2026新教材人教版九年级上册英语Unit 7 Feel the Rhythm Section B (1a-1e) 教案

第第页2026新教材人教版九年级上册英语Unit7FeeltheRhythmSectionB(1a-1e)教案教材分析项目内容课时1课时（40分钟）授课对象初三学生教材板块SectionB–ReadingpassageChopin:AGreatInspiration;exercisesinclude:profilecompletion,paragraph-mainideamatching,T/Fstatements,andpost-readingdiscussion配套素材ReadingtextaboutChopin;vocabularyrelatedtomusic,biography,andculturalinfluence;profilecompletionchart;paragraphmatchingexercise;pair/groupdiscussionquestions课型Reading教学目标维度具体目标LanguageAbility1.ExtractandrecordkeyfactualinformationaboutChopin(birthyear1810,deathyear1849,nationality,professions,numberofconcertsandworks)tocompleteaprofilechartaccurately.2.Identifyandusetargetvocabularyandfixedexpressionsfromthetext:genius,composer,pianist,folkmusic,inspiration,funeral,faraway,beconsideredas,becelebratedas,leavebehind,bedividedup,lookdownon,putone'ssoulinto,keepgoingthrough.3.SummarizethemainideaofeachparagraphinconciseEnglish,usingappropriatetopicsentences.ThinkingQuality1.Analyzethecause-effectrelationshipbetweenChopin'suseofPolishfolkmusicandthechangedpublicattitudetowardthatmusicalgenre,explaininghowheelevateditsstatus.2.EvaluatethemultiplerolesChopinplayed(composer,pianist,teacher,nationalsymbol)andjustifywhichcontributionismostsignificantwithevidencefromthetext.LearningAbility1.Applyskimmingstrategytomatcheachparagraphwithitscorrectmainideabyidentifyingtopicsentencesandkeynounsquickly.2.Usescanningtechniquetolocatespecificnumericaldata,dates,names,andkeyphrasesinordertocompleteT/Fstatementsandtheprofilechartindependently.CulturalAwareness1.Understandthatmusiccancarryandexpressnationalidentity,asdemonstratedbyChopin'suseofPolishfolkmusicduringatimewhenPolandwasdivided.2.Recognizethatartcaninspirecollectiveresilienceandprovidespiritualsupporttopeoplefacingpoliticalorsocialhardship.教学重难点类别内容教学重点Recognitionanduseofbiography-relatedvocabularyandfixedexpressions(e.g.,beconsideredas,becelebratedas,leavebehind,bedividedup,lookdownon,putone’ssoulinto,keepgoingthrough,faraway).Readingcomprehensionstrategiesforbiographicaltexts:identifyingchronologicalmarkers,cause-effectrelationships,andsummarizingmainideasofeachparagraph.Extractionandorganizationoffactualinformation(birth/deathyears,professionalroles,numericaldata,keycontributions)tocompleteaprofilechart.教学难点Interpretingcomplexsentencesandinferringmeaningfromcontext(e.g.,“Hatsoff,gentlemen!Agenius!”–understandingthefigurativeexpression;“Putallyoursoulintoit!”