人教版新课标高一英语必修二Unit5Reading教学设计
人教版高中英语必修二unit5 musicwarming up and reading教案
人教版高中英语必修二unit5 musicwarming up and reading教案教学基本信息题目学科教材内容设计者 Book2 Unit5 Music-Warming up and reading 年高中英语高一级 Book2 Unit5 Music-Warming up and reading 第一课时个人信息姓名单位谷琴霞江西省金溪县第一中学 1.教材分析 1．本单元的话题是音乐和音乐类型。
内容分三个文段展开，涉及门基乐队，弗雷迪和他的乐队等子话题，而其中的主体内容是围绕着门基乐队的形成和成长历程展开的。
话题设置旨在让学生了解音乐的各种形式，深化对音乐的认识，增添音乐欣赏趣味，提高学生的音乐素养，培养他们热爱音乐和热爱生活的情操。
2.Warming �Cup 由八幅图片和四个问题组成。
图片呈现给学生的是他们熟悉的音乐家、歌唱家、乐队、组合等。
学生能很直观地了解音乐无处不在，让学生感受音乐魅力。
四个问题有助于老师引导学生开口、动脑，谈论他们喜欢的音乐，激发他们积极参与课堂活动的热情，进入本单元话题作铺垫。
3. Pre-reading 提供了三个问题，围绕中心词band 展开活动，要求他们列举出世界著名的乐队，谈论最喜欢哪个以及原因，进而引出阅读中的The Monkees这一主题。
4. Reading 主要介绍The Monkees，文章叙述了歌星、门基乐队充满梦想、如何组成乐队以及他们如何获得成功的过程。
阅读活动的目的在于训练学生阅读技能的基础上，培养学生对择业的思考，意识到机遇和挑战是并存的。
文章的主题是积极向上的，能激励学生通过努力一定能实现对事业的追求。
2.学情分析 1.知识结构：虽然学生Music这一话题有极大的兴趣，已经具备一定的词汇和表达基础，但对门基乐队感到陌生，并且阅读能力有待提高，对阅读技巧的运用还不娴熟，因此，教师应结合学生实际，逐步引导，循序渐进。
2.心理特征：现在的高中学生，对新鲜的事物有极大的接受能力，并且喜欢音乐和各种形象的展示，因此教师可以充分利用多媒体形式调动学生的学习热情，设置有效的阅读任务逐步掌握阅读技巧，体会文章含义。
新课标高中英语人教版必修二unit5教案 (Unit5 Music--Period3 Listening and Reading)
Period 3 Listening and ReadingThe General Idea of This Period：This period aims at training students’two skills—listening and reading skills.Students have to get the general idea of Freddy’s story and get detailed information by reading the rest of Freddy’s story.Having the general idea of the whole story，students are expected to sum up the advantages and disadvantages of being famous.What’s more，students are encouraged to express their opinions on whether they would enjoy being famous and give their own reasons.Teaching Aims：1.Train the students’ abilities to listen to the story about Freddy.2.Enable the students to memorize some important information about Freddy’s story.3.Train the students’ abilities to express their opinions.Teaching Important Points：1.Develop students’ listening skill to get all the needed information.2.Enable students to retell the story.3.Train the students’abilities to express the advantages and disadvantages of being famous.Teaching Difficult Points：1.How to catch all the points about Freddy from listening.2.Retell the information about Freddy.Teaching Methods：1.Listening skill directing.2.Task-based activity.Teaching Aids：A tape-recorder，a projector，some slides and a multiple-media computer.Teaching Procedures：Step 1 Review and Check the HomeworkT：Last class we learned something about the attributive clause with the preposition ahead of the relative clause.Remember?Ss：Yes.T：Can you make a sentence with this structure?Ss：Yes.S1：The guitar with which they gave performance was lost.T：Good.S2：The name by which the group was known was “The Monkees”.T：Well done.S3：The book，the cover of which is broken，is not mine.T：Yeah，very good.S4：The singer with whom Coco Li sang was very happy.T：Terrific!T：Good，all of you have reviewed the lesson.Then let’s go on to check the homework.Ex.2 on Page 71.Correct the sentences.I would like some students to come here and write down your correct sentences on the blackboard.（8 students come to the blackboard and write down the sentences.The other students check their sentences.）Suggested answer：1.Peter said that he was really grateful to you for the help you offered the other day.2.He told all the people present to pay more attention to education.3.Mr Clark found Alice sitting in the corner of the living room whose windows were wide open.4.I’ll never forget the days which/that we spent together during our study tour in the Republic of Ireland.5.They thought very lightly of our new design，which made us very pleased.6.Please sit here for a while.The meal is being prepared at the moment.7.As