外研版九年级英语下册教案Module 1

外研版初三英语(下)Module 1 Travel 教学设计 散步教学设计免费下载洗衣歌教学设计免费下载汽车材料教学设计下载爱护水资源教学设计下载一师一优课教学设计下载 I. Teaching goals 模块教学目标 Listen to people talking about trips 听 Talk about the holiday and trips. 说 Read the dialogue about the holiday and the articles about the travel 读 Skill experience and the planes. Focus Write about something that happened during a trip students have 写 made; Write about the trip Talking about trips: How was your trip? 功 I flew to…/ I went to…by airplane/ bus/ coach/ ship/ taxi/ train. 能 I took the boat/ train/ coach/ taxi/ bus/ plane to …. . 句 式 Everyday English The trip back was very long. Better get back to work. Plenty of fun things. We’ll have a great time! 1(重点词汇 Language airplane coach departure lounge transport nod tear towards Focus cigarette though step 词 2. 短语 be full of departure lounge because of take the boat go 汇 sightseeing by coach go for a long walk plenty of in front of at the start of as soon as look out of get off 语 The usages of a, an, and the 法 1. He’s staying with his family in the UK. P2 2. Why is travel so difficult in winter? P2 重 3. It’s the busiest season in China because of Spring Festival.P2 点 4. We flew to Hong Kong –and the flight was late. P2 句 5. Last weekend, we took a tour by coach to the Summer Palace and 子 went for a long walk. P2 6. The train to Beijing. P4 7. He pushed past them towards his seat. P4 8. You can have my seat. P4 II. Teaching material analyzing 教材分析 本模块以“Travel”为话题，以学习谈论自己或他人的旅行为主线，介绍了旅行中发生的事件。通过模块学习，学生将重点掌握定冠词与不定冠词的用法，并能运用所学知识介绍自己或他人的旅行经历。 Unit 1 通过听、读、说训练，初步学习谈论旅行的方法。 Vocabulary and listening Activity 1要求利用所给的词回答问题，学习或复习一些交通工具的表达方式。Activity 2利用所给词汇听录音回答关于旅游的问题。Activity 3再听一遍填写表格。Activity 4听读一段Lingling, Betty, Daming谈论各自旅行的对话, 学习关于旅行的一些表达方式。Activity 5根据对话完成表格，听对话录音核对 答案 八年级地理上册填图题岩土工程勘察试题省略号的作用及举例应急救援安全知识车间5s试题及答案 。Activity 6根据对话内容回答问题, 要求对对话深入理解。Activity 7根据对话内容完成句子, 注意because, so and although, but 的用法。 Pronunciation and speaking Activity 8听录音，按照意群朗读句子。Activity 9根据意群朗读对话并听录音改正读得不对或不好的地方。Activity 10两两活动，就彼此的旅行进行口语练习。 Unit 2 通过读、写训练，学习谈论旅行途中的经历。 Reading 该单元共设计了4个活动。Activity1看短语猜测文章内容，读文章给句子排 序。文章介绍了Lin的第一次坐火车旅行的经历。Activity 2根据文章选择最佳答案, 注意文章的细节。Activity 3两两活动，根据文章回答问题，加深对文章的理解。 Writing Activity 4写下自己旅行途中的难忘经历，从而练习关于旅行文章的写作。 Unit 3 对定冠词与不定冠词及“谈论旅行”的功能项目进行综合训练:Activity 1用a, an, the 填空。Activity 2选择符合句子的最佳答案。Activity3根据实际情况完成句子。Activity 4看图完成表格, 要求学生能看懂飞机票。Activity 5听录音完成表格。Activity 6根据表格回答问题。Activity 7阅读短文完成表格，写出文中介绍飞机的优缺点。Activity 8再次阅读Activity 7的短文把数字与事件连线。 Around the world介绍了飞行员 Charles Lindbergh第一次飞渡大西洋的经历。 Module task要求学生描述一次旅行经历。 III(Class types and periods 课型设计与课时分配 Unit 1 Listening and speaking Unit 2 Reading and writing Unit 3 Revision and application IV. Teaching plans for each unit分课时MATCH_ word word文档格式规范word作业纸小票打印word模板word简历模板免费word简历 _1715984368338_0 Unit 1 The flight was late. Target language 语言目标: 1. Key vocabulary 重点词汇 airplane coach departure lounge transport 2. Key phrases 重点短语 departure lounge full of because of have a good time by bus/coach 3. Key structures 重点句式 The trip back was very long. I had to stand for over six hours. It’s the busiest season in China because of Spring Festival. Better get back to work. We’ll have a great time. Language skill 能力目标: Enable the students to listen to and talk about trips. To improve listening and speaking ability. Teaching methods 教学方法 Listening and speaking, pairwork, group work Teaching important/difficult points教学重难点 How to talk about trips. Teaching aids 教具准备 Tape recorder, a projector and a computer. Teaching procedures and ways 教学过程 Step 1 Greeting Step 2 Warming up and lead-in In this procedure, try to make students understand the new