Unit 6 Seasons Word power教学设计 2025-2026学年译林版（2024）八年级英语上册

Unit 6 Seasons-Word power This Word power section in Unit 6 of the 2024 Yilin English textbook for Grade 8 focuses on expanding students' vocabulary related to seasons and weather. It mainly teaches students how to form adjectives from nouns by adding the suffix “-y”. Through various exercises and activities, students will learn new words like “windy”, “cloudy”, “sunny”, etc., and understand how to use them to describe different weather conditions and seasons. This not only enriches students' vocabulary but also helps them improve their language expression ability in daily communication about seasons and weather. 教学目标 Students will be able to master the new words and phrases related to seasons and weather, such as “windy”, “cloudy”, “snowy”, “foggy”, “rainy”, “sunny” and so on. Students can understand the rule of forming adjectives by adding the suffix “-y” to nouns and be able to form new adjectives correctly according to this rule. Students will learn some common expressions about describing seasons and weather. 教学重难点 1. Key Points The acquisition of new vocabulary related to seasons and weather. The understanding and application of the rule of adding the suffix “-y” to form adjectives. How to use the learned words and phrases to describe seasons and weather vividly. 2. Difficult Points Helping students to distinguish the pronunciation and spelling of some similar words, such as “windy” and “cloudy”. Guiding students to use the newly learned words and phrases flexibly and accurately in different contexts, especially in writing and speaking. Encouraging students to think creatively and use the learned knowledge to express their own feelings and experiences about seasons and weather. 1. New Words Weather - related Adjectives formed by adding “-y” wind (n.) - windy (adj.) cloud (n.) - cloudy (adj.) sun (n.) - sunny (adj.) snow (n.) - snowy (adj.) rain (n.) - rainy (adj.) fog (n.) - foggy (adj.) Other useful words season (n.) 季节 temperature (n.) 温度 degree (n.) 度；度数 shower (n.) 阵雨 storm (n.) 暴风雨 2. Phrases be covered with 被…… 覆盖 in different seasons 在不同的季节 the best time to do sth. 做某事的最佳时间 have a picnic 去野餐 fly a kite 放风筝 make a snowman 堆雪人 play snowballs 打雪仗 3. Grammar Focus The rule of forming adjectives by adding the suffix “-y” to nouns. When adding “-y” to a noun, if the noun ends with a consonant + “y”, change the “y” to “i” and then add “-es” in plural form. For example, “cloud - clouds”, “cloudy - cloudier - cloudiest”. 教学过程 1. Lead - in (5 minutes) Greet the students and start the class. Show some pictures of different weather and seasons on the PPT, such as a sunny day at the beach, a snowy winter scene, a rainy day in the city, etc. And ask students: “What can you see in these pictures? How's the weather? Which season is it?” Encourage students to answer in English as much as possible. This activity can arouse students' interest and lead them into the topic of seasons and weather. 2. Presentation (12 minutes) New Words Teaching Present the new words one by one on the PPT. First, show the noun, for example, “wind”. Read the word aloud and ask students to repeat after the teacher several times. Then show how to add the suffix “-y” to form the adjective “windy”. Explain the meaning and pronunciation of “windy”. Let students feel the difference between the noun and the adjective in pronunciation and meaning. Do the same for other words like “cloud - cloudy”, “sun - sunny”, etc. After teaching all the words, play a word - reading game. The teacher reads the words randomly, and students should quickly raise their hands and read them out loudly. The one who reads correctly and quickly gets a small point. Rule Explanation Write the words on the blackboard and guide students to observe the relationship between the nouns and the adjectives formed. Ask students: “What do you find? How are these adjectives formed?” Then summarize the rule of adding the suffix “-y” to nouns to form adjectives. Give some more examples to let students practice forming adjectives according to the rule, such as “health - healthy”, “luck - lucky”. 3. Practice (15 minutes) Exercise 1: Fill in the Blanks Present some sentences on the PPT with blanks. For example, “It's a ______ (wind) day today. We can fly a kite outside.” “The sky is full of clouds. It's going to be ______ (cloud) soon.” Ask students to fill in the blanks with the correct forms of the words in brackets. Give them a few minutes to think and write. Then ask some students to come to the blackboard to write their answers. Check the answers together and explain the reasons for the correct answers. Exercise 2: Pair Work Divide students into pairs. Each pair gets a set of cards with different nouns (such as “sand”, “noise”, “ice”, etc.) on one side and adjectives formed by adding “-y” on the other side. Students need to match the nouns with the corresponding adjectives. Then they should make sentences using the matched words. For example, if a pair matches “sand” with “sandy”, they can make a sentence like “The beach is covered with sandy soil.” Walk around the classroom to monitor and offer help when necessary. After a few minutes, invite some pairs to come to the front of the class and share their sentences. 4. Consolidation (10 minutes) Group Discussion Divide students into groups of four or five. Assign each group a season, such as spring, summer, autumn or winter. Ask students to discuss in groups about the weather, activities and their feelings in the assigned season. They should use the newly learned words and phrases as much as possible. For example, if the group gets “winter”, they may say “Winter is a snowy season. The temperature is very low. We can make a snowman and play snowballs. Although it's cold, we still have a lot of fun.” Each group selects a representative to report their discussion results to the whole class. Encourage other students to listen carefully and ask questions if they have any. Writing Practice Ask students to write a short passage about their favorite season. They should include the weather, activities and the reasons why they like this season. Give them some guiding words and phrases on the PPT, such as “My favorite season is... In this season, the weather is usually... We can... I like it because...” Walk around the classroom to provide individual guidance. After students finish writing, ask them to exchange their passages with their deskmates and check each other's work. Then invite some students to read their passages aloud to the class. 5. Summary and Homework (3 minutes) Summary Summarize the key points of this class with students, including the new words and phrases about seasons and weather, the rule of forming adjectives by adding “-y” to nouns, and the main sentences used to describe seasons and weather. Ask students if they have any questions. Homework Ask students to make a weather - report poster. They need to collect weather information for a week (it can be real or imagined) and use the learned words and phrases to describe the weather every day on the poster. They can also draw some simple pictures to decorate the poster. Encourage students to read some English passages about seasons and weather after class to further expand their vocabulary and reading ability. 教学反思 After teaching this class, I think the following aspects have achieved good results. First, the lead - in part with vivid pictures successfully attracted students' attention and motivated their interest in learning. Most students were actively involved in answering questions. Second, through various teaching methods such as word - by - word presentation, rule - explanation, and different forms of practice, students had a relatively good understanding of new words, phrases and grammar rules. The group discussion and writing practice provided students with opportunities to use the learned knowledge in real - life - like situations, which improved their language application ability. However, there are also some areas that need improvement. In the pair - work exercise, some students were a bit shy and did not communicate actively. In the future, I should encourage these students more and create a more relaxed communication atmosphere. Also, in the writing practice, some students still made some grammar mistakes when using the new words. I need to strengthen grammar training in the following classes and provide more targeted guidance on writing. Overall, I will adjust my teaching methods and strategies according to the students' learning situation to make the teaching more effective. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$