Put them away, please! Lesson 69-（精选17篇）
Put them away, please! Lesson 69- 篇1
Lesson 69
一、教学内容
1.词汇(略)。
2.句型：1)You must look after your things. 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：What can you see in the picture?
Ss：I can see Jim's…
T：Where are his…?
Ss：They are…
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：
Where is Jim's other football sock? Where is Kate's sweater?
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, …, is this your eraser?
S1：Yes, it is.
T：Here you are. You must look after your things.
S2：Thank you.
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.Where is the other one? 另一只(袜子)在哪儿？
the other one 另一个(只)。句中的 one是代词，代替上文中提到的 football sock。本课中的这句：Where is the other one? 等于Where is the other football sock?
2.Put them away. 把它们收好。
本课中出现的这个句子。是指吉姆将football sock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, you can't put your shoes here. Put them away. 吉姆，你不能把鞋放在这里。把它们收好。
Put them away, please! Lesson 69- 篇2
Lesson 72
Step 1 Revision
1 Check the new words and expressions in the previous three lessons.
2 Check the students' dialogues.
3 Revise the pronouns by asking the students questions about themselves like, How old are you? How old is she? What is his /her favourite colour? Whose classroom is this? etc.
4 Revise the nouns for body parts.
Step 2 Spelling and pronunciation
1 SB Page 9, Part 1 and Speech Cassette Lesson 72 (Phonic Reading Work). Books closed. Follow the same steps as in Lesson 68, Steps 2-3 of TB. Use flashcards rather than going straight to the book.
Note: There are two ways of pronouncing the letter C: /s/ and /k/. C is pronounced /s/ only before E and I, e. g. face /feis/, pencil /'pensil/, etc. CK is pronounced /k/, not /kk/; The silent “E” changes the sound of letter G to /d{/.
The word teacher has two syllables. Many Chinese students omit the second syllable.
2 Do Ex. 1 in Wb Lesson 72.
Step 3 Word stress
Books closed! Remind the students that English words have a stress.
1 Say Listen, please. Play the tape.
2 Say Please listen and repeat. And play the tape again.
3 Point out that the stress in other, broken, and worry falls on the first syllable. The stress in about, begin and today falls on the second syllable. Say these words, making a gesture to show the stress. Students repeat.
4 Show flashcards in random order and have the students read the words correctly, making a gesture to show the stress.
Step 4 Silent letters
SB Page 72, Part 3. Play the tape. Students listen and repeat. Write a word such as know on the Bb and say the word. Students repeat. Have them tell you which letter is silent (k). After you have written all the words on the Bb, point to the words randomly and have the students read the words.
Step 5 Read and draw
1 SB Page 9, Part 4. Ask What parts of the robot are missing? Then say, Let's read and find out. Have the students take a few minutes and read the passage silently to themselves. Then check for the correct answer (arms, hands, legs and feet). Teach that feet is plural for foot.
2 Have the students draw the missing parts and label them. Have them compare their drawings with their partner.
Step 6 Listen and do
SB Page 9, Part 5. Read aloud the instructions and make sure that the students know how to do the exercise. You may demonstrate. Then get the students to work in pairs. Student A may say Show me your eyes, or Touch your ears. Student B should point to the body part that Student A is asking for. Switch parts.
Step 7 Read and act
1 Ask students to guess the meaning of year. Teach tell and It's a pleasure / my pleasure. Although the students are not required to use these words, they should understand the meaning.
2 SB Page 10, Part 6*, Speech Cassette Lesson 72. Before you play the tape, tell the students to listen to the intonation of the woman's voice. Ask Why is the woman worried? With books closed, play the tape. Check for the answer. (She can't find her daughter. )
3 Now have the students work in pairs and practise reading the dialogue and acting it out. As they are practising, remind them to pay attention to their intonation so that they sound worried.
Step 8 Checkpoint 18
Go through the Checkpoint in the usual way. Refer to the grammar notes on Personal Pronouns on Page 176 of the SB.
Step 9 Workbook
SB Page 80, Wb, Lesson 72, Listening Cassette Lesson 72, E. 2, 3 and 5. For E. 2 and 3, havethe students work in pairs. Then choose several pairs to say their dialogue for the class.
Ex. 5, Listening Cassette Lesson 72. Have students listen and number the pictures. Check the answers. (3; 1; 2)
Listening Text
1 JILL: Xiao Fang, could you help me, please?
XIAOFANG: What's wrong?
JILL: I can't find my bike.
XF: Is it a white bike?
JILL: Yes, it is. I put it near the door.
XF: Don't worry. I can help you. … Look, Jill!
There's a white bike over there.
JILL: Let me see. That's my bike.
Thank goodness!
XF: Don't thank goodness. Thank me!
JILL: Oh, yes. Thank you, Xiao Fang.
XF: You're welcome.
2 WOMAN: Excuse me, where is No. 14 Middle School?
BOY: Sorry! I'm new here. Ask that girl, please.
WOMAN: Excuse me, could you help me, please?
GIRL: Certainly.
WOMAN: Where's No. 14 Middle School?
GIRL: It's over there behind the big tree.
3 GIRL1: Excuse me, where is the washroom?
GIRL2: It's near the teacher's room.
GIRL1: Where is the teacher's room?
GIRL2: Oh, you don't know? Let me go with you.
GIRL1: Thank you.
GIRL2: That's OK.
E. 7 and 8 are treated as optional.
Step 10 Test
Give a short spelling test using words taken from SB Lessons 69, 70 and 71. Suggested dictation piece:
A: Can you help me, please?
B: What's wrong?
A: I can't find my watch.
B: Is it under your bag?
A: No, it's not there.
B: Is it on your desk?
A: No.
B: Look, what's on the floor over there?
A: It's my watch! Oh, it's broken!
B: I think I can mend it.
A: You're great! Thanks very much . …
Homework
Do E. 4 and 6 of Wb Lesson 72 in the exercise book.
Some ideas for extra practice or enrichment
1 Teach the students about body language. Tell them that body language is an important part of language, just like the correct pronunciation and intonation. In Lesson 69, Part 2, mother is probably a little angry or at least annoyed. Have the students think about what people do with parts of their bodies when they are angry (put hands on hips, shake their finger at the other person, speak louder, etc. ). Also in Lesson 70, Kate is worried. Discuss what people do when they are worried (wring their hands, cross their arms in front of them, etc. ). Now have the students read through the dialogues from Lesson 69, Part 2 and from Lesson 72, Part 6 using body language as they speak.
2 The students can express themselves creatively by drawing their own robot or monster, or bug, etc . Then have them name the parts of the body in their drawing. They may have parts to their bodies that haven't been taught, like wings if it's a bug. That's OK. The students can expand their body part vocabulary.
Put them away, please! Lesson 69- 篇3
Lesson 71
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：What can you see in Picture 1?
Ss：I can see…
T：Where is the kite?
Ss：It's in that tree.
T：Can Kate get the kite?
Ss：No, she can't.
T：Who can get it for Kate?
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,…, could you help me, please?
帮助这个同学答出：
S：Certainly. What's wrong?
T：The plane is broken. Can you mend it?
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：What can you see in the picture? Is the plane broken? Can Jim mend the plane? Who can mend it?
