人教版（2019）必修第二册 Unit 5 Music Reading and Thinking The Virtual Choir 教案
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Unit 5 MUSIC
Reading and Thinking: The Virtual Choir
第一节 文本解读
一、总体解读
本单元阅读文本的话题是美国音乐制作人埃里克·惠塔克（Eric Whitacre）创作的一种合唱形式——虚拟合唱团，旨在让读者不仅对其组织形式、制作方式和产生的原因等有所了解，还对这种形式给人们歌唱方式和整个世界带来的积极影响有所认识。
该文本采用了说明性文体，共四段：第一段介绍了虚拟合唱团的组织形式、制作方式，以及所产生的积极影响；第二、三两段介绍了虚拟合唱团创始人埃里克·惠塔克在音乐方面的经历，重点介绍了他于2009年创办首个虚拟合唱团“金色之光(Lux Aurumque)”的前因后果和2014年为联合国儿童基金会（UNICEF）创办的“虚拟青年合唱团（Virtual Youth Choir）”；第四段是作者对虚拟合唱团的形式和影响的感悟。
阅读策略上，学生可快速浏览文本，利用标题 和图片等信息了解文本框架，把握文本大意，判断文本体裁，理解作者态度，并融入自己的思考，训练学生的批判性思维。
二、分段解读
The original text Interpretation
THE VIRTUAL CHOIR 1. What is a choir A choir is a group of people who sing together. 2. What is the passage mainly about, a traditional choir or a new kind of choir A new kind of choir: the virtual choir.
Imagine having the opportunity to sing together with hundreds of other people while you are at home alone. You can do this in a virtual choir. Virtual choir members record themselves while they perform alone on video. These videos are uploaded onto the Internet, and then they are put together into one video that you can see online—a virtual choir. Anyone can take part in a virtual choir from anywhere—all you need is a video camera and an Internet connection. You do not even need a studio. A virtual choir helps connect ordinary people together. Many people do not have close friends or contact who have the same interest in music. Many others do not have the chance to join a local choir. A virtual choir enables them to add their voices to those of other individuals and become part of the global community. It has proved to be a positive influence on the lives of many people. As one virtual choir member said, “Music helps me to … forget my problems. With music, I become someone else.” 1. Why does the passage begin with “imagine” To arouse the readers’ interest and get them involved with the topic. 2. What is a virtual choir A virtual choir is a group of individual singers whose voices are connected together by the Internet and technology. 3. What do people do in a virtual choir They record themselves alone and upload the video onto the Internet. The videos are then put together into one video. 4. What are the benefits of a virtual choir Anyone can take part in a virtual choir from anywhere. A virtual choir helps connect ordinary people together. 5. What do you understand by the quotation at the end of the paragraph This person is saying that music is so powerful that it helps them become a happy person and forget about negative things. 6. What words and phrases does the author use to talk about the advantages of a virtual choir and why it is so popular sing together, at home alone, anyone can take part in, all you need is …, connect ordinary people, do not have close friends …, have the same interest …, individual, global community, forget … problem ..., etc.
The virtual choir was the idea of award-winning composer and conductor Eric Whitacre. Born in the USA on 2 January 1970, Whitacre began studying music at the University of Nevada in 1988. He fell in love with Mozart’s classical music when he sang for the university choir. Moved by this music, he said, “It was like seeing color for the first time.” He graduated from university in 1995, and then received a master’s degree in musical composition from the Julliard School in New York in 1997. Over the next 10 years, Whitacre’s original compositions began to become quite popular among choirs and singers. This led to the creation of the virtual choir. 1. What is the function of the first sentence A transitional sentence that introduces the creator of the virtual choir. * This paragraph is all about Eric Whitacre, the creator of the virtual choir. So how a person is introduced logically and clearly can be a focus in class. 2. Who is Eric Whitacre Eric Whitacre is an award-winning composer and conductor who created the virtual choir. 3. What led to the creation of the virtual choir The fact that Eric’s original music earned great popularity among choirs and singers. (Understanding “this” in the last sentence is of significance. The last sentence is a transitional one, too.)
In 2009, Whitacre received a video of a girl who was singing one of his works. Inspired, he asked his fans to make videos, which he then joined together into one performance. His first virtual choir, “Lux Aurumque”, had 185 singers from 12 different countries. It has received millions of views on the Internet. Since then, the virtual choir has become a worldwide phenomenon. Whitacre’s next effort was the Virtual Youth Choir for UNICEF, which was first seen on stage on 23 July 2014 in the UK. Altogether, 2,292 young people from 80 countries joined in to sing Whitacre’s song, “What If”. How was the first virtual choir created Eric Whitacre was inspired by one of his fans, who sent a video of herself singing one of his works. He asked his other fans to make similar videos, and then he joined them together into one performance. 2. What do members of Eric’s virtual choir do They make videos of themselves singing and upload them onto the Internet. 3. What made the creation of a virtual choir possible Eric’s professional background and passion for classical music, as well as the popularity of his original compositions. Also, modern technology was vital in creating a virtual choir. 4. What do we know about the Virtual Youth Choir for UNICEF Whitacre’s latest effort; UNICEF; seen on stage on July 23, 2014; the UK; 2,292 people from 80 countries; “What if”…; etc.
The virtual choir is a wonderful way for people around the world to sing with one voice and thus make the world a better place. 1. What does the author say is wonderful about the virtual choir It makes the world a better place by making it possible for people from all over the world to sing together. 2. What does this paragraph serve as As the ending of this passage: the writer highlights his or her positive attitude towards the virtual choir.
Putting it altogether 1. What kind of writing is the passage An expository essay. 2. How does the author organize his or her writing The author organizes his or her writing into three basic parts: the virtual choir in general, Eric Whitacre’s virtual choirs in particular, and an ending. 3. What is the focus of each paragraph Paragraph 1: What (the virtual choir); Paragraph 2: Who (Eric Whitacre, the creator); Paragraph 3: How (the creation); Paragraph 4: What attitude (the writer’s attitude).
