【正文】 in english? s: this is : you are is a bottle of read after me, beer s: beer t: beer s: beer s: they all have the sound /i?/ stepⅲ practice ⅲ practice the students the sound /i?/, and explain the right way to pronounce the : yes, very words all contain the sound/i?/.now read after me, /i?/ / s: /i?/ t: /i?/ s: /i?/ t: /i?/ s: /i?/ t: ok, very who can pronounce the sound? cuqi, you, please s: /i?/ t: /i?/, read after : /i?/.t: yes, very , can you? s: /i?/.t: ok , please s: /i?/ t: yes, very : /i?/ t: ok, , the whole class read after me./i?/ s: /i?/ t: /i?/ s: /i?/ t: , do you know the right way to pronounce the diphthong /i?/? s: : this is a begins with the first sound /i/,(write the /i/ on the blackboard)and glide towards the second sound /?/,(write the /?/ on the blackboard)remember, when you pronounce the , , you should change the shape of your mouth as you move from one sound to , / look at the position of my lips when i pronounce this sound./i?/, /i?/, /i?/.now read after me, /i?/ s: /i?/.t: /i?/.s: /i?/.t: /i?/.s: /i?/ t: very , i will divide you into two 1 read the sound three times, and then group you clear? s: : /i?/.one two : /i?//i?//i?/./ / t: very group2 s:/i?//i?//i?/ / / / stepⅳ production sound discrimination and tongue twister t: all have done a good let’s do some exercise of sound to me carefully and circle the words which contain the sound /i?/ from each of the following , peer pear s: peer, the first : , tare tear s: the second : are you sure? s: : ok, very dare s: the first : great! mere mare s: mere, the fist : you are so , please look at the is a tongue can read it out? miky, you, : a deer and a mare spare mere one second to drink a bottle of beer without : very deer and a mare spare mere one second to drink a bottle of beer without who would like to try? cuqi, : a deer and a mare spare mere one second to drink a bottle of beer without : excellent!stepⅴ summarize t: today, we have learned the sound /i?/。remember the right way to pronounce this begins with the first sound /i/ and glide towards the second sound /?/, you should practice more after ⅵ homework practice the diphthong /i?/ with your (lateral)舌尖頂住上齒向外彈出 同時(shí)聲帶震動所發(fā)的音 例如 清晰型：[ l ] : letter lesson low the tip of the tongue against the upper teeth popped out at the same time, vocal cord vibration sound made by such as clear type: [l]: letter lesson low 含糊型 ：[ l ] :ball school bottle vague type looks l]: ball school bottle 舌尖頂住上齒齦，讓氣流從舌頭兩邊通過，所以叫舌側(cè)音。the tip of the tongue against the upper gum, make the air flow through the sides of the tongue, so called tongue side , little, light 等。發(fā)音時(shí)舌前向硬腭抬 起。例詞： black light jelly lemon 短語： early for lunch leg of lamb a glass of lemonade yellow jelly 例句： a: mum, is lunch ready? i’m : ok, lunch is : what’s for lunch, mum? b: we’ll have lamb and potato : marvelous!i love ：belt, small, apple, table 等。發(fā)音時(shí)，舌前下陷，舌后上抬，舌面引成凹槽。含糊/l/發(fā)音響亮和元音一樣可 以延長。第四篇：試講稿我的試講稿 各位同學(xué)好：大家先憑第一感覺告訴我：“我會不會是個稱職的語文教師？”請你一定要說是啊，其實(shí)我對自己還是蠻有信心的，當(dāng)然對你們更有信心了，因?yàn)槟銈冞x擇了這里。從今天開始就由我來給大家上語文課。