Chapter 1 Writing
#Chapter 1 The Writing of the English Business Letter
1. Contents and ways of writing (主要内容和写法)
There are ten parts in an ordinary business letter: 1 — head 信头 2 —date 日期 3 — inside address 信内地址(收信人地址） 4 — salutation 称谓 5 — subject line 事由 6 — body 正文 7 — complimentary close 结尾客套语 8 — signature 签名 9 — enclosure 附件 10 — carbon Copy 抄送
1 Contents and ways of writing (主要内容和写法)
2
Layout (格式)
3
Envelope（信封）
4
Some Principles（写作原则）
本章任务和目标
• 本章任务： 了解并掌握信函的结构、格式与写作要领。
• 本章目标： 1、能写简单的信函； 2、清楚信函的结构、格式，并应用于实践； 3、培养认真负责的职业操守。
“函”是“封套”的意思，即是指信件，而“电”即是包括电报、 传真、电子数据交换和电子邮件等在内的数据电文的统称。函 电不仅是洽商国际买卖合同的手段，而且是签订国际买卖合同 的主要形式之一。
在国际贸易中，买卖双方通过洽商，就各项交易条件取得一 致协议后，交易即告达成，买卖双方当事人即存在合同关系。 国际买卖合同的商订是整个交易过程中最重要的一个环节， 虽然可以通过口头的方式进行，但实践中，主要是通过函电 的方式进行。 1999年出台的《新合同法》第10条和第11条规定：“当事人 订立合同，有书面形式、口头形式和其他形式。书面形式是 指合同书、信件以及数据电文（包括电报、传真、电子数据 交换和电子邮件）等可以有形地表现所载内容的形式。”
《英语新闻阅读与写作》(双语讲义教案)-1 news format 新闻格式
Course OutlineIntroductionThis course is offered as a subject Journalism for second year or third year, and also available as an elective to other students. Although the content is the same, Journalism students must complete an additional assessment task.Subject DescriptionThe purposes of this subject are to develop news reading and writing skills for the print media, and help to understand the difference between English news and Chinese news.Students will be introduced to a range of core themes, including identifying story ideas, news writing style, selecting and reporting the news, writing according to a traditional inverted pyramid approach, and writing specialized types of stories.Assessment is built around the development of fundamental reading and writing skills, including the ability to convey often complex information in a concise way, the ability to analyze news written by different news agency. Students will be expected to submit a range of stories and other writing tasks for assessment.Learning OutcomesOn successful completion of this subject, students will be able to:1.Understand the basic principles of news writing.2.Identify story angles in news events/issues.3.Be able to research stories and conduct interviews that add significa ntly to a story’sdevelopment4. Write news stories that will appeal to a broad readership.AttributesIn meeting these objectives, students will develop skills relevant to the following: 1. A commitment to continued and independent learning, intellectual development, critical analysis and creativity.2. Self-confidence combined with oral and written skills of a high level.3. A capacity for, and understanding of, teamwork.4. An ability to analyze issues logically, as well as to evaluate different options andviewpoints and to implement decisions.5. An appreciation and valuing of cultural and intellectual diversity and the ability to function in a multicultural or global environment.Chapter 1:Format and StyleOverviewNews reporter have developed a very different format and writing style so as to express all kinds of information to the reader clearly and accurately. These rules are so important and basically used that students in this field should master it before they begin their reporter careers.In this chapter, we will learn:1. Start your news story with the news format, though it can finely vary between one newspaper and another;2. Use special editing-symbols listed here to correct all the errors after you finished the news story;3. Double check the accuracy of every fact reported in the news stories you write, make sure that there are no more name, number, place and other spelling mistakes;4. Avoid sexual and other stereotypes in your news stories.ContentⅠFormat And StyleAlthough most newsrooms no longer contain typewriters, students must still learn the traditional news story format and copy-editing symbols, for a number of reasons:1. Newspapers that have not installed the electronic equipment continue to use the traditional format and copy-editing symbols and to employ some typesetters.2. Reporters and editors may have to handle some typewritten copy from free-lance writers, public relations agencies and a variety of other sources.3. The traditional format and copy-editing symbols are still used by some magazines, book publishers and advertising agencies.ⅡNews Story FormatReporters have developed a unique format for their stories, and each story you write should follow the guideline suggested here.1. Type each news story on separate 8 by 11-inch sheets of paper2. Type your name, the date and a slug line in the upper left-hand corner of the first page.Example:Slug line can help reporters identify and keep track of stories that are being prepared for publication. It also provides a quick summary of each story’s topic.A. Slug line should not exceed two or three words and should be as specific as possible, but not vague slug line.Example:Mayor’s Speech (good)School FireSpeech (vague，might be confused with each other) FireB. Avoid jokes, sarcasm and statements of opinion that would cause embarrassment if the slug line were accidentally published, as sometimes happens.Example:A reporter in California was asked to write about a party given by several prominent women. He slugged it “Old Biddies”Example:A writer at the Boston Globe wrote the slug line to criticize a speed given by President Carter，so the lead editorial published the next morning bore the headline, “ Mush from the Wimp. ”3. Begin each story one-third to one-half of the way down the first page. The space at the first page provides room for your byline, a headline and special instructions to your paper’s typesetters.4. Newspapers place a dateline at the beginning of the first line of each news story to indicate the story’s geographical source.A. Dateline includes the name of the city, printed entirely in capital letters and followed by a comma, the abbreviation for the state in upper/lower case and a dash.Example:LEXINGTON, Ky.----PORTLAND, Ore.----B. Some major cities such as Boston, Chicago, Miami, Los Angeles, are used alone, without their state.SHANGHAI ---C. Local news do not add the name of the state, use only name of other cities,5. Type on only one side of each pages, keep your paper neat, uniform and easy to read.A. Do not leave any extra space between paragraphs.B. Avoid starting a sentence or paragraph at the bottom of one page and finishing it at the top of the next page.6. If a story is continued on a second page, write the word “more” at the bottom of the first page and circle it to indicate that the word is not the part of the story and should not be set in type.7. Begin the second page about one inch from the top of the page, with your last name, the page number and the slug line in the upper left-hand corner.8. Below the last line of every news story, in the center of the page, place one of these “end marks”:-12-# # #-0-ⅢCopy-Editing SymbolsIf you make a mistake while typing a story, or if you want to edit a story after typing it, use the copy-editing symbols is faster and easier than retyping the story.ⅣAccuracy of Facts and SpellingDouble check the accuracy of every fact reported in all the news stories you write. Errors will damage a newspaper’s reputation and may seriously harm people mentioned in the stories.You will also be penalized for errors in diction, grammar and style.1. Be especially careful to check the spelling of people’s name.A. When you’re finished with the story, check the spelling of every name.B. Check against your notes, but that’s not enough. Check against written source s, which include business cards, legal documents, phone books, web sites or public record database.C. If you find a conflict, check again with the source.D. Check the title, too.2. Check every number. Double-check each number, too. Again, your notes are not enough. Check documents, reports, databases, web sites.3. Check the quotes.A. Double check the quotes against your notes and/or recordings. Check word for word. If the quote has a “not” in it, be sure that it made it into your story.B.Ask, if you’re not sure. If you can’t make out something in your notes that you think was important, call the character back.You can say, “I thought this was what you said, but I just wanted to be sure.” She may confirm, correct or elaborate. And she might tell you a couple things she thought of after the interview, stimulated in thought or memory by your questions.4. Check technical matters. If you’re writing about technical matters, such as scientific or legal matters, you probably have simplified for the reader. Run your description past an expert to make sure you haven’t misunderstood or confuse d something important.ⅤAvoid Sexual and Other StereotypesIn the past, news stories seemed to emphasize women’s domestic and sexual role as wives, mothers, cooks, seamstresses, housekeeper and sex objects. During the 1960s and 1970s, woman began to complain that such stereotypes are false and demeaning---that women are human beings, not primarily housewives and sex objects.There is a typical document about sexist.Also, journalists are trying to avoid sexist title and comments. Many big news agencies have developed their notebook to help avoid this in details, such as The Press Associated, the New York Times and the Wall Street Journal. All they mentioned:1. Avoid using “man” as a generic nounThe Engl ish language tends to use “man” as a generic noun. It is as if men represent the whole human race.2. Avoid using “he” as a generic pronounUnless the gender of the subject is known and is relevant to the context, avoid using “he” as a generic pronoun.3. Avoid associating men and women with certain professionsI t’s common to associate men and women with certain professions. Try to use gender-neutral terms to name these professions.4. Avoid gender stereotyping, avoid seeing women as possessionsA. Do not assume conventional kind of gender relations.B. Alternate the word order in phrases that include both sexes so that neither women nor men always go first, to avoid giving the impression that women are after-thoughts.C. Identify women as individuals, persons in their own right, rather than assomeone’s wife, mother, grandmother or widow, unless it is appropriate given the specific context.D. Avoid seeing women as possessions by naming them in reference to their husbands or fathers.ⅥCopy Preparation Checklist1. Have you started typing one-third to one-half of the way down the first page and one inch from the top of all following pages?2. Do you have the slug line (no more than two or three words) that specially describes your story’s content?3. Is the story typed and double-spaced, with only one story on a page?4. Is each paragraph indented and marked?5. Have you used a pencil and the proper copy-editing symbols to correct all your errors?6. Have you made certain that no words are divided and hyphenated at the end of a line, and that no sentences or paragraphs are continued on another page?7. If the story continued on a second page, have you typed and circled “more” at the bottom of the first page; type your name, page number and slug line at the top of the second page; and typed “-30-,””###” or “-0-” at the end of the story?8. If the story originated outside your community, have you add the proper dateline?9. Have you used the city directory to verify the spelling of all names used in the story and checked and drawn a box around those names every time they are used?10. Have you be careful to avoid sexual and other stereotypes?Suggested Reading:1. Resources to help ensure accuracy“How to cur e the corrections plague,” a discussion among newsroom trainers: /list/acc.aspGregg McLachlan’s “L-E-A-R-N from your mistakes”:/train/res/report/learn.aspGregg McLachlan’s “Get to the source of attribution”:/train/res/report/attr.aspChip Scanlan ’s “Getting it Right: A Passion for Accuracy”:/column.asp?id=52&aid=179392. Resources to help avoid gender sensitive wordsAfter the 1995 Beijing Conference, UNESCO published its Guidelines onGender-neutral Language. The following is a selection of language tips from the document.The entire handbook can be downloaded from UNESCO’s Women and Gender Equality site: /women/index_en.htmAssignmentsSection 1: TITLES ---replace these titles with words that include both men and women.1. Businessman2. Congressman3. Craftsman4. Fatherland5. Founding fathers6. Mailman7. Man 8. Mankind9. Man-sized 10. Salesman11. Statesman 12. WorkmanSection 2: NOUNS AND PRONOUNS ---rewrite the following sentences, avoiding the use of male nouns and pronouns.1. A reporter is expected to protect his sources.2. A good athlete often jogs to build his endurance.3.Normally, every auto mechanic buys his own tools.4.No one knows which of the nation’s congressmen leaked the details to his wife andfriends.5.If a patient is clearly dying of cancer, doctors may give him enough drugs to easethe pain, and perhaps even enough to hasten his death.Section 3: STEREOTYPES---rewrite the following sentences, avoiding sexist language and comments.1. A California man and his wife attended the reunion.2.The bus driver, a woman, was blamed for the accident.3.While the girls were playing tennis, their husbands were playing golf.4.She is 56 years old and a petite grandmother but still plays tennis five days a week.5.While her husband works, Walerie Dawkins raises their children and dabbles inpolitics.6.Mrs. John Favata said she often discusses the stock market with other girls in herneighborhood.7.Mike Deacosta, his wife and their two children---Mark and Amy---served as thehosts.8.Councilman Alice Cycler, the attractive wife of a lawyer and mother of eight girls, isfighting to improve the city’s parks.Section 4:Develop a terminology for your language.。
Practical English Writing - Chapter 1
city with a population of over seven million.