words. T: Do you like trvelling, Tony? S: Yes, I like it a lot. T: How do you often travel? S: I often travel by plane. T: What about you, Jim? S: I often travel by train. T: We all like travelling. It’s very exciting and interesting. OK, let’s look at the pictures on the screen and talk about them. Bike car subway coach taxi train airplane ship Encourage the students to make a conversation in pairs. T: Do you know what are these? Ss: …(speaking the new words out) T: Good! These are some tools of transport. Now ask and answer in pairs like this: A: Which of these forms of transport do you … 1. like most 2. like least 3. use most often 4. use least often B: I like train most. A: Why? B: Because it’s comfortable. Ss: … (working in pairs) Step 3 Listening and speaking Ask students to listen and answer the questions in activity 2. Listening T: Here’s a recording about Tony and his father. Now listen and answer the questions by using the words in the box. 1. What form of transport are they going to take? 2. What has happened? 3. What do they have to do? Check the answers with the class. Then play the tape again and ask the students to complete the table in activity 3. Speaking After finishing the listening exercises, let the students practice speaking. T: Now, we have got the right answers to the listening exercises. Then I want you to ask and answer in pairs according to the information you have got. The teacher should give the students a few minutes to practice by themselves and then ask some pairs to speak out. Step 4 Listening and reading Ask the students to listen to the conversation and answer the teacher’s questions. Listening T: Well done! Next we are going to listent to a dialogue and try to answer my questions. Q1: How many people can you hear in the dialogue? Q2: What are they talking about? Ss: …(listening to the tape and answering the questions) Check the answers with the whole class. T: Listen again and complete the chart in activity 5. Ss: …(listening and filling in the blanks) Ask the students to check in pairs. The sample answers: Holiday Holiday activity Form of transport place Going sightseeing going to Beijing the Summer Palace Bus, taxi, and coach Betty and going for a long talk. Going to Landu Hong Kong Plane and boat Daming island and Disneyland HenanProvince train Lingling / UK plane Tony / Reading T: Well done, everyone! Next please listen to the conversation and follow it, OK? Ss: OK. (following the tape) In this procedure, let the students read the conversation and do Activity 6 and 7. T: Please read the conversation carefully and answer the questions in Activity 6. Show the questions on the screen. 1. When do you think the conversation takes place? 2. Did Llingling generally enjoy her holiday? 3. Why is travel “so difficult in winter”? 4. What are Daming, Lingling and Betty looking forward to this term? The sample answers: 1. I think the conversation takes place in winter, during Spring Festival. 2. Yes, she did. Her trip was not bad, although the trip back was very tiring. 3. Because it’s the busiest season in China because of Spring Festival. 4. They are looking forward to the school trip, the school leavers’ party, the visit to the English-speaking theatre in Beijing and the trip to Los Angeles. Step 5: Everyday English 1 …the trip back was very long. 返回的旅途很长。 2 Better get back to work. 最好还是回来学习。 3 …plenty of fun things. 许多有趣的事情。 4 We’ll have a great time! 我们会玩的很愉快的～ Step 6: Read and complete the sentences T: Good! After doing the exercise, I think you have had a deep understanding about the conversation. Next, complete the sentences in Activity 7. Pay attention to “although, because, so” . The sample answers: 1. Lingling had a good holiday although the trip back was very long, the train was full of people and she had to stand for over six hours. 