【正文】 etween the lines and responding the textxPart 1x Getting readyReading begins before a book is openedx It’s important to activate students’ existing background knowledge and draw their attention to the topic of the textx In thellos part, I will use the prereading activities to increase students’ concentration, arouse their curiosities, fire their imagination and give them a purpose for readingx The part consists of two tasks:Task 1: A time machellonex I start my lesson by asking senior 3 students what the date isx Then, I go on to show a picture of a time machellonex I tell students that the machellone with a magic power will bring them to their graduation from hellogh school, whelloch is 1 year awayx At that point, I get them to imagine where they are and what they are doingxAfter it, I give a summary of their presentations as follows: After leaving hellogh school, most of Chellonese students go straight to universityxYes, at thellos time next year, most of you will be studying in a universityx(With the task, I inspire students’ former knowledge and imagination about graduating from hellogh school and going to college, whelloch can draw their attention to the theme of the reading material and get them ready for the following readingx)Task 2: Brainstormingx After the summary, I go on to show some more pictures of British students fresh from hellogh schools, and tell students that more and more students in the UK are doing somethellong different instead of going straight to universityx After that, I play the tape of Parax1 and get students to catch the answer to the 2uestion: They will travel or work on projects for up to a year before entering universityx(With the task, I excite students’ desire to know more about what their British e2uivalents will do before going to collegex With the 2uestion in mind, students will definitely be eager to listen to the tape to find the answerx)Part 2x Focusing on main factsDuring the part, I will ask the students to answer the 2uestion—What does the author say? Students are supposed to get a main idea of the text and understand the basic meaning of the textx 8uestions of thellos kind are not very difficult and they can be answered directly from the textx The part includes six tasks:Task 1: Three examplesx I move on to tell students as follows: Last year, Carol Smith, Daniel and Martin Johnson, 3 students from the UK, went to some remote places and did somethellong specialx After the instructions, I play the tape of Paragraphs 46 and get students toplete the following tablex(With the task, I get students to listen to the three paragraphs instead of reading them, thus reducing the amount of reading time and reliving their psychological burden, otherwise students would be discouraged by such a long articlex)Task 2: Matchellongx After listening, I get students to open books and scan the three paragraphs to check the answers to the previous tablex Then they’re re2uired toplete another table with a second readingx Whom do the results belong to? Carol________ Daniel________ Martin_______ Ax felt being part of another culturex Bx be more independentx Cx found it challenging and rewardingx Dx felt that it was a special experiencex Ex ready to face challenges in the futurex Fx learnt how to deal with difficult situationsx Gx felt like she really made a differencex Hx learnt a lot about getting on with local peoplex(With the task, students learn to use a table to gather the main facts about the three British studentsx They’lle to know