三、综合解读
综合上述分析，我们对文本进行教学设计时，应着重考量以下三个方面。
1. 语言学习
本阅读文本以“What a virtual choir brings people？”为基础任务，学习与本单元文本内容相关的话题词汇。根据词义的不同，可以分为：与虚拟合唱团相关的词汇：virtual、 together with、individual、ordinary people、studio、video camera、the Internet等。与合唱团相关的词汇：choir、composer、conductor、classical music、musical composition、creation等；根据词形的特点，又可归纳出许多以字母“c”开头的相关话题词汇：choir、camera、connect、 connection、close friends、contact with、chance、community、composer、conductor、classical music、color、composition、creation、countries等。通过不同形式的切入，一方面激发学生的学习兴趣，另一方面，拓宽学生的学习思路，培养学生善于根据不同文本的具体情况，如：本课说明文文字的特点，提取主要信息，为将来的写作铺路。
2．思维培养
该文本的主要信息可以从：“What is a choir What is a virtual choir Who is the creator How was it created What are the benefits it brings What do you think made a virtual choir possible ”这条问题链获得。而通过对上述问题的思索，可以看到该文本主线始终围绕“虚拟合唱团”和“技术”这两个关键词进行，文本所传达的核心内容是：二者间存在着必然的因果关系，即与传统的合唱团不同。虚拟合唱团的产生，无论是它的表演形式，还是可参与人和后期的影响等，无一不是与技术的发展息息相关，甚至对技术有着较强的依赖，我们借此可以预见，在未来，随着技术和互联网的发展，会有越来越多的新生事物应运而生，而这些新生事物的产生必将改变我们的生活，使原本不可能的事情成为可能。在一个一个问题寻解的过程中，引导学生学习语言，体会文本结构的安排，逐步形成层层推进的思维习惯，以培养其逻辑思维和推理判断能力。
3. 文化意识
合唱团是人们表达心声的一种方式。虚拟合唱团使更多的人联系在一起，每个成员为同一个目标而努力，这种独立和合作的特殊方式，有着自由与约束双重作用。在该文本中可以看到：技术使得合唱团的优势得以发扬，参与的人不仅可以抒发个人情感，并借助技术将这种情感汇集成一个声音，有利于推进人类和睦相处、共享文明的理念，为实现人类命运共同体做出应有的贡献。文中“The virtual choir is a wonderful way for people around the world to sing with one voice and thus make the world a better place.”就是这种意识的概括和体现，也是该文本隐含的、更深层的追求目标。
第三节 提高版教学案例
教学安排：第一课时整体理解全文，重点界定合唱团，归纳其好处，探究其成因，分析作者观点，表达自己见解；第二课时侧重写作手法分析，探究作者如何运用这些写作手法向读者介绍虚拟合唱团，并实现写作输出。
第一课时
一、课时目标
1. 通过略读、寻读、预测等阅读技巧，识别文本特征，理解文本内容；能阐述虚拟合唱团的概念、优点以及与传统合唱团的异同等。
2. 通过词义推测、文本分析和句子释义等阅读活动，赏析内含的语言意蕴；能概括归纳虚拟合唱团创立的缘由，评价作者观点，并能提出自己见解。
3. 纵览全文，推断写作意图，梳理文本结构，生成思维导图；分析总结作者是如何谋篇布局以实现表达目的的，为第二课时基于文体特征的写作做好铺垫。
二、设计思路
本节课是阅读课的第一课时，采用整体阅读教学，按照“话题引入——明确定义——追本溯源——总结观点——提出见解——提取结构”的步骤，以任务链层层推进内容的梳理、语言的学习以及思维的提升。
课堂以传统合唱团演唱的视频导入，界定传统合唱团的概念；以问题“Could you imagine singing together with hundreds of people while you were alone at home ”引出虚拟合唱团的概念，启动主题思维；再通过整体阅读，获取核心信息，界定虚拟合唱团的概念，归纳其积极意义，探究其创立原因，并分析作者观点，提出自己见解；最后，学生再览全文，分析写作意图，提取文章结构，生成思维导图，并达到能用自己的语言对虚拟合唱团进行概括性介绍，为第二课时打好基础。
三、教学过程
Activity 1：Activating background information relating to choirs and arousing students’ reading interest
本活动为实现课时目标1做铺垫。
Watch a video performed by the One Voice Children’s Choir and give a definition of the word choir.
Q1: How does the group of young people perform the music
Q2: What is this group of people called
Q3: What is a traditional choir
Predict the type of writing and the structure of the text.
Q1: What do you think it would feel like to sing together with hundreds of other people while you are at home alone
Q2: Can you predict what type of writing the text is
A. Narration B. Exposition C. Argumentation (An exposition)
Q3: What does an exposition mainly focus on (what, how, why)
Read the text and find the answers to the following questions.
Q1: What is a virtual choir
Q2: How was it created
Q3: Why was it introduced
[设计意图] 感知话题，激活原有认知，启动主题思维。通过传统合唱团的概念，带出传统合唱团的不足，引出主题虚拟合唱团；通过标题和图片引导学生判断该文本文体为说明文，并根据说明文的文体特征，初步判断文章的写作结构为 “what, how, why”，为后续的细节阅读、深度阅读、生成思维导图做好准备和铺垫。
[核心素养提升点] 培养获取信息和进行预测的能力。
Activity 2：Reading to get general information about the virtual choir
本活动旨在落实课时目标1。
1. Read the whole passage and find the answers to the what, how, and why questions. Fill in the blanks with the information from the passage.
[设计意图] 学生带着问题进行默读，并在阅读中提取虚拟合唱团创始人的基本信息，为下一步信息梳理整合，推理归纳做好铺垫。
[核心素养提升点] 训练提取关键信息的能力。
2. Define virtual choir.
Read paragraph 1 and answer the following questions.
Q1: What is a virtual choir
(Possible answer to Q1: A virtual choir is a group of people singing alone but connected together through the Internet.)
Q2: How can we join a virtual choir
[设计意图]通过下定义的方式，让学生对虚拟合唱团有一个初步的概念，也知道如何参加虚拟合唱团，为下一步总结提炼虚拟合唱团的优点做好准备。
[核心素养提升点] 训练概括文本内容的能力。
3. Summarize the advantages of a virtual choir.
Read paragraph 1 and summarize the advantages of a virtual choir.
Q: How is it different from other choirs
Summarize the advantages of a virtual choir.
Q: What are the advantages of a virtual choir
(Possible answer: For one thing, ordinary people can be part of the global community, sharing their interests in music, regardless of their background and location; for another thing, it’s really convenient, as you can do it at home.)
[设计意图]通过总结提炼虚拟合唱团的优点，激发学生阅读热情，为下一环节阅读做好铺垫。
[核心素养提升点] 训练提取关键信息、概括归纳和口头表达的能力。
Activity 3：Inferring how the virtual choir was created
本活动旨在落实课时目标2。
Find information from the passage.
Q: How was this amazing virtual choir created
Follow-up questions:
Q1: What happened to Whitacre when he sang for the university choir
Q2: How did he feel and how did he describe his feeling
Q3: What do you understand by the sentence “It was like seeing color for the first time”
Q4: Who gave him the idea to create the first virtual choir
Q5: According to the timeline, how was the virtual choir created
(Possible answer to Q5: Eric Whitacre has a great passion for classical music. His originality has led to his musical compositions gaining great popularity among choirs and singers. Many fans began to sing his works, and in 2009, he got inspiration from a video of a girl singing one of his compositions. He asked for his fans’ cooperation in creating more videos. The videos were then joined into one performance, which became the first virtual choir. Apart from this, the innovation of technology also made the virtual choir possible.
