Unit 7 Feel the Rhythm （单元整体表格式教案） 2026-2027学年人教版（2024）英语九年级上册

这是一份Unit 7 Feel the Rhythm （单元整体表格式教案） 2026-2027学年人教版（2024）英语九年级上册，共11页。
Section A (1a-1d) 一、Teaching Objectives In this class, students will： 1.identify different kinds of music by looking at pictures and listening to descriptions. 2. listen for specific information about personal music preferences and complete a table. 3. express their own music preferences using the target language structure. 二、Teaching Advice Lead-in Pre-listening While-listening Post-listening Teaching Reflection 第二课时Section A (2a-2d) 一、Teaching Objectives In this class, students will： 1. identify different musical instruments by matching their names with pictures. 2. listen for and extract specific information about a music band to complete a mind map. 3. discuss and express preferences for different kinds of musicians using target language structures. 二、Teaching Advice Lead-in Pre-listening While-listening Post-listening Teaching Reflection 第三课时Section A (3a-3d) 一、Teaching Objectives In this class, students will： 1. understand and extract specific details about different music performances from a conversation. 2. describe their own music preferences in relation to different occasions. 3. organize information about music and personal preferences in a clear and structured way. 二、Teaching Advice Lead-in Pre-reading While-reading Post-reading Teaching Reflection 第四课时Grammar Focus (4a-4d) 一、Teaching Objectives In this class, students will： 1. identify and understand the function of relative clauses. 2.correctly combine simple sentences into complex ones using the relative pronouns that, which ,and who. 3. apply knowledge of relative clauses to complete a short story and express personal preferences about music in a structured survey. 二、Teaching Advice Lead-in Explore the Grammar Grammar Rules Grammar Exercises Teaching Reflection 第五课时Section B(1a-1e)&Vocabulary in Use 一、Teaching Objectives In this class, students will： 1. understand the life story and major contributions of the composer Chopin. 2. practise key reading skills by extracting specific details,identifying main ideas,and verifying facts. 3. discuss and reflect on the broader impact of music and the qualities of influential musicians. 二、Teaching Advice Lead-in Pre-reading While-reading Post-reading Vocabulary in Use Teaching Reflection 第六课时Section B (3a-3c) 一、Teaching Objectives In this class, students will： 1. understand the structure of a personal narrative about music by reading a model text. 2. discuss and reflect on the role of music in their own lives using provided prompts. 3. write a short personal music story, organizing events in order and expressing personal feelings. 二、Teaching Advice Lead-in Pre-writing While-writing Post-writing Teaching Reflection Look and Share 1. Have students look at the theme picture on Page 61 and answer the three guiding questions. 2. Have them read the unit title and the Big Question and share their initial thoughts.1a 1. Ask students to look at the three photos and the list of music genres. Have them match the names with the photos. 2. Let them share the knowledge they know about these traditional music types. 3. Ask them to share other kinds of music they know with a partner.1b 1. Tell students they will hear an interview about music preferences. Ask them to look at the six kinds of music. 2. Play the interview. Have them listen and tick the kinds of music that are mentioned. 3.Check the answers as a class. 1c 1. Before playing the audio again,ask students to read the table carefully to understand what information they need to listen for. 2. Play the interview again. Students listen and complete the table with the missing information. 3. Check the answers together. Play key segments again if necessary.1d 1. Students work in pairs. They use the conversation model in ld to ask and answer about their favourite kinds of music. 2.The teacher can provide additional sentence starters on the board for support: I like| prefer music that .. I don't really like music that ... I enjoy music with a strong beat/ beautiful melodies .. I listen to music when I feel happy/relaxed ... 3. Invite 2-3 pairs to share their conversations with the class. 4. Ask the class to deepen the discussion:Why do you think people listen to music? Encourage short answers (e. g. to relax,to feel happy,to express themselves).Summary Ask students to summarize what they learned in this lesson. Blackboard Design Write the language points and useful expressions on the blackboard.The lesson successfully introduced the topic of music and engaged students in sharing personal preferences. The listening task was manageable, and students could complete the table with support. The main challenge was encouraging shy students to elaborate on their reasons for liking certain music. Next time, providing a list of descriptive adjectives on the board might be helpful.1. Play short audio clips(5-10 seconds each) of different musical instruments,such as pipa ,guqin and trumpet. Ask students:What instrument is this? Can you name it? 2. Ask if they know some famous music songs or pieces of music that are played on these instruments.2a 1. Direct students to the pictures and the list of six instrument names. 2.Let students match the names with the pictures. 3. Check the answers as a class. For each instrument,ask a simple question like Have you ever seen/ played this instrument? or What kind of music do you think it plays?2b 1. Direct students to the question in 2b. 2. Play the conversation once. Students listen for the main topic. 3.Check the answer together. 2c 1. Have students look at the mind map and the four categories. Explain that they need to listen for details to complete the blanks. 2. Play the conversation again. Students listen and fill in the mind map. 3. Check the answers together. Play key segments again if necessary for clarification.2d 1. Have students work with a partner and talk about what kind of musicians they like. 2.The teacher presents the key sentence patterns on the board for support: I like musicians who... I prefer musicians who ... I really admire musicians that ... 