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's wrong with it? 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's wrong with this plane?
What's wrong还可以用来询问“某人发生什么事了”。例如：
A：What's wrong with you, Jim? 吉姆，你怎么啦？
B：I can't get down from the tree. 我从树上下不来了。
2.It's this plane. 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's wrong? 莉莉指着手中的飞机模型说：It's this plane. 表示它出了毛病。再如：
A：Could you help me, please? 你能帮我的忙吗？
B：Certainly. What's wrong? 当然可以。怎么啦？
A：It's this bike. 这辆自行车出毛病了。
3.I think so. 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：I think I can mend the kite. (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：I don't think so. 例如：
1)A：Could you mend the bike? 你能修理这辆自行车吗？
B：Sorry, I don't think so. 对不起，我修不了。
2)A：Is this Li Lei's schoolbag? 这是李磊的书包吗？
B：No, I don't think so. 不，不是吧。
Put them away, please! Lesson 69- 篇4
Lesson 69
Step 1 Revision
1. Check homework.
2. Revise the names of classroom objects. Ask What's this in English? Point to some objects and ask What's that over there? Ask a few questions about colour, size, weight, etc.
3. Revise prepositions like under, behind, in, on. Ask questions like Where's my pen? Help the students to answer on the floor, under the book, behind the door, etc.
Step 2 Presentation
1. Revise the names of clothes by using the clothes the students are wearing or by using flashcards. Teach any new words, such as sock.
2. Look at the picture in SB Page 6, Lesson 69, Part 1 and ask the students questions, using What do you see in the picture? Where are Jim's clothes? Where are his books? etc. Teach What else can you see?
3. Read through the questions in Part 1.
Step 3 Pairwork
1. Have the students work in pairs and answer the questions orally concerning the picture. Then ask several pairs to share their answers. (Remember, do not ask the same pairs to give the answers, rather, choose a different pair each time.) Write the answers on the Bb. Ask if anyone else has anything more to add.
2. If time allows, have the students work in pairs and tell each other about the things that are in their own bedrooms, and where they are located. You may need to add extra words, if your students are up to it, like closet / wardrobe, bookcase, etc.
Step 4 Presentation
1. SB Page 6, Part 2. Teach Put it away, please. by picking up an object from the floor near a student's desk and saying Is this your pen? Put it away please. Repeat with Put them away, please. Teach come out, and other.
2. Start an action chain:
A: Is this your book?
B: Yes, it is.
A: Put it away, please. You must look after your things.
B: Is this your pencil?
C: Yes, it is. etc.
Step 5 Read and say
1. SB Page 6, Part 2, Speech Cassette Lesson 69. Books closed! Ask the students questions in Wb Lesson 69, Ex. 1. Play the tape. Check answers.
2. Have students say the dialogue, using the look and say method. Have them switch parts after the first reading. If time permits, have several pairs demonstrate the dialogue in front of the class.
Step 6 Workbook
SB Page 77, Wb Lesson 69, Ex. 2 and 3. For Ex. 2, let the students work in pairs first, then call out pairs of students to give their dialogues.
For Ex. 3, have two students read aloud the model dialogue. Make sure that the students know what they should do. Divide up your class into 3 teams. Assign each team a picture to discuss. Get pairs in each team to make up a dialogue based on one of the pictures. When they are ready, call out some pairs to give their performance.
Homework
Finish off the Workbook exercises.
Write down one of the dialogues of Wb Lesson 69, Ex. 3.
Put them away, please! Lesson 69- 篇5
Lesson 69
Step 1 Revision
1. Check homework.
2. Revise the names of classroom objects. Ask What's this in English? Point to some objects and ask What's that over there? Ask a few questions about colour, size, weight, etc.
3. Revise prepositions like under, behind, in, on. Ask questions like Where's my pen? Help the students to answer on the floor, under the book, behind the door, etc.
Step 2 Presentation
1. Revise the names of clothes by using the clothes the students are wearing or by using flashcards. Teach any new words, such as sock.
2. Look at the picture in SB Page 6, Lesson 69, Part 1 and ask the students questions, using What do you see in the picture? Where are Jim's clothes? Where are his books? etc. Teach What else can you see?
3. Read through the questions in Part 1.
Step 3 Pairwork
1. Have the students work in pairs and answer the questions orally concerning the picture. Then ask several pairs to share their answers. (Remember, do not ask the same pairs to give the answers, rather, choose a different pair each time.) Write the answers on the Bb. Ask if anyone else has anything more to add.
2. If time allows, have the students work in pairs and tell each other about the things that are in their own bedrooms, and where they are located. You may need to add extra words, if your students are up to it, like closet / wardrobe, bookcase, etc.
Step 4 Presentation
1. SB Page 6, Part 2. Teach Put it away, please. by picking up an object from the floor near a student's desk and saying Is this your pen? Put it away please. Repeat with Put them away, please. Teach come out, and other.
2. Start an action chain:
A: Is this your book?
B: Yes, it is.
A: Put it away, please. You must look after your things.
B: Is this your pencil?
C: Yes, it is. etc.
Step 5 Read and say
1. SB Page 6, Part 2, Speech Cassette Lesson 69. Books closed! Ask the students questions in Wb Lesson 69, Ex. 1. Play the tape. Check answers.
2. Have students say the dialogue, using the look and say method. Have them switch parts after the first reading. If time permits, have several pairs demonstrate the dialogue in front of the class.
Step 6 Workbook
SB Page 77, Wb Lesson 69, Ex. 2 and 3. For Ex. 2, let the students work in pairs first, then call out pairs of students to give their dialogues.
For Ex. 3, have two students read aloud the model dialogue. Make sure that the students know what they should do. Divide up your class into 3 teams. Assign each team a picture to discuss. Get pairs in each team to make up a dialogue based on one of the pictures. When they are ready, call out some pairs to give their performance.
Homework
Finish off the Workbook exercises.
Write down one of the dialogues of Wb Lesson 69, Ex. 3.
Put them away, please! Lesson 69- 篇6
Lesson 69多媒体教学设计方案
Teaching objectives
1. Revise prepositions and learn how to describe the objects’ location.
2. Learn how to give instructions: Come out please. Put them away, please.
Main points
Using the prepositions to describe the location and giving instructions.
Difficult points
Put it/them away, please.
Teaching procedure
Step 1 Revision
1.（录像演示）Revise the names of classroom objects.
2.（录像演示）Revise prepositions.
Step 2 Presentation
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）Look and answer 演示物品的位置，学生回答问题：
What can you see in the picture?
Where’s Jim’s bike?
Where’ re his books?
Step 3 Practice
(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: Where is/are his …?
B: Its/ they’re …
（录像演示）演示Lily’s bedroom的情况，让学生模仿描述自己的bedroom
Step 4 Presentation
1.通过图片教学新词汇和短语：Put it/them away，come out
Is this your pen? Put it away, please.
Are these your pens? Put them away, please.
A: Lucy, come out please! Is this your book?
B: Yes, it is.
A: Put it away. You must look after your things.
Step 5 Read and act
1.（录像演示）Part 2 Read and act，and answer the questions:
Where is Jim?
What’s in Mother’s hand? Whose is it?
