第一篇：口語(yǔ)課-Friends試講稿

Friends Good morning/afternoon, boys and girl.How was your day? Pretty good? That’s nice.Ok, let’s start our English journey today.Different person has different characteristics.As for me, I am not very tall and I am a gentle.What’s your character? Tom? You said you are a little bit shy.Try to be brave, ok? And what about you Lucy? She said she always want to help others.So she is a very kind person.Right? Class, we have a brainstorm now.Try to think as many words as possible to describe a person and then write them down on your paper.One minutes for you.Finished? Four students as a group to have a discussion, you are asked to make decisions whether all those words you think about are proper to describe a person.Delete the wrong ones.Clear? Ok, stop here.Group one, what are the words your group think to describe a person? Funny, shy, and short? Are all these proper to describe a person? Yes.Good.Group three? What’s your opinion? Quiet, humorous and tall? Are they right? Yes, but pay attention the two words, humorous, humorous, quiet, quiet.Repeat after me.Humorous, quiet.And don’t mix quiet with quite.Ok?

Next let’s listen to a tape.After listening you will answer

two questions.The first one is “What are the two girls talking about?” and the second one is “What is Peter like and what is Lucy like?” Here we go.The tape is over.Who can tell me the answer to the first question “What are the two girls talking about?” Joey? You said that they are looking at a photo book and talking about friends in the photo.Is he right? Yes, exactly.He grasp the main idea the whole passage.But who are the person the two girl talking about? Yes, Peter and Lucy.And then the second question? What is Peter like? John.He is clever and humorous.Why? Because he often tells us funny jokes.And what’s Lucy like? Linda.She is shy and quiet.And what does she look like? You don’t know? It’s ok.Who can help her? Jolin, please.She is small with a ponytail.Very good.Just like you.Sit down please.So much for the questions.Now listen to the tape again and read after the tape.Pay attention to the pronunciation and intonation.Ok after the reading, we have a whole understanding of this passage.Now who would like to come to the stage to have a role play? Wow, so many students want to have a try.Ok, Kate, you play as Sandy.And Olivia you act as Helen.Come here.Their show is over.What do you think of their performance? They speak very fluently, right? Let’s applaud for them.Go back to your seat.Do you want to play a game? I know you all love games.Let’s play a guessing game.One student will come to the stage to describe a student in the class, the other students will ask him by what is he/she like and guess what the student on the stage is describing.Clear? Ok, who would like to describe? Eason.Good boy, come to the stage.He said the one he is describe is a boy and he is tall.He is very humorous in our class.Guess who is he? Yeah.It’s our monitor Rogan.Next, He said it’s a girl.She is a little bit short with a ponytail and she is quiet.Who is she? Lily? Is it right? Eason? No? Then give us more information about her.Eason said she is clever in math.Then who is she? Yeah, she is Emma.Very good.Go back to your seat.My class, I was told this morning that a student lost his wallet and finally found it in the Lost and Found office.He was told that another student is the one who gives the wallet back.Now work in groups to find out who is the great helper.Try to use the key words and sentences patterns we have learned.Five minutes for you.// I can see that all of you have finished.Which group would like to show your result? Group 3, yes, please.Come to the stage.They have finished.Are they good performer? Yes, we can see that they have done a lot of preparation and the conversation is very smooth.And they find the great helper is David.He is very kind.Let’s applaud for them.Please go back to you seat.Now, Candy? Can you find the key words and sentence patterns in their dialogue? Yes, words are humorous, quiet, shy and so on and sentence pattern is what is he/she like? he/she is….Exactly.You know in life we should see the good in someone.And know someone’s characters and make good friends with them.While in class, we should learn to work with others closely.Always remember that ok? After class, how about you going home and interviewing your parents to see what are they like.Next class we are going to invite someone to report his/her interview result in front of the class.Let’s call it a day.See you next class.That’s all for my presentation.Thanks for your attention.

