高中英語(yǔ)說(shuō)課稿評(píng)優(yōu)課一等獎(jiǎng)?wù)f課稿新人教版

1、牛津高中英語(yǔ)說(shuō)課稿評(píng)優(yōu)課一等獎(jiǎng)?wù)f課稿（全英文）牛津高中英語(yǔ)說(shuō)課稿評(píng)優(yōu)課一等獎(jiǎng)?wù)f課稿（ 全英文 ） 牛津高中英語(yǔ)說(shuō)課稿以下是全市高中英語(yǔ)教師評(píng)優(yōu)課一等獎(jiǎng)的全英文說(shuō)課稿，現(xiàn)注銷(xiāo)來(lái)，希望對(duì)大家有點(diǎn)幫助，說(shuō)課的內(nèi)部實(shí)質(zhì)意義是牛津高中英語(yǔ)（江蘇版）第 11 板塊第 2 單元 Project中的閱讀材料。Good morning, ladies and gentlemanx Today, I feel honored to have the chance to share my ideas about how to teach readingxIn the readingprocess, I will f

2、ocus on students long -term development and enable them to use proper reading skills and strategiesx In other words, students are guided to read efficiently and independentlyxMy teachellong planwill incl ude 3 sectionsx They re analysis of the reading material, identifying the teachellong aims and t

3、eachellong proceduresx Section 1 Analysis of the teachellong materialThe selected teachellongmaterial is a magazine article taken from the Project section of Module 11, Unit 2 of Advance with Englishx The article is about British students who take a gap year, whelloch is intended to develop the them

4、e of the unit, that is, Getting a jobx After analyzing it carefully, I find the article has two uni2ue charact eristicsx First, it s a long passage with 688 words, much more than the usual textsx Second, it deals with a new topic, that is, a gap yearx The topic is unfamiliar to most studentsxSection

5、 2Indentifying the teachellong aims Based on the analysis of the teachellong material, I have chosen the following as the teachellong aims of my lesson:The 1st aim: Students learn the skills and strategiesto read a prolonged textx The 2nd aim: Students get a better understanding of what a gap year i

6、sxThe 3rd aim: Students areencouraged to figure out the implied meaningxThe 4th aim: Studentsare familiar with various expression_r_r_r_r_rs or approaches to express the same thellong or ideax Section 3 Teachellong procedures In order to achelloeve the teachellong aims mentioned above, I decide to c

7、hoose guided reading and Task-Based 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,

8、focusing on main facts, reading between the lines and responding the textxPart 1x Getting readyReading beginsbefore a book is openedx It s important to activate students existing background knowledge and draw their attention to the topic of the textxIn thellospart, I willuse the pre-reading activiti

9、esto increasestudents concentration, arouse their curiosities,fire theirimagination and give them a purpose for readingx The part consists of two tasks:Task 1: A time machellonex I start my lesson by asking senior3 students what the date isx Then, I go on to show a picture of a time machellonex I te

10、ll 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 doingx After it, I give a summary of their presentations as follows: After leaving hellogh school

11、, 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

12、 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 thatmore and more students in the UKare doing somethellong different instead of

13、 going straight to universityx After that, I play the tape of Parax1and get students to catch the answer to the 2uestion: They will travelor 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 d

14、o 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 facts During 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

15、 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:Task1: Three examplesx I moveon to tell students as follows: Last year, Carol Smith, Daniel and Martin Johnson, 3 students

16、 from the UK, went to some remote places and did somethellong specialx After the instructions, I play the tape of Paragraphs 4-6 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

17、 time and reliving their psychological burden, otherwise students would be discouraged bysuch 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

18、 a second readingx Whom do the results belong to? CarolDanielMartin Ax felt being part of another culturex Bx be moreindependentx 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 situation

19、sx 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 d

20、etailx I get studentsto 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 writeon the blackboard the title: Mind the gap yearx (With the task, stude

21、nts are expected to grasp the theme of the articlex The task serves as a bridge,whelloch connects the main facts in Paragraphs 4-6 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 activit

22、ies do the UKstudents choose to do during a gap year? The key is: Many students use that time to travel, learn new skills or be a charityvolunteerx (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

23、 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(shuō)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(shí)踐越來(lái)越受到正視(宋斌華，2007)。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(duì)教學(xué)

