7. Excuse me 的用法

这是用于向某人询问一件事或提出请求而打扰某人时的用语。意思是“对不起”，“请问”。例如：

Excuse me! Are you Teacher Wang? 对不起，请问你是王老师吗？

[Sorry和Excuse me的区别]：

Sorry 和Excuse me都是“对不起”的含义，sorry 用于自己不能替对方做某事或回答某问题而表示歉意，也可说成“I'm sorry.”。Excuse me则是向某人提出询问，请求或打扰某人时的用语。例如：

Excuse me. What's the time, please?

对不起。请问几点钟了？

Sorry, I don't know.

对不起，我不知道。

6. am, is和are 的用法

这三个词都是“是”的含义，但用法比中文中的“是”要复杂，英语中的am，is 和are都是be 的变化形式，根据不同的主语选用不同的动词，主语I 用am，表示复数的主语和单数“you”则要用are，其它则用is。

I am a teacher.我是教师。

You are a worker.你是一个工人。

You are students.你们是学生。

She is Miss Gao. 她是高小姐。

5. too表示“也……”，通常用在句尾，前面用逗号隔开。

　 例如：- I’m from Canada.

　　　　 - I’m from Canada, too.

4. Stand up, please! 和Sit down, please! 是祈使句。祈使句可表命令、请求、叮嘱、号召等意义。在此表委婉的命令语气。Let’s begin! 也是祈使句，let’s 表示“建议”。

3. 在介绍他人的时候，我们说“This/That is…”而不说“He/She is…”。如果介绍的是两个或两个以上时，用These/Those are …。其它介绍别人的方法还有：I’d like you to meet … 或 May I introduce …? 这种句型比较正式、比较谦恭些。熟人之间一般不会这么用，因为显得生疏。一般是要把一位长辈或者大人物介绍给别人时要用这种正式的句型。当把家人介绍给别人时，一般遵循由长辈到同辈到晚辈的顺序，而不会以职位高低为顺序，当然在英国这个仍然保持贵族传统的国家，如果对方介绍家人时以社会地位的高低为顺序也不足为奇。社交礼仪中有一条黄金原则：介绍朋友时，应该集中精力去记住人家的名字。在以后的交往中，一见面就能叫出对方的名字，别人会认为你很热情，很友好。

2. please意为“请”，可放在句首或句末。放在句末时要用逗号与前面隔开。例如，Come in, please!=Please come in!

1. Welcome to…意为“欢迎到……”，后接地点名词。例如，Welcome to Beijing! Welcome to our school! Welcome也可以单独用，表示一种亲切的招呼。

5. Repeat the above with more students.

Step IV Homework

T: After class, please review the new words you have learned in this period, and find out which are used with “an” and which are used with “a”.　

Section C

Target language

a. Words and expressions

　 year, now, high, school, high school, same, but, friend, these, egg, those, bus

b. Key sentences

They are not in the same class, but they are good friends.

Are these/those …?

Yes, they are. / No, they aren’t.

What are these/those in English?

Ability goals

Read a passage and pick out the key information.

Learn the plural forms of some nouns.

Teaching aids

Tape recorder and projector.

Teaching procedures and ways

Step I Reading (1)

First help review the structures they have learned in last period. The teacher can bring some small things (as prize) to the class. Then let students have a competition by answering the questions:

What this in English?

How do you spell?

The ones who first give the correct answers will get the things as a prize.

For example, hold a pencil in hand and ask,

T: What’s this in English? And how do you spell it?

S: It’s pencil. P-E-N-C-I-L, pencil.

T: Correct! Now the pencil is yours.

Then let students read the passage on page 21.

T: Next, we’ll get to know two friends. Look at activity 1 on page 21. Read the passage and then complete the chart below.

After students have finished, check the answers.

Step II Single and plural (3)

Help students learn the single and plural forms of some nouns.

T: In English, there are countable nouns and uncountable nouns. A countable noun has both the single form and the plural form. For example, a pen, two pens. Pen is the single form and pens is the plural form. Usually we add an “s” to the single form to get its plural form. For some words, we add an “es”. Now turn to page 22, look at activity 3.

