English teaching plan 1

English review materials for grade three: auxiliary verbs

1) words that help active words form predicate verb phrases are called auxiliary verbs.

Auxiliary verbs are called active words.

Auxiliary verbs are meaningless and cannot be used alone, for example:

He does not like English. He does not like English.

(not is an auxiliary verb and has no meaning; Like is the main verb.

2) Auxiliary verbs help active words to complete the following functions, which can be used to:

A. express tenses, such as:

He is singing. He is singing.

He's married. He's married.

B. express sounds, such as:

He was sent to England. He was sent to England.

C. formal issues, such as:

Do you like college life? Do you like college life?

Did you learn English before you came here? Did you learn 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, such as:

Be sure to come to the party tomorrow night. Be sure to come to the party tomorrow night.

He does know. He does know.

3) The most commonly used auxiliary verbs are: be, have, do, shall, will, should and would.

Auxiliary verbs are generally meaningless and cannot be used as predicate verbs alone.

Its function is to help form various tenses, voices, negative sentences, interrogative sentences, etc.

1. Usage of auxiliary verb be (am, is, are, was, were, being, be).

(1) be is followed by the present participle to form the continuous tense.

Who is playing the violin? Who is playing the violin?

She was reading a book at that time. She was reading at that time.

(2) Take the past participle to form the passive voice.

He was asked to do the work. He was asked to do the work.

You are invited to attend the meeting. Invite you to attend the meeting.

(3) Take the infinitive as the predicate, under the following circumstances:

(1) means to plan and arrange what will happen.

Who are we going to meet? Who are we meeting?

I will have dinner with John this afternoon. I will have dinner with John this afternoon.

(2) It is forbidden to express instructions, orders and negative tables.

You are going to see the headmaster today. You must see the headmaster today.

You are not allowed to enter this room without permission. You can't enter the room without permission.

(3) expressing obligations and responsibilities.

You must be back before 5 o'clock. You must come back before 5 o'clock.

What to do? What to do.

(4) It means possibility, which is synonymous with modal verbs may and can.

Such books can be found in any library. This kind of book can be bought in any library.

I can't hear a sound. There is no sound at all.

(5) indicating what happened later can be used to indicate fate or fate.

They said goodbye, little knowing that they would never meet again. They said goodbye, but they never thought they would meet again.

He will regret this decision. One day he will regret making this decision.

⑥ Used in idioms.

Where should I go? Where should I go?

What should I do? What should I do?

2. The usage of auxiliary verb have

(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've always wanted to go. This is the place I have been longing to visit.

(2) The infinitive constitutes a predicate, indicating what to do objectively.

We missed the train. We will have to wait for another one. We missed the train, so we had to wait for the next one.

-Do we have to start working? Must we work at once?

-No, we don't. No, it's not necessary.

3. The usage of 3.do(does, did)

(1) forms a question or a negative sentence.

How do you know that? How do you know that?

He doesn't smoke. He doesn't smoke.

(2) strengthen the tone.

He did say that. He did.

Be sure to come and see us. Be sure to come and see us.

(3) Replace the verbs that just appeared in front to avoid repetition.

-You like pop music, don't you? You like pop music, don't you?

-Yes, I know. Yes, I like it.

He speaks French as fluently as she does. He speaks French as fluently as she does.

(4) Used in inverted sentences.

He never pays attention to what I say. He never pays attention to what I say.

Only then did I understand the importance of English. Only then did I realize the importance of English.

(5) Imperative sentences that constitute negation.

Don't be so careless.

Do not hesitate to ask for help. Just asking for help.

4. The usage of 4.shall and will

(1)shall (should) is used in the future tense of the first person.

I'll think it over. I'll think it over.

When can I see you again? When can I see you again?

I called her and told her that I should go to London. I called her to tell her that I was going to London.

(2)will is used in the future tense of the second and third person, and can be used in all persons in modern English.

He will be 30 next month. He will be 30 next month.

You will have an English exam tomorrow. You will have an English test tomorrow.

He wants to know when you will finish it. He wants to know when you will finish it.

English teaching plan 2

Activity purpose:

1, let children unconsciously learn to say "cookies" when eating snacks.