Where is the other one?
What does Mother say to Jim?
2.（动画演示）Listen and repeat，然后让学生进行听力练习。
（录像演示）What does Jim do?看看Jim做得怎么样。
Step 6 Exercises
补全下列对话
Mother: Jack. Is this shirt _________?
Jack: Oh, yes.
Mother: ________ it away. You must ________ _________ your things.
Jack: But it’s dirty. Could you help me wash it?
Mother: No, _________ it by yourself.
Jack: OK. I’ll do it _________school.
Keys: yours, Put, look after, wash, after
Step 7 Homework
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. Finish off the workbook.
Lesson 69教学设计方案1
Teaching objectives
1. Revise prepositions and learn how to describe the objects’ location.
2. Learn how to give instructions: Come out please. Put them away, please.
Main points
Using the prepositions to describe the location and giving instructions.
Difficult points
Put it/them away, please.
Teaching aids
A tape recorder, some pictures
Teaching procedure
Step 1 Revision
1. Revise the names of classroom objects.
2. Revise prepositions.
Step 2 Presentation
1. Teach English words by using pictures.
2. Look at the picture of Jim’s bedroom. Ask the questions like where is/are Jim’s bed/ shoes...? Get the students to answer.
Step 3 Practice
Get them to work in pairs:
A: Where is/are his …?
B: Its/ they’re …
Step 4 Presentation
1. Teach Come out/ Put it away.
Pick up a student's book and stand outside the door. Present the dialogue.
T: Lucy, come out please! Is this your book?
S1: Yes, it is.
T: Put it away. You must look after your things.
Then get them to start practicing the dialogue.
Step 5 Read and act
1. Get the students to listen to the tape and answer the questions:
Where is Jim?
What’s in Mother’s hand?
2. Listen and repeat.
3. Practise reading in pairs and then ask some pairs to act out.
Step 6 Workbook
Do Ex3 in WB
Homework
Finish off the workbook.
Put them away, please! Lesson 69- 篇7
Lesson 72
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,…, could you help me, please?
S：Certainly. What's wrong?
T：It's this plane (kite, etc).
S：What's wrong with it?
T：I think it's broken. Can you mend it?
S：Let me see. Yes, I can. (Sorry, I can'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'm a student. 我是个学生。
2)Could you help me, please? 你能帮我的忙吗？
人称代词宾格，在句中作宾语。例如：
1)Please help her. 请帮她一下。
2)Let me see. 让我想想。
Put them away, please! Lesson 69- 篇8
Teaching aims
“四会”掌握：
mend, knife, help her /them, plane, with
Thanks very much.
What’s wrong with . . .?
Is it broken?
I can’t get down.
Do you have a knife?
Key points
句式：What’s wrong with + n. /pron.?
Do you have a knife? There is no picture.
Is it broken? Let me have a look.
语法：Personal pronouns (Subject and Object)
Difficult points
语法：Personal pronouns. (Subject form and Object form)
区分代词的主格和宾格，并能正确运用。
Teaching methods
创设情景练习What’s wrong with …? 句式。
练习使用人称代词的主格和宾格形式。
Teaching aids
挂图、录音带、录音机、投影片等。
Teaching procedures
Step 1 Revision
1.Duty report.
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：Is that my pen/book？再提问其他学生Is that hers or his？等，以复习物生代词mine，yours，her，his等。
Step 2 Presentation
1.教师要求学生用下列句型来谈论物品。
That’s a nice pencil. Whose is it？
It’s mine.
Is this yours？
No, that isn’t mine. It’s his.
2.画一个悲哀的面孔教Oh dear！
教师可举例装作很焦急的样子：Oh dear！Where’s my watch？
I can’t find it.解释Oh dear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: Oh dear！My clock is broken.Can you mend it？
B: Let me have a look.Yes，I think I can.
A: Thanks very much.
Step 3 Practice
看上图，问：What’s this in English? It’s a kite/plane/knife.
让学生回答：That’s a nice kite! Whose is it？ 答：It’s Kate’s/Lily and Lucy’s/Jim’s/Li lei’s.
Step 4 Read and act
1.看挂图，问：What’s wrong with Lily’s plane? Who can mend it？等课后练习1中的问题。
2.听并跟读。
解释What’s wrong with it ? What’s wrong with + n. /pron.？（板书）以及Do you have a knife？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。
Step 5 Presentation
1.画一幅一个小女孩对着破风筝在大哭的图画。
问：What’s wrong with the girl’s kite? Can she mend it？
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。
TV is broken. There is no picture and colour. (Stress: no =not a /not any)
Step 6 Consolidation
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: Li Hai, _________, please?
Li Hai: Certainly. _________?
Lily: My _________ is broken. Can you ________?
Li Hai: Let me see. I think I can. But ________?
Lily: Here________.
学生两人一组练习对话。
Answers: Could you help me; What’s wrong; model plane, mend it; do you have a knife; you are
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) Can you help ________? Yes, I can.
(2) Can I help _________? No, thanks.
(3) Let ________ help the old man.
(4) This is a black pen. Give _________ to XiaoLi, please.
(5) Can I put our desks here? Yes, put _________ here.
(6) My sister is too young. I must look after ________.
(7) Lin Tao’s bag is too heavy. Can I help ________?
让学生口头说出答案。
Step 7 Workbook
1.Do Ex. 1
Answers: l.It’s broken. 2.It’s the twins. 3. Jim. 4.A knife. 5.Small
2. Do Ex.2 找几个学生做。
Answers: our; We; us; our; her; She; her; He; me
Step 8 Summary
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。
Step 9 Homework
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。
Writing on blackboard
Lesson 71
New words Drills
mend Oh dear !
knife—knives ( pi. ) What’s wrong with + n. /pron. . . .?
plane There is no picture and colour, (no =not a /not any)
with What’s wrong with it ?
Do you have a knife ?
Thank you very much. =Thanks a lot.
(Thanks very much. )
Exercises
(一)单词辨音：
A B C D
( ) 1. Kate know broken basket
( )2. have dad carry take
( )3. number us cup full
( )4. car father glass small
( )5. books teachers pens bottles
Answers: 1.B 2.D 3.D 4.D 5.A
（二）用所给词的正确形式填空。
1.I want ______ (put) these flowers on the teacher's desk.
2. ______(be) there any orange in the bottle?
3.Listen to me ______. (careful)
4. The girl in the photo is ______. (she)
5. Sorry, your answer is ______. (right)
6. Tom has three______. (knife)
7. The robot (机器人) has two______(foot) . But one of them is broken.
8. There is a basket of______. (potato)
Answers: l.to put 2.Is 3.carefully 4.her 5.wrong 6.knives 7.feet 8.potatoes
Put them away, please! Lesson 69- 篇9
Lesson 70
Step 1 Revision
1. Check homework.
2. Revise Could you help me, please? Certainly! Thanks! You're welcome! by having the students help you open / close the door, carry a bag, etc.
Step 2 Presentation
1. Teach What's wrong? which is used to find out what the problem is. Present and practise the following dialogue:
T: Could you help me, please?
C: What's wrong?
T: I can't find my pen.
