外研版初三英语(下)ModuleTravel教学设计

外研版初三英语（下）Module 1 Travel教案设计
II. Teaching material analyzing 教材分析
本模块以“Trave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 liste ning
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。

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, bu的用法。

Pronun ciati on and speak ing
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”的功能工程进行综合训练：
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。

Ill . Class types and period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 un分课时教案
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教案方法
Listening and speaking, pairwork, group work
Teaching important/difficult points教案重难点
How to talk about trips.
Teaching aids教具准备
Tape recorder, a projector and a computer.
Teaching procedures and way教案过程
Step 1 Greeting
Step 2Warming 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.
taxi train airpla ne ship
Encourage the students to make a conversation in pairs.
T: Do you know what are these?
Ss:…(speak ing the new words out)
Bike car subway coach
T: Good! These are some tools of transport. Now ask and answer in pairs like this: A: Which of these forms of tran sport 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'scomfortable.
Ss:…(worki ng in pairs)
Step 3Listening and speaking
Ask stude nts to liste n and an swer the questi on sin activity 2.
Listening
T: Here'sa record ing about Tony and his father. Now liste n and an swer the questi ons 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 an swers with the class. Then play the tape aga in and ask the stude nts 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 stude nts a few minu tes to practice by themselves and the n ask some pairs to speak out.
Step4Listening and reading
Ask the stude nts to liste n to the conv ersati on and an swer the teach fei questi ons. Listening
T: Well done! Next we are going to listent to a dialogue and try to answer my questio ns.
Q1: How many people can you hear in the dialogue?
Q2: What are they talki ng about?
Ss:…(liste ning to the tape and an sweri ng the questi ons)
Check the an swers with the whole class.
T: Liste n aga in and complete the chart in activity 5.
Ss:…(liste ning and filli ng in the bla nks)
Ask the stude nts to check in pairs.
The sample answers:
Reading
T: Well done, every one! Next please liste n to the con versati on and follow it, OK? Ss: OK. (followi ng 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 leavesr '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/ery 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 ha/e 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 ha/e had a deep understanding about the con/ersation. Next, complete the sentences in Acti/ity 7.Pay attention to “although, because, s”o.
The sample answers:
1. Lingling had a good holiday although the trip back was /ery long, the train was full of
people and she had to stand for o/er 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 SummerPalace 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 o“falthough, 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'tuse “but”or if you use “but”,you can'tuse “although”.Are you clear? Ss: Yes.
T: Good! In Chin ese, the senten ces with the because or so structure mean因为
所以... .The usag e of because and s6 is the same as although and but”，that is
to say, if you use “because”, you can'tuse “so” or if you use “so”,you can'tuse “because”.
Ss: We see. We must be careful when we write such sentences.
Step7Pairwork
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 exercises1-7.
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 sentence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教案方法
Reading and writing, pair work, group work
Teaching important/difficult points教案重难点
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 way教案过程与方式
Step 1 Greeting
Step 2Revision
En courage stude nts to act out the dialogue in Unit 1.
T: First, I ' check your homework. Which group can act out the conversation in Unit 1?
Ss:…(act ing out the conv ersati on in groups of three)
T: Well done! Now let 'compare which group is the best?
Ss:…group 3 …
T: Yeah, the winner is Group 3. Congratulations!
Ss: Hooray!
Step 3Warming up and leading in
Show the following pictures and talk about trips by train with students.
T: Have you ever take n 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 en vir onment 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 ' very crowded at the train station and on the train. It ' very dirty and noisy, so I feel uncomfortable.
T: Really it' a problem. What happened during your trip? Can you think of some thi ngs and share with us?
S3: I met a stra nge man …
S4:There were many foreig ners around me …
T: Good stories. Now, look at the phrases and senten ces from the passage. What do you think the passage will be about? What happe ned duri ng 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:…(read ing the passage)
T: Are you ready? Let'scheck the answers.
Ss:…(show ing the an swers)
Sample answers:
1. ...his first long trip by train...
2 ... l eaving 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 here.
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.
Ss:…(read ing aga in)
T:Are you ready? Let'scheck the answers together.
Ss:…(show ing their an swers)
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:…(liste ning and repeati ng)
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'sbehaviour?
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, book ing 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 strongand besides he was impolite.
S1: What do you think of the young man'sbehavior?
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 6Language 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。