1.3 Expanding Basic Sentence Patterns
3 ways to expand a sentence
turn on the TV. Tired of studying but interested in learning English, he would watch TV to improve his listening comprehension.
1.3 Expanding Basic Sentence Patterns
interrogative sentence ➢ Please send my kind regards to your parents.
imperative sentence ➢ How it thunders!
exclamatory sentence
Practice 1-1
➢ Translation ➢ 1.所有的产品都必须遵循供求法则。 ➢ 2.当你购买手表时，请提防廉价的仿制品。 ➢ 3.请给我预定一张飞往东京的机票好吗？ ➢ 4.我从哪里可以得到有关移民加拿大的资料？ ➢ 5.这一切的成果是多么令人鼓舞啊！ ➢ 6.你知道大地震发生时应该怎么办吗？
1.1 Types of English Sentences
➢ Grammatically speaking (p. 1-2) ➢ My friends and I play golf and go bowling on
holidays. simple sentence ➢ This is the best book I have ever read; it kept me up
英语论文提纲范例大全13篇
英语论文范文精选篇一Chapter OneINTRODUCTION1.1 Research BackgroundHigh proficiency in writing is a key to success in a wide variety of situations andprofessions; meanwhile it is of critical importance for students to apply for promising jobs.Writing skills for university students are among the overwhelming indicators of success inacademic work during their freshmen year of college (Geiser & Studley, 2001). Writingskills for professionals are critical for their daily work and essential for application andpromotion within their disciplines (Light, 2008). Writing induces the capability ofconstructing logics, articulating ideas, debating opinions, and sharpening multipleperspectives. As a result, effective writing is conducive to associating convincingly withcommunication targets, including teachers, peers, colleagues, coworkers, and thecommunity at large (Crowhurst, 1990). No wonder that writing skill is an indispensible partto be checked for every test at home and abroad，such as TOELF, lELTS，GRE, BEC，CET4, CET6, TEM4，TEM8 and so on.Notwithstanding such manifestation of the significance of writing, it is reported in the2002 National Assessment of Educational Progress (NAEP) report in the U.S.A. that lessthan a third of students in Grade 4 (28%)，Grade 8 (31%), and Grade 12 (21%) scored at orabove proficient levels，and only 2% wrote at advanced levels for all three samples.Moreover, only 9% of Grade 12 Black students and only 28% of Grade 12 White studentswere able to write at a proficient level (National Center for Educational Statistics, 2003).……………1.2 Significance of the ResearchBased on the CET 4 and CET6 compositions extracted from the CLEC，the study aimsto reveal the relationship between the linguistic features and the writing quality by meansof the advanced software，namely Lexical Frequency Profile, Coh-Metrix3.0 and L2Syntactic Complexity Analyzer for the analysis of vocabulary, syntax and textual cohesion.This study will be of great value mainly for the following two aspects:Firstly, theoretically speaking, the study is going to offer guidance and reference forthe teachingmethodology of L2 writing. The study reveals the contribution of lexicaldiversity, syntactic complexity, textual cohesion to writing quality, reflects the mostdecisive factor of the writing quality and analyzes the mutual relationship between thelexical diversity and quality of writing, the syntactic complexity and quality of writing aswell as the textual cohesion and quality of writing. Hopefully, this research will shedsome light on the instruction of CET 4 and 6 writing and provide practical advice.Secondly, practically speaking, the study demonstrates a new direction for thedevelopment of automatic assessment of the writing. The study is to be carried out bothby means of software and labor work to comprehensively examine more than 28variables that might have an impact on writing quality and build the relation modelbetween these related variables and writing scores. ……………Chapter TwoLITERATURE REVIEW2.1 Lexical Features and Quality of WritingIn the process of L2 writing，students are always perplexed by vocabulary. Leki&Carson (1994) surveyed 128 L2 learners to know about their feelings on the courseEnglish for Academic Purposes (EAP). It is discovered that the strongest zeal for studentsis to improve their language proficiency, especially lexical proficiency. Jordan (1997)obtained the similar conclusion in his study on Chinese students in UK applying for theirmaster degrees, 62% of whom regarded vocabulary as their biggest problem in the processof English writing. Over the past two decades，researchers have attached more and more importance toL2vocabulary studies. As an important element of language proficiency, lexical proficiency isdefined from different perspectives and evaluated by a series of measurements. Meanwhile, lexical proficiency, to a large extent, is embodied by lexical features. As a matter of fact,studies on lexical features have received more and more attention from home and abroadresearchers mainly focusing on total words, lexical diversity (LD) or lexical richness (LR)and lexical complexity (LC), among which lexical diversity or lexical richness has gainedmore popularity for lexical proficiency study.……………2.2 Syntactic Features and Quality of WritingSyntactic complexity (also called syntactic maturity，or linguistic complexity)，isimportant in the prediction of the quality of student writings. Wolfe-Quintero et al. (1998)pointed out that a syntactically complex writer uses a wide variety of both basic andsophisticated structures，while a syntactically simple writer uses only a narrow range ofbasic structures. In the past half century, researchers adopted many different indices tostudy the syntactic complexity and attempted to find out the relationship among the scores,the grades, the ages and the writing quality. Syntactic complexity is defined as “the range of forms that surface in languageproduction and the degree of sophistication of such forms” (Ortega, 2003). It is animportant factor in the second language assessment construct as described in Bachman's(1990) conceptual model of language ability, and therefore is often used as an index oflanguage proficiency and development status of L2 learners. Various studies have proposedand investigated measures of syntactic complexity as well as examined itspredictivenessfor language proficiency, in both L2 writing and speaking settings, which will be reviewedrespectively.Syntactic complexity is also called syntactic maturity, referring to the range oflanguage production form and the degree of the form complexity. Therefore，the length ofthe production unit, the amount of the sentence embeddedness and the range of thestructure type are all the subjects of the syntactic complexity (Ortega 2003: 492).………CHAPTER THREE METHODOLOGY (20)3.1 Composition Collection (20)3.2 Tools (21)3.3 Variables (23)3.3.1 Dependent variables (25)3.3.2 Independent variables (26)3.4 Data Analysis (28)CHAPTER FOUR DATA ANALYSIS AND RESULTS (30)4.1 Quantitative Differences in High- and Low- Proficiency Writings-1ivviv (30)4.2 Comparison between Quantitative Features of CET4 (38)4.3 Impacts of Quantitative Features on Writing Quality (47)5.1 Lexical Diversity and Writing Quality (47)5.2 Syntactic Complexity and Writing Quality (48)5.3 Textual Cohesion and Writing Quality (49)Chapter FiveDICUSSION5.1 Lexical Diversity and Writing QualityU index assessing lexical diversity has showed significant difference between high-and low-proficiency writing both in CET4 and CET6. It may suggest thathigh-proficiencywritings have displayed more diverse vocabularies, which is different from the study ofWang (2004). In his study, the target students have a similar lexical diversity. Among theindices assessing lexical study in his study, none index has showed significant differencebetween high- and low-proficiency writings or correlated with writings scores. In his study,he explained the possible reason for such a result that there issignificant difference inaverage words. However, this result is probably attributed to his measurement of lexicaldiversity. In his study, TTR was employed as an index of lexical diversity, but asmentioned above, TTR is reliable only when texts have the same length. In Wang's study,texts vary in length; thus longer texts tend to have lower TTR. That is why the relationshipbetween lexical diversity and writing quality is blurred. But in this study, we adopted Uindex to measure lexical diversity in CET compositions, for U index can avoid theweakness of TTR and eliminate the influence of text length. Besides, Liu (2003) studied 57second- year college students in two natural classes and found out that vocabulary size hadno immediate effect on writing score. However, the result that lexical diversity has apositive impact on the quality of writing in this study is in accordance with the study ofMcNamara et al. (2001).……………ConclusionThis study aims to explore the relationship between lexical features and L2 writingquality with the help of Lexical Frequency Profile, the relationship between syntacticfeatures and L2 writing quality through the use of the computational tool L2 SyntacticComplexity Analyzer and the relationship between cohesive features and second languagewriting quality with the help of the computational tool Coh-Metrix3.0. Meanwhile, thestudy gives us information about the textual representation of different writingproficiencies along multiple textual measurements.This section summarizes the major findings of this study and presents theoretical,methodological and pedagogical implications for L2 writing research. Limitation of thepresent study and suggestions for further studies are raised in the end.