Unit 7 Feel the Rhythm单元整体教学设计 2026-2027学年人教版英语九年级上册

该初中英语教学设计围绕“感受音乐韵律”主题，聚焦音乐类型、乐器等核心词汇及that/which/who引导的定语从句。通过音乐片段导入，结合图片匹配、听力任务逐步引入新知，构建从音乐喜好谈论到音乐家故事阅读、写作的连贯学习支架。 资料以任务型和情境教学为特色，融入肖邦、伯牙子期等中外音乐家素材，培养文化意识与审美素养。通过思维导图整理词汇、小组合作完成海报项目，提升思维品质与学习能力。助力学生综合语言运用，为教师提供系统教学方案，提升课堂效率。

Unit 7 Feel the Rhythm 大单元整体设计 科目 英语 年级 九年级 班级 总课时 6 单元名称 Unit 7 Feel the Rhythm 单元主题 音乐类型、乐器、音乐魅力、中外音乐家、音乐的力量与情感、定语从句（that/which/who） 教材分析 本单元主题为 Feel the Rhythm（感受音乐韵律），属于 “人与社会”“人与自我” 范畴。Section A 围绕谈论音乐喜好、传统音乐与流行音乐、校园音乐会展开，初步感知that/which/who 引导的定语从句；Section B 阅读音乐家故事（肖邦、伯牙子期等），理解音乐的力量与情感价值；语法重点是限定性定语从句；写作任务为My Music Story；项目为制作音乐家介绍海报。培养审美情趣、文化意识与情感表达能力。 学情分析 1. 知识基础：已掌握基础词汇，能简单表达喜好；初步接触过复合句。 2. 认知特点：九年级学生普遍喜欢音乐，兴趣高、参与度强，乐于谈论喜好与感受。 3. 薄弱点：定语从句结构不清楚；分不清 that/which/who；不会用从句描述音乐与音乐人。 单元整体框架 话题主线：谈论喜欢的音乐类型 → 讨论乐器与音乐会 → 感知定语从句 → 阅读音乐家故事 → 写音乐故事 → 制作音乐家海报 语言主线：音乐词汇 → 定语从句（that/which/who）→ 描述音乐与音乐人 → 阅读与写作 → 展示输出 素养主线：语言能力 → 审美素养 → 文化意识 → 情感态度 单元内容分析 （一）主题大观念 1. 音乐无国界，能传递情感、带来力量、治愈心灵。 2. 尊重不同音乐风格，感受传统音乐与民间音乐的魅力。 3. 音乐家的才华、坚持与情感赋予音乐真正的灵魂。 （二）语言大观念 1. 词汇：folk, pop, rock, jazz, instrument, erhu, pipa, guitar, talented, moving, encourage。 2. 语法：定语从句 that/which 指物；who 指人。 3. 句型：I like music that…; I love musicians who… 4. 技能：谈论音乐偏好、听懂音乐会讨论、读懂人物故事、写作音乐经历。 核心素养 （一）语言能力 1. 掌握音乐类型、乐器、情感类核心词汇。 2. 熟练运用 that/which/who 引导的定语从句。 3. 能谈论音乐喜好、介绍音乐人、读懂音乐故事、完成写作。 （二）思维品质 1. 对比不同音乐风格，培养比较与归纳思维。 2. 通过音乐故事理解情感与精神，提升共情与逻辑思维。 （三）文化意识 1. 了解中外经典音乐与音乐家，培养审美与人文素养。 2. 感受中国传统民乐（二胡、琵琶、京剧等），增强文化自信。 3. 理解音乐带来的力量与温暖，培养积极心态。 （四）学习能力 1. 用思维导图整理词汇与句型，提升自主学习能力。 2. 在小组中分享音乐故事，提升合作与表达能力。 教学重难点 教学重点 1. 音乐类型、乐器、情绪感受相关词汇与短语。 2. 定语从句：that/which 修饰事物；who 修饰人。 3. 用英语表达音乐喜好、描述音乐人、谈论音乐的力量。 教学难点 1. 正确使用定语从句并区分 that/which/who。 2. 用完整、连贯的句子表达音乐带来的情感与影响。 3. 理解文化内涵（伯牙子期、茉莉花、二泉映月等）。 单元课时规划 Period 1：Section A 1a–1c 听说课 —— 谈论喜欢的音乐类型 Period 2：Section A 2a–2d 听说课 —— 乐器、乐队与音乐会，感知定语从句 Period 3：Section A 3a–Grammar Focus 语法课 —— 定语从句 that/which/who Period 4：Section B 1a–1e 阅读课 ——Chopin: A Great Inspiration Period 5：Section B 2a–3d 写作课 ——My Music Story Period 6：Review & Project 复习展示课 ——Give a presentation on a famous musician Unit 7 Feel the Rhythm 教案 科目 英语 年级 九年级 班级 授课时间 45 课题 Period 1: Talk About Music We Like (Section A 1a–1c) 课型 Listening & Speaking Lesson 教材分析 This is the opening lesson of Unit 7 Feel the Rhythm. It includes Section A 1a–1c. Students learn to match music types with pictures, listen to an interview about music preferences, and complete a chart. It focuses on basic music vocabulary and lays the foundation for the whole unit. 学情分析 Students love music and are active in talking about their favorite music. They know some English words about music but cannot use standard and rich expressions. They are willing to practice listening and speaking in class. 教学设计思路 Lead-in with music clips → Learn music type words → Do 1a matching task → Listen and complete the chart → Pair work to talk about favorite music → Summary and homework. Follow “input—practice—output—use”. 核心素养目标 Language Ability 1. Master words: folk, pop, rock, jazz, classical, rap, rhythm, lyrics. 2. Catch key information about music preferences in listening. 3. Use basic sentences to talk about what kind of music they like. Thinking Quality 1. Classify different music styles to improve logical thinking. 2. Express personal feelings to develop emotional thinking. Cultural Awareness 1. Know different kinds of music and respect different tastes. 2. Feel the charm of music in life. Learning Ability 1. Take notes while listening to improve listening skills. 2. Practice in pairs to improve cooperative learning. 教学重难点 Key Points 1. Words about music: folk, pop, rock, jazz, classical. 2. Sentences: I like music that…; I prefer music that… Difficult Points 1. Catch detailed preferences in listening. 2. Use “that” clauses to talk about music simply. 教学方法 Task-based Language Teaching; Situational Teaching; Cooperative Learning; Listening Training 教学工具 Textbook; Projector; Music clips; Word cards; Audio; Worksheets 教学内容及过程 教学环节 教师活动 学生活动 1. Warm-up & Lead-in (5 mins) 1. Play short music clips: folk, pop, rock. 2. Ask: What kind of music is it? Do you like it? 3. Lead to the topic: Unit 7 Feel the Rhythm. 1. Listen and guess the music types. 