资源简介

Unit 5 Saving animals in danger：Grammar：教学设计
教学内容 Grammar (pp. 73–74)
主要语篇 语法板块语篇
教学目标 通过本课的学习，学生能够： 1. 理解it作形式主语的结构和意义。 2. 归纳并掌握it作形式主语的相关语法知识。 3. 恰当地运用It is +adjective +for/of +noun/pronoun + to + verb。 4. 正确使用adjective + enough +to +verb。
教学重点 掌握“It is +adjective +for/of +noun/pronoun + to + verb”和“adjective + enough +to +verb”的构成和用法。
教学难点 恰当地运用“It is +adjective +for/of +noun/pronoun + to + verb”和“adjective + enough +to +verb”进行表达。
【教学过程】
Step 1 语法A：Presentation
观察与发现（Observe and discover）：
呈现七年级上册第三单元语法板块中学习的句子“It is fun to play in the snow.”“It is nice to eat ice cream on a hot day.” “It is exciting to take a trip in the countryside in springtime.”,引导学生观察、发现“It is + adjective + to + verb”的句型，该句型用于说明人们对某一活动（如to take a trip in the countryside in springtime）的感受（如exciting）。
呈现课本第73页的语篇，引导学生观察加粗的五个句子，发现语法现象：短文中第一个句子和第四个句子，用了“It is +adjective +for +noun/pronoun +to + verb”句型, 其余三个句子，用了“It is +adjective +of +noun/pronoun +to + verb”句型，然后教师说明此处it为形式主语，真正主语为不定式短语。最后，教师引导学生通过对比思考形容词的功能差异：for说明不定式短语的动作特征，of描述句中人物的特征。
探究与归纳（Explore and induce）：
不定式的逻辑主语：Who does the action
学生通过观察语篇中呈现的句子，归纳it作形式主语的用法及表达的含义。在句型“It is +adjective +for/of +noun/pronoun + to + verb”中，动词不定式是真正的主语，但在多数情况下常用it作形式主语，用来指代句子中后置的动词不定式。for和of后面的名词或代词作动词不定式的逻辑主语。
形容词修饰的成分：What does the adjective do in the sentence Does it modify the verb or describe a person
教师和学生一起分析句子结构：语篇中第一个句子和第四个句子用了介词for，句子中的形容词easy和important主要说明动作的特征，其余三个句子用了介词of，句子中的形容词cruel, wrong, kind主要描述句中人的特征，引导学生归纳以下规则:
Rule 1: We use for when the adjective mainly modifies the verb.
当形容词主要说明动词不定式所表示的动作的特征时，如可能性、必要性、重要性、紧迫性、频繁程度等，在此句型中用for。
Rule 2: We use of when the adjective mainly describes the person.
当形容词主要描述句中人的特征,且大多是描述人物的性格、品质的形容词时，在此句型中用of。
句型的差异：What’s the difference between “It is +adjective +for+noun/pronoun + to + verb” and “It is +adjective +of +noun/pronoun + to + verb”
学生先理解课本第138页 Grammar review A中的两个句子，圈出it所指代的动词不定式，再说明形容词所修饰的成份。完成后, 教师引导学生说出两个句子的差异，积累两个句型中常用的形容词，并邀请学生补充更多的形容词。
Adjectives like amazing, easy, exciting, good, helpful, impossible, interesting, important, necessary, possible, simple and wonderful can be used in such structure.
It is necessary for us to involve more people in animal protection.
(The action of “to involve more people in animal protection” is necessary.)
教师可补充dangerous, difficult, common, rare, right, usual, wrong, typical等
Adjectives like brave, generous, kind, wise, good, mean, polite and thoughtful can be used in such structure.
It is wise of us to involve so many people in animal protection.
(You have involved so many people in animal protection. You are wise.)
教师可补充careless, clever, nice, silly等。
Step 2语法A：Practice
选择恰当的介词完成句子。
It’s very kind of (for/of) you to help me.
It was very clever of (for/of) him to set a trap to catch the runaway dog.
It’s necessary for (for/of) us to learn more about animals.
It is helpful for (for/of) students to review the things they have studied.
Notice: 学生先理解课本第73页活动1中的提示信息，再分析形容词用来说明的对象是动作的特征，还是人的特征，然后选用恰当的句型完成Notice, 最后小组交流展示自己的倡议书，进一步加深对it作形式主语的理解及在语境中的运用。如果学生程度较好，教师可以鼓励学生仿照例句，写出更多的倡议内容。
*Pair work：如学生程度较好，可以两人一组，用“It is + adjective + of+ noun/pronoun + to +verb”句型评价课本第69页主阅读语篇中的一个现象或行为。如对行为“Without warning they raised their guns and shot dead my mother and several of my relatives.”的评价可以是“It’s cruel of them to kill your family and relatives.”
*迁移运用：小组活动，为动物园游客撰写参观须知。如学生程度较好，可以小组讨论，运用课本第138页提供的形容词以及句型“It is +adjective +for/of + noun/pronoun + to + verb”,共同商定几条普遍认为重要的参观须知。若学生程度一般，可参照课本第74页活动2对话中的内容，给出提示信息，如tell people to stop throwing rocks at wild ducks（brave）。
示例：
It is wrong of people to feed the animals. The food may make them ill.
It is brave of people to stop others from hurting the animals in the wildlife park.
