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英语课presentation的用法示例文章篇一：《英语课presentation的用法》嗨，大家好！今天我想和大家聊聊英语课上的presentation呢。

你知道吗？在英语课里，presentation就像是一场小小的表演秀。

想象一下，你就是舞台上的小明星，要把自己知道的东西展示给大家看。

比如说，你要介绍你最喜欢的动物，那这个时候，你的presentation就是把关于这个动物的所有有趣的事儿都告诉同学们。

我记得有一次，我的同桌小明要做一个关于大熊猫的presentation。

他可紧张啦，就像怀里揣了只小兔子，心扑通扑通直跳。

他站在讲台上，刚开始声音还有点小，就像蚊子嗡嗡叫。

他说：“同学们，大熊猫可好玩儿了，它们长得圆滚滚的，黑白相间的毛就像穿了一件特制的大外套。

”然后，他越说越激动，声音也越来越大。

他还拿出自己画的大熊猫图片给我们看，说：“你们看，这大熊猫的黑眼圈，就像戴了一副大墨镜，酷不酷？”我们都被他逗笑了，也对大熊猫有了更深的了解。

这就是presentation的魔力呀，能让大家通过你的讲述，看到一个全新的世界。

那在做presentation的时候，内容是很关键的。

不能只是随便说说，得有条有理。

就像盖房子，得先有个好的框架。

比如说，你要介绍一个地方，你可以先从这个地方的地理位置说起，就像告诉大家这个房子建在哪里一样。

然后再说说这个地方有什么特别的景点呀，就像是房子里有什么特别的房间一样。

接着呢，可以讲讲那里的人们的生活习惯，这就像是房子里住的人有什么特别的生活方式。

要是你东说一句西说一句，同学们就会像走进了迷宫一样，晕头转向的。

那怎么才能让自己的内容更吸引人呢？这就需要一些小技巧啦。

比如说，多讲点有趣的小故事。

我有个朋友小红，她在做关于英国的presentation的时候，就讲了一个英国女王的小趣事。

她说：“你们知道吗？英国女王特别喜欢小狗。

有一次，她的小狗在皇宫里调皮捣蛋，把一个大臣都给弄懵了呢。

Unit 2 Where is the post office?Language goals:●In this unit students learn to talk about asking for and give directions on thestreet.New languages:●Excuse me, is there a bank near here?●Y es, there is. It’s on Center Street.●Where is the pay phone?●It’s across from / next to / in front of / behind the library.●It’s between the post office and the library.●Just go straight and turn left.●Turn left on First Avenue.●T ake a walk through the park on Center Avenue.●There is a clean / dirty park near my house.Difficult points:1. Listening for the information of the names of the neighborhoodRead the tour guide and an e-mail from a friend you’re going to visit.Write the dialogues about asking the way and giving directions.2. Where questions.Affirmative statementsPrepositions of placeTeaching aids:● A tape recorder●Some picturesTeaching periods:Period 1: Section A1a, 1b, 1cPeriod 2: Section A2a, 2b, 2cPeriod 3: Section A3a, 3b, 4Period 4: Section B 1a, 1b, 1c, 2a, 2b, 2cPeriod 5: Section B 3a, 3b, 3c, 4Period 6: Self CheckTeaching aims:1. T each vocabulary words.2. T arget languages: Is there a bank near here? Y es, there is. It’s on CenterStreet.3. Enable the students to ask for and give directions on the street.4. Help the students to ask for and give directions on the street.Teaching procedures:Step 1. Warming upShow three pictures prepared before class to the students. There is acat in a box in picture 1. There is a cat on a box in picture 2. There is acat under the box in picture 3.Then ask some students to ask and answer these questions.Step 2.Match work (2a)Ask the students to read the picture and the words in the numbered list.Ask the students to match each word or phrase on the list with one of the pictures.Then check the answers.Present the new sentence patterns.Then ask the students to read the dialogue in the picture.Step 3. Listening (1b)Ask the students to listen to the conversations and circle the places in 1a.Change the roles and do the same again.Then students ask and answer without the help of the recording.Step 4. PracticePoint to the different locations shown in the picture. Ask different students to name each one.Then point to more locations and let the students to practice more.Homework1. Practice the conversation in the picture on page 7.2. Learn the new words and phrases in this period by heart.Teaching aims:1. Learn the vocabulary words and useful expressions.2. T arget languages:The pay phone is across from the library.The pay phone is next to the library.The pay phone is between the post office and the library.The pay phone is on Greet Street.The pay phone is in front of the library.The pay phone is behind the library.3. Enable the students to talk about the position of a place.4. Help the students to talk about the position of a place.Teaching procedures:Step 1. Revision and warming upCheck the homework by talking about the pictures on page 7 with thestudents or prepare some other pictures with different buildings in itand let the students practice asking and answering questions aboutthe places.Ask the students to practice more.Step 2. Presentation (2a)Introduce the items across from, next to, between, in front of, behindand on.Draw