2. Share their ideas actively. 3. Know the unit topic clearly. 设计意图 Arouse interest; create a relaxing atmosphere; lead in naturally. 2. New Learning (15 mins) 1. Teach new words: folk, pop, rock, jazz, classical, rap, rhythm, lyrics. 2. Activity 1a: Ask students to match the kinds of music with the pictures. 3. Listening 1b: Play audio; students tick the music mentioned. 4. Listening 1c: Play again; students complete the chart. Check answers. 1. Learn words; read and memorize. 2. Finish 1a matching task. 3. Listen and tick 1b. 4. Listen and complete 1c; check answers. 设计意图 Learn key vocabulary; train basic listening skills. 3. Practice (12 mins) 1. Present useful sentences:A: What kind of music do you like?B: I like music that…A: Why?B: Because it’s… 2. Pair work: Talk about their favorite music. 3. Walk around to help and encourage. 4. Invite volunteers to share. 1. Learn and practice sentence patterns. 2. Do pair work. 3. Speak actively. 4. Share in class. 设计意图 Train oral English; consolidate words and build confidence. 4. Consolidation & Extension (5 mins) 1. Ask: What kind of music is popular in China? 2. Introduce traditional folk music briefly. 3. Ask students to share their favorite songs. 1. Think and express ideas. 2. Learn about Chinese folk music. 3. Share with classmates. 设计意图 Extend knowledge; connect to Chinese culture. 5. Classroom Summary (2 mins) Lead students to summarize:1. Words about music types 2. Sentences for talking about music 3. Listening skills Follow the teacher to review key points. 设计意图 Help students form a clear knowledge structure. 6. Homework (1 min) Basic1. Copy words 5 times; recite. 2. Read key sentences. Improving1. Write 3 sentences about music you like. 2. Listen to 1b&1c and read aloud. Advanced1. Interview 2 classmates about music taste. 2. Take notes and prepare to share. Finish homework by levels. 设计意图 Consolidate learning; meet different needs. 板书 设计 Unit 7 Feel the Rhythm Period 1 Music Types: folk, pop, rock, jazz, classical, rap Useful Sentences: — What kind of music do you like? — I like music that has great lyrics. I love music that is smooth and relaxing. 教学 反思 Successes 1. Music topic interests all students; they take part very actively. 2. Listening tasks are clear and match the textbook well. Problems 1. Some students cannot pronounce “folk” “jazz” “rhythm” correctly. 2. Some can’t use “that” clauses properly. Improvements 1. More pronunciation practice and reading drills. 2. Provide simple sentence frames for beginners. Unit 7 Feel the Rhythm 教案 科目 英语 年级 九年级 班级 授课时间 45 课题 Period 2: Musical Instruments & School Concert (Section A 2a–2d) 课型 Listening & Speaking Lesson 教材分析 This period includes Section A 2a–2d. It focuses on listening to talks about musical instruments, a school concert and Chinese Dragon band. Students learn words of instruments and preliminarily perceive attributive clauses (that/which/who). It builds listening, speaking and vocabulary skills and prepares for grammar study in Period 3. 学情分析 Students have learned music styles in Period 1 and can talk about their favorite music. They know some instrument names in Chinese but lack English expressions. They are interested in concerts and band talks and willing to practice listening and speaking. 教学设计思路 Lead-in by reviewing music styles → Learn instrument words → Predict concert topics → Listen and complete the mind map → Listen and judge true/false → Practice dialogue about music and concerts → Summary and homework. Follow “review—input—listen—practice—output”. 核心素养目标 Language Ability 1. Master words: erhu, pipa, guitar, keyboard, drum, violin, musician, perform. 2. Catch detailed information about instruments and concerts from listening. 3. Talk about favorite musicians and concerts with clear sentences. Thinking Quality 1. Summarize information from listening to improve logical thinking. 2. Connect music styles and instruments to enhance structured thinking. Cultural Awareness 1. Feel the beauty of traditional Chinese music like erhu and pipa. 2. Enhance cultural confidence by learning Chinese folk music. Learning Ability 1. Take notes while listening to improve listening skills. 