……………Reference (omitted)英语论文范文精选篇二Chapter One Introduction1.1 Background of the ResearchEnglish writing is an important way of communication, which can enhance the ability oflanguage acquisition in the process of second language learning. As one of the language skills,English writing is very difficult to master. After many years, students still find that their writingis unsatisfactory and have many problems. It is widely acknowledged that much attentionshould be paid to English writing. At present our college English writing teaching is time-consuming and low effectiveness, for teachers spend a lot of time and energy reading andcorrecting students’ compositions, but the efficiency is not high; at the same time, studentsspend a lot of time writing, and the results are not satisfactory.The following conspicuous problems tend to exist in the English writing. First, when givena topic, students tend to think in Chinese and do a translation job. Second, students spend toomuch time avoiding grammatical errors in the process of writing, which leads to the ignoranceof the organization of the compositions in a comprehensive view. Third, enriching the contentduring the writing process is difficult for students, for they fail to support their viewpointswithappropriate examples and strong arguments. English writing is the weakest part in Englishlearning especially for Chinese Vocational college students. According to Basic Teaching Requirements for Vocational College English Course,developing students’ comprehensi ve abilities to use English language is the teaching aim ofvocational college English. In terms of writing, students should have the ability to master thebasic writing skills and accomplishing writing tasks of different types, including narration,description, argumentation and practical writings like business email or announcement.Besides,their writing should have a clear organization and proper coherence; at the same time, studentsshould be able to write or describe something with adequate content and proper form indifferent situations, such as business situation.…………1.2 Purpose and Significance of the ResearchAs we can see, most English class in the vocational colleges is always a big class which contains at least sixty students and in the class students may not receive the feedbackfromteacher immediately, although offering feedback is one of the essential tasks. It is helpful andefficient for teachers that students themselves can check other s’ writing and give comments. Sothese two feedbacks have their own roles in the revision. Considering the vocational collegeeducation, examining the practice of teacher feedback and peer feedback on EFL writing is ofgreat importance and necessity. This study is aimed to discuss the effects of teacher feedbackand peer feedback in the English class in order to provide some useful English writing teachingmethod and studying ways for vocational college education. This is not only consistent with thespirit of the new curriculum; at the same time reflects the “student-c entered” teachingphilosophy.…………Chapter Two Literature Review2.1 Feedback TheoryFeedback is widely seen in education as crucial for both encouraging and consolidatinglearning (Anderson, 1982; Brophy, 1981; Vygotsky, 1978), and the importance has alsobeenacknowledged in the field of English writing.In language learning, feedback means evaluative remarks which are available to languagelearners concerning their language proficiency or linguistic performance(Larsen-Freeman,2005). In the filed of teaching and learning, feedback is defined as many terms, such asresponse, review, correction, evaluation or comment. No matter what the term is, it can bedefined as “comments or information learners receive on the success of a learning task, eitherfrom the teacher or from other learners (Richards et al., 1998)”.A more detailed description of feedback in terms of writing is that the feedback is “inputfrom a reader to a writer with the effect of providing information to the writer for revision”(Keh, 1990). From the presentation of general grammatical explanation to the specific errorcorrection is all the range of feedback. The purpose is to improve the writing ability of studentsby the description and correction of the errors.The role of feedback is to make writers learn where he or she has misled or confused thereader by supplying insufficient information, illogical organization, lack ofdevelopment ofideas, or something like inappropriate word-choice or tense (Keh, 1990).…………2.2 Theoretical Foundations of FeedbackCollaborative learning, also called cooperative learning, is the second theoretical basis thatback for the application of feedback in writing class. It is feasible that students communicateactively with each other in the classroom.There is a clear difference betweenstudents-centered and traditional teacher-ledclassrooms. Students’ enthusiasm of participating in group discussion strengthens whenstudents are completely absorbed in collaborative learning in the students-centered class. Whenstudents get together to work out a problem, ideas are conveyed among them and immediatefeedback is received from their group members.Collaborative learning emphasizes that both students and instructors participate and interact actively (Hiltz, 1997). Collaborative learning is viewed from both behavioral andhumanistic perspectives (Slavin 1987). The behavioral perspective stresses that students areencouraged to study under a cooperativesituation and rewarded in the form of group rather thanindividual ones. As for the humanistic perspective, more understanding and better performanceare gained from the interaction among peers. So it is obvious that collaborative learning putsmore attention to the influence of peers, which is different from the previous English writingteaching theories(Johnson and Johnson,1986).Collaborative learning make the students work and learn together to maximize their ownand other’s study.…………Chapter Three Research Methodology (21)3.1 Research Questions (21)3.2 Subjects (21)3.3 Instruments (22)3.3.1 Writing Tasks (23)3.3.2 Questionnaires (23)3.3.3 Pre-test and Post-test (24)3.4 Research Design (24)3.5 Data Collection (27)Chapter Four Results Presentation and Discussion (29)4.1 Students’ Changed Writing P roficiency (29)4.2 Students’ Changed Interest in English Learning and Writing (36)Chapter Five Conclusion (43)5.1 Major Findings (43)5.2 Pedagogical Implications and Suggestions (44)5.3 Limitations of the Study (46)5.4 Suggestions for Further Study (46)Chapter Four Results Presentation and Discussion4.1 Students’ Changed Writing ProficiencyThe data from the pre-test and post-test of the EC and CC were all collected and analyzedthrough SPSS 13.0 to investigate the difference before and after the adoption of teacherfeedback and peer feedback in the English writing class. As table4-1 shows, the mean score of the control class (11.43) is rather similar to theexperimental class (11.56). Moreover, the standard deviation of experimental class (9.357) isalso rather similar to that of the control class (9.421). The mean score of the experimental groupisa little bit higher than that of control the group(11.56>11.43), but the disparity is only 0.13,and thelowest score and the highest score of the two groups are quite close to each other.On the basis of the group statistics of the pre-test, the author carried out an independentsamples t-test in order to further compare the mean scores of the pre-test between CC and EC.Table 4-2 shows the Sig is 0.624, higher than 0.05, showing the writing proficiency of twogroups have no significant difference. Thereby, the statistics in the row of “Equal variancesassumed” should be observed. The Mean Difference is merely 0.338, and the Standard ErrorDifference is only 2.086. In addition, Sig. (2-tailed) is 0.836 (>.05), which indicates that thestudents from both EC and CC share almost the same level of English writing proficiencybefore the study.…………ConclusionFeedback plays a key role and is quite effective in enhancing students’ writingproficiency. The comparison of mean scores in pre-test and post-test indicates that both groupsof EG and CG make more progress in their writingafter this feedback-initiated writinginstruction. Teacher feedback and peer feedback can lead to achievements in students’ writing,which means that the two kinds of feedback are all helpful, effective for promoting students’writing competence to some degree and there is no definite answer for the research question,which one will enhance students’ writing ability the more effective method between teacherfeedback and peer feedback. Teacher and peer feedback play different roles in improvingstudents’ writing. When giving teacher feedback, students in the control class make greaterprogress in organization and content, which was different from the experimental class. Theresults and discussion on students’ focus on the five language aspects had been mentioned in theprevious chapter. Those deep-level language aspects, like the content and organization are theweakest points for most of the students especially for the vocational students, so teacher has theability to point out the mistakes more deeply. As for peer feedback, students may havedifficultyin recognizing the errors in those deep -level aspects so they put more attention to the grammarand vocabulary.……………Reference (omitted)英语论文范文精选篇三Chapter I Introduction1.1 Theoretically analytical tool of the thesisAiming to analyze the features of English advertisements, the author picks English1advertisements which closely relate to people's daily life and rank first on the list ofcommercial advertisements as the studying material and applies thematic structure andthematic progression patterns as the theoretical tool of analysis.Now, quite a large number of linguists have studied theme and rheme, usingthematic structure and thematic progression patterns to conduct studies on detaileddiscourses，such as novels, sports news and students' theses. Taking thematic structureand thematic progression patterns as the analytical tool can help to explore how textsare developed. Halliday，a great linguist who has made many contributions tolinguistics, claims thematic structure as "basic form ofthe organization of the clause asmessage" (Halliday 1985:34). Each clause can be divided into theme part and rhemepart. The relation between themes and rhemes of the text can reveal how the text isconducted, which is known as thematic progression. Through thematicprogression,coherence of the text can be established. …………1.2 Purpose of the studyThrough the perspective of Systemic-Functional Grammar, 42 written texts ofEnglish advertisements are taken as the corpus and their thematic structures andthematic progression patterns are analyzed one by one. The author will analyze thedistribution of different themes and explore the use of four basic thematic progressionpatterns in this type of advertisements, trying to answer three questions:(1) What are the features of the usage of different themes in English advertisements?