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Unit5Music教学设计Unit5music teaching designUnit5Music教学设计前言：小泰温馨提醒，英语作为在许多国际组织或者会议上都是必需语言，几乎所有学校选择英语作为其主要或唯一的外语必修课。
英语教学涉及多种专业理论知识，包括语言学、第二语言习得、词汇学、句法学、文体学、语料库理论、认知心理学等内容。
本教案根据英语课程标准的要求和针对教学对象是高中生群体的特点，将教学诸要素有序安排，确定合适的教学方案的设想和计划、并以启迪发展学生智力为根本目的。
便于学习和使用，本文下载后内容可随意修改调整及打印。
period 1 （reading）teaching aims:students will be able to:sum up the main idea of each paragraph.understand the details about the passage.procedures:step 1 warming-up1.before the class begin s, let the ss enjoy “i’m a believer” played by “the beatles”.2.let the ss enjoy some different kinds of music on the tape and ask them to match the music with the right picture.step 2 pre-readingtalk about the famous bands in the world. （p33 pre-reading）1.ask the ss: have you heard about any of the famous bands in the world? list some if you have.then the teacher will show the ss some pictures of some famous bands like “the beatles”, “backstreet boys”, “west life” and “zero o’clock” on the screen and ask the ss to name the bands and tell the teacher where they come from.2.ask the ss: which one do you like best? why?3.ask the ss: dou you know anything about “the monkees”?then the teacher will show the ss two pictures of “the monkees” and say: if you want to know more about “the monkees”, please turn to page33 and let’s come to reading “the band that wasn’t”.step 3 while-readingfirst reading: read the passage again then answer the following questions:1.why do most musicians like to be in a band with others?2.which two musical bands are mentioned in the passage?3.how do some bands formed by high school studentsearn extra money?4.when did the “monkees” break up and when did it reunite??second reading: get the main idea of each paragraph. （finish p35, ex 2）step 4 post-readinggive the ss the following adjectives “popular, lively, funny, foolish, attractive, brave, crazy, noisy, classical, rich, honest, famous” and ask them to choose the ones that they think best describe “the monkees” and give their reasons. （finish p35 ex 3）（the teacher will first ask the ss to discuss in pairs and encourage the ss to express their opinions. there is no definite answer.）step 5 discussiondiscuss the following topics in groups of four.1.what can we learn from “the monkees”?2.if you are to form your own band, what will you do?（after discussion, ask the ss to express their own opinion.）step 6 summarytoday we have enjoyed some beautiful music and learnsomething about some famous bands. remember:success lies in hard work.step 7 homework1.retell the text.2.collect some information about your favorite music.-------- Designed By JinTai College ---------。
人教新课标高中英语必修2 Unit5 Music Reading教学设计蒙城县第一中学周汝照【中图分类号1G615.36 【文章标识码】D 【文章编号】1326-3587 (2012) 09-0054-03一、教材分析1.木单元的中心话题是“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，而其中主体内容是围绕着门基乐队的形成和成长历程展开的。
作者先以设问的方式引发读者从个人的梦想，生活经历和熟悉的人物等来思考或许某一天也可能发牛在他或她自己牛活中的事，即富有和成名，来逐步切入木单元的中心话题一一个乐队是怎样形成的。
这种学生感兴趣的话题、与切身相关的情节，很容易使学牛兴趣盎然，思路开阔，有话可谈。
2 •“热身”部分首先呈现了八幅图片分别代表八种为大众所熟悉的音乐形式，即古典音乐、摇滚乐、管弦乐、说唱乐、民族音乐、爵士乐、乡村音乐、合唱音乐。
图片的直观展示可以摆脱语言形式的束缚，学生可能对图片下的英文文字或许不全认识，但大多数学牛可以通过图片中音乐的表演形式、乐器搭配、代表人物和乐手风格等识别出音乐的类型，而图片中蕴含的丰富内容也会开启学牛的记忆和追述，甚至喜欢音乐的学生慧现场模仿上一段或有什么灵性的创作都未可知，者就是音乐和音乐图片的魅力；其次，三个问题从了解学生自身对音乐的感觉、音乐知识的认识和喜好三个维度为学牛提供了自我审视、缕顺思路的机会，也为度过到中心话题做了一定的准备。
