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人教版九年级英语Unit7 Feel the Rhythm
大单元教学设计
单元名称 Unit 7 Feel the Rhythm 总课时数 7
单元主题 主题范畴：人与社会；子主题：音乐类型与风格，音乐的力量与影响
课标分析 （一）教学内容分析（Teaching Content Analysis） 感知单元核心词汇、短语的发音及用法，掌握与音乐类型、乐器、音乐感受相关的核心词汇和表达，以及关系从句（定语从句）的结构与功能。 理解语篇围绕“音乐与节奏”展开的逻辑脉络，把握不同语篇（对话、人物传记、个人故事）的信息组织方式，理解“为什么我们需要音乐”这一主题。 在语境中运用关系从句（that, which, who引导）描述音乐、音乐家和音乐感受。 能在真实或模拟的交际情境中（如讨论喜欢的音乐类型、介绍音乐会、分享音乐故事），用得体的语言交流音乐对生活的影响。 识别口语语篇中与音乐相关的核心信息、观点及评价，回应他人的音乐观点分享。 在教师指导下参与角色扮演（音乐会讨论、音乐家介绍）、小组讨论等活动，提升语言运用的灵活性。 口语表达中做到发音清晰、语调自然，用词恰当，能准确传达音乐相关想法与评价。 积极参与小组合作学习，共同完成音乐家介绍展示、音乐故事分享等任务，提升协作与沟通能力。 围绕“音乐”主题，独立撰写简短文段（如个人音乐故事、介绍喜欢的音乐类型），做到意义连贯、表意准确。 （二）学业质量分析（Academic Quality Analysis） 能听懂关于音乐类型、音乐会、音乐感受的对话等语篇，借助关键词句、语境等复述主要内容。 能运用所学词汇和句型，通过口语或书面形式介绍喜欢的音乐类型、表达个人对音乐的感受。 能参照范例仿写关于“音乐与生活”主题的简单文段，语言准确、逻辑清晰、表达得体。 朗读相关语篇时，停顿自然、语音语调基本正确，能体现语篇的情感色彩（如喜悦、感动、陶醉）。 能根据交际语境，运用恰当的语言形式表达对音乐的看法、分享个人音乐故事，传递音乐的力量与美。
单元整体框架 主题大观念（Big Idea of Theme） 认识到音乐是人类共同的语言，能跨越文化和国界，连接人们的心灵。不同类型的音乐传递不同的情感和故事，了解音乐不仅能丰富精神世界，还能培养审美情趣和人文素养，助力个人全面发展。音乐的力量在于它能触动人心、激发灵感、治愈心灵。 语言大观念（Big Idea of Language） 通过“Feel the Rhythm”主题的语义整合性学习，能提升对“音乐”相关话题的语言表达与理解能力，在关系从句运用、人物传记结构构建等维度实现全面语言发展，进而自信、准确地运用语言描述音乐类型、分享音乐故事、介绍音乐家及其影响。 核心语法（Core Grammar） Relative clauses (attributive clauses) with that, which, and who. 核心问题（Big Question） Why do we need music 这一核心问题贯穿整个单元，旨在引导学生思考音乐的意义、不同类型音乐带来的感受、音乐如何影响我们的生活，以及伟大音乐家如何通过音乐改变世界。 单元内容结构（Unit Content Structure） Section A 1a-1d | Identify different music genres; listen to conversations about a school concert; discuss music preferences | What do you like about music Section A 2a-2d | Listen to more conversations about music; talk about music you like on different occasions | What do you like about music Section A 3a-3d | Discuss the power of music; learn relative clauses in context | What do you like about music Grammar Focus 4a-4d | Systematically learn relative clauses with that, which, and who | What do you like about music Section B 1a-1e | Read a biography of a famous musician (e.g., Chopin); understand text structure; master related vocabulary | What is the power of music Vocabulary in use 2a-2c | Apply and expand vocabulary related to music; master word formation and collocations | What is the power of music Section B 3a-3c | Write your music story; complete the project: give a presentation on a famous musician | What is the power of music 重点（Key Points） 重点 (Key Points): - 掌握与音乐类型、乐器、音乐感受相关的词汇、短语和核心句型； - 能流利地交流喜欢的音乐类型、描述音乐带来的感受、讨论音乐对生活的影响； - 掌握关系从句（that, which, who）的结构和用法； - 培养审美情趣，能分享个人音乐故事，感受音乐的力量。 难点（Difficulties） 难点 (Difficulties): - 运用丰富、准确的词汇和句型描述音乐感受和音乐类型； - 准确使用关系从句，区分that, which, who的用法，理解先行词的概念； - 理解并运用人物传记的语篇结构进行写作； - 在项目任务中整合所学知识，制作出有深度的音乐家介绍展示。
单元语言大观念 通过“Feel the Rhythm”主题的语义整合性学习，能提升对“音乐”相关话题的语言表达与理解能力，在关系从句运用、人物传记结构构建等维度实现全面语言发展，进而自信、准确地运用语言描述音乐类型、分享音乐故事、介绍音乐家及其影响。
教学内容分析 感知单元核心词汇、短语的发音及用法，掌握与音乐类型、乐器、音乐感受相关的核心词汇和表达，以及关系从句（定语从句）的结构与功能。 理解语篇围绕“音乐与节奏”展开的逻辑脉络，把握不同语篇（对话、人物传记、个人故事）的信息组织方式，理解“为什么我们需要音乐”这一主题。 在语境中运用关系从句（that, which, who引导）描述音乐、音乐家和音乐感受。 能在真实或模拟的交际情境中（如讨论喜欢的音乐类型、介绍音乐会、分享音乐故事），用得体的语言交流音乐对生活的影响。 识别口语语篇中与音乐相关的核心信息、观点及评价，回应他人的音乐观点分享。 在教师指导下参与角色扮演（音乐会讨论、音乐家介绍）、小组讨论等活动，提升语言运用的灵活性。 口语表达中做到发音清晰、语调自然，用词恰当，能准确传达音乐相关想法与评价。 积极参与小组合作学习，共同完成音乐家介绍展示、音乐故事分享等任务，提升协作与沟通能力。 围绕“音乐”主题，独立撰写简短文段（如个人音乐故事、介绍喜欢的音乐类型），做到意义连贯、表意准确。
学情分析 1. 学情预测（Prediction） 学生对音乐主题普遍感兴趣，日常接触各种类型的音乐，有丰富的感性经验，但在用英语描述音乐类型、乐器、音乐感受时，词汇量可能不足，表达不够准确。在使用关系从句（定语从句）时，可能对关系代词that, which, who的区分和用法理解不够透彻，对先行词的概念把握不够清晰。在阅读人物传记时，可能对时间线和事件逻辑的梳理存在困难。部分学生可能缺乏对音乐深层意义的思考，在项目任务中难以深入分析音乐家和音乐作品的影响。 2. 应对策略（Strategies） 借助多媒体资源（如不同风格的音乐片段、乐器演奏视频、音乐会现场等），丰富学生的听觉体验，提供更多描述性词汇和表达范例，拓宽语言输入。 通过语篇分析、结构梳理、范例仿写等方式，帮助学生掌握关系从句的结构和人物传记的写作技巧，提升书面表达能力。 引导学生开展小组讨论、角色扮演（音乐会策划、音乐家介绍）、音乐故事分享等活动，围绕“为什么我们需要音乐”等话题深入探讨，培养审美情趣和人文素养。 在项目任务中，提供详细的指导支架，帮助学生明确目标、合理分工、有效表达。
单元 学习 目标 Listening & Speaking: Understand conversations about music preferences and school concerts, quickly capture key information (e.g., music genres, instruments, feelings about music). Use sentence patterns to talk about different kinds of music, describe music using relative clauses, and share personal music experiences. Actively participate in group discussions and role plays with natural pronunciation and intonation. Vocabulary: Master core vocabulary related to music (e.g., rhythm, folk, classical, pop, jazz, rap, rock, traditional, trumpet, keyboard, tape, composer, lyric, musician, instrument, concert, etc.). Grammar: Understand and master relative clauses (attributive clauses) with that, which, and who. Correctly use relative clauses to describe music, musicians, and musical