新版译林三年级上册unit1、unit2教学反思

第一篇：新版译林三年级上册unit1、unit2教学反思

新版译林三年级上册unit1、unit2教学反思

新版译林教材有些地方和老教材有区别，比如说一些字母的书写“E”“J”等，因为思维定势，一不小心就会写错；现在三年级孩子和以往不同，他们的知识更丰富，视野更开阔。各种培训班，以及多媒体的普及，让他们获得了很多英语知识，所以说他们并不是零基础的。该如何把握新教材，如何面对求知若渴的三年级孩子们，我只能一边教学，一边摸索了，下面就一二单元和大家分享一下我的一些做法。

第一、把握教材，做到心中有数。

教材是教师教和学生学的主要凭借。根据认识过程的普遍规律和教学过程中学生的认识特点，学生系统掌握知识，一般是从对教材的感知开始，感知越丰富，观念越清晰，形成概念和理解知识就越容易，同时教材使学生在学习过程中获得的知识更加系统化、规范化，有助于对教材讲解的理解和掌握。因此，教师应正确理解教材，准确把握教材，创造性地使用教材。

一、二单元的教学重点是会说日常用语“Hello.”“Hi.”“Good morning.”“Good afternoon.”“I’m „Are you „?”及其回答“Yes, I am.”“No, I’m not.I’m„ ”；会写字母“Aa、Bb、Cc、Dd、Ee、Ff、Gg”。相比较打招呼用语，想确定对方是否某人的句型“Are you „?”及其回答“Yes , I am.”“No , I’m not.I’m „”学生在说起来更困难些。在教学第二单元新授句型时，我把张三说成李四，学生都觉得很好笑，被喊错名字的同学也会摇摇头，好些的还会说“No”,我顺势引导他们说出“Yes , I am.”“No , I’m not.I’m„”学生很快就理解并掌握了。

第二、教法多样，激发学生兴趣。、课堂教学是实施素质教育的主渠道。众所周知，教学有法，教无定法，贵在得法。英国著名教育家曾指出：“能够引起学生学习英语的兴趣的方法就是最好的英语教学法。”由此可见，适当的教学方法是搞好英语教学的关键，也是每个英语教师所面临的重要课题。

1、好的音乐、歌曲既能给人以美的享受，又能使人振奋，催人上进。所以，几分钟的音乐欣赏会使学生迅速进入角色，起到意想不到的效果，特别对于上午第四节课或下午课更有效。在第一单元的教学中，我除了教唱了《Good morning.》以外，还增加了两首歌《Good morning to you.》和《Hello!》，这两首歌旋律简单，学生学起来也不费劲，歌曲既有助于知识的巩固，有活跃了课堂气氛，可谓一举两得。

2、在课堂的一开始，我们可以通过唱熟悉的歌曲来吸引学生的注意力，而在新授过程中或者在巩固环节中我们就可以穿插一些小游戏，利用学生爱玩的特点抓住学生的心，集中学生的注意力，让孩子们在玩中学。如“Magic eyes”“Smart eyes ”“What’s missing?”“Finding friends ”等等。

3、角色表演注重情景交际，是理解语言、真实运用、实践语言的有效途径，分角色朗读、分角色表演是我在课堂教学中常用的方法之一，小学生，尤其是起始阶段三年级的孩子活泼、好动、爱模仿、喜欢交际、喜欢表现。我就利用他们这种心理特点，使每个学生都投入到这种活动中，让他们感受语言、学习表达，收到一定的效果。一般来说，我都是先让学生就课文表演课文，接着再让学生模仿课文情境真实表演，特别鼓励那些有所创新的同学。孩子们特别喜欢这种形式，尤其喜欢扮演cartoon time里的Sam 和Bobby。