a result of the terrorists’attack，tourism，which is the most important industry here，has been greatly affected.8.You will be fine as long as you stick to the rules.Step 2 Warming up：introduce Freddy to the classShow a picture of a frog and let the students say out what it is.Then introduce Freddy to the class.T：OK，class.Have a look at this picture.Do you know what it is?Ss：It’s a frog.T：Right.But he is not a common frog.His name is Freddy.He has a special quality.Can you guess what special quality Freddy has?S1：Swinging.S2：Flying.S3：Singing.Step 3 PredictionDescribe Freddy’s life experience and let the students guess what will happen next.While talking about Freddy’s life experience，show the relevant pictures to attract the class’ attention.T：When Freddy was young，he was a little tadpole.As time went by quickly，he soon became a frog.One day，Freddy sat on the water lily leaf and slid his long，thin legs into the water.Suddenly，he heard some music across the lake.Then what would happen?（Allow the students to express their own ideas and prediction freely.）S1：He found a snake.S2：He found his friends.S3：He found a nightingale.Step 4 Listening for the General InformationLet the students listen to the tape for the first time and answer the following questions.T：You have many difficult ideas about what will happen to Freddy.Now let’s listen to the story about Freddy and see what Freddy found when he swam slowly towards the sound.（Play the tape for the first time.After listening，ask some students what they have got.）T：So have you got the answers?What did Freddy find when he swam slowly towards the sound?S：He found three confident frogs sitting still on the leaf and playing the instruments.Step 5 Listen for the Detail Information （Group work）Divide the class into 2 groups.For the students in Group A，they have to find out all the true statements from the 6 sentences.For the students in Group B，they have to find out all the false statements from the same 6 sentences.At last，see which group can get the most correct answer.The six sentences are：1.Freddy had changed from a man to a frog.2.He felt lonely in his lake till he met his friends on the lily leaf.3.The singers of the band could sing very loudly.4.Freddy thought he could sing as well as the other singing frogs.5.Freddy was very confident about his singing.6.He sang the song to ask the other frogs to be his friends.Suggested answers：1.F2.T3.T4.T5.F6.TStep 6 Fast ReadingT：So do you think Freddy and the other three frogs were going to form a band?Now let me tell you that they formed a band and soon became famous and then they went to Britain to give performances.Then what would happen in Britain?Would they succeed or fail?Give students 1 minute to read the rest story about Freddy and find out the answer to this question：Did Freddy and his band get a great success in Britain?Suggested answer：Yes，they got a great success and became very popular in Britain.Step 7 Detailed ReadingGive the students 3 minutes to read the text in detail and answer the following questions：1.What was Freddy’s most exciting experience in London?2.What happened when the program was over?3.What problem was caused after they became stars?4.Did Freddy and his band leave Britain at last?Suggested answers：1.His most exciting experience was to sing in a TV programme called “Top of the Pops”.He had to wear an expensive suit and give a performance to a TV camera.2.The telephones in the same room started ringing and everbody was asking when they could see Freddy and his band again.3.They were followed everywhere and their personal life was discussed by people.4.Yes，Freddy