Could you help me, please? Lesson（通用12篇）

Could you help me, please? Lesson 篇1

　　Lesson 65

　　一、教學內容

　　1.詞匯(略)。

　　2.句型：Could I have a full one, please?

　　二、教具

　　錄音機；兩個瓶子：一個空的，一個裝滿水；另外，還可利用講臺、學生課桌、學生的書包等。

　　三、課堂教學設計

　　1.考慮到這是新學期的第一課，教師可先用英語向同學們問候，還可順便復習表示時間、辨認物體及顏色等句型。

　　2.打開書，指導學生自己看課文第一部分，并板書兩個問題：

　　1)Who is on duty today? 2)Who is not here today?

　　解釋Monday這個詞(如上課當天不是星期一，可按實際情況向學生介紹有關單詞)。

　　學生自己閱讀，回答教師問題。請兩位同學表演。

　　3.合上書。教師通過演示和提問等方式，介紹本課其他單詞。

　　T：(指著講臺) What's this in English?

　　Ss：It's a desk.

　　T：Right. It's a desk. It's a teacher's desk. It's BIG. (指著學生的課桌)Is that a desk, too?

　　Ss：Yes, it is.

　　T：Right, it's a desk, too. It's not big. It's SMALL. The teacher's desk is HEAVY, and the small desk is LIGHT.

　　借助事先準備好的兩個瓶子，教bottle，full，empty等詞。每出現一個生詞，教師要及時板書，并領讀(具體做法，請參考第11課等教案)。

　　4.打開書，放課文第二部分錄音，學生跟讀兩至三遍。

　　學生自己利用課本上插圖，模仿課文中句子描寫畫中內容。

　　5.請同學到前面，利用瓶子、講臺、課桌、書包等物，用英語來形容它們的大、小、輕、重等。

　　6.指導學生做練習冊習題。

　　7.布置作業 

　　1)抄寫生詞；2)用所學句子，描寫(或敘述)一些物體的形狀大、�。惠p、重等；

　　3)完成練習冊習題。

Could you help me, please? Lesson 篇2

　　Lesson 67

　　Step 1 Revision

　　1 Check homework.

　　2 Revise Could you help me, please? Certainly! Thanks! You're welcome! Ask students to help you by opening the door for you, carrying books, putting things somewhere and doing other classroom tasks. Have the students ask others to help them.

　　Note: Remind the students to say “thank you=after they have been helped. This is important, as in English “thank you=is used every time someone has helped you.

　　3 Revise big/ small, heavy/ light, full/ empty, old l new, long / short, etc.

　　Step 2 Presentation

　　1 Revise things. Teach the students I want to put these things over there.

　　2 Say Cars are nice. You can put many things in a car. I would like to have a car. Would you like your family to have a car? Explain Most families in America and England have their own car. Say Now we are going to read three dialogues about putting things in a car.

　　Step 3 Read and say

　　SB Page 3, Part 1, Speech Cassette Lesson 67. Have the students listen and repeat. Now read the dialogue aloud together as a class. Have the boys read the father's part, and the girls read the twins' part.

　　Step 4 Presentation

　　1 Revise too. Say 1 can't carry this box. It's too heavy/ big. Please, could you help me? Practise with the students. Have them give you more examples: e.g. This coat is too small. I can't put it on.

　　2 Use a picture or a real object to teach basket.

　　Step 5 Read and say

　　SB Page 3, Part 2. Play the tape. Divide the students into groups of three. Try to get one boy and two girls in each group. However, if this is not possible, allow the students to change the names of the characters, (for example, for a group of three girls, it might be mother and the twins). In groups, have the students practice the dialogue and act it out. If time permits, choose three groups to act out the play for the whole class. Try to say something encouraging about each group.

　　Step 6 Read and say

　　1 SB Page 3, Part 3. Books closed! Use a picture or an object to teach a bottle of orange juice. Ask and write on the Bb. Is the bottle full? Then play the tape. Have the students answer the question (some students may say full, others may say empty. Actually, the first bottle is empty and the second bottle is full).

　　2 Books open. Read through the dialogue aloud as in Part 1, boys read the father's part and girls read the twin's part.

　　Step 7 Practice

　　If you have written all the new words and expressions on the Bb, this is a good time to go over them for consolidation. Then divide up the class into groups of three. Ask the students to practise the three parts of the dialogue in front of the class. You may call out some groups to act out the dialogue in front of the class. They are allowed to make some changes, for instance, the names of the children, etc.