第二篇：小學(xué)語(yǔ)文口語(yǔ)交際試講稿

教學(xué)過(guò)程：

一、渲染導(dǎo)入，激起學(xué)生的交際興趣。

1、播放歌曲《感恩的心》，同時(shí)課件出示詩(shī)歌《感謝》。

【設(shè)計(jì)意圖：聯(lián)系學(xué)生的生活實(shí)際，意在喚醒學(xué)生的情感體驗(yàn)，為以下的交際作好鋪墊。因?yàn)槎昙?jí)時(shí)開(kāi)展了一次課外活動(dòng)課，全班學(xué)生學(xué)唱了《感恩的心》這首歌，而且在“感恩活動(dòng)”中學(xué)生還收集了感恩格言，還給父母寫了一些感謝的話，所以用這首歌來(lái)喚醒學(xué)生的情感體驗(yàn)?！?/p>

二、愛(ài)的港灣

同學(xué)們，我們每天都生活在愛(ài)的港灣中，有父母的慈愛(ài)，老師的關(guān)愛(ài)，同學(xué)之間的友愛(ài)，現(xiàn)在我們就來(lái)欣賞一組圖片，感受感受這些愛(ài)與溫暖。

【設(shè)計(jì)意圖:通過(guò)圖片來(lái)讓學(xué)生直觀感受每個(gè)人每一天都生活在愛(ài)的港灣中,感受愛(ài)的溫暖】

三、模擬情景：

1、師：在《跨越海峽的生命橋》一課中，18歲的杭州青年小錢很不幸，年紀(jì)輕輕，就得了白血病，在他生命之花即將凋謝的時(shí)候，在海峽的彼岸，臺(tái)灣青年就將自己的骨髓捐獻(xiàn)給了他，使小錢重新獲得生命。他們用愛(ài)心架起了一座跨越海峽的生命橋，也使大陸和臺(tái)灣人民的心緊緊聯(lián)系在一起。如果有一天，小錢見(jiàn)到了那個(gè)給他捐獻(xiàn)骨髓的臺(tái)灣青年，小錢會(huì)怎么樣呢？他們之間會(huì)產(chǎn)生什么情景呢？

2、同桌模擬表演。

3、指名上臺(tái)表演，教師適時(shí)引導(dǎo)。

4、師小結(jié)：同學(xué)們的表演的確讓人感動(dòng)，我們?cè)谙蛩吮硎靖兄x時(shí)，態(tài)度一定要真誠(chéng)，讓受感謝的人能感受到你的確是在真心誠(chéng)意地向他表示謝意。

【設(shè)計(jì)意圖：這一環(huán)節(jié)，是從學(xué)生的課本中提煉出交際元素，運(yùn)用學(xué)生學(xué)過(guò)的課本知識(shí)，活學(xué)活用，讓學(xué)生有話可以說(shuō)，敢于開(kāi)口?！?/p>

四、提供生活范例，學(xué)會(huì)交際方法。

1、師：生活中需要感謝，同時(shí)在生活中，我們也需要得到安慰。當(dāng)你周圍的人遇到不順心的事，他們或煩惱或苦悶或焦慮時(shí)，你會(huì)怎樣做？

出示課件：大家好，我叫陳小敏。前天，媽媽生病住進(jìn)了醫(yī)院，我很擔(dān)心媽媽，常常悶悶不樂(lè)，暗自掉淚。

出示課件：

小軍：“不要難受，哪個(gè)沒(méi)有生病的時(shí)候？沒(méi)什么大不了的?！?小?。骸靶∶簦瑒e哭了，你媽媽的病馬上就會(huì)好起來(lái)的?！?芳芳：“不要難過(guò)了，小敏，誰(shuí)家沒(méi)有困難，我家也經(jīng)常有困難，只要全家人齊心協(xié)力，我們不是學(xué)過(guò)?人心齊，泰山移?嗎？”

玲玲：“小敏，你不要難受了，不是有句話叫?一方有難，八方支援?嗎？你媽媽生病住院，你就住到我家，我們就可以一起做作業(yè)，一起上學(xué)，一起去看你媽媽。只要你生活穩(wěn)定下來(lái)，你媽媽的心情就會(huì)舒暢，她的病也會(huì)好得更快些?！?/p>

師：同學(xué)們，我們?cè)诎参縿e人的時(shí)候就盡量做到這幾點(diǎn)，如果能像玲玲、芳芳那樣，再加上名言、俗語(yǔ)或諺語(yǔ)就更能打動(dòng)人了。

