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Unit 2 Inspiring People Section A (4a-4c) 教案
—— 两大核心句型：It is/was…to do… 与 It is/was…that… 语法课（人教版九年级上册 2026-2027学年）
课题 Unit 2 Inspiring People Section A (4a-4c) 学科 英语
年级 九年级 教材版本 人教版（2024）
课时 第 1 课时 课型 语法课
教学方法 归纳探究法、情境教学法、任务型教学法 教学用具 多媒体课件、黑板、粉笔
学情分析 九年级学生已在前期学习中接触过形式主语it的基本用法，对It is…to do…结构有初步认识，但对of与for的精准区分、强调句与主语从句的辨析仍存在混淆。本课为语法课，学生需要从观察例句中归纳规则，再通过专项练习和语篇运用加以巩固。部分学生在长句结构分析和虚拟语气(should)do的掌握上有一定难度，需要教师借助名人话题语料搭建情境支架，引导学生在真实语境中理解两大句型的功能差异，实现从规则认知到迁移运用的过渡。
教学目标 ①语言能力：精准掌握It is/was + adj. + (of/for sb.) to do sth.和It is/was…that…两大核心句型，能依据形容词属性区分of与for的选用场景；依托4a人物填空、4b句型改写、4c语篇补全三类练习，完成句式仿写、句式转换、语篇填空任务，能用目标句式描述古今榜样人物事迹。②学习能力：采用观察归纳、小组合作探究的方式梳理两类句型结构与用法，掌握语法“发现规律—专项练习—语篇运用”的学习方法；借助分层练习自主完成梯度训练。③思维品质：通过辨析of/for适用差异培养归纳对比的逻辑思维，多角度剖析人物精神闪光点，借助句式改写优化表达逻辑。④文化意识：借助袁隆平、张骞、孔子、雨果等中外榜样语料，感受杰出人物坚守使命、心怀家国的精神内核，增强中华历史文化认同感。
教学重难点 重点：熟练掌握It is/was + adj. + (of/for sb.) to do sth.的句式结构，明确形容人物品质用of、形容事情特征用for的判断方法；掌握强调句It is/was…that…的基础变换规则，能依托4a、4b、4c练习形式完成人物话题下的单句补全、句式改写和语篇填空。难点：能在复杂语境下精准区分of和for的用法，规避形容词判断失误；灵活运用强调句对句子信息进行合理强调改写；能结合张骞等历史人物事迹，在连贯语篇中自然融合两类目标句型表达观点。
一、教学过程
Step 1 Warm-up（导入与目标明确）（3~5 min）
【教师活动】T: Good morning, class! In this unit, we've learned about inspiring people. Today we'll focus on grammar — two key sentence patterns. First, let's look at our learning objectives. Please read the four objectives: language ability, thinking quality, learning ability and cultural awareness.
【教师活动】T: Now let's see the teaching points. The key point is to master two patterns: It is/was + adj. + (of/for sb.) to do sth. and It is/was…that…. The difficult point is to distinguish of and for, and to tell cleft sentences from subject clauses.
【学生活动】Ss: (学生阅读教学目标与重难点，明确本节课两大句型的学习任务，了解of/for区分和强调句判断是学习难点)
【教师活动】T: Before we learn the rules, let's do Activity plete each sentence with a famous person or someone you know. Look at these four sentences — they are about Yuan Longping, Madame Curie, Zhang Qian and a head teacher. Try to fill in the names.
【学生活动】Ss: (学生尝试用名人填空，初步观察四大句型的结构差异，发现of/for和that的不同)
【知识点】4a引入：四个句子分别体现两大句型——句型一用of/for sb.结构（袁隆平It was great of…、张骞It was difficult for…、班主任It's nice of…），句型二用that从句（居里夫人It was amazing that…）。通过名人填空引出本课两大核心语法，建立“榜样人物评价”的话题语境。
【过渡语】通过4a的名人填空，同学们初步感受了两大句型的形式。接下来我们系统学习句型一的基本结构与of/for区分。
Step 2 句型一 It is/was + adj. + (of/for sb.) to do sth. 基础讲解（8~10 min）
【教师活动】T: Let's learn Pattern 1. It is/was + adj. + (of/for sb.) to do sth. is a high-frequency sentence. Here it is the formal subject; the real subject is to do sth. It means “（某人）做某事是……的”. Let's look at the basic structure and tenses — present tense uses is, past tense uses was.