2. Teach Don't worry! and Thank goodness! Explain that Don't worry is used to calm a person and Thank goodness is used when a person feels relieved. Add the following to the dialogue:
C: OK! Don't worry! Here you are!
T: Thank goodness!
3. Students practise the above dialogue in pairs.
Step 3 Presentation
1. Draw a picture of a kite in a tree and a girl (Kate) under the tree on the Bb. Ask What's this? Where's the kite? Say This is Kate. Ask Whose kite is that? Can Kate get the kite? Help the students to answer. Possible answers are: The kite is too high. Kate can not get the kite. etc.
2. Use something that is broken, e.g. a broken cup or a broken chair and teach broken. Then point to the picture on the Bb and ask Is the kite broken? Help students to answer Yes, I think so. Or No, I don't think so. as appropriate.
Step 4 Read and say
Note: There are many different expressions one may use as a reply to thank you, depending on the situation and the person one is talking to. For example, one may use you're welcome as in the dialogue, but one may also say, That's all right, Don't mention it, It's OK, and It's my pleasure, just to mention a few answers.
1. SB Page 7, Speech Cassette Lesson 70. Ask Where's Kate's kite? and other questions. Write the questions on the Bb. Play the tape. Check answers. Play the tape again and have the students repeat. Go through the dialogue and explain the new words catch and him.
2. Divide the class into groups of three, preferably each group should contain two boys and one girl. If this isn't possible, have the students change the character names to fit the students' genders.
3. Have each group read through the dialogue using the look and say method. Then give them time to try to memorize the dialogue and act it out. As they are practising, walk around the room and help where needed.
4. If time allows, have an acting contest: Choose three groups and have each of the groups come up and do the dialogue for the rest of the class. Have the class vote on which dialogue they thought was best, group 1, 2, or 3. Then give the winning group a prize if you wish, something like a pencil or an eraser.
Step 5 Listen and answer
WB Lesson 70, Ex. 1, Listening Cassette Lesson 70. Let the students read the questions before playing the tape.
Listening Text
JANE: Liu Hai, could you help me, please?
LIU HAI: Yes, Jane, what's wrong?
RICK: It's her kite. It's in that tree.
LIU HAI: Don't worry, Jane. I can help you. Let me get it.
JANE: Oh, thank you!
RICK: Are you OK, Liu Hai? Can you get it?
LIU HAI: Yes, I think I can. Here it is. Catch!
JANE: Thanks, Liu Hai.
LIU HAI: Is it OK?
JANE: Yes, it's OK. Thank goodness!
LIU HAI: Oh dear, I can't get down!
RICK: Don't worry, Liu Hai! I can help you.
LIU HAI: Thank you, Rick. I'm OK now!
Do Ex. 1. The answers are: 1 C; 2 B; 3 A; 4 B.
Step 6 Workbook
SB Page 78, Wb Lesson 70, E. 2 and 3. Before starting to do Ex. 2, help students to revise all the pronouns they have learnt. For Ex. 3, allow students a few minutes to go over the dialogue. Then collect the answers from the students. Call out one or two pairs of students to read aloud the whole dialogue.
Homework
Learn the dialogue in SB Lesson 70 by heart and act it out in pairs.
Finish off the Workbook exercises.
Put them away, please! Lesson 69- 篇10
Lesson 69
一、教学内容
1.词汇(略)。
2.句型：1)You must look after your things. 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：What can you see in the picture?
Ss：I can see Jim's…
T：Where are his…?
Ss：They are…
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：
Where is Jim's other football sock? Where is Kate's sweater?
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, …, is this your eraser?
S1：Yes, it is.
T：Here you are. You must look after your things.
S2：Thank you.
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.Where is the other one? 另一只(袜子)在哪儿？
the other one 另一个(只)。句中的 one是代词，代替上文中提到的 football sock。本课中的这句：Where is the other one? 等于Where is the other football sock?
2.Put them away. 把它们收好。
本课中出现的这个句子。是指吉姆将football sock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, you can't put your shoes here. Put them away. 吉姆，你不能把鞋放在这里。把它们收好。
Put them away, please! Lesson 69- 篇11
teaching aims
“四会”掌握以下单词及词组；
other, sock , away , put. . . away , come out
“三会”掌握以下单词及句子；
sock what else can you see ?
key points
熟练运用where is/are. . .句式和答语中表示位置的介词。
掌握句型put it/them away. you must look after your things.
difficult points
介词：on，in，under，near，behind的运用。
put away的用法：代词放中间，名词可放中间也可放后面。如：put it away.
put away your things. put your things away.
one of +n. (pl.) one of the shoes one of your books
what else can you see?
teaching methods
就挂图反复操练where is are…？及表示位置的介词，也可以补充一些会话。练习put it/them away.you must look after your things！让学生两人一组进行练习直至熟练为止。
teaching aids
幻灯片或挂图、录音机、磁带。
teaching procedures
step 1 revision
1. have a free talk. (according to his or her talk, ask some questions.)
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’s my pen？让他用疑问句形式is it on the floor？发问一直到找到为止，让学生进行连锁训练。
step 2 presentation
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。
what can you see in the picture?
where’s jim’s bike?
where’ re his books?
并解释句子 what else can you see ? =what other things can you see?
3.与学生一起做书上的习题。
step 3 practice
让学生就图片一问一答，尽量将所有的物品都替换一遍。
step 4 presentation
l.教师从学生桌上拿一本书或一枝钢笔问：is this your book /pen? put it away, please.教学put it away , please.用同样方法教学put them away , please.（板书）jim, where are you? i’m in my room. come out, please. （板书）
2.进行连锁训练。（一个问一个）
a: jim! where are you?
b: i’m in my room.
a: come out, please.
b: i’m coming.
a: is this your sock?
b: yes, it is.
a: where’s the other one?
b: i think it s in one of my shoes.
a: put them away, please. you must look after your things.
b: thank you. (to c ) is this your bag? (are these your pens?)
c: yes, it is. (yes, they are.)
step 5 read and say
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。
step 6 practice
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。
step 7 consolidation
补全下列对话。（幻灯片）
mother: jack. is this shirt _________?
jack: oh, yes.
mother: ________ it away. you must ________ _________ your things.
jack: but it’s dirty. could you help me wash it?
mother: no, _________ it by yourself.
jack: ok. i’ll do it _________school.
两人一组进行练习。
step 8 workbook
1.do ex. 1.
answers: 1.it’s a football sock. it’s jim’s. 2.it’s in one of jim’s shoes. 3. 略.
2. do ex.2 让学生口头说。
answers: 1.e 2.b 3.d 4.f 5.a 6.c
step 9 summary
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.come out 2.one of my shoes 3.put it /them away 4.look after
step 10 homework
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。
writing on blackboard
lesson 69
new words drills
out where’s the other. . . ?
come out it’s in one of. . .
away where are. . . ? they’re ....
put. . . away put it/them away , please.
other you must look after your things.
exercises
根据句意将括号中的中文译成英语。
1.where are li ping’s___________? (足球衣)
2. i think ______________(我的足球袜在)my shoes.
