资源简介

(共27张PPT)
Unit 4
Unit 4 Heroes
who引导的定语从句
能够认识who引导的定语从句，并理解其意义。
能够在具体语境中正确使用who引导的定语从句。
能够用本单元所学的词汇和who引导的定语从句介绍一位为国战斗的英雄。
battle
n. 战斗，战役
shock
n. 令人震惊的事
survivor
n. 生还者，幸存者
The survivor of the battle, who told us stories of brave soldiers, brought a great shock to everyone.
这场战役的幸存者给我们讲述了英勇战士的故事，这让所有人都大为震撼。
temperature
n. 温度，气温
post
n. 岗位
He stayed at his post though the temperature fell below minus forty degrees.
尽管气温降到了零下四十度，他仍然坚守岗位。
front line 前线
lose
v. 丧失
People deeply respected the heroes who fought on the front line and never lost hope. 人们深深敬佩那些当年在前线战斗、从未丧失希望的英雄。
deeply
adv. 非常，很深地
1. In the writer’s teenage years, what was Zhao Yiman like according to her teacher
She was a brave soldier who never gave in.
How could a woman who loved her young son leave him behind
2. After the writer became a mother herself, what did she wonder
Read the sentences from the reading passage and summarise the grammar rules.
Can you find more sentences with this structure in the reading passage
who都在表示人的名词之后。
who与后面的内容都构成一个完整的句子。这个句子在整个句子中充当定语，修饰who前面的名词。
What are the similarities of the two sentences
attributive clause
定语从句
2. Look at the words before “who”. What do they have in common
They both refer to a person.
3. What do the words after “who” tell us
They give more information about the person.
1. What is the same word used in both sentences
Who.
Now find more sentences with this structure in the reading passage.
1. According to my great-aunt, she was a kind person who always thought of others first.
2. I realised that Zhao Yiman was a hero who would live forever in Chinese people’s hearts.
3. Between the lines, I saw a gentle mother who chose to give her life for her country.
attributive clause 定语从句
who在从句中充当主语，且引导的从句用陈述语序。
Match each sentence beginning with the correct ending.
c who wrote a book about Chinese heroes last year.
1 Lin Tao has an aunt
2 We should remember the soldiers
3 Heroes could be people around us
a who gave their lives for our country.
b who encourage others through their actions.
Complete the diary with the correct expressions in the box.
who fell who gave everything for China
who had little to eat for days who survived
10 October 2026 Sunny
Today, I interviewed an old soldier ________________________ in the Battle at Lake Changjin. As a history lover, I felt very excited.
who survived
I once read about the battle. But it was still a real shock to hear the story from a survivor. He said the temperature then was as low as -40 °C with strong winds and heavy snow. Life was so hard for those soldiers _________________________________. But they stayed at their posts on the front line. Many of them lost their lives. The soldiers ________________________ had their places taken by others, again and again.
who fell who gave everything for China
who had little to eat for days who survived
who had little to eat for days
who fell
My eyes grew wet as I listened to the old man. I was deeply moved by those soldiers _______________________________. They are true heroes.
who fell who gave everything for China
who had little to eat for days who survived
who gave everything for China
What kind of person do you think these soldiers are
2. What influence do you think they have
Read the diary again and answer the questions.
They are brave soldiers who loved our country deeply. / They are strong fighters who were not afraid of coldness or death.
They are true heroes who protected our peaceful life. / They are great people who encourage us to work hard.
1. Do you think the soldiers are heroes
2. Do you know any other heroes who fought for China
合并句子（用 who）.