and his band left Britain and went back to the lake，because it’s painful for them.Step 8 SummaryLet the students summarize the main idea of Freddy’s story.T：We have listened and read the story of Freddy.It’s time for us to summarize it.Who can use a sentence to summarize the story of Freddy.S：This is a story about a band that became famous and did not like it.T：Good!Well done!Step 9 Retell the StoryT：Have a look at the chart.And retell the story of Freddy according to the chart.I will give you 3 minutes to get prepared.Then I will ask some of you to retell the story.Suggested answer：One day，when Freddy was wondering on the lake，he heard a fine deep sound.He looked up and tried to find the sound.He found some frogs and they became friends since they all liked singing.Then they formed a band and began to give performances.Soon they became famous and they went to Britain to give performances.They soon got a big hit.However，at the same time，some problems arose.They were always followed by their fans everywhere and their personal life was discussed by people.They felt quite painful.At last，they decided to leave Britain and came back to their lake.Step 10 Discussion1.Let the students express themselves freely on in what specific ways Freddy’s life changed.T：Just now，we have learnt the development of Freddy’s band，and the course of their being famous.However，it brought forwards some problems.So in what specific ways did Freddy’s life change?Who would like to show your opinion?S1：They became popular and have many fans.S2：They became rich.S3：They were followed by people everywhere.S4：They were discussed by people.S5：They couldn’t have a peaceful and quiet life.2.Train the students’abilities to express the advantage and disadvantages of being famous.T：So you have talked about many problems caused by being famous.So what do you think are the advantages and disadvantages of being famous?S1：Being famous proves that you are very successful and have many abilities.I would enjoy being famous.S2：If you are famous，you can have many fans and people will notice you everywhere you go.S3：Being famous means being rich.You can earn a lot and can do whatever you want to do.T：Good point!How about the disadvantages of being famous?S1：I don’t like being famous.I want to be a common person so that I can have enough time to think about my life and enjoy the true meaning of life.S2：Not being famous means no need to worry about your appearance in the public eyes and you can keep your privacy.Your life won’t be disturbed and discussed by people.S3：Not being famous means that you can have a quiet life.And youcan spend more time with your family and friends.Step 11 Summary and HomeworkT：Today，we have leant Freddy’s story，their success and their problems caused by being famous.We could tell that being too crazy about film stars，singers and actors may cause trouble to them.T：Homework for today is to translate the five sentences on Page 71.Step 12 The Design of the Writing on the BlackboardUnit 5 MusicPeried 3Questions：Q：What did Freddy find when he swam slowly towards the sound?A：He found three confident frogs sitting still on the leaf and playing the instruments.True or False1.Freddy had changed form a man to a frog.2.He felt lonely in his lake till he met his friends on the lily leaf.3.The singers of the band could sing very loudly.4.Freddy thought he could sing as well as the other singing frogs.5.Freddy was very confident about his singing.6.He sang the song to ask the other frogs to be his friends.Question for fast reading：Did Freddy and his band get a great success in Britain?Yes，they got a great success and become very popular in Britain. Question for detail reading：1.What was Freddy’s most exciting experience in London?2.What happened when the program was over?3.What problem was caused after they became stars?4.Did Freddy and his band leave Britain at last?Retell the story：Step 13 Record after Teaching。
