《英语教学法教程》主要知识点归纳

Process-oriented theories: are concerned with how the mind organizes new information such as habit.formation,.induction,making.inference,.hypothesis.testing.and.generalization.Co ndition-oriented theories: emphasize the nature of the human and physical context in which language learning takes place, such as the number of students, the kind of input learners receives, and the atmosphere.Behaviorist theory, skinner,learning process of habit formation&conditioning,a stimulus-response theory ,imitation&repetition SRR,audio-lingual method,external factors,the idea of this method is that language is learned by constant repletion and the reinforcement of the teacher. Mistakes were immediately corrected, and correct utterances were immediately praised.

Cognitive theory,chomsky,learning:creative process, internal factors,students are asked to thinking and allow to create their own sentence based on their understanding of certain rules ,language is not a form of behavior, it is an intricate rule-based system and a large part of language acquisition is the learning of this system.Constructivist theory,personal construction,dewey, believes that learning is a process in which the learner constructs meaning based on his/her own experiences and what he/she already knows.Socio-constructivist theory, similar to constructivist theory, socio-constructivist theory emphasizes interaction and engagement with the target language in a social context based on the concept of “Zone of Proximal Development” (ZPD) and scaffolding.learning is best achieved through dynamic interaction between the teacher&learner&between learners

Language teacher qualifications：1、a good command of spoken and written language2、formulate theory presupposition3、language background and experience4、know how languages are learnt 5、the ability to use methods in various situations6、deep understanding of cultural background7、understanding the principles of teaching.These elements can be categorized into three groups：ethic devotion，professional qualities and personal styles

Communicative Competence:Hedge,:linguistic（knowledge of the language itself,its form and meaning）,pragmatic(the appropriate use of the language in social context),discourse(one ability to create coherent written text or conversation and the

ability to understand it) ,strategic(strategies one employs when there is communication breakdown due to lack of resource),fluency(ability to link units of speech together with facility and without strain or inappropriate to slowness or undue hesitation)

Views on language.Structural view —The founder：Saussure—The structural view of language sees language as a linguistic system made up of various subsystems：1、the sound system（phonology）2、sound combinations（morphology）3、meaning for communication（syntax）—Learning the language is to learn the structural items，study the inner structure and rule of language，ignore the social functions of the language。Functional view— Representative：Johnson、marrow、swain canal (the core: grammar)

—The function view not only sees language as a linguistic system but also a means for doing things—Learners learn a language in order to be able to doing things with it .Use the linguistic structure to express functions.Interactional view — Emphasis：appropriateness — Language is a communicative tool，which main use is to build up and maintain social relations between people—Learners need to know the rules for using the language in certain context—The structural view limits knowing a language to knowing its structural rules and vocabulary

CLT（交际英语教学）:to help the learners acquire communicative https://www.wendangku.net/doc/ef4821279.html,nguage in real life is used to perform certain communication functions; use all skills: A. Receptive skill: listening and reading B. Productive skill: speaking and writing; used in a certain social context: teach the part of language in real life rather than all the language students develop all the language skills. Traditional pedagogy (传统教学法): focus on the forms of language.

Principle of CLT:communication principle(involve real communication),task principle(carrying out meaning),meaningfulness principle(meaningful to leaner)Howatt proposes a weak and a strong versionof CLT.Weak version: learners first acquire language as a structural system and then learn how to use it in communication.Strong version: language is acquired through communication.

Classroom activity:precommunicative activity(structural activity:primary focus on linguistic forms,quasi-communicative activity:focus on forms plus meanings)communicative activity(functional communicative activity:focus on meanings plus forms,social interaction activity:primary focus on meanings)

Tasks are activities where the target language is used by the leaner for a communicative purpose (goal) in order to achieve an outcome.Four components of a task: a purpose, a context, a process, and a product.Tasks focus on the complete act of communication. (Purposeful & contextualized communication). Exercises focus the students’ attention on the individual aspects of language, such as vocabulary, grammar or individual skills. (Focus on individual language items)Exercise-task comes halfway between tasks and exercises, consists of contextualized practice of language item.