2、聚焦一個(gè)情景，屏幕出示：

有一次下課了，同學(xué)們都跑出去玩，只有一個(gè)同學(xué)趴在桌上，悶悶不樂(lè)，原來(lái)這次語(yǔ)文測(cè)試她考得極不理想，正難過(guò)呢……

（1）作為她的同學(xué)，你會(huì)怎么安慰他？（2）指名3-4位學(xué)生進(jìn)行安慰。（3）評(píng)價(jià)：誰(shuí)的安慰最起作用?（4）如果是你，你聽(tīng)了大家的安慰，你會(huì)有什么樣的感受？（5）下面，請(qǐng)同桌互相來(lái)表達(dá)一下你們的安慰以及謝意。

3、師：昨天的調(diào)查中，老師知道了我們班級(jí)的彭思媛同學(xué)就遇到了這樣的情況，但是她很幸運(yùn)，難過(guò)時(shí)就得到了龔嘉同學(xué)的安慰。能再現(xiàn)一下當(dāng)時(shí)的情景嗎？

4、請(qǐng)這兩位同學(xué)上臺(tái)，兩生現(xiàn)場(chǎng)口語(yǔ)交際。【設(shè)計(jì)意圖：提供學(xué)生學(xué)習(xí)生活的真實(shí)交際范例,是上好口語(yǔ)交際課的關(guān)鍵。此環(huán)節(jié)，教師善于創(chuàng)造條件，讓學(xué)生把豐富的生活實(shí)踐與口語(yǔ)交際有機(jī)地結(jié)合起來(lái)，讓學(xué)生進(jìn)一步明確了感謝與安慰時(shí)要注意的問(wèn)題，掌握一般的方法和如何表達(dá)真情實(shí)感。】

五、創(chuàng)設(shè)生活情境，進(jìn)行交際模擬。

1、課件出示：（文字）

情景一：放學(xué)了，天氣突變，狂風(fēng)驟雨，我站在校門口，冷得瑟瑟發(fā)抖，焦急地望著天。這時(shí)，爸爸頂著風(fēng)、冒著雨為我送來(lái)了雨傘和外套……

情景二：放學(xué)回家，一進(jìn)門就看見(jiàn)媽媽正坐在床上默默地流眼淚，這是怎么了？我連忙走過(guò)去問(wèn)媽媽這是怎么回事？媽媽告訴我，她下班回來(lái)的時(shí)候，在公交車上新買的手機(jī)被小偷偷了、、、、于是，我對(duì)媽媽說(shuō)……

情景三：小紅的奶奶生病好久了，不能下地行走，更不能出去上街溜達(dá)，只能臥床休息，奶奶非常心煩，每天總是在床上唉聲嘆氣的，該如何安慰奶奶呢？

情景四：我生病了，老師來(lái)我家看望我，為我喝藥并為我補(bǔ)上了當(dāng)天落下的課。

2、模擬表演。

四人小組合作：兩位同學(xué)配合選擇其中一個(gè)情景進(jìn)行口語(yǔ)交際，另外兩位認(rèn)真聽(tīng)，聽(tīng)后進(jìn)行評(píng)議。

3、派代表上臺(tái)進(jìn)行口語(yǔ)交際，其他同學(xué)認(rèn)真聽(tīng)當(dāng)好評(píng)委。

4、師生評(píng)價(jià)，評(píng)選“最佳感謝獎(jiǎng)”和“最佳安慰獎(jiǎng)”。

5、小結(jié)：看來(lái)，同學(xué)們都學(xué)會(huì)了安慰別人和表示感謝，大家真是又懂事又善于表達(dá)，讓我們?cè)谄綍r(shí)的生活中也學(xué)會(huì)感謝，學(xué)會(huì)為他人送去安慰，讓愛(ài)的陽(yáng)光普照我們每個(gè)人的心田。

【設(shè)計(jì)意圖：這一環(huán)節(jié)，模擬社會(huì)生活交際創(chuàng)設(shè)情景，形成良好氣氛，使生生之間像日常社會(huì)口語(yǔ)交際那樣互為對(duì)象，構(gòu)成交際關(guān)系，深刻體會(huì)到“感謝與安

