中考英语语法复习教案—冠词的用法.docx

初中英语语法复习教案冠词的用法课题冠词a, an的用法课型新授课（语法课）教学目标一、 语言能力目标：1. 学生能够了解冠词的含义和分类。2. 学生能够学习并掌握不定冠词a, an 的用法和区别。教学重点1. 学生能够学习并掌握不定冠词a, an 的用法和区别教学难点1. 学生能够学习并掌握不定冠词a, an 的用法和区别主要教法讲授法、任务型教学法教学过程1. Pre-learning:(1) The teacher shows a short conversation and guides students to focus on the words in bold and figure out their meanings and functions. (Teaching aims: To arouse students interest and lead to the grammar points of todays lesson.)(2) The teacher tells the definition and function of articles. (Teaching aims: Students can have an overall understanding of articles.)2. While-learning:(1) The teacher gives clear definition of articles: a “crown” over the king, which can help students better understand it. (Teaching aims: To help students acquire knowledge much easier.)(2) The teacher shows students the combination of indefinite articles: a, an. (3) The teacher introduces the meaning of “a” and “an”. (4) The teacher presents some sentences and guides students to figure out the usages of indefinite articles. Indefinite articles are usually put before the noun which is the first time to mention. (Teaching aims: Students can develop their thinking ability.)i. She bought me a vase yesterday. ii. A horse can run faster than a rabbit.iii. They are of an age. (They are of the same age.)iv. A Mr. Smith is waiting for you outside.(5) The teacher asks students to find out some rules in the following collocations and try to conclude it. (Teaching aims: Students can be involved in the class activities and activate their learning interests.) An apple an applicant an alien an eggplant an egg an engineer An hour an honest boy an honor an unusual event an uneasy job a eleven markAn orange an open-minded teacher an interesting story an important thing A house a homemade cake a one-day trip a university a uniform a useful book A convenience store a plug a birthday present a villa a factory a sports center (6) The teacher invites some students to share their ideas.(7) The teacher introduces the rules of when to use “a” and when to use “an”. If the noun begins with a consonant letter, you should use “a” without doubt. But if the noun begins with a vowel letter, then to use “a” or “an” depends on its pronunciation. Show special examples to remember. (Teaching aims: Give students comprehensive explanation and help them better memorize them.)2. Post-learning:(1) The teacher asks students to finish the exercises on the teaching plan sheet. (Teaching aims: Students may better command what they have learned.)(2) The teacher explains the questions that students may have difficult dealing with.3. Homework:(1) Review the grammar points.(2) Finish the exercise sheet and line out key words in each part of the exercise.课后反思课题冠词the的用法课型新授课（语法课）教学目标一、 语言能力目标：1. 学生能够学习并掌握定冠词the的用法。2. 学生能够在具体语境中选择恰当的冠词，以修饰名词。二、 学习能力目标：1. 学生善于进行知识的回顾和整合，搭建起自己的知识架构和知识体系。教学重点1. 学生能够学习并掌握定冠词the的用法。教学难点1. 学生能够学习并掌握定冠词the的用法。2. 学生能够在具体语境中填入恰当的冠词，对定冠词和不定冠词作区分。主要教法讲授法、任务型教学法教学过程1. Pre-learning:(1) Students quickly review indefinite articles they have learned before and try to fill in the blanks on the PowerPoint. (Teaching aims: To help students review the knowledge and do some exercise to consolidate.)(2) The teacher plays a video clip and reminds students to pay attention to the word “the”. (Teaching aims: To lead to what students are going to learn.) 2. While-learning:(1) The teacher shows the first usage of definite article “the”: specific reference and gives examples:E.g. The landmark is very impressive and attractive!I will never forget the trip to Australia last Spring Festival!(2) The teacher shows the second common usage of definite article “the”: modifying something that is unique and gives examples:E.g. The earth goes around the sun all the time. Hopefully, humans can drive to the moon in the future. (3) The teacher shows the third usage of definite article “the”: “the + family name + s” referring to the whole family or the couple. Also, the teacher gives examples:E.g. The Smiths moved to Shenzhen and settled down there.(4) The teacher shows the fourth usage of definite article “the”: referring to what has been mentioned in the previous context. Also, the teacher gives examples:E.g. I got a pretty doll from my friend. The doll is put next to my pillow and accompany me every sweet night.