七至九年级原创英语读写课程 · 9年级上学期 · 第3课
适用与边界：按初中知识依赖循序推进，不冒充学校教材的精确单元顺序。全部短文、情境、题目为自编，不含听力。文中的80与95是本课程练习目标，不是中考分数承诺。
学习目标
- 区别定语、宾语与状语从句在长句中的作用。
- 以主句骨架和指代关系为线索拆解长句。
- 通过合并与转述改写而不增减事实。
核心讲解
相同连接词不一定做相同工作
I know that he helped us中that引宾语从句，整体是know的对象；The man that helped us left中that引定语从句，修饰man并作helped主语。When he arrived, we started中when引时间状语；I wonder when he arrived中when引宾语从句；the day when he arrived中when修饰day。先问从句依附哪个词、在句中做什么，再命名。
拆句四步：圈有时态的谓语→找每个谓语主语→找连接词边界→提取主句。The teacher who helped us repair the old map said that careful work mattered的主干是The teacher said...，who从句修饰teacher，that从句是所说内容。repair在helped us repair中不是独立的时态谓语。
改写需保留人物、动作、时间、数量、否定、情态和因果。Because he trained, he won不等于Although he trained, he won；may不是must；some不是all。所谓高级句若改变含义，就不是正确改写。
人物事迹写作应从具体行动推品质：A neighbour checked on older residents during a storm可以支持thoughtful/helpful，但不能编成拯救所有人的传奇。本文人物皆为原创情境，不冒充真实名人传记。可用定语句识别人物、过去时写行动、因果句解释影响、现在时写个人反思。
本课词汇与搭配
词义按本课语境给出；同一词可能还有其他含义。先遮住中文回忆，再把搭配写入自己的句子，不只抄单词。
| 词或短语 | 本课意思 | 常用搭配或用法 |
|---|---|---|
| role model | 榜样 | a role model for |
| volunteer | 志愿者 | a community volunteer |
| resident | 居民 | local residents |
| generous | 慷慨的 | a generous person |
| thoughtful | 体贴的 | a thoughtful action |
| patient | 耐心的 | remain patient |
| organise | 组织 | organise an activity |
| influence | 影响 | have an influence on |
| contribution | 贡献 | make a contribution |
| ordinary | 普通的 | ordinary people |
主题阅读与词汇扩展 榜样的坚持与诚实
以下为同课主题拓展的已讲词条，每条包含本课释义、搭配和原创例句。可遮中文回忆，再改写一个例句；不是要求一次背完，也不冒充官方完整词表。
| 词或表达 | 本课意思 | 搭配 | 原创例句 |
|---|---|---|---|
| determination | 决心 | show determination | She showed determination when the first plan failed. |
| persistence | 坚持 | patient persistence | The project required patient persistence. |
| generosity | 慷慨 | an act of generosity | Sharing useful materials was an act of generosity. |
| honesty | 诚实 | value honesty | The team valued honesty about mistakes. |
| humble | 谦逊的 | remain humble | He remained humble after receiving praise. |
| dedicate | 投入 奉献 | dedicate time to | She dedicated time to helping younger students. |
| inspire | 激励 | inspire someone to | His careful work inspired me to improve my notes. |
| admire | 敬佩 | admire a quality | I admire her willingness to check her own claims. |
| leadership | 领导能力 | show leadership | Leadership can mean giving others a clear role. |
| recognition | 认可 | receive recognition | The volunteer received recognition for steady work. |
选读脚手架：这段主题阅读用于在语境中复现词汇，不要求初次学习就独立认出所有词。先读后面的中文问题，再找谁、做什么、为什么；未列入词表的难词可查阅或请教师解释，不因出现过一次就计作已掌握。
原创主题短文
An original profile describes a student who leads a map-making group. When visitors find an error, she does not blame the youngest member or hide the comment. She thanks them, checks the route and corrects the printed guide. At the next meeting, she asks each member to explain one uncertainty before the final copy is approved. Her classmates admire her because she turns an error into a better checking process. The profile presents leadership through ordinary actions rather than through a claim that she never makes mistakes.