【教师活动】T: Now the key distinction: of sb. vs for sb. When the adjective describes a person's character or personality, use of. The adjectives include kind, nice, good, clever, foolish, silly, brave, polite, rude, careless, honest. These can be converted to Sb. + be + adj. + to do.
【学生活动】Ss: (学生学习of sb.用法，跟读例句It is polite of you to greet others. = You are polite to greet others.，尝试把of句型改成Sb.+be+adj.+to do结构)
【教师活动】T: When the adjective describes the nature, difficulty or importance of a thing, use for. These can't be converted to the Sb.+be structure. Adjectives: easy, difficult/hard, important, necessary, useful, dangerous, interesting, boring, possible, impossible. Also learn negative and interrogative forms.
【学生活动】Ss: (学生学习for sb.用法及否定句be后加not、一般疑问句be提前的变换规则)
【教师活动】T: Now let's learn special questions and common mistakes. For special questions, use What/How. Four error points: ① must use to do, not doing or bare infinitive; ② when no person is specified, can omit of/for sb.; ③ for parallel actions, the later to can be omitted.
【知识点】句型一核心：①of sb.—形容词描述人品性格（kind/nice/clever/foolish/brave/polite等），可改为Sb.+be+adj.+to do；②for sb.—形容词描述事物性质（easy/difficult/important/necessary/dangerous等），不可转换；③否定句be后加not，一般疑问句be提前，特殊疑问句用What/How提问；④必须用to do不能用doing，多个动作并列可省略to。
【过渡语】句型一的基础结构、of/for区分和易错点已经掌握。接下来学习句型一的用法拓展。
Step 3 句型一 用法拓展与易错点（8~10 min）
【教师活动】T: Let's extend Pattern 1. First, with modal verbs: add can/could/may/might/must/should before be, e.g. It must be careless of him to make so many mistakes. For future tense, use It will be + adj. + to do, e.g. It will be great for you to join the club.
【教师活动】T: Some adjectives like good/bad work with both of and for depending on context. good for character (of) vs for benefit (for); bad for character (of) vs for harm (for). Also we can add adverbs too/quite/very/rather after the adjective to strengthen the tone.
【学生活动】Ss: (学生辨析good/bad的of/for两种用法，练习It is good of you to wait for me. / It is good for you to drink more water.，并用副词修饰形容词造句)
【教师活动】T: Now deep transformation: interchange with the infinitive complex structure — To go by subway is convenient for us. And synonym replacement: Sb. find/think it + adj. + to do, e.g. I find it boring to stay at home alone.
【教师活动】T: Let's look at negative forms in detail: ① complete negation — add not after be; ② partial negation — not necessary / unnecessary; ③ negating the infinitive — add not before to, e.g. It is wise of you not to give up easily.
【学生活动】Ss: (学生学习三种否定形式，对比完全否定、部分否定和否定不定式not to do的差异)
【教师活动】T: Special subjects and context: used for formal evaluation; with indefinite pronouns like everyone/anyone/no one, still use the original structure. Key error: it can only be the formal subject, can't be replaced by this/that.
【教师活动】T: More error points: ① if the infinitive is followed by a preposition, the preposition can't be omitted (It is comfortable to live in this room.); ② subject-verb agreement — be always matches it, only use is/was; ③ spoken simplification — can omit the logical subject.
