lesson plan-一般现在时写作

Lesson PlanThis lesson plan focuses on common chores around the house. Students will learn collocations such as "mow the lawn" and "cut the grass" related to tasks around the house. For adult learners, use this lesson to focus on chores parents choose for their own children. Doing chores and getting an allowance can contribute to learning responsibility which will open the doors to further conversation in class.English Lesson Plan on Doing ChoresAim: Vocabulary and discussion related to the topic of chores Activity: Vocabulary review/learning, followed by discussion activities Level: Lower-intermediate to intermediateOutline:•Introduce the idea of chores and allowance by recounting your own experience with chores and allowance.•Have students read the short introduction to chores.•Ask students if they had to (or have to) to do chores.•Brainstorm chores as a class, writing various chores on the board.•Ask students to review the list of common chores and ask any questions they may have.•Have students break up into small groups of three to four.•Ask students to choose the best five chores and the worst five chores as a group.•As a class, ask students to explain their choices of the best / worst five chores.•Have students to discuss the chore/allowance questions in their groups.•Read the example role-play about chores with a student from the class.•Ask students to pair up and write their own chores dialogue.Introduction to ChoresIn many countries, children are required to do chores around the house. Chores can be defined as little jobs you do around the house to help keep everything clean and orderly. In the United States, many parents ask their children to do chores in order to earn an allowance. An allowance is an amount of money paid on a weekly, or monthly basis. Allowances allow children to have some pocket money to spend as they see fit. This can help them learn to manage their own money, as well as help them become more independent as they grow up. Here are some of the most common chores that children are asked to do.Common Chores to Earn Your Allowance •clean your room•make your bed•pick up / put away / hang up your clothes•wash the dishes•wash the car•mow the lawn / cut the grass•pick up your toys•pull weeds•do the vacuuming•repair the computer•plan a meal•prepare/cook dinner•set the table•clear the table•wash the dishes•clean out the fridge or freezer•clean the shower or tub•disinfect the toilet•do the laundry•wash the clothes•dry the clothes•put away the clothes•mob the floors•vacuum the carpets/rugs•rake the leaves in fall•shovel snow in winterChore Questions•How many of these chores have you done in your life?•Do / Did your parents ask you to do chores?•Do / Did your parents give you an allowance? How much was it?•Do / Will you ask your children to do chores?•Do / Will you give your children an allowance?•Which chores are the worst? Which chores do you prefer? Chores DialogueMom: Tom, Have you done your chores yet?Tom: No Mom. I'm too busy.Mom: If you don't do your chores, you won't get your allowance. Tom: Mom! That's not fair, I'm going out with friends tonight.Mom: You'll have to ask your friends for money because you haven't done your chores.Tom: Come on. I'll do them tomorrow.Mom: If you want your allowance, you'll do your chores today. They won't take more than an hour.Tom: Why do I have to do chores anyway? None of my friends have to do chores.Mom: You don't live with them do you? In this house we do chores, and that means you have to mow the lawn, pull the weeds and clean up your room.Tom: OK, OK. I'll do my chores.。

用一般现在时写我在学校的一天英语作文全文共3篇示例，供读者参考篇1A Typical Day at My SchoolThe ringing of my alarm clock wakes me up at 6:30 every morning. I jump out of bed, excited for another fun day at school! After getting dressed in my uniform, I head to the kitchen where Mom has my favorite breakfast waiting for me - pancakes with maple syrup and a glass of orange juice.At 7:15, I grab my backpack and lunchbox and Dad drives me to Taylor Elementary. The orange buses are dropping off kids in front of the big main entrance. I wave goodbye to Dad and join my friends Emma, Jack and Miguel on the playground.The first bell rings at 8:00 and we line up single file to go to class. My teacher Mrs. Robinson greets us with a warm smile as we enter the classroom. "Good morning boys and girls! Who's ready for an awesome day of learning?" she asks in a cheerful voice. We all sit down at our desks and the morning lessons begin.First up is reading time. I love this part of the day! Mrs. Robinson has us gather on the colorful rug as she reads aloud from the storybook Charlotte's Web. The words come alive as she uses different voices for the animals. After she finishes a chapter, we break into small groups to discuss what we just read.Math class follows reading time, and today we are learning how to add and subtract fractions with different denominators. It's a little tricky at first, but Mrs. Robinson makes it fun by using visual examples with pie slices and candy bars. By the end of the lesson, I understand the new concepts well.At 10:15, we switch to science and get to do a really cool experiment. We learn about the states of matter - solid, liquid and gas. We take a bottle with a lid and some dry ice, the frozen form of carbon dioxide gas. Mrs. Robinson shows us how pouring the dry ice into the bottle allows the frozen gas to sublimate into its gas state, blowing the lid off with force! The sight of vapor rapidly filling the room makes the whole class erupt in giggles.The lunch bell rings at 11:30 and we get to enjoy the tasty meal packed by our parents. Since it's a beautiful sunny day, we eat our lunches at the picnic tables outside in the courtyard. Emma, Jack, Miguel and I swap items from our lunchboxes, as wedo most days. Emma's mom makes the best peanut butter cookies!After lunch is recess, my favorite time of the whole day. I join a big group to play a game of kickball on the playground. There's nothing better than breathing in the fresh air and running around when it's nice out. Sadly, the recess period flies by way too