定语从句教学初探2.docVIP

定语从句教学初探保康一中 邓朝庭 定语从句在近几年高考试题中，直截测试的频率不算很高。主要考查定语从句先行词与引导词的关系、引导词在从句中的句法关系(特别是引导词在从句中作主语时与定语从句谓语动词的关系)、限制性与非限制性定语从句的关系等。但它毕竟是中学英语中一个非常重要的语法内容，直接影响学生阅读理解和完形填空等方面的答题能力。尤其是在强调实施素质教育的今天，我们更应该通过对这一语法难点的反复分析、分解和组合，使学生灵活掌握定语从句和定语从句与与之相关的语法内容之间的联系和区别，从而达到对这一语法内容的融会贯通和提高学生英语素质的目的 一、内容分析 定语从句是一种后置定语(我国学生对定语从句这一后置现象极不习惯)，是由关系词引导的。关系词总是放在从句之首，同时还在从句中充当一个成分，使从句本身具有完整的句子结构。关系词分关系代词和关系副词两种。教定语从句一般先从关系代词开始。在掌握关系代词引导的定语从句基础上，再循序渐进，触类旁通，进一步掌握由关系副词引导的定语从句。就关系代词的用法而言，如果从句是主谓结构，关系代词充当主语，如果先行词是指人的词，则用whothat，是指物的词，则用whichthat；如果从句是主谓宾结构，关系代词可以充当主语，也可充当宾语。充当宾语时，先行词指人，关系代词一般用whom/who/that, 先行词指物, 关系代词则用whichthat。在这两种情况下，两者都可以省略。如：He is man who told me the news (作主语，指人)The picture thatwhich has mountains and rivers is the one l like best(作主语，指物)The man (whom) you were looking for is over there(作looking for的宾语，指人) He has returned you the dictionary(which/that) you lent to him yesterday(作lent的宾语，指物) 需要注意的是： 一、当关系代词充当宾语时，从句中动词应当具有及物动词的性质。如例句中的looking for和例句中lent。二、关系代词在从句中充当宾语时，从句中不能再出现宾语。如例句中Looking for后不再有the man或him。例句lent后不再有the dictionary或it。 三、关系代词充当主语时，它的人称、数是由先行词决定的，从句谓语动词要与它一致。如例句中whichthat has mountains and rivers。四,当句子主语因被定语从句修饰，而与主句谓语动词分隔开时，也要注意主句主语和谓语的一致。如例句中The pictureis the one I like best和例句中The manis over there。在弄清由关系代词who、whom、that、which引导的定语从句的基本用法的基础上，再去教whose、where、when、why等关系词引导的定语从句就容易得多了。 二、教法尝试 1、汉英翻译引导法。教师可运用英语、汉语结合对照的方法，引导学生逐步认识定语从句。先以关系代词who在定语从句中作主语为例，教师先在黑板上给出单个的作主语的名词，后用汉语陈述一个定语从句，并与学生一道翻译成英语，最后加上主句谓语动词，形成完整的含定语从句的复合句，从而使学生初步认识定语从句。如：教师先在黑板上板书： The man The woman The boy The girl 教师边用汉语口述定语从句内容,边在黑板上各名词之后写出译成英语的定语从句： The man who is playing basketball The woman who wears a diamond necklace The boy who came to see you just now Thegirl who will give us an talk 告诉学生以上画线部分只是一个定语从句，各修饰前面的名词，不是完整的句子，然后再用汉译英的方法使句子完整： The man who is playing basketball is our Enlish teacher The woman who wears a diamond necklace is very rich The boy who came to see you just now is Wang Feis brother The girt who will give us a talk speaks English very well， 让学生依照上例中的步骤， 口头造句，教师可与其他学生共同评价。肯定正确的，纠正错误的。 按照以上关系代词who的训练步骤，用汉英对照法引导并操练关系代词：whom、which，whose等引导的定语从句。并不厌其烦地标出关系代词(用横线)和定语从句部分(用括号)。如： The man (whom you met yesterday)is our English teacherThe dictionary(which was on the desk just now)is our teachers This is the book(which you bought yesterday)He is the man(whose car was stolen last night) I like the book(whose cover is blue) 按以上步骤，介绍关系副词when、where、why引导的定语从句时，要注意the time when(time代表时间名词)、the place where(place代表地点名词)、the reason why(the reason是关系副词why的唯一先行词)这三个结构模式。用例句解释时，最好用横线分别划出在定语从句中作时间状语、地点状语和原因状语的when、where、why和它们所引导的定语从句(用括表示)所修饰的名词(即先行词)。如： I shall never forget the day(when we first met) The room(where he worked )is now kept in good repair. The reason(why he came so early)is his own affair 然后教师提供尽可能多的材料，让学生进行造句练习，从而认识when、where、why所引导的定语从句。 