English Lesson Plan 1
Third grade English review materials: auxiliary verbs
1) Assist the main verb to form the predicate verb phrase The word is called an auxiliary verb.
The verb being assisted is called the main verb.
The auxiliary verb itself has no meaning and cannot be used alone, for example:
he doesn't like english. He doesn't like English.
(doesn't is an auxiliary verb with no word meaning; like is the main verb with word meaning)
2) Auxiliary verbs help the main verb complete the following functions and can be used:
a. Expresses tense, for example:
he is singing. He is singing.
he has got married. He has got married.
b. Expresses voice, for example:
he was sent to england. He was sent to England.
c. Form a question sentence, for example:
Do you like college life? Do you like college life?
did you study english before you came here? Did you study english before you came here?
d. Used with the negative adverb not to form a negative sentence, for example:
i don't like him. I don't like him.
e. Strengthen the tone, for example:
do come to the party tomorrow evening. I will definitely come to the party tomorrow night.
he did know that. He did know that.
3) The most commonly used auxiliary verbs are: be, have, do, shall, will, should, would
Auxiliary verbs generally have no meaning and cannot be used as predicate verbs alone.
Its function is to help form various tenses, voices, negations, questions, etc.
1. Usage of the auxiliary verb be (am, is, are, was, were, being, been)
(1) be followed by the present participle forms the continuous tense.
Who is playing the violin? Who is playing the violin?
she was reading a book then. She was reading a book then.
(2) be followed by the past participle forms the passive voice.
he was asked to do the work. Someone asked him to do the work.
you are invited to attend the meetintg. Someone invites you to attend the meeting.
(3) be followed by the infinitive as a predicate, there are the following situations:
①It means planning and arranging what is going to happen.
Who are we to meet? Who are we to meet?
i'm to have supper with john this afternoon. I'm going to have supper with john this afternoon.
② indicates instructions and commands, and the negative expression indicates prohibition.
You are to see the headmaster today. Today you have to see the headmaster.
you are not to enter the room without permission.
③ Indicates obligations, responsibilities, etc., the same as should.
you are to be back before 5. You have to be back before 5 o'clock.
What is to be done? What should be done.
④ Indicates possibility, synonymous with modal verbs may and can.
Such books are to be found in any library. Such books are available in any library.
not a sound was to be heard. There was no sound at all.
⑤ Indicates what happened later, and can be used to express fate or destiny
They say good-bye, little knowing that they were never to meet again. They said good-bye, little knowing that they were never to meet again. We can never meet again.
he was to regret the decision. One day he will regret making this decision.
⑥ used in idioms
where am i to go? Where am I to go?
what am i to do? What should I do?
2. Usage of the auxiliary verb have (has, had, having)
(1) The auxiliary verb have can form the perfect tense or the perfect continuous tense
he has been a doctor for 10 years. He has been a doctor for ten years.
this is the place i have been longing to visit.
(2) It forms a predicate with the infinitive, expressing something that objectively has to be done.
we've missed the train. we'll have to wait for another one. We have missed the train, we can only wait for the next one.
-do we have to start work? Do we have to start work immediately?
-no. we don't have to.
3. Usage of do(does, did)
(1) To form a question or negative sentence
how did you know about it? How did you know of this matter.
he does not smoke. He does not smoke.
(2) Strengthen the tone.
he did tell that. He did tell that.
do come and see us. Do come and see us.
(3) Replace the verb that just appeared before to avoid repetition.
-you like popular music, don't you? You like popular music, right?
-yes, i do. ??Yes, I like it.
he speaks french as fluently as she does. He speaks French as fluently as she does.
(4) Used in inversion sentences.
never did he pay attention to my words.
only then did i understand the importance of english. Only then did I understand the importance of English.
(5) Form a negative imperative sentence.
don't be so careless. Don't be so careless.
do not hesitate to come for help. Just come for help.
4. Usage of shall (should) and will (would)
(1) shall (should) is used in the first person future tense to simply express
i shall think it over. I shall think it over.
when shall i see you again? When shall I see you again?
i rang up to tell her that i should leave for london. I called to tell her that I was going to London.
(2) will is used in the future tense of the second and third persons, and can be used for all persons in modern English.
He will be 30 next month. He will be next month Will be 30 years old.
you will have an english test tomorrow. You will have an English test tomorrow.
he wanted to know when you would finish the writing. He wanted to know when you would finish the writing.