2. Communicate in pairs to improve cooperative learning. 教学重难点 Key Points 1. Vocabulary: erhu, pipa, guitar, keyboard, musician, perform. 2. Listening for specific information about the band and concert. Difficult Points 1. Quickly catch and write down key information in listening. 2. Use simple attributive clauses to describe musicians and music. 教学方法 Task-based Language Teaching; Listening & Speaking; Mind-map Guide; Cooperative Learning 教学工具 Textbook; Projector; Word cards; Audio; Mind-map sheets; Blackboard 教学内容及过程 教学环节 教师活动 学生活动 1. Warm-up & Lead-in (5 mins) 1. Review: Ask pairs to talk about their favorite music. 2. Show pictures of instruments: erhu, pipa, guitar. 3. Lead to today’s topic: instruments and school concert. 1. Review music preferences quickly. 2. Look and guess instrument names. 3. Know the learning goal clearly. 设计意图 Review old knowledge; activate thinking; arouse listening interest. 2. New Learning & Vocabulary (15 mins) 1. Teach new words: erhu, pipa, guitar, keyboard, drum, violin, musician, perform. 2. Activity 2a: Ask students to match instruments and pictures. 3. Listening 2b: Play audio; students complete the mind map. 4. Listening 2c: Play again; students mark T/F. Check answers and explain key information. 1. Learn words; read and memorize. 2. Finish 2a matching task. 3. Listen and complete the mind map. 4. Listen and mark T/F; check answers. 设计意图 Learn key vocabulary; train detailed listening and note-taking. 3. Practice (12 mins) 1. Present dialogue patterns:A: What kind of musicians do you like?B: I like musicians who…A: What piece did you like best?B: I loved … that… 2. Organize pair work to practice. 3. Walk around to help students. 4. Invite 2–3 pairs to act out dialogues. 1. Learn and repeat sentence patterns. 2. Practice dialogues in pairs. 3. Ask for help if necessary. 4. Volunteer to show dialogues. 设计意图 Consolidate listening information; train oral expression. 4. Consolidation & Extension (5 mins) 1. Ask: Do you like Chinese traditional music? Why? 2. Give examples: Butterfly Lovers, Horse Racing. 3. Encourage students to share ideas freely. 1. Think and express opinions. 2. Learn about Chinese folk music. 3. Listen to others carefully. 设计意图 Spread traditional culture; improve thinking and expression. 5. Classroom Summary (2 mins) 1. Summarize words about instruments and music. 2. Review listening skills: mind-map note-taking. 3. Encourage students to enjoy different music. Follow the teacher to review and take notes. 设计意图 Help students form a complete knowledge framework. 6. Homework (1 min) Basic 1. Copy phrases 3 times; recite. 2. Read listening scripts. Improving 1. Write 3 sentences about your favorite musician. 2. Practice dialogue. Advanced 1. Search a Chinese folk musician. 2. Prepare a short introduction. Finish by levels. 设计意图 Consolidate listening and speaking. 板书 设计 Unit 7 Feel the Rhythm Period 2 Instruments: erhu, pipa, guitar, keyboard, drum, violin Useful Sentences:I like musicians who are creative. I love music that is full of energy. The concert was amazing! 教学 反思 Successes 1. Music and concert topics are popular; students take active part in class. 2. Mind-map tasks help students take notes and understand efficiently. Problems 1. Some students cannot catch key information quickly. 2. Some students cannot use attributive clauses correctly. Improvements 1. Provide blanks with first letters for listening. 2. Guide students to try simple attributive clauses. Unit 7 Feel the Rhythm 教案 科目 英语 年级 九年级 班级 授课时间 45 课题 Period 3: Relative Clauses (that / which / who) (Section A 3a–Grammar Focus) 课型 Reading & Grammar Lesson 教材分析 This period includes 3a concert conversation, 3b–3d practice and Grammar Focus. It focuses on defining relative clauses introduced by that, which, who. Students learn to use that/which for things and who for people to describe music, instruments and musicians. It is the core grammar period of Unit 7 and lays the foundation for reading and writing in Section B. 