Presentation Class6 Group1

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。

外研社新职业英语第⼆版职业综合英语1教案unit1（3-4）外研社新职业英语第⼆版职业综合英语1 Unit1教案34授课时间班周星期第节班周星期第节班周星期第节课次 6 学时数 2授课形式（请打√）纯理论□纯实践□理实⼀体化□习题课□其他□授课题⽬Unit One Organization:Listening and speaking: Meeting people；Writing: Envelope教学⽬的Ss master making a phone call as a visitorSs master the skills through some class activities.教学重点1. Making a phone call, introducing oneself and asking2.Writing envelopes教学难点 1. Useful Language Expressions2. Making the Ss take part in the class activities: pair / group work 使⽤的教具/多媒体/仪器/仪表/设备等Textbook; PPT;MP3教学⽅法Task-based teaching; Pair work参考资料English for Careers (Book1) (1st Edition)教学基本内容及设计I. Listening and speaking(45’)Task 1 VISITORS:12th SeptemberListen to the conversation between a receptionist and a visitor. Then fill in the missing information.Keys: First name: Ralph Last name: Sayers/doc/44a6d85cfe00bed5b9f3f90f76c66137ee064f92.html pany: JOD TechnologiesTask 2Mr. White is meeting with Mr. Brown from the Head Office. Listen to the conversation and match the people below with their job titles.Keys: Mr. Brown --- Production ManagerMary --- SecretaryMr. Walker --- Sales ManagerTask 3Listen to the conversation and decide whether the following statements are true or false. Then write key words to support your answers.Keys: 1. True 2. False ( doesn’t know who to see )3. False ( on the 30th floor )4. False (where, lift, 30th floor )Task 4Listen to the conversation and choose the best answer to each question you hear.Keys: 1. D 2. C 3. ATask 5Listen to the following speech twice and fill in the blanks with what you hear.Keys: chairman, first of all, business, manage, informationTask 6Work in pairs. Introduce yourself to your partner and ask questions about him/her with the useful expressions.Useful Expressions:GreetingHow do you do?I’ve often heard about you.I’ve heard so much about you.Making introductionAllow me to introduce myself.My name is …I’m …, from …Asking questionsWhere were you born?What do you do in your spare time?Did you grow up here?Why did you choose this major?EndingNice talking to you.It’s so nice to finally meet you.Nice to meet you, too.I t’s a pleasure to meet you.II. Writing: Envelope (45’)Task 1. Format of an envelope1. the recipient's address: the middle of the envelope2. the sender’s address: the upper left corner of the envelope3. Stamp: the upper right corner of the envelopeTask 2: Read Sample 1 and answer the questions below.Key to the questions:1.West Palm Beach.2. Liu Fang.3. Michael Ryan4. Crescent Finance Company, 502 North Olive Avenue, West PalmBeach, Florida 33402, U.S.A.5. Manager of Human Resources.6. China National Machinery Import & Export Corp., 36 Jianshe Road,Beijing 100065, P. R. China.Task 3. Read Sample 2 and complete the following sentences.1. “c/o” on the envelope stands for“care of”2. Jane Ashby__ will receive this letter.3. Craig Moor will open and read this letter.Assignment :Write an envelope for your letter to Tom Jones, who works for Green Technologies as Sales Manager. The company is in New York, at No. 135 on West 20th Street. The zip code is 10011.课后作业/思考题1. Review what we have learned this period2. Write an envelope.3.Preparation the PRESENTATION on P11 before class.(Group work )教学后记说明：1.课程教案应按授课次数编写；重复班授课不再另⾏编写教案。