experiences. Reading: Read a biography of a famous musician (e.g., Chopin), identify text structure (timeline), extract key information, understand the main idea, and apply reading strategies such as skimming and scanning. Writing: Use the vocabulary and sentence patterns learned in this unit flexibly in conversations and texts. Follow the reading model to write your music story, with accurate language, clear logic, and appropriate expression. Include information about what kind of music you like, how it makes you feel, and why it is important to you. Project: Work in groups to give a presentation on a famous musician. Research their life, music, and influence, and present it to the class.
课时分配 第一课时 Section A 1a-1d 课型：听说课 (Listening & Speaking) 核心问题：What do you like about music
第二课时 Section A 2a-2d 课型：听说课 (Listening & Speaking) 核心问题：What do you like about music
第三课时 Section A 3a-3d 课型：对话课 (Dialogue) 核心问题：What do you like about music
第四课时 Grammar Focus 4a-4d 课型：语法课 (Grammar) 核心问题：What do you like about music
第五课时 Section B 1a-1e 课型：阅读课 (Reading) 核心问题：What is the power of music
第六课时 Vocabulary in use 2a-2c 课型：词汇运用 (Vocabulary) 核心问题：What is the power of music
第七课时 Section B 3a-3c + Project 课型：写作课 (Writing) 核心问题：What is the power of music
第 Ⅰ 课时
授课人 班级 课型 Listening & Speaking 授课日期
教学目标 Knowledge & Skills Objectives Vocabulary: Accurately recognize, understand and use core vocabulary about music genres: rhythm, folk, classical, pop, jazz, rap, rock, traditional, etc. Master the classification of different music types. Sentence Patterns: Skillfully use sentence patterns like “I love/like/prefer music that…” “What kind of music do you like ” “I like music that I can dance to/sing along to.” Get initial exposure to relative clauses. Listening: Understand conversations about a school concert, accurately extract key information such as music genres and personal plete the tasks with at least 75% accuracy. Speaking: Imitate the listening conversations, discuss music preferences, and clearly express opinions with accurate pronunciation. Core Competency Objectives Language Ability: Improve vocabulary recognition, sentence pattern application, listening information extraction, and oral expression accuracy and fluency on the topic of music. Cultural Awareness: Understand different music genres from various cultures. Appreciate the diversity of musical expression. Cultivate an appreciation for music as a universal language. Thinking Quality: Through vocabulary classification, listening prediction, and oral expression activities, develop logical thinking, quick response ability, and simple problem analysis skills. Learning Ability: Master learning strategies such as “classification,” “predicting listening content,” and “key word extraction.” Improve autonomous learning and cooperative communication skills.
教学重点 Recognition, understanding, and use of core vocabulary about music genres. Skillful use of core sentence patterns to describe music preferences in simulated scenarios. Accurate extraction of key information in listening tasks and task completion. Flexible use of learned vocabulary and sentence patterns in discussions with clear and coherent expression.
教学难点 Accurate use of relative clauses in describing music preferences (“music that…”). Quick capture of key information in listening tasks, overcoming difficulties from speech speed. Natural and coherent use of learned sentence patterns to discuss music preferences, avoiding mechanical recitation.
教学策略与方法 PWP (Pre-Listening, While-Listening, Post-Listening), Task-based Language Teaching.
教学环节 师生活动 调整与思考
复习导入 Step 1 Teacher Activities: 1. Guide students to observe the opening page picture and think about the big question: “Why do we need music ” Ask: “What do you see in the photo How do you think the girl feels Would you like to play any musical instrument ” 2. Play short clips of different music genres (folk, classical, pop, jazz, rock, rap). Ask students to identify and describe them. Pre-teach new vocabulary (rhythm, folk, classical, pop, jazz, rap, rock, traditional, etc.). 3. Help students realize that the unit theme is about music and the power of rhythm. Student Activities: 1. Observe the picture, think about and answer questions. 2. Listen to music clips, identify genres, learn new vocabulary. 3. Follow the teacher to learn new vocabulary, try pronunciation and memorization. Assessment: 1. Assess students’ existing knowledge level about music through their answers and sharing. 2. Monitor participation and encourage every student to speak.
