第一篇：《樱花》试讲稿

《樱花》试讲稿

教学过程

一、激趣导入

师：同学们好，老师今天有一首歌要唱给同学们，请同学们听完后告诉老师这个歌曲的曲名(教师歌唱)。刚才听到很多同学都一起跟着老师唱起来了，同学们一定知道了这首歌了，对不对?

生答：《红蜻蜓》。

师：同学们知道这首歌曲是哪个国家的歌曲吗?

生答：日本。

请同学谈谈对日本的了解，生答：日本的动画片很好看。

师：同学们说的都不错，那今天老师再带大家去看看日本。日本是个岛国，四面环海，日本是我们的邻国，他是东亚少数几个发达国家之一。(课件展示，教师做解说):说到日本，有一处景点非常有名，那就是富士山。富士山常年积雪覆盖，一年四季都有来自世界各地的人们来参观。还有美味可口，营养丰富，而且色彩鲜艳的寿司了。同学们请看这张图片，图片中日本在节庆日来临时，或则参加婚礼，丧礼，人们都会穿上具有日本民族特色的服装-----和服，穿着木屐，聚在一起。日本也是个很重视传统文化的国家呢!

穿着木屐走路方便吗?1000年前是从我国唐朝引入的，以前是皇亲贵族才能穿到，走路步子比较小，姿势优雅，端庄。老师示范走法。

师：老师有个问题，同学们知道日本的国花是什么吗?

生答：樱花，并简单介绍。

师总结：每年阳春三月，满山的樱花就一团团一簇簇竞相开放了，粉的，红的，白的，一望无际，芬芳又美丽。樱花开花都在7天左右凋谢，他们在漫长的严冬之后，首先给人们带来兴奋喜悦的春天的消息，所以日本人认为樱花的美丽虽然短暂，但却留下了美丽和芬芳，所以日本人对樱花甚是喜爱。日本每年还设有樱花节。定在花期最旺的3月15日到4月15日这一个月。每逢此时，三五成群的日本人民开始互相邀请亲朋好友相聚在樱花树下，看樱花，赏樱花，在樱花树下品尝寿司，喝点清酒……美丽的樱花，热闹的樱花节，你们想去参加吗?

二、学唱歌曲

(一)聆听歌曲

师：今天我们学习的歌曲就是日本的《樱花》，刚才课件里一直播放着的音乐就是《樱花》，同学们听后觉得这首歌曲的情绪情感是怎样的呢?

生答：歌曲的旋律平稳，没有很大的起伏波动，感情平和温顺。

师：在日常生活中，日本人总是保持温和，礼貌，温顺的个性，他们善于接受别人的长处，这些个性也很好地体现在了他们的艺术文化中。

(二)教师范唱

请同学们听老师歌唱一遍，注意观察老师歌唱的站姿哦，歌唱时应该注意哪些?

生答：呼吸的方法，站姿，口腔打开。

(1)下面请同学来跟着伴奏唱一唱歌谱吧。可以小声唱。

刚才听同学们4和7这两个音都不大容易唱好，但是在都节调中偏偏又常把这两个一起出现。请跟琴练习跟琴唱4—7、7—4。课件简介都节调式。

(2)唱歌词

我们刚才唱了歌谱，还少什么呀?歌词

跟琴唱：提示：声音要纯净，积极，柔一点，注意唱歌的气息和姿势，保护自己的嗓子。

(3)学唱日文。

同学们你们觉得唱得好不好?好，老师就奖励你们教你们唱这首歌的日文吧。想学吗?

出示日文，听范唱，看着日文跟唱。

(三)巩固练习。男女生分组比赛，比一比哪组同学用日文唱的更好。

(四)音乐活动。

观看课件：歌舞伎。歌舞伎的基本特征就是舞者常手持扇子，伞，手绢等道具或用和服的袖口进行各种动作来表现情感，舞蹈的时候，腰部稍稍下坠，而且动作优雅，柔中带刚。老师今天刚好准备了小扇子，我们来学一学吧。注意，动作要优雅，轻柔，好看。

同学们学的可真像，那么下面老师请同学们玩击鼓传扇的游戏。老师喊开始时，同学们开始开始传扇，老师喊停，扇子传到谁手里，谁就是今天的“音乐小能手”，要给大家边唱边表演动作。

(五)课堂小结。

今天我们学习了《樱花》，同学们都有哪些收获呢?

