目录

  • 1 关于课程
    • 1.1 教学指引
  • 2 学生优秀作品展示
    • 2.1 Organ Transplant
      • 2.1.1 Organ Transplant (Group 2,临床7-8班)
      • 2.1.2 Organ Transplant (Group 1,药分9-10班)
      • 2.1.3 Cloning & Transplantation (Group2,医技1-2班)
      • 2.1.4 Cord Blood Transplantation (Group 1,临床7-8班)
      • 2.1.5 3D Printing Technology in Organ Transplantation (Group 8,医技1-2班)
      • 2.1.6 A Pig Heart (Group 2,药分9-10班)
    • 2.2 Influenza
      • 2.2.1 Influenza  (Group 1,医技1-2班)
      • 2.2.2 Spanish Influenza (药分9-10班)
      • 2.2.3 Avian Influenza  (Group 6,医技1-2班)
      • 2.2.4 The Avain Virus - H1N1(Group 4,临床7-8班)
      • 2.2.5 Swine Influenza (Group 3,临床7-8班)
      • 2.2.6 The Similarities and Differences Between Flu and COVID-19 (Group 7,药分9-10班)
      • 2.2.7 Differences and similarities (Group 3,临床7-8班)
      • 2.2.8 Cold vs Flu vs Covid-19 (Group 4,中制17-18班)
      • 2.2.9 Cold vs Flu vs Covid-19 (Group 5,药分9-10班)
      • 2.2.10 Cold vs Flu vs Covid-19 (Group 10,临床7-8班)
    • 2.3 Autism
      • 2.3.1 Autism (Group 10,临床7-8班)
      • 2.3.2 Autism (Group 3,医技1-2班)
      • 2.3.3 Autism Spectrum Disorders (Group 6,药分9-10班)
      • 2.3.4 Asperger‘s Syndrom (Group 6,医技1-2班)
      • 2.3.5 Asperger‘s Syndrom (Group 8,中制17-18班)
      • 2.3.6 Therapy for Autism (Group 9,护理1-2班)
      • 2.3.7 Treatment for Autism (Group 9,临床7-8班)
      • 2.3.8 Animal therapy for Autism (Group 3,药分9-10班)
      • 2.3.9 Care For Autistic Children (Group 8,智工11-12班)
    • 2.4 First Aid
      • 2.4.1 A Brief Introduction to First Aid (Group 2,医技1-2班)
      • 2.4.2 First Aid(Group 2,智工11-12班)
      • 2.4.3 First Aid(Group 3,临药15-16班)
      • 2.4.4 CPR(Group 6,临床7-8班)
      • 2.4.5 First Aid in Fires(Group 3,临药15-16班)
      • 2.4.6 First Aid in Water Incidents(Group 5,信管3-4班)
      • 2.4.7 First Aid in Electrical Incidents(Group 2,健管3-4班)
  • 3 Unit 1 Organ Transplant
    • 3.1 Micro-lectures
      • 3.1.1 Vocabulary
      • 3.1.2 Subjunctive Mood
      • 3.1.3 Sentence Analysis
      • 3.1.4 Coherence
    • 3.2 Text Book
      • 3.2.1 Info-storm
      • 3.2.2 Watching-in
        • 3.2.2.1 Watching-in -1
        • 3.2.2.2 Watching-in -2
      • 3.2.3 Pre-reading
        • 3.2.3.1 Pre-reading -1
        • 3.2.3.2 Pre-reading -2
        • 3.2.3.3 Pre-reading -3
      • 3.2.4 Critical Reading
      • 3.2.5 Speaking Out
      • 3.2.6 Pros/Cons
        • 3.2.6.1 Pros/Cons -1
        • 3.2.6.2 Pros/Cons -2
      • 3.2.7 Outcome
    • 3.3 More About the Topic
    • 3.4 Reading Practice
    • 3.5 Tips for CET 6
  • 4 Unit 2 Influenza
    • 4.1 Micro-lectures
      • 4.1.1 Vocabulary
      • 4.1.2 Postpositive Attributes
      • 4.1.3 Sentence Analysis
      • 4.1.4 Coherence
    • 4.2 More About the Topic
    • 4.3 Reading Practice
    • 4.4 Tips for CET 6
  • 5 Unit 3 Allergy
    • 5.1 Micro-lectures
      • 5.1.1 Vocabulary
      • 5.1.2 动名词 Gerund
      • 5.1.3 Sentence Analysis
      • 5.1.4 Coherence
    • 5.2 More About the Topic
  • 6 Unit 4 Plastic surgery
    • 6.1 Micro-lectures
      • 6.1.1 Vocabulary
      • 6.1.2 Gerunds and Present Participles
      • 6.1.3 Sentence Analysis
      • 6.1.4 Coherence
    • 6.2 More About the topic
    • 6.3 Reading Practice
    • 6.4 Tips for CET6
  • 7 Unit 5 Autism
    • 7.1 Micro-lectures
      • 7.1.1 Vocabulary
      • 7.1.2 Grammar
      • 7.1.3 Sentence Analysis
      • 7.1.4 Coherence
    • 7.2 More about the Topic
  • 8 Unit 6 HIV/AIDS
    • 8.1 Micro-lectures
      • 8.1.1 Vocabulary
      • 8.1.2 Grammar
      • 8.1.3 Sentence Analysis
      • 8.1.4 Coherence
    • 8.2 More about the Topic
    • 8.3 Reading Practice
    • 8.4 Tips for CET 6
  • 9 Unit 7 First Aid
    • 9.1 Micro-lectures
      • 9.1.1 Vocabulary
      • 9.1.2 Grammar
      • 9.1.3 Sentence Analysis
      • 9.1.4 Coherence
