新目标九年级英语下专题复习教案新部编本[26-51](专项)

合集下载

新目标九年英语复习教案

教案一：Unit 1 FriendshipTeaching Objectives:1. Understand and use vocabulary related to friendships.2. Practice speaking and writing about friendships using appropriate grammar and vocabulary.3. Develop the ability to express opinions and give reasons.4. Enhance reading and listening skills through various activities.Teaching Procedures:Step 1: Warm-up1. Greet and engage students in a brief discussion about their friends.2. Show pictures of famous friendships (e.g. Sherlock Holmes and Dr. Watson, Harry Potter and Ron Weasley) and ask studentsif they can recognize them.Step 2: Vocabulary2. Have students brainstorm other words or phrases related to friendships and create a word wall.Step 3: Listening and Speaking1. Play an audio recording of a conversation between two friends.2. Divide students into pairs and ask them to discuss the questions provided, using the vocabulary introduced earlier.3. Conduct a class discussion and have groups share their thoughts.Step 4: Reading1. Provide students with a short text about the importance of friendships.2. Ask students to read the text individually and underline any unfamiliar vocabulary.3. In pairs or small groups, students discuss the main ideas and share their thoughts on the text.4. Conduct a class discussion and have groups share key points.Step 5: Grammar Focus1. Introduce and explain the concept of expressing opinions and giving reasons using phrases like "I think" and "because."Step 6: Speaking and Writing Practice1. Divide students into pairs or small groups and ask them to discuss a given topic about friendships, using the target language.2. Have students write a short paragraph expressing their opinion on the topic and giving reasons. Encourage the use of the new vocabulary and grammar.Step 7: Review and Wrap-up1. Conduct a class review of the vocabulary, grammar, and main ideas discussed during the lesson.2. Assign a homework task related to the topic of friendships, such as writing a letter to a friend or interviewing someone about their best friend.Teaching Materials:- Pictures of famous friendships- Audio recording of a conversation between friends- Short text about the importance of friendships- Writing paper for paragraph writing。

人教版新目标九年级中考英语初三总复习教案教学案

中考英语总复习教案一语法重点：一般现在时态 (Simple Present tense)难点突破：一般现在时态中第三人称时动词加“s”的用法知识目标：通过操练、点评、专项练习等方式复习“一般现在时态”的时态结构。

复习步骤设计：（一）词汇复习Revision of the words and phrases learnt in UnitOne,dictationof the main ones。

（此环节也可根据中考词汇表顺序进行听写检查）（二）对话操练Dialogue Acting—ask Ss to act out some dialogues aboutWhat do you usually do on Sundays/in the evening? （此环节也可以采取学生达标积分制进行，即复习阶段课前对话必须人人参与）（三）语法复习：一般现在时态：(A) 概念：表示某人/某事物经常发生的动作、习惯、状态等。

(B) 时态信号：常与sometimes, often, usually, always, every day, in the morning, on Sunday 等词连用。

(D)情态动词后面直接加实义动词原形。

(E) 在某些动词后面须用动词原形进行搭配，如let sb do sth, You’d beterr do sth 等。

例解：1、Now let me ____ your names, OK?A. callB. to callC.calling D. calls此题应选用“A”项。

在“Let sb.”后面的结构中应该用动词原形结构，不可以用其它形式，所以B项、C项和D项都是错误的。

2、He ________ the washing on Sundays. He _____ it on Saturdays.A. doesn’t/ doesB. don’t do/does C. doesn’t do/ does D. not does/ does此题应选用“C”项。

新目标初中九年级下册英语教案

新目标初中九年级下册英语教案各位读友大家好，此文档由网络收集而来，欢迎您下载，谢谢新目标初中九年级下册英语全册教案下载DocUnit8I’llhelpcleanupthecityparks．The1stperiodⅠ．TeachingAimsandDemands1．knowledgeobjects（1）keyV ocabularycleanup,hunger,homeless,cheerup,giveout, volunteer,food,bank（2）TargetLanguageI’dliketoworkoutside．youcouldgiveoutfoodatafoodbank．2．Abilityobjects（1）Trainthestudentstoexpressofferingtohelpwi ththetargetlanguage．（2）Trainthestudents’listeningskill．3．moralobject offerhelptotheothersasmuchaspossible．Ⅱ．TeachingkeyPoints1．keyV ocabularycleanup,hunger,homeless,cheerup,giveup 2．TargetLanguage Howtoexpressofferingtohelpwithtargetlang uage．Ⅲ．TeachingDifficultPoints 1．Teachthestudentshowtousethenewphras alverbs．2．Teachthestudentstoexpressofferingtohe lpwithtargetlanguage．Ⅳ．Teachingmethods 1．Teachingbygivingsamplesentencesandmakingupsentences．2．Teachingbyshowingpictures．Ⅴ．TeachingAids1．Ataperecorder2．Somepicturesonvolunteer’sofferinghelpⅥ．TeachingProceduresStepⅠRevision 1．RevisethelanguagepointsinUnit7．Asksomequestionslikethis:wherewouldyou liketogoonvacation?（I’dliketo/I’dloveto/lhopeto…）why?（Because…）2．RevisethecontentsinUnit7．Saytothecl asslikethis: whocansaysomethingaboutSingapore? whatthingsdoyoulikethereandwhatthingsdon’tyoulikeaboutit? Askthemtogivetheanswerswithoutlookinga tthebooks．3．checkhomeworkbyaskingsomestudents toreadtheirsentencesthey’vemadewiththeverbs．Letthemhandintheir homework．4．DictatetenwordsinUnit7．StepⅡla Thisactivityintroducesthekeyvocabularyan dprovidessomewritingpractice．Inthisunitwelearntooffertohelp．we’llusesomephrasalverbs．Eachphrasalverbs hastwoorthreewords,suchascleanup,cheeru p,giveout．Hereisanexampleonhowtousecleanup．Lo okatthetitleofUnit8．I’llhelpcleanupthecityparks．Repeatittwice, please．Askthechildrentoreadthetitletwice．Thengoonsaying,”cleanupmeansmakeaplac ecleanandtidy,putthingsthereinorder”．Let’sseeanotherexample,weshouldalwaysclean upafterapicnic．whocanexplainthissentenceinyourown,wor ds? Askonestudenttoexplainthesentence．Heorshemaysaylikethis．Thissentencesme answeshouldburnwastepaper,collectlitteran demptybottles,etc．Thenasktheclass．whocanmakemoresente nceswithcleanup? Askseveralstudentstosharetheirsentencestotheclass．Dothesamewiththeotherphrasalverbs．Somesamplesentences1．cleanup各位读友大家好，此文档由网络收集而来，欢迎您下载，谢谢。