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慰”對(duì)他人、對(duì)自己的重要性，真正體現(xiàn)出口語(yǔ)交際訓(xùn)練的特點(diǎn)，切實(shí)鍛煉和發(fā)展了學(xué)生的口語(yǔ)交際能力?！?/p>

六、心靈溝通室。

1、課件出示：“心靈溝通室”及音樂(lè)。

2、學(xué)生走出位置感謝幫助過(guò)自己的老師或同學(xué)。

3、剛才你感謝了誰(shuí)，說(shuō)了什么感謝的話？。

【設(shè)計(jì)意圖：讓學(xué)生把所學(xué)的口語(yǔ)交際知識(shí)運(yùn)用于生活是口語(yǔ)交際課的目的所在，學(xué)生面對(duì)面互相致謝、安慰，實(shí)現(xiàn)了心靈的對(duì)話，在這里，學(xué)生不僅感受到了真誠(chéng)的可貴，更重要的是在相互交流活動(dòng)中，學(xué)生體驗(yàn)到了關(guān)愛(ài)他人、幫助他人的快樂(lè)，升華了交際情感?！?/p>

七、作業(yè)超市：（任選一題做）

1、做一張感謝卡，送給幫助過(guò)你的人。

2、用你聰明的眼睛，發(fā)現(xiàn)需要幫助的人，獻(xiàn)出你的愛(ài)。

3、寫一寫，這節(jié)課的收獲和感受。

【設(shè)計(jì)意圖：這一環(huán)節(jié)，通過(guò)作業(yè)，讓學(xué)生親自動(dòng)手做一做，寫一寫，體會(huì)真正的愛(ài)與祝福。】

八、結(jié)束語(yǔ)

1、小結(jié)：讓我們心中充滿感激，讓我們學(xué)會(huì)為他人送去安慰，讓愛(ài)的陽(yáng)光普照我們每個(gè)人的心田。讓我們?cè)谝磺稅?ài)的奉獻(xiàn)》中去感受愛(ài)的力量吧！

2、哼唱歌曲《愛(ài)的奉獻(xiàn)》。

3、最后送給大家兩句關(guān)于安慰與鼓勵(lì)的名言。

人生在世，絕不能事事如愿。反正，遇見(jiàn)了什么失望的事情，你也不必灰心喪氣。你應(yīng)當(dāng)下個(gè)決心，想法子爭(zhēng)回這口氣才對(duì)。

——馬克.吐溫(美國(guó))短時(shí)期的挫折比短時(shí)間的成功好?！呥_(dá)哥拉斯【古希臘】 【設(shè)計(jì)意圖：讓學(xué)生在歌聲中去體會(huì)人間的真情所在，在歌聲中去收獲感謝，在生活中去獻(xiàn)出愛(ài)心?！?/p>

九、板書設(shè)計(jì)： 感謝與安慰

語(yǔ)言：用普通話，發(fā)自內(nèi)心要有親和力 感情：豐富、代表心意 態(tài)度：誠(chéng)懇、讓人感動(dòng)

儀態(tài)：大方、禮貌動(dòng)作自然

【設(shè)計(jì)意圖：提示性板書是根據(jù)教學(xué)內(nèi)容提煉精華，把握重點(diǎn)詞語(yǔ)，運(yùn)用有代表性、存在內(nèi)在聯(lián)系的關(guān)鍵詞句，有邏輯地進(jìn)行排列組合。它能幫助學(xué)生更好地進(jìn)行口語(yǔ)交際，培養(yǎng)思維能力。】

第三篇：高中英語(yǔ)說(shuō)課試講稿

Good morning, teachers.I am.I am very happy to be here sharing my lesson with you.The content of my lesson is the reading and vocabulary part taken from New Standard English 5, Module 4--Carnival.There are five parts in my lesson--teaching material, teaching aims, teaching methods, studying methods and teaching procedures.While presenting these parts I will do the blackboard design properly.Ok, let’s begin the first part.Part 1 Teaching Material

The reading and vocabulary contains 5 parts—one text and 4 exercises.The topic of this lesson is “The Magic of the Mask”, which concerns about the origins of carnival.Through this lesson, we will enable the students to know carnival and develop their interest in the festival cultures home and abroad.Besides, the students can improve their reading skills and strategies, and also learn the new words in the context.原因: Reading is one of the skills that the students must have.It belongs to the input during the process of language learning, which has great effect on output, such as speaking and writing.In addition, this kind of reading passage takes a big portion, so how to improve the students’ reading skills and how to raise their awareness of culture background is of great importance.Part 2 Teaching aims教學(xué)目標(biāo)