(2) Which thematic progression is used most often and why?(3) What pragmatic effects do these four thematic progressions have in Englishadvertisements?In the whole thesis, these three questions will be answered through analyzing theparticularEnglish advertisements. Halliday's(1994) theory of thematic structure and XuShenghuan's(1982) four basic thematic progression patterns will be adopted asanalytical framework, the reason of which will be explained later in Chapter 2.…………Chapter II Literature review2.1 Studies on thematic structureTheme and rheme distinction was firstly described by V. Mathesius in 1939 (HuZhuanglin 1994:137). In his mother tongue, Czech，he tries to analyze sentences fromthe perspective of communication and function and show how the information in asentence is expressed. Firbas translates Mathesius' definition of theme as: "[the theme]is that which is known or at least obvious in the given situation and from which thespeaker proceeds."(Martin 1992:434) Therefore, according to him, theme is the startingpoint of the message, which is known or given in the utterance and from which thespeaker proceeds, while rheme plays a role as new information, which is about what thespeaker says ontheme and represents the very important information that the speakerwants to convey to the hearer. In his opinion，a clause is divided into three parts: theme,rheme and transition. Of course, it is obvious that Mathesius does not use the exactexpression of "theme" and "rheme".Though Mathesius' point of view has some deficiencies, it influences Praguescholars greatly. One of his well-known followers, Firbas, proposes a view to improvethe thematic theories. He believes that theme is one that has lower degree ofcommunicative dynamism in some certain context while rheme has higher one.Different from Mathesius in dividing a clause into three parts (Hu Zhuanglin et al1989)，Firbas (1992) merges the concept of transition into rheme and divides a clauseinto two.Following with their opinions, there are two groups differing from each other. Onegroup thinks that theme is equal to "given" while the other one, Systemic School,accepts 'separating approach' which disentangles the two. Systemic School argues thatthere are differences existing between information structure (given-new) and thematicstructure (theme-rheme).…………2.2 Studies on thematic progression patternsIn discourse analysis，a sentence is understood as a message，conveyinginformation from the speaker to the listener. It can be separated into two segments:theme and rheme. Mathesius' (1976) concept of theme and rheme leads to a surge ofinterest in discourse analysis operated at the level of clause. The different choices andorders of discourse themes, the mutual connection and hierarchy between themes andrhemes, as well as their relationship to the hyperthemes of the superior discourse (suchas the paragraph, chapter, etc.) to the whole text or to the situation would influence theinternal structure of the text. Halliday (1985:227) subscribes to that opinion too，statingthat "the success of a text does not lie in the grammatical correctness of its individualsentences，but in the multiple relationships established among them". Therefore,thematic progression performs an important role in discourse analysis.Both scholars abroad and at home make great contributions to the study ofthematic structure together with thematic progression.…………Chapter III Analytical framework of the study and research design (20)3.1 Analytical framework of the study (20)3.1.1 Analytical framework of thematic structure (21)3.1.2 Analytical framework of thematic progression patterns (22)3.2 Research design (24)3.2.1 Consideration on selecting data used in the analysis (25)3.2.2 Analytical procedures (27)3.3 Summary (30)Chapter IV Analysis of thematic structure (33)4.1 Some rules of identifying and counting themes........334.2 Simple theme, multiple theme and zero theme (35)4.2.1 Distribution of simple theme, multiple theme and zero theme (36)4.2.? Data analysis (38)4.3 Textual theme, interpersonal theme and experiential theme (39)4.3.1 Distribution of three functional themes (40)4.3.2 Data analysis (42)4.4 Summary (43)Chapter V Analysis of thematic progression patterns........445.1 Distribution of thematic progression patterns (44)5.2 Data analysis (44)5.3 Summary (45)Chapter V Analysis of thematic progression patterns5.1 Distribution of thematic progression patternsBefore discussing the distribution of thematic progression patterns, anadvertisement sample will be taken as an example, which is selected from Michelin.Example 3:GE(T1) is building the world by providing capital, expertise and infrastructure for a globaleconomy(Rl). GE Capital(T2) has provided billions in financing so businesses can build and growtheir operations and consumers can build their financial futures(R2). We(T3) build appliances,lighting, power systems and other products that help millions of homes, offices, factories and retailfacilities around theworld work better(R3).^In this example given above, themes and rhemes have already been marked forconvenience. T1 refers to the theme of the first clause while R1 refers to the rheme, andso on. These three sentences in this piece of advertisement are all concerned about GEenterprise, although there is a slight difference among them. According to ZhuYongsheng (1985)，these themes can be seen as the same one and these clauses aresharing the same theme. ……………ConclusionThis thesis is focused on the thematic structure and thematic progression patternsof English advertisements, aiming to find some features and favored patterns.A literature review on thematic structure，thematic progression patterns andEnglish advertisements is made before the detailed analysis and finds that fewresearches are done on advertisements with a perspective of thematic organization andby a case study of one specific kind of advertisements. Therefore, the author conducts astudy on English advertisements by setting a theoretical framework,including theHalliday's theory of thematic structure and Xu Shenghuan's classification of thematicprogression patterns. Through these methods，the research is done by investigating thestatistics and results are given below: English advertisements prefer to use simpler themes to convey' informationquickly and directly. Multiple themes and clauses with themes omitted are used not sooften and differ from each other not so much in number because of the uniquecharacteristics of advertisements.……………Reference (omitted)英语论文范文精选篇四第一章引言1.1研究背景传统的课堂英语教学已经不能满足日益提高的英语学习要求，而网络化的英语在线学习系统提供大量不断更新的资源，突破地域和时间的限制，为学生和教师提供课内或课外的网络学习平台。
Chapter 1 Basic Rules for Writing
Chapter 1 Manuscript Form
Division of proper names should be _______: avoided Armstrong Australia __________; ________, The ____________________ last word of a page should not be divided. It should be written on the next page; Division of words at the ends of several consecutive lines should be avoided _______.
Chapter 1 Manuscript Form
Title writing: The title or topic of your essay should be written in the way as follows: the first line In the middle of ___________; Every word of the title should be capitalized _________, except articles ___________, prepositions coordinating connections and _______, ______________________, to infinitives, unless one of these words is and __in the first or last word of the title ; ___________________________ phrases (nouns with their Topics are generally noun ___________ modifiers), though other forms are possible; No full stop should be used at the end of a title __________ unless the topic is a direct question.
英语写作基础教程(第三版)Chapter 1
一、Manuscript Form
1. Arrangement 2. Word division 3. Capitalization 4. Handwriting
一、Manuscript Form
Answers to task 1
1. 2. 3. 4. 5.
6.
Where I Lived, and What I Lived For Are Transgenic Crops Safe? Well-Known Dramatists of the Ming Dynasty A Day to Remember Approaches to Teaching English as a Foreign Language Criticisms on the Ending of Mark Twain‟s Adventures of Huckleberry Finn
二、 Punctuation
1. The Comma (,)
(1). A comma is used to join clauses. It is put before the conjunction (and, but, or, for, so, nor, yet ) (2). A comma is used after an adverbial clause or phrase. (3). Commas are used to separate a series of words or phrases with the same function in the sentence.
一、Manuscriptnt (title)
大学英语写作课件1 chapter 1
1. Some Requirements on This Course
• 1) Attend every writing lesson; • 2) Devote your efforts to meeting the requirements of this course; • 3) Be active in class (Volunteers are always welcome & will be given more); • 4) Finish assignments in time; • 5) Prepare two exercise books, one for in-class exercises; the other for afterclass exercises;
具体的学习内容
第一章 文稿格式和标点符号 (Manuscript Form and Punctuation) 第二章 用词(Using Proper Words) 第三章 造句 (Making Correct and Effective Sentences) 第四章 段落(Developing Paragraphs) 第五章 摘要(Summarizing) 第六章 完整的作文(Composing Essays) 第七章 应用文(Writing for Practical Purposes) 第八章 学术论文写作(Preparing Research Papers)
• 5) Your teacher will not correct your compositions word by word, but judge them as a whole.
• 6) You can know how to write good articles not through your teacher‟s correcting the grammar mistakes in your exercises, but through your daily practice. • 7) Writing cannot be simplified to a set of rules or guideline, and people can never learn to write once and for all, because works change according to the people, purposes, and places involved.
