一、教材分析：本课选自初中英语新人教版九年级〔2021〕新改版。谈论的话题是有关“创造〞的话题。要掌握的结构是被动语态。本课时的教学内容是听力与口语相结合，重难点是词汇和短语教学。 二、三维目标：
1.知识和技能目标：1〕谈论重要创造的创造时间，创造者和用途。 2) 了解薯条、茶和篮球的创造历史。 2.过程与方法目标：1〕能运用所学知识练习被动语态的句式。 2〕能用所学句型进行交际练习。
3.情感、态度和价值观目标：充满想象力，善于观察事物，面对难题，用积极的态度解决，发挥创造能力，认识世界，改变世界。 三、教学重点：单词，短语和句型。
四、教学难点：运用被动语态谈论重要创造的时间、创造者和用途。 五、教学策略：通过谈论重要创造的练习，充分掌握被动语态的用法. 六、教学准备: 多媒体课件 教科书 课前预习学案。 七、教学环节：
Step 1 leading-in
Tell the students something about Tomas Edison and his inventions.
Get the students to brainstorm some other inventions and their inventions. (设计说明：本环节以创造家爱迪生为切入点，引入本课的话题和重点句型，让学生通过听，说，看的形式，在教师的提示下自我发现并关注目标语言的形式和用法，同时呈现文中的局部生词和短语，为学生阅读扫除障碍。〕 Step 2 listening
1.Get the students to guess when the inventions in the pictures were invented and ask them to read the dates individually to make sure they can make it .
2. Play the tape for the first time and get the students to match the dates with the inventions and then check the answers.
3. Play the tape for the second time and ask the students to read after the recording so as to be familiar with the new sentence structures . (设计说明：先引导学生通过猜想的方式来谈论听力材料中出现的日期，再通过检测学生对年份的读法扫除听力过程中可能出现的障碍。〕 Step 3 practice
Write down the inventions according to the dates or inventors.
(设计说明：本环节通过小测验检测学生对听力材料及重点词汇和句型的掌握情况，同时检测对新单词的掌握〕 Step 4 pair work
Get them to talk about the dates and usages of different inventions to consolidate the language goals. Questions :
When was the car invented Who was invented it What is it used for (设计说明：本环节旨在通过口语练习稳固学生对目标语言的掌握，同时引出一个新结构 be used for.)
Step 5 summary
Ask the students to review what they have learnt in this part,then the teacher may give a brief summary.
(设计说明：通过让学生对本节课重点内容进行简单小结，帮助学生理清思路，形成清晰的概念，同时鼓励学生勤于思考，培养创新思维能力〕 Step 6 homework
1.Write a passage about a new invention and introduce it. 2.Do some relevant exercises .
(设计说明：运用并拓展本课时所学知识，让学生在写作中进一步稳固所学知识，并掌握本课时的新词和短语。〕 八、板书设计：
Unit 6 When was it invented？ 1. When was it invented ？ Who was it invented by What’s it used for 2.The Passive Voice： Be +动词的过去分词形式 3. be used for doing sth 九、教学反思：
本课主要话题是谈论重要创造的创造时间、创造者及用途。主要练习被动语态的句式用法。
难度较大，但是学生们对创造话题很感兴趣，所以学习积极性很高。
Section B(1a-2d)
一、教学目标
1. 知识与能力
1) Match the vocabulary: New York City, Central Park.
2) Master and use: Where did you/ they /he / she go on vacation I / They
/He /She went to the mountains / New York City / beach / summer camp. Did you go to the beach Yes, I did. No, I didn’t.
2. 过程与方法
通过例子Who went to the movies last Saturday引出动词go的过去式went，从而引出一般过去时态。大面积操练，采用学生提出问题，学生解决问题，借助媒体来提高学生的主动性。
3. 情感态度价值观
学会用一般过去时进行信息交流，培养学生的环保意识，热爱大自然。
二、教学重、难点
1. 重点
1) The vocabulary: New York City, Central Pads, exam.
2) Language: Where did you / they / he / she go on vacation I / They /
He / She went to the mountains / New York City / beach / summer camp. Did you go to the beach Yes，I did. No, I didn’t.
2. 难点
Use the language to talk about past events.
三、教学准备
1. 教师准备：录音机、磁带、课件。 2. 学生准备：预习生词和课文。 四、教学步骤
Step1: Talk about the students’ vacation
1. Where did you go on vacation 2. Did you have a good time Step2: Learn new words. Step3: Presentation
Learn the following sentences by PPT: Where did you go on vacation
Did you go out with anyone Did you buy anything special How was the food
Did everyone have a good time Step4: Work on 1a
1. Listen to 1a and match the activities with the pictures. 2. First let the Ss listen carefully. Then check the answers. Step5: Work on 1b
Listen and number the people in the picture.
Step6: Pair work
1. Read the sentences in 1c and repeat together.
2. Work in pairs and make conversations about the people in the picture. Step7: Listening
Listen to 2a and complete the chart.
