Unit2 School life Word power (教学设计) 2025-2026学年译林版（2024）八年级英语上册

8A Unit2 School life Word power (教学设计) I. Teaching Objectives Knowledge Objectives Students will master the suffixes -ish, -ian, -ese, -n to form adjectives or nouns related to nationalities and languages from country names. Be able to correctly use these derived words in context to describe people, languages, and cultures. Ability Objectives Improve students’ vocabulary expansion skills by understanding and applying word - building suffixes. Enhance reading comprehension by using context clues to choose the right derived words. Emotional Objectives Cultivate students’ interest in learning about different countries’ cultures and languages. Encourage students to appreciate cultural diversity through language learning. II. Teaching Key Points and Difficult Points Key Points Understand the rules of using suffixes -ish, -ian, -ese, -n to form words from country names. Correctly complete the reading task with the appropriate derived words. Difficult Points Distinguish the usage of different suffixes and choose the right one for various country names. Use the derived words fluently in oral and written expressions to talk about international cultures. III. Teaching Procedures 1. Lead - in (5 minutes) Activity: Show flags of different countries (e.g., Canada, China, Italy). Ask students: “What do you call people from these countries? What language do they speak?”. Purpose: Arouse students’ interest in nationalities and languages, and introduce the topic of the lesson. 2. Presentation (10 minutes) Suffix Introduction: Present the concept of suffixes -ish, -ian, -ese, -n used to form adjectives or nouns from country names. Use examples from the book: “Millie is good at English (from England); Tomoya is Japanese (from Japan)”. Table Analysis: Go through the table of country - nationality/language pairs. Explain how each suffix is used (e.g., -ian for Canada → Canadian; -ese for China → Chinese). Purpose: Clearly explain the word - building rules and help students recognize patterns. 3. Practice (18 minutes) Task Completion: Have students complete the text about the international school in Vietnam individually. Walk around to offer help. Pair - check: Students check their answers with a partner, discussing the reasons for choosing each word (e.g., “USA → American, so speak American? No, language is English, wait, no—USA people speak English, but the suffix here: USA → American as nationality, language is still English? Wait, no, in the table, America → American (nationality or language? Wait, no, the language of America is English, but the suffix example: Russia → Russian (language). Wait, no, in the text, “I am from the USA so I speak (1)______”—actually, the language is English, but wait, no—wait, the table has America → American (nationality), but the language is English. Wait, no, maybe the task is using the nationality as the language? No, wait, no—wait, no, in the examples: “I love Italian food.” (Italy → Italian). So “speak Vietnamese” (from Vietnam). So guide students to use the table correctly. Class Check: Check answers as a class, emphasizing the correct application of suffixes and context understanding. Purpose: Let students practice using the suffixes in context and understand how to choose the right words. 4. Extension (7 minutes) Map Activity: Do Task B—look at a world map. Students name nationalities and languages of different countries in pairs. For example, “Brazil → Brazilian, language is Portuguese”. Share - out: Invite some pairs to share their answers with the class. Purpose: Expand students’ vocabulary and apply the suffix rules to more countries. 5. Summary (3 minutes) Recap: Review the suffixes -ish, -ian, -ese, -n and how to use them to form nationalities and languages from country names. Purpose: Reinforce students’ memory of the word - building rules. 6. Homework (4 minutes) Assignment: Ask students to make a list of 5 more country - nationality/language pairs using the suffixes. Also, write 3 sentences using these new pairs to describe people or languages. Purpose: Extend learning beyond the class and practice using the new vocabulary. IV. Blackboard Design Suffix Example (Country → Nationality/Language) -ian Canada → Canadian -ese China → Chinese -ish Spain → Spanish -n (e.g., Japan → Japanese is -ese, wait, no—South Africa → South African (-an). Maybe adjust: Russia → Russian (-n)) Homework 1. Make 5 new country - nationality/language pairs. 2. Write 3 sentences. V. Teaching Reflection This lesson focuses on word - building suffixes related to nationalities and languages. Through practice, students can better understand and apply these suffixes. However, some students may still confuse the suffixes for different countries. In future lessons, more diverse practice activities can be added to strengthen their understanding. 学科网（北京）股份有限公司 $$