the following picture on the blackboard.Park 3 Centre StreetEncourage or help the students to answer: It’s across from the library.The same way goes with next to, on and in front of.Ask the students to match each sentence with one of the pictures.Then ask the students to read the six sentences and match thesentences the pictures.Check the answers.Step 3. Listening(2b)Review the buildings and street names in Activity 1a and the sixsentences in 2a.The read the six sentences in 2b to the class.Ask the students to listen to the recording and fill in the blanks.Play the tape. Check the answers.Step 4. Practice (2c)Ask the students to repeat the conversations after the recording.Ask the students to do the Pair work asking and answering questionsabout the places in 1a.Step 5.Grammar FocusAsk the students to read the sentences in the grammar box aloud. Theask them to answer the following questions. Explain some languagepoints if t he students can’t understand.HomeworkAsk the students to practice talking about their neighborhood in pairs.Period 3T eaching aims:1. T each vocabulary words.2. T arget languages:Just go straight and turn left.It’s down Bridge Street on the right.It’s next to a supermarket.3. Enable the students to talk about the neighborhood.4. Help the students to talk about the neighborhood.Teaching procedures:Step 1. RevisionLet the students look at the picture in activity 1a. And ask somestudents to answer some questions in order to check the homework.Say, Is there a library near here? Where is it? Is there a bank near here?Where is it?Put up the picture of activity 2a on the blackboard and ask them tomake conversations.Step 2. Presentation (3a)Guide the students to guess the meanings of the three traffic signs.Show the pictures and ask some questions about the pictures.Then ask the students to hold up their left hands and then their righthands to practice “left” and “right”.Point to the picture and let the students read the conversation.Ask the students to read the conversations. Then ask them to find Pauland Nancy in the picture.Ask the students to role play the conversation then point out the placethat Paul wants to get to.Step 3. Complete the conversations (3b)Ask the students to make conversations and answer the questionsbelow each picture.The students point out the place in the picture. And write down theanswers on the line in the pictures. Or ask a pair of students to say theconversation, the others point to the speakers’ place.Step 4. GameAsk the students to look at the picture in Activity 1a and name all the buildings.Ask some students to read the conversation in the picture in Activity 4.And then explain the instruction to the student.Then ask some groups to present their work.HomeworkAsk the students to make a similar conversation to that in Activity 3a. Period 4Teaching aims:1. T each vocabulary words.2. T arget languages:Is there a big supermarket near your house?Y es, there is.There is a big supermarket.No! There is a small supermarket.3. Enable the students to describe the neighborhood.4. Help the students to describe the neighborhood.Teaching procedures:Step 1. RevisionCheck the homework by asking the following questions.Say, Look at the picture in activity 3a. Suppose you are standing nearthe building on the side of New Street. Please answer my questions.Excuse me. Is there a pay phone in the neighborhood?Ask another student to answer questions.Give more students chances to practice this dialogue.Step 2.Match work (1a)Bring in some objects or pictures to the students. (Two rulers, one is old,the other is new. Two boxes, one is big and the other is small. Two bottles, one is clean and the other is dirty. Two pictures of a street, one is busy and the other is quiet.)Say, Look at the rulers, please. Can you find the difference between them? Y es. This one is old. (Show the old ruler.) And this one is new.