(5) The teacher shows the fifth usage of definite article “the”: used to modify the person or thing that both speakers know. Also, the teacher gives examples:E.g. Come on! The final examination is approaching. You need to study much harder and try your best to prove yourself. In order not to wake up the sleeping baby, will you please turn off the TV?(6) The teacher shows the sixth usage of definite article “the”: modify some proper nouns, including organizations, festivals, rivers and lakes and gives examples:E.g. The WHO has reminded the international community to raise their consciousness of protecting the environment and working together to fight against the COVID-19. The Yangtze River is considered as the longest river in China.(7) The teacher shows the seventh usage of definite article “the”: “the + adj./ participle.” Referring to a certain kind of people or thing. Here are some examples:E.g. the wounded 伤员 the dead 聋人 the young 年轻人 the living 生者(8) The teacher shows the eighth usage of definite article “the”: used in collocations. Some examples are as the following:E.g. in the end; in the distance; on the whole; at the same time; in the daytime; at the moment; by the way; in the way; on the one handon the other hand.(9) The teacher lists out those usages and guides students to remember them.3. Post-learning:(1) Based on the language points they have learned, students are required to finish the exercises on the teaching plan sheet. (Teaching aims: Students may better command what they have learned.)(2) The teacher explains the questions that students may have difficult dealing with.4. Homework:(1) Review the grammar points.(2) Finish the exercise sheet and line out key words in each part of the exercise.课后反思课题零冠词的用法课型新授课（语法课）教学目标一、语言能力目标：1. 学生能够学习并掌握零冠词的用法。2. 学生能够在具体语境中判断是否缺乏冠词以修饰名词。二、学习能力目标：1. 学生善于进行单元知识的回顾和整合，搭建起自己的知识架构和知识体系。教学重点1. 学生能够学习并掌握零冠词的用法。教学难点1学生能够学习并掌握零冠词的用法。2. 学生能够在具体语境中填入恰当的冠词，对定冠词和不定冠词作区分。主要教法讲授法、任务型教学法教学过程1. Pre-learning:(1) Students quickly review the usages of definite articles they have learned before and try to fill in the blanks on the PowerPoint. (Teaching aims: To help students review the knowledge and do some exercise to consolidate.)(2) The teacher plays a video clip and reminds students to think about when should we miss an article before a noun. (Teaching aims: To lead to what students are going to learn and inspire them to work out the problem.) 2. While-learning:(1) The teacher introduces the third kind of article, which is not using an article before a noun.(2) The teacher shows the first common usage of zero article “/”: modifying ball sports:E.g. We are especially good at playing football and basketball.(3) The teacher shows the second common usage of zero article “/”: modifying festivals, seasons and months:E.g. In spring, we often go travelling to appreciate the beauty of the nature.In September, we often go travelling to appreciate the beauty of the nature.Children are always looking forward to Chinese Spring Festival when they can receive many red pockets.(4) The teacher shows the third usage of zero article “/”: modifying uncountable nouns or plural countable nouns under the circumstance of general reference:E.g. My father went to his doctor for advice about his heart disease.(5) The teacher shows the fourth usage of zero article “/”: there are some determiners to modify the nouns, such as this, that, my, your, some, each, no, any:E.g. She is not my type of woman. / His heart was beating wildly with fear. He went to some place in France. / Each student must hand in his exercise book.(6) The teacher shows the fifth usage of zero article “/”: used to modify certain nouns like meals, subjects, titles and board games:E.g. Mr. Li is chairman of the meeting. I can always perform well in my English.(7) The teacher shows the sixth usage of zero article “/”: modifying some common uncountable nouns, such as baggage, weather, fun, health, furniture, information, progress, advice, space.E.g. Beyond the stars, the astronaut saw nothing but space.(8) The teacher shows the mind-map of this grammar unitarticles and guides students to review key points and their usages.3. Post-learning:(1) Based on the language points they have learned, students are required to finish the exercises on the teaching plan sheet. (Teaching aims: Students may better command what they have learned.)(2) The teacher explains the questions that students may have difficult dealing with.4. Homework:(1) Review the grammar points of articles.(2) Finish the exercise sheet and line out key words in each part of the exercise.课后反思学科网（北京）股份有限公司