新课讲授 Step 2 1a Look and Match: T: Guide students to look at the pictures of music-related items and match them with the correct music genres. Have students discuss in pairs and share their answers. Introduce what each genre is like. S: Look at the pictures, match with genres. Discuss with partners, share answers. Assessment: Check students’ understanding and ability to recognize music genres. 1b (Listening): T: Guide students to read instructions and clarify task requirements. Play the recording of conversations about a school concert. Have students listen and classify the music genres mentioned. Teaching Tip: Remind students to take quick notes using abbreviations to focus on key information. S: Read task requirements. Listen to the recording, take notes, complete tasks. Check answers as a class. Assessment: Check listening answers, calculate accuracy rate, explain common issues. 1c (Listening): T: Guide students to read the 1c table and understand the meaning. Play the recording again. Students fill in more specific details about what each person likes. Students share answers, check as a class. Play the recording once more for consolidation. S: Read the table. Listen again, fill in information. Share answers, check and correct. Listen once more to consolidate understanding. Assessment: Evaluate students’ listening comprehension ability through answer checking. Monitor their use of listening strategies. Retell: T: Guide students to retell the information about each person’s music preference based on the complete table. Give an example: “Teng Fei loves traditional music that tells a story. Clarice likes rock music that she can dance to.” S: Based on the table information, try to retell each person’s music preference. Assessment: Evaluate students’ language organization and oral expression. 1d (Oral Output): T: Students work in pairs. Discuss different music genres they have heard of. Encourage students to use the sentence patterns learned: “I like music that…” Invite 2-3 pairs to share. Other students give feedback. S: Work in pairs, discuss music genres. Use the sentence patterns learned. Share on stage, listen to peer feedback. Assessment: Use “peer evaluation” to assess language accuracy, fluency, and expressiveness. Teacher gives affirmation and constructive suggestions.
课堂小结 Step 3 T: 1. Guide students to review the lesson content using a mind map: Core Vocabulary (music genres) → Core Sentence Patterns (I like music that…) → Listening Strategies (prediction, key word extraction, note-taking) → Oral Application (discussion). 2. Emphasize key points: accurate use of music-related vocabulary and the initial use of relative clauses. 3. Ask students to share their learning gains: “What did you learn today What is your favorite music genre ” S: 1. Follow the teacher to review knowledge points, organize the learning framework. 2. Listen carefully to the key points emphasized by the teacher, consolidate weak areas. 3. Actively share learning gains, reflect on the key points and difficulties of this lesson. Assessment: 1. Praise students who can clearly share their learning gains; guide and encourage those who are less complete. 2. Monitor students’ ability to organize the knowledge system and grasp the core content.
作业设计 基础性作业 (Basic): 1. Copy the core vocabulary of music genres (rhythm, folk, classical, pop, jazz, rap, rock, traditional, etc.), 3 times each with Chinese meaning. 2. Write 3 sentences describing your music preferences using “I like music that…” 实践性作业 (Practical): 1. Ask your family members: “What kind of music do you like ” Record their answers in English using “My father/mother likes music that…” 2. Find one song you like. Write 2-3 sentences in English describing what kind of music it is and why you like it. 拓展性作业 (Extended): 1. Research one music genre you are not familiar with. Write a short paragraph (50 words) in English introducing it. 2. Create a “Music Genres” poster showing at least 8 music genres with descriptions in English.
板书设计
教学反思
第ⅠⅠ课时
授课人 班级 课型 Listening & Speaking 授课日期
教学 目标 Knowledge & Skills Objectives Vocabulary: Master core vocabulary: lyric, melody, beat, tune, concert, musician, composer, creative, talented, gifted, etc. Accurately recognize, spell and use them. Sentence Patterns: Understand and use sentence patterns to discuss music on different occasions: “What kind of music do you like listening to while… ” “I like music that…” “I prefer music that…” “Music makes me feel…” Listening: Understand conversations about music preferences on different occasions, extract key information. Speaking: Use target language to discuss music you like on different occasions, achieving communicative functions. Core Competency Objectives Language Ability: Through listening and speaking activities, improve the communicative ability to describe music preferences and discuss music on different occasions. Cultural Awareness: Understand the role of music in different cultures and daily life. Develop an appreciation for music as a universal language. Thinking Quality: Through discussing music on different occasions, cultivate logical thinking and reflective ability. Learn to connect music with emotions and activities. Learning Ability: Through autonomous learning, group cooperation, and role-play activities, cultivate independent inquiry, cooperative communication, and language practice abilities.
教学 重点 Understanding and use of core vocabulary, phrases, and sentence patterns about music. Extraction of key information about music preferences in listening. Using target language to complete role-play and simulated dialogue tasks.
教学 难点 Accurate use of target sentence patterns to discuss music on different occasions. Use of relative clauses in describing music preferences. Flexible use of learned language in authentic situations for natural and fluent communication about music.
教学策略与方法 Task-based language learning, Communicative Approach.
教学 环节 师生活动 调整与思考
复习导入 Step 1 T: Quick review of Period 1 content through Q&A: “What music genres did we learn What kind of music does Teng Fei like ” Play short music clips and ask students to identify the genre. Guide students to discuss: “What kind of music do you like listening to at different times ” S: Answer questions, review previous knowledge. Listen to music clips, identify genres. Discuss music on different occasions. Assessment: Check students’ mastery of previous lesson through Q&A, adjust teaching pace as needed.