2. Let children learn to say "I like …" when learning to sing.

Activity preparation:

Some biscuits, a glass of milk and a bib for everyone.

Activity flow:

1, arouse children's interest as mothers.

I am your mother today.

T: oh! My baby, I love you. Do you love me?

Mom cooks some food for you today.

T: oh! Look what this is. (Showing a biscuit pot covered with cloth)

T: Now, let's count. One two three four five.

Say "cookies" after me. (Reading cookies in three different tones)

Step 2 send cookies

T: Please pick one. You must say thank you.

Give out cookies to each child and take one for yourself. Tell the children not to eat yet. After that, let the children sing while holding cookies, and eat cookies after singing.

T: I like it, which means "I like it".

The second time, let each child take two biscuits and sing a song to eat one.

Step 3 deliver milk

T: It seems that we still have something to eat. Ah, this is it. Say milk (everyone gives them a glass of milk)

T: I like milk.

T: Please give me a bite of milk and a bite of biscuits.

T: Oh, it's delicious!

Step 4 end

T: Clean your mouth after eating.

English teaching plan 3

I. Purpose of the activity:

1. Review the words learned in the game, such as: apple, pear, orange, banana, etc.

2. Learn new words: "strawberry" and "cherry".

3. "What is this?" The preliminary application of "its a/an┉┉". "

Second, the activity preparation:

Prepare all kinds of fruits (pictures) and fruit headdresses.

tape recorder

Third, the activity process:

1. Like a magician, the teacher sings birthday songs while performing cakes to stimulate children's interest in English activities.

"Happy Britain to you ┉ ┉ Hello everyone, I am a magician. Today is my birthday. I brought you many delicious things. Can you celebrate your birthday with me?

2. Show wands, play magic games, and review and consolidate the fruit words you have learned.

"Look, children, this is a magic wand. This wand is wonderful. Today, we will use it to create something delicious. Now, please let the children and the magician change it together.

Requirements: a. When changing clothes with the magician, walk lightly and don't talk loudly.

B, don't push it around.

(1) conjure fruit and ask:

T: what's this?

This is an apple.

t； Very good! Apple, apple, it is an apple.

The children are great. Now the magician will give you this apple.

(2) Make oranges and ask questions.

T: what's this?

It is an orange.

T: Read after me, oranges.

Now let's see what the magician can do. (pear)

T: what's this?

This is a pear.

T: Pear, pear, pear.

@ _ @ I am the dividing line @ @ @(4) juggling bananas, asking questions.

T: what's this?

This is a banana.

T: bananas, bananas

3. Show the pictures and learn the new words strawberry and cherry. Let the children watch carefully and learn the correct pronunciation of the words.

"Now let's see what else this wand can conjure up."

(1) Show strawberries and ask questions.

T: what's this?

This is a strawberry.

T: No, no, no, strawberries.

(2) Show cherries and ask questions

T: what's this?

S: It's cherry.

No, no, no, this is a cherry.

(3) Play a game (play a game-)

Requirements: Don't make too much noise when reading.

"Now let's play a game. The name of the game is. When the magician speaks loudly, you whisper, I whisper, you whisper. You got it? Let's start, shall we? All right! The children are great. First, I divided the children into two groups, boys and girls. Let's have a competition to hear who can read correctly and well.

The children are really great. Now the magician gives you two kinds of fruits.

4, play games, through which children can strengthen their understanding of two new fruits.

"Next, let's play a game called' Fruit Squat'. Please put on your headdress and do some actions while reading carefully.

Such as: apple squat apple squat banana squat.

English teaching plan 4

Lesson 2

Let's learn/ask and answer/let's spell.

Two. Teaching objectives

1. Be able to listen, speak and read "Who is …?" He/she is … what kind of person is he/she? Is he/she … is he/she …? Yes, he/she is. No, he/she isn't "and other related communication expressions asking who someone is, his appearance or personality.

2. Be able to correctly listen, speak and read adjectives that express the appearance and personality characteristics of characters, such as old, young, funny, kind and strict.

3. Be able to understand, speak and perform the contents of let's learn, and apply the learned language to real scenes for real communication and application.

3. Emphasis and difficulty in teaching

Key point: Students can perform the communicative content of Let's Learn and Discuss People in English according to the actual situation.

