陈贵兵
四川省盐亭中学 四川盐亭 621600
摘要：英语冠词的基本用法是困扰高中学生多年学习语法的一个难点，同时也是高中英语老师的教学难点。笔者通过多年教学实践，摸索出以故事教学方式处理冠词的教学可以较好地突破高中英语冠词基本用法。
关键词：故事教学 英语冠词 基本用法 实践研究
一．引言
根据朗文语料库的统计，定冠词the是使用频率最高的英语单词而不定冠词a或an的使用频率也不低。同时，冠词的基本用法是困扰高中学生多年学习英语语法的一个难点。Their use in the sentence is so variable and so changeable that it is indeed a puzzle to us. A careful examination of the following sentences and finding out the difference in meaning between them will show us what an important role the article plays in English. 1. They are nearly of age. 2. They are of an age. 3. He is a poet of the age. 笔者通过自己多年的高中英语教学实践，探索出了一套行之有效的冠词教学策略与方法，充分体现语言学习的三个主要阶段：观察、感悟、模仿与运用。践行语用才是掌握语言的最佳途径。
二．以故事教学突破高中英语冠词基本用法的课堂实践
（一）遵循语法的语境教学原则是最重要的一个环节。
笔者把冠词与零冠词的基本用法体现在四段原创的小故事中，先让学生个体进行观察与感悟，然后进行小组合作学习并总结出它们的基本用法。这样比生硬地讲语法规则与注意事项，然后进行机械式的操练的效果好很多。学生常常会感觉到“有情有景有意义”，激发了他们的探索欲望，真切感受到发现冠词用法规则的自豪，体会到学习成功的愉悦。
⒈ 不定冠词的用法感悟。先观察与感悟这个文段：Once there lived a husband and wife, they had three meals a day and lived a happy life. One day a Picasso came to their home to sell a Picasso but the wife rejected him rudely. The man said that she was a Hitler and decided to try a second time to sell his painting. However, the husband invited him in to drink a coffee. After a while the husband bought the painting to give his wife a big surprise and later he said it’s a success. 然后总结：泛指、不熟与首提，可数表示一、每一，序数词前表再一，某人、某作、像某人，抽象、物质具体化，固定搭配莫忘记。
⒉ 定冠词和零冠词用法的观察与感悟。
⑴ 定冠词。先观察与感悟这个文段：I was born in the 1990s. When I was at the age of 14, I played the piano. Yesterday I bought a book and now I’m reading it. I would like to say the book is really interesting and instructive. From the book, I can see the sun rises in the east and the harder you study, the greater progress you will make. The salesgirls in the supermarket get paid by the month. Of the two selves, the present self is the cleverer. I think the old should go to the West Lake for pleasure like the Smiths. I’m determined to become the first student to get the most points in the final exam. 然后总结：特指、熟悉与重提，复数姓氏、最高级，独一无二和年代，序数、方位和乐器，普通名词专有化，度量单位名词前，固定结构要牢记。
⑵ 零冠词。先观察与感悟这个文段：John was born on a Sunday in May in Canada, and he can speak good English. Child as he is, he knows a lot. He goes to school by bus. Red is his favorite color and fish is his best food. He likes pets and playing basketball very much. On Saturday he goes to his aunt’s home to have lunch. In 2017, he called Wang Ming to say that he would run for Monitor the next month. He studies Chinese, math and so on in order to turn doctor in the future. 然后总结：代词限定名词前，专有、复数、不可数，学科、交通、三餐饭，季节、星期、月份前，棋类、球类、年份前，颜色、语种与国名，称呼、习语和头衔。
⑶总则。先观察与感悟这个文段：Yesterday, I went to a pet shop with my mother. There are dogs here and there, but I didn’t like the dogs there. The shop owner told my mother that his dogs were smart and cheap. About an hour later, she bought a dog but I didn’t like the dog at all. 然后总结：名词是秃子，常要戴帽子；可数名词单，须用a 或an，辅音前用a，元音前用an；若为特指时，须用定冠词；复数、不可数，泛指the不见；碰到代词时，冠词均不见。掌握零与冠，还要重习惯！
㈡ 切合高考的有针对性语境训练是进行正面迁移的必要与有效手段。
⒈ 把冠词的基本用法融合在单句填空中进行有针对的语境练习，如
⑴ As result, people will eat more food to try to make up for something missing.
⑵ In 1931, Addams became first American woman to win the Nobel Peace Prize.
2. 把冠词的基本用法融合在单句改错中进行有针对的语境练习，如
⑴ The teacher was angry because we had same answers in the test.
