Unit 7 Feel the Rhythm 课件-2026-2027学年人教版英语九年级上册

该初中英语课件围绕“音乐类型、乐器及定语从句（I like music that...）”核心知识点，课堂导入通过听音乐感知（回答音乐类型与感受）、匹配中国传统音乐图片（陕北民歌、苏州评弹、京剧）、列举音乐类型（classical, folk等），搭建从感知体验到词汇积累的学习支架，为后续听力与对话活动铺垫。 其亮点在于融合语言能力与文化意识，通过音频输入（听采访、对话）和思维导图梳理（traditional Chinese music等）训练语言理解与表达，融入中国传统音乐元素增强文化认同。采用任务链设计（听辨、填表、讨论）提升思维品质，分层作业（必做句子、选做海报）培养学习能力。学生能在真实语境中运用定语从句，教师可通过结构化活动高效落实教学目标。

Unit 7 Feel the Rhythm 第3课时 Section A Grammar Focus 1 Activity 1: Complete and share Complete each sentence with your own ideas and share your sentences with a partner. I like music... I admire singers... My favourite songs... 2 Activity 2: Observe and discover Read each sentence from the table in 4a and underline the relative clauses in each sentence. 3 Activity 2: Observe and discover Discuss the following questions. 1. Which word does the relative clause modify? 2. What do that/which and who modify respectively? 3. How does the meaning of the main clause change if we remove the relative clause? The relative clause modifies the noun before it (the antecedent) in each sentence. That/which modify things (objects). Who modifies people (persons). The main clause still keeps its basic sentence structure, but it loses the specific description. The sentence becomes more general and less specific. 4 Activity 3: Combine and discuss Combine the sentences using that, which or who. The girl in purple who/that I met at university is a gifted poet. The policewoman who/that is standing near the concert hall will help you. They are playing a beautiful piece of music that/which was written by a deaf composer. George is listening to some electronic music that/which he downloaded last night. 5 Activity 4: Read, complete and think Read the story in 4c and answer the question. Chris is a shy boy who finds it hard to talk with others. But music helps him communicate with people. When he plays the piano, he no longer feels shy. He can connect with others through his music and feel happy. How does music make a difference to Chris? 6 Activity 4: Read, complete and think Complete the story with that, which or who. Then answer the following question. that that/which that/which who/that who/that How does this story demonstrate the power of music? Music connects people. It lets shy Chris communicate without words and brings joy to the elderly listeners. 7 Make a survey to find out the most popular kind of music in class. Activity 5: Survey and report 8 Create a short trailer or blurb using 2-3 sentences for your upcoming “My Music Story” using at least two relative clauses to preview the most appealing parts. Activity 6: Think and create Example: I will tell a story about a song that changed my view of life. It’s about a musician who I met online. You will see how music that heals can connect people. 9 1. Finish the self-check on the learning sheet. (Required) 2. Find a song you like and bring its lyrics to class. Underline any sentences that use relative clauses with that, which, or who to describe people or things. (Required) 3. Write a short passage of about 80 words introducing your favourite musician or song, using at least two relative clauses with that, which, and who. (Optional) Homework 10 Thank you! 11 $Unit 7 Feel the Rhythm 第1课时 Section A 1a—2d 1 Activity 1: Lead in Listen and answer. What kind of music is it? How does it make you feel? 2 Activity 1: Lead in Match the kinds of music with the pictures. 3 Activity 1: Lead in What other kinds of music do you know? Let’s make a list. classical folk pop jazz rock rap 4 Activity 2: Listen and tick Listen to the interview. Tick the kinds of music that are mentioned. √ √ √ √ 5 Activity 3: Listen and complete Listen again and complete the table. ... music that... Example: I love music that makes me relaxed. He hates music that is too noisy. folk rock tells a story rap rhythm pop rap 6 Activity 4: Think and talk Talk about it with your partner. A: I like pop music./I like classical music. How about you? B: Oh, I agree!/Well, I prefer... What kind of music do you like? 7 Match the names with the musical instruments. Activity 5: Look, listen and answer 8 Listen to the conversation. Then answer the question. Activity 5: Look, listen and answer What are the students talking about? 9 Listen again and complete the mind map. Activity 5: Look, listen and answer traditional Chinese music singer pipa keyboard “Horse Racing” 10 Activity 6: Discuss and share Discuss the following question in pairs. A: What kind of musicians do you like? B: I like musicians who play different kinds of music, such as... A: I prefer musicians who can write their own songs, like... 11 1. Finish the self-check on the learning sheet. (Required) 2. Write down 5 sentences to describe your favourite music or musician using “I like music/musicians that/who...”