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Unit 2 Inspiring People 第3课时 语法课教学设计
教材分析
【What】本课时板块属于Inspiring People（鼓舞人心的人物）单元下的Grammar Focus语法板块，围绕杰出人物故事展开。4a：用 It is/was +形容词+(for/of sb.) to do… / It is/was +形容词+that从句 句型，描写袁隆平、科学家等榜样人物事迹；4b：句型改写练习，巩固 It is +adj. +for/of sb. to do sth. 和 It is +adj.+that从句 ；4c：一篇介绍张骞的短文，讲述张骞出使西域、开辟丝绸之路的经历，同时用本课时it作形式主语的句型补全语篇，最后思考张骞身上值得敬佩的品质。语篇以名人故事为载体，核心语法是it作形式主语的两种常用句型。 【Why】本课时语篇旨在以古今中外榜样人物（袁隆平、张骞、雨果、孔子等）为载体，引导学生认识伟大人物坚韧、勇敢、坚持的品质；通过学习张骞开辟丝绸之路的故事，了解中国历史人物，感受不畏艰险、心怀使命的精神；同时让学生理解：普通人也可以拥有优秀品质，激励学生向榜样学习，树立积极的人生态度。 【How】本课时语篇块包括4a、4b是语法句型操练；4c是人物记叙短文，叙事为主，简单介绍人物经历并评价人物品质。结构上，由句子操练→单句改写→语篇填空层层递进，从句子层面过渡到篇章应用；先呈现句型结构，再在真实人物语篇中运用语法。语篇大量使用it作形式主语句型（ It is +adj. +for/of sb. to do ； It is +adj.+that从句 ）来评价人物行为；词汇多为描述人物品质形容词：brave, inspiring, wise, amazing, important等；语篇用词简洁，叙事清晰。本课时语篇旨在评价人物、描述人物事迹，表达对人物的看法。
学情分析
K(Know)--已知 W(Wonder)--想知/未知 L(Learn)--能知
学生已经掌握简单的形容词、不定式结构；学习过简单人物描写，能读懂简短人物故事；具备基础的阅读理解能力，知道张骞、袁隆平等人物的基本背景。 学生容易混淆 It is +adj.+of sb. to do（形容人品质）和 It is +adj.+for sb. to do（形容事情属性）；不熟悉 It is +adj.+that从句 结构；在写作中不习惯用it作形式主语，容易出现主语过长的句子；用英语评价历史人物、表达观点的能力较弱。 在教师引导下，学生可以识别it形式主语句型；能在语篇中读懂张骞故事，理解人物品质；可以在仿写、填空练习中运用目标句型，尝试简单评价榜样人物。
核心素养教学目标
通过本课学习，学生能够： 语言能力：握 It is/was +adj. + for/of sb. to do sth. 和 It is/was +adj. + that从句 两个it作形式主语句型；能区分of和for的用法；能运用目标句型描述、评价名人；能读懂张骞的短文，完成语篇填空； 学习能力：通过观察例句归纳语法规则；通过句子改写、语篇填空、小组讨论等活动，自主练习句型；学会借助人物故事文本获取信息，归纳人物品质； 3.思维品质：能够梳理张骞的故事脉络；辨析不同形容词对应的评价角度（评价事情/评价人的品格）；辩证思考榜样人物身上可贵的精神，表达自己对英雄人物的看法； 4.文化意识:了解张骞出使西域、丝绸之路的历史，感受古代先行者不畏艰险、坚守使命的精神；认识中外杰出人物的共同优秀品质，树立向榜样学习的意识，增强文化自信。 完成课时目标所需的核心语言如下： 【核心词汇】 Decide on, hear of, borrow sth from sb, finish doing, s simple story, learn from, book report, classic novel, recommend, at the start of, as...as possible, allow sb to do sth, so far, in the past, Chinese literary classic, based on 【核心句型】 --Have you decided on a book for your report --Yes, I have./No, I haven’t. --Has Peter ever heard of this book --No, he’s never heard of it. --Has Chen Jie read this book yet --No, but she’s already borrowed it from the library. --What have you read recently -- I’ve just finished the Romance of the Three Kingdoms.
