Unit 3 A day out
Study skills
I. Teaching aims and learning objectives
By the end of the lesson, students should be able to:
1. master the usage of the suffixes “-ful” and “-less”;
2. use the suitable adjectives in contexts ,and express positive or negative meanings by using the right suffixes.
II. Teaching contents
1. New words and phrases: useless, cheerful, colourful, helpless, useful, cheer, hope, meaning,
taste, ticket, keep
2. The suffixes “-ful” and “-less”
III. Focus of the lesson and predicted area of difficulty
Use the suitable adjectives in contexts.
Express positive or negative meanings by using the right suffixes.
IV. Teaching procedures
Step 1 Lead-in
1. Revise Reading
T: Linda went to the World Park together with the Class1, Grade8 students. What did they see in the World Park? What did they do there?
What do you think of the World Park? Is it wonderful?
(I think the World Park is wonderful. It shows us a colorful world. It is really meaningful to go there.)
2. Fill in the blanks
Sandy is so ______ that she makes few mistakes in her homework. (care)
Simon is ________ , so he always makes too many mistakes in her homework. (care)
Jack often helps those left-behind children. He is ________ (help), for he can imagine those children's feelings of being _________ (help).
Don’t argue(争论) with them. It’s ________ (use). Let’s do something ________ (use) to change that.
【设计意图】通过提问复习reading部分的内容，提问学生的感受，导入新课的话题鼓励学生积极思考，列举出更多的带有后缀的形容词。通过设计带有-ful和-less的题目，引导学生去观察、思考、感悟和猜测其词义，并且让他们找出构词的规律来，并激起学生学习的兴趣。
Step 2 Presentation
1. Explain the suffix “-ful”
(1) Ask students to find the similarity between careful and helpful.
(-ful means full of or having the qualities of).
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(2) Give more examples, such as: Do you think English is useful? Surely it’s useful.
(3) Encourage students to think of more examples. (colourful, harmful, thankful …)
2. Explain the suffix “-less”
Tell students that –less means without. The two words with -ful and -less are usually opposite.
3. Ask students to learn the table on P39
【设计意图】引导学生自我探究、举一反三、触类旁通，发现列举形容词的共同点，并发现更多类似的词，启发引导学生回忆含有此类构词法的词汇。用归纳法教学组织引导学生自我发现语法规则，学生自己归纳出规则能够有效增强自信心和自主性。
Step 3 Practice
1. See and match
T: Can you find their friends quickly?
2. Work in pairs and complete the table below
T: We can add “-ful” or “-less” to some nouns to form adjectives，some nouns can only add “-ful”, and some can only add “-less”. If you cannot add “-ful” or “-less” to a word, put a cross in the box.
3. Finish Part B on P39
Complete what Kitty said about her trip to the World Park with the words in the box below.
4. Write the opposites of the adjectives
5. What can we also add to any other nouns to form adjectives? (Let students recall the words.)
(friendly, windy, excited, interesting)
【设计意图】给学生不同类型的练习来巩固所学知识,并故意设置noisy, 让学生推断并不是所有的形容词都是加-ful或者-less。
Step 4 Activities
1. One student says one adjective, other students say its opposite as quickly as they can.
2. Make up a story with five adjectives and their opposites on page 39 in groups.
3. Challenge
Each group can choose a level and get the points.
【设计意图】遵循任务梯度性原则，设计任务做到由易到难，由浅入深，让所有学生都能理解和掌握构词法。设计时以学生已有的知识经验和学习能力为基础，通过小组合作学习，学生的口语表达和交际能力也会有不同程度的改善或提高。
V. Homework
1. Remember the adjectives with ‘-ful’ and ‘-less’, and try to find more words of this kind.
2. Finish the writing and write it down.
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