2026年人教版九年级英语上册Unit 7 Feel the Rhythm 教案

2026年新教材人教版九年级上册英语Unit7FeeltheRhythm

教案

第一课时SectionA(la-ld)

一、TeachingObjectives

Inthisclass,studentswill；

1.identifydifferentkindsofmusicbylookingatpicturesandlisteningto

descriptions.

2.listenforspecificinformationaboutpersonalmusicpreferencesand

completeatable.

3.expresstheirownmusicpreferencesusingthetargetlanguage

structure.

二、TeachingAdvice

Lead-in

LookandShare

1.HavestudentslookatthethemepictureonPage61andanswerthe

threeguidingquestions.

2.HavethemreadtheunittitleandtheBigQuestionandsharetheir

initialthoughts.

Pre-listening

la

1.Askstudentstolookatthethreephotosandthelistofmusicgenres.

Havethemmatch

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thenameswiththephotos.

2.Letthemsharetheknowledgetheyknowaboutthesetraditionalmusic

types.

3.Askthemtoshareotherkindsofmusictheyknowwithapartner.

While-listening

lb

1.Tellstudentstheywillhearaninterviewaboutmusicpreferences.Ask

themtolookat

thesixkindsofmusic.

2.Playtheinterview.Havethemlistenandtickthekindsofmusicthat

arementioned.

3.Checktheanswersasaclass.

1c

1.Beforeplayingtheaudioagain,askstudentstoreadthetablecarefully

tounderstand

whatinformationtheyneedtolistenfor.

2.Playtheinterviewagain.Studentslistenandcompletethetablewith

themissinginformation.

3.Checktheanswerstogether.Playkeysegmentsagainifnecessary.

Post-listening

Id

1.Studentsworkinpairs.TheyusetheconversationmodelinIdtoask

andanswerabout

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theirfavouritekindsofmusic.

2.Theteachercanprovideadditionalsentencestartersontheboardfor

support:

Ilike|prefermusicthat..

Idon'treallylikemusicthat...

Ienjoymusicwithastrongbeat/beautifulmelodies..

IlistentomusicwhenIfeelhappy/relaxed...

3.Invite2-3pairstosharetheirconversationswiththeclass.

4.Asktheclasstodeepenthediscussion:Whydoyouthinkpeoplelisten

tomusic?Encourage

shortanswers(e.g.torelax,tofeelhappy,toexpressthemselves).

Summary

Askstudentstosummarizewhattheylearnedinthislesson.

BlackboardDesign

Writethelanguagepointsandusefulexpressionsontheblackboard.

TeachingReflection

Thelessonsuccessfullyintroducedthetopicofmusicandengaged

studentsinsharingpersonal

preferences.Thelisteningtaskwasmanageable,andstudentscould

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completethetablewithsupport.Themainchallengewasencouragingshy

studentstoelaborateontheirreasonsforlikingcertainmusic.Nexttime,

providingalistofdescriptiveadjectivesontheboardmightbehelpful.

第二课时SectionA(2a-2d)

一、TeachingObjectives

Inthisclass,studentswill：

1.identifydifferentmusicalinstrumentsbymatchingtheirnameswith

pictures.

2.listenforandextractspecificinformationaboutamusicbandto

completeamindmap.

3.discussandexpresspreferencesfordifferentkindsofmusiciansusing

targetlanguage

structures.

二、TeachingAdvice

Lead-in

1.Playshortaudioclips(5-10secondseach)ofdifferentmusical

instruments,suchas

pipa,guqinandtrumpet.Askstudents:Whatinstrumentisthis?Canyou

nameit?

2.Askiftheyknowsomefamousmusicsongsorpiecesofmusicthat

areplayedonthese

instruments.

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Pre-listening

2a

1.Directstudentstothepicturesandthelistofsixinstrumentnames.

2.Letstudentsmatchthenameswiththepictures.

3.Checktheanswersasaclass.Foreachinstrument,askasimple

questionlikeHaveyou

everseen/playedthisinstrument?orWhatkindofmusicdoyouthinkit

plays?

While-listening

2b

1.Directstudentstothequestionin2b.

2.Playtheconversationonce.Studentslistenforthemaintopic.

3.Checktheanswertogether.

2c

1.Havestudentslookatthemindmapandthefourcategories.Explain

thattheyneedto

listenfordetailstocompletetheblanks.

2.Playtheconversationagain.Studentslistenandfillinthemindmap.

3.Checktheanswerstogether.Playkeysegmentsagainifnecessaryfor

clarification.

Post-listening

2d

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1.Havestudentsworkwithapartnerandtalkaboutwhatkindof

musicianstheylike.