3. The teacher demonstrates how to use these patterns by creating a new, complete example conversation with a student volunteer. T:What kind o f musicians do you like? S:I like musicians who play classical instruments beautifully ,such as .. T:I really admire musicians that compose their own music ,like ... 4. Students then work in pairs. They use the conversation model in 2d and the patterns on the board as a guide to create and practise their own conversations. 5. Invite 2-3 pairs to role-play their conversations for the class. 6. Briefly discuss with the class:Why are musicians important?What can their music do for people?Summary Ask students to summarize what they learned in this lesson. Blackboard Design Write the language points and useful expressions on the blackboard.This lesson was successful overall. The mind map effectively guided students to grasp key details about the band. For the speaking activity,while students could use the target structures, some students struggled to give specific reasons for their preferences.Next time, providing a short, categorized list of musician examples could serve as a better conversation starter.1. The teacher plays short audio clips of the four pieces of music mentioned in the conversation:Horse Racing,Dance of the Golden Snake,Butterfly Lovers and Voices of Spring. 2. After each clip,the teacher asks the class simple,guiding questions such as: What do you think of this music? How does it make you feel? Can you guess what instruments you hear? Students are encouraged to share their immediate impressions. 3. The teacher then reveals the names of the pieces and connects them to the lesson.3a 1. The teacher directs students to read the conversation in 3a and the four True/False statements. 2. Students read the conversation silently and circle T or F for each statement based on the conversation. 3. The teacher checks the answers with the class,asking students to point out the sentences that support their answers.3b 1. Students are instructed to read the conversation in 3a again, paying attention to the descriptions of the four different music pieces. 2.Work individually to complete the notes in 3b. 3. Review the answers as a class to ensure comprehension of the key adjectives and details. 3c 1. Play the audio of the conversation,asking students to listen for pronunciation and intonation. 2. Ask students to work in pairs to role-play the conversation. 3. Invite a few pairs to perform their role-play for the class.3.Have students work in pairs to role-play. 4.Invite 2-3 pairs to perform the conversation for the class.3d 1. Guide students to look at the prompt in 3d and explain the task. 2. Have students work in pairs to create their own dialogues. The teacher can provide students a model: A :What kind of music do you like listening to while relaxing? B:I like music that is calm and peaceful. For example, I often listen to light piano music or nature sounds. A:And what about when you're exercising? B:Oh, I prefer music that is energetic and has a strong beat ,like pop or rock music. It keeps me moving! 3. Give students some time to practise and then invite a few pairs to perform for the whole class.Summary Ask students to summarize what they learned in this lesson. Blackboard Design Write the language points and useful expressions on the blackboard.The lesson successfully linked reading comprehension with personalized speaking practice. Students engaged well with the conversation about specific music pieces. The extension task (3d) allowed for creative application, though some pairs needed more prompting to expand beyond simple statements.1. Write two sentences on the board: Simple:I like music. It is energetic. Combined:I like music that is energetic. 2.Ask students:What's the difference? What does the word“that”do in the second sentence? Guide them to notice that“that”connects the two ideas and gives more information about “music".4a Direct students to read the four sentences and underline the relative clauses. Guide them to discuss the function of these clauses.1.什么是定语从句? 定语从句又称关系从句,由关系词that,who,which 等引导,主要用来修饰名词和代词 (也能修饰整个主句或主句的一部分),通常跟在它所修饰的名词或代词后面,这种名词 或代词就叫作先行词。例如: I will never forget the concert(先行词)which we went to last year. Those(先行词)who work hard will succeed. 2.关系词 关系词包括关系代词和关系副词,都是用来引导定语从句的。关系代词有who,whom, which, whose,that等,起着代词和连接词的作用。关系副词有where,when和why 三 个,起着副词或介词短语和连接词的作用。本节课重点学习关系代词who,which,that。 3.关系代词who, which , that的用法 who:用于修饰表示人的名词(如musicians, people,the girl)。例如: The boy who is laughing is my friend. This is the musician who wrote the song. which:用于修饰表示事物或动物的名词(如music,song,book)。例如: The book which is on the desk is mine. This is the song which I like. that:通用性强,可以修饰表示人的先行词,也可以修饰表示事物或动物的先行词。在 多数非正式场合和许多正式场合,都可以替代who或which。例如: Is she the student that won the music competition? He only listens to music that makes him feel relaxed. 省略规则:当关系代词在定语从句中充当宾语时,that,which,who都可以省略。 The musician (that/who)you admire will give a talk. This is the band(that/which) my brother likes best. 只能使用 that 的情况:当先行词被特定限定词(如the only,the very,the same,the last 等)具有强调或限定的词、序数词、形容词最高级、或all,every,any,no等词修饰,或者先 行词既有人又有物时,只能使用that。例如: He is the only person that can help us. This is the best movie that I've seen. Everything that he said is true. We talked about the people and places that we visited. 4.简单句如何改成定语从句 (1)找到两个句子中重复的名词。 (2)用合适的关系代词(who,which,that)替换第二个句子中的重复名词。 (3)将替换后的从句直接放在第一个句子中被修饰的名词后面。 原句:The girl is a gifted poet. I met the girl at university. 改为:The girl who I met at university is a gifted poet. 原句:This is a record. My sister gave me the record. 改为:This is the record that/which my sister gave me.4b 1. Ask students to work individually to combine the five pairs of sentences using that ,which ,or who. 2. Remind them to first identify whether the noun being described refers to a person or a thing to choose the correct pronoun. 