英语演讲选修教案16speech
英语演讲选修教案16
Lesson 16 Speech MakingTeaching Aim and RequirementAimed at ensuring the Ss to have a basic knowledge of public speaking.Teaching methodsPPt, interact between teacher & studentAssignmentsWhat are the essentials of an effective speech?How to overcome nervousness?Teaching proceduresIntroductionWhat is public speaking?•Public speaking, as its name implies, is a way of making your ideas public – of sharing them with other people and of influencing other people.A Brief Introduction to public speakingI. How to Prepare a Speech•Stating Your Objectives：◇inform◇train◇persuade◇sell•Analyzing Your AudienceWhat to learn about the audience?Their opinions and levels of prior knowledge of your subject ; their likely bias, both personal and professionalhow do you learn it?Ask the person who has invited you to speak. Find out what the occasion is and if there is a program theme.•Choosing a Speech Topic and the Speech ThemeSix Criteria1. The topic should be interesting to you.2. It should be interesting to your audience or at least be capable of beingmade interesting to them.3. It should be appropriate to the situation.4. It should be appropriate to the time available.5. It should be manageable.6. It should be worthwhile. Don't waste your audience’s time.•Gathering and Selecting Appropriate Materialsconvincing materialsseven major types of materials: descriptions and explanations, statistics, examples, testimony, comparison and contrast, repetition and restatement, and visuals. guidelines•Outlining Your Speechguidelines:1. Write and label your specific purpose at the top of your outline.2. Indicate main ideas, points, sub-points, and supporting materialsproperly.3. Use at least two subdivisions, if any, for each point.Using subdivisions helps you give attention to all the points you want to say.4. Label the introduction, main body and conclusion.II. How to Write a Great Speech•Organizing the Body of the SpeechA.The IntroductionA. It should introduce the topic. providing background information, definitionsexplanations, etc.B. Generally it should contain the thesis statement.C. It should be interesting enough to make the listener want to continue listening.Anecdotes, shocking statistics, quotes, and rhetorical questionsD. It should indicate how your topic will be developed.E. tell your listeners WHY they should listen to you; such as how they will benefit.F. include the method of organization that you will follow. This helps the listenerprepare for what you are going to say and help them organize the information.An effective introduction•Creates a favorable first impression with the audience•Boosts a speaker’s self-confidenceGaining attention•relate the topic to the audience•State the importance of the topic•Startle the audience•Arouse the curiosity of the audience•Question the audience•Begin with quotation•Tell a story•Using visual aids•…Reveal the topic•Clearly states the speech topic•Establish the credibility and goodwill of the speakerPreview the body•Tells audience what to listen for in the rest•Provide a smooth lead-in•Present special informationB.Main Bodya. Each main point discusses one aspect of the thesis.b. The main points should be linked with clear transitions so as to give thebody coherence and unity.C. ConclusionA conclusion can restate the thesis.A conclusion can restate the main points.A conclusion can call for some sort of action (particularly in a persuasive piece)A conclusion can highlight areas for further research.A conclusion can suggest results or consequences.A conclusion can remind the audience of the importance of the informationpresented.The speaker can thank the audience for their attention.A conclusion should NEVER bring up a new topic.A speaker should NEVER apologize for their information. The last thing you wantto happen is for the audience to question your credibility.2 functions of conclusion•Signal the end of the speech•Reinforce the audience’s understanding of the speech•Using Speech LanguageA. Using Language AccuratelyB. Use Language ClearlyC. Use language VividlyIII. How to Deliver a Great Speech•Physical Delivery1. postureA public speaker should look comfortable, confident and prepared to speak. Inposture, the two extremes to avoid are rigidity and sloppiness.2. facial expressionsYour facial expression must match what you are saying.3. movementa. Never turn your back on the audience while you are speaking.b. If you move about on the stage, make your movements purposeful.c. Be aware of all potential obstacles on the stage.4. gestures5. Eye contactLet your gaze move over each member of the audiencedon’t choose one person and look fixedly at him or her.avoid the temptation to look over the heads of your audience or to hold your notes in front of your face.6. AppearanceThe way you dress and present yourselfDress appropriately to the audience•Vocal DeliveryV ocal delivery refers to the use of your voice to convey your message.1. rateRate is the speednot too slowly or too quickly. Varying your rate can be critical.2. pausetemporary stopspause before and after a major point. You can use pauses to illustrate that you are changing from one point to another. You can use pauses for emphasis3. volumeV olume refers to how loud one speaksSpeak too soft Speak too loudchanging the volume at certain points emphasize important ideas.Raising your voice lowering your voice4. pitchPitch refers to the high or low quality of your voice.V olume is measured in terms of loudness.The pitch of your voice in public speaking refers to the “excitement” or “enthusiasm” level in your voice.pitch can be raised and lowered for emphasis.vary your pitch.5. Pronunciation6. articulation : not slur, speak clearlyIV. How to Analyze and Evaluate Speech•three “M”s: matter, manner and method.Speaking to PersuadeI. Persuasion: a Psychological process• A. Persuasion is the most complex and the most challenging.•(controversial topics, involving values and beliefs; listeners’ own ideas)• B. Listeners: mental give-and-take•(listeners: assessment on speakers)II. The Target Audience•The part of the whole audience a speaker most wants to reach with his message. Agree and disagree audience•Adapt the speech to the values and concerns of the TA•Do not exclude other listenersIII. Monroe’s Motivated Sequence•Monroe's motivated sequence is a technique for organizing persuasive speeches that inspire people to take action.•Alan H. Monroe (Purdue University) 1930s•what creates makes a motivational speech actually motivating.• a 5-step method for organizing motivational speeches.1.AttentionGet the attention of your audience using a detailed story, shocking example, dramatic statistic, quotations, etc.E.g. Hey! Listen to me, I have a PROBLEM!2.NeedShow that the problem about which you are speaking exists, that it is significant, and that it won't go away by itself. Use statistics, examples, etc.Convince your audience that there is a need for action to be taken.E.g. Let me EXPLAIN the problem.3.Satisfy.You present your plan and show how it will work. Be sure to offer enough details about the plan.E.g. But, I have a SOLUTION!4.VisualizationTell the audience what will happen if the solution is implemented or does not take place. Be visual and detailed.E.g. If we IMPLEMENT my solution, this is what will happen.5.Action.Tell the audience what action they can take personally to solve the problem.Say exactly what you want the audience to do and how to do it.E.g. You can help me in this specific way. Are YOU willing to help me?Advantage of MMS•It emphasizes what the audience can do. Monroe's motivated sequence emphasizes the action the audience can take.•Sample Speech：The Ultimate GiftIV. Persuasive Speeches on Questions of Fact• A. seek to persuade audience to accept the speaker’s view of the facts on a particular issue.E.g. Will the economy be better or worse next year?• B. different from an informative speechIS: give information as impartially as possible ≠ argue for a point of viewPS: persuade the audience to accept the speaker’s view about the informatione.g. In a trial lawyer jury guilt / innocent defendantV. Persuasive Speeches on Questions of Value• A. Judgments based on a person’s beliefs about what’s right or wrong• B. 2 steps:1. define the standards for value judgments2. judge the subject of the speech against the standards.VI. Persuasive Speeches on Questions of Policy• A. deal with specific courses of action: involve questions of fact and value; go beyond that• B. 2 types:1. gain passive agreement that a policy is desirable, necessary & practical2. motivate the audience to take immediate action• C. 3 basic issues – need, plan & practicality1. need: (no) need for a change2. a specific plan: solve the need3. practicality: Plan: workable, solve the need without creating newproblemsVII. Methods of PersuasionA.Building credibility– 1. Credibility affected by: competence & charactercompetence: speaker’s intelligence, expertise & knowledge of the subjectcharacter: speaker’s sincerity, trustworthiness– 2. 3 types of credibility: initial credibility; derived credibility;terminal ~– 3. 3 strategies to ↑credibility:a. explaining their competenceb. establishing common ground with the audiencec. delivering speeches fluently, expressively and with convictioning Evidence– 1. examples, statistics, testimony– 2. 4 tips to use evidence effectively: use specific evidence; novel ~; use ~ from credible sources; make clear the point of the ~C.Reasoning–Reasoning: the process of drawing a conclusion based on evidence–use reasoning from specific instances–use reasoning from principle–use analogical reasoning, ×casual reasoningD.Emotions Appeals– 1. Emotions Appeals (motivational appeals): make listeners feel sad, happy, angry, fearful, etc.– 2. 3 ways: with emotionally charged language; with vivid examples;speak with sincerity and conviction。
英语演讲选修教案16speech-making
Lesson 16 Speech Making Teaching Aim and RequirementAimed at ensuring the Ss to have a basic knowledge of public speaking.Teaching methodsPPt, interact between teacher & studentAssignmentsWhat are the essentials of an effective speech?How to overcome nervousness?Teaching proceduresIntroductionWhat is public speaking?Public speaking, as its name implies, is a way of making your ideas public –of sharing them with other people and of influencing other people.A Brief Introduction to public speaking•I.How to Prepare a SpeechStating Your Objectives:◇inform◇train◇persuade◇sell•Analyzing Your AudienceWhat to learn about the audience?Their opinions and levels of prior knowledge of your subject ; their likely bias, both personal and professionalhow do you learn it?•Ask the person who has invited you to speak.Find out what the occasion is and if there is a program theme.•Choosing a Speech Topic and the Speech ThemeSix Criteria1.The topic should be interesting to you.2.It should be interesting to your audience or at least be capable of beingmade interesting to them.3.It should be appropriate to the situation.4.It should be appropriate to the time available.5.It should be manageable.• 6.It should be worthwhile.Don't waste your audience’s time.•Gathering and Selecting Appropriate Materialsconvincing materials•seven major types of materials: descriptions and explanations, statistics, examples, testimony, comparison and contrast, repetition and restatement, andvisuals.guidelines•Outlining Your Speechguidelines:1.Write and label your specific purpose at the top of your outline.2.Indicate main ideas, points, sub-points, and supporting materialsproperly.e at least two subdivisions, if any, for each point.Using subdivisions helps you give attention to all the points you want to say.bel the introduction, main body and conclusion.•II.How to Write a Great Speech•Organizing the Body of the SpeechA.The IntroductionA.It should introduce the topic.providing background information, definitionsexplanations, etc.B.Generally it should contain the thesis statement.C.It should be interesting enough to make the listener want to continuelistening.Anecdotes, shocking statistics, quotes, and rhetorical questionsD.It should indicate how your topic will be developed.E.tell your listeners WHY they should listen to you; such as how they will benefit.F.include the method of organization that you will follow.This helps the listenerprepare for what you are going to say and help them organize the information.An effective introduction•Creates a favorable first impression with the audience•Boosts a speaker’s self-confidenceGaining attention•relate the topic to the audience•State the importance of the topic•Startle the audience•Arouse the curiosity of the audience•Question the audience•Begin with quotation•Tell a story•Using visual aids•…Reveal the topic•Clearly states the speech topic•Establish the credibility and goodwill of the speakerPreview the body•Tells audience what to listen for in the rest•Provide a smooth lead-in•Present special informationB.Main Bodya.Each main point discusses one aspect of the thesis.b.The main points should be linked with clear transitions so as to give thebody coherence and unity.C.ConclusionA conclusion can restate the thesis.A conclusion can restate the main points.A conclusion can call for some sort of action (particularly in a persuasive piece)A conclusion can highlight areas for further research.A conclusion can suggest results or consequences.A conclusion can remind the audience of the importance of the informationpresented.The speaker can thank the audience for their attention.A conclusion should NEVER bring up a new topic.A speaker should NEVER apologize for their information.The last thing you wantto happen is for the audience to question your credibility.2 functions of conclusion•Signal the end of the speech•Reinforce the audience’s understanding of the speech•Using Speech Languageing Language Accuratelye Language Clearlye language Vividly•III.How to Deliver a Great Speech•Physical Delivery1.postureA public speaker should look comfortable, confident and prepared to speak.Inposture, the two extremes to avoid are rigidity and sloppiness.2.facial expressionsYour facial expression must match what you are saying.3.movementa.Never turn your back on the audience while you are speaking.b.If you move about on the stage, make your movements purposeful.c.Be aware of all potential obstacles on the stage.4.gestures5.Eye contactLet your gaze move over each member of the audiencedon’t choose one person and look fixedly at him or her.avoid the temptation to look over the heads of your audience or to hold your notes in front of your face.6.AppearanceThe way you dress and present yourselfDress appropriately to the audience•Vocal DeliveryV ocal delivery refers to the use of your voice to convey your message.1.rateRate is the speednot too slowly or too quickly.Varying your rate can be critical.2.pausetemporary stopspause before and after a major point.You can use pauses to illustrate that you are changing from one point to another.You can use pauses for emphasis3.volumeV olume refers to how loud one speaksSpeak too soft Speak too loudchanging the volume at certain points emphasize important ideas.Raising your voice lowering your voice4.pitchPitch refers to the high or low quality of your voice.V olume is measured in terms of loudness.The pitch of your voice in public speaking refers to the “excitement”or “enthusiasm”level in your voice.pitch can be raised and lowered for emphasis.vary your pitch.5.Pronunciation6.articulation : not slur, speak clearly•IV.How to Analyze and Evaluate Speech•three “M”s: matter, manner and method.Speaking to Persuade•I.Persuasion: a Psychological process• A.Persuasion is the most complex and the most challenging.•(controversial topics, involving values and beliefs; listeners’ own ideas)• B.Listeners: mental give-and-take•(listeners: assessment on speakers)•II.The Target Audience•The part of the whole audience a speaker most wants to reach with his message.Agree and disagree audience•Adapt the speech to the values and concerns of the TA•Do not exclude other listeners•III.Monroe’s Motivated Sequence•Monroe's motivated sequence is a technique for organizing persuasive speeches that inspire people to take action.•Alan H.Monroe (Purdue University) 1930s•what creates makes a motivational speech actually motivating.a 5-step method for organizing motivational speeches.1.AttentionGet the attention of your audience using a detailed story, shocking example, dramatic statistic, quotations, etc.E.g.Hey! Listen to me, I have a PROBLEM!2.NeedShow that the problem about which you are speaking exists, that it is significant, and that it won't go away by e statistics, examples, etc.Convince your audience that there is a need for action to be taken.E.g.Let me EXPLAIN the problem.3.Satisfy.You present your plan and show how it will work.Be sure to offer enough details about the plan.E.g.But, I have a SOLUTION!4.VisualizationTell the audience what will happen if the solution is implemented or does not take place.Be visual and detailed.E.g.If we IMPLEMENT my solution, this is what will happen.5.Action.Tell the audience what action they can take personally to solve the problem.Say exactly what you want the audience to do and how to do it.E.g.You can help me in this specific way.Are YOU willing to help me?Advantage of MMS•It emphasizes what the audience can do.Monroe's motivated sequence emphasizes the action the audience can take.Sample Speech: The Ultimate Gift•IV.Persuasive Speeches on Questions of FactA.seek to persuade audience to accept the speaker’s view of the facts on aparticular issue.• E.g.Will the economy be better or worse next year?B.different from an informative speechIS: give information as impartially as possible ≠ argue for a point of view PS: persuade the audience to accept the speaker’s view about the information e.g.In a trial lawyer jury guilt / innocent defendant•V.Persuasive Speeches on Questions of Value• A.Judgments based on a person’s beliefs about what’s right or wrongB.2 steps:1.define the standards for value judgments2.judge the subject of the speech against the standards.•VI.Persuasive Speeches on Questions of Policy• A.deal with specific courses of action: involve questions of fact and value; go beyond thatB.2 types:1.gain passive agreement that a policy is desirable, necessary & practical• 2.motivate the audience to take immediate actionC.3 basic issues –need, plan & practicality1.need: (no) need for a change2.a specific plan: solve the need3.practicality: Plan: workable, solve the need without creating new problemsA.VII.Methods of PersuasionB.Building credibility1.Credibility affected by: competence & charactercompetence: speaker’s intelligence, expertise & knowledge of the subjectcharacter: speaker’s sincerity, trustworthiness– 2.3 types of credibility: initial credibility; derived credibility; terminal ~3.3 strategies to ↑credibility:a.explaining their competenceb.establishing common ground with the audienceC. c.delivering speeches fluently, expressively and with convictioning Evidence– 1.examples, statistics, testimonyE. 2.4 tips to use evidence effectively: use specific evidence; novel ~; use ~ fromcredible sources; make clear the point of the ~F.Reasoning–Reasoning: the process of drawing a conclusion based on evidence–use reasoning from specific instances–use reasoning from principle–use analogical reasoning, ×casual reasoningG.Emotions Appeals– 1.Emotions Appeals (motivational appeals): make listeners feel sad, happy, angry, fearful, etc.– 2.3 ways: with emotionally charged language; with vivid examples;speak with sincerity and conviction–。
英语初中演讲课教案
英语初中演讲课教案Objective:The objective of this speech class is to help students improve their English speaking skills, build confidence in public speaking, and develop their ability to express their thoughts and ideas effectively.Materials:- Speech topic list- Notebook for taking notes- Handouts with sample speeches- Timer- Microphone (optional)Preparation:- Print out handouts with sample speeches and distribute them to students in advance.- Prepare a list of speech topics suitable for junior high school students.- Plan the class schedule and allocate time for each activity.Procedure:1. Introduction (10 minutes)- Greet students and introduce the purpose of the speech class.- Explain the importance of public speaking and how it can benefit their personal and academic life.- Encourage students to actively participate and engage in the activities.2. Warm-up Activity (10 minutes)- Ask students to introduce themselves briefly in English, including their name, age, and a favorite hobby or interest.- Encourage students to speak clearly and confidently.3. Speech Topic Selection (10 minutes)- Provide students with a list of speech topics and allow them to choose one topic that interests them.- Encourage students to think about the topic they are passionate about and can speak confidently about.4. Sample Speech Analysis (15 minutes)- Hand out sample speeches to students and ask them to read and analyze the speeches. - Discuss the structure of the speeches, including the introduction, body, and conclusion. - Identify the main points, supporting evidence, and persuasive techniques used in the speeches.5. Outline and Note-taking (10 minutes)- Instruct students to create an outline of their speech, including the main points and supporting evidence.- Encourage students to take notes while preparing their outline.6. Speech Practice (15 minutes)- Divide students into small groups and assign each group a specific speech topic.- Allow each student to practice their speech in front of their group members.- Provide feedback and suggestions to improve their delivery, pronunciation, and confidence.7. Classroom Speech (10 minutes)- Select a few volunteers to give their speech in front of the entire class.- Encourage students to listen actively and provide positive feedback and constructive criticism.8. Conclusion (5 minutes)- Summarize the key points covered in the class.- Emphasize the importance of practice and regular speaking activities to improve English speaking skills.- Encourage students to continue practicing their speeches outside of the classroom. Assessment:-Observe students' participation, engagement, and improvement throughout the class.- Provide constructive feedback on students' speeches, focusing on content, delivery, and confidence.- Assess students' ability to follow instructions, collaborate with peers, and practice effectively.Note: This is a basic outline for an English speech class for junior high school students. Depending on the level and needs of the students, you can modify and expand the activities to suit their specific requirements.。
