重慶

語法是貫穿高中英語教與學的重要內容，但當下的語法教學似乎陷入了尷尬的境地：其一，由于現(xiàn)行教材不再以語法為綱，教材里的語法知識點相對分散，與之配套的練習題又相對較少且難度較低。因此，部分教師在脫離文本的情況下進行語法授課。這種做法忽略了語法參與傳遞語篇的基本意義這一功能；其二，教師無視學段差異，采用同一方式進行不同學段的授課。多數(shù)情況下，教師用高三語法復習的授課方式來開展高一、高二學段的語法教學，即以講授語法為主，輔之以相應練習的方式進行授課。這種做法忽略了對語法教學的“度”的把控。為了嘗試打破這一怪圈，筆者以定語從句為教學內容，結合具體教學案例，闡述該語法項目在不同學段的不同授課方式及“度”的把控，以期對同行們的語法教學乃至高中英語其他內容的教學有所裨益。

一、高一學段定語從句的新授課

（一）新授課內容的“度”的把控依據(jù)

高一、高二階段，教師應該依據(jù)《普通高中英語課程標準（2017 年版）》（以下簡稱《課程標準》）來把控授課內容的“度”，即內容范圍和內容難度。新授課內容的“度”切不可以《考試大綱》來確定?？季V只明確了該內容是否屬于高考的考查范圍，并沒有明確該知識在不同學段的教學中的“度”。而《課程標準》則明確了同一知識在不同學段的內容范圍和內容難度。

《課程標準》對于高一學段的定語從句的教學內容做了如下要求：在語篇中理解和使用由關系代詞that、which、who、whom、whose 和關系副詞when、where、why 引導的限制性定語從句。該要求規(guī)定了高一學段定語從句的授課內容范圍（關系代詞和關系副詞引導的限制性定語從句）和教學應達到的“度”（在語篇中理解和使用）?；凇墩n程標準》的要求，筆者設計了定語從句第一課時的新授課內容——關系代詞引導的限制性定語從句。

（二）“關系代詞引導限制性定語從句”的教學實戰(zhàn)

1.游戲導入，喚起初步感知

對絕大多數(shù)的學生而言，語法是條條框框的規(guī)定，學生對其缺乏興趣。以游戲的方式導入，一來可以激發(fā)學生的學習興趣，活躍課堂氣氛。二來可以改變學生對語法的刻板印象，讓他們意識到語法是生動的。具體如下：

以Guess Who/What They Are 的游戲進行導入，讓學生根據(jù)描述進行猜測，初步體會定語從句的功能。筆者給出了如下3 組句子供學生游戲所用。

a.He is a teacher.

b.He is a teacher who teaches you Chinese.(Chen Hailiang)

a.It is a book.

b.It is a book which gives explanations of different words and expressions.(a dictionary)

a.He is a boy in our class.

b.He is a boy whose hobby is dancing in our class.(Huo Pinjie)

在游戲過程中，學生通過對比發(fā)現(xiàn)，在沒有定語從句的情況下，無法準確判斷句子描述的究竟是何人或者是何物。而在有定語從句的情況下，學生能夠輕而易舉地猜出來。基于此，教師引導學生總結定語從句的功能如下：Relative clauses are used to give information about people or things so that they can be identified.

2.例句呈現(xiàn)，鞏固初步感知

在游戲環(huán)節(jié)中，學生初步感受了定語從句的功能。但這種感知還停留在表層。教師應趁熱打鐵，補齊各種關系代詞所引導的定語從句，要求學生讀出每個句子中的定語從句部分，鞏固其對定語從句的初步感知。具體如下：

Read the part in each sentence that gives you information about the things or persons.

a.It is a board which teachers write words on.

b.It is something that we can store information in.

c.He is a student who often helps teachers organize activities.

d.She is a student whom the English teacher often praises.

e.He is a student whose English pronunciation is excellent.

3.立足語篇，強化感性認識

北師大版高中英語教材必修二Unit 6 Lesson 3 Chinese Paper Art 一文中包含了8 個定語從句。筆者立足該語篇，要求學生在語篇中辨識定語從句。與第二個活動相比，該活動略有難度。其目的在于強化學生對于定語從句的感性認識，初步達到《課程標準》要求的在語篇中理解由關系代詞that、which、who、whom、whose 引導的限制性定語從句。文中有如下8 個定語從句：

a....a paper-cutting expert whom I interviewed for...

b....something that he learned to do...

c....tombs which date back...

d....paper cuts which people still make...

e.Paper cuts which show the Chinese character...

f.A young farmer who wanted a wife...

g.People to whom the dead person was related...

h....parents whose child has recently been born...

