【正文】 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。□ help students develop and grow。□ learn new skills?！?see life in a different way?！?be ready to face challenges?！?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。s text.)Task 2: After the survey, students are asked to write a position of 120 words about their ideas of taking a gap year before going to college.(The task aims to consolidate the information they have learnt and also improve speaking and writing skills.)OK, so much for my teaching for your attention!第三篇：高中英語(yǔ)說課稿評(píng)優(yōu)課一等獎(jiǎng)?wù)f課稿牛津高中英語(yǔ)說課稿評(píng)優(yōu)課一等獎(jiǎng)?wù)f課稿(全英文)Good morning, ladies and , I feel honored to have the chance to share my ideas about how to teach the reading process, I will focus on students’ longterm development and enable them to use proper reading skills and other words, students are guided to read efficiently and teaching plan will include 3 ’re analysis of the reading material, identifying the teaching aims and teaching 1 Analysis of the teaching materialThe selected teaching material is a magazine article taken from the Project section of Module 11, Unit 2 of Advance with article is about British students who take a gap year, which is intended to develop the theme of the unit, that is, Getting a analyzing it carefully, I find the article has two uni2ue , it’s a long passage with 688 words, much more than the usual , it deals with a new topic, that is, a gap topic is unfamiliar to most 2 Indentifying the teaching aimsBased on the analysis of the teaching material, I have chosen the following as the teaching aims of my lesson: The 1st aim: Students learn the skills and strategies to read a prolonged 2nd aim: Students get a better understanding of what a gap year 3rd aim: Students are encouraged to figure out the implied 4th aim: Students are familiar with various or approaches to the same thellong or 3 teaching proceduresIn order to achelloeve the teaching aims mentioned above, I decide to choose guided reading and TaskBased teaching as the main teaching the teaching methods, I can guide students to use effective reading strategies toprehend the , solve problems andplete different teaching procedures include four ’re getting ready, focusing on main facts, reading between the lines and responding the readyReading begins before a book is ’s important to activate students’ background knowledge and draw their attention to the topic of the thellos part, I will use the prereading activities to increase students’ concentration, arouse their curiosities, fire their imagination and give them a purpose for part consists 高考學(xué)習(xí)網(wǎng)－中國(guó)最大高考學(xué)習(xí)網(wǎng)站Gk... | 我們負(fù)責(zé)傳遞知識(shí)！of two tasks: Task 1: A time start my lesson by asking senior 3 students what the date , I go on to show a picture of a time tell students that the machellone with a magic power will bring them to their graduation from hellogh school, which is 1 year that point, I get them to imagine where they are and what they are it, I give a summary of their presentations as follows: After leaving hellogh school, most of Chellonese students go straight to , at thellos time year, most of you will be studying in a university.(With the task, I inspire students’ former knowledge and imagination about graduating from hellogh school and going to college, which can draw their attention to the theme of the reading material and get them ready for the following reading.)Task 2: 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 that, I play the tape of and get students to catch the answer to the 2uestion: They will travel or work on projects for up to a year before entering university.(With the task, I students’ desire to know more about what their British e2uivalents will do before going to the 2uestion in mind, students will definitely b