  • 10 Unit 8 Surrogacy
    • 10.1 Micro-lectures
      • 10.1.1 Vocabulary
      • 10.1.2 Grammar
      • 10.1.3 Sentence Analysis
      • 10.1.4 Coherence
  • 11 Unit 2 Influenza
    • 11.1 Info-storm
    • 11.2 Watching-in
      • 11.2.1 Watching-in -1
      • 11.2.2 Watching-in -2
    • 11.3 Pre-reading
      • 11.3.1 Pre-reading -1
      • 11.3.2 Pre-reading -2
      • 11.3.3 Pre-reading -3
    • 11.4 Critical Reading
    • 11.5 Speaking Out
    • 11.6 Pros/Cons
      • 11.6.1 Pros/Cons -1
      • 11.6.2 Pros/Cons -2
    • 11.7 Outcome
    • 11.8 Micro-lectures
      • 11.8.1 Vocabulary
      • 11.8.2 Postpositive Attributes
      • 11.8.3 Sentence Analysis
      • 11.8.4 Coherence
  • 12 Unit 3 Allergy
    • 12.1 Info-storm
    • 12.2 Watching-in
      • 12.2.1 Watching-in -1
      • 12.2.2 Watching-in -2
    • 12.3 Pre-reading
      • 12.3.1 Pre-reading -1
      • 12.3.2 Pre-reading -2
      • 12.3.3 Pre-reading -3
    • 12.4 Critical Reading
    • 12.5 Speaking Out
    • 12.6 Pros/Cons
      • 12.6.1 Pros/Cons -1
      • 12.6.2 Pros/Cons -2
    • 12.7 Outcome
    • 12.8 Micro-lectures
      • 12.8.1 Vocabulary
      • 12.8.2 动名词 Gerund
      • 12.8.3 Sentence Analysis
      • 12.8.4 Coherence
  • 13 Unit 4 Plastic Surgery
    • 13.1 Info-storm
    • 13.2 Watching-in
      • 13.2.1 Watching-in -1
      • 13.2.2 Watching-in -2
    • 13.3 Pre-reading
      • 13.3.1 Pre-reading -1
      • 13.3.2 Pre-reading -2
      • 13.3.3 Pre-reading -3
    • 13.4 Critical Reading
    • 13.5 Speaking Out
    • 13.6 Pros/Cons
      • 13.6.1 Pros/Cons -1
      • 13.6.2 Pros/Cons -2
    • 13.7 Outcome
    • 13.8 Micro-lectures
      • 13.8.1 Vocabulary
      • 13.8.2 Gerunds and Present Participles
      • 13.8.3 Sentence Analysis
      • 13.8.4 Coherence
  • 14 Unit 5 Autism
    • 14.1 Info-storm
    • 14.2 Watching-in
      • 14.2.1 Watching-in -1
      • 14.2.2 Watching-in -2
    • 14.3 Pre-reading
      • 14.3.1 Pre-reading -1
      • 14.3.2 Pre-reading -2
      • 14.3.3 Pre-reading -3
    • 14.4 Critical Reading
    • 14.5 Speaking Out
    • 14.6 Pros/Cons
      • 14.6.1 Pros/Cons -1
      • 14.6.2 Pros/Cons -2
    • 14.7 Outcome
    • 14.8 Micro-lectures
      • 14.8.1 Vocabulary
      • 14.8.2 Grammar
      • 14.8.3 Sentence Analysis
      • 14.8.4 Coherence
  • 15 Unit 6  HIV/AIDS
    • 15.1 Info-storm
    • 15.2 Watching-in
      • 15.2.1 Watching-in -1
      • 15.2.2 Watching-in -2
    • 15.3 Pre-reading
      • 15.3.1 Pre-reading -1
      • 15.3.2 Pre-reading -2
      • 15.3.3 Pre-reading -3
    • 15.4 Critical Reading
    • 15.5 Speaking Out
    • 15.6 Pros/Cons
      • 15.6.1 Pros/Cons -1
      • 15.6.2 Pros/Cons -2
    • 15.7 Outcome
    • 15.8 Micro-lectures
      • 15.8.1 Vocabulary
      • 15.8.2 Grammar
      • 15.8.3 Sentence Analysis
      • 15.8.4 Coherence
  • 16 First Aid
    • 16.1 Info-storm
    • 16.2 Watching-in
      • 16.2.1 Watching-in -1
      • 16.2.2 Watching-in -2
    • 16.3 Pre-reading
      • 16.3.1 Pre-reading -1
      • 16.3.2 Pre-reading -2
      • 16.3.3 Pre-reading -3
    • 16.4 Critical Reading
    • 16.5 Speaking Out
    • 16.6 Pros/Cons
      • 16.6.1 Pros/Cons -1
      • 16.6.2 Pros/Cons -2
    • 16.7 Outcome
    • 16.8 Micro-lectures
      • 16.8.1 Vocabulary
      • 16.8.2 Grammar
      • 16.8.3 Sentence Analysis
      • 16.8.4 Coherence
  • 17 Unit 8 Physical Fitness
    • 17.1 Info-storm
    • 17.2 Watching-in
      • 17.2.1 Watching-in -1
      • 17.2.2 Watching-in -2
    • 17.3 Pre-reading
      • 17.3.1 Pre-reading -1
      • 17.3.2 Pre-reading -2
      • 17.3.3 Pre-reading -3
    • 17.4 Critical Reading
    • 17.5 Speaking Out
    • 17.6 Pros/Cons
      • 17.6.1 Pros/Cons -1
      • 17.6.2 Pros/Cons -2
    • 17.7 Outcome
Speaking Out
  • 1 Read and&nbs...
  • 2 Watch and&nb...

