Could you help me, please? Lesson 67-（精选13篇）

Couldyouhelpme,please?Lesson67-篇1

Lesson67

一、教学内容

1.词汇(略)。

2.句型：1)复习祈使句；2)Thisbagistoobig/heavy/full.

3.日常交际用语：继续学习有关请求及提供帮助的用语。

二、教具

录音机等。

三、课堂教学设计

1.复习前两课所学的词汇及句型。教师可为学生设计几种情景，要求学生给出正确恰当的英语。

T：如果你看到别人需要帮助时，说什么？你需要帮助时，如何请求帮助？如何表示谢意等。也可利用一些书包等实物，让同学到前面做类似上一课的小表演。

2.打开书，学生看图。教师介绍本课词汇(利用图片或动作演示)。

3.放课文录音。分段放，学生跟读两至三遍。

4.教师在前面布置几个小场景，分别请学生表演。

场景1)请一位小个子同学搬动大纸箱，让一个大个子同学从他身边路过，引出以下对话：

S1：Thisboxistooheavy.Ican'tcarryit.couldyouhelpme,please?

S2：OK.Letmehelpyoucarryit.

S1：Thanks.

S2：You'rewelcome.

场景2)用一个书包，装满了书。让一个小个子同学再拿一本书往里装，引出以下对话：

S1：Thisbagistoofull.Ican'tputthebookintothebag.

S2：OK,putthebookoverthere.

5.指导学生做练习册习题。

6.布置作业 

1)抄写生词、练习朗读本课对话；2)完成练习册习题。

四、交际用语

Theboxistooheavy.这个箱子太重了。

句中too是副词，表示：太……，通常放在形容词前。例如：

Thesweateristoosmall.这件毛衣太小了。

需要注意的是，too还表示“也”的意思，经常放在句末，应该加以区别。例如：

A：Howareyou?你好吗？

B：Fine,thankyou.Andyou?很好，谢谢。你呢？

A：I'mfine,too.Thankyou.我也很好。谢谢。

Couldyouhelpme,please?Lesson67-篇2

Lesson66

Note:Youwillneedtobringaboxtothislesson.Itshouldbelargeenoughtoholdseveralobjectssuchasbooks,pens,notebooks,etc.

Step1Revision

1ReviseWho'sondutytoday?Iseveryonehere?etc.AskWhatdayistoday?Teachtheappropriatedayoftheweek.(Fromnowon,dothiseverydayuntilthestudentsarefamiliarwiththenamesofthedaysandthemonths.)

2Checkhomework.

3ReviseWhat'sthis?What'sthat?usingthepartsofthebodymentionedintheriddle.

4GivethestudentsafewminutestopractisereadingtheriddlefromLesson65.Tellthemtopaycloseattentiontothepronunciationandtheintonation.Thenaskseveralofthestudentstorecitetheriddletothewholeclass.

Step2Presentation

1Showthestudentstheboxthatyouhavebrought.AskIsitbigorsmall?Isitheavyorlight?(Whenyouaskthisquestion,actoutcarryingsomethingheavyandactoutcarryingsomethinglight).Whatcolourisit?

2CollectobjectsfromstudentsbyaskingthemCouldIhavea(an)pen/pencil/eraser,please?HelpthemtoreplyCertainly!Hereyouare.

3ForeachobjectaskthestudentsCanyoudescribeit?Explainthemeaningofdescribe.HelpthemtosayIt'sold.It'sheavy.It'sred.etc.Placeeachobjectinsidethebox,outofsight.Collectabouttendifferentobjects.Oncetheboxisfull,teachfullandfullof.

4AskthestudentsWhat'sinmybox?Talkaboutoneobjectatatime.Donottaketheobjectoutoftheboxuntilthestudentshavedescribeditasfullyaspossible.Oncetheboxisempty,teachempty.

5Teachcertainly.AskthestudentsWhoseisthispen/ruler,etc?HelptheowneroftheobjecttoaskCouldIhavethepen/ruler,please?SayCertainly!

Step3Practice

Inpairs,havethestudentswriteadialogueusingtheaboveexpressionstaughtinStep2.Chooseseveralpairstopresenttheirdialoguestotheclass.

Step4Readandsay

SBLesson66,Page2,Part1,SpeechCassetteLesson66.WriteIstheboxheavyorlight?ontheBb.Withbooksclosed,playthetape.Studentslistenandthenanswerthequestion.(light)Askwhyistheboxlight?(It'sempty.)Practisethedialogueinpairs.

Step5Readandsay

1SBLesson66,Page2,Part2,SpeechCassetteLesson66.Studentslistentothetapewiththeirbooksclosed.ThenaskWhyistheboxheavy?(Becauseitisfullofbooks.)Askthestudentstoopentheirbooksandlistentothetapeagainandrepeat.

2Next,havetheboysreadHuMing'spartandthegirlsreadtheteacher'spart.Teachthewordtoo.TellthestudentsthemeaningofcarryandIwanttotakesomebookstotheclassroom.Practiseinpairswhileactingoutthedialogue.Remembertowalkaroundtheroomandhelpthestudentsasneeded.Iftimepermits,youmaychooseseveralpairstoactoutthedialoguefortheclass.

Step6Listenandanswer

SBPage2,Part3,ListeningCassetteLesson66.ReadthroughthequestionsinWbLesson66,Ex.lbeforeyouplaythetape.

ListeningText

LUCY:Hello,LiuMingandYanBin.

LIUANDYAN:Oh,hello.

LILY:Isthatboxheavy?

LIUMING:It'sOK.Wecancarryit.

LILY:Butit'sfullofbooks!Canwehelpyou?

YANBIN:Certainly.Couldyouopenthedoor,please?

LUCY:Sure.

LIUMING:Thanks.

LUCY:You'rewelcome!

Theanswersare:1C;2B;3B.

Playthetapeagain.Getthestudentstorepeatthedialogue.ThenhavethestudentsfillintheblanksinEx.1.

Step7Workbook

SBPage72,WbLesson66,Ex.2.Firstgetthestudentstoreadthedialogue.Encouragethemtoaskquestions.Youmayexplainthedifficultlanguagepointstothem.Makesurethatmostofyourclassunderstandsthedialogue.Thenaskthestudentstocoverthereadingpassageandworkontheexerciseinpairs.Finallychecktheanswerswiththewholeclass.