英语语言学Chapter 1
Chapter OneⅡ. 1. Chomsky defines “competence” as the ideal user’s k of the rulesof his language.2. Langue refers to the a linguistic system shared by all the members of a speech community while the parole is the concrete use of the conventions and application of the rules.3. D is one of the design features of human language which refers to the phenomenon that language consists of two levels: a lower level of meaningless individual sounds and a higher level of meaningful units.4. Language is a system of a vocal symbols used for human communication.5. The discipline that studies the rules governing the formation of words into permissible sentences in languages is called s .6. Human capacity for language has a g basis, but the details of language have to be taught and learned.7. P refers to the realization of langue in actual use.8. Findings in linguistic studies can often be applied to the settlement of some practical problems. The study of such applications is generally known as a linguistics.9. Language is p in that it makes possible the construction and interpretation of new signals by its users. In other words, they can produceand understand an infinitely large number of sentences which they have never heard before..10. Linguistics is generally defined as the s study of language.11. Language is a system of a symbols used for human communication. use, it is said to be d ; if it aims to lay down rules for “correct” behavior,it is said to be p .14. In modern linguistics, S study seems to enjoy priority over d study. The reason is that successful studies of various states of a language would be the foundations of a historical study.15. Langue refers to the a linguistic system shared by all the members ofa speech community; and parole refers to the r of langue in actual use.16. Chomsky defines competence as the ideal user’s k of the rules of his language, and performance, the actual r of this knowledge in linguistic communication.17. “ A rose by any other name would smell as sweet”. This famous quotation from Shakespeare illustrates that language has the design feature ofa .18. The property of d of language provides a speaker with an opportunity to talk about a wide range of things, free from barriers caused by separation in time and place.19. Language is a system, which consists of two sets of structures, one of Sounds, and the other of w . This double articulation of language enables its users to talk about anything within their knowledge.20. An English speaker and a Chinese speaker are both able to use language, but they are not mutually intelligible, which shows that language is culturally t .III.1. The study of _____ does NOT form the core of linguistics.A. syntaxB. pragmaticsC. morphologyD. sociolinguistics2. If the study of meaning is conducted in the context of language use, a branch of linguistic study called _____ come into being.A. syntaxB. semanticsC. morphologyD. pragmatics3. Which of the following statements is no the concern of psycholinguistics?A. It aims to answer such questions as how the human mind works when we use languageB. It relates the social norms that determine the type of language to be used in a certain occasion.C. It pays more attention to the study of language acquisition in childrenD. It focuses on the way of processing the information we receive in the course of communication.4. Which of the following words is the entire arbitrary one?A. bookB. beautifulC. crashD. newspaper5. Which of the following items is not a design feature of human language？A. arbitrarinessB. competenceC. displacementD. productivity6. The difference between modern linguistics and traditional grammar are all of the following EXCEPT _______A. descriptive vs. prescriptiveB. non Latin-based vs. Latin-based frameworkC. spoken vs. writtenD. competence vs. performance7. The term _____ linguistics may be defined as a way of referring to the approach which studies language change over various periods of time and at various historical stage.A. synchronicB. comparativeC. diachronicD. historical comparative8. Which word is the absolute arbitrary one?A. carefulB. handbagC. crackD. table9. The application of linguistics principles and theories to language teaching and learning is called _____.A. sociolinguisticsB. PsycholinguisticsC. computational linguisticsD. Applied Linguistics10. ______ is regarded as the “Father of modern linguistics”.A. ChomskyB. SaussureC. HallidayD. Whorf11. Competence refers to ________.A. the ideal language user’s knowledge of the rules of his languageB. the actual realization of the language user’s knowledge of the rules in utterancesC. knowledge of meaning of words and sentencesD. what speakers can actually do with language12. The subject area on the borders of linguistics and literature has become known as _____ .A. anthropological linguisticsB. linguistic stylisticsC. neurolinguisticsD. mathematical linguistics13. The distinction between competence and performance is similar to the distinction between ________.A. prescriptive & descriptiveB. synchronic and diachronicC. speech and writingD. langue & parole14. _____ answers such questions as how we as infants acquire our first language.A. applied linguisticsB. sociolinguisticsC. psycholinguisticsD. anthropological linguistics15. Children can speak before they can read or write shows that ______.A. language is arbitraryB. language is productiveC. language is used for communicationD. language is basically vocal16. _____ means the lack of logical connection between the form of something and its expression in sounds.A. AmbiguityB. FuzzinessC. AbstractnessD. Arbitrariness17. Which of the following statements about language is NOT TRUE?A. Language means the system of pronunciation, grammar and vocabularyB. Language includes animal and artificial features of languageC. Language means a particular type or style of language used for a particular purposeD. Language refers to the common features of all human languages18. All human languages are organized on two levels: the sound level –meaningless, the grammatical level – meaningful. This means language has the design feature of _______.A. dualityB. changeableC. creativeD. arbitrary19. ____ are two sub-branches of linguistics that study the units at the grammatical level.A. morphology and semanticsB. morphology and syntaxC. semantics and syntaxD. morphology and phonology20. ____ dictionary established a uniform standard for English spelling and word use.A. LongmanB. OxfordC. Webster’sD. Johnson’s21. Langue & Parole are a pair of important distinctions put forward by_______ .A. ChomskyB. LyonsC. SaussureD. Halliday22. Language has the feature of ____ in the sense that users can understand and produce sentences they have never heard before.A. dualityB. interchangeabilityC. displacementD. productivity23. Linguistics gives priority to the spoken language instead of the written language because ______.A. vocal sounds are derived from writing systemsB. spoken language precedes written language only in Indo-European languagesC. we have recording devices to study speech in modern timesD. speech precedes writing everywhere in the world24. The distinction between competence and performance is made by _____ in _______.A. F. de. Saussure; SwissB. Noam Chomsky; USAC. M. A. K. Halliday; UKD. L. Bloomfield; USA25. If a linguistic study describes and analyzes the language people actually use, it is said to be _______.A. prescriptiveB. analyticC. descriptiveD. linguistic26. Which of the following is not a design feature of human language?A. ArbitrarinessB. DisplacementC. DualityD. Meaningfulness27. Modern linguistics regards the written language as _______.A. primaryB. correctC. secondaryD. stable28. In modern linguistics, speech is regarded as more basic than writing, because _______.A. in linguistic evolution, speech is prior to writingB. speech plays a greater role than writing in terms of the amount of information conveyedC. speech is always the way in which every native speaker acquires his mother tongueD. All of the above29. A historical study of language is a_______ study of language.A. synchronicB. diachronicC. prescriptiveD. comparative30. Saussure took a(n) _______ view of language, while Chomsky looks at language from a ________ point of view.A. sociological, psychologicalB. psychological, sociologicalC. applied, pragmaticD. semantic, linguistic31. According to F. de Saussure, _______ refers to the abstract linguistic system shared by all the members of a speech community.A. paroleB. performanceC. langueD. Language32. Language is said to be arbitrary because there is no logical connection between _______ and meanings.A. senseB. soundsC. objectsD. ideas33. Language can be used to refer to contexts removed from the immediate situations of the speaker. This feature is called _______.A. displacementB. dualityC. flexibilityD. cultural transmission34. The details of any language system is passed on from one generation to the next through _______, rather than by instinct.A. learningB. teachingC. booksD. both A and B。
chapter_1 Criteria for Effective Business Writing
外语教学与研究出版社
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Complete message
Reminding him of his promise of timely delivery. What losses has this caused you? Asking for compensation if there is any agreement on that. Expecting no such thing will happen again.
外语教学与研究出版社 4
Completeness
Include all the necessary information and data in the message because information and data can help senders get receivers’ responses and achieve desired objectives. An incomplete message may result in increased communication costs, loss of goodwill, sales, and valued customers, cost of returning goods, and wasted time trying to make sense out of the incomplete message.
外语教学与研究出版社
16
Suggestions
1. Conversational style 2. Informal style 3. Avoid the old language of business 4. You-viewpoint (you-attitude) * Avoid insincerity
Chapter 1 What is academic writing
Examples:1. scope
This paper presents a new method to improve the reliability of roll bearings in paper machines. This thesis aims to produce a complete design specification for a remotely operated
Chapter 1What is academic writing?
Definition Features: Cohesion and coherence; grammar, STYLE Metatext
RESEARCH FUNCTIONS
Citing other researchers' work VOCABULARY CHOICE
Coherence:CREATING FOCUS
it is also important to give your writing a "focus" (coherence). You can do this by carefully choosing your topic at the beginning of each sentence. To understand why, look at the example paragraph below. Good cohesion, but no coherence: 1Romance languages descend from a Latin parent, and many words based on Latin are found in other modern languages such as English. 2English has become the lingua franca, the learned language of science and trade. 3Science is based on experimentation, description, and categorisation. 4Descriptions of the ‘northern lights’, or Aurora Borealis, often incude the words ‘twinkle’ or ‘flicker’ to explain the movement created when solar ions collide with the Earth’s atmosphere.
商务英语写作全套教案