　　Step 8 Workbook

　　SB Page 73, Wb Lesson 67, Ex. 1-3. Start Ex. 1 in class. Explain to the students that from now on, they should use joined-up handwriting. (See Pages 144147, Appendix I of TB 1 A on English handwriting.) Do Ex. 2 and 3 in class. After finishing Ex. 3, ask students to act out the whole dialogue and create an ending for it. Your help is needed.

　　Homework

　　Finish off the Workbook exercises.

　　Revise the new words and expressions in this unit.

Could you help me, please? Lesson 篇3

　　Lesson 65

　　一、教學內容

　　1.詞匯(略)。

　　2.句型：Could I have a full one, please?

　　二、教具

　　錄音機；兩個瓶子：一個空的，一個裝滿水；另外，還可利用講臺、學生課桌、學生的書包等。

　　三、課堂教學設計

　　1.考慮到這是新學期的第一課，教師可先用英語向同學們問候，還可順便復習表示時間、辨認物體及顏色等句型。

　　2.打開書，指導學生自己看課文第一部分，并板書兩個問題：

　　1)Who is on duty today? 2)Who is not here today?

　　解釋Monday這個詞(如上課當天不是星期一，可按實際情況向學生介紹有關單詞)。

　　學生自己閱讀，回答教師問題。請兩位同學表演。

　　3.合上書。教師通過演示和提問等方式，介紹本課其他單詞。

　　T：(指著講臺) What's this in English?

　　Ss：It's a desk.

　　T：Right. It's a desk. It's a teacher's desk. It's BIG. (指著學生的課桌)Is that a desk, too?

　　Ss：Yes, it is.

　　T：Right, it's a desk, too. It's not big. It's SMALL. The teacher's desk is HEAVY, and the small desk is LIGHT.

　　借助事先準備好的兩個瓶子，教bottle，full，empty等詞。每出現一個生詞，教師要及時板書，并領讀(具體做法，請參考第11課等教案)。

　　4.打開書，放課文第二部分錄音，學生跟讀兩至三遍。

　　學生自己利用課本上插圖，模仿課文中句子描寫畫中內容。

　　5.請同學到前面，利用瓶子、講臺、課桌、書包等物，用英語來形容它們的大、小、輕、重等。

　　6.指導學生做練習冊習題。

　　7.布置作業 

　　1)抄寫生詞；2)用所學句子，描寫(或敘述)一些物體的形狀大、�。惠p、重等；

　　3)完成練習冊習題。

Could you help me, please? Lesson 篇4

　　Lesson 67

　　Step 1 Revision

　　1 Check homework.

　　2 Revise Could you help me, please? Certainly! Thanks! You're welcome! Ask students to help you by opening the door for you, carrying books, putting things somewhere and doing other classroom tasks. Have the students ask others to help them.

　　Note: Remind the students to say “thank you=after they have been helped. This is important, as in English “thank you=is used every time someone has helped you.

　　3 Revise big/ small, heavy/ light, full/ empty, old l new, long / short, etc.

　　Step 2 Presentation

　　1 Revise things. Teach the students I want to put these things over there.

　　2 Say Cars are nice. You can put many things in a car. I would like to have a car. Would you like your family to have a car? Explain Most families in America and England have their own car. Say Now we are going to read three dialogues about putting things in a car.

　　Step 3 Read and say

　　SB Page 3, Part 1, Speech Cassette Lesson 67. Have the students listen and repeat. Now read the dialogue aloud together as a class. Have the boys read the father's part, and the girls read the twins' part.

　　Step 4 Presentation

　　1 Revise too. Say 1 can't carry this box. It's too heavy/ big. Please, could you help me? Practise with the students. Have them give you more examples: e.g. This coat is too small. I can't put it on.

　　2 Use a picture or a real object to teach basket.

　　Step 5 Read and say

　　SB Page 3, Part 2. Play the tape. Divide the students into groups of three. Try to get one boy and two girls in each group. However, if this is not possible, allow the students to change the names of the characters, (for example, for a group of three girls, it might be mother and the twins). In groups, have the students practice the dialogue and act it out. If time permits, choose three groups to act out the play for the whole class. Try to say something encouraging about each group.

　　Step 6 Read and say

　　1 SB Page 3, Part 3. Books closed! Use a picture or an object to teach a bottle of orange juice. Ask and write on the Bb. Is the bottle full? Then play the tape. Have the students answer the question (some students may say full, others may say empty. Actually, the first bottle is empty and the second bottle is full).