新目标版初中英语九年级全册教案

《新目标版初中英语九年级全册教案》是根据新目标英语九年级教材编写的英语教学教案，全册共分为八个单元，每个单元围绕词汇、语法、听力、口语、阅读和写作进行学习。

下面是全册的教案提纲。

Unit 1 The power of nature1. Grammar: The Past Perfect- Formation and usage of the past perfect tense- The difference between the past perfect and the past simple tense- Practice exercises2. Vocabulary: Natural Disasters- Different types of natural disasters and their characteristics- Related vocabulary and expressions- Role play and discussion on natural disasters3. Listening: Understanding News Headlines- Listening to news headlines and identifying key information- Summarizing news stories using key information- Role play news broadcasts4. Speaking: Discussing Personal Experiences- Talking about personal experiences with natural disasters - Giving advice and sharing ideas on disaster preparedness - Group discussion and presentation5. Reading: Survivors’ Stories- Reading and understanding survivors’ stories- Writing a letter to a survivor6. Writing: Descriptive Writing- Writing a descriptive essay about a natural disaster- Focus on sensory details and emotions- Peer review and revisionUnit 2 Life online1. Grammar: The Passive Voice- Formation and usage of the passive voice- Active and passive voice sentence transformations- Practice exercises2. Vocabulary: Internet Terms- Understanding internet slang and abbreviations- Role play and discussion on internet usage3. Listening: Online Safety- Listening to a dialogue about online safety- Understanding key safety tips and precautions- Role play and discussion on online safety4. Speaking: Debating Social Media- Discussing the pros and cons of social media- Presenting arguments for and against using social media- Group debate and discussion5. Reading: Cyberbullying- Reading and understanding an article about cyberbullying - Writing a letter to a cyberbullying victim6. Writing: Persuasive Writing- Writing a persuasive essay on online privacy- Focus on providing strong arguments and evidence- Peer review and revision以上只是教案的大致提纲，详细的教案内容还需要根据具体的教学计划和教材内容进行更细致的编写和调整。

新目标九年级英语下专题复习教案[26-51](专项)

Teaching Plan (51)非谓语动词(三)难点突破：过去分词在句子中的作用知识目标：通过操练、专项练习等方式复习过去分词的使用方式，以达到熟练运用的目的。

复习步骤设计：（一）词汇复习Revision of the words and expressions listed in the revision book, dictate some main ones before each revision class begins.（此环节可根据导航中的短语顺序,依次进行听写检查）。

（二）对话操练（Dialogue Acting—ask Ss to act out some dialogues about each item,for example, using noun forms, adjective forms, adverb forms , etc.（此环节也可以采取学生达标积分制进行，即复习阶段课前对话必须人人参与,教师事先布置并适当指导）（三）语法复习:过去分词可以作表语,也可以作定语和宾语补足语等。

例解：１、The boy looked very _____ and _____.A. surprising , worryingB. surprised, worriedC.surprising, worriedD. surprised, worrying此题的答案应为B项。

从“…The boy looked very”中可以知道是“男孩看起来又吃惊又忧虑”，故应该用过去分词表示男孩的表情,故只能用表语形容词“surprised, worried”。

2、When Autumn comes, there are many ____ leaves on the ground.A. fallingB. fellC. fallenD. being falling此题的答案应为B项。

从“When Autumn comes…”中可以知道是“每当秋天来临时，地上有许多落叶”，而不能说“正在落下的叶子”。

（完整版）人教版新目标九年级英语全册学案及教学设计【经典】

（完整版）人教版新目标九年级英语全册学案及教学设计【经典】unit 1 How do you study for a test？一、教学目标1、语言目标1）询问别人的学习方法2）学习讨论各种学习方法和策略，学会评价各种学习方法的优劣2、知识目标1）How do you study for a test？I study by ving .2) the way to do sth the way of doing sthhave trouble doing sth 的用法3、能力目标1）通过讨论找到适合自己的学习方法，找出自己在英语学习中的困难2）学会给出关于学习方法的建议二、重点知识1、重点单词flashcard vocabulary aloud pronunciation memorize grammar frustrating quickly spoken pronounce mistakes challenge solution realize matter afraid complete impress trouble soft deal unless regard influence friendship development face 基本要求：会读、会写、会用。

2、重点短语make mistakes be afraid to do sth laugh at enjoy doing sth the way to do sth have trouble doing sth end upspoken English practice doing sth too much look upmake vocabulary lists try one`s best to do sth基本要求：会读、会写、会用。

3、重点语法1）How 引起的特殊疑问句及其回答2）the way to do sth the way of doing sthhave trouble doing sth 的用法基本要求：理解其含义，学以致用。

