-
Unit 5 Music
The
band that
wasn’t
Teaching aims
：
Knowledge objectives
1.
Learn about
what a band is.
2.
Describe the formation and development
of a band.
3.
Master the words and phrases related to
the formation and development of a band.
Musician, instrument, performance,
dream
of, pretend, to be honest,
attach…to, form,
earn, studio,
millionaire, play jokes on, rely on, get familiar
with, or so, break up.
Skill objectives
1.
Learn to
predict
the possible
contents of a text through the title and the
pictures.
2.
Learn to
sum up
the main idea of a paragraph by reading
the topic sentences as well as
key
words or phrases.
3.
Learn to
scan
for
key information by spotting the verbal phrases and
transitional words.
Affection objectives
1.
To learn what
music is from enjoying different styles of music
and talking about
different bands;
2.
To Learn about
the important factors to success such as the full
love of music, the hard
working
，
the
passion to the career, the team sprit
etc.
Important
and difficult points
：
1.
To understand
what a band is.
2.
To sum up the differences and
similarities between an ordinary band and the
Monkees.
Teaching
approach
：
Text-based
approach
Teaching
aids
：
ppt slides
Teaching procedure (Period
1: Before Reading)
Stage 1 Warming-up
1.
T. plays a
short music video by a band
Queen
a few minutes before the class.
2.
T.
introduces the topic of “music” in the
new unit by asking “Do you like music? What
kind of music styles do you know?
3.
Ss talk more
about music (e.g., musicians, music instruments,
different music styles
etc.)
4.
Ss Look at the
8 pictures about different music styles (e.g.,
classical music, rock & roll,
1
rap, jazz
…etc.) with T.’s introduction &
explanations.
5.
Ss say the names of music styles aloud
after the teacher and then listen to the different
music video to match the pictures one
by one.
6.
Free
talk about how students feel when listening to the
different music with the
teacher’s
summary of the talk.
Stage 2 Introduction of the topic
1.
Ss talk about
the importance of music in people’s life by T’s Q:
“Do you think music is
very
important
in
peo
ple’s
life,
why?”
reading
some
words
by
famous
musicans:
“
Without
music,
life
is
a
journey
through
desert.”
“Most
of
us
go
to
grave
with
our
music still inside us”.
2.
Teacher’s
introduction of the topic “band” of the text (on
P.
34) by a summary of “the
impo
rtance of music”:
for this, many musicians work together,
what do we call the group
of musicians?
3.
T.
gets
students
to
name
some
bands
they
have
already
known
by
Qs:
“Do
you
know
what a band is? Can you name some
famous bands?”. (e.g.,
Beyond, Beatles,
Queen,
etc.)
4.
Class Discussion: the differences
between a “band”and a “music
group”.
A
band
is
a
group
of
musicians
who
write
and
play
5.
T.
guides
Ss to
define
“band”.
（
popular music
together.
Usually a band is made up of
several members. One is the lead singer,
another is a guitarist, next is a
bassist, the other is a drummer
.
They are true music
lovers.
）
6.
Ss listen to a
song by a very famous band
“
Queen
” and answer Qs: When
the
musicians
sing their
own
songs
, what do they look like (e.g.,
excited, enjoy themselves, putting
their full heart in it, with passion)?
7.
Ss Read aloud
some
quotation
by the famous
musician Beethoven (
the reason why I
compose
) and further
understand the real meaning of music and a
“band”.
Stage 3 Leading in
1.
Ss look and
say about some pictures of the band they are
familiar with (e.g.,
Flowers,
Beyond, Beatles
)
2.
Read a passage
about
Beatles
(
甲<
/p>
壳
虫
乐
队
) with some Qs
:
“What’s
the music style of
Beatles? ” “What do they write about in
their songs?” “When did they become famous?
(70s)”.
3.
T. indicates
the students that today they are going to learn
about a band
（
the
Monkees
门基乐队
）
that was of
the same time with the Beatles in the 70s last
century and even
once more popular than
the Beatles.
4.