新课讲授 Step 2 Step 2a: T: Guide students to read the list of music-related items in 2a. Ensure understanding of each item. Have students rank them in order of preference and add 1-2 of their own. Invite students to share their choices and reasons. S: Read the list, rank in order. Add personal choices. Share choices and give reasons. Assessment: Monitor students’ vocabulary understanding and application ability. Step 2b: T: Play the recording. Students listen and complete the information about what kind of music each person likes on different occasions. Teaching Tip: Remind students to listen for key words related to music and occasions. S: Listen to the recording, complete the information. Check answers. Assessment: Check listening comprehension and accuracy. Step 2c: T: Play the recording again. Students complete the missing information in the conversation. Guide students to notice the use of relative clauses (e.g., “I like music that I can dance to.”). Check answers as a class, explain key sentence patterns. S: Listen again to complete the conversation. Pay attention to relative clauses. Check answers, record key sentence patterns. Assessment: Evaluate students’ ability to identify details and understand sentence patterns. Step 2d (Role-play): T: Students work in pairs to discuss the music they like listening to on different occasions. Provide prompts: “What kind of music do you like listening to while travelling / exercising / relaxing / studying ” Encourage students to create new dialogues. Invite 2-3 groups to present. Whole class gives feedback. S: Work in pairs, discuss music on different occasions. Use relative clauses to describe music. Present on stage, listen to feedback. Assessment: Use “peer evaluation” to assess dialogue completeness, accuracy, and fluency.
课堂小结 Step 3 T: 1. Guide students to review core content: (1) Core vocabulary: lyric, melody, beat, concert, musician, etc. (2) Core sentence patterns: asking about music on different occasions (What kind of music do you like listening to while… ), expressing preferences (I like music that…). (3) Grammar: initial perception of relative clauses. 2. Emphasize key points: using learned language to discuss music on different occasions. S: 1. Follow the teacher to review core knowledge, organize the framework. 2. Record summary content, supplement notes. 3. Raise any remaining questions. Assessment: 1. Check students’ mastery of core knowledge through questioning. 2. Answer students’ questions in a timely manner.
作业 设计 基础性作业 (Basic): 1. Copy core vocabulary and phrases about music, 3 times each. Memorize and dictate. 2. Complete the basic exercises in the workbook corresponding to 2a-2d. 实践性作业 (Practical): 1. Practice conversations about music on different occasions with classmates. Record a 1-minute audio or video. 2. Write 3 sentences about what kind of music you like on different occasions using relative clauses. 拓展性作业 (Extended): 1. Research more English expressions of music description. Organize them into notes. 2. Try to write a short English conversation (6-8 sentences) about “discussing music preferences.”
板书 设计
教学反思
第 III课时
授课人 班级 课型 Dialogue 授课日期
教学目标 Knowledge & Skills Objectives Vocabulary: Master core vocabulary: moving, touching, powerful, peaceful, energetic, relaxing, inspiring, be deeply moved by, fall in love with, etc. Accurately recognize, spell and use them. Sentence Patterns: Understand and use sentence patterns to discuss the power of music: “Music makes me feel…” “This piece of music is so… that…” “I was deeply moved by…” “Music has the power to…” Grammar: Master the use of relative clauses with that, which, and who. Correctly use them to describe music and musicians. Reading & Speaking: Read and understand the dialogue about the power of music, extract key information. Listen to related audio, do role plays. Use target language to discuss the power of music. Core Competency Objectives Language Ability: Through reading, listening, and speaking activities, improve communicative ability to describe music and discuss its power. Strengthen the ability to use relative clauses. Cultural Awareness: Understand the power of music to inspire, heal, and connect people. Develop an appreciation for music as a universal language. Thinking Quality: Through analyzing the power of music, cultivate critical thinking and evaluative skills. Learn to express personal feelings and opinions about music. Learning Ability: Through autonomous learning, group cooperation, and role-play activities, cultivate independent inquiry, cooperative communication, and language practice abilities.
教学重点 Understanding and use of core vocabulary, phrases, and sentence patterns for discussing the power of music. Use of relative clauses to describe music and musicians. Reading and understanding the dialogue, extracting key information; using target language for role-play and discussion.
教学难点 Accurate use of relative clauses with that, which, and who. Correct distinction between that, which (for things) and who (for people). Flexible use of learned language in authentic situations for natural and fluent discussion about music.
教学策略与方法 Task-based language learning.
教学环节 师生活动 调整与思考
复习导入 新课讲授 Step 1 T: Quick review through Q&A: “What kind of music did we talk about yesterday What music do you like on different occasions ” Play a short piece of music (e.g., a famous classical piece). Guide students to discuss: “How does this music make you feel What is the power of music ” S: Answer questions, review previous knowledge. Listen to music, discuss feelings and the power of music. Assessment: Check students’ mastery through Q&A. Stimulate interest in the new lesson. Step 2 Step 3a: T: Guide students to read the 3a dialogue about the power of music. Ask: “What pieces of music are mentioned How do they make the speakers feel ” Have students discuss and share. Teach core vocabulary and expressions: moving, touching, powerful, be deeply moved by, etc. S: Read the dialogue, understand the content. Answer questions, discuss the topic. Learn new vocabulary, take notes. Assessment: Check students’ reading comprehension and vocabulary mastery. Step 3b: T: Guide students to read the dialogue again and complete a mind map or information sorting table about the music mentioned. Help students find key information: music name, composer, feelings, and why it is powerful. S: Read again, complete information sorting. Find key information, fill in the table. Assessment: Evaluate students’ information extraction and summarization ability. Step 3c: T: Play the audio recording, guide students to follow along, paying attention to pronunciation and intonation. Have students role-play the dialogue. S: Follow the recording, imitate pronunciation and intonation. Work in pairs, role-play the dialogue. Assessment: Monitor students’ pronunciation, intonation, and fluency in role play. Step 3d: T: Divide students into groups. Guide them to discuss the music they like listening to on different occasions using relative clauses. Demonstrate a sample: “I like music that is relaxing when I’m studying.” Invite groups to share. S: Work in groups, discuss music on different occasions. Use relative clauses to describe music. Present on stage, listen to feedback. Assessment: Use “group evaluation” to assess content completeness, language accuracy, and creativity.
