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Unit 2 Inspiring People 第3课时 Grammar Focus（语法课）
基本信息 课题：Unit 2 Inspiring People — Grammar Focus 课型：语法课｜课时：1课时（45分钟）｜授课年级：九年级上册
核心素养目标 语言能力 观察并归纳 It is/was + adj. + of/for sb. to do、It is/was + adj. + that 从句等结构；完成 4a、4b、4c 练习，能正确选用 of 与 for，用本课句型写名人句和张骞短文。 学习能力 通过“观察例句—归纳规则—操练运用”学习语法，借助 4c 语篇体会结构在语境中的用法；通过同桌互查订正。 思维品质 比较 of 与 for 两类形容词的区别，判断句子该用哪种结构。 文化意识 借助袁隆平、屠呦呦、居里夫人、张骞等例句，了解他们的贡献，体会名人身上的品质，懂得把榜样写进自己的句子。
教学重难点 教学重点 ①归纳 It is/was + adj. + of sb. to do 与 + for sb. to do 的区别；②完成 4a、4b、4c 练习并正确运用。 教学难点 ①根据形容词判断用 of 还是 for；②在语篇中正确选用结构完成句子。
语言点
Language Points ①It is/was + adj. + of sb. to do sth.：形容词描述人的品质、性格（kind, nice, clever, brave, wise, polite, foolish, generous, rude, honest），可改写为 Sb. + be + adj.。例：It was great of Yuan Longping to develop a new kind of rice. ②It is/was + adj. + for sb. to do sth.：形容词描述事情的性质、难易、重要性（important, difficult, easy, hard, necessary, possible, impossible），不可改写为 Sb. + be + adj.。例：It was difficult for Tu Youyou to do that kind of work back in those days. ③It is/was + adj. + that 从句：that 从句作真正主语，that 不可省略，其后不能直接加 for/of sb.。例：It was amazing that Marie Curie did research in physics and chemistry. ④It is/was + adj. + to do sth.：动词不定式作真正主语，可加 for sb. 或 of sb.。例：It is necessary for us to listen to our teacher’s advice. ⑤品质类形容词归纳：kind 善良的、polite 有礼貌的、brave 勇敢的、honest 诚实的、careful 细心的、careless 粗心的、clever 聪明的、foolish 愚蠢的、rude 粗鲁的、wise 明智的、nice 好心的、generous 大方的。
教学环节 师生活动 活动观层次 评价要点
Step 1
Review & Lead-in ①话题导入：这些句子有什么共同点呢？ ②师生互动：教师呈现图片/人物，引导学生用英语说出已知故事（如 Complete each sentence with a famous person or someone you know.、It was great of … to develop a new kind of rice and hel）；唤醒“励志人物”话题词汇与表达。 学习理解
感知与注意 话题导入与旧知激活
设计意图 先让学生观察几个以 it 开头的句子，说说它们的共同点，自然引出本课 it 作形式主语的结构。
Step 2
Topic Vocabulary:
Present & Practice ①词汇（音形义）：necessary adj. 必要的；必需的 seed n. 种子 childhood n. 童年 come true 实现；成为现实（短语） dynasty n. 朝代；王朝 western adj. 西方的；西部的 region n. 区域；地区 ②跟读与感知：教师带读音标，学生在例句中体会音形义与搭配； ③检测：同桌互考认读与拼写，教师用闪卡或听写快速检查。 学习理解
感知与注意 新词认读与拼写
设计意图 学习 necessary、seed、childhood 等新词，为读懂张骞和名人例句做准备。
Step 3
Work on 4a:
Grammar Focus ①任务：Complete each sentence with a famous person or someone you know. ②素材：It was great of … to develop a new kind of rice and help reduce hunger.（例：It was great of Yuan Longping to develop a new kind of rice.）；It was amazing that … did research in physics and chemistry even though ….（例：It was amazing that Marie Curie did research in physics and chemistry even though she faced many difficulties.）；It was difficult for … to do that kind of work back in those days.（例：It was difficult for Tu Youyou to do that kind of work back in those days.）；It’s really very nice of … to support and encourage ….（例：It’s really very nice of Adam’s father to support and encourage Adam’s exchange study.） ③教师：教师出示例句，引导学生观察结构、归纳用法和注意点。 ④学生：学生结合例句找规律，完成练习，体会用法上的差别。 应用实践
观察与发现 语法观察与操练
设计意图 用名人补全句子，在真实例句中感受 It is + adj. + of/for sb. to do 的用法。
Step 4
Work on 4b:
Grammar Practice ①任务：Rewrite each sentence using the words in brackets. ②素材：1. We listen to our teacher’s advice. (necessary) → It is necessary for us to listen to our teacher’s advice. 2. Tall trees can grow from tiny seeds. (amazing / interesting / wonderful) → It is amazing that tall trees can grow from tiny seeds. 3. Confucius said that we should treat our elders with respect. (wise) → It is wise of Confucius to say that we should treat our elders with respect. 4. Professor Gui’s childhood dream of becoming a space scientist came true through his efforts and hard work. (inspiring) → It was inspiring that Professor Gui’s childhood dream of becoming a space scientist came true through his efforts and hard work. 5. Victor Hugo stood up for the common people he cared about. (brave) → It was brave of Victor Hugo to stand up for the common people he cared about. ③教师：教师出示例句，引导学生观察结构、归纳用法和注意点。 ④学生：学生结合例句找规律，完成练习，体会用法上的差别。 应用实践