高中英语人教版必修二Unit5 Music reading and thinking 教案
Unit5 Music教学重难点Key points :1.To understand the basic knowledge of Virtual Choir, including its background and itscomposer, as well as some information about its composer.2.To express their own views correctly and appropriately.3.Can retell the story with the help of the outline.Difficult points:1.To understand the 1st paragraph well.2.To express their own opinion.教学过程与设计意图教师活动学生活动设计意图Step1 Warming up1.Enjoy 2 videos and try to tell their differences.2.Check the new words in this article.Ss listen and think carefullySweep away the wordobstacles. 过视频引导，激发学生兴趣。
为是新文章，所以在学习课文前，给学生扫清个别单词障碍，帮助学生理解课文。
Step 2 Presentation Task 1 Scan and MatchPara1. B. some knowledge of virtual choirPara2-3. C. brief introduction of its composerPara4 A. Virtual choir’s influence.1.Read paragraph 1Try to finish the mind mapQ1: What is virtual choir?Q2: Who can take part in the virtual choir?2.Read para 2-3 to find out more information aboutvirtual choirQ1: Who is virtual choir’s creat or? Students try to learn thestructure of the article.Ss read and to get some basicinformation.Ss give a definition of virtualchoir.ss: Anyone can take part inthe virtual choir fromanywhereSs: Eric Whitacre.学生大体了解文章结构。
Unit+5+Music+Reading+for+Writing教案 高中英语人教版必修第二册
Unit5写作课教案Write a SpeechI. Teaching Objectives1. Students will be able to write a clear and organized speech on a given topic.2. Students will be able to use appropriate vocabulary, grammar, and sentence structures in their speeches.3. Students will be able to effectively convey their ideas through the use of rhetorical devices.4. Students will be able to revise and edit their own speeches for clarity and accuracy.II. Teaching Key Points and Difficulties1. Key Points: Thesis statement, supporting details, conclusion.Difficulties: Ensuring that all points are clearly stated and supported.2. Key Points: V ocabulary, grammar, sentence structure.Difficulties: Ensuring proper usage and correctness.3. Key Points: Rhetorical devices.Difficulties: Demonstrating effective use without overwhelming the message. 4. Key Points: Revising and editing.Difficulties: Ensuring that revisions do not detract from the original message.III. Teaching Process1. Introduction (5 minutes): Introduce the topic of the speech and provide an example of a well-written speech. Use this as a model for students to follow.2. Warm-up (5 minutes): Discuss the importance of writing a good speech and why it is necessary in various situations (such as public speaking, job interviews, etc.). Ask students to share their experiences or thoughts on this topic.3. Instruction (20 minutes): Provide instruction on the key points of writing a speech (thesis statement, supporting details, conclusion; vocabulary, grammar, sentence structure; rhetorical devices; revision and editing). Use real-life examples to illustrate these points.4. Practice (10 minutes): Divide students into small groups and assign each group a specific speech topic. Each group should brainstorm, draft, and revise their speech within the given time frame. The teacher can also assign individual practice tasks if time allows.5. Production (5 minutes): Have one student from each group present their speeches to the class. The teacher can provide feedback and suggestions for improvement after