2）培养学生认真、积极、大胆的学习态度。
三、教学重难点
重点：五个动词短语的过去式。
难点：took, learned, sang and danced, ate, climbed的读音和拼写。
四、教学媒体
1．教师旅行照片或本课时短语图片。
2．有关新疆的一些图片，及著名山峰图片。
3．照相机图片及实物。
4．录音机及磁带。
5．课后作业
将自己的一次假期旅行用英语写成一篇简单的小短文。
T: I climbed mountains in Xinjiang.
教师将climb mountains的原形及其过去式板书，教学生读写。
T: Have you ever been to any famous mountains? Where have you been?教师通过黄山等图片引导学生回答：I climbed … Mountain.
T: What are these?
Ss: They are pictures.
T: Do you like these pictures?
…
T: Do you like to take pictures?（教师做出拍照的动作）
教师在黑板上板书take pictures，或以课件演示。
T: Look at these pictures. I took the pictures last summer holiday.教师板书took pictures，请学生认真观察两个短语之间的不同，并指导学生拼写。
unit4 my holiday
第一课时教学设计
一、教学设计思路
本课时的主要教学内容是动词短语的过去式。本课时中，教师可以首先通过歌曲At the zoo导入对Unit 3动词短语过去式及句型的复习；然后，通过假设教师假期去新疆旅行的情景，并利用图片进行本课时动词短语过去式的教学；最后，通过歌曲及Let’s play等游戏对本课时知识进行巩固。
7）教师引导学生根据图片将上边的短语连成一片小段文进行复述。
8）教师带领学生说唱下面歌谣：
What did you do on your holiday?
What did you do on your holiday?
I took, took pictures.
What did you do on your holiday?
9）Good to know
教师介绍普通相机一些基本零部件的名称和简单的摄影常识。教师一边介绍摄影的基本步骤一边用相机给学生照一张照片。
3．趣味操练
1）“打擂台”游戏
请五名学生到教室前面，教师任意抽取一张短语卡片，让五名学生根据卡片上的内容造句，如：I Learned Chinese at school。不能正确造句的学生即被淘汰出局。然后教师出示别一张卡片，留在台上的学生继续比赛。能最后留在台上的学生成为擂主。2）快速抢答：全班学生分成四大组。请一名学生上来抽取两张卡片并依次做相应的动作，四个组的学生根据表演者的动作猜：He ate good food/ … and climbed a mountain/…哪个小组手先猜出正确答案就得一分，最后总分最高的小组获胜。
五、教学过程
1．导入
1）Daily greeting
2）教师播放第三单元中歌曲At the zoo，带领学生在歌曲中复习一般过去式。
2．呈现新课
1）review
T: Last weekend I went to the zoo. What did you do?
…
通过师生对话复习上单元中动词短语过去式。2）教师呈现准备好的照片，
Ss: …
T: You can eat good food there.
Ss: …
T: Yes, I went to Xinjiang last year. Guess. What did I do there?
教师鼓励学生大胆猜测，当学生说到与本课时短语类似的活动时，教师将照片或图片贴在黑板上，或以幻灯片呈现。
3）Guess game
T: I took pictures last summer holiday. Guess. Where did I go?教师给与学生提示：（渐进式提示）
T: There are many mountains there.
Ss: …
T: People are good at singing and dancing there.
二、教学目标
（一）知识
听、说、读、写动词短语：learned Chinese, sang and danced, took pictures, climbed a mountain, ate good food.
（二）能力
能够询问别人在假期里所做的事情并做答。
（三）情感
1）在活动中培养学生的协作精神。
3）Let’s play
学生两人一组，每人在长纸条上写过去式时的句子，然后把句子在单词间空隙处剪开。学生交换剪下来的单词，看谁能最先把同伴的两个句子排列好。
4．课堂评价
让学生做活动手册的配套练习，评价学生对本课时中过去时句型及短语的掌握情况。另外，教师对学生的评价，以及小组之间的评价还要体现在课堂活动中。
T: Yes, I ate. I ate good food.
教师板书ate good food和eat good food，带领学生比较不同之处。教师带读，注意强调ate的发音。5）教师播放一首新疆特色歌曲，
T: Do you like it?
…
T: It’s a famous Xinjiang song. People in Xinjiang like singing and dancing. Look.教师出示新疆人载歌载舞的图片。
I climbed, climbed a mountain.
What did you do on your holiday?
I learned, learned Chinese.
What did you do on your holiday?
I sang, sang and danced.
边唱歌谣边作动作。
T:Mike and John went to Xinjiang together.Mike likes taking pictures.He took many pictures. What else did he do?
手指Mike学中文的图说：He learned Chinese.板书learned Chinese。
T: When did you climb… Mountain?
…
4）教师再次展示爬山的照片，
T: I climbed Huang Mountain. Then I was hungry. I went to a restaurant. Guess. What did I do there?
如果学生Байду номын сангаас到吃东西，教师就拿出一张美食的照片，
T: I sang and danced with them there.
教师板书sing and dance及其过去式。
6）T: What language do you learn now?
Ss: English.
T: When do you started to learn English?
教师引导学生说：We learned English from ….