教师资格证英语说课稿4 music
教师招聘、教师资格证面试高中英语《Music》试讲稿
《Music》试讲稿《Music 》选自人教版高中英语一年级下册T:Good morning, class, yesterday, we learned the passage about the bands, so, does anyone want to sing a song of a band for us? Have a try!S:yes!T:Good, Li Hui, the angel, Maydays song, it sounds so marvelllous! Thank you! So, Mayday is a band, yes? Yes, Mayday has 5 members, yes? Yes, look at the two sentences, how to make the two to an attributive one? The monitor, Mayday is a band which has five members. Very good! We have already learned attributive clausein unit1. Today we’ll learn something new about attributive clause.PresentationOpen your books, turn to page 34, look at the title, the band that wasnt. How do you think about this title? Whats the meaning of it? Okay, Xie Fei, please, good,the band was not the band, sit down, much clearer, anyone? Please, Wang Chanchan, the band is Monkees, Monkees was not a usual band. Thats right, sit down, please. “that” guide an attributive clause, now, 2 minutes, find out attributive sentences in the passage.T:Stop now! Try to exchange with your deskmate,then get a final result. Finish it?T:Okay, paragraph 1, Xia Xiaomin, ahh, yes, well done! The second sentence, is it whether a restrictiveor non‐restrictive attributive clause? Nonrestrictive one, because of a comma, but there is an “at”, why? Nobody knows? Look at here, at a concert, its a situation, at which is equal to where, it means “ at a concert everyone is clapping,blablabla”clear? “Which”is a pron., but where is a, yes, adv., next, paragraph 2, you, please.T:the second and the last sentences, “for whom”and “for which”, why? Try to think, anybody? Lv Shanshan, please, en, yes, “for” means “ to sb.”,the sentence means “for or to a group of high school students, practice blablabla”. Last one, good, pay for, so “for” is in here. Paragraph 3, most of which, yes, Chen Fang is right, so, could you help us with the meaning? En, great, sit down, please, “which” meansthe music, most of the music was based on the Beatles. And next, er, last paragraph, “a year or so in which”, “in which” means, or is equal to “when”, understand? All these need your understanding about the whole sentence. Next sentence, “with which they celebrated”,last sentence of the passage, “with” means what? Huang Ting, very good, with means follow, ing, “with this new record, they blablabla”.T:All these sentences are attributive clauses, tryto fathom them, prepositions., in/of/at/with pluswhich/who, now, read these sentences together, one two, go!T:Okay, 5 minutes, digest what we learned today and finish exercise 3 on page 37. Time is up! Let’s check the answers. Snow‐ball, from here to Lin Dongxue, no.1, which, are you sure? Of which, yes, next, who, yes, sit down, go on, at which, at the situation, good, next,for which, means the reason, next, in which, means where, in their songs, they often wrote about, next one, in which, in the films, okay, last one, Xuedong, for whom? Try to think more, the meaning of the sentence, okay, sit down, please, without whom, without fans, the Beatles would not have, clear? Read this passage together, one two go! ConsolidationT:So, pairs working, try to play the game of exercise 4, 3 minutes, go! Any volunteers? Thank you, you two, please, en, nice job! More? Anymore? Okay, the girl in red and the girl in green, please, yes, at which, excellent, thank you! SummaryT:Let’s think back, what do we learn today? Prep plus who/which, attributive clauses, that’s right, I’m glad that you’ve learned seriously, thanks! Homework T:Today’s homework, page 71, exercise 1, error correction, next time, we’ll check it together, clear? Okay, take a rest, see you, class!That’s my presentation, thanks for your listening.。
12.高中英语教师面试：口语课《Music》全英文教案及试讲逐字稿