Homework

RevisethedialoguesinSBLesson66.

Couldyouhelpme,please?Lesson67-篇3

Lesson68

一、教学内容

1.单元复习。

2.学习元音字母a及字母组合al，ay的发音；练习单词重音。

二、教具

录音机；在本课出现的音标卡片。

三、课堂教学设计

1.复习本单元主要句型(参照上课教案)。

2.教师出示音标卡片，学生认读。讲解本课第一部分中元音字母a及字母组合al，ay的发音。放录音，学生跟读两至三遍。指导学生参阅书后附表中发音和拼法中有关以上发音情况的介绍及例词。

3.放单词重音部分录音。教师扼要解释重音符号。学生跟录音读两遍。

4.放课文第三部分录音。教师先提一个问题：Whereistheskirt?

放录音一至两遍，学生回答问题。教师解释对话中生词及短语含义。再放录音，学生跟读两遍。

5.指导学生过一遍复习要点(17)，并提醒学生观察所给的形容词，每两个可互为反义词。

6.做练习册习题。(可作为家庭作业 布置)

7.小测验

1)听写本单元要求四会的单词及重点句型；2)教师重复在第67课中布置的小场景，要求学生选其中之一编写一个小对话。

四、交际用语

1.Whatabout…？……好不好？/怎么样？

这是一种征求意见或表示询问的表达法，在口语中使用得十分普遍。使用时，要有相应的上下文或情景。例如：

A：Canyoucarrythebox?你能搬动这箱子吗？

B：Oh,it'stooheavy,Ican'tcarryit.噢，太重了，我搬不动它。

A：Whatabouttheoneoverthere?那边的箱子怎么样？

B：OK.IthinkIcan.好，我想能搬动。

在口语中，我们还经常听到：Whataboutyou？你呢？例如：

1)Idon'thaveawatch.Whataboutyou?我没有手表，你呢？(说话人表示询问。)

2)I'dlikesomeapples.Whataboutyou?我想吃点苹果，你呢？(说话人表示征求对方的意见。)

2.本单元出现了一些“请求帮助”和“提供帮助”的用语，现在我们来小结一下。

1)当你请求别人帮助时，可以说：

Couldyouhelpme,please?你能帮我的忙吗？

或者，直接请求对方帮你做某件事。例如：

Couldyoutaketheboxtotheclassroom?你能把这个盒子拿到教室去吗？

2)当别人帮助你时，应该说一些表示感谢的话语。例如：

Thankyouverymuch.非常感谢。

Thanksalot.多谢。

3)当你要向别人提供帮助时，可以说：

Letmehelpyou.让我来帮你。

Couldyouhelpme,please?Lesson67-篇4

Lesson65

一、教学内容

1.词汇(略)。

2.句型：CouldIhaveafullone,please?

二、教具

录音机；两个瓶子：一个空的，一个装满水；另外，还可利用讲台、学生课桌、学生的书包等。

三、课堂教学设计

1.考虑到这是新学期的第一课，教师可先用英语向同学们问候，还可顺便复习表示时间、辨认物体及颜色等句型。

2.打开书，指导学生自己看课文第一部分，并板书两个问题：

1)Whoisondutytoday?2)Whoisnotheretoday?

解释Monday这个词(如上课当天不是星期一，可按实际情况向学生介绍有关单词)。

学生自己阅读，回答教师问题。请两位同学表演。

3.合上书。教师通过演示和提问等方式，介绍本课其他单词。

T：(指着讲台)What'sthisinEnglish?

Ss：It'sadesk.

T：Right.It'sadesk.It'sateacher'sdesk.It'sBIG.(指着学生的课桌)Isthatadesk,too?

Ss：Yes,itis.

T：Right,it'sadesk,too.It'snotbig.It'sSMALL.Theteacher'sdeskisHEAVY,andthesmalldeskisLIGHT.

借助事先准备好的两个瓶子，教bottle，full，empty等词。每出现一个生词，教师要及时板书，并领读(具体做法，请参考第11课等教案)。

4.打开书，放课文第二部分录音，学生跟读两至三遍。

学生自己利用课本上插图，模仿课文中句子描写画中内容。

5.请同学到前面，利用瓶子、讲台、课桌、书包等物，用英语来形容它们的大、小、轻、重等。

6.指导学生做练习册习题。

7.布置作业 

1)抄写生词；2)用所学句子，描写(或叙述)一些物体的形状大、小；轻、重等；

3)完成练习册习题。

Couldyouhelpme,please?Lesson67-篇5

Lesson66

一、教学内容

1.词汇(略)。

2.句型：1)Pleaseletmehelpyou.2)towanttodosth.3)Couldyouhelpme,please?

3.日常交际用语：请求帮助和提供帮助。

二、教具

录音机；一个大纸箱(讲课时，可借用学生一些课本、练习本等)；上节课使用过的瓶子等。

三、课堂教学设计

1.复习上一课所学词汇。教师可采用上一课的方法，利用讲台、课桌、瓶子、学生书包(一些装满书，另一些不装东西)等实物与学生进行问答练习；或请同学到前面，用所学英语进行描述。

2.教师拿出大纸箱，象征性地装上一些书，手指另一教室，对前排某位同学说：

T：Iwanttotakesomebookstothatclassroom.Couldyouhelpme,please?

帮助这个学生说：Certainly.

教师板书刚才问答，并予以讲解，领读生词。打开书，指导学生看图，并教其他生词及短语。

3.放课文第一段录音，教师先提一个问题：WhatisinMrHu'sbox?学生听一遍，回答问题(Theboxisempty.)。再放录音，学生跟读两遍。放课文第二段录音。教师先板书两个问题：

1)Whatareinthebox?2)CanLiMingcarrythebox?

