【正文】 　Task 1: Three examples. 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 something special. After the instructions, I play the tape of Paragraphs 46 and get students to plete the following table.　　Task 2: Matching. After listening, I get students to open books and scan the three paragraphs to check the answers to the previous table. Then they’re required to plete another table with a second reading. (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 article.)　　(With the task, students learn to use a table to gather the main facts about the three British students. They’ll e to know that a table is of great help in their future reading.)　　Task 3: Scanning for a detail. I get students to scan the rest paragraphs and find the answer to the question: What do people call the year off between finishing school and starting university? In doing so, I introduce the theme of the article and write on the blackboard the title: Mind the gap year.　　(With the task, students are expected to grasp the theme of the article. The task serves as a bridge,which connects the main facts in Paragraphs 46 to the opinions about the gap year in the rest paragraphs.)　　Task 4: Definition of the gap year. Students watch a VCR with a question 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 bee a charity volunteer.　　(The task serves as a supplementary to the second task of Part 1. With the task, students are expected to know more about the gap year.)　　Task 5: History of the gap year. I 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.)　　一、說教材：　　《氓》是高中語文課程標(biāo)準(zhǔn)實(shí)驗(yàn)教科書第二冊第二單元的第一篇文章?！鼻∪缙浞值靥岢隽恕跋缺M孝、后盡忠”忠孝兩全的解決辦法，還作了“生當(dāng)隕首，死當(dāng)給草”的保證，晉武帝終于被李密的苦情、親情、孝情、忠情深深打動了。二是在此基礎(chǔ)上指導(dǎo)背誦，并進(jìn)行分組朗誦比賽。　?。础⒎蹲x正音　　在范讀正音之前給學(xué)生輕聲讀課文，勾畫注釋的時間。建國初年，為籠絡(luò)人心，對蜀漢士族采取懷柔政策，征召蜀漢舊臣到洛陽任職。曾出仕蜀漢擔(dān)任尚書郎，屢次出使東吳，很有才辯?！　￡悾宏愂??！　∪?、說教法　　主要指導(dǎo)學(xué)生用“四讀法”（速讀、誦讀、品讀、研讀）并結(jié)合適度的課堂討論，讓學(xué)生在自主、合作、探究的過程中完成對課文的理解。　?。?、品味作者在敘述中蘊(yùn)涵的真切情感，理解“忠”“孝”的含義。我說課的內(nèi)容分為五部分：　　一、說教材　　《陳情表》是人教版高中語文第五冊第二單元的自讀課文。　　最后將對本節(jié)內(nèi)容進(jìn)行小結(jié)，要在小結(jié)中闡述清楚本節(jié)課的兩大內(nèi)容：即工業(yè)的區(qū)位因素和工業(yè)區(qū)位的選擇?！　∧敲磸默F(xiàn)狀來看我國的鋼鐵產(chǎn)業(yè)基地多數(shù)污染較為嚴(yán)重，可見工業(yè)區(qū)位的選擇同樣要顧及到環(huán)境的因素，由此引入下一部分的內(nèi)容?！　〗酉聛碜寣W(xué)生閱讀教材60頁的《鋼鐵工業(yè)區(qū)位選擇的三次變化》這段文字，由“鋼鐵工業(yè)到底是什么類型的主導(dǎo)產(chǎn)業(yè)”的討論導(dǎo)出，進(jìn)行案例教學(xué)?！　∪缓笠勒諏W(xué)生自身的理解，通過其腦中的思維將工業(yè)區(qū)位的因素想象成生產(chǎn)投入的“原料”，將生產(chǎn)過程的所需和產(chǎn)出結(jié)合起來，既明確工業(yè)作為物質(zhì)加工再造的生產(chǎn)部門較農(nóng)業(yè)生產(chǎn)的特殊性，同時也促進(jìn)其去思考工業(yè)區(qū)位的選擇到底需要一些什么因素。除此以外，一定的人文地理素養(yǎng)是必不可少的，這種素養(yǎng)是學(xué)生在平時的學(xué)習(xí)生活中逐漸養(yǎng)成的，而它也是在綜合能力運(yùn)用中充當(dāng)新知識“粘合劑”的主要材料，學(xué)生要在平時多接觸地理，擴(kuò)大自己的知識領(lǐng)域，用無形的積累換取有形的成績?！?