Unit7 Feel the Rhythm 分课时教学设计2026-2027学年人教版英语九年级上册

该初中英语教学设计聚焦“Feel the Rhythm”主题，围绕音乐类型、乐器、音乐家词汇及定语从句展开，通过音乐片段播放、旧知复习等情境导入，搭建从词汇学习到句型运用再到语篇输出的学习支架，衔接各课时知识点。 这份资料亮点在于融合中外音乐文化，如陕北民歌、苏州评弹与肖邦故事的对比，通过分层听力训练、项目式展示等方法，培养学生语言能力（定语从句准确运用）、文化意识（增强文化自信）和思维品质（信息收集与整合），助力学生提升跨文化沟通能力，也为教师提供系统的听说读写综合教学方案。

2026年春涡阳第五中学人教英语九年级上 教案 Unit 7 Feel the Rhythm 分课时教案 科目 英语 年级 九年级 授课时间 主备人 二次备课人 课题 Unit 7 (第一课时: Section A 1a-1d) 课型 听说课 教学目标 语言能力 Language Competence Students can master the names of music types such as classical, folk, pop, jazz, rock, rap, and traditional Chinese music such as Northern Shaanxi folk music, Suzhou pingtan and Beijing opera. Students can listen for specific information about people’s favourite music and finish listening tasks of 1b, 1c and 1d accurately. 文化品格 Cultural Awareness Students can learn about traditional Chinese music and appreciate the value of our cultural heritage, thus strengthening cultural confidence. Students can develop an open attitude towards different kinds of music from home and abroad. 思维品质 Thinking Quality 1. Students can predict, collect and summarize key information during listening activities. 2. Students can compare different kinds of music and express their own preferences reasonably. 学习能力 Learning Ability Students can develop effective listening strategies such as predicting before listening and taking key notes while listening. Students can accumulate sentences for describing music and use them to talk about their preferences. 教学重点 Master the vocabulary of music types: classical, folk, pop, jazz, rock, rap. Use the pattern "I like/prefer music that " to talk about favourite music. Catch key information to complete listening tasks 1b and 1c. 教学难点 Distinguish and pronounce different music types correctly. Use relative clauses with that to describe music and express opinions clearly. 教具准备 pictures of music scenes, listening audio and teaching exercises, music clips of different types, vocabulary flashcards, multimedia courseware. 教学内容及过程 二次备课 Step 1 Lead in 情境导入(4 mins) 1. Play several short clips of different kinds of music and ask students what they feel. 2. Ask students: "What kind of music do you like?" to lead in the unit theme: Feel the Rhythm. 3. Show the BIG Question: Why do we need music? Step 2 Presentation 音乐类型词汇精讲(9 mins) 1. Teach the music types in 1a and match them with the pictures. 2. Introduce traditional Chinese music: Northern Shaanxi folk music, Suzhou pingtan and Beijing opera. 3. Present the pattern "I like music that " and explain its meaning. Step 3 Task 1a 音乐类型匹配(6 mins) 1. Ask students to match the kinds of music with the pictures in 1a. 2. Ask students to add more kinds of music they know and share them. 3. Emphasize the diversity of music from different cultures. Step 4 Pre-listening 听前准备(4 mins) 1. Show the tick list in 1b and the table in 1c. 2. Guide students to predict which kinds of music will be mentioned. 3. Remind students to focus on music types and comments when listening. Step 5 While-listening 分层听力训练(13 mins) 1. Play the audio for the first time; students tick the kinds of music mentioned in 1b. 2. Play the audio for the second time; students complete the table in 1c. 3. Play the audio once more for students to check answers. 4. Check answers together and mark key sentences from the interview. Step 6 Post-listening 口语输出 1d(10 mins) 1. Display dialogue frames: "What kind of music do you like? I like music that ". 2. Assign pair work; students talk about their favourite music and reasons. 3. Invite several pairs to present and give feedback. Step 7 Summary & Homework 课堂小结(4 mins) 1. Review music type vocabulary and the pattern "I like music that ". 2. Assign homework and encourage students to enjoy music in daily life. 布置作业 Copy and recite all music type words and the pattern "I like music that ". Write three sentences about the music you like using relative clauses. Listen to one piece of traditional Chinese music and write down your feelings. 板书设计 Unit 7 Section A 1a-1d What do you like about music? 1. Kinds of music classical / folk / pop / jazz / rock / rap traditional Chinese music: Northern Shaanxi folk music / Suzhou pingtan / Beijing opera 2. Useful pattern A: What kind of music do you like? B: I like music that . Key sentence I prefer music that has beautiful lyrics. 教学反思 科目 英语 年级 九年级 授课时间 主备人 二次备课人 课题 Unit 7 (第二课时: Section A 2a-2d) 课型 听说课 教学目标 语言能力 Language Competence Students can master the names of musical instruments such as electric guitar, guqin, keyboard, trumpet, pipa and violin. Students can listen for specific information about musicians and music styles, and finish listening tasks of 2b, 2c and 2d accurately. 