最后，请同学们再一起唱一遍《樱花》，让我们在优美的歌声中结束这节课。

第二篇：试讲稿

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?（播放视频）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.带读 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

中英互译

小白兔回家

good job!

游戏：policeman and thief警察抓小偷一个学生在座位上闭眼，另一个学生上台做动作，师提问：what’s your hobby? 全班回答句型，扮演小偷的同学做口型不出声，其他同学通过声音大小提示远近读句子

小组讨论句型what’s your hobby? My hobby is… Practice 1

总结所学单词和句型

第三篇：试讲稿

Teaching Aims

Students 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, book.Teaching Focus Learn new words, practice identifying owner, have a listening and make conversations.Teaching Difficulties

Some words are difficult to remember and obtaining the knowledge of identifying ownership needs a lot of practice.Teaching Method TPR teaching method and activities.Teaching Aids Cards, objects of stationery, radio, tape and picture

Teaching Procedures

Step ⅠAct out a scene.I take my backpack and walk around the students to suppose a scene that I am going to school, then I ask them two questions.First, 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 backpack.Step Ⅱ Presentation

ⅰ 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 after me twice.Later I will ask the whole class and inpiduals to read the words.ⅲ Have a dictation and read again to help them remember those words.ⅳ While the students are reading words, I drop my pencil on the ground quietly, After their reading, I pretend to say “There is a pen, is this your pencil? After asking a few students, I can tell them the title of the unit is “Is this your pencil?”

Step Ⅲ Explanation and Practice ⅰPresent the drill “Is this …? Yes/ No, it is/isn’t.”

ⅰ)Teach a chant : my 是我的，your是你的, 男他的是his ,女她的是her,名词前面常站岗，限定所属有功劳。

ⅱ)After learning the chant

(Hold the teacher’s pen.)T: This is my pen.Is this your pen? S1: No, it isn’t.It’s your pen.T:(Hold the student’s pen.)This is your pen.Is this your pen? S1: Yes, it is.It’s my pen.T:(Hold a girl’s pen.)This is her pen.Is this your pen? S1: No, it isn’t.It’s her pen.T:(Hold a boy’s pen.)This is his pen.Is this your pen? S1: No, it isn’t.It’s his pen.T: Thank you.ⅲ)

Practice the drill “Is this your…?” in pairs with your own school things.Pay attention to the use of“ my, your, his or her”.(The teacher asks a few pairs to practice.)

ⅱ Present the drill “Is that „? Yes/ No, it is/isn’t.”

ⅰ)T: That is my book.Is that my book?

(Put a book on the teacher’s table so that the Ss can see it clearly, and the teacher stands a little far from the table.)S5: Yes, it is.It’s your book.T: That is his book.Is that your book?

(Put a boy’s book on the table and the teacher in the same place.)

S5: No, it isn’t.It’s his book.T: That is her book.Is that your book?(Put a girl’s book on the table and the teacher in the same place.)S5: No, it isn’t.It’s her book.(Teach and practice the drill “Is that …?” and its answer.)ⅱ)Practice the drill “Is that your„?” in pairs with your own school things.(The teacher asks some pairs to practice.)

Step Ⅳ Listening

ⅰT: Now please listen to the three conversations, the first time you only listen.Then I play again.And this time you listen and number the conversations.(Point to the boxes to show where students write the numbers for the conversations.Teacher plays the tape and students listen to it and finish 1b.)

T: Let’s check the answers, OK? T: Thank you.ⅱ Ask the students to read the listening material after me for twice.Then pide the class into two groups and ask them read the test again.Step Ⅴ Consolidation

A game: find the owner, four students a time.Each student