学情分析 Students have perceived simple relative clauses in the first two periods but cannot use them correctly. They often mix up that/which/who, confuse antecedents (people/things), and make mistakes in sentence structure. They are interested in music topics and willing to practice, so clear rules and step-by-step practice are needed. 教学设计思路 Review music sentences → Read 3a and underline relative clauses → Summarize rules (that/which for things; who for people) → Do controlled practice → Do communicative practice → Summary and homework. Follow “discover—summarize —practice—use”. 核心素养目标 Language Ability 1. Master words: energetic, joyful, romantic, smooth, talented, perform. 2. Master relative clauses: that/which refer to things; who refers to people. 3. Use correct relative clauses to talk about music, concerts and musicians. Thinking Quality 1. Summarize grammar rules to improve inductive thinking. 2. Compare relative pronouns to improve logical thinking. Cultural Awareness 1. Enjoy different kinds of music and develop musical taste. 2. Feel the beauty of Chinese mixed music and enhance cultural confidence. Learning Ability 1. Summarize rules independently to improve self-Learning Ability. 2. Practice in pairs to improve cooperative learning. 教学重难点 Key Points 1. Relative clauses: that/which (things), who (people). 2. Reading for specific information about the concert in 3a. Difficult Points 1. Choose correct relative pronouns according to antecedents. 2. Use relative clauses naturally in speaking and writing. 教学方法 Inductive Method; Comparison; Task-based Teaching; Cooperative Learning 教学工具 Textbook; Projector; Grammar chart; Worksheets; Blackboard; Word cards 教学内容及过程 教学环节 教师活动 学生活动 1. Warm-up & Lead-in (5 mins) 1. Review: Ask students to say their favorite music. 2. Show two sentences:I like music. It is smooth.→ I like music that is smooth. 3. Lead in: Today we learn relative clauses. 4. Show today’s goal clearly. 1. Review: pop, folk, rock… 2. Observe and understand the combined sentence. 3. Know the grammar task. 设计意图 Review old knowledge; lead to grammar naturally; arouse curiosity. 2. New Learning: Reading 3a (15 mins) 1. Pre-reading: Teach new words: energetic, joyful, romantic, smooth, talented. 2. While-reading: Ask students to read 3a quickly and answer: Which piece did Teng Fei like best? 3. Careful reading: Underline all relative clauses. 4. Check answers and explain key structures. 1. Learn new words; read and remember. 2. Read 3a and get the main idea. 3. Find and underline relative clauses. 4. Understand the structures. 设计意图 Train reading skills; help students discover clauses in context. 3. Grammar Study & Practice (12 mins) 1. Present Grammar Focus sentences. 2. Summarize rules clearly:✅ who: for people (musicians)✅ which/that: for things (music, songs, instruments) 3. Exercise 1: Fill in blanks with that/which/who. 4. Exercise 2: Combine two sentences. 5. Walk around to help and correct mistakes. 1. Observe and compare sentences. 2. Take notes of rules. 3. Finish written exercises. 4. Check answers and correct mistakes. 设计意图 Help students master rules; solve confusion; strengthen application. 4. Consolidation & Extension (5 mins) 1. Task: Use relative clauses to introduce music or musicians. 2. Give frames:I love music that…I like musicians who… 3. Ask students to share in class. 4. Give feedback. 1. Make correct sentences. 2. Share with classmates. 3. Listen and learn. 设计意图 Use grammar in real context; improve output ability. 5. Classroom Summary (2 mins) 1. Summarize relative clauses rules. 2. Review key words. 3. Encourage students to enjoy different music. Follow the teacher to review and take notes. 设计意图 Help students form a complete knowledge system. 6. Homework (1 min) Basic 1. Copy rules and examples. 2. Recite Grammar Focus. Improving 1. Finish Section A exercises. 2. Write 4 relative clauses. Advanced 1. Summarize that/which/who usage. 2. Write a short music review. Finish by levels. 设计意图 Consolidate grammar fully. 板书 设计 Unit 7 Period 3 Relative Clauses 1. for PEOPLE → who I like musicians who are creative. 2. for THINGS → that / which I love music that is energetic.  The song which is popular is Mo Li Hua. 教学 反思 Successes1. Music-themed sentences make grammar learning interesting. 