新目标九年级英语下册unit 14英文教案.doc

Unit 14 Have you packed yet?The First PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key Vocabularybathing suit, water, travel, guidebook, beach towel, street map（2）Target LanguageHave you watered the plants yet?Yes, I have already watered them．2．Ability Objects（1）Train students’ listening ability．（2）Train students’ communicative competence．3．Moral ObjectsHave everything in readiness before you do it．In this way, you can finish it perfectly or have a good time．Ⅱ．Teaching Key PointTarget LanguageⅢ．Teaching Difficult Points1．How to train students’ listening ability．2．How to train students’ communicative competence．Ⅳ．Teaching Methods1．Listening-and-answering activity to help the students go through with the listening material．2．Pairwork to make every student work in class．Ⅴ．Teaching Aids1．A tape recorder2．The blackboardⅥ．Teaching ProceduresStep ⅠRevisionT: Last week we finished Unit 13．In this unit, we learned how to talk about how things affect us．For example, Loud music makes me tense．That movie made her sad．Now I ask some students to make sentences with the structure…make me…S1: Parties make me excited．S2: School vacations make me happy．S3: That movie made me want to leave．S4: The story made me cry．S5: The awful picture makes me nervous．T: Very good．From today on, we will learn Unit 14．Now．I ask a student to come to the blackboard and write the numbers 1 to 20 on the blackboard．（After the student has written the numbers 1 through 5, start talking to the rest of the class）T: Has he written the number 1 yet?Class repeat the question．Has he written the number 1 yet?S s: Has he written the number 1 yet?T: （Pointing to the number 1 on the board）Yes, he has already written the number 1．Class repeat．Yes, he has already written the number 1．S s: Yes, he has already written the number 1．T: （Writing the word already on the blackboard）This is the word already．Class repeat．Already．Look at the blackboard．（pointing to the blackboard）Has he written the number 50 yet? Class repeat the question．Has he written the number 50 yet?S s: Has he written the number 50 yet?T: （Pointing to the highest number already on the blackboard）No, he hasn’t written the number 50 yet．Class repeat．No, he hasn’t written the number 50 yet．S s: No, he hasn’t written the number 50 yet．T: （Writing the word yet on the blackboard）Tish is the word yet．Class repeat．Yet．Now, look at the two words already and yet．Which one is used to talk about things that have happened in the past?SSs: Already．T: Yeah．V ery good．So the other word yet is used to talk about things that will happen in the future．Yeah?SS: Yes．Step Ⅱ1aThis activity introduces key vocabulary and helps students review vocabulary they already know．Read the instructions aloud to the class．Say, Who can give an example of a beach vacation and sightseeing in a city? Ask a student to give the example．（bathing suit, travel guidebook）Get students to add some things to the lists under the two headings．A beach vacation and Sightseeing in a city．Have students do the work individually first．While they are working, walk around the classroom checking the progress of the students．Let students tell the class the words they wrote．Write the words on the blackboard．Read them and let students repeat．Then ask other students to add other words to the lists．Sample answersStep Ⅲ1bThis activity gives students practice in understanding the target language in spoken conversation．Look at the picture．Ask, What can you see in the picture? （There is a family in the picture．They are getting ready for a beach vacation）Point to the box．Invite a pair of students to read the conversation to the class．A: Have you packed the beach towels yet?B: No, I haven’t．Look at the six chores on the list．Let students read each item, then ask different students to explain the meaning of each item in their own words．Make sure students understand the meaning of each item．Go through the instructions with the class．Point to the blank lines in front of each item in the list．Say, You will hear a family talking as they get ready to go on vacation．Listen carefully．Make sure what the family talks about and put a checkmark in front of each chore that is already done．Play the tape．The first time students only listen．Play the tape a second time．Now listen to the tape again．This time please put your checkmarks on the correct blanks．Check the answers with the whole class．AnswersTapescriptWoman: Have you packed the beach towels yet?Boy: No, I haven’t．Can’t Judy pack them?Woman: No, she’s busy．Could you please water the plants?Boy:I’ve already watered them．Woman: Oh, thanks．Man: What about the travel guidebook and the street map?Woman: I’ve already bought the travel guidebook, but I haven’t got the street map yet．Man: That’s OK．I’ll get it．Have you packed the camera?Boy: Yes．I’ve already put it in my suitcase．Woman: Well, I guess that’s everything．Boy: Almost everything．We haven’t locked the windows yet．Step Ⅳ1cThis activity provides guided oral practice using the target language．Go through the instructions with the whole class．Look at the example in the box．Invite a pair of students to read it to the class．S A: Have you watered the plants yet?S B: Yes, I have already watered them．Tell students they will be making conversations with a partner．Look back at the chores in Activity lb．Say, Now look back at the chores in Activity lb．Make conversations talking about what the family members have already done and what they haven’t done yet, using words from the chores, such as packed the camera, locked the windows, bought a street map．While students are working in pairs, walk around the classroom and listen to some pairs．If necessary, offer language support．Then get several pairs of students to say their conversations to the class．Conversation 1S A: Have they packed the camera yet?S B: Yes, they have already packed the camera．Conversation 2S A: Have they bought a street map yet?S B: No, they haven’t bought a street map yet．Notes1．pack—（here）get ready for a journey by doing this2．guidebook—book for travellers, tourists, etc, with information about a place3．Have you watered the plants yet?Yes, I have already watered them: PresentPerfect Tense．The structure is have+ p．p．Pay attention to the two words already and yet．Already is used in affirmative sentences; while yet is used in negative and interrogative sentences．Step ⅤSummaryIn this class, we’ve learned some important words, such as water, travel, guidebook, beach towel．We’ve also learned the target language．Have you watered the plants yet? Yes, I have already watered them．Step ⅥHomeworkMake conversations in pairs to review the target language．Step ⅦBlackboard DesignUnit 14 Have you packed yet?The Second PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key Vocabularyrefrigerator, garage, suitcase, clean out, put in, turn off（2）Target LanguageHave you watered the plants yet?No, I haven’t．Have you packed the camera yet?Yes．I’ve already put it in my suitcase．Have you fed the cat?No．I haven’t fed her yet．2．Ability Object（1）Train students’ listening ability．（2）Train students’ speaking ability．3．Moral ObjectWe must be ready with our work before we do it．Ⅱ．Teaching Key Points1．Key Vocabularyclean out, put in, turn off2．Target LanguageHave you watered the plants yet?No, I haven’t．Have you packed the camera yet?Yes．I’ve already put it in my suitcase．Have you fed the cat?No．I haven’t fed her yet．3．StructuresHave you packed the camera yet?Yes．I’ve already put it in my suitcase．Have you fed the cat?No．I haven’t fed her yet．Ⅲ．Teaching Difficult Points1．the target language2．How to train students’ listening ability．Ⅳ．Teaching Methods1．Listening method to improve the students’ listening ability．2．Pairwork to make every student work in class．Ⅴ．Teaching Aids1．A tape recorder2．The blackboardⅥ．Teaching ProceduresStep I RevisionCheck homework．Get some pairs to read their conversations．Collect their conversations and help students correct any mistakes．Step Ⅱ2aThis activity provides guided listening practice using the target language．Look at the picture．Ask, What can you see in the picture? （A boy and a girl are in the kitchen．They both look a little stressed out）Go through the instructions with the class．You will hear a boy and a girl talking about getting ready to go onvacation．Write M after each thing that Mark says and T after each thing that Tina says．Look at the sample answer．Say, Tina said, No．I haven’t cleaned out the refrigerator yet．Get students to repeat No．I haven’t cleaned out the refrigerator yet．Play the recording for students the first time．This time students only listen to the recording．Play the recording a second time．This time let students write Min front of Mark’s statements, and T in front of Tina’s statements．Check the answers with the class．Answers1．T 2．T 3．M 4．T 5．M 6．TTapescriptBoy: Mom and Dad said they want to leave in ten minutes．Are you ready, Tina?Girl: No．I haven’t cleaned out the refrigerator yet．I have to do that right now．Boy: Tina! You’re unbelievable．What about your bike?Girl: I’ve already put it in the garage．But I haven’t locked the garage yet．That’s your job, Mark．