2. Tony is flying back tomorrow because the flights were too late today. 3. During the holiday, Betty had a good time in Beijing. She went sightseeing by bus and by taxi. And she took a tour by coach to the Summer Palace and went for a long walk. 4. There are exams at the end of the term, so Daming is busy and worried. 5. Because there will be plenty of fun things to do, they are happy and they are looking forward to them. T: From the conversation, we can find the answers to the exercises. By doing these exercises, you should know the usage of “although, because and so.” T: After “although” is a sentence. In Chinese, the sentence with the although structure means “尽管„„但是„„, but you must remember that if you use “although”, you can’t use “but” or if you use “but”, you can’t use “although”. Are you clear? Ss: Yes. T: Good! In Chinese, the sentences with the because or so structure means “因为„„所 以„„.The usage of “because and so” is the same as “although and but”, that is to say, if you use “because”, you can’t use “so” or if you use “so”, you can’t use “because”. Ss: We see. We must be careful when we write such sentences. Step 7 Pairwork Ask students to listen to and say the conversation in activity 8 and then read the conversation in activity 9 again, paying attention to the intonations. Step 8 Groupwork Then ask them to work in groups of three or four, talk about your holiday and this term. Sample: A: What did you do during your holiday? B: I went to see my grandparents in Xi’an. A: How did you go there? B: I went there by bus. A: How about the trip? B: The bus was full of people and I had to stand for two hours. A: What are you looking forward to this term? B: I’m looking forward to Beijing. A: Have a good trip. B: Thank you. Homework 1. Learn the new words by heart. 2. Act out the conversation in groups. 3. Finish off the workbook exercises 1-7. Unit 2 You’re sitting in my seat. Language goals 语言目标 1. Key vocabulary重点词汇 nod tear towards cigarette though 2. Key phrases 重点短语 set off push…away look out of get off 3. Key sentences重点句子 Don’t forget where you come from. Write to us as soon as you get there. I’m getting off before you. Even if it’s only 10 minutes, you should move. Language skill 能力目标 Read and grasp the main idea of the articles. Enable the students to talk about their trips they have made. Write something that happened during a trip you have made. Teaching methods 教学方法 Reading and writing, pair work, group work Teaching important/difficult points教学重难点 Learn to talk about and write something that happened during a trip you have made. Teaching aids教具准备 A tape recorder, a computer and a projector. Teaching procedures and ways教学过程与方式 Step 1 Greeting Step 2 Revision Encourage students to act out the dialogue in Unit 1. T: First, I’ll check your homework. Which group can act out the conversation in Unit 1? Ss: …(acting out the conversation in groups of three) T: Well done! Now let’s compare which group is the best? group 3… Ss: … T: Yeah, the winner is Group 3. Congratulations! Ss: Hooray! Step 3 Warming up and leading in Show the following pictures and talk about trips by train with students. T: Have you ever taken the train? Ss: Of course. T: Look at the pictures. Have you ever met such a situation? How do you feel about taking the train? How about the environment on the train? Are there so many people? S1: At usual times, I feel comfortable because there are not so many people and the