METHODOLOGY PRESENTATION
英语教学法教程12 Teaching Writing
2. Why do we write?
We write for various reasons, to convey messages, to keep a record of what is in our mind, to communicate, to raise awareness of how language works, to become more familiar with the linguistic and social conventions of writing in English, etc.
details 9. Posing questions about the text 10.Finding answers to posed questions
11. Connecting text to background knowledge 12. Summarizing information 13. Making inferences 14. Connecting one part of the text to another 15. Paying attention to text structure 16. Rereading 17. Guessing the meaning of a new word from context 18. Using discourse markers to see relationships 19. Checking comprehension 20. Identifying difficulties 21. Taking steps to repair faulty comprehension 22. Critiquing the author 23. Critiquing the text 24. Judging how well objectives were met 25. Reflecting on what has been learned from the text
论文评语英文版
The conclusion succinctly summarizes the key findings and reiterates the importance of the research. It effectively highlights the contributions of the study and provides recommendations for future research and policy-making.
nce list is comprehensive and accurately cited throughout the paper. The use of current and relevant sources strengthens the validity and reliability of the study.
II. Literature Review
The literature review is well-structured and critically evaluates previous research on the topic. The author effectively integrates various sources to support the arguments and provides a clear justification for the current study.
III. Methodology
The methodology section is detailed and provides a clear explanation of the research design, data collection methods, and data analysis techniques. However, it would be beneficialto provide more information on potential limitations and how they were addressed.
presentation开场白
presentation开场白篇一:presentation开场白Hello everyoneTonight our group will do the presentation about the organic products in Japan. I want to introduce our group members first…..Here we can see some vocabularies which are related to the case.……………Now let’s look at the flow chart ,from this flow chart we can see the trade and issues which are related to the trade between Sokensha and Devexco. Sokensha and Devexco started to do business in 2021 and they have good business relationship. Sokensha had never experienced the problems with the quality of the products from Australia and they have never experience the discrepencies in analysis results between Australia and Japan.In order to ensure the the products from Australia compiled with the Japanese organic standards , the products will be tested in JFAC before payment. Before shipment Devexco also conduct its own analysis with Amdel Ltd to meet the Japanese organic standards.In december 2021, Devexco shipped organic products to Japan, this shipment was the first to Sokensha since the JAS wasissued. As usual the sample of products was sent to JFAC, and JFAC found BHA in the sample at a level above the specification. Sokensha noticed Devexco two days after the agreednotification period. Devexco assumed that the tests conducted by Amdel were wrong and ask Amdel to conduct the test again. But Amdel found nothing wrong in the sample test. Devexco requested a copy of JAFC’s methodology and equipment for Amdel to retest on an equivalent testing level. The request was denied. Devexco asked Sokensha to choose six randomsamples of the products for testing. Six samples had six different results. This clearly proved the inconsistency in the JFAC’s testing. But Sokensha still refused to accept the shipment, because Sohkensha was fear of the possible retribution by Jp Gov. share the cost. Devexco didn’t want to give up and had to find a solution in order to have a strong business relationship. Work together. But Devexcostill have the feeling of uncertainty that the outcome will be undisputable again in the future.篇二:presentation开场白、结束语成功英语演讲的秘诀:开场白、结束语应对问题-I will be pleased to answer any questions you may have at the end of the presentation.-Please can you save your questions till the end? -If you have any questions, I will be pleased to answer them at the end of the presentation.-there will be time at the end of the presentation to answer your questions-so please feel free to ask me anything then.-Don't hesitate to interrupt if you have a question.-Please feel free to interrupt me at any time.-Please stop me if you have any questions.-If you need clarification on any point, you're welcome to ask questions at any time.-Can I come back to that point later?-I will be coming to that point in a minute.-That's a tricky question.-We will go into details later. But just to give you an idea of...-I am afraid there's no easy answer to that one...-Yes, that's a very good point.-Perhaps we could leave that point until the questions at the end of the presentation-I think I said that I would answer questions at the end of the presentation---perhaps you wouldn't mind waiting until then.-I think we have time for just one more question欢迎听众(正式)- Welcome to our company- I am pleased to be able to welcome you to our company...- I'd like to thank you for coming.- May I take this opportunity of thanking you for coming欢迎听众(非正式 )- I'm glad you could all get here...- I'm glad to see so many people here.- It's great to be back here.- Hello again everybody. Thank you for being ontime/making the effort to come today.- Welcome to X Part II.受邀请在会议上致词- I am delighted/pleased/glad to have the opportunity to present/of making this presentati - I am grateful for the opportunity to present...- I'd like to thank you for inviting/asking me/giving me the chance to...- Good morning/afternoon/evening ladies and gentleman- It's my pleasant duty today to...- I've been asked to...告知演讲的话题- the subject of my presentation is...- I shall be speaking today about...- My presentation concerns...- Today's topic is...- Today we are here to give a presentation- Today we are here to talk about...Before we start, I'd like you meet my team members...- A brief look at today's agenda...(告诉听众所再说内容先后顺序的先后顺序)- Before we start our presentation, let's take a brief look at the agenda...- I shall be offering a brief analysis of...- the main area that I intend to cover in this presentation is...- Take a moment and think of...- Thank you for giving me the opportunity to tell you about...告诉听众质询的长度- During the next ten minutes, I shall...- I shall be speaking for about ten minutes...- My presentation will last for about ten minutes...- I won't take up more than ten minutes of your time...- I don't intend to speak for longer than ten minutes...- I know that time is short, so I intend to keep this brief- I have a lot to cram in to the next ten minutes, so I'd better make a start...- I shall only take …minutes of your time.- I plan to be brief.- This should only last …minutes.引起听众的兴趣- I'm going to be speaking about something that isvitally important to all of us.- My presentation will help solve a problem that has puzzled people for years...- At the end of this presentation you will understand why this company has been so successful for so long... - I am going to be talking about a product that could double your profit margins...- the next ten minutes will change your attitude to sales and marketing...- Over the next ten minutes you are going to hear about something that will change the way your companies operate...- By the end of this presentation you will know all there is to know about...告诉听众文本要点- there are five main aspects to this topic (...thefirst, ... the second, ...a third, ...another, ... the final) - I am going to examine these topics in the following order (...first, ...next, ...after that, ...finally)- I've divided my talk into five parts...- I will deal with these topics in chronological order...- I'm going to start with a general overview and then focus on this particular problem (...in general, re particularly).- I want to start with this particular topic, and then draw some more general conclusions from it(...specifically, ... in a wider context).- there are (a number of) factors that may affect...- We have to take into at in any discussion of this subject, the following considerations.- We all ought to be aware of the following points.-The subject can be looked at under the following headings:….-We can break this area down into the following fields:-First/First of all…-Secondly/then/next…-Thirdly/and then we come to…结束语-In conclusion, I'd like to...-I'd like to finish by...- Finally/lastly/last of all….-By way of conclusi-I hope I have made myself understood-I hope you have found this useful-I hope this has given you some idea/clear idea/anoutline of...-Let me end by saying...-That, then was all I had to say-That concludes our presentati-I hope I've managed to give you a clearer picture of...-If there are any questions, I'd be delighted to...