研究生专业英语讲义

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物理学专业英语讲义

Physics in EnglishThe scientist does not study nature because it is useful;he studies it because he delights in it,and he delights in it because it is beautiful.If nature were not beautiful,it would not be worth knowing,and if nature were not worth knowing,life would not be worth living."------ Henri PoincareDepartment of PhysicsSchool of scienceXian Technological University 2012.9Chapter 1 What is Physics?Physics is natural science studying nature's LawsPhysics was called natural philosophy and fundamental science.The history of physicsThe history of physics encompasses two broad time periods in which classical physics and modern physics developed. Classical physics developed between 1600 and 1900. It embraces the general areas of physics known as mechanics, thermodynamics, and electromagnetism, culminating in relativity. Modern physics began developing between about 1890 and 1930, when it was realized that classical physics could not account for the newly discovered behavior of nature at the atomic and molecular level. Modern physics includes the theory of relativity as well as quantum mechanics and most of the subsequent new physics discovered and developed during the 20th century.Classical physicsClassical physics includes the traditional branches and topics that were recognized and well-developed before the beginning of the 20th century—classical mechanics, optics, thermodynamics, and electromagnetism. Classical mechanics is concerned with bodies acted on by forces and bodies in motion and may be divided into statics (study of the forces on a body or bodies at rest), kinematics (study of motion without regard to its causes), and dynamics (study of motion and the forces that affect it); Acoustics, the study of sound, is often considered a branch of mechanics because sound is due to the motions of the particles of air or other medium through which sound waves can travel and thus can be explained in terms of the laws of mechanics. Among the important modern branches of acoustics is ultrasonics, the study of sound waves of very high frequency beyond the range of human hearing. Optics, the study of light, is concerned not only with visible light but also with infrared and ultraviolet radiation, which exhibit all of the phenomena of visible light except visibility, e.g., reflection, refraction, interference, diffraction, dispersion, and polarization of light. Heat is a form of energy, the internal energy possessed by the particles of which a substance is composed; thermodynamics deals with the relationships between heat and other forms of energy. Electricity and magnetism have been studied as a single branch of physics since the intimate connection between them was discovered in the early 19th century; an electric current gives rise to a magnetic field and a changing magnetic field induces an electric current. Electrostatics deals with electric charges at rest, electrodynamics with moving charges, and magnetostatics with magnetic poles at restThe Emergence of Classical PhysicsClassical mechanics has its roots in the work of Johannes Kepler, who, between 1600 and 1619, became the first person to describe quantitatively and accurately the elliptic paths of the planets around the Sun.The problem of the shape of the planetary orbits was not easy to solve, because all historical observations of the planets were made from the Earth, itself a moving planet. Although a crude heliocentric(Sun-centered) model of the solar system using circular orbits was proposed by the Greek astronomer Aristarchus in the third century B.C. and resurrected by Copernicus in 1542,the planetary positions predicted by Copernicus were not as accurate as those found using Ptolemy's complicated geocentric (Earth-centered} model of the second century A.D.The pure Copernican model was inaccurate because Copernicus refused to abandon the flawed concept of early Greek thought that the natural path of a moving "perfect" celestial object, such as a planet, had to be in the shape of the "perfect" geometrical figure---a circle---with the planet moving at constant speed. a scientist living at the time of Copernicus would have been forced to reject the Copernican theory with its circular planetary orbits, since they did not account for the observed motions of the planets as accurately as the existing, but more complicated, geocentric theory of Ptolemy.The change from the accurate but complex Ptolemaic geocentric model of the solar system to the accurate and simple heliocentric model of Kepler illustrates the characteristics of a good theory. With Kepler's work, accuracy and simplicity blossomed simultaneously from the heliocentric hypothesis. Kepler's model and mathematical methods began the development of physics as we know it. His work was a watershed of quantitative thought and a new worldview.Observation of nature and experimental results typically precede the general theories that account for them. The extensive observations of the planets by Tycho Brahe just prior to 1600 provided Kepler with the data he needed to model the solar system accurately and precisely。

专业型硕士研究生英语课文讲义unit 3

Idea Diagram
Great outdoor activities:
Many Americans prefer camping in vehicles called “campers‟. Others travel the country in four-wheel drives carrying canoes or rafts. Other outdoor adventures.
Paragraph 4
• The unique contributions of the United States to those who love the great outdoors are the National Parks and State Parks. They are beautifully organized and give particular thought to campers. There are also campsites by the sea, which are hidden from the beach by a line of sand dunes, or a thick belt of trees .Wherever you go ,you can nearly always find picnic places complete with wooden tables and benches, garbage cans and restrooms.
•
As for the landscape, it is enormously varied and spectacular. In the west there are the Rocky Mountains and the Sierra Nevada, with their snow-capped peaks, and in the east the wild, forestcovered Appalachians, whose highest summit is nearly 7000 feet. There is an abundance of waterfall, gentle rivers, lakes that are small and intimate or vast like the Great Lakes, Lake Superior is the largest freshwater lake in the world

