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根据提供的信息和语言素材设计教学方案，用英文作答。
设计任务：请阅读下面学生信息和语言素材，设计一节英语语法课的教学方案。教案没有固定格式，但须包含下列要点：?
teaching objectives
teaching contents
key and difficult points
major steps and time allocation
activities and justifications
教学时间：45分钟?
学生概况：某城镇普通中学八年级(初中二年级)学生，班级人数40人，多数已经达到《义务教育英语课程标准(2011版)》三级水平，学生课堂参与积极性一般。
语言素材：?
Grammar:
A. It is + adj. + that ...
B. It is + adj. + to-infinitive
C. It is + adj. + for ... + to-infinitive
【参考设计】
Teaching Contents: The sentence pettern"It is + adj. + that""It is + adj. + to-infinitive""It is + adj. + for sb. + to-infinitive".
Teaching Objectives:
(1) Knowledge objectives
①To use "It is + adj. + that" to say how one feels about sth.
② To use "It is + adj. + to-infinitive" to describe actions and situations.
③ To use "It is + adj. + for ... + to-infinitive" to specify the person one is talking about.
(2) Ability objective
Students can use "It is + adj. + that ...", "It is + adj. + to-infinitive" and "It is + adj. + for ... + to-infinitive" in daily communication.
(3) Emotional objective
Students can understand the differences between the Chinese language and English.
Teaching Key Points
(1) To use "It is +adj. + that" to say how one feels about sth.
(2) To use "It is + adj. + to-infinitive" to describe actions and situations.
(3) To use "It is + adj. + for ... + to-infinitive" to specify the person one is talking about.
Teaching Difficult Points
How to enable students to master the different uses of the following structures:
(1) It is + adj. + that ...
(2) It is + adj. + to-infinitive
(3) It is + adj. + for sb. + to-infinitive
Teaching Procedures:
Step 1 Lead-in (5 minutes)
Teacher show students a beautiful place of interest and two sentences:
It is interesting that there are so many beautiful flowers in the garden.
It is cool to spend our holiday here.
Ask students to guess their meaning and pay attention to the sentence pattern.
(Justification: The present of the beautiful place of interest and sentences can arouse students' interests in the class and help the teacher lead in the new teaching content.)
Step 2 Part A (10 minutes)
(1) Tell students that we use the "it is + adj. + that" structure to say bow we feel about something.
(2) Encourage them to ask questions if they are unsure of the meaning.
(3) Ask students to complete the exercises on their own.
(4) Ask some students to make some sentences using the adjectives and the given phrases.
① We can walk 100 kilometres in 45 hours. (possible)
② There are so many different trees in the parks. (interesting)
③ There was snow on one of the mountains. (surprising)
④ Each team must raise at least HK $6,000. (important)
⑤ So many people want to help others in need. (nice)
(Justification: This step makes students understand the structure"it is + adj. + that". Doing exercises can help students have a deep understanding of how the structure are formed and how they are used.)
Step 3 Part B (10 minutes)
(I) Explain that the"It is + adj. + to-infinitive" structure is similar to the structure students learned in Part A
except that here, the adjective describes an action or activity.
(2) Encourage students to ask questions if they are unsure of the meaning.
(3) Check that students have understood the structure.
(4) Ask students to make sentences using the given structure:
It is difficult to ...
It is easy to ...
It is exciting to ...
It is necessary to ...
(Justification: This step makes students understand and master this structure "It is + adj. + to-infinitive". The teacher in this step plays the role of organizer, resource-provider and assessor.)
Step 4 Part C (9 minutes)
(1) Explain that the structure in Part C is the same as the structure in Part B except that we insert"for sb."
between the adjective and the "to-infinitive" to indicate who we are talking about.
(2) Encourage students to ask questions if they are unsure of the meaning.
(3) Check that students have understood the structure.
(4) Ask students to make sentences using the given pictures and words.
①People should not go hiking alone. (dangerous)
②Jimmy's team can raise over HK $6,000 for charity. (possible)
③You can get very hot on the hike. (important/take lots of water)
(Justification: This step makes students understand and master this structure"It is + adj. + for ... + to-infinitive". Using picture prompts and words can help them practice the target language while negotiating meaning.)
Step 5 Practice (6 minutes)
Give students one topic--travel and ask them to make sentences in groups using the three sentence patterns.
Then ask some students to report their sentences.
(Justification: A real purpose for genuine communication among students can help them practice the language in a communicative way.)
Step 6 Summary and Homework (5 minutes)
Summary:
One student acts as an assistant teacher to guide all the students to summarize the new knowledge of this lesson.
Homework:
(1) Finish the exercises.
(2) Write a short story about your life including the grammar.
(Justification: Summary can help students consolidate the knowledge what they have learned in the class.
Homework makes students combine the grammar structure with their life, and practice their writing skills at the satne time.)
Blackboard Design:
1. It is + adj. + that clause
2. It is + adj. + to do sth
3. It is + adj. + for sb + to do sth
Teaching Reflection.
教师职业道德区别于其他职业道德的显著标志就是（ ）。
在教育史上主张“不愤不启，不悱不发”的教育家是（）。
心理学家所说的“危险期”或“心理断乳期”是指（ )。
教育工作中做到“因材施教”、“长善救失”符合年轻一代身心发展的（ ）。
德育过程与品德形成过程的关系是（ ）。
德育过程是培养学生（ ）的过程。
学生从事集体活动、结交好友的场所是（ ）。
教师的工作目的和使命是( )。
直接决定教育目的的因素是（ ）。
简述心理健康的标准。