2. Students can basically distinguish who/that/which after practice.Problems1. A few students still mix up pronouns. 2. Some students make mistakes in sentence order.Improvements1. Provide more contrast exercises. 2. Give tip cards for quick review. Unit 7 Feel the Rhythm 教案 科目 英语 年级 九年级 班级 授课时间 45 课题 Period 4: Chopin: A Great Inspiration (Section B 1a–1e) 课型 Reading Lesson 教材分析 This period covers Section B 1a–1e, centered on the text Chopin: A Great Inspiration. It includes prediction, fast reading for main ideas, careful reading for details, mind-map filling and discussion. Students learn about Chopin’s life, music style and contribution to Poland and the world. It improves reading strategies and helps students understand the power and warmth of music. 学情分析 Students have mastered music vocabulary and relative clauses (that/which/who). They can understand simple biographical texts but need training in extracting life experience, achievements and spirit. They love stories about musicians and are willing to share their thoughts. 教学设计思路 Lead-in with Chopin’s music → Learn new words → Predict the text → Fast reading (match main ideas) → Careful reading (fill profile & mind map) → Discuss Chopin’s spirit → Summary and homework. Follow “predict—scan—analyze—express —think”. 核心素养目标 Language Ability 1. Master new words: genius, pianist, composer, gift, soul, folk, spirit, encourage. 2. Use reading strategies: skimming, detail searching, mind-map organizing. 3. Describe Chopin’s life and achievements in English correctly. Thinking Quality 1. Match paragraphs with main ideas to improve logical thinking. 2. Organize information with mind maps to enhance structured thinking. Cultural Awareness 1. Learn about Chopin and western classical music, broaden international vision. 2. Understand music can inspire a nation and build spiritual strength. Learning Ability 1. Improve the ability to get main ideas and details by reading biographical articles. 2. Learn to summarize characters’ experiences and spirits and form good reading reflection habits. 教学重难点 Key Points 1. Vocabulary: genius, composer, pianist, folk, spirit, encourage. 2. Reading skills: finding main ideas, completing a musician profile, summarizing spirit. Difficult Points 1. Understanding how Chopin’s music encouraged his nation. 2. Using relative clauses properly while introducing musicians. 教学方法 Task-based Teaching; Predicting & Skimming; Mind-map Guide; Cooperative Learning 教学工具 Textbook; Projector; Mind-map worksheet; Pictures; Audio; Blackboard 教学内容及过程 教学环节 教师活动 学生活动 1. Warm-up & Lead-in (5 mins) 1. Play a short piece of Chopin’s piano music. 2. Ask: Do you know this musician? 3. Lead to today’s reading: Chopin—great pianist and composer. 1. Listen and guess the musician. 2. Share what they know about Chopin. 3. Know the reading topic clearly. 设计意图 Create artistic atmosphere; activate background knowledge. 2. New Learning: Pre-reading & Vocabulary (15 mins) 1. Teach new words: genius, composer, pianist, gift, soul, folk, spirit, encourage. 2. Activity 1a: Talk about famous musicians students know. 3. Prediction: Ask students to guess what the passage will talk about. 1. Learn new words; read and memorize. 2. Finish 1a talking task. 3. Predict the content of the text. 设计意图 Build vocabulary; activate prior knowledge; practice prediction. 3. While-Reading: Fast & Careful Reading (12 mins) 1. Fast reading: Ask students to read quickly and match paragraphs with main ideas (1b). 2. Careful reading: Ask students to read again and complete Chopin’s profile (1c). 3. Play the audio; check answers and explain difficult sentences. 4. Guide students to find Chopin’s spirit and influence. 1. Read fast; finish matching task. 2. Read carefully; complete the profile. 3. Listen and check answers. 4. Mark key information. 设计意图 Train skimming and detailed reading; grasp structure and key points. 4. Post-Reading: Discussion & Extension (5 mins) 1. Organize group discussion: 1e- Why is Chopin a great inspiration?- What can we learn from him? 2. Give sentence frames:Chopin was a musician who…His music encourages us to… 3. Ask groups to share ideas. 1. Discuss in groups. 2. Use sentence frames to express. 