专业型研究生英语课文讲义unit 1

Paragraph 4 Translation
• 然而，有时候作家（的预言）也会出错。比如说，没有谁预测到个人电脑的出现。尽管外星人早就是科幻小说的经典题材，但同来自其他星球的外星人接触似乎仍然是遥遥无期。
Paragraph 5
• Over the years, the time between the prediction of new technology in science fiction and its actual discovery has become shorter. It took 100 years before the moon landings predicted by the French writer Jules Verne actually took place. The idea of robots first emerged in the 1920s. The first robots were built in the 1970s.And in the 1940s, Arthur.C.Clarke predicted that communication satellites would circle the globe by the year 2000. These arrived 30 years before they were due.
Paragraph 3 Translation
• 科幻小说使得这两个相互对立的群体得以相遇并交流思想。顾名思义，科幻小说是预测未来技术以及它给人类社会所带来的影响的文学形式。多年以来，他们的很多构想竟然惊人的准确。在成为事实之前，太空旅行、通讯卫星、核能、机器人、克隆和移动通讯早已经出现在科幻小说中。

（完整版）复试专业英语

（完整版）复试专业英语复试的专业英语应该是一样的，题型是单词翻译（10个中译英，10个英译中，只要和物理有关的都有可能考，像电容、电阻、电感等词语），1篇中译英的小短文，1篇中译英的小短文，还有两个计算题吧（有记得有一个是和德布罗意波有关的），英语的话需要复习的内容也不太多。

如果你复试考固体物理的话，可以复习下课本上一些重要的名词，要名词解释，其它的你还是参考一下学校复试的参考书目或考查范围吧。

参考那个复习一下。

回复龙腾江:具体的题目我是不记得了，短文都是物理或物理史相关的。

涉及的内容很广，到时候看你平时的积累了。

回复龙腾江: 什么专业的? 去年的英语50分试题10分的中英互译20小题（10个英翻中，10个中翻英）都是关于光学和电学的单词比如晶闸管，二极管，放大器，干涉，衍射，光伏等然后15分的段落英汉互译，我只记得有一个是介绍伽利略的比萨斜塔实验的。

后面两道英文物理应用题，一题是子弹打入木块的经典物理力学题目，动量守恒和动能守恒就可以求解的，比较简单，还有一个光学的题目要用到普朗克常量和定理。

回复龙腾江:专业英语的分数直接记入复试总分。

复试总分=笔试150分+面试100分所以英语考的好或者不好直接影响你的总分。

所以不能单靠英语分数拉开差距这个是一个整体。

英语不能考的太差悄悄话回复龙腾江: 全院统考去年的题目和光学相关的比较多。

因为我这块是学电子的所以你问的那个光学应用题我当时没写出来只记得给的条件很少。

好像是只要有λ=h/p 这个公式答案就出来了不过当时根本不记得公式不记得普朗克常理是多少。

这个英语分数是算在整个复试笔试的分数范畴里的每个专业的专业试题不同导致最后的差距被拉开去年就有初试第一复试后总分倒数的情况出现所以还是要保持状态认真复习的悄悄话回复龙腾江:反正整体来讲不难。