小组汇报presentation 开场白尊敬的各位领导、老师和同学们：大家好！我代表XXX小组，非常荣幸能够在今天向大家汇报我们的presentation。

首先，我想感谢各位领导、老师和同学们在百忙之中抽出时间来参加我们的汇报，您们的支持和鼓励对我们来说意义重大。

今天，我们小组将向大家介绍我们在过去几周所进行的研究和工作。

我们的presentation主题是XXX（主题名称），这是一个非常重要且具有挑战性的课题。

在这个过程中，我们小组成员共同努力，进行了深入的研究和探讨，并通过实地调研、数据分析等方式收集了相关信息。

首先，我想简要介绍一下我们小组成员。

XXX（成员姓名）是我们小组的负责人，他/她在项目管理和团队协作方面经验丰富；XXX（成员姓名）擅长数据分析和图表展示；而我自己负责调研和撰写报告。

每个人都发挥了自己的专长，并紧密合作以确保项目顺利进行。

在这个presentation中，我们将向大家展示我们对于该主题的深入研究和分析结果。

我们将分享我们的发现、观点和建议，并希望能够引起大家的兴趣和思考。

同时，我们也非常期待与大家进行互动和交流，听取各位的意见和建议。

在这个过程中，我们遇到了一些挑战和困难。

但是，我们小组始终保持积极的态度，并相信团队合作的力量。

通过相互支持、共同努力，我们克服了困难，并取得了一些令人骄傲的成果。

最后，我想再次感谢各位领导、老师和同学们的到场。

我们非常期待与大家分享我们的研究成果，并希望能够得到您们宝贵的意见和建议。

请大家放心，我们将尽力做到清晰明了地表达，并回答您们可能有的问题。

谢谢大家！让我们开始今天的presentation吧！。

《Unit 6 Colours》教学设计新交际英语版2024（一起）英语一年级上册二、Presentation（呈现）1. Lead in（导入）T: Look! What's this?（出示一个红色的苹果）Ss: It's an apple.T: Yes. What colour is it?（引导学生回答颜色）Ss: It's red.设计意图：通过实物导入，让学生在具体的情境中感受颜色的存在，激发学生的学习兴趣。

2. Learn the words（学习单词）（1）教师依次出示red、blue、green、yellow、purple 等颜色卡片，教学生认读颜色单词。

T: This is red. Red.（出示红色卡片，带领学生读几遍）Ss: Red.T: This is blue. Blue.（出示蓝色卡片，带领学生读几遍）Ss: Blue....设计意图：通过卡片教学，让学生直观地认识颜色的英语表达，便于学生记忆。

（2）播放颜色单词音频，让学生跟着音频读单词。

T: Now, let's listen to the audio and repeat the words.（播放音频，学生跟读单词）设计意图：通过音频教学，让学生学习正确的发音，提高学生的听说能力。

三、Practice（练习）1. Game: Colour flash cards（颜色闪卡游戏）T: Now, let's play a game. I will show the colour flash cards quickly. You say the colours as quickly as possible.（教师快速出示颜色卡片，学生快速说出颜色单词）设计意图：通过闪卡游戏，让学生在紧张刺激的氛围中巩固所学颜色单词，提高学生的反应能力。

2. Group work（小组活动）T: Now, let's work in groups. Each group has a set of colour cards. You take turns to pick a card and say the colour. Then, your group members repeat the colour.（学生分组活动，每组有一套颜色卡片。