课堂小结 Step 3 T: 1. Guide students to review core content: (1) Core vocabulary: moving, touching, powerful, be deeply moved by, etc. (2) Core sentence patterns: discussing the power of music (Music makes me feel…). (3) Grammar: relative clauses with that, which, and who. 2. Emphasize the power of music and how it can change our emotions and lives. 3. Encourage students to appreciate music and share their music stories. S: 1. Follow the teacher to review core knowledge, organize the framework. 2. Record summary content, supplement notes. 3. Raise any remaining questions. Assessment: 1. Check students’ mastery of core knowledge through questioning. 2. Answer students’ questions in a timely manner.
作业 设计 基础性作业 (Basic): 1. Copy core vocabulary and phrases, 3 times each and make a sentence with each. 2. Complete the 3b table in English, ensuring accurate information. 3. Make sentences with 3 core vocabulary items and 2 relative clause sentences. 实践性作业 (Practical): 1. Ask your family: “What is your favorite piece of music How does it make you feel ” Write down their answer in English and share it in the next class. 2. Choose one piece of music you love. Write 3-5 sentences describing it using relative clauses. 拓展性作业 (Extended): 1. Write a short passage (50-80 words) in English about “the power of music,” using at least 3 relative clauses. 2. Research a famous piece of music. Write a short paragraph explaining why it is considered powerful.
板书 设计
教学反思
第 IV课时
授课人 班级 课型 Grammar 授课日期
教学目标 Knowledge & Skills Objectives Structure & Usage: Master the formation and usage of relative clauses (attributive clauses) with that, which, and who. Correctly use them to describe music, musicians, and musical experiences. Formation: Understand the concept of antecedent and relative pronoun. Master the rules for using that, which (for things) and who (for people). Understand when the relative pronoun can be omitted. Application: Use target grammar to complete sentence combination, passage completion, and dialogue creation tasks on the topic of music. Reading: Read short passages about music, improving reading comprehension and language application ability. Core Competency Objectives Language Ability: Through grammar exercises and dialogue practice, improve the accuracy and flexibility of language use. Cultivate the ability to use language to solve problems in real contexts. Cultural Awareness: Understand the expression habits of describing music and musicians in English. Enhance cross-cultural communication awareness. Thinking Quality: Through analyzing grammar rules and creating communicative scenarios, cultivate logical thinking, critical thinking, and innovative thinking. Learning Ability: Guide students to actively explore grammar rules. Master autonomous learning and cooperative learning methods.
教学重点 Formation and usage of relative clauses with that, which, and who. Distinction between that/which (for things) and who (for prehensive use of relative clauses in music-related communication scenarios.
教学难点 Understanding the concept of antecedent and the function of relative pronouns. Correct choice of relative pronouns (that, which, who) according to the antecedent. Understanding when the relative pronoun can be omitted (when it functions as the object in the clause).
教学策略与方法 Task-based language learning, Inductive Approach.
教学环节 师生活动 调整与思考
复习导入 Step 1 T: Show several sentences and ask students to observe and find common features: 1. I love traditional music that tells a story. 2. I prefer music that is full of joy and celebration. 3. I like musicians who are creative. 4. The song which uses the violin and the erhu is my favourite. Guide students to discover the “relative clause” structure. Introduce the topic — relative clauses. S: Observe sentences, find common features. Try to summarize the structure. Clarify the learning objectives. Assessment: Assess students’ grammatical perception through observation and summarization.
新课讲授 Step 2 Grammar Discovery: T: Present the Grammar Focus table. Systematically explain relative clauses: 1. Definition: a clause that modifies a noun or pronoun (the antecedent). 2. Relative pronouns: that (things or people), which (things), who (people). 3. Position: the relative clause comes after the antecedent. 4. Function: the relative pronoun can be the subject or object in the clause. 5. Omission: when the relative pronoun is the object, it can be omitted in informal English. S: Observe the table, listen to the plete contrastive exercises, understand the formation rules. Take notes, record key points. Assessment: Check students’ understanding of grammar rules through exercises and questioning. 4a: T: Guide students to read the sentences and underline the relative clauses. Ask: “What are their functions What does each relative clause modify ” Explain the function of each relative clause. S: Read the sentences, underline relative clauses. Understand the function and meaning. Assessment: Evaluate students’ ability to identify relative clauses. 4b: T: Guide students to complete the sentence combination exercise in 4b, combining two sentences using that, which, or who. Show an example first, then have students work independently. Check answers as a class, explain common errors. S: Observe the plete the exercise independently. Check answers, correct errors. Assessment: Evaluate students’ mastery of relative clause formation. 4c: T: Guide students to complete the passage completion exercise in 4c, filling in the blanks with appropriate relative pronouns. Help students understand the context about music. Check answers as a class. S: Read the passage, complete the missing words. Check answers, understand the choice of relative pronouns. Assessment: Monitor students’ ability to use grammar knowledge in context. 4d: T: Organize students to work in pairs. Use relative clauses to describe music and musicians. Provide sentence structure support: A: What kind of music do you like B: I like music that… A: Who is your favorite musician B: My favorite musician is someone who… Invite several groups to present. S: Work in pairs, use relative clauses to describe music and musicians. Present on stage, listen to feedback. Assessment: Use “peer evaluation” to assess grammatical accuracy and dialogue fluency.
课堂小结 Step 3 T: 1. Guide students to review core content: (1) Definition: relative clauses modify nouns/pronouns (antecedents). (2) Relative pronouns: that (things/people), which (things), who (people). (3) Position: after the antecedent. (4) Omission: when the relative pronoun is the object, it can be omitted. 2. Share a memory aid: “Relative clauses, after the noun they go. That for things and people, which for things alone, who for people — this you must know!” 3. Emphasize the connection between form and meaning: when we describe music, we use that/which; when we describe musicians, we use who/that. S: 1. Follow the teacher to review core knowledge, organize the framework. 2. Record summary content, supplement notes. 3. Raise any remaining questions. Assessment: 1. Check students’ mastery of core knowledge through questioning. 2. Answer students’ questions in a timely manner.