Q6: Is the virtual choir a success If so, how
(Possible answer to Q6: Yes, it is a huge success with lots of participants and viewers, having a great influence.)
[设计意图] 通过各种阅读技巧，完成填写虚拟合唱团创始人的个人档案；通过句子释义、推理推断等阅读活动，关注信息点之间的联系，挖掘深层含义，总结虚拟合唱团的创建成因；通过问题链，搭建好信息架，并帮助学生体会关注外显和内隐含义的区别，全面认识虚拟合唱团的由来和发展。
[核心素养提升点] 训练提炼信息和解析逻辑关系的能力。
Activity 4：Evaluating the writer’s opinion and inferring the reasons why the virtual choir can make the world better
本活动旨在落实课时目标2。
Read the last paragraph and evaluate the writer’s opinion towards the virtual choir.
Q1: What is the writer’s opinion towards the virtual choir (wonderful, makes the world better)
Q2: Why can the virtual choir make the world better
[设计意图]根据文本信息去了解和评价作者本人的观点并形成自己观点；能独立整合信息，准确传达文本要义。
[核心素养提升点] 训练整合和综合运用语言的能力。
Activity 5：Clarifying the structure of the text and forming structured knowledge
本活动旨在落实课时目标3。
Infer the writing purpose and organize the structure of the passage.
Q1: What is the writing purpose
Q2: How does the writer organize the passage
Organize the structure of the passage.
Paragraph 1 What is a virtual choir Definition & advantage Introduction/ General
Paragraphs 2 & 3 How was it created Creator & creation & development Body / Specific
Paragraph 4 Why was it introduced Influence Writer’s opinion
[设计意图]通过对作者写作目的的推测，让学生再次感悟文本主题，即在科技时代，新的技术手段会让音乐产生最大范围的影响并造福人类；通过对语篇结构的剖析，让学生把握语篇的结构特征和行文思路，形成语篇意识，为第二课时写作打好基础。
[核心素养提升点] 培养推理判断和自主学习的能力。
Assignment
Summarize paragraph 1 within 60 words, using your own words.
[设计意图]根据所学说明文的文体特点，自主概括介绍虚拟合唱团的定义、作用和影响， 为第二课时分析语篇写作技巧做好铺垫。
[核心素养提升点] 训练综合运用语言的能力。
The teacher’s version:
The virtual choir is a group of people that sing alone and then become connected through the Internet. Anyone from any location can join it by recording their singing and uploading their videos. In this way, the virtual choir connects ordinary people to a global community and affects their lives positively. (51 words)
四、 教学反思
本节课的教学活动中，较好地达成了课时目标的有：在导入活动中，能启动主题思维，激发学生的阅读兴趣，为正式阅读做好准备；在整体阅读活动中，能帮助学生宏观把握文本结构，清晰地界定虚拟合唱团的定义，概括其优点；在文本信息处理活动中，能通过追问、深层次的语意理解和内涵推断等活动，帮助学生逐渐梳理出创始人的音乐之路和创造历程，又能引导学生关注时间线，使学生最终自主归纳出虚拟合唱团成立的主要因素；在评价作者观点活动中，在教师的引导下，学生能自由发表见解，紧扣虚拟合唱团对个人及世界的意义和价值，凸显要义，思路宽广；在提取文本结构的活动中，学生最终能够较为准确地厘清语篇结构，加深了对文本的理解，也为下一课时的写作做好了准备。
但活动1在介绍文体的环节中，操作有些过于仓促。教师不应该直接点明说明性文体核心关注的“what，why 和how”三个要素，而不给学生根据标题自由提问的机会。其实，对于程度较高的学生而言，只要适度地控制提问的数量和保证提问的质量，教师可以留出时间让他们自由提问，创设更真实的阅读情境；再有，下定义的环节也过于仓促。虽然有传统合唱团的定义模式可以借鉴，但概括虚拟合唱团的定义依然不是件容易的事，因为它是一个新兴的陌生事物，又牵涉到一个空间的虚拟概念，所以根据反馈的情况看，还是有少数学生不能够抓住所有信息的要点，据此，教师应该为学生搭建更为充分的脚手架，让每个学生都能形成明晰的概念，为后续的仿写打下良好的基础。
第二课时
一、课时目标
1. 对比分析作者在首段详细介绍虚拟合唱团的原因，分析评鉴语篇所运用的写作方法，并在相关话题的片段练习中将所学技巧加以运用。
2. 通过品词赏句和对比评价等活动理解过去分词的形式及意义，并在相关情境中使用。
3. 通过归纳总结写作的详略平衡，小结说明文的写作特征和写作结构，并结合目标1、2所学内容和技巧，介绍One Voice Children’s Choir。
二、设计思路
本课时主打的教学设计是：在第一课时充分阅读的基础上设计写作任务。教学活动过程中，首先进行作业反馈，引导学生分析作者是如何运用多种说明手法来介绍虚拟合唱团这一新兴事物，评价这些手法所产生的积极作用，并在练习中加以模仿运用；接着，通过品词赏句引导学生关注过去分词，体验过去分词的表达效果，继而播放One Voice Children’s Choir的演唱片段，让学生在相关情境中运用过去分词；最后，学生总结归纳说明文的写作特征和写作结构，强化写作的详略平衡意识，将本节课所学的写作微技能运用到具体的写作任务中，最终能介绍One Voice Children’s Choir合唱团。
三、教学过程
Activity 1：Revision and assignment feedback
本活动为实现课时目标1做铺垫。
Review the writing purpose and text structure.
Q1: What is the writing purpose
Q2: How does the writer organize the passage
Q3: What is a virtual choir
Present several students’ summaries of paragraph 1 and assess them briefly.
Q1: Has he/she mentioned the definition / advantages / how to be a virtual choir member
Q2: Has he/she used linking words
[设计意图]简要回顾第一课时所学内容，呈现并点评学生对第一段的概括；聚焦思考作者为何要用那么多语句去介绍虚拟合唱团，建立写作目的和写作手法之间的逻辑联系。
[核心素养提升点] 训练观察和辨析的能力。
Activity 2：Analyzing and learning writing techniques used in an expository passage
本活动旨在落实课时目标1。
1. Compare your summary with paragraph 1.
Q: Why does the writer use so many sentences to introduce the virtual choir in the first paragraph
2. Get to know the writing techniques which are commonly used in an expository passage.
3. Read the whole text and find what writing techniques the writer has used and their functions. Answer the following questions.