24、內(nèi)部實(shí)質(zhì)意義、教學(xué)目標(biāo)、教學(xué)重難點(diǎn)、 教學(xué)要領(lǐng)、教學(xué)步伐等進(jìn)行創(chuàng)造性設(shè)計(jì)的一種教研形式(崔小春，2005) 。通俗地說(shuō)，就是闡述“教什么內(nèi)部實(shí)質(zhì)意義、 為什么教這些個(gè)、怎么教和為什么這么教”的問(wèn)題。 由于說(shuō)課能夠揭示出教師在備課中的思維創(chuàng)新歷程，能凸顯出教師對(duì)課程尺度、教材、 學(xué)生的理解和駕馭的水平和運(yùn)用有關(guān)教誨理論和教學(xué)原則社團(tuán)教學(xué)的能力由于時(shí)間短、易操作、見(jiàn)效快，說(shuō)課深受教誨行政、科學(xué)研究部門(mén)和下層學(xué)校的青睞，常被應(yīng)用在教師雇用、基本功競(jìng)賽、教學(xué)研究等勾當(dāng)中。 2008 年 10 月張家港市教誨局在張家港外國(guó)語(yǔ)學(xué)校舉行了全市高中英語(yǔ)教師說(shuō)課角逐。說(shuō)課內(nèi)部實(shí)質(zhì)意義是牛津高中英語(yǔ)(江蘇版)第1

25、1 板塊第 2 單元 Project 中的一篇閱讀材料，是本單元話題(getting a job )的延伸和拓展。教學(xué)對(duì)象是高三學(xué)生。作者就以此次勾當(dāng)為案例，聯(lián)合17 位參加比賽教師的具體表現(xiàn)和主要問(wèn)題，跟英語(yǔ)教師談一談如何說(shuō)好課。問(wèn)題一：說(shuō)課，是背長(zhǎng)篇累牘的教誨理論，還是談獨(dú)具巧妙的心思的教學(xué)設(shè)計(jì)？在此次勾當(dāng)中，有不少教師事前作了大量準(zhǔn)備，網(wǎng)絡(luò)了許多時(shí)尚的英語(yǔ)教學(xué)理論和教學(xué)要領(lǐng)，把一大半時(shí)間用來(lái)談理論，說(shuō)要領(lǐng)，而本節(jié)課的教學(xué)設(shè)計(jì)卻輕描淡寫(xiě)，一帶而過(guò)。給評(píng)委們的印象是，說(shuō)課變成了教學(xué)理論的演講，內(nèi)部實(shí)質(zhì)意義雷同征象嚴(yán)重，而且自己所倡導(dǎo)的理論和要領(lǐng)并沒(méi)有在教學(xué)設(shè)計(jì)中得到表現(xiàn)。說(shuō)原理，講要領(lǐng)，是說(shuō)

26、課的一個(gè)顯著特性，但絕不是說(shuō)課的主體。成功的說(shuō)課，應(yīng)該把教學(xué)設(shè)計(jì)和教學(xué)理論有機(jī)地聯(lián)合在一路，且要略側(cè)重于教說(shuō)學(xué)設(shè)計(jì)。教材特點(diǎn)和學(xué)生現(xiàn)實(shí)是說(shuō)課的兩個(gè)重心。教師必得牢牢圍繞這兩個(gè)重心，精心設(shè)計(jì)教學(xué)勾當(dāng)或任務(wù)， 以此來(lái)展覽自己對(duì)教誨教學(xué)理論理解的深度，展覽自己對(duì)學(xué)生學(xué)情駕馭的精確度， 展覽自己在教學(xué)設(shè)計(jì)上的獨(dú)到之處。 “說(shuō)”是形式， “課”及“課理”是內(nèi)部實(shí)質(zhì)意義，只有做到形式與內(nèi)部實(shí)質(zhì)意義辯證統(tǒng)一，才氣達(dá)到預(yù)定的日期的說(shuō)課目的。換言之， 說(shuō)課不是長(zhǎng)篇大論地演講教學(xué)理論，而是要談自己不論什么運(yùn)用教學(xué)理論解決教學(xué)中所遇到的現(xiàn)實(shí)問(wèn)題。本次說(shuō)課材料具有兩個(gè)特點(diǎn)：一是， 篇幅長(zhǎng)， 全文長(zhǎng)達(dá)688個(gè)詞； 二是