-Thank you for your attenti-Let's break for a coffee at this point-I am afraid that the clock is against us, so we had better stop here-You have been a very attentive audience---thank you回答问题I’d be glad to answer any questions at the end of the my talk.If you have any questions, please feel free to interrupt.Please interrupt me if there’s something which needs clarifying. Otherwise, there’ll be time for discussion at the endOpening Remarks开场: Sample Opening Remarks1) Thank you very much, Prof. Fawcett, for your very kind introduction. Mr. Chairman, Ladies andgentleman, Good morning! I consider it a great honor to be asked to speak about …on this session of our symposium.2) Ladies and gentlemen. It’s an honor to have the opportunity to address such a distinguished audience.3) Good morning. Let me start by saying just a few words about my own background. I started out in….4) Good afternoon and thank you for making the effort to be here with us today.5) Good morning, ladies and gentlemen. It’s a pleasure to be with you today.6) Mr. Chairman, thank you very much for your kind introduction. President, Distinguished colleagues,Ladies and gentleman, Good morning! Is my voice loud enough?7) Good morning, everyone. I appreciate the opportunity to be with you today. I am here to talk to youabout…8) Good morning, everyone. I am very happy to have this chance to give my presentation. Before I start myspeech, let me ask you a question. By a show of hands, how many of you own a car?9) I’d like to talk(to you) about….I’m going to present the recent…explain our position on…brief you on….inform you about…describe…10) The subject/focus/topic of my presentation….11) We are here today to decide…agree…learn about….12) The purpose of this talk is to update you onput you in the picture about…give you the background to…Expressing thanks to the Chairperson 向主持人致谢Mr. Chairman, thank you for your introduction.First, I would like to thank Mr. Chairman for his gracious introduction.Thank you very much, Prof. Fawcett, for your very kind introduction.I would like to thank Dr. Huang (主持人或推荐你来发言的上司)for permitting me the privilege to speak to this audience.Shifting to the Next Main PointThe next point I'd like to talk about is the feasibility of this project.That brings me to my second point.I am glad that we can now leave this rather boring subject of mathematic deduction and go into a more attractive one, that is the application of the formula.Resuming the TopicLet' s come back to what I said in the first part of my speech.Getting back to the subject of the problem of theoretical considerations we can find that...I want to return to the first part of my presentation.Now, to get back to the effect of temperature, you may be aware that the problems have been solved. This brings me back to the question of security.At this point I would like to refer again to the question of methods in the first part of my lecture.Referring again to the first question, I think...Referring to the Coming PointI'll deal with it later.I'll touch upon that point in a moment.I shall tell you in detail shortly.Others 细节,如确认话筒音量Can you hear me all right?Is my voice too loud?First I want to check if all of you can hear me clearly.Am I speaking clearly and loudly enough for those in the rear of the room?I wonder if those in the rear of the room can hear me.If those in the rear of the room can hear me, would someone please raise his hand?Can you hear me clearly?Can you hear me if I am away from the microphone?Is the microphone working?Reference to the Audience 与听众呼应I can see many of you are from …department.I know many of you are familiar with this topic.You all look as though you’ve heard this before.I understand that you’ve all traveled a long way./ After hours of conference, you must feel a little tired. Now I’d like you to see an interesting topic…Introducing the Subject and the outline of the Presentation引入话题 Background InformationI would like to start by briefly reviewing the history of open heart surgery.Let us start with the theoretical basis of this new technique.To begin with, we have to consider the principle.I think it would be best to start out by looking at a few slides.I should like to preface my remarks with a de script ion of the basic idea.May I begin with a general outline of this project?The first thing I would like to talk about is the definition of the terms I shall use in my lecture.The first point I'd like to make is the historical background of the invention.First, I shall explain to you why this new program is correct and feasible.Well, let's move on to the next point.We will now come to the second problem.Turning to the next question, I' 11 talk about the stages of the procedure.As the second topic, I shall stop here. Now let' s turn our attention to the third topic.So much for the methodology of our experiment. I would now like to shift to the discussion of the results. Now,let's move away from the first part and switch over to the next part of my presentation.That's all for the introduction and now we can go on to the literature review.Next, I would like to turn to a more difficult problem.篇三:Presentation_常见开场白与结束语Presentation 常用开场白与结束语应对问题-I will be pleased to answer any questions you may have at the end of the presentation. -Please can you save your questions till the end.-If you have any questions, I will be pleased to answer them at the end of the presentation.-there will be time at the end of the presentation to answer your questions-so please feel free to ask me anything then.-Don't hesitate to interrupt if you have a question.-Please feel free to interrupt me at any time.-Please stop me if you have any questions.-If you need clarification on any point, you're welcome to ask questions at any time. -Can I come back to that point later?-I will be coming to that point in a minute.-That's a tricky question.-We will go into details later. But just to give you an idea of...-I am afraid there's no easy answer to that one...-Yes, that's a very good point.-Perhaps we could leave that point until the questions at the end of the presentation -I think I said that I would answer questions at the end of the presentation---perhaps you wouldn't mind waiting until then. -I think we have time for just one more question欢迎听众(非正式)- I'm glad you could all get here...- I'm glad to see so many people here.- It's GREat to be back here.- Hello again everybody. Thank you for being ontime/making the effort to come today.- Welcome to X Part II.受邀请在会议上才致词- I am delighted/pleased/glad to have the opportunity to present/of making this presentati- I am grateful for the opportunity to present...- I'd like to thank you for inviting/asking me/giving me the chance to...- Good morning/afternoon/evening ladies and gentlemanCopyright? 2021 Institute of Management Atants. All rights reserved- It's my pleasant duty today to...- I've been asked to...告知演讲的话题- the subject of my presentation is...- I shall be speaking today about...- My presentation concerns...- Today's topic is...- Today we are here to give a presentation- Today we are here to talk about...Before we start, I'd like you meet my team members...- A brief look at today's agenda...(告诉听众所讲内容所讲的先后顺序)- Before we start our presentation, let's take a brief look at the agenda.- I shall be offering a brief analysis of...- the main area that I intend to cover in this presentation is...- Take a moment and think of...- Thank you for giving me the opportunity to tell you about...告诉听众发言的长度- During the next ten minutes, I shall...- I shall be speaking for about ten minutes...- My presentation will last for about ten minutes...- I won't take up more than ten minutes of your time...- I don't intend to speak for longer than ten minutes...- I know that time is short, so I intend to keep this brief- I have a lot to cram in to the next ten minutes, so I'd better make a start...引起听众的兴趣- I'm going to be speaking about something that isvitally important to all of us. - My presentation will help solve a problem that has puzzled people for years...- At the end of this presentation you will understand why this company has been so successful for so long...- I am going to be talking about a product that could double your profit margins... - the next ten minutes will change your attitude to sales and marketing...- Over the next ten minutes you are going to hear about something that will changeCopyright? 2021 Institute of Management Atants. Allrights reservedthe way your companies operate...- By the end of this presentation you will know all there is to know about...告诉听众内容要点- there are five main aspects to this topic (...thefirst, ... the second, ...athird, ...another, ... the final)- I am going to examine these topics in the following order (...first, ...next, ...after that, ...finally)- I've divided my talk into five parts...- I will deal with these topics in chronological order...- I'm going to start with a general overview and then focus on this particular problem (...in general, re particularly).- I want to start with this particular topic, and then draw some more generalconclusions from it (...specifically, ... in a wider context).- there are (a number of) factors that may affect...- We have to take into at in any discussion of this subject, the following considerations.- We all ought to be aware of the following points.结束语-In conclusion, I'd like to...-I'd like to finish by...-Finally...-By way of conclusi-I hope I have made myself understood-I hope you have found this useful-I hope this has given you some idea/clear idea/an outline of...-Let me end by saying...-That, then was all I had to say-That concludes our presentati-I hope I've managed to give you a clearer picture of...-If there are any questions, I'd be delighted to...-Thank you for your attenti-Let's break for a coffee at this point-I am afraid that the clock is against us, so we had better stop here-You have been a very attentive audience---thank you做presentation,我们要注意对话题的准备以及态度和身体语言等等,除此之外,我们还应该掌握一些常用词缀。
回复国内英文老师:
回复国内英⽂⽼师: presentation是什么意思?回复国内英⽂⽼师: presentation是什么意思?⽹友提问:I really enjoy the presentation entitled “Service Learning” by Mr. Nathan I 拜读你的⽂章很受益我想咨询⼀下 presentation 在国外到底是什么意思?它有哪些延伸我是⼀名英语教师可是不能理解它的外延?博主回答:在美国学校,presentation主要指简短的课堂报告。
这种课堂报告,在美国⼩学三年级左右就开始了, ⽐如我家的三个孩⼦在美国不同的⼩学都有过presentation。
presentation在美国⼤学和研究⽣院也很常见。
为了准备presentation,美国中⼩学⽣通常⽤事先写好的⼀张⼀张的卡⽚提醒⾃⼰要讲什么,⽽美国的⼤学⽣和研究⽣通常要⽤电脑软件帮助⾃⼰做课堂报告。
⽐如在我们刚刚结束的课堂报告上,⼏乎所有⼈都⽤PowerPoint帮助⾃⼰做课堂报告。
美国学校的presentation通常很简短,⼤约5到15分钟左右。
关于presentation的外延,可以⽤于美国很多场合,⽐如各类推销员为了吸引买家,可以为他(们)⾃⼰的某产品公开做个presentation。
在美国研究⽣院,博⼠⽣经常要做Seminar. Seminar这个词在博⼠⽣的拼博⽣涯中,太常见了。
Seminar⽐presentation要正式些,报告时间要长,⼤约⼀⼩时左右。
以我们⽣物系为例,Seminar有两种类型:⼀是⽂献综述性质的,报告者要对某个课题的来龙去脉从头⾄尾讲个明⽩。
另外⼀种Seminar属于报告⾃⼰科研成果的,这种Seminar通常以介绍本领域的研究现状开始,然后开始报告⾃⼰的研究结果,并加以讨论。
我在⽹上找到⼀些资料,你可以看到这两种不同报告⽅式的不同之处。
