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Designer孔洁玲课型Studentstobetaught1styearSsofjuniorhighschoolReadingTeachingmaterialsUnit5；NelsonMandela—amodernheroEnglishBook1,People’sEducationPressLearnersAnalysisThestudentsthatIamsupposedtoteacharethefirstyearstudentsofhighschoolinNanning.TheyhavelearnedEnglishformorethan5years.Thus,forthelinguisticproficiency,theymayhavesomeideawiththereadingstrategy,butnotverygoodatit.Inaddition,asfortheaffectivestate,thestudentsatthisageareusuallyactiveandcurious,but,atthesametime,theyareeasytogetabsent-mindedinclassiftheyarekeptlisteningtotheteacherallthetimeinapassiveway.Therefore,inthisclass,Iintendtodesignvariousactivitiessoastoactivatetheirschemata,tostimulatetheirinterest,andtomakethemconcentrateontheclass.MaterialsAnalysisThelessonthatIamgoingtoteachisUnit5；NelsonMandela—amodernherotakenfromEnglishBook1,publishedbyPeople’sEducationPress.Thisisareadingclass.It’stalkaboutpeople’squalitiesandinspiritsthestudentstodiscoverthevalueofthegreatman’swork.TeachingObjectivesLinguisticobjectivesBytheendofthisclass,thestudentswillbeabletograspthevocabulary(period,advise...on,continue,fee,fare,gold/golden,beworriedabout,outofwork,stage,vote,position,accept,violence,asamatteroffact,blowup,putinprison,equal….)andunderstandsomeimportantsentances.AbilitygoalsBytheendofthisclass,thestudentswillbeabletothestudentstodescribeagreatpersonwiththeorderoftime.StrategicobjectivesBytheendofthisclass,thestudentswillbeabletoimprovetheirreadingskills.EmotionalobjectivesBytheendofthisclass,thestudentswillbeabletorespectandlearnthequalitiesofgreatpeopleTeachingFocusTeachingfocusMeasuresforbreakthroughToletthestudentsworkcollaborativelyforunderstandingthekeyvocabularyandkeystructureandgeneralideaofthetext(Keypoint)Groupworkingforthemainstructureofintroducingtheirparentsandtheirjobs.Peercorrectingisbenefitforstudentstograsptheabilitytofindoutthemistakesandcorrectthembythemselves.Thecharacteristicofthewritinginthisunit..(Difficultpoint)Givethestudentstimetoworkoutthestructureandexplainthekeywordsforthemwhiletheyarediscussing.TeachingMethodologyMyteachingphilosophy:Intoday’slanguageteachingclassroom,teachersshouldtaketheroleofscaffoldingforthestudents.Heshouldnottellthestudentseverything,butprovidesupportforthestudentstofindthingsontheirown.Anotherkeyelementinlanguageteachingisinteraction,withoutwhichlanguagecannotbelearned.Therefore,theclasstimeshouldbegiventothestudents’interactiveactivities.Withtheteacher’scarefulscaffoldingandthestudents’meaningfulinteractions,thelanguageclasswillbesuccessfulindevelopingthelearners’communicativecompetenceintheend.Specificteachingmethods:1)Bottom-upmodel2)Inductivemethodingrammarteaching3)CommunicativeapproachinspeakingactivitiesTeachingAidsArecorder,aprojectorandsomeslides.TeachingFlowchartLead-inAsongWhile-readingCarefulreadingFasterreadingGetmoreinformationanddetails.Post-readingLearnsomeusefulwordsandsentencesbyusingsomepictures.GetthemainideaHomework:useyourownwordstoretellthestoryTeachingProceduresStagesStepsStudents’activitiesTeacher’sactivitiesPurposesTimeLead-inListenthesongandanswerquestions.GetSsenjoinasonghero,afterthat,askthemsomequestions.Creatamovingatmosphere5minStage2:While-readingStep1:SkimmingListentothetapeandgetthegeneralidea.firstlet’slistentothetape.Whilelistening,paymoreattentiontothecorrectpronunciationthenfindhowmanypartscanthetextbedividedinto?GivethegeneralideaofeachpartStudents’readingabilityofgettingthegeneralideasandlocatingthespecificinformationcanbetrainedandimprovedbyskimmingandscanningpractice.6minStep2ScanningFinishtheexercise.Readthepassageonpage34togettheanswerstoPart1andPart2ofComprehending.10minStage3:Post-readingStep1Followtheteacherandtakesomenotes.Showsomepicturestolearnsomekeywords.Learnlinguisticability.10minsStep2RetellingDiscusswiththeirpartnersandtrytoretellthestory.Askthestudentstodiscussandretellthestoryfollowthetimesequence.Itwouldhelpstudentsunderstandthisarticlebetter9minsStep3Homework1.Recitethekeysentencesinthetwotexts.2.PreviewWarmingupandPre-readingonPages33—34.