What’swrong;modelplane,mendit;doyouhaveaknife;youare

2.从下列所给的代词中选择合适的填空。

you,it,them,her,me,him,us

(1)Canyouhelp________?Yes,Ican.

(2)CanIhelp_________?No,thanks.

(3)Let________helptheoldman.

(4)Thisisablackpen.Give_________toXiaoLi,please.

(5)CanIputourdeskshere?Yes,put_________here.

(6)Mysisteristooyoung.Imustlookafter________.

(7)LinTao’sbagistooheavy.CanIhelp________?

让学生口头说出答案。

Step7Workbook

1.DoEx.1

Answers:l.It’sbroken. 2.It’sthetwins. 3.Jim. 4.Aknife. 5.Small

2.DoEx.2找几个学生做。

Answers:our;We;us;our;her;She;her;He;me

Step8Summary

总结本课重点及应注意的问题，使学生能正确地使用代词的主格和宾格。

Step9Homework

1.将练习2写到作业 本上。

2.仿照课后练习4，巩固本课两个对话。

Writingonblackboard

Lesson71

Newwords         Drills

mend             Ohdear!

knife—knives(pi.) What’swrongwith+n./pron....?

plane             Thereisnopictureandcolour,(no=nota/notany)

with              What’swrongwithit?

Doyouhaveaknife?

Thankyouverymuch.=Thanksalot.

(Thanksverymuch.)

Exercises

(一)单词辨音：

ABCD

()1.Kateknowbrokenbasket

()2.havedadcarrytake

()3.numberuscupfull

()4.carfatherglasssmall

()5.booksteacherspensbottles

Answers:1.B 2.D 3.D 4.D 5.A

（二）用所给词的正确形式填空。

1.Iwant______(put)theseflowersontheteacher'sdesk.

2.______(be)thereanyorangeinthebottle?

3.Listentome______.(careful)

4.Thegirlinthephotois______.(she)

5.Sorry,youransweris______.(right)

6.Tomhasthree______.(knife)

7.Therobot(机器人)hastwo______(foot).Butoneofthemisbroken.

8.Thereisabasketof______.(potato)

Answers:l.toput 2.Is3.carefully 4.her 5.wrong 6.knives 7.feet 8.potatoes

Putthemaway,please!Lesson69-篇13

teachingaims

“四会”掌握以下单词及词组；

other,sock,away,put...away,comeout

“三会”掌握以下单词及句子；

sock  whatelsecanyousee?

keypoints

熟练运用whereis/are...句式和答语中表示位置的介词。

掌握句型putit/themaway.youmustlookafteryourthings.

difficultpoints

介词：on，in，under，near，behind的运用。

putaway的用法：代词放中间，名词可放中间也可放后面。如：putitaway.

putawayyourthings.putyourthingsaway.

oneof+n.(pl.)     oneoftheshoes     oneofyourbooks

whatelsecanyousee?

teachingmethods

就挂图反复操练whereisare…？及表示位置的介词，也可以补充一些会话。练习putit/themaway.youmustlookafteryourthings！让学生两人一组进行练习直至熟练为止。

teachingaids

幻灯片或挂图、录音机、磁带。

teachingprocedures

step1revision

1.haveafreetalk.(accordingtohisorhertalk,asksomequestions.)

2.复习介词under，behind，in，on.教师可事先将笔或书放在桌子上，地板上，门后，然后叫一个同学问：where’smypen？让他用疑问句形式isitonthefloor？发问一直到找到为止，让学生进行连锁训练。

step2presentation

1.复习衣服的名称sweater,trousers教新单词sock.

2.看挂图或幻灯片，教师问下面的问题。

whatcanyouseeinthepicture?

where’sjim’sbike?

where’rehisbooks?

并解释句子whatelsecanyousee?=whatotherthingscanyousee?