英语演讲选修课教案informativespeech I
英语演讲选修课教案Informative Speech I第一章：课程简介1.1 课程目标让学生掌握informative speech 的基本概念和技巧提高学生的英语口语表达能力和演讲能力1.2 课程内容informative speech 的定义和特点informative speech 的结构和要求如何选择合适的题目和收集资料1.3 课程安排共计16 课时，每课时45 分钟每课时包括演讲技巧讲解、实践演练和反馈环节第二章：Informative Speech 的定义和特点2.1 什么是Informative Speech解释Informative Speech 的定义和作用强调Informative Speech 的目的：传递信息和知识2.2 Informative Speech 的特点结构清晰，逻辑性强使用恰当的例子和证据支持观点语言简明扼要，易于理解2.3 为什么学习Informative Speech提高学生的口语表达能力和演讲能力培养学生的研究和批判性思维能力增强学生的自信心和公众演讲技巧第三章：Informative Speech 的结构和要求3.1 结构概述引言：吸引听众的注意力，提出主题阐述主题，提供相关信息和支持论据结尾：总结全文，强调重点，提出建议或号召3.2 引言部分开头句：吸引听众的注意力，与主题相关背景信息：介绍话题的背景和重要性主题句：明确提出要传递的信息或知识3.3 部分段落结构：每段只包含一个主要观点论据支持：使用事实、数据、例子等支持观点过渡句：连接各个段落，保持演讲的连贯性3.4 结尾部分总结全文：回顾主要观点和论据强调重点：突出重要信息和观点提出建议或号召：引导听众采取行动或思考问题第四章：如何选择合适的题目和收集资料4.1 选择题目的原则个人兴趣和热情：选择自己感兴趣的话题知识储备：选择自己熟悉或有所了解的话题听众需求：考虑听众的兴趣和需求4.2 收集资料的方法图书馆研究：查阅相关书籍、杂志和期刊网络搜索：利用互联网资源进行资料收集采访专家：请教专业人士的意见和见解4.3 资料整理和筛选整理收集到的资料，分类别和关键词评估资料的可信度和可靠性筛选出与演讲主题相关的重要资料第五章：演讲技巧讲解与实践5.1 演讲技巧讲解声音与语调：保持声音的清晰和语调的抑扬顿挫肢体语言：运用合适的肢体动作表达观点和情感时间控制：掌握演讲的时间，避免超时或拖延5.2 实践演练分组练习：学生分组进行演讲练习，互相观摩和反馈角色扮演：模拟演讲场景，进行角色扮演和演讲练习录音反馈：学生录制自己的演讲，回放听取并进行自我评价5.3 反馈环节学生互相评价：给予同学演讲的反馈和建议教师评价：教师对学生的演讲进行评价和指导改进和提升：根据反馈意见进行改进，提升演讲技巧第六章：演讲的开头和结尾技巧6.1 开头技巧钩子：用一个有趣的故事、引用或问题吸引听众的注意力相关性：解释演讲与听众的关联，激发听众的兴趣定义：简洁明了地定义演讲主题，为后续内容做铺垫6.2 结尾技巧总结：回顾演讲的主要观点，强化听众的记忆呼吁行动：鼓励听众采取具体行动或思考问题留下悬念：提出一个引发思考的问题，为后续讨论提供话题第七章：使用视觉辅助材料7.1 视觉辅助材料的作用增强演讲的吸引力：通过图片、图表等视觉元素吸引听众的注意力辅助说明：用视觉材料展示数据、流程或概念，使内容更清晰易懂提高记忆：视觉元素有助于听众更好地记忆和理解演讲内容7.2 选择合适的视觉辅助材料图片：选用与演讲主题相关的图片，简洁明了地表达观点图表：用图表展示数据和趋势，使信息更直观易懂幻灯片：制作简洁清晰的幻灯片，辅助说明演讲内容7.3 使用视觉辅助材料的注意事项视觉元素与演讲内容紧密结合，避免无关或过多的装饰确保视觉辅助材料清晰可见，避免文字过小或颜色过于刺眼适时展示视觉辅助材料，与演讲内容同步，避免中断演讲流程第八章：处理紧张和失误8.1 认识紧张和失误紧张：面对听众时的自然情绪反应，影响演讲的表现失误：演讲过程中出现的口误、忘词等情况8.2 应对紧张的策略深呼吸：通过深呼吸放松身体和心情积极心态：调整心态，相信自己的准备和能力模拟练习：提前进行模拟练习，增加对演讲场景的熟悉度8.3 应对失误的策略镇定处理：保持镇定，不要慌张，继续演讲巧妙转移：用幽默或灵活的语言转移听众注意力补救措施：如果忘词，可以简要回顾上文内容，或借助视觉辅助材料提示第九章：演讲的语音语调与表达9.1 语音语调的重要性语音：清晰准确地发音，增强语言的感染力语调：适当的抑扬顿挫，使演讲更具表现力9.2 练习发音和语调模仿训练：模仿优秀演讲者的发音和语调，提高自己的表达能力录音反馈：录下自己的演讲，回放听评，改进发音和语调注重语流：保持语言的连贯性，避免生硬或过度的停顿9.3 增强表达力使用修辞手法：运用比喻、排比等修辞手法，丰富语言表达适当运用感叹词和语气词：增强语言的情感色彩关注听众反应：根据听众的反应调整语气和表达方式第十章：演讲的评估与自我提升10.1 评估标准内容：是否完整、准确地传达了信息结构：演讲是否条理清晰、逻辑严密表达：语音语调、肢体语言是否恰当，富有感染力互动：与听众的眼神交流、提问等互动是否自然顺畅10.2 自我提升策略反思总结：每次演讲后，进行自我反思和总结，找出不足之处持续练习：定期进行演讲练习，不断提高自己的表达能力学习借鉴：观看优秀演讲者的演讲视频，学习他们的经验和技巧10.3 寻求反馈和建议向同学、老师或其他听众寻求反馈，了解自己的演讲表现根据反馈意见进行改进，提升自己的演讲能力重点和难点解析1. Informative Speech 的结构和要求：理解并掌握informative speech 的基本结构，包括引言、和结尾，以及每个部分的功能和写作要求。
十六届英语说课稿范文模板
十六届英语说课稿范文模板
尊敬的评委老师，各位同事，大家好。
今天，我有幸在这里与大家分
享我的英语说课稿。
我将从教学目标、教学内容、教学方法、教学过程、板书设计以及教学反思六个方面进行阐述。
首先，我们来谈谈教学目标。
本节课的教学目标是让学生能够熟练掌
握并运用本课的词汇和句型，提高学生的英语听说能力，同时激发学
生的英语学习兴趣。
接下来是教学内容。
本节课我们将学习关于“家庭生活”的词汇和句型，例如家庭成员的称呼、日常活动的表达等。
在教学方法上，我将采用情景教学法、任务型教学法和合作学习法。
通过创设真实的语言环境，让学生在实际情境中学习和使用英语。
教学过程分为以下几个步骤：
1. 导入：通过展示家庭成员的图片，引导学生进入学习主题。
2. 新课呈现：教授新词汇和句型，并通过多媒体教学辅助学生理解。
3. 操练：通过小组合作、角色扮演等形式，让学生在实际对话中操练
所学内容。
4. 应用：设计一些与生活相关的任务，让学生运用所学知识解决问题。
5. 总结：回顾本节课的重点内容，鼓励学生进行自我总结。
在板书设计上，我将使用清晰的结构和色彩，突出重点词汇和句型，
便于学生记忆。
最后，是教学反思。
课后，我将根据学生的反馈和课堂表现，对教学
方法和内容进行调整，以满足不同学生的学习需求。
通过本节课的学习，我相信学生们不仅能够掌握相关的英语知识，更能在实际生活中灵活运用，从而提高他们的英语综合运用能力。
谢谢大家的聆听，期待与大家共同探讨和进步。
英语演讲知识学习进修课课程教案informativespeechI
注：教案附后Lesson 9 Informative speech ISupporting your ideasHeather Kolpin decided to give her first classroom speech on the benefits of good nutrition. A dedicated fitness enthusiast, she had recently switched to a high-protein diet. Part of her speech ran like this:“For years we’ve been told that meat, eggs, and cheese are bad for us and that we should eat more carbohydrates like cereal, grains, pasta, and rice. But too many carbohydrates can unbalance the body and make you tired and overweight. Do you want more energy? Do you want to concentrate better and get higher grades? Do you want to enjoy real meals and still lose those unsightly pounds? If so, you should eat more protein. I’ve been on a high-protein diet for six months, and I’ve never felt better or done better in my classes!”After the speech, Heather’s classmates were interested but skeptical. As one remarked，“I knowhigh-protein diets are popular right now, but Heather is no expert on nutrition. Besides, there are lots of diets around, and they all claim to work wonders. Personally, I’d be more convinced if Heather gave some scientific evidence to back up her opinion.”Good speeches are not composed of hot air and generalizations. They need strong supporting materials to bolster the speaker’s point of view. In Heather’s case, although there is plenty of evidence on the need to balance protein and carbohydrate consumption, many nutritionists have warned about the dangers of overloading on protein. So Heather’s listeners were right to be skeptical. Heather made a mistake of generalizing from her own experience with nothing concrete to support her ideas.The problem with generalizations is that they do not answer the three questions listeners always mentally ask of a speaker: “What do you mean?”, “Why should I believe you?”“So what?”The skillful use of supporting materials often makes the difference between a poor speech and a good one. Using supporting materials is not a matter of tossing facts and figures into your speech. You must decide which ideas need to be supported given your audience, topic, and specific purposes. You must do research to find materials that will bring your ideas across clearly and creatively. And you must evaluate your supporting materials to make sure they really do back up your ideas.As you put your speeches together, you will need to make sure your supporting materials are accurate, relevant, and reliable. You will find yourself asking such questions as, “Are my examples representative?”，“Am I quoting reputable, qualified sources?”There are three kinds of supporting materials we use most often, they are: examples , testimony and statisticsI．ExamplesExamples：a specific case used to illustrate or to represent a group of people, ideas, conditions, experiences or the like.In the course of a speech you may use brief examples—specific instances referred to in passing —and sometimes you may want to give several brief examples in a row to create a stronger impression. Extended examples—often called illustrations, narratives, or anecdotes—are longer and more detailed.Examples are useful when you wish to make an abstract concept or idea concrete. For example, it is difficult for the audience to see exactly what you mean by such abstract concepts as persecution, denial of freedom, friendship, and love unless you provide specific examples of what you mean.Here is one example a student used in a speech about lead poison.‘When Denise Waddle and her family moved to a nice, middle-class section of Jersey City, New Jersey, they had dreams of healthy living, block parties, even a big backyard so their kid could make mud pies. In less than one year in their new home, their two-year-old son had been poisoned, and their newborn showed high levels of poisoning in his bloodstream. Unknowingly, the Waddle’s had been poisoned by their own backyard, for high levels of lead contaminated their water and their lives.”Examples may be real and factual on one hand or hypothetical and imagined on the other. The hypothetical and imagined ones are called hypothetical examples.Hypothetical example: an example that describes an imagery or fictitious situationHere is one student used a hypothetical example to illustrate the need for college students to protect themselves against crime:Y ou’re tired; you’re hungry. You’ve just spent a long day at College Library and you cannot wait to get back to your room. Glancing outside, you remember how quickly it becomes dark. You don’t think much of it, though, as you bundle up and head out into the gusty wind. Not until you spy the shadows on the sidewalk or hear the leaves rustling beside you do you wish you weren’t alone. You walk quickly, trying to stop your imagination from thinking of murderers and rapists. Only when you are safely inside your room do you relax and try to stop your heart from pounding out of your chest.Can you remember a time when you felt this way? I would be surprised if you never have. The FBI reported last year that there were three murders, approximately 430 aggravated assaults, 1400 burglaries, and 80 rapes here in Madison alone. And while these statistics are quite alarming, they don’t compare to the numbers of larger metropolitan areas.This hypothetical example is particularly effective. The speaker creates a realistic scenario, relates it directly to her listeners, and gets them involved in the speech. In addition, she uses figures from the FBI to show that the scenario could really happen to any of her classmates. Whenever you use a hypothetical example, it is a good idea to follow it with statistics or testimony to show that the example is not far-fetched.Tips for using examples1. Use examples to clarify your ideasExamples are an excellent way to clarify unfamiliar or complex ideas. This is why so many teachers use examples in the classroom. Examples put abstract ideas into concrete terms that listeners can easily understand.This principle works exceptionally well in speeches. Suppose you are talking about suspension bridges, you could give a technical descriptionThe suspension bridge has a roadway suspended by vertical cables attached to two or more main cables. The main cables are hung on two towers and have their ends anchored in concrete or bedrock.If your listeners were made up of people familiar with structural systems, they might be able to visualize what a suspension bridge looks like. But for listeners lacking this background, you might want to add a simple example:Two well-known suspension bridges are the Golden Bridge in San Francisco and the Brooklyn Bridge in New York.Because almost everyone has at least seen a picture of the Golden Bridge in San Francisco and the Brooklyn Bridge in New York, using them as examples clarifies your meaning quickly and effectively.2. Use examples to reinforce your ideasIn a speech entitled “Boxing: The most dangerous sport”, the speaker argued that professional boxing should be banned. To reinforce his point, he cited the example of Muhammad Ali, who suffers a severe case of Parkinson’s disease brought on by his years in the ring. The example is very effective. It put the medical facts about boxing and brain damage in vivid, human terms that everyone could understand.When you use examples, make sure it is representative. The example of Muhammad Ali is quite representative.3. Use examples to personalize your ideasPeople are interested in people. AS social psychologist Eliot Aronson said, “Most people aremore deeply influenced by one clear, vivid, personal example than by an abundance of statistical data. ”Whenever you talk, you can include examples that will add human interest to your speech. SEE WHICH OF THE FOLLOWING WOULD YOU BE MORE LIKELY TO RESPOND TO?There are many hungry families in our community who could benefit from food donations.Or:Let me tell you about Arturo. Arturo is four years old. He has big brown eyes and a mop of black hair and an empty belly. In all his four years on this earth, Arturo has never once enjoyed three square meals in a single day.You can also use personal examples: personal examples are an excellent way to clarify ideas and to build audience interest. To be most effective, they should be delivered sincerely and with strong eye contact.II．TestimonyTestimony ---quotations or paraphrases used to support a point..People tend to respect the opinions of people who have special knowledge or experience on the topic. By quoting or paraphrasing such people, you can give your ideas greater strength and impact. The two major kinds of testimony are expert testimony and peer testimony.Expert testimony:Testimony from people who are recognized experts in their fields. It is a good way to lend credibility to your speeches by citing the viewpoints of people who are experts. It shows that you are not just mouthing your own opinions, but your position is supported by people who are knowledgeable about the topic.Expert testimony is more important when a topic is controversial or when the audience is skeptical about a speakers’point of view.As Einstein has put it; as Li Siguang said…Peer Testimony---Testimony from ordinary people with firsthand experience or insight on a topic.Testimony not from famous people, but from ordinary citizens who have firsthand experience on the topic. This kind of testimony is especially valuable because it gives a more personal viewpoint on issues than can be gained from expert testimony. It conveys the feelings, the knowledge, the insight of people who speak with the voice of genuine experience.For example, if you were speaking about the barriers faced by people with physical disabilities, you would surely include testimony from doctors and other medical authorities. But in this case, the expert testimony would be limited because it cannot communicate what it really means to have a physical disability. To communicate that, you need statements from people who have physical disabilities---such as the following:Itzhak Perman, the world-renowned violinist whose legs are paralyzed, once said: “When you are in a wheelchair, people don’t talk to you. Perhaps they think it is contagious, or perhaps they think crippled legs mean a crippled mind. But whatever the reason, they treat you like a thing.”Paul Longmore, who lost the use of his legs as a child, notes that most people are uncomfortable in the presence of someone who is handicapped, “It’s only when they really go out of their way to get to know us,”he says, “that they realize we are just as bright, witty, and companionable as they are.”There is no way expert testimony can express theses ideas with same authenticity and emotional impact.Tips for Using testimony1.quote or paraphrase accurately: make sure you do not misquote someone; make sure you donot violate the meaning of statements you paraphrase; make sure you do not quote out of context(quoting a statement in such a way as to distort its meaning by removing the statement from the words and phrases surrounding it. ).e testimony from qualified sources. That is, use testimony from recognized experts orordinary citizens with special experience on the speech topic.e testimony from unbiased sources. Be sure to use testimony from credible, competent,objective authorities.4.Identify the people you quote or paraphrase. The usual way to identify your source is to namethe person and sketch her or his qualifications before presenting the testimony. For instance: John Silber, Chancellor of Boston University and Chairman of the Massachusetts Board of Education, remarks: “It is quite clear that remarkable competence in a language can be achieved in three years--- if theses years are the ages three, four, and five. There is no question that for the average child to become bilingual, the earlier the better. ”After this statement, there is no doubt about Silber’s qualifications or why the audience should respect his judgment on the subject of education.III．StatisticsWe live in an age of statistics. Day in and day out we are bombarded with numbers. When used properly, statistics is an effective way to clarify and support ideas.Like brief examples, statistics are often cited in passing to clarify or strengthen a speaker’s point. The following examples show how three students used statistics in their speeches:To show the dangers posed by running red lights: “According to the U.S. Department ofTransportation, 200,000 people are injured and more than 800 are killed every year in the U.S. due to motorists who run red lights.”To illustrate the growing popularity of organic foods: “Consumers Union reports that sales of organic crops now exceed $9 billion a year and are increasing at the rate of 20 percent annually.”To document the problem of identity theft: “As stated by Newsweek magazine, identity theft has become the leading source of consumer fraud in the U.S., with an estimated 500,000 to 700,000 victims each year.”When using statistics, ask yourself the following two question:Are the statistics representative?Are the statistics from a reliable source?Tips for using statisticsUse statistics to quantity your ideasThe main value of statistics is to give your ideas numerical precision. This can be especially important when you are trying to document the existence of a problem. Examples can bring the problem alive and dramatize it in personal terms. But your listeners may still wonder how many people the problem actually affects. In such a situation, you should turn to statistics. Research has shown that the impact of examples is greatly enhanced when they are combined with statistics that show the examples to be typical.Suppose you are talking about the need for tougher driver’s license requirements for elderly drivers. Part of your speech deals with the growing number of auto accidents caused by drivers aged 70 and older. You give an example, you personalize it, you provide many details, as follows:Marie Wyman’s 87th birthday celebration at the Lobster Trap and Steakhouse in Winslow, Maine, ended with a bang. As Wyman backed out of her parking spot, she lost control of her Buick and plowed right through the restaurant’s crowded dining room. T ables and chairs scattered as terrified diners scrambled for cover. Twenty-seven people were injured, and police say it was a miracle that no one was killed.Then the speaker used figures to quantity the problem:According to the National Highway Traffic Safety Administration, almost 5,000 drivers age 70 or older were killed last year, a 33 percent increase over the past 10 years. In few than 20 years, there will be more than 30 million drivers over age 70 in the United States, and highway safety experts warn that the number of people killed in crashes involving elderly motorists is likely to exceed the drunk-driving death toll.Use statistics sparinglyNothing puts an audience to sleep faster than a speech scattered with numbers from beginning to end. Insert statistics only when they are needed, and then make sure that they are easy to grasp. Identify the source of your statisticsAs we have seen, figures are easy to manipulate. This is why careful listeners keep an ear out for the sources of a speaker’s statistics. Tell your listeners where your statistics is from, and it is reliable.Explain your statisticsStatistics don’t speak for themselves, they need to be interpreted and related to your listeners.A speech made by US Secretary of State Collins Powell on the international AIDS crisisMany speakers have noted the dreadful toll that AIDS is taking….But let me try to make it more relevant.This hall holds about 2,000 people. By the time the three hours of this session elapse, 2,000people around the world---just about the same number who are here---will be newly infected with HIV/AIDS. That’s one for every person in this room. In some countries the infection rate is so high that one in three of us---the delegate to your right, the delegate to your left, or you, yourself---would be HIV positive.Explaining what statistics mean is particularly important when you deal with large numbers, since they are hard to visualize. Here is an example to explain the $6.5 trillion U.S. national debt.How much money is a trillion dollars? Think of it this way. If you had $1million and spent it at the rate of $1,000 a day, you would run out of money in less than three years. If you had $1 billion and spent it at the rate of $1,000 a day, you would not run out of money for almost 3,000 years. And if you had $ 1 trillion and spent it at the rate of $1,000 a day, you wouldn’t run out of money for nearly 3 million years！