4.教師引導，初識定語從句規(guī)則

教師以第三個活動中的第一個句子為例，引導學生分析定語從句的構成，明確定語從句的各要素。通過教師的示范分析，學生對于定語從句的認識由感性走向理性。示范分析如下圖所示：

先行詞：expert；關系代詞：whom（指代先行詞expert，并且在定語從句中作賓語）

5.獨立分析，鞏固理性認知

教師示范分析后，學生獨立分析剩余7 個定語從句，能夠找出先行詞和關系代詞，并且能夠說出關系代詞在定語從句中作何成分。學生獨立分析定語從句的構成，能夠鞏固學生對于定語從句初步形成的理性認知。同時，在學生逐個分析之后，教師引導學生總結關系代詞的使用環(huán)境。

a.Who,whom,and that are used to talk about people.

b.Which and that are used to talk about things.

c.Whose is used to talk about possession (somebody’s/something’s).

6.由句及篇，操練走向運用

通過前面5 個環(huán)節(jié)，學生對定語從句以及關系代詞的認識基本上實現(xiàn)了從感性認識到理性認識的轉變。在這一環(huán)節(jié)中，教師應該通過設計不同層次的活動，讓學生對定語從句的認識從認知層面延伸落實到實踐層面。學生通過完成3 個活動能夠在語篇中使用由關系代詞that、which、who、whom、whose 引導的限制性定語從句。第一個活動要求學生在句子中填寫正確的關系代詞，屬于單句操練。第二個活動要求學生運用定語從句來對人或物下定義，屬于單句運用。第三個活動要求學生在理解語篇意義的基礎上填入符合上下文邏輯意義的定語從句，屬于語篇運用層面。3 個活動的設計從易到難，由句及篇，實現(xiàn)操練走向運用。活動具體設計如下：

(1) Fill in the blanks with the correct pronouns.

a.The rich man who/that bought the building graduated from our school.

b.They are the kind of shoes which/that I want.

c.The singer that/whom teenagers admire won an award last year.

d.Here are some attractive bags which/that come in different sizes.

e.He is the painter whose paintings are being sold throughout the world.

(2) Define the people and things with relative clauses.

Picture 1:The audience are people who/that listen to or watch a performance.

Picture 2:A teacher is a person who/that gives lessons to students.

Picture 3:A medal is something that is given to the winners of a competition/match.

Picture 4:A walking stick is a type of stick that/which can help us,especially the old,walk freely.

Picture 5:A cleaner is a person whose job is cleaning the road.

(3) Read the passage to get the main idea,and then fill in the blanks with relative clauses.You may discuss with your partners.

Police who raided the London shop where more than 100 shahtoosh shawls were found came from the wildlife Crime Unit.This is a special group whose job is to find products which are made from protected animals and which are sold illegally in London.

The Tibetan antelope is not the only animal whose body parts are worth a lot of money.The skins of reptiles which are used for bags and shoes and fur from many endangered animals which is used to make coats are just two more examples.But the trade also involves live animals.There are many people who want to have an unusual pet,and are ready to pay high prices for an animal which has been imported illegally.

Since 1995,when it was created,the Wildlife Crime Unit has tried to explain to Londoners—especially shopkeepers—the reasons why animals must be protected.

二、高三學段定語從句復習課

（一）復習課內容的“度”的把控依據(jù)

復習課是直接指向高考的課型。復習課的內容范圍應該以考綱為依據(jù)，而難度的把控則取決于該知識在近三年高考中的考點分布及難度。因此，教師必須深入研究近三年高考英語試題，明確考點分布，并將考點融入復習學案中。這樣，學生在復習時才能做到心中有數(shù)，下筆有據(jù)。

（二）定語從句復習課教學實戰(zhàn)

1.聚焦高考，細致分析，提煉考點

筆者通過對近三年高考英語試題中的定語從句考點的分析，提煉出以下五個高頻考點：（1）熟練掌握關系代詞和關系副詞引導的定語從句；（2）區(qū)分限制性和非限制性定語從句；（3）“介詞+關系代詞”中介詞的選擇；（4）定語從句中的主謂一致；（5）as 引導的非限制性定語從句。

2.結合題型，分項梳理，確定目標

高考通常從顯性和隱性兩個角度對定語從句進行考查。顯性題型有三，即語法填空、短文改錯和書面表達。這三個題型要求學生能夠熟練運用定語從句。而隱性考查集中在閱讀理解和完形填空這兩個題型上。這兩個題型要求學生能夠理解帶有定語從句的長難句。基于此，筆者制訂了結合題型的定語從句的復習目標：

（1）閱讀理解和完形填空：能夠從長難句中剝離定語從句并進行分析、翻譯，獲取關于先行詞的細節(jié)信息。

（2）語法填空：能夠根據(jù)從句位置判斷定語從句，并填入適當?shù)年P系詞。

（3）短文改錯：能夠判斷定語從句引導詞有無誤用并糾正。同時能夠糾正定語從句的其他易錯點。

（4）書面表達：能夠在書面表達中恰當?shù)厥褂?～2 個定語從句，使表達更加凝練，句型更加豐富。

3.結合考點，編制學案，分項突破

（1）定義：定語從句位于名詞之________，用來_____________名詞（也叫作____________）。

（2）關系詞

練習：請用正確的關系詞填空。

1) Students _______ are interested in this activity are welcome to sign up for it.