　　2 Books open. Read through the dialogue aloud as in Part 1, boys read the father's part and girls read the twin's part.

　　Step 7 Practice

　　If you have written all the new words and expressions on the Bb, this is a good time to go over them for consolidation. Then divide up the class into groups of three. Ask the students to practise the three parts of the dialogue in front of the class. You may call out some groups to act out the dialogue in front of the class. They are allowed to make some changes, for instance, the names of the children, etc.

　　Step 8 Workbook

　　SB Page 73, Wb Lesson 67, Ex. 1-3. Start Ex. 1 in class. Explain to the students that from now on, they should use joined-up handwriting. (See Pages 144147, Appendix I of TB 1 A on English handwriting.) Do Ex. 2 and 3 in class. After finishing Ex. 3, ask students to act out the whole dialogue and create an ending for it. Your help is needed.

　　Homework

　　Finish off the Workbook exercises.

　　Revise the new words and expressions in this unit.

Could you help me, please? Lesson 篇5

　　Lesson 66

　　Note: You will need to bring a box to this lesson. It should be large enough to hold several objects such as books, pens, notebooks, etc.

　　Step 1 Revision

　　1 Revise Who's on duty today? Is everyone here? etc. Ask What day is today? Teach the appropriate day of the week. (From now on, do this every day until the students are familiar with the names of the days and the months.)

　　2 Check homework.

　　3 Revise What's this? What's that? using the parts of the body mentioned in the riddle.

　　4 Give the students a few minutes to practise reading the riddle from Lesson 65. Tell them to pay close attention to the pronunciation and the intonation. Then ask several of the students to recite the riddle to the whole class.

　　Step 2 Presentation

　　1 Show the students the box that you have brought. Ask Is it big or small? Is it heavy or light? (When you ask this question, act out carrying something heavy and act out carrying something light). What colour is it?

　　2 Collect objects from students by asking them Could I have a (an) pen / pencil / eraser, please? Help them to reply Certainly! Here you are.

　　3 For each object ask the students Can you describe it? Explain the meaning of describe. Help them to say It's old. It's heavy. It's red. etc. Place each object inside the box, out of sight. Collect about ten different objects. Once the box is full, teach full and full of.

　　4 Ask the students What's in my box? Talk about one object at a time. Do not take the object out of the box until the students have described it as fully as possible. Once the box is empty, teach empty.

　　5 Teach certainly. Ask the students Whose is this pen / ruler, etc? Help the owner of the object to ask Could I have the pen / ruler, please? Say Certainly!

　　Step 3 Practice

　　In pairs, have the students write a dialogue using the above expressions taught in Step 2. Choose several pairs to present their dialogues to the class.

　　Step 4 Read and say

　　SB Lesson 66, Page 2, Part 1, Speech Cassette Lesson 66. Write Is the box heavy or light? on the Bb. With books closed, play the tape. Students listen and then answer the question. (light) Ask why is the box light? (It's empty.) Practise the dialogue in pairs.

　　Step 5 Read and say

　　1 SB Lesson 66, Page 2, Part 2, Speech Cassette Lesson 66. Students listen to the tape with their books closed. Then ask Why is the box heavy? (Because it is full of books.) Ask the students to open their books and listen to the tape again and repeat.

　　2 Next, have the boys read Hu Ming's part and the girls read the teacher's part. Teach the word too. Tell the students the meaning of carry and I want to take some books to the classroom. Practise in pairs while acting out the dialogue. Remember to walk around the room and help the students as needed. If time permits, you may choose several pairs to act out the dialogue for the class.

　　Step 6 Listen and answer

　　SB Page 2, Part 3, Listening Cassette Lesson 66. Read through the questions in Wb Lesson 66, Ex. l before you play the tape.

　　Listening Text

　　LUCY: Hello, Liu Ming and Yan Bin.

　　LIU AND YAN: Oh, hello.

　　LILY: Is that box heavy?

　　LIU MING: It's OK. We can carry it.

　　LILY: But it's full of books! Can we help you?

　　YAN BIN: Certainly. Could you open the door, please?

　　LUCY: Sure.

　　LIU MING: Thanks.

　　LUCY: You're welcome!

　　The answers are: 1C; 2B; 3B.

　　Play the tape again. Get the students to repeat the dialogue. Then have the students fill in the blanks in Ex. 1.

　　Step 7 Workbook

　　SB Page 72, Wb Lesson 66, Ex. 2. First get the students to read the dialogue. Encourage them to ask questions. You may explain the difficult language points to them. Make sure that most of your class understands the dialogue. Then ask the students to cover the reading passage and work on the exercise in pairs. Finally check the answers with the whole class.