English Lesson Plan 2
Purpose of the activity:
1. Let the children learn to say: "cookies" without realizing it when eating snacks.
2. Allow children to initially perceive and learn to say "i like..." while learning to sing songs.
Activity preparation:
Several cookies, a glass of milk for each person, and a bib.
Activity process:
1. Arouse children’s interest as a mother.
t:tody i am your mum.
t:oh!my baby i love you.do you love me?
t:tody mum make some food for you.
t:oh!look what is this? (Show a biscuit bowl covered with cloth)
t:now,let's count.one two three four five. (Open the cloth)
t:follow me say “cookies”. (Speak cookies in three different tones)
2. Send cookies
t :please,pick up one.you must say thank you.
Distribute biscuits to the children, each take one for themselves, and tell the children not to eat it yet. After that, let the children sing while holding the cookies and eat the cookies after singing.
t: i like means "I like". follow me say i like.
For the second time, let the children each get 2 cookies, sing a song and eat one.
3. Make milk
t: It seems that we still have something to eat. Ah, this is it. say milk (give each person a glass of milk)
t:i like milk.
t:please,one mouth milk,one mouth cookie.
t:oh, it's yum!
4. Ending
t:clean your mouth after eating.
English Lesson Plan 3
1. Purpose of the activity:
1. Review the learned words in the game, such as: apple, pear, orange, banana, etc.
2. Learn new words: "strawberry" (strawberry), "cherry" (cherry).
3. Initial use of the sentence patterns "whats this?" and "its a/an┉┉".
2. Activity preparation:
Prepare various fruits (pictures), fruit headdresses,
Recorders, tapes
3. Activities Process:
1. As a "magician", the teacher shows the cake and sings happy birthday to stimulate the children's interest in English activities.
“Happy brithday to you ┉┉ Hello everyone, I am a magician. Today is my birthday. I have brought many, many delicious things to give to you. Please celebrate your birthday with me. , okay?
2. Show the magic wand, play magic games, review and consolidate the learned fruit words
"Children, look, this is a magic wand, this magic wand." The stick is amazing. Today we are going to use this stick to conjure delicious things. Now let the children do the magic together with the magician.
Requirements: a. When changing with the magician, walk gently and don’t speak loudly.
b. Don’t crowd around.
(1) Conjure a fruit and ask:
t: whats this?
s: its an apple.
t;very good!apple apple its an apple.
(Children are awesome, now the magician will give you this apple)
(2) Conjure oranges and ask questions.
t：whats this?
s：its an orange.
t: read after me, orange orange.
(3) Now ask the children to see what else the magician can do? (Pear)
t: whats this?
s: its a pear.
t: pear, pear, pear.
@_@I am the dividing line@_@ (4) Make a banana and ask questions.
t: whats this?
s: its a banana
t: banana, banana
3. Show pictures and learn new things The words strawberry and cherry allow children to carefully observe and learn the correct pronunciation of the words.
"Now let's see what else this magic wand can conjure?"
(1) Show strawberries and ask questions
t: whats this?
s: it’s strawberry
t: no, no, no, its strawberry
(2) Show the cherry and ask questions
< p> t：whats this?s：It’s a cherry
t：no, no, no, its a cherry.
(3)play a game (play a game--"loudly and quietly")
Requirement: Don't make too much noise when reading.
"Now let's play a game. The name of the game is "Loud and Quiet". When the magician is loud, you will be quiet. When I am quiet, you will be loud. Do you understand? Lets begin. , ok? ok! The kids are awesome. First, I divided the kids into two groups, boys and grils, to see who can read correctly and listen well.
(The kids are really awesome, now they are doing magic. The teacher will also give you these two fruits)
4. Play games to help children strengthen their understanding of the two new fruits.
“Let’s play again. For a game called "Fruit Squat", children are asked to put on their headgear and carefully read and perform the movements.
For example: apple squat apple squat apple squat finish banana squat.
English lesson plan 4
lesson 2
1. Teaching content part a let's learn/ ask and answer/ let's spell.
2. Teaching objectives
1. Be able to listen, speak and read correctly "who is...? he/she is...what's he/she like? he/she is... is he/she...?yes, he/she is. no, he/she isn't." and other related communicative expressions to ask who someone is, what their appearance or personality is like.
2. Be able to correctly listen, speak, and read adjectives such as old, young, funny, kind, and strict that express the appearance and personality characteristics of characters.