Difficulties: Ask and answer people accurately in English, such as "Who is …? He/she is … what kind of person is he/she? Is he/she … is he/she …? Yes, he/she is. No, he/she isn't. " Wait a minute.

Four. Preparation before class

Word cards, tape recorders, magnetic tapes

Teaching process of verbs (abbreviation of verb)

Step 1. warming-up

Sing "Who is your teacher?"

2. Show pictures and say

Show pictures of teachers in some subjects, so that students can say them quickly, such as Chinese teacher/math teacher/English teacher/art teacher/music teacher.

Who is this man/woman?

He/she is ......

Step two. Briefing session; exhibition

1。 Take a look and guess. Look at the picture and guess.

The teacher showed the photo of the teacher just now. Ask the students to guess what the teacher's personality is.

Guess what kind of person he/she is.

Is he/she strict/interesting …?

Yes, he/she is. No, he/she isn't.

After the two groups of demonstrations, the teacher handed the cards to the students for dialogue.

2. Show the picture of "Let's Learn" and ask the students to say Mr. or Ms. quickly.

Look at the picture and say. Look at the pictures and say sentences.

For example, Mr. Yang is our music teacher. He is getting old.

4. Play the textbook illustrations, and choose the pictures in pairs to discuss.

consolidate

Group work: discuss the teacher in groups.

1. Prepare a portrait of your favorite teacher and introduce it to your team members.

2. Let the students perform, check the students' mastery of the sentence patterns in this lesson, and praise the students who perform well.

homework

1. Copy the words "Let's learn".

2. Make up a dialogue about your teacher.

6. blackboard design

What kind of person is he?

Let's learn questions and answers, let's spell.

Young and old are funny, kind and strict.

Who is your art teacher? Mr Jones.

Is he young? -Yes, he is.

Seven. Teaching reflection

English teaching plan 5

Activity objectives:

1. Understand the meaning of words and learn new words.

2. Feel the joy of English games and be willing to learn English.

Activity preparation:

1, a puppet.

2. A red apple, a green orange, a Huang Xiangjiao and a blue balloon.

3. Red, green, yellow and blue pigments and two coke bottles.

Activity flow:

First, review the color words and lead to the activities.

Say hello to children with puppets, review the words of the last activity and introduce new words.

Teacher: 1, "Hello, hello" Who is greeting the children? (Mary)

2. Show me the red apples. What is this? What is this? What color is the apple? How to say it in English?

Show me the green oranges. What is this? Then what color is this? Say it in English.

4. The child is great and praises himself. (Very, very good)

Second, learn new words.

1, yellow

Mary takes out Huang Xiangjiao. What is this? What color is that? Yellow English is called "yellow". All the children look at bananas and say "yellow" after the teacher. Walk around, let the children say "yellow" while touching the banana, and let the children read the words with different volumes by changing the volume.

2. Blue

Mary shows a blue balloon. What is it? What color is it? Blue is called "blue". All the children looked at the balloon and said "blue" after the teacher. The teacher asked the children to read different volumes of words by blowing balloons according to the size of balloons, and then slowly deflate to read. Ask the class teacher to help blow the balloon, and the teacher will take the children to read. Pay attention to the pause and read clearly.

Step 3 read the words in groups .....................

English teaching plan 6

Teaching objectives:

1. Learning: milk

2. Comments: Cake

3. Stimulate the baby's interest in English activities.

Teaching AIDS (activity preparation):

1 Cake and milk

2. A physical model of a box of milk

3. Music tapes

Teaching ste (activity process):

1. Warm up:

(1) Rhythm Song: Butterfly

(2) Daily conversation:

T: What's your name?

S: This is XXX speaking.

T: hello!

Hello! .

2. Theme:

(1)t: Look at me! The teacher took out the physical model of milk and asked, "What is this?"

Teach the pronunciation of "milk"

Game: Taste milk.

How to play: The teacher asked the children to taste the milk, and then said the names of the things they tasted. At the same time, correct the child's wrong pronunciation.

(2) Games: running and touching

How to play: The teacher takes pictures with cake and milk in his hand, and invites two children to compete. The children will shoot whichever word the teacher says, and the children who respond quickly and shoot correctly will be rewarded.