第三、个别辅导，抓紧每位学生。

高尔基曾说过：“不爱孩子，就不配教育孩子。”教师首先要对后进生倾注“爱心”，“爱”是抚平他们“心灵创伤”的“灵丹妙药”，也是促使他们形成完整学习动机的重要前提。教师还要善于发现后进生身上的闪光点，要不失时机的激励、鼓舞他们，使他们产生强大的内动力和自信心，从而扬起学习的风帆。我现在所教的班级里有个特殊的孩子，他小时候得过小儿麻痹，现在走路有些跛，自卑心理加上家长的放任不管，致使他在学习上不能按时完成学习任务，成绩和班级里其他学生之间相差比较大。为了帮助他迎头赶上，除了在生活上给予他适当的关怀以外，利用课余时间我都是把他喊到身边，细心地讲解给他听，教一遍不会读就教两遍，此外我还给他安排了一个“小老师”，即他的同桌，让他遇到问题先向“小老师”请教，无法解决的来问我。在课堂上我也适时找些机会给他展现一下，虽然他的语速较慢，但我从不会催促他，更多的是鼓励，班上孩子看到我的态度，也不会讥笑他了。在我的坚持下，他现在基本能按时完成学习任务了，课堂上偶尔也能举个小手，虽然和别的孩子相比，差距还是有，但看到他的点滴进步，我还是充满信心的。三年级的孩子是可爱的，记得一个课间，班上的一个小男生伸出四个小手指问我：“老师，你知道这用英语怎么说吗？”我想：嘿，是想在我面前得瑟自己会说“four”这个单词吧！又想：难道是脑筋急转弯？我犹豫了一下，看我犹豫，小家伙更得意了。“Four?”我问。小家伙又弯着四个手指问：“那这个呢？”“啊？还是连环题啊？”不过确实难倒我了，看我答不上来，小家伙笑得前俯后仰，“是wonderful（弯的four）！”看着他那灿烂的笑脸，突然我觉得，这么可爱的孩子，我有什么理由不好好地教给他们知识呢？

第二篇：译林三年级上册unit2教学反思

Unit2教学反思

本单元的主要教学内容为Are you „? Yes, I am./ No, I’m not..本单元教材以“I'm...”为主题，让学生学会向别人介绍自己的姓名，以及如何确定对方是某人吗？词汇：虽然本单元教材中还没有出现主题词汇，但是I'm，you，yes，no是重点掌握内容。句型：学会准确使用Are you „? Yes, I am./ No, I’m not.I’m „来正确问答对方是否是某人，以及会向别人介绍自己的姓名。日常交际用语：初步运用道别用语Goodbye.字母：继续学习认读及书写字母Ee, Ff, Gg。认识新人物Liu Tao，也可以提前让学生结识Wang Bing。

教师在整个单元教学中充分利用了Rhyme time和Fun time, 依靠孩子们对歌谣和游戏的热情，从第二课时起反复巩固了Are you „? Yes, I am./ No, I’m not.的句型，但在第一课时Story time中由于学生对该剧的练习还不到位，学生则表现出了怯场的一面，现反思修改方案如下：

教师可先利用欣赏Rhyme time给学生进行热身，Rhyme time中的Are you „?句子非常清晰，学生很容易跟上，教师只需用中文解释一遍。然后依靠老师对学生姓名不熟悉的现实让学生习得Yes, I am./ No, I’m not.再借助Fun time中的游戏来巩固Are you „? Yes, I am./ No, I’m not.当学生对这一句型相当熟练的情况下，再来学习Story time.相信会有跟好的效果。

本单元所要学习的字母不多，难点在Ｅ、Ｆ的笔顺上以及Ｇ的结构上，只有通过书面不断的练习来进行纠正。

Checkout time和Ticking time。其实这节课主要是复习本单元所学的日常交际用语和字母，要求学生能熟练掌握。

三年级的学生，虽然课堂上感觉效果很好，但是课后反馈却很不理想。通过最近的观察我终于找到了问题，孩子们虽然会说会读会背，但是给他一个句子或单词的时候，却不能读出来，而且也不知道汉语意思。针对这一情况，我要求学生读对话和单词的时候，要求学生指读，男女生分角色读或个人读等方式，并且把每节课的内容都写到黑板上，并对应上汉语解释，让学生不仅会说，会听，而且还要会读，并且知道汉语意思。

第三篇：七年级英语上册Unit1一般现在时(译林出版社2012新版)