Six criteria for evaluating classroom activity:communicative purpose,communicative desire,content not form,variety of language,not teaching intervention,no materials control TBLT:a further development of communicative language teaching.it shares the same beliefs ,as language should be learned as close as possible to how it is used in real life,stressed the importance combine form-focused teaching with communication-focus teaching

PPP: presentation (introduces new vocabulary and grammatical structures), practice (the lesson moves from controlled practice to guided practice and exploitation of the texts when necessary) and production (the students are encouraged to use what they are learned and practiced to perform communicative tasks)Five steps of designing task:think about students need interest and ability,brainstorm possible task,evaluate the list,choose the language item

Lesson Planning: is a framework of a lesson in which teachers make advance decisions about what they hope to achieve and how they would like to achieve it. Principles for good lesson planning:aim, variety, flexibility, learnability, and linkage.Variety: planning a number of different types of activities and where possible, introducing students to a wide selection of materials so that learning is always interesting, motivating and never monotonous for the students.

Flexibility: preparing some extra and alternative tasks and activities at the class does not always go according to the plan so that teachers always have the option to cope with the unexpected situations rather than being the slaves of written plans or one methodology.Learnability:within capability of the students, not be too easy or beyond or below the students’ coping ability.Linkage: easy task followed by a comparatively difficult one, or do a series of language-focused activities to get the students prepared linguistically.

Macro planning involves the following:A. Knowing about the profession,B.knowing about the institution,C. Knowing about the learners,D. Knowing about the curriculum/syllabus E．Knowing about the textbook F．Knowing about the objectives Components of a lesson plan:A. Background information,B Teaching aims C. Language contents and skills D. stages and procedures E. Teaching aids F. End of lesson summary G.. Optional activities and assignments H. After lesson reflection

Classroom management isthe way teachers organize what goes on in the classroom. The role of the teacher (based on the function of the teacher):1. Controller2. Assessor:3.

Organizer4.Prompter5.Participant6.Resource-provide(:facilitator,guide,researcher)

There are rules to follow for making instructions effective.The first is to use simple instructions and make them suit the comprehensive level of the students.The second rule is to use the mother-tongue only when it is necessary.Give students time to get used to listening to English instructions and help the make an effort to understand https://www.wendangku.net/doc/ef4821279.html,e body language to assist understanding and stick to it each time you teach the class.The common student groupings are: whole class work;pair work; group work; individual study

Measures for indisciplined acts and badly behaving students:act immediately,stop the class,rearrange the seats,change the activities,talk to students after class,create a code of bahaviour,Advice about problems on class:deal with it quietly,don’t take things personally,don’t use threats.Discipline refers to a code of conduct which binds

a teacher and a group of students together so that learning can be more effective Questioning in the classroom:Classification of question types: 1.closed questions

and open questions 2.display questions and genuine questions 3.lower-order questions

and higher-order questions 4.taxonomy.Closed questions refer to those with only one single correct answer while open questions may invite many different answers.Display questions are those that the answers are already known to the teacher and they are used for checking if students know the answer, too. Genuine questions are questions which are used to find out new information and since they often reflect real context, they are more communicative. Lower-order questions refer

to those that simple require recalling of information or memorization of facts while higher order questions require more reasoning, analysis, and evaluation.