其他步骤同上。

4.利用大纸盒做道具，请同学到前面表演。

5.教师解释这两课中出现的表示请求帮助和提供帮助的用语。

6.做课文第三部分的听力，并打开练习册，学生边听录音，边做习题1。录音放3遍。然后核对答案。

7.指导学生做练习册习题。

8.布置作业 

1)抄写生词以及表示提供、请求帮助的句型；2)练习朗读本课对话；3)完成练习册习题。

四、交际用语

Couldyouhelpme,please?你能帮我一下吗？

这是用来请求帮助的句式。could是can的过去式，用在这里表示语气的委婉，因为你需要别人帮助，所以说话要客气些。例如：

Excuseme.CouldyoutellmethewaytoNo.14MiddleSchool?劳驾，你能告诉我去十四中的路吗？

本课下一句中Couldyoutakeittotheclassroom?(你能把它拿到教室去吗？)中的could也是这个用法。

can是情态动词，表示主语有“能力”、“会”等。例如：

Dad,thisbagistoobig.Wecan'tcarryit.爸爸，这个包太重了，我们搬不动。

Ican'tfindmysweater.我找不到毛衣了。

Canyouswim?你会游泳吗？

Canyouspellit,please?你能拼出这个单词吗？

Couldyouhelpme,please?Lesson67-篇6

Lesson66

一、教学内容

1.词汇(略)。

2.句型：1)Pleaseletmehelpyou.2)towanttodosth.3)Couldyouhelpme,please?

3.日常交际用语：请求帮助和提供帮助。

二、教具

录音机；一个大纸箱(讲课时，可借用学生一些课本、练习本等)；上节课使用过的瓶子等。

三、课堂教学设计

1.复习上一课所学词汇。教师可采用上一课的方法，利用讲台、课桌、瓶子、学生书包(一些装满书，另一些不装东西)等实物与学生进行问答练习；或请同学到前面，用所学英语进行描述。

2.教师拿出大纸箱，象征性地装上一些书，手指另一教室，对前排某位同学说：

T：Iwanttotakesomebookstothatclassroom.Couldyouhelpme,please?

帮助这个学生说：Certainly.

教师板书刚才问答，并予以讲解，领读生词。打开书，指导学生看图，并教其他生词及短语。

3.放课文第一段录音，教师先提一个问题：WhatisinMrHu'sbox?学生听一遍，回答问题(Theboxisempty.)。再放录音，学生跟读两遍。放课文第二段录音。教师先板书两个问题：

1)Whatareinthebox?2)CanLiMingcarrythebox?

其他步骤同上。

4.利用大纸盒做道具，请同学到前面表演。

5.教师解释这两课中出现的表示请求帮助和提供帮助的用语。

6.做课文第三部分的听力，并打开练习册，学生边听录音，边做习题1。录音放3遍。然后核对答案。

7.指导学生做练习册习题。

8.布置作业 

1)抄写生词以及表示提供、请求帮助的句型；2)练习朗读本课对话；3)完成练习册习题。

四、交际用语

Couldyouhelpme,please?你能帮我一下吗？

这是用来请求帮助的句式。could是can的过去式，用在这里表示语气的委婉，因为你需要别人帮助，所以说话要客气些。例如：

Excuseme.CouldyoutellmethewaytoNo.14MiddleSchool?劳驾，你能告诉我去十四中的路吗？

本课下一句中Couldyoutakeittotheclassroom?(你能把它拿到教室去吗？)中的could也是这个用法。

can是情态动词，表示主语有“能力”、“会”等。例如：

Dad,thisbagistoobig.Wecan'tcarryit.爸爸，这个包太重了，我们搬不动。

Ican'tfindmysweater.我找不到毛衣了。

Canyouswim?你会游泳吗？

Canyouspellit,please?你能拼出这个单词吗？

Couldyouhelpme,please?Lesson67-篇7

Lesson65

一、教学内容

1.词汇(略)。

2.句型：CouldIhaveafullone,please?

二、教具

录音机；两个瓶子：一个空的，一个装满水；另外，还可利用讲台、学生课桌、学生的书包等。

三、课堂教学设计

1.考虑到这是新学期的第一课，教师可先用英语向同学们问候，还可顺便复习表示时间、辨认物体及颜色等句型。

2.打开书，指导学生自己看课文第一部分，并板书两个问题：

1)Whoisondutytoday?2)Whoisnotheretoday?

解释Monday这个词(如上课当天不是星期一，可按实际情况向学生介绍有关单词)。

学生自己阅读，回答教师问题。请两位同学表演。

3.合上书。教师通过演示和提问等方式，介绍本课其他单词。

T：(指着讲台)What'sthisinEnglish?

Ss：It'sadesk.

T：Right.It'sadesk.It'sateacher'sdesk.It'sBIG.(指着学生的课桌)Isthatadesk,too?

Ss：Yes,itis.

T：Right,it'sadesk,too.It'snotbig.It'sSMALL.Theteacher'sdeskisHEAVY,andthesmalldeskisLIGHT.

借助事先准备好的两个瓶子，教bottle，full，empty等词。每出现一个生词，教师要及时板书，并领读(具体做法，请参考第11课等教案)。

4.打开书，放课文第二部分录音，学生跟读两至三遍。

学生自己利用课本上插图，模仿课文中句子描写画中内容。

5.请同学到前面，利用瓶子、讲台、课桌、书包等物，用英语来形容它们的大、小、轻、重等。

6.指导学生做练习册习题。

7.布置作业 

1)抄写生词；2)用所学句子，描写(或叙述)一些物体的形状大、小；轻、重等；

3)完成练习册习题。

Couldyouhelpme,please?Lesson67-篇8

Lesson67

Step1Revision

1Checkhomework.

2ReviseCouldyouhelpme,please?Certainly!Thanks!You'rewelcome!Askstudentstohelpyoubyopeningthedoorforyou,carryingbooks,puttingthingssomewhereanddoingotherclassroomtasks.Havethestudentsaskotherstohelpthem.

Note:Remindthestudentstosay“thankyou=aftertheyhavebeenhelped.Thisisimportant,asinEnglish“thankyou=isusedeverytimesomeonehashelpedyou.

3Revisebig/small,heavy/light,full/empty,oldlnew,long/short,etc.

Step2Presentation

1Revisethings.TeachthestudentsIwanttoputthesethingsoverthere.