each presentation.6. Conclusion (5 minutes): Review the key points of the lesson and emphasize theimportance of practicing and revising writing skills in order to improve them. Remind students that they can use the resources provided by the school to further enhance their writing abilities.IV. Homework Assignments1. Individual Work: Each student should write a speech on a topic of their choice, using the techniques learned in class. They should also revise and edit their work before submitting it for grading.2. Group Work: After completing individual work, students should analyze their classmates' speeches for coherence, organization, and effectiveness in conveying their message. They should also provide constructive feedback on how their classmates could improve their work.3. Additional Reading: Students should read articles or books on effective public speaking and persuasive writing to further enhance their understanding of these skills. They should take notes on what they learn and apply these principles when writing their own speeches in the future.V. Assessment Methods1. Written Assignments: The teacher will grade individual and group written assignments based on the following criteria: coherence and organization of ideas, use of appropriate vocabulary and grammar, effective use of sentence structures, and effective use of rhetorical devices.2. Oral Performance: The teacher will evaluate student performances during the class presentations based on the same criteria as written assignments, with an added emphasis on delivery style and audience engagement.3. Self-Reflection: Students will be asked to reflect on their learning process throughout the course, including what they have learned, what challenges they faced, and what they would do differently in the future. This reflection will be used as part of the overall evaluation of their performance in the course.。
人教版必修二UNIT5 阅读教案
Unit5 MusicTHE BAND THAT WASN’TPART 1 Analysis of the Teaching Material(I )Teaching Aims1 Knowledge objects（1）Get students to know how the Monkees began and the development of the band（2）Let students learn about different types of music2 Ability objects（1）Enable students to learn to talk about different kinds of music （2）Develop students’ scanning and listening ability3 Moral objects（1）Arouse students’ great interest in music and let them like music （2）Develop students’ sense of cooperative lear ning（II）Teaching Key Points:（1）Let students learn more about different kinds of music（2）Get students to know the development of the Monkees（III）Teaching Difficulties（1）Develop students’ scanning ability（2）Enable students to learn to enjoy different kinds of musicPART 2 Teaching Methods1.Task-based teaching and learning2.Cooperative learning3.DiscussionPART 3 Teaching Process:I Step 1 Warming up (5’)1 Asking a question:If you’re free today, what would you like to do ?(sleeping, go shopping, dancing, sing karaoke etc)2 IntroductionWe know there’re some different kinds of music, can you name any music style? ( classical music, orchestra, Jazz, country music, choral , rock` n’ roll, rap folk music, pop music)(Let students learn more about different kinds of music) Teaching Key Points3 Playing a gameI’ll let you listen to some songs, you can guess who sings them, and then tell me what style music they belong to. (Moral objects)Step 2 lead-in (1’) Q: All these are Chinese singers, have you ever heard about any of the famous bands in the world? ( black street boy, the Beatles ) Do you know the Monkees? It was the most popular band in the USA from 1966 to 1968. Today we’ll learn a story about the Monkees. It is