SeminarA seminar is, generally, a form of academic instruction, either at an academic institution or offered by a commercial or professional organization. It has the function of bringing together small groups for recurring meetings, focusing each time on some particular subject, in which everyone present is requested to actively participate. This is often accomplished through an ongoing Socratic dialogue[1] with a seminar leader or instructor, or through a more formal presentation of research. Normally, participants must not be beginners in the field under discussion (at US and Canadian universities, seminar classes are generally reserved for upper-class students, although at UK and Australian universities seminars are often used for all years). The idea behind the seminar system is to familiarize students more extensively with the methodology of their chosen subject and also to allow them to interact with examples of the practical problems that always occur during research work. It is essentially a place where assigned readings are discussed, questions can be raised and debates can be conducted.[2] It is relatively informal, at least compared to the lecture system of academic instruction.PresentationAlthough some think of presentations in a business meeting context, there are often occasions when that is not the case. For example, a non-profit organization presents the need for a capital fund-raising campaign to benefit the victims of a recent tragedy; a school district superintendent presents a program to parents about the introduction of foreign-language instruction in the elementary schools;an artist demonstrates decorative painting techniques to a group of interior designers; ahorticulturist shows garden club members or homeowners how they might use native plants in the suburban landscape; a police officer addresses a neighborhood association about initiating a safety program.Presentations can also be categorized as vocational and avocational. In addition, they are expository or persuasive. And they can be impromptu, extemporaneous, written, or memorized. When looking at presentations in the broadest terms, it's more important to focus on their purpose. There are three basic purposes for giving oral presentations:· The process of offering for consideration or display· A social introduction, as of a person at court· A demonstration, lecture, or welcoming speech· A manner or style of speaking, instructing or putting oneself forward· The manner of presenting, esp the organization of visual details to create an overall impression· The formal introduction of a person, as into society or at court; debut。
论文期刊发表英语
论文期刊发表英语Publishing Your Research in English Journals。
Publishing your research in English journals is a crucial step for scholars and researchers to share their findings with the global academic community. It not only enhances the visibility of your work but also contributes to the advancement of knowledge in your field. In this document, we will discuss the key steps and considerations for successfully publishing your research in English journals.First and foremost, it is essential to select the right journal for your research. Consider the scope and focus of the journal, its readership, and the relevance of your research to the journal's audience. Familiarize yourself with the journal's guidelines for authors, including the preferred writing style, formatting requirements, and submission process. Adhering to these guidelines will increase the likelihood of your manuscript being considered for publication.Once you have identified a suitable journal, the next step is to prepare your manuscript for submission. Start by organizing your research findings in a clear and logical manner. Structure your paper with an introduction that outlines the background and significance of your research, a comprehensive methodology section, a detailed presentation of your results, and a discussion that interprets the findings in the context of existing literature. Pay attention to the language and writing style, ensuring that your paper is concise, coherent, and free of grammatical errors.In addition to the main text, you will need to prepare a compelling abstract that summarizes the key points of your research, as well as a list of keywords that accurately represent the content of your paper. These elements are often the first impression that editors and reviewers have of your work, so it is important to craft them carefully.Before submitting your manuscript, consider seeking feedback from colleagues or mentors. Constructive criticism can help you refine your work and address any potential weaknesses. It is also advisable to conduct a thorough review of the journal's submissionrequirements and ensure that all necessary documents, such as author declarations and ethical approval statements, are included.Once your manuscript is submitted, it will undergo a rigorous peer review process. This involves experts in your field critically evaluating the quality and originality of your research. Be prepared to respond to reviewers' comments and revise your manuscript accordingly. This iterative process is an integral part of academic publishing and can ultimately lead to a stronger and more impactful publication.Finally, if your manuscript is accepted for publication, take the time to carefully proofread the final version before it goes to print. Pay attention to details such as formatting, citations, and references to ensure accuracy and consistency. Celebrate your achievement and share your published work with your peers and the wider academic community.In conclusion, publishing your research in English journals requires careful consideration and thorough preparation. By selecting the right journal, preparing a high-quality manuscript, and navigating the peer review process with diligence, you can effectively communicate your research findings to a global audience. Remember that persistence and resilience are key qualities in the journey of academic publishing, and each publication contributes to the collective advancement of knowledge.。
教你如何写Presentation主体内容
Presentation的主体内容是整个presentation的主要部分,它包括了presentation的中心思想,主要内容,你的解读,你的论据和对你准备好的材料的介绍。
在开场白过后,真正决定presentation价值的部分就是主体内容。
因此我们整理了一下再主体内容的构成和需要注意的事项,并举出示例来展示如何合适的表达出你的含义。
presentation主题内容结构1.Announcing the Beginning of the Speech Text表示presentation主体内容开始的语句在一个精彩的开场白过后,presentation的主题内容要马上跟上,让观众的注意力持续下去,产生更好的演讲效果和共鸣。
在这些语句之后,主题内容正式开始介绍。
To begin with, I would like to talk about a principle.I think it would be best to start out by looking at some pictures.The first thing I would like to talk about is the definition of the terms which I’ll use inmy presentation.2.Shifting to the Next Main Point要点之间的过渡当你有两个以上的要点介绍时,一个好的过渡会使观众更加容易的跟上你的思路。
Well, let's move on to the next point.We will now come to the second problem.Turning to the next question, I' 11 talk about the stages of the procedure.As the second topic, I shall stop here. Now let' s turn our attention to the third topic.So much for the methodology of our experiment. I would now like to shift to the discussion of the results.Now, let's move away from the first part and switch over to the next part of my presentation.That's all for the introduction and now we can go on to the literature review.Next, I would like to turn to a more difficult problem.The next point I'd like to talk about is the feasibility of this project.That brings me to my second point.I am glad that we can now leave this rather boring subject of mathematic deduction and go into a more attractive one, that is the application of the formula.3.Resuming the Topic重申中心思想在介绍完一些观点后,趁热打铁提出你的中心思想,并进行详细介绍。
《路线图----翻译研究方法入门》点评
读《路线图—翻译研究方法入门》有感2012级研究生班冯丽艳随着中外文化的交流的纵深发展,翻译研究的方法论也成为翻译界进来关注的热点之一。
本文是笔者在学习《路线图:翻译研究方法入门》这本专著的一个粗略感想。
笔者认为,要做好翻译研究,首先就得对翻译领域有足够的了解,其次要有敏锐的洞察力和一双能发现问题的眼睛,以便在广泛的阅读过程中找到一个闪光点,一个问题。
再次,要有很强的逻辑思维来对自己所发现的问题进行逻辑推理、思考,得出解决问题的方法,并对自己将要做出的研究进行可行性的思考、构思。
然后就是要有很强的语言表达能力来对自己所做的研究进行一个很有层次性,逻辑性的,清楚的表达。
首先,在《路线图:翻译研究方法入门》中们介绍了十二个领域,其中有文本分析翻译的研究,多媒体翻译研究,翻译和现代科技结合的研究,对翻译史的研究,对翻译伦理学的研究,对翻译的术语和词汇表的研究,对口译的研究,对翻译过程的研究,以及对译者培养和翻译职业的研究。
在此书中,作者不仅列出了上面十二大类领域,在没一个领域下面都给出了详细的研究步骤或者范围,这一点,对与初入门的翻译研究者非常有用。
例如,在谈到翻译历史研究的时候,作者就提出了几点研究必须的要素,那就是:“who, what, why,how”。
再比如提到不同类型的翻译的时候,作者分析了戏剧翻译,诗歌翻译,散文,小说的翻译以及宗教文本的翻译,同时给出了一些相关的研究话题,以便读者参考,找到自己立项的落笔点。
此外,坐着在翻译评估这一节中,还介绍了翻译评估的三种不同方式,分别为source-oriented, target-oriented 和translation effects。
这样,就为翻译研究者提供了行之有效的翻译评估方式,来从不同的角度对翻译进行评估。
在了解翻译研究领域之后,在广泛阅读调研的前提下,通常会产生一些熊取点,而且在阅读过程中会有一些启发,通常,这些兴趣点,或者是有争议的地方正式理论与实践的交叉,理论与作品的交叉,名家各论之间的交叉,选择在这些交叉点上做文章,通常能够推陈出新。
方案汇报的英文单词
方案汇报的英文单词
在进行方案汇报时,可以使用以下英文单词和短语:
1. Presentation:汇报、展示
2. Proposal:方案、建议
3. Overview:概述、总览
4. Objectives:目标、目的
5. Strategy:策略、战略
6. Methodology:方法论、研究方法
7. Analysis:分析、评估
8. Results:结果、成果
9. Conclusion:结论、总结
10. Recommendations:建议、推荐
11. Action plan:行动计划、实施计划
12. Timeline:时间表、进度计划
13. Budget:预算、开支
14. Performance指标、绩效评估
15. Stakeholders:利益相关者、参与者
16. Feedback:反馈、意见
17. Q&A:问答环节、问题与解答
这些单词和短语可以帮助您更有效地进行方案汇报,确保信息的准确传达。
在汇报过程中,可以根据实际情况选择合适的单词和短语来描述方案的内容和要点。
五步教学法(河南师训)
Step 2 Presentation(讲授新课)
对话: 语法: 阅读:
1.以旧引新 2.归纳公式 3.列表对比 4.图解分析 5.还原翻译
我每天早上7点钟起床。 她经常8点钟去上学。 他的哥哥总是12点吃午饭。 汤姆很少在下午踢足球。
Step 2 Presentation(讲授新课)
对话: 语法: 阅读:
五步教学法
Five-step Teaching Methodology
Step 1 Revision (复习) Step 2 Presentation(讲授新课) Step 3 Drill(操练) Step 4 Practice(实践) Step 5 Consolidation(巩固)
Step 1 Revision (复习)
Step 2 Presentation(讲授新课)
对话: 语法: 阅读:
1.以旧引新 代
2.归纳公式 词 3.列表对比 4.图解分析 5.还原翻译
主格
人称
宾格
I you she he it we you they me you her him it us you them
形容词性 my your her his its our your their
1.以旧引新 2.归纳公式 3.列表对比 4.图解分析 5.还原翻译
主系表结构,can →I’m reading.
正在进行时
→I like doing sth.
What’s on the desk? →There is a book on the desk.
Step 2 Presentation(讲授新课)
Step 1 Revision (复习)
内容: 方法:
如何写好研究性文章【英文】
Use simple/ plain English
Purpose of technical writing: express your idea correctly & clearly.