Unit5 Let's eat! B-Let's talk 试讲稿人教版-小学三年级上册开场白Good morning, dear judges! I am NO.X candidate. It is my great honor to be here. Tod ay my topic is “ Where did you go?”. To make my presentation much clearer, I’d like t o divide the teaching structure into the following parts.Step1 Warm up and lead inHello, boys and girls, how are you today? Great! Good! Fine! I'm fine too. Thanks for your asking. Are you ready for our English travel? Yes.First, let's sing the song "Walking walking" together. Everybody, stand up. "Walking, wal king. Walking, walking. Hop, hop, hop. Hop, hop, hop. Running, running, running. Runni ng, running, running. Now let's stop. Now let's stop." (配合动作) Wow, your voices are so beautiful. You are so lovely.My class, would you like to have something fun? Let's have a words competition. Say the words as quickly as you can. I will divide you into boys and girls group. (板书呈现分组) Are you ready? Let's go! Number 1, one, two, three, go! Wow, girls got it. It's "c ake". Number 2, one, two, three, go! Good, my boys got it. It's "rice". And the last one, one, two, three, go! Great, girls got it again. It's "fish". We see girls are the winners. Let's clap for them. Great, great, you are great! My boys, never mind. Come on next ti me.Step2 PresentationMy boys and girls, look at this picture. Who are they? Yes, they are our old friends C hen Jie, Wu Yifan and John. Can you guess what they are talking about? You can ha ve a discussion with your partner.Stop now, let's listen to the recording and check your guessing. The recording is over. Are you all right? Oh, some of you got it. We know they are having a picnic in the pa rk and talking about what to eat and drink.Then I have another question for you. "What does Wu Yifan want to have?" You are n ot sure, never mind, listen to the dialogue again to find out the answer. The dialogue i s over. Who wants to have a try? Lucy, you are the first to raise your hand. Excellent! "Some water." But how do you know the answer? Yes, from the sentence in our dialo gue "Can I have some water, please?"We see if we want to ask for some food or drinks, how can we say? You are so sma rt. We can use the sentence pattern "Can I have some..., please?" (板书问句) And how can we answer it? Good point. We can use the sentence "Here you are." (板书答句) Now read after me loudly. Good pronunciation.Step3 PracticeOk, my class, since we have learned the dialogue and the sentence pattern. Let's do s ome practices.First, listen to the recording and read after it. Pay attention to your pronunciation and i ntonation.Stop now, I see most of you read it carefully and actively. I'm so proud of you. Then work in pairs to finish "Let's play" part. There are some cards of food and drinks on y our desk. Pick up one card and make up a dialogue with your partner. Just like "Can Ihave some juice, please? Here you are. Have some milk. Thank you." （教师用双手假装两个学生在对话）5 minutes for you. Here we go! Ok, time is up. Who wants to share your dialogue with us? Wow, all of you put up your hands. Who should I choose? Ho w about the game "Hot potato"? Look at my hand, here is a ball. Remember it's a hot potato. So you have to pass it one by one as quickly as you can. Are you ready? Le t's go! (迅速转身拍手) Ok, stop. Wow, Peter and your partner. You are so lucky. "Can I have some fish, please? Here you are. Have some rice. Thank you." Marvelous dialog ue, sit down please.Step4 ProductionMy class, are you still excited about the game? Let’s calm down, here I have a task f or you. Work in groups to do a role play. Suppose that you are having a picnic in the park. I have provided you with some pictures of different food and drinks on the powe r point. You need to do a role play to ask for the food or drinks you want with the se ntence pattern we have learned. 8 minutes for you. Let's go! //Ding-dong, time is up. Which group wants to have a show in front of the classroom? Group 2, you are so act ive. Well done, please go back to your seat. My class, what do you think of their perfo rmance. Oh, perfect! Their performance is so vivid and they can use the sentence patt ern freely and correctly.Step5 SummaryAll right my dear class, how time flies, it’s nearly the end of our class. Who wants to be the little teacher to summarize what we have learnt today? OK, Jenny please. Awes ome, sit down. Today we have learned the dialogue and the sentence pattern to ask f or the food or drinks we like. Boys and girls, today you all did an excellent job. I hope you can know the importance of teamwork spirit and all of you can have a healthy ea ting habit.Step6 homeworkToday’s homework, make up a dialogue with your parents by asking for the food or dri nks you like at dinner time. Let's share it in our next class.So much for today, see you next week! Wish you have a nice weekend. Bye bye! That’s all my presentation.Thanks for listening.（试讲稿字数903字, 同学们可以根据自己的面试时长进行增减。