名词互译那里，我其实当时也没有准备。

力学、热学、光学、电磁学和原子物理的专业名词都有出。

你可以看看大学物理书后面附录一般都有专业中英文名词对照表，看个眼熟就可以了吧。

上海交通大学第二学期英语讲义详解版答案Key to Exercise Two

Key to Exercise TwoSection 1. Compound DictationMartha Leathe’s belief is derived from（come from）her experience with children, not so much the one she is taught but her own, the task of raising children is often a test of belief as parents come to realize that their actions provide the lessons that children (1) assimilate同化to be similar . Here is Martha Leathe with her essay for this I believe.Several weeks ago, I got a call from a good friend whose husband had just been diagnosed with (被诊断为)prostate cancer(前列腺癌). “Do we tell the kids?” she asked.“Absolutely,” I answered.“Do we use the C-word （cancer委婉语）?”“Yes, I think you do,” I said. “The boys deserve to know the truth, however heartbreaking it is.”Adults always insist that children be honest, but how many of us are honest with our kids, particularly about the tough stuff: death, sex, (2) corruption（腐败）, our own failings?I believe in telling children the truth. I believe this is vital for their understanding of the world, their (3) confidence and the development of their morals and values.This does not mean kids need to be unnecessarily (4) frightened, or told more than they can handle. When our son was 6, he tagged along紧跟，尾随while his older sister got her nose-ring changed. In the shop, he sifted through （check and sort carefully）a big bin of brightly (5) packaged condoms. “What are these?” he said.“Condoms,” I replied.“What are they for,” he asked. Briefly, I explained what condoms are, (6) precisely where you put them and how they work.“Oh,”he said, clearly (7) disappointed, I think, that they weren’t candy. It wasn’t a lot of information, but it was the truth.Many people think they are protecting children when they spare them the truth. I disagree. I believe children (8) possess an enviable (to be envied) ability to cope with and make sense of what even adults find confounding困惑的.When we are honest with children, we also validate their intuition. If we can admit that, yes, people can be mean, grandma does have a drinking problem, divorce is painful, we allow children to trust their gut. (9) They can begin to recognize and rely on their own inner voice, which will speak to them throughout their lives.Kids also have an uncanny (surpassing the normal异乎寻常) sense of when something is up: They realize when we’re uneasy, they can tell when we’re lying.One night, I was in the car with our two oldest daughters. (10) It was dark and cozy — the perfect time for a heart-to-heart conversation.Out of the blue, one of our kids said, “So, Mom, have you ever smoked pot（大麻）?” I stalled a little, but the girls persisted. They had me, and they knew it. So I told them the truth, albeit（虽然）somewhat abridged（缩略）. What ensued was a frank discussion about the lures and perils of drugs. I believe my honesty was much more effective than warnings or platitudes（陈词滥调）.These same daughters are in college now; we have two other kids still at home. (11) And while I have made plenty of mistakes as a parent, I do have clear and open relationships with each of our kids. I believe that my being truthful with our children has paid off, because I’m pretty sure that now they are honest with me.上述是一篇叙述型的文章，不是考试类型，就练习一下dictation题型及熟悉语音语调和速度。

社会工作专业英语-课堂讲义

Profess ional English for Social Work课程导入:社会工作究竟是一门什么样的课程？我们为什么要学习社会工作？学习它有什么用？对社会工作有多少了解？请说出你所知道的社会工作概念。

请说出你所知道的社会工作学者。

请说出你所知道的社会工作著作。

请你说说社会工作和社会学是什么关系。

一个简单的说明:《社会工作：专业英语》是社会工作的基础理论学科，也是社会工作的必修课程。

本课程的教学安排旨在提供基本的概念和理论知识，是进入社会工作领域高阶学习的基础。

Chapter One Social work: IntroductionPart 1、专业知识点学习-句子1、Social work is a profession that focuses particularly on helping people.2、Social work helps people to solve their personal, family and community problems.3、Social work emphasizes human values.4、Social work practice is an art with a scientific and value foundation.5、The family is often regarded as the case in social work.6、Social work has distinctive professional bodies.7、The relationship is the key in the social work process.8、Most social workers are employed in agency settings.9、Traditionally social workers have provided services and therapy for individuals and families.10、The basic functions of social work are intertwined and interdependent.11、Most social workers are on fixed salaries.12 、Fees are utilized for the welfare of the agency.13 、We find that people are still center of the world and its values.14 、As people live together, problems of relationship and interaction emerge.15 、Fifteen-second ads channeled into our homes are common.16 、Use of drugs is on the increase around the world.17 、”computer criminals” are on the scene18 、The school counselor and the social worker share much in common.19 、In one sense, social work is a part of marriage counseling.20 、Social work today is utilized in a variety of settings and agencies.Part 2、专业知识点学习-翻译1、有些人将咨询员的角色与作用和社会工作者的角色与作用混为一谈。