Q: What writing techniques has the writer used Where are they displayed What are their functions
4. Share your findings and explain the functions.
5. Find more examples of the general-specific pattern.1) A virtual choir helps connect ordinary people together. Ordinary people refers to the people that do not have close friends or contacts who have the same interest in music or many others who do not have the chance to join a local choir.
2) It has proved to be a positive influence on the lives of many people. A positive influence is illustrated by the following quote: “Music helps me to ... forget my problems. With music, I become someone else.”
T: If you want to introduce something to readers, try to make the writing more specific, vivid, and impressive.
[设计意图]通过自主发现写作技巧及分析其功能效果，加深对写作知识和技能的理解，并能够将其自觉地运用到实际的写作任务中。
[核心素养提升点] 提升自主学习和进行实际运用的能力。
Activity 3：Using the writing techniques mentioned above to describe a kind of music
本活动旨在落实课时目标1。
Rewrite the following sentence with specific, concrete language.
This kind of music has always been a big part of my life.
[设计意图] 引导学生关注作者是如何采用下定义、引用和列数据等多种手法，层层递进地将合唱团介绍清楚和阐释明白的；在分析评价之后，学生用已学技巧操练相关话题，进行应用实践。
[核心素养提升点]训练抓关键信息并有效模仿运用的能力。
Activity 4：Analyzing and learning the use of the past participle as the adverbial
本活动旨在落实课时目标2。
Review Whitacre’s achievement.
Q1: What do you think are the key moments in Eric’s life
（Possible answer to Q1: His devotion to music and the inspiration from his fans led to the creation of the virtual choir, which led on to the formation of the Virtual Youth Choir. These moments must be key moments in his life.）
Q2: What is the function of the past participle as the adverbial
Past participle Function
Moved by this music, he said… Using the past participle as the adverbial can simplify sentences, focus on the situation, and highlight feelings.
Inspired, he asked…
[设计意图] 了解和体会过去分词在进行情景描写和情感表述时所产生的简洁、有力的的作用和效果，为后面的写作任务做好铺垫。
[核心素养提升点] 培养获取信息并综合运用的能力。
Activity 5：Using the past participle as the adverbial to describe feelings or thoughts relating to music
本活动旨在落实课时目标2。
Watch the video of the One Voice Children’s Choir.
Use the following words in the past participle as the adverbial form to describe feelings or thoughts relating to music.
inspire attract touch interest move strike absorb in
[设计意图] 熟悉过去分词做状语的形式，并就某种事物、某个人物或某种现象等，让学生用这种形式表述自己的心情、评价和感悟。
[核心素养提升点]提升运用不同形式进行描述的能力。
Activity 6：Summarizing what has been learnt about expository writing
本活动旨在落实课时目标3。
Summarize what has been learnt.
Writing requires a kind of balance that depends on the writing purpose and writing type. When asked to introduce something new, we can employ different writing techniques to make the writing more specific, vivid, and convincing. When we want to emphasize a situation or feeling, we can use past participles to simplify a sentence, thus making it clearer and more focused.
[设计意图] 总结本节课所学知识；阐述写作的平衡意识是什么。
[核心素养提升点] 培养总结归纳的能力。
Assignment
Use the writing techniques learnt in the class to introduce the One Voice Children’s Choir.
Q1: What is the structure
Q2: What should be covered in each part
[设计意图] 将以上所学的各种写作微技能运用到具体的写作任务中，通过亲自参与，再次体会这些技巧的功效，并逐步将其内化成为自己知识体系中的一份子，为将来自动化产出做足准备。
[核心素养提升点] 检验整理总结信息和综合运用语言的能力。
The teacher’s version:
Would you like to hear some of the best voices in the world Then you need to listen to the One Voice Children’s Choir. The choir is so talented and special that it’s been on America’s Got Talent, and it has won the Utah Best of State award every year from 2014 to 2018.
Masa Fukuda, the founder of the One Voice Children’s Choir, is a popular composer and choir conductor. Born in Japan, he composed his first piano song, “Lonely Winter”, at the age of four. Deeply attracted to the record player and piano in his family home, Fukuda said, “Ever since I could remember, I have been interested in anything that makes a sound”. By the age of 12, he was more than certain that he wanted to be a music producer. Greatly encouraged by his teacher at university, he decided to create original choir compositions. Created for the 2002 Winter Olympics in Salt Lake City, the song “Light up the Land” was chosen for the Olympics CD. Fukuda invited primary school students from the community to join his project and create the One Voice Children’s Choir. Performed by 1,621 students from 69 schools, the song quickly spread overseas due to its beauty and richness.
The One Voice Children’s Choir has provided children with the opportunity to appreciate music and share their talents whilst delivering a positive message: through music, people inspire, enrich, and uplift the global community.
四、教学反思
本节课重点是在充分阅读的基础上设计写作任务，让学生能够根据该文本的语篇结构和行文特点，通过练习实践，实现能力的转化和并创新，最终能用自己的语言介绍One Voice Children’s Choir合唱团。为此，教师在每一个教学环节的活动设计中都侧重聚焦在学生所需要具备的核心能力培养上，可喜的是，从作业评阅的结果看，90%的学生都能用自己的话准确概括虚拟合唱团的定义和优点，这充分证明第一课时的课时目的达成效果很好。此外，学生在其他活动中的表现也很不错，如：在活动1简要回顾复习环节，学生能依据作者对虚拟合唱团的写实介绍，得出写作目的与写作技巧之间的逻辑联系；在活动4、5聚焦本单元语法重点——过去分词用作状语的环节，学生能够通过与活动2、3详实写法的对比，充分理解精简和突出情境写法的妙用；再者，播放One Voice Children’s Choir合唱视频的教学效果反馈很好，在进行与音乐主题相关的介绍和评述时，学生的创作语句不仅丰富、漂亮，内容也很充实。
尽管如此，还有些活动的具体操作环节都有可改进的空间，如：在活动2分析说明文语篇写作手法的运用并归纳表达效果的环节，可尝试采用小组合作、同伴共享的形式来节约时间；在活动3中，教师可以设计一些说明意味更强烈的话题，以此带动学生使用更多的写作技巧来进行描述或表达，免得一些学生有心无力，在写作过程中，他们虽有运用丰富说明手段的意识，但苦于能力和想法所限，难以摆脱自身条件的束缚；在活动6中，虽然通过课堂小结，强调了依据写作目的进行写作手法的选择，并再次引导学生回顾文本的文体，为作业任务做好了结构和思路的铺垫，但遗憾的是本堂课没有产出理想的、综合性语篇，可见，在课堂设计环节，学会取舍是非常重要的理念和经验。
1
Reading and Thinking: The Virtual Choir
第一节 文本解读
一、总体解读
本单元阅读文本的话题是美国音乐制作人埃里克·惠塔克（Eric Whitacre）创作的一种合唱形式——虚拟合唱团，旨在让读者不仅对其组织形式、制作方式和产生的原因等有所了解，还对这种形式给人们歌唱方式和整个世界带来的积极影响有所认识。
该文本采用了说明性文体，共四段：第一段介绍了虚拟合唱团的组织形式、制作方式，以及所产生的积极影响；第二、三两段介绍了虚拟合唱团创始人埃里克·惠塔克在音乐方面的经历，重点介绍了他于2009年创办首个虚拟合唱团“金色之光(Lux Aurumque)”的前因后果和2014年为联合国儿童基金会（UNICEF）创办的“虚拟青年合唱团（Virtual Youth Choir）”；第四段是作者对虚拟合唱团的形式和影响的感悟。
阅读策略上，学生可快速浏览文本，利用标题 和图片等信息了解文本框架，把握文本大意，判断文本体裁，理解作者态度，并融入自己的思考，训练学生的批判性思维。
二、分段解读
The original text Interpretation
THE VIRTUAL CHOIR 1. What is a choir A choir is a group of people who sing together. 2. What is the passage mainly about, a traditional choir or a new kind of choir A new kind of choir: the virtual choir.
