Teaching Objectives: By the end of the class, Ss will be able to: 1. Language Knowledge: understand word linking. 2. Language Skill: know how to link words when reading. describe the functions and sources of some minerals and vitamins. 3. Learning Strategy: know how to give health advice to people. 4. Affect: develop their teamwork spirit through group discussion. 5. Cultural Awareness: learn the functions and sources of some minerals and vitamins. Teaching Focus: Understand word linking. Make conversations and give health advice. Teaching Difficulty: Make conversations and give health advice. Teaching Media: A computer (If not available, use the blackboard instead.) Teaching Procedures: Step 1 Lead-in (3 mins) Greeting. Play a part of a song named No Matter What by Boyzone and ask Ss to find out the word linking in this part. T: Boys and girls, it’s time for class! First of all, let’s welcome all the teachers here! Thanks for their coming! Great! And now, class begins! Ss: Good afternoon, Miss Fu! T: Good afternoon, boys and girls! Sit down, please! At the beginning of the class, let’s enjoy a part of a wonderful song. Listen carefully and pay attention to word linking in this part. Do you know the meaning of word linking? In Chinese, it means “连读”. Now here is the song. OK, let’s stop here. If you like the song, you can search the Internet and download it named No Matter What by the Irish boy band Boyzone. Now come back to word linking. Line 1. Where’s the word linking? Ss: Tell us. T: Line 2? Ss: No. T: Right. It seems that there is no word linking in line 2. Then line 3? Ss: Believe it’s. T: Line 5? Ss: Call us. T: Line 6? Is there any word linking in line 6? Ss: … (Some of Ss may say yes and some may say no.) T: OK, we’ll talk about it later. And line 7? Ss: Take us. T: Line 8? Ss: Find our own. T: Good job! The word linking we have learned before is to link a consonant sound and a vowel sound. The typical one is “look︶at”. We don’t say “Please look at the slide.” Instead, we say “Please look︶at the slide.” Remember this kind of word linking? Ss: Yes. Step 2 (13 mins) Teach Ss how to link one word ending with a vowel sound and another starting with a vowel sound, and how to link words when the same consonant occurs at the end of one word and the beginning of another. First, let some Ss try to read the words. Then play the records and asks Ss to listen carefully and find the differences. After that, talk about the rules of word linking. And Ss are asked to practise reading the words on page 41. During the period, check around and offer help. Then ask some Ss to read the words and correct their pronunciation. T: All right. Let’s come back to the song. Line 6. Does ”they attack” belong to word linking? Does it conform to the rule we mentioned just now? Ss: No. T: Right. No, in this case, one word ends with a vowel sound and another starts with a vowel sound. So how to link these two words together? Let’s look at another two examples. Do you know how to read them? Now listen to the record and pay attention to the pronunciation. Jamie, please read these words. Ss: ... T: Not bad. Teresa, can you? Ss: … T: Great. So according to the record, the first one is see︶animals. The second one is my︶appetite. These two words sound like a sound / j / added between them. Yes or no? Ss: Yes. T: Actually, we don’t have to pronounce this sound too clearly but gently and naturally. So we can draw the rule: A / j / glide is frequently found at a word juncture where two vowels meet, especially in cases where the first vowel is / i: /, / ei /, / ai / or a diphthong ending in / j /. This can be within a word (e.g., seeing, saying) or can occur at a word juncture (e.g., be ice). Take notes on your notebook or textbook! Finish? Ss: OK. T: Then I’ll give you two more examples. How to read these two pairs of words? They are also the case that one word ends with a vowel sound and another starts with a vowel sound. But is there a sound / j / added between them? Listen to the record again. Can you hear the sound clearly? Ss: Yes. T: Well. Venus, please! Ss: … T: YEO, can you? Ss: … T: The whole class, the first one is no︶egg. The second one is go︶inside. These two words sound like a sound / w / added between them. And we should also pay attention that we needn’t pronounce this sound too clearly. So the rule here is: A / w / glide is frequently heard where two vowels meet, especially in cases where the first word ends with an –o letter. This can also be within a word (e.g., doing, queuing, going) or can occur at a word juncture (e.g., no opening, so on). Take notes! Finish? Ss: Yes. T: Now please practise saying these pairs of words on page 41 with your deskmate. Have you finished saying all these pairs of words? Now read after the record. 静雯。This line. The above eight pairs of words. One by one, go. Ss: … T: Well done! 紫滢。