3. Share with the class. 设计意图 Deepen understanding; connect music to spirit; improve expression. 5. Classroom Summary (2 mins) 1. Summarize Chopin’s life, music and contribution. 2. Review reading skills: prediction, profile filling, mind map. 3. Encourage students to feel the warmth and power of music. Follow the teacher to summarize key points. 设计意图 Help students form a clear knowledge and spirit framework. 6. Homework (1 min) Basic 1. Copy words and phrases. 2. Read text 3 times. Improving 1. Retell Chopin’s story. 2. Finish reading exercises. Advanced 1. Write a short introduction of Chopin. 2. Search a Chinese musician like Xian Xinghai. Finish by levels. 设计意图 Consolidate reading; expand knowledge. 板书 设计 Unit 7 Period 4 Chopin: A Great Inspiration Words: genius, composer, pianist, gift, soul, folk, spirit Basic information: Name: Frédéric Chopin Nationality: Polish Job: composer & pianist Contribution: loved folk music; encouraged his nation; world-famous Spirit: love for country, love for music 教学 反思 Successes 1. Music and musician profile help students read efficiently and take notes clearly. 2. Students are deeply moved by Chopin’s spirit and actively share ideas. Problems 1. Some students find it difficult to understand the national spirit part. 2. Some cannot use relative clauses smoothly in introduction. Improvements 1. Use simpler examples and pictures to explain background. 2. Provide more sentence frames before discussion. Unit 7 Feel the Rhythm 教案 科目 英语 年级 九年级 班级 授课时间 45 课题 Period 5: Write Your Music Story (Section B 2a–3d) 课型 Writing Lesson 教材分析 This period is the writing lesson of Unit 7. It includes vocabulary review, model story reading, structure analysis, outline filling and a short composition. Students learn to write My Music Story, including how they started learning music, their difficulties, progress and feelings. It integrates music vocabulary, relative clauses and emotional expressions to complete a sincere and coherent personal story. 学情分析 Students have mastered music vocabulary and relative clauses (that/which/who). They can talk about their music experience orally but lack organized writing structure. They often lack emotional expressions and conjunctions. They have real music stories and are willing to write, so clear guidance is needed. 教学设计思路 Talk about music experience → Learn useful expressions → Read the model My Music Story → Complete the writing outline → Learn the structure: Beginning—Process—Feelings → Draft, revise and share → Summary and homework. Follow “input—imitation—output—improvement”. 核心素养目标 Language Ability 1. Master expressions: practice, make progress, be good at, share…with, in one’s life, give up. 2. Master the writing structure: Start — Process — Feelings. 3. Write a smooth, coherent music story with correct relative clauses and emotions. Thinking Quality 1. Organize personal experience with an outline to improve logical writing. 2. Reflect on the meaning of music to develop reflective thinking. Cultural Awareness 1. Understand music brings happiness, courage and friendship. 2. Develop hobbies and keep positive attitudes to life. Learning Ability 1. Learn from the model to improve reading-to-write ability. 2. Self-check and peer revise to improve independent Learning Ability. 教学重难点 Key Points 1. Words and sentences for describing music learning experience and feelings. 2. Writing structure: Start → Process → Progress → Feelings Difficult Points 1. Correctly use relative clauses (that/which/who) in the story. 2. Use conjunctions to make the story natural and moving. 教学方法 Model-based Teaching; Outline Guidance; Process Writing; Peer Revision 教学工具 Textbook; Projector; Model passage; Outline sheet; Blackboard; Color pens 教学内容及过程 教学环节 教师活动 学生活动 1. Warm-up & Lead-in (5 mins) 1. Review: Ask students to say their favorite instrument or song. 2. Free talk: When did you start learning music? 3. Lead to today’s task: Write your music story. 1. Review and speak actively. 2. Share their real experience. 3. Know the writing task clearly. 设计意图 Review knowledge; activate real ideas; lead to writing naturally. 2. Vocabulary & Useful Expressions (15 mins) 1. Activity 2a: Build word groups about music and feelings. 