Imagine having the opportunity to sing together with hundreds of other people while you are at home alone. You can do this in a virtual choir. Virtual choir members record themselves while they perform alone on video. These videos are uploaded onto the Internet, and then they are put together into one video that you can see online—a virtual choir. Anyone can take part in a virtual choir from anywhere—all you need is a video camera and an Internet connection. You do not even need a studio. A virtual choir helps connect ordinary people together. Many people do not have close friends or contact who have the same interest in music. Many others do not have the chance to join a local choir. A virtual choir enables them to add their voices to those of other individuals and become part of the global community. It has proved to be a positive influence on the lives of many people. As one virtual choir member said, “Music helps me to … forget my problems. With music, I become someone else.” 1. Why does the passage begin with “imagine” To arouse the readers’ interest and get them involved with the topic. 2. What is a virtual choir A virtual choir is a group of individual singers whose voices are connected together by the Internet and technology. 3. What do people do in a virtual choir They record themselves alone and upload the video onto the Internet. The videos are then put together into one video. 4. What are the benefits of a virtual choir Anyone can take part in a virtual choir from anywhere. A virtual choir helps connect ordinary people together. 5. What do you understand by the quotation at the end of the paragraph This person is saying that music is so powerful that it helps them become a happy person and forget about negative things. 6. What words and phrases does the author use to talk about the advantages of a virtual choir and why it is so popular sing together, at home alone, anyone can take part in, all you need is …, connect ordinary people, do not have close friends …, have the same interest …, individual, global community, forget … problem ..., etc.
The virtual choir was the idea of award-winning composer and conductor Eric Whitacre. Born in the USA on 2 January 1970, Whitacre began studying music at the University of Nevada in 1988. He fell in love with Mozart’s classical music when he sang for the university choir. Moved by this music, he said, “It was like seeing color for the first time.” He graduated from university in 1995, and then received a master’s degree in musical composition from the Julliard School in New York in 1997. Over the next 10 years, Whitacre’s original compositions began to become quite popular among choirs and singers. This led to the creation of the virtual choir. 1. What is the function of the first sentence A transitional sentence that introduces the creator of the virtual choir. * This paragraph is all about Eric Whitacre, the creator of the virtual choir. So how a person is introduced logically and clearly can be a focus in class. 2. Who is Eric Whitacre Eric Whitacre is an award-winning composer and conductor who created the virtual choir. 3. What led to the creation of the virtual choir The fact that Eric’s original music earned great popularity among choirs and singers. (Understanding “this” in the last sentence is of significance. The last sentence is a transitional one, too.)
In 2009, Whitacre received a video of a girl who was singing one of his works. Inspired, he asked his fans to make videos, which he then joined together into one performance. His first virtual choir, “Lux Aurumque”, had 185 singers from 12 different countries. It has received millions of views on the Internet. Since then, the virtual choir has become a worldwide phenomenon. Whitacre’s next effort was the Virtual Youth Choir for UNICEF, which was first seen on stage on 23 July 2014 in the UK. Altogether, 2,292 young people from 80 countries joined in to sing Whitacre’s song, “What If”. How was the first virtual choir created Eric Whitacre was inspired by one of his fans, who sent a video of herself singing one of his works. He asked his other fans to make similar videos, and then he joined them together into one performance. 2. What do members of Eric’s virtual choir do They make videos of themselves singing and upload them onto the Internet. 3. What made the creation of a virtual choir possible Eric’s professional background and passion for classical music, as well as the popularity of his original compositions. Also, modern technology was vital in creating a virtual choir. 4. What do we know about the Virtual Youth Choir for UNICEF Whitacre’s latest effort; UNICEF; seen on stage on July 23, 2014; the UK; 2,292 people from 80 countries; “What if”…; etc.
The virtual choir is a wonderful way for people around the world to sing with one voice and thus make the world a better place. 1. What does the author say is wonderful about the virtual choir It makes the world a better place by making it possible for people from all over the world to sing together. 2. What does this paragraph serve as As the ending of this passage: the writer highlights his or her positive attitude towards the virtual choir.
Putting it altogether 1. What kind of writing is the passage An expository essay. 2. How does the author organize his or her writing The author organizes his or her writing into three basic parts: the virtual choir in general, Eric Whitacre’s virtual choirs in particular, and an ending. 3. What is the focus of each paragraph Paragraph 1: What (the virtual choir); Paragraph 2: Who (Eric Whitacre, the creator); Paragraph 3: How (the creation); Paragraph 4: What attitude (the writer’s attitude).
