人教版高中英语必修2 Unit 5 Music Reading 教案

Unit
5
Music
Reading---Teaching
Plan
Period
1:
A
sample
lesson
plan
for
Reading
I
(The
Band
That
Wasn’t)
Aims:
(1)
Enable
students
to
appreciate
and
classify
different
kinds
of
music
by
doing
the
exercise
in
Warming
up
(2)
Developing
their
abilities
to
express
their
feeling
on
music
and
enlarge
their
knowledge
on
music.
(3)
Encourage
students
to
organize
their
bands
with
the
learned
language
points.
(4)
Help
students
to
improve
the
ability
of
comprehending
the
passage.
Teaching
Difficult
Points:?
How
to
help
the
students
improve
their
reading
ability
and
understand
the
passage
better.
How
to
help
the
students
express
their
ideas
on
their
own
bands.
Teaching
Methods
Fast
reading
to
get
the
general
idea
of
the
text.
Careful
reading
to
understand
the
passage
better.
Explanation
to
help
the
students
master
some
language
points.
Discussion
to
help
the
students
understand
better
what
they’ve
learned
and
to
use
the
knowledge
they’ve
learned
in
this
period.
Teaching
Aids:
1.
A
tape
recorder.
2.
A
multimedia.
Procedures:
Step
1
warming
up
List
the
music
heard
in
our
daily
life
such
as
the
school
bell,
rings
of
mobile
phones,
which
arouses
students’
interest
in
the
topic
talked
in
this
unit.
Guide
students
to
talk
about
the
function
of
music
in
our
life,
which
attracts
students’
attention
to
the
emotional
object
of
this
topic.
Task
one
brainstorming.
The
description
of
each
type
of
music
will
be
given
in
front
class.
Then
students
try
to
guess
which
kind
of
music
it
belongs
to.
After
that,
some
pieces
of
music
will
be
played,
which
requires
them
to
link
them
to
the
according
type.
This
is
an
exercise
that
helps
students
to
enlarge
the
knowledge
about
music.
Task
two
discussion.
Ask
students
to
work
in
pairs
to
talk
about
their
favorite
music
and
the
reasons
for
that.
Step
2
Pre—reading
Task
two
discussion
Show
students
some
pictures
of
famous
bands
in
the
world
and
encourage
them
to
talk
about
their
favorite
bands
and
the
reason
for
that
in
pair
work.
Then
some
of
them
will
be
picked
out
to
report
their
work.
Some
useful
expressions
will
be
provided
before
the
discussion.
For
reference:
I
am
from
Group
1.
Our
group
likes
“The
Beatles”
best.
We
like
their
style
of
performances.
Listening
to
their
performances,
we
will
feel
relaxed,
amused,
and
their
performances
make
us
think
a
lot
about
life.
Introduce
something
about
“The
Monkees”
“The
Monkees”
is
a
band
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
by
TV
producers.
They
were
a
fictional
band
in
the
TV
show
of
the
same
name.
The
band
was
composed
of
Mike
Nesmith,
Mickey
Dolenz,
Davy
Jones,
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
them.
Step
3
Skimming
Task
three
skinning
and
skimming.
Let
the
students
listen
to
the
tape
and
do
the
following
exercises:
The
main
idea
of
this
passage
The
multiple-choice
exercise
about
some
detailed
information
in
this
text
Step
4
Second
reading
In
this
part,
students
will
read
the
text
again
and
try
to
understand
the
sentences
and
the
main
idea
of
each
paragraph.
You
may
find
it
either
at
the
beginning,
the
middle,
or
the
end
of
the
paragraph.
1st
paragraph:
How
do
people
get
to
form
a
band /Dreaming
of
being
famous
musician
or
singer.
2nd
paragraph:
Most
musicians
meet
and
form
a
band./How
musicians
form
bands.
3rd
paragraph:
One
band
started
as
a
TV
show./How
the
band
got
their
start.
4th
paragraph:
“The
Monkees”
became
even
more
popular
than
“The
Beatles”./How
“The
Monkees”
became
popular
and
how
they
developed
to
a
real
band.
Do
the
summary
of
this
text
Retell
the
story
by
filling
the
blanks
in
the
following
passage
in
five
minutes.
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.
Step
5
Post-reading
Task
four
group
work
Read
the
text
again
to
complete
the
tables,
which
list
how
people
formed
a
band
and
how
the
Monkees
was
formed
by
the
TV
organizers
and
became
a
real
band.
Each
group
will
be
arranged
to
finish
one
part
of
the
table.
How
was
“The
Monkees”
formed
and
became
a
real
band
The
Monkees
in
1968
(left
to
right):
Micky
Dolenz,
Peter
Tork,
Mike
Nesmith
&
Davy
Jones
Beginning
of
the
band:
It
began
as
a
TV
show.
Style
of
the
performance:
They
played
jokes
on
each
other
as
well
as
played
music.
First
music
and
jokes:
Most
of
them
were
based
loosely
on
the
band
called
“The
Beatles”.
Development
of
the
band:
They
became
more
serious
about
their
work
and
started
to
play
their
own
instruments
and
write
their
own
songs
like
a
real
band.
They
produced
their
own
records
and
started
touring
and
playing
their
own
music.
Changes
of
the
band:
The
band
broke
up
in
about
1970,
but
reunited
in
the
mid-1980s.
They
produced
a
new
record
in
1996,
which
was
a
celebration
of
their
time
as
a
real
band.
How
do
people
get
to
form
a
band
Members:
High
school
students
Reasons:
They
like
to
write
and
play
music.
Places:
They
practice
their
music
in
someone’s
home.
Forms:
They
may
play
to
passers-by
in
the
street
or
subway.
Results:
They
can
earn
some
extra
money.
They
may
also
have
a
chance
to
dream
of
becoming
famous.
Task
five
group
discussion
Four
students
will
form
a
group
to
form
their
own
band,
including
the
name,
members,
the
type
of
music,
the
theme,
and
the
Step
5
Homework:
Find
out
some
language
points
in
Reading
I
and
write
a
composition
about
your
own
band
with
the
words
and
phrases
learned
in
this
lesson
in
only
five
sentences.
Step
6:
Feedback