12.高中英语教师面试：口语课《Music》全英文教案及试讲逐字稿十二、口语教学题目: MusicFrom your own bank in group of six. Decide who will play what instrument and who will sing. Decide the name of your band and what kind of band you will be. For example, will you be a rock band or a small group of singers? Then, choose an English song for your band to perform. You may find this song on the internet or on some of your own tapes or CDs. Practice singing your song to the music, and then perform to the class.要求：1.根据文本内容设计口语教学活动；2.体现师生互动，有一定的操练口语的活动；3.全英授课，试讲时间约10分钟。
教案：口语教学（Music）1. Teaching aims1) Knowledge aimStudents will be able to learn some new expressions from the given material and students can summarize the main idea of the material. 2) Ability aimsStudents can learn how to talk about this topic and how to express their own ideas about how to form a band.3) Emotional aimStudents will be more curious about different music and enjoy the beauty of the universal language.2. Important and difficult points1) Important pointGuide students to improve their speaking skills.2) Difficult pointsGuide students to talk about this topic in their daily life and learn how to form their band.3. Teaching and learning methodsCommunicative approach; task-based teaching method；; Cooperation study method; independent study method4. Teaching proceduresStep 1: Lead inStudents will observe some pictures and talk about the different kinds of music on the PowerPoint.Step 2: Presentationa. Students will listen to the tape and try to summarize the main idea of the material.b. Ask my students: “Do you want to form your own band to take part in the music festival and how to form your own band?” Then I will guide my students to learn the material carefully.Step 3: PracticeStudents will retell the passage in their own words.Step 4: ProductionHave a discussion in pairs and ask them to make up a dialogue with the expressions they have learned from the material.Step 5: Summary and homeworkSummary: One student will be invited to conclude the content he learnt from this class. What’s more, I will guide my students to realize that music is the universal language in the world.Homework: Write an email to your best friend. Based ontoday’s discussion, tell him your ideas and ask him for advice on how to make your band successful.5.Blackboard designMusicMain idea How to form your own band following the steps1. Decide who will play what instrument and whoFollow the steps will sing.2. Decide…..3. Choose….试讲稿：口语教学（Music）1.Lead inClass begins, sit down, please. At the beginning of this class, I have a question for you. Do you like music? Wow, so many of you. Why? Yeah, exactly, music can make us feel relaxed. What’s more, the purpose of music is washing the dust of daily life off our souls. Do you agree with me? Thanks. Ok, now move your eyes to the pictures on the PowerPoint. What shock your eyes? Yeah, different kinds of music, can you recognize them? Lily, you please, try to speak out the names of different music as many as you can. Great! Classical music, Country music and Folk music. Sit down, please. Any other students? Well, I heard your answers. Rap, Jazz, Choral. Fabulous, I guess most of you must be have prepared well. In today’s lesson, we will learn more about music. Let’s move on.2.PresentationClass, I am wondering how many listening skills you have got. Well, we are going to listen to a tape; the tape is exactly about music. After listening, I hope you can summarize the main idea of the material. Ok? Great, then you can start.。
高中英语：Module4《Music》教案3(9页)
重难点讲解：＜一）重点单词:1. in terpret动词v. 口译；翻译say in one Ian guage what some one has said in ano ther Ian guageI couldn 'peak Italian so I asked Maria to interpret for me in the shop.我不会说意大利语，所以在商店里我请玛丽亚给我翻译。
Have you got to do any in terpreti ng n ext week?下周你有什么口译任务吗？动词v. 了解；抓到意思un dersta nd; take the meaning to beThey in terpreted his sile nee as consent.他们把他的沉默理解为赞同。
2. comb ine动词v.使结合to<cause to come together; unite; act togetherThe acid and alkali are comb ined into salt.酸与碱化合成盐。
We consider it necessary to combine theory with practice. 我们认为理论联系实际是必要的。