fast.Back in the classroom, we have social studies and art in the afternoon. In social studies, we learn about the states that make up our country and their locations on the map. We take turns pointing out the states we've visited on our family vacations. In art, we use colored construction paper, glue and Safety scissors to cut out shapes forming images of the United States.As the final bell rings at 3:00, we gather our belongings and Mrs. Robinson reminds us about the homework due tomorrow. "Don't forget to read two chapters of your book and complete the fractions worksheet!" she calls out over the ruckus of chairs scraping and bags zipping.Emma's mom is our carpool driver this week, so she shuttles Emma, Jack, Miguel and me back to our neighborhood. We head our separate ways, shouting "See you tomorrow!" to one another,already excited for another fun day of learning and making memories at Taylor Elementary.篇2A Day at My SchoolThe alarm clock blares loudly next to my bed. I groan and pull the covers over my head, trying to steal a few more minutes of sleep. But my mom's voice calls out, "Time to get up for school, sleepyhead!" I reluctantly emerge from my warm cocoon and stumble to the bathroom to brush my teeth and get dressed.I head downstairs where the delicious aroma of pancakes greets me. My little sister is already at the table, stuffing her face.I dig into the stack of fluffy pancakes drizzled with syrup as my mom packs our lunches. The sound of the TV plays in the background with the morning cartoons.All too soon, it's time to head out the door. I grab my backpack and lunchbox and we pile into the car. The drive to school is a blur as I stare out the window, still feeling a bit groggy. Before I know it, we pull up to the big brick building.I say goodbye to my mom and join the stream of kids headed inside. The hallways are crowded and noisy as everyonerushes to get to class on time. I spot a few of my friends and we walk together, chatting about our favorite TV shows.The morning bell rings shrilly and we hurry to our classroom. Our teacher, Mrs. Thompson, greets us with a warm smile as we find our desks. Once we're all seated, she begins with the morning announcements over the intercom.First up is math class. I've always struggled a bit with numbers, but Mrs. Thompson is really good at explaining things clearly. We go over our homework from the night before, and then she introduces a new lesson on fractions. I try my best to follow along as she works through examples on the board.Next is reading time. I love getting lost in the world of a good book. Today we're reading more chapters from the adventure novel we started last week. Mrs. Thompson calls on students to read aloud, and I listen raptly as the story unfolds. When it's my turn, I do my best not to stumble over the bigger words.Before we know it, it's time for recess. We grab our jackets and head outside to the playground. The crisp autumn air energizes me as I race around the playground with my friends. We play an epic game of tag, shrieking with laughter as wedodge and weave. All too soon, the shrill bell signals it's time to line up and head back inside.We're sweaty and out of breath as we file back into the classroom. While we have a chance to catch our breath, Mrs. Thompson hands out our writing journals. I chew on my pencil, thinking about what to write for today's prompt about my favorite family memory.Eventually, lunchtime rolls around. I'm ravenous after burning off so much energy at recess. My friend and I compare what our moms packed as we gobble down our sandwiches, chips, and cookies. We spend a few minutes at the end shooting hoops in the gymnasium.In the afternoon, we have science class where we're learning about the life cycle of butterflies. We get to observe the caterpillars in their little habitats, munching away on leaves. I'm amazed by how much they eat! We take notes as Mrs. Thompson teaches us about the different stages from caterpillar to chrysalis to emerging butterfly.Art class is definitely one of the highlights of my day. We're learning about famous painters and trying to recreate their styles and techniques. Today we're experimenting with mixing colors and different brushstrokes to paint whimsical trees inspired byMondrian. I get completely absorbed in my project, letting my creativity flow.The last class of the day is gym. We groan in unison as we have to run laps to warm up, but then we get to play our favorite games like dodgeball and capture the flag. I may not be the most athletic kid, but I have a blast trying my best and being part of the team.At long last, the final bell rings for the day. I'm sweaty and tired, but happy. I grab my backpack and make my way outside where my mom is waiting to pick me up. In the car, she asks about my day and I happily rattle off all the things I learned and did.At home, I scarf down an after-school snack while watching a little TV to unwind. Once I've had a chance to recharge, I pull out my homework assignments and get started on them at the kitchen table. My dad helps me when I get stuck on a tricky math problem.After homework, I head outside to play with the neighborhood kids until my mom calls me in for dinner. At the table, we chat about our days as we dig into the tasty meal. Then it's time for my favorite part - dessert!As evening settles in, I take my bath and get ready for bed. I snuggle under the covers with a book for a while until my eyes start to feel heavy. My mom comes in to tuck me in and give me a good-night kiss on the forehead. As I drift off to sleep, I think about what an awesome day it was and all the fun yet to come tomorrow at school.