對《定語從句中關系代詞的操練與鞏固》一節課的教學思考

閆建明

【中圖分類號】G633.4 【文獻標識碼】A 【文章編號】2095-3089（2016）01-0122-01

最近，聽了一位青年教師《定語從句中關系代詞的操練與鞏固》的一堂課。這位青年教師在前幾節課著重給學生講述了定語從句的特點以及關系代詞功能、意義及用法。這節課的教學目標是關系代詞的操練與鞏固。課堂上教師給了學生30道多項選擇題，學生限時做完，然后教師公布答案并講解。整個課堂活動單一，致使教學目標沒有很好的達成。為了幫助這位青年教師成長，我們開展了以下幫扶活動。

一、指導這位青年教師閱讀并理解以下關于語法教學的理論知識

（1）《普通高中英語課程標準（實驗）》 （江蘇教育出版社P69）指出：高中語法教學要從用的角度出發，要發展學生比較強的語法意識，也就是說，語法教學不能局限在語法的范疇內，必須與邏輯思維聯系起來，與人說話的意識聯系起來，與篇章語境聯系起來，與文化聯系起來等。

（2）語法學習包含三個階段：語法知識的習得歸納階段、語法功能的理解階段、語法功能的運用階段。也就是說，我們的語法教學要從語法知識，對應語法知識的功能和運用三個方面完成（對于語法教學，我們長期只停留在對語法知識的歸納和總結層次，而忽視了語法功能的理解和運用）。

（3）在Teaching Language：From grammar to grammaring （作者： 拉森·弗里曼）一書中作者指出 ：不應把語法視為一套靜止的規則， 而應把它當成一種與聽說讀寫并行的技能教給學生。為此，她造了一個詞grammaring， 用來指“準確， 有意義而且得體地使用語法結構的能力。從這本書中我們可以感悟到語法技能是英語學習最基本的技能之一。語法技能是指學生用不同的語言形式（語法結構）來獲取信息（即聽、讀）和表達信息（說、寫）的能力，而不是做語法題的能力。

二、按照以上理論知識重新設計《定語從句中關系代詞的操練與鞏固》一課

語法結構：relative clauses introduced by who/whom/which/that/whose

語法功能：識別、描述或補充說明主句中作先行詞的名詞

活動目的：用于該語法結構的操練與鞏固

活動形式：making dialogues； describing places of interest； writing diary

活動步驟：

Step 1：

Complete the following letter from your pen friend， using relative pronouns. （設計意圖：通過閱讀文章、理解信息的內容，填寫恰當的關系代詞，復習定語從句中關系代詞的用法，為以下的操練運用做準備）

Dear Lin，

I received the letter ______ you sent me last week. Thank you for sending me the photos ______ remind me of the Chinese Spring Festival. How are those friends ______ I came to know at Sues party？ I still remember the tall girl ______ umbrella I mistook and how I was allowed to keep it as a gift.

Last time you asked about the meaning of buffalo wings. Actually， buffalo wings are chicken wings and drumsticks ______ are fried in oil. After being fried， they are covered in a red hot pepper sauce and butter. The usual places ______ sell buffalo wings are bars. I especially like the buffalo wings from “Farmers Arms”， ______ sauce is so hot and spicy that I must drink cold beer to cool off my mouth.

By the way， I have bought the English book ______ you want. My father has asked his colleague， ______ is leaving for Korla next week， to bring it to you. How I wish we could meet again soon.

Best wishes.

Vivan

Step 2：

1.In pairs， discuss what kind of pen friend you would like to have by substituting the underlined part in the given dialogue. （設計意圖： 通過情景對話，與筆友談論理想中的景點，操練which/that引導定語從句的用法）

A：What kind of person would you like to have as a pen friend？

B：I would like to have one whose native language is English， so we can communicate in English. How about you？

A：I prefer to have one who has the same interests and hobbies as I do， so we will have a lot to share.

2.Suppose you are talking with your pen friend about where to go during his/her visit. In pairs， complete the following dialogue.

A：I am going to show you around the city. Any place you would particularly like to see？

B：I would like to go to those small towns .

A： Thats just what I am thinking of. Anything else？

B： Places ________________________ are also a good choice at this time of year.

A： Oh， yes. We can take nice photos there.

Step 3：

Describe a place of interest in Korla by combining the sentences with relative clause as attributes. （設計意圖：學生通過對信息進行合理的組合，對庫爾勒的游覽景點作介紹。要求學生運用定語從句進行描述，使相關信息更豐富，句子結構更多樣化，也為接下來寫日記活動做好語言準備。 學生可以用不同方式表達。）

A：Peacock River

Peacock river is called “Mother River” by the citizens.

It runs across the center of the city.

Many swans spend winter on the river.

Step 4：

Write a diary with the title “A day with my pen friend”. The diary should include the information about your pen friend， the means of transport and the place you have visited. （設計意圖：通過對一天游覽活動的描寫，要求學生綜合操練定語從句，正確運用關系代詞。通過以上練習，學生將無生命的語法規則變成鮮活的語法技能，在真實情景中學生不知不覺地用語法結構、功能獲取信息和表達信息）

通過以上幫扶活動，這位青年教師真正理解了語法教學的目的和意義并掌握了一定的教學設計思路，并在后續的課堂教學中收到了良好教學效果。