2.Theteacherpresentsthekeysentencepatternsontheboardforsupport:

Ilikemusicianswho...

Iprefermusicianswho...

Ireallyadmiremusiciansthat...

3.Theteacherdemonstrateshowtousethesepatternsbycreatinganew,

completeexample

conversationwithastudentvolunteer.

T:Whatkindofmusiciansdoyoulike?

S:Ilikemusicianswhoplayclassicalinstrumentsbeautifully,suchas..

T:Ireallyadmiremusiciansthatcomposetheirownmusic,like...

4.Studentsthenworkinpairs.Theyusetheconversationmodelin2dand

thepatternson

theboardasaguidetocreateandpractisetheirownconversations.

5.Invite2-3pairstorole-playtheirconversationsfortheclass.

6.Brieflydiscusswiththeclass:Whyaremusiciansimportant?Whatcan

theirmusicdo

forpeople?

Summary

Askstudentstosummarizewhattheylearnedinthislesson.

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BlackboardDesign

Writethelanguagepointsandusefulexpressionsontheblackboard.

TeachingReflection

Thislessonwassuccessfuloverall.Themindmapeffectivelyguided

studentstograspkeydetailsabouttheband.Forthespeaking

activity,whilestudentscouldusethetargetstructures,somestudents

struggledtogivespecificreasonsfortheirpreferences.Nexttime,

providingashort,categorizedlistofmusicianexamplescouldserveasa

betterconversationstarter.

第三课时SectionA(3a-3d)

一、TeachingObjectives

Inthisclass,studentswill：

1.understandandextractspecificdetailsaboutdifferentmusic

performancesfromaconversation.

2.describetheirownmusicpreferencesinrelationtodifferentoccasions.

3.organizeinformationaboutmusicandpersonalpreferencesinaclear

andstructuredway.

二、TeachingAdvice

Lead-in

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1.Theteacherplaysshortaudioclipsofthefourpiecesofmusic

mentionedinthe

conversation:HorseRacing,DanceoftheGoldenSnake,ButterflyLovers

andVoices

ofSpring.

2.Aftereachclip,theteacheraskstheclasssimple,guidingquestions

suchas:

♦Whatdoyouthinkofthismusic?

♦Howdoesitmakeyoufeel?

♦Canyouguesswhatinstrumentsyouhear?

Studentsareencouragedtosharetheirimmediateimpressions.

3.Theteacherthenrevealsthenamesofthepiecesandconnectsthemto

thelesson.

Pre-reading

3a

1.Theteacherdirectsstudentstoreadtheconversationin3aandthefour

True/False

statements.

2.StudentsreadtheconversationsilentlyandcircleTorFforeach

statementbasedon

theconversation.

3.Theteachercheckstheanswerswiththeclass,askingstudentstopoint

outthesentencesthat

supporttheiranswers.

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While-reading

3b

1.Studentsareinstructedtoreadtheconversationin3aagain,paying

attentiontothe

descriptionsofthefourdifferentmusicpieces.

2.Workindividuallytocompletethenotesin3b.

3.Reviewtheanswersasaclasstoensurecomprehensionofthekey

adjectivesand

details.

3c

1.Playtheaudiooftheconversation,askingstudentstolistenfor

pronunciationandintonation.

2.Askstudentstoworkinpairstorole-playtheconversation.

3.Inviteafewpairstoperformtheirrole-playfortheclass.5.Have

studentsworkinpairstorole-play.

d.Invite2-3pairstoperformtheconversationfortheclass.

Post-reading

3d

1.Guidestudentstolookatthepromptin3dandexplainthetask.

2.Havestudentsworkinpairstocreatetheirowndialogues.Theteacher

canprovide

studentsamodel:

A:Whatkindofmusicdoyoulikelisteningtowhilerelaxing?

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B:Ilikemusicthatiscalmandpeaceful.Forexample,Ioftenlistento

lightpiano

musicornaturesounds.

A:Andwhataboutwhenyou'reexercising?

B:Oh,Iprefermusicthatisenergeticandhasastrongbeat,likepopor

rockmusic.It

keepsmemoving!

3.Givestudentssometimetopractiseandtheninviteafewpairsto

performforthewhole

class.

Summary

Askstudentstosummarizewhattheylearnedinthislesson.

BlackboardDesign

Writethelanguagepointsandusefulexpressionsontheblackboard.

TeachingReflection

Thelessonsuccessfullylinkedreadingcomprehensionwithpersonalized

speakingpractice.Studentsengagedwellwiththeconversationabout

specificmusicpieces.Theextensiontask(3d)allowedforcreative

application,thoughsomepairsneededmorepromptingtoexpandbeyond

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simplestatements.