3.“读前”部分设计了四个问题，①了解学生对乐队的熟悉程度，如: 知道哪些著名的乐队，并列举一些乐队的名字；②你最喜欢哪个乐队，原因是什么?③你对门基乐队了解有多少。
④读文章标题，看相应的图片，预测一下木篇阅读文章的内容，并速读，判断自己的推测是否正确。
如果说“热身”部分是让学生在音乐的海洋中自由畅游，那么“读前”部分就是让学生分流并进入一个枝杈进行潜水的过程。
正是通过一个个问题学生的思路一步步被锁定在本单元的第一个话题中一门基乐队，为正式进入阅读内容做好了铺垫。
unit 5 music reading教学设计教学目标1. 学生能够掌握基本的乐谱阅读技能，包括拍号、节奏、节拍等方面的知识。
2. 学生能够在乐谱上正确地读取乐曲中的各个音符，并能够演奏出来。
3. 学生能够了解音乐符号和乐谱的含义，对乐曲进行分析并进行合理的演奏。
教学内容和步骤1. 乐谱基础知识第一节课，介绍乐谱的基本知识，包括五线谱和简谱，阅读方向和乐符的基本表示方法等。
通过示范和练习，让学生在学习过程中加强记忆和理解。
2. 拍号和节奏第二节课，介绍拍号和节奏的基本知识。
通过鼓掌和击鼓的方式，让学生感受拍号和节奏的规律，再逐渐引导他们在乐谱上识别、理解和表演节奏。
当学生能够准确地读取乐谱上的不同拍号和节奏符号时，教师可提供一些音乐片段让学生练习读音和节奏的结合。
3. 节拍与乐曲第三节课，介绍节拍和乐曲之间的关系。
引导学生分析乐曲中的节拍，着重讲解小节和分节等概念，并通过练习，帮助学生正确理解和演奏乐曲。
可以让学生结合乐曲节拍，进行身体和口型表演，帮助学生更好理解节拍概念。
4. 乐符和演奏第四节课，介绍乐符和演奏。
通过示范和练习，让学生掌握不同音符的读取和演奏技能。
让学生在向左或向右移动手指时，学会分辨音高，同时借助钢琴或其他乐器，进行实际演奏练习。
5. 乐谱分析和整场演奏在最后的一节课，教师可以选择一首熟悉的乐曲，带领学生一起分析乐谱，并进行整场演奏。
通过积极的表演，让学生在学习中体会乐谱分析和演奏的实际应用，掌握更深层次的演奏技能。
教学方法和策略1. 采用多种方式让学生更加深入理解乐谱和演奏技能，例如，演示教学、实际练习、个人和小组活动等。
2. 促进学生参与和互动，在教学过程中加强学生感性认识和思考能力的培养。
3. 针对不同学生的认知和演奏能力，采用不同的教学方法和策略，提供多元化、个性化的学习体验。
4. 教师要给予学生足够的时间和机会进行练习和演奏，鼓励学生在学习过程中大胆尝试和发挥想象力，创造属于自己的音乐世界。
精品教学教案设计| Excellent teaching plan教师学科教案[ 20–20学年度第__学期]任教学科： _____________任教年级： _____________任教老师： _____________xx市实验学校新课标高一英语第 5 单元 Music Reading教学设计一、设计思想根据新课程“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。
(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。
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。
(3)采用了小组合作学习作为课堂活动的主要组织形式。
小组合作学习不仅能让学生了解对方的观点，而且让他们学会表达自己的观点，并在此基础上学会讨论问题的要领和方法。
Unit5 Music-- Lesson 1 The Band that wasn’t说课设计一、教学内容分析本课是人教版高中英语必修二Unit 5 Music,Lesson 1 The Band that wasn’t。
本册书共分为五个新授课单元，不论是Cultural[kʌltʃərəl] relice、The Olympic Games 、Computers 、Wildlife protection 还是本单元Music ，都是与我们日常生活联系紧密的内容，对培养学生的综合素质和视野的拓展都有着十分积极的作用；本单元的中心话题是“音乐和音乐类型”，本课开篇作者以设问方式Have you ever wanted to be part of a band as a famous singer or musician [mju:ziʃən]?这种与学生个人的梦想、生活经历等切身相关的内容，来逐步切入本文的中心—一个乐队怎样形成，引导学生掌握话题语言的运用，思考话题背后的更深层次的内容，学会深入发掘和探讨。
二、教学目标通过本课的学习，学生可以了解各种各样的音乐形式，深化对音乐的认识，增添音乐欣赏趣味，提高音乐修养，另外，通过课文的学习，使学生通过上下文克服生词困难，理解语篇意义，学会从一般文字资料中获取主要信息。
能够传递信息、就熟悉的音乐话题表达看法，懂得在日常交流中与他人分享各种学习资源、理解并尊重他人；培养合作精神和积极乐观的人生态度。
三、教学重点本单元所涉及的要点是：1、了解各种各样的音乐形式，增加音乐知识，增添音乐欣赏趣味，提高音乐修养。
2、学习由介词+which/whom引导的定语从句。
3、进一步熟悉有关建议与偏好的表达方式。
4、掌握有关音乐的单词、熟练运用课文中所出现的重要词汇与短语。
四、学情分析高中学生对英语知识已经有了比较好的储备，具有较强的英语听说读写技能和自主学习能力以及与同伴合作交流的能力。
Unit 5 Music ReadingThe band that wasn’t (教案)Teaching Aims：1.Train the students’ reading ability.2.Learn some useful words，expressions and some important sentences.3.Enable the students to sum up the main idea of each paragraph.4.Express their opinion by what they have learned. Teaching Important Points：1.Help the students to understand the passage better.2.Learn and master some important words and phrases in this period.3.Help the students to understand the details of the text by helping them to answer the following questions. Teaching Difficult Points：How to help the students improve their reading ability and understand the passage better.Teaching Methods：1.Fast reading to get the general idea of the text.2.Careful reading to understand the passage better.3.Discussion to help the students understand better whatthey’ve