8
A Typical Review Form of a Journal
From TKDE@ Fri Mar 9 01:42 HKT 2001 Section I. Overview A. Reader Interest 1. Which category describes this manuscript? ___Practice/Application/Case Study/Experience Report _X_Research/Technology ___Survey/Tutorial/How-To 2. How relevant is this manuscript to the readers of this periodical? Please explain your rating. ___Very Relevant _X_Relevant ___Interesting - but not very relevant ___Irrelevant B. Content 1. Please explain how this manuscript advances this field of research and/or contributes something new to the literature. …………. 2. Is the manuscript technically sound? Please explain your answer. ___Yes ___Appears to be - but didn't check completely _X_Partially ___No
如何做英文presentation
Introducing the Subject and the outline of the Presentation引入话题 引入话题
Topic
I want to confine my talk to the latest developments in civil engineering. Today, I am going to give a talk on the application of computers in medicine. My topic today will deal with the observation of supernova. In my presentation this morning, I’ll talk about three major points only. What I am going to present today is the methodology and the data analysis.
Presentation
Opening Remarks开场: 开场: 开场
1. Expressing thanks to the Chairperson 向主持人致谢 Thank you very much, Prof. Fawcett, for your very kind introduction. 2. Forms of Address and Greetings对听众的称呼 对听众的称呼 Mr. Chairman, Distinguished colleagues, Ladies and gentleman, Good morning! 3. Others 细节,如确认话筒音量 细节, Can you hear me all right? Is my voice too loud? Can you hear me clearly?
中科院研究生学术英语
中科院研究生学术英语中国科学院研究生学术英语主要包括科研论文写作、学术会议报告和学术交流等方面的内容,以下是一些常用的学术英语词汇和短语:1. Introduction(引言):- The purpose of this study is... (本研究的目的是……)- In this paper, we aim to...(本文旨在……)- This study addresses the issue of...(本研究解决了……的问题)2. Methodology(方法):- We conducted a series of experiments to... (我们进行了一系列的实验来……)- The data was collected through...(数据通过……收集)3. Results(结果):- Our findings suggest that...(我们的研究结果表明……)- The experiment yielded significant results in terms of...(实验在……方面产生了显著结果)4. Discussion(讨论):- These results are consistent with previous studies on...(这些结果与以前的研究一致)- One possible explanation for these findings is...(这些发现的一个可能的解释是……)5. Conclusion(结论):- In conclusion, this study has provided evidence to support the hypothesis that...(总之,本研究提供了支持……假设的证据)- Further research is needed to fully understand the implications of these findings.(需要进一步研究以全面了解这些发现的意义)6. Academic Presentation(学术报告):- First of all, I would like to thank the organizers for giving me the opportunity to present my research.(首先,我想感谢组织者给我展示研究的机会)- As you can see from the graph, there is a clear trend indicating...(从图表中可以看出,有一个明显的趋势表明……)- I would be happy to answer any questions you may have.(我很乐意回答你们可能提出的任何问题)7. Academic Exchange(学术交流):- Could you elaborate on that point?(你能详细说明一下这个观点吗?)- I would like to ask for your opinion on...(我想请你对……发表一下意见)- I appreciate your insights and suggestions.(感谢你的见解和建议)希望以上内容能对你的科研学术英语学习有所帮助!。
五大听力场景分析
在雅思听力考试中常涉及到学生在海外生活和学习的场景中常常会接触到的生活场景和学术话题,比如近来考得较多的话题有住宿、旅游、买(租)车、图书馆、经济学、历史、地质学、地理学、动物学、天文学等。
以下为大家总结了五大常见的情景。
1.租房场景首先辨别是租房还是买房,For lease 还是for sale房子的类型有:flat, apartment, dormitory(dorm), student hotel, youth hostel)一般房子有的家电或设施有:stove, fridge, microwave oven, washing machine, air-condition, electric fans, radiator, electricstoves、bed, bookshelf, night table, wardrobe, cupboard, drawer, utensil, sofa, couch, coffee tableRoom: bedroom, bathroom, living room, sitting room, balcony, kitchen, bedsit, studio, recreationroom, garageMoney: rent, deposit, insurance, water, electricity, gas, phone bill, laundry fee床上用品有:pillow, pillow case, bed linen, sheet, mattress, blanket, towel房子位置:Road(Rd.), Street(St.), lane,门厅的叫法:hall, lobby, porch租房的规律为:离市中心越近,房价越高,位置稍偏,价钱会比较有吸引力;但便宜的房子一般有不理想的地方not near the center, not near the railway station, fall from the bus stop, near the airport, noisy,shared kitchen,insects, a stranger in the next door, have no privacy, have to prepare some repellant ,insectshaunting.另外电话询问看房子时:Is it available now? when will it be available?Is there a telephone? How far is it from…….? Is it furnished?What is the rental price? How is it cooled /heated?Furnished:意为配备家具。
世纪商务英语阅读教程专业篇1第四版Unit
1-1
Unit Introduction
Task 1 The followings are some explanations of the
expressions in this unit from an English Dictionary. Before reading the texts in this unit, try to match the words in Column B with the explanations and synonyms in Column A and compare your answers with those of your neighbours’.
__T_. __t_a_r_g_e_t_d_a_t_e________
4. the rate rises while production cost reduces.
__F_. __f_i_n_is__h_e_d__p_r_o_d_u_c_t___
1-1
Unit Introduction
5. a storehouse for goods and merchandise.
1-1
英语教学实践展示(3篇)
第1篇IntroductionEnglish language teaching (ELT) has evolved significantly over the years, moving away from traditional, teacher-centered approaches to morestudent-centered and interactive methods. This paper presents a comprehensive English teaching practice that integrates various innovative techniques to enhance language learning. The practice focuses on fostering a positive learning environment, encouraging student participation, and utilizing technology to make the learning experience more engaging and effective.ObjectiveThe primary objective of this English teaching practice is to improve students' language proficiency by:1. Promoting active learning through interactive activities.2. Encouraging autonomy and critical thinking skills.3. Utilizing technology to facilitate communication and collaboration.4. Assessing learning outcomes through formative and summativeevaluation methods.Methodology1. Classroom Setup and EnvironmentThe classroom is designed to be an inviting and comfortable space where students feel at ease and motivated to learn. Desks are arranged in groups to encourage interaction, and visual aids such as posters, charts, and whiteboards are used to support teaching and learning activities.2. Lesson PlanningLessons are meticulously planned to cater to the diverse needs and learning styles of students. The following components are included inthe lesson planning process:- Warm-up Activities: To energize students and activate prior knowledge.- Main Content: To introduce new vocabulary, grammar, and language structures.- Interactive Activities: To promote student engagement and participation.- Assessment: To monitor progress and provide feedback.3. Interactive ActivitiesTo make the learning process more dynamic, the following interactive activities are incorporated into the lessons:- Group Work: Students work in small groups to complete tasks, fostering collaboration and teamwork.- Role-Playing: Students act out scenarios to practice speaking and listening skills.- Games: Educational games such as "Simon Says" and "Guess the Word" are used to reinforce vocabulary and grammar.- Quizzes: Quick, fun quizzes are conducted to assess understanding of the lesson material.4. Technology IntegrationTechnology is utilized to enhance the learning experience and make it more engaging:- Interactive Whiteboard: Used for displaying lessons, conducting polls, and allowing students to interact with the content.- Online Resources: Websites and apps such as Duolingo, BBC Learning English, and TED-Ed are used to provide additional practice and exposure to authentic language.- Video Conferencing: Used for virtual classroom sessions and to connect with native speakers or other classes around the world.5. AssessmentAssessment is conducted through a variety of methods to ensure a comprehensive understanding of students' progress:- Formative Assessment: Daily quizzes, class discussions, and peer evaluations are used to monitor progress and provide timely feedback.- Summative Assessment: Tests, exams, and projects are used to evaluate students' overall language proficiency at the end of each unit or semester.Case Study: Lesson on Present TenseTo illustrate the effectiveness of this teaching practice, let's consider a lesson on the present tense:- Warm-up Activity: A quick game of "Simon Says" to practice commands in the present tense.- Main Content: Introduction of present tense vocabulary and grammar through a PowerPoint presentation.- Interactive Activity: Group work on a task that requires students to create a dialogue using the present tense.- Technology Integration: Use of an interactive whiteboard to display vocabulary and grammar rules, and online resources for additional practice.- Assessment: Daily quiz to assess understanding of the present tense, and peer evaluation of group work.ConclusionThis English teaching practice demonstrates the importance ofintegrating interactive and engaging activities into the classroom to enhance language learning. By fostering a positive learning environment, encouraging student participation, and utilizing technology, students are more likely to develop their language skills and become confident, competent users of English. As ELT continues to evolve, it is crucialfor educators to adapt and implement innovative practices that cater to the needs of today's learners.第2篇IntroductionEnglish language teaching (ELT) has evolved significantly over the years, with a growing emphasis on student-centered approaches and interactive learning experiences. This paper aims to showcase a practical English teaching methodology that integrates various innovative techniques to enhance students' language skills. The methodology focuses on communicative language teaching, technology integration, andpersonalized learning, providing a comprehensive framework for effective English instruction.BackgroundThe teaching context is a secondary school in a suburban area with a diverse student population. The students range from beginners to advanced levels, with varying learning styles and abilities. The curriculum covers all four language skills: reading, writing, listening, and speaking. The goal is to equip students with the necessary language proficiency to communicate effectively in both academic and real-life settings.Teaching Methodology1. Communicative Language Teaching (CLT)The foundation of the teaching methodology is CLT, which emphasizes communication as the primary goal of language learning. This approach encourages students to use the target language in real-life contexts, fostering fluency and confidence. Here are some key strategies employed:- Role-playing and simulations: Students engage in role-plays and simulations to practice different scenarios, such as conducting interviews, participating in debates, or solving problems in groups.- Pair and group work: Collaborative activities, such as discussions, presentations, and group projects, promote interaction and allow students to practice their speaking and listening skills.- Task-based learning: Assigning tasks that require students to use the target language in context, such as writing letters, designing posters, or creating presentations, helps reinforce language skills.2. Technology IntegrationTechnology plays a crucial role in enhancing the learning experience. The following tools and resources are utilized:- Interactive whiteboards: Used for displaying lessons, videos, and activities, enabling students to engage visually and kinesthetically.- Online platforms: Websites like Edmodo, Quizlet, and Kahoot! are employed for quizzes, games, and homework assignments, providing instant feedback and opportunities for self-assessment.