ss work in groups of four. design a questionnaire to find out what kind of friends your classmates are. they can use the quiz in the warming up to help them.

step 6. assignment

1. ss prepare the reading task on page 44.

2. surf the internet and find some material about friendship in different countries.

period five

step 1. warming up

ss say something about making friends and how to maintain friendship.

step 2. listening

ss listen to a short passage and fill in the blanks on page 41 (listening).

step 3. reading

1. first reading: ss read the passage about friendship in hawaii and finish wb.ex1.on page 45.

2. second reading: ss read again and discuss the questions on page 45.

3. ss share their material about friendship in different countries in groups, and then choose some groups to show theirs in class.

step 4. discussion

what do you and your friends think is cool?

ss look at the photos on page 46 and in groups of four talk about whether what they are doing is cool or not .

ask ss to use the following sentences while they talk:

i think that… is cool/ isn’t cool because ….

i think so.

i don’t think so.

i agree with you.

i don’t agree with you.

step 5. assignment

ss collect some proverbs about friendship.

period six

step 1. pre-writing

1. read a letter from a student called xiaodong.

2. go over the advice on page 7 and be ready for writing.

step 2. while-writing

ask the ss to write a letter to xiaodong as an editor and give him some advice.

1. ss make a list about the important information that they need.

2. ss begin to write the letter to xiaodong.

3. ss revise their letters by themselves.

4. ss exchange their writing paper with their partners and correct the mistakes. (tense, spelling, letters, structures….)

5. ss get back their own writing paper and write the letter again.

step 3. post-writing

choose some students’ writing paper and show in the class. ask the ss to correct the mistakes together and also learn from some good writings.

step 4. writing for fun

1. ss read the passage on page 7 by themselves.

2. ss try to write a few lines to describe their best friends or a person they know.

3. show some ss’ writings in class.

step 5.assignment

do wb writing task on page 46.

period seven

teachers can use this period freely.

suggestion: teachers can use this period to let ss sum up what they have learned and explain what ss couldn’t understand very well in this unit. teachers can also add more practice in this period to consolidate what the ss have learned. finally, ask the ss to finish checking yourself on page 47. it is very important to improve their learning.

必修2英语教案篇2

教学准备

教学目标

掌握住列举的重点单词和句子

教学重难点

掌握住列举的重点单词和句子并能灵活运用

教学过程

Ⅰ.重点单词

1.________ vi. 爆裂;爆发

n. 突然破裂;爆发

2.________ n. 事件;大事

3.________ n. 废墟;毁灭

vt. 毁灭;使破产

4.________ adj. 极度的

5.________ vt. 破坏;毁坏;消灭

6.________ vt. & vi. (使)震惊;震动

n. 休克;打击;震惊

7.________ n. & vt. 援救;营救

8.________ vt. 使陷入困境

n. 陷阱;困境

9.________ n. 灾难;灾祸

10.________ vt. 埋葬;掩埋;隐藏

11.________ n. & vt. 损失;损害

12.________ n. 裁判员;法官

vt. 断定;判断;判决

13.________ vt. 损害;伤害→________ n. 伤害;损害→________ adj. 受伤的

14.________ n. 电;电流;电学→________ adj. 用电的;带电的→________ adj. 与电有关的;电学的

15.________ vt. 使惊吓;吓唬

→ ________ adj. 受惊的;受恐吓的

→ ________ adj. 令人恐惧的

16.____________ n. 祝贺;(复数)贺词

→ _____________ vt. 祝贺

Ⅱ.重点短语

1.a (great) number ________ 许多;大量的

2.dig ________ 掘出;发现

3.________ an end 结束;终结

4.right ________ 立刻;马上

5.as ________ 仿佛;好像

6.________ ruins 严重受损;破败不堪

7.think little ________ 轻视，满不在乎

8.tens ________ thousands of 数以万计

9.be proud ________ 以……自豪

10.judge ________ 从……判断

11.be trapped ________ 陷入

12.be buried ________ 埋头于

13.put ________ shelters 搭建避难??

14.get away ________ 离??

15.pay attention ________ 注意

Ⅲ知识点教案

ex.2 on seeing jay chow appear on the stage, the audience burst out _________ (cheer).

burst with anger/ joy

勃然大怒

burst n.