3. his books are on the floor, please _________. (把他们整理好)
4. my mother isn’t well. i must ______________. (照料她 )
5. “can you help me carry the heavy box?” “certainly, ________.(我就来)”
6.the box is too heavy. _________? (里面有什么)
7. i want some drink, please ________ . (给我瓶橘子汁)
answers: 1.football clothes 2.my football socks are in 3.take them away 4.look after her 5.i’m coming 6.what’s in it 7.give me a bottle of orange juice
lesson 70教学设计方案
teaching aims
“四会”掌握下列单词、句子：
wrong, worry, get, get down, think, so, catch, him, right, broken, goodness
what’s wrong? i can get it for you. don’t worry. is it broken?
i don’t think so. it’s in the tree. thank goodness!
key points
句型：could you help me, please?
what’s wrong?
is it broken?
don’t worry.
i can get it for you.
i don’t think so
difficult points
创设情景教学what’s wrong ? don’t worry. i can get it for you.
区分in the tree与on the tree。
teaching methods
创造合适的语言情景练习what’s wrong? don’t worry. i can get it for you.
看本课录像带或投影片，让学生模仿并表演对话。
teaching aids
录像带、录音机、磁带、幻灯片、一个破茶杯、破椅子。
teaching procedures
step 1 revision
1.duty report.
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：could you help me, please？
certainly! thanks! you re welcome！
step 2 presentation
1.教学句型 what’s wrong?
介绍和练习下列对话。
t: could you help me, please?
c: what’s wrong?
t: i can’t find my pen.
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’t worry.thank goodness！介绍和练习下列对话。
c：ok！don’t worry.here you are！
t：thank you.
区分on the tree和in the tree.前者是指“果实长在树上”，后者是指“挂在树上”。（板书）
step 3 drill
让学生进行连锁训练。
step 4 presentation
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：is the chair broken？
帮助学生来回答：yes，i think so.或no，i don’t think so.
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: could you help me, please?
s: what's wrong?
t: i want my football. it's in the tree.
s: don t worry. i can help you. i can get it for you.
t: is it broken?
s: i don’t think so. here you are. catch!
t: thank goodness!
step 5 read and say
同学之间互相练习对话。
step 6 read and say
1.合上书，让同学看录像带。
教师问以下问题。
where's kate's kite?
can kate get the kite?
what’s wrong with jim?
is the kite broken?
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。
step 7 listen and answer
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。
step 8 consolidation
补全下列对话。（幻灯）
kate: li lei, could ________ help ________ , please？
li lei: yes，________ ________？
jim: it’s ________ kite.it’s ________ that tree.
li lei: don’t ________ , jim, i can ________ her. kate, let me ________ it ________ you.
kate: oh，thank you.
li lei: is it ok？
kate: yes, _________ ok, thank you.
li lei: oh, dear. i can't _________ ________.
jim: don t worry, li lei. i can help you.
li lei: thank you, jim. ________ok, now.
让学生两人一组练习，并检查答案。
step 9 workbook
1.do ex.2.
answers: 1.it, me 2.her 3.them 4.him 5.his 6.my,you,yours 7.her 8.us,you
2. do ex.3 找几个同学读，然后检查一下答案。
answers: 1.what's wrong? 2.i can't get it down. 3.don't worry. 4.let me try. that's ok.
step 10 summary
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's wrong . . .? don't worry. thank goodness. us. in/on the tree.
i don’t think so. i can get it for you.
step 11 homework
1. 将练习2写到作业 本上。
2. 三人一组仿照课文表演对话。
writing on blackboard
lesson 70
new words drills
wrong—right what’s wrong with. . . ?
so i can do it for you.
catch i don't think so.
get thank goodness.
broken in the tree
think 外物挂在树上，人在树上
him on the tree
果实长在树上。
the boy is in that tree.
goodness there are many apples on the tree.
exercises
句型转换
1. her tv is broken. (对画线部分提问)
______ is ______ ______ her tv.
2. i can see some apples on the tree. (对画线部分提问)
_____ can ______ see on the tree?
3. thank goodness. (改为否定句)
______ thank goodness.
4. thank you very much. you're welcome. (改写画线部分)
______ very much. it s ______ ______ .
5. i can mend this bike for you. (改为一般疑问句)
______ ______mend this bike for ______?
6. jim's schoolbag is on the desk. (对画线部分提问)
______ schoolbag is on the desk?
answers: l.what, wrong, with 2.what,you 3.don’t 4.thanks, my pleasure 5.can you, me 6.whose
Put them away, please! Lesson 69- 篇12
Teaching aims
“四会”掌握：
mend, knife, help her /them, plane, with
Thanks very much.
What’s wrong with . . .?
Is it broken?
I can’t get down.
Do you have a knife?
Key points
句式：What’s wrong with + n. /pron.?
Do you have a knife? There is no picture.
Is it broken? Let me have a look.
语法：Personal pronouns (Subject and Object)
Difficult points
语法：Personal pronouns. (Subject form and Object form)
区分代词的主格和宾格，并能正确运用。
Teaching methods
创设情景练习What’s wrong with …? 句式。
练习使用人称代词的主格和宾格形式。
Teaching aids
挂图、录音带、录音机、投影片等。
Teaching procedures
Step 1 Revision
1.Duty report.
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：Is that my pen/book？再提问其他学生Is that hers or his？等，以复习物生代词mine，yours，her，his等。
Step 2 Presentation
1.教师要求学生用下列句型来谈论物品。
That’s a nice pencil. Whose is it？
It’s mine.
Is this yours？
No, that isn’t mine. It’s his.
2.画一个悲哀的面孔教Oh dear！
教师可举例装作很焦急的样子：Oh dear！Where’s my watch？
I can’t find it.解释Oh dear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: Oh dear！My clock is broken.Can you mend it？
B: Let me have a look.Yes，I think I can.
A: Thanks very much.
Step 3 Practice
看上图，问：What’s this in English? It’s a kite/plane/knife.
让学生回答：That’s a nice kite! Whose is it？ 答：It’s Kate’s/Lily and Lucy’s/Jim’s/Li lei’s.
Step 4 Read and act
1.看挂图，问：What’s wrong with Lily’s plane? Who can mend it？等课后练习1中的问题。
2.听并跟读。
解释What’s wrong with it ? What’s wrong with + n. /pron.？（板书）以及Do you have a knife？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。
Step 5 Presentation
1.画一幅一个小女孩对着破风筝在大哭的图画。
问：What’s wrong with the girl’s kite? Can she mend it？
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。
TV is broken. There is no picture and colour. (Stress: no =not a /not any)
Step 6 Consolidation
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: Li Hai, _________, please?
Li Hai: Certainly. _________?
Lily: My _________ is broken. Can you ________?
Li Hai: Let me see. I think I can. But ________?
Lily: Here________.
学生两人一组练习对话。
Answers: Could you help me; What’s wrong; model plane, mend it; do you have a knife; you are
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) Can you help ________? Yes, I can.
(2) Can I help _________? No, thanks.
(3) Let ________ help the old man.
(4) This is a black pen. Give _________ to XiaoLi, please.
(5) Can I put our desks here? Yes, put _________ here.
(6) My sister is too young. I must look after ________.
(7) Lin Tao’s bag is too heavy. Can I help ________?