第四课时GrammarFocus(4a-4d)

一、TeachingObjectives

Inthisclass,studentswill：

1.identifyandunderstandthefunctionofrelativeclauses.

2.correctlycombinesimplesentencesintocomplexonesusingthe

relativepronounsthat,

which,andwho.

3.applyknowledgeofrelativeclausestocompleteashortstoryand

expresspersonalpreferences

aboutmusicinastructuredsurvey.

二、TeachingAdvice

Lead-in

1.Writetwosentencesontheboard:

Simple:!likemusic.Itisenergetic.

Combined:!likemusicthatisenergetic.

2.Askstudents:What'sthedifference?Whatdoestheword“that"doin

thesecondsentence?

Guidethemtonoticethat“that”connectsthetwoideasandgivesmore

informationabout

“music”.

ExploretheGrammar

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4a

Directstudentstoreadthefoursentencesandunderlinetherelative

clauses.

Guidethemtodiscussthefunctionoftheseclauses.

GrammarRules

1.什么是定语从句?

定语从句又称关系从句，由关系词that,who,which等引导，主要用来

修饰名词和代词

（也能修饰整个主句或主句的一部分），通常跟在它所修饰的名词或代

词后面，这种名词

或代词就叫作先行词。例如：

Iwillneverforgettheconcert（先行词）whichwewenttolastyear.

Those（先行词）whoworkhardwillsucceed.

2.关系词

关系词包括关系代词和关系副词,都是用来引导定语从句的。关系代

词有who,whom,

which,whose,that等，起着代词和连接词的作用。关系副词有

where,when和why三

个，起着副词或介词亚语和连接词的作用。本节课重点学习关系代诃

who,which,thato

3.关系代词who,which,that的用法

who:用于修饰表示人的名词（如musicians,people,thegirl）o例如:

Theboywhoislaughingismyfriend.

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Thisisthemusicianwhowrotethesong.

which:用于修饰表示事物或动物的名词(如music,song,book)o例如：

Thebookwhichisonthedeskismine.

ThisisthesongwhichIlike.

that:通用性强，可以修饰表示人的先行词，也可以修饰表示事物或动

物的先行词。在

多数非正式场合和许多正式场合，都可以替代who或whicho例如：

Isshethestudentthatwonthemusiccompetition?

Heonlylistenstomusicthatmakeshimfeelrelaxed.

省略规则:当关系代词在定语从句中充当宾语时,that,which,who都可

以省略。

Themusician(that/who)youadmirewillgiveatalk.

Thisistheband(that/which)mybrotherlikesbest.

只能使用that的情况：当先行词被特定限定词(如theonly,the

very,thesame,thelast

等)具有强调或限定的词、序数词、形容词最高级、或all,every,any,no

等词修饰,或者先

行词既有人又有物时，只能使用that。例如：

Heistheonlypersonthatcanhelpus.

ThisisthebestmoviethatFveseen.

Everythingthathesaidistrue.

Wetalkedaboutthepeopleandplacesthatwevisited.

4.简单句如何改成定语从句

⑴找到两个句子中重复的名词。

(2)用合适的关系代词(who,which,that)替换第二个句子中的重复名

词。

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⑶将替换后的从句直接放在第一个句子中被修饰的名词后面。

原句:Thegirlisagiftedpoet.Imetthegirlatuniversity.

改为:ThegirlwhoImetatuniversityisagiftedpoet.

原句:Thisisarecord.Mysistergavemetherecord.

改为:Thisistherecordthat/whichmysistergaveme.

GrammarExercises

4b

1.Askstudentstoworkindividuallytocombinethefivepairsof

sentencesusingthat,which,or

who.

2.Remindthemtofirstidentifywhetherthenounbeingdescribedrefers

toapersonora

thingtochoosethecorrectpronoun.

3.Checktheanswersasaclass,andclarifythereasoningbehindeach

choice.

4c

l.AskstudentstoreadthroughtheshortstoryaboutChristounderstand

thecontext.

2.Havethemcompletetheblankswiththecorrectrelativepronouns.

Instructthemto

lookatthenounimmediatelybeforeeachblanktodecidewhichpronoun

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fits.

3.Reviewtheanswerstogetherandleadabriefdiscussiononthe

question.

4d

1.Explainthesurveytasktostudents.Tellthemtheywillaskclassmates

abouttheirmusic

preferencestofindthemostpopularkindinclass.Remindthemtouse

thetargetsentence

structurewhengivingreasons.

2.Havestudentscompletethesurveybyinterviewing2-3classmates.

3.Askafewstudentstosharetheirfindings.

Summary

Askstudentstosummarizewhattheylearnedinthislesson.

BlackboardDesign

Writethegrammarrulesontheblackboard.

