Teaching Plan for Reading 1 The Band that Wasn(2) 2

Teaching Plan for Reading 1 The Band that Wasn’t,
Unit 2 Music, Bixiu Book 2, SE
Students Analysis:
There are about 64 Ss in the class. They like learning English though they participate in the lesson not very actively. They understand the text as a whole through different reading tasks designed by the teacher. When the teacher asks questions, some are very active, but most of them are unwilling to answer individually. Most Ss can respond to the teacher’s questions. They can understand the teacher very well.
Textbook Analysis:
1.There is warming up and pre-reading section, while-reading section, post-reading
section. Warming up provide eight pictures with different music styles, and a listening activity to match the pictures with music pieces, pre-reading section provides four questions related to the passage, e.g. Do you know any famous bands? Do you know anything about the Monkees? While-reading section focuses on language skills training, e.g. predicting the contents from the title and pictures, skimming for the main idea, scanning for the detailed information, minding gap of how a normal band is formed and developed and blank-filling of how the Monkees is formed and developed. Post-reading section focuses on the implied meaning of the passage( the power of music can change people).
2.This reading passage is a passage about the band Monkees, how they formed and
developed. The intention is to teach Ss to love what they are doing and be diligent.
And to know the power of music can change people.
3.There is listening, brainstorming, prediction, skimming, scanning, mind map and
blank-filling activities. They focus on meaning of language.
4.Learning strategies that are expected use are: cognitive strategies like making use
of background information in relation to reality (when introducing the topic), observing (the performance of Queens); communicative strategies discussing (the topic and their feelings towards different music pieces etc.); resources management strategies like making use of textbook to do self-check (e.g. T asks Ss to find supporting of whether the Monkees was a band or not in the text). Teaching Objectives
1. Words, expressions and cultural information
(1) Learn new words of different music styles with pictures and music pieces, e.g.,
rock ’n’ roll, country music, choral, folk music, rap, orchestra, jazz, classical music, etc.
(2) Master the words and phrases related to the formation and development of a
band through reading (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.)
(3) Learn about what a band is and describe the formation and development of a
band.
2. Reading skills and strategies
(1) P redict the possible contents of the text through the title and the pictures.
(2) Skim for the main idea of a paragraph by identifying the topic sentences as well
as key words or phrases.
(3) S can for the key information (the formation and development of a normal band
and the Monkees) by spotting the verbal phrases and transitional words.
(4) Explore the implied meaning of the passage (the power of music can change
people)
3. Significance of learning
(1) Learn what music is from enjoying different styles of music, distinguish different
music styles, and distinguish between a band and a musical group;
(2) Learn about the important factors to success such as the full love of music, the
hard working, the passion to the career, the team spirit etc.
Important and difficult points：
(1) Understand what a band is by distinguish a band from musical groups;
(2) Sum up the differences and similarities between an ordinary band and the
Monkees.
Teaching approach：Text-based approach
Teaching aids：ppt slides
2. Teaching procedure
(Period 1: Before Reading)
Stage 1 Warming-up
1.T. introduces the topic of “music” in the new unit by asking “Do you like music?
What kind of music do you like?
2.Ss learn about different music styles (e.g., classical music, rock & roll, rap,
jazz …etc.) through T’s introduction & explanations (e.g., the typical features and main instruments) with pictures.
3.Ss say the names of music styles aloud after the teacher and then listen to the
different music pieces to match the pictures one by one.
Ss talk about how they feel when listening to the different music with T’s guidance. (1.
How do you feel when you listen to the different kinds of music? Do you feel the same? 2. What kind of music makes you feel better?)
4.T summarizes Ss’ talk.
Stage 2 Introduction of the topic
1.Ss talk about the importance of music in people’s life by T’s Q: “D o you think
music is very important in people’s life? Why?”
2.Ss read and try to understand some sayings by famous musicians: “Without music,
life is a journey through desert.”“Most of us go to grave with our music still inside us”.
3.T introduces the topic “band”of the text (on P. 34) by a summary of “the
importance of music”: for this, many musicians work together, what do we call the group of musicians?
T gets Ss to name some bands they have already known by Qs: “Do you know any bands? Can you name some bands?” (e.g., Beyond, Beatles, Queen, etc.)
4.Ss discuss the differences between a “band” and a “music group” in groups.
5.T guides Ss to define “band”.（A band is a group of musicians who write and play
popular music together. Usually a band is made up of several members, respectively a lead singer, a guitarist, a bassist, and a drummer. They are true music lovers.）
6. Ss watch a video performed by a very famous band “Queen”and answer Qs: When the musicians sing their own songs, how do they look?(e.g., excited, enjoying themselves, putting their full heart in it, with passion)?
7.Ss read aloud a saying by Beethoven (the reason why I compose) and further
understand the real meaning of music and a “band”.
Stage 3 Leading in
T posts the pictures of “Beatles” and “Monkees” on the screen and ask Ss whether they know about the bands. T introduces the reading passage to Ss: it’s about a band Monkees which was even more popular than the Beatles in 1960s.
Stage 4Predicting 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?
3. Ss do fast reading (skimming the passage) and underline the key words to explain
if the Monkees is a real band or not to confirm their prediction.
4. T guides Ss to 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.)
5. Homework: think about the factors that makes the Monkees a real band.
Teaching procedure
Period 2: Reading
Stage1 Revision & warming-up
1. T guides Ss to say about what they learnt in the last period (what music means to people, why musicians compose, what a real musician and 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 and what makes them a real band.
Stage 2: While-reading
(1) T. guides Ss to skim the whole passage and sum up the main idea of each paragraph. ( T introduces the reading strategy, e.g. underline the key words and phrase, the topic sentences) .
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 the 2nd paragraph and make a flow chart of how a band is formed (remind the students to pay attention to verbs that indicate the formation of a band and refer to the time indicator such as“Start”“later”for help ) .
Start as
Later,
(3) Ss read the 3rd and 4th paragraphs and fill in the blanks in the following. Remind
them to pay attention to verbs that indicate the formation and development of the Monkees.
Formation Began as __________ with one ________ and
three ______, who _____________with each
other while playing music _________ the Beatles.
Development __________other musicians and
____________ to sing during the broadcast；
However，after a year or so，
Started to sing and play______________；
_________ their own records；
Became more _________and sold more ______ than
the Beatles；
________in 1970; _______ in the mid-1980s.
2. Checking the answers & sharing information with peers ( Draw Ss’ attention to the transitional word “however”and compare with the formation and the development of the band)
Stage 3: Post-reading stage
1.Ss discuss two questions in groups:
Q1: In which way is the Monkees similar or different from other bands?
Q2: Is it right to call the Monkees a “band” when they did not write or sing their own songs.
2. Ss report the result of their discussion and T helps them sum up 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. 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.。