考研英语复习诀窍+所有复习资料下载地址

考研英语复习诀窍+所有复习资料下载地址前几月也写过一个帖子，谈了医学考研的复习思路，好像已经石沉大海了。

今天又有学弟学妹问我考研心得，问我有没有什么窍门之类的，我苦想了3分钟，说“没有什么啊”。

现在想一想，研究生英语考了不错的分数，其中一定还是有些值得注意的东西吧，叫做窍门也好，经验也罢，总之拿出来，给大家开阔一下思路吧。

首先是要用多长时间复习英语，这是个问题。

应该说，我从来都没有完全丢开英语。

英语是一门语言，想提高英语成绩必须按照语言自身的规律。

首当其冲的就是培养对英语的兴趣。

有很多人在一开始就把英语视为仇敌，还有很多人从来都把英语丢在一边，到了要考试了才开始突击背单词、做阅读。

这些都是不对的，也不可能英语的高分。

如果你能在过去的1年里，经常看英文书报，杂志，小说，网站，听英文广播，英文歌，看欧美电影，那么你会有良好的语感。

事实证明，良好的语感对阅读和写作有太大的帮助了。

如果你能做到专业书尽量读英文版的，那么你的英语阅读水平一定了得了。

所以说，英语的复习是从平时的点滴积累中开始的。

没有平日的积累很难靠突击来提高多少成绩。

当然，考前的针对性复习的主要意义在于使你适应考试的氛围。

而且，临阵磨枪不快也光啊！其次，需要背多少单词？其实问这个问题就是错误的。

再一次，英语是一门语言。

考研大纲规定了大约5500个单词。

即使你对这5500个单词都很熟悉了，可能你读到考研英语阅读的文章还是会磕磕绊绊，而当你读到外国小说的时候你才会发现原来不认得的单词更多。

那么我们应该怎么看这5500单词呢？首先，这是一个基础。

当你达到这5500的词汇量的时候也意味着你对英语的构词法则有了一定的了解，对词根、词缀有了一定的认识，由此你可以在阅读中通过推测，派生等办法认得更多的单词。

但是单词本身毕竟不是语言，最终还是要回到语言中去。

我们中国人学外语还是主要以书面语言为主，所以，多阅读是唯一的出路。

我发现现在周围的人特别是工作以后，越来越没有阅读的习惯了。

数学专业英语第2章课后答案上课讲义

数学专业英语第2章课后答案上课讲义2.12.比:ratio 比例:proportion 利率:interest rate 速率:speed 除:divide 除法:division 商:quotient 同类量:like quantity 项:term 线段:line segment 角:angle 长度:length 宽:width高度:height 维数:dimension 单位:unit 分数:fraction 百分数:percentage3.(1)一条线段和一个角的比没有意义,他们不是相同类型的量.(2)比较式通过说明一个量是另一个量的多少倍做出的,并且这两个量必须依据相同的单位.(5)为了解一个方程,我们必须移项,直到未知项独自处在方程的一边,这样就可以使它等于另一边的某量.4.(1)Measuring the length of a desk, is actually comparing the length of the desk to that of a ruler.(3)Ratio is different from the measurement, it has no units. The ratio of the length and the width of the same book does not vary when the measurement unit changes.(5)60 percent of students in a school are female students, which mean that 60 students out of every 100 students are female students.2.22.初等几何:elementary geometry 三角学:trigonometry 余弦定理:Law of cosines 勾股定理/毕达哥拉斯定理:Gou-Gu theorem/Pythagoras theorem 角:angle 锐角:acute angle 直角:right angle 同终边的角:conterminal angles 仰角:angle of elevation 俯角:angle of depression 全等:congruence 夹角:included angle 三角形:triangle 三角函数:trigonometric function直角边:leg 斜边:hypotenuse 对边:opposite side 临边:adjacentside 始边:initial side 解三角形:solve a triangle 互相依赖:mutually dependent 表示成:be denoted as 定义为:be defined as3.(1)Trigonometric function of the acute angle shows the mutually dependent relations between each sides and acute angle of the right triangle.(3)If two sides and the included angle of an oblique triangle areknown, then the unknown sides and angles can be found by using the law of cosines.(5)Knowing the length of two sides and the measure of the included angle can determine the shape and size of the triangle. In other words, the two triangles made by these data are congruent.4.(1)如果一个角的顶点在一个笛卡尔坐标系的原点并且它的始边沿着x轴正方向，这个角被称为处于标准位置.(3)仰角和俯角是以一条以水平线为参考位置来测量的,如果正被观测的物体在观测者的上方,那么由水平线和视线所形成的角叫做仰角.如果正被观测的物体在观测者的下方,那么由水平线和视线所形成的的角叫做俯角.(5)如果我们知道一个三角形的两条边的长度和对着其中一条边的角度,我们如何解这个三角形呢?这个问题有一点困难来回答,因为所给的信息可能确定两个三角形,一个三角形或者一个也确定不了.2.32.素数:prime 合数:composite 质因数:prime factor/prime divisor 公倍数:common multiple 正素因子: positive prime divisor 除法算式:division equation 最大公因数:greatest common divisor(G.C.D) 最小公倍数: lowest common multiple(L.C.M) 整除:divide by 整除性:divisibility 过程:process 证明:proof 分类:classification 剩余:remainder辗转相除法:Euclidean algorithm 有限集:finite set 无限的:infinitely 可数的countable 终止:terminate 与矛盾:contrary to3.(1)We need to study by which integers an integer is divisible, that is , what factor it has. Specially, it is sometime required that an integer is expressed as the product of its prime factors.(3)The number 1 is neither a prime nor a composite number;A composite number in addition to being divisible by 1 and itself, can also be divisible by some prime number.(5)The number of the primes bounded above by any given finite integer N can be found by using the method of the sieve Eratosthenes.4.(1)数论中一个重要的问题是哥德巴赫猜想,它是关于偶数作为两个奇素数和的表示.(3)一个数,形如2p-1的素数被称为梅森素数.求出5个这样的数.(5)任意给定的整数m和素数p,p的仅有的正因子是p和1,因此仅有的可能的p和m的正公因子是p和1.因此,我们有结论:如果p是一个素数,m是任意整数,那么p整除m,要么(p,m)=1.2.42.集:set 子集:subset 真子集:proper subset 全集:universe 补集:complement 抽象集:abstract set 并集:union 交集:intersection 元素:element/member 组成:comprise/constitute包含:contain 术语:terminology 概念:concept 上有界:bounded above 上界:upper bound 最小的上界:least upper bound 完备性公理:completeness axiom3.(1)Set theory has become one of the common theoretical foundation and the important tools in many branches of mathematics.(3)Set S itself is the improper subset of S; if set T is a subset of S but not S, then T is called a proper subset of S.(5)The subset T of set S can often be denoted by {x}, that is, T consists of those elements x for which P(x) holds.(7)This example makes the following question become clear, that is, why may two straight lines in the space neither intersect nor parallel.4.(1)设N是所有自然数的集合,如果S是所有偶数的集合,那么它在N中的补集是所有奇数的集合.(3)一个非空集合S称为由上界的,如果存在一个数c具有属性:x<=c对于所有S中的x.这样一个数字c被称为S的上界.(5)从任意两个对象x和y，我们可以形成序列（x，y），它被称为一个有序对，除非x=y，否则它当然不同于（y，x）.如果S和T是任意集合，我们用S*T表示所有有序对（x,y),其中x术语S，y属于T.在R.笛卡尔展示了如何通过实轴和它自己的笛卡尔积来描述平面的点之后，集合S*T 被称为S和T的笛卡尔积.2.52.竖直线:vertical line 水平线:horizontal line 数对:pairs of numbers 有序对:ordered pairs 纵坐标:ordinate 横坐标:abscissas 一一对应:one-to-one 对应点:corresponding points圆锥曲线:conic sections 非空图形:non vacuous graph 直立圆锥:right circular cone 定值角:constant angle 母线:generating line 双曲线:hyperbola 抛物线:parabola 椭圆:ellipse退化的:degenerate 非退化的:nondegenerate 任意的:arbitrarily 相容的:consistent 在几何上:geometrically 二次方程:quadraticequation 判别式:discriminant 行列式:determinant3.(1)In the planar rectangular coordinate system, one can set up aone-to-one correspondence between points and ordered pairs of numbers and also a one-to-one correspondence between conic sections and quadratic equation.(3)The symbol can be used to denote the set of ordered pairs （x，y）such that the ordinate is equal to the cube of the abscissa.（5）According to the values of the discriminate，the non-degenerate graph of Equation （iii）maybe known to be a parabola， a hyperbolaor an ellipse.4.（1）在例1，我们既用了图形，也用了代数的代入法解一个方程组（其中一个方程式二次的，另一个是线性的）。