Round off complicated statisticsSometimes you do not have to give the exact number; they are too complicated to be really understood by listeners. Unless there is an important reason to give exact numbers, you should round off most statistics.For instance, Mount Kilimanjaro is 19,341, you should say , it is 19,300.The moon is 238,855 miles from earth, you should say: it is 239,000 miles from earth.Use visual aids to clarify statistical trendsVisual aids can save you a lot of time, as well as make your numbers easier to understand.Sample speech with commentaryThe following speech illustrates how to wok supporting materials into a presentation. as you readstudy how the speaker uses a variety of examples, statistics, and quotations to make her ideas clear, credible, and convincing.Suffer the childrenMatthew Garvey was just 13 years old when he was hired by Quality Car Wash in Laurel, Maryland, to towel-dry cars as they came off the line. Not long after he began working, Matthew lost his right leg when it got caught in an industrial machine used to suck the moisture out of the towels. After investigating, the U.S. Department of Labor fined the car wash for illegally hiring a minor and for operating a machine with a broken safety lid.The speaker begin with an extended example to gain attention and interest The example is specific and detailed .We are told Matthew Garvey’s name and age, where he lived, the kind of work he did ,and how he was injured. These are the kinds of details that bring examples to life and help get listeners involved in a speech.This in just one of the more tragic examples of what Jeffrey Newman of the National Child Labor Committee calls the “crisis”of child-labor law abuses in the United States. In researching this speech, I discovered that employers from New York to California are breaking the law by hiring children from age 7 to 17 who often put in long, hard hours in dangerous conditions Today I would like to show you the extent of the problem and how it jeopardizes the education and safety of millions of young people.The speaker moves into testimony suggesting that the opening story is representative of a major problem in the U.S. When you use an extended example, it is usually a good idea to precede or follow the example with statistics or testimony showing that the example is not unusual or exceptional.To understand the problem of child-labor law violations we need to begin by looking at the provisions of the law. As explained on the U.S. Department of Labor website, the Fair Labor Standards Act sets a minimum working age of 14.It limits 14-year-old and 15-year-old to three hours of work on school days, prohibits them from working after 7 at night, and allows them a total of 18 work hours per week during the school year. The law also restricts employment of children under 18 in dangerous jobs such as construction, meat-cutting, and mining.In her first main point the speaker explores the problem of child-labor law violations in the United States. She begins by summarizing the provisions of the law. Notice how she identifies the website where she acquired the information.Passed in 1938 and amended several times since, the Fair Labor Standards Act was designed to prevent the exploitation of child labor that took place during the 19th century. Yet today violations of the law are shockingly widespread. According to the Associated Press, 148,000 minors in the U.S. are employed illegally in nonagricultural jobs during an average week, working too many hours or in hazardous conditions. In addition, the National Child Labor Committee reports that more than 110,000 children work illegally on U.S. farms.Statistics in this and the next paragraph back up the speaker’s point that violations of child-labor laws are widespread in the U.S. Rather than giving the exact number of violations, she round them off, making them easier to grasp and recall.Some of the most serious violations occur in garment industry factor is known as sweatshops that hire immigrant children at rates well below minimum wage. The Associated Press estimates that as many as 2,600 minors are employed illegally in New York City sweatshops. Thomas Cubiak, head of the city’s garment district task force, says “most of the children in these factories are below 18, some as young as 8.”Like Faviola Flores, a 15-year-old Mexican girl in a Manhattan sweatshop, they toil long days in unsafe conditions for as little as $3.50 an hour. “I don’t like working here,”Flores says, ”but I have no choice.”The speaker uses a combination of statistics and testimony to support her point about child-labor abuses in the garment industry. The statement form Thomas Gubiak is an example of expert testimony; the closing quotation from Faviola Flores in an instance of peer testimony.Although the exploitation of child labor has been a problem in the garment trade since the 1800s, it can be found in almost every industry that employs minors. In January 2000, Wagner’s Meats of New Orleans was fined nearly $150,000 for illegally employing 27 minors in dangerous jobs and for exceeding federal hour limits. In February 2001, Thornton Roofing was fined $34,000 for child-labor violations in connection with the death of a teenage worker in Montgomery, Alabama. In March 2002, the Six Flags amusement parks paid $85,000 in penalties for violating federal child-labor laws.A series of brief examples supports the speaker’s claim about the pervasiveness of child-labor law violations. Because the examples deal with companies throughout the U.S. and in different lines of business, they provide strong evidence to reinforce the speaker’s point that violations of the law are widespread.Like other business caught breaking child-labor laws, Wanger’s and Six Flags tried to downplay the seriousness of their offenses. But the growing epidemic of child-labor law violations threatens both the education and the physical safety of young workers.The speaker begins her second main point—that violations of child-labor laws have serious consequences for the education and physical safety of young workers.The educational consequences are most damaging to illegal underage employees who work instead of attending school. As Hugh McDaid of New York City’s garment task force says, illegal underage workers “sacrifice their education and literally commit themselves to a life of working in a sweatshop. They have on future.”But even for children who do attend school, too many hours at work can harm their education. In their book When Teenager Work, psychology professors Ellen Greenberger and Laurence Steinberg note that intensive levels of work among youth tend to produce higher truancy and lower grades. According to Greenberger and Steinberg, one study after another has found that working more than a very few hours a week has a negative impact on teenagers’academic performance.The quotation from Huge McDaid is a good instance of expert testimony. This quotation, like others in the speech , is short and forceful. There is no reason to use a direct quotation unless it makes the point more clearly and forcefully than you can in your own words.Here the speaker paraphrases rather than quoting verbatim. Notice that she gives the name of the book she is paraphrasing from and identifies its authors. Speakers have an ethical obligation to indicate the sources of paraphrases, as well as of quotations.Not only do child workers harm their education, but they often endanger their physical safety as well . Recall the story I told in my introduction about Matthew Garvey, the 13-year-old who lost his leg while working at a car wash. Even more tragic is the case of Michael Hurcone, a 17-year-old Pennsylvania high-school student. While employed at a supermarket, he was working with a bailer —a machine that crushes and bins cardboard boxes and is supposed to be off-limits to minors. Noticing that some material was stuck in the bailer, Michael tried to free up the jam when he got caught in the machine. It crushed his body for 30 minutes before he suffocated.The examples in this paragraph show specific cases in which teenagers were injured or killed by the violation of child-labor laws. The extended example about Michael Hurcone is especially effective. Filled with specific details that make it interesting and credible, it puts the speaker’s point in human terms with which the audience can identify.Nor are these isolated examples. USA Today reported on July 12, 2002, that 230,000 teenagers are injured at work each year. According to former U.S. Labor Secretary Alexis Herman, nearly 70 minors are killed on the job annually—most in accidents involving infractions of child-labor laws.In this paragraph he speaker presents testimony and statistic to prove that the examples in the previous paragraph are not atypical. As in other parts of the speech, she is quite specific in identifying the sources of her evidence.In the light of all this evidence, there can be no doubt that the violation of child-labor laws is widespread problem with serious consequences. The issue is well summarized by former U.S. Senator Howard Metzenbaum of Ohio, who stated after congressional hearings on the subject, “I shudder to think that children the same age as my own grandchildren are being robbed of an education, their limbs, and indeed, their lives through illegal child labor.”The speaker begins her conclusion by summarizing the two main points she had made in the body of the speech. She then ends with a dramatic quotation,. As we shall see in previous chapter,, this is an effective way to pull a speech together and to reinforce its central idea.SummaryGood speeches are not composed of hot air and unfounded assertions. They need strong supporting materials to bolster the speaker’s point of view. In fact, the skillful use of supporting materials often makes the difference between a good speech and a poor one. The three basic types of supporting materials are examples, statistics, and testimony.In the course of a speech you may use brief examples—specific instances referred to in passing —and sometimes you may want to give several brief examples in a row to create a stronger impression. Extended examples—often called illustrations, narratives, or anecdotes—are longerand more detailed. Hypothetical examples describe imaginary situations and can be quite effective for relating ideas to the audience. All three kinds of examples help clarify ideas, reinforce ideas, or personalize ideas. To be most effective, though, they should be vivid and richly textured.Testimony is especially helpful for student speakers because students are seldom recognized as experts on their topics. Citing the views of people who are experts is a good way to make your ideas more credible. When you include testimony in a speech, you can either quote or paraphrase his or her words. As with statistics, there are guidelines for using testimony. Bu sure to quote or paraphrase accurately and to cite qualified, unbiased sources. If the source is not generally known to your audience, be certain to establish his or her credentials.Statistics can be extremely helpful in conveying your message as long as you can use them sparingly and explain them so that they are meaningful to your audience. Above you should understand your statistics and use them fairly. Numbers can easily be manipulated and distorted. Make sure your figures are representative and reliable.。
英语演讲稿模板（精选16篇）
英语演讲稿模板（精选16篇）英语模板篇1Ladies and Gentlemen , Good afternoon! I’m very glad to stand here and give you a short speech. today my topic is “youth”. I hope you will like it .I want to be a teacher when I listen to my teacher carefully. I think I can be a teacher when I grow up. I can help many students learn things well. I can play with my students, too. So we are good friends. I want to be a doctor when I see many doctors save their patients. To be a doctor is really great. I think I can be a doctor when I grow up. Then I can help many people out of danger. I will be the happiest girl in the world. I want to be a reporter when I watch TV every evening. We can get lots of important information from them. They make the world smaller and also make us happy. I would like to be a reporter when I grow up. And I can learn a lot about China and the other countries around the world. I can meet many superstars as well. I have lots of dreams.I think my dreams can come true one day, because there’s an old saying “where there is a will, there is a way.”英语演讲稿模板篇2Hello, everyone, I’m Liu Dongdong. I’m a student. There are three people in my family—my father, mother and I.My father is 40 years old. He is a worker. I think he is a good worker. Because he works very hard. He gets up very early every day and he works for more than 10 hours a day. So he is always busy, he looks very tired when he gets 小学home. He likes reading newspapers. He usually reads it after supper. So he gets lots of news.My mother is 38 years old. She is a worker too. She works ina very small factory. She is not tall and she has two big eyes. She loves me and she is good for me. She always buys some books for me. She wants me to be a top student. She also cares for my diet and life.I’ m 15 years old. I wear glasses. I like reading. I always read books after school. I like singing, too. My favorite singer is Jay Chou. His music is very nice. What do you think of him? I also like making friends. If you want to meet me, please write to me.Oh, my parents love me and I love them, too. My family is a happy family.英语演讲稿模板篇3"The Games of the 29th Olympiad in 20xx are awarded to the city of Beijing."With the motto "New Beijing, Great Olympics", Beijing promises to host a "Green Olympics", a "Hi-tech Olympics" and the "People's Olympics".Chinese people always appreciate the purposes and principles of Olympic ideal, support the efforts of Olympic Games to promote world peace. The Chinese Government and people are doing our the utmost/best to prepare for the 20xx Olympic Games in Beijing, and shooting at the pageant with advocating Olympic ideal, sparkpluging world peace and enhancing the relationships among the world. Olympic spirit are gonna spread again in orient cultural ancient China.The government and people of China have always admired the purposes and principles of the Olympic spirit and supported the efforts made by the Olympics in promoting world peace. The Chinese government and people are doing our utmost in preparation for the 20xx Olympics in Beijing. It is our hope to make it a grand gathering that will carry forward the Olympic spirit, promote world peace and enhance the friendship amongpeople of the world, so that the Olympic spirit will flourish once again, this time in China, an oriental country with an ancient civilization.英语演讲稿模板篇4Good afternoon,ladies and gentlemen，I’m Wang from Class*Grade*.It’s my pleasure to stand here today to talk about my school—Dalian No.9 Middle school.Two years ago,when I first stepped into No.9 Middle school,I immediately fell in love with it. It is a beautiful school.The buildings are new and the walls are covered with wild roses that dazzle theeyes in the bee-humming air. I’ve thought of it often.How the grass turns green in the springtime,and how the mocking birds flutter their tails and sing,how the moon shines down on the building,how the Cuckoo Waltz rings out the precious short-lived hours,how the teenagers in bright summer dresses promenade the grassy lawn.During these two years，my teachers have given me unconditional support,and have given their words of encouragement in good times and their words of consolation in difficult moments.They have always given me alittle more than I asked for and instilled in me the values and principles that govern my life now.It’s the teachers’ instruction here that tells me the art of living is to know when to hold fast and when to let go.The rabbis of old put it this way “A man comes to the world w ith his fist clenched,but when he dies,his hand is open.” I’ve learned a lot from my classmates and friends,we have overcomed many difficulties.They have always been optimistic and humorous.When my feet hurt,they all cared about me and some of them offered to help me up and down stairs.We play together,we learn together and we grow up together.It’s thehelp between our classmates that tells me how to love my life.However mean life is ,meet it and live it.It’s the school motto that tells me to improve myself,seek truth and develop innovations.I love my school because of all this,besides,there is something more than I can say.To end my speech ,let’s all give our best wishes to thefurther development of our campus! Thank you.英语演讲稿模板篇5Every one has his own dream.When I was a little kid ,my dream was even to have a candy shop of my own .But now ,when I am 16 years old ,standing here ,my dreams have already changed a lot.I have got quite different experience from other girls.While they were playing toys at home,while they were dreaming to be the princesses in the story .I was running in the hard rain,jumping in the heavy snow,pitching in the strong wind.Nothing could stop me ,because of a wonderful call from my heart -- to be an athlete.Yeah ,of course ,I'm an athlete,I'm so proud of that all the time .When I was 10 years old ,I became a shot-put athlete.The training was really hard ,I couldn't bear the heavy shot in my hands .But I always believe that "god only help those who help themselves".During those hard days,I find I was growing more quickly than others of the same age.To be an athlete is my most correct choice.But,I quit my team after entering high school because of a silly excuse.I really didn't want to stop my sports career anyway.Today I say to you my friends that even though I must face the difficulties of yesterday ,today and tomorrow .I still have adream .It is a dream deeply rooted in my soul.I have a dream that one day ,I can run,jump and pitch just like I used to be.I have a dream that one day , I can go back to my dream sports and join the national team.I have a dream that one day ,I can stand on the highest place at the olympic games.With all the cameras pointing at me.I will tell everyone that I'm so proud to be a Chinese athlete!This is my hope .This is the faith that I continue my steps withWith this faith ,I will live though the strong wind and heavy rain ,never give up !So let victory ring from my heart,from all of you.When we allow victory to ring .I must be the one!In my imagination,I'm a bird ,a magical bird.I carry my dreams all with me by my big wings. I fly though the mountains ,though the forests ,over the sea,to the sun ,the warmest place in the aerospace!英语演讲稿模板篇6I love English. English language is now used everywhere in the world. It has become the most common language on Internet and for international trade. Learning English makes me confident and brings me GREat pleasure.When I was seven, my mother sent me to an English school. At there, I played games and sang English songs with other children . Then I discovered the beauty of the language, and began my colorful dream in the English world.Everyday, I read English following the tapes. Sometimes, I watch English cartoons.On the weekend, I often go to the English corner. By talkingwith different people there, I have made more and more friends as well as improved my oral English.I hope I can travel around the world someday. I want to go to America to visit Washington Monument, because the president Washington is my idol. Of course, I want to go to London too, because England is where English language developed. If I can ride my bike in Cambridge university, I will be very happy.I hope I can speak English with everyone in the world. I'll introduce China to them, such as the GREat Wall, the Forbidden City and Anshan.I know, Rome was not built in a day. I believe that after continuous hard study, one day I can speak English very well.If you want to be loved, you should learn to love and be lovable. So I believe as I love English everyday , it will love me too. 英语演讲稿模板篇7Hello everybody! My name is Chen Xuanlin. It is my pleasure to be here to share my opinions of growing pains.Grow up, like a boat in my life, driving the wave surface. Sometimes, be in calm, sometimes be in rough. But the boat I was growing up, not everything is going. For me, sour,sweet,bitter,ho t,everything .Now, as I grow up, are becoming adults, so in the eyes of parents, I was no longer to be a kid. Sometimes, they say "you've grown up,not a children!" When I listen to this,my head will be pain.When I was a little boy, my life is so relaxed.But now, in front of the waves are bigger, and more twists and turns the sea,I become a middle school student, that I have all gone past. I'm taller, homework more, study more subjects,have moretest.When I was a boy, I am wrong no matter what happened, no one to blame me.But now,if I do something wrong,my parents will shout. The relaxe time will far away from me.I will be more busy.Study pressure always troubling me. Grown up, more work gradually like hills. After school, I do not dare to play, to see their favorite book, I'm afraid I can't complete the work, I can only try very hard to make the pen in my book on wave, for example, I have to run on the way home. The course also gradually heavy. Every home in the evening review, I looked at a lot of books, I really do not know to study what subject, is Chinese? Or math? Or geography? Or……What should I do? To look life in the future.英语演讲稿模板篇8Helloeveryone! My name is Ren Qingwen. I am 8years old. I like drawing, reading, andtelling stories. Today I am telling you a story- The missing forestOnce upon atime, there was a kingdom of forest. Everyone lived there happily. Some werehunting, some were making clothes, and some were catching fishes. Life there waswonderful.There was alaw in this kingdom -nobody could cut down trees. Once the prince was chasing arabbit and he kicked down three little trees by accident. The king knew it andhe let the guards hit the prince thirty times to punish him.The king wasvery old. Before he dead, he told the prince his last words,” I am very old now. The forest is our last hope. You willbe the new king. You couldn’t change the law, or a lot of monsters will come! Remembe rit my son!”And shortlyafterwards, the prince became the new king. And the country became stronger andstronger. He was a good kingbut he still grudged that law!Oneday, a guest came to the kingdom. He showed the kinga drawing.There were houses and buildings on the picture. The king was vey excited. Andhe decided to listen to that man. He commanded to cut down all the trees. Andhe created a new world! Everyone tried to stop him, but it didn’t work.Trees werecutting down, animals were running away. Tall buildings were built! At thebeginning, people liked the new city,but later something bad happened. All kinds of monsters showed up: rainmonster, hot monster, wind monster and sand monster. People felt sick with theenvironment, because the new citybrought a lot of pollution. People missed the forest, the animals and thelovely city they used to live in. But they were not able to change it at all.They became homeless and had to abandon their city. Watchedthe image lying before him, the king sank into the seat.Ladies andgentlemen, from this story we can see that we have to protect our home- theearth, we have to protect the trees, the rivers, the animals and the air, orsomething terrible must happen to us!It is the onlyearth we got！That’s all! Thankyou!英语演讲稿模板篇9In Other Ways其他开场方式欣赏Today I come to Oslo as a trustee，inspired and with renewed dedication to humanity； I accept this prize on behalf of all men who loved peace and brotherhood. I say I come as a trustee， for in the depths of my heart I am aware that this prize is much more than an honor to me personally.今天，我以受托人的身份来到奥斯陆，心情激动，充满了献身人类的新勇气。
英语演讲选修课教案11inform