. (Required) 3. Make a simple poster for your favourite kind of music or a band/singer you like, including a picture and a short description with relative clauses. (Optional) Homework 12 Thank you! 13 null 31347.188 null 74187.18 null 59714.8 null 69066.68 null 67760.43 $Unit 7 Feel the Rhythm 第2课时 Section A 3a—3d 1 Activity 1: Lead in Listen to four pieces of music and then answer the following questions. How does the music make you feel? What do you know about these pieces of music? 2 Activity 2: Read for the key information Read the conversation in 3a quickly and find out which performance was Jack’s favourite. His favourite performance was “Horse Racing”. 3 Activity 2: Read for the key information Read the conversation again and circle T or F for the statements about the concert in 3a. √ √ √ √ 4 Activity 3: Read for the details Read the conversation in 3a carefully and complete the notes about the four pieces of music in 3b. running down a track joy and celebration erhu pipa drums sad and romantic violin dance to it 5 Activity 4: Underline and analyze Underline all the sentences with that or which in the conversation. I love music which is energetic! I really like music which is full of joy and celebration... ...I prefer music that touches me... ...it’s interesting that the performers used... I never realized that you could dance to it! Observe the structure and understand its function. To describe and define the music. 6 Look back at the notes you completed in 3b and transform the notes into full sentences using the target structure. Activity 5: Practice For “Horse Racing”, what did Debbie say? What about the instruments? 7 Listen to the conversation. Pay attention to how the reasons are emphasized when people speak. Then listen again and repeat. Activity 6: Listen and repeat 8 Activity 7: Role-play Role-play the conversation in groups of four. Vote for the best presentation. 9 Activity 8: Talk Talk about the music you like listening to on different occasions in pairs, using the conversation in 3d as a model. 10 Activity 9: Summarize and reflect Summarize what you have learnt. Today we talked about four beautiful pieces of music. What have you learnt? What music would you like to listen to after class? 11 1. Finish the self-check on the learning sheet. (Required) 2. Write a short paragraph (3-5 sentences) about your favourite piece of music, describing what it is like and why you like it. Use at least two relative clauses. (Required) 3. Find out more information about one of the pieces mentioned in the conversation (“Horse Racing”, “Dance of the Golden Snake”, “Butterfly Lovers”, or “Voices of Spring”) and share it with the class next time. (Optional) Homework 12 Thank you! 13 null 79150.93 $Unit 7 Feel the Rhythm 综合实践课 Project: Give a presentation on a famous musician 1 Step 1: Plan 1. Work in groups and brainstorm a list of famous musicians from around the world, referring to the examples. 2. Each group chooses one musician you are most interested in to introduce. 2 Step 2: Make 1. Choose one musician your group wants to introduce. Do some research and complete his or her profile. 3 Step 2: Make 2. Work together with your group members to complete the musician’s profile in English and prepare your comments on the musician. 3. Prepare your group presentation. Decide who will say what , and look for relevant recordings or pictures to make your presentation more engaging. 4 Step 3：Share 1. Each group gives your presentation to the class. 2. Other students listen carefully and can ask questions at the end of each presentation. 5 Step 4: Evaluate 1. Collect the suggestions from the classmates and make improvements. 2. Evaluate the contributions of each member in a group. 6 Step 4: Evaluate 3. Vote for the best three presentations. 7 Step 5: Reflect 1. Self-assess. 2. I still need to improve: 8 Thank you! 9 $Unit 7 Feel the Rhythm 第5课时 Section B 2a—3c 1 Activity 1: Build and share Build your word bank for music. Add as many words as possible. pop rock jazz classical hip-hop blues guitar violin drum saxophone cello flute relaxing loud soft moving catchy powerful guitarist violinist drummer singer composer musician 2 Activity 2: Complete Complete the sentences with the phrases in the box. Change the verb forms if necessary. young and old Hats off sing along to dance to looked down on 3 Activity 3: Complete and answer Complete the story with the words in the box. Then answer the following question. gifted soul commented valuable instrument performed friendship What impressed you the most about the story? 