27、， 話題新， “休學(xué)實(shí)踐年 ( a gap year) ”，對(duì)絕大多中國(guó)學(xué)生來(lái)說(shuō)是一個(gè)新物質(zhì)。于是， 如何合理施用教學(xué)理論突破這兩個(gè)難點(diǎn)就成了本次說(shuō)課的重點(diǎn)和亮點(diǎn)地點(diǎn)。朱俊爽老師大膽創(chuàng)新，用夾敘夾議的體式格局?jǐn)⑹隽俗约旱钠嫣厮伎?，令評(píng)委有線人一新的感覺(jué)，其主要亮點(diǎn)是：把閱讀材料分化為主要事實(shí)和評(píng)價(jià)兩個(gè)部分，即三個(gè)學(xué)生參加休學(xué)實(shí)踐年的履歷領(lǐng)會(huì)，和英語(yǔ)政府、雇主、大學(xué)對(duì)這種做法的評(píng)價(jià)，便于學(xué)生掌握文章的主要事實(shí)和不雅點(diǎn)；調(diào)解部分段落的處理順序，把第四、5、6天然段這三段視為一個(gè)整體，看做聽(tīng)力材料，放在閱讀以前就處理掉，緩解學(xué)生的閱讀生理承擔(dān)；(3)分析篇和章結(jié)構(gòu)，讓學(xué)生領(lǐng)會(huì)到，盡管第二、3 天然段

28、和第七、8 天然段的表述體式格局迥異，但內(nèi)部實(shí)質(zhì)意義大抵相同，并設(shè)計(jì)了響應(yīng)的任務(wù)(similarsentences ) 。 問(wèn)題二： 說(shuō)課， 是紙上談兵，還是上課前的模擬預(yù)演？通過(guò)此次說(shuō)課角逐，有 8 名教師勝出，參加了接下來(lái)的評(píng)優(yōu)課角逐。這此中發(fā)生了一個(gè)稀罕征象：有個(gè)體教師在說(shuō)課時(shí)顯得理念時(shí)尚、手眼新鮮，什么三維目標(biāo)、任務(wù)型教學(xué)、合作探索追究、多媒體運(yùn)用等比比皆是，而在后來(lái)的評(píng)優(yōu)課中卻顯得邁步維艱，缺乏辦理和調(diào)控課堂的實(shí)踐智慧和教學(xué)藝術(shù)。為什么會(huì)呈現(xiàn)這種“說(shuō)得好， 不一定上得好”的窘境呢？在說(shuō)課以前， 社團(tuán)者就奉告說(shuō)課教師，此次勾當(dāng)?shù)膬?yōu)越者將在一個(gè)普通高中展覽自己的教學(xué)設(shè)計(jì)。按原理說(shuō)，說(shuō)課教

29、師已經(jīng)事前已經(jīng)了解學(xué)生的情況。但是， 有的說(shuō)課教師為了趕時(shí)髦盲目跟風(fēng)，或迎合評(píng)委的口胃，而掉臂學(xué)生和教材的現(xiàn)實(shí)情況，掉臂語(yǔ)言教學(xué)的基本規(guī)律，一味地去挖空心力設(shè)計(jì)奇異新鮮的任務(wù)或勾當(dāng)。說(shuō)課本身的不足之處是，說(shuō)課的全歷程缺乏了學(xué)生的參與。為了躲避不切現(xiàn)實(shí)的隨意闡揚(yáng)，說(shuō)課勾當(dāng)社團(tuán)者必得事前奉告說(shuō)課教師學(xué)生的英語(yǔ)現(xiàn)實(shí)水平；說(shuō)課教師要牢牢抓住學(xué)生和教材，圍繞這兩個(gè)重心設(shè)計(jì)教學(xué)。教學(xué)目標(biāo)的確立、內(nèi)部實(shí)質(zhì)意義的分析、問(wèn)題的配備布置、練習(xí)的安排及教學(xué)要領(lǐng)的運(yùn)用，都必須以學(xué)生的現(xiàn)實(shí)情況為參考系。不然， 再標(biāo)致的說(shuō)課也是蜃樓海市。要說(shuō)好課、上好課， 取得預(yù)想成效，教師就必須對(duì)教材、課程尺度有充實(shí)的認(rèn)識(shí)，理解教材內(nèi)