According to the new standard curriculum and syllabus, the teaching aims of this lesson can be set as follow:

1、Knowledge aims:

(1)The students can understand the content of the passage, know foreign cultures, and try to describe a Chinese festival in their own words.(2)The students can master the usage of the important words and expressions.2、Ability aims:

(1)To improve the students’ reading ability, especially the skimming and scanning.(2)To train the students to guess the meaning of new words through the text, and

also to extract and select the important information.3、Cultural Consciousness

(1)To learn the differences between the Chinese festivals and foreign ones.(2)To raise awareness of cross-cultural communication.The Key Points and Difficult Points in my lesson are listed below:

Key points in teaching

(1)Through studying the passage, the students should learn how to get the main idea of the passage, analyze the structure, and obtain useful information.(2)The students should be trained how to do skimming and scanning.The Difficult Points:

There is only one.(1)The students in Senior Two are not familiar with the reading skills such as skimming and scanning, so we need to guide them to practice the skills through the reading tasks, for instance, reading the text in limited time.Part 3 Teaching Methods

In the Senior High school, to teach English is to increase students’ abilities, such as reading, writing and speaking.Therefore, I will adopt the following teaching methods:

(1)Communicative Approach(交際教學(xué)法)

(2)Whole Language Teaching(整體語(yǔ)言教學(xué)法)

(3)Task-based Language Teaching(任務(wù)教學(xué)法)

整體語(yǔ)言教學(xué)法：①?gòu)?qiáng)調(diào)整體。在語(yǔ)言教學(xué)中，聽(tīng)、說(shuō)、讀、寫是不可分割的整體。

②語(yǔ)言要和文化、社區(qū)相結(jié)合，教師要和學(xué)生相結(jié)合。學(xué)習(xí)語(yǔ)言的目的是為了滿足學(xué)生在現(xiàn)實(shí)生活中的真實(shí)需要，能夠進(jìn)行有意義的人際交流，解決生活中的實(shí)際問(wèn)題，而不是為了學(xué)習(xí)語(yǔ)言而學(xué)習(xí)語(yǔ)言。

③單元以主題為中心O 在一個(gè)單元中，所有的學(xué)科都圍繞著同一主題來(lái)進(jìn)行。主題應(yīng)激發(fā)學(xué)生的興趣，能夠?qū)⒏鏖T科目結(jié)合在一起，組成一個(gè)完整的教學(xué)單元。

Through these ways, I will make the students the real masters in class while the teacher acts as a director.In order to practice my teaching methods well, I need some teaching aids:

1、the CAI 計(jì)算機(jī)輔助教學(xué)(computer-aided instruction)equipments: The multimedia2、a projector 投影儀

3、the blackboard.Part 4 Studying Methods

Students in Senior Two are quick in thoughts, and have certain ability in reading.However, they are not good at reading comprehension and they lack the courage to express their ideas.Therefore, a successful leader should pay more attention to their learning strategies:

(1)Purposeful Reading

During reading, students have the ability to catch the main ideas of the text, but when doing exercises, they cannot find the correct answer.Therefore, teachers have the duty to lead students to read with purpose and do the detail reading.(2)Collaborative learning協(xié)作學(xué)習(xí)

Collaborative learning is an effective way to motivate every student to get involved in English practice and this study process will become an interesting experience.(3)Autonomous learning自主學(xué)習(xí)

Autonomous learning is to make students as the main body of learning.It means that the students achieve learning goals by their independent analysis, exploration and practice.Part 5 Teaching Procedure

There are 6 steps in my lesson.Step 1 Lead-in(5mins)

Activity 1 Video-watching

This part I will use the computer and projector to play a small video which is about the carnival, and set some questions

Q: What do you see in the video?

Q: What are people doing?

Q: What do they wear on their faces?