3. Be able to understand, speak, and perform let’s learn content and use the learned language in real situations for real communication and application.
3. Important and difficult points in teaching
Key points: Students can perform the communicative content of let’s learn and discuss characters in English according to the actual situation.
Difficulty: accurately ask and answer character characteristics in English, such as "who is...? he/she is...what's he/she like? he/she is... is he/she...?yes,he/ she is. no, he/she isn't." etc.
4. Preparation before class
Word cards, recorder, tape
5. Teaching process
step1. warming-up
p>
1.sing a song "who's your teacher"
2.show pictures and say
Show pictures of some subject teachers and let students say them quickly, such as chinese teacher /math teacher/english teacher/art teacher/music teacher.
t: who's this man/woman?
s: he/she is ... ...
step2. presentation
1.look and guess. Look at the picture and guess.
The teacher shows the picture of the teacher just shown and asks the students to guess what kind of personality the teacher is like?
t: guess, what's he/she like?
s : is he/she strict/funny…?
t:yes,he/she is.no,he/she isn't.
After the two groups demonstrate, the teacher will Give it to students and have a student-student conversation.
2. Show the let’s learn picture and quickly ask students to say whether it is mr or miss.
3.look at the pictures and say. Look at the pictures and say sentences.
For example: mr young is our music teacher.he is old.
4. Play the illustrations in the textbook and select the pictures to discuss in pairs.
step3 consolidation
Group work: Group discussion with the teacher.
1. Prepare a portrait of your favorite teacher and introduce it to your group members.
2. Let students perform to check their mastery of the sentence patterns in this lesson, and praise students who do well.
step4 homework
1.copy the words of let's learn.
2.make a dialogue about your teachers.
Six. Blackboard design
unit one what's he like?
part a let's learn ask and answer let's spell
old funny young kind strict
who's your art teacher?--mr jones.
is he young?--yes,he is.
7. Teaching reflection
English lesson plans 5
Activity goals:
1. Understand the meaning of words and learn to say new words.
2. Feel the joy of English games and be willing to learn English.
Activity preparation:
1. One puppet.
2. One red apple, one green orange, one yellow banana, and one blue balloon.
3. Red, green, yellow and blue paints, two Coke bottles
Activity process:
1. Review color words and elicit activities.
Use puppets to greet children, review words from the last activity, and introduce new words.
Teacher: 1. Who is greeting the children with "hello hello"? (mary)
2. Show the red apple what's this? (What's this?) What is an apple? What about the color? How do you say it in English?
3. Show a green orange, what’s this? What color is this? Speak in English.
4. The children are awesome, praise yourself. (very very good)
2. Learn new words.
1. yellow
Mary took out a yellow banana, what’s this? What color is it? Yellow is called "yellow" in English. All the children looked at the banana and said "yellow" to the teacher. They walked around in a circle and asked the children to touch the banana while saying "yellow". They also asked the children to read the words at different volumes by changing the height.
2. blue
Mary shows a blue balloon, what’s this? What is its color? Blue is called "blue". All the children looked at the balloon and said "blue" to the teacher. The teacher used the method of blowing up the balloon to ask the children to read the word at different volumes according to the size of the balloon, and then deflated it and slowly made it smaller to read. You can ask The class teacher helps blow up the balloons, and the teacher leads the children to read, paying attention to pauses and reading clearly.
3. Read words in groups.............
English Lesson Plan 6
< p> teaching aims:1. to learn: milk
2. review: cake
3. Stimulate the baby's interest in participating in English activities .
Teaching aids (activity preparation):
1. Pictures of cake and milk
2. Physical model of a box of milk
3. Music tape
teaching ste (activity process):
1. warm up:
(1) Rhythmic song: "butterfly"
(2)daily talk:
t: what's your name?
s: i'm ××.
t: how do you do !
s: how do you do!.
2. topic:
(1)t: look at me! The teacher showed the physical model of milk and asked : "what's this?"
Teach the pronunciation of "milk".
Game: Taste milk
How to play: The teacher invites the children to come up and taste the milk, and then name the things they taste. Correct children's mispronunciation at the same time.
(2)game: run and touch
How to play: The teacher holds pictures of cake and milk respectively, and invites two children to compete. Which word the teacher says, the children will Which card to take, the child who reacts quickly and takes the correct shot will be rewarded.