30、部實(shí)質(zhì)意義，掌握教材各個(gè)知識(shí)點(diǎn)之間相互的瓜葛，了解學(xué)生的需要和現(xiàn)實(shí)。說(shuō)課不是說(shuō)給自己一個(gè)人聽(tīng)，也不是自編、自導(dǎo)、自演，而是一場(chǎng)實(shí)彈演習(xí)。說(shuō)課教師要在同行或評(píng)委面前，說(shuō)自己對(duì)教材、 對(duì)課準(zhǔn)的認(rèn)識(shí)，說(shuō)自己對(duì)知識(shí)點(diǎn)的講解，說(shuō)自己采納什么樣的要領(lǐng)給學(xué)生上課， 說(shuō)可能在什么地方學(xué)生會(huì)存在問(wèn)題，當(dāng)問(wèn)題呈現(xiàn)時(shí)采納什么樣的要領(lǐng)去解決， 針對(duì)不同的問(wèn)題和學(xué)生，選擇什么樣的教學(xué)要領(lǐng)等等。在如許的一個(gè)歷程中，同行或評(píng)委就會(huì)對(duì)說(shuō)課者的說(shuō)課情況加以分析研究，看看還存在著什么問(wèn)題，運(yùn)用什么樣的要領(lǐng)來(lái)幫助說(shuō)課者提高。應(yīng)該說(shuō)， 說(shuō)課的歷程就是發(fā)現(xiàn)問(wèn)題、解決問(wèn)題的歷程，是說(shuō)課者和評(píng)課者共同提高的歷程。只管即便做到在還沒(méi)有上課以

31、前就高發(fā)現(xiàn)一些問(wèn)題，而且把問(wèn)題目解釋題決掉，提高課堂教學(xué)效益。問(wèn)題三：說(shuō)課，該采用哪一種語(yǔ)言和敘述體式格局？在此次說(shuō)課勾當(dāng)中，全部參加比賽教師都采用英語(yǔ)說(shuō)課，在展覽自己教學(xué)設(shè)計(jì)的同時(shí)，也充實(shí)凸顯了嫻熟的英語(yǔ)表達(dá)能力。能用流利的英語(yǔ)展覽自己的教學(xué)思想和設(shè)計(jì)，是我們英語(yǔ)教師共同尋求的理想目標(biāo)。但是， 英語(yǔ)終究是一門(mén)外語(yǔ)，會(huì)對(duì)說(shuō)課的預(yù)定的日期成效產(chǎn)生一定程度的毀傷。因此， 至于說(shuō)課是采用英語(yǔ)還是漢語(yǔ)，說(shuō)課勾當(dāng)?shù)纳鐖F(tuán)者，要思量到現(xiàn)實(shí)情況，要因時(shí)、因地、因人而定，不能盲目跟風(fēng)。此外，在本次說(shuō)課勾當(dāng)中，還有部分教師在肢體語(yǔ)言、敘述體式格局、能否脫稿說(shuō)課三方面上還存在缺憾。有的說(shuō)課教師身姿僵硬，表情呆板；有

32、的采用不適當(dāng)?shù)臄⑹鲶w式格局， 在全般說(shuō)課歷程中把評(píng)委都當(dāng)成學(xué)生，施用了過(guò)多的課堂用語(yǔ)；有的說(shuō)課教師不能做到脫稿，而是把備課稿從頭至尾朗讀了一遍。在現(xiàn)實(shí)教學(xué)中，教學(xué)的肢體語(yǔ)言、手勢(shì)、 與學(xué)生的眼神兒交流對(duì)教學(xué)目標(biāo)的達(dá)成也起著重要的匡助效用。 因此， 說(shuō)課教師要適當(dāng)借助于適當(dāng)?shù)闹w語(yǔ)言、手勢(shì)來(lái)表述自己的設(shè)計(jì)和意圖，注意和評(píng)委做好眼神兒交流，不媚不冷，在平等中溫情交流。說(shuō)課教師要只管即便做到脫稿，必要時(shí)再參照說(shuō)課綱要，得當(dāng)?shù)剡\(yùn)用好肢體語(yǔ)言、手勢(shì)、和眼神兒，聲情并茂地說(shuō)課，把評(píng)委的注意力吸引到自己預(yù)設(shè)情景中去，使他們受到感染，產(chǎn)生共鳴。說(shuō)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(yǔ)言，有層次地說(shuō)明