文化品格 Cultural Awareness Students can learn about traditional Chinese instruments such as the guqin and pipa, and feel proud of Chinese music culture. Students can appreciate the creativity of musicians who mix different music styles. 思维品质 Thinking Quality 1. Students can collect and organize information to complete a mind map during listening. 2. Students can analyze the features of different musicians and express their preferences. 学习能力 Learning Ability Students can develop listening strategies of taking notes and completing a mind map. Students can use relative clauses with who to describe their favourite musicians. 教学重点 Master the vocabulary of musical instruments. Use the pattern "I like musicians who " to talk about favourite musicians. Complete the mind map with key information from the listening. 教学难点 Distinguish the similar names of musical instruments. Organize complete sentences to introduce favourite musicians with relative clauses. 教具准备 pictures of musical instruments, listening audio and teaching exercises, music clips, vocabulary flashcards, multimedia courseware. 教学内容及过程 二次备课 Step 1 Lead in 复习导入(4 mins) 1. Review music type vocabulary from the last lesson. 2. Ask students: "What musical instruments do you know? Can you play any of them?" 3. Lead in today’s topic: musical instruments and musicians. Step 2 Presentation 乐器词汇精讲(9 mins) 1. Teach the instrument names in 2a one by one: electric guitar, guqin, keyboard, trumpet, pipa, violin. 2. Match each instrument with its picture and practice pronunciation. 3. Present the pattern "I like musicians who " and explain its meaning. Step 3 Task 2a 乐器匹配(6 mins) 1. Ask students to match the names with the musical instruments in 2a. 2. Invite students to share their answers and say which instrument they like most. 3. Supplement more instrument vocabulary. Step 4 Pre-listening 听前准备(4 mins) 1. Show the question in 2b and the mind map in 2c. 2. Guide students to predict what the students are talking about. 3. Remind students to focus on music style, musician and instruments when listening. Step 5 While-listening 分层听力训练(13 mins) 1. Play the audio for the first time; students answer the question in 2b. 2. Play the audio for the second time; students complete the mind map in 2c. 3. Play the audio once more for students to check answers. 4. Check answers together and highlight key sentences. Step 6 Post-listening 口语输出 2d(10 mins) 1. Display dialogue frames: "What kind of musicians do you like? I like musicians who ". 2. Assign pair work; students talk about their favourite musicians with examples. 3. Invite several pairs to present and give feedback. Step 7 Summary & Homework 课堂小结(4 mins) 1. Review instrument vocabulary and the pattern "I like musicians who ". 2. Assign homework and encourage students to learn about more musicians. 布置作业 Copy and recite all musical instrument words. Write three sentences about musicians you like using relative clauses with who. Listen to a piece of music played by the guqin or pipa and describe your feeling. 板书设计 Unit 7 Section A 2a-2d Musical Instruments & Musicians 1. Musical instruments electric guitar / guqin / keyboard / trumpet / pipa / violin 2. Useful pattern A: What kind of musicians do you like? B: I like musicians who . Key words music style / musician / mix to make a new style 教学反思 科目 英语 年级 九年级 授课时间 主备人 二次备课人 课题 Unit 7 (第三课时: Section A 3a-3d) 课型 阅读课 教学目标 语言能力 Language Competence Students can master key expressions such as energetic, full of joy and celebration, touch me, tell a story, give sb the feeling of. Students can understand the conversation about a concert and grasp different people’s opinions on music. 文化品格 Cultural Awareness Students can learn about famous Chinese musical pieces such as Horse Racing, Dance of the Golden Snake, Butterfly Lovers, and appreciate the charm of Chinese music. Students can develop positive emotions and a love for music and life. 思维品质 Thinking Quality 1. Students can judge true or false statements according to the text. 2. Students can summarize and compare different people’s preferences for music. 学习能力 Learning Ability Students can develop reading skills such as skimming, scanning and making judgment. Students can learn to use relative clauses to express feelings about music. 教学重点 Understand the conversation about the concert and grasp key opinions on music. Judge true or false statements and complete the notes in 3b. 教学难点 Distinguish different people’s preferences for music in the conversation. Use relative clauses to describe music that gives different feelings. 教具准备 listening audio, reading material, music clips of the four Chinese pieces, multimedia courseware. 教学内容及过程 二次备课 Step 1 Lead in 情境导入(4 mins) 1. Play short clips of Horse Racing, Dance of the Golden Snake, Butterfly Lovers. 