Unit5 Reading:The Virtual Choir
教学目标：
1. 通过阅读学生能够了解虚拟合唱团和其创始人Eric Whitacre的基本信息，以及其发展历程和影响。 2. 通过标题预测训练学生对文章的预判能力，并通过寻读，细读等归纳虚拟合唱团的成因，提高学生段落归纳能力；
3. 通过对文章结构分析，知道说明文文体的特征，为课后写作做铺垫
教学重难点：
1. 运用阅读技巧获取相关信息的能力 2. 引导学生概括文章内容
教学过程： Step 1. Lead-in
1.Show students a video about the reality choir
Q1:What kind of performance is it? Q2:How do people feel in the video? Q3:Can you join them right now?Why? How? 2.Show a video about the virtual choir Q1: How can they sing together?
3. A brief comparison between the reality choir and the virtual choir
通过视频导入主题，激活学生对该话题的先行认知，激发学生的阅读兴趣，为接下来的阅读学习做准备。 Step 2. Reading
1. Predict according to the title 2. Fast-reading
①What’s the writing style of the passage?②What is each paragraph about?Check students’ predictions. ③Guide the students to divide and summarize the main idea of each part.
通过预测文章内容，识别体裁有助于学生获取与归纳文章基本内容，把握文章基本脉络，提高阅读效率
3. Detailed Reading Part 1.
① What is a virtual choir?(who/where/how/what) ② How does virtual choir influence people ?
通过who/where/how/what等提示词引导学生归纳出虚拟合唱团的定义以及它带来的影响（好处），帮助学生获取该段主要内容，训练学生细节阅读能力 Para.2&3
①Who first got the idea of creating a virtual choir?②Draw a timeline of Eric’s experience ③What led to the creation of the virtual choir? ④What’s the function of the last sentence in Para.2? ⑤Which period is the turning point? Why? ⑥Why does the writer use numbers?
⑦What’s Eric’s first virtual choir?How was it created?Response? ⑧What other efforts did he make? ⑨Which year is turning point?
通过时间线对Eric人物生平梳理理清该部分主要内容，引导学生意识到段落需过渡自然。通过虚拟合唱团的成因和”转折点”的分析，进一步拓展学生思维。 Para.4
What’s the writer’s attitude towards the virtual choir?
Step.3 Conclusion: What’s the passage about? How is it organized? Homework:
Write a passage about introduce one of your favorite songs and try to imitate the structure of the passage learned today.
板书设计：
教学反思：
本节课通过视两个视频（现实合唱团与虚拟合唱团）导入主题，再通过辨别文体与分析段落大意，让学生明白虚拟合唱团的基本信息，创作过程和影响，较好地达成了教学目标。Careful Reading中，通过问题链的形式，引导学生梳理文章脉络，体现了新课标。
另外本节课也存在不足。1.两个视频导入花费时间较多，作为一节同课异构公开课，还是需要改进。2.概括文章主旨大意引导太多，程度较好的学生其实能较好的自己概括出来了 3.文章问题还是较多停留在表面的内容梳理，文本解读还需深入。