- Language learning apps: Apps like Duolingo and Rosetta Stone are recommended for supplementary practice and reinforcement of language skills.3. Personalized LearningRecognizing that students have different learning styles and abilities, the methodology emphasizes personalized learning. Here are some strategies used:- Differentiated instruction: Assigning varied tasks and activities based on students' proficiency levels, ensuring that all learners are challenged and engaged.- Learning stations: Setting up different stations with various activities, allowing students to choose their preferred learning style and pace.- Student portfolios: Encouraging students to maintain portfolios of their work, providing them with a sense of accomplishment and a reference for their progress.Case StudyTo illustrate the effectiveness of the methodology, let's consider a case study involving a group of 10th-grade students. The class was divided into two groups based on their proficiency levels. The lower-level group was introduced to basic grammar and vocabulary through interactive whiteboards and online platforms. The higher-level group engaged in more advanced activities, such as analyzing literary texts and participating in debates.Over the course of the semester, both groups demonstrated significant improvements in their language skills. The lower-level group showed an increase in their grammar accuracy and vocabulary knowledge, while the higher-level group improved their critical thinking and public speaking abilities. Student feedback indicated that the interactive and engaging nature of the lessons made learning enjoyable and motivated them to strive for excellence.ConclusionThe English teaching methodology presented in this paper has proven to be effective in enhancing students' language skills. By integrating CLT, technology, and personalized learning, educators can create an immersive and dynamic learning environment that caters to the diverse needs of their students. As language learning continues to evolve, it is crucial for educators to adapt and implement innovative teaching practices to ensure that students are equipped with the necessary skills to thrive in an increasingly interconnected world.第3篇Introduction:The field of English language teaching has evolved significantly over the years, with educators adopting various innovative methods to enhance student learning and engagement. This teaching practice showcase presents a comprehensive approach to English language teaching, focusing on innovative techniques, student-centered activities, and the integration of technology. The following sections delve into themethodologies employed, student engagement strategies, and the overall impact of these practices on the learning process.I. Methodologies Employed1. Task-Based Language Teaching (TBLT):Task-Based Language Teaching is a method that emphasizes the use of authentic tasks in the classroom. These tasks are designed to mimicreal-life situations, allowing students to practice English in context. In this practice, activities such as role-playing, debates, and group discussions are incorporated to develop students' speaking, listening, reading, and writing skills.2. Communicative Language Teaching (CLT):Communicative Language Teaching focuses on communication as the primary goal of language learning. By engaging in real conversations and activities, students are encouraged to use English in a meaningful way. This approach promotes interaction, collaboration, and critical thinking skills among students.3. Technology Integration:The integration of technology in English language teaching has proven to be highly effective in enhancing student engagement and motivation. This practice showcases the use of digital platforms, educational apps, and online resources to facilitate learning. Tools such as interactive whiteboards, educational websites, and language learning software are utilized to create interactive and engaging lessons.II. Student-Centered Activities1. Flipped Classroom:The flipped classroom model involves students watching instructional videos or reading materials at home, and then using class time for practice and application. This approach encourages students to take ownership of their learning, as they are expected to be prepared for class discussions and activities.2. Project-Based Learning (PBL):Project-Based Learning involves students working on long-term projects that require research, collaboration, and the application of English language skills. This method fosters critical thinking, problem-solving, and creativity. Students are encouraged to present their projects to the class, promoting peer learning and engagement.3. Gamification:Gamification is the use of game design elements in non-game contexts to encourage engagement and motivation. In this practice, educational games, quizzes, and interactive activities are incorporated into lessons to make learning fun and interactive. Points, badges, and leaderboards are used to motivate students and track their progress.III. Student Engagement Strategies1. Active Learning:Active learning techniques, such as think-pair-share, jigsaw, and peer teaching, are employed to keep students engaged and involved in the learning process. These strategies promote interaction, collaboration, and critical thinking among students.2. Inquiry-Based Learning:Inquiry-Based Learning encourages students to ask questions, investigate, and explore topics of interest. By guiding students through the research process, teachers can foster their curiosity and critical thinking skills.3. Reflection and Feedback:Regular reflection and feedback sessions are conducted to assess student progress and provide guidance. This practice helps students to identify their strengths and weaknesses, allowing them to set personal goals and improve their language skills.IV. Impact on Learning ProcessThe innovative teaching practices and student engagement strategies implemented in this English teaching practice showcase have had a significant positive impact on the learning process. Some of the observed outcomes include:1. Increased student motivation and engagement: The use of innovative methods and activities has made learning more enjoyable and interactive, leading to higher levels of student engagement.2. Improved language skills: Students have shown significant progress in speaking, listening, reading, and writing skills, as they are provided with ample opportunities to practice and apply the language in real-life contexts.3. Enhanced critical thinking and problem-solving abilities: The integration of inquiry-based learning and project-based activities has helped students develop critical thinking and problem-solving skills.4. Improved collaboration and communication: The emphasis on communication and collaboration in the classroom has fostered a positive learning environment, where students support and learn from each other.Conclusion:This English teaching practice showcase demonstrates the effectiveness of innovative methodologies, student-centered activities, and technology integration in enhancing student learning and engagement. By adopting these practices, educators can create a dynamic and engaging learning environment that promotes language proficiency, critical thinking, and personal growth.。
关于报告的英语作文
关于报告的英语作文Title: The Art of Crafting a Comprehensive Report。
In today's dynamic and competitive world, the ability to create a well-crafted report is indispensable. Whether it's for academic, professional, or personal purposes, reports serve as a crucial means of conveying information, analyzing data, and making informed decisions. Therefore, mastering the art of report writing is essential for effective communication and achieving desired outcomes. In this essay, we will explore the key elements and strategies for creating a comprehensive report.First and foremost, clarity and organization are paramount in report writing. A well-structured report follows a logical flow, guiding the reader fromintroduction to conclusion seamlessly. This entails clearly defining the purpose and scope of the report in the introduction, presenting relevant information and analysis in the body, and summarizing key findings andrecommendations in the conclusion. Additionally, the use of headings, subheadings, and bullet points can help enhance readability and comprehension.Secondly, accuracy and reliability are fundamental aspects of a good report. This requires thorough research, careful data collection, and rigorous analysis. Whether citing sources, presenting statistical data, or drawing conclusions, it is essential to ensure the information provided is accurate, up-to-date, and verifiable. Moreover, transparent methodology and clear presentation of findings contribute to the credibility of the report and instill trust in the reader.Furthermore, relevance and conciseness are key considerations in report writing. While it's important to provide sufficient detail and analysis to support your arguments, unnecessary information and tangents should be avoided. Instead, focus on presenting the most relevant and impactful insights that address the objectives of the report. This not only keeps the reader engaged but also demonstrates your ability to prioritize and communicateeffectively.In addition to content, style and tone play a significant role in the effectiveness of a report. Adopting a professional and formal tone conveys authority and credibility, while also maintaining a respectful tone towards the audience. Furthermore, using clear and concise language, free of jargon and ambiguity, ensures that your message is easily understood by a diverse audience. Additionally, paying attention to formatting, grammar, and spelling reinforces the professionalism and attention to detail reflected in the report.Moreover, visual aids such as charts, graphs, and tables can enhance the presentation and interpretation of data in a report. Well-designed visuals not only facilitate comprehension but also add visual appeal and interest to the document. However, it's important to use visuals judiciously and ensure they complement rather than overshadow the written content of the report.Lastly, revising and editing are crucial steps in thereport writing process. Taking the time to review thereport for clarity, coherence, and accuracy allows you to refine your arguments, correct errors, and improve overall quality. Seeking feedback from peers or colleagues can also provide valuable insights and perspectives that help strengthen the report further.In conclusion, crafting a comprehensive report requires attention to detail, clarity of purpose, and effective communication skills. By following the key principles outlined above, you can create reports that inform, persuade, and inspire action. Whether you're writing for academia, business, or personal projects, mastering the art of report writing is a valuable skill that will serve you well in various aspects of your life and career.。
学术汇报英语