learned and to use the knowledge they’ve learnedin this period.Teaching Procedures：Step 1 Leading-in1.Greet the students as usual.2.The teacher shows the pictures of some famous bands and introduce “The Monkees”.Step 2 SkimmingFirst，skim the passage about “The Monkees” and find outthe main idea of the text(3 minutes)and get the main ideaof each paragraph.Suggested answers：Paragraph 1：Dreaming of being famous musician or singer.Paragraph 2：How musicians form bands.Paragraph 3：How the band got their start.Paragraph 4：How “The Monkees” became serious about theirbusiness.Step 3 Scanning T：Now you have got the general idea aboutthe passage.For this time，I would like you to scan the textand find out whether the following statements are true offalse(4 minutes).1.Most musicians meet and form a band because they like to write and play music.2.The TV organizers had looked for five musicians who were lovely and who could make good music.3.Each week the group that was called “The Beatles” would playa song or two written by other musician.4.“The Monkees” broke up in about 1960，but reunited in 1980. Suggested answer： 1.T 2.F 3.F 4.TStep 4 Intensive Reading Ask the students to look through the questions on the screen and read the textsilently.Students are expected to find out all the answers by themselves. T：OK，boys and girls.Now let’s read the text in detail and answer the following questions. Then let me check whether you have really understood the passage.Have a look at the Ex.2 on Page 35.Try your best to review what you have learnt in your heart without looking back to the passage.And see who can get all the answers right(2 minutes). （After 2 minutes， check the answers.）Suggested answers：Step 5 The summary of the textT：Since you have read the text for three times，I guess you have totally understood the text.Now let’s check whether you have comprehended the text.On the screen，it’s the summary of our reading text.But it’s not complete.You have to think out a proper word to fill in each blank without reading your textbook.After filling the missing words，you will have a complete summary of the text.Now，I will give you 5 minutes to do this task.If we are ______ ______ ourselves，most of us have ______ ______ being famous sometimes in our lives.Most musicians often meet and ______ a band.Sometimes they play in the street to ______ so that they can earn some ______ money and this also gives them a ______ to realize their dreams.There was once a band started ______ ______ ______ ______.The musicians of whom the band was formed ______ ______ ______ each other as well as played music，whose music and jokes were loosely ______ ______ “The Beatles”.Their exciting performances were copied by other groups.“The Monkees” played their own ______ and wrote their own music.Though it ______ ______ in 1970，it ______ in the mid-1980s and it is still popular today. Suggested answer： honest with；dreamed of；form；passers-by；extra；chance；in a different way；played jokes on；based on；instruments；broke up；reunitedStep 6 DiscussionDiscuss the following topics in groups of four.1．What can we learn from the success of“The Monkees”?Step 7 Homework&Assignment1. Based on your discussion above,write an article"How to form a band of your own?".2. Surf the Internet for more information about the Monkees.3. In your opinion,what is the most important thing for a successful band? why?Step 8 Teaching reflection_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________。