3.与学生一起做书上的习题。

step3practice

让学生就图片一问一答，尽量将所有的物品都替换一遍。

step4presentation

l.教师从学生桌上拿一本书或一枝钢笔问：isthisyourbook/pen?putitaway,please.教学putitaway,please.用同样方法教学putthemaway,please.（板书）jim,whereareyou?i’minmyroom.comeout,please.（板书）

2.进行连锁训练。（一个问一个）

a:jim!whereareyou?

b:i’minmyroom.

a:comeout,please.

b:i’mcoming.

a:isthisyoursock?

b:yes,itis.

a:where’stheotherone?

b:ithinkitsinoneofmyshoes.

a:putthemaway,please.youmustlookafteryourthings.

b:thankyou.(toc)isthisyourbag?(aretheseyourpens?)

c:yes,itis.(yes,theyare.)

step5readandsay

合上书，听磁带，第一遍听，然后问练习册上练习1的问题。

再打开书，跟读，检查答案。

step6practice

叫几组同学朗读对话，然后叫几组同学到前面表演，也可将sock换成shoe等其他物品来做这个对话。

step7consolidation

补全下列对话。（幻灯片）

mother:jack.isthisshirt_________?

jack:oh,yes.

mother:________itaway.youmust_________________yourthings.

jack:butit’sdirty.couldyouhelpmewashit?

mother:no,_________itbyyourself.

jack:ok.i’lldoit_________school.

两人一组进行练习。

step8workbook

1.doex.1.

answers:1.it’safootballsock.it’sjim’s.2.it’sinoneofjim’sshoes.3.略.

2.doex.2  让学生口头说。

answers:1.e2.b3.d4.f5.a6.c

step9summary

让学生自己总结本课都学了哪些内容，并就重点句型造句。

1.comeout  2.oneofmyshoes  3.putit/themaway  4.lookafter

step10homework

1.将练习2写到作业 本上。

2.巩固课文第二部分，并做成新的对话，可结合课后练习4。

writingonblackboard

lesson69

newwordsdrills

outwhere’stheother...?

comeoutit’sinoneof...

awaywhereare...?they’re....

put...awayputit/themaway,please.

otheryoumustlookafteryourthings.

exercises

根据句意将括号中的中文译成英语。

1.whereareliping’s___________?(足球衣)

2.ithink______________(我的足球袜在)myshoes.

3.hisbooksareonthefloor,please_________.(把他们整理好)

4.mymotherisn’twell.imust______________.(照料她)

5.“canyouhelpmecarrytheheavybox?”“certainly,________.(我就来)”

6.theboxistooheavy._________?(里面有什么)

7.iwantsomedrink,please________.(给我瓶橘子汁)

answers:1.footballclothes2.myfootballsocksarein3.takethemaway4.lookafterher 5.i’mcoming 6.what’sinit 7.givemeabottleoforangejuice

lesson70教学设计方案

teachingaims

“四会”掌握下列单词、句子：

wrong,worry,get,getdown,think,so,catch,him,right,broken,goodness

what’swrong?icangetitforyou.don’tworry.isitbroken?

idon’tthinkso.it’sinthetree.thankgoodness!

keypoints

句型：couldyouhelpme,please?

what’swrong?

isitbroken?

don’tworry.

icangetitforyou.

idon’tthinkso

difficultpoints

创设情景教学what’swrong?    don’tworry.   icangetitforyou.

区分inthetree与onthetree。

teachingmethods

创造合适的语言情景练习what’swrong?  don’tworry. icangetitforyou.

看本课录像带或投影片，让学生模仿并表演对话。

teachingaids

录像带、录音机、磁带、幻灯片、一个破茶杯、破椅子。

teachingprocedures

step1revision

1.dutyreport.

2.检查上一课口头对话。

3.通过叫学生帮教师开门、关门等，复习句型：couldyouhelpme,please？

certainly!thanks!yourewelcome！

step2presentation

1.教学句型what’swrong?

介绍和练习下列对话。

t:couldyouhelpme,please?

c:what’swrong?

t:ican’tfindmypen. 

教师使用不同的实物来提问个别学生，然后让大家一起进行练习。

2.教学don’tworry.thankgoodness！介绍和练习下列对话。

c：ok！don’tworry.hereyouare！

t：thankyou.