4 Activity 4: Read, order and highlight Read the story from a teen magazine and put the events in order. 1 2 3 4 5 5 Activity 4: Read, order and highlight Highlight the phrases that show the passage of time or changes in Jack’s feelings. 6 Activity 5: Discuss and take notes Discuss the questions in groups and take notes. 7 Activity 6: Write your music story Use your notes to organize your ideas for your own music story. 8 Activity 6: Write your music story Write your music story for the magazine. 9 Activity 7: Share and evaluate Share your music story in front of the class. 10 1. Finish the self-check on the learning sheet. (Required) 2. Write a short essay about your favourite musician or band and explain how their music makes you feel. (Required) 3. Interview your family members about their favourite music when they were young. Find out why they liked it and create a simple “Family Music Time” poster to share next class. (Optional) Homework 11 Thank you! 12 $Unit 7 Feel the Rhythm 第4课时 Section B 1a—1e 1 Activity 1: Lead in Listen to a short, well-known piece of Chopin’s music and the following questions. How does this music make you feel? Do you know who composed it? 2 Activity 1: Lead in Listen to a short, well-known piece of Chopin’s music and answer the following questions. Have you ever heard the music of Chopin? What do you know about him? Chopin was indeed a musical genius who continues to be an inspiration to us all. 3 Activity 2: Read and complete Read the text and complete Chopin’s profile. 1810 1849 piano teacher 200 advice Polish folk music a nation (Poland) 4 Activity 3: Read and identify Read the text in 1b again and match each paragraph with its main idea in 1c. 5 Activity 4: Read and answer Read Paras. 1 and 2 and answer the following questions. He said, “Hats off, gentlemen! A genius!” 1. What’s the statement of Robert Schumann to Chopin? 2. What are Chopin famous for in the world? He is famous as one of the world’s greatest pianists and a gifted composer who left behind more than 200 musical works. 6 Activity 4: Read and answer Read Paras. 3 and 4 and answer the following questions. He didn’t attend music school until he was 16, and he soon outdid his teachers. Then his parents sent him to Vienna in 1829 to widen his musical experience. By 1832, he went to Paris and spent the rest of his life there. 1. How’s Chopin’s way of pursuing music dream? 2. What’s his advice to his students as a piano teacher? “Put all your soul into it! Play the way you feel!” 7 Activity 4: Read and answer Read Paras. 5, 6 and 7 and answer the following questions. Polish folk music is one of the important characteristics in his music. 1. What’s one of the important characteristics in Chopin’smusic? 2. What’s the power and influence of Chopin’s music? It made people regard Polish folk music as a valuable art form. It helped build the divided nation of Poland, encouraged his people and helped them get through years of difficulty. Even today, his music is widely studied, played and loved all over the world. 8 Activity 5: Read and circle Read the text 1b again and circle T for true or F for false in 1d. 9 Activity 6: Discuss and share Discuss the questions. 1. What did Chopin’s music bring to his nation and the world? 2. Do you know any other inspring musicians? Tell his or her story. 10 Role-play a conversation. One student is a reporter, and the other is a young pianist who admires Chopin. Talk about why Chopin is a great inspiration. Activity 7: Role-play The scene: A reporter is interviewing a young pianist who considers Chopin his/ her greatest inspiration. You should use the information from the text and expressions like “ He is a genius. ” “ His music is a great inspiration. ” “ I’m deeply moved by...” “ His use of folk music... ” 11 Activity 7: Role-play Evaluate the presentations based on the evaluation form. 12 Prepare a short speech on “The Power of Music”, using Chopin’s story as an example. Activity 8: Think and speech As a great Polish musician, Chopin suffered from poor health and lived far away from his homeland. Though separated from his country, he poured his deep love for Poland into his piano music. Even in hard times, music became his weapon and comfort. Through his works, he expressed his longing for the motherland. His music passed down his feelings across time, showing how music can carry powerful emotions and inspire people’s hearts. 13 1. Finish the self-check on the learning sheet. (Required) 2. Use the phrase “a great inspiration” to describe a person who has influenced you deeply. (Required) 3. Search for a piece of Chopin’s music. Listen to it and write a short paragraph in English about how it makes you feel. (Optional) Homework 14 Thank you! 15 $