01 Read the pictures and the statements. Work in pairs and discuss the statements with you partner. Note down your key points in the blanks.



(1) Think about your posture and body language.

It's best to stand straight, feet shoulder width apart, and use your hands as naturally as possible.


(2) Know when and how to use pictures.

A powerpoint can be a great addition to a speech (for certain topics, at least).


(3) Select people in your audience, don't scan.

A lot of people are under the impression scanning the audience is ideal. Make eye contact with a person over here, a person over there, etc.


(4) Vary your tone.

In general, you should talk at a calm, understandable rate and speak with clarity. But to keep your audience awake and to keep your speech dynamic, vary it up. Speak loudly and with vigor!


(5) Don't forget about pauses!

There's just as much power in the pauses as there is in the words.


(6) Conclude by restating your message and saying a simple,“Thank you”.

Keep it to the point, lock eyes with the audience, thank them, smile, and get off the stage.



  • Background Information

I would like to start by briefly reviewing the history of open heart surgery.

The first point I'd like to make is the historical background of the invention.

  • Topic

I would like to concentrate on the problem of antibiotic abuse in hospitals.

I shall devote my talk to the surgical treatment of coronary disease.

  • Outlining

My talk today consists of two parts. One is... and the other is...

I would like to divide my talk into two parts. The first part deals with ..., the second part concerns ...