让学生口头说出答案。
Step 7 Workbook
1.Do Ex. 1
Answers: l.It’s broken. 2.It’s the twins. 3. Jim. 4.A knife. 5.Small
2. Do Ex.2 找几个学生做。
Answers: our; We; us; our; her; She; her; He; me
Step 8 Summary
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。
Step 9 Homework
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。
Writing on blackboard
Lesson 71
New words Drills
mend Oh dear !
knife—knives ( pi. ) What’s wrong with + n. /pron. . . .?
plane There is no picture and colour, (no =not a /not any)
with What’s wrong with it ?
Do you have a knife ?
Thank you very much. =Thanks a lot.
(Thanks very much. )
Exercises
(一)单词辨音：
A B C D
( ) 1. Kate know broken basket
( )2. have dad carry take
( )3. number us cup full
( )4. car father glass small
( )5. books teachers pens bottles
Answers: 1.B 2.D 3.D 4.D 5.A
（二）用所给词的正确形式填空。
1.I want ______ (put) these flowers on the teacher's desk.
2. ______(be) there any orange in the bottle?
3.Listen to me ______. (careful)
4. The girl in the photo is ______. (she)
5. Sorry, your answer is ______. (right)
6. Tom has three______. (knife)
7. The robot (机器人) has two______(foot) . But one of them is broken.
8. There is a basket of______. (potato)
Answers: l.to put 2.Is 3.carefully 4.her 5.wrong 6.knives 7.feet 8.potatoes
Put them away, please! Lesson 69- 篇13
teaching aims
“四会”掌握以下单词及词组；
other, sock , away , put. . . away , come out
“三会”掌握以下单词及句子；
sock what else can you see ?
key points
熟练运用where is/are. . .句式和答语中表示位置的介词。
掌握句型put it/them away. you must look after your things.
difficult points
介词：on，in，under，near，behind的运用。
put away的用法：代词放中间，名词可放中间也可放后面。如：put it away.
put away your things. put your things away.
one of +n. (pl.) one of the shoes one of your books
what else can you see?
teaching methods
就挂图反复操练where is are…？及表示位置的介词，也可以补充一些会话。练习put it/them away.you must look after your things！让学生两人一组进行练习直至熟练为止。
teaching aids
幻灯片或挂图、录音机、磁带。
teaching procedures
step 1 revision
1. have a free talk. (according to his or her talk, ask some questions.)
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’s my pen？让他用疑问句形式is it on the floor？发问一直到找到为止，让学生进行连锁训练。
step 2 presentation
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。
what can you see in the picture?
where’s jim’s bike?
where’ re his books?
并解释句子 what else can you see ? =what other things can you see?
3.与学生一起做书上的习题。
step 3 practice
让学生就图片一问一答，尽量将所有的物品都替换一遍。
step 4 presentation
l.教师从学生桌上拿一本书或一枝钢笔问：is this your book /pen? put it away, please.教学put it away , please.用同样方法教学put them away , please.（板书）jim, where are you? i’m in my room. come out, please. （板书）
2.进行连锁训练。（一个问一个）
a: jim! where are you?
b: i’m in my room.
a: come out, please.
b: i’m coming.
a: is this your sock?
b: yes, it is.
a: where’s the other one?
b: i think it s in one of my shoes.
a: put them away, please. you must look after your things.
b: thank you. (to c ) is this your bag? (are these your pens?)
c: yes, it is. (yes, they are.)
step 5 read and say
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。
step 6 practice
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。
step 7 consolidation
补全下列对话。（幻灯片）
mother: jack. is this shirt _________?
jack: oh, yes.
mother: ________ it away. you must ________ _________ your things.
jack: but it’s dirty. could you help me wash it?
mother: no, _________ it by yourself.
jack: ok. i’ll do it _________school.
两人一组进行练习。
step 8 workbook
1.do ex. 1.
answers: 1.it’s a football sock. it’s jim’s. 2.it’s in one of jim’s shoes. 3. 略.
2. do ex.2 让学生口头说。
answers: 1.e 2.b 3.d 4.f 5.a 6.c
step 9 summary
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.come out 2.one of my shoes 3.put it /them away 4.look after
step 10 homework
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。
writing on blackboard
lesson 69
new words drills
out where’s the other. . . ?
come out it’s in one of. . .
away where are. . . ? they’re ....
put. . . away put it/them away , please.
other you must look after your things.
exercises
根据句意将括号中的中文译成英语。
1.where are li ping’s___________? (足球衣)
2. i think ______________(我的足球袜在)my shoes.
3. his books are on the floor, please _________. (把他们整理好)
4. my mother isn’t well. i must ______________. (照料她 )
5. “can you help me carry the heavy box?” “certainly, ________.(我就来)”
6.the box is too heavy. _________? (里面有什么)
7. i want some drink, please ________ . (给我瓶橘子汁)
answers: 1.football clothes 2.my football socks are in 3.take them away 4.look after her 5.i’m coming 6.what’s in it 7.give me a bottle of orange juice
lesson 70教学设计方案
teaching aims
“四会”掌握下列单词、句子：
wrong, worry, get, get down, think, so, catch, him, right, broken, goodness
what’s wrong? i can get it for you. don’t worry. is it broken?
i don’t think so. it’s in the tree. thank goodness!
key points
句型：could you help me, please?
what’s wrong?
is it broken?
don’t worry.
i can get it for you.
i don’t think so
difficult points
创设情景教学what’s wrong ? don’t worry. i can get it for you.
区分in the tree与on the tree。
teaching methods
创造合适的语言情景练习what’s wrong? don’t worry. i can get it for you.
看本课录像带或投影片，让学生模仿并表演对话。
teaching aids
录像带、录音机、磁带、幻灯片、一个破茶杯、破椅子。
teaching procedures
step 1 revision
1.duty report.
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：could you help me, please？
certainly! thanks! you re welcome！
step 2 presentation
1.教学句型 what’s wrong?
介绍和练习下列对话。
t: could you help me, please?
c: what’s wrong?
t: i can’t find my pen.
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’t worry.thank goodness！介绍和练习下列对话。
c：ok！don’t worry.here you are！
t：thank you.
区分on the tree和in the tree.前者是指“果实长在树上”，后者是指“挂在树上”。（板书）
step 3 drill
让学生进行连锁训练。
step 4 presentation
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：is the chair broken？
帮助学生来回答：yes，i think so.或no，i don’t think so.
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: could you help me, please?
s: what's wrong?
t: i want my football. it's in the tree.
s: don t worry. i can help you. i can get it for you.
t: is it broken?
s: i don’t think so. here you are. catch!
t: thank goodness!
step 5 read and say
同学之间互相练习对话。
step 6 read and say
1.合上书，让同学看录像带。
教师问以下问题。
where's kate's kite?
can kate get the kite?
what’s wrong with jim?
is the kite broken?
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。
step 7 listen and answer
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。
step 8 consolidation
补全下列对话。（幻灯）
kate: li lei, could ________ help ________ , please？
li lei: yes，________ ________？
jim: it’s ________ kite.it’s ________ that tree.
li lei: don’t ________ , jim, i can ________ her. kate, let me ________ it ________ you.
kate: oh，thank you.
li lei: is it ok？
kate: yes, _________ ok, thank you.
li lei: oh, dear. i can't _________ ________.
jim: don t worry, li lei. i can help you.
li lei: thank you, jim. ________ok, now.
