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Unit 4 My favourite Subject
Section 2 Pronunciation, Section A 2a-2f
Content analysis
The dialogue text in this section continues to center on “favorite subjects and why”. It depicts Binbin, Emma, and Meimei chatting between classes: Binbin asks Emma and learns that Emma’s next class is History — which happens to be Emma’s favorite subject — and the three then start talking about their own favorite subjects and the reasons behind their pared with the listening dialogues in the previous period, this conversation text is richer in content; especially when the three students state their reasons, they not only use descriptive adjectives but also provide more specific explanations, such as details about subject content or personal learning experiences.
This period also integrates pronunciation training as part of the core content: the focus is on helping students accurately spell three groups of diphthongs and common words that contain these phonemes, learn to pronounce words correctly based on phonetic rules and phonetic symbols, and develop the ability to listen to and read aloud the diphthong phonemes /e / /a / / / / / /a / / / /e / / / properly, along with words that include these phonemes.
Students like a subject for various reasons. Apart from the characteristics of the subject itself and students’ own abilities and hobbies, the textbook also deliberately includes an emotional factor — namely, liking a subject because they like the teacher of that subject. These reasons are real and relatable, and the language in the dialogues is concise and easy to imitate, providing students with necessary language scaffolds and content points for completing subsequent oral output tasks. Meanwhile, mastering diphthongs and the skill of pronouncing words based on phonetics is key to improving the accuracy of students’ oral English; it helps them avoid pronunciation mistakes in daily communication and lays a solid foundation for their further English learning, such as fluent reading and clear speaking.
The dialogue text also embeds the cultivation of learning strategies and learning attitudes. Teachers must guide students to reflect on their attitudes toward different subjects at the right time and help them learn to support each other in their studies. Through targeted activities, students can effectively master the relevant pronunciation rules and further improve their overall English learning strategies and methods.
Learning Objectives
At the end of this section, students will be able to:
1. Listen to and correctly read aloud the diphthong phonemes /e / /a / / / / / /a / / / /e / / / as well as words containing these phonemes;
2. Recognize liaison via listening and reading imitation, grasp its rules, and apply it naturally in smooth speech;
3. Infer picture-based dialogue context and characters’ actions, grasp key text information through listening and reading, and learn characters’ favorite subjects and their reasons.
4. Express opinions on different subjects and understand the value of each.
Focal and Difficult Points
Focal Points
1. Listen for the key words and read detailed information.
2. Sort out the main points of the conversation using a table.
Difficult Points
1. Use the vocabulary and core sentences to communicate.
2. Consolidate and strengthen the use of verbs in the third-person singular form.
Procedures
Teaching Activities Learning Activities Purposes
Step 1: Pronunciation 1. Play the recording and guide Ss to read aloud along with it. 2. Prompt Ss to notice how words link together, then help them summarize the rules of the linking phenomenon. Listen and repeat the words in pronunciation. Listen to the pronunciation of the words, and write down phonetic symbols. To help students master pronunciation rules and practice word linking in a targeted way.
Step 2: Listening 1. Predicting Show the picture of 2a and ask Ss three questions: 1. Where are they 2. What’s the relationship between them 3. What are they doing 2. Listening and fill in the blanks Ask Ss to listen to the conversation, then guide them to fill in the blanks in 2a. Look at the picture and predict what the three students are talking about. Listen to the conversation and fill in the blanks with the correct words. To develop students’ ability to observe details (e.g., picture clues) in learning activities. To help students grasp key dialogue information
Step 3: Reading 1. Reading for specific information Play the recording again and ask Ss to complete the table in 2b. Remind Ss to check the answers by making full sentences. For example: Emma likes ... because ... 2. Reading for details What word do the three students use when they give reasons What word does Meimei use to connect the two reasons 3. Deep thinking T: Why do we need to learn different subjects Read the conversation and complete the table in 2b. Read the dialogue carefully, find the word all three use for stating reasons and the word Meimei uses to connect her two reasons. Talk about the topic freely. To reinforce students’ understanding of the dialogue, and use the “full-sentence check” method to improve the accuracy. To deepen students’ understanding of how to use words to express and link reasons. To encourage students to express their personalised views.
Step 4: Speaking 1. Role-play Ask Ss to listen to the conversation again and pay attention to the words that link together. Guide Ss to role-play the conversation. 2. Group work T: What do you think of your school subjects Ask Ss to complete the diagram in 2d and guide them to put the words into different groups. Deep thinking: T: Why do students have different opinions on the same subjects Guide Ss to interview each other. Listen to the conversation again and pay attention to the words that link together. Role-play the conversation with partners. Work in groups to share your thoughts on school subjects, then complete the diagram in 2d. Think about the teacher’s question. Interview two classmates and take notes in the 2e table. Interviewer: 1. What’s your favourite subject 2. Why do you like it 3. What other subjects do you like Classmate 1: Classmate 2: To guide students to perceive the linking words in the conversation via re-listening and role-playing. To help students share views on school subjects and categorize them via the 2d diagram To help students understand different views on the same subject by interviewing each other.
3. Presentation. Select one student from each group to present a report on the interview, and ask them to use the notes from 2e. Step 5: Homework Level A: Read the conversation aloud and practice how to link words together. Level B: Recite the conversation with partners and learn to sing a new song to practice linking words while reading. Each group selects a representative to present an interview report, using the notes from 2e to share key information. To help students improve information presentation skills through sharing interview reports with 2e notes. To help students practice linking words through levelled homework.
Blackboard Design
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