开发地方课程资源 活学活用定语从句.doc

开发地方课程资源 巧学活用定语从句求知中学 李姿辉【背景描述】曾经，在以语法翻译为主导的外语教学思想统治下，学生机械地操练句型结构，看得进去，写不出来。到后来，在淡化语法的潮流中，学生的句子被冲的颠三倒四，令人费解。今天，在“语法依然是中国基础英语教学的必要内容”（李永大，2007 ）得以承认的今天，学生依然文章看着清楚，听着明白，写着糊涂。单选题，做的正确。作文里始终漂浮着那几个初级中学背过的词汇，随着时间的推移却得不到进化，更别提搭建像样的英语式的复合句、使用高级的词汇和结构。面对这种现状，本人曾困惑不已，定下心来研究，发现一切语法均是对生活的描述，只有回归生活，渴望着对生活进行美好的表达，而不是简单地背一些规则，做一下单选，它的生命力才能逐渐地显现，不断地强大。正基于此，本人一直努力地尝试着从学生的生活环境和经验出发，站在学生的位置上，循着学生的视野望去，寻找着能引起他们感兴趣的资源。然后开发、利用、引导学生去表达他们的生活和感想。定语从句，作为高中最为重要的语法项目之一，它存现在我们读过的每一篇大大小小，长长短短的文章、片段中。它几乎无处不在，但在我们学生的作文里却难的一见。即使你本周刚复习过这一语法项目，周末的作文里依然难以体现。该如何使定语从句走进学生的作文材料资源库，让他们运用定语从句成为写作的一个must，并不断地提高其使用的等级？在这节会考语法复习校公开课中，本人不仅想教会学生这一语法现象，更想通过对这一语法条目的学习，培养起学生使用定语从句的习惯和思维。于是，本着能给学生全新的语法学习体验，同时引导他们对熟悉的生活环境进行表达，本人首先跳出教定语从句的常规，以关注、讨论我们生活着的小镇为整堂课定语从句学习、运用的情景载体和线索。本人亲自拍摄下本节课要讨论的小镇主要景点，制作成相应的幻灯，并自撰文字片段，设计定语从句使用的特定语境，极具乡土气息，特色风味。在熟悉的话题、情境中学生充分体验到了定语从句在表达中的美妙。学生通过感受、学习，尝试着自觉地使用定语从句进行独立的表达，去获得创造过程及其结果所带来的快乐体验。【案例表述】1随意而自然地引进课题，体现定语从句表达的普遍性。课堂落定后，马上利用本节课的特殊情境引进课题：T: Have you found our class unusual today? What is it?There are many teachers who are observing our class to instruct our English learning and teaching.2. 在情境中体验定语从句，学习、使用关系词。 2.1 随即，以猜地名的任务吸引全体学生的注意力，在注意文本的同时，自然而然的关注到定语从句的使用Enjoy a guessingId like you to guess a place which I am going to describe. “The place that I want to describe is a county which lies in the southeast of Zhejiang, not so rich, but whose people are hardworking. As every one knows, it is often seriously hit by typhoon in summers”学生绕有兴趣地展开思维，轻易地得出谜底- 也就是本节课的讨论话题-灵溪镇。2.2 同时，定语从句的基本关系代词均已出现，在组织学生回忆它们的具体用法之后，引导他们去了解小镇的人文、景观。并在此过程中训练使用定语从句关系词。1. Those live in Cangnan county are proud of their hometown.2. Yucang Mountain is the highest one in our county attracts lots of visitors home and abroad every year. 3. The roads, have been recently broadened, are now still crowded with cars, buses and other vehicles.4. Unfortunately, typhoon often hits our county and causes a lot of trouble, worries people every summer.2.3 小镇曾以台风出名，学生对此有着丰富的生活体验，因此，描述小镇，自然而然会去关注台风。以篇章的形式，让学生充分体验定语从句的表达魅力。What is typhoon like?Typhoon, happens in summer, can usually be predicted, while its damage is often beyond control. It is often given a beautiful name, like the one we called Morac last summer. you can see on TV, with strong wind and heavy rain, typhoon sweeps up the town, leaving people trapped in their houses, people are often out of food.至此，学生或有跃跃欲试的冲动，应此需求，本人马上设置了一个学生跳一跳便可够到的任务。Polish the following passage by using attributive clause when necessaryWhat effects of typhoon on our county?Typhoon is a disaster. It can nearly destroy some villages. The old houses are torn up and the ownersfields are also flooded. They become hopeless. The town is now surrounded by water. In the town people are trapped in their houses. In their houses, people are out ofelectricity and water. All this made life difficult.这一任务正如预料，很受学生的喜欢，他们马上投入积极的思维，努力地运用定语从句美化片段，并取得理想的效果。课后，同行亦对这一任务环节大加赞赏。3. 领略小镇变化，定语从句伴我行3.1 第一站：灵溪火车站 复习使用关系副词及介词+ which.灵溪火车站刚开通使用一个月多，有些学生可能尚未去过。以此开站，定能引起他们的兴趣。