　　Homework

　　Revise the dialogues in SB Lesson 66.

Could you help me, please? Lesson 篇6

　　Lesson 66

　　一、教學內容

　　1.詞匯(略)。

　　2.句型：1)Please let me help you. 2)to want to do sth. 3) Could you help me, please?

　　3.日常交際用語：請求幫助和提供幫助。

　　二、教具

　　錄音機；一個大紙箱(講課時，可借用學生一些課本、練習本等)；上節課使用過的瓶子等。

　　三、課堂教學設計

　　1.復習上一課所學詞匯。教師可采用上一課的方法，利用講臺、課桌、瓶子、學生書包(一些裝滿書，另一些不裝東西)等實物與學生進行問答練習；或請同學到前面，用所學英語進行描述。

　　2.教師拿出大紙箱，象征性地裝上一些書，手指另一教室，對前排某位同學說：

　　T：I want to take some books to that classroom. Could you help me, please?

　　幫助這個學生說：Certainly.

　　教師板書剛才問答，并予以講解，領讀生詞。打開書，指導學生看圖，并教其他生詞及短語。

　　3.放課文第一段錄音，教師先提一個問題：What is in Mr Hu's box? 學生聽一遍，回答問題(The box is empty. )。再放錄音，學生跟讀兩遍。放課文第二段錄音。教師先板書兩個問題：

　　1)What are in the box? 2)Can Li Ming carry the box?

　　其他步驟同上。

　　4.利用大紙盒做道具，請同學到前面表演。

　　5.教師解釋這兩課中出現的表示請求幫助和提供幫助的用語。

　　6.做課文第三部分的聽力，并打開練習冊，學生邊聽錄音，邊做習題1。錄音放3遍。然后核對答案。

　　7.指導學生做練習冊習題。

　　8.布置作業 

　　1)抄寫生詞以及表示提供、請求幫助的句型；2)練習朗讀本課對話；3)完成練習冊習題。

　　四、交際用語

　　Could you help me, please? 你能幫我一下嗎？

　　這是用來請求幫助的句式。could是can的過去式，用在這里表示語氣的委婉，因為你需要別人幫助，所以說話要客氣些。例如：

　　Excuse me. Could you tell me the way to No. 14 Middle School? 勞駕，你能告訴我去十四中的路嗎？

　　本課下一句中 Could you take it to the classroom? (你能把它拿到教室去嗎？)中的could 也是這個用法。

　　can是情態動詞，表示主語有“能力”、“會”等。例如：

　　Dad, this bag is too big. We can't carry it. 爸爸，這個包太重了，我們搬不動。

　　I can't find my sweater. 我找不到毛衣了。

　　Can you swim? 你會游泳嗎？

　　Can you spell it, please? 你能拼出這個單詞嗎？

Could you help me, please? Lesson 篇7

　　Lesson 65

　　Note: After teaching the day of the week Tuesday, February 18th, get the student on duty to say the date every day. In this way, students will become familiar with all the weekdays and months in English.

　　Step 1 Revision

　　1 Since this is the first day of the semester, greet the students with expressions such as Hello, Wang Lin. Nice to see you again. How are you? etc.

　　2 Revise classroom objects. Ask What's this / that in English? What colour is it? Is it yours? Whose is it? etc.

　　3 Revise times. Ask students questions such as What time is it now? Is it time for class? Is it time to read the dialogue?

　　Step 2 Presentation

　　1 Teach minute. Write the time 11:12 on the Bb. Ask What time is it? The students should answer, eleven twelve. Say We can also say, it is twelve minutes past eleven.

　　2 Teach Could you help me? Tell the students that Could you help me? is a more polite way to ask for help than Can you help me? Ask Who's on duty today? Are you on duty today? Ask the person who is on duty Could you help me, please? Is everyone here today? Check attendance. If no students are absent, ask about members of the class: Is… here today? Where is he /she? (Over there. Here.)

　　3 Use a calendar (or draw one on the Bb). Ask What day is today? Teach the real day of the week. (For example: Today is Wednesday, February 20th).

　　4 SB Page 1, Part 1, Speech Cassette Lesson 65. Before playing the tape, ask What day of the week is it in the dialogue? With books closed, play the tape. Check answer. (Tuesday February 18th).

　　5 Do Ex. 1 in Wb Lesson 65.

　　Step 3 Practice

　　1 Books open. Listen to the tape again and repeat. Get the students to read in pairs. Encourage them to have a quick look at the book and say the sentences to their partners. In doing so, they must understand the dialogue and they can learn it quickly.

