Unit 7 Word Power The Suffixes -ly (教学设计) 2025-2026学年译林版（2024）八年级英语上册

该初中英语教学设计聚焦“-ly”后缀构词规则，通过对比句（如careful/carefully, friend/friendly）引导学生观察规律，梳理形容词加“-ly”变副词、名词加“-ly”变形容词的规则及例外，搭建从实例到抽象规则的学习支架。 特色在于“学用融合”与素养培养：导入环节自主观察归纳提升思维品质，结合珊瑚礁文本设计环保讨论，鼓励用“carefully”“regularly”等“-ly”词汇表达，渗透环保意识（文化意识），多样练习（填空、造句、纠错）夯实语言能力，作业拓展与写作任务培养学习能力。助力学生准确运用词汇，教师高效落实词汇教学与素养目标。

8A Unit 7 Word Power: The Suffixes -ly (教学设计) I. Teaching Objectives A. Knowledge Objectives Students will understand how to form adverbs or adjectives by adding the suffix “-ly” to adjectives or nouns. Students will be able to correctly use words with the “-ly” suffix in context. B. Ability Objectives Improve students’ ability to convert words by using the “-ly” suffix through practice. Enhance students’ reading and writing skills by applying the knowledge of “-ly” suffix words. C. Emotional Objectives Cultivate students’ interest in English word - building. Raise students’ awareness of environmental protection through the text about coral reefs. II. Teaching Key & Difficult Points A. Key Points Master the rules of forming words with the “-ly” suffix. Correctly use “-ly” suffix words in the given text. B. Difficult Points Distinguish the different functions of the “-ly” suffix (forming adverbs from adjectives or adjectives from nouns). Use “-ly” suffix words accurately in new contexts. III. Teaching Procedures A. Lead - in (5 minutes) Show some sentences on the PPT: She is a careful girl. She does her homework carefully. He has a friend and he is very friendly. Ask students to observe the changes of the words and try to find out the rule (adding “-ly” to adjectives to form adverbs, or to nouns to form adjectives). Introduce the topic of this lesson: “Today we will learn about the suffixes ‘-ly’ and how to use them.” B. Presentation (10 minutes) Explanation of Suffix Rules Write the following on the blackboard: Adjective + -ly → Adverb: real → really; bad → badly; careful → carefully; slow → slowly; near → nearly; easy → easily; kind → kindly Noun + -ly → Adjective: friend → friendly; love → lovely; year → yearly; month → monthly; week → weekly; day → daily Explain that some words with “-ly” can be both adjectives and adverbs, e.g., daily, weekly, monthly, early, kindly, deadly. Give more examples for each rule to help students understand, e.g., “She sings beautifully (beauty + -ly, but here beauty is an adjective beautiful first)”; “A lovely (love + -ly) girl is coming.” Quick Quiz (Oral) Ask students to convert the following words by adding “-ly” and say their parts of speech: quick → quickly (adverb); love → lovely (adjective); slow → slowly (adverb); week → weekly (adjective) C. Practice (15 minutes) Text Completion (Individual Work) Give students the text about coral reefs and ask them to complete it with the correct forms of the words in brackets. Walk around the classroom to help students who have difficulties. After students finish, check the answers together: (1) actually (adverb, from adjective “actual”) (2) slowly (adverb, from adjective “slow”) (3) greatly (adverb, from adjective “great”) (4) friendly (adjective, from noun “friend”) (5) Luckily (adverb, from adjective “lucky”, note the capitalization as it is at the beginning of the sentence) (6) hard (adverb, “hard” can be an adverb without adding “-ly” in this case; explain that some adverbs have the same form as adjectives, like “hard”, “fast”) Sentence Making (Pair Work) Divide students into pairs. Ask each pair to make sentences using at least three words with the “-ly” suffix. For example: “Our friendly teacher explains grammar carefully and we can easily understand. Luckily, we have such a good teacher.” Invite some pairs to share their sentences in front of the class. D. Consolidation (8 minutes) Error Correction Exercise Show some incorrect sentences on the PPT: (1) He is a lovely (should be “lovely” is correct, but if there is a mistake like) “He is a lovely boy.” (correct to “lovely”) (2) She walks slow (correct to “slowly”) (3) The weekly (correct as an adjective, but if used as an adverb incorrectly, like “He goes to the park weeklyly” (correct to “weekly”)) Ask students to find and correct the errors. Summary of Rules Review the rules of forming words with “-ly” suffix with students: Adjectives + -ly → adverbs (most cases, but note exceptions like “hard”); nouns + -ly → adjectives. Some “-ly” words can be both adjectives and adverbs. E. Expansion (5 minutes) Environmental Protection Discussion Based on the text about coral reefs, ask students to discuss in groups: “What else can we do to protect the environment of coral reefs?” Encourage students to use words with “-ly” suffix in their discussions, e.g., “We should carefully dispose of waste to avoid polluting the ocean. Regularly cleaning up the coastal areas can also help.” Sharing of Ideas Invite some groups to share their ideas with the class. F. Homework (2 minutes) Word - building Exercise Ask students to find 5 more words that can form new words with the “-ly” suffix, write down their original forms, new forms, and parts of speech. Writing Task Write a short passage (at least 50 words) about how to protect a certain part of the environment (like forests, rivers), using at least 3 words with the “-ly” suffix. IV. Blackboard Design Rules Examples Adjective + -ly → Adverb real → really; bad → badly Noun + -ly → Adjective friend → friendly; love → lovely Adverbs with same form as adjectives hard (adj. & adv.); fast (adj. & adv.) Sentence Examples Our friendly teacher explains grammar carefully. V. Summary In this lesson, we learned the rules of forming words with the “-ly” suffix. We practiced using these words in text completion, sentence making, and error correction. We also discussed environmental protection related to coral reefs. Through these activities, students have a better understanding of word - building with “-ly” and can use these words more accurately in context. VI. Teaching Reflection By using a variety of practice activities, students can better master the knowledge of “-ly” suffix. However, more attention should be paid to the exceptions of adverb formation (like “hard”) in future teaching. Also, the discussion about environmental protection can be further expanded to enhance students’ awareness. 学科网（北京）股份有限公司 $$