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Difficulty：How to add “-ful” and “-less” to some nouns to form adjectives.
教学过程设计
Teaching?procedures
Step?1?Lead-in
1. Enjoy a short video of places of interest around the world and answer some questions about it.
e.g. Question1: What can you see in the video? (S: The Great Wall, the Eiffel Tower, Mount Fuji….etc )
T: What do you think of these places of interest? (S：wonderful, …)
2.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.)
Fill?in?the?blanks
Sandy?is?so?______?that?she?makes?few?mistakes?in?her?homework.?(care) ?Simon?is?________?,?so?he?alwaysmakes?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?ofbeing_________?(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).
?(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?adjectives5.?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.