让学生两人一组练习，并检查答案。
step 9 workbook
1.do ex.2.
answers: 1.it, me 2.her 3.them 4.him 5.his 6.my,you,yours 7.her 8.us,you
2. do ex.3 找几个同学读，然后检查一下答案。
answers: 1.what's wrong? 2.i can't get it down. 3.don't worry. 4.let me try. that's ok.
step 10 summary
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's wrong . . .? don't worry. thank goodness. us. in/on the tree.
i don’t think so. i can get it for you.
step 11 homework
1. 将练习2写到作业 本上。
2. 三人一组仿照课文表演对话。
writing on blackboard
lesson 70
new words drills
wrong—right what’s wrong with. . . ?
so i can do it for you.
catch i don't think so.
get thank goodness.
broken in the tree
think 外物挂在树上，人在树上
him on the tree
果实长在树上。
the boy is in that tree.
goodness there are many apples on the tree.
exercises
句型转换
1. her tv is broken. (对画线部分提问)
______ is ______ ______ her tv.
2. i can see some apples on the tree. (对画线部分提问)
_____ can ______ see on the tree?
3. thank goodness. (改为否定句)
______ thank goodness.
4. thank you very much. you're welcome. (改写画线部分)
______ very much. it s ______ ______ .
5. i can mend this bike for you. (改为一般疑问句)
______ ______mend this bike for ______?
6. jim's schoolbag is on the desk. (对画线部分提问)
______ schoolbag is on the desk?
answers: l.what, wrong, with 2.what,you 3.don’t 4.thanks, my pleasure 5.can you, me 6.whose
Put them away, please! Lesson 69- 篇14
Lesson 71
Note: Special attention should be given to the different forms of pronouns as they cause problems for Chinese students.
Step 1 Revision
1 Revise the Could you help me, please? dialogue in Lesson 70, Step 2 of the TB.
2 Revise mine / yours /his /hers, etc. by asking the students Is that my pen / book? etc. pointing to their pen / book, etc. Ask other students Is that hers or his? etc.
3 Check homework.
Step 2 Presentation
1 Collect a number of objects from the students. Ask Can you describe it? What colour is it? Is it heavy? etc.
2 Revise That's a big / heavy / nice bag! etc. Use a toy plane, or draw a plane on the Bb and teach the word plane. Say This is a small/light/nice plane.
3 Have students talk in pairs about the objects like this: That's a nice plane. Whose is it? It's mine / his / hers, etc.
4 Teach Oh dear! by looking sad, or by drawing a sad face on the Bb. Pretend to be worried and say Oh dear! Where's my watch? I can't find it. Explain that Oh dear is used when something is wrong or sad.
5 Use an object that is broken, e. g. a broken clock or chair, and teach this dialogue:
A: Oh dear! My clock is broken. Can you mend it?
B: Let me have a look. Yes, I think I can / Oh no, I don't think so.
6. n pairs, have the students practise the above dialogue.
Step 3 Read and act
1 SB Page 8, Part 1, Speech Cassette Lesson 71.Books closed! Play the tape. Ask the questions in Wb Lesson 71, Ex. 1. Play the tape again and have the students listen and repeat. Explain sentences like What's wrong with it? Do you have a knife? Tell the students the plural form of knife is knives. Draw these pictures:
2 Divide the class into three groups. Each group plays the role of a person. Read the dialogue. Then change the roles. Correct their pronunciation as necessary.
3 If time permits, have each group write a new dialogue using some of the phrases from the first dialogue such as, What's wrong? It's broken. Could you help me? etc. Each person in the group should have three lines. Give them time to practise the dialogue and then choose three groups to act out their dialogue for the class.
Step 4 Ask and answer
1 Draw a picture of a little girl crying over a broken kite on the Bb. Read the dialogue in SB Lesson 71, Part 2. Teach her.
2 Divide the class into halves and read the dialogue again. Then get the students to substitute her with the correct pronoun chosen from the box, e. g. him and his, us and our, them and their. The word kite can be replaced by plane, pens or bikes, etc.
3 Ask the students to practise the dialogue in pairs, changing the pronouns and the broken object each time.
Step 5 Workbook
SB Page 79, Wb Lesson 71, E. 2-3. Both exercises should be done in class. Before getting the students to do them, you must let them read through the texts. For Ex. 2, they should fill in the blanks with the correct pronouns according to the picture. For Ex. 3, encourage your students to create new dialogues using different objects and names of persons.
Homework
Revise the new language in this unit.
Write down the dialogues made up after the models in Wb Lesson 71 , Ex. 3.
Put them away, please! Lesson 69- 篇15
Lesson 71
Note: Special attention should be given to the different forms of pronouns as they cause problems for Chinese students.
Step 1 Revision
1 Revise the Could you help me, please? dialogue in Lesson 70, Step 2 of the TB.
2 Revise mine / yours /his /hers, etc. by asking the students Is that my pen / book? etc. pointing to their pen / book, etc. Ask other students Is that hers or his? etc.
3 Check homework.
Step 2 Presentation
1 Collect a number of objects from the students. Ask Can you describe it? What colour is it? Is it heavy? etc.
2 Revise That's a big / heavy / nice bag! etc. Use a toy plane, or draw a plane on the Bb and teach the word plane. Say This is a small/light/nice plane.
3 Have students talk in pairs about the objects like this: That's a nice plane. Whose is it? It's mine / his / hers, etc.
4 Teach Oh dear! by looking sad, or by drawing a sad face on the Bb. Pretend to be worried and say Oh dear! Where's my watch? I can't find it. Explain that Oh dear is used when something is wrong or sad.
5 Use an object that is broken, e. g. a broken clock or chair, and teach this dialogue:
A: Oh dear! My clock is broken. Can you mend it?
B: Let me have a look. Yes, I think I can / Oh no, I don't think so.
6. n pairs, have the students practise the above dialogue.
Step 3 Read and act
1 SB Page 8, Part 1, Speech Cassette Lesson 71.Books closed! Play the tape. Ask the questions in Wb Lesson 71, Ex. 1. Play the tape again and have the students listen and repeat. Explain sentences like What's wrong with it? Do you have a knife? Tell the students the plural form of knife is knives. Draw these pictures:
2 Divide the class into three groups. Each group plays the role of a person. Read the dialogue. Then change the roles. Correct their pronunciation as necessary.
3 If time permits, have each group write a new dialogue using some of the phrases from the first dialogue such as, What's wrong? It's broken. Could you help me? etc. Each person in the group should have three lines. Give them time to practise the dialogue and then choose three groups to act out their dialogue for the class.
Step 4 Ask and answer
1 Draw a picture of a little girl crying over a broken kite on the Bb. Read the dialogue in SB Lesson 71, Part 2. Teach her.
2 Divide the class into halves and read the dialogue again. Then get the students to substitute her with the correct pronoun chosen from the box, e. g. him and his, us and our, them and their. The word kite can be replaced by plane, pens or bikes, etc.