3. Check the answers as a class,and clarify the reasoning behind each choice. 4c 1.Ask students to read through the short story about Chris to understand the context. 2.Have them complete the blanks with the correct relative pronouns. Instruct them to look at the noun immediately before each blank to decide which pronoun fits. 3.Review the answers together and lead a brief discussion on the question. 4d 1. Explain the survey task to students. Tell them they will ask classmates about their music preferences to find the most popular kind in class. Remind them to use the target sentence structure when giving reasons. 2. Have students complete the survey by interviewing 2-3 classmates. 3. Ask a few students to share their findings. Summary Ask students to summarize what they learned in this lesson. Blackboard Design Write the grammar rules on the blackboard.This lesson successfully introduced relative clauses. Students understood the basic use of who, that,and which through the exercises. The survey activity was engaging and provided good speaking practice. For next time, using clearer visual examples on the board could help students better understand how clauses connect to nouns.1a 1. Play short audio clips of two or three famous and recognizable pieces by Chopin.Ask the class:What piece is this? Have you heard it before? Where? 2. Ask students to share what they know about Chopin. 3. Based on students’ answers, briefly introduce Chopin as a key figure that today's lesson will explore.Predict 1. Direct students to look at the title of the text and the picture. Ask them to predict what they will learn about Chopin. 2. Invite some students to share their answers.Skim Reading 1b 1. Instruct students to read the text quickly for the first time and complete Chopin's profile with the basic information. 2.Check the answers for the profile as a class. Careful Reading 1c 1. Ask students to read the text again. Have them write down the main idea for each paragraph in their own words or using key phrases from the text. Review the main ideas together. 2. Remind students that main ideas are often found in the first or last sentence of a paragraph. 1d 1. Direct students to the five True/False statements. 2. Ask them to scan the text to find evidence to support their answers for each statement. 3. Check the answers and ask students to point to the sentence in the text that proves each answer.1e 1.Organize students into small groups to discuss the two questions. For the first question,guide them to think about both cultural/national impact and worldwide influence based on the text. 2. For the second question, encourage them to think of musicians(Chinese or foreign)who have also made a big impact. 3. Invite a few groups to share their main points with the class.2a 1. Ask students to work in pairs and fill in the table with as many words as they can think of for each category. 2. Elicit answers and build a class word bank on the board. 2b 1. Ask students to complete the sentences with the correct phrases from the box,changing the verb forms if necessary. 2. Check the answers together and clarify the meaning of any challenging phrases. 2c 1.Instruct students to read the story about Boya and Ziqi first to understand the context. 2.Have them complete the story by choosing the correct words from the box. 3. After checking the answers,ask the class,What impressed you the most about this story? to connect it to the theme of friendship and understanding through music.Summary Ask students to summarize what they have learned in this lesson. Blackboard Design Write the language points and useful expressions on the blackboard.The lesson effectively used Chopin's biography to explore the power of music. Students engaged well with the reading tasks. The vocabulary activities successfully connected to the main theme. The group discussion(le) could have been more productive with clearer guiding questions written on the board.1.Ask students:What present have you received that means a lot to you? Why? Allow a moment for thought,and then invite 2-3 volunteers to share briefly. 2. Briefly introduce the lesson focus to them.3a 1.Direct students to read the story. Ask them to put the events in the correct order. 2. Check the order as a class and discuss the story's flow (beginning,middle,end). 3b 1. Organize students into pairs or small groups to discuss the two questions. 2. Ask them to take brief notes of their own or their partners' ideas. 3. Invite a few students to share their notes with the class.3c 1. Ask students to write their own music stories for the magazine, using Jack's story as a model. Provide clear writing guidelines on the board: Paragraph 1(Beginning):Introduce how you first connected with music ( a gift, a person,a song,etc.). Paragraph 2(Middle):Describe your experience with music (learning, practising, joining a group,etc.). Use sequence words like then ,after that ,gradually. Paragraph 3 (Ending):Explain what role music plays in your life now and your feelings about it. 2. Remind students to use their notes from 3b for ideas. Circulate to provide vocabulary and sentence support.1. Organize students into small groups to share their stories. 2.Encourage listeners to give one positive comment. 3.Invite 2-3 volunteers to read their stories to the whole class.Summary Ask students to summarize what they learned in this lesson. Blackboard Design Write the structure of the passage and useful expressions on the blackboard.The lesson guided students from reading a model to writing their own narratives effectively.The discussion in 3b successfully connected music to students' personal experiences. For the next lesson, providing clearer prompts to help students articulate the specific role of music in their lives (e.g.comfort, motivation, connection)would further deepen their reflection and enrich their writing.