山东理工大学教案注：教案附后Lesson 10 Informative Speech IIInformative speech: a speech designed to convey knowledge and understanding.When your general purpose is to inform, you act as a teacher or lecturer. Your goal is to convey information ---and do it clearly, accurately and interestingly, your aim is to enhance the knowledge and understanding of your listeners---to give them information they did not have before.The informative speeches occur in a wide range of everyday situations.Types of informative speeches5.Speeches about objects6.Speeches about processes7.Speeches about events8.Speeches about concepts1.Speeches about objectsObject: anything that is visible, tangible, and stable in form.Objects may have having parts or to be alive, they may include places, structures, animals, or even people.You will not have time to cover everything about an object, just focus on one aspectWhen you organize the speech you may choose one of the three organizational methods: chronological; spatial and topical.If your specific purpose is to explain the history or evolution of your subject, you can put your speech in chronological order (A method of speech organization in which the main points follow a time pattern). For instance:Specific purpose: To inform my audience about the major achievements of Frederick Douglass Central idea: Although born in slavery, Frederick Douglass became one of the greatest figures in American history.Main points: I. Douglass spent the first 20 years of his life as a slave in Maryland.II. After escaping to the North, Douglass became a leader in the abolitionist movement to end slaveryIII. During the Civil War, Douglass helped establish black regiments in the Union Army. IV. After the war, Douglass was a tireless champion of equal rights for his race.If your specific purpose is to describe the main features of your subject, you may organize your speech in spatial order (A method of speech organization in which the main points follow a directional pattern).Specific purpose: To inform my audience about the major land regions in SpainCentral idea: There are five major land regions in Spain.Main points: I. The Northern part…II. The western…III. The central…IV. The eastern…V. The Southern part…Some of the speeches about objects fall into topical order (A method of speech organization in which the main points divide the topic into logical and consistent subtopics). Here is an example: Specific purpose: To inform my audience about the major alternative-fuel cars now being developed.Central idea: The major alternative-fuel cars now being developed are powered by electricity, natural gas, methanol, or hydrogen.Main points: I. one kind of alternative-fuel car is powered by electricity.II. A second kind of alternative-fuel car is powered by natural gas.III. A third kind of alternative-fuel car is powered by methanol.IV. A fourth kind of alternative-fuel car is powered by hydrogen.Other methods of speech organization:Causal order: A method of speech organization in which the main points show a cause-effect relationship.Problem-solution order: A method of speech organization in which the first main point deals with the existence of a problem and the second main point presents a solution to the problem.2.Speeches about processProcess: A systematic series of actions that leads to a specific result or product.Speeches of process explain how something is made, how something is done, or how something works.When informing about a process, we will usually arrange our speech in chronological order, explaining the process step by step from beginning to end. For example:Specific purpose: To inform my audience about the major steps in the classic Japanese tea ceremony. Central idea: There are five major steps in the classic Japanese tea ceremony.Main points: I. First, the guests approach the teahouse, taking times on the way to purify their hands.II. Second, the guests enter the tea house, admire the hanging scroll and the vase witha flower arrangement, and seat themselves.III. Third, the tea master prepares a bowl of tea for each guest, following the prescribed ritual.IV. Fourth, each guest in turn takes exactly three and a half sips of tea.V. Fifth, the guests admire the tea implements, admire the interior of the teahouse, and depart.Sometimes, you will focus on the major principles or techniques involved in performing the process. Then you will organize your speech in topical order. Each main point will deal witha separate principle or technique. For example:Specific purpose: To inform my audience about the common methods used by stage magicians to perform their tricks.Central idea: Stage magicians use two common methods to perform their tricks---mechanical devices and sleight of hand.Main points: I. Many magic tricks rely on mechanical devices that may require little skill by the magician.II. Other magic tricks depend on the magician’s skill in fooling people by sleight-of-hand manipulation.3. Speeches about eventsEvent: Anything that happens or is regarded as happening.There are many ways to discuss event. If your specific purpose is to recount the history of an event, you will organize your speech in chronological order, relating the incidents one after another in the order they occurred. For example:Specific purpose: To inform my audience about the history of the disability rights movement.Central idea: The disability rights movement has made major strides during the past 40 years. Main points: I. The disability rights movement began in Berkeley, California, during the mid-1960s.. II. The movement has achieved its first major victory in 1973 with passage of the federal Rehabilitation Act.III. The movement reached another milestone in 1990 when Congress approved the Americans with Disabilities Act.IV. Today the movement is spreading to countries beyond the .If you want to explain the causes and effects, you may organize the speech in causal order. Let’s say your specific purpose is “To inform my audience why so many lives were lost whenthe ‘unsinkable ’ ocean liner Titanic sank. ” Working from cause to effect, youroutline might look like this:Specific purpose: To inform my audience why so many lives were lost when the ‘unsinkable ’ ocean liner Titanic sankCentral idea: Inability to remove the passengers and crew from the doomed Titanic caused the death of more than two-thirds of those on board.Main points: I. There were two major causes for the great loss of life when the ship went down.A.The Titanic carried insufficient lifeboats for the number of people on board.B.On the ship California, which was nearby, the radio operator had shut down the radio andgone to sleep.II. The effects of these two situations were disastrous.A.When all usable lifeboats had been filled, more than 1,500 people remained on board theTitanic.B.The California, unaware of the distress signal, steamed on which the Titanic went tothe bottom.There are other ways to deal with an event besides telling what happened and why it happened. You can approach an event from almost any angle or combination of angles---features, origins, implications, benefits, future developments, and so forth. In such cases, you will put your speech together in topical order.4. Speech about conceptsConcept: A belief, theory, idea, notion, principle, or the like.Speeches about concepts are usually organized in topical order. One common approach is to list the main features or aspects of your concept. For example:Specific purpose: To inform my audience about the basic principles of Afro centrism.Central idea: The basic principles of Afro centrism have a theoretical and a practical dimension. Main points: I. The theoretical dimension of Afro centrism looks at historical and social events from an African rather than a European perspective.II. The practical dimension of Afro centrism calls for reforming the school curriculum to fit the needs and cultural experiences of African-American children.A more complex approach is to define the concept you are dealing with, identify its major elements, and illustrate it with specific examples. Foe instance:Specific purpose: To inform my audience about the basic principles of Islam.Central idea: The beliefs of Islam can be traced to the prophet Muhammad, are written in the Koran, and have produced a number of sects.Main points: I. Islam was founded by the prophet Muhammad in the early 600s.II. The teaching of Islam are written in the Koran, the holy book of Islam.III. Today Islam is divided into a number of sects, the largest of which are the Sunnisand the Shiites.As you can see from the examples, speeches about concepts are often more complex than other kinds of informative speeches. Concepts are abstract and can be very hard to explain.When explaining concepts, pay close attention to avoiding teaching technical language,you should define terms clearly, and use examples and comparisons to illustrate the concepts and make them understandable to your listeners.Guidelines for informative speakingAll the previous chapters we have discussed relate to the principles of informative speaking. Choosing a topic, and specific purpose, analyzing the audience, using language, delivering the speech---all of these must be done effectively if you want your speech a success. Here we emphasize five points that will help you avoid the mistakes that plague many informative speakers.1. Don’t overestimate what the audience knows.It is easy to overestimate the audience’s stock of information. In most informative speeches, your listeners will be only vaguely knowledgeable about the details of your topic. Otherwise there would not be much need for an informative speech! Therefore, you must lead your listeners step by step, without any shortcuts. You cannot assume they will know what you mean. Rather, you must be sure to explain everything so thoroughly that they cannot help but understand. As you work on the speech, always consider whether it will be clear to someone who is hearing about the topic for the first time.2.Relate the subject directly to the audienceInformative speakers have one big hurdle to overcome. They must recognize that what is fascinating to them may not be fascinating to everybody. Once you have chosen a topic that could possibly be interesting to your listeners, you should take special steps to relate it to them.You should tie it in with their interests and concerns.Start in the introduction, instead of saying:I want to talk with you about stress.You could say,Do you get butterflies in your stomach when you have to give a speech? Can you feel your blood pressure rising when you have an argument with your roommate, spouse, or partner? Are you worried sick about finishing the paper you have been putting off all week? Is so, you have experienced the symptoms of stress.Get your audience involved right at the beginning. And whenever you can ,put your audience into the body of the speech. Find ways to talk about your topic in terms of your listeners. Bring your material home to them. Get it as close to them as possible.3.Don’t be too technicalWhat does it mean to say that an informative speech is too technical? It may mean the subject matter is too specialized for the audience. The important thing foe a speaker to know is what can be explained to an ordinary audience and what cannot.If you are talking to a group of specialists, you can use technical words and be understood.But you must do all you can to avoid technical words when informing a general audience.4.Avoid abstractionsOne way to avoid abstractions is through description (a statement that depicts a person, event, idea, or the like with clarity and vividness). Description can be used depict external events, but also can be used to communicate internal feelings.Here is how one student tried to convey to his audience the sensations he experienced when he first began sky diving:As we wait for the plane to climb to the jump altitude of 12,000 feet, my mind races witha frenzied jumble of thoughts: “Okay, this is the moment you have been waiting for. It is goingto be great. Am I really going to jump out of an plane from 12,000 feet? What if something goes wrong? Can I still back out? Come on now, don’t worry. It’ll be fine.”Even if we have not been sky diving, we have the same kind of emotions on the similar occasions.So what happened next?Now it is time to jump. My palms are sweating and my heart is pounding so hard I think it may burst. “Get ready,” yells the instructor. As I jump into the blue, I wonder, “What amI doing here?”Yes---and then what?The blast of air resistance blows me backward like a leaf at the mercy of an autumn wind.In about 10 seconds my body levels out and accelerates to a speed of 120 miles an hour. The air supports my body like an invisible flying carpet. There is no sound except for the wind rushing around my face. The earth appears soft and green, rivers look like strips of silver, and in every direction the scenery forms a panoramic landscape. Any fears or doubts I had are gone in the exhibition of free flight. Every nerve in my body is alive with sensation; yet I am overcome by a peaceful feeling and the sense that I am at one with the sky.As we listen to the speaker, we are almost up there with him, sharing his thoughts, feeling his heart pound, joining his exhilaration as he floats through the sky. The vivid description lends reality to the speech and draws us further in.Another way to escape abstraction is with comparisons (A statement of the similarities among two or more people, events, ideas, etc.) t hat put your subject in concrete familiar terms.What would happen if a comet or large asteroid struck the earth? You would say this:If a comet or large asteroid struck the earth, the impact would be devastating.It is vague and abstract; It does not communicate your meaning clearly and concretely. Now suppose you add this:To give you an idea how devastating the impact would be, it would be like all the nuclear bombs in the world going off at one spot.Now you have made the abstract specific.5.Personalize your ideasPersonalize: to present one’s ideas in human terms that relate in some fashion to the experience of the audience.Listeners want to be entertained as they are being enlightened. People are interested in people. They react to stories, not statistics. Whenever possible, you should try to personalize your ideas and dramatize them in human termsLets say you are talking about anorexia nervosa, the eating disorder that affects millions of young women in the United States. You should not toss figures and facts into your speech, they are too dry, you should weave in some examples of people who have suffered from anorexia to get the audience involved. One student began by telling about her best friend, Julie:I was Julie’s best friend. I watched her grow from a little girl who was doted on by her parents into a tomboy who carried frogs in her pockets. I watched her become a young woman, fussing with her hair and trying on every outfit in her closet before her first date. I always wanted to be just like her.But then something went terribly wrong. Julie’s shiny hair became dull and brittle. Her eyes lost their sparkle, and she didn’t smile that brilliant smile any more. I watched now, as she stepped onto the scale seven times a day, wore baggy clothes to cover her shriveled frame, and kept muttering about losing those last two stubborn pounds. Julie had become anorexic.By putting a human face on a familiar topic, the speaker took anorexia out of the realm of statisticsand medical jargon and brought it home in personal terms.Sample speech with commentaryThe following classroom speech provides an excellent example of how to apply the guidelines for informative speaking discussed in this chapter. As you study the speech, notice how the speaker takes what could be a highly technical topic and explores it in clear, nontechnical language. Pay attention as well to how crisply the speech is organized, how the speaker use well-known supporting materials to develop her ideas, and how she relates those ideas to her audience at various points throughout the speech.CryonicsJayne Richter1. The time is now. Imagine your mother or father has suffered a heart attack. Deprived of its vital blood supply, a part of their heart is dying. Or imagine your grandmother or grandfather lying nearly motionless in their nursing home bed. Advanced age, complicated by pneumonia, is about to end their lives. Or imagine a close friend has just entered the hospital with a massive systemwide infection. AIDS has left their body ravaged by multiple diseases.Beginning with a series of brief hypothetical examples is a fine way to capture attention and interest. In this case, the scenarios work particularly well because they relate the topic directly to the audience.2. For most people, these circumstances would herald the end of life. Today’s medicine can no longer help them. But all of you may be able to meet again in the far future. Does this should like science fiction? Perhaps. But it may one day be possible. How? Through the process of cryonics. The speaker poses two questions that arouse curiosity and get the audience further involved in the speech. Then she reveals her topic.3. Cryonics is the process of freezing human beings after death in hope that medical science will be able to revive them in the future. Intrigued by the prospect of being cryonically frozen, I’ve spent some time researching the subject of cryonics. After reading dozens of newspaper and magazine articles, I would like to give you a brief overview of the history, methods, and future of cryonics. Let’s start with the development of cryonics.The speaker defines cryonics, establishes her credibility, and previews the main points to be discussed in the body of the speech. An explicit preview statement at the end of the introduction is especially important in speaking to inform.4. Although the idea of freezing people is relatively new, the notion of preserving them is old. In the 1770s, for example, Ben Franklin wrote he wanted to be “immersed in a cask (木桶) of Madeira wine, ’til that time when he could be recalled to life.”It was not to be, but Franklin’s dream lived on to be revived in our time as cryonics.Now the speaker moves into her first main point. The information in this paragraph provides historical perspective on the impulse for immortality that underlines the appeal of cryonics.5. Cryonics has been a staple （话题） of science fiction novels, the plot device in movies such as Austin Powers and Sleepers, and the subject of countless newspapers and magazine articles. Until 1964, however, cryonics remained firmly in the realm of fiction. It was at this time that physics professor Robert Ettinger argued in his book The Prospect of immortality that cryonics was indeed possible. Three years later, on January 12, 1967, 73-year-old James H Bedford became the first human being to be cryonically frozen.The speaker sketches the development of cryonics in ourr own time. The details in this paragraphadd variety, color, and interest. Imagine, for example, how much less effective the paragraph would have been if the speaker had merely said, ” The first case of a person being cryonically frozen occurred in the 1970s.”The specific names and dates add depth and texture to the speaker’s explanation.6. Ever since Bedford was frozen, cryonics has steadily increased in popularity. Currently there are four cryonic institutions in the United States-two in California and one each in Michigan and Arizona. So far 80 people have been cryonically frozen from around the world, and another estimated 800 people have signed up to be frozen when they die. Their aim is to remain frozen in a state of suspended animation （活气，生气）---perhaps for centuries---in the hope that medical science will be able to revive them in the future at a time when cures（治愈） exist for all of today’s diseases and when restoration to full function and health is possible.This paragraph completes the speaker’s first main point. Because cryonics is so often associated with science fiction, the speaker’s classmates were especially intrigued to learn that there are four cryonics institutions in the U S and that 80 people have already been cryonically frozen.7. So you’re probably wondering how will they do it? How does cryonics work?The speak uses questions as signposts to let the audience know she is moving into her second main point.8. Currently, when a person who has signed up to be cryonically suspended dies, a specific procedure, which was outlined in the book Cryonics:Reaching for Tomorrow,must be carried out. First, before death, an individual must decide whether to have his or her entire body frozen or just the head. If the whole body is to be frozen, it must be preserved upon death. Immediately after death---ideally within a matter of minutes---the patient is connected to a heart-lung machine and chemicals such as glucose （葡萄糖）and heparin （肝素，一种抗凝血药）are circulated（循环） with the oxygenated （充氧的） blood to help minimize the freezing damage. At the same time, the patient’s internal temperature is reduced as quickly as possible using cold packs.The explanation in this and the next paragraph provides an excellent model of how to explain technical information in everyday, nontechnical language. Because the speaker is not an expert on cryonics, she is careful to identify the source of her information.9. If only the head will be frozen, a slightly different procedure must be carried out. The head must be surgically detached from the rest of the body and preserved in a separate container from the rest of the body and preserved in a separate container. You may be wondering” Why would I preserve only my head?” The answer is, with some diseases the body is in a very poor condition. If this is the case and you choose to preserve your head only, you do so with the belief that medical science will be able to create a healthy new body for you in the future.Notice how the speaker relates the topic directly to her audience by speaking in terms of “you”and by posing the question that listeners are likely asking mentally.10. Once the head or body is ready for freezing, a liquid called a cryoprotectant, which works as an antifreeze（抗冻剂） of sorts to help prevent cell（细胞） damage, is circulated through the body or head. Over a 20-day period, the patient is prepared for long-term storage by cooling the body or head to a temperature of negative 320 degrees Fahrenheit. When this temperature is reached, the patient is stored in a steel cylinder（圆筒） of liquid nitrogen（氮）. According to an article in Omni magazine,” At this temperature, biological function ceases and the patient will remain unchanged for hundreds of years.”The speaker completes her discussion of how cryonics works. Notices how she clarifies the meaning of “cryopeotectant ”by comparing it to an automotive antifreeze. This is a small point, but it illustrates the