口语课-Friends试讲稿

第一篇：口语课-Friends试讲稿

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：小学语文口语交际试讲稿

教学过程：

一、渲染导入，激起学生的交际兴趣。

1、播放歌曲《感恩的心》，同时课件出示诗歌《感谢》。

【设计意图：联系学生的生活实际，意在唤醒学生的情感体验，为以下的交际作好铺垫。因为二年级时开展了一次课外活动课，全班学生学唱了《感恩的心》这首歌，而且在“感恩活动”中学生还收集了感恩格言，还给父母写了一些感谢的话，所以用这首歌来唤醒学生的情感体验。】

二、爱的港湾

同学们，我们每天都生活在爱的港湾中，有父母的慈爱，老师的关爱，同学之间的友爱，现在我们就来欣赏一组图片，感受感受这些爱与温暖。

【设计意图:通过图片来让学生直观感受每个人每一天都生活在爱的港湾中,感受爱的温暖】

三、模拟情景：

1、师：在《跨越海峡的生命桥》一课中，18岁的杭州青年小钱很不幸，年纪轻轻，就得了白血病，在他生命之花即将凋谢的时候，在海峡的彼岸，台湾青年就将自己的骨髓捐献给了他，使小钱重新获得生命。他们用爱心架起了一座跨越海峡的生命桥，也使大陆和台湾人民的心紧紧联系在一起。如果有一天，小钱见到了那个给他捐献骨髓的台湾青年，小钱会怎么样呢？他们之间会产生什么情景呢？

2、同桌模拟表演。

3、指名上台表演，教师适时引导。

4、师小结：同学们的表演的确让人感动，我们在向他人表示感谢时，态度一定要真诚，让受感谢的人能感受到你的确是在真心诚意地向他表示谢意。

【设计意图：这一环节，是从学生的课本中提炼出交际元素，运用学生学过的课本知识，活学活用，让学生有话可以说，敢于开口。】

四、提供生活范例，学会交际方法。

1、师：生活中需要感谢，同时在生活中，我们也需要得到安慰。当你周围的人遇到不顺心的事，他们或烦恼或苦闷或焦虑时，你会怎样做？

出示课件：大家好，我叫陈小敏。前天，妈妈生病住进了医院，我很担心妈妈，常常闷闷不乐，暗自掉泪。

出示课件：

小军：“不要难受，哪个没有生病的时候？没什么大不了的。” 小俊：“小敏，别哭了，你妈妈的病马上就会好起来的。” 芳芳：“不要难过了，小敏，谁家没有困难，我家也经常有困难，只要全家人齐心协力，我们不是学过„人心齐，泰山移‟吗？”

玲玲：“小敏，你不要难受了，不是有句话叫„一方有难，八方支援‟吗？你妈妈生病住院，你就住到我家，我们就可以一起做作业，一起上学，一起去看你妈妈。只要你生活稳定下来，你妈妈的心情就会舒畅，她的病也会好得更快些。”

师：同学们，我们在安慰别人的时候就尽量做到这几点，如果能像玲玲、芳芳那样，再加上名言、俗语或谚语就更能打动人了。

2、聚焦一个情景，屏幕出示：

有一次下课了，同学们都跑出去玩，只有一个同学趴在桌上，闷闷不乐，原来这次语文测试她考得极不理想，正难过呢……

（1）作为她的同学，你会怎么安慰他？（2）指名3-4位学生进行安慰。（3）评价：谁的安慰最起作用?（4）如果是你，你听了大家的安慰，你会有什么样的感受？（5）下面，请同桌互相来表达一下你们的安慰以及谢意。

3、师：昨天的调查中，老师知道了我们班级的彭思媛同学就遇到了这样的情况，但是她很幸运，难过时就得到了龚嘉同学的安慰。能再现一下当时的情景吗？

4、请这两位同学上台，两生现场口语交际。【设计意图：提供学生学习生活的真实交际范例,是上好口语交际课的关键。此环节，教师善于创造条件，让学生把丰富的生活实践与口语交际有机地结合起来，让学生进一步明确了感谢与安慰时要注意的问题，掌握一般的方法和如何表达真情实感。】

五、创设生活情境，进行交际模拟。

1、课件出示：（文字）

情景一：放学了，天气突变，狂风骤雨，我站在校门口，冷得瑟瑟发抖，焦急地望着天。这时，爸爸顶着风、冒着雨为我送来了雨伞和外套……

情景二：放学回家，一进门就看见妈妈正坐在床上默默地流眼泪，这是怎么了？我连忙走过去问妈妈这是怎么回事？妈妈告诉我，她下班回来的时候，在公交车上新买的手机被小偷偷了、、、、于是，我对妈妈说……