environment on the train is good. But sometimes... S2: Especially during the Spring Festival, so many people go back home for the traditional holiday, so it’s very crowded at the train station and on the train. It’s very dirty and noisy, so I feel uncomfortable. T: Really it’s a problem. What happened during your trip? Can you think of some things and share with us? S3: I met a strange man… S4: There were many foreigners around me… T: Good stories. Now, look at the phrases and sentences from the passage. What do you think the passage will be about? What happened during the trip? … Step 4 Listening and reading Listening T: Today we are going to learn a story. Do you know what it will be about? Let’s listen to the tape and answer my questions. OK? Q1. What does the story happen? Q2. Where is Lin going? Q3. Does Lin have the right ticket? Ss: … Check the answers with the whole class. T: OK! Let’s read the story quickly and number the phrases in the order they happen. Ss:…(reading the passage) T: Are you ready? Let’s check the answers. Ss: …(showing the answers) Sample answers: 1. ...his first long trip by train... 2....leaving his village and his home... 3. with tears in his eyes... 4. ...sitting in Lin’s seat. 4. This young man has the right ticket... 5. Slowly the young man stood up. Play the recording to check the answers. T: Listen for the second time to fill in the following blanks. Show the following on the screen. 1. Lin often dreamed about the _____, and about going to the ______. 2. Lin ______, _______ to speak. 3. Lin looked at the other ________ for help. 4. I am ____ _____ before you. 5. It’s ____ hours away from her e. Sample answers: 1. train; capital 2. nodded; unable 3. passengers 4. getting off 5. seven Reading T: He/ She is right. Now read the passage quietly and carefully again and find out the answers in activity 2. (reading again) Ss: … T: Are you ready? Let’s check the answers together. Ss: …(showing their answers) Sample answers to Activity 2: 1. a 2. b 3. a 4. c 5. d 6. d 7. a T: You all did very well. Now listen and repeat after the tape. Ss: …(listening and repeating) Step 5 Pairwork Work in pairs to talk about the answers to the following questions. Q1: How does Lin feel about this trip? Why? Do you think you will ever have the same feelings about a trip? Q2: Was Lin right to ask the young man to move? Q3: What do you think of the young man’s behaviour? Q4: What do you usually do if you see someone standing on a bus or a train? Q5: Can you think of ways to make travel by bus, train or plane better? Make some suggestions about: the season, the time of day, the number of seats, booking tickets… The sample answers: S1: How does Lin feel about his trip? Why? Do you think you will ever have the same feelings about a trip? S2: He feels unhappy and sad. He is angry with the person who takes his seat. If I meet such a man in my trip, I will also be very angry. S1: Was Lin right to ask the young man to move? S2: I think he was right to do so because the young man’s ticket was in another car and he was tall and strong and besides he was impolite. S1: What do you think of the young man’s behavior? S2: Bad and impolite. S1: What do you usually do if you see someone standing on a bus or a train? S2: If someone standing on a bus or a train is old, ill or pregnant, I will let them take my seat. S1: It’ s nice of you! Step 6 Language notes 1. Now it was in front of him, to set off soon. 火车现在就在他前面，马上就要开了。 这里的set off表示“出发，起程，动身”。例如: They wanted to set off early in order to get there on time. 他们想早点出发，以便准时能到达那里。 2(Lin nodded, unable to speak. 林点点头，说不出话来。 unable to speak是一个形容词短语，说明点头时的状态。 