三、综合解读
综合上述分析，我们对文本进行教学设计时，应着重考量以下三个方面。
1. 语言学习
本阅读文本以“What a virtual choir brings people？”为基础任务，学习与本单元文本内容相关的话题词汇。根据词义的不同，可以分为：与虚拟合唱团相关的词汇：virtual、 together with、individual、ordinary people、studio、video camera、the Internet等。与合唱团相关的词汇：choir、composer、conductor、classical music、musical composition、creation等；根据词形的特点，又可归纳出许多以字母“c”开头的相关话题词汇：choir、camera、connect、 connection、close friends、contact with、chance、community、composer、conductor、classical music、color、composition、creation、countries等。通过不同形式的切入，一方面激发学生的学习兴趣，另一方面，拓宽学生的学习思路，培养学生善于根据不同文本的具体情况，如：本课说明文文字的特点，提取主要信息，为将来的写作铺路。
2．思维培养
该文本的主要信息可以从：“What is a choir What is a virtual choir Who is the creator How was it created What are the benefits it brings What do you think made a virtual choir possible ”这条问题链获得。而通过对上述问题的思索，可以看到该文本主线始终围绕“虚拟合唱团”和“技术”这两个关键词进行，文本所传达的核心内容是：二者间存在着必然的因果关系，即与传统的合唱团不同。虚拟合唱团的产生，无论是它的表演形式，还是可参与人和后期的影响等，无一不是与技术的发展息息相关，甚至对技术有着较强的依赖，我们借此可以预见，在未来，随着技术和互联网的发展，会有越来越多的新生事物应运而生，而这些新生事物的产生必将改变我们的生活，使原本不可能的事情成为可能。在一个一个问题寻解的过程中，引导学生学习语言，体会文本结构的安排，逐步形成层层推进的思维习惯，以培养其逻辑思维和推理判断能力。
3. 文化意识
合唱团是人们表达心声的一种方式。虚拟合唱团使更多的人联系在一起，每个成员为同一个目标而努力，这种独立和合作的特殊方式，有着自由与约束双重作用。在该文本中可以看到：技术使得合唱团的优势得以发扬，参与的人不仅可以抒发个人情感，并借助技术将这种情感汇集成一个声音，有利于推进人类和睦相处、共享文明的理念，为实现人类命运共同体做出应有的贡献。文中“The virtual choir is a wonderful way for people around the world to sing with one voice and thus make the world a better place.”就是这种意识的概括和体现，也是该文本隐含的、更深层的追求目标。
第三节 提高版教学案例
教学安排：第一课时整体理解全文，重点界定合唱团，归纳其好处，探究其成因，分析作者观点，表达自己见解；第二课时侧重写作手法分析，探究作者如何运用这些写作手法向读者介绍虚拟合唱团，并实现写作输出。
第一课时
一、课时目标
1. 通过略读、寻读、预测等阅读技巧，识别文本特征，理解文本内容；能阐述虚拟合唱团的概念、优点以及与传统合唱团的异同等。
2. 通过词义推测、文本分析和句子释义等阅读活动，赏析内含的语言意蕴；能概括归纳虚拟合唱团创立的缘由，评价作者观点，并能提出自己见解。
3. 纵览全文，推断写作意图，梳理文本结构，生成思维导图；分析总结作者是如何谋篇布局以实现表达目的的，为第二课时基于文体特征的写作做好铺垫。
二、设计思路
本节课是阅读课的第一课时，采用整体阅读教学，按照“话题引入——明确定义——追本溯源——总结观点——提出见解——提取结构”的步骤，以任务链层层推进内容的梳理、语言的学习以及思维的提升。
课堂以传统合唱团演唱的视频导入，界定传统合唱团的概念；以问题“Could you imagine singing together with hundreds of people while you were alone at home ”引出虚拟合唱团的概念，启动主题思维；再通过整体阅读，获取核心信息，界定虚拟合唱团的概念，归纳其积极意义，探究其创立原因，并分析作者观点，提出自己见解；最后，学生再览全文，分析写作意图，提取文章结构，生成思维导图，并达到能用自己的语言对虚拟合唱团进行概括性介绍，为第二课时打好基础。
三、教学过程
Activity 1：Activating background information relating to choirs and arousing students’ reading interest
本活动为实现课时目标1做铺垫。
Watch a video performed by the One Voice Children’s Choir and give a definition of the word choir.
Q1: How does the group of young people perform the music
Q2: What is this group of people called
Q3: What is a traditional choir
Predict the type of writing and the structure of the text.
Q1: What do you think it would feel like to sing together with hundreds of other people while you are at home alone
Q2: Can you predict what type of writing the text is
A. Narration B. Exposition C. Argumentation (An exposition)
Q3: What does an exposition mainly focus on (what, how, why)
Read the text and find the answers to the following questions.
Q1: What is a virtual choir
Q2: How was it created
Q3: Why was it introduced
[设计意图] 感知话题，激活原有认知，启动主题思维。通过传统合唱团的概念，带出传统合唱团的不足，引出主题虚拟合唱团；通过标题和图片引导学生判断该文本文体为说明文，并根据说明文的文体特征，初步判断文章的写作结构为 “what, how, why”，为后续的细节阅读、深度阅读、生成思维导图做好准备和铺垫。
[核心素养提升点] 培养获取信息和进行预测的能力。
Activity 2：Reading to get general information about the virtual choir
本活动旨在落实课时目标1。
1. Read the whole passage and find the answers to the what, how, and why questions. Fill in the blanks with the information from the passage.
[设计意图] 学生带着问题进行默读，并在阅读中提取虚拟合唱团创始人的基本信息，为下一步信息梳理整合，推理归纳做好铺垫。
[核心素养提升点] 训练提取关键信息的能力。
2. Define virtual choir.
Read paragraph 1 and answer the following questions.
Q1: What is a virtual choir
(Possible answer to Q1: A virtual choir is a group of people singing alone but connected together through the Internet.)
Q2: How can we join a virtual choir
[设计意图]通过下定义的方式，让学生对虚拟合唱团有一个初步的概念，也知道如何参加虚拟合唱团，为下一步总结提炼虚拟合唱团的优点做好准备。
[核心素养提升点] 训练概括文本内容的能力。
3. Summarize the advantages of a virtual choir.
Read paragraph 1 and summarize the advantages of a virtual choir.
Q: How is it different from other choirs
Summarize the advantages of a virtual choir.
Q: What are the advantages of a virtual choir
(Possible answer: For one thing, ordinary people can be part of the global community, sharing their interests in music, regardless of their background and location; for another thing, it’s really convenient, as you can do it at home.)
[设计意图]通过总结提炼虚拟合唱团的优点，激发学生阅读热情，为下一环节阅读做好铺垫。
[核心素养提升点] 训练提取关键信息、概括归纳和口头表达的能力。
Activity 3：Inferring how the virtual choir was created
本活动旨在落实课时目标2。
Find information from the passage.
Q: How was this amazing virtual choir created
Follow-up questions:
Q1: What happened to Whitacre when he sang for the university choir
Q2: How did he feel and how did he describe his feeling
Q3: What do you understand by the sentence “It was like seeing color for the first time”
Q4: Who gave him the idea to create the first virtual choir
Q5: According to the timeline, how was the virtual choir created
(Possible answer to Q5: Eric Whitacre has a great passion for classical music. His originality has led to his musical compositions gaining great popularity among choirs and singers. Many fans began to sing his works, and in 2009, he got inspiration from a video of a girl singing one of his compositions. He asked for his fans’ cooperation in creating more videos. The videos were then joined into one performance, which became the first virtual choir. Apart from this, the innovation of technology also made the virtual choir possible.