学术汇报英语Academic Reporting in EnglishEffective communication is a crucial aspect of the academic landscape, as it allows researchers and scholars to share their findings, insights, and ideas with the broader community. One of the most prominent forms of academic communication is the academic report, which serves as a comprehensive and detailed account of a research project, study, or investigation. In the context of higher education and research institutions, the ability to deliver compelling and informative academic reports in English is a valuable skill that can significantly contribute to one's academic and professional success.The process of preparing an academic report in English involves a multifaceted approach that encompasses various elements. Firstly, the researcher must have a thorough understanding of the subject matter at hand, as the report should provide a comprehensive and well-informed analysis of the topic. This requires extensive research, critical thinking, and the ability to synthesize complex information into a coherent and logical narrative.One of the key components of an academic report is the literature review, which serves to situate the current study within the broader context of existing research. This section typically involves a detailed examination of relevant scholarly articles, books, and other sources, allowing the researcher to identify gaps in the literature, build upon previous findings, and demonstrate the significance and originality of their own work.The methodological section of the report is equally crucial, as it outlines the research design, data collection techniques, and analytical approaches employed in the study. This section should be meticulously documented, ensuring that the research process is transparent and can be replicated by other scholars. The inclusion of detailed methodological information not only enhances the credibility of the study but also enables the broader academic community to critically evaluate the research and potentially build upon its findings.The presentation of research findings is a pivotal component of the academic report. This section should be organized in a clear and logical manner, with the researcher presenting their key results, observations, and interpretations in a concise and accessible way. The use of visual aids, such as graphs, tables, and figures, can greatly enhance the comprehension and impact of the research findings, allowing the audience to quickly grasp the salient points of the study.The discussion and conclusion sections of the academic report are equally important, as they provide the researcher with an opportunity to contextualize their findings, address the implications of the study, and outline potential avenues for future research. In these sections, the researcher should demonstrate their ability to critically analyze the results, identify the limitations of the study, and articulate the broader significance and contributions of their work to the academic field.Throughout the process of preparing an academic report in English, the researcher must pay close attention to the conventions and standards of academic writing. This includes the use of appropriate language, the adherence to established citation styles, and the overall organization and structure of the report. By adhering to these conventions, the researcher can ensure that their work is perceived as credible, professional, and aligned with the expectations of the academic community.Delivering an effective academic report in English also requires strong presentation and communication skills. The researcher should be able to clearly and concisely articulate the key findings and implications of their study, while engaging the audience and responding to any questions or comments that may arise. The ability to effectively communicate complex ideas and research findings is avaluable asset that can greatly enhance the impact and visibility of one's work within the academic sphere.In conclusion, the ability to prepare and deliver compelling academic reports in English is a crucial skill for researchers and scholars operating within the global academic landscape. By mastering the various components of academic reporting, including the literature review, methodology, presentation of findings, and effective communication, individuals can enhance their academic and professional standing, contribute to the advancement of knowledge, and engage in meaningful dialogues with the broader academic community.。
会见当事人的目的及计划实验报告总结咋写
会见当事人的目的及计划实验报告总结咋写The Purpose of Meeting the Parties InvolvedWhen it comes to meeting the parties involved, the primary objective is to gain a deeper understanding of thesituation or issue at hand. By engaging in face-to-face conversations, you have the opportunity to gather firsthand information and perspectives from different individuals involved. This can help foster open dialogue and facilitate problem-solving processes.会见当事人的目的谈到会见当事人,主要目标是更深入地了解当下的情况或问题。
通过面对面交流,你有机会从不同参与者那里收集第一手信息和观点。
这有助于促进开放式对话并推动解决问题的过程。
Planning the Experiment ReportWhen planning your experiment report, it is crucial tostructure it in a clear and organized manner. Start with an introduction that provides background information on the experiment and its purpose. This helps set the context for readers.Next, outline the methodology section where you detail how the experiment was conducted. Include information such as materials used, procedures followed, and any variables manipulated or controlled. This section should be precise and concise.Following the methodology section, present your results using graphs, tables, or other visual aids. Be sure to describe and analyze your findings objectively without inserting personal opinions or biases.Afterward, discuss your results in relation to your initial hypothesis or research question. Evaluate any trends or patterns observed and explain their significance. If there are any deviations from expected outcomes, discuss possible factors that may have influenced these results.Finally, conclude your experiment report by summarizingyour key findings and emphasizing their implications.Reflect on any limitations of the study or any suggestions for further research.计划实验报告总结的写作步骤在计划实验报告时,关键是要以清晰、有组织的方式进行结构化。
博士论文答辩英语作文模板
博士论文答辩英语作文模板Introduction:The culmination of years of research and academic endeavor, a doctoral dissertation defense is a pivotal moment for any scholar. Crafting an effective presentation in English requires not only a deep understanding of the subject matter but also the ability to communicate complex ideas clearly and persuasively. This essay will serve as a template for structuring and delivering a successful dissertation defense presentation in English.Structure of the Presentation:1. Opening Remarks:Begin with a concise introduction that sets the stage for your presentation. Greet the committee, express gratitude for the opportunity to present, and provide a brief overview of your research focus.Example:"Good morning, esteemed members of the committee. I am honored to have the opportunity to present my doctoral dissertation, titled 'The Impact of Social Media on Adolescent Communication Skills.' Today, I will outline the central themes of my research and the significance of its findings."2. Research Background and Objectives:Explain the context and rationale behind your study. Clearly state the research questions or hypotheses and the objectives of your work.Example:"The proliferation of social media has raised concerns about its potential effects on youth. My study aims to investigate whether increased social media use correlates with changes in adolescent communication abilities."3. Literature Review:Summarize the existing research that informs your work, highlighting gaps that your study addresses.Example:"Previous studies have explored the relationship between social media and communication, yet few have focused on the nuanced skills required for effective interpersonal interaction. My review of the literature identifies this gap and justifies the need for a more in-depth analysis."4. Methodology:Detail the research design, data collection, and analysis methods used in your study.Example:"Utilizing a mixed-methods approach, I conducted both quantitative surveys and qualitative interviews with a diverse sample of adolescents. This allowed me to gather a comprehensive dataset to test my hypotheses."5. Results:Present the findings of your research, using clear and concise language. Where appropriate, use visual aids such as graphs and charts to illustrate your points.Example:"The survey results indicate a significant correlation between the amount of time spent on social media platforms and a decrease in face-to-face communication skills. The interview data provide qualitative insights that support and enrich these quantitative findings."6. Discussion:Interpret your findings in the context of the literature and research questions. Discuss the implications of your study and any limitations.Example:"These results suggest that while social media can enhance certain communication skills, such as digital literacy, it may also detract from the development of essential interpersonal skills. It is important to note, however, that this study's scope is limited to a specific demographic and may not be generalizable to all adolescent populations."7. Conclusion:Summarize the key points of your presentation and reiterate the significance of your research.Example:"In conclusion, my dissertation contributes to theunderstanding of the multifaceted impact of social media on adolescent communication. The findings underscore the needfor educational interventions that can support the development of both digital and interpersonal communication competencies."8. Recommendations for Future Research:Suggest areas for further investigation that your study has identified.Example:"For future research, it would be beneficial to explore the long-term effects of social media use on communication skills in a longitudinal study, as well as to examine the influence of different types of social media platforms."9. Closing and Acknowledgments:End your presentation by thanking your committee, advisors, and anyone else who has supported your research.Example:"I would like to express my sincere gratitude to my advisor, Dr. Smith, for their invaluable guidance throughout this research journey. I am also thankful to the committee for their time and attention today. I am now open to any questions you may have."Remember, the key to a successful dissertation defense presentation is not only the content but also the clarity, confidence, and professionalism with which it is delivered.Practice your presentation multiple times to ensure fluency and to prepare for potential questions from the committee.。
大创答辩的流程及技巧
大创答辩的流程及技巧Title: Flow and Techniques for the Innovation Project DefenseTitle: 大创答辩的流程及技巧In the journey of innovation project development, the defense is a crucial step that requires careful preparation and excellent presentation skills.Here"s a random mix of English and Chinese to share some insights on the flow and techniques for the innovation project defense.在创新项目发展的过程中,答辩是一个关键的步骤,需要仔细的准备和出色的演讲技巧。
这里用中英结合的方式分享一些关于创新项目答辩的流程和技巧。
Firstly, understand the flow of the defense.Typically, it consists of an introduction, project summary, methodology, results, discussion, and conclusion.Be prepared to answer questions from the judges as well.首先,了解答辩的流程。
通常,答辩包括一个介绍、项目总结、方法论、结果、讨论和结论。
同时,也要准备好回答评委的问题。
首先,了解答辩的流程。
通常,答辩包括一个介绍、项目总结、方法论、结果、讨论和结论。
同时,也要准备好回答评委的问题。
Firstly, understand the flow of the defense.Typically, it consists of an introduction, project summary, methodology, results, discussion, and conclusion.Be prepared to answer questions from the judges as well.首先,了解答辩的流程。
