资源简介

(共28张PPT)
Unit 8
Let’s Communicate ！
Pronunciation&Project
Learning objectives
Listen and repeat.
Pronunciation
1
/-pl/ apple people /-kl/ uncle article /-tl/ little hospital
/-bl/ able possible /-ɡl/ eagle single /-dl/ middle noodle
/-fn/ often soften /-sn/ listen person /-tn/ certain Britain
/-vn/ even seven /-zn/ cousin reason /-dn/ garden pardon
Listen and read. Notice the linking, stress, intonation, and pauses.
2
Pronunciation
2
Listen and read. Notice the linking, stress, intonation, and pauses.
连读（Linking）
连读指单词在句子中相邻时，发音自然连接的现象。
(1) 辅音 + 元音连读（最常见）
前一词以辅音结尾，后一词以元音开头，直接连接发音，如：
not ~ at all /n t t l/ → 读作 “no-t -t l”（一点也不）
look ~ at it /l k t t/ → 读作 “loo-k -t t”（看看它）
an ~ apple / n pl/ → 读作 “ -n -pl”（一个苹果）
Pronunciation
2
Listen and read. Notice the linking, stress, intonation, and pauses.
连读（Linking）
连读指单词在句子中相邻时，发音自然连接的现象。
(1) 辅音 + 元音连读（最常见）
前一词以辅音结尾，后一词以元音开头，直接连接发音，如：
not ~ at all /n t t l/ → 读作 “no-t -t l”（一点也不）
look ~ at it /l k t t/ → 读作 “loo-k -t t”（看看它）
an ~ apple / n pl/ → 读作 “ -n -pl”（一个苹果）
Pronunciation
2
Listen and read. Notice the linking, stress, intonation, and pauses.
(2) 元音 + 元音连读
前一词以元音结尾，后一词以元音开头，中间加过渡音（/w/ 或 /j/），如：
do ~ it /du t/ → 加 /w/ 读作 “du w t”（做它）
say ~ it /se t/ → 加 /j/ 读作 “se j t”（说它）
too ~ old /tu ld/ → 加 /w/ 读作 “tu w ld”（太老）
Pronunciation
2
Listen and read. Notice the linking, stress, intonation, and pauses.
(3) 辅音 + 辅音连读（同化现象）
相邻辅音发音融合成新音，常见以下两种：①t/d + j → ch/d
not ~ you /n t ju / → 读作 “no-chu ”（不是你）
did ~ you /d d ju / → 读作 “di-d u ”（你做了吗）
②s/z + j → /
this ~ year / s j (r)/ → 读作 “thi-sh ”（今年）
because ~ you /b k z ju / → 读作 “bi-k -zhu ”（因为你）
Exercise
If you 'give a 'puppy some \bones, | he will 'wag his \tail.
If he 'wags his /tail, | he will 'likely 'jump around \happily.
If he 'jumps around /happily, | he may 'want to 'play \games with you.
If you 'play \games with /him, | you might 'have a \lot of fun.
And if you 'have a \lot of fun | and be'gin to /laugh, | he might 'lick your \face | and 'ask for 'more \bones!
读文章练习（“\” 降调；“/”升调）
Work in groups. Each student writes one sentence beginning with “If ...” on their own piece of paper. For example:
Project
4a
If it doesn’t rain tomorrow, we’ll go for a picnic.
Work in groups. Each student writes one sentence beginning with “If ...” on their own piece of paper. For example:
Project
4a
If I wake up early tomorrow, I’ll have time to make a delicious breakfast.
Work in groups. Each student writes one sentence beginning with “If ...” on their own piece of paper. For example:
Project
4a
If the library has the history book I need, I’ll borrow it this afternoon.
Work in groups. Each student writes one sentence beginning with “If ...” on their own piece of paper. For example:
Project
4a
If my little sister wants to learn to draw, I’ll teach her basic sketching.
Work in groups. Each student writes one sentence beginning with “If ...” on their own piece of paper. For example:
Project
4a
If our class decides to hold a charity sale, we’ll collect old toys and books this week.
Work in groups. Each student writes one sentence beginning with “If ...” on their own piece of paper. For example:
Project
4a
If the café near school launches a new milk tea flavor, I’ll try it after class.
Put all the pieces of paper into a box or jar. The first person picks one and reads it aloud. Others then add “if ” sentences to continue the story. For example:
4b
If we go for a picnic,
everyone will be excited.
If everyone is excited,
we’ll play some fun games.
Put all the pieces of paper into a box or jar. The first person picks one and reads it aloud. Others then add “if ” sentences to continue the story. For example:
4b
If I wake up early tomorrow, I’ll have time to make a delicious breakfast.
If I have time to make a delicious breakfast, my family will be happy to try it.
If my family is happy to try it, we’ll chat and laugh while eating together.
Put all the pieces of paper into a box or jar. The first person picks one and reads it aloud. Others then add “if ” sentences to continue the story. For example:
4b
If the library has the history book I need, I’ll borrow it this afternoon.
If I borrow the history book this afternoon, I can start reading it after school.
If I start reading it after school, I’ll finish the assigned chapter before tomorrow’s class.
Put all the pieces of paper into a box or jar. The first person picks one and reads it aloud. Others then add “if ” sentences to continue the story. For example:
4b
If my little sister wants to learn to draw, I’ll teach her basic sketching.
If I teach her basic sketching, she’ll practice drawing small animals first.
If she practices drawing small animals first, she’ll create a cute picture for our mom.
Put all the pieces of paper into a box or jar. The first person picks one and reads it aloud. Others then add “if ” sentences to continue the story. For example:
4b
If our class decides to hold a charity sale, we’ll collect old toys and books this week.
If we collect old toys and books this week, we’ll price them neatly this weekend.
If we price them neatly this weekend, many students will buy things at our charity sale next Monday.
Put all the pieces of paper into a box or jar. The first person picks one and reads it aloud. Others then add “if ” sentences to continue the story. For example:
4b
If the café near school launches a new milk tea flavor, I’ll try it after class.
If I try the new milk tea flavor after class, I’ll tell my best friend if it’s delicious.
If I tell my best friend it’s delicious, we’ll go to the café together to buy it tomorrow.
Take turns to add sentences until the story ends naturally. Each story should include at least five sentences.
4c
When a story ends, pick another piece of paper. Take turns to tell the next story.
4d
1. What forms of communication do you often use
2. Which form of communication do you think works the best for you
3. What will you do to improve your communication skills
4. Can you use if-clauses to talk about possible future actions
Reflecting
Good communication skills are key to success in life.
“良好的沟通能力是人生成功的关键”
Summary
连读（Linking）
连读指单词在句子中相邻时，发音自然连接的现象。
(1) 辅音 + 元音连读（最常见）
前一词以辅音结尾，后一词以元音开头，直接连接发音
(2) 元音 + 元音连读
前一词以元音结尾，后一词以元音开头，中间加过渡音（/w/ 或 /j/）
(3) 辅音 + 辅音连读（同化现象）
相邻辅音发音融合成新音
Homework
Revise the project work：根据课堂上的评价反馈，对自己小组的项目作品进行修改完善，下节课提交最终版本。
Write a reflection：写一篇英文反思，内容包括在本次项目学习中的收获、遇到的困难及解决方法，以及对未来类似项目的期望，字数在 80 - 100 字左右。
Thank you！

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