Boy: I know．I’ve already done most of my jobs．I’ve taken out the trash．Girl: Have you fed the cat yet?Boy: Not yet．I’ll do it in a minute．Have you turned off your radio?Girl: Yes, I have．I think we’re almost ready．Step Ⅲ2bThis activity provides guided listening practice using the target language．Go through the instructions with the class．Look at the list of questions with blanks in front of each one．Then look back at the statements in Activity 2a．Say, Some of the statements in Activity 2a are answers to questions in Activity 2b．Write the number of the correct answer from Activity 2a in front of each question in Activity 2b．Get several students to read the questions in Activity 2b to the class．Look at the sample answer．Ask a student to read the question and answer to the class．Are you ready, Tina?No, I haven’t cleaned out the refrigerator yet．Play the recording for students．Let students write their answers in the blanks．Play the recording again if necessary．Correct the answers．AnswersHave you fed the cat yet? 5What about you bike? 2Are you ready, Tina? 1Have you turned off your radio? 6Step Ⅳ2cThis activity provides guided oral practice using the target language．Look at the sample conversation in the speech bubbles．Invite a pair of students to read it to the class．S A: Are you ready, Tina?S B: No．I haven’t cleaned out the refrigerator yet．Go through the instructions with the class．Say, With your partner make a conversation using information from Activities 2a and 2b．Have students work in pairs．While they are working, walk around the classroom checking the progress of the pairs and offering help as needed．Invite two pairs to say their conversations to the class．Conversation 1S A: Have you fed the cat yet?S B: Not yet．I’ll do it in a minute．Conversation 2S A: Have you turned off your radio?S B: Yes, I have．Step ⅤGrammar FocusLook at the grammar focus box．Get three students to read the questions and answers to the class．Have you watered the plants yet?No, I haven’t．Have you packed the camera yet?Yes．I’ve already put it in my suitcase．Have you fed the cat?No．I haven’t fed her yet．Let students make up other sentences in pairs using have you…yet questions．For example: Have you had lunch yet? Have another student answer truthfully: Yes, I have or Yes, I have already had lunch, or No, I haven’t had lunch yet．Pay attention to the use of already and yet．Say, When we use the words have and already, we are talking about something that happened in the past, but not a long time ago．When we use the words haven’t and yet, we are talking about something that will happen in the future, but not a long time from now．It will happen soon．For example: I’ve already had breakfast, but I haven’t had lunch yet．Draw a simple diagram to help students understand the grammar focus．Get some pairs to say their sentences aloud to the class．A sample sentenceI’ve already had lunch, but I haven’t had supper yet．Culture noteMany Americans are used to taking at least one vacation trip a year．But in China, some of the students may not be in the habit of taking an annual vacation, or even making a trip to another city．For some students, financial limitations and family obligations make such travel impossible．For others, it may be that taking trips is not something that is common in their home culture．Step ⅥSummaryIn this class, we’ve learned key vocabulary clean out, put in, turn off and the targetlanguage Have you watered the plants yet? No, I haven’t．Have you packed the camera yet? Yes, I’ve already put it in my suitcase．Have you fed the cat? No．I haven’t fed her yet．Step ⅦHomeworkGet students to write some sentences according to the target language．Step ⅧBlackboard DesignUnit 14 Have you packed yet?The Third PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key Vocabularychop, wood, light, village, well, farm（2）Target LanguageHave you bought a newspaper?Yes, I’ve already bought a newspaper．2．Ability Objects（1）Train students’ integrating skills．（2）Train the ability of expressing students’ own opinions．3．Moral ObjectsWe should make a plan for our everyday activities and make a schedule．It can remind us how to spend the time．It is good for our study and life．Ⅱ．Teaching Key PointTrain students’ integrating skills．Ⅲ．Teaching Difficult PointHow to improve students’ integrating skills．Ⅳ．Teaching Methods1．Fast-reading method2．Groupwork and pairworkⅤ．Teaching Aids1．A projector2．The blackboardⅥ．Teaching ProceduresStep I RevisionT: Yesterday we learned the target language．The structure is Have you…yet? Yes．I’ve already…Have you…? No．I haven’t…yet．Now who can make sentences using the structure?S1: Have you turned off your radio yet?S2: Yes．I’ve already turned it off．S1: Have you finished your homework?S2: No．I haven’t finished it yet．T: Very good．Step Ⅱ3aThis activity provides reading practice using the target language．Show the key vocabulary words on the screen by a projector．Read the words and ask students to repeat again and again until they can pronounce the words fluently and accurately．Before reading the e-mail message, ask the students what chores do you usually do? Please tell me．（do my homework, clean my room, water the plants, clean our classroom etc．）Go through the instructions with the class．Look at the e-mail message．Let a student read the e-mail aloud to the class．Correct any pronunciation errors to make sure the student is providing a good model for the rest of the class．Get students to read the e-mail message individually, and underline the different chores on their own,Check the answers with the class．Answers1．do my homework2．take the dog for a walk3．water my mom’s plants4．do some shopping5．chop wood6．light the fire7．collect water8．feed the animalsLet students read the e-mail again for further comprehension．While they are reading．Walk around the classroom, offering help if they have any words or phrases they don’t understand．Notes1．chore—small duty or piece of work, especially ordinary everyday task（in the home, on a farm, etc．）In the e-mail message, there are many chores, such as do my homework, take the dog for a walk, water my mom’s plants．2．chat—talk about unimportant things3．kid—（sl）child; young person4．well—（here n．）shaft, usually lined with brick or stone, for obtaining water from an underground source 5．anyway—in any possible way; by any possible meansStep Ⅲ3bThis activity provides reading, writing．listening and speaking practice using the target language．Look at the pictures of the three people and read their names aloud to the class．Then point to the chart．Let students read the information in it．Make sure students understand the information in the chart by asking questions and point out things．T: Look at the three pictures above the chart．Under each person is a list of the things he or she has done or will do today．Now look at the chart．What do you see in the first column?S1: Numbers．Clock times．T: That’s right．Those are clock times．Those times show what the three people were doing at 9:00,at 10:00,and so forth．It is 12:00 noon now．so the 1:00 and 2:00 times show things they will do later today．What has Steve already done?S2: He’s already done his homework．He’s already bought a newspaper．He’s already fed the dog．T: That’s correct．What things hasn’t he done yet?S3: He hasn’t watered the plants．He hasn’t cleaned his room．T: OK．Very good．Go through the instructions with the class．Put students in several groups．Say, Each student in a group will decide to be one of the people．The other students in the group will ask questions to find out which person in the chart he or she has decided to be．Make sure students understand how to do the exercise．Look at the example in the box．Invite a pair of students to read it aloud to the class．S A: Have you bought a newspaper?S B: Yes, I’ve already bought a newspaper．Ask students, which of the three people could it be? Can you find out? Yeah．It could be Steve or Elise．Get students to do the work in groups．While they are working, move around the classroom checking the work of each group．Ask two groups to do the work as the examples．Group 1: Have you watered the plants?S1: Yes．I’ve already watered the plants．Group 2: Have you fed the dog?S2: No．I haven’t fed the dog yet．（Person 1: Kathy; Person 2: Elise）Step ⅣPart 4This activity provides reading, writing, listening and speaking practice using the target language．Go through the instructions with the class．Invite a good student to give an example of things that he or she has and hasn’t done this week: I have done my homework．But I haven’t done some shopping．Put students in some groups of three．Let students complete the work in groups．Finish the table．Review the task．Get some groups to share the results of their surveys．Sample answersOptional activityAsk students to write their own schedules, listing the time of day they do each thing．Then get students to work in pairs．Student A thinks of one activity．Student B gets five tries to guess the activity．Then student B thinks of an activity and student A guesses what it is．Step ⅤSummaryIn this class, we’ve learned some key vocabulary words such as chop, wood, light．village, well, farm．