It is important for people to stay away from wild animals. This helps keep both visitors and animals safe.
It is thoughtful of people to stay quiet during the visit. Noise might scare the animals.
Step 3 语法B：Presentation
观察和发现（Observe and discover）
教师展示主阅读语篇中的句子“The elephants had more than enough to eat.”和相关图片， 引导学生关注和理解enough表达的含义，再让学生观察课本第74 页的图片和三个句子，比较句子的异同，感知语法结构，理解“adjective + enough + to + verb”的含义：表示主语所指的对象有足够的能力去做某件事情，意为“足够……来……”。
归纳和总结（Induce and summarize）
教师引导学生关注课本第74 页句子中enough的位置和句子含义，鼓励学生总结以下规则。
在“adjective + enough + to + verb”句型中，enough 为副词，修饰形容词，形容词一定要放在enough前面。
“not+adjective + enough + to + verb”意为“不够……来……”;“too+adjective + to + verb”意为“太……以致不能……”,两者可以表达相似的句意，但是句中要使用表达相反含义的形容词，如例句中strong和weak是一对反义词。
Step 4 语法B：Practice
巩固操练：学生观察课本第138页Grammar review B中的三个句子，划出“adjective + enough + to + verb”“not+adjective + enough + to + verb”和“too+adjective + to + verb”的结构，并理解其表达的含义。教师可以引导学生根据句子结构猜测“timid”的含义, 即“not brave”。
对子活动：学生运用句型，完成课本第74页活动2 的填空练习。教师可对“adjective + enough + to +verb”和“too+adjective+to+verb”进行再次解读，如：“not brave enough to tell him to stop it”可以改写为“too timid to tell him to stop it”。如果学生程度较好，教师可以呈现更多图片和词汇提示信息，鼓励学生开展对子活动，谈论参观动物园的其他经历。如：
Baby pigs, not strong, protect themselves
Baby pigs are not strong enough to protect themselves.
Giraffes, tall, reach the leaves on the tree
Giraffes are tall enough to reach the leaves on the tree.
句子改写：呈现本单元相关语句，学生运用“adjective+enough+to+verb” 和“too+adjectives+ to + verb”进行改写。
（1）Elephants are really smart. They can recognize themselves in the mirror.
Elephants are smart enough to recognize themselves in the mirror.
（2）Elephants are strong. They can lift up to 400 kg with their trunks.
Elephants are strong enough to lift up to 400 kg with their trunks.
（3）Baby elephants are not big enough to feed themselves.
Baby elephants are too young to feed themselves.
（4）The sick bird was strong. It could fly again.
The sick bird was strong enough to fly again.
（5）Xiujuan was really tired. She couldn’t return to the shore.
Xiujuan was too tired to return to the shore.
小组比赛：教师提前准备一份常用形容词列表，课上随机选一个形容词，学生有30秒讨论时间，接着教师随机选取一个小组，该小组必须立刻派出两名成员，分别用“adjective+enough+to+verb” 和“too+adjectives+ to + verb”说出1个句子。句子结构正确，句意合理，即可得1分，得分最高的小组获胜。如教师呈现“strong”,成员1回答：“This elephant is strong enough to carry heavy goods.”;成员2回答：“That elephant is too weak to carry the heavy goods.”
Step 5 语法A&B：Production
Grammar in use：要求学生使用“It is +adjectives +of/for+ noun/pronoun + to + verb”和“adjective + enough +to+verb”句型，谈论为什么人类要保护濒危动物。活动过程中，教师可补充相关场景图片和词汇提示。 如：
It is necessary for everyone to protect animals in danger.
We are old enough to do our part to help protect animals in danger.
*守护者行动计划：如学生程度较好，教师可以组织学生选择一种濒危动物，如大熊猫、扬子鳄等，运用下列目标句型撰写保护提案：
“It is +adjective+for + noun/pronoun+ to + verb”(如：保护的必要性)
“It is +adjective+of + noun/pronoun+ to + verb”(如：赞扬具体行为)
“too+adjectives+ to + verb”(如：现存问题)
“adjectives+ enough + to + verb”(如：解决方法)
参考范例：
The habitat of giant pandas is too limited to support the large population.
It is nice of the government to set up a nature reserve for them.
In fact, it is necessary for everyone to take action to protect giant panda.
If we are all brave enough to stop the hunting of wild animals, the world will be much better.
【评价】
课后指导学生填写以下学习评价表：
评价内容 评分（1–5）
1. 我能理解it作形式主语的结构和意义。 1 2 3 4 5
2. 我能恰当地运用“It is +adjective +for/of + noun/pronoun + to + verb”, 并区分两个句型所表达含义的区别。 1 2 3 4 5
3. 我能归纳并正确使用“adjective + enough +to +verb”句型。 1 2 3 4 5
【课后作业】
基础作业：
结合课堂笔记，梳理复习A、B两个板块的语法知识
完成课文第138页的语法练习。
拓展作业：
根据Grammar in use的活动要求，撰写一篇短文，要求正确运用“It is +adjective +for/of + noun/pronoun+ to + verb”和“adjective + enough +to+verb”句型。
35

展开更多......

收起↑