专硕英语二复习经验

蒋军虎谈考研英语二复习策略考研英语二全年复习攻略蒋军虎老师在百忙之中，接受记者专访，就如何做好2011年考研英语二（MBA等专业硕士统考）的整体备考，阐述了精辟的见解，对于备考英语具有重要的指导性。

下面是这次专访的记录。

主持人：蒋老师您好！很高兴您能在百忙之中抽时间来到我们网站，接受我们的专访。

蒋军虎老师：主持人好，同学们好！主持人：首先祝贺蒋老师一举压中2010年的大小两篇作文！蒋老师您在考研英语二（MBA等专业硕士联考）辅导界驰骋多年，硕果累累，您博客和网站的人气足以证明广大考生对您的信赖和爱戴。

我们应广大学员的热烈要求，想请您就2011年MBA英语的整体备考做一下指导。

蒋军虎老师：好的。

众所周知，英语学习是一个点点滴滴积累的过程，因此，在备考过程中，大家就需要努力做到系统，循序渐进和按部就班。

首先，大家目前要对自己的英语水平做一个客观的评估，一个准确的定位，继而制定出相应的复习计划和策略。

从整年的备考来讲.英语复习大致分为四个阶段：第一个阶段是基本功夯实阶段。

万丈高楼平地起，关键是要打地基，这阶段主要侧重英语知识的系统复习。

大家应该把重点放在基础知识的积累方面，具体而言就是词汇和语法两方面知识的积累。

第二个阶段是真题解密阶段。

所谓真题解密阶段，即正视过去，重视历年真题的学习研究。

历史是一面镜子，可以折射未来发展的道路。

要真正做到这一点，同学们应把真题分为一个个专题，作深度剖析，即根据试卷题型分成完型、阅读、翻译和写作四个专题。

这四个专题就是我们在第二个阶段重点攻克的目标。

我们在总结真题的过程中会发现，真题是有很多规律的，历史总是惊人的相似，命题专家不是随意出题，而是万变不离其宗，都是有一定套路的。

因此，在专项研究每个专题过程当中，同学们可以深刻地感受到这些套路的存在。

相应地，我们也可以挖掘出富有针对性的破解之道。

在这个阶段，大家还必须把这些相应的破解之道进行总结，并力争把它们上升到相当熟练的高度，这是第二个阶段的核心任务。

名师谭剑波权威解析考研英语二真题

名师谭剑波权威解析考研英语二真题谭剑波：好，全国各位英语二的考生，以及我们以后要考专硕英语二的同学，大家好。

我们英语二的考试其实昨天已经结束了，有很多同学昨天的考试全部结束，有些同学到今天还在考，到这个时候，大家应该全部都考完。

那么在考完之后，大家应该心情比较复杂，在这个时候我给大家做一下考研英语二题目的分析，希望大家不要过于狂喜，也不要过于悲伤。

好了，各位同学，我是凯程的谭剑波老师，英语名字叫tangible，可以摸的tangible，这是一个英语二的核心单词，也是四六级核心词汇。

那么这一次我跟英语二之间，就是我个人感觉感情得到了升华，我特别热爱英语二，因为这是我第一年大规模的讲英语二，那么为什么这么开心呢，首先这次英语二的小作文是一个通告，notice是一个公告，那么甚至是一个招募，招募大家来参加夏令营。