2SayCarsarenice.Youcanputmanythingsinacar.Iwouldliketohaveacar.Wouldyoulikeyourfamilytohaveacar?ExplainMostfamiliesinAmericaandEnglandhavetheirowncar.SayNowwearegoingtoreadthreedialoguesaboutputtingthingsinacar.

Step3Readandsay

SBPage3,Part1,SpeechCassetteLesson67.Havethestudentslistenandrepeat.Nowreadthedialoguealoudtogetherasaclass.Havetheboysreadthefather'spart,andthegirlsreadthetwins'part.

Step4Presentation

1Revisetoo.Say1can'tcarrythisbox.It'stooheavy/big.Please,couldyouhelpme?Practisewiththestudents.Havethemgiveyoumoreexamples:e.g.Thiscoatistoosmall.Ican'tputiton.

2Useapictureorarealobjecttoteachbasket.

Step5Readandsay

SBPage3,Part2.Playthetape.Dividethestudentsintogroupsofthree.Trytogetoneboyandtwogirlsineachgroup.However,ifthisisnotpossible,allowthestudentstochangethenamesofthecharacters,(forexample,foragroupofthreegirls,itmightbemotherandthetwins).Ingroups,havethestudentspracticethedialogueandactitout.Iftimepermits,choosethreegroupstoactouttheplayforthewholeclass.Trytosaysomethingencouragingabouteachgroup.

Step6Readandsay

1SBPage3,Part3.Booksclosed!Useapictureoranobjecttoteachabottleoforangejuice.AskandwriteontheBb.Isthebottlefull?Thenplaythetape.Havethestudentsanswerthequestion(somestudentsmaysayfull,othersmaysayempty.Actually,thefirstbottleisemptyandthesecondbottleisfull).

2Booksopen.ReadthroughthedialoguealoudasinPart1,boysreadthefather'spartandgirlsreadthetwin'spart.

Step7Practice

IfyouhavewrittenallthenewwordsandexpressionsontheBb,thisisagoodtimetogooverthemforconsolidation.Thendivideuptheclassintogroupsofthree.Askthestudentstopractisethethreepartsofthedialogueinfrontoftheclass.Youmaycalloutsomegroupstoactoutthedialogueinfrontoftheclass.Theyareallowedtomakesomechanges,forinstance,thenamesofthechildren,etc.

Step8Workbook

SBPage73,WbLesson67,Ex.1-3.StartEx.1inclass.Explaintothestudentsthatfromnowon,theyshouldusejoined-uphandwriting.(SeePages144147,AppendixIofTB1AonEnglishhandwriting.)DoEx.2and3inclass.AfterfinishingEx.3,askstudentstoactoutthewholedialogueandcreateanendingforit.Yourhelpisneeded.

Homework

FinishofftheWorkbookexercises.

Revisethenewwordsandexpressionsinthisunit.

Couldyouhelpme,please?Lesson67-篇9

Lesson68

Step1Revision

1RevisethedialogueinSBLesson67.

2Findoutfromthestudentswhoisonduty.Checkattendance.Teachanotherdayoftheweek.AskWhatdayistoday?Teachthenameoftheday.

3Havethestudentscontrastsimilarobjectsusingtheadjectivestaughtsofar:Thisbookisred.Thatoneisblack.

4RevisebodypartsbymimingtheriddlefromLesson65andplayinggamestogetherasaclass.

Step2Spellingandpronunciation

SBPage4,Part1,SpeechCassetteLesson68(PhonicReadingWork).Booksclosed!Followthestepsbelow:

1SayPleaselistenandplaythetape.

2Playthetapeagain.SayListenandrepeat.

3WritetheletterAontheBb,andnexttoitwritesame,grade,table.Studentsreadaloudeachwordasyoupointtoit.

4SayThesewordsallhavethelei/sound.Remindthestudentsofthesilent“E=attheendofthewords.

5Addafewwordssuchasdate,fame,lane,etc.andhavethestudentstrytopronouncethem.

6Repeatthesestepsfortheothergroupsofwords.

7Showflashcardsinrandomorder.Getthestudentstoreadthemaloud.MakesurethestudentspronouncetheletterAinthesixdifferentways.

*Note:RememberthisbookusesBritishpronunciation.Yourstudentsmayhavesomequestionsaboutthepronunciationofsomeofthewordsabove,whicharepronounceddifferentlyinAmericanEnglish,(forexample:classandbasketarepronouncedwiththe/$/soundinAmericanEnglish).

DoWbLesson68,Ex.1.

Step3Listeningactivity

WritethefollowinglistsofwordsintwocolumnsontheBbasfollows:

ⅠⅡ

wallwell

wentwant

ballbell

thanksthinks

handhind

ExplaintothestudentsinChinese,thatforeachpairofwordslikewall/wellyouareonlygoingtosayoneofthem.Ifyousaythewordfromthefirstcolumn,wall,thentheyshouldraiseonefinger.Ifyousaythewordfromthesecondcolumn,well,thentheyshouldraisetwofingers.Foreachpairofwordssayonlyoneofthewords.Forexample,saywell.Ask,whichworddid1say?AndpointtobothwallandwellontheBb.Thestudentsshouldhaveraisedtwofingers.Continuefortherestofthewords.Inthiswayyoucangetaquickcheckofthestudents'listeningcompetence.

Step4Wordstress

SBPage4,Part2.Booksclosed!Firsttellthestudentshowtodivideawordintosyllables.ExplaintothestudentsinChinesethatEnglishwordsarestressed,ratherlikeChinesewordshavetones.Butunliketones,thestressisononepart(syllable)oftheword.Thestressisnotthesameforeachword.

1PlaythetapeandsayPleaselisten.

2PlaythetapeagainandsayListenandrepeat.

3Showflashcardsinrandomorderandgetthestudentstoreadthewordcorrectly.Paycloseattentiontothestress.Getthestudentstomakeagesturetoshowthestress,likeamusicalconductor.

4Explainthatthestressedsyllableismarkedwith(').Forexample,emptyconsistsofemp(stressedsyllable)andty(unstressedsyllable).

Step5Listen,readandtalk

1SBPage4,Part3.Sayeachwordandhavethestudentsrepeat.