突然破裂;爆发

a burst of laughter

一阵笑声

n. 废墟，遗迹(常用复数形式);毁灭

be/lie in ruins

成为废墟;严重受损;破败不堪

ex.1 all the towns were/lay in _____ (ruin) after the earthquake.

vt.毁灭;使破产

ruin oneself

ruin one’s health/fame/future

ex.2 过量吸烟损害健康，因此你应该戒烟。

heavy smoking ruins your health, so you should give up smoking.

ex.3 用 ruin, destroy, damage填空：

① her heart was slightly _______ as a result of her long illness.

② his life was ________ by drink.

③ the earthquake almost _______ all the bridges in this area.

3. injure vt.损害;伤害

______ n. 伤害

______ adj. 受伤的

________ 伤员

exs.

①the soldier was ______ in the arm in the war.

②she was ______ slightly in an accident during the work.

③this bright light will do great ______ to your eyes.

④i was very much ______ at his words.

看例句再归纳：

1. i was shocked to hear that 17 people died in the explosion at a restaurant in anhui.

2. i was shocked at the news that 17 people died in the explosion at a restaurant in anhui.

3. i was shocked that 17 people died

in the explosion at a restaurant in anhui.

excite, discourage, disappoint, encourage, inspire, interest, move, please, puzzle, surprise, worry…

6. trap

vt. 使陷入困境

trap sb. into (doing) sth.

be trapped in

困在 ……中;陷在……中

ex.1 警察设圈套使他讲出实情。

the police trapped him into

telling the truth.

ex.2 对比练习

他陷入交通堵塞中，感到很无助。

1) he ___________ (trap) in the traffic jam and felt helpless.

2) when he __________ (trap) in the traffic jam, he felt helpless.

3) when __________ (trap) in the traffic jam, he felt helpless.

n. 陷阱;困境

set a trap to do sth./for…

诱使某人做某事

fall into a trap

落入圈套

7. bury vt.

找出含bury 的短语并翻译

① the army organized teams to dig out those who were trapped and to bury

the dead.

掩埋

② he has learnt to bury his feelings.

掩藏、隐藏

③ you’ll never solve your problems if you just bury your head in the sand----you have to face them.

bury…in…

把……埋到……里;使……沉浸于……

④ she buried her face in her hands and wept.

bury one’s face in hands

双手掩面

be buried in/bury oneself in

专心于;埋头于;沉浸于

ex.1 对比练习：

他埋头学习，不知道他的同学们早已经离开了。

1. as he ____________ (bury) in his study, he didn’t know that his classmates had left.

2. as he __________ (bury) himself in his study, he didn’t know that his classmates had left.

3. _____ (bury) in his study, he didn’t know that his classmates had left.

4. ________(bury) himself in his study, he didn’t know that his classmates had left.

5. 8. right away

6. 立刻、马上

7. =right now/ at once/in no time

8. by the end of 到时候为止(常与_________连用)

9. ex.2 by the end of last month, he _________(learn) 3,000 english

10. words or so.

11. ex.3 我会用爱迪生的一句名言来结束。

12. i’ll end up with a famous saying from edison.

13. 10. review

14. a (great/large) number of +(pl.) n.

15. the number of+(pl.)n.

16. ex.1 the number of foreign students attending chinese universities_________ (be) rising steadily since 1990.

17. ex.2 ----the number of students are in

18. the dining hall now.(改错)

19. ----yes. the number of students

20. _____ (be) about 400.(填空)

21. 11. thousands of families were killed and many children were left without parents.

22. leave 做使役动词，意为 ___________________

23. leave+宾语+宾补 {doing sth.

24. {done

25. {to do sth.

26. {adj. / adv. /介词短语

27. ex.1 you shouldn’t have left water ___________(run).

28. ex.2 she ran away _____________________

29. _______________. (她跑开了，留下她的男友

30. 一个人在雨中)

31. 12. it seemed as if the world was at an end!

32. → as if用于陈述语气中：

33. it looks as if it’s going to rain.

34. she closed her eyes as if she was tired.

35. → as if 用于虚拟语气中：

36. 1). she behaved as if nothing ______________(happen).

37. →as if___________ “似乎要做某事”

38. 2). he opened his mouth as if _________ something. (say)

39. 12. it seemed as if the world was at an end!