2. Activity 2b: Complete sentences with music phrases. Check answers. 3. Summarize and practice useful expressions: take up, practice hard, make progress, share with, never give up. 4. Review relative clauses for writing. 1. Build word groups. 2. Finish exercises; check answers. 3. Read and remember expressions. 4. Review grammar rules. 设计意图 Build vocabulary; provide enough language input for writing. 3. Model Study & Outline (12 mins) 1. Pre-writing: Ask students to read the model My Music Story quickly. Answer: What instrument did he learn? 2. Careful reading: Complete the order and mind map. 3. Clear structure:① Beginning: How music started② Body: Difficulties, practice, progress③ Ending: Feelings and importance 4. Teach conjunctions: but, so, then, although, however. 1. Read the model; get main ideas. 2. Finish the outline. 3. Master the writing structure. 4. Take notes of conjunctions. 设计意图 Learn from the model; provide clear structure and language support. 4. Writing & Revision (5 mins) 1. While-writing: Guide students to take notes in 3b and write a draft of 8–12 sentences. 2. Revision: Ask students to check in pairs: structure, conjunctions, relative clauses, grammar. 3. Offer help and suggestions. 1. Take notes; write independently. 2. Check and revise with partners. 3. Ask for help when necessary. 设计意图 Guide step-by-step writing; improve quality through revision. 5. Sharing & Summary (2 mins) 1. Invite 2–3 students to share their music stories. 2. Give positive feedback and encouragement. 3. Summarize: structure, expressions, relative clauses. 1. Volunteer to share works. 2. Listen and learn from each other. 3. Review key writing points. 设计意图 Build confidence; improve appreciation and evaluation. 6. Homework (1 min) Basic 1. Copy the model passage. 2. Correct your draft. Improving 1. Write a complete passage (8–12 sentences). 2. Polish language. Advanced 1. Write a rich story with relative clauses. 2. Prepare to show your work. Finish by levels. 设计意图 Improve writing quality. 板书 设计 Unit 7 Period 5 Writing: My Music Story Useful Phrases: start learning, practice hard, make progress, share…with, never give up Structure: 1. Beginning: When/How I started learning… 2. Body: I practiced… Although it was difficult… I made progress. 3. Ending: Music makes me… It is important in my life. Grammar: relative clauses (that/which/who) 教学 反思 Successes 1. The model and outline help students write clearly and logically. 2. Most students can use relative clauses correctly in their stories. Problems 1. Some students still mix up relative pronouns. 2. Some stories are too short and lack personal feelings. Improvements 1. Provide a revision checklist before writing. 2. Encourage more emotional and detailed descriptions. Unit 7 Feel the Rhythm 教案 科目 英语 年级 九年级 班级 授课时间 45 课题 Period 6: Unit Review & Project — Give a presentation on a famous musician 课型 Review & Project Lesson 教材分析 This lesson is the final comprehensive review and output lesson of Unit 7 Feel the Rhythm. It systematically reviews music vocabulary, phrases, and the key grammar — relative clauses (that/which/who). The class project is to make and give a short presentation about a famous musician, integrating listening, speaking, reading and writing to improve students’ comprehensive language ability and deepen their understanding of music’s power. 学情分析 Students have mastered basic music vocabulary and relative clauses, but some still confuse that/which/who. Their introduction of musicians is simple and lacks logic. Students are highly interested in sharing music stories and making presentations, which helps improve expression, creativity and cooperative skills. 教学设计思路 Warm-up & music sharing → Vocabulary & phrase review → Relative clause consolidation & error correction → Group project: prepare a musician presentation → Showtime & evaluation → Unit summary & homework. Follow “review— consolidate—create—present—improve”. 核心素养目标 Language Ability 1. Master all key vocabulary and phrases about music, instruments and feelings proficiently. 2. Use relative clauses (that/which/who) correctly in speaking and writing. 