職業(yè)中專一年二期英語教案.doc

_Book 2 Unit 1 I laughed till I cried!（第一課時 教學設計）一、學情分析 本單元是學生第二學期的第一單元，話題與學生的假期活動相關。而學生剛從假期中歸來，仍沉浸在假期的快樂中。第一單元的話題非常符合學生的興趣和當時的心情，這為本單元的學習打下了良好的基礎。第一單元的教學內容主要為：能夠聽懂并談論假期中的活動；能夠看懂關于家庭成員的小故事；能夠描述一些已經發(fā)生過的有趣的經歷；能夠掌握并運用一般過去時的肯定式和否定式；能夠在朗讀時注意句子中的重讀音節(jié)。本單元的話題雖然親切，教師仍然要注意運用多種教學手段，并關注每一個學生，在一些教學步驟中采用分層設計，幫助學生達成教學目標。本單元設計分為4個課時：第一課時 lead-in + listening and speaking第二課時 reading and writing第三課時 language in use 第四課時 vocabulary consolidation + unit task + fun time第一課時 Lead-in + Listening & Speaking二、教材分析1. 教學內容本課時系教材英語2（基礎模塊 高教版）第一單元的第一課時，包括Lead-in & Listening and speaking兩部分，具體內容為：能夠聽懂并談論家庭在假期中的活動，掌握提供以及詢問過去的經歷的詞匯和句型。2. 教學重點、難點 教學重點能夠聽懂并談論家庭在假期中的活動，掌握詢問以及提供過去的經歷的詞匯和句型。 教學難點提供以及詢問過去的經歷的詞匯和句型三、教學目標1. 知識目標 幫助學生掌握以下詞匯：如ski, mountain, beach, sail, skate, vacation, wonderful, parent等 幫助學生掌握詢問和提供過去的經歷所使用的詞組和句型，如：a. useful expressions about some activities:visit the zoo, go swimming / skating / skiing / boating / sailing / fishing, pick apples, climb mountains, play volleyball on the beach, etc.b. ask for and give information on past experiences:How was your vacation?It was wonderful / great / not bad. We had great fun. Where did your family go? / Where did you go?I went to . / We went to .What did you do there?2. 能力目標 學生能聽懂關于詢問和提供過去的經歷的對話。 學生能就過去的經歷這一話題進行簡單的交流，能夠就這一話題詢問和提供信息。3. 情感目標在真實情景交流中，讓學生學會與同伴分享自己的經歷，健康快樂地成長。四、教學步驟Step One Lead-in （8 mins）1. The teacher greets each student: Good morning. Nice to see you again. Welcome back to school. What did you do during your winter vacation?Bb: winter vacationDid your family go somewhere?Did you enjoy yourselves?（設計意圖：這是學生寒假回來的第一節(jié)英語課，和學生互相問候了之后，順便聊到寒假里的活動是再自然不過的事了。這里的開門見山讓學生很快進入了本節(jié)課的話題。）2. Encourage the Ss to give answers. And collect different answers on the blackboard. While collecting, teach new words such as ski, mountain, sail, skate, beach, etc. （設計意圖：教師可以一邊和學生進行交流，一邊就把學生的回答寫在黑板上，不僅可以復習鞏固一些舊的表達方式，同時可以呈現新的單詞和詞組，可謂一舉兩得。）3. Activity 1: Tick the activities you did before. After the students has finished it, ask some individuals to tell the whole what they once did by using: I visited the zoo. / I went swimming. / I climbed mountains. （設計意圖：在這一活動中，教師不應僅僅局限于讓學生完成一個打勾的練習，而是要讓他們用語言表達出曾經做過的事情。要說的句子只需在所列出的詞組中加上一個I即可，這也讓學生更有信心與別人交流。）4. Activity 2: Listen and match. Get the Ss to do it by themselves without listening. Then get them to listen and repeat. （設計意圖：這一活動，教師可以先不讓學生聽，直接讓他們Look and match. 在完成之后，再讓學生聽錄音檢查自己的答案，并跟讀。跟讀也為下面的會話交流做了一定的準備。）Step Two Listening (10 mins)1. Before listening, ask the Ss to look at the pictures and talk about what cities they may be. 2. Activity 3. Listen and tick. Then heck the answers with them.3. Activity 5. Listen again and match the people with the activities. Check the answers with them.4. Activity 4. Listen again and answer the questions. Check the answers with them.