必修二 unit5-music-阅读教课设计《人教版高中英语必修2》Unit5 第一课时教教事例教学Unit5 Music—Reading课题课程阅读课讲课对象高一年级类型教人教版高中英语必修讲课时间40 分钟材2本单元的话题是“音乐”。
“热身”（ Warming Up）部分经过直观形象的图教片展现了为大众所熟习的多种音乐形式，包含摇滚、爵士、农村音乐、民族音乐等，能使学生对音乐的材丰富内容有较为宽泛的认识。
分“阅读”（ Reading）部分主要从大众对歌手和析乐队的心理到介绍 The Monkees 乐队的一些状况，如他们怎样组合成乐队，他们闻名以后的发展。
课文后配有相应的练习题，能够帮助学生从整体和细节双方面充足地理解课文。
教课对象为高中一年级学生，智力发展趋于成熟。
他们的认知能力比初中阶段有了进一步的发展，渐渐形成用英语获守信息、办理信息、剖析问题和解学情分决问题的能力。
他们学习比较仔细，求知欲旺盛，思想比较活跃，同时表现欲也很强。
部分学生的基础较好，能主动配合老师，愿意张口讲。
他们有着析高中生独立、爱表现，张扬个性的特色。
所以，设置他们感兴趣的活动，就能让他们投入到讲堂活动中来。
（一）、知识和能力目标1．经过阅读课文和达成所给的任务，能使用本课要点的词汇对课文作出简单复述；2．能够说出生界音乐的种类；教3．能够简单运用速读、跳读、精读阅读文章学（二）、感情目标目熟习各样音乐形式，认识音乐在人们生活中的标重要性，提升音乐涵养。
从讨论“音乐人的成功”下手使学生认识到做什么事都需要付出艰辛的努力。
所谓“台上一分钟，台下十年功”，深入学生的德育教育，进一步激发学生学习的动力。
1.认识并能运用课文中出现的重要词汇、短语教与句子学2.运用速度、跳读、精度等阅读手段达成阅读重任务，能够找出文章的主题，一些细节内容点3. 组织适合的小组议论和社交1．怎样指引学生在段落篇章阅读中运用略读、教细读、跳读以及对文章细节掌握的训练学 2 ．怎样能使学生踊跃地参加小组的议论，进行难社交，有效达成任务点教教课方法：问答法 (question and answer)法议论法（ discussion ）分任务教课法 (task-based method)教课教具：多媒体软件、音响设施析一． Warming up （热身）—— 5minutes1.Attract students ’ attention教Play the songKnocking On Heaven’s Door.Talk 学about the “I am a singer”with students which is 步 quite famous during this time to attract students’骤 attention to the learning content, especially to mention the kind of music “Rock ‘n’roll ”. Then lead students to the textbook on page33.2.Show picturesShow students those pictures in the textbook about music and ask them to say something about theiropinions of different music.设计目的：放歌引出话题，从近来热火的《我是歌手》下手能够吸引大家的注意力进而指引他们进入音乐这个课题，这样能够惹起他们对该单元内容的兴趣并能够自但是然地引入到课文阅读。
人教版高中英语必修第二册 《Unit 5 Music》教案一、教学目标1.知识目标o学生能够掌握与音乐相关的重点词汇和短语，如 “classical, folk, jazz, band, perform” 等。
o学生能够理解并运用描述音乐类型、音乐家和音乐表演的句型。
2.技能目标o学生能够听懂有关音乐话题的对话和短文，获取关键信息。
o学生能够阅读并理解关于音乐的文章，分析作者观点和态度。
o学生能够用英语谈论自己喜欢的音乐和音乐家，并简单介绍音乐对生活的影响。
o学生能够写一篇关于音乐的短文，表达个人对音乐的感受和理解。
3.情感目标o培养学生对音乐的欣赏和热爱，丰富学生的精神世界。
o激发学生通过音乐表达情感和展示个性的意识。
二、教学重难点1.教学重点o重点词汇和短语的掌握及运用。
o对课文中关于音乐知识和情感表达的理解。
o培养学生用英语表达对音乐的喜好和见解的能力。
2.教学难点o如何帮助学生准确运用丰富的词汇和句型描述音乐。
o引导学生深入理解音乐的内涵和价值。
三、教学方法1.视听教学法：通过播放音乐、视频等让学生直观感受音乐的魅力。
2.讨论交流法：组织学生讨论音乐相关话题，促进学生思维碰撞和语言表达。
3.情景创设法：创设音乐场景，让学生在情境中学习和运用语言。
四、教学过程（一）导入（5 分钟）1.播放一段不同类型的音乐片段，如古典音乐、流行音乐、摇滚音乐等。
2.提问学生：What kinds of music do you hear? How do they make you feel?（二）词汇教学（10 分钟）1.展示本单元的重点词汇和短语，结合音乐实例进行讲解。
2.开展词汇游戏，如音乐词汇猜猜猜，加强学生对词汇的记忆和理解。
（三）阅读前准备（5 分钟）1.让学生观察课文标题和图片，预测文章内容。
2.提出一些引导性问题，如：What do you think thepassage will be about music?（四）课文阅读（15 分钟）1.学生快速阅读课文，概括文章的主要内容。
教学设计主题：T HE BAND THAT WASN’T-reading教学设计单元：必修二Unit5 Music Reading一．理论依据1.《普通高中英语课程标准》明确提出:普通高中英语课程倡导自主学习、合作学习、探究学习等学习方式。
教师应设计具有综合性、实践性的英语学习活动，使学生通过学习、应用、迁移等一系列语言与思维相结合的活动，获取、阐释和评判语篇意义，表达个人观点、意图和情感态度，了解中外文化的差异，发展多元思维和批判性思维，提高英语学习能力和运用能力。
2. 根据《高中英语教学大纲》的要求，在课堂教学中，必须以学生为主体，为中心进行教学，教师在教学中起主导作用，充分培养学生运用语言的能力。
因此我采用情境教学法、任务型教学法。
整个教学过程中通过不同的情境相互衔接，引导学生学会在情境中表达自己的观点和看法；此外，每一部分都设有一定的任务，引导学生自主或者在小组中合作完成。
二．整体设计思路首先，上课教师会给学生展示几张歌手的图片，由此引出“music”这个话题。
并抛给学生一个问题，“Imagine what do you need to do in order to form a band?”，由此再次引出这篇reading的主角“The Monkees”。
在阅读教学中，在略读和精读环节都设计了不同的任务。