3. Introduce a musician clearly, logically and fluently in English. Thinking Quality 1. Summarize unit knowledge to form systematic logical thinking. 2. Organize information and design presentations to develop integrated thinking. Cultural Awareness 1. Understand the warmth and power of music, cultivate aesthetic taste. 2. Respect Chinese and foreign musicians and enhance cultural confidence. Learning Ability 1. Improve self-review and knowledge-sorting ability. 2. Train cooperation, expression and creative thinking in group work. 教学重难点 Key Points 1. Review music vocabulary, phrases and relative clauses (that/which/who). 2. Use correct structures to introduce musicians and their works. Difficult Points 1. Use relative clauses correctly and flexibly in real speaking situations. 2. Give a clear, fluent and attractive presentation. 教学方法 Systematic Review; Task-based Teaching; Cooperative Learning; Presentation & Evaluation 教学工具 Textbook; Projector; Unit mind map; Exercise sheets; Poster paper; Blackboard 教学内容及过程 教学环节 教师活动 学生活动 1. Warm-up & Lead-in (5 mins) 1. Play a piece of soft music to relax students. 2. Ask students to share one thing they learned from this unit. 3. Introduce today’s tasks: review and group presentation show. 1. Enjoy music and enter the class atmosphere. 2. Share what they have learned actively. 3. Understand class tasks clearly. 设计意图 Activate prior knowledge; create a warm artistic atmosphere. 2. Unit Knowledge Review (15 mins) 1. Vocabulary review: Show a mind map of music words. 2. Phrase review: Read key phrases together. 3. Grammar review: Relative clauses who → people that/which → things 4. Quick exercises: fill in blanks & join sentences. 1. Review vocabulary with the mind map. 2. Read phrases together. 3. Take notes of grammar rules. 4. Finish quick exercises. 设计意图 Help students form a complete knowledge system. 3. Comprehensive Consolidation (12 mins) 1. Group practice: error correction, sentence making, introduce musicians simply. 2. Focus on common mistakes: relative pronouns and sentence order. 3. Provide useful sentences for the project. 4. Walk around to help and correct mistakes. 1. Take part in practice actively. 2. Correct mistakes together. 3. Learn useful presentation sentences. 4. Prepare for the project. 设计意图 Consolidate Difficult Points; prepare language for project output. 4. Project: Prepare a Musician Presentation (5 mins) 1. Introduce project: Introduce a famous musician. 2. Require: name, works, personality, reasons you like him/her. 3. Give sentence frames and profile cards. 4. Guide groups to discuss and prepare. 1. Understand project rules. 2. Discuss and collect information in groups. 3. Write simple English introduction. 4. Prepare for the show. 设计意图 Cultivate creativity; improve cooperation and comprehensive language ability. 5. Presentation & Unit Summary (2 mins) 1. Invite groups to show their presentations. 2. Give encouragement and positive evaluation. 3. Summarize the unit: knowledge, spirit and power of music. 1. Show presentations bravely. 2. Listen to others carefully. 3. Review the whole unit together. 设计意图 Improve confidence; deepen understanding and musical literacy. 6. Homework (1 min) Basic1. Review all words and phrases. 2. Correct wrong questions. Improving1. Finish all unit exercises. 2. Write a short unit review. Advanced1. Make a poster: My Favorite Musician. 2. Prepare a 1-minute English speech. Finish by levels. 设计意图 Consolidate learning; expand creativity. 板书 设计 Unit 7 Period 6 Review & Project Words: music, folk, pop, instrument, erhu, pipa, musician Phrases: dance to, sing along to, look down on, young and old Grammar: Relative Clauses who → people (musicians)that/which → things (music/songs) Project: My Favorite Musician — Name / Works / Why 教学 反思 Successes 1. Mind map and project presentation make review lively and efficient. 2. Students bravely use relative clauses to introduce musicians. Problems 1. Some students still mix up who/that/which. 2. Some students are too shy to speak in public. Improvements 1. Provide small grammar tip cards for daily review. 2. Give more encouragement and pre-class practice. 学科网（北京）股份有限公司 $