Listen again. Check yes, I did or No, I didn’t for each questions. Step8: Work on 2d
1. Read the dialogue in 2d. 2. Role-play the conversation. Step9: Role-play of 2e
1. Listen to 2e at first.
2. T point out the key words and sentences. 3. Ss read and repeat.
4. Imagine you are Rick, Helen, ask and answer like them according to 2e.
Section A (Grammar—3c)
一、教学目标
1. 知识与能力
1) Match the vocabulary:
2) Master and use: How was your vacation How were the beaches Where did
you go
2. 过程与方法
1) 学生通过上一节课的学习，对where引导的过去时态的特殊疑问句，已经掌
握。
2) 能自然地与本课知识相衔接。让学生回忆他们的假期情况，引出一般过去时
态的句型，并且进行大量练习。采用学生提出问题，学生解决问题，借助媒体来提高学生的主动性。
3. 情感态度价值观
教育学生渗透合作精神和社会公德意识。
二、教学重、难点及教学突破
1. 重点
1) The vocabulary: were rainy fish
2) Language: Where did you go on vacation I went to the mountains / New York
City / beach / summer camp… How was your vacation How were the beaches 2. 难点
Use the language to talk about past events.
三、教学准备
1. 教师准备
录音机、磁带、课件、单词卡片、彩笔 2. 学生准备
预习生词和对话。
四、教学步骤 Step1: Revision
1. Revise the content learnt in last period and have a dictation. 2. Revise the Indefinite Pronouns. Step2: New words: 1. Learn the new words:
Something, anything, everyone, of course, myself, yourself, hen, pig, seem, bored,
someone, diary
2. Explain the use of them. Step3: Grammar Focus
Let the students read the sentences in the box and make sure they understand them. Pay attention to the use of the following sentences: 1. Everyone was on vacation. 2. I bought something for my father. 3. Everything tasted really good. Step4:3a
1. Let the students fill in the blanks in the box, paying attention to the use of
Indefinite pronouns.
2. Check the answers.
3. Students recite the conversation. Step5:3b
1. Let the students fill in the blanks in the, box, paying attention to the use of Indefinite pronouns. 2. Check the answers. 3. Explain the following:
(1) We fed some hens and saw some baby pigs.
(2) The only problem was that there was nothing much to do in the evening but read. nothing to do but do…
4. Students recite the e-mail message. Step6: 3c Practice
1. Let the students ask their group questions about their last vacation, fill in
the chart.
2. Tell the class their results. Step7: Test
1. Dictate the new words.
2. Translate the following sentences: 1. 每个人都在度假。
2. 你买特别的东西了吗？我爸爸给我买了些东西。 3. 一切尝起来确实味道很好。 4. 你觉得它怎么样？
5. 唯一的问题是在晚上除了读书，没多少事情可做。 6. 然而似乎没有人感到无聊。
Section B
一、教学目标：
1. 知识与能力
1) Match the vocabulary: delicious, awful expensive, inexpensive, flew kite
later felt little corner discuss difficulty.
2) Master and use: Where did Vera go on vacation Did Vera like the vacation How
were the stores They were very expensive. 2. 过程与方法
1) 通过例子The ring is one hundred million dollars．It’s expensive.引人本
课，设置会话情景来激发学生兴趣，调动其学习主动性。利用多媒体图片大量练习句型，提出问题，解决问题，表达师生互动。 2) 通过复习一般过去时引出本课的重点------日记。 3. 情感态度价值观 1) 学会日记的写法。
2) 教育学生热爱生活，积极参与班级集体活动。 二、教学重、难点
1. 重点
1) The vocabulary: delicious, awful, expensive, inexpensive, crowded 2) Language: Where did you / they / he / she go on vacation
I / They / He / She went to Japan.
How were the museums/ people / stores They were crowded expensive / friendly. 2. 难点Use the language to talk about past events.
日记的格式。
三、教学准备
1. 教师准备
录音机、磁带、课件 2. 学生准备
预习生词和课文。
四、教学过程：
Step1: Warming- up and revision
T: Good morning! How are you today How were you yesterday How is the weather today
How was the weather yesterday
Where did you go yesterday after school
Did you go home / go to the movies / play …
What did you do at home
Did you watch TV / do your homework / … How was the TV show / your homework / … Did you do anything relaxing
What did you do Did you finish your oral homework yesterday Are you ready to show your oral work now Step2: Presentation
T: When we are traveling on vacation, we would like to try the food there. Why are there a lot of people at 全聚德 in Beijing S: Because people want to eat the duck there.
T: Yes. Beijing Duck is really delicious. What food do you think is delicious
S: … is / are delicious.
T: So it’s very hard to find a seat and table there. It’s full of people there. It’s always crowded during the holiday. Which places are crowded
S: The trains / buses / streets / stores / parks / … are crowded.