篇3A Day at SchoolThe morning sun peeks through my bedroom curtains, letting me know it's time to start a new day. I rub the sleepy dust from my eyes and bound out of bed, filled with excitement for the adventures that await me at school.After getting dressed in my favorite outfit, I hurry downstairs where the delicious aroma of pancakes greets me. Mom prepares a nourishing breakfast to fuel my growing mind and body. I gobble down every last bite, not wanting to be late.The yellow school bus arrives right on schedule. I wave goodbye to Mom and Dad, promising to have an amazing day. The bus driver, Mr. Jenkins, welcomes me aboard with a warm smile. I find an empty seat next to my best friend Michael and we chat animatedly about the games we plan to play at recess.We pull up to the big brick building and I feel a rush of adrenaline. School is my favorite place to be! Michael and I join the line for our class and wait patiently to start the day. We greet our teacher, Mrs. Walker, who stands at the door with a bright grin. "Good morning, scholars!" she calls in a singsong voice. "I hope you're ready for an excellent day of learning."Once inside, the morning routine kicks into gear. We hang our backpacks and jackets neatly before circling up on the colorful rug for our daily calendar review. Mrs. Walker guides us through the day's date, lessons, and special events. We eagerly await our turn to be the student helper.The math lesson covers fascinating place value concepts. We use fun manipulatives to build numbers and reinforce our skills. I love the challenge of solving arithmetic problems! During our reading group, we dive into a wonderful storybook about curious adventures. Mrs. Walker's animated voices for each character make me feel like I'm part of the tale.Around mid-morning, we take a nutrients break to nibble on healthy snacks and re-energize. The wiggle of my legs lets me know it's time to release some energy at recess! We scurry outside to the playground where the swings, slides, and junglegyms await. Michael and I engage in an imaginative game of superheroes, saving the world from imaginary villains.Too soon, the bell rings signaling the end of our playtime. We reluctantly line up and head back inside, invigorated for more learning. In science class, we explore the wonders of plant life through hands-on experiments. I'm amazed to discover how seeds sprout and transform.By lunchtime, my tummy is rumbling with hunger pangs. I join my friends in the cafeteria and we share laughs over our favorite cartoons as we munch on wholesome meals packed with love from home. A sunbeam filters through the window, warming my face during this restful pause.The afternoon lessons fly by in a blur of engaging activities. We practice our penmanship, learning to loop those tricky lowercase letters. Art class allows us to unleash our creativity through vibrant colors and whimsical doodles. Before I know it, the final bell chimes and Ms. Walker dismisses us for the day.Some classmates head to the afterschool program while others race toward the bus ramp. I linger behind, waiting for my dad's familiar car to appear. When he pulls up with a cheerful wave, I scramble over and bound inside, bubbling with storiesabout my incredible day. All the way home, I happily recap every memorable moment.As the car turns onto our street, I catch a glimpse of kids riding bikes, jumping rope, and playing freeze dance on the sidewalk. I can't wait to join them! Once home, Mom greets me with a nourishing snack and enthusiastically listens as I regale her with tales from my scholastic adventures.After completing my homework assignments, I'm free to spend the remaining daylight hours enjoying childhood bliss. I may construct an elaborate fort from couch cushions or put on an imaginary circus performance for my stuffed animals. No matter how I choose to pass the time, laughter and joy fill my heart.As dusk falls, I hear Dad call from the front porch that it's time to come inside and get ready for bed. With tired legs and tousled hair, I obediently head upstairs. After changing into cozy pajamas, Mom and Dad tuck me under my favorite blanket for bedtime stories. The soothing sound of their voices soon lulls me to sleep.My eyes drift closed, dreams of another exciting day at school already taking shape. I can't wait to wake up and do it all over again!。

一般现在时的英文教学教案Lesson Plan for Teaching Simple Present TenseObjective:By the end of the lesson, students will be able to understand and use the simple present tense accurately in both written and spoken English.Materials:- Whiteboard or blackboard- Markers or chalk- Handouts with exercises- Pictures or flashcards illustrating present tense activities- Timer or stopwatchIntroduction:1. Greeting and warm-up activity (5 minutes):- Start the lesson by greeting the students and asking them how they are doing.- Engage the students in a short warm-up activity to activate their prior knowledge of verb tenses. For example, ask them to come up with as many verbs as possible in one minute and write them on the board.2. Presenting the simple present tense (10 minutes):- Introduce the concept of the simple present tense by explaining that it is used to talk about habits, routines, general truths, and permanent situations.- Write examples of sentences using the simple present tense on the board and explain their meanings.- Provide the students with clear explanations and visual aids to enhance understanding.3. Guided practice (15 minutes):- Divide the class into pairs or small groups and distribute handouts with exercises related to the simple present tense.- Instruct the students to complete the exercises together, encouraging discussion and collaboration.- Monitor the groups and provide assistance when needed.4. Interactive activities (15 minutes):- Conduct interactive activities to reinforce the usage of simple present tense:a) Role-play: Provide scenario cards to each pair of students and ask them to act out conversations using the simple present tense.b) Picture discussion: Show pictures or flashcards depicting everyday activities and have students describe what they see using the simple present tense.5. Feedback and clarification (10 minutes):- Collect the completed exercises and provide feedback on the students' performance.- Address any questions or misunderstandings that may have surfaced during the activities.- Review the uses of the simple present tense and provide additional examples if necessary.6. Controlled practice (10 minutes):- Engage the whole class in a controlled practice activity. For example, create a fill-in-the-blank exercise on the board and have students complete sentences using the correct form of the simple present tense.