【正文】 , 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。這篇文章只討論了說課當時的一些注意事項，而說課的成敗取決于說課前的日常平凡積累。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。說課是上課的預(yù)演，強調(diào)從學(xué)生和教材現(xiàn)實出發(fā)，來設(shè)計教學(xué)任務(wù)。偶爾，說課教師要預(yù)演課堂中將會呈現(xiàn)的教學(xué)場景時，可以暫時把自己的身份切換成教師，好像處身于課堂上，面對著學(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)境展覽在評委眼前。但是，英語終究是一門外語，會對說課的預(yù)定的日期成效產(chǎn)生一定程度的毀傷。要說好課、上好課，取得預(yù)想成效，教師就必須對教材、課程尺度有充實的認識，理解教材內(nèi)部實質(zhì)意義，掌握教材各個知識點之間相互的瓜葛，了解學(xué)生的需要和現(xiàn)實。這此中發(fā)生了一個稀罕征象：有個體教師在說課時顯得理念時尚、手眼新鮮，什么三維目標、任務(wù)型教學(xué)、合作探索追究、多媒體運用等比比皆是，而在后來的評優(yōu)課中卻顯得邁步維艱，缺乏辦理和調(diào)控課堂的實踐智慧和教學(xué)藝術(shù)。教材特點和學(xué)生現(xiàn)實是說課的兩個重心。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。它是教師依據(jù)課程尺度、教誨教學(xué)理念，口頭表述自己對教學(xué)內(nèi)部實質(zhì)意義、教學(xué)目標、教學(xué)重難點、教學(xué)要領(lǐng)、教學(xué)步伐等進行創(chuàng)造性設(shè)計的一種教研形式（崔小春，2005）。給評委們的印象是，說課變成了教學(xué)理論的演講，內(nèi)部實質(zhì)意義雷同征象嚴重，而且自己所倡導(dǎo)的理論和要領(lǐng)并沒有在教學(xué)設(shè)計中得到表現(xiàn)。于是，如何合理施用教學(xué)理論突破這兩個難點就成了本次說課的重點和亮點地點。為了躲避不切現(xiàn)實的隨意闡揚，說課勾當社團者必得事前奉告說課教師學(xué)生的英語現(xiàn)實水平；說課教師要牢牢抓住學(xué)生和教材，圍繞這兩個重心設(shè)計教學(xué)。只管即便做到在還沒有上課以前就高發(fā)現(xiàn)一些問題，而且把問題目解釋題決掉，提高課堂教學(xué)效益。因此，說課教師要適當借助于適當?shù)闹w語言、手勢來表述自己的設(shè)計和意圖，注意和評委做好眼神兒交流，不媚不冷，在平等中溫情交流。實在，教說材就是說明如何依據(jù)某一課在全冊或單元中的地位，確定教學(xué)目標、教學(xué)的重難點，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聯(lián)系，還要進行簡略的教材分析，依據(jù)教材內(nèi)部實質(zhì)意義和學(xué)生現(xiàn)實，說明自己對教材的處理和如許處理的理論依據(jù)。在此次勾當中，占相當比例的教師在說課時沒有選準角度或分清層次，東一錘子西一棒，想到那里說到那里，以至于評委聽得一頭霧水，底子弄不清楚說課教師的教學(xué)步調(diào)。另一半黑板可用來展覽虛擬課堂教學(xué)的板書設(shè)計，或可以幫助評委或同行在聽完后重構(gòu)教學(xué)設(shè)計，或可以幫助說明難于言盡的步調(diào)和設(shè)計；或可凸顯自己設(shè)計的奇特之處?！?see life in a different way。□ gain life experience(The task is intended for students to collect more information about students taking a gap year, which also makes them well prepared for the writing task in the next part.)Task 4: Recognizing the implied play a fourth listening, students are expected to fill in the two blanks: Actually, a year off is not a gap, but a time for personal growth and d_______, a b______ between two important periods in life.(With the task, students will know about how to plan a gap year and what taking a gap year really means to gets them ready for the next task.)Task 5: Understanding the reading the whole text, I will get students to focus on the the gap.(The task is designed to help students fully understand the hidden meaning of the title: They are expected to make full of the gap year to develop themselves.)Part to the text I encourage the students to answer the question—What does the idea mean to me? As we all know, most writers are prejudiced in some way and try to convince their readers of something, or influence them to look at things in a certain it is important to train students to read part consists of two 1: I conduct a survey to see what students think of taking a gap year and at the same time plete the table.(The task is aimed at making students be critical students should be encouraged to evaluate and make judgment about the author39。□ gain life experience(The task is intended for students to collect more armation about students taking a gap year, whelloch also makes them well prepared for the writing task in the next partx)Task 4: Recognizing the implied messagex I play a fourth VCRx Whellole listening, students are expected to fill in the two blanks: Actually, a year off is not a gap, but a time for personal growth and d_______, a b______ between two important period