教学重难点
教学重点：掌握it作形式主语两个核心句型： It is +adj. +for/of sb. to do ； It is +adj.+that从句 ； 能在句子、语篇中识别并正确运用句型，描述和评价人物；读懂张骞短文，理解故事，提取人物品质。 教学难点：区分 It is +adj. +of sb. to do 和 It is +adj. +for sb. to do 的用法差异；在真实表达（口头、写作）中主动使用it形式主语句型评价人物，而不是机械套用句型。
教学过程
教学环节 教师活动 学生活动 设计意图
Lead in 情境导入 Let the students watch an AI video named “ Share Role Models’ stories, Feel their power” to set a situation for this period. 2.Ask guiding questions: "What great things make role models respected What good qualities make them shine " 3. Model the target sentence pattern with an example: "It was great of Yuan Longping to develop a new kind of rice and help reduce hunger." Encourage students to guess and complete the blanks using the given sentence frames; check answers briefly and lead into the grammar topic. 1.Get known the objects in this period through the stimulated situation which is about Role Models’ stories. 2.Think about the guiding questions and discuss with a partner. 3. Try to describe what each person did using the target patterns, e.g., "It was great of Yuan Longping to..." "It was amazing that Marie Curie did research in physics..." Then Share their sentences with the class and listen to peers' ideas. 通过AI视频“Share Role Models’ stories, Feel their power”创设榜样人物故事情境，以生动直观的方式导入本课主题，激发学生的学习兴趣和情感共鸣。引导问题激活学生已有的人物描写词汇和背景知识，句型示范帮助学生初步感知it作形式主语的目标结构。两人讨论与口头表达环节鼓励学生在真实语境中尝试运用目标句型，培养观察能力和初步语言输出能力，为后续语法规则的系统学习做好情感与知识铺垫。
Presentation 学习理解 Guide students to complete 4a: ask them to fill in each sentence with a famous person they know. 2.Write the four example sentences on the board; ask students to observe and discuss in pairs what "it" refers to and when to use "of" vs. "for". 3. Present "It is/was + adj. + (of sb.) to do sth.": explain that "it" is a formal subject and the real subject is the infinitive; distinguish between without "of sb." and with "of sb." . Then use the same way to present "It is/was + adj. + for sb. to do sth." and "It is/was + adj. + that clause". Summarize the key differences between "of sb." and "for sb." 4.Guide students through the Look and Practice exercises (multiple choice, sentence completion, true or false) and provide immediate feedback. Ask several of the students to show their answers. 1. Independently complete the 4a sentences with famous people they know. Then report the answers. 2. Observe the example sentences and work in pairs to discover the function of "it" and the difference between "of" and "for". 3.Take notes on the three sentence patterns, their structures, and the common adjectives used with each. In the process, learn the key differences between "of sb." and "for sb." 4. Complete the Look and Practice exercises individually, then check answers with the teacher and ask questions when confused.1. 以4a句子补全活动让学生在真实人物语境中初步感知目标句型，随后采用“观察—发现—归纳”的探究式学习路径，引导学生通过观察例句自主发现it作形式主语的语法功能及of与for的用法差异，体现学生的主体地位。 系统讲解三个句型结构及常用形容词搭配，帮助学生构建清晰完整的语法知识体系。Look and Practice即时练习及时检验学生理解、巩固规则认知，讲练结合，同时培养学生观察、比较、归纳的逻辑思维能力和自主学习能力。
Practice and Production 探究应用及 迁移创新 Work on 2b: ask students to rewrite each sentence using the words in brackets, reminding them to choose the correct pattern (of/for/that); walk around and offer help. Play a video about Zhang Qian's journey to the Western Regions and ask: "What is the video about What did Zhang Qian's journeys bring to China and the Western Regions " 3. Work on 4c: ask them to read the passage about Zhang Qian and choose the correct sentence parts (A-D) to fill in the blanks; explain key vocabulary (pioneer, the Silk Road, the Western Regions, Yuezhi people, enemy, relationship). 4. Guide students to discuss in groups "In what ways do you find Zhang Qian inspiring Give your reasons." Encourage them to use the target patterns and invite groups to share their ideas. 5. Praise and summarize students' output, highlighting qualities of bravery, strong will and dedication. 1.Complete the 4b: rewriting exercise individually, then compare answers with a partner and correct mistakes. 2. Watch the video about Zhang Qian, take brief notes, and answer the two comprehension questions. Sa:It is about Zhang Qian’s journey to the Western Regions(西域). Sb:His journeys opened the Silk Road, greatly promoted trade and cultural exchanges between China and the Western Regions and linked different civilizations together. Read the 4c passage and choose the correct sentence parts to complete it and retell the story briefly. Discuss in groups why Zhang Qian is inspiring, using patterns like "It was brave of him to..." "It is inspiring that he...". Then present their ideas to the class. 4b句型改写从句型替换层面巩固三个句型的结构转换，强化学生对of/for/that选择规则的掌握。 播放张骞视频将语法学习与历史文化感知有机结合，使学生在真实语境中运用语言； 4c语篇填空实现从单句操练到连贯语篇的过渡，训练学生在篇章中识别和运用目标句型的能力。 小组讨论“张骞为何令人敬佩”鼓励学生用目标句型表达个人观点，实现语言输出与思维训练的统一。通过张骞开辟丝绸之路的历史了解，引导学生感受不畏艰险、坚守使命的精神，增强文化自信，同时培养合作探究和逻辑表达能力。
Seat-work 随堂练习 Ⅰ.用of /for/that 和括号内词适当形式填空。 1. It was clever ______ her __________ (work) out the problem. 2. It is important ______ we _________ (keep) trying when meeting difficulties. 3. It is dangerous ______ kids _________ (play) by the river. 4. It was generous ______ him _________ (give) away his old clothes. 5. It is clear ______ Zhang Qian’s journeys _________ (open) the Silk Road. 6. It was brave ______ Zhang Qian _________ (finish) the hard journey. Ⅱ.句型转换。 1. It is necessary for us to exercise every day.（改为that从句句型） _________________________________________ 2. It is true that we can learn a lot from Zhang Qian’s story.（改为不定式句型） _________________________________________ ___________ 3. It is kind of her to help the homeless kids.（改为that从句句型） _________________________________________ 4. It is possible that they will finish the task on time.（改为for不定式句型） _________________________________________ 5. It is brave of him to save the drowning boy.（改为that从句句型） _________________________________________
Summary 归纳总结 Ask the students to sum up the new words, grammar and sentences . Have a summary of the new words, grammar and sentences with the T’s help. 引导学生自主总结本课时的核心词汇、语法规则和重点句型，帮助学生梳理知识脉络，构建系统的知识体系，强化记忆效果。
分层作业设计
A层： 基础巩固 背诵 It is +adj.+of/for sb to do 句型，抄写 4b完整句子。
B层： 能力运用 完成基础作业 + 仿写 3个句子，用本课句型描述一位你敬佩的人物。
C层： 拓展挑战 写一段 50 词左右短文，介绍一位 inspiring person，至少使用 2 个本课 It 句型，说明敬佩理由。
板书设计
Unit2 Inspiring People Section A(Grammar--4c)
教学反思
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