资源简介

新人教版九年级英语上册 Unit 2 Inspiring People
Section A Grammar Focus 4a–4c 教学设计（语法课）
课型：语法课（Grammar Focus）　｜　课时：1 课时（45 分钟）
一、教材分析
本课时是 Section A 的语法板块。Grammar Focus 框内例句承接 3a–3d 对话中反复出现的 It was + adj. + of sb. + to do sth.（如 It was very creative of him to design it. / It’s really very nice of him to support and encourage my exchange study here.），系统归纳 It 作形式主语的三类句型：① It is/was + 品质形容词 + of sb. + to do sth.（形容词评价人的品质）；② It is/was + 事物形容词 + (for sb.) + to do sth.（形容词评价事情的性质、难易与重要性）；③ It is/was + 形容词 + that 从句（对完整事件作整体评价）。
练习设计由浅入深：4a 为半开放句型仿写（用知名人物补全句子），4b 为句型改写专项（用括号内形容词转换句子，突出 of/for 辨析），4c 为以张骞出使西域为背景的语篇选句填空，并设开放性问题 In what ways do you find Zhang Qian inspiring 实现从单句操练到语篇综合运用的过渡，同时训练长难句拆解能力。
育人价值：语法例句与练习全部绑定励志人物素材（袁隆平、法拉第、居里夫人、孔子、桂海潮、雨果、张骞），在语法训练中渗透坚持、勇敢、奉献、家国情怀等品质；张骞开辟丝绸之路的故事兼具历史与时代意义，增强学生文化自信。
二、学情分析
学生在 3a–3d 已接触 It was + adj. + of sb. + to do sth. 句型（如 It was very creative of him to design it.），对"it 作形式主语"有初步感知；能说出 brave, wise, nice, important, difficult 等评价类形容词。但学生对 of/for 的用法极易混淆，不知道判断技巧；面对含多个不定式、后置定语、从句的长难句时，常分不清主干与修饰成分；在完整语篇中结合上下文选择正确句型也存在困难。
常见错误预判：① of/for 混用（如 kind for Lily、difficult of me）；② that 从句漏 that（It was amazing he did ...）；③ 改写漏 to do 或丢成分；④ 4c 不看空前句主语与语境直接乱选。备好错误预警卡（见第七节表4），课堂即时订正。
九年级学生具备观察例句、归纳简单语法规则的能力，结合张骞、袁隆平等熟悉人物素材开展练习能激发兴趣；采用自主归纳＋小组合作辨析＋分层练习的策略，可有效突破重难点。
三、教学目标（核心素养四维）
表1　教学目标（核心素养四维）
维度 教学目标
语言能力 ① 掌握新词：necessary, seed, childhood, come true, dynasty, western（含 western regions 西域）；② 掌握 It 作形式主语三类句型，能区分 of（评价人的品质）与 for（评价事情的性质/难易）；③ 能完成 4a 人物补全、4b 句型改写与 4c 语篇选句填空；④ 能用目标句型口头及书面评价励志人物。
文化意识 了解张骞出使西域、开辟丝绸之路的伟大事迹，学习袁隆平、桂海潮等中外榜样的坚持与奉献精神，增强文化自信与家国情怀。
思维品质 通过观察例句自主归纳语法规则，发展概括与归纳能力；通过 for/of 辨析与长难句拆解，提升逻辑分析与结构化思维。
学习能力 掌握"抓主干、划修饰"的长难句拆分方法；学会用"sb. is + adj. + to do sth."判断技巧区分 of/for；通过分层练习与小组合作提升自主学习与协作能力。
四、教学重难点
教学重点：① It is + adj. + of sb. + to do sth.（品质形容词：brave, wise, nice, kind, honest, polite, clever, careless 等）；② It is + adj. + for sb. + to do sth.（事物形容词：difficult, easy, important, necessary, useful, dangerous, possible, convenient 等）；③ 4a 人物补全、4b 句型改写；④ 新词词义与搭配（come true, western regions, childhood 等）。
教学难点：① 精准区分 of（修饰人品质）与 for（修饰事情属性），学生极易混用；② 长句改写时语序、不定式结构不遗漏；③ 长难句拆分（抓主谓主干、划分修饰成分）；④ 在 4c 张骞短文语境中灵活选用目标句型。
突破策略一（of/for 辨析，核心难点）——“三步判断法＋口诀”：第一步看形容词能否直接形容人——能（kind, nice, brave, wise, creative, careful, polite, honest, clever, careless 等）用 of，不能（difficult, easy, important, necessary, useful, possible, convenient 等）用 for；第二步“回写法”验证：sb. + be + 形容词 通顺则 of（He is kind. → of her），不通顺则 for（She is difficult. → for her）；第三步归类记忆两个形容词清单，配合“30 秒同桌互测”。口诀：人 of 事 for。错误预警见第七节表4。