(Show the new ruler.) Do you understand old and new?Ask the students to talk about the picture.Point to each half of each picture and ask about the difference between the halves.Go on with the other pictures to teach the language items.Ask the students to match the words with the pictures.Step 3. Pair workCall attention to the conversation in the picture.Then ask the students to work in pairs and take turns asking each other questions about the things on the list of phrases in activity 1a on page 7. Step 4. Listening (2a, 2b)Ask the students to listen to the tape and circle the places in 1a.Say: Now please listen to the tape again. Listen to it and draw the places in Michael’s neighborhood on the street map. Just listen.Play the recording.Play the recording again.Then have some students show their completed drawing to the class. Step 5. Pair workAsk the students to work in pairs talking about drawings to the class.Then ask some pairs to present their dialogues to the class.Ask the students to work in pairs, draw a map of their own neighborhood and practice asking and answering questions about the places they live in.HomeworkAsk the students to make similar conversations to that in Activity 1b.Period 5Teaching aims:1. T each vocabulary words.2. T arget languages:Turn left on First Avenue and enjoy the city’s quiet streets and small parks.T ake a walk through the park on Center Avenue.This is the beginning of the garden tour.Bridge is a good place to have fun.3. Enable the students to write a tour guide and draw the rout to somewhere.4. How to write a tour guide and draw the rout to somewhere.Teaching procedures:Step 1. RevisionCheck the homework by asking about the student’s neighborhood.Ask the students to work in pairs.Ask the students to work in pairs.Then ask some pairs to present their conversations to the whole class.Step 2. Reading (3a, 3b)Ask the students to read the tour guide.Divide the whole class into four groups to have a quiz.T ell the students to keep these words down and make at least two sentences with each word after class.After that ask the students to look at the pictures and fill in the blanks for this tour guide.Step 3.WritingAsk the students to write a tour guide with the students.Names of buildings and locations.Description wordsWords that talk about positions.Words that talk about directions.Step 4. Pair work (4b)Learn to draw a picture of neighborhood. First ask the students toanswer the questions according to the pictures.Then ask the students to draw a picture according to the followingconversation.Then ask students to present their drawings to the whole class.Homework1. Ask the students to talk about the street and buildings in their ownneighborhood.2. Ask the students to make sentences with the description words they keptdown in the class.Period 6Teaching aims1. T each vocabulary words.2. T arget languages:I know you are arriving next Sunday.Let me tell you the way to my house.I hope you have a good trip.3. Enable the students to write about the neighborhood.4. Help the students to learn how to write about the neighborhood.Teaching procedures:Step 1. RevisionCheck the homework by asking and answering some questions.Give more students chances to practice.Step 2.Key word check(1)Ask the students to check the words they know.Then ask the students to do the some exercises.Step 3.Vocab-Builders (2)Expand the students’ vocabulary.After that ask the students to share their list with other students.Step 4. ReadingAsk the students to read the letter and draw the rout on the map.Ask the students to change the letter into a telephone conversation.Let the students pay attention to the pictures.Say, Look at the picture of Sally. How old do you think she is? Where do you think she is from? What language do you think she speaks? What do you think she likes?What do you think she dislikes?The same step goes with Jim and Julie.After a few minutes, ask some students to read their descriptions to the class.Step 5. Just for Fun!Call attention to the conversation in the cartoons.Ask the students to read the conversation and then answer the questions.HomeworkAsk the students to do the following:1. Suppose your friend is going to visit you. He doesn’t know the way toyour house. Write a letter to him to tell him the route from the bus stop to your house.2. Review the next unit.。