作业设计 基础性作业 (Basic): 1. Complete the corrections and extensions for 4a and 4b exercises. Create 2 additional sentences for each grammar point. 2. Memorize the Grammar Focus table and rules for using relative pronouns. 3. Write 3 sentences with relative clauses about music and 3 about musicians. 实践性作业 (Practical): 1. Create a conversation about music with a classmate. Record a 3-minute audio or video, using at least 5 relative clauses. 2. Describe 3 songs you like using relative clauses (e.g., “I like songs that have meaningful lyrics.”). 拓展性作业 (Extended): 1. Write a short paragraph (50-80 words) about your favorite musician using at least 5 relative clauses. 2. Read a short article about music. Extract relative clause examples, analyze their structure, and write a 50-word summary.
板书 设计
教学反思
第 V课时
授课人 班级 课型 Reading 授课日期
教学目标 Knowledge & Skills Objectives Vocabulary: Master core vocabulary and phrases: composer, musician, talented, gifted, be born, grow up, start doing, fall in love with, be influenced by, be known for, be famous for, etc. Sentence Patterns: Understand and use sentence patterns: “He/She was born in…” “At the age of…, he/she…” “He/She is known for…” “His/Her music is…” Reading: Read a biography of a famous musician (e.g., Chopin). Identify text structure (timeline), extract key information, complete 1b-1c tasks. Reading Strategies: Use reading strategies (skimming, scanning, identifying timeline, understanding cause and effect) to improve reading efficiency. Core Competency Objectives Language Ability: Through reading activities, improve the ability to understand biographical text information in real contexts. Master reading strategies for biographical texts. Cultural Awareness: Understand the life and contributions of famous musicians. Develop cultural appreciation and respect for artistic achievement. Thinking Quality: Through sorting timeline information and analyzing the relationship between life experiences and music creation, cultivate logical thinking and critical thinking. Learning Ability: Through reading strategy training, master reading skills such as skimming, scanning, and identifying timeline. Improve autonomous learning ability.
教学重点 Understanding and use of core vocabulary, phrases, and sentence patterns about musicians and their lives. Use of reading strategies (skimming for main idea, scanning for details, identifying timeline). Understanding the text structure of biographical texts and extracting key information.
教学难点 Efficient use of reading strategies to obtain information and understand the main idea and details. Understanding and using new vocabulary and phrases in context. Using information from reading for oral expression and discussion.
教学策略与方法 PWP (Pre-reading, While-reading, Post-reading), Task-based language learning.
教学环节 师生活动 调整与思考
复习导入 Step 1 T: Guide students to review what they have learned: “What have we talked about music How does music make you feel ” Show pictures of famous musicians (e.g., Chopin, Beethoven, Lang Lang). Guide students to think about what they know about these musicians. S: Answer questions, review previous knowledge. Observe pictures, think about famous musicians. Assessment: Activate students’ background knowledge through Q&A and discussion, preparing for reading.
新课讲授 Step 2 Pre-reading: T: Guide students to read the title and subtitle, predict the content of the article. Ask: “What do you think the article is about What can we learn about this musician ” Guide students to predict the main idea based on the title. S: Read the title, predict the content. Share predictions. Assessment: Evaluate students’ prediction ability and use of reading strategies. While-reading: T: 1. First reading (skimming): Guide students to read quickly, verify predictions, and get the main idea of the musician’s life. 2. Second reading (scanning): Guide students to find key information about the musician’s life events, complete 1b timeline or information table. 3. Third reading (intensive reading): Guide students to focus on details and new vocabulary, complete 1c detail comprehension exercises. Teaching Tip: Guide students to notice time markers (e.g., in 1810, at the age of 6, in 1831) to help understand the timeline structure. S: Read quickly, verify predictions, get main idea. Scan, complete timeline/information table. Read intensively, focus on details and new vocabulary, complete exercises. Assessment: Evaluate students’ reading ability through the completion of each reading task. Post-reading: T: 1. Guide students to discuss the musician. Ask: “What is the most interesting fact about this musician How did their life experiences affect their music ” 2. Organize group discussion: students share their thoughts on the relationship between life experiences and music creation. 3. Invite group representatives to share discussion results. S: Answer questions, express opinions. Group discussion, share thoughts. Representatives speak, listen to others’ sharing. Assessment: Use “group evaluation” to assess depth of discussion and language accuracy.
课堂小结 Step 3 T: 1. Guide students to review core content: (1) Core vocabulary: composer, musician, talented, be born, grow up, etc. (2) Reading strategies: skimming for main idea, scanning for details, identifying timeline. (3) Text structure: chronology of biographical texts. 2. Emphasize key points: efficient use of reading strategies to obtain information, understand biographical text structure and content. S: 1. Follow the teacher to review core knowledge, organize the framework. 2. Record summary content, supplement notes. 3. Raise any remaining questions. Assessment: 1. Check students’ mastery of reading strategies through questioning. 2. Answer students’ questions in a timely manner.
作业 设计 基础性作业 (Basic): 1. Copy core vocabulary and phrases, 3 times each and make a sentence with each. 2. Read the text fluently and be able to retell the main events of the musician’s life. 3. Complete the basic exercises in the workbook corresponding to this lesson. 实践性作业 (Practical): 1. Tell your family about the musician you learned about today using vocabulary learned. 2. Research another famous musician. Write a short paragraph in English about their life. 拓展性作业 (Extended): 1. Research more about the musician mentioned in the text. Write a short passage (50-80 words) in English about their influence. 2. Create a timeline poster of a famous musician’s life in English.