33、自己的設(shè)計(jì)意圖及具體的操作策略。偶爾， 說(shuō)課教師要預(yù)演課堂中將會(huì)呈現(xiàn)的教學(xué)場(chǎng)景時(shí)，可以暫時(shí)把自己的身份切換成教師，好像處身于課堂上，面對(duì)著學(xué)生，通過(guò)自己繪聲繪色的課堂語(yǔ)言把預(yù)設(shè)的教學(xué)內(nèi)或許環(huán)境展覽在評(píng)委眼前。問(wèn)題四：在英語(yǔ)說(shuō)課中，還有哪些細(xì)節(jié)值得注意？細(xì)節(jié)決定成敗。一些細(xì)節(jié)問(wèn)題處理不好，也會(huì)影響說(shuō)課的成效。在本次勾當(dāng)中，我們發(fā)現(xiàn)以下一些普遍存在的細(xì)節(jié)問(wèn)題：1 不知道如何教說(shuō)材。有的說(shuō)課教師忽略這一環(huán)節(jié)，有的教師則長(zhǎng)篇大論。實(shí)在， 教說(shuō)材就是說(shuō)明如何依據(jù)某一課在全冊(cè)或單元中的地位，確定教學(xué)目標(biāo)、教學(xué)的重難點(diǎn)，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(shí)聯(lián)系，還要進(jìn)行簡(jiǎn)略的教材分析，依據(jù)教

34、材內(nèi)部實(shí)質(zhì)意義和學(xué)生現(xiàn)實(shí)，說(shuō)明自己對(duì)教材的處理和如許處理的理論依據(jù)。值得注意的是，教說(shuō)材時(shí)要點(diǎn)到為止，不要過(guò)多的展開(kāi)。2教學(xué)設(shè)計(jì)缺乏創(chuàng)新。說(shuō)課是上課的預(yù)演，強(qiáng)調(diào)從學(xué)生和教材現(xiàn)實(shí)出發(fā)，來(lái)設(shè)計(jì)教學(xué)任務(wù)。但這其實(shí)不意味著，說(shuō)課教師在設(shè)計(jì)教課時(shí)抱殘守缺，不求創(chuàng)新。此次說(shuō)課的課型是閱讀教學(xué)， 不少說(shuō)課教師的教學(xué)勾當(dāng)設(shè)計(jì)就缺乏新意，雷同征象嚴(yán)重，教學(xué)步調(diào)一般都分為讀前、讀中、讀后，教學(xué)勾當(dāng)局限于回答問(wèn)題、課文填空、判讀正誤、復(fù)述等通例勾當(dāng)。朱俊爽老師牢牢抓住學(xué)生和閱讀材料現(xiàn)實(shí)，做了一些成功的嘗試，例如：她設(shè)計(jì)了任務(wù)Similar Sentences ，讓學(xué)生在文章第二、3、七、8天然段中找出意思附近而表達(dá)

35、不同的句子，增加了學(xué)生的可理解性輸入，為后面口頭和書(shū)面表達(dá)做好鋪墊。3 主線不突出，語(yǔ)言表述混亂。在此次勾當(dāng)中，占相當(dāng)比例的教師在說(shuō)課時(shí)沒(méi)有選準(zhǔn)角度或分清層次，東一錘子西一棒，想到那里說(shuō)到那里，以至于評(píng)委聽(tīng)得一頭霧水，底子弄不清楚說(shuō)課教師的教學(xué)步調(diào)。其原因之一，說(shuō)課教師沒(méi)有凸顯出一個(gè)主線索，把多個(gè)教學(xué)勾當(dāng)串聯(lián)起來(lái)，從而引起表述雜亂無(wú)章；另一個(gè)最主要的原因是出在項(xiàng)目編號(hào)格局上。在書(shū)面語(yǔ)中，類(lèi)似于“I、II、川”，“一、二、3”，”、(3) ”的項(xiàng)目編號(hào)可以很清楚地表白敘述內(nèi)部實(shí)質(zhì)意義的層次，但在口頭語(yǔ)就不行了，因?yàn)樗鼈兟?tīng)上去都是一樣。因此，說(shuō)課教師要善于用“Stepl, Step 2, Step