- Encourage active participation and provide immediate feedback.7. Production activity (15 minutes):- Ask the students to write a short paragraph or give a short presentation about a typical day in their lives, using the simple present tense.- Give students the opportunity to share their work with the whole class, promoting fluency and confidence in using the tense.8. Review and wrap-up (5 minutes):- Recap the main points covered during the lesson and summarize the usage of the simple present tense.- Provide students with a final opportunity to ask questions and address any remaining doubts.Conclusion:By incorporating various activities and exercises, this lesson plan aims to effectively teach the simple present tense to students, enabling them to accurately express habitual actions, routines, general truths, and permanent situations in English.。

Lesson PlanTeaching the present simple tense is one of the first, and most important tasks when teaching beginners. It's a good idea to teach the present simple of the verb 'to be' to begin with, and introduce simple adjectives to help students expand their understanding of the verb 'to be'. After English learners are comfortable with the present and past forms of the verb 'to be', teaching the present simple and past simple will be much easier.5 Steps for Introducing the Present SimpleStart by Modeling the Present SimpleMost English learners are false beginners. In other words, they have already studied English at some point. Begin teaching the present simply by stating some of your routines:I get up at six-thirty in the morning.I teach at the Portland English School.I have lunch at one o'clock.Students will recognize most of these verbs. Model some questions for the students as well. At this point, it's a good idea to ask yourself a question and provide the answer.When do you have dinner? - I have dinner at six o'clock.When do you come to school? - I come to school at two o'clock.Where do you live? - I live in Portland.Continue by asking students the same questions. Students will be able to follow your lead and answer appropriately.Introduce the Third Person SingularOnce the students are comfortable speaking about their own basic daily activities, introduce the third person singular for 'he' and 'she' which willprove the most difficult for students. Again, model the present simple third person ending in 's' for the students.When does Mary have dinner? - She has dinner at six o'clock.When does John come to school? - He comes to school at twoo'clock.Where does she live? - He lives in Portland.Ask each student a question and ask another for a reply, creating a chain of questions and answers changing from 'you' to 'he' and 'she'. This will help students memorize this crucial difference.Where do you live? - (Student) I live in Portland.Where does he live? - (Student) He lives in Portland.Introduce the NegativeIntroduce the negative form of the present simple in the same manner as above. Remember to continually model the form to the students and immediately encourage a similar answer.Does Anne live in Seattle? - No, she doesn't live in Seattle. Shelives in Portland.Do you study French? - No, you don't study French. You studyEnglish.Introduce QuestionsUp to this point, students have been answering questions so they should be familiar with the form. Make sure to point out the difference between 'yes/no' questions and information questions. Start with 'yes/no' questions encouraging students to answer in the short form.Do you work every day? - Yes, I do./No, I don't.Do they live in Portland? - Yes, they do./No, they don't.Does she study English? - Yes, she does/No, she doesn't.Once students are comfortable with short 'yes/no' questions, move on to information questions. Make sure to vary the subjects up to help students become familiar with the tendency to drop the 's'.Where do you live? - I live in Seattle.When do you get up in the morning? - I get up at seven o'clock.Where does she go to school? - She goes to school at theUniversity of Washington.Discuss Important Time WordsOnce students become comfortable with the present simple, introduce important time words such as 'everyday' and adverbs of frequency (usually, sometimes, rarely, etc.). Contrast these with common time words used in the present continuous such as 'now', 'at the moment', etc.She usually takes the bus to work. Today, she is driving.My friend sometimes goes out for dinner. At the moment, he'scooking dinner at home.Jennifer rarely talks to strangers. Right now, she's talking to afriend.3 Strategies for Practicing the Present Simple Explaining the Present Simple on the BoardStudents will now recognize the present simple tense and be able to respond to simple questions. It's time to introduce the grammar. Use a present simple tense timeline on the board to stress the fact that this tense is used to express routines. I also like to use simple charts showing the underlying structure of this tense.Comprehension ActivitiesOnce you have introduced the tense and used the whiteboard to explain forms, continue teaching the present simple tense through activities which use the present simple in context.Continued Activity PracticeStudents have learned to recognize the present simple, as well as understand the form in comprehension activities. It's time to continue by having students use the present simple to describe their own lives inboth spoken and written form. This detailed lesson on daily routines will help you continue the practice.Expected ProblemsHere are the most common challenges for students when using the present simple:•Confusing with the present continuous for actions occurring at the moment of speaking.•Use of 's' in the third person.•Auxiliary verb usage in the question and negative form, but NOT in the positive form.•Placement of adverbs of frequency.。

