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?

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

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.

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. 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 heavy7 (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 / 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.1 before you play the tape.

Listening Text

LUCY: Hello, Liu Ming and Yan Bin.

LIUANDYAN: 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.

初一第17單元 Could you help me, please? 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 I small, heavy / light, full I empty, old I new, long I short, etc.

Step 2 Presentation

1 Revise things. Teach the students / 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 / 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).

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, Exx. 1-3. Start Ex. 1 in class. Explain to the students that from now on, they should use joined-up handwriting. (See Pages 144-147, Appendix I of TBIA on English handwriting.) Do Exx. 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.

初一第17單元 Could you help me, please? 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 /el/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 /as/ 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:

I

wall

went

ball

thanks

hand

II

well

want

bell

thinks

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 I 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 (IB )and lao (^), 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!)