那么在我的讲义的冲刺作文的预测的讲义的第六面，各位同学，第六面我给了大家范文，最下面的这一个，上过我的课的同学就知道最下面这个，recruit…（英文1：00）就是招募的意思，notice 就是更简单，就是通告，你要写成…（英文）完全可以，因为它更加地细化，这就是招募别人参加夏令营。

那么小作文这个题说实话难度不大，但是你会发现很多同学都忽视了公告这个题型，都在研究如何写信，但有人可能写的什么Dear my student，这个没关系，这种格式的问题不会扣太多分，1分左右吧，因为你毕竟把内容写清楚了，那么这个话题我相信大家没有任何的问题，这是我作文预测的第六面。

那么同时呢，这个书，也就是2015年的全真模拟6套卷，很多同学说阅读比较简单，你这次会发现，我们做完6套题对你英语二的考试的关注有多么大，我们的目标不是把你考倒，而是对你有帮助。

我们的第一套小作文，我的第一套小作文中间第一个题就是什么，就是假设你是学生会的一个主席，写一个公告，，就是招募一些新的成员，那么跟这个夏令营，说实话真是同一个话题，就是一个方向，不能说完全是同一个题，如果一个人猜中题，就是考前猜中题的话，完全是百分之一百的话，我个人觉得他要么就是神人，要不就是泄题了。

新探索研究生英语基础级读写教程课件u3

06
学习成果评估与反馈
学习成果评估方式
考试成绩
通过定期的考试和测验，评估学生的学习进度和掌握程度。
作业完成情况
检查学生的作业完成情况，包括书面作业和在线作业，以评估学生的学习态度和效果。
课堂表现
观察学生在课堂上的表现，包括参与讨论、回答问题等，以评估学生的学习积极性和互动性。
学习反馈与改进建议
需要提高英语读写能力的学生
本课程适用于需要提高英语读写能力的学生，培养他们的阅读和写作能力。
准备参加英语水平考试的学生
本课程适用于准备参加英语水平考试的学生，如托福、雅思等，提高他们的应试能力。
课程内容概述
课程内容
课程内容包括阅读、写作、听力、口语和翻译等模块，通过丰富的素材和活动，帮助学生全面提高英语基础水平。
阅读理解
通过阅读英文文章，提高阅读理解能力，增强英语语感。
听力训练
通过听英语音频、看英语视频等方式，提高英语听力水平。
口语练习
通过模仿、跟读、对话等方式，提高英语口语表达能力。
互动与讨论
激发学习兴趣
通过互动和讨论，激发学生的学习兴趣，使他们更加积极地参与课堂活动。
培养批判性思维
在讨论中，引导学生思考问题的不同方面，培养他们的批判性思维能力。
通过定期的测试和作业，评估学生的学习成果，了解学生的学习状况。
根据学生的学习成果，提供具体的反馈和建议，帮助学生发现自己的不足之处，并指导他们如何改进。
学习成果评估
反馈与建议
课程考核与证书获取
考核方式本课程采用形成性评估和终结性评估相结合的方式，全面考核学生的英语基础知识和应用能力。
证书获取通过本课程的学生将获得新探索研究生英语基础级读写教程的结业证书，证明其具备相应的英语读写能力。