This line. The rest eight pairs of words. One by one, go. Ss: … T: Well done! Then the whole class read them together. Ss: … (The whole class read the words according to the rules together.) T: After we’ve learned how to link a word ending with a vowel sound and another word starting with a vowel sound, now let’s come to another kind of word linking. How do you read the pairs of words? Is it “ought to”? Is it “love vegetables”? When the same consonant occurs at the end of one word and the beginning of another, only one consonant is pronounced. Listen to the record. So “ought to” should be “ought︶to” and “love vegetables” should be “love︶vegetables”. Clear? Now look at the slide and try to say these pairs of words in pairs. Ss: … T: Finish? Now listen to the record. Zero and Crystal, you two together. Ss: … T: 嘉宝 and 能智. Ss: … T: May and Christie. Ss: … T: 淑娟 and 映雪. Ss: … T: Very good! The whole class read these pairs of words together. Ss: … (The whole class read the pairs of words on the slide according to the rules together.) Step 3 (3 mins) Lead to “Speak Up” by talking about a pair of words appeared in last step – love vegetables. Then show a table of the functions and sources of some vitamins and minerals – vitamin A, vitamin B1, vitamin B2, vitamin C, vitamin D, calcium, iron and protein. T: Just now we met a pair of words – love vegetables. I want to know whether you love vegetables or not? Do you love vegetables? Ss: (No!/Yes!) T: (Why not? Vegetables are good for our bodies to digest the food we eat. Therefore, we should eat enough vegetables. Agree?/Great! I am so glad to hear that. You have a healthy lifestyle.) Well, while talking about health, actually we need to ask for some health advice because most of people are in a state of subhealth. It is shown by the data that there are about 70% of people around the world being in a state of subhealth. So health advice is very important to us. Now let’s role play. We need to make full use of our imagination. Please imagine here is a small health station. Half of us are doctors and give advice. And the others come to describe their problems. All of us have the chances to play the role of both the doctors and the ordinary people. Get it? So as doctors, first we have to learn the solutions to people’s problems. Look at this table. From the table, we can see that vitamin A is good for preventing spots and improving sight. And it comes from green vegetables and carrots. Vitamin B1 is good for fast growth. Conon, where does vitamin B1 come from? Ss: … T: 浩权。Then what is vitamin B2 good for? Where is it from? Ss: … T: What about vitamin C? Vitamin C is good for our teeth and skin. Fruit and vegetables are rich in vitamin C. Here is a useful phrase – be rich in. For example, kiwi is rich in vitamin C. Do you know kiwi? Kiwi is one of the fruits with most vitamins. Then what is good for our bones? Both vitamin D and calcium are good for our bones. We can absorb vitamin D from fish and eggs. And milk, fish, meat and grains are the important sources of calcium. Catherine, do you know what iron is good for? Ss: … T: And it comes from? Ss: … T: From unit 2, we learned that lack of iron and protein can secretly rob our hair of its shiny beauty. Remember? Ss: Yes. T: So where can we get iron and protein? Ss: … Step 4 (15 mins) Role play. Get Ss to work in pairs and make conversations according to an example on the blackboard. During the discussion, check around and offer help. Then ask some pairs of volunteers to make conversations and give health advice. In this step, Ss can get points for their performance. T: Now, doctors, are you clear about the functions and sources of the vitamins and minerals here? Ss: OK! T: Great! Now work in pairs and make conversations. The first four rows of students make conversations with the first four problems. The rest students make conversations with the last four problems. Work in pairs. We can use the example to help us or we can be creative and create a new dialogue ourselves. First, the student on the left acts as the doctor and another student on the right acts as the ordinary person. Then change the role. Understand? We can get points in this part. All right? Ss: Yes. T: Any volunteer? Just put up your hand and it is your show time. Ss: … (Some Ss put up their hands and give their performance.) T: Marvelous! You’ve done a very good job! Give ourselves a big hand! Step 5 (5 mins) After making conversations, ask Ss to write a report on health advice. T: After giving advice, now we need to sum up the advice and then give a report. I’ll give you about five minutes to discuss your report in pairs. If you are afraid of forgetting it, you can write it down on your exercise book. Then I’ll ask some of us to give one sentence of the report according to the order of the problems. Clear? Ss: Yes. Step 6 Homework (1 mins) Ask Ss to finish the report on the exercise book. T: Last but not least, don’t forget the homework for today. Each of us needs to finish the report on our exercise book. If you have finished it, read it again and polish it. Get it? Ss: Yes. T: All right! That’s all for today. Thank you! Have a wonderful holiday! Layout: Unit 3 Speaking No Matter What ----- Boyzone 1. no matter what they tell︶us 2. no matter what they do 3. no matter what they teach︶us 4. what we believe︶it's true 5. no matter what they call︶us 6. however they︶attack 7. no matter where they take︶us 8. we'll find︶our︶own way back 元音+元音的连读规律1：如果前一个词是由元音/i/结尾，包括这些元音/ i: /，/ I /，/ ei /，/ ai /，下一个词由元音开头，那么就在这两个词之间加上一个字母y发/ j /音。 元音+元音的连读规律2：如果前一个词是由元音/u/结尾，包括这些元音/ u: /,/ u /,/ u /,/ au /,下一个词由元音开头，那么就在这两个词之间加上一个字母w发/w/音。 辅音+辅音的连读规律：当同一个辅音出现在一个单词的末尾和另一个单词的开头时，只需发一个辅音即可。 Example: D (doctors): I’ve got spots on my face. O (ordinary people): Then you need more vitamin A. D: Where can I get it? O: From carrots. 1. I’m not growing fast enough. 2. My teeth are getting loose. 3. My skin is dry. 4. My eyes are a bit weak. 5. I’m losing hair. 6. I’ve got soft bones. 7. I look pale. 8. My hair is dry and messy. G1 G2 G3 G4 |