We’ve also done a lot of reading, writing and speaking practice using the target language．Step ⅥHomework1．Finish off the exercises on pages 57～58 of the workbook．2．Get students to talk about the things they have done and they haven’t done yet this week in pairs．Step ⅦBlackboard DesignUnit 14 Have you packed yet?The Fourth PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key Vocabularymember, original, songs, award（2）Target LanguageHave they been on TV yet?Yes, they’ve been on TV lots of times．2．Ability Object（1）Train students’ speaking and listening ability．（2）Train students’ ability to understand the target language in spoken conversation．（3）Train students’ ability to use the target language．3．Moral ObjectLove music and you can benefit from it．Ⅱ．Teaching Key Points1．Key Vocabularymember, original, songs, award2．Target LanguageHave they been on TV yet?Yes, they’ve been on TV lots of times．Ⅲ．Teaching Difficult Points1．How to train students’ speaking and listening ability．2．How to use the target language．Ⅳ．Teaching Methods1．Listening method2．Groupwork to make every student work in class．Ⅴ．Teaching Aids1．A tape recorder2．The blackboardⅥ．Teaching ProceduresStep I RevisionCheck homework．Ask some pairs to say their conversations to talk about the things they have done and they haven’t done yet this week．S A: Have you done your homework?S B: Yes, I’ve already done my homework．S A: Have you cleaned your room?S B: No, I haven’t cleaned my room yet．Step ⅡPart 1This activity introduces key vocabulary, and helps students review vocabulary they already know．Look at the picture．Ask, What can you see in the picture? （A man is playing the guitar and singing a song）Point to the box．Invite a student to read the four questions．Make sure students understand the questions．Get students to fill in the blanks on their own．A moment later, ask several students to read their answers to the class．Notes1．favorite—（adj．）best liked2．What is your favorite band?—What band do you like best?3．band—group of persons who play music together4．band member—member of a bandStep Ⅲ2aThis activity gives students practice in understanding the target language in spoken conversation．Look at the picture．A record agent is interviewing members of a band．Let students read the instructions．Point to the headings and the blank lines following each heading．You will hear a woman interviewing members of a band．They are talking about the band．Now, listen and write your answers on these blank lines．Play the recording the first time．This time students only listen．Play the recording a second time．This time, ask students to write their answers on the blank lines as they listen to the recording．Play the tape again if necessary．Check the answers with the class．AnswersBand’s name: Apple Ice CreamHow long they’ve been together: About a yearNumber of concerts they’ve done: SixTapescriptWoman: Hmmm．That was…umm…not bad．Now tell me a little about yourselves．What was your name again? Boy 1: Apple Ice Cream．Woman: Apple Ice Cream? That’s uhhh …a nice name．Hong long have you been together?Boy 1: About a year．Woman: One year, huh? And have you written any original songs yet?Boy 2: Yes, we have．We used to play stuff by other bands, but now we only play our own songs．That one you just heard was ours．Woman: Good, great! I’m interested in people who play their own music．Have you ever won an award of any kind? Boy 1: Yes, we have．We won the best new group of the year last month．Woman: Wow．That’s great．Have you made a music video yet?Boy 1: No, not yet．Woman: But you’ve had your own concert?Boy 2: Oh, yeah．We’ve had six concerts of our own．Woman: Have you ever been on TV?Boy 1: No, we haven’t．But we’ve already talked to "Bands on Parade" about doing a TV show next month．Woman: Sounds like you guys are on your way．Step Ⅳ2bThis activity provides listening practice using the target language．Go through the instructions with the class．Look atthe list of things the band may or may not have done．Get different students to read the list．Make sure students understand the task．You will hear the same recording again．This time please listen and check the things the band has already done．Point to the sample answer．On the recording you hear that the band has already written some original songs so you check that answer．If necessary, play the recording again．Then get students to put checkmarks in front of the correct answers．Check the answers．Answers√written original songsmade a music video√won an awardbeen on TV√had concertsNotes1．original—newly formed or created, not copied or imitated2．award—（here）a prize in a competition3．video—televisionStep Ⅴ2cThis activity provides guided oral practice using the target language．Look at the sample conversation in the box．Invite two students to read it to the class．S A: Have they been on TV yet?S B: Yes, they’ve been on TV lots of times．Go through the instructions with the class．Talk about your favorite bands with your partner．Let students work in pairs．As they work, walk around the classroom checking the progress of the pairs and offering help as needed．A moment later, invite two pairs to say their conversations to the class．A1: Have they written any original songs yet?B1: Yes, they’ve written several original songs．A2: Have they had their own concert yet?B2: Yes, they’ve had five concerts of their own．Step ⅥSummaryIn this class, we’ve learned some key vocabulary, such as member, original, songs, award．We’ve also learned the target language．Have they been on TV yet?Yes, they’ve been on TV lots of times by listening and speaking．Step ⅦHomeworkTalk about some bands using the target language, and write down the conversations．Step ⅧBlackboard DesignUnit 14 Have you packed yet?The Fifth PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key V ocabularyhit, appear, tour, miss, lead singer, mostly, top ten, good luck, off to a great start（2）Practise reading an article．（3）Practise writing something using the target language．2．Ability Objects（1）Improve students’ integrating skills—reading skill and writing skill．（2）Improve students’ speaking ability by groupwork．3．Moral ObjectIt is good for us to listen to music in the busy life．Music can make us relaxed, and we can work better．Ⅱ．Teaching Key PointPractise reading and writing using the target language．Ⅲ．Teaching Difficult Points1．How to improve students’ reading ability．2．How to improve students’ speaking ability by groupwork．Ⅳ．Teaching Methods1．Reading method to improve students’ reading ability．2．Writing method to improve students’ writing ability．3．Pairwork to make every student work in class．Ⅴ．Teaching Aids1．A projetor2．The blackboardⅥ．Teaching ProceduresStep I RevisionRevise the target language presented in this unit．Check homework．Ask some pairs to read out their conversations．Step Ⅱ3aThis activity provides reading practice using the target language．Teach the new words．Show the new words on the screen by a projector．Read the words and ask students to repeat them again and again until they can pronounce them correctly and fluently．Look at the article Don’t miss the New Ocean Waves! Invite a student to read the article aloud to the class．Correct any pronunciation mistakes to make sure the student is providing a good model for the rest of the class．Look at the picture．Ask students, What’s the article about? Can you guess?（It’s about a band）Go through the instructions with the students．Make sure students know what to do．Read the article carefully．Circle the things the New Ocean Waves have already done．Underline the things they haven’t done yet．Before students do it, give them two examples: One thing the New Ocean Waves have already done is In the last twelve months, they’ve had three major concerts．Ask students to circ1e the words had three major concerts．One thing they haven’t done is They’re going to appear on CCTV next month．Let students underline those words appear on CCTV．Get students to finish the work on their own．Check the answers with the class．AnswersCircled: had three major concerts; made a bit CD; played other people’s songs; played mostly our own songs; had a few songs in the top ten．Underlined; appear on CCTV; go on a world tour; hope to have a number one hitNotes1．hit—successful attempt or performance, for example, hit songs, songs that win wide popularity2: lead—principal part in a play; actor or actress who plays such a part．3．some day—on a day in the future; pay attention to the difference between some day and one day; one day means on a day in the past or in the future4．charity—（kindness in giving）help to the poor; money, food, etc．so givenStep Ⅲ3bThis activity provides reading and writing practice using the target language．Read the instructions aloud to the class．Get a students to read the sentences at the beginning of the paragraph to the class．Tell students that they should look back at Activity 2b and finish writing the paragraph using the information in Activity 2b．Have students finish the paragraph on their own．While they are working, walk around the classroom offering help and answering questions as needed．When they finish, invite a student to read his or her completed paragraph to the class．。