Q6: Is the virtual choir a success If so, how
(Possible answer to Q6: Yes, it is a huge success with lots of participants and viewers, having a great influence.)
[设计意图] 通过各种阅读技巧，完成填写虚拟合唱团创始人的个人档案；通过句子释义、推理推断等阅读活动，关注信息点之间的联系，挖掘深层含义，总结虚拟合唱团的创建成因；通过问题链，搭建好信息架，并帮助学生体会关注外显和内隐含义的区别，全面认识虚拟合唱团的由来和发展。
[核心素养提升点] 训练提炼信息和解析逻辑关系的能力。
Activity 4：Evaluating the writer’s opinion and inferring the reasons why the virtual choir can make the world better
本活动旨在落实课时目标2。
Read the last paragraph and evaluate the writer’s opinion towards the virtual choir.
Q1: What is the writer’s opinion towards the virtual choir (wonderful, makes the world better)
Q2: Why can the virtual choir make the world better
[设计意图]根据文本信息去了解和评价作者本人的观点并形成自己观点；能独立整合信息，准确传达文本要义。
[核心素养提升点] 训练整合和综合运用语言的能力。
Activity 5：Clarifying the structure of the text and forming structured knowledge
本活动旨在落实课时目标3。
Infer the writing purpose and organize the structure of the passage.
Q1: What is the writing purpose
Q2: How does the writer organize the passage
Organize the structure of the passage.
Paragraph 1 What is a virtual choir Definition & advantage Introduction/ General
Paragraphs 2 & 3 How was it created Creator & creation & development Body / Specific
Paragraph 4 Why was it introduced Influence Writer’s opinion
[设计意图]通过对作者写作目的的推测，让学生再次感悟文本主题，即在科技时代，新的技术手段会让音乐产生最大范围的影响并造福人类；通过对语篇结构的剖析，让学生把握语篇的结构特征和行文思路，形成语篇意识，为第二课时写作打好基础。
[核心素养提升点] 培养推理判断和自主学习的能力。
Assignment
Summarize paragraph 1 within 60 words, using your own words.
[设计意图]根据所学说明文的文体特点，自主概括介绍虚拟合唱团的定义、作用和影响， 为第二课时分析语篇写作技巧做好铺垫。
[核心素养提升点] 训练综合运用语言的能力。
The teacher’s version:
The virtual choir is a group of people that sing alone and then become connected through the Internet. Anyone from any location can join it by recording their singing and uploading their videos. In this way, the virtual choir connects ordinary people to a global community and affects their lives positively. (51 words)
四、 教学反思
本节课的教学活动中，较好地达成了课时目标的有：在导入活动中，能启动主题思维，激发学生的阅读兴趣，为正式阅读做好准备；在整体阅读活动中，能帮助学生宏观把握文本结构，清晰地界定虚拟合唱团的定义，概括其优点；在文本信息处理活动中，能通过追问、深层次的语意理解和内涵推断等活动，帮助学生逐渐梳理出创始人的音乐之路和创造历程，又能引导学生关注时间线，使学生最终自主归纳出虚拟合唱团成立的主要因素；在评价作者观点活动中，在教师的引导下，学生能自由发表见解，紧扣虚拟合唱团对个人及世界的意义和价值，凸显要义，思路宽广；在提取文本结构的活动中，学生最终能够较为准确地厘清语篇结构，加深了对文本的理解，也为下一课时的写作做好了准备。
但活动1在介绍文体的环节中，操作有些过于仓促。教师不应该直接点明说明性文体核心关注的“what，why 和how”三个要素，而不给学生根据标题自由提问的机会。其实，对于程度较高的学生而言，只要适度地控制提问的数量和保证提问的质量，教师可以留出时间让他们自由提问，创设更真实的阅读情境；再有，下定义的环节也过于仓促。虽然有传统合唱团的定义模式可以借鉴，但概括虚拟合唱团的定义依然不是件容易的事，因为它是一个新兴的陌生事物，又牵涉到一个空间的虚拟概念，所以根据反馈的情况看，还是有少数学生不能够抓住所有信息的要点，据此，教师应该为学生搭建更为充分的脚手架，让每个学生都能形成明晰的概念，为后续的仿写打下良好的基础。
第二课时
一、课时目标
1. 对比分析作者在首段详细介绍虚拟合唱团的原因，分析评鉴语篇所运用的写作方法，并在相关话题的片段练习中将所学技巧加以运用。
2. 通过品词赏句和对比评价等活动理解过去分词的形式及意义，并在相关情境中使用。
3. 通过归纳总结写作的详略平衡，小结说明文的写作特征和写作结构，并结合目标1、2所学内容和技巧，介绍One Voice Children’s Choir。
二、设计思路
本课时主打的教学设计是：在第一课时充分阅读的基础上设计写作任务。教学活动过程中，首先进行作业反馈，引导学生分析作者是如何运用多种说明手法来介绍虚拟合唱团这一新兴事物，评价这些手法所产生的积极作用，并在练习中加以模仿运用；接着，通过品词赏句引导学生关注过去分词，体验过去分词的表达效果，继而播放One Voice Children’s Choir的演唱片段，让学生在相关情境中运用过去分词；最后，学生总结归纳说明文的写作特征和写作结构，强化写作的详略平衡意识，将本节课所学的写作微技能运用到具体的写作任务中，最终能介绍One Voice Children’s Choir合唱团。
三、教学过程
Activity 1：Revision and assignment feedback
本活动为实现课时目标1做铺垫。
Review the writing purpose and text structure.
Q1: What is the writing purpose
Q2: How does the writer organize the passage
Q3: What is a virtual choir
Present several students’ summaries of paragraph 1 and assess them briefly.
Q1: Has he/she mentioned the definition / advantages / how to be a virtual choir member
Q2: Has he/she used linking words
[设计意图]简要回顾第一课时所学内容，呈现并点评学生对第一段的概括；聚焦思考作者为何要用那么多语句去介绍虚拟合唱团，建立写作目的和写作手法之间的逻辑联系。
[核心素养提升点] 训练观察和辨析的能力。
Activity 2：Analyzing and learning writing techniques used in an expository passage
本活动旨在落实课时目标1。
1. Compare your summary with paragraph 1.
Q: Why does the writer use so many sentences to introduce the virtual choir in the first paragraph
2. Get to know the writing techniques which are commonly used in an expository passage.
3. Read the whole text and find what writing techniques the writer has used and their functions. Answer the following questions.