2Havethestudentstakeafewminutestoputthebodypartsinthecorrectplaceonthepicture.Wanderaroundtheclasstomakesurethestudentsareplacingthebodypartscorrectly.

3Thenhavethestudentsworkinpairsanddiscussthepicture.Getthestudentstosaysuchthingsas,Thedollhasabig/smallhead.Herarmsarelong/short,etc.

Step6Listenandtouch

1SBPage4,Part4.Teachthewordtouch.

2Sayabodypartandhavethestudentspointtotheproperbodypartonthemselves.SayPleaselisten.ForeachwordIsay,touchthatpartonyourbody.

3Onceyoufeelthestudentsknowthebodypartswell,iftimeallows,playthe“Pollysays=gamewithbodyparts.Forexample,Pollysaystouchyoureye,Pollysaystouchyournose,touchyourear.

Step7Readandact

1SBPages4-5,Part5,SpeechCassetteLesson68.Thispartisoptional.Booksclosed!AskWhat'sonthebed?Playthetape.Checkanswer(anewskirt).

2Havetheclassreadthedialoguealoudtogether.Payattentiontothestressandintonation.

3Inpairs,havestudentswritetheirowndialogueusingthedialogueinthispartasamodel.Chooseseveralpairstoreadtheirdialoguesfortheclass.

Step8Readandwrite

1SBPage5,Part6*.Readtheintroductoryparagraph.SayNowlet'sreadthistogether.Havethestudentsreadtheparagraphaloud.

2Inpairshavestudentsworktogethertowritetheirowndialogue.Thefollowingisasampledialogue:

W:Excuseme,sir.Couldyouhelpme,please?

PM:Certainly!

W:Ican'tfindmyson.

PM:What'shisname?

W:HisnameisDevin.

PM:Howoldishe?

W:Heis7yearsold.

PM:Whatcolourishisshirt?

W:Hisshirtisredandhistrousersarebrown.

PM:OK.Let'sgoandfindhim.Don'tworry.

W:Thankyouverymuch!

Iftimepermits,haveseveralpairsreadtheirdialoguefortheclass.

Step9Checkpoint

Discussanypointsyoufeelthestudentsneedexplained.Whendiscussingtheadjectives,notethatjustasChineseusestwowordsforold,jiu(旧)andlao(老),Englishalsohastwowordsforold—oldandelderly.However,theyarenotusedinthesameway.Whereasgenerallyjiuisusedforthings,andlaoasatermofrespectforaperson,oldmaybeusedforboththingsandpersons.However,elderlyisusedforoldpeopletoshowpolitenessandrespect.

Step10Workbook

SBPage74,WbLesson68,Ex.3.Inpairs,havethestudentsreadthedescriptionsandnumberthepicturesappropriately.

Step11Test

Makeupsomeshortsentenceswithblankslikethefollowingforthestudentstocomplete.

1Thisbottleisfull.Thatoneis…

2Theboxis…small.Ican'tputthebooksinit.

3Iwanttotakesomethingstotheclassroom.…youhelpme,please?

4Thisboxistoofull.Wecan't…it.

5Thisisanoldskirt.Where'smy…one?

Homework

FinishofftheWorkbookexercises.(ForEx.2,mostofthestringsofwordscanmakemorethan2sentences.Somecanevenmake6sentences!)

Someideasforextrapracticeorenrichment

1Teachthefollowingchanttothestudents.Whenyousaytheparticularbodyparts,touchthemwithbothhands.Forexample,whenyousayheadputbothofyourhandsontopofyourhead,whenyousayshoulderstouchbothshoulders,etc.Thefirstfewtimes,sayitslowly.Theneachtimeyourepeatitspeedup.Thestudentshavealotoffuntryingtokeepup.Anotheroptionistoletoneofthestudentscomeupandleadthechant.

Head,shoulders,kneesandtoes,

Kneesandtoes.

Head,shoulders,kneesandtoes,

Kneesandtoes.

Eyes,ears,mouth,nose,

Head,shoulders,kneesandtoes,

Kneesandtoes.

2Writetheirownstory.Havethestudentswriteaparagraphaboutatimetheyhadtopackeitherformovingtoanewhouse,orforaholiday.Whatdidtheytakewiththem,andwastheirboxorbagheavyorlight?

Couldyouhelpme,please?Lesson67-篇10

Lesson66

Note:Youwillneedtobringaboxtothislesson.Itshouldbelargeenoughtoholdseveralobjectssuchasbooks,pens,notebooks,etc.

Step1Revision

1ReviseWho'sondutytoday?Iseveryonehere?etc.AskWhatdayistoday?Teachtheappropriatedayoftheweek.(Fromnowon,dothiseverydayuntilthestudentsarefamiliarwiththenamesofthedaysandthemonths.)

2Checkhomework.

3ReviseWhat'sthis?What'sthat?usingthepartsofthebodymentionedintheriddle.

4GivethestudentsafewminutestopractisereadingtheriddlefromLesson65.Tellthemtopaycloseattentiontothepronunciationandtheintonation.Thenaskseveralofthestudentstorecitetheriddletothewholeclass.

Step2Presentation

1Showthestudentstheboxthatyouhavebrought.AskIsitbigorsmall?Isitheavyorlight?(Whenyouaskthisquestion,actoutcarryingsomethingheavyandactoutcarryingsomethinglight).Whatcolourisit?

2CollectobjectsfromstudentsbyaskingthemCouldIhavea(an)pen/pencil/eraser,please?HelpthemtoreplyCertainly!Hereyouare.

3ForeachobjectaskthestudentsCanyoudescribeit?Explainthemeaningofdescribe.HelpthemtosayIt'sold.It'sheavy.It'sred.etc.Placeeachobjectinsidethebox,outofsight.Collectabouttendifferentobjects.Oncetheboxisfull,teachfullandfullof.

4AskthestudentsWhat'sinmybox?Talkaboutoneobjectatatime.Donottaketheobjectoutoftheboxuntilthestudentshavedescribeditasfullyaspossible.Oncetheboxisempty,teachempty.

5Teachcertainly.AskthestudentsWhoseisthispen/ruler,etc?HelptheowneroftheobjecttoaskCouldIhavethepen/ruler,please?SayCertainly!