Unit 1 动词be的一般现在时（2012新版译林出版社）我们常使用动词be的一般现在时谈论事实和状态。如：

I am from China．我来自中国。

He is 12 years old．他十二岁。

We are very happy．我们非常高兴。

注意：主语可以是人称代词，也可以是名词，动词be要与主语保持一致。如：The little dog is very cute．这只小狗很可爱。

These apples are big and red.这些苹果又大又红。

如果主语是代词，在非正式行文中，动词be与前面主语可以缩写。如：I am＝I'mYou are＝You'reShe is＝She'sHe is＝He's

It is=It'sWe are =We're．They are＝They're

动词be一般现在时的否定句式是在be后面加not。如：

She is not tall．她个子不高。

They are not in the classroom．他们不在教室里。

在非正式行文中，动词is/are与not可以缩写。如：

is not = isn't、are not = aren't.动词be一般现在时的一般疑问句式是将be提前至句首。如：

一Are you in Grade 7?你在七年级吗？

-Yes, I am．是的，我是。

-Is Tom your classmate?汤姆是你的同学吗？

-No, he isn't．不，他不是。

注意：am与not不能缩写。

在肯定答句中，主语和动词be不能缩写。如“Yes, he is.”不可缩略为“Yes, he's.",

第四篇：译林版七年级英语上册Unit1 This is me教案

Unit1 This is me!第 1 课时

Comic strip and welcome to the unit 教学目标 To grasp the words : e-dog, master, look after, good night

To learn how to greet with each other in English.To train the Ss’ love to each other and respect each other

To learn how to greet with each other.教学难点 The same as the above.教学过程: Step1

Revision Free talk.Ask the Ss to greet their partners.(Ss greet with each other.)Step2 Presentation(Ss read and find what the Ss say.)1)Show Ss a clock and say: At this time of day, how do you greet your teacher or your partner? 2)Today we are going to meet some friends at Beijing Sunshine Secondary School.This is their first English class.Open your books at Page 7 and read aloud what the Ss say.Step3 Presentation(listen and say)

Show Ss a picture & say: Look!I have two new friends.Point to Eddie, say: It’s a dog.Then Hobo: It’s an e-dog.Ask: Do you want to know his name? Say: I have an e-dog.I look after my e-dog every day.Who is his master? Step4 listen and answer Do you know? Present: master and look after T: Where’s the dog?

Play the tape and answer the questions 1.What is it?(It’s an e-dog.)2.Who is Eddie?(He is the master.)3.Who is Hobo?(He is the e-dog.)4.Do you like this e-dog/Eddie/Hobo? 5.Does Eddie like the dog? How do you know? Get some students to answer them in English.Step5 composition ask the students to write a composition Step6 Homework

Finish the exercises in the workbook.Revise the use of the Prep.in English.教学反思:1.通过情境的设置，可以激发学生的学习动机，更好地参与到课堂2.教师要多做个别指导。

第 2 课时 Reading

教学目标：1.Vocabulary : year, grade, club, music, after, wear, glasses, enjoy.2.Patterns :He enjoys playing computer games.& She is good at swimming.3.Skills: Learn to say 教学重点：The same as the aims 教学难点：Aim 2 教学过程: Step1 Revision Revise the dialogue between Eddie and Hobo.Step2 Reading Show Ss the picture , say: Are the Ss at Sunshine Secondary School ?.They are our friends.Do you know them? Let’s meet Millie first.Listen and read carefully.Ask: How old is Millie? Does she like reading? In the same way to learn sth.About Simon and Sandy etc.Ask the Ss to read again and finish Part B on Page 9 and Part C on Page 10.Step3 Practice Ask: What activities do his students like? Please help him to put the correct letters in the box.Step 4 Discussion 1.Ask the Ss to finish Part B2, discuss the answers with the Ss 2 Learn the language points.We know something about Millie ,Simon, Kitty, Amy, Sandy and Daniel now.Do you know more about them? Let's do the following exercises.3 Ask the students to do the exercises.Step6 homework Finish the exercises in the workbook.教学反思：给学生一些时间寻找课文中不理解的知识点，教师应有针对性讲解。

第 3 课时

Vocabulary

教学目标：Vocabularies: swimming, volleyball， football field, badminton, court, swimming pool, badminton court.教学重点：Aims.教学难点：The same as the importance.教学过程: Step1.Revision（say the names of the sports.）

1.Talk about sports with the class.Ask students what sports they know the English word for.Then show the real sports things for the students to learn their English names.2.Ask some questions: What sports do you like? Do you like Playing football? Can you swim? What other sports do you like? Step2.Presentation（Ss fill in the blanks and check it.）

1.Ask students to complete Part A and check answers orally with the class.Draw this table on the small blackboard.Use “swimming” as an example.Then ask students to draw the following table on the paper.Step 3 Practice(Make up the sentences.Complete the sentences.)Tell students to work in pairs to complete the chart.Then ask students to make their own sentences about the sports that they have written down in the table.For example: I play badminton with a badminton racket….Ask the students to complete the sentences.Step 4 Test Ask the students to do the test paper.教学反思: 可以开展小组比赛，激发学生的热情。