情景三：小红的奶奶生病好久了，不能下地行走，更不能出去上街溜达，只能卧床休息，奶奶非常心烦，每天总是在床上唉声叹气的，该如何安慰奶奶呢？

情景四：我生病了，老师来我家看望我，为我喝药并为我补上了当天落下的课。

2、模拟表演。

四人小组合作：两位同学配合选择其中一个情景进行口语交际，另外两位认真听，听后进行评议。

3、派代表上台进行口语交际，其他同学认真听当好评委。

4、师生评价，评选“最佳感谢奖”和“最佳安慰奖”。

5、小结：看来，同学们都学会了安慰别人和表示感谢，大家真是又懂事又善于表达，让我们在平时的生活中也学会感谢，学会为他人送去安慰，让爱的阳光普照我们每个人的心田。

【设计意图：这一环节，模拟社会生活交际创设情景，形成良好气氛，使生生之间像日常社会口语交际那样互为对象，构成交际关系，深刻体会到“感谢与安

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慰”对他人、对自己的重要性，真正体现出口语交际训练的特点，切实锻炼和发展了学生的口语交际能力。】

六、心灵沟通室。

1、课件出示：“心灵沟通室”及音乐。

2、学生走出位置感谢帮助过自己的老师或同学。

3、刚才你感谢了谁，说了什么感谢的话？。

【设计意图：让学生把所学的口语交际知识运用于生活是口语交际课的目的所在，学生面对面互相致谢、安慰，实现了心灵的对话，在这里，学生不仅感受到了真诚的可贵，更重要的是在相互交流活动中，学生体验到了关爱他人、帮助他人的快乐，升华了交际情感。】

七、作业超市：（任选一题做）

1、做一张感谢卡，送给帮助过你的人。

2、用你聪明的眼睛，发现需要帮助的人，献出你的爱。

3、写一写，这节课的收获和感受。

【设计意图：这一环节，通过作业，让学生亲自动手做一做，写一写，体会真正的爱与祝福。】

八、结束语

1、小结：让我们心中充满感激，让我们学会为他人送去安慰，让爱的阳光普照我们每个人的心田。让我们在一曲《爱的奉献》中去感受爱的力量吧！

2、哼唱歌曲《爱的奉献》。

3、最后送给大家两句关于安慰与鼓励的名言。

人生在世，绝不能事事如愿。反正，遇见了什么失望的事情，你也不必灰心丧气。你应当下个决心，想法子争回这口气才对。

——马克.吐温(美国)短时期的挫折比短时间的成功好。——毕达哥拉斯【古希腊】 【设计意图：让学生在歌声中去体会人间的真情所在，在歌声中去收获感谢，在生活中去献出爱心。】

九、板书设计： 感谢与安慰

语言：用普通话，发自内心要有亲和力 感情：丰富、代表心意 态度：诚恳、让人感动

仪态：大方、礼貌动作自然

【设计意图：提示性板书是根据教学内容提炼精华，把握重点词语，运用有代表性、存在内在联系的关键词句，有逻辑地进行排列组合。它能帮助学生更好地进行口语交际，培养思维能力。】

第三篇：高中英语说课试讲稿

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教学目标

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(交际教学法)

(2)Whole Language Teaching(整体语言教学法)

(3)Task-based Language Teaching(任务教学法)

整体语言教学法：①强调整体。在语言教学中，听、说、读、写是不可分割的整体。

②语言要和文化、社区相结合，教师要和学生相结合。学习语言的目的是为了满足学生在现实生活中的真实需要，能够进行有意义的人际交流，解决生活中的实际问题，而不是为了学习语言而学习语言。

③单元以主题为中心O 在一个单元中，所有的学科都围绕着同一主题来进行。主题应激发学生的兴趣，能够将各门科目结合在一起，组成一个完整的教学单元。

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 计算机辅助教学(computer-aided instruction)equipments: The multimedia2、a projector 投影仪

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协作学习

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自主学习

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：穿着打扮；装饰

Eg: She likes to dress up for a party.她喜欢把自己打扮起来去参加聚会。

Dress: 名词：

1、连衣裙、女服

2、衣服；服装；外衣；礼服

He was in special dress for the ceremony.他穿了身特别的衣服来参加典礼。

A full dress 大礼服

动词：穿衣，给某人穿上衣服

Dress yourself quickly.你快点穿衣服

Dress 的一些特殊用法：

Dress one’s hair.梳理头发

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：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

第五篇：试讲稿

我的试讲稿 各位同学好：

大家先凭第一感觉告诉我：“我会不会是个称职的语文教师？”请你一定要说是啊，其实我对自己还是蛮有信心的，当然对你们更有信心了，因为你们选择了这里。

从今天开始就由我来给大家上语文课。说心里话，我更喜欢大家喊我导游而不是喊我老师。因为啥呀？因为我觉得语文是个大观园，里面妙趣横生，景致万千，接下来的日子我将带着大家一起玩转这个观园。大家说，有没有信心玩的高兴玩的满载而归？

我先问一下，你会不会看着桌子上一大堆数、物、化等试卷而大叹——路漫漫其修远兮，吾将上下而求索。眼看高考在际，你给自己打气：长风破浪会有时，直挂云帆济沧海。大家说，你想不想出口成章？想不想紧跟时代节奏的同时，又不少文化底蕴？