36、 3”,“ Pre-reading, Whellole-reading, Post- reading ”等手眼來(lái)加以區(qū)別或甄別。4忽視板書(shū)的匡助效用?；蛟S由于受說(shuō)課時(shí)間的限定，有些老師在說(shuō)課時(shí)沒(méi)有板書(shū)。實(shí)在，適當(dāng)?shù)陌鍟?shū)可以對(duì)說(shuō)課起到畫(huà)龍點(diǎn)睛的效用。在說(shuō)課前，教師可以用粉筆把黑板一分為二，一半用作為枚舉說(shuō)課內(nèi)部實(shí)質(zhì)意義的主要步調(diào)和關(guān)鍵詞。 另一半黑板可用來(lái)展覽虛擬課堂教學(xué)的板書(shū)設(shè)計(jì)，或可以幫助評(píng)委或同行在聽(tīng)完后重構(gòu)教學(xué)設(shè)計(jì)，或可以幫助說(shuō)明難于言盡的步調(diào)和設(shè)計(jì)；或可凸顯自己設(shè)計(jì)的奇特之處?？⑹抡Z(yǔ)總而言之，說(shuō)課， 是英語(yǔ)教師對(duì)自己教學(xué)基本功和教學(xué)實(shí)踐智慧的一次集中展覽。說(shuō)課講究的是教材駕馭精確，教法

37、選擇得當(dāng)，學(xué)法引導(dǎo)有效，板書(shū)綱要挈領(lǐng)，歷程清晰明朗。這篇文章只討論了說(shuō)課當(dāng)時(shí)的一些注意事項(xiàng)，而說(shuō)課的成敗取決于說(shuō)課前的日常平凡積累。英語(yǔ)教師要說(shuō)好課，就要注重日常平凡的窮年累月，多學(xué)習(xí)教學(xué)理論，多研究教材和學(xué)生，鍛煉好自己的英語(yǔ)表達(dá)能力，培養(yǎng)自己的教學(xué)基本功。 用來(lái)參考的書(shū)籍目：崔小春x2005x “說(shuō)課”斷想 Jx 人平易近教誨,(2)x宋斌華x2007x 說(shuō)課：英語(yǔ)教師專(zhuān)業(yè)化發(fā)展的有效途徑Jx 教誨實(shí)踐與研究 ,(12A)x Task 6: Commentsx The second, thellord, seventh, eighth paragraphs deal with themen

38、ts of the government, universities, employers and the public on students taking a gap year before going to collegex Iget students to read the four paragraphs to gather thements andplete the tablex (The task helps students get a further understanding of the rolea table plays in helping gathering main

39、 facts or opinionsx) Part 3x Read between the lines: In thellos part, I will encourage the students to answer the 2uestion What does the author mean?As we know, armation in a reading passage is not always stated directlyx Sometimes students have to infer, or makeguesses ording the armation whelloch

40、is available in the readingx So in thellos part, the students are asked to infer the implied meaning, distinguish the main ideas from the supporting details and understand how the text isanizedx The part consists of three tasksx Task 1: Similarsentencesx The English language enjoys various ways of e

41、xpressing the same thellong or ideax As we can see, the second and thellord paragraphs are similar to the seventh and eighth paragraphs in the content, both dealing withments on the gap yearx Somesentences actually express the samementsx I will get students to read the four paragraphs for a second t

42、ime to find out the similar sentencesx(The first is done as an examplex) It (a gap year) is more than just a long holidayx (Line 50) A gap year is more than just a year away from studyingx Employers say they prefer to hellore graduates who have taken a gap yearx (Line 15) (3)A gap year gives young p

43、eople an opportunity to learn skills and gain life experiencex It helps youngpeople develop and growx (Lines 17-18) (4)Living away from hometaught me to be more independentx (Lines 22-23) (The task is designed to help students learn and use different ways to express the same ideax The task getsstude

44、nts ready for talking and writing about the gap year in the next partx) Task 2: Guessing from the contextx I get students to guess from the context th e meanings of the four words or phrases: the career ladder (Line 4) every point of thepass (Line 5) (3)delicate (Line 22) (4)an edge in the job marke

45、t (Line 54) (The taskhelps students to recognize that in most language-leaning situationstheywille across vocabulary they don t knowx With the task, students areguided to look at the context in whelloch a word or phrase is used andtry to find any clues to its meaningsx) Task 3: Benefitsx Students ar

46、easked to collect advantages of taking a gap year in the textx After that, students have the chance to listen to a thellord VCR, whelloch containsmore armation about advantagesx Whellole listening, students are encouraged to take notes of what they can catchx teach students to beindependent; help st

47、udents 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 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