called “The Band That Wasn’t”Step 3 Fast-reading (5’) Scan the passage and try to find the main idea of each paragraph(let the students have a chance to practice their reading ability. (Ability objects) Teaching DifficultiesStep 4 Listening (6’)Let students decide if they are true or false. (Ability objects)1.If we are honest with ourselves, most of us are afraid of being famous.2.Most musicians meet and form a band because they like to write and play music.3. “The Monkees”began as a Fashion show.4.The TV organizers had looked for five musicians at first.5. “The Monkees”broke up in about 1960,but reunited in the mid-1980. Step 5 Careful-reading (8’)Join the correct parts of the sentences together.(Teaching Difficulties) Step 6 Consolidation (5’)1 Retelling how the Monkees formed according to the given information. (Knowledge objects) (Teaching Difficulties)2 What does the title mean ？It wasn’t a real band at first; They played jokes on each otherwhen playing musi cStep 7 Discussion ((Moral objects) (5’)Now in pairs discuss the following questions with your partner1.What kind of music do you like?2.Which singer do you like best and why?These phrases will help you.I prefer… Why do you prefer…I like …best because… I hate….My favorite singer is… I enjoy listening to…I am fond of… I don’t like… very much.Step 8 Listening to a song given by the Monkees (3’)Step 9 Summary (1’) Today we’ve learnt the passage about the band “The Monkees” and learnt something about music. Besides, we know their success lies in their hard work and their unique style of performance.Step 10 Homework (1’)1. Read the text fluently and prepare to retell the text.2. If you could start a band, what type of music would you play? why? Teaching Key Points\ Teaching Difficulties\ (Moral objects)the Blackboard design :。
人教课标版高中英语必修二 Unit5 Reading 教案-新版
Unit5 Reading 教学设计1.Teaching Analysis 教情分析1) Teaching objectives-教学目标①Language objectives-语言目标a. Key words & expressions 重点词汇和短语For applying: musician, pretend, attach, form, earn, extra, broadcast, humorous, attractive, dream of, to be honest, play jokes on, get familiar with, or so, break up.For comprehending: jazz, choral, folk, rock’n’roll, in front of, rely on, a big hit.For recognizing: determined, intelligent, classical.b. Sentence structuresHave you ever dreamed of playing in front of thousands of people at a concert, at which everyone is clapping and appreciating your music?They may start as a group of high-school students, for whom practising their music in someone’s house is the first step to fa me.Later they may give performances in pubs or clubs, for which they are paid in cash.However, after a year or so in which they became more serious about their work, the Monkees started to play and sing their own songs like a real band.The musicians were to play jokes on each other as well as play music, most of which was based loosely on the Beatles.However, after a year or so in which they became more serious about their work .They produced a new record in 1996, with which they celebrated their former time as a real band.② Ability goals 能力目标a. Enable the students to understand the details about the passage, and join the correct parts of the sentences together in Exercise 1. (page 35)b.Enable the students to sum up the main idea of each paragraph.(page 35)③Emotion goals情感目标a. Enable the Ss to have a general idea about how a band to be famous.b. Enable the Ss to appreciate and have a basic knowledge of different kinds ofmusic.2) Important & difficult teaching points-教学重难点① Important teaching points-教学重点Control the main ideas and details of the passage.② Difficult teaching points-教学难点Understand some attributive clauses with prep.+which/whom.2. Students analysis学情分析1) Fundamental state基本情况音乐，是学生比较感兴趣的话题，尤其是rap和pop，但是对于classical music 以及folk music，同学们可能有些陌生；教师需要根据学生的情绪，进行适当的引导，让同学们对不同种类的音乐都有所了解，甚至有自己个性化的理解。