說心里話，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得語文是個大觀園，里面妙趣橫生，景致萬千，接下來的日子我將帶著大家一起玩轉(zhuǎn)這個觀園。大家說，有沒有信心玩的高興玩的滿載而歸？我先問一下，你會不會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：長風(fēng)破浪會有時(shí)，直掛云帆濟(jì)滄海。大家說，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：那要干什么？回答是：學(xué)語文！現(xiàn)在我問大家，喜歡語文嗎？（不喜歡）是不是覺得一聲平二聲揚(yáng)的很讓人郁悶？還有來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)語文全不是你想像的那個樣子，他是一個大觀園，來自生活，來自己你內(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，人人本來就是一個文學(xué)天才。所以呢，語文這個課只不過是一個工具，一個引子，由她來讓引出你心中所想所感，由她來放松你緊繃的神經(jīng)，所以利用好它，你，會更有自信！。好，準(zhǔn)備好了吧？今天呢，我就帶著大家先熟悉一下這個大觀園。進(jìn)園之前呢，我先問大家一個歇后語，猜對了才可以進(jìn)小老鼠看書－－（咬文嚼字）。對，小老鼠看書－－咬文嚼字。咬文嚼字，其實(shí)語文不過是咬文嚼字?？墒怯袀€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)：咬出樂趣，嚼出滋味，做一只有品位的小老鼠。比如說“贏”這個字，由：亡、口、月、貝、凡 組成。我們先看： 亡字當(dāng)頭，就是說要有危機(jī)意識；其次是：口，就是要口才好，多說；再是：月，就是要月以繼日，珍惜時(shí)間；下一個是：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，只一個贏字就融合了那多的可推敲的東西，這可不是一般語言可以辦得到的。所謂中華文化博大精深，可見一斑。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，特別是諸子列國的人物列傳。那怎么辦呢？大伙放心，會有辦法的。不過我們只要把《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，秋水共長天一色。”怎么樣？其景讓大家心曠神怡吧？！日后我將和大家重游，將所有收歸已有?，F(xiàn)在咱們再去唐詩宋詞那塊去看看，這里從來是大觀園中一大奇葩，多少風(fēng)流才子，多少愛國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“莫愁前路無知己，天下誰人不識君?”也可以和歐陽兄共傷“離愁漸遠(yuǎn)漸無窮，迢迢不斷如春水”。自古讀書三境界：昨夜西風(fēng)凋碧樹，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。大家是不是覺得這塊風(fēng)景獨(dú)好？頗繞韻味？想不想在這里多呆一會兒？看那邊歐陽修，李煜正在爭論誰的春水用得好呢？“離愁漸遠(yuǎn)漸無窮，迢迢不斷如春水”和“問君能有幾多愁，恰似一江春水向東流?！贝蠹艺f哪一個好呢？我來再加上一句：“離恨恰如春草，更行更遠(yuǎn)還生”。這語文的世界就是這樣，可以讓大家看到不知不覺熏染上一種儒雅的氣質(zhì)，憑添幾許底蘊(yùn)和深度。累了吧？咱們找個長亭歇一歇。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，休息了一會之后，咱們想一想下一站是什么？散文，這個大家或許最不喜歡的了吧？特別是試卷上一大篇閱讀看來讓人乏味，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，聽聽花開的聲音，看看飛鳥的嫵媚、、大家靜下來想一下，心中最美或最恬靜的情景。那需不需要找個感情流放的出口？那就寫出來，定會妙筆生花。到這里，大觀園就快讓咱們跑過來了，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。這小說就最是貼近生活了，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)小說很簡單，不就是那幾項(xiàng)嘛，大家都可以隨便編出個故事來。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)語文，在歡笑中看花開，在淚水中看落葉。希望接下來的日子能和大家一起融入這個世界。第五篇：試講稿Teaching AimsStudents can use identifying owner sentence well, for example, Is this your pencil / pen /…? Yes, it is my pencil / pen /… No, it isn’t , it’s his /her pencil /pen ….Master words such as pencil sharpener , dictionary , backpack, eraser , pencil case，ruler, pencil, pen, Focus Learn new words, practice identifying owner, have a listening and make DifficultiesSome words are difficult to remember and obtaining the knowledge of identifying ownership needs a lot of Method TPR teaching method and Aids Cards, objects of stationery, radio, tape and pictureTeaching ProceduresStep ⅠAct out a take my backpack and walk around the students to suppose a scene that I am going to school, then I ask them two , where I am gong, do you think? Second, what I have in my backpack? Let the students themselves take out all the things from the Ⅱ Presentationⅰ While they are taking out the real objects, we begin to learn those words.ⅱ After introducing the real objects, I will put a word—picture on the blackboard, and ask students to read aft