考研英语资料大全

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专业学位硕士研究生英语教程Unit-7词汇及课后答案

Unit 7BehaviorWord Bankoutrageous: very shocking and unacceptable.令人震惊的/ 难以接受的; electric shock触电(terror->terrible->horror->horrible) abhor: v. to hate very much憎恶，讨厌; normal->abnormal [dress: (1)n. 连衣裙/ 长裙; (2) vt. dress<->undress->) address (discuss): v. to deal with处理(pathy=feeling) (a-: away) apathy (=indifference->indifferent冷漠的): n. lack of interest冷淡，无兴趣assign (->assignment=homework): v. to give as a share or duty分派，指派biology (->biological): n. the science that studies living organisms生物学board(->to ~ a plane/ a ship/ a bus; boarding card登机卡; ->boarder董事/房客->boarding school寄宿学校): n. an official body that has responsibility for a particular organization or activity 理事会，董事会(sequence: n.顺序->sequent: adj. 按序排列的) consequence: n. sth. that follows from an action or set of conditions; result后果，结果credit: n. a complete unit of a student's work that forms part of a course, esp. at a university学分/ 信用enlighten: v. t o cause to understand deeply and clearly启蒙，启发holler: v. to shout out呼喊[ID card= identity (card): n. 身份->identify: vt.) identical: adj. similar or the same相同的[machine机器-> machinery机械->mechanic机修工->mechanism机理/ 机制] mechanics: n. the ways in which sth. works, produces results, etc.方法，技巧mentor: n. a person who gives advice to another over a period of time, esp. to help them in their working, life导师pedagogy: n. the practice of teaching or the study of teaching methods教学法[perfect: (1)adj. 完美无缺的; (2)vt. =improve] perfectionist: n. a person who is not satisfied with anything that is not completely perfect完美主义者(plagiarism剽窃现象->) plagiarize: v. to take (words, ideas, etc.) from others' work (著作) and use them in one's own work without giving proper credit to the original author抄袭，剽窃police (policeman<->policewoman): (1)n.警察; (2)vt. to keep a watch on; control监督，控制routine: (1)adj. regular (regulate: vt. 调控); according to what is always habitually done惯常的，例行的; (2)n. 常规; routiner墨守成规者thrill (->thriller悬念片/ 恐怖片->action movie武打片): v. to have a sudden, strong feeling of excitement感到一阵激动Phrases and Expressionscome up with: to think of ; to produce想出，提出deprive sb. of sth.: to take sth. away from somebody剥夺（权利等）feel (be) obliged to: to feel it necessary to do觉得必要做prohibit sb. from doing sth.: to prevent somebody from doing sth.禁止; 阻止某人做某事take one's side: to support sb.; to agree with sb.站在……一边turn in (=hand in<->hand out发给学生作业的->handout 讲义): to hand in上交，交给Reading ComprehensionChoose the best for each of the following.1. In Para. 1 "had been plagiarized" probably means ( D )A. had cheatedB. had copied term papers from the Internet websitesC. had been copied by othersD. had been identified as cheating in term papers2. In Para. 4, "teacher apathy the norm" means ( C )A. teachers take interest in students' cheatingB. teachers show sympathy for students' cheatingC. teachers give a blind eye to students' cheatingD. teachers mind students' cheating3. The word "hit" in Para. 11 means ( C )A. attackB. strikeC. popular routineD. beat4. The tone in Para. 13 is ( A )A. jocularB. sarcasticC. encouragingD. discouraging5. Who are responsible for plagiarism at school, according to the passage? ( A )A. Professors.B. The Internet websites.C. Students themselves.D. Parents on their children's side.II. Complete the following summary of the text by filling in the blanks with words. The initial letter of each word has been given to you.Plagiarism is not a new thing. But with the development of the Internet technology, it has become more and more common. Where should the (1) penalty be placed (put), on the (2) cheaters, on the professors, or on the Internet? The answer is not as clear as (3) crystal (->crystallize). Beyond any (4) doubt, plagiarists ought to be punished. They need to do their own job and, at the same time, respect others. This is the basic (5) discipline (纪律) which they need to develop.What about the professors who show (6) apathy to cheating? They are (7) partly (partially部分地) (hold->) held responsible for the popularity (普及duty of passing knowledge (知识) to students, but also have the duty of cultivating the mentality (intelligence/ morality道德) of their students. If they were (8) apologists when (they are) dealing with students who plagiarize, how could plagiarism be controlled?The Internet websites seem to be to (9) blame, because the copied papers are mostly from the website (10) sources (来源->resources资源). But the purpose and function of websites are not to provide (convenient->) convenience (方便) for plagiarism. Instead (On the contrary), they are to make information much more easily accessible for people who can make proper use of (=use/ utilize使用) it. What's more, in the battle against plagiarism, haven't the websites played their role? VocabularyI. Choose the answer that best completes each sentence.1. We (lose->lost->lost) lost the election because of the ___C__ to our supporters.A. (anti-: against; anti-Japanese war抗日战争) antipathy (=indifference)B. (sym-: same) sympathy (n. 同情-> sympathize with sb. vt.)C. apathy (n. indifference冷漠)D. empathy (移情别恋)2. She is ___A__ with having saved the company from bankruptcy (prevent sb. from doing sth.阻止…发生).A. credited (记功)B. praisedC. promotedD. attributed (n./ vt. 属性, 品质, 特征, 加于, 归结于)3. I never __D___ in dealing with such matters.A. stand sidesB. be sidesC. stay sides (stay aside闪开)D. take sides (=support)4. You made the wrong decision, and now you must take the __B___.A. resultsB. consequences (后果)C. outcomeD. effect (n.->effective)5. Tom is not __D___ clever in the class.A. specifically (具体)B. specially特殊C. especiallyD. particularly特别提及6. Basic English is a ___C__ in the curriculum for the freshmen (大学一年级学生).A. class班级/阶级/等级B. lecture讲座C. course课程D. lesson一节课/ 教训; I’ll teach him a lesson教训某人.7. The airline has __B___ a novel [(1)n.小说; (2)adj. new] solution to the problem of jet-lag (时差反应).A. come up to (amount to=reach the number)B. come up with拿出C. (fade out昏迷<->) come to苏醒D. come on=go on继续8. Peter (think->) thought the world was flat until I __A___ him.A. enlightened (启发)B. lightened (vt. 减轻, 照亮)C. (light-> lighted/ lit->lit) lightedD. delighted=happy干涉, 干预, 妨碍, 打扰) interfering.A. forcedB. pleasant D. respected10. Writing a [cheque (英) =check (美) is quite a simple __A___.A. procedure (程序)B. process (n.过程/工艺/vt.加工; processed food)C. move (vi.移动; n. 动作)D. action (重大军事行动)II. Fill in the blanks with the words or phrases given below. Change the form where necessary. thrill turn in quit routine identicalpenalty series faculty address sensitivementor database sinister tempt bargain1. This is a very tempting (=attractive) offer (n. /vt.) and I suggest you give it a consideration. [suggest sth./ doing sth./ that sb. do sth. #suggest sb. to do sth. (错误)]2. He ignored the side issues (side effect副作用) and addressed (dedicated oneself to sth.献身于…事业) himself to the main (major) problem.3. His term paper is identical (=same) to (介词) one thesis I've read on the Internet.4. What a thrilling (=exciting) game; the winner was in doubt (n.是个悬念) until the last minute.5. The soldiers have to turn in (=hand in递交) their guns (枪/炮) when they leave the army.6. She longed to (desire渴望) escape from the (stupid愚蠢的->) stultifying (vt.使显得愚笨, 使变无效, 使成为徒劳) routine of (homework家庭作业) housework (家务劳动).7. She had had enough and quit (=stop) working in the company.8. The patient [(1)n.病人(2)adj.有耐心的] is very sensitive (敏感) to pain.9. The increasing demand [(1)vt.要求; (2)n.需求] has given the company greater bargaining (讨价还价的) power.10. All faculty (一个机构的全体工作人员) members are required to attend the meeting. [(1) vt. attend a class/ meeting; (2)vi. to attend to sb.-> attendant服务员; flight attendant空勤人员] TranslationPut the following paragraph into Chinese.Plagiarists as victims. Teachers as oppressors. It's not your conventional reaction to cheating. Not surprisingly, it has been a hit with many college students, just as it was with the plagiarists at Piper High. The student newspaper at Stanford ran an editorial attacking the use of antiplagiarism software as a potential violation of the school's honor code, which "prohibits professors from taking 'unusual and unreasonable precautions' in their academic procedures." Moreover, the paper said, checking for cheating "might even harm the relationship between students and faculty."参考译文：抄袭者成为了受害者，老师们成了压迫者。