Question in the class,Purpose:to focus on the students’ attention;to invite thinking

and imagination; to check the understanding; to simulate the students to recall information; to challenge students; to assess learning.How to maintain the discipline: create a code of behavior,be consistent in applying the rules,be friendly and talk to students,immediately action, be fair to everyone deal with problems impersonally

Dealing with errors ,Mistake-with nothing to do with language competence (caused

by.carelessness → self-correction)Error----- has sth to do with the language competence (caused by lacking of knowledge→be dealt with the help of the teacher

and other classmates)Dealing with spoken errors a. fluency activity ----after the activityb. accuracy activity ----while theactivity,How to correct a. indirect teacher correction b. direct teacher correction c.self-correction,d. peer- correction

The role of pronunciation:views:a. pronunciation will take care of itself needn’t teach pronunciation,b. poor pronunciation is a great hindrance in language learning.Goal of teaching pronunciation::Consistency: the pronunciation should be smooth and natural.Intelligibility: the pronunciation should be understandable to the listeners,Communicative efficiency: the pronunciation should help convey the meaning that is intended by the speaker.

Aspects of pronunciation ①focus on sounds, stress and intonation, these change the meaning of a sentence② The ways of teach pronunciation: Step1. Giving model Step2.

Imitating Step3. Checking (explaining) Step4. Giving examples Step5. Comparing Step6. Meaningful practice

Practising sound:Focusing on a sound,Perception practice: using minimal pairs, which order, same or different? Odd and out, Completion.Production practice: listen

and repeat, fill in the blanks, make up sentences, use meaningful context, use picture,

use tongue twisters.Making the students aware of where to stress the word or phrase:use gesture,the voice,the blackboard

different ways of presenting grammar: The deductive method, the inductive method,

and the discovery method.The deductive method:Step:presentation of the grammar rules,study of the examples,conclusion drills.

Grammar practice is usually divided into two categories, mechanical practice and meaningful/communicative practice Mechanical practice: involves activities that are aimed at form accuracy. Students pay repeated attention to a key element in a structure. Substitution drill and transformation drills.Meaningful practice: focus on

the production, comprehension or exchange of meaning though the students keep an

eye on the way newly learned structures are used in the process. It comes after mechanical practice. (Comparatives and superlatives).

Using prompts for practice:Using picture prompts, using mimes or gestures as prompts, using information sheet as prompts, using key phrases or key words as prompts, using chained phrases for story telling, using created situations.What does knowing a word involve:Denotative meaning; connotative meaning; chunk/collocations; synonyms, antonyms and hyponyms; receptive and productive vocabulary.

Denotative meaning of a word or a lexical item refers to those words that we use to label things as regards real objects, such as a name or a sign, etc. in the physical world. Primary meaning of a word.connotative meaning of a word refers to the attitudes or emotions of a language user in choosing a word and the influence of these on the listener or read er’s interpretation of the word.

Collocations refer to words that co-occur with high frequency and have been accepted as ways for the use of words. For instance, see, look at, watch.Hyponyms

refer to words which can be grounded together under the same superordinate concept.Receptive/passive vocabulary refers to words that one is able to recognize

and comprehend in reading or listening but unable to use automatically in speaking or writing. Those words that one is not only able to recognize but also able to use in speech and writing are considered as one’s productive/active vocabulary.

Way of presenting vocabulary:1)provide a visual or physical demonstration whenever possible2)provide a verbal context to demonstrate meaning3)use synonyms

or antonyms to explain meaning4)use lexical sets or by ponyms to show relation of words and meanings.5)translate and examplify 6)use word formation.etc

Ways of consolidating vocabulary: labeling; spot the difference; describe and draw;

play a game; use words series; word bingo; word association; finding synonyms and antonyms; categories; using word net-work; using the internet resources for more ideas.Developing vocabulary learning strategies:review regularly, guess meaning

from context, organize vocabulary effectively, use a dictionary, and manage strategy use.

