初一第17单元 Could you help me, please? Lesson 65
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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.
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. 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.
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 this7 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
B 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.

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