帮助学生对这篇文章从整体到细节有大概的理解，层层递进，步步深入。
教学活动既有个人活动也有小组活动。
注重引导学生用英语表达自己的观点。
三．教学过程设计Teaching Objectives：1.Students can know and master the key words and phrases in this passage.Such as musician、form、attach、dream of、get familiar with and so on.2.Students can sum up the main idea of each paragraph and know how the bandMonkees formed more clearly.3.Students can express their opinions freely in groups on how the Monkees formed .4.Students can get interested in different kinds of music and English culture.Teaching Important Points:1. Students can know and master the key words and phrases in this passage.Such as musician、form、attach、dream of、get familiar with and so on.2. Students can sum up the main idea of each paragraph and know how the bandMonkees formed more clearly.Teaching Difficult Points:1.Students can express their opinions freely in groups on how the Monkees formed.2.Students can get interested in different kinds of music and English culture.Teaching Methods:Situational teaching method、Task—based teaching method、Discussion method Teaching Aids：Multimedia, blackboard, booksTeaching Procedures:Step 1 Warming-up（3min）1.The teacher greet the students as usual.2.The teacher shows several pictures of some famous singers.T: Everyone, today we are going to learn something about music. Firstly let’s see some especial figures about music.3.The teacher asks students who they are , what kinds of music they sing and how thestudents feel about their music.T: Wow, look at these pictures. Do you know who they are?S: Zhou Jielun、Liu Huan、Big Bang…….T: Wow, you are so fashion. Then whose music do you like best and why?S: Because……T: Ok, you are pretty good! Can someone say something different between their music? Any volunteers?S: ……Justification：This step can arouse students‘interests to this lesson. Also it helps tell students the topic of this lesson“music”.Step 2 Pre-reading（5min）1.The teacher asks students which bands they know the best and then let them say thereasons.2.The teacher asks students a question as follows.T:Imagine what do you need to do if you want to form a band? You can discuss with your partners in your group.S: Firstly, I think I need to find enough people(laughing)T: Haha, very good, anything else?S: ……T: Now that you know much about a common band, then let’s get to know a greater band called “The Monkees”.Justification: Through the question, students can step into a situation not knowing, where they can express their ideas that are related to the topic in this class, which can make the students get familiar with our topic as soon as possible.Step 3 While-reading（25min）Before students learn the passage, the teacher ask them to listen to the tape carefully. Skimming（10min）1. D2. C3. A4. E5. Bimprove students’ ability to find out the topic sentence, which helps a lot when they do comprehending exercise.Scanning（15min）Task oneAfter the students know the general idea of the whole passage, the teacher asks students to judge whether the following statements are true or false.1.Most people meet and form a band because they like to write and play music.2.The TV organizers had looked for five musicians who were lovely and make good music.3.Each week the group that was called“the Beatles” would play a song or two written byother musicians.4.The Monkees broke up in about 1960 but united in 1980.Suggested answers:1.T2. F3. F4.TTask twoThen, the teacher asks students to complete the following questions.1.At first the musicians sing in the street in order to________________.A.make themselves sing betterB. thank the passers—byC.become millionairesD. make some extra money2.What did the Monkees do on the TV show？