突破策略二（句型改写）——“四步法”：① 看括号形容词定性（品质→of / 事情属性→for / 完整事件→that）；② 保留原句主干信息一个不丢；③ 补全 to do 不定式或 that 从句；④ 检查时态、语序与成分完整。错误预警：漏 to（It is important for us keep ... ）、漏 that（It was amazing he did ... ）。
突破策略三（长难句拆分）——“先找主谓定主干，再划修饰不遗漏”：先圈谓语动词与连词，再找主语和宾语定主干，最后划出不定式、介词短语、从句等修饰成分；教师先示范 2 句，学生小组互讲，再独立完成（示范见教学过程（三））。
突破策略四（4c 语篇）——“先通读、再定空、后验证”：先读全文抓大意与人称线索；每空先看前句主语是 it 还是 he、判断评价方向属于“鼓舞/困难/勇敢/重要”哪一类，再代入验证时态与逻辑；答案 C→D→B→A，逐空说理（见教学过程（四））。
五、教学准备
多媒体课件（袁隆平、张骞、丝绸之路图片与短视频）、of/for 区分思维导图、三步判断法口诀卡、错误预警卡（见第七节表4）、句型转换模板、张骞短文学案、分层语法练习单（第十一节随堂练习题单）、自评互评量表。
六、教学过程（45 分钟）
表2　教学流程总览（时间分配为建议值）
环节 教材活动 时间 主要活动与设计意图
情境导入 — 4 分钟 袁隆平、张骞图片导入，示范句型，激活旧知。
感知归纳 Grammar Focus 9 分钟 研读例句，自主归纳三类句型与 of/for 规则。
句型操练 Work on 4a、4b 15 分钟 4a 人物补全→4b 句型改写→长难句专项拆解。
语篇运用 Work on 4c 12 分钟 张骞短文选句填空→背景讲解→开放问题讨论。
总结作业 — 5 分钟 小结三类句型与判断技巧，分层作业布置。
（一）情境导入（4 分钟）
1. 图片导入：出示袁隆平、张骞人物图片，教师口头造句示范：It was great of Yuan Longping to develop a new kind of rice and help reduce hunger. / It was brave of Zhang Qian to go on his long journey. 学生跟读并模仿；再用例句对比（V-ing / 不定式 / that 从句作主语）点出“句子头重脚轻→用 it 作形式主语”，快速建立本课语法意识。
2. 问题驱动：板书核心句型，抛出问题：什么时候用 of，什么时候用 for？引出本课语法重点。
设计意图：依托单元人物主题创设语法语境，用熟悉人物例句降低语法学习枯燥感，激发学习兴趣。
（二）感知归纳 · Grammar Focus（9 分钟）
1. 研读例句：展示 Grammar Focus 框内例句，带读并标注 adj.、人物、动作三部分：It was great of him to develop a new kind of rice and help reduce hunger. / It was amazing that he did scientific research in physics and chemistry even though he didn't receive a formal education. / It was difficult for her to do that kind of work back in those days. / It's really very nice of him to support and encourage my exchange study here. / It is always important (for us) to keep going in life. 朗读后先回答：每句的 it 分别指代什么？（真正主语）
2. 自主归纳：提问 What are the real subjects of these sentences 引导学生发现 it 为形式主语、真正主语是后面的不定式或 that 从句，并分组归纳三类句型结构。
3. 规则点拨（“三步判断法”）：第一步，形容词能否直接形容人？能（品质词）→ of；不能（事物词）→ for。第二步，“回写法”验证：sb. + be + 形容词 通顺则 of（You are creative. → It was creative of him to design it.）；不通顺则 for（She is difficult. → It was difficult for her to do that kind of work.）。第三步，用口诀“人 of 事 for”归类记忆。注意：that 从句句型与 of/for 无关，that 一般不省略。
设计意图：以观察驱动自主归纳，避免教师单向灌输；判断技巧化难为简，突破 of/for 核心难点。
（三）句型操练 · Work on 4a 与 4b（15 分钟）
1. 4a 人物补全：完成 4a：Complete each sentence with a famous person or someone you know. 学生独立填写人物（先读句意、再匹配人物，避免张冠李戴），逐句核对并追问依据。参考答案：It was great of Yuan Longping to develop a new kind of rice and help reduce hunger. / It was amazing that Michael Faraday did research in physics and chemistry even though he didn't receive a formal education. / It was difficult for Marie Curie to do that kind of work back in those days. / It's really very nice of Adam's father to support and encourage his exchange study. / It is always important for us to keep going in life.（第 5 题 for 后也可填人名，答案不唯一）