商务英语写作教案Business English WritingChapter 1 Business English Writing: Classifications and Principles●Business Communication●Writing Principles——8C PrinciplesI.Business Communication●What is Communication?●What is Business Communication?●Objectives of Business Communication●Classification of Business Communication1. Definition of CommunicationCommunication is the sending and receiving of information, ideas, attitudes and emotions―either verbal or nonverbal―that produce a response between people. 2. Business communication is the communication which takes place in the business field.3. Objectives of Business Communication1) To be understood exactly as we intended;2) To secure a desired response to what we communicate;3) To build up and develop goodwill between the sender and receiver of the message.4.Classification of Communication1) Downward Communication is from superiors to subordinates, from bosses to employees, from decision-makers to operating personnel.2) Upward Communication is the opposite flow of downward communication. Messages from the bottom move up through many stages until they reach the top.3) Horizontal Communication is the exchange flows between or among organizational units on the same hierarchical level.internal horizontal communication external horizontal communicationII. Writing Principles——8C Principles●Completeness●Concreteness●Conciseness●Clarity●Correctness●Consideration●Courtesy●Creditability1. CompletenessA complete letter should include whatever details are needed to produce the response you want.To achieve the Completeness, you should consider the following suggestions:1) Try to list all essential points in your letter;2) V olunteer something extra which, you think, may be of some use to your reader now or in the future;3) Offer alternatives you are able to give. Maybe you will get a new transaction.4) Check for the five Ws (who, what, where, when and why) and the H (how).2. Concreteness1) Use specific rather than general language to give specific information.Compare:This copier saves you both money and time.BH200 Copier makes 60 copies a minute at a cost of one fen a copy.But sometimes generalizing is necessary or preferable for being diplomatic.Compare:Our firm sells clothes for women weighing over 200 pounds.Our firm sells fashions for women with generous figures.2) Use concrete rather than abstract words when possible.Compare:I am interested in your vehicle.I am interested in your brown 1997 Ford Sedan.3. ConcisenessConciseness is saying what you want to say in the fewest words possible without sacrificing the other C qualities.1) Avoid wordy expressions and statementse.g. “I wish to take this opportunity to thank you for your sincere cooperation.”“Thank you for your sincere cooperation.”2) Avoid triteness.3) Eliminate redundancy (repetition of language elements)Mr. Li will be here at 8 A.M. in the morning.4) Leave out irrelevant materialCompare:If you had not informed us of damage so promptly, we should/would be unable to do anything for you. However, in your case, we are glad to tell you…Because you were so prompt in informing us of the damage, we are glad to tell you…4. Clarity1) Write on the level of the reader’s u nderstanding.2) Avoid ambiguityAn ambiguous word is one that has more than one meaning in the same context. Compare:The L/C must reach us for arranging shipment not later than 8 October.The L/C must reach us not later than 8 October for arranging shipment3) Avoid needless jargon (special language in one field of business)If possible, try to include examples, illustrations or other visual aids for clarity, such as pictures, diagrams, simple tables, samples and printed materials.5. CorrectnessCorrectness means a message must be united (grammatically and mechanically correct) and coherent (logically organized).To achieve this aim, the writer should:1) Use the right level of language (formal, informal, substandard).2) Include accurate facts, figures and words.3) Maintain acceptable writing mechanics or structure.6. ConsiderationConsideration means to think of the reader first and write from the “you-attitude”. “You-attitude” is a style of writing that looks at things from the reader’s poi nt of view, emphasizing what the reader wants to know, respecting the reader’s intelligence and protecting the reader’s ego (self-esteem).1) To emphasize the “you” and “your” and deemphasize the “I” and ”my” in positive situations and to avoid the word “you” in negative situations and use passive words/verbs and impersonal expressions to avoid assigning blame.Compare:We provide health insurance to all employees.You receive health insurance as a full-time P&G employee.Compare:You made no allowance for inflation in your estimate.No allowance for inflation has been made in this estimate.This estimate makes no allowance for inflation.2) To emphasize the reader’s interests rather than your own concerns.Compare:The large scale of sales of our products will make our company more profitable.You will find that our product will sell rapidly and afford you a profit margin.3) To emphasize what you can do, not what you cannot do .Compare:We won’t be able to send you the brochure this month.We will send you the brochure next month.Try to use positive words to replace negative words.Improve:We hope you won’t be dissatisfied with the new range of our electric products.4) To express your sincere desire to be of help.7. CourtesyA courteous message, like a courteous person, is polite, considerate and emphathic. Courtesy is a major contributor to goodwill. By courtesy we mean treating people with respect and friendly human concern. It can be a key factor influencing our success in the business world.1) Be polite.2) Be equal to each otherCompare:How can anyone question our ability to repay the loan when we are such a large, reputable firm?Our qualification for the loan is a well established credit rating.3) Avoid mistrustCompare:We have received your letter in which you claimed that ten tea sets were damaged in shipment.We have noticed in your letter that a damage to ten tea sets in shipment was found.4) Avoid angerCompare:You obviously made a mistake by sending me the wrong goods.Thank you for your prompt delivery. However, the goods reached us were not the ones we ordered.8. CreditabilityCreditability means being honest and fair in all our business dealings.The observation of the 7Cs will ensure the achievement of last C– Creditability. Before doing business with others, one businessman should learn how to be a man. HomeworkRead the text and answer the question:How do you analyze the 8Cs from the pragmatic perspective?Chapter 2 The Structure and Layout of a Business LetterI. StructureII. LayoutIII. HomeworkI. Structure1. Standard Parts of Business Letters2. Optional Parts of Business LettersI. Structure1. Standard Parts of the Business Letter(1) Letter-head 信头It is the heading at the top of a letter and shows where the letter comes from. It usually consists of the name, address, telephone number and fax number and also the company logo, web site, e-mail address, etc.The letter-head is usually printed on the company’s stationery.e.g. OMNICORP INTERNATIONAL17 Bunder Hill RoadShrewsbury MA 01545Tel 03-345 6788 Fax 34567(2) Date 日期The format of date differs from country to country.e.g．①Friday, 10th, March 2006;②10th (or 10) March, 2006(U.S. military, Europe, Latin America);③March 10th(or 10), 2006(American business);④10, 3, 2006 or 10/3/2006(causing confusion).(3) Inside name and address 封内姓名和地址It should duplicate the address on the envelope. It should also include the reader’sname, title and address and is placed at the left margin about 2 or 3 spaces below the date and above the salutation.(4) Salutation 称呼It is your friendly greeting to the reader and agrees with the inside address.*Gentlemen (American) / Dear Sirs (British)/ Ladies and Gentlemen (Customary Salutations to a firm)*Dear Mr. /Mrs./ Miss / Ms (marital status unknown)*Dear +first nameIt is addressed to an individual you know well.*Dear Sir & Dear MadamThey are used in formal and impersonal situations or when you do not know the reader’s name.*Dear Director (Manager, Supervisor, Owner, Department Head)Neutral titles are preferred by many office managers.*Dear CustomerIt is used for messages that omit an inside address as in sales letters or announcements to more than one person.(5) Body 主体The body is the message and the most important part. It is difficult to discuss how to write in a few words because there are many purposes of letter writing. But do remember 7C Principles.(6) Complimentary close 礼貌结束语It is a polite way of closing the letter. It must agree with the salutation in the degree of formality.*Formal 正式Dear Sir / Gentlemen ——— Faithfully yours /Yours faithfullyLadies & Gentlemen ———Yours very truly (very truly yours, your truly)—no longer popular*Semi-formal 半正式Sincerely yours or yours sincerely(very popular between businessmen who have already established a business contact with each other)Cordially yours or Very cordially yours (used when you may or may not know the reader well, but wish him to feel the relationship is friendly).*Informal 非正式Dear David ——→sincerely, cordially, best regards, take care, thanks(7) Signature 签名Every business letter must be signed. It usually includes three or four parts:①the name of the company,②the signature of the writer,③the typed name④the business title.Page 37 Examples2) Optional Parts of the Business Letter(1) Reference 参考号The reference may include a file number or departmental code or the initials of the signer of the letter to be followed by the typist’s initials.e.g. Our ref: Dep. B/4LW/PB 524;KLM: tr orTR;KL Morning—tr;K.L Morning: trK.L. Morning: TR/tr (Identification Marks) 识别标记(2) Attention Line 经办It is used to direct the letter to a specific person or department when the company name is used in the addressee line. It is usually placed between inside address and the salutation.e.g. Attention: Purchasing Manager.(3) Subject Line 事由It helps both the writer and the reader identify the subject matter,e.g. Subject: Order No. 123;Re: Invoice No. 123;(4) Enclosure Notation 附件It tells the receiver that something is included in the envelope along with the letter. It also reminds the sender and the reader of checking for enclosures.(4) Enclosure Notation 附件e.g. Enclosure: Sales Contract;Enc. 3: Sales Contract;Commercial Invoice;Bill of LadingEncl. 3Enclosures 33 Enclosures:(5) Copy Notation 抄送It indicates a copy of the letter is being used to some other business people.It is placed below the signature at the left margin.●cc: (carbon copy) xc: (Xerox copy)●pc: (photo copy) c: (copy)e.g. cc: Mr. Taylor(6) Postscript 附言When you finish the letter and happen to think of something else, you may add it at the end of the letter.P.S. (p.s.; PS): ***If there are two things, use P.P.S. But this is a poor/bad habit and should be avoided.II. Letter style (Layout)1. Indented style (缩格式/ 传统格式）Page 422. Full block form齐头式This form begins each line at the left. This is the fastest to type because typists do not have to set and use tab stops for indenting. Page 433. Modified block style改良齐头式It is currently one of the most popular styles. To most readers, this style isappealing because it achieves the best visual balance on the page.The letterhead, date, complimentary close and signature are just to the right of the center. Page 444. Modified block style with indented paragraphs 混合式(Semi-block style)Many business letters use this style. Although the full block style is widely used, the indented style is also popular, probably because its paragraphs are indented in the same way of books, newspapers and magazines. Page 45Homework1. Give the names of the parts in the letter on Page 43.2. Study the forms of envelope addressing by yourself.3. Translate the sentences into English on Page 54.Chapter 4 Credit Inquiry and Establishing Business Relations●Letters of credit inquiry●Letters of establishing business relationsI. Credit inquiry——a kind of consultancy letter●Consultancy is the business of offering specialist professional advice including market research, credit standing investigation, market trend research and other services providing business information.●Consultancy service is usually provided by banks or professional consulting companies or individuals. As a business person, you should learn to write a consultancy letter to seek needed information.●In international business, an exporter may ask his new customer to give the name of his bank(er) or the name of firms which the customer has previously dealt as a reference.●Reference:1) a piece of written information about sb’s character, ability, etc. 证明书，证明材料2) a person who provides such information. 资信证明人●There are two kinds of reference: ba nks’ (bankers’) reference—banks银行证明人and trade reference—companies商业证明人.How to Write a Consultancy Letter for Credit Standing1. The name of the company to be investigated and why you are writing to the receiver.e.g. 玛丽兰公司提出要当我公司的代理，销售我们的缝纫机，并介绍我公司向贵行了解该公司的信用、业务能力和声誉的详细情况。