Activity 2 Free talk

First divide students into several groups, and lead them to discuss freely with the questions before, and then invite someone to answer the questions.Purpose:

1、to catch students’ attention about the topic2、to encourage them to say something about their ideas.Then enter the text.Step 2 Pre-reading(3)

Activity 1 Play the CD once, ask students to just listen and finish the Exercise 1 individually.Let them to check the answer with a partner.Activity 2 Teachers call back the answers from the whole class.Purpose: train students’ listening ability and try to grasp the main idea of the text.Step 3 Fast Reading(10)

Activity 1 Ask students to read the passage in limited time.While doing the fast reading, finish Exercise 2 and find out the main idea or the topic sentence of each paragraph.Activity 2 Teachers ask students about the main idea or topic sentence of each paragraph.And conclude each paragraph.Paragraph 1: People’s general impression of carnival.Paragraph 2: The meaning of Carnival and how it was celebrated in history.Activity 3 Call back the answer of Exercise 2.Purpose:

1、Improve students’ fast reading skills like skimming reading and scanning reading.2、Train students to learn to read with specific questions.3、Understand the general idea of each paragraph.Step 4 Intensive Reading(25)

Activity 1 Teach every paragraph in details about vocabulary and grammar.例子： Such as one sentence in the text

Dress up: this phrase means：穿著打扮；裝飾

Eg: She likes to dress up for a party.她喜歡把自己打扮起來(lái)去參加聚會(huì)。

Dress: 名詞：

1、連衣裙、女服

2、衣服；服裝；外衣；禮服

He was in special dress for the ceremony.他穿了身特別的衣服來(lái)參加典禮。

A full dress 大禮服

動(dòng)詞：穿衣，給某人穿上衣服

Dress yourself quickly.你快點(diǎn)穿衣服

Dress 的一些特殊用法：

Dress one’s hair.梳理頭發(fā)

New word:

Activity 2 ask students to do the exercises 3 and 4, and then show the whole the class the answers and make the necessary explanation.Purpose: Further understand the text

Step 5 Post-reading(1)

This part I will lead students to retell the text in their own words and made a short summary, for the purpose of checking if my students really understand the whole text and if they master the knowledge of this text.What’s more, through this way I want to practice their oral English and encourage them to bravely express their thoughts.Step 6 Homework(1)

Write an article about a Chinese festival.In this way to improve students’ ability of writing.That’s all.Thank you for listening.

第四篇：試講稿

Good Morning,Ladies and Gentleman!I’m glad to have a chance to stand here.Today I will teach Unit 7 Hobbies.the first period for Grade four.Shall we start? It’s time for class.Good morning, everyone.Ok, sit down, please.Hello, boys and girls, I’m happy to see you.Can you sing an English song for me? Let’s stand up.And follow the video.Ok, are you ready?（播放視頻）What are you doing? I’m watching TV.I’m watching TV.What are you doing?I’m cooking.Cooking, cooking, cooking.What are you doing? I’m eating.Eating, eating, eating.En

Yummy!What are you doing? I’m washing my hands.Wow, you did a good job.Handclap.Look, la lala, I’m singing.I like singing.How about you? Who can answer the question “what are you doing?” just like me.If you do it, I will give you a paster.But you should put up you hand.got it?Oh, This boy, you want to have a try? You please.You like playing basketball? good, this for you, sit down please.The next one, who can? This girl please, you like dancing?greatI like dancing too, this for you, sit down please.Nest one, you please.Oh, you like eating? I’m hungry.This for you, sit down please.Anyone else?You please.You like watching TV, don’t watch TV for long time.This for you, sit down please.You are so clever.Now look at the screen, I’m singing, I like singing.I’m painting, I like painting.I’m reading, I like reading.51

Look at this picture.What’s he doing? He is riding a bike.帶讀 my hobby is riding a bike.ice-skate ice-skating.My hobby is ice-skating.listen to music

listening to music

watch TV

watching TV

play cards

playing cards

make models

making models

中英互譯

小白兔回家

good job!