Lesson Plan01Present SimpleThe present simple is used to express daily routines and habits. Adverbs of frequency such as 'usually', 'sometimes', 'rarely', etc. are often used with the present simple.This tense is often used with the following time expressions:always, usually, sometimes, etc.... every day... on Sundays, Tuesdays, etc.Basic ConstructionPositiveSubject + Present Tense + object(s) + time ExpressionFrank usually takes a bus to work.NegativeSubject + do / does + not (don't / doesn't) + verb + object(s) + time ExpressionThey don't often go to Chicago.Question(Question Word) + do / does + subject + verb + object(s) + time ExpressionHow often do you play golf?If you are a teacher, see this guide on how to teach the present simple.02Present Continuous for Action at the Moment One use of the present continuous tense is for action that is occurring at the moment of speaking. Remember that only action verbs can take the continuous form.This tense is often used with the following time expressions:... at the moment... now... today... this morning / afternoon / eveningBasic ConstructionPositiveSubject + be + verb + ing + object(s) + time ExpressionShe's watching TV now.NegativeSubject + be + not (isn't, aren't) + verb + ing + object(s) + time ExpressionThey aren't having fun this morning.Question(Question Word) + be + subject + verb + ing + object(s) + time ExpressionWhat are you doing?Present Continuous for Current ProjectsUse the present continuous to describe projects and actions that are happening around the present moment in time. Remember that these projects have begun in the recent past and will end in the near future. This usage is popular for talking about current projects at work or hobbies.This tense is often used with the following time expressions:... at the moment... now... this week / monthBasic ConstructionPositiveSubject + be + verb + ing + object(s) + time ExpressionWe're working on the Smith account this month.NegativeSubject + be + not (isn't, aren't) + verb + ing + object(s) + time ExpressionHe isn't studying French this semester.Question(Question Word) + be + subject + verb + ing + object(s) + time ExpressionWhich account are you working on this week?Present Continuous for Scheduled Events One use of the present continuous tense is for scheduled future events. This usage is especially useful when talking about appointments and meetings for work.This tense is often used with the following time expressions:... tomorrow... on Friday, Monday, etc.... today... this morning / afternoon / evening... next week / month... in December, March, etc.Basic ConstructionPositiveSubject + be + verb + ing + object(s) + time ExpressionI'm meeting our CEO at three o'clock this afternoon.NegativeSubject + be + not (isn't, aren't) + verb + ing + object(s) + time ExpressionShelley isn't attending the meeting tomorrow.Question(Question Word) + be + subject + verb + ing + object(s) + time ExpressionWhen are you discussing the situation with Tom?If you are a teacher, use this guide on how to teach the present continuous.05Past SimpleThe past simple is used to express something that happened a past point in time. Remember to always use a past time expression, or a clear contextual clue when using the past simple. If you do not indicate when something happened, use the present perfect for unspecified past.This tense is often used with the following time expressions:... ago... in + year / month...yesterdayst week / month / year... when ....Basic ConstructionPositiveSubject + Past Tense + object(s) + time ExpressionI went to the doctor's yesterday.NegativeSubject + did + not (didn't) + verb + object(s) + time ExpressionThey didn't join us for dinner last week.Question(Question Word) + did + subject + verb + object(s) + time Expression When did you buy that pullover?Past Continuous for Exact Times in the Past The past continuous tense is used to describe what was happening at a specific moment in the past. Do not use this form when referring to longer periods of time in the past such as 'last March', 'two years ago', etc.This tense is often used with the following time expressions:... at 5.20, three o'clock, etc.Basic ConstructionPositiveSubject + was / were + verb + ing + object(s) + time ExpressionWe were meeting with Jane at two o'clock yesterday afternoon.NegativeSubject + was / were + not (wasn't, weren't) + verb + ing + object(s) + time ExpressionThey weren't playing tennis at five o'clock on Saturday.Question(Question Word) + was / were + subject + verb + ing + object(s) + time ExpressionWhat were you doing at two-thirty yesterday afternoon?If you are a teacher, see this guide on how to teach the past continuous tense.Past Continuous for Interrupted ActionUse the past continuous to express what was happening when something important happened. This form is almost always used with the time clause '... when xyz happened'. It is also possible to use this form with '... while something was happening' to express two past actions that were occurring simultaneously.This tense is often used with the following time expressions:... when xyz happened... while xyz was happening.Basic ConstructionPositiveSubject + was / were + verb + ing + object(s) + time ExpressionSharon was watching TV when she received the telephone call. NegativeSubject + was / were + not (wasn't, weren't) + verb + ing + object(s) + time ExpressionWe weren't doing anything important when you arrived.Question(Question Word) + was / were + subject + verb + ing + object(s) + time ExpressionWhat were you doing when Tom gave you the bad news?If you are a teacher, see this guide on how to teach the past simple tense.Future with Going to for Future PlansThe future with 'going to' is used to express future plans or scheduled events. It is often used instead of the present continuous for future scheduled events. Either form can be used for this purpose.This tense is often used with the following time expressions:... next week / month... tomorrow... on Monday, Tuesday, etc.Basic ConstructionPositiveSubject + be + going to + verb + object(s) + time ExpressionTom is going to fly to Los Angeles on Tuesday.NegativeSubject + be not (isn't, aren't) + going to + verb + object(s) + time ExpressionThey aren't going to attend the