四年级上册英语教案人教版第一章：Unit 1 My school1.1 Teaching objectives:(1) Knowledge objectives:Students can understand and use key words: school, classroom, teacher, student, library, playground, puter room, dining room.Students can understand and use sentence patterns: What's this? It'sWhat's that? It'sWhere is the? It's in/on/under(2) Ability objectives:Students can listen, speak, read and write the key words and sentence patterns.Students can describe the layout of their school.1.2 Teaching key and difficult points:The correct pronunciation and usage of key words and sentence patterns.The description of the layout of the school.1.3 Teaching procedures:Step 1: Warm-upReview previous knowledge: introduce oneself and askquestions.Step 2: PresentationShow pictures of a school and introduce the key words and sentence patterns.Practice asking and answering questions with the class.Step 3: PracticeGroup activity: students work in groups to describe the layout of their school.Step 4: ProductionStudents role-play the conversation between a teacher and students in a school.1.4 Homework:Copy the key words and sentence patterns.Practice describing the layout of their school with their parents.第二章：Unit 2 My family2.1 Teaching objectives:(1) Knowledge objectives:Students can understand and use key words: family, mother, father, sister, brother, grandmother, grandfather.Students can understand and use sentence patterns: This is my She/He is my(2) Ability objectives:Students can listen, speak, read and write the key words and sentence patterns.Students can introduce their family members.2.2 Teaching key and difficult points:The correct pronunciation and usage of key words and sentence patterns.Introducing family members correctly.2.3 Teaching procedures:Step 1: Warm-upReview previous knowledge: introduce oneself and ask questions.Step 2: PresentationShow pictures of a family and introduce the key words and sentence patterns.Practice asking and answering questions with the class.Step 3: PracticeGroup activity: students work in groups to introduce their family members.Step 4: ProductionStudents role-play the conversation between a person and their family members.2.4 Homework:Copy the key words and sentence patterns.Practice introducing their family members to their friends.第三章：Unit 3 My friends3.1 Teaching objectives:(1) Knowledge objectives:Students can understand and use key words: friend, like, have, fun, play, happy.Students can understand and use sentence patterns: Do you have any friends? Yes, I do. They are(2) Ability objectives:Students can listen, speak, read and write the key words and sentence patterns.Students can introduce their friends.3.2 Teaching key and difficult points:The correct pronunciation and usage of key words and sentence patterns.Introducing friends correctly.3.3 Teaching procedures:Step 1: Warm-upReview previous knowledge: introduce oneself and ask questions.Step 2: PresentationShow pictures of friends and introduce the key words and sentence patterns.Practice asking and answering questions with the class.Step 3: PracticeGroup activity: students work in groups to introduce their friends.Step 4: ProductionStudents role-play the conversation between a person and their friends.3.4 Homework:Copy the key words and sentence patterns.Practice introducing their friends to their parents.第四章：Unit 4 My home4.1 Teaching objectives:(1) Knowledge objectives:Students can understand and use key words: home, bedroom, living room, kitchen, bathroom, dining room.Students can understand and use sentence patterns: What's this? It'sWhere is the? It's in/on/under(2) Ability objectives:sentence patterns.Students can describe the layout of their home.4.2 Teaching key and difficult points:The correct pronunciation and usage of key words and sentence patterns.第四章：Unit 4 My home (续)4.3 Teaching procedures (continued):Step 5: ProductionStudents role-play the conversation between a person and their family member about their home.4.4 Homework:Copy the key words and sentence patterns.Practice describing the layout of their home with their parents. 第五章：Unit 5 My schoolbag5.1 Teaching objectives:(1) Knowledge objectives:Students can understand and use key words: schoolbag, pen, pencil, ruler, eraser, book, notebook.Students can understand and use sentence patterns: What's in your schoolbag? I have(2) Ability objectives:sentence patterns.Students can describe the contents of their schoolbag.5.2 Teaching key and difficult points:The correct pronunciation and usage of key words and sentence patterns.Describing the contents of the schoolbag correctly.5.3 Teaching procedures:Step 1: Warm-upReview previous knowledge: introduce oneself and ask questions.Step 2: PresentationShow pictures of a schoolbag and introduce the key words and sentence patterns.Practice asking and answering questions with the class.Step 3: PracticeGroup activity: students work in groups to describe the contents of their schoolbags.Step 4: ProductionStudents role-play the conversation between a person and their friend about their schoolbags.5.4 Homework:Copy the key words and sentence patterns.Practice describing the contents of their schoolbag to their parents.第六章：Unit 6 Clothes6.1 Teaching objectives:(1) Knowledge objectives:Students can understand and use key words: clothes, shirt, pants, dress, skirt, shoes, hat, coat.Students can understand and use sentence patterns: What's this? It'sDo you like? Yes, I do./No, I don't.