游戲：policeman and thief警察抓小偷一個(gè)學(xué)生在座位上閉眼，另一個(gè)學(xué)生上臺(tái)做動(dòng)作，師提問(wèn)：what’s your hobby? 全班回答句型，扮演小偷的同學(xué)做口型不出聲，其他同學(xué)通過(guò)聲音大小提示遠(yuǎn)近讀句子

小組討論句型what’s your hobby? My hobby is… Practice 1

總結(jié)所學(xué)單詞和句型

第五篇：試講稿

我的試講稿 各位同學(xué)好：

大家先憑第一感覺(jué)告訴我：“我會(huì)不會(huì)是個(gè)稱職的語(yǔ)文教師？”請(qǐng)你一定要說(shuō)是啊，其實(shí)我對(duì)自己還是蠻有信心的，當(dāng)然對(duì)你們更有信心了，因?yàn)槟銈冞x擇了這里。

從今天開(kāi)始就由我來(lái)給大家上語(yǔ)文課。說(shuō)心里話，我更喜歡大家喊我導(dǎo)游而不是喊我老師。因?yàn)樯堆剑恳驗(yàn)槲矣X(jué)得語(yǔ)文是個(gè)大觀園，里面妙趣橫生，景致萬(wàn)千，接下來(lái)的日子我將帶著大家一起玩轉(zhuǎn)這個(gè)觀園。大家說(shuō)，有沒(méi)有信心玩的高興玩的滿載而歸？

我先問(wèn)一下，你會(huì)不會(huì)看著桌子上一大堆數(shù)、物、化等試卷而大嘆——路漫漫其修遠(yuǎn)兮，吾將上下而求索。眼看高考在際，你給自己打氣：長(zhǎng)風(fēng)破浪會(huì)有時(shí)，直掛云帆濟(jì)滄海。大家說(shuō)，你想不想出口成章？想不想緊跟時(shí)代節(jié)奏的同時(shí)，又不少文化底蘊(yùn)？

也許你要問(wèn)：那要干什么？

回答是：學(xué)語(yǔ)文！

現(xiàn)在我問(wèn)大家，喜歡語(yǔ)文嗎？（不喜歡）是不是覺(jué)得一聲平二聲揚(yáng)的很讓人郁悶？還有來(lái)一篇文章解剖似的很羅索？還有最讓你頭疼的是怎么也湊不成一篇作文？其實(shí)語(yǔ)文全不是你想像的那個(gè)樣子，他是一個(gè)大觀園，來(lái)自生活，來(lái)自己你內(nèi)心最真實(shí)的感觸，你現(xiàn)在看著外面的景色聯(lián)想一下，是想到函數(shù)了還是想到了各種優(yōu)美的詞匯了？肯定的說(shuō)，人人本來(lái)就是一個(gè)文學(xué)天才。

所以呢，語(yǔ)文這個(gè)課只不過(guò)是一個(gè)工具，一個(gè)引子，由她來(lái)讓引出你心中所想所感，由她來(lái)放松你緊繃的神經(jīng)，所以利用好它，你，會(huì)更有自信！。

好，準(zhǔn)備好了吧？今天呢，我就帶著大家先熟悉一下這個(gè)大觀園。

進(jìn)園之前呢，我先問(wèn)大家一個(gè)歇后語(yǔ)，猜對(duì)了才可以進(jìn)---小老鼠看書－－（咬文嚼字-）。對(duì)，小老鼠看書－－咬文嚼字。

咬文嚼字，其實(shí)語(yǔ)文不過(guò)是咬文嚼字?？墒怯袀€(gè)條件啊，那要看你怎么去咬了，是囫圇吞棗，不求甚解，還是向小老鼠學(xué)習(xí)：咬出樂(lè)趣，嚼出滋味，做一只有品位的小老鼠。

比如說(shuō)“贏”這個(gè)字，由：亡、口、月、貝、凡 組成。我們先看： 亡字當(dāng)頭，就是說(shuō)要有危機(jī)意識(shí)；其次是：口，就是要口才好，多說(shuō)；再是：月，就是要月以繼日，珍惜時(shí)間；下一個(gè)是：凡，就是做平凡的事情，踏實(shí)，肯干；最后是：貝，就是成果。大家看看，只一個(gè)贏字就融合了那多的可推敲的東西，這可不是一般語(yǔ)言可以辦得到的。所謂中華文化博大精深，可見(jiàn)一斑。