Q: What writing techniques has the writer used Where are they displayed What are their functions
4. Share your findings and explain the functions.
5. Find more examples of the general-specific pattern.1) A virtual choir helps connect ordinary people together. Ordinary people refers to the people that do not have close friends or contacts who have the same interest in music or many others who do not have the chance to join a local choir.
2) It has proved to be a positive influence on the lives of many people. A positive influence is illustrated by the following quote: “Music helps me to ... forget my problems. With music, I become someone else.”
T: If you want to introduce something to readers, try to make the writing more specific, vivid, and impressive.
[设计意图]通过自主发现写作技巧及分析其功能效果，加深对写作知识和技能的理解，并能够将其自觉地运用到实际的写作任务中。
[核心素养提升点] 提升自主学习和进行实际运用的能力。
Activity 3：Using the writing techniques mentioned above to describe a kind of music
本活动旨在落实课时目标1。
Rewrite the following sentence with specific, concrete language.
This kind of music has always been a big part of my life.
[设计意图] 引导学生关注作者是如何采用下定义、引用和列数据等多种手法，层层递进地将合唱团介绍清楚和阐释明白的；在分析评价之后，学生用已学技巧操练相关话题，进行应用实践。
[核心素养提升点]训练抓关键信息并有效模仿运用的能力。
Activity 4：Analyzing and learning the use of the past participle as the adverbial
本活动旨在落实课时目标2。
Review Whitacre’s achievement.
Q1: What do you think are the key moments in Eric’s life
（Possible answer to Q1: His devotion to music and the inspiration from his fans led to the creation of the virtual choir, which led on to the formation of the Virtual Youth Choir. These moments must be key moments in his life.）
Q2: What is the function of the past participle as the adverbial
Past participle Function
Moved by this music, he said… Using the past participle as the adverbial can simplify sentences, focus on the situation, and highlight feelings.
Inspired, he asked…
[设计意图] 了解和体会过去分词在进行情景描写和情感表述时所产生的简洁、有力的的作用和效果，为后面的写作任务做好铺垫。
[核心素养提升点] 培养获取信息并综合运用的能力。
Activity 5：Using the past participle as the adverbial to describe feelings or thoughts relating to music
本活动旨在落实课时目标2。
Watch the video of the One Voice Children’s Choir.
Use the following words in the past participle as the adverbial form to describe feelings or thoughts relating to music.
inspire attract touch interest move strike absorb in
[设计意图] 熟悉过去分词做状语的形式，并就某种事物、某个人物或某种现象等，让学生用这种形式表述自己的心情、评价和感悟。
[核心素养提升点]提升运用不同形式进行描述的能力。
Activity 6：Summarizing what has been learnt about expository writing
本活动旨在落实课时目标3。
Summarize what has been learnt.
Writing requires a kind of balance that depends on the writing purpose and writing type. When asked to introduce something new, we can employ different writing techniques to make the writing more specific, vivid, and convincing. When we want to emphasize a situation or feeling, we can use past participles to simplify a sentence, thus making it clearer and more focused.
[设计意图] 总结本节课所学知识；阐述写作的平衡意识是什么。
[核心素养提升点] 培养总结归纳的能力。
Assignment
Use the writing techniques learnt in the class to introduce the One Voice Children’s Choir.
Q1: What is the structure
Q2: What should be covered in each part
[设计意图] 将以上所学的各种写作微技能运用到具体的写作任务中，通过亲自参与，再次体会这些技巧的功效，并逐步将其内化成为自己知识体系中的一份子，为将来自动化产出做足准备。
[核心素养提升点] 检验整理总结信息和综合运用语言的能力。
The teacher’s version:
Would you like to hear some of the best voices in the world Then you need to listen to the One Voice Children’s Choir. The choir is so talented and special that it’s been on America’s Got Talent, and it has won the Utah Best of State award every year from 2014 to 2018.
Masa Fukuda, the founder of the One Voice Children’s Choir, is a popular composer and choir conductor. Born in Japan, he composed his first piano song, “Lonely Winter”, at the age of four. Deeply attracted to the record player and piano in his family home, Fukuda said, “Ever since I could remember, I have been interested in anything that makes a sound”. By the age of 12, he was more than certain that he wanted to be a music producer. Greatly encouraged by his teacher at university, he decided to create original choir compositions. Created for the 2002 Winter Olympics in Salt Lake City, the song “Light up the Land” was chosen for the Olympics CD. Fukuda invited primary school students from the community to join his project and create the One Voice Children’s Choir. Performed by 1,621 students from 69 schools, the song quickly spread overseas due to its beauty and richness.
The One Voice Children’s Choir has provided children with the opportunity to appreciate music and share their talents whilst delivering a positive message: through music, people inspire, enrich, and uplift the global community.
四、教学反思
本节课重点是在充分阅读的基础上设计写作任务，让学生能够根据该文本的语篇结构和行文特点，通过练习实践，实现能力的转化和并创新，最终能用自己的语言介绍One Voice Children’s Choir合唱团。为此，教师在每一个教学环节的活动设计中都侧重聚焦在学生所需要具备的核心能力培养上，可喜的是，从作业评阅的结果看，90%的学生都能用自己的话准确概括虚拟合唱团的定义和优点，这充分证明第一课时的课时目的达成效果很好。此外，学生在其他活动中的表现也很不错，如：在活动1简要回顾复习环节，学生能依据作者对虚拟合唱团的写实介绍，得出写作目的与写作技巧之间的逻辑联系；在活动4、5聚焦本单元语法重点——过去分词用作状语的环节，学生能够通过与活动2、3详实写法的对比，充分理解精简和突出情境写法的妙用；再者，播放One Voice Children’s Choir合唱视频的教学效果反馈很好，在进行与音乐主题相关的介绍和评述时，学生的创作语句不仅丰富、漂亮，内容也很充实。
尽管如此，还有些活动的具体操作环节都有可改进的空间，如：在活动2分析说明文语篇写作手法的运用并归纳表达效果的环节，可尝试采用小组合作、同伴共享的形式来节约时间；在活动3中，教师可以设计一些说明意味更强烈的话题，以此带动学生使用更多的写作技巧来进行描述或表达，免得一些学生有心无力，在写作过程中，他们虽有运用丰富说明手段的意识，但苦于能力和想法所限，难以摆脱自身条件的束缚；在活动6中，虽然通过课堂小结，强调了依据写作目的进行写作手法的选择，并再次引导学生回顾文本的文体，为作业任务做好了结构和思路的铺垫，但遗憾的是本堂课没有产出理想的、综合性语篇，可见，在课堂设计环节，学会取舍是非常重要的理念和经验。
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