2. 4b 句型改写：示范第 1 小题（We listen to our teacher’s advice. → It is helpful / necessary / important for us to listen to our teacher’s advice.），学生独立完成 2–5 小题并核对答案：Tall trees can grow from tiny seeds. → It is amazing / interesting / wonderful that tall trees can grow from tiny seeds.；Confucius said that we should treat our elders with respect. → It was wise of Confucius to say that we should treat our elders with respect.；Professor Gui’s childhood dream of becoming a space scientist came true through his efforts and hard work. → It was inspiring that Professor Gui’s childhood dream of becoming a space scientist came true through his efforts and hard work.；Victor Hugo stood up for the common people he cared about. → It was brave of Victor Hugo to stand up for the common people he cared about.
3. 长难句拆解：提炼三处典型长难句：Professor Gui's childhood dream of becoming a space scientist came true through his efforts and hard work. / It seemed impossible for him to finish his task or to return home. / He finally succeeded in finding the Yuezhi people. 讲授“先找主谓定主干，再划修饰不遗漏”并示范：Professor Gui's childhood dream of becoming a space scientist（主语＋of 短语后置定语）came true（谓语）through his efforts and hard work（方式状语）；学生用横线画主干、波浪线画修饰，小组互讲句子结构，教师抽查 2 人上台板演。
设计意图：单句仿写→同义改写→长难句拆解，层层递进；分层机械操练逐个突破句型结构与易混难点，同时对接中考阅读考点。
（四）语篇运用 · Work on 4c（12 分钟）
1. 背景引入：简要介绍张骞出使西域、开辟丝绸之路的历史背景（汉武帝派张骞寻月氏人联合抗敌，途中被俘约十年，逃脱后最终找到月氏人，带回西域珍贵情报，后再次出使建立邦交）。
2. 短文填空：学生默读短文，运用长难句拆分方法理清句意，结合上下文逻辑完成选句填空。答案：C（It is always inspiring to read about great people and learn their stories.）→ D（It seemed impossible for him to finish his task or to return home.）→ B（It was really brave and admirable that he never forgot his task, and his travels also brought back valuable information about the Western Regions.）→ A（It is important for us to remember the past and find ways to do more for a better future.）。逐空说理：C 空后引出“读伟人故事”的主题 → It is always inspiring；D 空前是“张骞被敌人抓获”→ 完成使命或回家似乎不可能；B 空前是“他从未忘记使命”→ 用 It was really brave and admirable that；A 空在结尾升华 → It is important for us。
3. 开放问题：小组互对答案并讨论：In what ways do you find Zhang Qian inspiring Give your reasons. 引导学生用目标句型作答，如 It was really brave and admirable that he never forgot his task. / It seemed impossible for him to finish his task, but he never gave up.