(完整版)九年级英语下复习教案

九年级下学期英语复习计划一、指导思想：为了迎接今年的初升高考试，今年的英语复习将以探讨模式为途径，以实践创新为方向，使复习方法务实求真、高效创新，在复习过程中主要从以下几个方面入手：1、在“综合训练”中要求学生之间取长补短，归纳总结，进一步强化重点、难点、考点和疑点。

采取“阶段训练夯实基础，专项训练掌握方法，综合训练查漏补缺，模拟训练提高能力”的复习模式。

2、在复习中“明思路、巧导演、勤点拨、重归纳”，针对学生的个性特点，强化对“学困生”的辅导。

（我重点抓几个中等生。

对于下等生，我只要求他们把每个单元的单词和词组都记明白了就可以了。

把中下等的学生尽力往上拽，力求使他们把各单元的书中的重要的词组和句子记的熟熟的，增强他们的自信心，使他们对本科有上进心，力求达到中等水平。

）老师在复习中要因材施教，运用各种激励手段，充分发挥学生的主观能动性。

使学生能够自主学习、主动发展。

3、由老师指导、全体学生深入讨论，经过预习→讨论→检测→总结四个步骤，使学生理解和掌握教学内容。

具体来讲：预习----老师提前一两天布置将要进行的复习项目，要求学生预先思考、总结，使之系统化、条理化。

讨论----课堂上老师组织学生通过多种活动对每一个复习内容进行分析探讨，作到举一反三，触类旁通。

检测----体现“精练”，通过定时或不定时、课内或课外、书面或其他形式的检测，提高学生对命题思路、解题方法和运用技巧的反思和总结水平。

总结----通过类比、归纳、发现、探讨、检测等，提高学习的针对性，有的放矢地解决问题，达到“打歼灭战”的目的。

4、复习方式的改变，坚持打破传统的复习模式，不搞填鸭式、满堂灌，而是利用提问式、讨论式、启发式等方法让学生归纳、总结，群策群力，互相补充或由师生共同归纳出各个阶段的知识要点、难点及考点。

采用这种形式上课，学生有思考的时间，有发言的权利，有查漏补缺的机会，他们的积极性、主动性极大限度地调动起来，教学双边交流进展得好、课堂气氛活跃。

九年级下英语复习备课本教案(表格式)

课时授课计划授课日期___年___月___日星期___课时授课计划授课日期___年___月___日星期___课时授课计划授课日期___年___月___日星期___课时授课计划授课日期___年___月___日星期___课时授课计划授课日期___年___月___日星期___课时授课计划授课日期___年___月___日星期___课时授课计划授课日期___年___月___日星期___3. How’s the weather in Beijing ?.I’m pretty good !2. She likes taking part in many different __________ //.4. He ________ /'st /(studied) for the math test.课时授课计划授课日期___年___月___日星期___I remembered the singer with funny glasses and long curly hair.6. What kind of noodles would you like? Beef and tomato noodles.2. Do you know the man with ________ //?4. She is of medium _________//.5. She is _________/ə/ than her sister.6. Would you like two _______ /pəəuz/ ?课时授课计划授课日期___年___月___日星期___课时授课计划授课日期___年___月___日星期___3. What else do you have to do ?4. I have too many rules in my house .5. I showed each student six things.2. Don’t talk too _______//! Your baby sister is sleeping .3. Look ! He is ________// with his friends.6. He must be home _______ //10 o’clock.课时授课计划授课日期___年___月___日星期___课时授课计划授课日期___年___月___日星期___课时授课计划授课日期___年___月___日星期___课时授课计划授课日期___年___月___日星期___课时授课计划授课日期___年___月___日星期___。