观察与发现 语法观察与操练
设计意图 按括号提示改写句子，操练 of 与 for 的选用和 that 从句结构。
Step 5
Work on 4c:
Text Application ①任务：Complete the passage with the correct sentence parts. In what ways do you find Zhang Qian inspiring Give your reasons. ②素材：A. It is important for us B. It was really brave and admirable C. It is always inspiring D. It seemed impossible for him ______ to read about great people and learn their stories.（答案：C）Recently, I read about Zhang Qian, the pioneer of the famous Silk Road. In order to help defeat his enemies, Emperor Wu of the Han Dynasty sent Zhang Qian to find the Yuezhi people. Unfortunately, Zhang Qian was caught by the enemy. ______ to finish his task or to return home.（答案：D）However, around 10 years later, he got a chance to run away, and he finally succeeded in finding the Yuezhi people. ______ that he never forgot his task, and his travel also brought back valuable information about the Western Regions.（答案：B）Later, he was sent to these places again to build relationships. Stories like this give us power and inspiration. ______ to understand the past and find ways to do more for a better future.（答案：A） ③教师：教师出示例句，引导学生观察结构、归纳用法和注意点。 ④学生：学生结合例句找规律，完成练习，体会用法上的差别。 应用实践
观察与发现 语法观察与操练
设计意图 在张骞的短文中填入恰当的句子，把语法放回语篇中理解和运用。
Step 6
Consolidation:
Diagnose & Fill Gaps ①独立完成：一、用所给词的适当形式填空 1. His courage in facing big challenges is truly __________ (admire) and worth learning from.（答案：admirable） 2. It’s _________ (nature) that parents worry a lot about their children.（答案：natural） 3. It’s impossible for humans _________ (live) on Mars without special equipment.（答案：to live） 4. It’s really __________ (surprise) that a teenager could make such a useful invention for daily life.（答案：surprising） 5. It’s easy for us ________ (find) information online now.（答案：to find） 二、用所给单词的适当形式填空 1. —Tina, when did you come to Guangyuan —Oh, many years ago. I _____________ (live) here since I was five.（答案：have lived） 2. —Peter, ______ you _______ (play) table tennis with your friends after school yesterday —No, I didn’t. We ________ (water) vegetables in our school garden.（答案：did; play; watered） 3. I ___________ (read) this book three times already. It’s really interesting.（答案：have read） 4. She __________ (buy) a new bike last week, so she can ride to school now.（答案：bought） ②互查订正：同桌互查、红笔订正，记录疑点； ③精讲：教师汇总易错点当堂精讲，学生即时改错巩固。 应用实践
内化与运用 练习正确率
设计意图 通过词形填空和动词时态练习当堂检测，及时订正。
作业设计（分层） 基础 熟记 necessary、seed、childhood 等本课词汇；背熟 4a、4b 例句，体会 of 与 for 的用法。 拓展 用 It is + adj. + of/for sb. to do 写 5 个句子，分别介绍一位名人或身边的人。 探究 选一句本课的名人例句，译成中文并说说为什么这位名人值得敬佩。
板书设计 Unit 2 Inspiring People — 第3课时 Grammar Focus 词汇：necessary adj. 必要的；必需的 seed n. 种子 childhood n. 童年 come true 实现；成为现实（短语） dynasty n. 朝代；王朝 western adj. 西方的；西部的 region n. 区域；地区 重点结构：It is/was + adj. + of sb. to do（形容词说人，如 kind/wise/brave）｜It is/was + adj. + for sb. to do（形容词说事，如 important/necessary/difficult）｜It is/was + adj. + that 从句 活动链：4a 补全名人句 → 4b 按括号改写 → 4c 读张骞短文选句
教学评价与反思 1. 评价方式（教-学-评一体化）： 语言能力——4a、4b、4c 练习是否做对，of 与 for 是否选准 学习能力——能否从例句中归纳规则，互查订正是否到位 思维品质——能否说出两类形容词的区别并判断结构 文化意识——能否借名人例句体会人物品质，用英语表达敬佩 2. 课后反思：①语法归纳是否先观察例句再下结论；②of/for 的易错点是否当堂强化；③语篇填空是否先读懂再选句；④作业是否分层、便于检查。
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