A Classroom-Based Research on Participles

Grammar is one of the key points of English teaching in secondary vocational schools, and attributive clause is an important grammatical task in secondary vocational English learning. The proportion of attributive clauses in college entrance examination reform papers is still not reduced, and its importance cannot be underestimated. However, the teaching of attributive clauses in secondary vocational schools has been facing some problems, especially in the choice of relative words. Students are used to doing exercises through language sense without any theoretical methods. Teachers have the desire to change the way of teaching, but at the same time, they will be limited by various factors, so that they do not know how to change teaching methods. Some teachers pay too much attention to the communicative ability of language and play down grammar, not to mention that in the teaching of attributive clauses, the teacher only explains the grammar points by explaining the text. The foundation of secondary vocational students is generally poor, and their learning ability needs to be improved. Therefore, in order to help senior high school English attributive clause teaching break through the bottleneck of the current problems, this study mainly discusses the selection of relative words in secondary vocational English attributive clause teaching methods. This study selected 16 students from a class of 53 students (30%) in Grade Two in an undisclosed secondary vocational school in Shandong Province, China. To examine the proficiency level of relative words of attributive clauses of students, the study selected 16 attributive clauses without the relative words from the textbook and workbooks and made the subject students choose proper relative words to complete the sentences. Choosing relative words in attributive clauses is not only a knowledge point in teaching non-predicate verbs but also an important and difficult point. In order to achieve the teaching effect of highlighting the key points and breaking through the difficult points, we should select attributive clauses from the textbooks for students to practice, trigger the resonance of students, and also help them to review the old and learn the new in the meantime.