conference next month.Question(Question Word) + be + subject + going to + verb + object(s) + time ExpressionWhen are you going to meet Jack?09Future with Will for Promises and Predictions The future with 'will' is used to make future predictions and promises. Often the precise moment the action will occur is unknown or not defined.This tense is often used with the following time expressions:... soon... next month / year / weekBasic ConstructionPositiveSubject + will + verb + object(s) + time ExpressionThe government will increase taxes soon.NegativeSubject + will not (won't) + verb + object(s) + time ExpressionShe won't help us much with the project.Question(Question Word) + will + subject + verb + object(s) + time ExpressionWhy will they reduce taxes?10Future with Going to for Future IntentThe future with 'going to' is used for future intent or plans. You can express a future intent without expressing the exact time that something will occur.This tense is often used with the following time expressions:... next week / month... tomorrow... on Monday, Tuesday, etc.Basic ConstructionPositiveSubject + be + going to + verb + object(s) + time ExpressionAnna is going to study medicine at university.NegativeSubject + be not (isn't, aren't) + going to + verb + object(s) + time ExpressionThey aren't going to develop any new projects for the next few years. Question(Question Word) + be + subject + going to + verb + object(s) + time ExpressionWhy are you going to change your job?If you are a teacher, see this guide on how to teach future forms.11Present Perfect for Past to Present States and ActionsUse the present perfect to express a state or repeated action that began in the past and continues into the present.This tense is often used with the following time expressions:... for + amount of time... since + specific point in timeBasic ConstructionPositiveSubject + have / has + past participle + object(s) + time ExpressionI have lived in Portland for four years.NegativeSubject + have / has not (haven't, hasn't) + past participle + object(s) + time ExpressionMax hasn't played tennis since 1999.Question(Question Word) + have / has + subject + past participle + object(s) + time ExpressionWhere have you worked since 2002?12Present Perfect to Express Recent EventsThe present perfect is often used to express recent events that affect the present moment. These sentences often use the time expressions 'just', 'yet', 'already', or 'recently.' If you give a specific time in the past, the past simple is required.justyetalreadyrecentlyBasic ConstructionPositiveSubject + have / has + just / recently + past participle + object(s) Henry has just gone to the bank.NegativeSubject + have / has not (haven't, hasn't) + past participle + object(s) + time ExpressionPeter hasn't finished his homework yet.Question(Question Word) + have / has + subject + past participle + object(s) + time ExpressionHave you spoken to Andy yet?13Present Perfect for Unspecified Past Events The present perfect is often used to express events that occurred in the past at an unspecified moment or cumulative life experiences up to the present. Remember that if you use a specific past time expression, choose the past simple.twice, three times, four times, etc.everneverBasic ConstructionPositiveSubject + have / has + past participle + object(s)Peter has visited Europe three times in his life.NegativeSubject + have / has not (haven't, hasn't) + past participle + object(s) + time ExpressionI haven't played golf many times.Question(Question Word) + have / has + subject + (ever) + past participle + object(s)Have you ever been to France?If you are a teacher, see this guide on how to teach the presentperfect tense.14Present Perfect ContinuousThe present perfect continuous is used to express how long a current activity has been going on. Remember that continuous forms can only be used with action verbs....since + specific point in time... for + amount of timeBasic ConstructionPositiveSubject + has / have + been + verb + ing + object(s) + time Expression He's been cleaning house for two hours.NegativeSubject + has / have not (hasn't / haven't) + been + verb + ing + object(s) + time ExpressionJanice hasn't been studying for long.Question(Question Word) + has / have + subject + been + verb + ing + object(s) + (time Expression)How long have you been working in the garden?Take this present perfect continuous quiz to check your understanding. If you are a teacher, see this guide on how to teach the present perfect continuous tense.15Future PerfectUse the future perfect tense to express what will have happened by a certain time in the future.... by Monday, Tuesday, etc.... by the time ...... by five o'clock, two-thirty, etc.Basic ConstructionPositiveSubject + will + have + past participle + object(s) + time Expression They will have finished the report by tomorrow afternoon.NegativeSubject + will not (won't) + have + past participle + object(s) + time ExpressionMary won't have answered all the questions by the end of this hour. Question(Question Word) + will + subject + have + past participle + object(s) + time ExpressionWhat will you have done by the end of this month?If you are a teacher, see this guide on how to teach the futureperfect tense.16Future Perfect ContinuousThe future perfect continuous is used to express the duration of an action up to a future point in time. This tense is not commonly used in English.... by / ... by the time ...Basic ConstructionPositiveSubject + will + have + been + verb + ing + object(s) + time Expression We will have been studying for two hours by the time he arrives. NegativeSubject + will not (won't) + have + been + verb + ing + object(s) + time ExpressionHe won't have been working long by two o'clock.Question(Question Word) + will + subject + have + been + verb + ing + object(s) + time ExpressionHow long will you have been working on that project by the time he arrives?If you are a teacher, see this guide on how to teach the future perfect continuous tense.17Past Perfect ContinuousThe past perfect continuous is used to describe how long an activity had been going on before