区分onthetree和inthetree.前者是指“果实长在树上”，后者是指“挂在树上”。（板书）

step3drill

让学生进行连锁训练。

step4presentation

1.教学单词broken.（板书）

向学生出示一个破茶杯或破椅子来教broken.问：isthechairbroken？

帮助学生来回答：yes，ithinkso.或no，idon’tthinkso.

2.先与一名同学一起做以下对话，再与上一段对话连起来进行练习。

t:couldyouhelpme,please?

s:what'swrong?

t:iwantmyfootball.it'sinthetree.

s:dontworry.icanhelpyou.icangetitforyou.

t:isitbroken?

s:idon’tthinkso.hereyouare.catch!

t:thankgoodness!

step5readandsay

同学之间互相练习对话。

step6readandsay

1.合上书，让同学看录像带。

教师问以下问题。

where'skate'skite?

cankategetthekite?

what’swrongwithjim?

isthekitebroken?

2.打开书，跟读。

3.让学生两人一组读对话，然后叫几个同学表演。

step7listenandanswer

放录音带之前，先通读一下练习册第一题中的问题。放几遍录音，然后与学生一起检查答案。

step8consolidation

补全下列对话。（幻灯）

kate:lilei,could________help________,please？

lilei:yes，________________？

jim: it’s________kite.it’s________ thattree.

lilei:don’t________,jim,ican________her.kate,letme________it________you.

kate:oh，thankyou.

lilei:isitok？

kate:yes,_________ok,thankyou.

lilei:oh,dear.ican't_________________.

jim:dontworry,lilei.icanhelpyou.

lilei:thankyou,jim.________ok,now.

让学生两人一组练习，并检查答案。

step9workbook

1.doex.2.

answers:1.it,me 2.her 3.them 4.him 5.his 6.my,you,yours 7.her 8.us,you

2.doex.3找几个同学读，然后检查一下答案。

answers:1.what'swrong? 2.ican'tgetitdown. 3.don'tworry. 4.letmetry.that'sok.

step10summary

让学生归纳、总结本课所学短语及用法，必要时再归纳一下用法：

what'swrong...?don'tworry.thankgoodness.us.in/onthetree.

idon’tthinkso.icangetitforyou.

step11homework

1.将练习2写到作业 本上。

2.三人一组仿照课文表演对话。

writingonblackboard

lesson70

newwords          drills

wrong—right        what’swrongwith...?

so                 icandoitforyou.

catch              idon'tthinkso.

get                thankgoodness.

broken             inthetree

think               外物挂在树上，人在树上

him                onthetree

果实长在树上。

theboyisinthattree.

goodness             therearemanyapplesonthetree.

exercises

句型转换

1.hertvisbroken.(对画线部分提问)

______is____________hertv.

2.icanseesomeapplesonthetree.(对画线部分提问)

_____can______seeonthetree?

3.thankgoodness.(改为否定句)

______thankgoodness.

4.thankyouverymuch.you'rewelcome.(改写画线部分)

______verymuch.its____________.

5.icanmendthisbikeforyou.(改为一般疑问句)

____________mendthisbikefor______?

6.jim'sschoolbagisonthedesk.(对画线部分提问)

______schoolbagisonthedesk?

answers:l.what,wrong,with 2.what,you 3.don’t 4.thanks,mypleasure5.canyou,me 6.whose

Putthemaway,please!Lesson69-篇14

Lesson71

Note:SpecialattentionshouldbegiventothedifferentformsofpronounsastheycauseproblemsforChinesestudents.

Step1Revision

1RevisetheCouldyouhelpme,please?dialogueinLesson70,Step2oftheTB.

2Revisemine/yours/his/hers,etc.byaskingthestudentsIsthatmypen/book?etc.pointingtotheirpen/book,etc.AskotherstudentsIsthathersorhis?etc.

3Checkhomework.

Step2Presentation

1Collectanumberofobjectsfromthestudents.AskCanyoudescribeit?Whatcolourisit?Isitheavy?etc.