Unit 3 Our Hobbies Topic 2 What sweet music!Section A【教学重难点】The main activities are 1a and 2a．本课重点活动是1a和2a。

【教学目标】1．Learn some new words and a phrase: concert, go on, language, lend, tape, violin, drum, price, ad, pay2．Learn about exclamation:（1）How exciting! （2）And it sounds beautiful! （3）Oh, wonderful! （4）That’s too bad!3．Talk about concert and musical instruments.4．Enjoy music and musical instruments.【教学准备】多媒体课件/录音机/音乐磁带/小黑板/挂图/幻灯片【教学过程】Step 1 Review 第一步复习(时间:10分钟)复习上一单元的功能话题与本课相关的内容。

再由多媒体课件导入新课。

1．(请学生将上次调查结果汇报给全班同学，每人汇报一名教师的兴趣和爱好。

)2．(师生对话，导入新课。

)(教师展示五个有关电影Titanic的多媒体课件：片头音乐MTV；电影开始场景；撞击冰山场景；沉船场景；甲板上小提琴手的画面。

)Step 2 Presentation 第二步呈现(时间:7分钟)学习1a。

初步了解感叹句的句子结构，并体会感叹句的语气与情感。

1．(设置听力环节，播放1a录音，让学生听后回答小黑板上的问题。

)（1）Where is Celine Dion going to give the concert? （2）What time is the concert going to start?(核对答案。

Unit 1How can I get there ?白沙镇东井小学柯雯雯The first period教学目标：1.能够听、说、读、写单词：science museum, post office, bookstore, cinema, hospital.2．能用句子“Where is the cinema? It’s next to the bookstore. It’s near the park.”来替换有关询问和回答位置的表达。

3.引导学生在学习过程中注重合作学习，培养学生合作学习的意识。

学情分析：六年级的学生对英语学习兴趣整体有所下降，两级分化比较严重。

部分学生英语功底薄弱，我根据学生情况，以学生为主体，以激活他们对英语的兴趣为着入点。

所以在本课中我运用多样化教学手段使学生轻松掌握重难点。

教学重难点：重点：1. 听、说、认读本单元单词science museum, post office, bookstore, cinema, hospital.2.能运用句型“Where is...?”询问和回答位置并进行回答。

难点：1.难点单词museum的正确发音教学过程：Step 1 Warp-up1.Free talking：2.火眼金睛Step 2 Presentation1.引出课题A.Let’s learn教学新单词(1)教师出示PPT Robin, 并说：Robin is a robot. Wherecan we find Robin? 引导学生说出单词 science museum..用升降调带读单词，学生跟读。

（2）出示PPT教学新单词：bookstore.学生开火车读。

（3）出示PPT教学新单词：post office.小组开炮读单词。

（4）出示PPT教学新单词：cinema .“山谷回音”的方式操练单词。

（5）出示PPT教学新单词：hospital.全班学生齐读。

2. 学生听录音，跟读Let's learn部分的内容。

T eaching Plan for Unit 4 Course: College English新视野二册Unit FourSection AA T est of True LoveI. Warm-up Activity1. Topic Discussioni. Student's Discussion1) Should we judge a person by his or her appearance?Of course we shouldn't judge a person by his appearance. Since some times the beauty of a person doesn't match his mind and appearance is the thing which is easy to change while the mind of a person is relatively unchangeable.2) What is true love? And what does love mean to you?True love refers to the love which can't be changed easily by the environment, the outside world and the status of the lover etc. At the same time, true love can afford the test of time, the hardship of life etc.ii. Teacher's SummaryLove is important because without it life has no meaning or purpose.Love may be many things to many people, among which are as follows.1) Love means sunshine that makes one thirsty for the other.2) Love means a game of emotion that is always deprived of reason.3) Love means a tree whose fruit is sometimes sweet and sometimes bitter.4) Love means a bottle of wine with which both sides like being drunk.5) Love means a river in which both sides seek to be drowned…People who have fallen in love are the happiest in the world and are admired by others. Everyone wants to be loved and get true love. But what is true love?And how to judge it? True love can afford the test of time and live forever in our heart. It wouldn't be influenced by the outside world and it refers to the communication of the minds between the lovers.The course of true love never did run smooth. — Shakespeare(真爱之旅从无坦途。