人教版,必修二,unit5,reading,教学设计
高一英语 Unit 5 The Band That Wasn't1.教材分析：本案例是人教版《普通高中课程标准实验教科书· 英语（必修）2》第五单元第二课时Reading 部分。
中心话题是音乐。
本篇阅读讲述The Monkees乐队的故事，具体介绍乐队的组建、发展、演奏特点和受欢迎程度，有助于学生了解更多音乐知识，培养热爱生活、音乐的美好情感，并在轻松愉快的音乐主题下学习用英语表达喜好，领会乐队对音乐的不懈追求，培养认真做事的好习惯。
同时，扩大学生的视野，获取更多知识，扩展词汇量；并通过课文内容学习和相关课堂交际活动，为下一课时的学习做好铺垫。
2.教学目标：（1）知识目标：A.学习并运用以下词汇：单词： pretend,passer-by,musician,earn,attach,perform,confident短语：dreamof,to be honest,attach…to,play jokes on,be/get familiar to/wirh ,break upB.通过skimming 和scanning 的阅读策略，培养学生的阅读技能，养成良好的阅读习惯。
C.通过careful reading,进一步提高学生捕捉信息，理解信息和利用信息解决问题的能力。
D.通过discussion, 巩固所学知识，并利用所学知识表达问题的能力。
（2）能力目标：通过不同渠道让学生了解更多的音乐知识，出一期以乐队为主题的英语板报。
培养多种微观阅读技能和获取、处理、运用信息进行快速反应及推理判断的能力。
激发学习激情与兴趣，培养探究、合作意识与能力。
（3）情感目标：培养热爱音乐、热爱生活的美好感情。
领会The Monkees乐队对音乐的执著追求，培养认真做事的良好习惯。
3. 教学重点、难点：（1）重点：培养学生对细节理解的能力及归纳能力。
（2）难点：以小组合作的方式用英语进行交流讨论。
4.Teaching Procedures：Step I Lead inUse some pictures and questions to lead in the topic.Step II Fast readingTask1 . Find the main idea of each paragraph(1)The main idea of the passage?A. It is important for a band to play to the passers-by and in clubs.B. How most bands start and How the Monkees developed.C. Pretending to sing and copying are the keys to becoming famous for a band.(2) How does the author introduce the topic of passage?A. By listing some factsB. By asking questionsC. By making comparison(比较)（设计说明：快速阅读后要求学生先找出每段的main idea，但对于一中的好学生来说连线题太简单，所以设置为表格，也是有点难度，就把比较难的1段和4段改造成填空的形式.完成此任务后整篇文章的main idea也就很容易总结出来（对高一学生来说，开始就找整篇文章main idea 有难度，特别是这篇文章。
新课标高一英语必修2第5单元MusicReading教学设计（人教版高一英语必修二教案教学设计）
新课标高一英语必修2第5单元MusicReading教学设计（人教版高一英语必修二教案教学设计）浙江省湖州二中周萍 313000电话：************电子信箱：****************一、设计思想根据“二语习得理论”、“整体语言教学”的理论和实践，以及当前新课程“自主、合作、探究”等核心理念，运用任务型语言教学途径(Task-based Language Teaching)来设计本节阅读课的教学。
本节阅读课教学设计的最大特色是：(1)教学环节层次清楚，环环相扣。
The Band That Wasn’t是一篇以介绍美国知名乐队组合The Monkees的发展历程为主的文章。
教学设计分成三个部分：阅读前-阅读中-阅读后。
阅读前由学生汇报一个小型的调查结果、展示著名乐队组合图片和呈现The Monkees组合的信息三个活动组成，为阅读提供背景知识。
阅读过程主要通过快速阅读和仔细阅读来实现。
仔细阅读环节中设置了完成练习T or F，查找The Monkees细节信息完成表格，然后根据表格，回顾The Monkees发展历程和选择合适的adj. 来表达自己对于乐队的看法等多个任务。
阅读后展开讨论，引导学生思考音乐对于我们生活的影响，完成写作任务“Music”。
教学设计以阅读理解能力的提高为主要目标，兼顾听、说、写的训练。
(2)采用了新课标提倡的任务型教学途径。
《普通高中英语课程标准（实验稿）》提出中学英语教学应“尽量采用任务型的教学途径”的要求。
任务型语言教学强调采用具有明确目标的“任务”来帮助语言学习者更主动的学习和运用语言。
（周智忠）因此，笔者在教学设计中设计了多项学习任务，如进行社会调查以了解不同的音乐类型在不同人群中受喜爱的情况；搜集The Monkees乐队信息；对搜集到的信息进行整理，制作成课件展示；阅读课文，找出主题句，查找细节信息等，促使学生在整个教学过程中参与各种活动，自主探究，真正获得自主学习的成功乐趣。
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人教版新课标高一英语必修二 Unit5-Reading 教学设计Design of Teaching Objectives 教学目标设计（三维目标）l. Learning objectives for knowledge知识目标(1) Get students to learn and grasp the important useful new words and expressions. (让学生学习并掌握重要的新单词、短语)1) Important words (重点单词)：roll, folk, jazz, musician, pretend, attach, form, passer-by, earn, i nstrument, performance, pub, cash, studio, millionaire, actor, rely, broadcast, humorous, familiar, attractive2) Important phrases (重点词组)：dream of, to be honest, attach…to…, in cash, play jokes on, rely on, get familiar with, or so, break up(2) Let students learn about different types of music (让学生学习不同种类的音乐风格)2.Learning objectives for language skills能力目标(1) Enable students to learn to talk about different kinds of music. (使学生学会谈论不同种类的音乐风格)(2) Improve the students’ reading ability through reading about bands.(通过阅读提高学生的阅读理解能力。