（設計意圖: 在聽之前，讓學生先討論教材中的圖片能讓他們先熟悉要聽的內容。接著，要讓他們明白在聽的過程中要完成的任務。把教材中的活動4和活動5調整了一下順序是因為學生對于回答問題總是比較害怕，也覺得比較難。所以可以把這一練習放到最后去完成。）Step Three Speaking (20mins)1. Activity 6. Read and underline. Practice the dialogue with your partner and underline the vacation activities. （設計意圖：讓學生在進行交流前，能有一個很好的例子可以模仿。兩人練習則可以互相幫助。）2. Activity 7. Look at the pictures and talk in pairs. （設計意圖: 模擬真實情景，兩人小組相互詢問在假期中的活動。)3. Ask some pairs to act out their dialogues. If some Ss have difficulties, the teacher can give them some hints. (設計意圖：讓學生表演對話，一來可以檢查學生的掌握情況，以便教師在下一活動中進行調整。二來可以鍛煉學生的膽量。而教師在鼓勵學生表演時，不應只請一些表達能力較強的學生，也應多多地把機會給能力較弱的學生。在這里，教師可以根據教材上的內容，事先準備一些AB角色轉換卡片。以Kunming為例：Card B:Kunmingwarmwent boatinggreatCard A:Where?Whatweather ?What do?Did you ?若是學生的能力還要更弱一些，教師也可以把卡片中的信息再給得完整些。這樣，既給了這些學生開口的機會，讓他們增添一份自信，同時也保護了他們的自尊心。）4. Activity 8: Ask each student to interview five students with the chart. （設計意圖:學習利用調查、詢問的方式來獲取信息，增進同學之間的彼此了解。）Step Four Summary and Production (7m)Make a short summary of what weve learned today.(1) Useful expressions: visit the zoo, go swimming / skiing / skating / sailing / fishing / boating, climb mountains, play volleyball on the beach, pick apples(2) Everyday English:How was your vacation?It was wonderful / great / not bad. We had great fun. Did you enjoy yourselves?Where did you go? / Where did your family go?What did you do there?（設計意圖:對本課時所學集體做個小結，讓學生明確單元教學目標，方便學生補充筆記。）Step Five Homework (1m)1. Practice the dialogue with your classmate after class.2. Make a similar dialogue, talking about winter vacation.五、板書設計Useful expressions:visit the zoogo swimming / skiing / sailing / skating / fishingpick applesclimb mountainsplay volleyball on the beachYou can ask like this:How was your vacation?What was the weather like there?Where did you go? / Where did your family go?Did you enjoy yourselves?You can answer like this:It was wonderful / great / not bad. It was hot / warm I went to Harbin with my parents. Yes, we had great fun. （設計意圖，用不同顏色的粉筆讓學生對本節(jié)課所學的新詞、要求掌握的重點一目了然。同時，教師的板書也是學生很好的筆記樣板。學生在記筆記的過程中也學會了該如何突出重點。） 第二課時 Reading & Writing一、教材分析1. 教學內容本課時系教材英語2（基礎模塊 高教版）第一單元的第二課時，為Reading & Writing部分，具體內容為：能夠看懂關于家庭成員的小故事；能夠描述一些已經發(fā)生過的有趣的經歷。教材中的閱讀材料在第二冊中的篇幅長度和難度都有了一定的提高，教師在教學中做好鋪墊工作，幫助學生克服畏難情緒。2. 教學重點、難點 教學重點能夠看懂關于家庭成員的小故事；能夠描述一些已經發(fā)生過的有趣的經歷。 教學難點能夠描述一些已經發(fā)生過的有趣的經歷。二、教學目標1. 知識目標 幫助學生理解并掌握以下詞匯：如career, housewife, household, daily, return, hesitation, typical, chore, volunteer, ham等 能夠看懂教材中的兩個關于家庭成員的故事。2. 能力目標 學生能根據不同的閱讀需求，正確地掌握一些閱讀的方法，如skimming, scanning等。 學生能在理解故事的前提下，根據所給提示詞語，復述家庭成員的故事。(3) 學生能從連詞成句漸漸過渡到連句成段，簡單地描述自己或家庭成員的經歷。3. 情感目標在描述家庭成員的過程中，學生能慢慢體會到對父母的愛、對家庭的愛，學會珍惜自己所擁有的一切。三、教學步驟Step One Lead-in （8 mins）1. Revision.The teacher greets the Ss and get them to talk about their holidays. T: How was your winter vacation?Where did you go?What was the weather like there?What did you do?Did your family have a good time?Who made a decision in your family during the vacation?Who had more experience in your family?