部编RJ人教版新目标初三九年级英语下册第二学期春优质教学设计电子教案(下半年下学期全册教案)

Unit 11Sad movies make me cry.本单元围绕情感的话题，通过学习让学生能够表达自己的感受。

Section A通过谈论不同事物对情绪的影响，要求学生学习与情感有关的词汇，并通过听说读写逐步掌握make作使役动词的语言结构，学习掌握表达情绪和感受的形容词和动词，学习make＋sb.＋do sth.和make＋sb.＋adj.的结构并能够正确运用这些结构表达人的情绪等相关内容。

教学重点一是要帮助学生建立使役动词(make，let，have)之后要跟省略to的动词不定式的意识；二是在make ＋sb.＋adj.这个结构中，学生要理解这里的adj.有两种形式——形容词和动词过去分词充当的形容词。

学生容易受汉语的影响出错，要帮助学生分析原因，在不断纠正中形成相关的语言意识，正确运用这一结构，做到熟能生巧。

Section B是Section A内容的继续和延伸。

在话题上，从事物对人情感产生影响的简单叙述，转向描述人们对某种情感所持有的观念；在语言上，除了进一步综合训练和掌握单元语言内容外，正确、得体地运用相关形容词描绘情感，表达情感变化是本部分的重点；在语言技能上，由简单技能训练转向侧重听说读写的综合性训练。

Section B有两个重点：一是让学生形成梳理、寻找并积累成语或习语的意识和习惯；二是要求学生能够根据阅读课文的逻辑框架描写自己的个人经历。

学生要学会按一定的逻辑结构去写，注意这个结构中的各个环节的衔接和写作内容的完整一致，要充分利用阅读课文的示范性作用，模仿练习。

The First Period—Section A(1a－2d)Teaching Important Points【教学重点】Key words & phrases：drive，friendshipwould rather，drive sb.crazy/mad，the more…the more…，be friends with sb.，leave out Key sentences：1.Sad movies make me cry.2.I'd rather go to Blue Ocean because I like to listen to quiet music while I'm eating.3.But that music makes me sleepy.4.The more I get to know Julie，the more I realize that we have a lot in common.5.That can make our friendship stronger.Key structure：make＋sb.＋do sth.；make＋sb.＋adj.e．g.They just make him want to cry.I've made Alice mad.Teaching Difficult Points【教学难点】★The structure “make＋sb.＋do sth.”in listening and speaking.Teaching Aids【教学工具】A tape recorder，pictures，CAI or multimedia courseware.Teaching Steps【教学过程】★Step 1Leading in【新课导入】1．Greeting2．DiscussingTalk about things in the Spring Festival holidays.Lead the students to describe their feelings with proper adjectives.T：Did you see your friends/relatives back to your hometown？How did you feel at that time？Can you describe the dinner/party?Review the words：happy，excited，…3．Practice with more students.★Step 2Cooperative inquiry【合作探究】1．Finish the task in 1a①Show some pictures about their own experience.Then use adjectives to describe them with proper feelings on the face.e．g.This long meeting made me bored and want to sleep.…②Show the pictures of the two restaurants in 1a.Ask students to describe e：loudmusic，strange/interesting pictures，quiet place，elegant music…③Help students to say out their thoughts or feelings.The teacher writes “make sb.adj.”and “make sb.adj.”on the blackboard to help them.④After they understand these，get them to ask and answer in pairs：Which restaurant do you like？Why？Then the teacher asks the whole class the questions.2．Finish the task in 1b①Play the recording for the first time.Students only listen.②Read the instructions and the contents in 1b.Play the recording a second time.Ask them to fill in the blanks.③Check the answers in pairs.Do it like this：S1：The awful pictures…S2：The awful pictures make Amy uncomfortable.④The teacher asks the class：What kind of pictures make Amy uncomfortable？And get the students to answer with full sentences.3．Finish the task in 1c①Ask the students to say which restaurant Amy or Tina likes according to 1b.②Read aloud the conversation with one student as a model.Then practice it in pairs.③Get the students to correct their predictions about Amy and Tina.Say these sentences with the main structures “make sb.do sth.”and “make ab. adj.”Amy didn't want to go to a restaurant with rock music，because quiet music makes her relax.4．Finish the tasks in 2a－2b①Talk about their own feelings about waiting for sb.，loud music and sad movies.Get them to use the main structures“make sb.do sth.”and “make ab. adj.”．②Look at the pictures in 2a and talk about these pictures in pairs.③Play the recording for the first time.Students listen and number the pictures 1－4.④Ask the class to pre－fill the blanks in 2b according to the pictures and the recording.Remind them of the adjectives about feelings.Play the recording again.Students listen and finish their filling work.⑤Play the recording again and check the answers with the whole class.The teacher asks questions to get the students answer with complete sentences.5．Finish the task in 2c①Play the recording again.②Students work in pairs，making their own conversations.6．Finish the task in 2d①The teacher introduces the relationship between the three persons，Julie，Nancy and Alice.Present the new language items.e.g.is not sure what to do about，the more…，the more…，have…in common，is now better friends with me than her，feel left out，make sb.stronger②Ask：What's Bert's suggestion to Nancy？And get the students to read the conversation in 2d.③Ask the class to read the conversation more carefully.Encourage them to write down and learn the new words and phrases.Then ask：What advice will you give Nancy?④Play the recording and get the students to follow the teacher in the recording.And find the sentences with “make”．And notice what is it followed by.⑤Practice in pairs.Then ask two pairs to role－play the conversation.★Step 3Homework1．Do a survey：What kind of music do you like or dislike？Why?2．Write how different kinds of music make you feel.3．Translate the following sentences into English.(1)轻音乐使我放松。

(完整word版)新目标九年英语复习教案

舒兰市第三十一中学校初三年级英语学科复习教案复习内容七年级上册 Unit1-3复习课时1复习目标1。

学会使用his , her ， my , your 等形容词性物主代词，识记zero 到nine 等数字；2。

通过学习,培养学生就家人、朋友或他们的照片等向别人做介绍、询问辨物的能力。

3.学会根据场景就things in the classroom 询问物主（the owner of something），并正确运用对应的英语表达方式。

复习重难点根据本单元所学的问候和介绍的方式，学会用恰当的语言表达自己的问候和介绍家人和自己;学会如何礼貌地与他人交往.复习过程环节（一）单词检查（二）重点单词归纳讲解英美人的姓名与中国人的姓名顺序相反，名在前，姓在后.如Jim Green，名是Jim，姓是Green。