Combine each pair of sentences into one sentence, using the second as an attributive clause.把下列各对句子结合成一个句子，用第二句作为定语从句。
In proteins, atoms of nitrogen are combined with carbon, hydrogen and oxygen atoms.在蛋自质中，氮原子与碳、氢、氧原子相化合。
动词v. 联合；混合unite; mix Oil and water will not combine. 油和水混合不到一块儿。
高三英语MUSIC说课稿
高三英语MUSIC 说课稿
高三英语MUSIC 说课稿
英语MUSIC 说课稿一、说教材：
1、教材分析
本节课是出自外研版高中必修六Module 4 MUSIC 的阅读材料，本阅读材料既具备了大量的信息又集中了有用的词汇和语言结构。
前面的INTRODUCTION 已经为本阅读做了铺垫，介绍和呈现与乐器有关的英文词汇。
为进一步学习本模块的内容奠定基础。
该部分通过阅读人物专访An Interview with Liu Fang 开展教学活动，使学生了解音乐，增进对音乐的了解，了解音乐在人们的文化生活中起的作用。
二、教学目标：
1. 学习和掌握新的词汇，句型和习惯表达法。
2. 学习和训练阅读微观技能，本模块的微观技能为根据课文的语境，确定文中带刺的指代对象和意思。
3. 围绕文章内容设计听，说，读，写活动，尽量多地为学生提供技能训练的机会。
Module 4 Music说课稿20
各位老师：大家好！让学生愉快地、充满自信地走进我的英语课堂，是我最大的愿望，让学生在我的英语课堂上享受快乐和成功是我孜孜以求的。
多年来，我为实现自己的梦想和追求不懈地努力着。
今天，借此平台，希望各位老师指导我的说课，使我更快的成长。
我说课的内容是，第七本书第四模块：美国本土音乐的阅读课部分，主要从教材内容、教学方法、教学重难点、教学过程等方面作具体的阐述。
说教材本模块以嘻哈音乐为话题，介绍了美国的本土音乐，其中包括了Gospel music, Jazz, Blues ，Hip Hop等。
通过本模块的学习，要求学生能使用恰当的词汇与同学以音乐为主题展开讨论，了解中外音乐的相互影响，发表对音乐的观点和看法。
音乐与我们的生活息息相关，本课的知识点是大部分学生乐于学习和接受的，相信他们对本课的学习充满期待。
II Teaching Approaches教法本课主要采用交际功能法以及多媒体计算机辅助课堂教学。
充分发挥教师的主导作用和学生的主体作用，利用现代教育技术优化教学过程，通过课件为学生创设更广阔的语言环境，把学生吸引到课堂中去，并激发他们主动参与学习的欲望内。
努力培养学生的自学能力，把学习的钥匙交给学生，在传授知识的同时授以科学的思维方法。
实践以学生为中心的教法不仅要使学生学会知识，更要使学生学会学习，因此，在课堂教学中巧妙运用教学艺术，适当安排任务教学和活动教学包括自学、小组讨论、全班讨论等活动，向课堂教学要效益IV．教学重点和难点1. 教学重点（1）掌握一些与音乐相关的词汇，blues, gospel music, jazz, soul music, rhythm, improvisation (2)了解一些音乐常识。
2. 教学难点(1) 听懂有关音乐的交谈并获取信息，听懂课文中有关音乐种类的介绍。
(2) 正确使用表达音乐的词汇和词组。
(3) 学会写出自己对某种音乐的看法。
V．教学环节1.第一环节导课通过视频导入课文主题：美国嘻哈音乐，学生观看视频，思考问题，通过音乐视频使学生能自然地进入到一个良好的学习状态。
Module_4《Music》教案_外研版选修6
Module 4 MusicTeaching aims:1. To know about some English vocabulary related to music.2. To have a discussion about music and express their own opinions freely.3. To develop the Ss’ spe aking ability by practicing saying the familiar topic. Important and difficult points:1. Get the Ss to know about as much music knowledge as possible.2. Enable the students to recognize some musical instruments.3. Arouse the students’ interests in music.Teaching procedures:SpeakingLead-inFirstly, ask the students “How many kinds of music do you know?”Then ask them to speak the general categories about music as follow:After this, continue to ask the students “Which kind of music do you like best? Why?” to encourage the students to express their opinions freely.And then, develop the Ss’ spe aking ability by practicing saying the familiar topic as follows:Activity 1Work in groups of four to answer the questions and make a list of your answers:1. What is your favourite kind of music?2. How long have you been listening to it?3. When do you listen to music?4. How do you listen to music?5. Why do you listen to music?Activity 2Write a short report about the music interests and habits of your group. Use these expressions:My favourite kind of music is …but Yang’s favorite music is…My favorite artist is…I’ve been listening to music…for/since…I like listening to music when I’m…IntroductionStep 1. Leading-inFirstly, lead in by playing a piece of music Liang zhu（梁祝）played by violin or Guzheng for the students to listen. Then ask them “What kind of musical instrument is the piece of music played by?”Next, brainstorm musical instruments: “How many kinds of musical instruments do you know?”At the same time, in order to make the students know about some English vocabulary related to music, show the students some pictures and ask them to recognize the musical instruments as follows:brain-storming:Are you familiar with these instruments?piano drumMusical instrumentsviolin erhuAfter this, say to the students, “Most of you are familiar with these musical instruments. Today we’ll know more Chinese and western musical instruments. Now let’s know more musical instruments.”flute guitar saxophoneStep 2. Activity 1Continue telling the Ss that the following photos are almost the same with those of their book on page 31. And ask them to look at the