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Goodafternoon,everyone.Itismygreathonortosharemyinstructionaldesignwithyou.ThecontentofmylessonisNewSeniorEnglishforChinaModule1unit5NelsonMandela--amodernhero.(此处写板书，标题unit5NelsonMandela--amodernhero.)Iwilldividemylessoninterpretationinto6parts:teachingphilosophy,analysisoflearners,teachingfocusandanticipateddifficulties,analysisofteachingmaterial,teachingobjectivesaswellasteachingprocedures.（面带微笑，教态自然）Firstofall,accordingtotheNationalEnglishCurriculum(NEC),theultimategoaloflanguageteachingistoachievelearners’comprehensivelanguagecompetence.Itadvocatesquality-orientededucationwhichregardsstudentsaswhole-persons.Soactivitiesinmyclassaredesignedontheprincipleofstudents-centerednesstofullyinvolvestudentsparticipation。（教学理念结合新课标的理念，如注重素质教育，培养学生作为完整的“人”的理念等。）Asforthelearners,theyaresenior1studentsinYuHangHighSchool.AndtheyhavegainedsolidEnglishfoundation.Meanwhile,theirpriorknowledgeaboutthehistoryofSouthAfricawillreducetheirdifficultyofreadingcomprehension.However,theymaynotbesofamiliarwiththeheroNelsonMandela.Sincetheyarevisuallearners,thescaffoldingteachingmethodofintroducingMandelawithavideoisusedinpre-reading.（学情分析完整，结合学生的知识水平以及先前的知识水平进行分析，具体深入。）ThematerialentitledElias’storyconsistsof2parts:beforeandafterEliasmetNelsonMandela.(此处写板书，写板书的速度很快，字体较为工整)ThepassageisaboutgreatcontributionthatNMhasdoneforblackpeoplebutwrittenfromElias’pointofview.Accordingtotheanalysisofteachingmaterialandlearners,theteachingobjectivescanbeachievedinthreeaspects.Forlanguageknowledgeandskills,attheendoftheclass,studentswillbeableto1.recognizenewwordslikelawyer,guidanceandetc;2.useworryabout,outofwork;3.listmorethan3goodqualitiesofagreatperson.likegenerous,selfless,devoted,determined(板书)andetc.Asforteachingprocessandmethods,studentsareableto1.skimandscanfordifferentpurposes;2.talktheirviewsfreelyupongreatpersonbyusingthestructures;3.formthesocialstrategyoflearningautonomouslyandcooperativelyinvariousactivitiesForemotionandvalues,studentswillbeinspiredbygreatpersons’contributionsandsetthemasmodels;developtheawarenessofcriticalthinkingandpaymoreattentiontoaffairs.（目标分为三维目标，清楚明了，目标有层次递进）Inordertoachievetheteachingobjectives,myteachingproceduresaredivided:intopre-reading,while-readingandpostreading（前面的部分大概用时3分多钟，后面的教学步骤用时4分多钟，主次明确。）Inpre-reading,thereare3activities.Activity1video-sharing.AvideoclipofMandela.Activity2Freetalk.InthispartSshavetheopportunitiestotalkuponthetopic“IsNelsonMandelaagreatperson?”byusingthestructuresprovidedbytheT“Ithink..Idon’tthink...Inmyopinion...”Duringtheprocess,SscanpracticetheiroralEnglishandexpresstheirideasfreely.Activity3Brainstorming.TasksSs,“IfyouaregoingtowriteapassageaboutNelsonMandela,whatkindofwritingstylewillyouuse?Whatelementswillbeconcludedinyourwriting”ThepurposeofthisactivityenableSstoperceivethewritingstylethatdescribeagreatpersoninotherperson’eyes.（pre-reading的活动设计有重点，有难度的递进，环环相扣，且重要的活动说明了潜在的教学理念。）Stage2.Whilereadingconsistsof3activities.InthefirstActivity,Ssaresupposedtoskimthepassagetodividethepassageintoseveralpartsandconcludethemainideaofeachpart.Secondly,SsshouldscansomeinformationbyansweringtheT/Fquestions.ThethirdActivityClose-readingwilltake15minutes.Ssareaskedtoreadpart1carefullyandanswersomequestions.Undertheguidanceoftheteacher,SswillfindoutthereasonEliasneededhelp,(此处开始写板书。)thefeelingbeforeandafterhemetMandela,thewayMandelahelpedhim(此处开始板desperate,hopeful).Furthermore,SsareabletoconcludethegoodqualitiesofMandelathroughElias’story（此处开始板书，打一个五角星，强调之前概括过的伟人的品质又进一步的进行复现和强化。）.Then,Ssareaskedtoreadpara4carefullyanddotheblankfillingoftheunequaltreatmentblackpeoplehavehad.Itcanhelpthemconsolidatenewwordsandexpressionsbetter.ItalsolaysthefoundationofnextactivityPair-work.Afterreadingthroughpart2,studentscandiscusswiththeirpartnerHowdidMandelarealizethedreamofbeingequal?WhatkindofpersonwasMandela?Thisisoneoftheteachingfocusandanticipateddifficulties,Ssmayfinditdifficulttofindallthereasons.Therefore,discussioninpairsmayreducethedifficultiesandcultivateSscooperativeabilityatthesametime.（阅读中的活动设计很丰富，从skimming到scanning，再到close-reading，层层递进，学生们能够跟随着教师的步调由浅入深了解理解文章，并解释了重要活动设计的目的。在活动中，插入了教学重难点，通过语音语调的变化，使听众更加能够抓住重点）Stage3ispostreading.It’stimetotransforminputtooutput.ThediscussionpartisalsotheteachingfocusandanticipateddifficultiessincethetopicisnotsofamiliartoSs.Inthisactivity,Sswillconsiderifviolenceagainstviolenceisaproperwaytosolvetheconflictsinthe21centurywiththehelpofsomesentencesstructures.ItaimtohelptheSsdevelopcriticalthinkingandpaymoreattentiontoworldaffairs.（活动设计的目的也再次得到说明，post-reading设计的目的是为了培养学生批判性思维以及关心国家大事的意识，与教学理念相呼应，在此部分插入了教学重难点，通过语音语调的变化，使听众更加能够抓住重点）Tosumup,mywholelessonisanapplicationofInteractiveReadingModelteaching,integratedwithscaffoldingteaching.Duringtheprocess,studentsarefullyinvolvedintheclassandimprovetheircomprehensivelanguageabilities.