T: The train station was completed on Sept27, which really brings a lot of convenience to us.1. The station, (complete) on Sept27, has brought a lot of convenience to people.T: In which, you can take the motor train units to Shanghai or Fujian. Have you had an experience of the train units? 2. In the station, you can take the train units, speed can reach over 280km/h, greatly shortens your journey time.3. The motor train units: you can read some magazines. you can either go to Shanghai, Fujian and any othercities along the line.崭新的火车站，美丽的动车图片是一剂强有力的表达催化剂。在教师的课堂用语中，定语从句亦被高频使用。同过引导词的选择，特别是例子3 学习，学生轻易地攻克了定语从句的难点一，介词+ which与关系副词的区别。为了强化对这一语言现象的巩固输入，我们来到了第二站。3.2 第二站：KFC或许对很多城市来说，KFC已经被熟悉到遗忘了，但本镇仅有的一家KFC着实吸引着学生的口味。How does KFC serve us? We can enjoy our dinner in KFC, or just bring it away in bags, in which the environment is quite satisfying. KFC: the chairs and desks stand in lines People can bring fast food conveniently there is a playing corner children can play merrily. 3.3 第三站：特邀嘉宾，桂林山水的日月双塔及漓江 复习The reason why / for which is thatT: Can you find the two view sights in our county? Ss: NoT: They are in Guilin. Last summer, I visited it and was attracted. The reason why / for which I went to Guilin is that I was recommended to be the mayoress there.T: Do you believe it? Why not? Ss: The reason why I dont believe you is that.T: The reason I explained to you just now is not convincing. The real reason is that I just want to enjoy the views there with my colleagues.通过比较，学生不仅能区分出why与 that 和which的区别，更能准确地使用他们3.4 第四站：综合使用定语从句话小区生活。Using when, which, where, why or prep + which. 1. Many modern communities have been designed， often consist of more tall apartments. 2. The reason people choose to live in communities is that the communities are quieter and safer to live in. 3. The communities often design some parks, the children and their family can enjoy themselves 4. On weekends, people have time off work， the communities often come to life, people having get-togethers with their friends and relatives3.5 第五站：水景公园秀自我 创造性地使用定语从句 前面的每一站，我们不断地分层输入，巩固。而这一站，我们给学生更大的空间，只提供一些公园的活动图片及关键词，尝试着让他们极大地开发自己的创造力，极具个性的使用定语从句描绘自己的生活休息地，或结合公园的现状及自己的喜好设计出更加合理和吸引人的公园布景图并加以描述。在高中这一年龄段，每个人都有DIY的能力和勇气。对学生的相信或将是培养他们自信的源头，只要他们愿意干，高兴地干，自信地干，他们的work 将没有悬念地精彩。 【案例反思】 1. 生活是一本百科全书，它总有你想要的资源，只要你有心便会有情境。活动在教学一线的教师都会有这样的感触：教材里的有些资源有时真用不起来，特别是对一些经济不发达的山村地区。另外，特别是在学习语法、结构时，除了文本资料，其他资料很难在教材上找到合适的。并且，网上拿来的东西也不一定能让自己的学生感兴趣。在会考、高考的语法复习中，本人发现并逐渐实践着从生活中找资源，便利、实用、亲切、容易接受。我们经常通过讨论学生的学习生活、学校环境、学生家庭、朋友、旅游或如本节课小镇的人文，气候等来学习语法，增强了语法学习的使用性，避开了语法学习的枯燥和机械。语言是对生活的描述，它的生命应该在于生活与交际，如果我们避开生活谈语法，无异于在真空房里研究空气。现在的高考也已不再单纯地考语法项目，而是在具体的语境中体会、使用语法。如果我们不改变学习语法的方法，我们将连高考也无法适应。2. 关注课堂用语的情境功能，提高语言学习的实效。课堂本身就是一个语言学习的情境，值得我们用心去创设和利用。在这节公开课上，我和学生很自然地有如下的一段对话，以引进课题。T: Have you found our class unusual today? What is it?There are many teachers who are observing our class to instruct our English learning andteaching.而在另外平行班上课时，却没有很多老师来听课，但有好几个学生因有体温而停课在家，于是便也很自然地借道引进课题Many students are absent who may have a fever or suffer from H1N1 flu.教师的课堂用语便是课堂情境得以利用的发动机或线索。如本节课比较使用the reason wh