第一课时教学重点本课时的教学重点是Let’s read部分的对话认读、理解及运用。

要求学生能认读句子，根据句意回答问题，并能在情景中分角色朗读和表演对话。

在特定的情境中，运用句子做事情。

（以及完成小调查）教学难点：本课时的难点是认读十二个月份的单词，孩子们在反复的歌谣诵读中明确单词的读音，通过认读的练习，记住词形。

课前准备1. 准备第四单元所学的单词和短语卡片，本课时Let’s read 部分的课件。

2. 投影片：Let’s read部分的问题及填空练习。

3. 十二个月份的单词卡和图片；调查用的小表格教学过程1. Warm-up（1）唱一唱教师播放I can help.的歌曲，孩子们边唱边表演。

（2）Let’s chant播放Let’s chant部分的录音，孩子们表演歌谣。

边唱边拿出相应的短语小卡片。

（3）look, ask and answer教师出示短语小卡片，孩子根据卡片内容询问下一个同学：Can you make the bed?2. PresentationLet’s read教师出示Let’s read 课件，让孩子观察图片：“Who can you see?”“Can the monkey’s father cook the meals? ”“Can the monkey empty the trash?”投影出示问题：1）Is Mother monkey at home?2）Can the monkey cook the meals?3）Can the monkey wash the clothes?4）What can he do?5）Can the monkey help his dad?参考答案：1）No, she isn’t.2）No, he can’t.3）No, he can’t.4）He can empty the trash.5）No, he can’t.学生自己阅读对话，小组内回答问题，抽查学生回答问题。

Unit 2 Colours第一课时一、教学内容：Part A Let’s talk & Draw and say二、教学目标1. 能理解对话大意，能用正确的语音语调朗读对话。

2. 能在实际情景中用Good morning.向他人表达问候，用This is ….介绍他人。

3. 培养学生尊敬老师的情感。

三、教学重难点1. 问候语Good morning.及介绍人物用语This is …。

2. This is …一句中this的发音较难，口型和发音不易到位，教师要适当纠正学生的发音。

以及Miss和Mr.的用法和区分。

四、教学准备1. 准备Miss White、Miss Green和Mr Jones的人物头饰，以及学生熟悉的男女老师的图片各一张。

2. 录音机和磁带五、教学过程Step 1 热身（Warming-up）1. 教师播放第一单元的歌曲Hello，师生共唱。

2. 利用学生的学习用品复习第一单元所学的单词。

3. 用所学打招呼用语Hello, I’m…What’s your name? My name’s…师生互相问候。

Step 2 新课呈现（Presentation）1. 教师拿出学生熟悉的男女老师的图片各一张，让学生辨认，引出Mr和Miss。

2. 教师告诉学生英语的打招呼用语有很多，除Hello/Hi 以外，在早上或上午可用Good morning.来进行。

教师在黑板上画一个升起的太阳，并在旁边标上时间7：30和Good morning.然后用Good morning.问候学生，并引导学生用Good morning.问候老师。

3. 教师拿出Miss White、Miss Green和Mr Jones的人物头饰，用This is …重点介绍Miss Green和Mr Jones，并引导学生用This is ….介绍其他同学。