photos of Chinese and western musical instruments and answer the following questions.1. Which instruments have strings?2. Which Chinese and western instruments look similar.3. Which of the instruments does the musician hold when he / she is playing?Step 3. Activity 2Ask the students to look at the pictures and read the information about Chinese and Western musical instruments.The konghou is an instrument with strings. It came to China from theWest during the Han Dynasty about 2,000 years ago.The guzheng has been used for more than 2,300 years.It looks like a table harp.The pipa is a lute with four strings and is a relative of the Europeanlute. It came to China from Central Asia in the fourth century.The yueqin is a round instrument like a mandolin. It wascalled qinpipa during the Han Dansty.Step 4. DiscussionGet the students to discuss the following questions with other students.1. How many of the above Chinese instruments have you heard?2. Do you know any artists who play them?⒈ To learn about some vocabulary and knowledge related to music.⒉ To catch the genera l idea of the whole passage.⒊ To understand the affection of the author.⒋To be good at grasping the key words and recognizing the new words according to the context.⒌ To develop their love and interests in music by knowing more about some musicians. Teaching key points:To make the students grasp the usage of some vocabulary and phrases.Teaching difficulty:To develop their reading abilities and the awareness of the appreciation.Teaching aid:Multi-mediaTeaching procedures:Step 1. Fast readingActivity 1Ask the students to read through the text quickly and find out the information about Liu FangActivity 2Ask the students to find out the answers to the following questions, while listening and reading the text: 1. How many the musical instruments she plays? 2. What has an influence on her in her music career? 3.What’s her amb ition regarding Chinese music?Answers: ①The pipa, the guzheng, the yueqin.②The main influence is traditional singing.③she wish to introduce classical Chinese pipa and guzheng music to every corner of the world.Step 2. Intensive readingActivity 1Ask the students to match the words with their meanings:Answers: 1.soloist 2. technique 3. tune 4. concert 5. repertoire 6. conservatoryActivity 2Ask the students to complete the following sentences with the correct form of the wordsin the box.Answers:1. combine 2. title 3. traditional 4. challenge 5. silence 6. interprets Activity 3Ask the Ss to read part 1 of the passage and explain the following references.1)...during her visit to China. Who visited China? 2)...each one has its special way of interpreting the classical pieces. Each what? 3)The same is true of my second instrument. What is true about the second instrument? 1. (The Queen of England) 2. (Pipa school) 3. (To respect traditional but add her own style when playing)Activity 4Ask the Ss to read part 2 of the passage and choose the correct answers.Answers: 1. b 2. a 3. a 4. aActivity 5Ask the Ss to read part 3 of the passage and answer the following questions.Answers:1. The atmosphere in a concert hall. 2. When she has no concert for along time 3. Work with them.Activity 6Ask the Ss to complete the passage use the correct words in the text.Liu Fang, who was _____ in 1974, is an __________ music star. Since the age of six, she has played ____, and since the age of eleven she has given concerts including the performancefor ___________________. She studied _______________ during her university. When she was five years old, her mother, who was ______________, taught her to play the ________. In 1996, she and her husband moved to ________.For her ,the biggest challenges of playing the pipa and guzhengare________________________________________. The main influence on Liu Fang is________________. When she is playing, listeners say that they can _____________ in her music. Chinese music ___________ the