)3.Learning objectives for Affection 情感目标Arouse students’ great interest in music and bands .(激发学生对音乐、乐队的兴趣)4.Teaching Important Points 教学重点(1) Learn the words and phrases listed above. (学习上列单词和短语)(2) Let students to learn different reading skills. (让学生学习不同的阅读技巧)5.Teaching Difficult Points 教学难点(1) To improve the students’ reading skills and reading strategies.(怎样提高学生的阅读理解能力和阅读策略)(2) To help the students understand the implied meaning of the passage. (怎样帮助学生更好地理解这篇课文的内涵意义)6.Teaching Methods (教学方法)(1) Task-based approach to interesting learning. (任务型学习法)(2) Skimming for the general idea of the passage. (略读策略 )(3) Scanning for the detailed information. (细读策略)7.Teaching Aids: (教学辅助手段)1. A blackboard (黑板)2. A tape-recorder （录音机）3. A projector and a computer for multimedia (多媒体)8. Teaching procedures (教学程序)Step I Warming up(6 minutes) (热身，6分钟)(1)Warming-up through introductionsT: Good morning, class. Today we are going to talk about music. As we know, music is a kind of art of making pleasing combinations of soun ds in rhythm, harmony and counterpoint. Music can produce a lively an d happy atmosphere and bring people relaxation after hard work, which can reduce the tiredness. Listening to music also makes people feel happy and nice.教师活动：老师问学生 Can you talk about different kinds of music?学生活动：Now turn to page 33, look at the pictures. (描述你在图片中所看到的音乐风格)(音乐风格：Classical music，Country music Rock ‘n’ Roll, Folk music, Jazz, Rap, Choral, Orchestra)设计意图：通过图片展示，让学生了解不同的音乐风格，激发学生的学习兴趣。
(2) Warming up by listeningT：Hi, everyone. Do you like listening to music? Please listen to the music and look at the pictures on Page 33 (播放音乐)学生活动：Look at the pictures & listen to some music to guess which music matches with which picture.(把听到的音乐风格和每幅图片连起来)设计意图：通过播放不同的音乐让学生辨别出不同的音乐风格。
(3) Warming up by discussingI’m sure you really enjoy the beautiful music, right? What kinds of music do you like better, Chinese or Western, classical or modern? Wh y? How does music make you feel? Why do you like to listen to music? Let’s discuss these questions in small groups. Try to share your opi nions with one another.教师活动：让学生在小组中自由谈论自己所喜欢的音乐。
学生活动：在小组中和同伴们分享自己喜欢的音乐和喜欢的理由。
设计目的：培养学生的口语表达能力和合作性学习的精神。
Step II Pre-reading (8 minutes) (读前，8分钟)(1) Thinking and sayingT: Have you heard about any of the famous bands in the world? List s ome if you can.学生活动：说出自己熟悉的乐队的名称。
设计目的：以提问的方式让学生说到一些乐队的名称，从而让学生了解到不同的乐队，为下面学习“门基”乐队做好铺垫。
(1) Listening, talking and sharingT：Let’s listen to some pieces of music from different bands. Work i n groups of four. Tell your group mates which band you like best. Why? Then the group leader is to stand up and share the group idea with t he class.学生活动：在小组中谈论自己喜欢的乐队并说明喜欢的理由。
T：Do you know anything about “The Monkees”? “The Monkees”： a ba nd that was first popular in the 1960s in America. Unlike most bands of the time, the Monkees were not formed by its members but rather byTV producers. They were a fictional band in the TV show of the same name. The band was composed of Mike Nesmith, Mickey Dolenz, Davy Jone s, and Peter Tork. All the members had some musical experience. Let’s come to the reading --- The Band That Wasn’t and find more about th em.设计意图：通过让学生谈论自己喜欢的乐队，从而引出今天的主题---------“门基”乐队。
Step III. While-reading (16minutes) (阅读，16分钟)(1) Fast reading (4minutes) (快速阅读，6分钟)教师活动：Skim the text and identify the topic sentence of each parag raph. You may find it either at the beginning, the middle or the endStep IV Post-reading（6minutes）(读后，5分钟)教师活动：教师展示一些具有归纳总结性的问题：①Do you think the TV organizers were right to call “the Monkees”a band when they did not sing or write their own songs? Why?②Do you agree that the jokes were more important than the music for this band? Give a reason.学生活动：学生思考并讨论上述问题，然后向全班同学汇报。