【知识点】句型一拓展：①情态动词+be、将来时will be；②good/bad分场景用of/for；③后置副词too/quite/very/rather修饰；④与不定式复合结构互换、同义句Sb.find/think it+adj.+to do；⑤否定细分（完全否定be后not、部分否定unnecessary、否定不定式not to do）；⑥it不可换this/that、介词不可省、主谓一致只用is/was。
【过渡语】句型一的全部用法和易错点学习完毕。接下来进入句型二——强调句的学习。
Step 4 句型二 It is/was…that… 强调句讲解（6~8 min）
【教师活动】T: Now Pattern 2: It is/was…that…. This pattern includes cleft sentences and subject clauses. Let's start with cleft sentences. The structure: It is/was + emphasized part + that/who + the rest. it has no real meaning, just a formal guide word.
【教师活动】T: Connectors: when emphasizing a person, use that or who; when emphasizing things, time, place, reason, etc., only use that — not when/where/because/how. Let's see what can be emphasized, using He met Lily in the park yesterday. — we can emphasize the subject and the object.
【学生活动】Ss: (学生学习连接词选用规则，练习强调主语It was he that/who met Lily…和强调宾语It was Lily that he met…)
【教师活动】T: We can also emphasize place and time adverbials: It was in the park that he met Lily yesterday. / It was yesterday that he met Lily in the park. And sentence transformations: negative emphasis, general questions (Was it…that… ), special questions (Where was it that… ).
【学生活动】Ss: (学生练习强调地点状语、时间状语及否定强调、疑问句变换)
【教师活动】T: Key judgment skill: remove It is/was…that, if the remaining sentence is complete and meaningful after minor adjustment, it's a cleft sentence. e.g. It was yesterday that we arrived. → We arrived yesterday. (complete → cleft sentence)
【知识点】强调句核心：①结构It is/was+被强调部分+that/who+其余，翻译常加“正是、就是”；②时态is对应现在/将来，was对应过去；③强调人用that/who，其余（时间/地点/原因）一律用that；④可强调主语、宾语、状语；⑤判断技巧—去掉It is/was…that框架后句子完整即为强调句。
【过渡语】强调句的结构和判断技巧已经掌握。接下来学习主语从句以及两大句型的核心区分。
Step 5 句型二 主语从句与两大句型核心区分（6~8 min）
【教师活动】T: Now subject clauses. The structure: It is/was + noun/adjective/past participle + that clause. it is the formal subject; the real subject is the whole that-clause. First, It is + adjective + that clause, often with subjunctive mood — the clause predicate uses (should) + verb base form.
【学生活动】Ss: (学生学习It is+adj.+that从句及虚拟语气should do用法，如It is important that we (should) keep honest.)
【教师活动】T: It is + noun + that clause (a fact, a pity, a surprise, good news). And It is/was + past participle + that clause — said, reported, known, believed, decided, suggested, meaning it is said/reported/well known that….
【教师活动】T: Now the core distinction between the two patterns. ① Structure: cleft — remove framework, sentence complete; subject clause — remaining incomplete. ② Function: cleft strengthens tone; subject clause carries long subject. ③ Connectors: cleft uses who/that for person, that for the rest; subject clause always uses that only.
【学生活动】Ss: (学生对比两大句型，掌握“去掉框架句子是否完整”的区分方法)
【教师活动】T: High-frequency error points: ① when emphasizing time/place/reason adverbials, must use that, not when/where/because; ② subject clause expressing suggestion/necessity uses (should) do subjunctive; ③ in both patterns, that can't be omitted; ④ subject-verb agreement — be always matches it, only is/was.
【知识点】主语从句与区分：①It is+adj.+that从句（虚拟语气should do）；②It is+n.+that从句（a fact/a pity/good news）；③It is+过去分词+that从句（said/reported/known/believed）；④区分关键—强调句去掉框架句子完整，主语从句去掉后不能成句；⑤强调时间地点用that不用when/where、that不可省、主谓一致只用is/was。
【过渡语】两大句型的语法规则全部讲解完毕。接下来通过4b句型改写和4c语篇填空进行综合运用。
Step 6 4b 句型改写与 4c 语篇填空（8~10 min）
【教师活动】T: Now Activity 4b — rewrite each sentence using the words in brackets. Let's do the first one together: We listen to our teacher's advice. (necessary) → It is necessary for us to listen to our teacher's advice. Please complete the rest on your own.