　　2 Have the students change the date in the dialogue to apply to their own class. Then divide the class into halves and practise reading the dialogue aloud.

　　3 Students then practise and act out the dialogue in pairs. Encourage them to talk about their own class. If no one is absent, get the students to answer Yes, we are all here today. or Yes, all are here.

　　Step 4 Presentation

　　1 SB Page 1, Part 2. Teach long and short.

　　Note: The next part is a suggestion on how to use the riddle as an activity to teach the body parts so that the students first guess the name of the parts before you list them. In this way the students are actively listening to the riddle and learning the body parts within a context.

　　2 With books closed, first read the riddle to the students. As you read the riddle, mime it by pointing to the part of the body you are reading. Read, It has a big face and point to your face while circling your finger around your face. Read but it has no eyes or ears and put your hands over your eyes when you say eyes and then put your hands over your ears when you say ears. Continue in this way for the entire riddle. Say Can you guess what it is? (A clock.)

　　3 Next, with books still closed, circle your face again and say face. Ask What is this? The students should answer face. Have the students repeat face. Then write the word face on the Bb. Continue in the same way with the other body parts mentioned in the riddle. If possible, also teach head, nose, hair, arm and foot at this time, adding them to your list on the Bb. You may follow up this activity by using flashcards to teach the body parts.

　　4 To help the students learn parts of the body, you may use the game Polly says. For example, Polly says: Touch / Show me your ears, etc.

　　Step 5 Read

　　SB Lesson 65, Part 2, Speech Cassette Lesson 65. Play the tape. Students listen and repeat. Pay attention to their pronunciation and intonation.

　　Step 6 Workbook

　　SB Page 71, Wb Lesson 65, Ex. 2 should be done in class. Get the students to listen to the two passages and add the missing parts in the pictures. After completing this exercise, you may ask the students to do a similar task in pairs or groups. One or two students describe a person and let the others draw a picture of the person they described. Ex. 3 should be taken up in class. If it is possible, get your students to make up their own dialogues on offering help.

　　Homework

　　Finish off the workbook exercises. Act out the dialogue in Part 1, SB Page 1. Recite the riddle in Part 2, SB Page 1.

Could you help me, please? Lesson 篇8

　　Lesson 68

　　一、教學內容

　　1.單元復習。

　　2.學習元音字母a及字母組合al，ay的發音；練習單詞重音。

　　二、教具

　　錄音機；在本課出現的音標卡片。

　　三、課堂教學設計

　　1.復習本單元主要句型(參照上課教案)。

　　2.教師出示音標卡片，學生認讀。講解本課第一部分中元音字母a及字母組合al，ay的發音。放錄音，學生跟讀兩至三遍。指導學生參閱書后附表中發音和拼法中有關以上發音情況的介紹及例詞。

　　3.放單詞重音部分錄音。教師扼要解釋重音符號。學生跟錄音讀兩遍。

　　4.放課文第三部分錄音。教師先提一個問題：Where is the skirt?

　　放錄音一至兩遍，學生回答問題。教師解釋對話中生詞及短語含義。再放錄音，學生跟讀兩遍。

　　5.指導學生過一遍復習要點(17)，并提醒學生觀察所給的形容詞，每兩個可互為反義詞。

　　6.做練習冊習題。(可作為家庭作業 布置)

　　7.小測驗

　　1)聽寫本單元要求四會的單詞及重點句型；2)教師重復在第67課中布置的小場景，要求學生選其中之一編寫一個小對話。

　　四、交際用語

　　1.What about…？ ……好不好？/怎么樣？

　　這是一種征求意見或表示詢問的表達法，在口語中使用得十分普遍。使用時，要有相應的上下文或情景。例如：

　　A：Can you carry the box? 你能搬動這箱子嗎？

　　B：Oh, it's too heavy, I can't carry it. 噢，太重了，我搬不動它。

　　A：What about the one over there? 那邊的箱子怎么樣？

　　B：OK. I think I can. 好，我想能搬動。

　　在口語中，我們還經常聽到：What about you？你呢？例如：

　　1)I don't have a watch. What about you? 我沒有手表，你呢？(說話人表示詢問。)

　　2)I'd like some apples. What about you? 我想吃點蘋果，你呢？(說話人表示征求對方的意見。)

　　2.本單元出現了一些“請求幫助”和“提供幫助”的用語，現在我們來小結一下。

　　1)當你請求別人幫助時，可以說：

　　Could you help me, please? 你能幫我的忙嗎？

　　或者，直接請求對方幫你做某件事。例如：

　　Could you take the box to the classroom? 你能把這個盒子拿到教室去嗎？

　　2)當別人幫助你時，應該說一些表示感謝的話語。例如：

　　Thank you very much. 非常感謝。

　　Thanks a lot. 多謝。

　　3)當你要向別人提供幫助時，可以說：

　　Let me help you. 讓我來幫你。

Could you help me, please? Lesson 篇9

　　Lesson 66

　　一、教學內容

　　1.詞匯(略)。

　　2.句型：1)Please let me help you. 2)to want to do sth. 3) Could you help me, please?

