基于高中不同学段的同一教学内容的授课方式例谈——以定语从句为例

重庆

语法是贯穿高中英语教与学的重要内容，但当下的语法教学似乎陷入了尴尬的境地：其一，由于现行教材不再以语法为纲，教材里的语法知识点相对分散，与之配套的练习题又相对较少且难度较低。因此，部分教师在脱离文本的情况下进行语法授课。这种做法忽略了语法参与传递语篇的基本意义这一功能；其二，教师无视学段差异，采用同一方式进行不同学段的授课。多数情况下，教师用高三语法复习的授课方式来开展高一、高二学段的语法教学，即以讲授语法为主，辅之以相应练习的方式进行授课。这种做法忽略了对语法教学的“度”的把控。为了尝试打破这一怪圈，笔者以定语从句为教学内容，结合具体教学案例，阐述该语法项目在不同学段的不同授课方式及“度”的把控，以期对同行们的语法教学乃至高中英语其他内容的教学有所裨益。

一、高一学段定语从句的新授课

（一）新授课内容的“度”的把控依据

高一、高二阶段，教师应该依据《普通高中英语课程标准（2017 年版）》（以下简称《课程标准》）来把控授课内容的“度”，即内容范围和内容难度。新授课内容的“度”切不可以《考试大纲》来确定。考纲只明确了该内容是否属于高考的考查范围，并没有明确该知识在不同学段的教学中的“度”。而《课程标准》则明确了同一知识在不同学段的内容范围和内容难度。

《课程标准》对于高一学段的定语从句的教学内容做了如下要求：在语篇中理解和使用由关系代词that、which、who、whom、whose 和关系副词when、where、why 引导的限制性定语从句。该要求规定了高一学段定语从句的授课内容范围（关系代词和关系副词引导的限制性定语从句）和教学应达到的“度”（在语篇中理解和使用）。基于《课程标准》的要求，笔者设计了定语从句第一课时的新授课内容——关系代词引导的限制性定语从句。

（二）“关系代词引导限制性定语从句”的教学实战

1.游戏导入，唤起初步感知

对绝大多数的学生而言，语法是条条框框的规定，学生对其缺乏兴趣。以游戏的方式导入，一来可以激发学生的学习兴趣，活跃课堂气氛。二来可以改变学生对语法的刻板印象，让他们意识到语法是生动的。具体如下：

以Guess Who/What They Are 的游戏进行导入，让学生根据描述进行猜测，初步体会定语从句的功能。笔者给出了如下3 组句子供学生游戏所用。

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)

在游戏过程中，学生通过对比发现，在没有定语从句的情况下，无法准确判断句子描述的究竟是何人或者是何物。而在有定语从句的情况下，学生能够轻而易举地猜出来。基于此，教师引导学生总结定语从句的功能如下：Relative clauses are used to give information about people or things so that they can be identified.

2.例句呈现，巩固初步感知

在游戏环节中，学生初步感受了定语从句的功能。但这种感知还停留在表层。教师应趁热打铁，补齐各种关系代词所引导的定语从句，要求学生读出每个句子中的定语从句部分，巩固其对定语从句的初步感知。具体如下：

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.立足语篇，强化感性认识

北师大版高中英语教材必修二Unit 6 Lesson 3 Chinese Paper Art 一文中包含了8 个定语从句。笔者立足该语篇，要求学生在语篇中辨识定语从句。与第二个活动相比，该活动略有难度。其目的在于强化学生对于定语从句的感性认识，初步达到《课程标准》要求的在语篇中理解由关系代词that、which、who、whom、whose 引导的限制性定语从句。文中有如下8 个定语从句：

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.教师引导，初识定语从句规则

教师以第三个活动中的第一个句子为例，引导学生分析定语从句的构成，明确定语从句的各要素。通过教师的示范分析，学生对于定语从句的认识由感性走向理性。示范分析如下图所示：

先行词：expert；关系代词：whom（指代先行词expert，并且在定语从句中作宾语）

5.独立分析，巩固理性认知

教师示范分析后，学生独立分析剩余7 个定语从句，能够找出先行词和关系代词，并且能够说出关系代词在定语从句中作何成分。学生独立分析定语从句的构成，能够巩固学生对于定语从句初步形成的理性认知。同时，在学生逐个分析之后，教师引导学生总结关系代词的使用环境。

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，操练走向运用

通过前面5 个环节，学生对定语从句以及关系代词的认识基本上实现了从感性认识到理性认识的转变。在这一环节中，教师应该通过设计不同层次的活动，让学生对定语从句的认识从认知层面延伸落实到实践层面。学生通过完成3 个活动能够在语篇中使用由关系代词that、which、who、whom、whose 引导的限制性定语从句。第一个活动要求学生在句子中填写正确的关系代词，属于单句操练。第二个活动要求学生运用定语从句来对人或物下定义，属于单句运用。第三个活动要求学生在理解语篇意义的基础上填入符合上下文逻辑意义的定语从句，属于语篇运用层面。3 个活动的设计从易到难，由句及篇，实现操练走向运用。活动具体设计如下：