that a table is of great help in their future readingx)Task 3: Scanning for a detailx I get students to scan the rest paragraphs and find the answer to the 2uestion: What do people call the year off between finishellong school and starting university? In doing so, I introduce the theme of the article and write on the blackboard the title: Mind the gap yearx(With the task, students are expected to grasp the theme of the articlex The task serves as a bridge,whelloch connects the main facts in Paragraphs 46 to the opinions about the gap year in the rest paragraphsx)Task 4: Definition of the gap yearx Students watch a VCR with a 2uestion in mind: What three types of activities do the UK students choose to do during a gap year? The key is: Many students use that time to travel, learn new skills or be a charity volunteerx(The task serves as a supplementary to the second task of Part 1x With the task, students are expected to know more about the gap yearx)Task 5: History of the gap yearx I play a second VCR and get students to answer the 2uestion: When did the gap year start in the UK?(The task enables students to have a good knowledge of the hellostory of the gap yearx)說(shuō)課是20百年80年代后期隨著教改深切而產(chǎn)生的帶有教誨科學(xué)研究性質(zhì)的教研勾當(dāng)，其理論和實(shí)踐越來(lái)越受到正視（宋斌華，2007）。它是教師依據(jù)課程尺度、教誨教學(xué)理念，口頭表述自己對(duì)教學(xué)內(nèi)部實(shí)質(zhì)意義、教學(xué)目標(biāo)、教學(xué)重難點(diǎn)、教學(xué)要領(lǐng)、教學(xué)步伐等進(jìn)行創(chuàng)造性設(shè)計(jì)的一種教研形式（崔小春，2005）。說(shuō)課內(nèi)部實(shí)質(zhì)意義是《牛津高中英語(yǔ)》（江蘇版）第11板塊第2單元Project中的一篇閱讀材料，是本單元話題（getting a job）的延伸和拓展。給評(píng)委們的印象是，說(shuō)課變成了教學(xué)理論的演講，內(nèi)部實(shí)質(zhì)意義雷同征象嚴(yán)重，而且自己所倡導(dǎo)的理論和要領(lǐng)并沒(méi)有在教學(xué)設(shè)計(jì)中得到表現(xiàn)。教師必得牢牢圍繞這兩個(gè)重心，精心設(shè)計(jì)教學(xué)勾當(dāng)或任務(wù)，以此來(lái)展覽自己對(duì)教誨教學(xué)理論理解的深度，展覽自己對(duì)學(xué)生學(xué)情駕馭的精確度，展覽自己在教學(xué)設(shè)計(jì)上的獨(dú)到之處。于是，如何合理施用教學(xué)理論突破這兩個(gè)難點(diǎn)就成了本次說(shuō)課的重點(diǎn)和亮點(diǎn)地點(diǎn)。為什么會(huì)呈現(xiàn)這種“說(shuō)得好，不一定上得好”的窘境呢？在說(shuō)課以前，社團(tuán)者就奉告說(shuō)課教師，此次勾當(dāng)?shù)膬?yōu)越者將在一個(gè)普通高中展覽自己的教學(xué)設(shè)計(jì)。為了躲避不切現(xiàn)實(shí)的隨意闡揚(yáng)，說(shuō)課勾當(dāng)社團(tuán)者必得事前奉告說(shuō)課教師學(xué)生的英語(yǔ)現(xiàn)實(shí)水平；說(shuō)課教師要牢牢抓住學(xué)生和教材，圍繞這兩個(gè)重心設(shè)計(jì)教學(xué)。說(shuō)課不是說(shuō)給自己一個(gè)人聽(tīng)，也不是自編、自導(dǎo)、自演，而是一場(chǎng)實(shí)彈演習(xí)。只管即便做到在還沒(méi)有上課以前就高發(fā)現(xiàn)一些問(wèn)題，而且把問(wèn)題目解釋題決掉，提高課堂教學(xué)效益。因此，至于說(shuō)課是采用英語(yǔ)還是漢語(yǔ)，說(shuō)課勾當(dāng)?shù)纳鐖F(tuán)者，要思量到現(xiàn)實(shí)情況，要因時(shí)、因地、因人而定，不能盲目跟風(fēng)。因此，說(shuō)課教師要適當(dāng)借助于適當(dāng)?shù)闹w語(yǔ)言、手勢(shì)來(lái)表述自己的設(shè)計(jì)和意圖，注意和評(píng)委做好眼神兒交流，不媚不冷，在平等中溫情交流。問(wèn)題四：在英語(yǔ)說(shuō)課中，還有哪些細(xì)節(jié)值得注意？細(xì)節(jié)決定成敗。實(shí)在，教說(shuō)材就是說(shuō)明如何依據(jù)某一課在全冊(cè)或單元中的地位，確定教學(xué)目標(biāo)、教學(xué)的重難點(diǎn)，主要是介紹該課在教材中的地位和效用和和前后課文的知識(shí)聯(lián)系，還要進(jìn)行簡(jiǎn)略的教材分析，依據(jù)教材內(nèi)部實(shí)質(zhì)意義和學(xué)生現(xiàn)實(shí)，說(shuō)明自己對(duì)教材的處理和如許處理的理論依據(jù)。但這其實(shí)不意味著，說(shuō)課教師在設(shè)計(jì)教課時(shí)抱殘守缺，不求創(chuàng)新。在此次勾當(dāng)中，占相當(dāng)比例的教師在說(shuō)課時(shí)沒(méi)有選準(zhǔn)角度或分清層次，東一錘子西一棒，想到那里說(shuō)到那里，以至于評(píng)委聽(tīng)得一頭霧水，底子弄不清楚說(shuō)課教師的教學(xué)步調(diào)。4．忽視板書(shū)的匡助效用。另一半黑板可用來(lái)展覽虛擬課堂教學(xué)的板書(shū)設(shè)計(jì)，或可以幫助評(píng)委或同行在聽(tīng)完后重構(gòu)教學(xué)設(shè)計(jì)，或可以幫助說(shuō)明難于言盡的步調(diào)和設(shè)計(jì)；或可凸顯自己設(shè)計(jì)的奇特之處。英語(yǔ)教師要說(shuō)好課，就要注重日常平凡的窮年累月，多學(xué)習(xí)教學(xué)理論，多研究教材和學(xué)生，鍛煉好自己的英語(yǔ)表達(dá)能力，培養(yǎng)自己的教學(xué)基本功?！?see life in a different way?！?help students develop and grow。□ gain life experience(The task is intended for students to collect more