Step3Practice

Inpairs,havethestudentswriteadialogueusingtheaboveexpressionstaughtinStep2.Chooseseveralpairstopresenttheirdialoguestotheclass.

Step4Readandsay

SBLesson66,Page2,Part1,SpeechCassetteLesson66.WriteIstheboxheavyorlight?ontheBb.Withbooksclosed,playthetape.Studentslistenandthenanswerthequestion.(light)Askwhyistheboxlight?(It'sempty.)Practisethedialogueinpairs.

Step5Readandsay

1SBLesson66,Page2,Part2,SpeechCassetteLesson66.Studentslistentothetapewiththeirbooksclosed.ThenaskWhyistheboxheavy?(Becauseitisfullofbooks.)Askthestudentstoopentheirbooksandlistentothetapeagainandrepeat.

2Next,havetheboysreadHuMing'spartandthegirlsreadtheteacher'spart.Teachthewordtoo.TellthestudentsthemeaningofcarryandIwanttotakesomebookstotheclassroom.Practiseinpairswhileactingoutthedialogue.Remembertowalkaroundtheroomandhelpthestudentsasneeded.Iftimepermits,youmaychooseseveralpairstoactoutthedialoguefortheclass.

Step6Listenandanswer

SBPage2,Part3,ListeningCassetteLesson66.ReadthroughthequestionsinWbLesson66,Ex.lbeforeyouplaythetape.

ListeningText

LUCY:Hello,LiuMingandYanBin.

LIUANDYAN:Oh,hello.

LILY:Isthatboxheavy?

LIUMING:It'sOK.Wecancarryit.

LILY:Butit'sfullofbooks!Canwehelpyou?

YANBIN:Certainly.Couldyouopenthedoor,please?

LUCY:Sure.

LIUMING:Thanks.

LUCY:You'rewelcome!

Theanswersare:1C;2B;3B.

Playthetapeagain.Getthestudentstorepeatthedialogue.ThenhavethestudentsfillintheblanksinEx.1.

Step7Workbook

SBPage72,WbLesson66,Ex.2.Firstgetthestudentstoreadthedialogue.Encouragethemtoaskquestions.Youmayexplainthedifficultlanguagepointstothem.Makesurethatmostofyourclassunderstandsthedialogue.Thenaskthestudentstocoverthereadingpassageandworkontheexerciseinpairs.Finallychecktheanswerswiththewholeclass.

Homework

RevisethedialoguesinSBLesson66.

Couldyouhelpme,please?Lesson67-篇11

Lesson67

Step1Revision

1Checkhomework.

2ReviseCouldyouhelpme,please?Certainly!Thanks!You'rewelcome!Askstudentstohelpyoubyopeningthedoorforyou,carryingbooks,puttingthingssomewhereanddoingotherclassroomtasks.Havethestudentsaskotherstohelpthem.

Note:Remindthestudentstosay“thankyou=aftertheyhavebeenhelped.Thisisimportant,asinEnglish“thankyou=isusedeverytimesomeonehashelpedyou.

3Revisebig/small,heavy/light,full/empty,oldlnew,long/short,etc.

Step2Presentation

1Revisethings.TeachthestudentsIwanttoputthesethingsoverthere.

2SayCarsarenice.Youcanputmanythingsinacar.Iwouldliketohaveacar.Wouldyoulikeyourfamilytohaveacar?ExplainMostfamiliesinAmericaandEnglandhavetheirowncar.SayNowwearegoingtoreadthreedialoguesaboutputtingthingsinacar.

Step3Readandsay

SBPage3,Part1,SpeechCassetteLesson67.Havethestudentslistenandrepeat.Nowreadthedialoguealoudtogetherasaclass.Havetheboysreadthefather'spart,andthegirlsreadthetwins'part.

Step4Presentation

1Revisetoo.Say1can'tcarrythisbox.It'stooheavy/big.Please,couldyouhelpme?Practisewiththestudents.Havethemgiveyoumoreexamples:e.g.Thiscoatistoosmall.Ican'tputiton.

2Useapictureorarealobjecttoteachbasket.

Step5Readandsay

SBPage3,Part2.Playthetape.Dividethestudentsintogroupsofthree.Trytogetoneboyandtwogirlsineachgroup.However,ifthisisnotpossible,allowthestudentstochangethenamesofthecharacters,(forexample,foragroupofthreegirls,itmightbemotherandthetwins).Ingroups,havethestudentspracticethedialogueandactitout.Iftimepermits,choosethreegroupstoactouttheplayforthewholeclass.Trytosaysomethingencouragingabouteachgroup.

Step6Readandsay

1SBPage3,Part3.Booksclosed!Useapictureoranobjecttoteachabottleoforangejuice.AskandwriteontheBb.Isthebottlefull?Thenplaythetape.Havethestudentsanswerthequestion(somestudentsmaysayfull,othersmaysayempty.Actually,thefirstbottleisemptyandthesecondbottleisfull).

2Booksopen.ReadthroughthedialoguealoudasinPart1,boysreadthefather'spartandgirlsreadthetwin'spart.

Step7Practice

IfyouhavewrittenallthenewwordsandexpressionsontheBb,thisisagoodtimetogooverthemforconsolidation.Thendivideuptheclassintogroupsofthree.Askthestudentstopractisethethreepartsofthedialogueinfrontoftheclass.Youmaycalloutsomegroupstoactoutthedialogueinfrontoftheclass.Theyareallowedtomakesomechanges,forinstance,thenamesofthechildren,etc.

Step8Workbook

SBPage73,WbLesson67,Ex.1-3.StartEx.1inclass.Explaintothestudentsthatfromnowon,theyshouldusejoined-uphandwriting.(SeePages144147,AppendixIofTB1AonEnglishhandwriting.)DoEx.2and3inclass.AfterfinishingEx.3,askstudentstoactoutthewholedialogueandcreateanendingforit.Yourhelpisneeded.

Homework

FinishofftheWorkbookexercises.

Revisethenewwordsandexpressionsinthisunit.