something else happened.This tense is often used with the following time expressions:... for X hours, days, months, etc... since Monday, Tuesday, etc.Basic ConstructionPositiveSubject + had + been + verb + ing + object(s) + time ExpressionShe had been waiting for two hours when he finally arrived.NegativeSubject + had not (hadn't) + been + verb + ing + object(s) + time ExpressionThey hadn't been working long when the boss asked them to change their focus.Question(Question Word) + had + subject + been + verb + ing + object(s) + time ExpressionHow long had Tom been working on that project when they decided to give it to Pete?If you are a teacher, see this guide on how to teach the past perfect continuous tense.18Past PerfectThe past perfect is used to express something that happened before another point in time. It is often used to provide context or an explanation.This tense is often used with the following time expressions:... beforealreadyonce, twice, three times, etc.... by the timeBasic ConstructionPositiveSubject + had + past participle + object(s) + time ExpressionShe had already eaten by the time the children came home.NegativeSubject + had not (hadn't) + past participle + object(s) + time ExpressionThey hadn't finished their homework before the teacher asked them to hand it in.Question(Question Word) + had + subject + past participle + object(s) + time ExpressionWhere had you gone before the class began?If you are a teacher, see this guide on how to teach the past perfect tense.19Future ContinuousThe future continuous is used to talk about an activity that will be in progress at a specific point in time in the future.This tense is often used with the following time expressions:...this time tomorrow / next week, month, year...tomorrow / Monday, Tuesday, etc. / at X o'clock... in two, three, four, etc. / weeks, months, years timeBasic ConstructionPositiveSubject + will + be + verb + ing + object(s) + time ExpressionPeter will be doing his homework this time tomorrow.NegativeSubject + will not (won't) + be + verb + ing + object(s) + time Expression Sharon won't be working in New York in three weeks time.Question(Question Word) + will + subject + be + verb + ing + object(s) + time ExpressionWhat will you be doing this time next year?If you are a teacher, see this guide on how to teach the future continuous tense.。

Lesson PlanBackground informationStudents：Junior high school students, Grade 1Lesson duration: 40minsTeaching aims:1. Knowledge aims(1） Students can know some new words about transportation and learn some sentence patterns。

(2） Students can learn some sentence patterns。

2. Ability aims（1）To develop the students’ abilities of listening， speaking, reading and writing.(2) To train the students’ ability of working in pairs.(3) To develop the students' abilities of communication by learning the useful structures.3。

Emotion aims（1) Through different teaching methods to make students be interested in study. (2） Love to know more knowledge about transportation and dare to express their opinions in English。

（3) Encourage the students to be more creative and try to make contributions to making new inventions in the future。

Lesson plan江苏省连云港市东海县安峰初级中学卜延宁Background information:Students: 46 junior high school students, Grade 1Lesson duration: 45 minsTeaching contents: 7B Unit 1 Dream Homes----Welcome to the unitNew vocabulary: dream, palace, capitalNew structure: Would you like to…?I’d like to…Which is your favorite?The capital of … is…Teaching objects:By the end of the lesson, students should be able to:1.Talk about their dream homes in English.2.Recognize the landmarks in different countries.3.Express different countries and capitals in English.Teaching aids: tapes, blackboard, chalks, PPT, picturesType of the lesson: vocabulary, speaking, listeningTeaching methods: communicative approach,Task-based Language Teaching Teaching procedures:Step 1: warm-upa)Ask a question ‘How many countries are there in the world?’.b)Students work in groups of four and write the names of the countries they alreadyknow on paper.c)Students volunteer to present their answers.d)Teacher summarizes and writes the words on the blackboard.Step 2: presentationa)Use pictures to introduce the words. Use the structure: This is Mount Fuji. It’s inJapan.b)Students learn to say the words after the teacher with the help of pictures.c)Students finish P7, A.d)Check the answers.Step 3 productiona)Pair-work. Ask and answer: A: What is this? B: It’s Mount Fuji. A: Where isMount Fuji? B: it’s in Japan.b)Students volunteer to perform their dialogues In front of the whole class.Step 4 presentationa)Show students a photo of Tiananmen Square to introduce the sentence structure‘the capital of china is Beijing’.b)Students learn the new word ’capital’ and the structure ‘the capital of… is…’.c)Use the structure to learn more capitals.d)Students finish P7, B and read the sentences together.Step 5 practicea)Students do a matching game:France Japan The USA Thailand Russia The UK Moscow Bangkok Washington DC London TokyoParisb)Teacher checks the answers.c)Students use the answers to do ‘ask and answer’. A: which city is the capital ofFrance? B: the capital of France is Paris.d)Divide students into two groups and role-play the dialogue.Step 6 presentationa)Show some questions: where do princes live? Where do travelers live?b)Show a picture of a palace and a picture of a restaurant. Teach the word ‘palace’.c)Students talk about where they want to live and guess where Eddie wants to live. Step 6 readinga)Students listen to the dialogue between Eddie and hobo and try to find out: whichis Eddie’s favorite restaurant?b)Play the tape again, students listen and repeat.c)Students clear their mind and try to recite the dialogue.Step 7 performinga)Students read and remember the dialogue in pairs.b)Students volunteer to act the dialogue out.Step 8 summarizinga)Recall what has been taught this lesson.Optional activities and homework:Optional activities: students work in groups of four and write down the words and sentence patterns they have learned today.Homework:1.Review the newly-learned language points.2.Translate some sentences:a)你想住在宫殿里吗？b)英国的首都是伦敦。