un able to speak是一个形容词短语，说明点头时的状态。

un able表示“不能的，不会的”。

be un able 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 'e 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 Jilinand 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教案方法
Individual work and group work
Teaching important/difficult points教案重难点
How to write about a trip.
Teaching aids教具准备
A computer, a recorder and a projector.
Teaching procedures and way教案过程与方式
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 After exp”laintoinsgtuthd e nts.
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 airpla ne: Air China
Flight number: 1327
Leave from: Beiji ng
Coach Compa ny: Nati onal 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 an swers together.
Play the record ing aga in and ask stude nts to m^e the choice. “ Which optio n has the Ion ger flight? Which is cheaper? ”
T: Now, look at the notes you have made in Activity 5. Work in pairs and discuss the questi ons: ““ Which optio n has the Ion ger flight? Which is cheaper? ”
A few mi nu tes later, let some pairs read out their an swers.
Step 5 Reading
In this procedure, the stude nts 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 sec ond work in groups and discuss to complete the chart.
Check the an swerswith the whole class.
The sample answers to Activity 7:
the numbers and facts they refer to in Activity 8.
The sample answers to Activity 8:
3 - the nu mber of passe ngers on one flight
27 ... the numbers of hours to fly from London or Paris to New York
100/ thenumber of years Con corde flew
113 the nu mber of people who died in a crash
Step 6 Around the world
Around the world
T: Read the passage “ The first pla ne to fly across the Atla ntic Odeiaat, fill in the banks to get some gen eral in formati on:
The n ame of the pilot: Charles Lin dbergh
The n ame of the pla ne: Spirit of St. Louis
The weight of the pla ne: 975 kilos
The height of the pla ne: 3 meters
T: Read the passage for the second time to write down what happened in the followi ng years:
In 1919, a pilot n amed Charles Lin dbergh from St. Louis, USA decided to try to fly from Paris to New York.
In April 1927, his pla ne was completed.
In May 1927, he took off from New York.
Step 7 Module task
Ask stude nts to describe a trip and the n prese nt the passage to the class.
T : We have lear ned a passage about a trip and we also have practiced writ ing 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 didntwant to eat anything but only wan ted to vomit. While I was not feeli ng 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 activitiesin 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
an, a 是不定冠词，仅用在单数可数名词前面，表示“一”的意义，但不强调数目观念。

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、八
前如：
a boy a
n
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
make
s 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。

Thi
s 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 o
n
my way
to scho
ol. 4. 表 示 a ,
个” 的
意 思 He will be back in a day
or
two.
He trie d to send
a
picture
of
a face. 5. 有
时也 表示
“每
的 、、八 意
思
W e
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。

W e 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
个数 词或不定 代 词 ( some, any ） The plan will be ready in a few
days
.
这是因为
“一个”或“某个”变为复数时，
就成为 “几个”或“某几个”的缘故。

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。

Giv e
me
the
book.
Did
you
hear the talk
given by Mr .
Li? Ho
w
do
you
like
the
film? Hav
e
you
got
the
letter?
2. 指
谈 话 双 方都
知
道的
人或
事
物。

Where
i s
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）
Th e
sun
rises
in
the
east. Th e
earth
goes
round
the
sun. the
globe,
the
universe .
the
atmosphere
大
气
层 5.
用 在 方
位 名
词
、八 前 in
the south
,
in the
wes
t ,in
the
north 6. 用
在
序
数 词或 形容 词 最高
级前
Th e fir st
thing I wa nt
to say is to isten carefully in class.
He
is the
tallest
one in our clas
s. 7、 表 示 两者
间 “较…… 的一
个” 时用定 冠词
Th e olde r
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。

Th e
horse
is a
useful
animal. 9. 定冠词
用在
形 容词前，
表示 一类
人或东
西。

Th e
rich , th e
poor ,the wounded ,the
deaf 10. 冠 词 可用
在
党派、
阶级
、民族名
词前 Th e Chinese
people 中 华 民 族 Th e
working
class 工 人 阶 级 Th e
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。

Th e Liu s liv e
upstairs.
12 、在乐器、八
前加th
e
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。

Joh
n'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。

in the 1980s 或in the 1980' s
20 世纪80 年代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The Johns are watching TV.
th
e
Museum of Chinese History 历史博物馆
4 )在某些组织机构前
用thethe United Nations 联合
国
th
e Department o
f Education
教育部
5 )节日名前一般不
加
th
e
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
、八
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
th e Great Wall 长城
th
e Summer Palace
颐和园th
e United States
美国
th
e October
Revolutio
n
十月革命
th
e Chinese People 's Liberation Army
中国人民解放军th
e Long March
长征3)在某些建筑物前用thethe Great Hall of the People 人民大会堂
2 )在含有普通名词构成的专有名词前用the o
1) 街名：
Wang Fu Jing Street
Naking Road 南京路
王府井大街
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
、八
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
usef
ul animals.
My mother and
fathe are schoo
l
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
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 i
s fond of music.
The music of th
e film is
very beautiful.
Science is making rapid progres
s in
China. 科学正在中国飞速发展。

Physics is the science of matter
an
d energy
物理学是物质和能量的科学。