【学生活动】Ss: (学生独立完成4b剩余题目：amazing用that从句、wise/brave用of、inspiring用that从句，注意of/for和that的选择)
【教师活动】T: Now Activity 4c — complete the passage about Zhang Qian with the correct sentence parts. Read the passage and choose A/B/C/D for each blank. Pay attention to the tense and logic of the context.
【学生活动】Ss: (学生阅读张骞故事语篇，根据上下文逻辑和时态完成前两个空，答案为C和D)
【教师活动】T: Continue the passage. The last two blanks. Let's check together: the answers are C-D-B-A. Blank 3 is B (It was really brave and admirable), blank 4 is A (It is important for us).
【学生活动】Ss: (学生完成后两个空，核对答案C-D-B-A，理解张骞被俘后仍坚持使命的故事)
【教师活动】T: Now Think and Share: In what ways is Zhang Qian inspiring Please list two points with reasons. Think about his perseverance and his loyalty.
【知识点】4b/4c综合运用：①4b考查两大句型改写—necessary用for、wise/brave用of、amazing/inspiring用that从句；②4c考查语篇中句型辨析—答案C-D-B-A；③Think and Share张骞两大激励点：毅力（被俘仍坚持，约十年后逃出完成使命）和忠诚（历经困难不忘使命，带回西域珍贵信息）。
【过渡语】4b和4c的综合练习完成。接下来通过改错练习巩固两大句型的易错点，并学习重点词汇。
Step 7 改错练习与词汇详解（6~8 min）
【教师活动】T: Now error correction exercises. There are 10 sentences with errors. Let's do the first five. Find the mistakes and correct them. Pay attention to of/for, the missing to, and pronoun case in cleft sentences.
【学生活动】Ss: (学生找出并改正前五句错误：①for→of ②缺to ③of→for ④缺to ⑤he→him)
【教师活动】T: Now the next five. Note that sentence 3 has no error — it's a correct sentence. Watch out for double predicates, the connector where→that, and pronoun case we→us.
【学生活动】Ss: (学生完成后五句改错：①双谓语改写 ②I→me ③无错误 ④where→that ⑤we→us)
【教师活动】T: Let's learn three key words. First, necessary — adjective, meaning “必需的；必要的”. Usage: It is necessary (for sb.) to do sth. Note: a person can't be the subject — we can't say Sb. is necessary to do sth. Distinguish necessary/essential/important.
【学生活动】Ss: (学生学习necessary的用法、派生词necessarily/necessity及易混辨析)
【教师活动】T: come true — intransitive verb phrase, no passive voice. The subject is usually dream, wish, hope, plan, goal — not a person. Distinguish come true / realize / achieve. The mnemonic: dream as subject uses come true; person as subject uses realize/achieve.
【教师活动】T: elder — adjective/noun, meaning “年长的；长辈”. Collocations: elder brother/sister, respect the elders. Distinguish elder/older: elder emphasizes family order, only for people, not used in comparisons; older emphasizes actual age, for people or things, can be used with than.
【知识点】改错与词汇：①改错10题涵盖of/for误用、缺to、强调句代词格、双谓语、where→that、we→us；②necessary不可用人作主语，派生词necessarily/necessity；③come true无被动、主语为事物，辨析realize/achieve；④elder侧重长幼辈分仅用于人、older侧重年龄可用于比较句型。
【过渡语】改错练习和词汇详解完成。最后进行课堂总结和布置作业。
Step 8 Summary & Homework（2~3 min）
【教师活动】T: Let's summarize. Today we learned two key patterns. Pattern 1: It is/was + adj. + (of/for sb.) to do sth. — of for character, for for things, must use to do. Pattern 2: It is/was…that… — cleft sentences and subject clauses. Remember the judgment skill: remove the framework, if the sentence is complete, it's a cleft sentence.