板书 设计
教学反思
第 Ⅵ 课时
授课人 班级 课型 Vocabulary 授课日期
教学目标 Knowledge & Skills Objectives Word Formation: Master the derivative changes of core vocabulary (e.g., music/musician/musical, create/creation/creative/creativity, compose/composer/composition, talent/talented). Understand the meaning of suffixes (-ian, -tion, -ive, -ed). Confusable Words: Master the differentiation of easily confused words (e.g., music vs. song, musician poser, concert vs. festival, beat vs. rhythm, melody vs. tune). Application: Flexibly use unit vocabulary in conversations and plete 2a-2c exercises. Output: Use learned vocabulary for oral expression and written writing. Core Competency Objectives Language Ability: Through vocabulary learning and exercises, improve the accuracy and flexibility of vocabulary use. Expand vocabulary size. Thinking Quality: Through vocabulary classification, differentiation, and application, cultivate logical thinking and summarization ability. Learning Ability: Master vocabulary learning strategies (word root/affix method, contextual memory method, classification method). Improve autonomous vocabulary learning ability. Cultural Awareness: Through vocabulary learning, understand different expressions of music concepts and expand international perspective.
教学重点 Derivative change rules of core vocabulary and differentiation of confusable words. Accurate use of vocabulary in context. Mastery and application of vocabulary learning strategies.
教学难点 Understanding and flexible application of derivative change rules. Accurate differentiation and use of confusable words in specific contexts. Applying learned vocabulary to real contexts for expression.
教学策略与方法 Task-based language learning, Inductive Approach.
教学环节 师生活动 调整与思考
新课讲授 Step 1 T: Quick review of unit vocabulary through Q&A. Show a vocabulary list, have students quickly say the Chinese meaning. Ask: “How many words can you think of related to music ” Guide students to brainstorm. S: Quick response, review vocabulary. Brainstorm, recall more vocabulary about music. Assessment: Check students’ vocabulary mastery through quick Q&A, preparing for the next step. Step 2 2a Vocabulary Classification: T: Guide students to complete the vocabulary classification exercise in 2a. Classify vocabulary into categories: “music genres,” “musical instruments,” “people in music,” “description words,” etc. Guide students to summarize word formation rules (e.g., music→musician→musical, create→creation→creative). Teaching Tip: Guide students to notice the meanings and usage of suffixes like -ian, -tion, -ive, -ed in music-related vocabulary. S: Complete vocabulary classification. Summarize word formation rules, take notes. Share findings. Assessment: Evaluate students’ vocabulary classification ability and word formation rule summarization. 2b Vocabulary Differentiation: T: Guide students to complete the vocabulary differentiation exercise in 2b. Use example sentences to help students understand the differences between confusable words. Guide students to summarize key differentiation points. S: Complete vocabulary differentiation exercise. Understand differences between confusable words, record key points. Participate in summarization, share differentiation methods. Assessment: Monitor students’ ability to distinguish confusable words and use them accurately. 2c Text Completion: T: Guide students to complete the text completion exercise in 2c, using unit vocabulary to fill in the blanks. Students work independently first, then check with deskmates. Check answers as a class, explain key vocabulary usage. S: Complete the text completion exercise independently. Check with deskmates, correct each other. Check answers, record key vocabulary usage. Assessment: Evaluate students’ ability to use vocabulary in context. Extension Activity: T: Organize group work. Students write a short passage (about 80 words) about “my favorite music genre” using unit vocabulary. Provide a writing framework: genre name → characteristics → how it makes me feel → why I like it. Invite group representatives to share. S: Work in groups, write a short passage. Use learned vocabulary for expression. Share results, listen to feedback. Assessment: Use “group evaluation” to assess content completeness, vocabulary accuracy, and creativity.
课堂总结 Step 3 T: 1. Guide students to review the lesson content using a mind map: Vocabulary Classification (genres/instruments/people/description) → Word Formation (suffixes: -ian, -tion, -ive, -ed) → Confusable Word Differentiation → Vocabulary Application (context completion/short writing). 2. Emphasize key points: word formation rules and accurate vocabulary use. Briefly emphasize easily confused words again. 3. Ask students to share their learning gains and summarize vocabulary learning strategies. S: 1. Follow the teacher to review knowledge points, organize the learning framework. 2. Listen carefully to key points, consolidate weak areas. 3. Actively share learning gains, reflect on key points and difficulties. Assessment: 1. Praise students who can clearly share their learning gains; guide and encourage those who are less complete. 2. Monitor students’ ability to organize the knowledge system.
作业 基础性作业 (Basic): 1. Complete the remaining exercises for 2a-2c. 2. Copy key vocabulary (including derivatives and confusable words), 3 times each and make a sentence with each. 3. Use a mind map to summarize the key points of confusable word differentiation. 实践性作业 (Practical): 1. Introduce 2 music genres to your family, using vocabulary learned today. 2. Listen to a piece of music. Record 3 feelings in English, using 2-3 vocabulary items learned today for each. 拓展性作业 (Extended): 1. Research more English suffixes related to music. Accumulate 10 related derivative words. 2. Work in groups to write a short passage (about 80 words) about “a music concert,” using at least 5 vocabulary items learned today.
板书 设计
教学反思
第 ⅥI 课时
授课人 班级 课型 Writing 授课日期
教学目标 Knowledge & Skills Objectives Comprehensive Use: Integrate all vocabulary, sentence patterns, and grammar learned in this unit to complete the 3a writing task — write your music story. Writing Structure: Master the writing structure of a personal narrative text. Organize articles following the “introduction-body-conclusion” structure. Model Writing: Follow the reading model to write a short passage about your music story, covering what kind of music you like, how it makes you feel, and why it is important to you. Project: Work in groups to give a presentation on a famous musician. Core Competency Objectives Language Ability: Through writing activities, improve written expression ability and text organization ability. Express opinions accurately and coherently. Thinking Quality: Through writing conception and article structure organization, cultivate logical thinking and critical thinking. Learn to express opinions in an organized way. Cultural Awareness: Through sharing music stories, understand the importance of music in our lives. Cultivate the awareness of music appreciation and cultural understanding. Learning Ability: Through writing strategy training, master the complete writing process: conception, drafting, revision, and finalization. Improve autonomous learning ability.
教学重点 Mastery and organization of personal narrative writing prehensive use of unit vocabulary, sentence patterns, and grammar for writing. Design and implementation of the project: give a presentation on a famous musician.
教学难点 Using rich vocabulary and sentence patterns for written expression, with accurate language and substantial content. Correct use of relative clauses to describe music and musicians in writing. Effective integration of learned knowledge in the Project, creating an informative presentation and presenting it clearly.