–comprehendingtheinstructionaltoneanditslastingrelevance).SynthesizingmultipleaspectsofChopin’scontributions(musicalinnovation,pedagogicalinfluence,nationalinspiration,globalculturallegacy)intoacoherentevaluationofhisoverallsignificance.Expressingreasonedopinionsabouttherelationshipbetweenanartist’sculturalidentityandtheiruniversalappeal,usingappropriatediscussionlanguageinpair/groupsettings.教学过程（40分钟）环节时长教学活动师生行为设计意图Step1话题导入+背景激活6min1.图片导入：展示肖邦肖像，提问：Doyouknowwhoheis?Whatdoyouknowabouthim?引出关键词composer并释义。结合生活实际提问：HaveyoueverheardthemusicofChopin?2.音乐铺垫：播放肖邦《革命》练习曲片段，引发思考：WhydoyouthinkChopinisstillrememberedtoday?自然引出文章主题：Chopin:AGreatInspiration。教师展示图片、播放音乐，并抛出核心问题；学生观察图片，结合已有知识库回答，聆听音乐片段，初步感知肖邦的音乐风格与影响力。利用人物肖像和经典音乐创设情境，激活学生的背景知识，激发学生阅读文本、深入了解肖邦的兴趣。Step2Task1b快速阅读+整体感知7min1.预测与速读：引导看标题和配图预测文章内容。学生快速通读全文，验证预测，梳理文本体裁（传记类新闻/人物特写）。2.Task1c主旨大意：教师教授寻找段落大意的阅读策略（Mainideasareoftenfoundinthefirstorlastsentence...）。以第一段为例，演示“划线关键词-归纳总结”的方法（SchumannpraisedChopinasagenius）。

教师指导预测技巧和主旨大意提炼策略，演示如何找关键句；学生运用策略速读全文，划分段落，并尝试提炼各段主旨。训练学生快速阅读、寻找段落中心句的阅读微技能，培养学生对篇章结构和整体脉络的把握能力。Step3Task1b细节+1d判断14min1.Task1b信息梳理：引导学生阅读全文，完成肖邦的名片式信息填空（Name,Country,Birth/Deathyear,Profession,Contribution）。2.Task1d正误辨析：完成并核对5道T/F判断题。教师重点围绕第2题“Chopingaveperformancesoften”引导学生回归原文找证据（eventhoughheonlygavearound30concerts!）。教师布置精准阅读任务，引导学生回到文本定位具体细节；学生独立完成表格填空和判断题，并对关键信息进行勾画核对。训练学生寻读（Scanning）的能力，深入获取文本中的事实性信息，培养基于证据进行判断的逻辑思维。价值。Step4深层阅读+文化探讨10min1.深度思考：抛出思辨问题：WhydidpeoplelookdownonPolishfolkmusic?HowdidChopinchangepeople'sview?对比民众前后态度的转变（toosimpleandcommon->valuableartform）。2.价值升华：探讨肖邦音乐的影响，分两个维度：WhatdidChopin'smusicbringtohisnation?（民族精神武器、文化主权重建）；Whatdiditbringtotheworld?（新钢琴语言、浪漫主义灵魂、无国界之美）。教师引导学生分析对比，引发高阶思维；学生结合段落（如第5段）进行小组讨论，分享对音乐与民族认同、文化自信的理解。挖掘文本深层文化内涵，将语言学习与人文素养、家国情怀教育相结合，理解音乐作为“精神力量”的跨时代价值。Step5拓展输出+迁移运用2min1.迁移运用：DoyouknowanyothermusicianslikeChopin?Tellhis/herstory.教师提供输出脚手架（思维导图：name,country,profession,contribution）及句型参考（LikeChopin,...wasa...Bornin...His/Hermusichelped...）。2.示范与分享：教师展示BobMarley（雷鬼音乐为牙买加发声）作为范例。学生小组内运用框架分享其他音乐家故事。3.课堂总结：回归核心主题Musicisnotjustmusic。教师提供语言框架和范例，并组织学生开展小组活动；学生结合所学及自身知识储备，进行口头表达或微写作输出，互评互学。实现从输入到输出的迁移，将课上学到的结构（人物传记介绍）应用于真实语境，培养跨文化意识，达成单元大观念的升华。分层课后作业层次作业内容基础必做1.复习并抄写本课核心词汇及短语（composer,pianist,inspiration,folkmusic,contribution,nationalidentity等）2遍。2.熟读课文《Chopin:AGreatInspiration》，注意长难句的停顿和情感色彩，模仿朗读。提升选做结合课上知识迁移环节的讨论，仿照思维导图框架，用60-80词写一篇短文，介绍一位你身边或你熟知的“用艺术/文化鼓舞人心”的音乐家或艺术家。要求在文中至少使用inspiration,legacy,giveavoiceto中的两个词汇。课后教学反思反思板块记录要点词汇难点学生是否混淆了composer（作曲家）与pianist（钢琴家）的职业区分？是否深刻理解了inspiration、nationalidentity、culturalsovereignty等体现文学与文化深度的抽象名词，以及“lookdownon”到“valuableartform”的观念对比词汇？阅读抓取学生能否借助1b名片式表格快速、准确地定位出生、死亡年份及贡献等事实性细节信息？能否在1d正误判断题中敏