定语从句教学之我见

王昌志

众所周知，定语从句是英语学习中见得最多、应用最广的从句之一，正确分析定语从句，弄清语法结构，理解句子含义，提高阅读能力很重要，在教学时应重视它的特殊情况，以便学生从以下几个方面注意，走出误区。

一、内涵本质

有的学习者一味强调定语从句的构成和形式，对它的内涵与主句的关系却讲得少，学生的理解是：只要先行词是when，where和why表示时间、地点和原因，其他先行词则由关系代词which和that引导，针对这种情况，老师在讲时，一定要具体地分析从句的含义，不要一见到先行词是时间或地点名词就用when或where引导，应看引导词在定语从句中作什么成分，也可分析一下定语从句中是否有主语或宾语，若有主语、宾语，在定语从句缺状语时可用when，where或why引导，若没有，则要考虑that或which来引导。

二、注重细节

什么情况下用介词？当关系代词引导一个定语从句并在从句中充当宾语，或该从句的谓语动词是不及物动词。如果关系代词为which或whom，则用介词+which/whom

如，（1）This is the desk on which I spent 200 yuan.（2）This is the desk for which I paid 200 yuan.（3）The student with whom she is strict has made great progress.（4）The company in which Tom is working is very famous.

介词的使用原则：（1）定语从句中谓语动词的搭配习惯。如，

The earthquake about that you were talking sounded frightening.（2）先行词的搭配习惯。如，The house in which he lived 10 years ago has been pulled down.（3）与定语从句中形容词的搭配。如，The student with

whom he is strict has made great progress.（4）表示“所有”关系或整体中的一部分时用of。如，He wrote an article of which the title is How to protect our earth.

三、纠正片面理解

whose谁的，是所有格，在从句中作定语，既可指人又可指物，在定语从句中表示所属关系的引导词.如，He lives in a house whose window faces to the east.whose是指人的，这是有些学生片面的认为。但在这个句子中，却是指物的。

四、灵活地运用

（1）在限制性定语从句中，在某些表示时间、地点的词后，关系代词在口语中有时省略。如，That was the year（when） I third went Qingdao.（2）關系副词why引导的定语从句的先行词只有reason

一词，why可转换为for which，在口语中可用that或省略。如，The reason（why/for which/that）I bought the flowers is that Limei likes them.（3）how不能作关系副词，不用来引导定语从句。修饰表示方式的way定语从句用in which引导，也可用that或省略。如：This is the way（in which/that） Lilei did it.that与 which用法区别：先行词为all，everything，something，anything，nothing 时只能用that引导。如，All that we need is enough rest after four hours work.先行词被数词、形容词最高级以及the very，the only，the last 等修饰时只能用that引导。如，This is the largest boat that he has ever seen.先行词中既有人又有物只能用that引导。如，This is the very coat that he is looking for.（4）关系代词前有介词时不用that.如，We often talk about the teacher and writer that we remember.（5）先行词本身是

that时不用that.（6）引导非限制性定语从句时不用that.（7）当主语是以 who或 which 开头的疑问句时，为避免重复而用that.如：who is the girl that shook hands with you just now.（8）当先行词在从句中

做表语时。如：Wuhan is no longer the city that it used to be.

五、不限于课本知识，多训练

应让学生拓宽知识面，多练习，多积累，比如，as不仅可以引导原因、时间和方式状语从句，还可引导一个非限制性定语从句代表主句所要表达的内容。

当然，教学内容较多，以学生为主体，通过指导学生观察、体验探究、合作等积极主动的学习方式来发现语言的运用规律并运用到各种语言实践活动中，让学生较轻松地掌握本语法重点，才

能体现教学目的。

参考文献：

刁品标.高中英语定语从句教学浅议[J].中学英语园地：教学指导，2012（28）.

编辑 张珍珍