speaker’s efforts throughout the speech to communicate technical terms and concepts in ways her audience can readily understand.11. Now that we have explored the development of cryonics and how the freezing process works, you may wonder about questions such as how much it costs and whether the people that are frozen can be rethawed(重新解冻).A transition cues the audience that the speaker is moving to her next main point.12. According to an article in Fortune magazine, the cost of cryonic suspension ranges from ＄60,000to＄125, can be creatively paid for by making the cryonics institution the beneficiary （受益人） of your life insurance policy. These costs may be rather steep, but as one cryonics member states, “Facing my own mortality turned out to be much harder than coming up with the cash to pay for life insurance premiums（酬金）.”Knowing that cost is a common question people have about cryonics, he speaker makes sure to include it in her speech. The quotation at the end of this paragraph adds a bit of wry humor.13. But cost is not the only issue. Even if you can afford the cost of being cryonically frozen, scientists have not yet worked out all the details involved in freezing and rethawing. As explained by New Scientist magazine, the problem is that the process itself inflicts（遭受） a certain amount of cellular damage by dehydrating(使脱水) cells and puncturing（刺穿） their delicate membranes （膜）. So far, there are only a few types of human tissue that can be successfully frozen and rethawed, including sperm, embryos（胚胎）, and bone marrow（骨髓）, which contain relatively few cells. It is not yet possible to freeze and rethaw complicated organs such as the heart or liver---not to mention a complete body or brainA signpost at the beginning of this paragraph gets the speaker into her next subpoint, which deals with the problems involved in rethawing people once they have been cryonically frozen. As in the rest of the speech ,the speaker identifies the source of her information and presents that information clearly and forthrightly.14. What scientists need is a procedure that will allow them to reduce the damage inflicted by the freezing process. And in fact scientists are currently working on this procedure. Research is being done in the hope of finding better cryoprotectants –--or antifreezes---which will reduce the cell damage caused by freezing .According to the book Cryonics: Reaching for Tomorrow; scientists are also developing microscopic machines that are capable of repairing cells at the molecular（分子的） level. These machines might one day make it possible to repair the cell damage caused by freezing process and thus bring frozen patients back to full life. Until that time ,the people that are already frozen will have to remain in their current state of suspended animation in the hope that science will one day work out solutions to the problems involved with freezing and rethawing.The speaker explains the efforts of scientists to find a way to reduce the damage caused by the freezing process so as to be able to bring frozen patients back to life. This brings her discussion of cryonics fully up to date and completes the body of the speech.15. In closing, we have seen that cryonics is much more than a plot in a science fiction novel. It has developed from a wholly unrealistic fantasy to the point that 80 people have already been frozen and hundreds more have made the choice to be cryonically frozen when they die. If scientists can ever figure out how to rethaw people successfully, we can be sure that cryonics will become much more popular.The phrase “in closing”signals that the speaker is moving into her conclusion. She then provides an excellent summary of the main points developed in the body16. So think again of your father or mother suffering a heart attract, your grandmother or grandfather dying of pneumonia or your close friend stricken with AIDS. If they close to be buried or cremated in traditional fashion their physical minds and bodies would be destroyed. That isabsolutely certain. By contrast, being cryonically frozen offers some small chance that they may be revived in the future. Even if that chance is small it is more than no chance at all. The final paragraph relates the topic to the audience once again and unifies the entire speech by referring to the three hypothetical scenarios mentioned in the introduction. The closing sentence ends the speech on a strong note.。
英语演讲选修课教案informativespeech_I教学内容
英语演讲选修课教案i n f o r m a t i v e s p e e c h_IInformative speechTeaching contentsI．Examples* Tips for using examplesII． Testimony* Tips for Using testimonyIII． StatisticsTips for using statisticsIv. # Sample speech with commentaryTeaching goalsGet students to know how to use examples, testimony and statistics effectively to back up the speech. AssignmentWhat are the four tips for using examples in your speech?Explain the difference between expert testimony and peer testimony.Supporting your ideasHeather Kolpin decided to give her first classroom speech on the benefits of good nutrition. A dedicated fitness enthusiast, she had recently switched to a high-protein diet. Part of her speech ran like this:“ For years we’ve been told that meat, eggs, and cheese are bad for us and that we should eat more carbohydrates like cereal, grains, pasta, and rice. But too many carbohydrates can unbalance the body and make you tired and overweight. Do you want more energy? Do you want to concentrate better and get higher grades? Do you want to enjoy real meals and still lose those unsightly pounds? If so, you should eat more protein. I’ve been on a high-protein diet for six months, and I’ve never felt better or done better in my classes!”After the speech, Heather’s classmates were interested but skeptical. As one remarked，“I know high-protein diets are popular right now, but Heather is no expert on nutrition. Besides, there are lots of diets around, and they all claim to work wonders. Personally, I’d be more convinced if Heather gave some scientific evidence to back up her opinion.”Good speeches are not composed of hot air and generalizations. They need strong supporting materials to bolster the speaker’s point of view. In Heather’s case, although there is plenty of evidence on the need to balance protein and carbohydrate consumption, many nutritionists have warned about the dangers of overloading on protein. So Heather’s listeners were right to be skeptical. Heather made a mistake of generalizing from her own experience with nothing concrete to support her ideas.The problem with generalizations is that they do not answer the three questions listeners always mentally ask of a speaker: “What do you mean?”, “Why should I believe you?”“So what?”The skillful use of supporting materials often makes the difference between a poor speech and a good one. Using supporting materials is not a matter of tossing facts and figures into your speech. You must decide which ideas need to be supported given your audience, topic, and specific purposes. You must do research to find materials that willbring your ideas across clearly and creatively. And you must evaluate your supporting materials to make sure they really do back up your ideas.As you put your speeches together, you will need to make sure your supporting materials are accurate, relevant, and reliable. You will find yourself asking such questions as, “Are my examples representative?”，“Am I quoting reputable, qualified sources?”There are three kinds of supporting materials we use most often, they are: examples , testimony and statisticsI． ExamplesExamples： a specific case used to illustrate or to represent a group of people, ideas, conditions, experiences or the like.In the course of a speech you may use brief examples—specific instances referred to in passing—and sometimes you may want to give several brief examples in a row to create a stronger impression. Extended examples—often called illustrations, narratives, or anecdotes—are longer and more detailed.Examples are useful when you wish to make an abstract concept or idea concrete. For example, it is difficult for the audience to see exactly what you mean by such abstract concepts as persecution, denial of freedom, friendship, and love unless you provide specific examples of what you mean.Here is one example a student used in a speech about lead poison.‘When Denise Waddle and her family moved to a nice, middle-class section of Jersey City, New Jersey, they had dreams of healthy living, block parties, even a big backyard so their kid could make mud pies. In less than one year in their new home, their two-year-old son had been poisoned, and their newborn showed high levels of poisoning in his bloodstream. Unknowingly, the Waddle’s had been poisoned by their own backyard, for high levels of lead contaminated their water and their lives.”Examples may be real and factual on one hand or hypothetical and imagined on the other. The hypothetical and imagined ones are called hypothetical examples.Hypothetical example: an example that describes an imagery or fictitious situationHere is one student used a hypothetical example to illustrate the need for college students to protect themselves against crime:Y ou’re tired; you’re hungry. You’ve just spent a long day at College Library and you cannot wait to get back to your room. Glancing outside, you remember how quickly it becomes dark. You don’t think much of it, though, as you bundle up and head out into the gusty wind. Not until you spy the shadows on the sidewalk or hear the leaves rustling beside you do you wish you weren’t alone. You walk quickly, trying to stop your imagination from thinking of murderers and rapists. Only when you are safely inside your room do you relax and try to stop your heart from pounding out of your chest.Can you remember a time when you felt this way? I would be surprised if you never have. The FBI reported last year that there were three murders, approximately 430 aggravated assaults, 1400 burglaries, and 80 rapes here in Madison alone. And while these statistics are quite alarming, they don’t compare to the numbers of larger metropolitan areas.This hypothetical example is particularly effective. The speaker creates a realistic scenario, relates it directly to her listeners, and gets them involved in the speech. In addition, she uses figures from the FBI to show that the scenario could really happen to any of her classmates. Whenever you use ahypothetical example, it is a good idea to follow it with statistics or testimony to show that the example is not far-fetched.Tips for using examples1. Use examples to clarify your ideasExamples are an excellent way to clarify unfamiliar or complex ideas. This is why so many teachers use examples in the classroom. Examples put abstract ideas into concrete terms that listeners can easily understand.This principle works exceptionally well in speeches. Suppose you are talking about suspension bridges, you could give a technical descriptionThe suspension bridge has a roadway suspended by vertical cables attached to two or more main cables. The main cables are hung on two towers and have their ends anchored in concrete or bedrock. If your listeners were made up of people familiar with structural systems, they might be able to visualize what a suspension bridge looks like. But for listeners lacking this background, you might want to add a simple example:Two well-known suspension bridges are the Golden Bridge in San Francisco and the Brooklyn Bridge in New York.Because almost everyone has at least seen a picture of the Golden Bridge in San Francisco and the Brooklyn Bridge in New York, using them as examples clarifies your meaning quickly and effectively.2. Use examples to reinforce your ideasIn a speech entitled “Boxing: The most dangerous sport”, the speaker argued that professional boxing should be banned. To reinforce his point, he cited the example of Muhammad Ali, who suffers a severe case of Parkinson’s disease brought on by his years in the ring. The example is very effective. It put the medical facts about boxing and brain damage in vivid, human terms that everyone could understand.When you use examples, make sure it is representative. The example of Muhammad Ali is quite representative.3. Use examples to personalize your ideasPeople are interested in people. AS social psychologist Eliot Aronson said, “Most people are more deeply influenced by one clear, vivid, personal example than by an abundance of statistical data. ”Whenever you talk, you can include examples that will add human interest to your speech. SEE WHICH OF THE FOLLOWING WOULD YOU BE MORE LIKELY TO RESPOND TO? There are many hungry families in our community who could benefit from food donations.Or:Let me tell you about Arturo. Arturo is four years old. He has big brown eyes and a mop of black hair and an empty belly. In all his four years on this earth, Arturo has never once enjoyed three square meals in a single day.You can also use personal examples: personal examples are an excellent way to clarify ideas and to build audience interest. To be most effective, they should be delivered sincerely and with strong eye contact.II． TestimonyTestimony ---quotations or paraphrases used to support a point..People tend to respect the opinions of people who have special knowledge or experience on the topic. By quoting or paraphrasing such people, you can give your ideas greater strength and impact. The two major kinds of testimony are expert testimony and peer testimony.Expert testimony:Testimony from people who are recognized experts in their fields. It is a good way to lend credibility to your speeches by citing the viewpoints of people who are experts. It shows that you are not just mouthing your own opinions, but your position is supported by people who are knowledgeable about the topic.Expert testimony is more important when a topic is controversial or when the audience is skeptical about a speakers’ point of view.As Einstein has put it; as Li Siguang said…Peer Testimony---Testimony from ordinary people with firsthand experience or insight on a topic.Testimony not from famous people, but from ordinary citizens who have firsthand experience on the topic. This kind of testimony is especially valuable because it gives a more personal viewpoint on issues than can be gained from expert testimony. It conveys the feelings, the knowledge, the insight of people who speak with the voice of genuine experience.For example, if you were speaking about the barriers faced by people with physical disabilities, you would surely include testimony from doctors and other medical authorities. But in this case, the expert testimony would be limited because it cannot communicate what it really means to have a physical disability. To communicate that, you need statements from people who have physical disabilities---such as the following:Itzhak Perman, the world-renowned violinist whose legs are paralyzed, once said: “When you are in a wheelchair, people don’t talk to you. Perhaps they think it is contagious, or perhaps they think crippled legs mean a crippled mind. But whatever the reason, they treat you like a thing.”Paul Longmore, who lost the use of his legs as a child, notes that most people are uncomfortable in the presence of someone who is handicapped, “It’s only when they really go out of their way to get to know us,” he says, “that they realize we are just as bright, witty, and companionable as they are.”There is no way expert testimony can express theses ideas with same authenticity and emotional impact.Tips for Using testimony1.quote or paraphrase accurately: make sure you do not misquote someone; make sure you do notviolate the meaning of statements you paraphrase; make sure you do not quote out ofcontext(quoting a statement in such a way as to distort its meaning by removing the statement from the words and phrases surrounding it. ).e testimony from qualified sources. That is, use testimony from recognized experts or ordinarycitizens with special experience on the speech topic.e testimony from unbiased sources. Be sure to use testimony from credible, competent,objective authorities.4.Identify the people you quote or paraphrase. The usual way to identify your source is to name theperson and sketch her or his qualifications before presenting the testimony. For instance: John Silber, Chancellor of Boston University and Chairman of the Massachusetts Board of Education, remarks: “It is quite clear that remarkable competence in a language can be achieved in three years--- if theses years are the ages three, four, and five. There is no question that for the average child to become bilingual, the earlier the better. ”After this statement, there is no doubt about Silber’s qualifications or why the audience should respect his judgment on the subject of education.III．StatisticsWe live in an age of statistics. Day in and day out we are bombarded with numbers. When used properly, statistics is an effective way to clarify and support ideas.Like brief examples, statistics are often cited in passing to clarify or strengthen a speaker’s point. The following examples show how three students used statistics in their speeches:To show the dangers posed by running red lights: “According to the U.S. Department of Transportation, 200,000 people are injured and more than 800 are killed every year in the U.S. due to motorists who run red lights.”To illustrate the growing popularity of organic foods: “Consumers Union reports that sales of organic crops now exceed $9 billion a year and are increasing at the rate of 20 percent annually.”To document the problem of identity theft: “As stated by Newsweek magazine, identity theft has become the leading source of consumer fraud in the U.S., with an estimated 500,000 to 700,000 victims each year.”When using statistics, ask yourself the following two question:Are the statistics representative?Are the statistics from a reliable source?Tips for using statisticsUse statistics to quantity your ideasThe main value of statistics is to give your ideas numerical precision. This can be especially important when you are trying to document the existence of a problem. Examples can bring the problem alive and dramatize it in personal terms. But your listeners may still wonder how many people the problem actually affects. In such a situation, you should turn to statistics. Research has shown that the impact of examples is greatly enhanced when they are combined with statistics that show the examples to be typical.Suppose you are talking about the need for tougher driver’s license requirements for elderly drivers. Part of your speech deals with the growing number of auto accidents caused by drivers aged 70 and older. You give an example, you personalize it, you provide many details, as follows:Marie Wyman’s 87th birthday celebration at the Lobster Trap and Steakhouse in Winslow, Maine, ended with a bang. As Wyman backed out of her parking spot, she lost control of her Buick and plowed right through the restaurant’s crowded dining room. Tables and chairs scattered as terrified diners scrambled for cover. Twenty-seven people were injured, and police say it was a miracle that no one was killed.Then the speaker used figures to quantity the problem:According to the National Highway Traffic Safety Administration, almost 5,000 drivers age 70 or older were killed last year, a 33 percent increase over the past 10 years. In few than 20 years, there will be more than 30 million drivers over age 70 in the United States, and highway safety experts warn that the number of people killed in crashes involving elderly motorists is likely to exceed the drunk-driving death toll.Use statistics sparinglyNothing puts an audience to sleep faster than a speech scattered with numbers from beginning to end. Insert statistics only when they are needed, and then make sure that they are easy to grasp.Identify the source of your statisticsAs we have seen, figures are easy to manipulate. This is why careful listeners keep an ear out for the sources of a speaker’s statistics. Tell your listeners where your statistics is from, and it is reliable.Explain your statisticsStatistics don’t speak for themselves, they need to be interpreted and related to your listeners.A speech made by US Secretary of State Collins Powell on the international AIDS crisisMany speakers have noted the dreadful toll that AIDS is taking….But let me try to make it more relevant.This hall holds about 2,000 people. By the time the three hours of this session elapse, 2,000 people around the world---just about the same number who are here---will be newly infected with HIV/AIDS. That’s one for every person in this room. In some countries the infection rate is so high that one in three of us---the delegate to your right, the delegate to your left, or you, yourself---would be HIV positive.Explaining what statistics mean is particularly important when you deal with large numbers, since they are hard to visualize. Here is an example to explain the $6.5 trillion U.S. national debt.How much money is a trillion dollars? Think of it this way. If you had $1million and spent it at the rate of $1,000 a day, you would run out of money in less than three years. If you had $1 billion and spent it at the rate of $1,000 a day, you would not run out of money for almost 3,000 years. And if you had $ 1 trillion and spent it at the rate of $1,000 a day, you wouldn’t run out of money for nearly 3 million years！