Characteristics of the listening process:spontaneity,context,visual clues,listener’s response,speaker’s adjustment.Principles and models for teaching listening:focus on process, combine listening with other skills (listening can be practice with not-taking, and answers, role plays, retelling, interviewing, discussions, or a writing task), focus on the comprehension of meaning, grade difficulty level appropriately, principles for selecting and using listening activities.Models of listening process:Bottom-up model.Top-down model.l pre-listening—warming up; while-listening---listening comprehension;

post-listening---checking answers.Pre-listening activities:predicting,setting the scene,listening for the gist,listening for specific information,While-listening activity:no specific responses,listen and tick,listen and sequence,listen and act,listen

and draw,listen and fill,listen and take notes,Post-listening activity:multiple-choice question,answering question,note-taking and gap-filling,dictogloss(four stages:preparation,dictation,reconstruction,analysis and correction.

Four feature of spoken language:using Less complex syntax, taking short cuts, incomplete sentences, using devices such as fillers, hesitation device to give time to

thinking before speaking,using fixed conventional phrase/chunks.

Principles of teaching speaking:balancing accuracy-based with fluency-based practice,contextualising practice,personalising practice,building up confidence,maximising meaningful interaction,helping students develop speaking strategies,making the best use of classroom learning environment to provide sufficient language input and practice for the students

Designing speaking task:maximum foreign talk,even participation,high motivation,right language level,

Types of speaking: pre-communicative activities—mechanical activities; communicative activities---meaningful activities.Controlled activities, semi-controlled activities, communicative activities:Information-gap activities; dialogues and role-plays; activities using pictures; problem-solving activities; change the story; human scrabble

wo broad levels in the act of reading: 1. a recognition task of perceiving visual signals from the printed page through the eyes; 2. a cognitive task of interpreting the visual information.reading aloud and silent reading are two types of reading practice.

Five principles for teaching reading: Accessible reading materials. Clear prepared tasks. 3. Developing students reading strategies.Enough guidance. Promoting the students reading ability.Three models for teaching reading: bottom-up model, top-down model and interactive model.The role of vocabulary in reading: sight vocabulary: words that one is able to recognize immediately are often referred to as sight vocabulary.

Pre-reading activities: predicting, setting the scene, skimming, and scanning.While-reading stage:purpose of transition device, reading comprehension question( questions of literal comprehensionQuestions involving reorganization or reinterpretationQuestions for inference (what is implied but not explicitly stated) questions for evaluation or appreciation (making judgment about what the writer is trying to do and how successful he/she is in achieving his/her purpose)Questions for personal response), understanding inference and making reference.Post-reading

activities: Gap-filling, discussion, role play, retelling and writing.

Writing for consolidating language, writing for communication, between writing for learningand writing for communication, imagination Main procedures of process writing include: creating a motivation to write, brainstorming, mapping, freewriting, outlining, drafting, editing, revising, proofreading and conferencing.A communicative approach to writing,A Process approach to writing 过程法

.Target domain:the experience being described by the metaphor.Source domain:the means that we used in order to describe the experience,Icms in ontological realms:sign,reference,concept icms Anthropological study of linguistics.study of language in a sociocultural contex

英语教学法教程教案(王蔷)

英语教学法教程教案 A Course in English Language Teaching 主讲：姚向礼 教材：《英语教学法教程》 主编：王蔷 出版社：高等教育出版社 绪论外语教学法主要流派 Teaching approaches & Methods Approaches & methods of Language Teaching 众说纷纭，现以学习理论作为分类标准，将学派分为认知性的，连接性的和综合性的三大类。并简介翻译教学法，自然教学法，直接教学法，认知教学法，功能教学法，在这之前首先概述一下拉丁语教学法、。 ①拉丁语教学法，指（15-16世纪）为欧洲语言的极盛时期，学校里教授作为外语之拉丁语的直觉模仿法。它在（15——16世纪）为语法模仿法：16世纪末到17世