2）Many young people,most of _______ were welleducated,headed for remote regions to chase their dreams.

3）She showed the visitors around the museum ________had been constructed three years ago.

4）They will never forget the local people _______they’ve seen during their journey to Yunnan.

5）To begin with,the theme of the show is Environmental Protection,________ will be not only meaningful but also interesting.

6) The school shop,________ customers are mainly students,is closed for the holidays.

7）During holiday seasons,I will live in the countryside,_______ the air is fresh and the people are friendly.

8）Students should involve themselves in community activities _______ they can gain experience for growth.

9）They have reached the point ________ they have to come up with another way to settle the problem.

10）I am looking forward to the day ________ my daughter can read this book and know my feelings for her.

11）I will treasure the days ________ I have spent with my beloved classmates laughing and sobbing together.

12）I think the reason ________ you are always angry may be the high pressure of study.

13）The reason _______ he told me about his absence from school was that he was down with a high fever.

14）Care of the soul is a gradual process in_______ even the small details of life should be considered.

15）Sally,without _______ I wouldn’t make remarkable progress in English learning is going to attend the Annual English Speech Contest of Chongqing.

（3）定語從句關系詞選用小結

1）正誤判斷：當先行詞為表時間、地點或原因的名詞時，定語從句要選用關系副詞作引導詞。（ ）

2）用法：定語從句在沒有關系詞的情況下，定語從句剩余部分不完整（缺主語、賓語或表語），用___________；定語從句剩余部分完整（不缺主語、賓語或表語），用_________或_______________。若在這種情況下，先行詞不是“地點名詞或時間名詞時”，多數(shù)（_________________________________________________________________）用_______________________，少數(shù)（_____________等）用_____________；定語從句剩余部分以“無冠詞單數(shù)名詞”或“無冠詞復數(shù)名詞”開頭，且該單數(shù)名詞或復數(shù)名詞與先行詞是_________關系，則用___________。

4.難點突破

（1）as 引導非限制性定語從句

1）as 引導非限制性定語從句，主要出現(xiàn)在 一 些 常 見 的 搭 配 中。如________________（眾 所 周 知）、________________（正 如 所 預料 的）、____________________（正 如 老 話 所說）、____________________（正 如 所 見 到的）、___________________（正 如 所 說 的）、__________________（正如所報道的）、_______________（正如經(jīng)常發(fā)生的）、______________________（正如上面提到的）、____________________（正如所希望的）、____________________（正如經(jīng)常有的情況）等。

a.正如經(jīng)常發(fā)生的，有些高三學生不吃早飯去上學。

b.正如我們所希望的，越來越多的學生愿意參加課外活動了。

c.眾所周知，京劇是中國傳統(tǒng)文化的瑰寶。

2）as 引導的非限制性定語從句在句中的位置比較靈活，可以放在________________；而which 引導的非限制性定語從句只能放在先行詞的_________。

a.As we know,China is famous for its Four Great Inventions.

b.It was raining heavily,which kept us indoors.

5.關系代詞前介詞的選擇

“介詞+關系代詞”引導的定語從句中“介詞”的選擇可依據(jù)以下幾點：

（1）根據(jù)介詞與定語從句中某些詞的習慣搭配。

1）Who is the girl _________ whom you just shook hands?

2）He shows me some old coins ______ which I am not very familiar.

（2）根據(jù)介詞與前面先行詞的習慣搭配。

We’ll never forget the day ______ which we climbed up the Great Wall.

（3）根據(jù)句子所要表達的意思。

1）The stick _______ which Mr.Smith could not walk was broken yesterday.

2）We had supper at six o’clock,_________ which I went to see my uncle.

（4）在非限制性定語從句中表“所有關系”或“整體中的一部分”時常用介詞of。

He wrote about 20 novels,________which this is the most successful.

6.定語從句中的主謂一致

1）Don’t choose me,who ______ not fit for the job.Tom is the person who _____ suitable.

2）Shakespeare is one of the greatest writers that___________(amaze) the whole world.

3）Mr.Hard is the one/the only one of the teachers in the school who ________ blessed with sun-kissed skin.

小結：

（1）定語從句中的謂語動詞單復數(shù)要與___________的單復數(shù)保持一致。

（2）“one+名詞的復數(shù)形式”作先行詞，定語從句謂語動詞用____________；“the one/the only one+名詞的復數(shù)形式”作先行詞，定語從句謂語動詞用______________。

7.定語從句中成分累贅

◇The new movie which I have been looking forward to it will release soon.

◇Apples of this kind are the ones that they taste better than others.

不同學段的教學有著不同的內容范圍和目的。同一教學內容的授課方式以及授課的“度”應該視學段而定。在教學中，教師一定要避免出現(xiàn)無學段差別的授課方式。如果忽略了這一點，就容易陷入“用教高三的方式教高一”的怪圈。