Unit 6 Making an Oral Prentation
I. Teaching Objectives
In this unit, you will learn how to:
1.prepare yourlf for an oral prentation
交通工具的变化2anize the content of an oral prentation
3.u oral prentation language
4.deliver your oral prentation
5.u appropriate visual aids
6.deal with questions
信箱图片7.participate in discussion
II. Teaching Procedures
苏东坡的故事
1 Preparing your oral prentation
2 Organizing the content
Task 1
1 Describe the outline of the talk
2 Introduce the topic
3 Indicate the shift from one idea to another
4 Give closing remarks
5 Summarize the talk
Task 2
Answers may vary.
Task 3
1 Yes, he wanted to draw the audience attention immediately.
2 To introduce his topic and rai the awareness about the riousness of global warming.
3 Yes, the story really created the effect he wanted to have on the audience.
4 To echo the idea prented in the beginning part of the talk that global warming is a rious issue.
5 He was really concerned about global warming and tried to create a good effect on the audience.
Task 4
According to a recent survey, two-thirds of the world’s polar bears will be extinct by the mi
d-century. We heard “save the whales” in the 1990s, we are hearing “save the polar bear” now, we will hear soon “save the human beings”. For the next 10 minutes or so I’m going to look at some of the rious effects of global warming. Basically I’ve divided my prentation into 3 parts.
In the first part I’ll talk about the melting glaciers and the way that the are contributing to rising a levels. Then in the cond part I’ll look at climate change and give you some examples of how this is having a rious impact on wild animals’ behavior and habitat. And in the final part I’ll focus on the retreating snowlines and consider how the are causing the death of certain species of trees.
科技与生活3 Using proper language
Task 1
1 Questions about personal sleep habits. There are two functions for asking the questions: i) a topic-related question may help lead audience to this talk; ii) it is more attr
active and interesting for audience.
2 There are three major points the lecturer will cover in his lecture: i) the problem of sleep deprivation; ii) the caus; and iii) the effects. The lecturer introduces the main points of his lecturer in the very beginning so that the audience can follow it easily.
3 Let’s start with the problem of sleep deprivation.
First, what are the caus of sleep deprivation?
Now I’ m going to move on to the effects of sleep deprivation.
Another conquence of sleep deprivation is car accidents.
4 To make his lecture more concrete and understandable.
5 How many of you would say that… that you don’t go to sleep when you should becau of the TV or the Internet?
素描画动物
So now, what are the effects of sleep deprivation? The most common effect is, of cour, sleepiness during the day. Let me ask you…When do you feel sleepy?
The rhetorical questions may involve the audience into his lecture.
6 Let’s, well, yeah, now, so, you, as you can e. The colloquial expressions may narrow the distance between the lecturer and audience.
7 The style is more informative and colloquial. The language is easy. For example, the structure and the vocabulary are simple. Many transitional words are ud to guide the audience. For example, personal experiences and stories are preferred to make the talk more interesting.
Repetition is often employed to make his lecture more understandable.
Task 2
Answers may vary.
4 Delivering your prentation
Task 1
1 Yes, he varied his voice and his speed when he wanted to place the emphasis on what he was saying. He did this when he said the following ntences: “Now, here’s hard question, if the… I don’t know”, “So, our call to action… your gig”, “I can’t wait to e what… hope that”.
2 Yes, he made full u of his hands and his facial expression to achieve the maximal effects. He did this when he said the following ntences: “Well, I’ll tell you… the Internet”, “if the trajectory… what are we gonna do”, “So, our call to action… big thing”, “You could join… gas reductions”, “u your personal… in going green” and so on.
3 He paud for the audience to think of the answer. He spoke word by word to emphasize the terrible result if the question is not appropriate replied.
4 The lecturer wanted to place emphasis on the idea conveyed.
5 To add weight to the ntence.
Task 2
Answers may vary.
5 Using visual aids
Task 1
慢慢来英文
咽炎有哪些症状1 By using the slide in which the statistics of U.S. emissions are shown.
2 He wrote the suggestions on the slides, each slide for one suggestion.
