定语从句教学四步法

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　　摘 要 定语从句的教学在高一英语中占四个单元.每篇课文中都有定语从句.引导学生深读课文，挖掘文中定语从句，在课文语境中理解从句的意义，用法和结构，达到精读课文掌握语法，避免语法学习枯燥无味的现象。
　　关键词 课文 课堂教学 定语从句
　　中图分类号：G634 文献标识码：A
　　定语从句的学习渗透了英语必修一和必修二的四个单元。学生倘若掌握了该知识点，基本可以准确理解英语中的长句和难句，精准把握文意。在教学实践中我尝试用课文为语法学习的语境，以课堂四十五分钟为时间界限教学定语从句，我觉得教学效果极佳，具体步骤是：
　　第一步，课文精读。按常规用两课时教学各单元的第一篇精读课文，培养阅读技巧和能力。第一课时学生通过自主阅读的方式感知文意，触摸文脉，理清文章框架，同时解决词汇方面的问题，养成自主学习的习惯和阅读综合能力。第二课时通过研读文本，破解长句难句，精准把握句意，初步认识句型结构来培养学生的分析判断能力，并为语法教学设做好铺垫。再聆听录音领会语音语调，停顿换气，节奏重音等语言要素，让学生分清主句和从句在口头表达上的特质和语气的轻重缓急。最后通过当堂背诵长句的比赛活动熟识这种语法现象。背诵比赛是最能激发学生的斗志的教学活动，也能反应学生对句意的理解和对其结构的掌握程度。
　　例如：必修一第四单元 “A night the earth didn’t sleep”中，有六个句子包含了定语从句，在第二课时精读课文过程中要求学生搜索含有从句的复合句，并初步分析是那种从句，尝试断句和意译句意，有问题的同学讨论解决。下列句子是学生在文中搜索所得。
　　（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.
　　這样精读课和语法课无形结合，减少过多的枯燥讲解。大多数课堂时间学生主动积极地阅读课文，通过感悟，聆听和背诵等方式完成精读的目的。学生在语境中理解了生词词义和用法，熟悉了长句句意，在听，说，读各方面得到训练。达到教学以精读为目的，以课文为载体，以文意为语境，在有限的课堂四十五分钟时间内完成教学任务的目的。课堂的主体是学生，教师只是起到引领和点拨的作用。
　　第二步，课后整理。课后学生摘抄并翻译课文中含有定语从句的句子并准备听写。这一步简单易做，目的明确，适合课外完成。学生通过摘抄复合句来熟悉课文和句型，加深对课文的理解，巩固所学内容，避免抄袭作业的现象。也减少了“小猿搜题”，“作业帮”等用时较多的网上学习，学生乐意并能保质保量的完成任务。
　　再如在学习必修一Unit5 Elias’ Story 时用相似教学方法完成下列九个包含关系副词或介词加关系代词引导的定语从句的句子学习：
　　（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，听写升级。听写所背课文句子导入语法课的教学环节。教学目的意图很明确，就是通过中的重点句型，引导学生对已经熟悉的句型归纳总结相关语法特点。语法教学建立在已学课文的文化语境中，可感知，真实生动，关系代词或动词指代清楚，只需画龙点睛，无需过度讲解。只需分析成份无需翻译长句。这节课主要任务是通过学生熟知的句子引导学生分析归纳并总结定语从句的特点，结构 ，关系词等要素，并能判断关系词在从句中的成分。学生对定语从句的学习过程是初识感悟——实践练习——归纳结论的体验过程中完成。
　　又如必修二Unit 1 In search of the Amber Room 中的定语从句。在精读课文时以琥珀屋的来龙去脉为载体，利用现有的语言环境来理解，背诵，摘抄，听写含有定语从句的若干个句子：
　　（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 country’s best artists about ten years to make
　　（4）The next King of Prussia，Frederick 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 wasn’t 中又一次复习练习定语从句的用法。也有七个定语从句（不再枚举），学生可按老套路完全自主完成学习任务。
　　第四步，练习巩固和强化。通过练习来巩固所学语法知识。每个单元的Discovery useful structure 中编排了相关的练习题。在课堂上用少量的时间做相应练习来强化所学要点。
　　这种教学思路其实也是教材编者的本意，是对编者思路在教学过程中的具体应用。总之，吃透教材编排体系，领会编者的用意和指导思想，以文本为学习定语从句的载体，以课堂四十五分钟为时限，做到“抓纲务本”，才能达到有限的时间内得到较高的效率。减负减壓的问题也就解决了。所以在这点上看旧思想是可以解决新问题的。
　　参考文献
　　[1] 马世飞.基于语篇标准的高中英语文本解读的教学实践[J].中小学英语教学与研究，2017（10）.
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