Unit 9 Section A 第1课时 1a～2d-【初中学霸创新题】2025-2026学年九年级全册英语同步教案(人教版)

课时

第1课时 Section A （1a~2d）

课型

新授课

教学目标

【知识与技能】

1. 能掌握下列词汇：

prefer, lyrics, Australian, electronic, suppose, smooth, spare, director, case, in the case, war, dance to the music, sing along with

2. 能掌握以下句型：

(1)I like music that I can dance to.

(2)I prefer music that has great lyrics.

(3)I love music that I can sing along with.

(4)I like smooth music that helps me relax after a long week at work.

3. 能学会以下技能：

(1)能够询问别人的喜好以及表达自己的喜好。

(2)能够掌握定语从句的简单用法。

【情感、态度与价值观】

使学生学会谈论自己的喜好，并通过表达个人喜好，提高学生欣赏美的水平，激发学生的学习兴趣和学习热情。

教学重点

如何询问别人的喜好以及表达自己的喜好。

教学难点

掌握定语从句的简单用法，让学生们学会用定语从句来表达喜好。

教学准备

1. 音频、课件。

2. 用于辅助表达喜好的图片或物件。

教  学  过  程

Step 1: Leading in

1. Guide students to brainstorm the kinds of music so that they can be more involved in the class and their prior knowledge can be activated. Ask students a few questions like these:

Do you like music?

What kind of music do you prefer?

Why do you like it?

2. Present some target sentences and guide students to find the rule and perceive the target structure. Then present some pictures of related words or phrases in this part and pre-teach the vocabulary to prepare for the following activities.

I like folk music. Because it makes me feel relaxed.

→I like music that can make me feel relaxed.

I like pop music. Because I can sing along with it.

→I like music that I can sing along with.

Step 2: Presentation

1. Draw students’ attention to the picture in 1a, encourage them to focus on what the people are saying and to speculate on what these people might have been doing based on what is in the picture.

2. Invite students to share with the class the sentences they have written.

...is relaxing.

...has a strong beat.

...is traditional.

...is modern.

...is associated with my culture.

Step 3: Listening

1. Before listening, make sure that students understand the requirement of the task and the meaning of these sentences in 1b.

2. While listening, play the recording without stop for the first time and students finish the task in 1b. This step aims to develop their skills of grasping the target information.

3. Play a second time to check students’ answers. This time, stop at the key point and check students’ answers by asking them to say the full sentences.

4. Play the recording a third time and ask students to repeat the key sentences. Ask some questions to consolidate students’ understanding of the dialog:

Does Betty like the Cool Kids? Why?

What does Tony think of the Cool Kids?

What kind of music does Tony prefer?

What is Tony’s favorite band?

5. Play the video about 1b and have students try to imitate the pronunciation and intonation of the dialog. Then conduct a post-listening discussion by using these prompts:

Do you know of any music with great lyrics? What are the lyrics about?

Do you have a favourite band? Why do you like this band?

Step 4: Pair work

1. Invite students to role-play the conversation in 1c.

2. Work in pairs to make conversations using the target structure.

(Attention: During this step, pay attention to the fluency of students’ speaking instead of the accuracy. Just offer help to the students in need and don’t over correct their small mistakes so that students can speak as much as possible. Before conducting this activity, focus on some useful words for talking about music, movies and books.)