设计意图：从单句语法、长句分析过渡到完整语篇综合运用，实现语法、句法、阅读融合；开放问题实现句型从书写到口头表达的迁移。
（五）总结与作业（5 分钟）
师生共同梳理三类句型、of/for 形容词分类与“三步判断法”（口诀：人 of 事 for）、长难句拆分口诀（先找主谓定主干，再划修饰不遗漏）；依据自评量表完成自评/互评（能区分 of/for？会改写句型？能拆解长难句？）。
情感升华：张骞、袁隆平等榜样以坚持与奉献照亮历史，我们亦当"铭记过去、开创未来"（It is important for us to remember the past and find ways to do more for a better future.）。
七、核心语法聚焦（It 作形式主语）
表3　三类句型结构、适用形容词与场景例句
句型结构 用法/适用形容词 场景例句
It is/was + 品质形容词 + of sb. + to do sth. 形容词评价人的品质：brave, wise, nice, kind, honest, polite, clever, careless, creative, great 等；＝ sb. is adj. to do sth. It was great of him to develop a new kind of rice and help reduce hunger.
It is/was + 事物形容词 + (for sb.) + to do sth. 形容词评价事情的性质/难易/重要性：difficult, easy, important, necessary, useful, dangerous, possible, convenient, interesting, amazing 等 It was difficult for her to do that kind of work back in those days.
It is/was + 形容词 + that 从句 对完整事件作整体评价：amazing, true, important, strange, certain, inspiring, clear 等；that 一般不省略 It was amazing that he did scientific research in physics and chemistry even though he didn't receive a formal education.
判断技巧（三步法）：第一步，形容词能否直接形容人？能（品质词）→ of；不能（事物词）→ for。第二步，“回写法”验证：sb. + be + 形容词 通顺则 of（You are creative. → It was creative of him to design it.）；不通顺则 for（She is difficult. → It was difficult for her to do that kind of work.）。第三步，用口诀“人 of 事 for”归类记忆。注意：that 从句句型与 of/for 无关，that 一般不省略。
表4　of/for 常见错误预警（供课堂即时订正）
错句 正句 原因与对策
It is kind for Lily to help old people. It is kind of Lily to help old people. kind 形容人的品质 → of；用“回写法”验证（Lily is kind. ）
It was difficult of me to learn western history. It was difficult for me to learn western history. difficult 说事情难易 → for；不能说 I am difficult.
It was amazing he did research in physics and chemistry. It was amazing that he did research in physics and chemistry. that 从句作真正主语，that 一般不省略
It is important for us keep going in life. It is important for us to keep going in life. 不定式结构必须完整，不能漏 to
八、板书设计
表5　板书设计（三类句型与 of/for 辨析）
板块 内容 要点/示例
核心句型 It is/was + adj. + of sb. + to do sth. 品质词：brave, wise, nice, kind, honest, creative（例：It was creative of him to design it.）
It is/was + adj. + (for sb.) + to do sth. 事物词：difficult, easy, important, necessary, useful（例：It is important for us to keep going in life.）
It is/was + adj. + that 从句 整事评价：amazing, true, inspiring, certain（例：It was amazing that he did research in physics and chemistry.）
判断技巧 sb. + be + adj. 可改写通顺 → of；否则 → for You are creative. → of（口诀：人 of 事 for）
核心词汇 necessary, seed, childhood, come true, dynasty, western, western regions come true 实现（主语为梦想等，不及物）
长难句拆分口诀：先找主谓定主干，不定式、介词短语作修饰。
九、作业设计（分层）
必做：① 背诵三类 It 句型并抄写 of/for 分类形容词清单；② 完整完成 4a、4b 习题誊写并标注中文翻译；③ 熟读 4c 张骞短文，划分长难句主干与修饰成分。
选做：① 用本课句型写 5 个句子评价 5 位励志人物（名人或家人均可），兼顾 of、for 两种结构；② 写一段 60 词左右的小短文介绍一位你敬佩的人，至少使用 3 处 It 形式主语句型。
十、教学评价与反思要点
评价：课堂观察（4a/4b 完成度、of/for 选用依据、4c 填空正确率）＋自评互评量表＋作业反馈三维结合；4b 批改统计 for/of 混用错误率（≥30% 时下节课用 2 分钟专项订正），4c 抽查长难句主干划分结果。
反思方向：若 of/for 仍混淆，可增加对比归类小游戏与判断口诀操练；长难句拆解需先示范再放手，关注学困生主干识别；4c 开放问题注意引导学生完整作答、多角度评价；可补充介绍身边榜样，贴近生活实际。

展开更多......

收起↑