Chinese language. Chinese classical pieces have poetic titles, which is ________________. ____________ in Chinese paintings are like the silent parts of Chinese music.Answers: 1. born 2. international 3. pipa 4. the Queen of England 5. guzheng and pipa 6.a Dianju actress7. yue qin 8. Canada 9. to respect the traditions but add her own style 10. traditional singing 11. hear singing 12. is similar to 13. understandable 14. Empty spaces Step 3.Homework:Work in pairs and have a discussion on the following questions.1. What about Liu Fang impressed you most?2. Do you think Liu Fang is successful as an artist? Give possible reasons if you think so.Teaching objectives and demands:1. To learn new words and expressions and learn how to use them.2. To understand some a little long but complex sentences.Teaching keys and difficulties:The usage of: give concerts; graduate from; be true of/for; tune; experience(v./n.); share sth. with sb.; make contact with; wish.Teaching procedures:Step 1. Revision1. Check what they learn in the previous class.2. Get students to.Step 2. Important words, phrases, & sentences.1. She’s given concerts since she was eleven, including a performance for th e Queen of England during her visit to China.(Part1. para.1)11岁起她就举办演奏会，包括英国女王访华期间为女王做的一场演出。
说说课稿Module 4 Music Born in America 精品
英语说课稿（Senior English Book 7）Module 4 Music Born in AmericaPeriod 2 Reading and Vocabulary各位评委、老师：下午好！我今天说课的题目是《All You Need to Know About Hip Hop》。
本课是高二英语选修7第四模块Music Born in America 首先介绍一下这节课的地位和作用：本节课是第四模块的第二课时，是一节阅读课，在本模块的教学过程中起着重要的作用。
本课主要向大家介绍美国的一种音乐类型——hip hop，这个话题与我们的日常生活和学生们感兴趣的外国文化有着很大的联系，对此话题的学习与讨论有益于提高学生学习英语的兴趣，通过日常教学使学生们掌握有关节日的新词汇并使他们了解其它国家的文化背景和社会风貌，为学生以后的阅读和学习做好知识储备。
其次要对学生现有情况进行分析：课前已经让学生们通过各种渠道搜集有关音乐的信息，所以他们对本节课要讨论的话题已有一定的了解；但他们缺乏有关这一话题的英语词汇量，也不太善于用英语进行交流。
所以根据以上分析我确定了本节课的教学目标：知识与技能：1.学习有关音乐的词汇和短语2.了解“hip hop”的概念、起源、发展和成功的原因3. 理解课文，培养学生阅读技能过程与方法：通过任务型教学法，整体阅读教学法和自主合作探究的学习方法完成教学任务情感态度与价值观：培养学生欣赏外国音乐的能力，培养学生的跨文化交际意识，重视中外文化的差异教学重点：准确理解课文内容，用自己的话总结文章大意教学难点：掌握重点词汇及句型的应用教学手段：在整个过程中我将使用多媒体课件和播放录音来帮助我完成教学任务，它能够很快地抓住学生的注意力并导入正课。
下面我将就本节课的教法和学法进行分析：教法：教学方法是完成教学任务、实现教学目标和提高教学质量的关键所在。
在本课新授课中，我采用任务教学法和自由讨论教学法，组织学生有目的的进行阅读，在自由的氛围中交流和学习。
外研版Book6 Module4 Music 说课稿
教材分析 学情分析 目标分析
目录：
教法与学法
过程分析 效果分析 板书设计
教材分析
本模块以Music为话题，旨在通过模块教学使学生了解各 种东西方乐器，通过阅读一篇对中国著名演奏家刘芳的采 访报道了解中国古典音乐；学习表达情绪的功能句式，并 用这些句式表达对音乐的喜好； Teaching keys 教学重点 Learn new vocabulary about music and musical instruments. Deal with the comprehending exercises. Teaching difficulties 教学难点 Understand the characteristics of Chinese traditional music.
目标分析
Teaching aims（教学目标）:
1. Target language 目标语言 To help students master some words, phrases, and expressions related to describing the music. 2. Ability goals 能力目标 Enable the Ss to learn about Chinese traditional music and musician Liu Fang. 3. Learning ability goals 学能目标 Enable the Ss to learn how to get specific information from an interview about Chinese traditional music and musician Liu Fang.
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说课稿四
题目：Music
（人教版必修2 第五单元课时1 :warming up and reading）
Good morning, dear judge
I’m number 1 for English. Today my topic is travel journal (part 1 warming up and pre-reading)
下面我将从说教材、说学情，说教法和学法、说教学过程、说板书设计五个方面来对本课进行说明。
第一，说教材
本课时是人教版高中英语必修2第五单元，本单元主题是音乐，是高中生学习英语知识的重要板块之一。
生活中，音乐无处不在，音乐是社会文化的重要组成部分。
所以本单元对于学生学习音乐常识，了解音乐具有重要作用，同时也有利于培养学生对音乐的热爱，提高英语素养。
根据教材，学生知识水平以及情感需求，我确定本节课的教学目标分为三个方面：1、知识目标
1. To activate the Ss in learning “music”.
2. To develop the Ss’ ability of reading.
3. To help the Ss know something about the different styles of music.
2、能力目标
1. be able to talk about kinds of music
2. To know different of music
3. To develop the Ss’ ability of reading.
3、感情目标
1. arose students’ interesting in music.
2. Learn to appreciate music.
教材重难点方面,本课主题是音乐，主在使学生了解音乐及与音乐相关的英语知识，所以Teaching important points:
To know something about the different styles of music
Enable the Ss to understand the main ideal of the passage The Band that Wasn’t.