40. → as if用于陈述语气中：

41. it looks as if it’s going to rain.

42. she closed her eyes as if she was tired.

43. → as if 用于虚拟语气中：

44. 1). she behaved as if nothing ______________(happen).

45. →as if___________ “似乎要做某事”

46. 2). he opened his mouth as if _________ something. (say)

47. 13.translate the following sentences:

48. 1). all hope was not lost.

49.

50. 2). not everyone has passed the exam.

51. 3). i don’t want both the ties.

52. 部分否定/半否定:

53. all/both/every... not...(not all/both/every…)

54. 意为：______________________

55. ex.1 ________ people can understand you.

56. = _____ people can _____understand you.

57. 并不是所有的人都能理解你。

全部否定：

no, never, none, neither, nobody,

nothing, no one, nowhere…

ex.2 这两个男孩对我们都不粗鲁。

neither of the boys is rude to us.

Ⅳ. 巩固考点作文串记

one night, everything began ___________ (shake), with the pipes _________ (burst) and the electricity cut off. it seemed that the world was ______ an end. some people were ______ (injure), some buried in the _______ (ruin) and some missing. judging from the situation, there were ______ number of ______ (trap) people waiting for the rescue. but all hope was not lost, ________ soldiers were soon sent to help ______. with the help of the soldiers, everything returned to _______ (peaceful).

必修2英语教案篇3

教学准备

教学目标

1). to learn the knowledge of the cultural relics.

2). discuss how to protect our cultural relics.

3).reading and understanding, catching the history and information of the amber room.

4). functional item, how to tell the story about the amber room

5). finish the comprehending exercises after the reading passage.

6). use scanning; skimming and careful reading to learn the story of the amber room.

教学重难点

key points

to understand cultural relics.

how to tell the story about the amber room

difficulties

talk about cultural relics at home and abroad in english freely.

to learn the story of the amber room.

教学工具

课件

教学过程

导入

1). guessing:

teacher present some pictures and statements ,let the students guess whtat or where it is.

the great wall; the pyramid ; taj mahal

2)teacher show some pictures. they are all very famous places in china or in the world. ask the students to think these over:

a. can you name them out?

who have the right to own and confirm them?

(the shown pictures: group 1;①yuanmingyuan; ②forbidden city

group 2: ③ming dynasty vase ;④taj mahal; ⑤ivory dragon boat

and mogao caves)

step i: pre-reading

1).ok, you have know something about cultural relics, have you ever seen a piece of amber?and what do you know about it?

show some pictures of amber. let students know what the amber is and its value.

color yellow- brown

feel like feel as hard as stone

amber is the fossil(化石) form of resin(树脂) from trees.

it takes millions of years to form.

2). can you imagine a house made of amber?please preview “in search of the amber room.”

step ii: fsat reading and thinking about the title:

1). teacher give students the following questions to think:

when you see this title, what do you want to know?

what is the amber room?

why was it called the amber room?

what was it made for?

what happened to it?

why to search for it?

(ask the students just remember these questions in their mind not find the answers.)

2). fast reading to get the main idea:

the amber room , which _________________sent to the russian people as a _____, was ____by the _____________ soldiers .

(students read the passage quickly and fill in the blans)

3). now, let the students try to answer the questions in part 1). (ppt 7)

(teacher may give some necessary help)

step iii: scanning

ask the students to scan all the names of the person appeared in the text and find out what did they do to the amber room. join the correct parts of the sentences together. (exercise 1 on page 2)

after do the above exercise ,teacher give students a picture of the people in the text and let the students try to tell theclue of the story according to the persons. (ppt 9)

step iv: skimming

ask students to skim the passage and complete exercise 2 on page2.

( 3 ) how did the amber room become one of the wonders of the world?

( 5 ) how was a new amber room built?

( 4 ) how did the amber room get lost?

( 1 ) how was the amber room made?

( 2 ) why did the king of prussia give the amber room to the czar of russia as a gift?

step v: careful reading

let the students read the text carefully and try to find some details to complete the form on ppt 11.

step vi: role play

just now you have learnt the story of the amber room, now suppose you are a guide of the amber room, how will you intrduce the amber room to the visitors?

( give students about 3 minutes to have a discussion in group of four ,then ask some of groups to make a role play before all the class.)

homework

1. read the story of the amber room again after class.