第 4 课时 Grammar 教学目标：1 to make positive and negative statements and ask questions with the verb “to be” To learn to use the simple present tense to talk about things.教学重点：The Simple present tense.教学难点：The same as the importance.教学过程: Step1

Revision Get the students to review “be” and prons and understand its usage.Step 2 Presentation 1.Go through the tables with students.Point out the contractions.2 Students read the sentences on their own.3.Ask students to complete the sentences in Part D.Then in pairs, Students compare and check answers.4.Get the students to read after the teacher and read in pairs.Step 3 Ask and answer 1 Go through the tables with students.2 Ask students to read the sentences in Part E.Let them use the correct forms of the verb “to be” to make positive/ negative statements and questions.3 Ask student to complete the sentences and check for correct answers and pronunciation.4 Let them read after the teacher and read together.Then ask groups of three to read the conversation.Then ask them to replace the information with their own information and read the new conversation.Step4 Learn 1.teach the students how to write a letter.2.Ask students to complete the letter in Part E, Then check the answer in pairs.3.Ask students to read together.4.Explain : go running , be good at/ be bad at doing Step5 Homework Write a letter to a pen-friend.教学反思: 1.调动学生口语表达的热情。培养学生独立自主解决问题的能力。

第 5 课时

Integrated skills

教学目标：1.To extract information from an article.2.To obtain information from listening 教学重点：Extract and obtain information about Li Hua.教学难点：Complete a newsletter article.教学过程:

Step1 Revision 1.Get the students to look at a picture of Yao Ming and ask some questions: Who is he? What does he do ? Where does he work?… 2.Ss answer the questions with the picture.Step 2 Presentation.1.Tell students to look at the headline of the newspaper article and the picture.Ask:1)Who do you think the person is? 2)What does he do?

3)Which football team does he play for? 4)Which football team did he play for? 2.Point out and explain the meaning of these words: score, goal, match, team, the World Cup.3.Tell the students to read the note sheet after the teacher.Then read together loudly.4.Ask students to listen to the recorder three times, and complete the information.5.Ask students to check the answers for a class.6.In Part A3, Ss need to extract information from both the article and the note sheet.Then ask them to read after the teacher and practice reading.Step3 Speaking

1.Encourage students to revise the conversation for self introduction and the giving of personal information first.2.Present the conversation line by line, focusing on intonation and the linking of words.Ask students to repeat complete sentences as they hear them.3.Ask students to replace the underlined words with their own information.4.Encourage students to expand the conversation to include more formal greetings.Step4 Homework Write a newsletter article of a famous person.教学反思:

第 6 课时

Study skills

教学目标：1.To use everyday expressions to give instructions, make requests and give responses

2.Give instructions, make requests and give responses.教学重点：Everyday expressions 教学难点：Everyday expressions and responses.教学过程: Step1 Revision 1.Revise some useful expressions.The teacher let them guess and plays a game to the students: listen to the teacher/ listen carefully Turn to Page …/ work in pairs/ Open/ close your books…

Excuse me, what’s your name, please? Are you …? Where are you from? Are you good at English?…Let the students answer them.Step 2 Presentation.1.Tell students that they need to speak English in my class, so it’s important to learn some everyday expressions.Then let them practice their own phrases they have prepared.2.Go through Part A with the students.3.Explain “borrow/ borrow from/ lend”

4.Ask students to work in pairs to exchange requests and responses as presented.Then check a row of students.Do you have an English book? Does he/she have an English book? Can I borrow your …?

Step3 Practice

1.Go through Part B.Let students guess what those sentences mean by the pictures.2.Get students to work in pairs and encourage students to repeat whole sentences from memory.3.Explain: I don’t understand.I’m sorry I don’t know.I’ll start/begin.4.Tell students to learn more phrases in order to understand what the teacher.Step 4

Homework Do the exercises in students’ workbook.教学反思:

第 7课时 Main task

教学目标：1.Learn two profiles of Millie and Daniel

2.To write about themselves

3.Introduce themselves to others confidently.教学重点：Learn to write about themselves 教学难点：The same as the importance.教学过程: Step1 Organize ideas.Tell students that the class is preparing a handbook containing a profile of each student.The final drafts of their writing will be collected to make a class handbook.Step 2 Present 1.Ask students to listen to the recorder and answer some questions about Millie and Daniel.2.Ask students to read the profiles.Tell students to underline words and phrases which they find useful in the models so that they can include them in their own writing.3.Tell students to read the outline on Page 16.Encourage students to include additional information.Step3 Practice

