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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.
For reference: begin as a TV show, the TV organizers, look for, put an advertisement in a newspaper, use actors for the other members of the band, pretend to sing
Period 2: Learning about Language
Teaching Aims
To help students learn about the Attributive Clause with a preposition in front.
To help students discover and learn to use some useful words and expressions.
To help students discover and learn to use some useful structures.
Procedures
I. Warming up
Warming up by discovering useful words and expressions
Turn to page 36 and do exercises 1, 2 and 3 first. Check your answers against your classmates’.
II. Learning about grammar
1.Reading and thinking
Turn to page 34 and read with me the text of THE BAND THAT WASN’t. As you read on, pay attention to The Attributive Clause (in/ for/ with/ by＋which/ whom), that is, the attributive clauses with a preposition ahead of the relative pronoun shown in the sentences.
For reference: The musicians of whom the band was formed played jokes on each other as well as played music. However, after a year or so in which they became more serious about their work, “The Monkees” started to play their own instruments and write their own songs like a real band.
2.Doing exercise 2 on page 37
Turn to page 34. Look at the sentence in the text:
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.
Pay attention to the structure: preposition + relative pronoun. Usually only two relative pronouns --- which and whom--- can be used in the Attributive Clause, with a preposition put before the clause. That can’t be used. Look at the screen. Here are more examples on this kind of structure.
1.This is the reason for which he left his hometown. (=why)
2.I’ll never forget the day on which we stayed together. (=when)
3.This is the girl from whom I learned the news.

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www.2xuewang.com 4.The person to whom I spoke just now is the manager that I told you about.   
5.I’ll show you a store in which you may buy all that you need.(=where)
6.I don’t like the way in which you laughed at her.(=that)
Now go on to do Exercise 3 on page 37, that is, to sort out the sentences.
III. Ready used materials for The Attributive Clause (in/ for/ with/ by＋which/ whom)
In formal styles we often put a preposition before the relative pronouns which and whom:
•The rate at which a material heats up depends on its chemical composition.
•In the novel by Peters, on which the film is based, the main character is a teenager.
•An actor with whom Gelson had previously worked contacted him about the role.
•Her many friends, among whom I like to be considered, gave her encouragement.
Notice that after a preposition you can’t use who in place of whom, and you can’t use that or zero relative pronoun either:
•Is it right that politicians should make important decisions without consulting the public to whom they are accountable? (not --- the public to who they are accountable.)
•The valley in which the town lies is heavily polluted. (not --- The valley in that the town...)
•Arnold tried to gauge the speed at which they were traveling. (not --- the speed at they were traveling.)
In informal English we usually put the preposition at the end in attributive clauses rather than at the beginning:
•The office which Graham led the way to was filled with books.
•Jim’s footballing ability, which he was noted for, had been encouraged by his parents.
•The playground wasn’t used by those children who it was built for.
In this case we prefer who rather than whom (although whom is used in formal contexts). In restrictive attributive clauses we can also use that or zero relative pronoun instead of who or which (e.g. ...the children (that) it was built for).
If the verb in attributive clauses is a two-or-three-word verb (e.g. come across, fill in, go through, look after, look up to, put up with, take on) we don’t usually put the preposition at the beginning:
• Your essay is one of those (which/that) I’ll go through tomorrow. (rather than...through which I’ll go tomorrow.)

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