3 Ask the students to practise the dialogue in pairs, changing the pronouns and the broken object each time.
Step 5 Workbook
SB Page 79, Wb Lesson 71, E. 2-3. Both exercises should be done in class. Before getting the students to do them, you must let them read through the texts. For Ex. 2, they should fill in the blanks with the correct pronouns according to the picture. For Ex. 3, encourage your students to create new dialogues using different objects and names of persons.
Homework
Revise the new language in this unit.
Write down the dialogues made up after the models in Wb Lesson 71 , Ex. 3.
Put them away, please! Lesson 69- 篇16
Lesson 70
Step 1 Revision
1. Check homework.
2. Revise Could you help me, please? Certainly! Thanks! You're welcome! by having the students help you open / close the door, carry a bag, etc.
Step 2 Presentation
1. Teach What's wrong? which is used to find out what the problem is. Present and practise the following dialogue:
T: Could you help me, please?
C: What's wrong?
T: I can't find my pen.
2. Teach Don't worry! and Thank goodness! Explain that Don't worry is used to calm a person and Thank goodness is used when a person feels relieved. Add the following to the dialogue:
C: OK! Don't worry! Here you are!
T: Thank goodness!
3. Students practise the above dialogue in pairs.
Step 3 Presentation
1. Draw a picture of a kite in a tree and a girl (Kate) under the tree on the Bb. Ask What's this? Where's the kite? Say This is Kate. Ask Whose kite is that? Can Kate get the kite? Help the students to answer. Possible answers are: The kite is too high. Kate can not get the kite. etc.
2. Use something that is broken, e.g. a broken cup or a broken chair and teach broken. Then point to the picture on the Bb and ask Is the kite broken? Help students to answer Yes, I think so. Or No, I don't think so. as appropriate.
Step 4 Read and say
Note: There are many different expressions one may use as a reply to thank you, depending on the situation and the person one is talking to. For example, one may use you're welcome as in the dialogue, but one may also say, That's all right, Don't mention it, It's OK, and It's my pleasure, just to mention a few answers.
1. SB Page 7, Speech Cassette Lesson 70. Ask Where's Kate's kite? and other questions. Write the questions on the Bb. Play the tape. Check answers. Play the tape again and have the students repeat. Go through the dialogue and explain the new words catch and him.
2. Divide the class into groups of three, preferably each group should contain two boys and one girl. If this isn't possible, have the students change the character names to fit the students' genders.
3. Have each group read through the dialogue using the look and say method. Then give them time to try to memorize the dialogue and act it out. As they are practising, walk around the room and help where needed.
4. If time allows, have an acting contest: Choose three groups and have each of the groups come up and do the dialogue for the rest of the class. Have the class vote on which dialogue they thought was best, group 1, 2, or 3. Then give the winning group a prize if you wish, something like a pencil or an eraser.
Step 5 Listen and answer
WB Lesson 70, Ex. 1, Listening Cassette Lesson 70. Let the students read the questions before playing the tape.
Listening Text
JANE: Liu Hai, could you help me, please?
LIU HAI: Yes, Jane, what's wrong?
RICK: It's her kite. It's in that tree.
LIU HAI: Don't worry, Jane. I can help you. Let me get it.
JANE: Oh, thank you!
RICK: Are you OK, Liu Hai? Can you get it?
LIU HAI: Yes, I think I can. Here it is. Catch!
JANE: Thanks, Liu Hai.
LIU HAI: Is it OK?
JANE: Yes, it's OK. Thank goodness!
LIU HAI: Oh dear, I can't get down!
RICK: Don't worry, Liu Hai! I can help you.
LIU HAI: Thank you, Rick. I'm OK now!
Do Ex. 1. The answers are: 1 C; 2 B; 3 A; 4 B.
Step 6 Workbook
SB Page 78, Wb Lesson 70, E. 2 and 3. Before starting to do Ex. 2, help students to revise all the pronouns they have learnt. For Ex. 3, allow students a few minutes to go over the dialogue. Then collect the answers from the students. Call out one or two pairs of students to read aloud the whole dialogue.
Homework
Learn the dialogue in SB Lesson 70 by heart and act it out in pairs.
Finish off the Workbook exercises.
Put them away, please! Lesson 69- 篇17
Lesson 69多媒体教学设计方案
Teaching objectives
1. Revise prepositions and learn how to describe the objects’ location.
2. Learn how to give instructions: Come out please. Put them away, please.
Main points
Using the prepositions to describe the location and giving instructions.
Difficult points
Put it/them away, please.
Teaching procedure
Step 1 Revision
1.（录像演示）Revise the names of classroom objects.
2.（录像演示）Revise prepositions.
Step 2 Presentation
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）Look and answer 演示物品的位置，学生回答问题：
What can you see in the picture?
Where’s Jim’s bike?
Where’ re his books?
Step 3 Practice
(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: Where is/are his …?
B: Its/ they’re …
（录像演示）演示Lily’s bedroom的情况，让学生模仿描述自己的bedroom
Step 4 Presentation
1.通过图片教学新词汇和短语：Put it/them away，come out
Is this your pen? Put it away, please.
Are these your pens? Put them away, please.
A: Lucy, come out please! Is this your book?
B: Yes, it is.
A: Put it away. You must look after your things.
Step 5 Read and act
1.（录像演示）Part 2 Read and act，and answer the questions:
Where is Jim?
What’s in Mother’s hand? Whose is it?
Where is the other one?
What does Mother say to Jim?
2.（动画演示）Listen and repeat，然后让学生进行听力练习。
（录像演示）What does Jim do?看看Jim做得怎么样。
Step 6 Exercises
补全下列对话
Mother: Jack. Is this shirt _________?
Jack: Oh, yes.
Mother: ________ it away. You must ________ _________ your things.
Jack: But it’s dirty. Could you help me wash it?
Mother: No, _________ it by yourself.
Jack: OK. I’ll do it _________school.
Keys: yours, Put, look after, wash, after
Step 7 Homework
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. Finish off the workbook.
Lesson 69教学设计方案1
Teaching objectives
1. Revise prepositions and learn how to describe the objects’ location.
2. Learn how to give instructions: Come out please. Put them away, please.
Main points
Using the prepositions to describe the location and giving instructions.
Difficult points
Put it/them away, please.
Teaching aids
A tape recorder, some pictures
Teaching procedure
Step 1 Revision
1. Revise the names of classroom objects.
2. Revise prepositions.
Step 2 Presentation
1. Teach English words by using pictures.
2. Look at the picture of Jim’s bedroom. Ask the questions like where is/are Jim’s bed/ shoes...? Get the students to answer.
Step 3 Practice
Get them to work in pairs:
A: Where is/are his …?
B: Its/ they’re …
Step 4 Presentation
1. Teach Come out/ Put it away.
Pick up a student's book and stand outside the door. Present the dialogue.
T: Lucy, come out please! Is this your book?
S1: Yes, it is.
T: Put it away. You must look after your things.
Then get them to start practicing the dialogue.
Step 5 Read and act
1. Get the students to listen to the tape and answer the questions:
Where is Jim?
What’s in Mother’s hand?
2. Listen and repeat.
3. Practise reading in pairs and then ask some pairs to act out.
Step 6 Workbook
Do Ex3 in WB
Homework
Finish off the workbook.