1.In pairs, students read, check and correct their partner’s draft.The teacher goes around the class And provides help and assistance.2.Ask students to rewrite their personal profiles on a separate sheet of paper and add illustrations, particularly a picture of themselves.3.Ask for volunteers to read out their profiles to the class.Step 4 Play games 1.Tell students not to include their names on the first drafts.2.Divide the class into groups of

eight.Collect the students first drafts, mix them up and then hand them out to different students within the group.3.Each student reads a personal profile, tries to guess who the write is and returns the personal profile to the writer.Step 5 Homework Write one or two profiles of himself /herself and another person.教学反思:

第 8 课时 Checkout

教学目标：1.To use the new grammar items and vocabulary taught in unit.2.The simple present tense.教学重点：Use simple present tense.教学难点：The same as the importance.教学过程: Step1 Revision

1.Revise some vocabulary and grammar items taught in this unit: be good at doing/ be clever at/ in the reading club/ like/love/enjoy doing/ take…for a walk/ walk home/ a member of…/ go running…

Step 2 Present

1.Tell students that they will be able to check whether they can use words they have learned earlier in the unit to make sentences.2.Give them a time limit and finish it.3.Let students correct themselves, or divide the class into pairs.Students correct each other’s work and write the score on the “paw”.Step 3 Have a competition

1.Tell students that they are having a competition task.Tell them if they can sort the words into the correct word families.2.Students put the words into the correct word families.Set a time limit.Let them fill in the blanks, then ask students to say the answers.The first student who gets all the answers right is the winner.3.Ask them to write a few more words for each column if they can.Step4 Homework 教学反思:

第五篇：译林英语7A unit2知识点总结

重点词组：

1、喜欢散步

enjoy/ like/ love walking

2、走到我碗边

walk to my bowl

出去散步

go out for a walk 走回家/这儿/那儿

walk home/ her/ there 遛狗

walk a dog

3、每天许多次

many times a day 一年一次

once a year 一天三顿

three meals a day

4、看起来很强壮/开心

look very strong/ happy

5、在他的空余时间里

in his free/ spare time

6、在下一届世界杯里踢球

play football in the next World Cup

7、黄河足球队的新成员

a new member of Huanghe Club

8、观看电视上的篮球比赛

watch basketball games on TV 听收音机上的英语新闻

listen to English news on the radio 查互联网上的一些信息

search for information online/ on the Internet

9、在周末

at/ on weekends

at/ on the weekend

在工作日

on weekdays

10、呆在家里

stay at home

11、我的很多学生

many of my students

12、谈论运动

talk about/ of sports

13、谈论如何学英语

talk about/ of how to learn English

14、我最喜欢的英雄之一

one of my favourite heroes

15、和某人一起玩

play with sb.重点句型：

1.What’s your favourite sport? 你最喜欢的运动是什么？

该句型为 “One’s favourite + 名词 + be 动词 + ···“, 意为“某人最喜欢的···是···”

E.g.My favourite food is meat.句中favourite 意为“最喜欢的，特别喜爱的”，既没有比较级，也没有最高级，所以不能用程度副词best, most，very, quite修饰。

注意：favourite 既可以作形容词，又可作名词，其近义词组是like···best/most

E.g.His favourite sport is football.= Football is his favourite.= He likes football best.2.I like football very much.I plays football very well.2.He also enjoys listening to musi.3.It makes him happy.1）make作动词，意为“使得”

make + sb./sth.+ 形容词，“使某人/某物处于某种状态”

make sb./sth.do sth.“使某人/某物做某事”

E.g.Doing morning exercises makes us healthy.You help me make the work easy.你帮助我使这个工作容易了。

I love music.It makes me feel great.我喜欢音乐，它使我感觉很棒。

His stories make us laugh.他的故事使我们笑了。

2）make作动词，还可意为“做；制作”。

E.g.make a cake/ card 做蛋糕/ 做卡片 4.I hope his dream comes true.1）hope 既可作动词，也可以名词，意为“希望”

E.g.He hopes that she will win.他希望她会赢。

固定结构 hope to do sth.不能用 hope sb.to do sth.E.g.We hope you to win the game.[误]

We hope that you will win the game.[正]

2）dream 作动词，意为“梦见，做梦”；

构成的短语有：dream about 梦到某人或某物； dream of 渴望某事

dream 作名词，意为“梦，梦想”；

E.g.She misses her family and often dreams about her father and mother.I sometimes dream of visiting the Great Wall.3)come true 意为“变为现实，成为事实”

E.g.I hope your dream will/can come true soon.我希望你的梦想很快实现。5.What about you?