(2) Ability objectives:Students can listen, speak, read and write the key words and sentence patterns.Students can describe the clothes they like.6.2 Teaching key and difficult points:The correct pronunciation and usage of key words and sentence patterns.Describing the clothes correctly.6.3 Teaching procedures:Step 1: Warm-upReview previous knowledge: introduce oneself and askquestions.Step 2: PresentationShow pictures of clothes and introduce the key words and sentence patterns.Practice asking and answering questions with the class.Step 3: PracticeGroup activity: students work in groups to describe the clothes they like.Step 4: ProductionStudents role-play the conversation between a person and their friend about their clothes.6.4 Homework:Copy the key words and sentence patterns.Practice describing the clothes they like to their parents.第七章：Unit 7 Food7.1 Teaching objectives:(1) Knowledge objectives:Students can understand and use key words: food, rice, noodles, bread, meat, fish, vegetable, fruit.Students can understand and use sentence patterns: Do you like? Yes, I do./No, I don't.What's your favorite food? My favorite food is(2) Ability objectives:Students can listen, speak, read and write the key words and sentence patterns.Students can talk about their favorite food.7.2 Teaching key and difficult points:The correct pronunciation and usage of key words and sentence patterns.Talking about favorite food correctly.7.3 Teaching procedures:Step 1: Warm-upReview previous knowledge: introduce oneself and ask questions.Step 2: PresentationShow pictures of food and introduce the key words and sentence patterns.Practice asking and answering questions with the class.Step 3: PracticeGroup activity: students work in groups to talk about their favorite food.Step 4: ProductionStudents role-play the conversation between a person and their friend about their favorite food.7.4 Homework:Copy the key words and sentence patterns.Practice talking about their favorite food to their parents.第八章：Unit 8 Animals8.1 Teaching objectives:(1) Knowledge objectives:Students can understand and use key words: animal, cat, dog, fish, bird, elephant, tiger, lion.Students can understand and use sentence patterns: What's this? It'sDo you like? Yes, I do./No, I don't.(2) Ability objectives:Students can listen, speak, read and write the key words and sentence patterns.Students can describe the animals they like.8.2 Teaching key and difficult points:The correct pronunciation and usage of key words and sentence patterns.Describing animals correctly.8.3 Teaching procedures:Step 1: Warm-upReview previous knowledge: introduce oneself and askquestions.Step 2: PresentationShow pictures of animals and introduce the key words and sentence patterns.Practice asking and answering questions with the class.Step 3: PracticeGroup activity: students work in groups to describe the animals they like.Step 4: ProductionStudents role-play the conversation between a person and their friend about their favorite animal.8.4 Homework:Copy the key words and sentence patterns.Practice describing the animals they like to their parents.第九章：Unit 9 Colors9.1 Teaching objectives:(1) Knowledge objectives:Students can understand and use key words: color, red, yellow, blue, green, purple, orange, black, white.Students can understand and use sentence patterns: What color is it? It'sI likecolor.(2) Ability objectives:Students can listen, speak, read and write the key words and sentence patterns.Students can talk about colors.9.2 Teaching key and difficult points:The correct pronunciation and usage of key words and sentence patterns.Talking about colors correctly.9.3 Teaching procedures:Step 1: Warm-upReview previous knowledge: introduce oneself and ask questions.Step 2: PresentationShow pictures of colors and introduce the key words and sentence patterns.Practice asking and answering questions with the class.Step 3: PracticeGroup activity: students work in groups to talk about their favorite color.Step 4: ProductionStudents role-play the conversation between a person and their friend about their favorite color.9.4 Homework:Copy the key words and sentence patterns.Practice talking about their favorite color to their parents.第十章：Unit 10 At the farm10.1 Teaching objectives:(1) Knowledge objectives:Students can understand and use key words: farm, cow, horse, chicken, sheep, pig, tractor.Students can understand and use sentence patterns: What's this? It'sLook! There are(2) Ability objectives:Students can listen, speak, read and write the key words and sentence patterns.Students can describe what they see at the farm.10.2 Teaching key and difficult points:The correct pronunciation and usage of key words and sentence patterns.Describing the farm correctly.10.3 Teaching procedures:Step 1: Warm-upReview previous knowledge: introduce oneself and askquestions.Step 2: PresentationShow pictures of a farm and introduce the key words and sentence patterns.Practice asking and answering questions with the class.Step 3: PracticeGroup activity: students work in groups to describe what they see at the farm.Step 4: ProductionStudents role-play the conversation between a person and their friend at the farm.10.4 Homework:Copy the key words and sentence patterns.Practice describing what they see at the farm to their parents. 重点和难点解析第一章：Unit 1 My school重点：学校相关词汇和句型的学习和使用。