　　3.日常交際用語：請求幫助和提供幫助。

　　二、教具

　　錄音機；一個大紙箱(講課時，可借用學生一些課本、練習本等)；上節課使用過的瓶子等。

　　三、課堂教學設計

　　1.復習上一課所學詞匯。教師可采用上一課的方法，利用講臺、課桌、瓶子、學生書包(一些裝滿書，另一些不裝東西)等實物與學生進行問答練習；或請同學到前面，用所學英語進行描述。

　　2.教師拿出大紙箱，象征性地裝上一些書，手指另一教室，對前排某位同學說：

　　T：I want to take some books to that classroom. Could you help me, please?

　　幫助這個學生說：Certainly.

　　教師板書剛才問答，并予以講解，領讀生詞。打開書，指導學生看圖，并教其他生詞及短語。

　　3.放課文第一段錄音，教師先提一個問題：What is in Mr Hu's box? 學生聽一遍，回答問題(The box is empty. )。再放錄音，學生跟讀兩遍。放課文第二段錄音。教師先板書兩個問題：

　　1)What are in the box? 2)Can Li Ming carry the box?

　　其他步驟同上。

　　4.利用大紙盒做道具，請同學到前面表演。

　　5.教師解釋這兩課中出現的表示請求幫助和提供幫助的用語。

　　6.做課文第三部分的聽力，并打開練習冊，學生邊聽錄音，邊做習題1。錄音放3遍。然后核對答案。

　　7.指導學生做練習冊習題。

　　8.布置作業 

　　1)抄寫生詞以及表示提供、請求幫助的句型；2)練習朗讀本課對話；3)完成練習冊習題。

　　四、交際用語

　　Could you help me, please? 你能幫我一下嗎？

　　這是用來請求幫助的句式。could是can的過去式，用在這里表示語氣的委婉，因為你需要別人幫助，所以說話要客氣些。例如：

　　Excuse me. Could you tell me the way to No. 14 Middle School? 勞駕，你能告訴我去十四中的路嗎？

　　本課下一句中 Could you take it to the classroom? (你能把它拿到教室去嗎？)中的could 也是這個用法。

　　can是情態動詞，表示主語有“能力”、“會”等。例如：

　　Dad, this bag is too big. We can't carry it. 爸爸，這個包太重了，我們搬不動。

　　I can't find my sweater. 我找不到毛衣了。

　　Can you swim? 你會游泳嗎？

　　Can you spell it, please? 你能拼出這個單詞嗎？

Could you help me, please? Lesson 篇10

　　Lesson 68

　　Step 1 Revision

　　1 Revise the dialogue in SB Lesson 67.

　　2 Find out from the students who is on duty. Check attendance. Teach another day of the week. Ask What day is today? Teach the name of the day.

　　3 Have the students contrast similar objects using the adjectives taught so far: This book is red. That one is black.

　　4 Revise body parts by miming the riddle from Lesson 65 and playing games together as a class.

　　Step 2 Spelling and pronunciation

　　SB Page 4, Part 1, Speech Cassette Lesson 68 (Phonic Reading Work). Books closed! Follow the steps below:

　　1 Say Please listen and play the tape.

　　2 Play the tape again. Say Listen and repeat.

　　3 Write the letter A on the Bb, and next to it write same, grade, table. Students read aloud each word as you point to it.

　　4 Say These words all have the lei/ sound. Remind the students of the silent “E=at the end of the words.

　　5 Add a few words such as date, fame, lane, etc. and have the students try to pronounce them.

　　6 Repeat these steps for the other groups of words.

　　7 Show flashcards in random order. Get the students to read them aloud. Make sure the students pronounce the letter A in the six different ways.

　　*Note: Remember this book uses British pronunciation. Your students may have some questions about the pronunciation of some of the words above, which are pronounced differently in American English, (for example: class and basket are pronounced with the /$/ sound in American English).

　　Do Wb Lesson 68, Ex. 1.

