定語從句教學四步法

姚瑤

摘 要 定語從句的教學在高一英語中占四個單元.每篇課文中都有定語從句.引導(dǎo)學生深讀課文，挖掘文中定語從句，在課文語境中理解從句的意義，用法和結(jié)構(gòu)，達到精讀課文掌握語法，避免語法學習枯燥無味的現(xiàn)象。

關(guān)鍵詞 課文課堂教學 定語從句

中圖分類號：G634文獻標識碼：A

定語從句的學習滲透了英語必修一和必修二的四個單元。學生倘若掌握了該知識點，基本可以準確理解英語中的長句和難句，精準把握文意。在教學實踐中我嘗試用課文為語法學習的語境，以課堂四十五分鐘為時間界限教學定語從句，我覺得教學效果極佳，具體步驟是：

第一步，課文精讀。按常規(guī)用兩課時教學各單元的第一篇精讀課文，培養(yǎng)閱讀技巧和能力。第一課時學生通過自主閱讀的方式感知文意，觸摸文脈，理清文章框架，同時解決詞匯方面的問題，養(yǎng)成自主學習的習慣和閱讀綜合能力。第二課時通過研讀文本，破解長句難句，精準把握句意，初步認識句型結(jié)構(gòu)來培養(yǎng)學生的分析判斷能力，并為語法教學設(shè)做好鋪墊。再聆聽錄音領(lǐng)會語音語調(diào)，停頓換氣，節(jié)奏重音等語言要素，讓學生分清主句和從句在口頭表達上的特質(zhì)和語氣的輕重緩急。最后通過當堂背誦長句的比賽活動熟識這種語法現(xiàn)象。背誦比賽是最能激發(fā)學生的斗志的教學活動，也能反應(yīng)學生對句意的理解和對其結(jié)構(gòu)的掌握程度。

例如：必修一第四單元 “A night the earth didnt sleep”中，有六個句子包含了定語從句，在第二課時精讀課文過程中要求學生搜索含有從句的復(fù)合句，并初步分析是那種從句，嘗試斷句和意譯句意，有問題的同學討論解決。下列句子是學生在文中搜索所得。

（1）It was felt in Beijing，which is more than two hundred kilometers away.

（2）A huge crack that was eight kilometers long and thirty meters wide cut across houses， roads， and canals.

（3）The number of people who were killed or seriously injured reached more than 400，000

（4）Then，later that afternoon，another big quake which was almost as strong as the first one shook Tangshan.

（5）The army organized teams to dig out those who were trapped and buried the dead.

（6）Workers built shelters for survivors whose homes had been destroyed.

這樣精讀課和語法課無形結(jié)合，減少過多的枯燥講解。大多數(shù)課堂時間學生主動積極地閱讀課文，通過感悟，聆聽和背誦等方式完成精讀的目的。學生在語境中理解了生詞詞義和用法，熟悉了長句句意，在聽，說，讀各方面得到訓練。達到教學以精讀為目的，以課文為載體，以文意為語境，在有限的課堂四十五分鐘時間內(nèi)完成教學任務(wù)的目的。課堂的主體是學生，教師只是起到引領(lǐng)和點撥的作用。

第二步，課后整理。課后學生摘抄并翻譯課文中含有定語從句的句子并準備聽寫。這一步簡單易做，目的明確，適合課外完成。學生通過摘抄復(fù)合句來熟悉課文和句型，加深對課文的理解，鞏固所學內(nèi)容，避免抄襲作業(yè)的現(xiàn)象。也減少了“小猿搜題”，“作業(yè)幫”等用時較多的網(wǎng)上學習，學生樂意并能保質(zhì)保量的完成任務(wù)。

再如在學習必修一Unit5 Elias Story 時用相似教學方法完成下列九個包含關(guān)系副詞或介詞加關(guān)系代詞引導(dǎo)的定語從句的句子學習：

（1）The time when I first met Nelson Mandela was a very difficult period of my life.

（2）He was generous with his time， for which I was grateful.

（3）The school where I studied for only two years was three kilometers away.

（4）However， this was a time when one had got to have a passbook to live in Johannesburg.

（5）The day when Nelson Mandela helped me was one of my happiest.

（6）…until today we have reached a stage where we have almost no rights at all.

（7）The places outside the towns where they were sent to live were the poorest parts of South Africa.

（8）We were put into a position in which we had either to accept we were less important or fight the government.

（9）The parts of town in which they had to live were decided by white people.

第三步，聽寫升級。聽寫所背課文句子導(dǎo)入語法課的教學環(huán)節(jié)。教學目的意圖很明確，就是通過中的重點句型，引導(dǎo)學生對已經(jīng)熟悉的句型歸納總結(jié)相關(guān)語法特點。語法教學建立在已學課文的文化語境中，可感知，真實生動，關(guān)系代詞或動詞指代清楚，只需畫龍點睛，無需過度講解。只需分析成份無需翻譯長句。這節(jié)課主要任務(wù)是通過學生熟知的句子引導(dǎo)學生分析歸納并總結(jié)定語從句的特點，結(jié)構(gòu) ，關(guān)系詞等要素，并能判斷關(guān)系詞在從句中的成分。學生對定語從句的學習過程是初識感悟——實踐練習——歸納結(jié)論的體驗過程中完成。

又如必修二Unit 1 In search of the Amber Room 中的定語從句。在精讀課文時以琥珀屋的來龍去脈為載體，利用現(xiàn)有的語言環(huán)境來理解，背誦，摘抄，聽寫含有定語從句的若干個句子：

（1）This gift was the Amber room，which was given this name because several tons of amber were used to make it。

（2）The amber which was selected had beautiful yellow-brown color like honey

（3）It was also a treasure decorated with gold and jewels，which took the countrys best artists about ten years to make

（4）The next King of Prussia，F(xiàn)rederick William I，to whom the amber room belonged to， decided not to keep it.

（5）Later， Catherine the second had the Amber Room to moved to a palace outside ST Petersburg where she spent her summers.

（6）This was the time when the two countries were at war.

必修二Unit5 The band that wasnt 中又一次復(fù)習練習定語從句的用法。也有七個定語從句（不再枚舉），學生可按老套路完全自主完成學習任務(wù)。

第四步，練習鞏固和強化。通過練習來鞏固所學語法知識。每個單元的Discovery useful structure 中編排了相關(guān)的練習題。在課堂上用少量的時間做相應(yīng)練習來強化所學要點。

這種教學思路其實也是教材編者的本意，是對編者思路在教學過程中的具體應(yīng)用。總之，吃透教材編排體系，領(lǐng)會編者的用意和指導(dǎo)思想，以文本為學習定語從句的載體，以課堂四十五分鐘為時限，做到“抓綱務(wù)本”，才能達到有限的時間內(nèi)得到較高的效率。減負減壓的問題也就解決了。所以在這點上看舊思想是可以解決新問題的。

參考文獻

[1] 馬世飛.基于語篇標準的高中英語文本解讀的教學實踐[J].中小學英語教學與研究，2017（10）.