真题29-语法教学一、内容A: How often do you watch TV?B: I watch TV every day.A: What’s your favorite program?B: It’s Animal World.A: How often do you listen to music?B: I listen to music every day.A: What’s your favorite song?B: It’s Yesterday Once More.基本要求:(1) 朗读所给对话(2) 配合教学内容适当板书(3) 针对该对话内容，设计相应的语法操练教学活动(4) 用英文试讲(5) 试讲时间:10 分钟二、教案Teaching AimsKnowledge and skill aims:Students are able to grasp the content of this passage. Students are able to master using Adverbs of Frequency.Ability Aims:Students are capable of using what they have learned to make conversation in daily life. Students are able to use the grammar point to describe something in the present indefinite tense.Emotional Aims:Strengthen students’ collaborative learning ability.The key points:Students could use the Adverbs of Frequency to describe things in real life.The difficult points:Cooperative spirit in dealing with others can be improved.Teaching proceduresStep 1: Warming up & Leading inAfter greeting, asking the students: "What do you like to do when you have free time? "And then with the students free talk about “free time activities”.Step 2: PresentationShow a picture of the weekend activities to the students, and ask them what do you like to do? Students will get " watching tv, listen to music, reading, exercise" from the picture.Asking students how many days a week to do something? Fill the chart with the frequency activities. Then present frequency words on the board.Listen to the teacher read the conversation and match the frequency words together. Use the words given to write questions. Then ask and answer them with a partner.Step 4: ConsolidationGroup work: making an interview: ask five people about "what can you do to improve your English? " Fill the chart and use today’s grammar point to make a report to others in the class.Step 5: Summary & homeworkStudents summarize what they have learned and the teacher makes supplementary. Write a short passage to describe what do you often do on weekend, using the grammar learned today.Blackboard三、试讲稿Good morning dear judges. I’m NO. 1 candidate. My topic is:"How often do you watch TV? " May I start my presentation? Thank you.Step 1: Warming up & leading inGood morning my class. How are you today? Fine, great, awesome. Are you ready for our new adventure in today’s class? Excited! Good, I’m excited, too. Boys and girls, what do you like to do when you have free time? sleeping? play computer games? dancing? cooking? wow, boys and girls, that sounds very nice. I hope you enjoy your free time. Today, we’re going to talk about "free time activities"!Step 2: PresentationOk, good, everyone, let’s look at this picture. What are they doing? Sam, please. Yes, he is watching TV. What else can you see? Sue, please. Good, she is listening to mu sic. How about this guy? Tim, please. Very good, he is reading. Last one? Nice, she is doing exercise. Now, boys and girls. Can you tell me do you like watching TV? how many days do you watch TV in a week? 7 days. Ok. Do you like to listen to music? How many days do you listen to music in a week? 6 days. How many days do you reading books in a week? 3 days. How many days do you exercise in a week? 5 days. Boys and girls, here is a chart that needs you to fill it. And then we will check the answer together. Now, give you 3 minutes to fill it. Time’s up. Did you finish? I saw almost everyone get the right answer. According to these numbers, can you write frequent words next to the times? Anyone can share your answer? Good, Summer, you, please. Excellent job. 7 days is always, 6 days is usually, 5 days is often. 3 days is sometimes. Everyone, are you clear?Now let’s do a drill to check whether you get it. I will read the conversation first, then according to the content to match the frequency words together. Are you clear? Now, listen to me carefully. Ok, did you finish? Good, who wants to share? Ok, Tim, have a try, read these sentences one by one, please. Good job, Tim. Did you listen carefully? The answers are all correct. Let’s clap hands f or him. Now let’s read after me the conversation one more time. Very well, boys and girls. Now, let’s read the conversation one more time. And use the words given to write questions. Then ask and answer them with your partner. 