Teaching difficult points:
Make student know the styles of different
Develop reading skills
二、说学情
在对音乐方面，高一学生可以说是流行音乐爱好者主力军，他们喜欢音乐，并随时把一些喜欢的歌转为自己喜欢唱的歌，把喜欢的歌手作为崇拜偶像。
但是他们对音乐了解并不是很多，需要进一步的学习。
在知识方面，他们已经在高中学了一段时间，有一定的英语，和英美文化素养。
他们有过较多的小组合作经验，思维活跃，善于和同学交流，乐于表达自己的观点，对事物已有独自见解，渴望获得同学和教师的赞许；作为高一的孩子，
具有较强的探究欲望，思维能力基本实现从具体思维向抽象思维的过渡。
信息素养上，学生具有课堂学习环境下学习的经验，了解计算机操作，具有初步的在多媒体教室学习的经验。
三、说教法和学法
教法：1、采用多媒体辅助，让学生听几种不同风格的音乐，激发学生兴趣
2、问答法，引导学生回答音乐对应的音乐种类，及为reading做准备
3、小组讨论法，让学生相互交流，增强交流能力，同时了解更多音乐知识
4、快速阅读法，在阅读时采用快速阅读，提高学生阅读能力学法：学生在上课过程中要跟进老师，积极参与，与老师的步骤同步，形成良好的学习习惯和方法。
四、说教学程序
Step 1. 导入（5分钟）
此单元导入采用问答法和借助多媒体，播放音乐让学生猜那属于教材第33页的哪一种音乐。
（以此开始可以提高学生参与学习的积极性，活跃课堂气氛，使学生投入本课堂）Hi, everyone. Do you like music? How much do you know about music? Can you tell about the different kinds of music? Plea se turn to page 33. Look at the pictures. Let’s listen to some music. Let’s see if you can guess which music matches with which picture.
Ask the students to name different music styles. Show some styles of music that they are not familiar with.
Step2. 分组讨论（5分钟，四人一组）讨论自己喜欢的音乐和对音乐的了解
可以使学生提高口头表达能力，同时相互了解分享音乐知识，增加对音乐的兴趣。
What kind of music do you like better, Chinese or Western, classical or modern? Why? Why do you like to listen to music? Let’s discuss these questions in small groups. Try to share your opinions with one another.
Step3. 介绍课本列出的八种音乐（5分钟）
在听了几种音乐和小组讨论之后，学生对音乐有一定了解，此处再利用ppt介绍几种风格音乐的知识，增加学生对音乐的了解，提高他们的音乐素养，让他们爱上音乐。
Step4. Pre-reading (10分钟)
此部分主要采用问答法，让学生了解更多音乐知识的同时，为reading做准备，同时提供一些与reading有关的背景知识，使学生对课文内容有一定的预见能力，同时使课文内容对学生更有吸引力。
1) .Thinking and saying
T: Have you heard about any of the famous bands in the world? List some if you can. (“The Beatle s”, “SHE” “FIR”, “Beyond on”, and so on )
Which one do you like best? Why?
2). Provide some background information about “The Monkees”
Step5. While-reading (15分钟)
进入阅读部分开始我采用快速阅读法，让学生自己文章大意，段落大意，提高他们的阅读能力。
当然，这知识阅读的一部分，由于时间限制，接下来的阅读将会在下一节课继续。
1. Skimming
T: Now please listen to the recording of the te xt THE BAND THAT W ASN’T. Then you should tell me the main idea. .
T: Skim the text and identify the topic sentence of each paragraph. You may find it either at the beginning, the middle or the end of the paragraph.
Paragraph 1 Dreaming of being a famous musician or singer.
Paragraph 2 How musician form bands.
Paragraph 3 How the Monkees got their start.
Paragraph 4 How the Monkees became serious about the music business.
（While-reading还没有完成的部分下节课继续）
Step5. 备选活动及家庭作业及总结（5分钟）
另外我准备了备选活动，在时间充裕时使用，放一首该乐队的歌I’m a believer给同学们听。
以此增加课堂灵活性。
备选活动：听the Monkees的一首歌曲I’m a believer
家庭作业: 1. Read more about “The Monkees”.
2. get more familiar with new words.
最后，我将给学生做一个小结，总结今天的学习内容，进行稍作复习，并布置家
庭作业。
每一节课有一个总结会使学生对所学的知识印象更加深刻，作业则是把知识付诸实践的有效手段。
五、说板书设计
板书分三块
左：主要写有关音乐种类的词classical music, pop, folk, jazz, dance, rock and roll, hip-hop, rap etc.
中：小组讨论中对话需要用的句型
右面：写出阅读部分各段的主旨
以上，我从教材、说学情、教法学法、教学过程和板书设计五个方面对本课进行了说明，我的说课到此结束，谢谢各位评委老师。