（設計意圖：在日常的師生問候中，自然地復習了上一課時所學的內容，并在交流中，導入本課時所要牽涉的話題。）2. Involve more questions about families. Make a short survey. In your family, Your fatherYour motherYouwho does the housework?who is the most hard-working?who is the laziest?who is the funniest?who likes eating most?who usually makes decisions?（設計意圖：把活動9的問題進行補充，多方面的問題能夠讓學生慢慢回憶起家庭中的各種趣事，從而會在下面的閱讀中引起共鳴。可以叫幾個學生做一個簡短的匯報，必定會引起其他同學的笑聲不斷。本課時的教學即能在歡快輕松的氛圍中展開。）Step Two Reading (25mins)1. Activity 10: fast reading. Get the Ss to read the letters as quickly as they can and tick the right topic. Then check the answer with the whole class. （設計意圖，這一教學活動要求學生抓住重點，培養(yǎng)他們快速捕捉信息的能力。）2. Activity 11. Read the letter again and tick the things Bobs mother and Bens father did. （設計意圖，找出課文中的關鍵活動，初步理解課文。）3. Activity 12. Read the letters again and tick the correct sentences. Then check the answers with the Ss. See if they have any problems, help them with some important and difficult points. （設計意圖，通過找出正確的句子讓學生進一步理解課文，同時在與學生校對答案時看他們是否存在閱讀障礙，講解重點詞組。）4. Reading aloud. Get the Ss to read the letters by themselves. While they are reading, the teacher walks around to help them. （設計意圖：在課堂教學中，要時刻培養(yǎng)學生大聲朗讀的習慣，以朗讀進一步促進對文章的理解，并為下一活動復述故事做好鋪墊。）5. Activity 13: Complete the summary of Bens story. Then check the answers with the Ss. Ask the Ss to prepare for telling the stories. （設計意圖：在完成此活動時，可讓學生嘗試著不看閱讀材料，直接填寫。這樣做一方面可以檢測他們在前半節(jié)課中的掌握程度，另一方面讓他們養(yǎng)成勤記憶的習慣。當然，這一要求可在上一活動朗讀中就提出。而我們的能力培養(yǎng)并沒有到此為止，活動13為我們提供了很好的復述示例。因為是第一次接觸比較長的課文，學生肯定會有點困難。能力較強的學生可以參考方框中給出的詞語來復述，教師也可以提供幾幅簡筆畫，幫助學生記憶和復述。而能力較弱的學生則可以看著完整的語句進行復述，這樣就會有更多的同學參與到活動中來。Step Three Writing (11 mins)1. Group work: Activity 14. Get the Ss to use the given information to describe the pictures. The teacher can get the Ss to work in groups and then ask some individuals to do it orally. Finally, ask the Ss to write down the sentences according to the pictures. （設計意圖：讓學生獨立完成這項活動前，應先進行小組活動，集體活動，讓不同程度的學生能夠互相幫助、討論。第一步，小組討論。第二步，教師讓個別同學發(fā)言，然后全班同學一起校對。第三步，學生把句子寫下來。寫作在第二冊中的難度有了一定的提升，而這樣做可以循序漸進，分解難度，幫助學生克服寫作的心理障礙。）2. Activity 15. Get the Ss to connect all the sentences. （設計意圖：學生在上一活動中已經完成了對每一幅圖片的描述，那么在這里學生就要把這些句子連成一段話，從而完成詞句段落的過渡練習。)Step Four Homework (1m)1. Retell one of the two short stories that you are interested in. 2. Complete Activity 15. 3. Write down some expressions that are accosiated with your experiences in your childhood or in the vacation. （設計意圖：這里的作業(yè)設計為單元任務做了第一個準備，即請同學們考慮一件自己童年發(fā)生過的趣事或在假期中發(fā)生的一件趣事，寫出在描述這件事情時會用到的表達方式。）四、板書設計Bobs story:career womanhouseholddailyreturn toslipon the drivewaysend to the hospitalwithout hesitationBens story:typical housewifedo the houseworkfamily choreslast Sunday afternoonvolunteer to doa shopping listhalf an hour lateropen a large grocery bagstart to do（設計意圖，這樣設計可以讓學生非常清楚地在兩篇故事中找到生詞和重點詞組。