想[J]x人平易近教诲,(2)x ⑵宋斌华x2007x说课：英语教师专业化发展的有效途径[J]x教诲实践与研究,(12A)x Task 6: Commentsx The second, thellord, seventh, eighth paragraphs deal with thements of the
government, universities, employers and the public on students taking a gap year before going to collegex I get students to read the four paragraphs to gather thements andplete the tablex (The task helps students get a further understanding of the role a table plays in helping gathering main 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 make guesses ording the armation whelloch 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: Similar sentencesx The English language enjoys various ways of expressing 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 Some sentences actually express the samementsx I will get students to read the four paragraphs for a second time to find out the similar sentencesx(The first is done as an examplex) ⑴It (a gap year) is more than just a long holidayx (Line 50) A gap year is more than just a year away from studyingx ⑵Employers say they prefer to hellore graduates who have taken a gap yearx (Line 15) ______________________________ (3)A gap year gives young people an opportunity to learn skills and gain life experiencex It helps young people develop and growx (Lines 17-18)
______________________________ (4)Living away from home taught 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 gets students 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 the meanings of the four words or phrases: ⑴the career ladder (Line 4) ________________________ ⑵every point of thepass (Line 5) ________________________ (3)delicate (Line 22) ________________________ (4)an edge in the job market (Line 54)
________________________ (The task helps students to recognize that in most language-leaning situations they wille across vocabulary they don’t knowx With the task, students are guided to look at the context in whelloch a word or phrase is used and try to find any clues to its meaningsx) Task 3: Benefitsx Students are asked to collect advantages of taking a gap year in the textx After that, students have the chance to listen to a thellord VCR, whelloch contains more armation about advantagesx Whellole
listening, students are encouraged to take notes of what they can catchx □ 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 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 periods in lifex (With the task, students will know about how to plan a gap year and what taking a gap year really means to themx It gets them ready for the next taskx ) Task 5: Understanding the titlex After reading the whole text, I will get students to focus on the title Mind the gapx (The task is designed to help students fully understand the hellodden meaning of the title: They are expected to make full of the gap year to develop themselvesx) Part 4x Responding to the text I encourage the students to answer the 2uestion—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 somethellong, or influence them to look at thellongs in a certain wayx So it is important to train students to read criticallyx The part consists of two tasksx Task 1: I conduct a survey to see what students thellonk of taking a gap year and at the same timeplete the tablex (The task is aimed at making students be critical readersxThe students should be encouraged to uate and make judgment about the author's textx) Task 2: After the survey, students are asked to write aposition of 120 words about their ideas of taking a gap year before going to collegex (The task aims to consolidate the armation they have learnt and also improve speaking and writing skillsx) OK, so much for my teachellong planx Thanks for your attentionx 牛津高中英语说课稿评优课一等奖说课稿(全英文)http://www.chineseplantscience.com/zhongkao/7385.html
牛津高中英语说课稿评优课一等奖说课稿