(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、高三学段定语从句复习课

（一）复习课内容的“度”的把控依据

复习课是直接指向高考的课型。复习课的内容范围应该以考纲为依据，而难度的把控则取决于该知识在近三年高考中的考点分布及难度。因此，教师必须深入研究近三年高考英语试题，明确考点分布，并将考点融入复习学案中。这样，学生在复习时才能做到心中有数，下笔有据。

（二）定语从句复习课教学实战

1.聚焦高考，细致分析，提炼考点

笔者通过对近三年高考英语试题中的定语从句考点的分析，提炼出以下五个高频考点：（1）熟练掌握关系代词和关系副词引导的定语从句；（2）区分限制性和非限制性定语从句；（3）“介词+关系代词”中介词的选择；（4）定语从句中的主谓一致；（5）as 引导的非限制性定语从句。

2.结合题型，分项梳理，确定目标

高考通常从显性和隐性两个角度对定语从句进行考查。显性题型有三，即语法填空、短文改错和书面表达。这三个题型要求学生能够熟练运用定语从句。而隐性考查集中在阅读理解和完形填空这两个题型上。这两个题型要求学生能够理解带有定语从句的长难句。基于此，笔者制订了结合题型的定语从句的复习目标：

（1）阅读理解和完形填空：能够从长难句中剥离定语从句并进行分析、翻译，获取关于先行词的细节信息。

（2）语法填空：能够根据从句位置判断定语从句，并填入适当的关系词。

（3）短文改错：能够判断定语从句引导词有无误用并纠正。同时能够纠正定语从句的其他易错点。

（4）书面表达：能够在书面表达中恰当地使用1～2 个定语从句，使表达更加凝练，句型更加丰富。

3.结合考点，编制学案，分项突破

（1）定义：定语从句位于名词之________，用来_____________名词（也叫作____________）。

（2）关系词

练习：请用正确的关系词填空。

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）定语从句关系词选用小结

1）正误判断：当先行词为表时间、地点或原因的名词时，定语从句要选用关系副词作引导词。（ ）

2）用法：定语从句在没有关系词的情况下，定语从句剩余部分不完整（缺主语、宾语或表语），用___________；定语从句剩余部分完整（不缺主语、宾语或表语），用_________或_______________。若在这种情况下，先行词不是“地点名词或时间名词时”，多数（_________________________________________________________________）用_______________________，少数（_____________等）用_____________；定语从句剩余部分以“无冠词单数名词”或“无冠词复数名词”开头，且该单数名词或复数名词与先行词是_________关系，则用___________。

4.难点突破

（1）as 引导非限制性定语从句

1）as 引导非限制性定语从句，主要出现在 一 些 常 见 的 搭 配 中。如________________（众 所 周 知）、________________（正 如 所 预料 的）、____________________（正 如 老 话 所说）、____________________（正 如 所 见 到的）、___________________（正 如 所 说 的）、__________________（正如所报道的）、_______________（正如经常发生的）、______________________（正如上面提到的）、____________________（正如所希望的）、____________________（正如经常有的情况）等。

a.正如经常发生的，有些高三学生不吃早饭去上学。

b.正如我们所希望的，越来越多的学生愿意参加课外活动了。

c.众所周知，京剧是中国传统文化的瑰宝。

2）as 引导的非限制性定语从句在句中的位置比较灵活，可以放在________________；而which 引导的非限制性定语从句只能放在先行词的_________。

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

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

5.关系代词前介词的选择

“介词+关系代词”引导的定语从句中“介词”的选择可依据以下几点：

（1）根据介词与定语从句中某些词的习惯搭配。

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

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

（2）根据介词与前面先行词的习惯搭配。

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

（3）根据句子所要表达的意思。

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）在非限制性定语从句中表“所有关系”或“整体中的一部分”时常用介词of。

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

6.定语从句中的主谓一致

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.

小结：

（1）定语从句中的谓语动词单复数要与___________的单复数保持一致。

（2）“one+名词的复数形式”作先行词，定语从句谓语动词用____________；“the one/the only one+名词的复数形式”作先行词，定语从句谓语动词用______________。

7.定语从句中成分累赘

◇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.

不同学段的教学有着不同的内容范围和目的。同一教学内容的授课方式以及授课的“度”应该视学段而定。在教学中，教师一定要避免出现无学段差别的授课方式。如果忽略了这一点，就容易陷入“用教高三的方式教高一”的怪圈。