Round off complicated statisticsSometimes you do not have to give the exact number; they are too complicated to be really understood by listeners. Unless there is an important reason to give exact numbers, you should round off most statistics.For instance, Mount Kilimanjaro is 19,341, you should say , it is 19,300.The moon is 238,855 miles from earth, you should say: it is 239,000 miles from earth.Use visual aids to clarify statistical trendsVisual aids can save you a lot of time, as well as make your numbers easier to understand.Sample speech with commentaryThe following speech illustrates how to wok supporting materials into a presentation. as you read study how the speaker uses a variety of examples, statistics, and quotations to make her ideas clear, credible, and convincing.Suffer the childrenMatthew Garvey was just 13 years old when he was hired by Quality Car Wash in Laurel, Maryland, to towel-dry cars as they came off the line. Not long after he began working, Matthew lost his right leg when it got caught in an industrial machine used to suck the moisture out of the towels. After investigating, the U.S. Department of Labor fined the car wash for illegally hiring a minor and for operating a machine with a broken safety lid.The speaker begin with an extended example to gain attention and interest The example is specific and detailed .We are told Matthew Garvey’s name and age, where he lived, the kind of work hedid ,and how he was injured. These are the kinds of details that bring examples to life and help get listeners involved in a speech.This in just one of the more tragic examples of what Jeffrey Newman of the National Child Labor Committee calls the “crisis” of child-labor law abuses in the United States. In researching this speech, I discovered that employers from New York to California are breaking the law by hiring children from age 7 to 17 who often put in long, hard hours in dangerous conditions Today I would like to show you the extent of the problem and how it jeopardizes the education and safety of millions of young people.The speaker moves into testimony suggesting that the opening story is representative of a major problem in the U.S. When you use an extended example, it is usually a good idea to precede or follow the example with statistics or testimony showing that the example is not unusual or exceptional.To understand the problem of child-labor law violations we need to begin by looking at the provisions of the law. As explained on the U.S. Department of Labor website, the Fair Labor Standards Act sets a minimum working age of 14.It limits 14-year-old and 15-year-old to three hours of work on school days, prohibits them from working after 7 at night, and allows them a total of 18 work hours per week during the school year. The law also restricts employment of children under 18in dangerous jobs such as construction, meat-cutting, and mining.In her first main point the speaker explores the problem of child-labor law violations in the United States. She begins by summarizing the provisions of the law. Notice how she identifies the website where she acquired the information.Passed in 1938 and amended several times since, the Fair Labor Standards Act was designed to prevent the exploitation of child labor that took place during the 19th century. Yet today violations of the law are shockingly widespread. According to the Associated Press, 148,000 minors in the U.S. are employed illegally in nonagricultural jobs during an average week, working too many hours or in hazardous conditions. In addition, the National Child Labor Committee reports that more than110,000 children work illegally on U.S. farms.Statistics in this and the next paragraph back up the speaker’s point that violations of child-labor laws are widespread in the U.S. Rather than giving the exact number of violations, she round them off, making them easier to grasp and recall.Some of the most serious violations occur in garment industry factor is known as sweatshops that hire immigrant children at rates well below minimum wage. The Associated Press estimates that as many as 2,600 minors are employed illegally in New York City sweatshops. Thomas Cubiak, head of the city’s garment district task force, says “most of the children in these factories are below 18, some as young as 8.” Like Faviola Flores, a 15-year-old Mexican girl in a Manhattan sweatshop, they toil long days in unsafe conditions for as little as $3.50 an hour. “I don’t like working here,” Flores says, ”but I have no choice.”The speaker uses a combination of statistics and testimony to support her point about child-labor abuses in the garment industry. The statement form Thomas Gubiak is an example of expert testimony; the closing quotation from Faviola Flores in an instance of peer testimony.Although the exploitation of child labor has been a problem in the garment trade since the 1800s, it can be found in almost every industry that employs minors. In January 2000, Wagner’s Meats of New Orleans was fined nearly $150,000 for illegally employing 27 minors in dangerous jobs and for exceeding federal hour limits. In February 2001, Thornton Roofing was fined $34,000 for child-labor violations in connection with the death of a teenage worker in Montgomery, Alabama. In March 2002, the Six Flags amusement parks paid $85,000 in penalties for violating federal child-labor laws.A series of brief examples supports the speaker’s claim about the pervasiveness of child-labor law violations. Because the examples deal with companies throughout the U.S. and in different lines of business, they provide strong evidence to reinforce the speaker’s point that violations of the law are widespread.Like other business caught breaking child-labor laws, Wanger’s and Six Flags tried to downplay the seriousness of their offenses. But the growing epidemic of child-labor law violations threatens both the education and the physical safety of young workers.The speaker begins her second main point—that violations of child-labor laws have serious consequences for the education and physical safety of young workers.The educational consequences are most damaging to illegal underage employees who work instead of attending school. As Hugh McDaid of New York City’s garment task force says, illegal underage workers “sacrifice their education and literally commit themselves to a life of working in a sweatshop. They have on future.” But even for children who do attend school, too many hours at work can harm their education. In their book When Teenager Work, psychology professors Ellen Greenberger and Laurence Steinberg note that intensive levels of work among youth tend to produce higher truancy and lower grades. According to Greenberger and Steinberg, one study after another has found that working more than a very few hours a week has a negative impact on teenagers’ academic performance.The quotation from Huge McDaid is a good instance of expert testimony. This quotation, like others in the speech , is short and forceful. There is no reason to use a direct quotation unless it makes the point more clearly and forcefully than you can in your own words.Here the speaker paraphrases rather than quoting verbatim. Notice that she gives the name of the book she is paraphrasing from and identifies its authors. Speakers have an ethical obligation to indicate the sources of paraphrases, as well as of quotations.Not only do child workers harm their education, but they often endanger their physical safety as well . Recall the story I told in my introduction about Matthew Garvey, the 13-year-old who lost his leg while working at a car wash. Even more tragic is the case of Michael Hurcone, a 17-year-old Pennsylvania high-school student. While employed at a supermarket, he was working with a bailer—a machine that crushes and bins cardboard boxes and is supposed to be off-limits to minors. Noticing that some material was stuck in the bailer, Michael tried to free up the jam when he got caught in the machine. It crushed his body for 30 minutes before he suffocated.The examples in this paragraph show specific cases in which teenagers were injured or killed by the violation of child-labor laws. The extended example about Michael Hurcone is especially effective.Filled with specific details that make it interesting and credible, it puts the speaker’s point in human terms with which the audience can identify.Nor are these isolated examples. USA Today reported on July 12, 2002, that 230,000 teenagers are injured at work each year. According to former U.S. Labor Secretary Alexis Herman, nearly 70 minors are killed on the job annually—most in accidents involving infractions of child-labor laws.In this paragraph he speaker presents testimony and statistic to prove that the examples in the previous paragraph are not atypical. As in other parts of the speech, she is quite specific in identifying the sources of her evidence.In the light of all this evidence, there can be no doubt that the violation of child-labor laws is widespread problem with serious consequences. The issue is well summarized by former U.S. Senator Howard Metzenbaum of Ohio, who stated after congressional hearings on the subject, “I shudder to think that children the same age as my own grandchildren are being robbed of an education, their limbs, and indeed, their lives through illegal child labor.”The speaker begins her conclusion by summarizing the two main points she had made in the body of the speech. She then ends with a dramatic quotation,. As we shall see in previous chapter,, this is an effective way to pull a speech together and to reinforce its central idea.SummaryGood speeches are not composed of hot air and unfounded assertions. They need strong supporting materials to bolster the speaker’s point of view. In fact, the skillful use of supporting materials often makes the difference between a good speech and a poor one. The three basic types of supporting materials are examples, statistics, and testimony.In the course of a speech you may use brief examples—specific instances referred to in passing—and sometimes you may want to give several brief examples in a row to create a stronger impression. Extended examples—often called illustrations, narratives, or anecdotes—are longer and more detailed. Hypothetical examples describe imaginary situations and can be quite effective for relating ideas to the audience. All three kinds of examples help clarify ideas, reinforce ideas, or personalize ideas. To be most effective, though, they should be vivid and richly textured.Testimony is especially helpful for student speakers because students are seldom recognized as experts on their topics. Citing the views of people who are experts is a good way to make your ideas more credible. When you include testimony in a speech, you can either quote or paraphrase his or her words. As with statistics, there are guidelines for using testimony. Bu sure to quote or paraphrase accurately and to cite qualified, unbiased sources. If the source is not generally known to your audience, be certain to establish his or her credentials.Statistics can be extremely helpful in conveying your message as long as you can use them sparingly and explain them so that they are meaningful to your audience. Above you should understand your statistics and use them fairly. Numbers can easily be manipulated and distorted. Make sure your figures are representative and reliable.。
英语演讲稿：speech
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文档下载后可定制修改，请根据实际需要进行调整和使用，谢谢!并且，本店铺为大家提供各种类型的经典范文，如演讲稿、祝福语、主持词、欢迎词、自我介绍、合同协议、条据书信、报告总结、工作计划、作文大全、其他范文等等，想了解不同范文格式和写法，敬请关注!Download tips: This document is carefully compiled by this editor.I hope that after you download it, it can help you solve practical problems. The document can be customized and modified after downloading, please adjust and use it according to actual needs, thank you!In addition, this shop provides you with various types of classic sample essays, such as speech drafts, blessings, host speech, welcome speech, self-introduction, contract agreement, letter of agreement, report summary, work plan, essay encyclopedia, other sample essays, etc. Want to know the format and writing of different sample essays, so stay tuned!英语演讲稿：speechchief justice rehnquist, president carter, president bush，president clinton, distinguished guests and my fellow citizens, the peaceful transfer of authority is rare in history, yet common in our country. with a simple oath, we affirm old traditions and make new beginnings.as i begin, i thank president clinton for his service to our nation.and i thank vice president gore for a contest conducted with spirit and ended with grace.i am honored and humbled to stand here, where so many of america's leaders have come before me, and so many will follow.we have a place, all of us, in a long story -- a story we continue, but whose end we will not see. it is the story of a new world that became a friend and liberator of the old, a story of a slave-holding society that became a servant of freedom, the story of a power that went into the world to protect but not possess, to defend but not to conquer.it is the american story -- a story of flawed and fallible people, united across the generations by grand and enduring ideals.the grandest of these ideals is an unfolding american promise that everyone belongs, that everyone deserves a chance, that no insignificant person was ever born.americans are called to enact this promise in our lives and in our laws. and though our nation has sometimes halted, and sometimes delayed, we must follow no other course.through much of the last century, america's faith in freedom and democracy was a rock in a raging sea. now it is a seed upon the wind, taking root in many nations.our democratic faith is more than the creed of our country, it is the inborn hope of our humanity, an ideal we carry but do not own, a trust we bear and pass along. and even after nearly 225 years, we have a long way yet to travel.while many of our citizens prosper, others doubt the promise, even the justice, of our own country. the ambitions of some americans are limited by failing schools and hidden prejudice and the circumstances of their birth. and sometimes our differences run so deep, it seems we share a continent, but not a country.we do not accept this, and we will not allow it. our unity, our union, is the serious work of leaders and citizens in every generation. and this is my solemnpledge: i will work to build a single nation of justice and opportunity.i know this is in our reach because we are guided by a power larger than our selves who creates us equal in his image.and we are confident in principles that unite and lead us onward.america has never been united by blood or birth or soil. we are bound by ideals that move us beyond our backgrounds, lift us above our interests and teach us what it means to be citizens. every child must be taught these principles. every citizen must uphold them. and every immigrant, by embracing these ideals, makes our country more, not less, american.today, we affirm a new commitment to live out our nation's promise through civility, courage, compassion and character.america, at its best, matches a commitment to principle with a concern for civility. a civil society demands from each of us good will and respect, fair dealing and forgiveness.some seem to believe that our politics can afford to be petty because, in a time of peace, the stakes of our debates appear small.but the stakes for america are never small. if our country does not lead the cause of freedom, it will not be led. if wedo not turn the hearts of children toward knowledge and character, we will lose their gifts and undermine their idealism. if we permit our economy to drift and decline, the vulnerable will suffer most.we must live up to the calling we share. civility is not a tactic or a sentiment. it is the determined choice of trust over cynicism, of community over chaos. and this commitment, if we keep it, is a way to shared accomplishment.america, at its best, is also courageous.our national courage has been clear in times of depression and war, when defending common dangers defined our common good. now we must choose if the example of our fathers and mothers will inspire us or condemn us. we must show courage in a time of blessing by confronting problems instead of passing them on to future generations.together, we will reclaim america's schools, before ignorance and apathy claim more young lives.we will reform social security and medicare, sparing our children from struggles we have the power to prevent. and we will reduce taxes, to recover the momentum of our economy and reward the effort and enterprise of working americans.we will build our defenses beyond challenge, lest weaknessinvite challenge.we will confront weapons of mass destruction, so that a new century is spared new horrors.the enemies of liberty and our country should make no mistake: america remains engaged in the world by history and by choice, shaping a balance of power thatf avors freedom. we will defend our allies and our interests. we will show purpose without arrogance. we will meet aggression and bad faith with resolve and strength. and to all nations, we will speak for the values that gave our nation birth.america, at its best, is compassionate. in the quiet of american conscience, we know that deep, persistent poverty is unworthy of our nation's promise.and whatever our views of its cause, we can agree that children at risk are not at fault. abandonment and abuse are not acts of god, they are failures of love.and the proliferation of prisons, however necessary, is no substitute for hope and order in our souls.where there is suffering, there is duty. americans in need are not strangers, they are citizens, not problems, but priorities. and all of us are diminished when any are hopeless.government has great responsibilities for public safety and public health, for civil rights and common schools. yet compassion is the work of a nation, not just a government.and some needs and hurts are so deep they will only respond to a mentor's touch or a pastor's prayer. church and charity, synagogue and mosque lend our communities their humanity, and they will have an honored place in our plans and in our laws.many in our country do not know the pain of poverty, but we can listen to those who do.and i can pledge our nation to a goal: when we see that wounded traveler onthe road to jericho, we will not pass to the other side.america, at its best, is a place where personal responsibility is valued andexpected.encouraging responsibility is not a search for scapegoats, it is a call to conscience. and though it requires sacrifice, it brings a deeper fulfillment. we find the fullness of life not only in options, but in commitments. and we find that children and community are the commitments that set us free.our public interest depends on private character, on civic duty and family bonds and basic fairness, on uncounted,unhonored acts of decency which give direction to our freedom.sometimes in life we are called to do great things. but as a saint of our times has said, every day we are called to do small things with great love. the most important tasks of a democracy are done by everyone.i will live and lead by these principles: to advance my convictions with civility, to pursue the public interest with courage, to speak for greater justice and compassion, to call for responsibility and try to live it as well.in all these ways, i will bring the values of our history to the care of ourtimes.what you do is as important as anything government does.i ask you to seek a common good beyond your comfort; to defend needed reforms against easy attacks; to serve your nation, beginning with your neighbor. i ask you to be citizens: citizens, not spectators; citizens, not subjects; responsible citizens, building communities of service and a nation of character.americans are generous and strong and decent, not because we believe in ourselves, but because we hold beliefs beyond ourselves. when this spirit of citizenship is missing, no government program can replace it. when this spirit is present,no wrong can stand against it.after the declaration of independence was signed, virginia statesman john page wrote to thomas jefferson: "we know the race is not to the swift nor the battle to the strong. do you not think an angel rides in the whirlwind and directs this storm?"much time has passed since jefferson arrived for his inauguration. the yearsand changes accumulate. but the themes of this day he would know: our nation's grand story of courage and its simple dream of dignity.we are not this story's author, who fills time and eternity with his purpose. yet his purpose is achieved in our duty, and our duty is fulfilled in service to one another.never tiring, never yielding, never finishing, we renew that purpose today, to make our country more just and generous, to affirm the dignity of our lives and every life.this work continues. this story goes on. and an angel still rides in the whirlwind and directs this storm.god bless you all, and god bless america.。
【公开课教案】北师版英语选修六 Unit 16 Stories Communication Workshop
Ⅰ.根据词性及汉语意思写出单词1．awkward adj. 笨拙的，令人不舒服的2．tense adj. 紧张的3．dizzy adj. 头晕目眩的4．clumsy adj. 笨拙的，不得体的5．tiresome adj.讨厌的，令人厌倦的→tired adj.感到疲倦的，厌烦的→tiring adj.令人厌烦的6．applaud v i.&v t.鼓掌→applause n．鼓掌，掌声Ⅱ.补全短语1．share sth.with sb.与某人分享某物2．remind sb.of/about sth. 提醒某人某事3．go wrong 出错；发生故障，出毛病4．in a loud voice 大声地5．take away 带走；夺去；剥夺6．fall over 跌倒；倒下7．wait for ages 等很久8．call out 大声说(喊)出来9．knock over 撞倒；撞翻10．divide ...into 把……分成1. The day started to go wrong the instant I left home.那一天我一离开家，就开始出乱子了。
[句式分析]the instant在句中引导时间状语从句，表示“一……就……”。
[佳句赏析]一有消息我就告诉你。
The instant there is news about it, I'll let you know.2. The more I looked down, the redder my face became.我越往下看，我的脸就变得越红。
[句式分析]“the＋比较级..., the＋比较级...”表示“越……，越……”，后面的句子为主句。
[佳句赏析](2017·全国卷Ⅰ写作佳句)学习汉语，你说得越多，取得的进步就越大。
The more you speak in learning Chinese,the more progress you will make.3．The sun was already boiling hot and you can imagine how I felt by the time I arrived at school.太阳已经非常灼热，你可以想象我到达学校时的感觉。
16分钟英语说课稿范文
16分钟英语说课稿范文尊敬的评委老师，各位同仁，大家好。
今天，我将向大家展示一节16分钟的英语说课稿。
本节课的主题是“环境保护”，旨在通过本节课的学习，让学生了解环境保护的重要性，并能够运用英语表达自己的观点和看法。
课程目标：1. 学生能够理解并掌握与环境保护相关的基本词汇和表达方式。
2. 学生能够通过听说读写等活动，提高英语语言技能。
3. 学生能够认识到环境保护的重要性，并能够用英语进行简单的讨论。
教学重点：- 环境保护相关的词汇和短语。
- 英语口语表达能力的提升。
教学难点：- 学生能够流利地使用英语表达对环境保护的看法。
教学方法：- 任务型教学法：通过完成具体的任务来学习语言。
- 合作学习：鼓励学生小组合作，共同探讨问题。
教学过程：1. 导入（2分钟）- 通过展示一些环境污染的图片，引起学生对环境保护的关注。
2. 词汇学习（3分钟）- 教授与环境保护相关的词汇，如：recycle, conserve, pollution, sustainable等。
3. 听力练习（3分钟）- 播放一段关于环境保护的英语听力材料，让学生获取信息。
4. 口语练习（3分钟）- 分组进行角色扮演，模拟环保志愿者向社区居民宣传环保知识。
5. 阅读材料（2分钟）- 提供一篇关于环境保护的英文文章，让学生快速阅读并找出关键信息。
6. 写作练习（2分钟）- 让学生写一篇简短的环保倡议书，提出自己对环境保护的建议。
7. 总结讨论（1分钟）- 邀请学生分享他们的观点和想法，并对本节课内容进行总结。
8. 作业布置（1分钟）- 布置相关的英语写作任务，如写一篇关于如何在生活中实践环保的短文。
教学反思：- 在课后，我会反思本节课的教学效果，考虑如何改进教学方法，以更好地激发学生的学习兴趣和参与度。
通过本节课的学习，学生不仅能够学习到与环境保护相关的英语知识，还能够提高自己的英语口语表达能力，同时增强环保意识。
谢谢大家。
高中英语：speech
25.Inspired bytheir spirit, I would like to work harderto follow their steps.