2. Ask students how each piece makes them feel. 3. Lead in the conversation about a concert. Step 2 While-reading 阅读理解(14 mins) 1. Read the conversation quickly and circle T or F for the statements in 3a. 2. Check answers and explain the reasons with the text. 3. Read again and complete the notes in 3b. 4. Explain key expressions such as give sb the feeling of, full of joy and celebration, touch me, tell a story. Step 3 Listening & Role-play 听力与角色扮演(9 mins) 1. Listen to the conversation in 3c and pay attention to how reasons are emphasized. 2. Practice and role-play the conversation in groups. Step 4 Post-reading 口语输出 3d(9 mins) 1. Discuss the music students like on different occasions: travelling, exercising, relaxing. 2. Ask students to use relative clauses to describe their choices and give feedback. Step 5 Consolidation 巩固与内化(4 mins) 1. Summarize the key expressions for describing music. 2. Ask students to appreciate the beauty of Chinese and Western music. Step 6 Summary & Homework 课堂小结(4 mins) 1. Review the key expressions and different opinions on music. 2. Assign homework for further consolidation. 布置作业 Read the conversation aloud and finish the notes in 3b. Write three sentences about music using "music that/which ". Listen to one of the four Chinese pieces and describe your feeling in a short paragraph. 板书设计 Unit 7 Section A 3a-3d At the Concert 1. Describing music energetic / full of joy and celebration / touching / tell a story 2. Useful expressions give sb the feeling of / touch me / I prefer music that . Chinese musical pieces Horse Racing / Dance of the Golden Snake / Butterfly Lovers 教学反思 科目 英语 年级 九年级 授课时间 主备人 二次备课人 课题 Unit 7 (第四课时: Grammar Focus 4a-4d) 课型 语法课 教学目标 语言能力 Language Competence Students can master the structure and usage of relative clauses introduced by that, which and who. Students can use relative clauses correctly to describe music, musicians and musical instruments. 文化品格 Cultural Awareness Students can learn about the power of music through the story in 4c and appreciate that music can bring people together. Students can develop a sense of kindness and social responsibility through sharing music with others. 思维品质 Thinking Quality 1. Students can identify the relative clauses and understand their functions. 2. Students can choose the correct relative pronoun that, which or who according to the antecedent. 学习能力 Learning Ability Students can learn grammar through observation, induction and practice. Students can develop the habit of summarizing language rules and applying them in real communication. 教学重点 Understand the structure of relative clauses introduced by that, which and who. Use relative pronouns correctly according to the antecedent (people or things). 教学难点 Distinguish when to use who and when to use that/which. Apply relative clauses fluently in speaking and writing. 教具准备 grammar courseware, exercise worksheets, multimedia projector, short video about the power of music. 教学内容及过程 二次备课 Step 1 Lead in 复习导入(4 mins) 1. Review sentences from previous lessons, such as "I like music that has beautiful lyrics." 2. Ask students what these sentences have in common. 3. Lead in the grammar focus: relative clauses. Step 2 Presentation 语法呈现(10 mins) 1. Present the sentences in 4a and guide students to underline the relative clauses. 2. Explain the structure: antecedent + that/which/who + clause. 3. Compare the usage: who for people, that/which for things, and the optional that. Step 3 Practice 语法练习(12 mins) 1. Complete 4b: combine the sentences using that, which or who. 2. Check answers and explain the reasons for choosing each relative pronoun. 3. Do more oral drills: describe classmates, musicians and music with relative clauses. Step 4 Reading 语篇运用(10 mins) 1. Read the story in 4c and complete it with that, which or who. 2. Discuss how music makes a difference in Chris’s life. 3. Appreciate the message that music can connect people and communicate feelings. Step 5 Consolidation 巩固练习(4 mins) 1. Summarize the key rules of relative clauses. 2. Start the survey in 4d to prepare for the next task. Step 6 Summary & Homework 课堂小结(5 mins) 1. Review the relative pronouns and their usage. 2. Assign homework for further practice. 布置作业 Finish the grammar exercises about relative clauses in the workbook. Write five sentences using relative clauses to describe music and musicians. Complete the survey in 4d about the most popular kind of music in your class. 板书设计 Unit 7 Grammar Focus Relative Clauses 1. Structure antecedent + that/which/who + clause 2. Usage who people; that/which things; that can be omitted in some cases 3. Examples I like music that tells a story. / I like musicians who are creative. 4. Key message Music can connect people and communicate feelings. 