而學生在做復述的時候，黑板上的這些單詞和詞組也能給學生以提示和幫助。） 第三課時 Language in Use一、教材分析1. 教學內容本課時系教材英語2（基礎模塊 高教版）第一單元的第三課時，為Language in Use部分，具體內容為：能夠掌握并運用一般過去時的肯定式、否定式和疑問式。在第一冊書中，學生已經學習了一般現在時、一般將來時以及現在進行時。學生們對于時態(tài)的運用有了初步的認識，這對學習本單元的知識點比較有利。一般過去時主要用于描述已經發(fā)生過的事情。本單元的話題正是描述過去的經歷，因此學生學好這個時態(tài)也就能更好地達成目標。2. 教學重點、難點 教學重點能夠掌握一般過去時的肯定式、否定式和疑問式。 教學難點能夠運用一般過去時來描述過去發(fā)生的事情。二、教學目標1. 知識目標 學生能夠理解并識記一般過去時的基本結構：動詞的過去式 學生能夠理解并識記一般過去時的肯定式、否定式和疑問式的結構：肯定式：動詞的過去式(was / were; did)否定式：wasnt / werent; didnt do疑問式：Was / Were ? ; Did ?(3) 學生能夠理解并識記動詞過去式的變化規(guī)則。2. 能力目標 學生能正確使用一般過去時的肯定式、否定式和疑問式 學生能運用一般過去時描述過去的經歷。3. 情感目標幫助學生在語法學習時，進一步建立合作學習模式，增進同學之間的感情。三、教學步驟Step One Lead-in （10 mins）1. Have a comment on Ss compositions. Pick out some good examples and get the Ss to read them aloud. After reading, ask some questions. （設計意圖：教師對于上一課時的學生作文進行講評，能讓學生明確并及時訂正自己的差錯。對于優(yōu)秀作文的肯定及在全班的示范朗讀，更能激發(fā)學生的自豪感，從而更主動積極地完成作業(yè)。在朗讀前，明確任務，聽后要回答問題。這樣既能讓聽的同學更集中注意力，也有意識地培養(yǎng)了大家尊重他人的品質。）2. Introduce the Past Tense. Tell the Ss the basic structure of the Past Tense. Ask the Ss if they know the past forms of verbs. Bb: 一般過去時： 動詞的過去式（設計意圖：在學生作文朗讀結束后，教師告訴學生，作文中大家用來描述過去的經歷要使用一般過去時。在之前的聽說課和閱讀寫作課中，學生們實際上已經在運用這一時態(tài)。因此，教師在這里開門見山地提出了本課時要解決的問題。而問題的提出：什么是動詞的過去式？即在下一步驟中馬上得到解決。）Step Two Language in use (30 mins)1. Game: Get the Ss to put the words into the right envelope. dancedwentstoppedstudiedplayedplayed danced studied stopped went cried came did read returned replied listened watched chatted had enjoyed cooked stayed gave slipped counted asked sent arrived started was were不規(guī)則變化重讀閉音節(jié)結尾，雙寫最后一個字母，然后+ed以輔音字母+y，則去y加ied以不發(fā)音e結尾+d一般直接+ed（設計意圖：這一游戲要求學生按照已給的例子，把其他的單詞放進正確的信封中。這里其實在復習動詞的過去式的變化規(guī)則。而采用游戲和競賽的方式，可以化枯燥為有趣，讓學生在玩中學、做中學。在學生把這些單詞全部放入正確的位置后，可以讓他們自己來歸納動詞過去式的變化規(guī)則。教師還可以在這里讓學生根據這些過去式，說出它們的原形。在這里選用的動詞，大多數為本單元中出現的詞匯，學生比較熟悉。而對于不規(guī)則變化的動詞，教師可以在后面的課時中慢慢補充，幫助學生查漏補缺。）2. Game: who + what + where + whenDivide the Ss into four groups. Students of each group write a part of a sentence. Help them to use the past forms of verbs. Then each group leader hand in what their group members write. There are four boxes on the teachers desk. Each box collects one part. Then Ss can read what they write. Li Jiedancedin the classroomlast night（設計意圖，找出課文中的關鍵活動，初步理解課文。）3. Activity 12. Read the letters again and tick the correct sentences. Then check the answers with the Ss. See if they have any problems, help them with some important and difficult points. （設計意圖：這一游戲雖然并不新鮮，但在學生中卻十分受歡迎。學生們總是十分喜歡談論自己的同伴，有著這個年齡特有的愛搞惡作劇的特點。同學們在每個盒子中隨意各抽出一張紙條，然后組合起來，往往期待一個搞笑的場景。而學生在說的過程中，教師可以幫助學生理清各部分在句子中的位置。而這一游戲也為下一活動做了一個很好的鋪墊。不過，要注意學生在寫what和when這兩部分時，要提醒他們用動詞的過去式以及表示過去的時間狀語。）