纪，由于民族语渗入学校，拉丁语教学法主要为词汇模仿法。先后提出了自觉性原则和直观性原则。这一时期的两大代表人物①惜提哈（ratch1571-163500））②夸美纽斯教学法Conienius(1592_1670) ①德国论点是通过经验与分析去学习一切。认为只从理论途径得到的记忆才是可 靠的。词汇翻译法，自觉对比法，认真教学法。 二、联结性的教学法学派 特点：经验主义的哲学观点；重视外语话语与实物，观念，概念等外部世界与思维的直接联系；侧重口头操练。 自然教学法（绝对排斥本族语的教学法） 直接教学法（自然教学法发展起来的）（一种习惯） 听说教学法 视听教学法 功能教学法（又名意念法，交际法或意念——功能—交际法 三、综合性的教学法学派，来源于直接法与翻译的综合 自觉实践法 折衷法（又是极端） 分阶段教学法 一、语法翻译法(Translation Method) The grammar translation Method(Reading Method ,classical Method ).In China, it is called old method and is probably the most widely known and has been the most widely used of all approaches to language teaching .Although there have been many developments in language teaching, especially in the teaching foreign language ,grammar-translation method in still used today in various forms .And the main drill in translation. The mains features are as the followings. 1.Classes are taught in the mother tongue,with little active use of the target lauguage. 2.Much vocabulary is taught in the form of lists of isofated words. 3.Long elaborate explanations of the intricacies of grammar are given. 4.Little attention explanations of the intricacies of grammar are given. 5.Often the only drills are exercises in translation disconnecfecl sentences from the target language into the mother tongue. 6.little or no attention is given to pronunciation. 希腊文、拉丁文、通过翻译来学习外语。 认为背诵文法规则是学习外语的捷径，使用的课本，开始是孤立的单词和孤立的语法例句，都是从希腊文和拉丁文的名著里摘引出来的。 Advontedges： 1.在外语教学里创建了翻译的教学形式； 2.在外语教学里利用文法、利用学生的理解力，以提高外语教学的效果； 3.着重阅读，着重学习原文或原文文学名著； 4.使用方便。只要教师掌握了外语的基本知识，就可以拿着外语课本教外语，不需要什么教具和设备。 Disadvanfudges： 1.忽视口语教学。在教学里没有抓住语言的本质； 2.忽视语音和语调的教学； 3.过分强调翻译，单纯通过翻译手段教外语，不利于培养学生用外语进行交际的能力，易使学生在使用外语时对翻译有依赖性；

小学英语知识点总结

小学英语知识点汇总 一、小学英语形容词性物主代词 1、形容词性物主代词8个： My your his her its our your their 我的你的他的她的它的我们的你们的他(她、它)们的 2、形容词性物主代词的特点： 1)译成汉语都有"的" eg:my 我的their 他们的2)后面加名词：eg:my backpack his name 3)前后不用冠词a an the This is a my eraser(错误) That is your a pen(错误) It's his the pen(错误)

3、I(物主代词)my you(物主代词)your he (物主代词)her we (物主代词) our 注：在变物主代词时，把原题所给的词加上的，再译成单词就可以了。 二、小学英语名词性物主代词 1、名词性物主代词和形容词性物主代词一样有8个： Mine yours his hers its ours yours theirs 我的你的他的她的它的我们的你们的他(她、它)们的 2、名词性物主代词的特点： 1)译成汉语都有"的" 2)后面不加名词3)名词性物主代词=形容词性物主代词+名词

Eg:1、the pen is mine 钢笔是我的(mine=my pen) 以上就是小学英语名词性物主代词全文，希望能给大家带来帮助！ 三、小学英语单数的句子变成复数的句子把单数的句子成复数的句子很简单：变法是把能变成复数的词变成复数，但a或an 要把去掉。特殊疑问词、形容词、国家及地点通常不变。 Eg:把下列句子变成复数 1, I have a car ----we have cars 2, He is an American boy. ----They are American boys 3, It is a car ----They are cars