現(xiàn)在進(jìn)了園，和孔子、孟子們“之乎者也”寒暄一陣之后，咱們先去看看文言文吧？這個(gè)大塊頭老是把咱們這些同學(xué)搞得暈頭轉(zhuǎn)向的，特別是諸子列國(guó)的人物列傳。那怎么辦呢？大伙放心，會(huì)有辦法的。不過(guò)我們只要把《史記》拜訪一下就行了。然后，再看幾篇名文。如《滕王閣序》：“落霞與孤鶩齊飛，秋水共長(zhǎng)天一色?！痹趺礃樱科渚白尨蠹倚臅缟疋桑?！日后我將和大家重游，將所有收歸已有?，F(xiàn)在咱們?cè)偃ヌ圃?shī)宋詞那塊去看看，這里從來(lái)是大觀園中一大奇葩，多少風(fēng)流才子，多少愛(ài)國(guó)志土都在等著我們呢？在“云霞出海曙，梅柳渡江春”之時(shí)，你可以和高適執(zhí)手“莫愁前路無(wú)知己，天下誰(shuí)人不識(shí)君?”也可以和歐陽(yáng)兄共傷“離愁漸遠(yuǎn)漸無(wú)窮，迢迢不斷如春水”。自古讀書三境界：昨夜西風(fēng)凋碧樹(shù)，獨(dú)上高樓，望盡天涯路，衣帶漸寬終不悔，為伊消得人憔悴。眾里尋他千百度，驀然回首，那人卻在，燈火闌珊處。大家是不是覺(jué)得這塊風(fēng)景獨(dú)好？頗繞韻味？想不想在這里多呆一會(huì)兒？看那邊歐陽(yáng)修，李煜正在爭(zhēng)論誰(shuí)的春水用得好呢？“離愁漸遠(yuǎn)漸無(wú)窮，迢迢不斷如春水”和“問(wèn)君能有幾多愁，恰似一江春水向東流?！贝蠹艺f(shuō)哪一個(gè)好呢？我來(lái)再加上一句：“離恨恰如春草，更行更遠(yuǎn)還生”。這語(yǔ)文的世界就是這樣，可以讓大家看到不知不覺(jué)熏染上一種儒雅的氣質(zhì)，憑添幾許底蘊(yùn)和深度。

累了吧？咱們找個(gè)長(zhǎng)亭歇一歇。那邊，元朝的純樸人民正在給我們打招呼呢！嗯，此時(shí)，崔鶯鶯和張生正在含淚送別呢：碧云天，黃花地，西風(fēng)緊，北雁南飛、、、、、、咱們最好還是別打擾了他們，讓他們多撒點(diǎn)離人淚，多吟幾句“遍人間煩惱填胸臆，量這大小車兒如何載得起？”

嗯，休息了一會(huì)之后，咱們想一想下一站是什么？散文，這個(gè)大家或許最不喜歡的了吧？特別是試卷上一大篇閱讀看來(lái)讓人乏味，其實(shí)也不盡然。今天，我就讓大家看看散文的美妙之處，也讓大家煽情一番，看到秋風(fēng)想到無(wú)情，看到落花流水想到漂泊異鄉(xiāng)，也感受一下通感的手法，聽(tīng)聽(tīng)花開(kāi)的聲音，看看飛鳥(niǎo)的嫵媚、、、、、、大家靜下來(lái)想一下，心中最美或最恬靜的情景。那需不需要找個(gè)感情流放的出口？那就寫出來(lái)，定會(huì)妙筆生花。

到這里，大觀園就快讓咱們跑過(guò)來(lái)了，當(dāng)然這是走馬觀花，肯定意猶未盡，那最后就再讓咱們一起看看小說(shuō)。這小說(shuō)就最是貼近生活了，里面的情節(jié)人物其實(shí)都是現(xiàn)實(shí)生活的或貼切或夸張的寫法，想必大家更容易接受和親近的了。其實(shí)小說(shuō)很簡(jiǎn)單，不就是那幾項(xiàng)嘛，大家都可以隨便編出個(gè)故事來(lái)。

游到現(xiàn)在，大家也累了，好好的整理一下，回味一下，到日后我還會(huì)繼續(xù)做你們的導(dǎo)游，和大家一同仔細(xì)欣賞這大觀園的妙處。在生活中學(xué)習(xí)語(yǔ)文，在歡笑中看花開(kāi)，在淚水中看落葉。希望接下來(lái)的日子能和大家一起融入這個(gè)世界。