T: A lot of people go out to travel during May Day Holiday. A plane ticket from Hangzhou to Beijing is almost 1,000 yuan. But a train ticket from Hangzhou to Beijing is about 300 yuan. Which one would you like to buy S: A train ticket.
T: It’s cheap. It is inexpensive. But a plane ticket is expensive. What do you think it’s expensive / cheap/inexpensive to buy S: It’s expensive / cheap/inexpensive to buy …. Step 3: Work on1a
Point out the six words. Say each word and ask students to repeat it. Call attention to the first picture. Say: This is a ring. The price is one hundred million dollars. It's expensive! Do the same thing for all six pictures'. Then point out the blank line in front of each numbered word. Ask students to match each word with a picture by writing the letter of each picture in the blank in front of the correct word.
Point out the sample answer. As students work, move around the room answering questions as needed. Step 4: Work on1b
1. Point out the smiley face and the frowny face. Say: The smiley face is for
good things. The frowny face is for bad things.
2. Call attention to the six words in activity la. Say: Now write each word under
the smiley face or under the frowny face.
3. Point out the sample answer. Say: The word delicious is under the smiley face
because delicious is a happy word.
4. Ask students to finish the activity individually. 5. Check the answers. Step 5: Work on1c
1. Say: Now listen to this conversation. Lisa is talking about her vacation. 2. Point out the two questions. Say: After you hear the conversation, please
answer these questions. Read the questions to the class. 3. Play the recording the first time. Students only listen.
4. Play the recording a second time. This time say: Listen to the recording and
write the answer to each question. 5. Correct the answers. Step 6: Work on 1d
1. Call attention to the chart. Read the words in the chart.
2. Say, Listen to the recording again. This time, write down what Lisa day
about…
3. Play the recording. Students fill in the chart.
4. Play the recording a second time. Ask students to finish filling in their
answers and to check their answers. 5. Correct the answers. Step 7: Work on1e
1. Call attention to the question words. Have a student read them to the class. 2. Say: Please work with a partner. Student A, you are Lisa's friend. Student
B, you are Lisa. Student A, use this question words to ask Vera questions about her vacation Student B, you can use the information in activities 1c and 1d to answer.
3. Help with the first question. Point to activity 1c. Ask: Where did you go
on vacation
4. Say: Please work in pairs. As students talk, move around the room, offering
pronunciation and language support as needed.
Step 8: Work on 2a&2b
1. Discuss the questions in 2a with partner.
2. Call attention to Jane's diary. Ask a different student to read each entry
in the diary. Answer any questions students have about the new words. 3. Explain the instructions to the activity. Point out the sample answer
\"weather\". Say, the weather was a good thing. It was \"great\".
4. Say: Now read the diary and circle all the good things about Jane's holiday.
Underline all the bad things. Ask them to notice the description words that tell them whether something is \"good\" or \"bad\" (e.g. \"great\\"fun\" = good;\"not much fun\\"boring\\"crowded\" = bad). You may want to ask a student to tell you what the first \"bad thing\" was (i.e. Jane's kite breaking).
5. Ask students to finish the activity individually. 6. Check the answers. Step 9: Exercise (2a-2e)
1. Read Jane’s diary entries again. Fill in the chart in 2a.
2. Complete the conversation about Jane’s trip to Penang using the information
in the diary entries. 3. Fill in the blank in 2e. Step 10: Work on 3a, 3b
1. Ask Ss to look at the three pictures in 3a. 2. Read the words and phrases in the box.
3. Say, Now you can talk about an imaginary vacation. Pretend you are a foreigner
who came to China on vacation. Think about what nationality you are and the places in China you visited.
4. Complete the diary entry about a trip to one of these places in 3a. Use the
words and phrases in the box.
5. Ask and answer the questions in 3b to make a note about a vocation.
1) Ask students to get into groups of four. Tell them to pretend that
they are foreigners who meet at the airport after their vacation in China. One student in each group begins by telling where he or she went. The other students ask questions. Then they switch roles, so each student has a chance to tell the others about his or her vacation. 2) As students talk, move around the room, offering vocabulary and
pronunciation support as needed.
Step 11: Work on 3c
1. Say, Now write a travel diary like Jane’s on page 5.
2. Have students do the activity individually. You may want to have them write
on pieces of paper, since space in the textbook is limited. As they work, move around the classroom offering assistance as necessary.
3. Have several students read out their diaries to the class. (You might want
to make this activity more substantial, and set it as written homework to be collected and marked.)
Step 12: Pair work
1. Imagine you are all foreigners on vacation in China. You meet each other at
the airport on your way home. Talk about what you did on your vacation. 2. Ss work in pairs, ask and answer with sentences in the picture in 4. 3. T moves around and provides help if Ss need. 4. Ask some pairs to make a report to the class. Step 13: Exercise
1. Finish Self Check 1 and 2. 2. Check answers.
Step 14: Homework
Go on making up your dialogues with your partner.
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