　　Step 3 Listening activity

　　Write the following lists of words in two columns on the Bb as follows:

　�、� Ⅱ

　　wall well

　　went want

　　ball bell

　　thanks thinks

　　hand hind

　　Explain to the students in Chinese, that for each pair of words like wall / well you are only going to say one of them. If you say the word from the first column, wall, then they should raise one finger. If you say the word from the second column, well, then they should raise two fingers. For each pair of words say only one of the words. For example, say well. Ask, which word did 1 say? And point to both wall and well on the Bb. The students should have raised two fingers. Continue for the rest of the words. In this way you can get a quick check of the students' listening competence.

　　Step 4 Word stress

　　SB Page 4, Part 2. Books closed! First tell the students how to divide a word into syllables. Explain to the students in Chinese that English words are stressed, rather like Chinese words have tones. But unlike tones, the stress is on one part (syllable) of the word. The stress is not the same for each word.

　　1 Play the tape and say Please listen.

　　2 Play the tape again and say Listen and repeat.

　　3 Show flashcards in random order and get the students to read the word correctly. Pay close attention to the stress. Get the students to make a gesture to show the stress, like a musical conductor.

　　4 Explain that the stressed syllable is marked with ( ' ). For example, empty consists of emp (stressed syllable) and ty (unstressed syllable).

　　Step 5 Listen, read and talk

　　1 SB Page 4, Part 3. Say each word and have the students repeat.

　　2 Have the students take a few minutes to put the body parts in the correct place on the picture. Wander around the class to make sure the students are placing the body parts correctly.

　　3 Then have the students work in pairs and discuss the picture. Get the students to say such things as, The doll has a big / small head. Her arms are long/ short, etc.

　　Step 6 Listen and touch

　　1 SB Page 4, Part 4. Teach the word touch.

　　2 Say a body part and have the students point to the proper body part on themselves. Say Please listen. For each word I say, touch that part on your body.

　　3 Once you feel the students know the body parts well, if time allows, play the “Polly says =game with body parts. For example, Polly says touch your eye, Polly says touch your nose, touch your ear.

　　Step 7 Read and act

　　1 SB Pages 4-5, Part 5, Speech Cassette Lesson 68. This part is optional. Books closed! Ask What's on the bed? Play the tape. Check answer (a new skirt).

　　2 Have the class read the dialogue aloud together. Pay attention to the stress and intonation.

　　3 In pairs, have students write their own dialogue using the dialogue in this part as a model. Choose several pairs to read their dialogues for the class.

　　Step 8 Read and write

　　1 SB Page 5, Part 6*. Read the introductory paragraph. Say Now let's read this together. Have the students read the paragraph aloud.

　　2 In pairs have students work together to write their own dialogue. The following is a sample dialogue:

　　W: Excuse me, sir. Could you help me, please?

　　PM: Certainly!

　　W: I can't find my son.

　　PM: What's his name?

　　W: His name is Devin.

　　PM: How old is he?

　　W: He is 7 years old.

　　PM: What colour is his shirt?

　　W: His shirt is red and his trousers are brown.

　　PM: OK. Let's go and find him. Don't worry.

　　W: Thank you very much!

　　If time permits, have several pairs read their dialogue for the class.

　　Step 9 Checkpoint

　　Discuss any points you feel the students need explained. When discussing the adjectives, note that just as Chinese uses two words for old, jiu (舊)and lao (老), English also has two words for old — old and elderly. However, they are not used in the same way. Whereas generally jiu is used for things, and lao as a term of respect for a person, old may be used for both things and persons. However, elderly is used for old people to show politeness and respect.

　　Step 10 Workbook

　　SB Page 74, Wb Lesson 68, Ex. 3. In pairs, have the students read the descriptions and number the pictures appropriately.

　　Step 11 Test

　　Make up some short sentences with blanks like the following for the students to complete.

　　1 This bottle is full. That one is …

　　2 The box is … small. I can't put the books in it.

　　3 I want to take some things to the classroom. … you help me, please?

　　4 This box is too full. We can't …it.

　　5 This is an old skirt. Where's my …one?

　　Homework

　　Finish off the Workbook exercises. (For Ex. 2, most of the strings of words can make more than 2 sentences. Some can even make 6 sentences!)

　　Some ideas for extra practice or enrichment

　　1 Teach the following chant to the students. When you say the particular body parts, touch them with both hands. For example, when you say head put both of your hands on top of your head, when you say shoulders touch both shoulders, etc. The first few times, say it slowly. Then each time you repeat it speed up. The students have a lot of fun trying to keep up. Another option is to let one of the students come up and lead the chant.