5 minutes for you to fill in the blanks and create a new conversation. And then I would like some of you to make a performance. Now, let’s start.so many hands, whom should I choose? How about using hot potato? Yes, it is a good idea. Let’s sing the "Hello song" together, and passing t he hot potato one by one, ok? When I say stop, who gets the potato is the lucky dog. Clear? Ok, let’s sing together. Wow, Tony, you are so lucky. You and your partner come to the front. Boys and girls, do you like their performance? Yes, Very nice try. Here are the stickers for you all. I see all of you did a very good job. Clap hands for yourself.Step 4: ConsolidationBoys and girls, recently our school newspaper is doing a survey about: "what can you do to improve your English? "can you interview your group members and fill the chart, then make a report to present in the class? Five minutes for you to make it. Let’s start. All right, boys and girls, Time’s up, are you ready to show your reports? Now, let’s listen to group 1. Good job. Yes, need to read E nglish books often. Claps hands for them. Go back to your seat. Next, Group 2 comes to the front, please, . . . . . . Good idea, making a friend with an English speaker. Next, Group 3, please. . . . . . You all did a very good job. Now, I’m sure that you a ll know how to improve your English in the right way. Good job, everyone! Keep going!Step 5: Summary and homeworkHow Time flies! I hope you enjoyed your class today. Before the end of the class, I need some students to help us summarize what we have learned today. Who wants to be a volunteer? Ok, Jason, please. Excellent. As Jason said we know how to use frequent words to express doing free time activities in English. Do you agree with him? Yes, very good. Are you interested in today’s activities? Are yo u interested in English today? I’m sure you are, boys and girls. Keep this feeling, because interest is the best teacher. Now, here is our today’s homework, after class, write a short passage to describe what did you do last weekend and share in the next c lass, ok? Great, that’s all for today’s class. See you tomorrow, everyone.That’s all for my presentation. Thanks for listening. May I clean the blackboard?四、答辩1. Can you tell me the differences between "How often. . .? " and "How long. . .? "How long? is used to ask questions about amounts or periods of time.For example: How long have you been waiting? Only for a minute or two.How long have they been married? Oh, for a very long time. More than 25 years.How long. . . ? can also be used to ask about the measured length of something. Study the following: For example: How long was the wedding dress? It was very short, knee-length really.How often. . . ? is more versatile and is used more frequently than How many times. . . ?When you use this construction, you are asking about how frequently something happens. Unlike How many times. . . ? which usually refers to past occasions, How often. . . ? is used to refer to past, present and future situations.For example: How often do you plan to play tennis this summer? As often as possible. Every day, if I can.How often will you visit your mother in hospital? I shall try to visit at least once a week.2.What do you usually do in your spare time?I really like answering this question from time to time, because my spare time keeps on evolving and take different forms and shapes. So here we go "again". My spare time involved searching on the internet, reading, doing housework, playing tennis and studying new skills. Those interests made me understandable, thoughtful, independent, Improve personal ability. For example: searching on the internet and reading can broaden my mind. Most of the time, you cannot expect others to teach you everything in the world. But internet and books as the best teachers, 24 hours stand by you. When you need them, they will give your answer. Maybe it is not the truth, but you can the truth of the world. Doing housework and playing tennis, these two things look like much different. But they all help me be focus on thinking carefully. Specially, listening to the music at the same time.In a word, we need do something inspire our mind, and make our life more colorful.。