Couldyouhelpme,please?Lesson67-篇12

Lesson65

Note:AfterteachingthedayoftheweekTuesday,February18th,getthestudentondutytosaythedateeveryday.Inthisway,studentswillbecomefamiliarwithalltheweekdaysandmonthsinEnglish.

Step1Revision

1Sincethisisthefirstdayofthesemester,greetthestudentswithexpressionssuchasHello,WangLin.Nicetoseeyouagain.Howareyou?etc.

2Reviseclassroomobjects.AskWhat'sthis/thatinEnglish?Whatcolourisit?Isityours?Whoseisit?etc.

3Revisetimes.AskstudentsquestionssuchasWhattimeisitnow?Isittimeforclass?Isittimetoreadthedialogue?

Step2Presentation

1Teachminute.Writethetime11:12ontheBb.AskWhattimeisit?Thestudentsshouldanswer,eleventwelve.SayWecanalsosay,itistwelveminutespasteleven.

2TeachCouldyouhelpme?TellthestudentsthatCouldyouhelpme?isamorepolitewaytoaskforhelpthanCanyouhelpme?AskWho'sondutytoday?Areyouondutytoday?AskthepersonwhoisondutyCouldyouhelpme,please?Iseveryoneheretoday?Checkattendance.Ifnostudentsareabsent,askaboutmembersoftheclass:Is…heretoday?Whereishe/she?(Overthere.Here.)

3Useacalendar(ordrawoneontheBb).AskWhatdayistoday?Teachtherealdayoftheweek.(Forexample:TodayisWednesday,February20th).

4SBPage1,Part1,SpeechCassetteLesson65.Beforeplayingthetape,askWhatdayoftheweekisitinthedialogue?Withbooksclosed,playthetape.Checkanswer.(TuesdayFebruary18th).

5DoEx.1inWbLesson65.

Step3Practice

1Booksopen.Listentothetapeagainandrepeat.Getthestudentstoreadinpairs.Encouragethemtohaveaquicklookatthebookandsaythesentencestotheirpartners.Indoingso,theymustunderstandthedialogueandtheycanlearnitquickly.

2Havethestudentschangethedateinthedialoguetoapplytotheirownclass.Thendividetheclassintohalvesandpractisereadingthedialoguealoud.

3Studentsthenpractiseandactoutthedialogueinpairs.Encouragethemtotalkabouttheirownclass.Ifnooneisabsent,getthestudentstoanswerYes,weareallheretoday.orYes,allarehere.

Step4Presentation

1SBPage1,Part2.Teachlongandshort.

Note:Thenextpartisasuggestiononhowtousetheriddleasanactivitytoteachthebodypartssothatthestudentsfirstguessthenameofthepartsbeforeyoulistthem.Inthiswaythestudentsareactivelylisteningtotheriddleandlearningthebodypartswithinacontext.

2Withbooksclosed,firstreadtheriddletothestudents.Asyoureadtheriddle,mimeitbypointingtothepartofthebodyyouarereading.Read,Ithasabigfaceandpointtoyourfacewhilecirclingyourfingeraroundyourface.Readbutithasnoeyesorearsandputyourhandsoveryoureyeswhenyousayeyesandthenputyourhandsoveryourearswhenyousayears.Continueinthiswayfortheentireriddle.SayCanyouguesswhatitis?(Aclock.)

3Next,withbooksstillclosed,circleyourfaceagainandsayface.AskWhatisthis?Thestudentsshouldanswerface.Havethestudentsrepeatface.ThenwritethewordfaceontheBb.Continueinthesamewaywiththeotherbodypartsmentionedintheriddle.Ifpossible,alsoteachhead,nose,hair,armandfootatthistime,addingthemtoyourlistontheBb.Youmayfollowupthisactivitybyusingflashcardstoteachthebodyparts.

4Tohelpthestudentslearnpartsofthebody,youmayusethegamePollysays.Forexample,Pollysays:Touch/Showmeyourears,etc.

Step5Read

SBLesson65,Part2,SpeechCassetteLesson65.Playthetape.Studentslistenandrepeat.Payattentiontotheirpronunciationandintonation.

Step6Workbook

SBPage71,WbLesson65,Ex.2shouldbedoneinclass.Getthestudentstolistentothetwopassagesandaddthemissingpartsinthepictures.Aftercompletingthisexercise,youmayaskthestudentstodoasimilartaskinpairsorgroups.Oneortwostudentsdescribeapersonandlettheothersdrawapictureofthepersontheydescribed.Ex.3shouldbetakenupinclass.Ifitispossible,getyourstudentstomakeuptheirowndialoguesonofferinghelp.

Homework

Finishofftheworkbookexercises.ActoutthedialogueinPart1,SBPage1.RecitetheriddleinPart2,SBPage1.

Couldyouhelpme,please?Lesson67-篇13

Lesson68

Step1Revision

1RevisethedialogueinSBLesson67.

2Findoutfromthestudentswhoisonduty.Checkattendance.Teachanotherdayoftheweek.AskWhatdayistoday?Teachthenameoftheday.

3Havethestudentscontrastsimilarobjectsusingtheadjectivestaughtsofar:Thisbookisred.Thatoneisblack.

4RevisebodypartsbymimingtheriddlefromLesson65andplayinggamestogetherasaclass.

Step2Spellingandpronunciation

SBPage4,Part1,SpeechCassetteLesson68(PhonicReadingWork).Booksclosed!Followthestepsbelow:

1SayPleaselistenandplaythetape.

2Playthetapeagain.SayListenandrepeat.

3WritetheletterAontheBb,andnexttoitwritesame,grade,table.Studentsreadaloudeachwordasyoupointtoit.

4SayThesewordsallhavethelei/sound.Remindthestudentsofthesilent“E=attheendofthewords.

5Addafewwordssuchasdate,fame,lane,etc.andhavethestudentstrytopronouncethem.

6Repeatthesestepsfortheothergroupsofwords.

7Showflashcardsinrandomorder.Getthestudentstoreadthemaloud.MakesurethestudentspronouncetheletterAinthesixdifferentways.