19.Preference is given tothose who are diligent.
20.It is the determination and hard working that helped themwin tons of glories.
21.It takes courage, persistence and long-lasting efforts tomake them success.
12.I am privileged tomake a speech about..., my topic is ...
Body:
22.It is no exaggeration to saythat...毫不夸张
23.They havereceived much respect forbeing world champions for ten times.
18.I am privileged tomake a speech about..., my topic is ...
Body:
36.It is no exaggeration to saythat...毫不夸张
37.They havereceived much respect forbeing world champions for ten times.
英语演讲选修课教案2 selecting a topic
山东理工大学教案注：教师讲稿附后Lesson two Selecting a topic and purposeI am lucky, honored and humbled to stand here, so many students watch how I would perform on this small but terrifying platform. Frankly speaking, I am quite nervous standing here, especially before you, a large group of audience, no one is perfect, it is not shameful at all to admit my nervousness, because everybody will be nervous to some extent when asked to speak before a big audience. Why did I say so, I have proof.One of the major concerns of students in any speech class is stage fright. We may as well face the issue squarely. Many people who converse easily in all kinds of everyday situations become frightened ar the idea of standing up before a group to make a speech. If you are worried about stage fright, you may feel better knowing that you are not alone. A survey conducted in 1973 asked more than 2,500 Americans to list their greatest fears. To the surprises of the reserchers, the largest number fo people----41%----listed speaking before a group among their greatest fears. Amazing as it may seem, many Americans appear to consider public speaking a fate worse than death.This is A survey conducted in AmericaResearchers asked their respondents to list their greatest fears, here is how they responded:Greatest Fears Percent NamingA party with strangers 74Giving a speech 70Asked personal questions in public 65 Meeting a date’s parents 59First day on a new job 59Victim of a practical joke 56 Talking with sb. in authority 53Job interview 46 Formal dinner party 44Blind date 42 From the chart, we can see that speechmaking ranks near the top in provoking anxiety.Therefore, we can say that speaking in public means a great challenge to everybody. Nervousness mainly comes from the fact that we do not know what to say, how to say and less training. There are a lot of things that make a successful speech, such as your topic, your delivery, your language. Among them, the organization of the speech is the first concern of the public speaker. Then comes the second problem, How to organize you speech well. It involves several factors, such as your topic, your purpose and your central idea, and so on. They are what we are going to discuss today. Today we mainly focus on the following matters:Choosing a topicDetermining your purposeThe central ideaLet‟s begin with selecting a topic:Selecting a topicThe first step in speech making is choosing a topic. It is a key element of a successful speech.. For speeches outside the classroom this is seldom a problem. Usually the speech topic is determined by the occasion, the audience, and the speaker‟s qualifications. When George W. Bush lectures on a college campus, he is invited to speak about foreign policy and current events. The same is true of ordinary citizens. The doctor is asked to inform how to deal with sport injuries, the florist discusses how to grow better houseplants, Mr. Fan Yuejin is asked to talk about school management. And Certainly I will never be expected to tell you something about mathematics.In a public speaking class the situation is different. Most of your speech assignment will not come with a designated topic. You generally have great leeway in selecting subjects for your speeches. This would appear to be an advantage, since it allows you to talk about matters of personal interest. Yet how to choose a proper topic remains a difficulty.What is a suitable speech topicFirst your topic should be Worthwhil e: worthwhile topics must address issues that have significant implications for the audience. The topic must be important enough to merit the time and attention of a group of intelligent and educated persons.Second, it should be Appropriate: the best way to ensure that your topic is appropriate is to select a topic about which you know a lot and would like to learn more. It is a lot easier to please an audience when the topic interests them. The topic should also be appropriate for the occasion. Time limitations will exclude certain topics because they are too complex.Finally, your topic should be Limited in scopeThe major problem for beginning speakers is that they attempt to cover a huge topic in too short a time; the inevitable result is that nothing specific is covered – everything is touched on but only superficially. You have to narrow and limit your topic, and divide the topic into several significant parts.Determining your purposeThe purpose of your speech is your goal; it is what you hope to achieve during your speech. Generally speaking we have two types of purpose: general purpose and specific one.General purposes(the broad goal of a speech)The general purpose is he broad goal of a speech, usually it falls into one of two overlapping categories---to inform or to persuade.When your general purpose is to inform, you act as a teacher or lecturer. Your goal is to convey information ---and do it clearly, accurately and interestingly, your aim is to enhance the knowledge and understanding of your listeners---to give them information they did not have before.When your general purpose is to persuade, you act as an advocate or a partisan. Your goal is to change or structure the attitudes or actions of your audience. The difference between informing and persuading is the difference between explaining and exhorting. Your aim is to win over yourlisteners to your point of view---to get them to believe something or do something as a result of your speech.Now I will ask you what I am here for? My general purpose is to inform or to persuade?Yes, you are absolutely right. I am here to inform, to inform the audience about how to organize the speech well, and how to be a better public speaker.If I am here to tell you that public speaking means a lot of fun, it can enhance your confidence, your linguistic competence, it can help you to find a better job. And I am the best teacher who teaches public speaking (also the only one). In a term, I will make you a great public speaker, public speaking will be a piece of cake if you come to my class.What is my purpose?Yes, my purpose is to persuade. To persuade you to take my course.In speech classes, the general purpose is usually specified as part of the speech assignment. For speeches outside the classroom, however, you have to make sure of your general purpose yourself. Usually this is easy to do. Are you going to explain, report, or demonstrate something? Then your general purpose is to inform. Are you going to sell, advocate, or defend something? Then your general purpose is to persuade. But no matter what the situation, you must be certain of exactly what you hope to achieve by speaking. Knowing your general purpose is the first step. The next step is determining your specific purpose.Specific purposes:( single infinitive phrase that states precisely what a speaker hopes to accomplish in his or her speech.)Once you have chosen a topic and a general purpose, you must narrow your choices to determine the specific purpose . The specific purpose should focus on one aspect of a topic. You should be able to state your specific purpose in a single infinitive phrase.(to inform my audienceabout…; to persuade my audience to…) that indicates precisely what you hope to accomplish with your speech. Perhaps an example will help clarify the process of choosing a specific purpose. For example:If your topic is: EmergenciesYour general purpose is : To informSo far. So good. But what aspect of your topic would you discuss? The different kinds of emergencies? The emergency situations she had faced? Specific techniques such as water rescue, applyng first aid, or preventing a person from going into shock? She had to choose something interesting that she could cover in a six-minute speech. Finally, she settled on explaining the major steps involved in responding to an emergency. She stated her specific purpose this way.You should narrow your topic, focus on one aspect, and express it in a single infinitive phrase. For instance, we can define thespecific purpose as: To inform my audience of the major steps in responding to an emergency This turned out to be an excellent choice, and her speech was among the best in the class. Notice how clear the specific purpose statement is. Notice also how it relates the topic directly to the audience. That is, it states not what the speaker wants to say, but what the speaker wants the audience to know as a result of the speech. This is very important, for it helps keep the audience at the center of you attention as you prepare the speech.Specific purpose: to explain the major steps in responding to an emergencyExplain to whom? To a group of medical students? To an introductory Red Cross class? Those would be two different speeches. The medical students already know the basic fact about responding to an emergency. For them, the speaker might provide a more advanced discussion.Tips for formulating the specific purpose statementFormulating a specific purpose is the most important early step in developing a successful speech. When writing your purpose statement, try to follow the general principles outlined below.The first tip is：1. Write the purpose statement as a full infinitive phrase, not as a fragmentIf your specific purpose is: Calendars. Is it effective or ineffective?Why，because it is a fragment, not an infinitive.If your specific is:To inform my audience about the four major kinds of calendars used inthe world today.It is much more effective.Another example:If your specific purpose is: Stem cell research . Is it effective or ineffective?Why，because it is a fragment, not an infinitiveIf your specific is: To persuade my audience that the federal government should increase funding for stem cell research.Of course, it is more effective.The ineffective statements above are adequate as announcements of the speech topic, but they are not thought out fully enough to indicate the specific purposeOk, Let’s move on to tip 22. Express your purpose as a statement, not as a questionineffective: Is China‟s space program necessary?Is it effective or ineffective?Yes it is ineffective.Why，because it is a question, not an statementMore effective:To persuade my audience that China‟s space program provides many important benefits to people here on earthIt becomes more effective.The questions might make an adequate title, but they are not effective as the specific purposestatement. They give no indication about what direction the speech willtake or what the speaker hopes to accomplish.The third tip is:3. Avoid figurative language in your purpose statementIneffective:To inform my audience that yoga is extremely cool.More Effective: To inform my audience how yoga can improve their health.Here are two specific purpose statements, please tell which one is effective, which one is ineffective?Ineffective:To persuade my audience that the campus policy on off-campus living reallystinks.More Effective:To persuade my audience that the campus policy on off-campus living should be revised.Although the ineffective statements indicate something of the speaker‟s viewpoint, they do not state concisely what he or she hopes to achieve. Metaphors, analogies, and the like are effective devices for reinforcing ideas within a speech,but they are too ambiguous for specific purpose statements.Yes ,very good.. Obviously I made myself understood.4. Limit your purpose statement to one distinct idea, or one main pointHere I give you three statements, and you decide which one is not effective. Ineffective: To inform my audience about the developments of AIDS and the recent testing procedures for HIV infectionMore Effective: To persuade my audience about the developments of AIDSMore Effective: To inform my audience about the recent testing procedures for HIV infection. Why the first sentence is ineffective? Because it has two main points: the developments of AIDS and the recent testing procedures for HIV infectionWhat you need to avoid is not simply the word “and”, but a specific purpose statement that contains two unrelated ideas, either of which could easily be developed into aspeech in its own right.5. Make sure your specific purpose is not too vague or generalIneffective: To inform my audience about the Civil WarMore Effective: To inform my audience about the role of African American soldiers in the Civil WarThe ineffective purpose statement above falls into one of the most common traps---it is too broad and ill-defined. It gives no clues about what aspect of the Civil War the speaker will cover. The more effective purpose statement is sharp and concise. It reveals clearly what the speaker plans to discuss.Here is another example, this time from a persuasive speech:Ineffective: To persuade my audience that something must be done about medical care. More effective: To persuade my audience that the government should adopt a system of national health insurance for all people in China.Tell me which one is more effective?The second one, because, it is more concise. The ineffective purpose statement is vague and indistinct. It gives no indication of the speaker‟s stance toward the topic. The “something”that “should be done” could include anything. The more effective purpose statement is crisp and clear. It does not leave us guessing what the speaker hopes to accomplish.When you determine your specific purpose, you should ask yourself the following questions to see whether your purpose is appropriate.Questions to ask about your specific purposeSometimes you will arrive at your specific purpose almost immediately after choosing your topic. At other times you may do quite a bit of research before deciding on a specific purpose. Much will depend on how familiar you are with the topic, as well as on any special demands imposed by the assignment, the audience,or the occasion. But whenever you settle on your specific purpose, ask yourself the following questions about it.1. Does my purpose meet the assignment?2. Can I accomplish my purpose in the time allotted?3. Is the purpose relevant to my audience?4. Is the purpose too trivial for my audience?5. Is the purpose too technical for my audience?All right, next we are going to discuss how to phrase your central idea.Phrasing the central idea (thesis statement, subject sentence, major thought)The specific purpose of a speech is what you hope to accomplish. The central idea is a concise statement of what you expect to say.Sometimes it is called thesis statement, subject sentence, major thought. Whatever the term, the central idea is usually expressed as a simple, declarative sentence that refines and sharpens the specific purpose statement.What is the central idea?It is a one-sentence statement that sums up the major ideas of a speech. It is what you want the audience to absorb from your speech..Imagine you run into a friend on your way to speech class. She says, “ I have to dash to my history lecture, but I hear you‟re giving a speech today. Can you tell me the gist of it in one sentence?”“ Sure,” you reply. “ America‟s prison system suffers from three mafor problems---- overcrowding of inmates, lack of effective rehabilitation programs, and high expense to taxpayers.”Your answer is the central idea of your speech. It is more precise than your topic (America‟s prison system) or your specific purpose statement ( To inform my audience of the three major problems facing America‟s prison sustem”) By stating exactly what the three major problems are, the central idea sums up your speech in a single sentence.Notice that in persuasive speeches, the central idea puts forth a point of view, an opinion. The central idea is an arguable, debatable proposition. It is a non-neutral statement. You have to take your stance, whether you are for or against the preposition. Standing in the middle is not acceptableIn informative speeches, the central idea appears relatively neutral and objective.Let‟s take a few examples we saw earlier in this chapter and develop them from the topic, general purpose, and specific purpose to the central idea.We start with the speech about responding to an emergency situation.Topic: EmergenciesGeneral purpose: To informSpecific purpose: To inform my audience of the major steps in responding to an emergency. Central idea: The major steps in responding to an emergency are surveying the scene, contacting an emergency medical service, and starting CPR if needed.(cardiopulmonary resuscitation)Look carefully at this example, it shows how the speaker starts with a broad subject(emergencies) that becomes narrower and narrower as the speaker moves from the general purpose to the specific purpose to the central idea. Notice also how much more the central idea suggests about the content of the speech. From it we can expect the speaker to develop the main points in the speech---eachcorresponding to one of the major steps in responding to an emergency.Another example:Topic: Alternative-fuel vehiclesGeneral purpose: To persuadeSpecific purpose: To persuade my audience that the government should speed up efforts to develop alternative-fuel vehicles.Central idea: Developing alternative-fuel vehicles will help reduce China‟s dependence on foreign oil and will help reduce air pollution.From this central idea we can deduce that the speaker will develop two main points in the speech:(1) alternative-fuel vehicles have the potential to reduce China‟s need forimported oil, and (2) alternative-fuel vehicles will reduce the air pollutioncaused by automobile exhaust.The central idea statement serves three useful purposes. First, it helps you generate your main ideas . Second, it suggests suitable organizational patterns and strategies. Third, it focuses the audience‟s attention on your central idea.Here I will give you some guidelines for the central idea.Guidelines for the central idea1.be expressed in a full sentence2.should not be in the form of a question.3.should avoid figurative language4.should not be vague or overly generalHere, for example, are two poorly written central ideas. See if you can identify the problem with each and figure out how each might be phrased more effectively.Ineffective: Problems of fad dietsIneffective: Zibo is an awesome place for a vacation.