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1、Designer: Paula Zhao,READING: The Band That Wasnt,Unit5 Music,STUDENTS BOOK 2,Unit 5 Music,Designer:,The First Period: Reading,The Band That Wasnt,Teaching Ideas,Analysis of Teaching Material Analysis of Students Teaching Methodologies and Aids Analysis of the Learning Methods Teaching Procedure Bla
2、ckboard Design,Part One Analysis of Teaching Material,Teaching contents Teaching Aims Teaching Key and Difficult pionts,Teaching Contents,The topic of this unit is “Music” . Music may not “make the world go around”, but it certainly is one “language” that people all over the world enjoy. This unit s
3、eeks to demonstrate that music can be a bridge to understand English. Music is an easy means of communication among cultures. Teenagers seldom need encouragement to listen to, consider or appreciate music. For them, music expresses how they feel in ways words cannot. The title of this reading passag
4、e is “The Band That Wasnt”. It was chosen as an introduction to Western popular music . Few Chinese young people have heard of the Monkees, but they are still famous in Western countries.,Teaching Aims,Knowledge objects 1. Get the students to learn the useful words and expressions in this part: roll
5、, folk, jazz, pretend, attach, earn, humorous, familiar, dream of, to be honest, in cash, or so, etc. 2. Let the students learn about different types of music. Ability objects 1. Enable students to learn to talk about different types of music. 2. Develop students reading ability by learning to read
6、about bands and let them learn different reading skills. Moral objects 1. Arouse students great interest in different types of music. 2. Improve students appreciation of music.,Key and Difficult points,Key points Get students to learn different reading skills（skimming, scanning, etc.） Let students l
7、earn more about different kinds of music. Difficult points Develop students reading ability. Enable students to learn to enjoy music.,Part two Analysis of Students,They have learned English for some years. They are becoming mature. They are active in class. They are full of curiosity.,Part three Tea
8、ching Methodologies and Aids,Teaching Methodologies Task-based teaching and learning Cooperative learning Discussion,Teaching Aids A multi-media computer,Part four Analysis of the Learning Methods,Train students to study independently Guide students to master and use reading skills Guide students to
9、 study English cooperatively,Part five Teaching Procedure,Step 1 Lead-in (3 minutes) Step 2 fast reading (5 minutes) Step 3 Detailed Reading(20 minutes) Step 4 Practise (10 minutes) Step 5 Discuss (5minutes) Step 6 Summary and homework (2 minutes),Step one Lead-in,Many kinds of music are represented
10、 on both the tape and in the photos. Students will listen to eight kinds of music and match them with the correct photos. The teacher first shows them the pictures, then get them to listen to the tape in order to stimulate their desire to know more. Then ask students the following questions. 1. What
11、 kind of music do you like best? Why? 2. How does music make you feel? 3. Do you know any famous bands?,the Monkees,无悔这一生,Folk music,Hip hop and rap,Selina,Hebe,Ella,Pop music,Pop music,They may find the following expressions useful in their discussion,I prefer/hate classical music because it makes
12、me feel calm/sleepy Pop music makes me feel happy/cheerful/tired/energetic If Im worried/concerned aboutI prefer to listen to I attach great importance to,Predicting,Ask students to turn to page 34, look at the title and the pictures, and then guess what the passage might be about. Let one or two st
13、udents give their opinions.,Questions: What does it mean by “The band that wasnt”? Can you guess what band it would be like?,Give students 5 minutes, ask them to read the passage fast for the general idea and the main idea of each paragraph and then fill in the chart. Answer: The reading passage The
14、 Band That Wasnt tells about the development of a famous band the Monkees,Step Two: Fast Reading,Step three Detailed Reading,Read the text carefully and then answer the folowing four questions. 1. Pick out the language points and then guess their meanings in the text 2. Language points,Questions,Do
15、you agree that the jokes were more important than the music for this band? Give a reason. Do you think the TV organizers were right to call “The Monkees” a band when they did not sing or write their own songs? Why? How was The Monkees formed and became a real band? How do people get to form a band?,
16、Language points,dream of doing to be honest attachto be paid in cash play jokes on rely on pretend to do sth. get familiar with or so break up,Step four Practise,Retelling To be honest, most of us have dreamed of being famous sometimes in our lives. Most musicians often meet and form a band. Sometimes they play in the street to passers-by so that they can earn some extra money.,Retelling,And this also gives them a chance to realize their dreams. There was once a b