Lesson PlanTeaching the present continuous usually takes place after the present, past, and future simple forms have been introduced. However, many books and curricula choose to introduce the present continuous immediately after the present simple. This order can sometimes be confusing, as students may have difficulties understanding the subtlety of something that happens as a routine (as expressed by present simple) and an action that takes place at the moment of speaking (as expressed by present continuous).No matter when you introduce this tense, it's important to provide as much context as possible by using appropriate time expressions, such as "now," "at the moment," "currently," etc.How to Introduce the Present ContinuousStart by Modeling the Present ContinuousBegin teaching the present continuous by speaking about what is happening in the classroom at the moment of introduction. Once students recognize this usage, you can extend it to other things you know are happening now. This can include simple facts such as: •The sun is shining at the moment.•We're learning English at the moment.Make sure to mix it up by using a number of different subjects: •I'm teaching the present continuous right now.•My wife is working in her office at the moment.•Those boys are playing tennis over there.Ask Questions about PicturesChoose a magazine or web page with lots of activity, and ask students questions based on the pictures.•What are they doing now?•What is she holding in her hand?•Which sport are they playing?Introduce the Negative FormTo teach the negative form, use the magazine or web pages to ask yes or no questions focusing on eliciting a negative response. You may want to model a few examples before asking students.•Is she playing tennis? - No, she isn't playing tennis. She's playing golf.•Is he wearing shoes? - No, he's wearing boots.•Are they eating lunch?•Is she driving a car?Once students have practiced a few rounds of questions, distribute magazines or other pictures around the classroom and ask students to grill each other on what is happening at the moment.How to Practice the Present ContinuousExplaining the Present Continuous on the BoardUse a present continuous timeline to illustrate the fact that the present continuous is used to express what is happening at the moment. If you feel comfortable with the level of the class, introduce the idea that the present continuous can be used to speak about what is happening not only at the very moment but around the wider present (tomorrow, Sunday, etc.). It's a good idea at this point to contrast the present continuous auxiliary verb "to be" with other auxiliary verbs, pointing out that "ing" must be added to the verb in the present continuous form (subject + be (am, is, are) + verb(ing)).Comprehension ActivitiesComprehension activities such as describing what is happening in the photos in magazines or practicing with dialogue will help students solidify their understanding of the present continuous. Inaddition, present continuous worksheets will help tie in the form with appropriate time expressions, and review quizzes contrasting present simple with the present continuous might be very helpful as well.Continued Activity PracticeIt's a good idea to compare and contrast the present continuous with the present simple form once students have understood the difference. Also, using the present continuous for other purposes such as discussing present projects at work or speaking about future scheduled meetings will help students become familiar with the other uses of the present continuous form.Challenges with the Present ContinuousThe greatest challenge with present continuous is understanding the difference between a routine action (present simple) and an activity occurring at the moment. It's quite common for students to use the present continuous to speak about daily habits once they've learned the form, so comparing the two forms early on will help students understand the differences and avoid potential mistakes. The use of the present continuous to express future scheduled events is best left for intermediate level classes. Finally, students might also have difficulties understanding that stative verbs may not be used with continuous forms. Present Continuous Lesson Plan Example .Greet the class and talk about what is happening at the moment in class. Make sure to pepper your sentences with appropriate time expressions such as "at the moment" and "now.".Ask students what they are doing at the moment to help them begin using the form. At this point in the lesson, keep things simple by not diving into the grammar. Try to get students to provide correct answers in a relaxed conversational manner..Use a magazine or find pictures online and discuss what is happening in the picture..As you discuss what the people are doing in the photos, begin to differentiate by asking questions with "you" and "we.".At the end of this discussion, write up a few example sentences on the whiteboard. Make sure to use different subjects and ask students to identify the differences between each sentence or question..Point out that the helping verb "be" changes, but note that the main verb (playing, eating, watching, etc.) remains the same..Begin contrasting the present continuous with the present simple by alternating questions. For example: What is your friend doing at the moment? and Where does your friend live?.Get student input on the differences between the two forms. Help students understand as necessary. Make sure to point out the differences in time expression and use between the two forms..Ask students to write out 10 questions, five with the present continuous and five with the present simple. Move around the room helping students with any difficulties..Have students interview each other using the 10 questions..For homework, ask students to write a short paragraph contrasting what a friend or family member does every day and what they are doing at the moment. Model a few sentences on the board so that students clearly understand the homework assignment.。