unable表示“不能的，不会的”。be unable to do表示“不能做某事”。 例如:Many passengers were unable to reach the lifeboats. 许多乘客无法够到救生艇。 3. I’ve got a long way to go. 我要坐很长时间的火车。 have a long way to go通常表示“(为达到某个目标)仍有许多事要做”。 例如:Li Lin has still got a long way to go before she becomes a successful teacher. 要成为一名成功的教师，李林仍有许多路要走。 Step 7 Writing Ask the students to write about something that happened during a trip you have made. 1. Say when and where you were going. 2. Say how you were travelling. 3. Say what happened before you left. 4. Say who was travelling with you. 5. Say what happened. 6. Say how the story finished. Sample dialogue: A: Where have you been? B: I have been to Jilin. A: When did you go there? B: I went there last summer vocation. A: What happened before you left? B: I lost my ticket and bag. A: Who was traveling with you? B: I was traveling with my parents. A: What happened on the train? B: The guard told me to leave the train. A: What happened in the end? B: My father showed the guard their tickets and explained what happened. Sample passage: Last summer I was coming back from my holidays in Jilin and I was traveling by train with my parents. But unfortunately I lost my ticket and bag before I left. When the guard checked the tickets, he told me to leave the train. I was very sorry about it. Then my father showed the guard their tickets and explained what happened. Luckily, the guard gave me a chance to take the train. I thanked him very much and promised to be careful in the future. Homework 1. Learn the new words by heart. 2. Retell the story in your own words. 3. Finish off the workbook exercises 11-13. Unit 3 Language in use Target language 语言目标: 1. Key vocabulary 重点词汇与短语 step do harm to at the end of too…to… 2. Key structures 重点句式 Where were you going? Why were you going there? What did you do/see on the trip? Language skill 能力目标: Enable the students to talk about a trip they have made. Enable the students to write about a trip. Teaching methods 教学方法 Individual work and group work Teaching important/difficult points教学重难点 How to write about a trip. Teaching aids 教具准备 A computer, a recorder and a projector. Teaching procedures and ways教学过程与方式 Step 1 Greeting Step 2 Revision Ask some students to retell the story in Unit 2. T: Who can retell the story in front of the class? Be brave! Ss:… T: You are excellent! Step 3 Language practice Ask students to do Activities 1 and 2. First introduce “definite article and indefinite article” to students. After explaining the grammar point, ask the students to repeat the usages of definite and indefinite articles. T: Now, it’s time to check how you master it? Please do Activity One and Two. Then check the answers by asking some students to read the complete sentences. Sample answers to Activity 2: 1, in hospital 2. school 3. the school 4. The flowers 5. in time 6. a few 7. the most 8. the Tuners 9. king 10. the Great Wall Step 4 Listening and speaking T: Did you notice the flight tickets when you took a plane? Now look at the tickets and try to complete the chart in Activity 4! If the students have some difficulties to finish the task individually, the teacher should allow them to discuss in groups. The sample answers to Activity 4: Name of the airplane: Air China Flight number: 1327 Leave from: Beijing Coach Company: National Express Departure time: 8:40 am Arrival time: 9:40 am T: Before your travel, you may choose the best way to travel. Now listen to the recording and complete the notes about the flight plans in Activity 5. Check the answers together. Play the recording again and ask students to make the choice. “Which option has the longer