小学英语基本知识点汇总

. 个性化教学辅导教案 学员姓名：任课教师：所授科目：英语 学员年级：上课时间：年月日时分至时分共课时

3.在一般现在时中，句中有be动词或情态动词时，否定句在be动词和情态动词后加not，一般疑问句将be动词或情态动词放在句首。 4.在一般现在时中，句中没有be动词或情态动词时，主语为第三人称单数的否定句在动词前加does+not (doesn’t)，一般疑问句在句首加does，句子中原有动词用原形;主语为非第三人称单数，否定句用do+not (don’t)，一般疑问句在句首加do，句子中动词用原形。 动词+s的变化规则 1.一般情况下，直接加-s，如：cook-cooks, milk-milks 2 .以s. x. sh. ch. o结尾，加-es，如：guess-guesses, wash-washes, watch-watches, go-goes 3.以“辅音字母+y”结尾，变y为i, 再加-es，如：study-studies 一般现在时基本用法介绍 【No. 1】一般现在时的功能 1.表示事物或人物的特征、状态。如：The sky is blue.天空是蓝色的。 2.表示经常性或习惯性的动作。如：I get up at six every day.我天天六点起床。 3.表示客观现实。如：The earth goes around the sun.地球绕着太阳转。 一般现在时的构成 1. be动词：主语be(am,is,are) 其它。如： I am a boy.我是一个男孩。 2.行为动词：主语行为动词( 其它)。如： We study English.我们学习英语。 当主语为第三人称单数(he, she,it)时，要在动词后加"-s"或"-es"。如：Mary likes Chinese.玛丽喜欢汉语。 【No. 2】一般现在时的变化 1. be动词的变化。 否定句：主语be not 其它。 如：He is not a worker.他不是工人。 一般疑问句：Be 主语其它。

初中英语知识点总结重点要看的

初中复习资料 目录英语词组总结for 和1.比较since 的四种用法2.since 延续动词与瞬间动词3. 重点部分提要词汇一. 单词⑴ 2冠词a / an / the: 3.some和any 4.family 5. little的用法 三. 语法 1. 名词所有格 2. 祈使句 1.英语构词法汇 2.英语语法汇总及练习 第1讲：名词 第2讲：代词 第3讲：形容词

第4讲：副词 第5讲：动词 第6讲：不定式 第7讲介词 第8讲：连词 第9讲：时态一 第10讲：时态(二) 第11讲：动词语态 第12讲：句子种类（一） 第13讲：句子的种类(二) 讲：宾语从句14第 第15讲：状语从句There be句型与中考试题第17讲ABC 被动语态复习第18讲 【初中英语词组总结】1 (see 、hear 、notice 、find 、feel 、listen to 、look at (感官动词)+do eg:I like watching monkeys jump 2 （比较级and 比较级）表示越来越怎么样 3 a piece of cake =easy 小菜一碟（容易）

4 agree with sb 赞成某人 5 all kinds of 各种各样 a kind of 一样 6 all over the world = the whole world 整个世界 7 along with同……一道，伴随……eg : I will go along with you我将和你一起去 the students planted trees along with their teachers 学生同老师们一起种树 8 As soon as 一怎么样就怎么样 9 as you can see 你是知道的 10 ask for ……求助向…要…（直接接想要的东西） 11 ask sb for sth 向某人什么 12 ask sb to do sth 询问某人某事ask sb not to do 叫某人不要做某事 13 at the age of 在……岁时 14 at the beginning of …………的起初；……的开始 15 at the end of +地点/+时间最后；尽头；末尾 16 at this time of year 在每年的这个时候 17 be /feel confident of sth /that clause +从句感觉/对什么有信心，自信 18 be + doing 表：1 现在进行时2 将来时 19 be able to (+ v 原) = can (+ v 原）能够…… 21 be afraid to do (of sth 恐惧，害怕……

小学英语知识点汇总(精华版)