在经过以上各步骤的反复引导和操练，使学生对定语从句结构、本质和含义等基本知识掌握牢固之后 ,再补充一些诸如：介词加关系代词的用法；when、why的省略；the way in which或the way that(不用the way how)的用法；非限制性定语从句；只用关系词that，不用which的情况；as以及as在the sameas、suchas结构中引导定语从句的用法等比较复杂的定语从句现象，学生就能比较容易接受，从而比较全面地掌握定语从句知识。 2.单句合成法：通过一定的步骤将两个单句合并成一个含有定语从句的复合句，使学生弄清主句与从句的关系，抓住定语从句的关键。 教师先板书几组单句，再引导学生找出两句中同指的人和物，初步确定其中一句为定语从句，并用不同色彩的彩色粉笔标出两句中同指的人或物(画横线)和定语从句(用括号)。如： (The man will teach us English .)The man is Mr Zhang.This is the classroom.(We study in it.)The family got much help from their friends.(They have lost everything in a big fire.)I have lost the watch.(My father gave it to me two years ago.) 把所确定的从句中(括号中的)划线部分换成相应的关系词：（Who/That will teach us English）The man is Mr Zhang.This is the classrom.(We study in which/that.)The family got much help from their friends.(Who/That have lost everything in a big fire.)I have lost the watch.(My father gave which/that to me two years ago.) 如果关系词不在句首，就将其移至定语从句之首,以引导定语从句。如第二组和第四组句子中的第二句，分别为： (whichthat we study in) (whichthatmy father gave me two years ago) 其它组句子因定语从句部分的关系词本就在句首,不须移动。把经过以上三步(或两步)变化成的从句部分代入至主句中划线部分(先行词)之后，便合并成了意思和语法都完整的含有定语从句的复合句： The man（who/that will teach us English ） is Mr Zhang. This is the classroom (whichthat we study in)The family(who/that have lost everything in a big fire) got much help from their friends.I have lost the watch(whichthat my father gave me two years ago) 对其它的关系词，如whose、where、when、why等引导的定语从句，也可以进行同样步骤练习。三、练习巩固l、辨误法：在学生学习由关系代词和关系副词引起的含定语从句的复合句后，教师除督促学生自己处理书上练习，补充大量句型变化练习外，还可选出一些中国学生因为语言表达习惯或容易疏忽而出错的典型病句，让学生通过改错练习，提高运用知识的能力，加深印象。例如； The basket in that l put some apples is gone 按照语法规则，关系代词作介词宾语并都提到从句之首时，只能用which，不能用that。因此，此句可改为： The basket in which l put some apples is gone.或： The basket thatwhich l put some apples in is gone。The nurse missed very much the children after whom she looked before因固定短语中的介词不可提至关系代词前，此句可改为：The nurse missed very much the children whom she looked afterbeforePlease bring the book you bought it last week.因关系代词所代替的部分不能在定语从句中再次出现，本句中the book 后省去了作bought宾语的指代先行词the book的关系代词that/which.此句可改为：Please bring the book you bought last week.I never forget the happiest day when we spent with you in Beijing.当先行词是表示时间或地点的名词时，关系词应依据其在从句中所起的作用来定。在从句中作宾语或主语则用which/that,在从句中作时间状语或地点状语时，则用when/where,或适当的介词加关系代词。此句可改为：I never forget the happiest day（that） we spent with you in Beijing. 老师尽可能多地从学生作业中或其它训练资料上为学生选取并提供类似的典型病句，以提高学生能力。2，顺口溜法：依据定语从句的特点，把定语从句的要求和规则编成顺口溜，介绍给学生，对学生牢固掌握定语从句提供帮助。如有一则顺口溜是这样归纳定语从句的规则的:主句型，从句型，两种句子要完整，从句紧靠先行词，关系词引导要弄清，定人用who或whom，定物which当先用关系代词有that，定人定物有本领定时间，要用when，定地点，where行关系代词作成分，唯作宾语可以省。(选自佳梅一文)3，简化从句法：英语中的后置定语可以是一个单词，一个短语（介词短语，分词短语，动词不定式短语，形容词短语等）或者一个句子。定语从句大都可以简化为短语，把含有定语从句的复合句简化为简单句的练习，可以使学生加深对定语从句的了解，更加牢固地掌握定语从句的用法。如： The book which is written in simple English will be published