2ReviseThat'sabig/heavy/nicebag!etc.Useatoyplane,ordrawaplaneontheBbandteachthewordplane.SayThisisasmall/light/niceplane.

3Havestudentstalkinpairsabouttheobjectslikethis:That'saniceplane.Whoseisit?It'smine/his/hers,etc.

4TeachOhdear!bylookingsad,orbydrawingasadfaceontheBb.PretendtobeworriedandsayOhdear!Where'smywatch?Ican'tfindit.ExplainthatOhdearisusedwhensomethingiswrongorsad.

5Useanobjectthatisbroken,e.g.abrokenclockorchair,andteachthisdialogue:

A:Ohdear!Myclockisbroken.Canyoumendit?

B:Letmehavealook.Yes,IthinkIcan/Ohno,Idon'tthinkso.

6.npairs,havethestudentspractisetheabovedialogue.

Step3Readandact

1SBPage8,Part1,SpeechCassetteLesson71.Booksclosed!Playthetape.AskthequestionsinWbLesson71,Ex.1.Playthetapeagainandhavethestudentslistenandrepeat.ExplainsentenceslikeWhat'swrongwithit?Doyouhaveaknife?Tellthestudentsthepluralformofknifeisknives.Drawthesepictures:

2Dividetheclassintothreegroups.Eachgroupplaystheroleofaperson.Readthedialogue.Thenchangetheroles.Correcttheirpronunciationasnecessary.

3Iftimepermits,haveeachgroupwriteanewdialogueusingsomeofthephrasesfromthefirstdialoguesuchas,What'swrong?It'sbroken.Couldyouhelpme?etc.Eachpersoninthegroupshouldhavethreelines.Givethemtimetopractisethedialogueandthenchoosethreegroupstoactouttheirdialoguefortheclass.

Step4Askandanswer

1DrawapictureofalittlegirlcryingoverabrokenkiteontheBb.ReadthedialogueinSBLesson71,Part2.Teachher.

2Dividetheclassintohalvesandreadthedialogueagain.Thengetthestudentstosubstituteherwiththecorrectpronounchosenfromthebox,e.g.himandhis,usandour,themandtheir.Thewordkitecanbereplacedbyplane,pensorbikes,etc.

3Askthestudentstopractisethedialogueinpairs,changingthepronounsandthebrokenobjecteachtime.

Step5Workbook

SBPage79,WbLesson71,E.2-3.Bothexercisesshouldbedoneinclass.Beforegettingthestudentstodothem,youmustletthemreadthroughthetexts.ForEx.2,theyshouldfillintheblankswiththecorrectpronounsaccordingtothepicture.ForEx.3,encourageyourstudentstocreatenewdialoguesusingdifferentobjectsandnamesofpersons.

Homework

Revisethenewlanguageinthisunit.

WritedownthedialoguesmadeupafterthemodelsinWbLesson71,Ex.3.

Putthemaway,please!Lesson69-篇15

Lesson71

Note:SpecialattentionshouldbegiventothedifferentformsofpronounsastheycauseproblemsforChinesestudents.

Step1Revision

1RevisetheCouldyouhelpme,please?dialogueinLesson70,Step2oftheTB.

2Revisemine/yours/his/hers,etc.byaskingthestudentsIsthatmypen/book?etc.pointingtotheirpen/book,etc.AskotherstudentsIsthathersorhis?etc.

3Checkhomework.

Step2Presentation

1Collectanumberofobjectsfromthestudents.AskCanyoudescribeit?Whatcolourisit?Isitheavy?etc.

2ReviseThat'sabig/heavy/nicebag!etc.Useatoyplane,ordrawaplaneontheBbandteachthewordplane.SayThisisasmall/light/niceplane.

3Havestudentstalkinpairsabouttheobjectslikethis:That'saniceplane.Whoseisit?It'smine/his/hers,etc.

4TeachOhdear!bylookingsad,orbydrawingasadfaceontheBb.PretendtobeworriedandsayOhdear!Where'smywatch?Ican'tfindit.ExplainthatOhdearisusedwhensomethingiswrongorsad.