读写示范问题：榜样品质由哪些具体行为支持？为何“从不犯错”反而不是可靠结论？
证据解析与迁移：感谢反馈、核查路线、修订指南、邀请成员报告不确定，支持诚实与负责；文本本身有错误发生，不能说从不犯错。用who引定语从句介绍人物，再用because解释品质依据。
以上是有解析的教学示范，不另计入独立编号练习；计分任务总数见练习区。
例题解析
例1：The volunteer who carried the books explained why the labels were changed。主句The volunteer explained...；who carried the books修饰volunteer；why...说明解释的内容。
例2：把“I met a student. The student had organised a book exchange.”合并为I met a student who had organised a book exchange。学生是同一人，先行词与who一致，had organised保持早于会面。
例3：Only two people joined不应改为People joined eagerly，因为数量限制消失，eagerly还是新加的心理描述。
练习
作答要求：除填写答案或写句子外，非写作题均补一句简短理由或原文依据；答案中说明/依据的分数正用于这一步。开放写作按所列量表评分，不必另写语法理由。
共10个编号任务，每题10分，总分100分；一题多空按答案分项给分。第1—8题为基础区80分，目标至少64/80并订正错因；第9—10题为巩固迁移区。冲刺95%以全课得分除以总分计算，至少需95/100，还要求阅读依据可靠、写作切题，不能只背答案。开放题示例不是唯一答案。
1. G9A03-E01
判断从句作用：I believe that she is honest.
2. G9A03-E02
判断从句作用并写出主句主干：The girl who helped me is honest.
3. G9A03-E03
提取主干：The volunteer who lives nearby told us that the road was closed.
4. G9A03-E04
合并：I know the boy. His sister designed the poster.
5. G9A03-E05
改错：I wonder when will the activity begin.
6. G9A03-E06
保留意义改写：He was tired, but he continued. 用Although。
7. G9A03-E07
判断同义：The plan may help some students. = The plan must help every student.
8. G9A03-E08
给“乐于助人”添加可验证行动而非抽象夸奖。
9. G9A03-E09
阅读：During a storm, Mrs Chen checked whether her elderly neighbours needed help. She could not visit every building, so she asked two volunteers to cover the next street. 作者展示何种品质？她是否亲自走遍所有楼？从句whether做什么？
10. G9A03-E10
写100—120词描述一位虚构普通榜样，含两项具体行动、一个从句修饰人物、一处转述或原因说明和你的收获。
参考答案与解析 · 完成练习后展开
参考答案与解析
1. G9A03-E01 答案
that she is honest为宾语从句，作believe的对象。类型5分，作用5分。
2. G9A03-E02 答案
who helped me为定语从句，修饰girl；主句The girl is honest。类型4分，修饰对象3分，主干3分。
3. G9A03-E03 答案
The volunteer told us that the road was closed（核心为The volunteer told us...）。who lives nearby是修饰，that从句为告诉的内容。主干6分，边界4分。
4. G9A03-E04 答案
I know the boy whose sister designed the poster. 所属关系用whose。合并7分，含义3分。
5. G9A03-E05 答案
I wonder when the activity will begin. 宾语从句陈述语序，will放主语后。修改7分，解释3分。
6. G9A03-E06 答案
Although he was tired, he continued. 让步关系保留，不再加but。结构7分，逻辑3分。
7. G9A03-E07 答案
不同义。may→must加强确定性，some→every扩大范围。判断2分，两处变化各4分。
8. G9A03-E08 答案
示例：She explained the route to two visitors and walked with them to the gate. 具体行动6分，能支持helpful4分；不能只再写very helpful。
9. G9A03-E09 答案
体贴/负责任，checking needs及请求协作支持；未亲自遍访，could not visit every building明确；whether引宾语，表示确认是否需要帮助。品质证据4分，范围3分，从句3分。
10. G9A03-E10 答案
示例：My role model is a neighbour who helps run our community library. Last winter, he noticed that several older residents could not reach the library easily. He asked whether they wanted to borrow books and arranged a small delivery list with other volunteers. He also made larger labels for people who found the original print difficult to read. He did not try to do every job alone; instead, he showed younger helpers how to check the records. His actions have taught me that helping others begins with understanding a specific need. I hope to contribute by taking a regular job rather than making an impressive promise that I cannot keep. 内容4分，从句及时间视角4分，品质由行动支持2分。
学习证据与复习
基础区低于64分：返回本课核心讲解，给每个错误贴上“词义、句法、时间、证据、表达”之一，再不看答案重做。达到基础目标：隔两天用不同主语或情境重新造句。冲刺95：将第9题的证据位置和第10题的修改理由写出来；不要把一次满分当成迁移能力。
前置复习：上一课。
课程定位参考：人民教育出版社新版初中英语教材介绍。仅用于教材背景，不表示出版社审核或认可本课程。