教学策略与方法 Process writing approach, Task-based language learning, Cooperative learning.
教学环节 师生活动 调整与思考
新课讲授 Step 1 T: Quick review of unit content through Q&A. Show the list of core vocabulary and sentence patterns. Ask: “What is the most interesting thing you’ve learned about music in this unit Why ” Guide students to discuss and share. Introduce the writing task: write your music story. S: Answer questions, review unit content. Share learning gains. Clarify the writing task. Assessment: Check students’ comprehensive mastery through Q&A, preparing for the writing task. Step 2 Pre-writing (3a): T: Guide students to read the writing requirements and model in 3a. Analyze the structure and language features of the model. Guide students to analyze the “introduction → body (what music I like, how it makes me feel, why it’s important to me) → conclusion” structure. Help students notice transition words and the use of relative clauses. S: Read the writing requirements and model. Analyze the model structure, record key writing points. Learn the use of transition words and relative clauses. Assessment: Evaluate students’ model analysis ability and writing strategy mastery. While-writing (3b): T: Guide students to write their own music story following the model structure. Provide a writing scaffold: Introduction (what music means to me) → Body (what kind of music I like, how it makes me feel, a special memory with music) → Conclusion (why music is important in my life). Remind students to use vocabulary, sentence patterns, and relative clauses learned in this unit. Circulate and provide guidance. S: Write the passage following the model and scaffold. Use learned vocabulary, sentence patterns, and relative clauses. Ask the teacher for help when encountering problems. Assessment: Through circulating, identify students’ writing difficulties in time and provide individual guidance. Post-writing (3c): T: Organize peer evaluation. Students exchange passages and give revision suggestions. Provide evaluation criteria: Content completeness (music type, feelings, story), Language accuracy (vocabulary, grammar, relative clauses), Structure clarity (introduction-body-conclusion), Creativity (personal insights and expressions). Invite 2-3 students to present their passages. Whole class gives feedback. S: Exchange passages, do peer evaluation. Give revision suggestions based on evaluation criteria. Revise own passage. Present on stage, listen to feedback. Assessment: Use “peer evaluation” and “teacher evaluation” to assess writing outcomes. Project: T: Assign the Project task: Work in groups to give a presentation on a famous musician. Guide students to research a musician’s life, music, and influence. Provide a project structure: Musician’s name → Early life → Musical achievements → Famous works → Influence and legacy. Invite groups to present their findings. S: Work in groups, research a famous musician. Prepare the presentation. Present the findings to the class. Assessment: Through group presentations, evaluate students’ cooperation ability, language application ability, and research skills.
课堂总结 Step 3 T: 1. Guide students to review the unit content and build a complete knowledge system: Core Vocabulary (music genres/instruments/feelings) → Core Sentence Patterns (describing music preferences) → Core Grammar (relative clauses with that, which, who) → Reading Strategies (skimming/scanning/timeline) → Writing Skills (personal narrative structure). 2. Emphasize the core meaning of “Feel the Rhythm”: music is a universal language that connects people and expresses emotions. 3. Guide students to reflect on their learning process and gains. Encourage students to apply what they have learned to actual learning. S: 1. Follow the teacher to review the unit knowledge system, build a complete framework. 2. Reflect on own learning process and gains, identify weak areas and improvement directions. 3. Actively participate in class discussion, share learning experiences and insights. Assessment: 1. Praise students who can comprehensively and systematically summarize the unit knowledge. 2. Monitor students’ reflective ability, evaluate whether they can accurately identify their learning gains and shortcomings. 3. Understand students’ overall mastery through sharing, providing reference for subsequent teaching.
作业 基础性作业 (Basic): 1. Memorize the core vocabulary and sentence patterns of the unit. Use learned sentence patterns to describe your music story (at least 3 sentences). 2. Revise the 3b writing passage carefully, ensuring accurate language expression. 实践性作业 (Practical): 1. Complete the presentation with the group. Record the gains and feedback from the activity. 2. Share your music story with your family. Ask for their feedback and write it down in English. 拓展性作业 (Extended): 1. Write an English essay (80-100 words) discussing “Why do we need music ” Express your own opinion with supporting examples. 2. Research a famous musician from your country. Write a short biography in English (80 words).
板书 设计
教学反思
设计说明（Design Notes）
本教学设计以《义务教育英语课程标准（2022年版）》为依据，以“核心素养”为导向，以“Feel the Rhythm”为主题，围绕“Why do we need music ”这一核心问题，设计了7个课时的教学方案。
设计理念 (Design Philosophy):
主题引领，整体设计 (Theme-led, Holistic Design): 以“音乐与节奏”为主题，贯穿整个单元，将语言学习与主题探究深度融合，引导学生在学习语言的同时，感受音乐的力量和美。
素养导向，目标明确 (Competency-oriented, Clear Objectives): 以语言能力、文化意识、思维品质和学习能力四大核心素养为目标，设计层次清晰、可操作、可评价的教学目标。 3. 学为中心，活动驱动 (Learner-centered, Activity-driven): 以学生为主体，设计听说读写看等多种语言实践活动，让学生在真实语境中运用语言，实现“做中学、用中学”。
教学评一体化 (Integration of Teaching, Learning, and Assessment): 将评价融入教学全过程，通过课堂观察、同伴互评、教师评价等多种方式，及时了解学生的学习情况，调整教学策略。
5. 分层作业，因材施教 (Differentiated Homework, Tailored Teaching): 设计基础性、实践性和拓展性三个层次的作业，满足不同层次学生的需求，促进每个学生的发展。
Notes:
教师可根据实际教学进度和学生情况，灵活调整课时安排和教学环节。
建议充分利用多媒体资源（如音乐片段、视频等），丰富教学内容和形式，激发学生的学习兴趣。
3. 建议加强小组合作学习，培养学生的合作能力和交际能力。 4. 建议注重过程性评价，关注学生的学习过程和进步，及时给予反馈和鼓励。

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