5Useanobjectthatisbroken,e.g.abrokenclockorchair,andteachthisdialogue:

A:Ohdear!Myclockisbroken.Canyoumendit?

B:Letmehavealook.Yes,IthinkIcan/Ohno,Idon'tthinkso.

6.npairs,havethestudentspractisetheabovedialogue.

Step3Readandact

1SBPage8,Part1,SpeechCassetteLesson71.Booksclosed!Playthetape.AskthequestionsinWbLesson71,Ex.1.Playthetapeagainandhavethestudentslistenandrepeat.ExplainsentenceslikeWhat'swrongwithit?Doyouhaveaknife?Tellthestudentsthepluralformofknifeisknives.Drawthesepictures:

2Dividetheclassintothreegroups.Eachgroupplaystheroleofaperson.Readthedialogue.Thenchangetheroles.Correcttheirpronunciationasnecessary.

3Iftimepermits,haveeachgroupwriteanewdialogueusingsomeofthephrasesfromthefirstdialoguesuchas,What'swrong?It'sbroken.Couldyouhelpme?etc.Eachpersoninthegroupshouldhavethreelines.Givethemtimetopractisethedialogueandthenchoosethreegroupstoactouttheirdialoguefortheclass.

Step4Askandanswer

1DrawapictureofalittlegirlcryingoverabrokenkiteontheBb.ReadthedialogueinSBLesson71,Part2.Teachher.

2Dividetheclassintohalvesandreadthedialogueagain.Thengetthestudentstosubstituteherwiththecorrectpronounchosenfromthebox,e.g.himandhis,usandour,themandtheir.Thewordkitecanbereplacedbyplane,pensorbikes,etc.

3Askthestudentstopractisethedialogueinpairs,changingthepronounsandthebrokenobjecteachtime.

Step5Workbook

SBPage79,WbLesson71,E.2-3.Bothexercisesshouldbedoneinclass.Beforegettingthestudentstodothem,youmustletthemreadthroughthetexts.ForEx.2,theyshouldfillintheblankswiththecorrectpronounsaccordingtothepicture.ForEx.3,encourageyourstudentstocreatenewdialoguesusingdifferentobjectsandnamesofpersons.

Homework

Revisethenewlanguageinthisunit.

WritedownthedialoguesmadeupafterthemodelsinWbLesson71,Ex.3.

Putthemaway,please!Lesson69-篇16

Lesson70

Step1Revision

1.Checkhomework.

2.ReviseCouldyouhelpme,please?Certainly!Thanks!You'rewelcome!byhavingthestudentshelpyouopen/closethedoor,carryabag,etc.

Step2Presentation

1.TeachWhat'swrong?whichisusedtofindoutwhattheproblemis.Presentandpractisethefollowingdialogue:

T:Couldyouhelpme,please?

C:What'swrong?

T:Ican'tfindmypen.

2.TeachDon'tworry!andThankgoodness!ExplainthatDon'tworryisusedtocalmapersonandThankgoodnessisusedwhenapersonfeelsrelieved.Addthefollowingtothedialogue:

C:OK!Don'tworry!Hereyouare!

T:Thankgoodness!

3.Studentspractisetheabovedialogueinpairs.

Step3Presentation

1.Drawapictureofakiteinatreeandagirl(Kate)underthetreeontheBb.AskWhat'sthis?Where'sthekite?SayThisisKate.AskWhosekiteisthat?CanKategetthekite?Helpthestudentstoanswer.Possibleanswersare:Thekiteistoohigh.Katecannotgetthekite.etc.

2.Usesomethingthatisbroken,e.g.abrokencuporabrokenchairandteachbroken.ThenpointtothepictureontheBbandaskIsthekitebroken?HelpstudentstoanswerYes,Ithinkso.OrNo,Idon'tthinkso.asappropriate.

Step4Readandsay

Note:Therearemanydifferentexpressionsonemayuseasareplytothankyou,dependingonthesituationandthepersononeistalkingto.Forexample,onemayuseyou'rewelcomeasinthedialogue,butonemayalsosay,That'