2. write the introduction of the amber room you have discussed in class.

3. prepare for next period by underline the difficult points in the text.

板书

blackboard design

unit 1 cultural relics

warming up & pre-reading

what is cultural relics?

a.a cultural relic is sth. that survived for a long time

b.a cultural relic may be a part of old thing has remained when the rest of it had been destroyed

c. a cultural relic is something rather rare

必修2英语教案篇4

Ⅰ、教材内容及教学目标

1、借助一切可借助的力量介绍自己的.一次旅游情况

2、写童年某一事件的过程，训练记忆、整理和归纳等逻辑思维能力

Ⅱ、教学设计

task 1: display one of your trips to a tourist spot

pre-task: things about the trips

a. collect information about the tourist spot

b. collect english signs in the tourist spot

c. collect pictures, photos, postcards, magazines reports, maps or souvenirs about the tourist spot

d. make notes on 5w & 1h

task-cycle: share & choose

activity 1 share the things your collect with your partners

activity 2 choose the best s to do the talking, the others offer help when needed

post-task: display talk about your first trips to a tourist spot with the help of all kinds of information. ( an album with comments on it is recommended )

task 2: writing

pre-task: choose topics

task-cycle: writing

brainstorming --writing ---evaluation by oneself & partner ---correction -- choose the best one & correct

post-task: show the best writing & comment

recalling recall what we learn today & questions unsolved.

homework composition ( choose any topics on p27 )

必修2英语教案篇5

一、教学重点：let’s learn部分的单词：old，short thin，tall，strong, young, funny, kind等。要求学生能听懂句型，并结合这些句子表达的情境，学会恰当地替换句中的单词。逐步学会听、说、读、写单词：old，short，thin，tall，strong。

二、教学难点：如何利用所提供的对话和情景，以旧引新，让学生进入学习状态。let’s start部分在学生用书当中首次出现，教师应正确理解此部分的辅垫作用，可根据实际教学需要进行使用，并帮助学生熟悉教材内容的变化。

三、课前准备

1.准备教学过程中所需要的图片、声音、课件，以及本课时的八张单词卡。

2.准备一些教师的照片或图片。

3.准备录音机及录音带。

四、教学过程

1.warm-up(热身)

(l) 播放let’s start下面歌谣的录音，让学生听歌谣猜单元话题，激发学生对新学期第一单元英语学习的兴趣。还可以使用四年级上册第三单元学过的句型：“i have a new friend. he’s tall. he’s strong, too.”并结合相关人物的图片，引导学生复习 strong， tall， short，thin等词，为本课时听、说、读、写这些单词做好准备。

(2)日常口语练习，内容可参考如下：

t：hello, everyone! welcome back to school! nice to see you!

ss: nice to meet you!

(3) 问学生几个问题，引出本课重点内容。具体会话可参考如下：

t：hi，everyone!nice to see you again.what grade are you in now?

ss：we’re in grade 5.

t：do you like your new english books(new classroom, new teacher)?

ss：yes!

t： what are we going to talk about in unit 1?guess!what’s the topic of unit 1?

2. presentation(新课呈现)

(l)出示let’s start部分图片，介绍说： rabbit has many new teachers in her school. do you have new teachers? 引导学生根据情景图的提示描述新教师。然后说：“今天我们将学习怎样描述新教师。sarah将为大家介绍几位新教师，大家在先看一看有哪些是新教师?

(2)出示let’s learn部分的图片，向学生介绍说：they are sarah’s teachers. describe these teachers.引导学生结合预习部分回答出 strong， tall， short， thin等旧词，然后结合图卡向学生呈现新词：youny，kind old，funny。可利用简笔画、单词卡片或实物图片等—一教授新词，使学生正确理解、认读。

(3)可播放单词的声音，让学生在听过一遍后跟读单词，逐步掌握正确的读音。

(4)根据以下信息请学生判断会话中描述的教师是 let’s learn配图中的哪一位： mr hu is the art teacher. what’s he like?he’s short and thin.完成前面铺垫的学习任务，让学生猜出哪位是sarah的新教师。再引导学生利用 let’s learn部分所提供的替换句型，描述sarah的其他两位新教师，练习巩固所学新词。

(4)试着写单词。

范写四会单词，让学生跟写或在单词卡片背面仿写，达到听、说、读、写四会掌握新词的目的。

3.let’s play (趣味操练)