A.They played jokes on each other as well as play music.B.They told the people stories.C.They sang and danced.D.They taught the people music.3.How many years didn’t the Monkees work together after the band broke up?A.About 10 yearsB. About 15 yearsC. About 20 yearsD. About 25 yearsSuggested answers:1. D2. A3. BJustification: Students can get more details of the passage through scanning, knowing more about the band “The Monkees”.This step can improve students’ ability to grasp the detailed idea of a passage, which is of great importance.Step 4 Post-reading (12min)1.After learning the passage, the teacher can ask the students to fill in the blanks using theproper forms of the words.If we are honest with____1___(we), most of us have dreamed of __2___(become) famous. Most musicians form a band because of the same interest ___3___ writingand playing music. They may play anywhere____4_____(earn)some extra money aswell as fulfill their dreams. However,“The Monkees”，which started differently, ____5____(begin) as a TV show with musicians ___6____(play) jokes and music in the programme. Only after a year or so ___7____they become more serious and they produced their own records and later became more popular ___8___“The Beatles”in the USA. The band once broke____9___ andreunited. In memory of their time as ____10___ real band, they produced a new record in 1996. Suggested answers:1.ourselves2.becoming3. in4. to earn5. Began6. playing7. did8. than9. up 10. aGroup work①T: Ok, since you have finished reading the passage, then you can try to retell the main idea of the passage according to the summary above. After two minutes, I will invite several students to come to the front and say something about the band“The Monkees”.Let’s begin!②T: Let’s think about two questions What is the most thing for a successful band? And why? Then, you can speak out your opinions with your partners in groups. After several minutes, I will invite several students to come to the front and express his own opinions. Justification:①Retelling the passage can not only let students know the main idea clearly but also help them learn how to summarize a passage, what’s more, speaking it out can also improve students’ oral English.②Discussing about a quest ion can not only improve students’ ability to speak but also can help students extent their minds, helping students know how to think about a question in English, which , of course can arouse students’ interests.Step 5 Homework1.Review new words and phrases2.Write a passage about“ Music”，using the following sentences as the main idea of each paragraph.Para 1: Music is an expression of the people.Para 2: Music is everywhere.Para 3: Music plays an important part in our life.Step 6 Blackboard DesignThe Band That Wasn’t四．教学评价设计评价内容：1、学生对这篇文章的理解程度。