flight? Which is cheaper?” T: Now, look at the notes you have made in Activity 5. Work in pairs and discuss the questions: ““Which option has the longer flight? Which is cheaper?” A few minutes later, let some pairs read out their answers. Step 5 Reading In this procedure, the students are asked to read the passage and complete the chart in Activity 7. T: In Activity 7, you can read an article about the plane named Concorde. First, read it by yourself to get the main idea and second work in groups and discuss to complete the chart. Check the answers with the whole class. The sample answers to Activity 7: Advantages of Concorde Disadvantages of Concorde It flew faster than the speed of It was noisy; its noise was bad for sound; it flew faster than the speed that the environment; it could do harm to the earth goes round; it could carry 100 people’s ears; it was too expensive. passengers. T: You did very well. Team work is very important. Read the passage again and match the numbers and facts they refer to in Activity 8. The sample answers to Activity 8: 3 the number of passengers on one flight 27 the numbers of hours to fly from London or Paris to New York 100 the number of years Concorde flew 113 the number of people who died in a crash Step 6 Around the world Around the world T: Read the passage “The first plane to fly across the Atlantic Ocean”. First, fill in the banks to get some general information: The name of the pilot: Charles Lindbergh The name of the plane: Spirit of St. Louis The weight of the plane: 975 kilos The height of the plane: 3 meters T: Read the passage for the second time to write down what happened in the following years: In 1919, a pilot named Charles Lindbergh from St. Louis, USA decided to try to fly from Paris to New York. In April 1927, his plane was completed. In May 1927, he took off from New York. Step 7 Module task Ask students to describe a trip and then present the passage to the class. T : We have learned a passage about a trip and we also have practiced writing about a trip. Now, you have a second chance to practice writing about it. Pay attention to in what aspects you should write about it. Where were you going ? Why were you going there ? What did you do/see on the trip ? The sample passage: In 2002, I went to Hong Kong by plane with my family to go sightseeing. Because it was the first time that I had taken the plane, I felt dizzy and uncomfortable. I didn’t want to eat anything but only wanted to vomit. While I was not feeling well, the airhostess came to me and gave me a plastic bag, a cup of water and a towel. After I vomited, she took the dirty bag away and asked me to have a good rest. I was very thankful to her. On the trip, although I was uncomfortable, I was very happy. Homework 1. Ask students to do the rest activities in the workbook. 2. Ask students to summarize what we have learnt in this module and preview the next. Grammar I. The Indefinite Article and the Definite Article 冠词是用在名词前面，帮助说明名词所指的人或事物，是泛指还是特指的词。冠 词是一种虚词。冠词分不定冠词(The Indefinite Article)和定冠词(The Definite Article)a, an是不定冠词，the是定冠词。 不定冠词 ”的意义，但不强调数an, a是不定冠词，仅用在单数可数名词前面，表示“一 目观念。a用在以辅音(指辅音音素)开头的词前， an用在以元音(指元素音素)开头的词前，如: a boy an hour a history class an island a university an elephant a hero an old man 不定冠词的用法: 1. 表示人或事物的某一类 A steel worker makes steel. A plane is a machine that can fly. 2. 表示某一类人或事物中的任何一个。 This is an apple. His father is a teacher. 3. 泛指某人或某物，但不具体说明何人何物。 A comrade is waiting for you downstairs. I met an old man on my way to school. 4. 表示“一个”的意思 He will be back in a day or two. He tried to send a picture of a face. 5. 有时也表示 “每”的意思 We have three meals a day. 