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Nouns ending in aconsonant +y - y+ ies a story—stories Nouns ending in s,sh, ch or x + es a glass—glasses a watch-watches Nouns ending in o+s or +es a piano—pianos a mango—mangoes Nouns ending in for fe - f or fe +ves a knife –knives a shelf-shelves 04 不可数名词（单复数不变） bread, rice, water ,juice等。 05 缩略形式 I’m= I a，you’re = you are，she’s= she is，he’s = he is it’s= it is，who’s =who is，can’t =can not，isn’t=is not等。 06 a/an a book, a peach an egg，an hour 07 Preposition on, in ,in front of, between, next to, near, beside, at,behind. 表示时间：at six o’clock, at Christmas, at breakfast

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小学英语知识点总结 一、小学英语形容词性物主代词 1、形容词性物主代词8个： My your his her its our your their 我的你的他的她的它的我们的你们的他(她、它)们的 2、形容词性物主代词的特点： 1)译成汉语都有"的" eg:my 我的their 他们的2)后面加名词：eg:my backpack his name 3)前后不用冠词a an the This is a my eraser(错误) That is your a pen(错误) It's his the pen(错误) 3、I(物主代词)my you(物主代词)your he (物主代词)her we (物主代词) our 注：在变物主代词时，把原题所给的词加上的，再译成单词就可以了。 二、小学英语名词性物主代词 1、名词性物主代词和形容词性物主代词一样有8个： Mine yours his hers its ours yours theirs 我的你的他的她的它的我们的你们的他(她、它)们的 2、名词性物主代词的特点： 1)译成汉语都有"的" 2)后面不加名词3)名词性物主代词=形容词性物主代词+名词 Eg:1、the pen is mine 钢笔是我的(mine=my pen) 以上就是小学英语名词性物主代词全文，希望能给大家带来帮助！ 三、小学英语单数的句子变成复数的句子 把单数的句子成复数的句子很简单：变法是把能变成复数的词变成复数，但a或an要把去掉。特殊疑问词、形容词、国家及地点通常不变。 Eg:把下列句子变成复数 1, I have a car ----we have cars 2, He is an American boy. ----They are American boys 3, It is a car ----They are cars 4, This is an eraser ----These are erasers 5, That is a backpsck -----Those are backpacks 6,I'm an English teather ------We are English teathers 7,It's a new shirt---- They are new shirts 8,He's a boy ----They are boys 9,She's a singer ------They are singers 10,What's this in English?---- What are these in English? 四、小学英语名词的数语法 名词有单数和复数两种形式 1、名词的单数：表示一个人或一个事物 2、名词的复数：表示一个人以上的人或事物 名词复数的变化规律如下： 1、多数情况下在名词后面加S，s 在清辅音后读【S】 2、以s,x,sh,ch为结尾的词在词尾加es, es读作【iz】 3、以f ,fe为结尾的词去掉f或fe加ves，ves读作【vz】 4、以辅音加y 结尾的词，变y 为ies 5、以元音加y结尾的词，直接加s 6、不规则变化 Man-men woman-women policeman-policemen Policewoman-policewomen 这种情况下a变成e 1、单复数同形 Chinese-chinese Japanese-japanese sheep -sheep deer -deer 2、This 这个these这些(复数) that那个those那些(复数) I我we我们(复数) he他she她it它they他、它、她们(复数) am ，is是are(复数) 五、小学英语人称代词主格及宾格 人称代词分为主格和宾格，主格和宾格区别：主格和宾格汉语意思相同，但位置不同。 Eg: I(主格)"我"-- me (宾格)"我" 主格在陈述句中通常放句首，宾格通常放在动词后或介词后，也就是说宾格，不放在句首。 Eg :I have a new car.( I 主格) Excuse me (me 宾格) I ask him to go (him 宾格) They sit in front of me (me 宾格) 主格(8个)：I 我you你he他she她it它we 我们you 你们they他(她、它)们 宾格(8个)：me我you你him 他her她it它us我们you你们them他(她、它)们