考研英语100篇作文范文
考研英语100篇作文范文Chapter 1: IntroductionIn recent years, the number of candidates taking the postgraduate entrance examination, commonly known as the "gaokao," has continued to rise. With the increasing competitiveness, candidates are looking for effective ways to improve their English writing skills, as it plays a significant role in the exam. Therefore, this paper aims to provide a comprehensive analysis of 100 sample essays for the postgraduate entrance examination in English, covering four essential chapters. By examining these essays, candidates can gain insights and guidance on how to improve their own essay writing abilities.Chapter 2: Essay Structure and OrganizationThis chapter focuses on the structure and organization of the 100 sample essays. The essays will be categorized into various types, such as argumentative, narrative, descriptive, and expository essays. Each type will be explained in detail, highlighting the distinctive features and writing techniques used. The chapter will also provide valuable tips on how to structure an essay effectively, including the introduction, body paragraphs, and conclusion. By understanding the proper organization of essays, candidates can enhance their ability to communicate their ideas clearly and logically.Chapter 3: Vocabulary and Language UseVocabulary and language use are crucial factors in essay writing.This chapter will examine the use of vocabulary and language in the 100 sample essays. It will highlight the importance of using appropriate and sophisticated vocabulary to convey ideas accurately and concisely. The essays will demonstrate various language techniques, such as similes, metaphors, and idioms, that can enhance the quality of writing. Additionally, it will discuss common grammar mistakes and provide recommendations on how to avoid them. By analyzing the language used in these sample essays, candidates can develop a strong command of English writing skills.Chapter 4: Content and ArgumentationThe final chapter will focus on the content and argumentation in the 100 sample essays. It will explore how to develop compelling arguments, support them with evidence, and present multiple perspectives on a given topic. The chapter will also examine the importance of critical thinking and coherent reasoning in essay writing. Furthermore, it will address how to effectively counter opposing viewpoints and strengthen one's own argument. By studying the content and argumentation approaches in these essays, candidates can enhance their ability to construct well-reasoned and persuasive arguments in their own writing.Conclusion:In conclusion, this paper aims to provide a comprehensive analysis of 100 sample essays for the postgraduate entrance examination in English. By examining the essay structure and organization, vocabulary and language use, as well as content and argumentation,candidates can develop a better understanding of effective essay writing techniques. It is hoped that this analysis will serve as a valuable resource, enabling candidates to improve their English essay writing skills and achieve success in the postgraduate entrance examination.Chapter 1: IntroductionIn recent years, the number of candidates taking the postgraduate entrance examination, commonly known as the "gaokao," has continued to rise. With the increasing competitiveness, candidates are looking for effective ways to improve their English writing skills, as it plays a significant role in the exam. Therefore, this paper aims to provide a comprehensive analysis of 100 sample essays for the postgraduate entrance examination in English, covering four essential chapters. By examining these essays, candidates can gain insights and guidance on how to improve their own essay writing abilities.Chapter 2: Essay Structure and OrganizationThis chapter focuses on the structure and organization of the 100 sample essays. The essays will be categorized into various types, such as argumentative, narrative, descriptive, and expository essays. Each type will be explained in detail, highlighting the distinctive features and writing techniques used. For example, argumentative essays require a clear thesis statement and well-supported arguments, while narrative essays emphasize storytelling and personal experiences. The chapter will also provide valuable tips on how to structure an essay effectively, including the introduction, body paragraphs, and conclusion. By understanding the proper organization of essays, candidates can enhance theirability to communicate their ideas clearly and logically.Chapter 3: Vocabulary and Language UseVocabulary and language use are crucial factors in essay writing. This chapter will examine the use of vocabulary and language in the 100 sample essays. It will highlight the importance of using appropriate and sophisticated vocabulary to convey ideas accurately and concisely. Candidates can learn from these essays how to incorporate a wide range of vocabulary and avoid repetition. The essays will also demonstrate various language techniques, such as similes, metaphors, and idioms, that can enhance the quality of writing and make it more engaging for the reader. Additionally, the chapter will discuss common grammar mistakes and provide recommendations on how to avoid them. By analyzing the language used in these sample essays, candidates can develop a strong command of English writing skills.Chapter 4: Content and ArgumentationThe final chapter will focus on the content and argumentation in the 100 sample essays. It will explore how to develop compelling arguments, support them with evidence, and present multiple perspectives on a given topic. The chapter will also examine the importance of critical thinking and coherent reasoning in essay writing. Candidates can learn from the sample essays how to present their ideas effectively and persuasively. Furthermore, itwill address how to effectively counter opposing viewpoints and strengthen one's own argument. By studying the content and argumentation approaches in these essays, candidates can enhancetheir ability to construct well-reasoned and persuasive argumentsin their own writing.Conclusion:In conclusion, this paper aims to provide a comprehensive analysis of 100 sample essays for the postgraduate entrance examination in English. By examining the essay structure and organization, vocabulary and language use, as well as content and argumentation, candidates can develop a better understanding of effective essay writing techniques. It is hoped that this analysis will serve as a valuable resource, enabling candidates to improve their English essay writing skills and achieve success in the postgraduate entrance examination. With practice and guidance from these sample essays, candidates can enhance their writing abilities and approach the exam with confidence.。
chapter_1_简介和翻译标准
大家被淋得浑身透湿，他们头天晚上还是聚到了 一起。
• 2） 具有丰富的文化知识，熟悉以英语为母 语的国家的诸如历史、宗教、政治、地理、 军事、外交、经济、文艺、科学、风土人 情、民俗习惯等方面的社会文化。这有助 于正确理解原文，完美地表达原作所要传 达的思想内容。 • 3） 熟悉翻译理论和常用技巧，善于灵活运 用各种翻译技巧。 • 4） 熟悉各种工具书。
翻译的规律难以译出原文的言外之意。 翻译的规律难以译出原文的言外之意。许多句子的真正 意义在言外。言外之意是语言的内涵, 意义在言外。言外之意是语言的内涵,译者能译出语言内涵 的翻译技能就是其翻译的艺术性。 的翻译技能就是其翻译的艺术性。 • Are you an associate professor now ?
英汉翻译的标准: 英汉翻译的标准 Pp8-10
• • • • • •
唐朝,玄奘 清末,严复 鲁迅 傅雷 梁实秋 钱钟书
• 1 faithfulness, expressiveness, elegance • 2 rather faithful than smooth • 3 spiritual conformity • 4 rather smooth than faithful • 5 sublimed adaptation • 6 faithfulness and readability (求真 喻俗)
Connotation of Translation
• Is translation an art, a science, or a craft? • ...translation is first a science, which entails the knowledge and verification of the facts and the language that describes them-here, what is wrong, mistakes of truth, can be identified; secondly, it is a skill, which calls for appropriate language and acceptable usage; thirdly, an art, which distinguishes good from undistinguished writing and is the creative, the intuitive, sometimes the inspired, level of the translation; … （Peter Newmark）
英语学位论文写作PPTCHAPTER1
1.2 Thesis, dissertation, paper
How to write a dissertation in English
1.1 1.2 1.3 1.4 1.5 1.6
在写硕士论文”. On the other hand, He is writing a paper. can be generally understood as “他正在写论文”, and this is not to be interpreted as “他正在写博士论文” or “他正在 写硕士论文” or “他正在写本科论文”.
If your main task is to summarize existing studies in the field, you are simply expected to present to the reader what you have read, how much you have understood, and the way you have organized all the information that you have reviewed. You are not expected to critically evaluate these previous studies. However, if you are expected to evaluate the research information, you must show your ability not just in understanding the information but also in commenting on other people’s work in a scholarly way. You have to consider not just the what factor but also the how and why factors, in which case
大学英语写作基础大纲
《英语写作》教学大纲第一部分大纲说明一、课程基本情况课程编码：08020012课程名称：英语写作课程类别：专业课程学时/学分：36/2先修课程：综合英语，英语听力等适用专业：三年制英语教育专业开课系（部）或教研室：外语系英语专业教研室二、课程的性质、内容和任务（一）课程性质本课程为三年制大专英语专业的专业必修课，是为英语专业学生开设的英语专业技能提高课程，是英语专业专科阶段一门重要的实践课程，它与英语专业的听、说、读等课程相辅相成、密不可分。
本课程旨在扩大英语专业学生的知识领域,巩固和提高学生的语言技能,重点培养学生驾驭英语语言文学知识和对文学作品的独立欣赏的能力,从而使其能得体而流畅地使用语言, 写出语言通顺、思路清晰、内容充实、具有一定广度与深度的英语文章，培养学生利用图书馆和计算机网络查阅资料和独立分析问题的能力，把用英语表达思想的能力提高到一个新的高度。
（二）课程内容课程的主要内容从单词、句型到段落，有步骤、有层次地训练，最终使学生能够写出内容切题、条理清楚、语言正确的英语短文，并让学生书写应用文，即书信、便条等，熟悉应用文的格式和行文，并能正确书写相应的应用作文。
（三）课程任务通过该课程大量的范例研究和写作实践，培养学生用英语的基本写作能力，特别是篇章结构和句子层面的基本功，为制作对外宣传的实用文提供模仿的范例，帮助学生掌握各种写作技巧，解决在实际阅读各种实用文时遇到的各种困难，掌握地道的英语，，从而提高书面交际能力。
课堂教学以讲解教材为主，包括当场写作练习和作文讲评，课外教学通过布置作业以加强理解和训练。
该课程可加强学生对英语阅读、综合英语等其他英语课程中文章结构、句型结构、篇章类型的把握和认识，促进各科目的融会贯通。
三、教学的目的和要求《英语写作》在知识习得上注重培养学生对英文写作的热情和创造性，在原有的语言知识基础上，不断提高思想表达的准确性与鲜明性，逐渐让他们感受到英语的极强表达力；在能力素质上，重视锻炼学生的书面语言运用能力，促进学生英语运用综合素质的发展，从而提高学生的逻辑思维能力和篇章衔接贯通运用能力。
商务英语写作 chapter 1PPT课件
可编辑ppt
8
1
Chapter
An Overview of Business Writing
1. Courtesy
Being courtesy we mean treating people with respect and friendly human concern.
Courtesy usually involves three aspects: ✓ Using you-viewpoint ✓ Taking a positive tone ✓ Being conversational
可编辑ppt
10
1
Chapter
An Overview of Business Writing
1. Courtesy
Examples of using you-viewpoint
— A large sale of our products will make our company more
profitable.
— You could obtain a refund if…
— Obviously you forget telling us the color…
— Please indicate your choice of color…
可编辑ppt
11
Exercise II on page 16
• 11..WYeouwr iollrdbeer pwliellabseedetloivedreeldivbeyr Myoauyr1o6r. der by May 16.
2. To persuade
In addition to providing information, some business messages also influence the reader’s attitudes and actions.