△名字：first name（第一个名字）或 given name 姓氏:last name(最后的名字）或family name（家族的名字）全名：full nameis/am/are的用法：I用am, you用are. 1) I am 14， how old are you？我14岁，你多大了？i s连着他/她/它 2) He/She is a student.他/她是个学生.单数用is，复数用are。

3) The key is yellow. 钥匙是黄色的。

4）He and I are students. 他和我都是学生。

时间方法parent: father or mother父亲或母亲parents： father and mother 父母双亲指示代词this / these这/这些。

一般用来指时间或空间上较近的事物。

this 后接名词单数，these 后接名词复数; this 变复数是these 。

that / those那/那些。

一般用来指时间或空间上较远的事物。

that 后接名词单数，those 后接名词复数； that 变复数是 those 。

【人教版】2019年春新目标九年级下册英语：全册配套教案(Word版,59页,含反思)

Unit 11Sad movies make me cry.Language Goal【语言目标】Talk about how things affect you Knowledge Goals【知识目标】Key Wordsdrive，friendship，king，power，banker，pale，queen，examine，nor，palace，wealth，grey，lemon，uncomfortable，weight，shoulder，goal，coach，kick，courage，pull，nod，agreement，disappointKey Phraseswould rather，drive sb.crazy/mad，the more…the more…，be friends with sb.，leave out，call in，neither…nor…，to start with，let…down，kick sb.off，be hard on sb.，ratherthan，pull togetherKey Sentences1.The loud music makes me nervous.2．Sad movies don't make John cry.3．Money and fame don't always make people happy.4．She said that the sad movie made her feel like crying.Key GrammarLearn to use “make＋sb.＋infinitive without to；make＋sb.＋adj.”Ability Goals【能力目标】1.Develop listening，speaking，reading and writing skillsby using the target languages.2．Learn to talk about how things affect you by using“make sb.do sth.”and “make sb. adj.”.Moral Goals【情感目标】With the help of this unit's study，students should knowthat things affect our feelings.We should treat it correctlyand be happy and active in our life.Teaching Time【课时】Five periodsPeriod 1 Section A(1a－2d)Period 2 Section A(3a－4b)Period 3 Section B(1a－1e)Period 4 Section B(2a－2e)Period 5 Section B(3a－3b) & Self Check本单元围绕情感的话题，通过学习让学生能够表达自己的感受。

九年级英语下学期教案

九年级英语下学期教案一、教学目标1、帮助学生掌握九年级下册英语教材中的重点词汇和语法，提高阅读理解和写作能力。

2、培养学生的英语听说读写能力，使学生能够在英语交流中自信、流畅地表达自己的观点和想法。

3、提高学生英语学习兴趣和自主学习能力，为学生的未来发展打下坚实的基础。

二、教学内容及方法1、教学内容本文1）词汇：掌握九年级下册英语教材中的重点词汇，包括动词、名词、形容词、副词等，了解词汇的用法和搭配。

本文2）语法：掌握九年级下册英语教材中的重点语法，包括动词时态、语态、语气，句子结构等，了解语法在口语和书面语中的运用。

本文3）阅读理解：通过阅读九年级下册英语教材中的课文和其他相关材料，提高学生的阅读理解能力，掌握阅读技巧和方法。

本文4）写作：通过写作练习，提高学生的写作能力，包括写作思路、语言表达、段落组织等。

2、教学方法本文1）课堂讲解：通过课堂讲解，帮助学生理解词汇和语法的含义和用法，引导学生运用所学知识进行口语和书面表达。

本文2）小组讨论：通过小组讨论，鼓励学生之间互相交流、合作，提高学生的口语表达能力和团队协作精神。

本文3）阅读练习：通过阅读练习，帮助学生掌握阅读技巧和方法，提高学生的阅读理解能力。

本文4）写作练习：通过写作练习，提高学生的写作能力，包括写作思路、语言表达、段落组织等。

三、教学评价及反馈1、评价方式：采用平时成绩和期末成绩相结合的方式进行评价，平时成绩包括课堂表现、作业完成情况、小组讨论表现等，期末成绩为期末考试成绩。

2、反馈方式：根据学生平时表现和考试成绩，及时给予反馈和指导，帮助学生找出不足之处并加以改进。

同时，对于优秀学生给予鼓励和表彰。

九年级下学期的体育课程旨在提高学生的体能，增强学生的身体健康，同时培养学生的团队合作精神和竞争意识。

通过一系列的实践活动，让学生了解体育知识，掌握运动技能，提高解决问题的能力。

培养学生的自我管理能力，形成良好的运动习惯。

体能训练：通过有氧运动、力量训练和柔韧性训练，全面提升学生的体能。

新课标九年级英语复习教案

授课时间：月日星期课型：本学期第 1 课时教学内容Book A for Grade7 Review of Unit 1--4教学目标知识与技能过程与方法情感、态度、价值观教学重、难点重点 The words and phrases难点Simple Present tense教学过程（二次备课）一般现在时：表示经常性的事情，经常性的动作或一般性事实。

时间状语：often经常, usually通常, always总是，every每个,sometimes有时，二：基本结构：动词原形（如主语为第三人称单数，动词上要改为第三人称单数形式）三：否定形式：am/is/are+not;此时态的谓语动词若为行为动词，则在其前加don't,如主语为第三人称单数，则用doesn't，同时还原行为动词。

四：一般疑问句：把be动词放于句首；用助动词do提问，如主语为第三人称单数，则用does，同时，还原行为动词。

3、动词A）第三人称单数当动词是第三人称单数时，动词应该像名词的单数变动词那样加s，如下：一）一般在词后加s。

如：comes, spells, waits, talks, sees, dances, trains二）在x, sh, ch, s, tch后加es。

如：watches, washes, wishes, finishes三）1）以辅音字母加y结尾的变y为i再加es。

如：study-studies,hurry-hurries, try-tries2）以元音字母加y结尾的直接加s。

如：plays, says, stays, enjoys, buys四）以o结尾加es。

如：does, goes五）特殊的有：are-is, have-has二、一般现在时用法1. 表示经常性，习惯性,永久性的动作或存在的状态.通常与副词sometimes, often, usually, always, every day (year, month ), once (twice, three times) a day,等时间状语连用。