What about ```? = How about```? 意为“（你认为）···怎么样”，常在口语中用来征求对方的意见、建议、看法

或询问情况。其中 about 为介词，后面常跟名词、代词或动词的-ing 形式作宾语。

E.g.---What about/ How about going fishing?

---I’d love to.注意：英语中表示建议、邀请的表达法还有：

Let’s do sth., shall we?

Why not do sth.?= Why don’t we/you do sth.?

Would you like````? 6.What else do you like to do?

else 意为“另外；其他”，常用于不定代词（anybody, everything等）和疑问词（who, what, where等）后面，但不能说 which else, 应说 what else

E.g.What else would you like?

Where else do you want to visit?

注意：else的所有格： else’s

E.g.someone else’s book 其他某人的书

7.I read a lot of interesting books.我读了很多有趣的书。

a lot of= lots of 意为“许多，很多”，后可接可数名词也可接不可数名词，接可数名词时，相当于many；接

不可数名词，相当于much。

E.g.I meet lots of/ many new friends at the party.There is a lot of/ much water in the bottle.8.Reading is fun.fun 为不可数名词，意为“享乐，乐趣；有趣的事”；还可作形容词，意为“有趣的，令人愉快的”。

固定搭配：for fun 为了享乐； have fun 玩的开心； have(great)fun doing sth.做某事很高兴

形容词：

funny, 滑稽的，有趣的

E.g.The children often go to the park for fun on Sundays.星期天孩子们经常到公园去玩。

The teacher often makes his class very fun.那位老师经常使他的课堂非常有趣。

I have great fun reading books in my free time.闲暇时我很喜欢读书。

语法

一、行为动词一般现在时的用法

行为动词：除be动词、情态动词、助动词以外的动词,也叫实义动词。基本用法：一般现在时表示经常性的、习惯性的动作或存在的状态，常与usually, often, every day, every morning 等时间状语连用。E.g I do my homework every day.She speaks English very well.基本句型：

1）肯定句： 主语 + 动词 + 其他成分

E.g I live with my parents.He walks to school every day.2）否定句： 主语 + don’t doesn’t + 动词原形 + 其他成分

E.g I don’t live with my parents.He doesn’t walk to school every day.3）一般疑问句及其回答： Do Does + 主语 + 动词原形 + 其他成分?

E.g.----Do you live with your parents ?

----Yes, I do.No, I don’t.----Does he walk to school every day?

----Yes, he does.No, he doesn’t.4）特殊疑问句：疑问词词组 + 一般疑问句

E.g Who do you live with?

How does he go to school?

How often do they play football? 注意点：用作助动词的do 和 用作行为动词的do 在英语中，do 既是一个助动词，又是一个行为动词 1）do 用作行为动词一般表示“做”，“干”。

E.g.We do morning exercise every day.Jack often does his homework in the evening.2）Do用作助动词主要用来帮助构成疑问句、否定句。

E.g.Do you watch TV every evening?

She doesn’t work on Sundays 3)区别do 在以下句子中的不同功能

E.g.Do you do your lessons every day?

The students don’t do their homework on Sundays.二、行为动词一般现在时第三人称单数形式的构成及读音

1)一般动词在词尾加-s,-s 在清辅音后读[s],在浊辅音或元音后读[z]。E.g help--helps make--makes get--gets 2)以-s,-x,-ch,-sh 结尾的动词加-es,-es发[iz]；如动词词尾是-es,只加-s，也发[iz]。E.g guess--guesses teach--teaches wash--washes 3)以-o结尾的动词加-es,-es发[z]。E.g go--goes do--does 4)以辅音字母加-y结尾的动词，先变-y为-i，再加-es,-es发[z]。E.g fly--flies carry--carries

元音II（vowels）

5个元音字母： aeiou 在闭音节中不发它们本身的音，各自的发音分别为：/æ/, /e/ , /i/, /ɔ/ , /Λ/ 闭音节：包含一个元音字母，而以辅音字母（r,w除外)结尾的重读音节。元音字母在闭音节中读短音。

/æ/: bag dad

hat map black back sad

man and

cat fat family

rabbit hand /e/: bed

red

let pen

desk yes

egg

pen when ten dress /i/: fish

big drink sit

milk swim him in

ship

is which /ɔ/: clock not box

shop sock dog long not

stop

on song /Λ/: bus

but cup jump much lunch run sun duck under