(T.
plays
a
short
video
of
the
Monkees
if
necessary
and
ask
Ss
how
they
like
the
Monkee’s
song or their style of performance and if they
would like to find out why the
Monkees
were so popular. )
2
Stage 4
Predicting the gist
1.
Ss read the title of the passage (The
band that wasn’t) with the question “What does the
title
mean?”
2.
Ss predict the
possible contents of the passage according to the
title and the pictures on
Page 34 with
the Q: What does the title mean? Is the Monkees a
real band or not?
2.
Ss do fast reading (skimming the
passage) to confirm their predictions (with
different
answers)
3.
Ss underline
the
key words
to explain if
the Monkees is a real band or not.
3.
Sum up the main idea of the text. (Main idea of
the text
：
The Monkees
was not
a real
band in the beginning, but later it
developed into a real band.
)
Teaching procedure (Period
2: Reading)
Pre-reading Stage Revision
& warming-up
1.
T. guides Ss to say about what they
learnt in the last period (whay music means to
people,
why musicians compose, what a
real band is etc.)
2.
Ss. define a band orally (A band is a
group of
musicians
who
write
and
play
popular
music together).
3.
Ss. talk about
what they have known about the band the
Monkees
(It
was
not
a band
…)
While-reading Stage
1.
Skimming:
(1)
T. guides Ss
to sum up the
main idea of each
paragraph
. Tell the Ss that they can
sum
up the main idea of each paragraph
by going through the
topic sentences
as well as the
key
words and phrase
in each
paragraph.
Para. 1
Peoples’
dreams of being famous as singers and
musicians.
Para. 2
The usual way that a band is formed.
Para. 3
The formation of the
Monkees.
Para. 4
The
development of the Monkees.
(2)
Ss read
Paragraph 2
and draw a
flow chart
to show the
formation of a band (remind
the
students to pay attention to
verbs
that indicate the formation of a band
and refer to the
time
indic
ator such as
“Start”
、
“later”for
help.
3
Start as
Later,
(3)
Ss read
Paragraphs 3 & 4
about the
formation
and
development
of the Monkees and
then fill
in the blanks. Remind them to pay attention to
verbs that indicate the formation
and
development of the Monkees.
Formation
Began as
with one
three
, who
other
while playing music
other musicians and
to sing
during the broadcast
；
and
with each
the
Beatles.
Development
However
，
after a
year or so
，
Started
to
sing
and
play
their own
records
；
and sold
more
than
；
Became more
the
Beatles
；
4
in 1970;
in the mid-1980s.
2.
Checking
the
answers
&
sharing
information
with
peers:
look
at
the
chart
and
tell
which part shows that
the Monkees was not a real band, and which part
shows that they
are a
real
band.
(Draw the students
attention to
the
transitional
word
“
however
” that
indicate the
change of
something
. )
Post-reading stage
1.
Discussion
in pairs about the following
Qs
：
(1)
In what way
do you think the Monkees is different from or
similar to other bands?
(2)
In your
opinion
，
what makes the
Monkees successful
？
2.
Sum up
Ss’ discussing with the
following
quotations:
It is
no use doing what you like; you have got to like
what you do.
1 percent inspiration and
99 percent perspiration lead to success.
3.
T. guides the
students to
sum up what they have
learned
in this lesson and
evaluate
their learning
of the text by using the
self-evaluation form
.
(Well, we have finished learning the
text about Monkees. How do you feel about this
lesson? Do you
feel you learn
something? Ok, what have you learned in this
lesson? Can anybody tell me? Here is a
self-
evaluation chart. Let’s
see how well you have learned
. How many
points do you think you get?)
4.
Homework
: Write a short
passage of about 100 words, describing your
favorite band or
singing
group, focusing on its formation, development and
the factors for its success.
Teaching aims
By
the end of the lesson,Ss will be able
dge objectives
to know the
meaning of some words and phrases related to the
formation and development of a
band
,but the usage of these are not required. For
example
popular, lively, attractive,
humorous,
etc.
5