【正文】 as a supplementary to the second task of Part the task, students are expected to know more about the gap year.)Task 5: History of the gap play a second VCR and get students to answer the question: When did the gap year start in the UK?(The task enables students to have a good knowledge of the history of the gap year.)Task 6: second, third, seventh, eighth paragraphs deal with the ments of the government, universities, employers and the public on students taking a gap year before going to get students to read the four paragraphs to gather the ments and plete the table.(The task helps students get a further understanding of the role a table plays in helping gathering main facts or opinions.)Part between the lines: In this part, I will encourage the students to answer the question—What does the author mean? As we know, information in a reading passage is not always stated students have to infer, or make guesses according to the information which is available in the in this part, the students are asked to infer the implied meaning, distinguish the main ideas from the supporting details and understand how the text is part consists of three 1: Similar English language enjoys various ways of expressing the same thing or we can see, the second and third paragraphs are similar to the seventh and eighth paragraphs in the content, both dealing with ments on the gap sentences actually express the same will get students to read the four paragraphs for a second time to find out the similar sentences.(The first is done as an example)⑴It(a gap year)is more than just a long holiday.(Line 50)A gap year is more than just a year away from studying.⑵Employers say they prefer to hire graduates who have taken a gap year.(Line 15)______________________________(3)A gap year gives young people an opportunity to learn skills and gain life helps young people develop and grow.(Lines 1718)______________________________(4)Living away from home taught me to be more independent.(Lines 2223)______________________________(The task is designed to help students learn and use different ways to express the same task gets students ready for talking and writing about the gap year in the next part)Task 2: Guessing from the get students to guess from the context the meanings of the four words or phrases: ⑴the career ladder(Line 4)________________________ ⑵every point of the pass(Line 5)________________________(3)delicate(Line 22)________________________(4)an edge in the job market(Line 54)________________________(The task helps students to recognize that in most languageleaning situations they will e across vocabulary they don’t the task, students are guided to look at the context in which a word or phrase is used and try to find any clues to its meanings.)Task 3: are asked to collect advantages of taking a gap year in the that, students have the chance to listen to a third VCR, which contains more information about listening, students are encouraged to take notes of what they can catch.□ teach students to be independent?！?learn new skills。這篇文章只討論了說課當(dāng)時(shí)的一些注意事項(xiàng)，而說課的成敗取決于說課前的日常平凡積累。在說課前，教師可以用粉筆把黑板一分為二，一半用作為枚舉說課內(nèi)部實(shí)質(zhì)意義的主要步調(diào)和關(guān)鍵詞。因此，說課教師要善于用“Step1, Step 2, Step 3 …”，“Prereading, Whellolereading, Postreading”等手眼來加以區(qū)別或甄別。3．主線不突出，語言表述混亂。說課是上課的預(yù)演，強(qiáng)調(diào)從學(xué)生和教材現(xiàn)實(shí)出發(fā)，來設(shè)計(jì)教學(xué)任務(wù)。有的說課教師忽略這一環(huán)節(jié)，有的教師則長篇大論。偶爾，說課教師要預(yù)演課堂中將會(huì)呈現(xiàn)的教學(xué)場(chǎng)景時(shí)，可以暫時(shí)把自己的身份切換成教師，好像處身于課堂上，面對(duì)著學(xué)生，通過自己繪聲繪色的課堂語言把預(yù)設(shè)的教學(xué)內(nèi)或許環(huán)境展覽在評(píng)委眼前。在現(xiàn)實(shí)教學(xué)中，教學(xué)的肢體語言、手勢(shì)、與學(xué)生的眼神兒交流對(duì)教學(xué)目標(biāo)的達(dá)成也起著重要的匡助效用。但是，英語終究是一門外語，會(huì)對(duì)說課的預(yù)定的日期成效產(chǎn)生一定程度的毀傷。應(yīng)該說，說課的歷程就是發(fā)現(xiàn)問題、解決問題的歷程，是說課者和評(píng)課者共同提高的歷程。要說好課、上好課，取得預(yù)想成效，教師就必須對(duì)教材、課程尺度有充實(shí)的認(rèn)識(shí)，理解教材內(nèi)部實(shí)質(zhì)意義，掌握教材各個(gè)知識(shí)點(diǎn)之間相互的瓜葛，了解學(xué)生的需要和現(xiàn)實(shí)。說課本身的不足之處是，說課的全歷程缺乏了學(xué)生的參與。這此中發(fā)生了一個(gè)稀罕征象：有個(gè)體教師在說課時(shí)顯得理念時(shí)尚、手眼新鮮，什么三維目標(biāo)、任務(wù)型教學(xué)、合作探索追究、多媒體運(yùn)用等比比皆是，而在后來的評(píng)優(yōu)課中卻顯得邁步維艱，缺乏辦理和調(diào)控課堂的實(shí)踐智慧和教學(xué)藝術(shù)。本次說課材料具有兩個(gè)特點(diǎn)：一是，篇幅長，全文長達(dá)688個(gè)詞；二是，話題新，“休學(xué)實(shí)踐年（a gap year）”，對(duì)絕大多中國學(xué)生來說是一個(gè)新物質(zhì)。教材特點(diǎn)和學(xué)生現(xiàn)實(shí)是說課的兩個(gè)重心。問題一：說課，是背長篇累牘的教誨理論，還是談獨(dú)具巧妙的心思的教學(xué)設(shè)計(jì)？在此次勾當(dāng)中，有不少教師事前作了大量準(zhǔn)備，網(wǎng)絡(luò)了許多時(shí)尚的英語教學(xué)理論和教學(xué)要領(lǐng)，把一大半時(shí)間用來談理論，說要領(lǐng)，而本節(jié)課的教學(xué)設(shè)計(jì)卻輕描淡寫，一帶而過。2008年10月張家港市教誨局在張家港外國語學(xué)校舉行了全市高中英語教師說課角逐。Good morning, ladies and gentlemanx Today, I feel honored to have the chance to share my ideas about how to teach readingxIn the reading process, I will focus on students’ longterm development and enable them to use proper reading skills and strategiesx In other words, students are guided to read efficiently and independentlyxMy teachellong plan will include 3 section They’re analysis of the reading material, identifying the teachellong aims and teachellong proceduresxSection 1 Analysis of the teachellong materialThe selected teachellong material is a magazine article taken from the Project section of Module 11, Unit 2 of Advance with Englishx The article is about British students who take a gap year, whelloch is intended to develop the theme of the unit, that is, Getting a jobx After analyzing it carefully, I find the article has two uni2ue characteristicsx First, it’s a long passage with 688 words, much more than the usual textsx Second, it deals with a new topic, that is, a gap yearx The topic is unfamiliar to most studentsxSection 2 Indentifying the teachellong aimsBased on the analysis of the teachellong material, I have chosen the following as the teachellong aims of my lesson:The 1st aim: Students learn the skills and strategies to read a prolonged textxThe 2nd aim: Students get a better understanding of what a gap year isxThe 3rd aim: Students are encouraged to figure out the implied meaningxThe 4th aim: Students are familiar with various expression_r_r_r_r_rs or approaches to express the same thellong or ideaxSection 3 Teachellong proceduresIn order to achelloeve the teachellong aims mentioned above, I decide to choose guided reading and TaskBased Teachellong as the main teachellong approachx With the teachellong methods, I can guide students to use effective reading strategies toprehend the text, solve problems andplete different tasksx The teachellong procedures include four partsx They’re getting ready, focusing on main facts, reading b