Could you help me, please? Lesson 67

Could you help me, please? Lesson 67-1

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.

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