做presentation开场白与结束语参考应对问题-I will be pleased to answer any questions you may have at the end of the presentation.-Please can you save your questions till the end.-If you have any questions, I will be pleased to answer them at the end of the presentation.-there will be time at the end of the presentation to answer your questio ns-so please feel free to ask me anything then.-Don't hesitate to interrupt if you have a question.-Please feel free to interrupt me at any time.-Please stop me if you have any questions.-If you need clarification on any point, you're welcome to ask questions at any time.-Can I come back to that point later?-I will be coming to that point in a minute.-That's a tricky question.-We will go into details later. But just to give you an idea of...-I am afraid there's no easy answer to that one...-Yes, that's a very good point.-Perhaps we could leave that point until the questions at the end of the presentation-I think I said that I would answer questions at the end of the presentati on---perhaps you wouldn't mind waiting until then.-I think we have time for just one more question欢迎听众(正式)- Welcome to our company- I am pleased to be able to welcome you to our company...- I'd like to thank you for coming.- May I take this opportunity of thanking you for coming欢迎听众(非正式)- I'm glad you could all get here...- I'm glad to see so many people here.- It's GREat to be back here.- Hello again everybody. Thank you for being on time/making the effort t o come today.- Welcome to X Part II.受邀请在会议上致词- I am delighted/pleased/glad to have the opportunity to present/of makin g this presentation...- I am grateful for the opportunity to present...- I'd like to thank you for inviting/asking me/giving me the chance to...- Good morning/afternoon/evening ladies and gentleman- It's my pleasant duty today to...- I've been asked to...告知演讲的话题- the subject of my presentation is...- I shall be speaking today about...- My presentation concerns...- Today's topic is...- Today we are here to give a presentation on...- Today we are here to talk about...Before we start, I'd like you meet m y team members...- A brief look at today's agenda...(告诉听众所讲内容的先后顺序)- Before we start our presentation, let's take a brief look at the agenda... - I shall be offering a brief analysis of...- the main area that I intend to cover in this presentation is...- Take a moment and think of...- Thank you for giving me the opportunity to tell you about...告诉听众发言的长度- During the next ten minutes, I shall...- I shall be speaking for about ten minutes...- My presentation will last for about ten minutes...- I won't take up more than ten minutes of your time...- I don't intend to speak for longer than ten minutes...- I know that time is short, so I intend to keep this brief- I have a lot to cram in to the next ten minutes, so I'd better make a start...引起听众的兴趣- I'm going to be speaking about something that is vitally important to all of us.- My presentation will help solve a problem that has puzzled people for years...- At the end of this presentation you will understand why this company has been so successful for so long...- I am going to be talking about a product that could double your profit margins...- the next ten minutes will change your attitude to sales and marketing... - Over the next ten minutes you are going to hear about something that will change the way your companies operate...- By the end of this presentation you will know all there is to know abo ut...告诉听众内容要点- there are five main aspects to this topic (...the first, ... the second, ...a third, ...another, ... the final)- I am going to examine these topics in the following order (...first, ...nex t, ...after that, ...finally)- I've divided my talk into five parts...- I will deal with these topics in chronological order...- I'm going to start with a general overview and then focus on this partic ular problem (...in general, ...more particularly).- I want to start with this particular topic, and then draw some more gen eral conclusions from it (...specifically, ... in a wider context).- there are (a number of) factors that may affect...- We have to take into account in any discussion of this subject, the foll owing considerations.- We all ought to be aware of the following points.结束语-In conclusion, I'd like to...-I'd like to finish by...-Finally...-By way of conclusion...-I hope I have made myself understood-I hope you have found this useful-I hope this has given you some idea/clear idea/an outline of...-Let me end by saying...-That, then was all I had to say on...-That concludes our presentation...-I hope I've managed to give you a clearer picture of...-If there are any questions, I'd be delighted to...-Thank you for your attention...-Let's break for a coffee at this point-I am afraid that the clock is against us, so we had better stop here-You have been a very attentive audience---thank you做presentation，我们要注意对话题的准备以及态度和身体语言等等，除此之外，我们还应该掌握一些常用句型。

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