我们一日三餐。 He walks ten miles an hour. 他一小时走10英里。 We have six classes a day. 我们一天上六节课。 He drives the car at thirty miles an hour. 他驾车的速度是一小时三十英里。 如果把不定冠词后的名词变为复数，只把不定冠词去掉还不行，还得补上一个数词或不定代词(some, any) The plan will be ready in a few days. ”或“某个”变为复数时，就成为“几个”或“某几个”的缘故。 这是因为“一个 定冠词 定冠词the具有确定的意思，用以特指人或事物，表示名词所指的人或事物是同类中的特定的一个，以别于同类中其他的人或事物，相当于汉语中的“那个”或“这个”的意思。它可以和单、复数名词，也可以和不可数的名词连用。 定冠词的基本用法: 1. 特指某(些)人或某(些)事物。 Give me the book. Did you hear the talk given by Mr. Li? How do you like the film? Have you got the letter? 2. 指谈话双方都知道的人或事物。 Where is the teacher? Open the door. 3. 复述上文提过的人或事物。 I have a beautiful wallet, but the wallet was stolen yesterday. 4. 世界上独一无二的事物等(月亮、地球、天空、宇宙) The sun rises in the east. The earth goes round the sun. the globe, the universe. the atmosphere大气层 5. 用在方位名词前 in the south, in the west ,in the north 6. 用在序数词或形容词最高级前 The first thing I want to say is to listen carefully in class. He is the tallest one in our class. 7、表示两者间“较……的一个”时用定冠词 The older of the two noblemen took a light. He is the taller of the two boys. 8. 用在单数可数名词前表示一类人或事物。 The horse is a useful animal. 9. 定冠词用在形容词前，表示一类人或东西。 The rich, the poor ,the wounded ,the deaf 10. 冠词可用在党派、阶级、民族名词前 The Chinese people中华民族 The working class 工人阶级 The Communist Party 共产党 11、用在姓氏的复数形式前表示一家人，或这一姓的夫妇二人。 The Lius live upstairs. The Johns are watching TV. 12、在乐器前加the the piano the violin 13、在习惯性短语中 in the morning in the afternoon 14、在人或物后有限定性的后置定语 The man standing by the gate is Li Feng. 15、代替所有格代词，表示人体的一部分 He received a blow on the head. 他头上挨了一击。 John’s brother took him by the hand. 约翰的哥哥牵着他的手。 16、在世纪，年代名词前用冠词。 20世纪80年代 in the 1980s或in the 1980’s in the nineteenth century 十九世纪 专有名词前冠词的用法: 1)在江河、山脉、湖泊、海洋、群岛、海峡、海湾运河前用the。 the Changjang River 长江 the Hudson River 哈得孙河 the West Lake 西湖 the Pacific Ocean 太平洋 the Yellow Sea 黄海 the Suez Canal 苏伊士运河 the English Channel 英吉利海峡 the Persian Gulf 波斯湾 the British Isles 布列颠群岛 2)在含有普通名词构成的专有名词前用the。 the Great Wall 长城 the Summer Palace 颐和园 the United States 美国 the October Revolution 十月革命 the Chinese People’s Liberation Army 中国人民解放军 the Long March 长征 3)在某些建筑物前用the the Great Hall of the People 人民大会堂 the Museum of Chinese History 历史博物馆 4)在某些组织机构前用the the United Nations 联合国 the Department of Education 教育部 5)节日名前一般不加the New Year’s Day 新年，元旦 Women’s Day 妇女节 Labor Day 劳动节 Children’s Day儿童节 April Fools’ Day愚人节 National Day国庆节 Thanksgiving Day感恩节 Christmas Day圣诞节 但我国的节日前用定冠词 the Spring Festival春节 the Mid-Autumn Festival中秋节 但也有一些专有名词前不加冠词 1) 街名: Wang Fu Jing Street王府井大街 Naking Road南京路 2) 广场名: Tian An Men Square天安门广场 3) 公园名: Pei Hai Park北海公园 Hyde Park海德公园 4) 大学名: Beijing University 北京大学 Zhejiang University浙江大学 但也可说the University of Beijing the University of Zhejiang 什么时候不用冠词: 1. 在物质名词，抽象名词前不用冠词 The desk is made of wood. What is work? Work is struggle. 2. 专有名词前不加冠词 Canada, Beijing，Lei Feng 3. 名词前有物主代词、指示代词、不定代词、名词所有格修饰时 this， my，that， those， these， her 4、月份，星期，季节前不用冠词 Sunday March summer winter 5、在表示一类人或事物的复数名词前不用冠词 Horses are useful animals. My mother and father are school teachers. 6、当一个名词用作表语，同位语补足语来表示某人在当时或现在的职 位或头衔时，前面不用冠词。 He is chairman of the Students’ Union. 他是学生会主席。 They elected him president of the U.S. 他们选他当美国总统。 这里指的职位大体是指独一的职位，“主席”、“主任”都只有一个，如 不是独一的要加不定冠词。 She is a teacher of English in our school. 她是我校的一位英语教师 7、在三餐前不用冠词。 breakfast, lunch, supper 如这些词前有形容词修饰可用不定冠词。 I had a good lunch yesterday. I have breakfast at 7 every day. 8、在球类，棋类名词前不用冠词。 Play football (basketball, volleyball) chess ※ 抽象名词，物质名词前不用冠词，但后有定语修饰加the。 He is fond of music. The music of the film is very beautiful. Science is making rapid progress in China. 科学正在中国飞速发展。 Physics is the science of matter and energy. 物理学是物质和能量的科学。