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SPECIFICATION PEARL© Roman Gumzej,Maribor (2001 – 2004)METHODOLOGY PRESENTATIONPEARL is a standard programming language [PEARL81, PEARL82], developed for programming real time systems. It is one of the rare programming languages allowing the programmer to use times explicitly to specify the start time of an activity or to limit its duration. The standard implementation of the language still supports the functional programming paradigm and modular programming. There have been several attempts to make an object- oriented version of the language [FRI97], which only enhanced the standard types definition. Classes have been implemented by extending the module concept. Another approach to object orientation of PEARL was provided in [VER99], which extended the syntax of the language considering the TASK as a type class and enabling single inheritance. This implementation was also associated with a schedulability analyser.Because contemporary automation demands include the programming of distributed, error prone multiprocessor systems, it was decided by the developers of PEARL to enhance it for multiprocessor systems. In PEARL for distributed systems the language was enhanced with constructs enabling the abstract description of the HW and SW architecture of systems. They enable the co-specification (co-design in some extent) of real-time systems, hence increasing their coherence and reliability. The instructions of this extension of PEARL are not translated into assembly language like “normal” PEARL code. Instead they act as instructions for systems programs (e.g.: compilers, configuration managers, loaders, etc.).The properties of the specification language are the following:•Constructs for the description of HW configurations,•Constructs for the description of SW configurations,•Constructs for the description of communications and their properties (peripheral and inter-process connections, physical and logical connections, data transfer protocols), and•Constructs for the specification of conditions and methods for the execution of dynamical reconfigurations in failure conditions.The standard Multiprocessor PEARL language was enhanced in [GUM99] for the description of station components with their most characteristic and timing parameters, which are also meant to serve as input for the parameterisation of a schedulability analyser. Additional types of stations have been introduced for the description of asymmetrical architectures. They have been assigned parameters for the parameterisation of CM/RTOS. A methodology for the co-specification and feasibility checking of the produced designs has been developed. The associated CASE tool enabling code production and co-simulation of the designs has been built. The name of the methodology is Specification PEARL and is abbreviated as SPEARL.SPECIFICATION LANGUAGEThe architecture description in Specification PEARL syntax is composed of sections of specification code, which describe in detail the different associated levels of the designed system: STATION DIVISION, CONFIGURATION DIVISION, NET DIVISION and SYSTEM DIVISION.HW configurationIn the STATION DIVISION the processing nodes (i.e.: stations) with their most important properties are introduced. On this level they are treated as grey boxes with connections among them. The detailed properties of stations are gathered by setting the properties of their components, namely their processors (PROCTYPE), working storage (WORKSTORE) and integrated devices (DEVICE). Every station in the system architecture has its unique ID, the ID of its super-station if it is a part of it, the description of its components, the type of the station, determining its role in a distributed system, as well as its state information.Several types of stations have been introduced. The BASIC station denotes a general-purpose RTOS-less processing unit. To be able to describe asymmetrical architectures two additional types of stations have been defined: TASK for pure application task processors and KERNEL for the (application and) RTOS (kernel) processors. To be able to describe hierarchical architectures a COMPOSITE station was introduced as a super-station consisting of one or more stations. Its substations are defined by specifying the super-station in their PART OF attribute. Hence, multiprocessor nodes are introduced rather by composition of single-processor (PROCTYPE) nodes than by introducing more than one PROCTYPE in a station. Considering the type of the station they may have additional parameters. The KERNEL station has attributes for the parameterisation of the RTOS: scheduling strategy ID, maximum number of tasks, synchronisers, external events and events in the event queue, real-time clock resolution, etc. On the other side the TASK station also has its associated KERNEL station specified.On each station’s component level their stations components are described by their properties. They are assigned unique ID-s, for which (on preference) one can also use the manufacturers ID-s or descriptions for easier comprehension.Processors (PROCTYPE) are assigned a speed description (clock frequency). It is possible to have multiple processors in a single station, whereas a separate station should be introduced if the second processor is not connected to the same bus. In this case a multiprocessor node is better represented by two interconnected stations within a super-station.The working storage (WORKSTORE) is described by the size and allocation of individual memory areas. It is possible to specify the access time to these areas and their type (on-chip RAM, RAM, ROM usually have different access times). This information can be used by the compiler to assign the memory space correctly to programs and data and to optimise the access time. The RAM and ROM memory areas can be modelled separately since they usually have different purposes. One can specify more than one memory area for each, but their address spaces shall not overlap.The specification of integrated devices attributes (DEVICE) is meant primarily to parameterise their drivers since they mainly represent memory-mapped devices. One can specify the address or the name of the driver. Since most devices represent I/O lines connection points INTERFACE-s have been introduced beside general devices. Here one can also specify the , address and control registers, transfer kind (package or DMA) and speed. Because of the great diversity of these devices it doesn’t make sense to describe them in greatdetail. In case of “standard devices”, whose properties could be obtained from a database, only their unique name or ID may be specified.For completeness reasons the bandwidth of the BUS must be specified for each station.NET DIVISION describes the topology of the HW architecture by specifying connections between pairs of stations’ components (INTERFACES). By specifying point-to-point connections any topology can be described. In addition to connection points the connection directions are specified.In the SYSTEM DIVISION of a PEARL program the HW devices, being addressed in the PROBLEM DIVISION of the program are assigned logical names for easier reference. In Specification PEARL this description is enhanced with connections from the NET DIVISION.SW configurationThe CONFIGURATION DIVISION represents the program configuration. The biggest program part, which can be associated with a station is the COLLECTION. It is composed of MODULES of TASKS. For their inter-communication PORTS are used. PORTS are global with respect to the COLLECTION and are visible from the outside. They are addressed by a combination of the name of the COLLECTION and the PORT name.The MODULES which encapsulate TASKS are described by their names and interfaces (IMPORT, EXPORT definitions).The TASKS are defined by specifying their response times. They are additionally defined by two attributes: (1) “initial” , which denotes an initial task – the task which starts the execution of the collection and activates or schedules any additional tasks and (2) “keep”, which denotes a “critical” task – a task, which is not pre-empted in case of an overload situation. Their semantics and trigger conditions are defined by their associated TSTD (Timed State Transition Diagram) diagrams.The COLLECTIONS are loaded to the specified STATION. It is possible to define the state of the station, associated with each COLLECTION. These conditions refer to the state of the STATION and inform its configuration management program (CM) on how to perform the dynamic reconfiguration operations.The associations of states with the collections may have different purposes and depend on the application. They can be considered phases of a complex procedure, where the individual operations can be separated by their time of occurrence safely. The states can also represent the global state of the system or its parts, where the initial state represents the start-up operations on each node after which the station is transferred to the operating state in which it remains until an exceptional event changes its state. Based on the cause of the state change and provided one can foresee them a corresponding reaction (dedicated COLLECTION) can be assigned the task to handle the situation and bring the station into operating or safe shutdown state.The PORTS of the collection are described by the direction of data flow and the attributes of the connection. In case HW connections (specified in the NET division) are meant, the described HW connection, which serves the communication among ports, can be specified by the VIA connection specification. In case there are more possibilities, the preferred connection can be specified by the PREFER attribute (then it is up to the CM to chose the first available connection line).Every PORT, physical or logical, can be assigned a protocol, which is used for the communication, and any additional signals may be specified. The following protocols have been predefined: No-Wait-Send, Blocking-Send, Send-Reply.In the standard multiprocessor PEARL the most common signals, representing the expected communication errors have been defined. They have been adopted in Specification PEARL: CONNECT_ERROR : If upon entering the TRANSMIT or RECEIVE operations the corresponding PORT to PORT connection is non-existent this signal is raised and the operation is aborted.BUFFER_ERROR : If on using the No-Wait-Send protocol some message could not be transferred because of the buffer was full, this signal is raised, and the TRANSMIT operation is aborted. The recipient is also informed – if this error occurs before the end of the RECEIVE operation, this signal is raised and the operation is aborted.TRANSMISSION_ERROR : transmission errors (noise or time frame delays, etc. ) raise this signal. It is raised in both – the sender and recipient side and the corresponding transfer operations are aborted. The current message is considered not transferred.REPLY_ERROR : On an error upon receiving the answer with the Send-Reply protocol (noise or time frame delay, etc.) this signal is raised. It is raised in both – the sender and recipient sides and the corresponding transfer operations are aborted. The current message is considered not transferred.GRAPHICAL SPEARLBeside the textual Specification PEARL syntax, described in Appendix A, also the corresponding graphical notation was devised. It was used in the mentioned CASE tool. It is described in detail in Appendix B.While choosing the graphical symbols we have followed the following guidelines:• A common form for each component group.