(A fad diet is a weight loss plan or aid that promises dramatic results. These diets don't offer long-term success, and they are usually not very healthy. Some of them can actually be dangerous to your health.)The first one is too general, it does not reveal enough about the content of the speech to serve as the central idea. It should be rewritten as a full sentence that identifies the problems of fad diets to be discussed in the speech:More effective: Although fad diets produce quick weight loss, they can lead to serious problems by creating deficiencies in vitamins and minerals and by breaking down muscle tissue as well as fat.The second one is flawed by its use of figurative language. To say that Zibo is an …awesome‟ place for a vocation does not convey the speaker‟s central idea clearly and concisely. It does not indicate what characteristics of Zibo the speaker intends to discuss. Moreover, “awesome”could mean quite different meanings to different people. A better central idea would be:More effective: Zibo has many attractions for vocations, including a warm climate, excellent food, and many historical sites.SummaryThe first step in speech making i s choosing a topic. For classroom speeches, it is often best to choose a subject you know well or in which you have personal experience.After you choose a topic, you need to settle on the general purpose of your speech. Usually, the general purpose will be to inform or to persuade. When it is to inform, you act as a teacher, your goal is to communicate information clearly, accurately, and interestingly. When your general purpose is to persuade, you act as an advocate, your goal is to win listeners over to your point of view.Once you know your topic and general purpose, you must focus in on a specific purpose that you can express as a single infinitive phrase. The phrase should indicate precisely what your speech plans to achieve.The central idea refines and sharpens your specific purpose. It is a concise statement of what you will say in your speech, and it usually crystallizes in your thinking after you have done your research and have decided on the main points of your speech.. The central idea usually conveys the main points to be developed in the body of your speech.。
英语演讲选修课教案informativespeech I
英语演讲选修课教案Informative Speech I第一章：课程介绍1.1 课程目标让学生掌握informative speech 的基本概念和技巧提高学生的英语口语表达能力和公共演讲能力培养学生的自信心和领导力1.2 课程内容介绍informative speech 的定义和特点介绍informative speech 的结构和组织方式介绍如何选择和研究informative speech 的主题介绍如何进行资料搜集和资料整理1.3 教学方法讲授与实践相结合小组讨论和同伴评价角色扮演和模拟演讲第二章：Informative Speech 的定义和特点2.1 informative speech 的定义解释informative speech 的概念和意义强调informative speech 的目的和作用2.2 informative speech 的特点介绍informative speech 的主要特点，如信息性、逻辑性和条理性等分析informative speech 与其他类型的演讲（如persuasive speech 和impromptu speech）的区别2.3 案例分析第三章：Informative Speech 的结构和组织方式3.1 结构概述介绍informative speech 的基本结构，包括引言、主体和结尾等部分强调每个部分的功能和重要性3.2 组织方式介绍informative speech 的常见组织方式，如时间顺序、空间顺序和分类等分析不同组织方式的优缺点和适用场景3.3 案例分析第四章：选择和研究informative speech 的主题4.1 主题选择的重要性强调选择合适主题的重要性，如兴趣、熟悉度和信息性等提供一些选题的技巧和建议4.2 研究主题的方法介绍如何进行主题研究和资料搜集，如利用图书馆、网络资源和采访等强调资料整理和筛选的重要性4.3 案例分析第五章：进行资料搜集和资料整理5.1 资料搜集的方法介绍如何利用图书馆、网络资源和采访等进行资料搜集强调资料的可靠性和准确性5.2 资料整理的技巧介绍如何整理和筛选搜集到的资料，如制作笔记、制定提纲等强调资料整理的重要性5.3 案例分析强调引言部分的重要性和影响力介绍如何组织主体内容，包括选择合适的细节和例证来支持主题强调主体部分的逻辑性和连贯性强调结尾部分的重要性第七章：演示技巧与视觉辅助7.1 演示技巧的运用介绍如何在演讲中运用肢体语言、面部表情和声音变化等演示技巧强调演示技巧对于增强演讲效果的重要性7.2 视觉辅助工具的使用介绍如何使用幻灯片、图表和其他视觉辅助工具来辅助演讲强调视觉辅助工具的吸引力和信息传递能力第八章：演讲练习与反馈8.1 个人演讲练习安排学生进行个人演讲练习，鼓励他们运用所学的技巧和知识提供反馈和指导，帮助学生改进演讲表现8.2 同伴评价和小组讨论组织学生进行同伴评价和小组讨论，让他们互相交流和分享经验强调同伴评价的重要性和相互学习的机会第九章：演讲展示与评价9.1 演讲展示的准备强调演讲展示的重要性和准备工作的必要性9.2 演讲展示的评价制定评价标准和评分准则，对学生的演讲展示进行评价强调评价的公正性和客观性，以及对学生的鼓励和指导10.1 课程内容的回顾强调课程的重要性和对个人发展的贡献10.2 提升演讲技巧的途径介绍一些提升演讲技巧的额外资源和活动，如参加演讲俱乐部、观看演讲视频等鼓励学生持续学习和实践，以不断提升自己的演讲能力10.3 课程反馈和展望征求学生对课程的反馈和建议，以改进教学效果展望未来，鼓励学生继续努力，将所学的演讲技巧应用到实际生活和职业发展中重点和难点解析重点关注如何组织主体内容，选择合适的细节和例证来支持主题，以及如何保持主体部分的逻辑性和连贯性。
高中英语课堂演讲技巧教案
高中英语课堂演讲技巧教案课程目标：通过本堂课的学习，学生将能够：1. 理解演讲的定义及其重要性；2. 掌握演讲的基本技巧与要领；3. 提升演讲能力，增加自信心。
课前准备：1. 演讲主题的准备：学生需要提前准备一个感兴趣且有话题的主题；2. 设备准备：投影仪、幻灯片、麦克风等。
教学过程：Step 1：引入演讲的概念（10分钟）教师通过提问的方式引入演讲的概念，如"你们对演讲有何了解？演讲在我们生活中的重要性是什么？"帮助学生理解演讲的定义及其在日常生活中的应用。
Step 2：介绍演讲的基本要素（15分钟）教师通过演示自己的一个简短演讲，向学生介绍演讲的基本要素，包括：1. 演讲开头：引起听众的兴趣，提出主题；2. 演讲内容：结构清晰，重点突出；3. 演讲技巧：运用肢体语言、声音语调；4. 演讲结尾：总结观点，给出结论。
Step 3：演讲技巧实操（30分钟）教师将学生分成小组，每个小组选择一个代表进行演讲实操。
教师提前准备一些演讲题目供学生选择，如"我的梦想"、"我的偶像"等。
学生可以事先准备演讲稿，也可以即兴演讲。
每个小组的演讲时间在3-5分钟之间。
在演讲过程中，教师可根据学生的不同表现进行点评和反馈，指出他们的优点和需要改进之处，并与全班学生一起进行分享和讨论。
Step 4：学生自评与改进（10分钟）学生在完成演讲后，进行自我评价，思考自己的优点和待提升的方面。
教师可以给予引导性问题，如"你觉得你在演讲过程中最成功的地方是什么？为什么？你认为还有哪些方面需要改进？"引导学生进行思考和分析。
Step 5：分享与总结（10分钟）学生可以主动选择分享自己的演讲心得和感受，与同学们进行互动和交流。
教师进行总结，强调演讲的重要性，鼓励学生在以后的学习和生活中勇于表达自己的观点和想法。
Step 6：课堂延伸（5分钟）教师推荐一些与演讲技巧相关的书籍、电影或网站资源，供学生进一步学习与提升。
英语演讲选修课教案informativespeech I
英语演讲选修课教案Informative Speech I一、课程简介本课程旨在通过系统的训练，帮助学生提高英语演讲能力，特别是信息性演讲。
通过本课程的学习，学生将能够清晰、有条理地表达自己的观点，提高英语听说能力和公共演讲技巧。
二、教学目标1. 学生能够理解信息性演讲的基本结构和要素。
2. 学生能够准备并有效地进行信息性演讲。
3. 学生能够提高自己的公共演讲技巧和自信心。
三、教学内容1. 信息性演讲的基本结构和要素。
2. 如何选择和组织演讲主题。
3. 如何进行演讲研究和资料搜集。
5. 如何进行演讲练习和修改。
四、教学方法1. 讲授法：讲解信息性演讲的基本结构和要素，教授演讲技巧和策略。
2. 实践法：学生进行演讲练习，教师进行指导和评价。
3. 小组讨论法：学生分组进行讨论，分享经验和互相反馈。
五、教学评估1. 课堂参与度：学生参与课堂讨论和练习的积极程度。
2. 演讲练习：学生的演讲内容和表达效果。
六、教学活动1. 演讲主题选择：学生根据个人兴趣和专业知识，选择一个主题进行演讲。
教师提供主题选择的建议和指导。
2. 资料搜集和整理：学生进行资料搜集，整理相关信息，构建演讲框架。
教师提供资料搜集的技巧和方法。
4. 演讲练习和修改：学生进行演讲练习，教师提供评价和修改建议。
学生根据教师的建议，进行演讲稿的修改和完善。
七、教学资源1. 教材：使用相关的英语演讲教材，提供理论和实践指导。
2. 网络资源：利用互联网资源，搜集和整理演讲相关的资料和案例。
3. 视听材料：观看和分析优秀的英语演讲视频，学习演讲技巧和表达方式。
八、教学进度安排1. 第一周：介绍信息性演讲的基本结构和要素，讲解演讲技巧和策略。
2. 第二周：选择和组织演讲主题，进行资料搜集和整理。
4. 第四周：进行小组讨论和分享，互相反馈和改进。
5. 第五周：进行课堂演讲，教师进行评价和总结。
九、教学注意事项1. 鼓励学生积极参与，充分展示自己的观点和能力。
Speech(英语演讲)
SpeechLadies and gentlemen,good afternoon.Double 12 shopping carnival is coming. Today I also give all of you a great surprise. At the beginning, I want to ask you some questions. Firstly, do you still worry about the frostbite on your hands? Secondly, are you still upset for the frozen weather? Thirdly, are you still disappointed to your heavy gloves?Maybe your answer is “yes”. But now, every problem will be solved. Our warm gloves, Sweet Smile will give you brightness. Look, you can learn about its basic information from this picture. Then about the details, you can see everywhere of them, including wrist design and cutting by solid, shows the female elegance. Meanwhile, the careful workmanship embodies their great quality. And the function of touching with fingertip adapts to the change of modern society. It’s convenient for us to play mobile phone.What’s more, they use the high quality fabric which makes you feel warm and comfortable. You can do everything randomly, which don’t worry about making your hands frostbite at all. Also, we offer five colors for you to choose. You can select ones whatever you like for you, your sisters,friends, even your girl friend or wife.Finally, surprise is coming. Their original price is 49.9 RMB. But now it just needs a half, 25 RMB.So, don’t hesitate. Come on!! We are waiting for you!!That’s all. Thank you.。
英语六年级说课稿Lesson16
英语六年级说课稿Lesson16英语六年级说课稿Lesson16文章摘要:本文章的主要内容是英语六年级说课稿Lesson16，欢迎您来阅读并提出宝贵意见!英语六年级说课稿Lesson16一、说教材我说课的内容是小学三年级下册第三单元第十六课，本课是功能型的交际型的交际训练课，我借助任务型教学采用多样化的教学手段将听、说、玩、演、唱溶于一体，激发学生学习英语的兴趣和愿望，使学生通过合作学习体验荣誉感和成就感从而树立自信心，发展自主学习的能力，形成初步用英语进行简单日常交际的能力。
结合新课程标准和大纲提出的基础教育阶段英语课程的总体目标和具体要求我将本课教学目标设计如下：语言知识目标：1、使学生掌握介绍他人的句型：①Whoˊsthis?②Thisis2、学习认读单词：grandfather,grandmother语言技能目标：①、使学生能够根据指令做动作。
②、根据图片和情境说出单词和句子。
③、在图文或场景下进行简单的英语交流和表演。
情感态度目标：通过本课学习使学生有兴趣听、说英语、背歌谣，做游戏、敢干开口，乐于模仿，在鼓励性评价中树立信心在小组活动中积极参与合作，从而意识到交流对于学习英语的重要意义。
充分利用教材和教师的多媒体教学所提供的学习资源，实现自由参与和创新，能主动与他人交流，并克服交流中的困难，使交际顺利进行。
文化意识目标：能够恰当使用英语中家庭成员之间的称呼，问候语，了解英语国家中介绍他人的方式并对学生进行亲情教育。
结合教学目标的要求，我把本课的重难点设置为1、介绍他人的句型Thisis2、对情境进行模仿，创新。
我主要通过感知新教材设置灵活运用这三个主要步骤来突破教材重难点的。
在教学开始让学生以旧带新引入新知，通过对教材的了解感知新任务，并在教师用红灯，头饰、图片、录音等多种媒介的感官刺激下实现对知识的体验和实践最后在真实的生活情境中运用、实现能力的发展。
说教法和学法：(一)小组活动学习法把全班分成6个小组事先用表示家庭成员名称的单词命名，课堂各项教学活动匀以小组活动为主线，结对或全班活动为辅，学生互相交流，切磋，共同完成学习任务，在合作中感受学习英语的乐趣及交流的意义，也通过小组成员之间荣辱与共的关系而形成同步学习的环境。
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Lesson 16 Speech MakingTeaching Aim and RequirementAimed at ensuring the Ss to have a basic knowledge of public speaking. Teaching methodsPPt, interact between teacher & studentAssignmentsWhat are the essentials of an effective speech?How to overcome nervousness?Teaching proceduresIntroductionWhat is public speaking?•Public speaking, as its name implies, is a way of making your ideas public –of sharing them with other people and of influencing other people.A Brief Introduction to public speakingI. How to Prepare a Speech•Stating Your Objectives：◇inform◇train◇persuade◇sell•Analyzing Your AudienceWhat to learn about the audience?Their opinions and levels of prior knowledge of your subject ;their likely bias, both personal and professionalhow do you learn it?Ask the person who has invited you to speak. Find out what the occasion is and if there is a program theme.•Choosing a Speech Topic and the Speech ThemeSix Criteria1. The topic should be interesting to you.2. It should be interesting to your audience or at least becapable of being made interesting to them.3. It should be appropriate to the situation.4. It should be appropriate to the time available.5. It should be manageable.6. It should be worthwhile. Don't waste your audience’s time.•Gathering and Selecting Appropriate Materialsconvincing materialsseven major types of materials: descriptions and explanations, statistics, examples, testimony, comparison and contrast, repetition and restatement, and visuals. guidelines •Outlining Your Speechguidelines:1. Write and label your specific purpose at the top of youroutline.2. Indicate main ideas, points, sub-points, and supportingmaterials properly.3. Use at least two subdivisions, if any, for each point.Using subdivisions helps you give attention to all the points you want to say.4. Label the introduction, main body and conclusion.II. How to Write a Great Speech•Organizing the Body of the SpeechA.The IntroductionA. It should introduce the topic. providing background information,definitions explanations, etc.B. Generally it should contain the thesis statement.C. It should be interesting enough to make the listener want to continuelistening. Anecdotes, shocking statistics, quotes, and rhetorical questionsD. It should indicate how your topic will be developed.E. tell your listeners WHY they should listen to you; such as how theywill benefit.F. include the method of organization that you will follow. This helpsthe listener prepare for what you are going to say and help them organize the information.An effective introduction•Creates a favorable first impression with the audience•Boosts a speaker’s self-confidenceGaining attention•relate the topic to the audience•State the importance of the topic•Startle the audience•Arouse the curiosity of the audience•Question the audience•Begin with quotation•Tell a story•Using visual aids•…Reveal the topic•Clearly states the speech topic•Establish the credibility and goodwill of the speakerPreview the body•Tells audience what to listen for in the rest•Provide a smooth lead-in•Present special informationB.Main Bodya. Each main point discusses one aspect of the thesis.b. The main points should be linked with clear transitions soas to give the body coherence and unity.C. ConclusionA conclusion can restate the thesis.A conclusion can restate the main points.A conclusion can call for some sort of action (particularly in apersuasive piece)A conclusion can highlight areas for further research.A conclusion can suggest results or consequences.A conclusion can remind the audience of the importance of theinformation presented.The speaker can thank the audience for their attention.A conclusion should NEVER bring up a new topic.A speaker should NEVER apologize for their information. The last thingyou want to happen is for the audience to question your credibility.2 functions of conclusion•Signal the end of the speech•Reinforce the audience’s understanding of the speech •Using Speech LanguageA. Using Language AccuratelyB. Use Language ClearlyC. Use language VividlyIII. How to Deliver a Great Speech•Physical Delivery1. postureA public speaker should look comfortable, confident and preparedto speak. In posture, the two extremes to avoid are rigidity and sloppiness.2. facial expressionsYour facial expression must match what you are saying.3. movementa. Never turn your back on the audience while you are speaking.b. If you move about on the stage, make your movements purposeful.c. Be aware of all potential obstacles on the stage.4. gestures5. Eye contactLet your gaze move over each member of the audiencedon’t choose one person and look fixedly at him or her.avoid the temptation to look over the heads of your audience or to hold your notes in front of your face.6. AppearanceThe way you dress and present yourselfDress appropriately to the audience•Vocal DeliveryVocal delivery refers to the use of your voice to convey your message.1. rateRate is the speednot too slowly or too quickly. Varying your rate can be critical.2. pausetemporary stopspause before and after a major point. You can use pauses to illustrate that you are changing from one point to another. You can use pauses for emphasis3. volumeVolume refers to how loud one speaksSpeak too soft Speak too loudchanging the volume at certain points emphasize important ideas.Raising your voice lowering your voice4. pitchPitch refers to the high or low quality of your voice.Volume is measured in terms of loudness.The pitch of your voice in public speaking refers to the “excitement” or “enthusiasm” level in your voice.pitch can be raised and lowered for emphasis.vary your pitch.5. Pronunciation6. articulation : not slur, speak clearlyIV. How to Analyze and Evaluate Speech•three “M”s: matter, manner and method.Speaking to PersuadeI. Persuasion: a Psychological process• A. Persuasion is the most complex and the most challenging.•(controversial topics, involving values and beliefs; listeners’own ideas)• B. Listeners: mental give-and-take•(listeners: assessment on speakers)II. The Target Audience•The part of the whole audience a speaker most wants to reach with his message. Agree and disagree audience• Adapt the speech to the values and concerns of the TA• Do not exclude other listenersIII. Monroe’s Motivated Sequence•Monroe's motivated sequence is a technique for organizing persuasive speeches that inspire people to take action.•Alan H. Monroe (Purdue University) 1930s•what creates makes a motivational speech actually motivating.• a 5-step method for organizing motivational speeches.Get the attention of your audience using a detailed story, shocking example, dramatic statistic, quotations, etc.. Hey! Listen to me, I have a PROBLEM!Show that the problem about which you are speaking exists, that it is significant, and that it won't go away by itself. Use statistics, examples, etc. Convince your audience that there is a need for action to be taken.. Let me EXPLAIN the problem..You present your plan and show how it will work. Be sure to offer enough details about the plan.. But, I have a SOLUTION!Tell the audience what will happen if the solution is implemented or does not take place. Be visual and detailed.. If we IMPLEMENT my solution, this is what will happen..Tell the audience what action they can take personally to solve the problem. Say exactly what you want the audience to do and how to do it.. You can help me in this specific way. Are YOU willing to help me?Advantage of MMS•It emphasizes what the audience can do. Monroe's motivated sequence emphasizes the action the audience can take.•Sample Speech：The Ultimate GiftIV. Persuasive Speeches on Questions of Fact• A. seek to persuade audience to accept the speaker’s view of the facts on a particular issue.. Will the economy be better or worse next year?• B. different from an informative speechIS: give information as impartially as possible ≠ argue for a point of viewPS: persuade the audience to accept the speake r’s view about the information . In a trial lawyer jury guilt / innocent defendantV. Persuasive Speeches on Questions of Value• A. Judgments based on a person’s beliefs about what’s right or wrong• B. 2 steps:1. define the standards for value judgments2. judge the subject of the speech against the standards.VI. Persuasive Speeches on Questions of Policy• A. deal with specific courses of action: involve questions of fact and value; go beyond that• B. 2 types:1. gain passive agreement that a policy is desirable, necessary& practical2. motivate the audience to take immediate action• C. 3 basic issues – need, plan & practicality1. need: (no) need for a change2. a specific plan: solve the need3. practicality: Plan: workable, solve the need withoutcreating new problemsVII. Methods of PersuasionA.Building credibility– 1. Credibility affected by: competence & charactercompetence: speaker’s intelligence, expertise & knowledge of the subjectcharacte r: speaker’s sincerity, trustworthiness– 2. 3 types of credibility: initial credibility; derived credibility; terminal ~– 3. 3 strategies to ↑credibility:a. explaining their competenceb. establishing common ground with the audiencec. delivering speeches fluently, expressively and withconvictioning Evidence– 1. examples, statistics, testimony– 2. 4 tips to use evidence effectively: use specific evidence;novel ~; use ~ from credible sources; make clear the pointof the ~C.Reasoning–Reasoning: the process of drawing a conclusion based on evidence–use reasoning from specific instances–use reasoning from principle–use analogical reasoning, ×casual reasoningD.Emotions Appeals– 1. Emotions Appeals (motivational appeals): make listenersfeel sad, happy, angry, fearful, etc.– 2. 3 ways: with emotionally charged language; with vivid examples; speak with sincerity and conviction。