The Third Period Language Study
Teaching goals教学目标
1. Target language 目标语言
a. 重点词汇和短语
correction , enjoyment, fluency, misunderstand, disappointed, disappointing
b. 重点句式
... he thinks
it is good to study Chine. P6
The classroom was amazing. P7
I was completely amazed by the classroom. P7
2. Ability goals能力目标
Enable the Ss to know the us of adjectives ending in -ing / -ed and the differences between them.
3. Learning ability goals 学能目标
Help the Ss learn how to know the parts of speech according to the suffixes and determine their functions in the ntences.
Teaching important points 教学重点
Get the Ss to know the differences between the adjectives ending in -ing and -ed and learn the us of them in the ntences.
Teaching difficult points教学难点
Get the Ss to know the parts of speech according to the suffixes and determine their functions in the ntences.
Teaching methods教学方法
Study individually and practice in groups.
资治通鉴翻译Teaching aids教具准备
A computer and a recorder.
Teaching procedures && ways教学过程与方式
Step Ⅰ Revision
Check the answers to the WORKBOOK exercis.
T: Good morning, boys and girls. Let’s review what we learned last class. Now I’ll check the answers to the WORKBOOK exercis.
Step Ⅱ Vocabulary Study
First, learn some us of suffixes and ask some of the students to show their collected suffixes. Then review the functions of verbs, nouns and adjectives. Fill in the charts with t
he proper forms of the words by practicing Activity 1 on page 5 and Exerci 8 on page 68. At last, check the answers with the whole class.
T: Today we’re going to learn some us of suffixes. Do you know what’s a suffix?
S1: A suffix is a particle, which is added to the end of a root.
T: Right. Anything more about it?
S2: Generally, suffixes do not change the meaning of the root, but it is a part of speech. e.g. lead (v.)→leadership (n.); ill (adj.) → illness (n.)
S3: Although each suffix has its own meaning, it can’t be ud parately without the root.
S4: However, some suffixes add new meanings to the newly formed words.
e.g. meaning → meaningless; think → thinker
T: Quite good! Now it’s time for us to prent your collected suffixes.
Ss: The following are some of the most commonly ud suffixes.
1. Suffixes ud as a noun signifier
Verb | Adjective | Suffix | Noun |
read | | -er | reader |
act | | -or | actor |
train | | -ee | trainee |
build | | -ing | building |
attend | | -ance | attendance |
punish | | -ment | punishment |
invent | | -tion | invention |
| sick | -ness | sickness |
| special | -ist | specialist |
| true测试题 | -th | truth |
| | | |
2. Suffixes ud as an adjective signifier
Noun | Verb | Suffix | Adjective |
wind | | -y | windy |
| abode hope | | -ful | hopeful |
| would you mind adventure | | -ous | adventurous |
hero | | -ic (-ical) | heroic |
nation | | -al | national |
care | | -less | careless |
trouble | | -some | troublesome |
| depend | -ent/-ant | dependent |
| comfort | -able/-ible | comfortable |
| active imagine | -ive/-tive/ -ative/-itive | attentive imaginative |
| cond | -ary | condary |
| change | -able | changeable |
| annoy | -ing | annoying |
| excite | -ed | excited |
| | | |
初中英语作文带翻译3. Suffixes ud as a verb signifier
Adjective | Noun | Suffix | Verb |
broad | ted kennedyfright | -en | broaden, frighten |
simple | | -fy | simplify |
modern | | -ize (-i) | modernize |
| | | |
T: Excellent! Now let’s fill in some charts with your partners. Plea open your books and turn to page 5 and practice Activity 1, and then practice Exerci 8 on page 68. Later we’ll check the answers with the whole class.
Step Ⅲ Practice
Get the Ss to review the us of verbs, nouns and adjectives in ntences, filling the form. Ask them to practice Activity 2 on page 5 and complete the ntences, using the suitable forms in the box. At last, check the answers with the whole class.
T: Now let’s review the us of verbs, nouns and adjectives in ntences. Fill in the form below. Who can tell us what functions the three kinds of words can be ud as?
Sample answers:
Part of speech | Subject | Object | Predicate | Predicative | Objective Complement | Attribute |
Noun | √ | √ | | megumi√ | √ | |
Verb | | | suspect√ | √ | | |
Adjective | | | | √ | √ | √ |
| | | | 柯南配音还珠格格 | | |
T: Terrific! Now practice Activity 2 on page 5, plea u the suitable forms in the box to complete the ntences according to their functions in the ntences. A few minutes later, let’s check the answers with the whole class.
Step Ⅳ Grammar
enrique iglesiasGet the Ss to learn the us of adjectives ending in -ing and -ed. Find out the differences between them. Fill in the chart about them. Complete the ntences using the correct forms. At last check the answers with the whole class.
T: Now let’s learn the us of adjectives ending in
-ing and -ed. Do you know how to explain their us? Plea look at Activity 2 on page 6. Who can tell me which explanation is correct?
S1: The -ing form describes the people or things that cau the feeling.
S2: The -ed form tells us how people feel.
T: Quite right! Now plea find out more differences between them by reading the examples. And fill in the chart below.
Show it on the screen.
| People | Things | Passive | Active | Explanation | Example |
-ing | √ | √ | | √ | Cau the feeling | The room is amazing. |
-ed | √ | | √ | | How people feel | I am amazed by the room. |
| | | | | | |
T: OK, I’d like you to complete the ntences in Activity 3 on page 7. Try to u the correct forms according to the chart. A few minutes later, let’s check the answers with the whole class.