*Note:RememberthisbookusesBritishpronunciation.Yourstudentsmayhavesomequestionsaboutthepronunciationofsomeofthewordsabove,whicharepronounceddifferentlyinAmericanEnglish,(forexample:classandbasketarepronouncedwiththe/$/soundinAmericanEnglish).

DoWbLesson68,Ex.1.

Step3Listeningactivity

WritethefollowinglistsofwordsintwocolumnsontheBbasfollows:

ⅠⅡ

wallwell

wentwant

ballbell

thanksthinks

handhind

ExplaintothestudentsinChinese,thatforeachpairofwordslikewall/wellyouareonlygoingtosayoneofthem.Ifyousaythewordfromthefirstcolumn,wall,thentheyshouldraiseonefinger.Ifyousaythewordfromthesecondcolumn,well,thentheyshouldraisetwofingers.Foreachpairofwordssayonlyoneofthewords.Forexample,saywell.Ask,whichworddid1say?AndpointtobothwallandwellontheBb.Thestudentsshouldhaveraisedtwofingers.Continuefortherestofthewords.Inthiswayyoucangetaquickcheckofthestudents'listeningcompetence.

Step4Wordstress

SBPage4,Part2.Booksclosed!Firsttellthestudentshowtodivideawordintosyllables.ExplaintothestudentsinChinesethatEnglishwordsarestressed,ratherlikeChinesewordshavetones.Butunliketones,thestressisononepart(syllable)oftheword.Thestressisnotthesameforeachword.

1PlaythetapeandsayPleaselisten.

2PlaythetapeagainandsayListenandrepeat.

3Showflashcardsinrandomorderandgetthestudentstoreadthewordcorrectly.Paycloseattentiontothestress.Getthestudentstomakeagesturetoshowthestress,likeamusicalconductor.

4Explainthatthestressedsyllableismarkedwith(').Forexample,emptyconsistsofemp(stressedsyllable)andty(unstressedsyllable).

Step5Listen,readandtalk

1SBPage4,Part3.Sayeachwordandhavethestudentsrepeat.

2Havethestudentstakeafewminutestoputthebodypartsinthecorrectplaceonthepicture.Wanderaroundtheclasstomakesurethestudentsareplacingthebodypartscorrectly.

3Thenhavethestudentsworkinpairsanddiscussthepicture.Getthestudentstosaysuchthingsas,Thedollhasabig/smallhead.Herarmsarelong/short,etc.

Step6Listenandtouch

1SBPage4,Part4.Teachthewordtouch.

2Sayabodypartandhavethestudentspointtotheproperbodypartonthemselves.SayPleaselisten.ForeachwordIsay,touchthatpartonyourbody.

3Onceyoufeelthestudentsknowthebodypartswell,iftimeallows,playthe“Pollysays=gamewithbodyparts.Forexample,Pollysaystouchyoureye,Pollysaystouchyournose,touchyourear.

Step7Readandact

1SBPages4-5,Part5,SpeechCassetteLesson68.Thispartisoptional.Booksclosed!AskWhat'sonthebed?Playthetape.Checkanswer(anewskirt).

2Havetheclassreadthedialoguealoudtogether.Payattentiontothestressandintonation.

3Inpairs,havestudentswritetheirowndialogueusingthedialogueinthispartasamodel.Chooseseveralpairstoreadtheirdialoguesfortheclass.

Step8Readandwrite

1SBPage5,Part6*.Readtheintroductoryparagraph.SayNowlet'sreadthistogether.Havethestudentsreadtheparagraphaloud.

2Inpairshavestudentsworktogethertowritetheirowndialogue.Thefollowingisasampledialogue:

W:Excuseme,sir.Couldyouhelpme,please?

PM:Certainly!

W:Ican'tfindmyson.

PM:What'shisname?

W:HisnameisDevin.

PM:Howoldishe?

W:Heis7yearsold.

PM:Whatcolourishisshirt?

W:Hisshirtisredandhistrousersarebrown.

PM:OK.Let'sgoandfindhim.Don'tworry.

W:Thankyouverymuch!

Iftimepermits,haveseveralpairsreadtheirdialoguefortheclass.

Step9Checkpoint

Discussanypointsyoufeelthestudentsneedexplained.Whendiscussingtheadjectives,notethatjustasChineseusestwowordsforold,jiu(旧)andlao(老),Englishalsohastwowordsforold—oldandelderly.However,theyarenotusedinthesameway.Whereasgenerallyjiuisusedforthings,andlaoasatermofrespectforaperson,oldmaybeusedforboththingsandpersons.However,elderlyisusedforoldpeopletoshowpolitenessandrespect.

Step10Workbook

SBPage74,WbLesson68,Ex.3.Inpairs,havethestudentsreadthedescriptionsandnumberthepicturesappropriately.

Step11Test

Makeupsomeshortsentenceswithblankslikethefollowingforthestudentstocomplete.

1Thisbottleisfull.Thatoneis…

2Theboxis…small.Ican'tputthebooksinit.

3Iwanttotakesomethingstotheclassroom.…youhelpme,please?

4Thisboxistoofull.Wecan't…it.

5Thisisanoldskirt.Where'smy…one?

Homework

FinishofftheWorkbookexercises.(ForEx.2,mostofthestringsofwordscanmakemorethan2sentences.Somecanevenmake6sentences!)

Someideasforextrapracticeorenrichment

1Teachthefollowingchanttothestudents.Whenyousaytheparticularbodyparts,touchthemwithbothhands.Forexample,whenyousayheadputbothofyourhandsontopofyourhead,whenyousayshoulderstouchbothshoulders,etc.Thefirstfewtimes,sayitslowly.Theneachtimeyourepeatitspeedup.Thestudentshavealotoffuntryingtokeepup.Anotheroptionistoletoneofthestudentscomeupandleadthechant.

Head,shoulders,kneesandtoes,

Kneesandtoes.

Head,shoulders,kneesandtoes,

Kneesandtoes.

Eyes,ears,mouth,nose,

Head,shoulders,kneesandtoes,

Kneesandtoes.

2Writetheirownstory.Havethestudentswriteaparagraphaboutatimetheyhadtopackeitherformovingtoanewhouse,orforaholiday.Whatdidtheytakewiththem,andwastheirboxorbagheavyorlight?