也许你要问：那要干什么？

回答是：学语文！

现在我问大家，喜欢语文吗？（不喜欢）是不是觉得一声平二声扬的很让人郁闷？还有来一篇文章解剖似的很罗索？还有最让你头疼的是怎么也凑不成一篇作文？其实语文全不是你想像的那个样子，他是一个大观园，来自生活，来自己你内心最真实的感触，你现在看着外面的景色联想一下，是想到函数了还是想到了各种优美的词汇了？肯定的说，人人本来就是一个文学天才。

所以呢，语文这个课只不过是一个工具，一个引子，由她来让引出你心中所想所感，由她来放松你紧绷的神经，所以利用好它，你，会更有自信！。

好，准备好了吧？今天呢，我就带着大家先熟悉一下这个大观园。

进园之前呢，我先问大家一个歇后语，猜对了才可以进---小老鼠看书－－（咬文嚼字-）。对，小老鼠看书－－咬文嚼字。

咬文嚼字，其实语文不过是咬文嚼字。可是有个条件啊，那要看你怎么去咬了，是囫囵吞枣，不求甚解，还是向小老鼠学习：咬出乐趣，嚼出滋味，做一只有品位的小老鼠。

比如说“赢”这个字，由：亡、口、月、贝、凡 组成。我们先看： 亡字当头，就是说要有危机意识；其次是：口，就是要口才好，多说；再是：月，就是要月以继日，珍惜时间；下一个是：凡，就是做平凡的事情，踏实，肯干；最后是：贝，就是成果。大家看看，只一个赢字就融合了那多的可推敲的东西，这可不是一般语言可以办得到的。所谓中华文化博大精深，可见一斑。

现在进了园，和孔子、孟子们“之乎者也”寒暄一阵之后，咱们先去看看文言文吧？这个大块头老是把咱们这些同学搞得晕头转向的，特别是诸子列国的人物列传。那怎么办呢？大伙放心，会有办法的。不过我们只要把《史记》拜访一下就行了。然后，再看几篇名文。如《滕王阁序》：“落霞与孤鹜齐飞，秋水共长天一色。”怎么样？其景让大家心旷神怡吧？！日后我将和大家重游，将所有收归已有。现在咱们再去唐诗宋词那块去看看，这里从来是大观园中一大奇葩，多少风流才子，多少爱国志土都在等着我们呢？在“云霞出海曙，梅柳渡江春”之时，你可以和高适执手“莫愁前路无知己，天下谁人不识君?”也可以和欧阳兄共伤“离愁渐远渐无穷，迢迢不断如春水”。自古读书三境界：昨夜西风凋碧树，独上高楼，望尽天涯路，衣带渐宽终不悔，为伊消得人憔悴。众里寻他千百度，蓦然回首，那人却在，灯火阑珊处。大家是不是觉得这块风景独好？颇绕韵味？想不想在这里多呆一会儿？看那边欧阳修，李煜正在争论谁的春水用得好呢？“离愁渐远渐无穷，迢迢不断如春水”和“问君能有几多愁，恰似一江春水向东流。”大家说哪一个好呢？我来再加上一句：“离恨恰如春草，更行更远还生”。这语文的世界就是这样，可以让大家看到不知不觉熏染上一种儒雅的气质，凭添几许底蕴和深度。

累了吧？咱们找个长亭歇一歇。那边，元朝的纯朴人民正在给我们打招呼呢！嗯，此时，崔莺莺和张生正在含泪送别呢：碧云天，黄花地，西风紧，北雁南飞、、、、、、咱们最好还是别打扰了他们，让他们多撒点离人泪，多吟几句“遍人间烦恼填胸臆，量这大小车儿如何载得起？”

嗯，休息了一会之后，咱们想一想下一站是什么？散文，这个大家或许最不喜欢的了吧？特别是试卷上一大篇阅读看来让人乏味，其实也不尽然。今天，我就让大家看看散文的美妙之处，也让大家煽情一番，看到秋风想到无情，看到落花流水想到漂泊异乡，也感受一下通感的手法，听听花开的声音，看看飞鸟的妩媚、、、、、、大家静下来想一下，心中最美或最恬静的情景。那需不需要找个感情流放的出口？那就写出来，定会妙笔生花。

到这里，大观园就快让咱们跑过来了，当然这是走马观花，肯定意犹未尽，那最后就再让咱们一起看看小说。这小说就最是贴近生活了，里面的情节人物其实都是现实生活的或贴切或夸张的写法，想必大家更容易接受和亲近的了。其实小说很简单，不就是那几项嘛，大家都可以随便编出个故事来。

游到现在，大家也累了，好好的整理一下，回味一下，到日后我还会继续做你们的导游，和大家一同仔细欣赏这大观园的妙处。在生活中学习语文，在欢笑中看花开，在泪水中看落叶。希望接下来的日子能和大家一起融入这个世界。