【学生活动】Ss: (学生回顾两大句型结构，整理课堂笔记，巩固of/for区分和强调句判断技巧)
【教师活动】T: Homework: review the grammar learned in this class, and preview the text for the next class. Please practice writing sentences with both patterns about an inspiring person you know.
【知识点】本课总结：①句型一of描述人品/for描述事物性质，必须用to do，可加情态动词和将来时；②句型二强调句去掉框架句子完整，主语从句去掉后不能成句；③强调时间地点用that不用when/where，主语从句虚拟语气(should)do；④词汇necessary不可用人作主语、come true无被动主语为事物、elder侧重辈分older侧重年龄。
【过渡语】本节课我们围绕“激励人物”主题，通过4a-4c的语法活动，系统掌握了两大核心句型，完成了从规则归纳到综合运用的完整学习闭环。Please review and recite. See you next class!
二、板书设计（三栏式）
句型一 It is/was+adj.+(of/for sb.) to do 句型二 It is/was…that… 重点词汇与易错
of sb.（人品性格）： kind/nice/clever/foolish/brave/polite → 可改 Sb.+be+adj.+to do for sb.（事物性质）： easy/difficult/important/necessary/dangerous → 不可转换 时态：is（现在）/ was（过去） 否定：be后加not 必须用 to do，不能用 doing 强调句：It is/was+被强调部分+that/who+其余 强调人用that/who，其余用that 判断：去掉框架句子完整=强调句 可强调主语/宾语/状语 主语从句：It is+adj./n./过去分词+that从句 虚拟语气(should) do said/reported/known/believed 区分：去掉框架不能成句=主语从句 necessary：不可用人作主语 It is necessary for sb. to do come true：无被动，主语为事物 辨析 realize / achieve elder：侧重辈分，仅用于人 older 侧重年龄，可用 than 强调时间地点用that不用when/where that 不可省略 主谓一致：be 只用 is/was
good/bad 分场景： 表人品用of，表事物用for 后置副词：too/quite/very/rather 同义句：Sb. find/think it+adj.+to do 否定细分：完全/部分(not necessary)/否定不定式(not to do) 否定强调：not放入被强调部分 疑问句：is/was提前 特殊疑问句：疑问词+is/was+it+that 时态：is对应现在/将来，was对应过去 4b 答案要点： necessary→for；wise/brave→of amazing/inspiring→that从句 4c 答案：C-D-B-A 张骞激励点：毅力 + 忠诚
Unit 2 Inspiring People Section A (4a-4c) 语法课 — 两大核心句型
三、教学反思
1. Warm-up 环节通过4a名人填空导入是否有效激发了学生的语法学习兴趣？学生对两大句型的初步感知如何？
2. 句型一基本结构讲解中，of与for的区分是否清晰？学生能否准确判断形容词属于人品性格还是事物性质？
3. of sb.可改为Sb.+be+adj.+to do的转换练习中，学生是否真正理解了转换逻辑而非机械记忆？
4. 句型一用法拓展（情态动词、good/bad分场景、否定细分）信息量较大，学生的吸收情况如何？是否需要拆分课时？
5. 强调句的“去掉框架判断法”是否被学生真正掌握？在后续练习中学生能否独立应用此技巧？
6. 强调句与主语从句的区分是本课最大难点，学生通过结构拆分法能否准确辨析？哪些例句最容易混淆？
7. 虚拟语气(should)do的讲解是否到位？学生在改错和4b练习中是否会出现时态误用？
8. 4b句型改写中，amazing/inspiring用that从句、wise/brave用of的判断，学生正确率如何？
9. 4c语篇填空（张骞故事）答案C-D-B-A的完成情况如何？学生对语篇逻辑和时态的把握是否准确？
10. 改错练习10题的设置是否全面覆盖了两大句型的易错点？第3题“无错误”的设计是否达到了防机械作答的目的？
11. 词汇详解necessary/come true/elder的辨析是否清晰？学生在易混词区分上是否需要更多练习巩固？
12. 板书设计的三栏式结构是否清晰呈现了两大句型框架？学生能否通过板书快速回顾本课重点？课堂时间分配是否合理？

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