3. Practice. Get the Ss to reorder the words to form a sentence. a. played volleyball my dad and I b. enjoyed the holiday we c. went sailing I with my brotherd. had a great time wee. was ill last weekend Mumf. yesterday were at home my parentsAsk the Ss to do the exercises orally as quick as possible and check the answers with the whole class. （設計意圖：延續(xù)誰在何時何地做什么事情這一游戲，教師沒有直接把例句展示給學生，而是把例句改編成簡單的練習，讓學生自己說出正確的句子。學生在說出正確的句子后，會有一種成就感。這樣，他們在學習例句時，就不會感覺到枯燥和乏味。）4. Grammar Focus: Get the Ss to read these sample sentences together. Help them to learn the examples. Ask them to pay special attention to the verb forms and the adverbial phrases of time. （設計意圖：教師只需稍稍提醒他們注意動詞的形式和相應的時間狀語即可。幫助學生仔細學習一般過去時的肯定式和否定式。）5. Activity 16: Get the Ss to complete the exercises. Then check the answers with them. （設計意圖：在完成此活動之前，學生對排列句子的順序在游戲中已經得到了充分的練習，而且又已經認真學習了例句。因此，在完成這一練習時，他們就比較得心應手了。）6. Activity 17. a. Books closed. Ask the Ss some questions to see if they can describe pictures in Activity 16 without looking at the books. T: What did Tom do this morning? Did Tom read a book this morning? Did Harry read a book yesterday afternoon? What did Lisa do yesterday afternoon? Did she dance yesterday afternoon? What did Mom and Dad do last Sunday? Did the men play volleyball two days ago? What did Zhang Ming do last night? Did he search for information on the Internet?T: (Ask some questions about the Ss themselves.)What did you do yesterday evening? Were you at home yesterday evening? What did Li Jie do yesterday evening? Was she at home yesterday evening?According to the general questions, help the Ss to answer them with Yes, did. / No, didnt. Yes, was / were. / No, wasnt / werent. b. Get the Ss to complete Activity 17. Then check the answers with them. （設計意圖：在完成活動17前，可先檢測學生對活動16的掌握程度。而在檢測時，教師提問的時候有意識地使用了很多一般疑問句，幫助學生用Yes/No來回答。在學生回答時，提醒他們注意提問和回答的一致性。）7. Activity 17: Chain drills. Ask the Ss to ask their partners more questions. Start with “did, was or were”. （設計意圖：幫助學生模仿活動16中的例子，讓他們在這里進行快速地問答，可以有效地檢查他們對一般疑問句的掌握程度。）Step Three Summary (4 mins)Make a short summary of what weve learned today. a. the past forms of verbsb. the basic structure of the Simple Past. （設計意圖：對本課時所學集體做個小結，讓學生明確單元教學目標，方便學生補充筆記。）Step Four Homework (1m)Say something interesting in your childhood or something funny in the vacation. Choose one topic and write five sentences down. （設計意圖：這一作業(yè)設計為下一課時要進行的童年趣事或假期中的趣事的表演做了進一步的準備。）四、板書設計一般過去時:肯定式：was / were did否定式：want / werent didnt do疑問式：Was / Were ? Yes, was. / No, wasnt. Did ? Yes, did. / No, didnt.動詞的過去式：a. 一般直接+edb. 以不發(fā)音e結尾+dc. 以輔音字母+y，則去y加iedd. 重讀閉音節(jié)結尾，雙寫最后一個字母，然后+ede. 不規(guī)則變化 第四課時 Vacabulary practice, Unit task & Fun time一、教材分析1. 教學內容本課時系教材英語2（基礎模塊 高教版）第一單元的第四課時，為vocabulary consolidation + unit task + fun time部分，具體內容為：通過各種方式，利用具體的語境使用和練習詞匯，從而鞏固本單元的重點詞匯。并讓學生運用本單元所學的語言材料完成一個真實的交際任務，通過一系列步驟讓學生在真實環(huán)境中應用語言。培養(yǎng)學生在朗讀英語時養(yǎng)成良好的語音習慣，重視句子中的單詞重讀。2. 