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根据提供的信息和语言素材设计教学方案，用英文作答。
设计任务：请阅读下面学生信息和语言素材.设计一节英语写作课教学方案。
教案没有固定格式，但须包含下列要点：
teaching objectives
teaching contents
key and difficult points
major steps and time allocation
activities and iustifications
教学时间：45分钟
学生概况：某城镇普通中学高中二年级学生，班级人数40人。多数学生已经达到《普通高中英语课程标准(实验)》六级水平。学生课堂参与积极性一般。
语言素材：
The Band That Wasn't
Have you ever wanted to be part of a band as a famous singer or musician? Have you ever dreamed of playing in front of thousands of people at a concert, at which everyone is clapping and appreciating your music? Do you sing karaoke and pretend you are a famous singer like Song Zuying or Liu Huan? To be honest, a lot of people attach great importance to becoming rich and famous. But just how do people form a band?
Many musicians meet and form a band because they like to write and play their own music.
They may start as a group of high-school students, for whom practicing their music in someone's house is the first step to fame. Sometimes they may play to passers-by in the street or subway so that they can earn some extra money for themselves or to pay for their instruments. Later they may give performances in pubs or clubs, for which they are paid in cash. Of course they hope to make records in a studio and sell millions of copies to become millionaires!
However, there was one band that started in a different way. It was called the Monkees and began as a TV show. The musicians were to play jokes on each other as well as play music, most of which was based loosely on the Beatles. The TV organizers had planned to find four musicians who could act as well as sing. They put an advertisement in a newspaper looking for rock musicians, but they could only find one who was good enough. They had to use actors for the other three members of the band.
As some of these actors could not sing well enough, they had to rely on other musicians to help them. So during the broadcasts they just pretended to sing. Anyhow their performances were humorous enough to be copied by other groups. They were so popular that their fans formed clubs in order to get more familiar with them. Each week on TV, the Monkees would play and sing songs written by other musicians. However, after a year or so in which they became more serious about their work, the Monkees started to play and sing their own songs like a real band. Then they produced their own records and started touring and playing their own music. In the USA they became even more popular than the Beatles and sold even more records. The band broke up about 1970, but happily they reunited in the mid-1980s.They produced a new record in 1996, with which they celebrated their formal time as a real band.
Class Type: Writing class, 1 period
Teaching Contents: The topic is about writing an article about making a band.
Teaching Objectives:
(1) Knowledge objective
Students can write down their own opinions about having a band and share it with their friends.
(2) Ability objective
Students will improve their writing and speaking abilities.
(3) Emotional objective
After learning this lesson, students will know how to express their opinions logically.
Teaching Key Point:
How to write an article and share their new ideas with their friends.
Teaching Difficult Point:
How to use the ability of writing in real situations in their lives.
Teaching Procedures:
Step 1 Lead-in (5 minutes)
Ask students to listen to some music and guess the names of these music. After guessing the names, tell them these music are from a famous band--Monkees. Then tell them some specific information about this band and let them have a discussion.
T: What's your favorite band? Do you want to have your own band? Today we are going to learn something about the band.
(Justifications: To catch their attentions and lay better English learning surroundings for the further study.)
Step 2 Pre-writing (10 minutes)
Ask students to read the reading material and complete the form.
Suggested answers: The TV organizers had looked for 4 musicians. →They put an ad looking for rock musicians.
→They only found one and had to use actors for other members of the band. →They gave a TV show, which became a huge hit.→They played and sang songs written by other musicians. →They started to play and sing their own songs like a real band.
And then answer the following questions together.
T: Suppose you are going to form your own band. Have a discussion in a group of four.
How should you form your own band?
(1) What's your band's name?
(2) What kind of band will you be? For example, will you be a rock band or a country style band?
(3) Who is the lead singer? Who will play which instrument (guitar, drum, piano, violin and saxophone)?
(4) Where to play?
(5) How to make your band famous?
(Justification: After reading the reading parts the students will know something about having a band, and they can open their mind. The discussion can help them think about the idea of making a band more deeply.)
Step 3 While-writing (15 minutes)
(1) Drafting
Then set a situation that they can write to their friends to express ideas of making a band and the above discussions will be helpful for their writing. Ask students to write a draft.
(2) Peer editing
After the drafting, ask students to check their articles with deskmates. They should read the passage and check the ideas or the logical development. Also, check carefully the grammar, spelling and punctuation of their writings.
(Justification: In this part, they can write down their own ideas about the band and they can also learn from each other.)
Step 4 Post-writing (10 minutes)
Ask several students to read their passages and then give some evaluations from the advantages and disadvantages. Then ask students to revise their articles according to the evaluations.
(Justification: This is also a very important part for my students, they can know where their mistakes are and
they can get to know how to check it after the teacher's evaluation. It's a good chance to open their minds to the teacher and their writing skills can be improved.)
Step 5 Summary and Homework (5 minutes)
Summary: Ask students about what they have learned today.
Homework: Ask students to go on to revise the writing according to the evaluations and search the Internet for more information about music. Ask them to choose an English song for their band to perform next class.
(Justification: After this, students can learn more about music and express their feelings on music with friends.)
Blackboard Design:
How should you form your own band?
(1) What's your band's name?
(2) What kind of band will you be? For example, will you be a rock band or a country style band?
(3) Who is the lead singer? Who will play which instrument (guitar, drum, piano, violin and saxophone)?
(4) Where to play?
(5)How to make your band famous?
Teaching Reflection.
请根据《我们的微电影》为课题 1.请写出一篇规范、完整的课时教学简案。2.恰当设定本科的教学目标、教学重点和难点。 3.合理地设计的学习活动和作业要求。4.至少设计三个课堂提问。
案例 王老师在高一素描人物基本结构练习时，发现一位学生方法特殊。他不是按照王老师所要求的以写实性素描进行描绘，而是坚持表现自我主观感受，画面产生了“另类”效果、对此，王老师让该学生在全班同学面前阐述这样画的理由，并介绍自己的体会。 问题: 请对王老师在教学中的做法进行评价和分析。
案例 李老师为《美丽的蓝印花布》单元课教学准备中，创设的“情境”是: 江苏某地地处美丽富饶的长江三角洲冲积平原，气候温宜，山清水秀。在千百年的历史中，当地人民创造并发展了丰富多彩、名扬四方的民间工艺，蓝印花布便是其中最具代表性的民间工艺品之一。为此，当地准备进行一场“传统工艺发布会”以推介蓝印花布。根据上述情境、李老师设计了两个“问题”:蓝印花布是怎么做出来的?有哪些代表性的手工艺人? 问题: 请对李老师创设的“情境”和“问题”进行评价并给出改进意见。
针对“生活中的创意——包装设计”一课描述出三级学业质量水平。
结合《普通高中美术课程标准(2017版2020年修订)》，列举至少3种“现代媒体艺术”模块中常用的学习活动。
以“实验与多元”为题，简述20世纪上半叶西方绘画的艺术特征与表现。
简述中国古代传统花鸟画的艺术特色，并列出至少2件经典作品及其作者。
《斗拱——中国传统建筑瑰宝》—课“学业质量”分为三个水平(如下所示):
①分析斗拱的形制演变、功能及其在中国木建筑中的作用。 ②分析说出斗拱的主要构件和组成部分。 ③能够组装斗拱，描述斗拱的艺术特色。
其由低到高的合理排序是:
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下列线项中，适合作为统整《中国山水画创作》单元内容的“大观念”是（)