教学反思 科目 英语 年级 九年级 授课时间 主备人 二次备课人 课题 Unit 7 (第五课时: Section B 1a-1e) 课型 阅读课 教学目标 语言能力 Language Competence Students can master key words and expressions such as composer, genius, gifted, outdid, look down on, valuable, divided up. Students can understand the text "Chopin: A Great Inspiration" and complete Chopin’s profile. 文化品格 Cultural Awareness Students can learn about the life and contributions of Chopin and appreciate his patriotism and love for his nation. Students can develop the awareness that music can carry culture and inspire a nation, and strengthen cultural confidence. 思维品质 Thinking Quality 1. Students can identify the organization of the text and match each paragraph with its main idea. 2. Students can analyze how Chopin’s music helped build his nation. 学习能力 Learning Ability Students can develop reading skills such as finding main ideas and summarizing information. Students can learn to read a biography and extract key information. 教学重点 Understand the text and complete Chopin’s profile. Match each paragraph with its main idea. 教学难点 Identify the text organization and match paragraphs with main ideas. Understand the significance of Polish folk music in Chopin’s works. 教具准备 reading material, a short video about Chopin’s music, profile template, multimedia courseware. 教学内容及过程 二次备课 Step 1 Lead in 问题导入(4 mins) 1. Play a short piece of Chopin’s music and ask students what they know about him. 2. Ask: "Have you ever heard the music of Chopin? What do you know about him?" 3. Lead in the reading text: Chopin: A Great Inspiration. Step 2 Pre-reading 读前预测(5 mins) 1. Look at the title and predict what the text is about. 2. Brainstorm words related to musicians and great composers. Step 3 While-reading 阅读理解(15 mins) 1. Read the text quickly and complete Chopin’s profile in 1b. 2. Read again and match each paragraph with its main idea in 1c. 3. Circle T or F for the statements in 1d. 4. Explain key expressions such as outdid his teachers, look down on, a valuable art form, divided up by other countries. Step 4 Post-reading 口语输出 1e(9 mins) 1. Discuss what Chopin’s music brought to his nation and the world. 2. Ask students to share stories of other inspiring musicians. 3. Invite students to present and give feedback. Step 5 Consolidation 巩固与内化(4 mins) 1. Summarize Chopin’s life, contributions and influence. 2. Appreciate the power of music in carrying culture and inspiring a nation. Step 6 Summary & Homework 课堂小结(3 mins) 1. Review the key vocabulary and Chopin’s story. 2. Assign homework for further consolidation. 布置作业 Read the text aloud and finish Chopin’s profile. Write a short summary of Chopin’s life in your own words. Find out about one Chinese musician, such as Xian Xinghai or Nie Er, and prepare to introduce him. 板书设计 Unit 7 Section B 1a-1e Chopin: A Great Inspiration 1. Chopin (1810-1849) Poland / composer, pianist / over 200 musical works 2. His contributions made Polish folk music valuable / helped build a nation / a respected piano teacher 3. Key words composer / genius / gifted / look down on / a valuable art form 4. Key sentence Put all your soul into it! Play the way you feel! 教学反思 科目 英语 年级 九年级 授课时间 主备人 二次备课人 课题 Unit 7 (第六课时: Section B 2a-3c) 课型 写作课 教学目标 语言能力 Language Competence Students can master music-related collocations and expressions such as dance to, sing along to, look down on, hats off, young and old, and words about music and friendship. Students can use relative clauses and time order to write a music story. 文化品格 Cultural Awareness Students can learn about the Chinese story of Boya and Zhong Ziqi (zhiyin) and appreciate the value of true friendship. Students can develop an appreciation of the power of music in life. 思维品质 Thinking Quality 1. Students can analyze the structure of a music story and put events in order. 2. Students can organize their ideas and write a well-structured music story. 学习能力 Learning Ability Students can develop writing strategies such as planning, drafting and revising. Students can learn to express personal experiences clearly and logically. 教学重点 Master music-related collocations and use them correctly. Write a music story with clear structure and chronological order. 教学难点 Organize events in order and use suitable linking words in a story. Use relative clauses and descriptive language to make the story vivid. 教具准备 writing courseware, sample story, mind map template, checklist for self-evaluation, multimedia projector. 教学内容及过程 二次备课 Step 1 Lead in 复习导入(4 mins) 1. Review the power of music mentioned in the last lesson. 2. Ask students: "What role does music play in your life?" 3. Lead in today’s writing topic: my music story. Step 2 Vocabulary 词汇学习 2a-2c(10 mins) 1. Build a word bank for music in 2a and add as many words as possible. 