Unit 1 Friendship Word power 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用“-ful”和“-less”构成形容词的规则，通过展示不同场景图片，让学生用已知形容词描述，引出新构词法，搭建从旧知到新知的学习支架。 特色在于从激活旧知到拓展应用的连贯设计，通过合作完成构词表格、语境填空和个人经历描述，提升语言运用能力和主动探索意识，如用“care→careful/careless”讲解规则，步骤清晰可操作，助教师高效教学，学生扎实掌握构词并灵活运用。

Unit 1 Friendship Word power 教学设计 I. Teaching Objectives 1. Knowledge Objectives Students will master how to form adjectives using the suffixes “-ful” (meaning “full of”) and “-less” (meaning “without”) by adding them to appropriate nouns. Students will be able to accurately use these newly - formed adjectives in sentences to describe experiences and things. 2. Ability Objectives Improve students’ word - building skills through practicing with suffixes “-ful” and “-less”. Enhance students’ reading and writing abilities by completing textbook tasks and creating their own descriptions. 3. Affective Objectives Foster students’ awareness of word - formation rules, encouraging them to explore English vocabulary actively. Strengthen the connection between vocabulary learning and real - life experience description, especially related to friendship. II. Language Knowledge 1. Key Words & Phrases Nouns and their corresponding adjectives with suffixes “-ful” and “-less”: e.g., care → careful/careless, hope → hopeful/hopeless, use → useful/useless, cheer → cheerful/cheerless (to be explored), etc. 2. Key Sentences “We can add the suffix -ful or -less to some nouns to form adjectives. The suffix -ful means ‘full of’. The suffix -less means ‘without’.” Sentences from the textbook tasks, such as “It was a (1)________ (beauty) day with a bright blue, (2)________ (cloud) sky.” 3. Key and Challenging Points Key Points: Mastering the rules of forming adjectives with “-ful” and “-less” and using them correctly in context. Challenging Points: Determining which nouns can take “-ful” or “-less” suffixes and using the adjectives naturally in self - created descriptions. III. Teaching Procedures (Total Duration: 45 Minutes) Step 1 Lead - in (5 Minutes) Start by showing some pictures of different moods and scenes (e.g., a sunny day, a rainy day, a helpful friend, a careless act). Ask students to describe what they see using adjectives they already know. Then, introduce the topic: “Today, we will learn how to form new adjectives using suffixes ‘-ful’ and ‘-less’ to make our descriptions more vivid.” Step 2 Knowledge Presentation (10 Minutes) Present the basic rule: “We can add the suffix -ful or -less to some nouns to form adjectives. The suffix -ful means ‘full of’. The suffix -less means ‘without’.” Give simple examples like “care → careful (full of care) / careless (without care)”. Go through the example sentences in the textbook: “My best friend Max is a cheerful person... I felt helpless.” to help students understand the meaning and usage of adjectives with these suffixes in context. Step 3 Practice - Activity A (12 Minutes) Divide students into pairs. Instruct them to complete Activity A: “Work in pairs and complete the table below. If you cannot add the suffix -ful or -less to a word, put a cross (×) in the box. You may use a dictionary.” Walk around the classroom to offer help. After most pairs finish, check the answers together. For each noun, ask pairs to explain how they form the adjectives and why some nouns can’t take certain suffixes (e.g., “cheer → cheerful (because we can say ‘full of cheer’), but *cheerless is also possible; end → we can’t form *endful, so we put × in the -ful box, but *endless is correct”). Step 4 Application - Activity B (10 Minutes) Have students do Activity B: “Daniel wrote a diary entry... Add the correct suffix -ful or -less to the nouns in brackets to complete the text.” Ask several students to share their answers on the board. Then, analyze the usage of each adjective in the context, like “(beauty) → beautiful (a day full of beauty); (cloud) → cloudless (a sky without clouds)”. Step 5 Extension - Activity C (5 Minutes) Assign Activity C: “Collect more words with the suffix -ful or -less and try to describe an experience you had with a friend using these words.” Encourage students to think about their own experiences and share some possible words first, such as “helpful, thankful, hopeless, etc.” to inspire them. Step 6 Summary & Homework (3 Minutes) Summary: Quickly recap the rule of forming adjectives with “-ful” and “-less”, and mention some common adjectives learned today. Homework: Ask students to finish Activity C thoroughly, writing a short paragraph (at least 5 sentences) about a friend experience using adjectives with “-ful” and “-less”. Also, review the new adjectives and their noun forms. IV. Assessment of Teaching Effectiveness Evaluate students’ performance in Activity A to check their mastery of forming adjectives with “-ful” and “-less”. Assess students’ answers in Activity B to see if they can use the adjectives correctly in context. Observe students’ participation in the extension activity and preview their homework to judge their ability to apply the new vocabulary in self - created descriptions. V. Design Purpose Step 1: Activate students’ prior knowledge of adjectives and arouse their interest in learning new word - formation rules. Step 2: Clearly present the key knowledge about suffixes “-ful” and “-less” to build a solid foundation. Step 3 - 4: Provide practical textbook activities to let students practice and apply the knowledge, improving their word - building and language use skills. Step 5: Encourage students to extend their learning by connecting new vocabulary with personal experiences, enhancing the retention and practical use of the knowledge. Step 6: Summarize to reinforce learning and assign homework for further consolidation. VI. Blackboard Design Unit 1 Word power—Suffixes -ful & -less 1. Rule: - Noun + -ful → “full of...” (e.g., care → careful) - Noun + -less → “without...” (e.g., care → careless) 2. Activity A Key Answers: - cheer → cheerful/cheerless - end → ×/endless -... 3. Homework: - Finish Activity C (describe a friend experience) VII. Teaching Reflection Strengths: The step - by - step teaching from rule presentation to practice activities helps students gradually master the word - formation rules. The connection with personal experiences in the extension activity makes the learning more meaningful. Weaknesses: Some students may still struggle with nouns that can’t take certain suffixes, and the time for discussing these exceptions could be increased. Also, more diverse examples could be provided in the lead - in stage. Improvements: In future teaching, prepare more examples of nouns with and without valid “-ful”/“-less” adjectives for better explanation. Allocate more time for discussing tricky cases in Activity A to ensure all students understand. 学科网（北京）股份有限公司 $$