1. The soldier held his post. He fought on the front line.
________________________________________________
2. The survivor told us a story. He lived through the battle.
________________________________________________
The soldier who fought on the front line held his post.
The survivor who lived through the battle told us a story.
Work in pairs. Introduce a hero who fought for China. Use the words and expressions from the reading passage and the Useful expressions to help you.
… is a kind person who…
… is a brave soldier who…
For the victory of…, … have to…
… fought in…
… gave everything for China.
… is a true hero.
You can outline your story by answering the following questions.
What do you know about him / her
What kind of person is he / she
Why is he / she a hero
What do you know about him / her
What kind of person is he / she
Why is he / she a hero
A hero
Name
What he / she did for China:
What difficulty he / she faced:
Brave, never gave in, kind
The changes he / she brought:
Others’ comments on him / her:
fought in / for…, gave everything for…, made… for…
the weather was…, had little… to…, It was hard to…, had no choice but to…, For the victory of..., ... had to...
Fearless, selfless, loyal, brilliant, …
made… for the first time, changed… for…
… is a great fighter who…, … is a selfless hero who…,
... is a kind person who..., ... is a brave soldier who...,
... is a true hero.
Student A Student B Student C
The hero’s name
What he / she did for China
What difficulty he / she faced
What kind of person he / she is
The changes he / she brought
Others’ comment on him / her
Complete the interview sheet.
A: Who’s your hero
B: Qiu Shaoyun.
A: What did he do
B: He fought in the War to Resist US Aggression and Aid Korea. One day, he was hidden in the grass with his team before a battle. His clothes caught fire. But he didn’t move to put it out. He didn’t want to let the enemy know where they were.
A: How brave he was!
B: Yes. The fire killed him, but he stayed still the whole time.
A: In my opinion, he was a brave soldier who put his country before his life.
B: Yes. He was fearless and loved his country. He was a true hero.
I can
认识who引导的定语从句，并理解其意义。
在具体语境中正确使用who引导的定语从句。
用本单元所学的词汇和who引导的定语从句介绍一位为国战斗的英雄。
Further polish your dialogue after class.
Write a short passage about your hero with attributive clauses with who.中小学教育资源及组卷应用平台
Unit 4 Heroes
Understanding ideas Grammar教学设计
1.课时教学目标
通过本课时学习，学生能够：
（1）理解who引导的定语从句的结构、意义和用法；
（2）运用本课时的核心词汇、句型和语法介绍一位为中国而战的英雄。
2.核心语言
核心词汇：soldier, survive, battle, shock, survivor, temperature, stay at one’s post, front line, lose one’s life, be deeply moved, true heroes等。
核心语法：定语从句（who）。
3.教学过程
教学目标 学习活动 效果评价
Review A/B/C层学生回顾上一课时课文的内容，回答问题：In the writer’s teenage years, what was Zhao Yiman like according to her teacher After the writer became a mother herself, what did she wonder 根据学生回答问题的情况，评价其对上一课时课文的掌握程度。
理解who引导的定语从句的结构、意义和用法。 语法学习 1.A/B/C层学生阅读教师给出的两个句子，总结其结构的相似之处，并在课文中找出更多与其结构相同的句子。 2.A/B/C层学生思考并总结who引导的定语从句的句型结构和用法。 语法运用 1.A/B/C层学生将所给定语从句的主句和从句进行配对。 2.A/B/C层学生阅读日记，使用恰当的短语补全段落。 根据学生的观察和总结情况，评价其对who引导的定语从句结构、意义及用法的理解。 根据学生的完成情况，评价其对who引导的定语从句的掌握程度。
运用本课时的核心词汇、句型和语法介绍一位为中国而战的英雄。 1.A/B/C层学生再次阅读日记，思考并回答问题：Do you think the soldiers are heroes Do you know any other heroes who fought for China 2.A层学生回答教材第56页活动8的问题，可以使用新学的词汇及教材Useful expressions中的表达。然后两人一组，介绍一位为中国而战的英雄。 B/C层学生借助教材Useful expressions中的表达及教师提供的更多的语言支架，回答教材第56页活动8的问题。然后两人一组，参考教师提供的样例，介绍一位为中国而战的英雄。 根据学生的完成情况，评价其能否正确运用本课时的核心词汇、句型和语法介绍一位为中国而战的英雄。
作业内容： A层 Make a poster about a hero who fought for China. B/C层 Further polish your dialogue after class.
21世纪教育网(www.21cnjy.com)

展开更多......

收起↑