(1)let’s find out (找一找)

指导学生用所学新词和句型描述let’s find out部分几位教师的体貌特征，然后找出正确的图片。完成这项活动后，教师引导学生充分利用八张新词卡片继续进行结对或小组活动，如：my new chinese teacher is tall and strong. who is he? 让其他学生选出正确的图片。

(2)let’s sing (唱一唱)

放歌曲“my new teacher”的.录音，学生跟唱，进一步在音乐节奏中感知新词。

4.consolidation and extension(巩固与扩展)

(l)让学生做本单元 a let’s learn部分的活动手册配套练习。

(2)让学生模仿let’s find out部分的录音，读给朋友或家长听。展示不同教师的图片，让学生猜出是教哪个科目的教师，然后用所学新词描述这些教师的外貌特征。

(3)让学生参照 let’s find out部分设计一些谜语让大家清一猜。可以参考以下语言： she is tall.she’s beautiful.she’s very young.we all like her.who’s she?

(4)让学生把新学的歌曲唱给家长或朋友听。

板书设计：

unit1 my new teachers old，short thin，tall，strong, young, funny, kind

教学反思：

本课时let’s learn部分主要是通过情景会话，谈论美术教师的样子，来让学生学习单词：old，short thin，tall，strong, young, funny, kind等。教学设计适合与学生身边的人物相联系，尤其是新老师。可引导学生复习已学过的tall, short, thin, strong等词汇，再进一步学习本课新生词。达到描述不同图片人物的要求。利用一些活动来巩固知识。教师引导学生充分利用事先准备好的人物图片，进行结对或小组活动，如：my new chinese teacher is tall and strong. who is he? 让其他学生选出正确的图片。

必修2英语教案篇6

一、教材分析：

本课是结合人教版高中英语教材选修5中有关过去分词的语法内容，进行过去分词的学习，教学中将语法知识的传授和语言基本技能的学习结合到一起，注重复习语法与语言的运用。采用任务型教学法和小组合作探究学习法，从而扩大课堂的语言输入量及学生的语言输出量。

二、学情分析：

在高一英语学习基础上，学生已经掌握基本的语言结构和一定程度的听说读写能力。在复习的过程中，结合学生原有的知识掌握水平，巩固基础强化正确使用语法知识，提高学生运用语言的深度和难度.但大部分学生的基础知识仍然较为薄弱，运用英语进行交际活动的能力较差，主动学习的动力不够，然而他们学习比较认真，渴求知欲旺盛，思维比较活跃。部分学生的基础较好，能主动配合老师。只有设置使他们感兴趣的活动，因材施教，才能让他们投入到课堂活动中来。

三、教学目标:

1.知识目标:

引导学生掌握过去分词在真实的生活语境中的使用。培养学生通读，分析，理解，综合的能力，教会学生体察语境，结合上下文，符和逻辑推理和合理的想象，结合语法和题干中的语境解决问题。在运用语言过程中培养学生的观察力、分析力、想象力和自学能力，提高思维能力和运用英语的综合能力。

2.能力目标：

利用多媒体手段营造积极和谐教学氛围，使学生进入情景之中，充分调动学生的思维活动和情感体验，规范学生运用英语知识准确表达的能力，同时，发展学生综合语言运用的能力，分析问题和解决问题的能力，培养学生自主学习。

3.德育目标：

用含过去分词的句子结构表达思想感情。

四、教学重点:

1.过去分词的用法.

2.过去分词的运用

五、教学难点:

1.结合语法知识，以课堂教学为依托，全面训练学生的听、说、读、写能力，加强和提高运用英语的综合能力。

2.过去分词在真实的生活语境中的使用。

六、教学策略:

通过小组讨论、小组竞赛等具体形式，创设有利于高中生自己自我认识、自我反省、自我调节的情境，利用他们自身较高的自我意识水平对自己的学习进行调节、监控。因此，本课采用教学方法---任务型教学法。以任务为中心，任务的设计焦点是解决某一具体的贴近学生生活的问题。教师要从学生“学”的角度来设计教学活动，使学生的学习活动具有明确的目标。在的各种“任务”中，学生能够不断地获得知识并得出结论。

七、学习策略:

本课将各种活动设计成小组活动并开展小组竞赛和填写课堂自我评价表等非测试性评价手段，帮助学生养成自主学习与合作学习的能力，培养创新意识和实践能力，以及具备科学的价值观。

八、教学用具：

多媒体辅助（将本课所需要的图片、文字等制成ppt课件）

必修2英语教案篇7

教学目标

to learn to talk about kinds of music

to learn to read about bands

to study the attributive clause (in/ for/ with/ by+which/ whom)

to learn to write an e-mail

教学重难点

to study the attributive clause (in/ for/ with/ by+which/ whom)

to learn to write an e-mail

教学工具

课件

教学过程

i. warming up

warming up by describing

good morning, class. today we are going to talk about an interesting topic --- music. as we know, music is a kind of art of making pleasing combinations of sounds in rhythm, harmony and counterpoint. music can produce a lively and happy atmosphere and bring people relaxation after hard work, which can reduce the tiredness. listening to music also makes people feel happy and nice. how many do you know about music? can you tell about different kinds of music? now turn to page 33, look at the pictures, read the captions and listen to the different kinds of music. see if you can guess which music matches with which picture.

warming up by discussing

hi, everyone. do you like music? how much do you know about music? can you tell about the different kinds of music? please turn to page 33. look at the pictures. let’s listen to some music. let’s see if you can guess which music matches with which picture.

classical music country music rock ‘n’ roll

rap orchestra folk music

yes, you are right. i’m sure you will really enjoy yourselves after listening to all these beautiful music. what kind of music do you like better, chinese or western, classical or modern? why? how does music make you feel? why do you like to listen to music? let’s discuss these questions in small groups. try to share your opinions with one another.

ii. pre-reading

1.thinking and saying

have you heard about any of the famous bands in the world? list some if you can.

for reference: i’ve heard about “the beatles”, “back street boys”, “the eagles”, “west life” and “pink floyd”.

2.listening, talking and sharing

let’s listen to some pieces of music from different bands. work in groups of four. tell your group mates which band you like best. why? then the group leader is to stand up and share the group idea with the class.

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.

do you know anything about “the monkees”?

for reference: “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.

iii. reading

1.reading aloud to the recording

now please listen and read aloud to the recording of the text the band that wasn’t. pay attention to the pronunciation of each word and the pauses within each sentence. i will play the tape twice and you shall read aloud twice, too.

2.reading and underlining

next you are to read and underline all the useful expressions or collocations in the passage. copy them to your notebook after class as homework.

collocations from the band that wasn’t

dream of doing , at a concert , with sb. clapping and enjoying …, sing karaoke , be honest with oneself, get to form a band, high school students, practice one’s music, play to passers-by, in the subway, earn some extra money, begin as a tv show, play jokes on…, be based loosely on…, the tv organizers, make good music, put an advertisement in a newspaper, look for rock musicians, pretend to do sth., the attractive performances, be copied by…, support them fiercely, become more serious about…, play their own instruments, produce one’s own records, start touring, break up, in the mid-1980s, a celebration of one’s time as a real band

3.reading to identify the topic sentence of each paragraph

skim the text and identify the topic sentence 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?

2nd paragraph: most musicians meet and form a band.

3rd paragraph: one band started as a tv show.

4th paragraph: “the monkees” became even more popular than “the beatles”.

3.reading and transferring information

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.

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.

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.

4. reading and understanding difficult sentences

as you have read the text times, you can surely tell which sentences are difficult to understand. now put your questions concerning the difficult points to me.

iv. closing down

closing down by doing exercises

to end the lesson you are to do the comprehending exercises no. 1, 2, 3 and 4.

closing down by having a discussion

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?

for reference: i don’t think the tv organizers were right to call “the monkees” a band when they did not sing or write their own songs because singing and writing its own songs was the basis of a band.

do you agree that the jokes were more important than the music for this band? give a reason.

for reference: yes. i think it is the jokes that really attract more fans.

no. i think the purpose of forming a band is getting people to enjoy the spirit of music. it’s more important than playing jokes just to make people laugh.

closing down by retelling the form of the band the monkees.

i shall write some key words and expressions on the board. you are to retell the form of the band according to these words.

课后小结

学了这节课你有什么收获?

课后习题

完成课后习题一、二。

板书

unit 5 music

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