Let students read the words under each picture. Then let them have a summary:

We add an “s” to words: pencil, apple, cake, book

We add an “es” to words: box, bus

Then show the following rules on the screen.

The plural form of most nouns is created simply by adding the letter s.

more than one student = students

more than one car = cars

Words that end in -ch, x, s or s-like sounds, however, will require an -es for the plural:

more than one box = boxes

more than one gas = gases

more than one bus = buses

more than one kiss = kisses

There are several nouns that have irregular plural forms.

more than one child = children

more than one woman = women

more than one man = men

more than one person = people

more than one goose = geese

more than one mouse = mice

more than one deer = deer

Step III Function practice (2, 4)

This procedure provides practice with these and those.

Put a pencil and a book on the desk.

T: We learned about the use of this and that. Look, this is a pencil, and that is a book.

Take out more pencils and books.

T: Look, these are pencils, and those are books.

Write these and those on the Bb.

Then introduce the structures:

These/those are …

Are these/those …?

Yes, they are. No, they aren’t.

What are these/those in English?

Then let students read and practice the conversations in activity 2.

T: Now, look at the conversations in activity 4. Complete them according to the pictures.

After students have finished, check the answers.

Then let them practice them with their partners.

Step V Summary and homework

T: Today, we learned the use of these and those. You should always remember that the demonstrative pronouns this and that go with is, while these and those go with are. Homework:

　 Write down the plural forms of the following words:

　 class, teacher, name, number, grade, English, pencil-box, eraser, desk, year, school, friend

Section D

Target language

a. Grammar focus

　 Demonstrative pronouns: this/that/these/those

b. Useful expressions

What class/grade are you in?

　 I’m in Class …, Grade …

　 How old are you?

　 I’m … (years old).

How do you spell it?

Ability goals

Enable students to complete a passage according to the form given.

Review the grammar and useful expressions in this topic.

Teaching aids

Tape recorder.

Teaching procedures and ways

Step I Revision

Check the homework. Let two students write the plural forms of the words on the Bb. Correct the mistakes, and help them review the rules they have learned in the last period.

Answer:

class→classes, teacher→teachers, name→names, number→numbers, grade→grades,

English→Englishes, pencil-box→pencil-boxes, eraser→erasers, desk→desks, year→years,

school→schools, friend→friends

Step II Listening and writing (1, 2)

This procedure provides listening and writing practice with the target language of this topic.

T: Look at the form in activity 1. You will hear about a person’s information. Listen and fill in it with name, age and phone number.

Play the tape twice. Then check the answers.

Then let students work in pairs, asking and answering about them. For example,

S1: What his/her name?

S2: …

S1: How old is he/she?

S2: …

S1: What’s his/her phone number?

S2: …

Then deal with activity 2.

T: Now read the form about Bai Lili in activity 2 and then complete the passage on the right.

After students have finished, check the answer.

For this activity, teacher can also show the form on the screen and let students retell the passage orally according to it.

Step III Grammar and expressions review (3a, 3b)

We use “this” for one object (singular) which is here (near to us).

We use “that” for one object (singular) which is there.

We use “these” for more than one object (plural) which are here (near to us).

We use “those” for more than one object (plural) which are there.

Step IV Project (4)

In this step, students will play a game by using some expressions they have learned in this topic.

First write the three questions on the Bb.

Then let each student interview nice classmates using these questions and fill in the form.

Then say some students’ names (For example, Who has Wang Jun?). Students listen and cross out the names they hear.

The student who finishes any three names in a line should say “BINGO finished!” at once.

If time allow, the teacher can tell students something about Bingo game such as its history and how to play Bingo.

Note:

More information about Bingo game could be found in the following website:

bingo.html

教学资源库

4. Other students answer his/her question with yes or no answer.

3. Let his/her pick out an object from the desk and guess what it is by asking question “Is this a/an …?”