【正文】 egies 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 between 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)，其理論和實踐越來越受到正視（宋斌華，2007）。問題一：說課，是背長篇累牘的教誨理論，還是談獨具巧妙的心思的教學(xué)設(shè)計？在此次勾當(dāng)中，有不少教師事前作了大量準備，網(wǎng)絡(luò)了許多時尚的英語教學(xué)理論和教學(xué)要領(lǐng)，把一大半時間用來談理論，說要領(lǐng)，而本節(jié)課的教學(xué)設(shè)計卻輕描淡寫，一帶而過。本次說課材料具有兩個特點：一是，篇幅長，全文長達688個詞；二是，話題新，“休學(xué)實踐年（a gap year）”，對絕大多中國學(xué)生來說是一個新物質(zhì)。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。應(yīng)該說，說課的歷程就是發(fā)現(xiàn)問題、解決問題的歷程，是說課者和評課者共同提高的歷程。在現(xiàn)實教學(xué)中，教學(xué)的肢體語言、手勢、與學(xué)生的眼神兒交流對教學(xué)目標(biāo)的達成也起著重要的匡助效用。有的說課教師忽略這一環(huán)節(jié)，有的教師則長篇大論。3．主線不突出，語言表述混亂。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)部實質(zhì)意義的主要步調(diào)和關(guān)鍵詞?！?learn new skills?！?be ready to face challenges。s textx)Task 2: After the