【正文】 4. 歲月是無情的，假如你丟給它的是一片空白，它還給你的也是一片空白。倘若時(shí)間充裕，我會(huì)進(jìn)一步加強(qiáng)推測(cè)詞義的訓(xùn)練。)四、說學(xué)法通過本課教學(xué)，我將主要培養(yǎng)學(xué)生掌握以下學(xué)習(xí)方法：1．參與式學(xué)習(xí)法：培養(yǎng)他們從練中學(xué)，在學(xué)中用，通過設(shè)置符合學(xué)生知識(shí)水平的活動(dòng)讓學(xué)生參與、體驗(yàn)、實(shí)踐，并從中品味在活動(dòng)中的樂趣。同時(shí)，自我意識(shí)增強(qiáng)，擁有強(qiáng)烈的主觀能動(dòng)性。通過教材設(shè)計(jì)的這三個(gè)活動(dòng)，可以讓學(xué)生初步熟悉這些詞的意義，為以后的各項(xiàng)學(xué)習(xí)活動(dòng)做好準(zhǔn)備。VCR 1：A gap is space between two things or a break in the passing of time. However, a gap year is the time for students between high school and college, or college or graduate school. Many students use that time to travel, learn new skills or bee a charity volunteer. Today, taking a gap year is growing trend among international students.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.Whom do the results belong to?Carol________ WhoWhereActivitiesCarolPart 1. Getting readyReading begins before a book is opened. It’s important to activate students’ existing background knowledge and draw their attention to the topic of the text. In this part, I will use the prereading activities to increase students’ concentration, arouse their curiosities, fire their imagination and give them a purpose for reading. The part consists of two tasks:Advance with English. The article is about British students who take a gap year, which is intended to develop the theme of the unit, that is,或許由于受說課時(shí)間的限制，有些老師在說課時(shí)沒有板書。這次說課的課型是閱讀教學(xué)，不少說課教師的教學(xué)活動(dòng)設(shè)計(jì)就缺少新意，雷同現(xiàn)象嚴(yán)重，教學(xué)步驟一般都分為讀前、讀中、讀后，教學(xué)活動(dòng)局限于回答問題、課文填空、判讀正誤、復(fù)述等常規(guī)活動(dòng)。一些細(xì)節(jié)問題處理不好，也會(huì)影響說課的效果。此外，在本次說課活動(dòng)中，還有部分教師在肢體語言、敘述方式、能否脫稿說課三方面上還存在缺憾。說課教師要在同行或評(píng)委面前，說自己對(duì)教材、對(duì)課準(zhǔn)的認(rèn)識(shí)，說自己對(duì)知識(shí)點(diǎn)的講解，說自己采取什么樣的方法給學(xué)生上課，說有可能在什么地方學(xué)生會(huì)存在問題，當(dāng)問題出現(xiàn)時(shí)采取什么樣的方法去解決，針對(duì)不同的問題和學(xué)生，選擇什么樣的教學(xué)方法等等。按道理說，說課教師已經(jīng)事先已經(jīng)了解學(xué)生的情況?！罢f”是形式，“課”及“課理”是內(nèi)容，只有做到形式與內(nèi)容辯證統(tǒng)一，才能達(dá)到預(yù)期的說課目的。教學(xué)對(duì)象是高三學(xué)生。由于說課能夠展現(xiàn)出教師在備課中的思維創(chuàng)新過程，能凸顯出教師對(duì)課程標(biāo)準(zhǔn)、教材、學(xué)生的理解和把握的水平以及運(yùn)用有關(guān)教育理論和教學(xué)原則組織教學(xué)的能力由于時(shí)間短、易操作、見效快，說課深受教育行政、科研部門和基層學(xué)校的青睞，常被應(yīng)用在教師招聘、基本功競(jìng)賽、教學(xué)研究等活動(dòng)中。成功的說課，應(yīng)該把教學(xué)設(shè)計(jì)和教學(xué)理論有機(jī)地結(jié)合在一起，且要略側(cè)重于說教學(xué)設(shè)計(jì)。問題二：說課，是紙上談兵，還是上課前的模擬預(yù)演？通過這次說課比賽，有8名教師勝出，參加了接下來的評(píng)優(yōu)課比賽。否則，再漂亮的說課也是空中樓閣。能用流利的英語展示自己的教學(xué)思想和設(shè)計(jì)，是我們英語教師共同追求的理想目標(biāo)。說課教師面對(duì)的是同行或者教學(xué)研究者，宜采用陳述性語言，有條理地說明自己的設(shè)計(jì)意圖及具體的操作策略。2．教學(xué)設(shè)計(jì)缺乏創(chuàng)新。在書面語中，類似于“I、II、III…”，“3…”，“⑴、⑵、⑶…”的項(xiàng)目編號(hào)可以很清楚地表明敘述內(nèi)容的層次，但在口頭語就不行了，因?yàn)樗鼈兟犐先ザ际且粯?。說課講究的是教材把握準(zhǔn)確，教法選擇恰當(dāng)，學(xué)法指導(dǎo)有效，板書提綱挈領(lǐng)，過程清晰明朗。aim: Students are encouraged to figure out the implied meaning.The 4th(With the task, I excite students’ desire to know more about what their British equivalents will do before going to college. With the question in mind, students will definitely be eager to listen to the tape to find the answer. )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