Unit2 Inspiring People Grammar Focus (4a-4c) Period3教学设计2026-2027学年人教版九年级英语上册

该初中英语教学设计聚焦“激励人物”主题下的核心语法点，即“It is/was... of/for sb to do...”（评价品质）和“It is/was... that/who...”（强调句型）。通过对比例句导入，激活学生前两课时接触的of/for句型旧知，自然引出强调句型新知，搭建从已知到未知的学习支架。 此资料以“发现-归纳-应用”为主线，引导学生自主分析例句规律（思维品质），4c张骞短文填空将语法与文化意识结合，渗透丝绸之路开拓精神。分层作业（A/B/C级）适配不同能力，助力学生精准运用语法表达人物评价，也为教师提供清晰的语法教学路径，高效落实语言能力与文化素养目标。

课题 Unit2 Inspiring People Grammar Focus (4a-4c) 学段 初中 课型 语法课 课时 3 学科 English 年级 九 单元主题分析 单元主题 分析 本单元 属于"人与社会 "范畴，涉及" 历史与社会"子 主题内容，以" 激励人心的人物 "为核心主题， 内容涵盖杰出人 物的生平事迹、 精神品质及其对 社会的影响等话 题。单元目标明 确，不仅聚焦语 言知识（如"It is/was\... of/for sb to do\..."及"It is/was\... that\. .."句型），更 强调通过真实语 境中的听说读写 活动，引导学生 学习杰出人物的 优秀品质，培养 积极向上的价值 观与人生追求。 文本解读 What 本课时是第三课 时语法课，聚焦 于两个核心句型 的对比运用：① "It is/was\... of/for sb to do\..."（评 价人物品质）和 ② "It is/was\... that \..."（强调句 型）。配套练习 4b为句型转换， 4c为短文填空， 均围绕"激励人 物"话题展开。 Why 本课旨在提升学 生在真实交际中 运用复杂句型的 准确性。这两个 句型是初中英语 的高阶语法项目 ，掌握好它们能 帮助学生更精准 地表达人物评价 与情感态度，为 后续阅读和写作 奠定坚实基础。 How 教学遵循 "发现---归纳- --应用"的路径 。首先，引导学 生观察Grammar Focus中的例句 ，自主发现句型 规律；接着，通 过句型转换练习 (4b)在控制性练 习中巩固结构； 最终鼓励学生运 用目标语法描述 真实人物，实现 从语法形式到交 际意义的转化。 学情分析 已有知识 经验 学生已具备基本的英语日常交际能力，在前两个课时（1a-2d听说课、3a-3d阅读听说课）中已多次接触"It is/was...of sb to do..."句型，能就激励人物话题进行口头表达和简单阅读。学生在七八年级已学习过一般过去时等基础时态，为本课语法归纳奠定基础。 潜在学习 难点 学生在4b句型转换中可能难以准确区分"of"与"for"的选择依据——"of"后接品质形容词（brave, kind, clever），描述人的内在特质；"for"后接情境形容词（important, necessary, difficult），描述事情的性质。对强调句型"It is/was...that/who..."的结构识别（尤其是判断强调人用who、强调事物用that）和正确运用，是本课最高阶的难点。 教学支持 建议 通过4a Grammar Focus中的例句引导学生自主归纳两种句型规律（归纳法）：Pattern 1评价品质vs. Pattern 2强调信息；设计对比表格（of+品质形容词 vs for+情境形容词）帮助学生直观区分；通过4b句型转换控制性练习巩固结构，再以张骞短文（4c）在语篇层面检验运用能力，最后过渡到半开放性口语输出。 教学目标 语言能力 1. Students will understand and accurately use "It is/was + adj + of/for sb to do..." (evaluating character vs. situation). 2. Students will understand and use the cleft sentence pattern "It is/was...that/who..." for emphasis. 3. Students will complete controlled exercises (4b sentence rewriting, 4c cloze passage about Zhang Qian) with accurate grammar forms. 文化意识 1. Students will learn about Zhang Qian's pioneering role in opening the Silk Road and reflect on the courage required for exploration. 2. Students will appreciate how individuals' brave actions can change history and inspire future generations. 思维品质 1. Students will develop inductive thinking by discovering grammar rules from example sentences. 2. Students will analyze when to use "of" vs "for" based on the type of adjective, and when to use cleft sentences for emphasis. 3. Students will synthesize grammar knowledge to evaluate which pattern best expresses their intended meaning. 学习能力 1. Students will develop the ability to inductively discover grammar rules by analyzing examples. 2. Students will self-correct and peer-check their grammar usage through controlled and semi-controlled practice. 教学重难点 教学重点 Students will be able to distinguish and use "It is/was + adj + of/for sb to do..." and "It is/was...that/who..." structures accurately in both written exercises and oral production. 教学难点 Students will correctly choose between "of" and "for" based on whether the adjective describes personal character (of: brave, kind, clever) or situational evaluation (for: important, necessary, difficult), and will flexibly apply the cleft sentence pattern "It is/was...that/who..." to emphasize different elements (people→who, things→that) in Step 5 oral extension about real inspiring people. 教学过程设计 教学环节 教师活动 学生活动 二次备课 Step 1 Lead-in 1. Teacher writes two sentences on the board: a) It was brave of her to save the child. b) It was Madame Curie that discovered radium. Asks: "What's the difference? When do we use each?" 1. Students read and discuss the difference in pairs. 2. Volunteers share their understanding. Step 2 Presentation (4a) 1. Teacher: "Look at the sentences. Underline the key patterns." 2. Teacher presents grammar chart: Pattern 1: It is/was + adj + of/for sb + to do (评价品质) Pattern 2: It is/was + \... + that/who\... (强调句) 3. Teacher explains: "of" for character adjectives; "for" for situation. 1. Students read sentences in pairs. 2. Students identify and underline patterns. 3. Students take notes. Step 3 Practice (4b) 1. Teacher introduces 4b. Does first example together. 2. Teacher assigns remaining sentences individually. 3. Teacher conducts whole-class feedback. 1. Students complete the exercises individually. 2. Students compare answers in pairs. 3. Students read answers aloud. Step 4 Practice (4c) 1. Teacher: "Read the passage quickly for gist." 2. Teacher: "Fill in the blanks with correct forms." 3. Teacher circulates and assists. 1. Students skim the passage. 2. Students fill in the blanks. 3. Students compare in pairs. 4. Volunteers share and explain choices. Step 5 Extension 1. Teacher divides students into pairs. "Use the grammar to talk about real people." - It is kind of... to... - It was... that/who... 2. Teacher monitors and provides feedback. 1. Students work in pairs to create sentences. 2. Students practice orally. 3. Some pairs share with the class. Step 6 Summary Teacher asks: "Can you explain when to use 'of' vs 'for'? Give me one example for each pattern." Students verbally formulate examples for each pattern. Step 7 Homework Level A: Write 8 sentences (4 Pattern 1 + 4 Pattern 2) about inspiring people. Level B: Write a paragraph (8-10 sentences) describing a hero in your life. Use 3 "of" sentences + 2 "that/who" sentences. Level C: Write a short story (6-8 sentences) about a person who changed history. Use both patterns correctly. 板书设计 Unit 2 Inspiring People Grammar Focus (4a-4c) Pattern 1: It is/was + adj + of/for sb + to do of → 品质形容词 (brave, kind, clever) for → 其他形容词 (important, necessary) Pattern 2: It is/was + \... + that/who\... (强调句) Examples: - It was brave of her to help. - It was Newton that discovered gravity. 教学反思 学科网（北京）股份有限公司 $