　　Head, shoulders, knees and toes,

　　Knees and toes.

　　Head, shoulders, knees and toes,

　　Knees and toes.

　　Eyes, ears, mouth, nose,

　　Head, shoulders, knees and toes,

　　Knees and toes.

　　2 Write their own story. Have the students write a paragraph about a time they had to pack either for moving to a new house, or for a holiday. What did they take with them, and was their box or bag heavy or light?

Could you help me, please? Lesson 篇11

　　Lesson 67

　　一、教學內容

　　1.詞匯(略)。

　　2.句型： 1)復習祈使句； 2)This bag is too big/heavy/full.

　　3.日常交際用語：繼續學習有關請求及提供幫助的用語。

　　二、教具

　　錄音機等。

　　三、課堂教學設計

　　1.復習前兩課所學的詞匯及句型。教師可為學生設計幾種情景，要求學生給出正確恰當的英語。

　　T：如果你看到別人需要幫助時，說什么？你需要幫助時，如何請求幫助？如何表示謝意等。也可利用一些書包等實物，讓同學到前面做類似上一課的小表演。

　　2.打開書，學生看圖。教師介紹本課詞匯(利用圖片或動作演示)。

　　3.放課文錄音。分段放，學生跟讀兩至三遍。

　　4.教師在前面布置幾個小場景，分別請學生表演。

　　場景1) 請一位小個子同學搬動大紙箱，讓一個大個子同學從他身邊路過，引出以下對話：

　　S1：This box is too heavy. I can't carry it. could you help me, please?

　　S2：OK. Let me help you carry it.

　　S1：Thanks.

　　S2：You're welcome.

　　場景2) 用一個書包，裝滿了書。讓一個小個子同學再拿一本書往里裝，引出以下對話：

　　S1：This bag is too full. I can't put the book into the bag.

　　S2：OK, put the book over there.

　　5.指導學生做練習冊習題。

　　6.布置作業 

　　1)抄寫生詞、練習朗讀本課對話；2)完成練習冊習題。

　　四、交際用語

　　The box is too heavy. 這個箱子太重了。

　　句中too是副詞，表示：太……，通常放在形容詞前。例如：

　　The sweater is too small. 這件毛衣太小了。

　　需要注意的是，too還表示“也”的意思，經常放在句末，應該加以區別。例如：

　　A：How are you? 你好嗎？

　　B：Fine, thank you. And you? 很好，謝謝。你呢？

　　A：I'm fine, too. Thank you. 我也很好。謝謝。

Could you help me, please? Lesson 篇12

　　Lesson 67

　　一、教學內容

　　1.詞匯(略)。

　　2.句型： 1)復習祈使句； 2)This bag is too big/heavy/full.

　　3.日常交際用語：繼續學習有關請求及提供幫助的用語。

　　二、教具

　　錄音機等。

　　三、課堂教學設計

　　1.復習前兩課所學的詞匯及句型。教師可為學生設計幾種情景，要求學生給出正確恰當的英語。

　　T：如果你看到別人需要幫助時，說什么？你需要幫助時，如何請求幫助？如何表示謝意等。也可利用一些書包等實物，讓同學到前面做類似上一課的小表演。

　　2.打開書，學生看圖。教師介紹本課詞匯(利用圖片或動作演示)。

　　3.放課文錄音。分段放，學生跟讀兩至三遍。

　　4.教師在前面布置幾個小場景，分別請學生表演。

　　場景1) 請一位小個子同學搬動大紙箱，讓一個大個子同學從他身邊路過，引出以下對話：

　　S1：This box is too heavy. I can't carry it. could you help me, please?

　　S2：OK. Let me help you carry it.

　　S1：Thanks.

　　S2：You're welcome.

　　場景2) 用一個書包，裝滿了書。讓一個小個子同學再拿一本書往里裝，引出以下對話：

　　S1：This bag is too full. I can't put the book into the bag.

　　S2：OK, put the book over there.

　　5.指導學生做練習冊習題。

　　6.布置作業 

　　1)抄寫生詞、練習朗讀本課對話；2)完成練習冊習題。

　　四、交際用語

　　The box is too heavy. 這個箱子太重了。

　　句中too是副詞，表示：太……，通常放在形容詞前。例如：

　　The sweater is too small. 這件毛衣太小了。

　　需要注意的是，too還表示“也”的意思，經常放在句末，應該加以區別。例如：

　　A：How are you? 你好嗎？

　　B：Fine, thank you. And you? 很好，謝謝。你呢？

　　A：I'm fine, too. Thank you. 我也很好。謝謝。