教學重點、難點 教學重點通過各種方式，利用具體的語境使用和練習詞匯，從而鞏固本單元的重點詞匯。通過一系列步驟讓學生在真實環(huán)境中應用語言。 教學難點讓學生運用本單元所學的語言材料完成一個真實的交際任務，通過一系列步驟讓學生在真實環(huán)境中應用語言。二、教學目標1. 知識目標學生能夠理解并掌握本單元的重點詞匯以及以下四個動詞的詞語搭配：go, have, play, make2. 能力目標學生運用本單元所學的語言材料完成一個真實的交際任務，通過一系列步驟讓學生在真實環(huán)境中應用語言，談論自己的童年趣事或假期中的趣事。3. 情感目標在真實情景交流中，讓學生學會與同伴分享自己的經歷，感受家庭帶來的溫暖。在回顧過去的同時更懂得珍惜現在，珍惜家人和朋友，健康快樂地成長。三、教學步驟Step One Lead-in （7 mins）1. Collect the Ss homework and get some of them to tell others key phrases of what they will talk today. Get others to guess. S1(Li Jie): went swimming bathed in the sun walked along the beachT: What did Li Jie do last vacation?S2: She went swimming, bathed in the sun and walked along the beach. T: Where did she go?S3 to S1: Did you go to Sanya?S1: No, I didnt. S4 to S1: Did you go to Qingdao?S1: No, I didnt. I went to Thailand. T: Who did she go with?S5 to S1: Did you go with your parents?S1: Yes, I did. （設計意圖：這一步驟教師既能對學生的作業(yè)情況進行及時地檢查，教師在并聽的過程中邊提出問題，并且問題是結合上一課時的知識點，又可以檢查學生們對于一般過去時的掌握情況。教師讓說的學生故弄玄虛，不把完整的信息全部告訴大家，更增添了其他同學的好奇心，鼓勵學生用上一課時學過的句型進行提問和回答。教師因此也達到了復習一般過去時的目的。同時，教師也為下一班即將要進行的表演做了鋪墊。）2. Present the phrases the Ss mentioned and make a list, omitting the verbs. football a wonderful time a snowman a lot of fun sailing swimming shopping skiing a long holiday a terrible time volleyball skating to a park tennis a trip to Beijing computer games with my friends with my parents to the zoo the piano a birthday cake coffee a birthday party a great time the zoo mountains apples the birthday present songs stories （設計意圖：教師把學生所說到的短語，列在一張表格中，把動詞省略掉。而這張表格可以在課前就設計好，因為學生在第二課時結束時教師就已經布置了這一作業(yè)：想一想，你在假期中發(fā)生了什么有趣的事？或者你的童年有什么有趣的事情？列出可以描述這件事情的詞組。黑色部分為教材中已有的，藍色部分為學生自己添加的。當然，教師也可以在課堂中隨時補充。這樣學生對于本單元所學的詞組一目了然，而同學之間的互相補充更可以讓大家互相學習和提高。動詞的省略則讓學生在聽的同時，會更專注他人的發(fā)言，同時可以自己思考一下，這里缺了什么動詞？）Step Two Vocabulary pracice (10 mins)1. Activity 20: Get the Ss to find the words that go together. football a wonderful time a snowman a lot of fun sailing swimming shopping skiing a long holiday a terrible time volleyball skating to a park tennis a trip to Beijing computer games with my friends with my parents to the zoo the piano a birthday cake coffee a birthday party a great time the zoo mountains apples the birthday present songs stories makeplayhavego Others:visit the zooclimb mountainspick applesopen the birthday presentsang songstold stories（設計意圖：學生在把詞組歸類的過程中，不但復習了不同詞組的搭配，也對本單元的重點詞匯進行了很好的回顧。）2. Activity 19: Match the sentences. Tell the Ss that were going to hold a funny story acting competition. There are some sentences that may be helpful to them. Get the Ss to do it by themselves and check it with the whole class. (設計意圖：在完成詞匯的復習之后，讓學生完成活動19的句子之間的邏輯關系的匹配。要求學生認真完成該練習，這將會對他們馬上要進行的講故事競賽有幫助。)Step Three Unit task (22 mins)T: Everyone has some experiences that are very funny. Our class is to hold a funny story acting competition. 1. Ss work in