香港朗文版2A期末复习资料Chapter1___Chapter
香港朗文版2A期末复习资料Unit 1 Coming to School一、词汇1、会默写的单词bus minibus school bus ferry MTRLRT tram train pupil childrenGet into groups walk ask joinminute taxi girl boy2、单词巩固练习bus ________________ 迷你巴士_______________地铁_______________ LRT_______________电车_______________ train_______________女孩_______________ 的士_______________ferry_______________ pupil ______________补全单词gr_u_p p_p_l fe___y a_k jo_nmin_te w_lk sc_ool L_T gi_l写一写group minutepupil schooltaxi girl二、句子要背诵的句子1、How do you come to school?2、I come to school on foot.3、I come to school by MTR.4、I walk to school.5、How many pupils come by car?6、One pupil comes by car.7、Seven pupils come by school bus.8、Then get into groups.9、Come on, Wendy.10、Ask your friends.句子练习连线题Ask your friends 然后组成小组Come on , Wendy 去问一下你的朋友们Then get into groups 来吧，WendyJoin a group 加入一个小组补全句子1 How do you ___________(come/ comes) to school?2 He ___________ (come/ comes) to school by bus.3 How mang ___________(pupil/pupils) ___________ (come/ comes) to school by minibus?4 Three ___________( pupil/pupils) __________(come/ comes) to school by minibus.Unit2 About Me一、会默的单词什么________________ sun _______________住__________________ 家__________________哪里________________ how old...?_________________班__________________ 的士____________________ 二、会背的句子What’s your name?My name’s Kitty./I’m Kitty.How old are you? I’m seven.Where do you live? I live in Wan Chai.What’s your telephone number?It’s 2323 4546 .Welcome to our class.三、练习，句子填空。
经贸函电与写作练习题1
Chapter 1 Business Letter WritingExam 1Arrange the following in proper form as they should be set out a letter:1) Sender 's name ： China National Light Industrial Products Import& ExportCorporation. Shanghai Branch2) Sender 's address:128 Huchiu Road, Shanghai, China3) Sender 's telex address: INDUSTRY SHANGHAI4) Sender 's telex address:33054 INDUS CN5) Date: March 23, 20..6) Receiver 's name: H. G. Wilkinson Company, Limited7) Receiver 's address: 245 Lombart Street, Lagos, Nigeria8) Salutation used: Dear Sirs,9) Subject-matter: Sewing Machines10) The message:We thank you for your letter of March 16 enquiring for the captioned goods.The enclosed booklet contains details of all our Sewing Machines and will enable you to make a suitable selection.11) Complimentary close: Your faithfully,Chapter 2Exam 2I. Translate the following phrases and then make sentences:II.In each of the following sentences: Choose the appropriate word or words in the parentheses. Be prepared to justify your choice: 1. We introduce ourselves (like, as, for) importers and exporters of lightindustrial (produce, products), having many years experience in this line of business.2. We have been (bought, buy, buying) walnut meat form the local commission houses,who (are used to, used to , use to ) send us quotations regularly.3. We take the liberty (to, of, in ) writing to you with a hope to get your bestoffers for Chinese bicycles.4. It is (gratify, gratifying, grateful ) to learn (in, from, through) your leterthat you are in a position to supply us with Bitter Apricot Kernels.5. The import and export business in China is (controlled, handled, done) by the be of interest to enquire for inquire about keep sb. informed of be in the market for acquaint sb. with be in line with enclosed pleasedfind get in touchwith meet one 'srequirements trade inadhere to lookforward to for one 'sexamination in one 'splace take theliberty of be in aposition to in casestate tradingcorporations.6.We have concluded considerable business with Biddle and Sawyer Company (of, in,with, regarding) this line of business.7.Your prompt (attention, reply, response) to this matter will be very much appreciated.8.As (regarded, regards) machine tools, we regret to (say, inform) that we are notable to supply for the time being.9.(In compliance with, According to, As per) your request, we are sending you(under, by) separate airmail two copies of our catalogue.10.While we appreciate your enquiry, (but, however, yet) we regret being unable tomake you an offer at the moment.11.We have sent you samples by airmail (under, base on, as per) your instructions.12.We look forward to (receive, receiving, received) your early reply.III.Fill in the blanks:1.In __________ with our company 's growth, to further expand our market, we have decided toestablish an office in Dalian.2.Please be good enough to provide the necessary information _ us.3.If your price is competitive, we shall be glad to place a substantial order you.4.This article is of particular interest us.5.Our Sales Contract ________ that the seller shall ship the goods within one month aftersigning the contract.6.Will you please provide Mr Chadwick __ ______________ letter of ______ whichyou think these would be useful.7.We are gearing our production to your requirements and shall soon be aposition_____ offer you substantially.8.If your price is _______ __________ _________ the market price, we can take largequantities.9.There is nothing _______ a t present10.Enclosed __ _____ a copy of our price list.11.He owes his success ______ t o chance.12. Through ____ ______ _______ a Chamber of Commerce. We have learned that you areone of that representative importers of electric goods.13.We take ____ _____ ______ writing to you with a view to building p business relationswith your firm.14.Your name has been recommended to us ________ the Chinese Consul Station in yourcity _____ large exporters of Chinese carpet.15. ____ ______ ______ this letter is to explore the possibilities of developing trade withyou.16.We ______ your sending us a special offer for walnut meat.17.We can supply you ___ all kinds of leather shoes.18.Your letter has been _____ _______ _________ us for attention and reply.19.We ______ that we re unable to effect shipment in this month.20.You may rest assured that _ ______ case will the shipment be delayed.IV.Correct the inappropriate words and phrases:1.We have seen your advertisement in portable typewriters on ‘South China Morning Post '.2.Some copies of our latest catalogues are being airmail to you on a separate cover.3.We will send you a complete range of samples upon the receipt of your reply.4.You are introduced to s by Johnson Co., Ltd. To be one of the leading importersof chemical products.5.We have the pleasure of writing to contact with you to hope doing business withyou in this line.6.We should indebt ABC Company of in New York of your name and hope to enter traderelations with you.7.We oblige Mr. Edward of ABC Co. for having recommended you to us as one of theleading importers in Paris.8.We should like to inquire if you were interested in establishing direct businessrelations with us.9.We would be most grateful whether you could provide us with a list of reliablebusiness connections in your area.10.I wish to express my personal appreciation for the account which you have justopened with us.plete the following sentences in English:1.We are given to understand that(a) 你公司是经营化工产品的国营公司。
高三英语Chapter 1 Speaking Writing and More
领兑市安插阳光实验学校Chapter 1 Speaking, Writing and More Language Input一周强化一、重难点单词与词组1．edit vt.（1）编辑；编纂，校订(文章、书籍)to prepare a piece of writing, a book, etc, to be published by correcting the mistakes, making improvements to it, etc.主要搭配：①edit sth.e.g.He’s editing a book of essays by Isaiah Berlin.他正在编辑一本艾赛亚·伯林的散文集。
② edited sth. 被编辑了的某物e.g.This is the edited version of my speech.(=some parts have been taken out.)这是我的演讲稿选编本。
（2）剪辑；剪接(影片)电视节目e.g.They’re showing the edited highlights of last month’s game.他们正在放映上月比赛剪辑的精彩片断。
（3）主编(报纸、杂志)e.g.She used to edit a women’s magazine.她曾主编过妇女杂志。
（4）edit sth out (of sth) 从(书、节目中)删除、删掉；删节e.g.They edited out references to her father in the interview.他们删掉了采访中提到她父亲的。
（5）派生词：①edition n. 本(出形式)e.g.a paperback/ hardback/ hardcover edition 平装/硬皮/精装②editor n. 主编，编辑；校订者；审校者；剪接员；剪接师e.g.the editor of the Washington Post《华盛顿邮报》的主编the sports/ financial/ fashion editor 体育/财经/时装栏编辑2．glimpse（1）n. 一瞥；一看a look at sb/ sth for a very short time, when you do not see the person/ thing completely主要搭配：①catch a glimpse of sb/ sth.一眼瞥见某人/某物e.g.He caught a glimpse of her in the crowd.他一眼瞥见她在人群里。
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football player
basketball player
engineer
manager
student
secretary
nurse
cook He is a cook.
What’ s Tom?
He is a student.
Where does he learn cooking?
He learns cooking in Guangzhou No.1 Vocational School.
• My sister is in Los Angeles, too. Her name is Rosa Lopez. Her sister is in Los Angeles, too. Her name is Rosa Lopez.
• She’s single.
She’s single.
• My brother is here, too. His name is Tomas. He’s divorced. Her brother is there, too. His name is Tomas. He’s divorced. • My family is happy in Los Angeles. Her family is happy in Los Angeles.
He’s divorced. My family is happy in Los Angeles.
4. Rosa Lopez is Angela’s mother. She is Angela’s sister. 2 5. Rosa is married. She is single.
2
F F T
1
Personal Information
--Writing
• What’s her name? Her name is Angela. • Is she married or single? She is married. • How many people are there in Angela’s family?
He plays football with his classmate.
He is a student. He learns cooking in Tom Guangzhou No.1 Vocational School. There are 4 people in his family. They are Tom’s father, mother, sister and him. Yes, they do.
Name: Tom Smith Age: 16 Major: Cooking Guangzhou No. 1 Vocational School
How many people are there in Tom’s family? There are 4 people in his family.
Who are they?
She’s six. Their address is 215 West Second Street. Their
telephone number is (818) 555-3412. Her sister is in Los Angeles, too. Her name is Rosa Lopez. She’s single. Her brother is there, too. His name is Tomas. He’s divorced. Her family is happy in Los Angeles.
They are Tom’s father, mother, sister and him. Do they keep a pet?
Yes, they do. They keep a cat as the pet.
Does Tom like playing football or basketball?
•3. Gloria is 8 years old.
She is six years old. •4. Angela’s area code is 518. It’s 818.
2
2
F
1
F
1
My sister is in Los Angeles, too. Her name is Rosa Lopez. She’s single. My brother is here, too. His name is Tomas.
1
6. Angela’s brother is divorced.
1
Marital Status:
单身的
已婚的
离异的
• Mexico ：墨西哥 • Los Angeles：洛杉矶 • California：加利福利亚州 （加州）
• address: 地址
• 英语地址的写法跟中国不一样 • 练习：
Angela’s Family
Her name is Angela Domigo. She’s married. Her husband’s name is Hector. They’re from Mexico, but Los Angeles, California, is their home now. Their son ,Juan, is eight years old. Gloria is their daughter.
There are four people in her family.
My Family
My name is Angela Domigo. I’m married. My husband’s name is Hector. We’re from Mexico, but Los Angeles, California, is our home now.
•1. Hector is Angela’s husband. •2. Angela is from Chicago.
The is from Mexico.
Our son, Juan, is eight years old. Gloria is
our daughter. She’s six. Our address is 215 West Second Street. Our telephone number is (818) 555-3412.
He likes playing football.
Does Tom play football on Saturdays or Sundays? He plays football on Sunday. Does Tom play football with his father or his classmate?
They keep a cat as the pet. He likes playing
football. He plays football on Sunday. He
plays football with his classmate.
• 广州市番禺区钟村街人民路162号
• No.162 Renmin Road，Zhongcun, Panyu, Guangzhou
telephone number :电话号码
（818）555-3412
area code 区号
telephone number
Angela’s Family
• My name is Angela Domigo. I’m married. Her name is Angela Domigo. She’s married. • My husband’s name is Hector. Her husband’s name is Hector. • We’re from Mexico, but Los Angeles, California, They’re from Mexico, but Los Angeles, California, is our home now. is their home now.
Our son, Juan, is eight years old. Their son ,Juan, is eight years old. Gloria is our daughter. She’s six. Gloria is their daughter. She’s six. Our address is 215 West Second Street. Their address is 215 West Second Street. Our telephone number is (818) 555-3412. Their telephone number is (818) 555-3412.