•Symbols can be identified and differentiated among themselves easily.•Specialised components' symbols are added some décor to differentiate them from other components of the same group.•Within the tool by double-clicking the form or right-clicking it enables the designer to reach its components or properties respectively.In addition to the textual Specification PEARL the graphical form also contains the description of TASK semantics in form of TSTD diagrams. They represent PEARL program TASKS and the output from the tool produces (PEARL) program prototypes from the diagrams. The semantics of TSTD diagrams together with the description of their translation to PEARL program code is given in Appendix E.acknowledgementsThe Multiprocessor PEARL standard has two forms:1.Basic form, combined with a RTOS and targeted on single processor applications and2.Full form, combined with a configuration manager (CM) and inherent RTOS istargeted on distributed applications.They have been adopted in the Specification PEARL language implementation, but without a firm boundary between them.The main differences between the two forms are in the scope of their applications:1.The Basic form:•STATION DIVISION: definition of a single station;•NET DIVISION: empty;•SYSTEM DIVISION: assignment of logical names to device names of the station;•CONFIGURATION DIVISION: collection definition, initial loading, the description of logical interconnections;•Message interchange: logical PORT specifications; 1->n, n->1 communication through PORTS.2.The Full form has the properties of the basic form with the following additional features:•STATION DIVISION: definition of multi-processor stations, distributed and hierarchical architectures and description of their state information with theassociated system services;•NET DIVISION: HW connection lines among stations;•SYSTEM DIVISION: assignment of logical names to device names and connection lines;•CONFIGURATION DIVISION: the mapping of logical to physical connections (VIA, PREFER) and specification of dynamical reconfiguration;•Message interchange: logical and physical PORT specifications; 1->n, n->1 communication through PORTS.RTOSThe SPEARL reference implementation is primarily PEARL oriented also in its system services. In the tool the corresponding RTOS, supporting the PEARL process model (Figure1) and system calls is included. The detailed description of the RTOS API with the implementation of system services is described in Appendix C . The RTOS is part of the CM (Configuration Management) module, described below.Figure 1: PEARL RTOS process modelFor a detailed description of the RTOS kernel, please refer to (Colnaric et. al. 1998). Legend : A - task activation T - task terminationE - normal task endS - task suspensionC - task continuationL - LOCK operation(failed)U - UNLOCK operationSCH - SchedulerActivestatesCMCM (Configuration Manager) is the shell (initial loader and monitor) for the COLLECTIONS, executing on each station. It must be loaded on each station regardless of the simultaneous presence of the RTOS on the same station. Its role is to perform the initial configuration and any subsequent dynamic reconfiguration operations. It also services any message exchange commands. The CM must be aware of the type of the STATION in order to service or root the messages correctly. Hence, the messages must be encoded accordingly. In general each message is a literal (first byte contains the message length, while the following bytes contain data).The functionality as well as the API of the CM are presented in detail in Appendix D.The main loop for CM operation is the following:BeginInitialization of the configurations and connectionsLoad the collections of the initial configurationLoopMonitor the ports and service the messages and interrupt requestsService the CM / RTOS requestsM onitor the state of the station and act accordinglyEnd loopEndSPECIFICATIONS INTERPRETATIONThe specification code in SPEARL syntax can be used as input data for:•compilers; enabling the target HW aware compilation (processor type, memory amount, etc.),•schedulability analysers; with the timing information (processor speeds, memory access times, interface speeds, etc.). The more data are provided, the more reliable are its results, although the most reliable results are obtained by measurements on the target platform.•loaders; CM is provided information on the mapping of SW parts to HW stations. The memory space can be checked before downloading the programs and data. A configuration manager is also able to reload parts of code and replace them in concordance with the specifications in case the state of the station changes in the foreseen manner. Since by this feature the safety and reliability of operation is addressed, the utilisation of a configuration manager introduces a controlled change (temporally and spatially) to perform a “quick” and “predictable” switch to “plan B”.The current implementation produces annotated C code for feasibility estimation by co-simulation and compilation for the target platform. More on the implementation level specifications is given in Appendixes F, G and H below.LIMITATIONS ON THE DESIGNS AND SIMULATIONStations:- multiprocessor stations are modelled by compositions of single-processor stations;- each station may have one processing unit, one bus and one or more I/O devices, which determine the number of possible I/O lines with other stations;- station state is an integer in the range of one byte (0-255), the initial state is numbered »0«;Collections:- each collection can only be associated with one state of a single station;- it can possess one or more ports for communication with other collections, which are associated with the corresponding stations' lines; each port may use one or more linesas the only possible (VIA attribute) or preferential (PREFER attribute);- since there are other possibilities for information exchange within the collection, ports are used for message interchange among collections at different stations;Tasks:- belong to one module / collection;- their interfaces are stored in module definition files (hence, they must include their headers);- for co-simulation the code of the task is executed as part of the »SimulacijskiKorak« procedure of the Task simulation unit; in the code there are calls to »DolociCasNaslednjega« to determine the time of the next critical event for »SimulacijskiKorak« of this task.Global naming conventions apply for PORTS, SIGNALS and SEMAPHORES. Their names and parameters are stored in the A-data (Appendix H) of the configuration manager. To address them, one must always specify the name of the corresponding collection with their name.APPENDIXESAppendix A – Textual Specification PEARL syntaxAppendix B – Graphical Specification PEARL syntaxAppendix C – RTOS API specificationAppendix D – CMM API specificationAppendix E – TSTD to source code translation specification Appendix F – Simulator descriptionAppendix G – PEARL RTOS / CM system call encoding Appendix H – Configuration files for CM / RTOS parameterisationREFERENCES1.01 Original scientific article1. COLNARIČ, Matjaž, VERBER, Domen, GUMZEJ, Roman, HALANG, Wolfgang A.Implementation of hard real-time embedded control systems. Real-time syst., May 1998, 14, št. 3, str. 293-310. [COBISS.SI-ID 3622422]2. GUMZEJ, Roman, VERBER, Domen, COLNARIČ, Matjaž, BABAU, Jean-Philippe,SKUBICH, Jacques J. An experiment in design and analysis of real-time applications.CIT. J. Comput. Inf. Technol., Sep. 2000, vol. 8, no. 3, str. 181-195. [COBISS.SI-ID5830934]3. GUMZEJ, Roman, COLNARIČ, Matjaž. Specification PEARL constructs for embeddedreal-time systems co-design. PEARL-News, nov. 2002, ausg. 2, str. 5-10. http://www.real-time. de/news/news02-2.pdf. [COBISS.SI-ID 7543574]1.08 Published scientific conference paper4. GUMZEJ, Roman, COLNARIČ, Matjaž, VERBER, Domen, HALANG, Wolfgang A.Towards standard-based specification and design of embedded real-time systems. V: Proceedings of the 24th Euromicro Conference, Västeras, Sweden, August 25-27, 1998.Proceedings. Los Alamitos: IEEE Compuetr Society, 1998, str. 453-460. [COBISS.SI-ID 3878166]5. GUMZEJ, Roman, COLNARIČ, Matjaž, BABAU, J.-P., SKUBICH, J. Hardwarearchitecture components for real-time systems design. V: ZAJC, Baldomir (ur.). Zbornik sedme Elektrotehniške in računalniške konference ERK '98, 24. - 26. september 1998, Portorož, Slovenija. Ljubljana: IEEE Region 8, Slovenska sekcija IEEE, 1998, zv. A, str.41-44. [COBISS.SI-ID 3958038]6. BABAU, J. Ph., COLNARIČ, Matjaž, CONTRERAS, R., GUMZEJ, Roman, SKUBICH, J.,VERBER, Domen. Execution model for real-time server object. V: Proceedings of the IEEE International Symposium on Industrial Electronics - ISIE '99, Bled - Slovenija, July12 - 16, 1999. Piscataway: IEEE Service Center, cop. 1999, vol 1, str. 70-74.[COBISS.SI-ID 4688406]7. GUMZEJ, Roman, COLNARIČ, Matjaž. An approach to real-time systems co-design andverification. V: HAMZA, M. H. (ur.). Proceedings of the IASTED international conference Control and applications (CA'2000), May 24-27, 2000, Cancún, Mexico. Anaheim;Calgary; Zürich: IASTED/ACTA Press, 2000, str. 327-333. [COBISS.SI-ID 5575702]8. GUMZEJ, Roman, COLNARIČ, Matjaž, HALANG, Wolfgang A. An approach toembedded hard real-time systems co-design. V: SANCHEZ, Belkis (ur.). WorldMulticonference on Systemics, Cybernetics and Informatics, July 23-26, 2000, Orlando, Florida. Proceedings. Vol. 2, Information systems development. Orlando: International Institute of Informatics and Systemics, 2000, str. 62-67. [COBISS.SI-ID 5585942]9. GUMZEJ, Roman, COLNARIČ, Matjaž. HW/SW components for real-time systems co-design. V: KALPIĆ, Damir (ur.), HLJUZ DOBRIĆ, Vesna (ur.). 23rd Internationalconference on information technology interfaces, Pula, Croatia, June 19-22, 2001. ITI 2001 : proceedings of the 23rd international conference on information technologyinterfaces, Pula, Croatia, June 19-22, 2001. Zagreb: SRCE - University ComputingCentre, University of Zagreb, 2001, str. 455-460. [COBISS.SI-ID 6349334]10. GUMZEJ, Roman, COLNARIČ, Matjaž. An approach to modeling and verification of real-time systems. V: Proceedings : ISORC 2001, 2-4 May 2001, Magdeburg - Germany. Los Alamitos [etc.]: IEEE Computer Society, 2001, str. 283-290. [COBISS.SI-ID 6191382] 11. GUMZEJ, Roman, HALANG, Wolfgang A. PEARL for distributed embedded systems:object oriented perspective. V: KLEINJOHANN, Bernd (ur.). Design and analysis ofdistributed embedded systems. Boston: Kluwer Academic Publishers, cop. 2002, str. 11-20. [COBISS.SI-ID 7338774]12. GUMZEJ, Roman, HALANG, Wolfgang A. A configuration manager for embedded real-time applications. V: Co-design for embedded real-time systems (CERTS'03). [S. l.]: The IEE, 2003, 6 str. [COBISS.SI-ID 8096022]13. GUMZEJ, Roman, COLNARIČ, Matjaž. The representation of PEARL tasks as timedstate transition diagrams. V: COLNARIČ, Matjaž (ur.), ADAMSKI, Marian (ur.),WĘGRZYN, Marek (ur.). 27th IFAC/IFIP/IEEE Workshop on real time programming,WRTP'03, May 14-17, 2003, Łagów (Poland). Preprints. Zielona Góra: University, Institute of computer engineering & electronics, 2003, str. 97-102. [COBISS.SI-ID 7926294]2.08 Doctoral dissertation14. GUMZEJ, Roman. Embedded Systems Architecture Co-Design and its Validation :doctoral thesis. Maribor: [R. Gumzej], 1999. III, 97 f., graf. prikazi. [COBISS.SI-ID4873238]。