2. Complete the sentences in 2b with the phrases in the box. 3. Read the story of Boya and Zhong Ziqi in 2c and discuss the value of true friendship (zhiyin). Step 3 Reading 范文赏析 3a-3b(10 mins) 1. Read Jack’s music story in 3a and put the events in order. 2. Analyze the structure of the story: beginning, body and ending. 3. Discuss the role of music in life and take notes in 3b. Step 4 Planning 写作构思(6 mins) 1. Brainstorm students’ own music experiences with a mind map. 2. Guide students to organize their story in chronological order. Step 5 Writing 写作与互评(10 mins) 1. Ask students to write their music story following the sample in 3c. 2. Encourage students to use relative clauses and time-order words. 3. Do peer evaluation with a checklist and give feedback. Step 6 Summary & Homework 课堂小结(5 mins) 1. Summarize the writing steps and useful expressions. 2. Assign homework: polish the story and share it in class. 布置作业 Finish and polish your music story for the magazine. Write down five good sentences from your classmates’ stories and learn from them. Read about the story of Boya and Zhong Ziqi and retell it in English. 板书设计 Unit 7 Section B 2a-3c My Music Story 1. Structure of a story beginning (gift/first love) / body (practice, band, performances) / ending (feeling & meaning) 2. Useful collocations dance to / sing along to / young and old / hats off / make friends 3. Useful sentence patterns The guitar my father bought me / Music makes me happy when / I enjoy music more when I share it with others. 教学反思 科目 英语 年级 九年级 授课时间 主备人 二次备课人 课题 Unit 7 (第七课时: Project Give a presentation on a famous musician) 课型 项目实践课 教学目标 语言能力 Language Competence Students can master and use expressions for describing a musician’s life, works and contributions, and use relative clauses in the presentation. Students can complete a profile of a famous musician and introduce him or her clearly. 文化品格 Cultural Awareness Students can learn about famous musicians from home and abroad, such as Xian Xinghai, Nie Er, Mozart and Beethoven. Students can appreciate the power of music and develop cultural confidence through introducing Chinese musicians. 思维品质 Thinking Quality 1. Students can research and select key information about a musician to complete a profile. 2. Students can organize information and give a clear, logical presentation. 学习能力 Learning Ability Students can develop research and presentation skills through group work. Students can learn to work in teams and evaluate presentations with criteria. 教学重点 Research and complete a profile of a famous musician. Give a clear presentation using relative clauses and appropriate expressions. 教学难点 Select and organize key information about a musician. Present fluently in English and evaluate others’ presentations. 教具准备 profile worksheets, presentation templates, recordings and pictures of musicians, evaluation checklist, multimedia courseware. 教学内容及过程 二次备课 Step 1 Lead in 情境导入(4 mins) 1. Review the power of music and the inspiring musicians mentioned in this unit. 2. Introduce the project: Give a presentation on a famous musician. 3. Clarify the goal: to introduce a famous musician and vote for the best presentation. Step 2 Planning 项目规划(6 mins) 1. List famous musicians in 4a: Xian Xinghai, Nie Er, Lu Qiming, Mozart, Beethoven, Tchaikovsky. 2. Form groups and choose one musician for each group. 3. Assign roles: researcher, writer, presenter, media designer. Step 3 Research 资料收集(10 mins) 1. Guide students to do research and complete the profile in 4b: name, birth date and place, famous work, experience, contribution, comment. 2. Encourage students to add recordings and pictures in 4c. 3. Help students organize the information clearly. Step 4 Preparing 展示准备(10 mins) 1. Guide students to write the presentation using relative clauses. 2. Practice presenting the profile in groups. 3. Provide feedback and help students improve fluency. Step 5 Presenting 成果展示(8 mins) 1. Invite each group to give their presentation in 4d. 2. Ask the class to vote for the best presentation. 3. Give feedback and encourage peer evaluation. Step 6 Reflection 反思与小结(2 mins) 1. Guide students to reflect: what words have you learnt to describe music? Can you use relative clauses? 2. Summarize the unit and the BIG Question: Why do we need music? 布置作业 Finish and improve your presentation about the famous musician. Write a short profile of the musician your group introduced. Listen to one piece by the musician and write down your feelings. 板书设计 Unit 7 Project A Presentation on a Famous Musician 1. Famous musicians Xian Xinghai / Nie Er / Lu Qiming / Mozart / Beethoven / Tchaikovsky 2. Profile structure name / birth / famous work / experience / contribution / comment 3. Presentation sentences He/She is a musician who / His/Her work / I think that 教学反思 学科网(北京)股份有限公司 $