⑵ I’ll take this chance to wish you wonderful time on your birthday.
3. 把冠词的基本用法融合在语法填空中进行有针对的语境练习，如
I came to study in the United States 1. year ago. Yet I did not know 2. real American society until I was injured in a car accident because after 3. accident I had to see a doctor and go to court…
4. 把冠词的基本用法融合在翻译句子中进行有针对的语境练习，如
⑴ The discussion is a success.
⑵ John likes playing the piano but doesn’t like playing football.
㈢对一些易错点与难点进行归类整理与理解，加深印象。
1.对16对易错成对短语进行逻辑区别，体现具体与抽象的含义。
⑴ go to school去上学→go to the school到学校去（不一定是去上学）
⑵ go to church去做礼拜→go to the church去教堂（不一定是做礼拜）
⑶ be in hospital在住院→be in the hospital在医院里（不一定是病人）
⑷ in front of在……的前面（外部）→in the front of在……的前部（内部）
⑸ be at church在做礼拜→be at the church在教堂（不一定是在做礼拜）
⑹ go to bed就寝→go to the bed向床走去，走到床前（不一是去睡觉）
⑺ be in prison在坐牢→ be in the prison在监狱（不一定是犯人）
⑻ sit at table吃饭→sit at the table坐在桌旁(不一定是吃饭)
⑼ by day在白天→by the day按天计算
⑽ in possession of sth.拥有某物→in the possession of sb.为某人所拥有
⑾ in control of 控制……→in the control of 由……控制
⑿ in charge of 负责……→in the charge of 由……负责
⒀ take place发生→ take the place of代替……
⒁ go to sea出海(是海员) → go to the sea去海边（不一定是海员）
⒂ out of question 毫无疑问→out of the question不可能
⒃ in sight of能看见，看得见→in the sight of在看来；从……观点来看
2. 在习惯用语中去感悟他们的用法，逐步形成语块记忆，这要靠学生平时的积累与运用。如
⑴含不定冠词： in a hurry, as a result, in a word, as a rule, all of a sudden, as a matter of fact, have a headache, have a good time, have a word with sb., make a living, do sb. a favour, pay a visit to,…
⑵含定冠词： by the way, in the end, at the end of, on the phone, at the moment, on the spot, the whole day, in the morning/afternoon/evening, in the distance, in the way,…
⑶含零冠词： at first sight, lose/catch sight of, at noon/night/dawn/daybreak/dusk/sunset/sunrise, day and night, day after day, from day to day, at day, in debt, in danger, in trouble, at home,…
对以上的易错点和习惯用法一定要在语境中加以呈现，让学生自己去观察与感悟，从而可以去模仿与运用，真正遵循语用原则：在学中用，在用中学。如：The driver in the front of the bus told the man in front of the bus to keep away of the bus. By the way, Tom fell in love with Mary at first sight.
㈣编制成学案效果会很好。
在教学中如果有针对性地使用学案，会达到很好的效果。但学案的编制一定要体现先易后难、循序渐进的原则和思路清晰、环环相扣的思维训练过程。一定要先让学生观察、感悟，然后让他们合作学习与探究，接着老师引领学生归纳总结，最后进行练习与迁移。还可以让学生把定冠词、不定冠词和零冠词的基本语法用思维导图的方式展现出来，分别在全班进行展示，选出优胜者并进行点评。这种方式很花时间，但效果很好，值得推广使用。
三．结语
要彻底掌握冠词与零冠词的使用是不可能的事情，就连以英语为母语的英美人士都有不同程度的使用错误。笔者认为我们教师现实的做法就是能让学生掌握它们的基本用法，顺利应对高考和阅读中等难度的文章，了解英语背后的东西，而不是纠缠在语法的学习上，这才能让学生真正感受到学习英语的快乐。
参考文献:
[1] 中华人民共和国教育部. 普通高中英语课程标准：2017年版2020年修订[S]. 北京：人民教育出版社，2020.
[2] Oxford Advanced Learner’s English-Chinese Dictionary (Ninth Edition), The Commercial Press, 2020.
[3] （英）尤尔著. 如何教授英语语法[M]. 上海外语教育出版社，2002.
[4] 薄冰. 高级英语语法（上册）[M]. 北京：高等教育出版社，1990.
[5] 徐立吾. 当代英语实用语法[M]. 湖南：湖南人民出版社，1980.
[6] 赵加琛，张成菊. 学案教学设计[M]. 北京：中国轻工业出版社，2009.