TeachingReflection

Thislessonsuccessfullyintroducedrelativeclauses.Studentsunderstood

thebasicuseofwho,

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that,andwhichthroughtheexercises.Thesurveyactivitywasengaging

andprovidedgoodspeakingpractice.Fornexttime,usingclearervisual

examplesontheboardcouldhelpstudentsbetterunderstandhowclauses

connecttonouns.

第五课时SectionB(la-le)&VocabularyinUse

一、TeachingObjectives

Inthisclass,studentswill：

1.understandthelifestoryandmajorcontributionsofthecomposer

Chopin.

2.practisekeyreadingskillsbyextractingspecificdetails,identifying

mainideas,andverifying

facts.

3.discussandreflectonthebroaderimpactofmusicandthequalitiesof

influentialmusicians.

二、TeachingAdvice

Lead-in

la

1.Playshortaudioclipsoftwoorthreefamousandrecognizablepieces

byChopin.Ask

theclass:Whatpieceisthis?Haveyouhearditbefore?Where?

2.AskstudentstosharewhattheyknowaboutChopin.

3.Basedonstudents,answers,briefiyintroduceChopinasakeyfigure

thattoday'slesson

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willexplore.

Pre-reading

Predict

1.Directstudentstolookatthetitleofthetextandthepicture.Askthem

topredictwhat

theywilllearnaboutChopin.

2.Invitesomestudentstosharetheiranswers.

While-reading

SkimReading

lb

1.Instructstudentstoreadthetextquicklyforthefirsttimeand

completeChopin'sprofilewith

thebasicinformation.

2.Checktheanswersfortheprofileasaclass.

CarefulReading

1c

1.Askstudentstoreadthetextagain.Havethemwritedownthemain

ideaforeach

paragraphintheirownwordsorusingkeyphrasesfromthetext.

Reviewthemainideas

together.

2.Remindstudentsthatmainideasareoftenfoundinthefirstorlast

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sentenceofa

paragraph.

Id

1.DirectstudentstothefiveTrue/Falsestatements.

2.Askthemtoscanthetexttofindevidencetosupporttheiranswersfor

eachstatement.

3.Checktheanswersandaskstudentstopointtothesentenceinthetext

thatproveseach

answer.

Post-reading

le

1.Organizestudentsintosmallgroupstodiscussthetwoquestions.For

thefirst

question,guidethemtothinkaboutbothcultural/nationalimpactand

worldwide

influencebasedonthetext.

2.Forthesecondquestion,encouragethemtothinkofmusicians(Chinese

orforeign)whohave

alsomadeabigimpact.

3.Inviteafewgroupstosharetheirmainpointswiththeclass.

VocabularyinUse

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2a

1.Askstudentstoworkinpairsandfillinthetablewithasmanywords

astheycanthink

offoreachcategory.

2.Elicitanswersandbuildaclasswordbankontheboard.

2b

1.Askstudentstocompletethesentenceswiththecon-ectphrasesfrom

thebox,changing

theverbformsifnecessary.

2.Checktheanswerstogetherandclarifythemeaningofanychallenging

phrases.

2c

1.InstructstudentstoreadthestoryaboutBoyaandZiqifirstto

understandthecontext.

2.Havethemcompletethestorybychoosingthecorrectwordsfromthe

box.

3.Aftercheckingtheanswers,asktheclass,Whatimpressedyouthemost

aboutthisstory?to

connectittothethemeoffriendshipandunderstandingthroughmusic.

Summary

Askstudentstosummarizewhattheyhavelearnedinthislesson.

BlackboardDesign

Writethelanguagepointsandusefulexpressionsontheblackboard.

TeachingReflection

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ThelessoneffectivelyusedChopin'sbiographytoexplorethepowerof

music.Studentsengagedwellwiththereadingtasks.Thevocabulary

activitiessuccessfullyconnectedtothemaintheme.Thegroupdiscussion

couldhavebeenmoreproductivewithclearerguidingquestionswritten

ontheboard.

第六课时SectionB(3a-3c)

一、TeachingObjectives

Inthisclass,studentswill：

1.understandthestructureofapersonalnarrativeaboutmusicbyreading

amodeltext.

2.discussandreflectontheroleofmusicintheirownlivesusing

providedprompts.

3.writeashortpersonalmusicstory,organizingeventsinorderand

expressingpersonal

feelings.

二、TeachingAdvice

Lead-in

l.Askstudents:Whatpresenthaveyoureceivedthatmeansalottoyou?

Why?Allowa

momentforthought,andtheninvite2-3volunteerstosharebriefly.

2.Brieflyintroducethelessonfocustothem.

Pre-writing

第