4. 播放录音,让学生把人物对号入座，理解对话的含义。

5. 再次播放录音，学生逐句跟读，然后请两位发音标准的学生上讲台与老师一起表演对话。

Presentation常用开场白范文优秀2篇presentation开场白篇一1、Right, let’s get started.2、Let me introduce myself.3、I’ve divided my presentation into three main parts.4、Just to give you a brief overview.5、I’ll be saying more about this in a minute.6、I’m sure the implications of this are clear to all of us.7、There’s an important point to be made here.8、OK, let’s move on. （go on to make your next point）9、As you can see, the figures speak for themselves.10、To go back to what I was saying earlier.11、Are there any questions you’d like to ask at this point?12、I’d like to look at this in more detail.13、Let’s put this into perspective. （to explain it this way）14、Perhaps I should expand on that a little.15、To digress for a moment? （to depart from your plan）16、So, to sum up?17、That brings me to the end of my talk.18、Thank you. I’m sure you all have lots of questions.presentation开场白篇二Morning everyone! Today we’ll have a talk about dream and success in America.Everybody has his or her own dream and standard of being a successful man, but they are not actually the same because of different background and life experience and sex.There we have made an investigation about the topic. Let’s have a look at the video. （Video）OK! It looks as though different people have different opinion about being a successful man, and maybe they are always dreaming of achieving success at an early age.The American Dream is a book about American dream written by a famous journalist Dan Rather, published in 2023. He provided many stories of ordinary men and women accomplishing the extraordinary.You know America is an integrated country with a history only more than 200 years. After the continent was discovered by Europe, people all over the world came here to search for their own dream. American culture lay emphasize on individuals' value: self first, personal need first. So pursue of individual benefit and enjoyment, emphasize on achieving individual value by self-strive and self-design was highly respected. That is to say they usually have an ambition or desire to gain something they need. If they gain this, they would consider him as a successful man. Maybe that’s just what we call “American dream”。

六年级上册英语第二单元教案5篇能力目标：能听懂，会说要求的单词和句子情感价值：进一步提高对英语学习的热忱，培养更加稳定的学习兴趣。

能乐观主动地参与课堂活动，在情景对话中大胆开口，主动仿照。

教学重点学习和练习正确书写四会单词和四会句子.教学难点正确使用代词this和that。

课时数 2教学过程 1.热身 / 复习(Warming-up / Revision)1)播放课本附录中的歌曲I want to be your friend, 渲染课堂气氛。

2)把小动物面具挂在墙上，让学生说出它们是什么动词，是谁的。

2.新课导入(Presentation)1)展示本课教学挂图，让学生观察，并提出问题：What are Peter and Lisa doing?What are they talking about?2)播放本课录音，让学生听，然后讨论自己的猜想是否正确。

3)再放录音，让学生认真听：谁扮演bear?谁的头饰找不到了?最终找到了吗?4)指导学生跟读录音。

5)让学生四人一组分角色表演会话。

6)鼓励学生戴面具到讲台上来表演。

3.趣味操练(Practice)1)老师将全班划分成6～8个小组，每组发一张白纸，每张白纸的最上面都写有“失物招领处”。

要求每组画出3～4种物品，供其它组认领。

2)每组分成两部分，一部分当失主去其它组找丢失物品，另一部分留在本组供应物品。

用所学句型进行交际活动。

3)播放本课投影片，让学生边看边配音。

4. 拓展活动(Additional activities)1)回家听本课录音，仿照语音语调。

2)把本课对话改编或故事，讲给父母听。

课后反思六班级上册英语第二单元教案2教学目标学问目标：能够听、说、读、写的单词和句子是：coat, jacket, jeans, shoes;Is this his coat? Yes, it is. Is that his jacket? No, it isnt.能力目标：能听懂，会说要求的单词和句子情感价值：进一步提高对英语学习的热忱，培养更加稳定的学习兴趣。

教学过程（代号A —4）G In a group, answer the questions about kenji 'class.Because this activity relies on opinion, groups may disagree. Try to encourage members group to compromise as n ecessary so that they can prepare a report for the class.less on 4 My schedulepractice 1Talk about their life at school. How do you spe nd their time in school? Let stude nts to discuss and the n share their plan in a day. At the end teacher show a picture on blackboard, ask some question to check if they can read it clearly like doing a readi ng practice. (p11)Review 1 simple prese ntBecause this part we have lear ned duri ng the past terms.Less on 5 how is the weather today?Lead-i nTeacher pain ti ng some marks of differe nt weathers simple picture on blackboard to let stude nts to guess those mea ns what kind of weather. Because those are always be see n in weather forecast. It will be easy and quick to attract their atte nti on on class.Step one:Teach ing stude nts to read the new and difficult words.Step-two: practiceShow some pictures to ask them what kind of weather can you see on the PPT?Summarize & homework:Write a schedule for yourself, and this schedule must be used in your everyday life!。