汽车专业英语教材讲义讲稿底盘第4讲 Steering System(转向系统)

integral
integral. As the sector shaft teeth move back and forth, the sector shaft is also forced to turn back and forth.
整体的
This causes the pitman arm to move from side to side to actuate actuate the linkage.
aft
the steering gear converts the turning of the
前后
steering wheel to fore-and-aft movement of the pitman
arm, which is then converted to side-to-side linkage
linkage 转向杆系
steering knuckle 转向节
clamp 夹箍
relay rod 中继杆
idler arm 随动臂
pitman arm 转向摇臂
Manual Steering Linkage Components (1)
手动转向传动机构组成 (1)
Fig. 2-4-1
1- frame （车架） 2- idler arm support （空转轮臂支架） 3- idler arm （空转轮臂） 4sector and sector shaft （扇形齿轮和齿轮轴） 5- steering shaft （转向轴） 6- worm gear and ball nut assembly （蜗轮和球螺母总成） 7pitman arm （转向摇臂） 8tie-rod (left side) （左转向横拉杆） 9- relay rod （接力杆） 10- tie-rod (right side) （右转向横拉杆） 11steering knuckle （转向节）

英语教学论讲义【舒白梅】

内部资料．．．．请勿外传．．．．英语教学论讲义舒白梅华中师范大学前言外语教学的目的是帮助外语学习者尽快地掌握所学语言，并能成功地使用所学语言进行交际。

为了达到这一目的，应用语言学家和外语教师都在竭力寻求最佳的外语教学方法。

外语教学法就是研究外语教学的方法与过程，揭示外语教学的性质与规律的一门科学。

它除了研究外语教学的途径、方法和技巧以及原则和理论基础外，还要研究外语教学中的程序、步骤和实际操作，探讨如何使教师能根据实际情况在自己的教学中选用和创造最恰当的方法，达到最佳的教学效果。

外语教学过程是一个包含了大量动态变化的发展过程，外语教学自身体系和外语教学规律体系都是复杂的。

它涉及到大纲、课程、教师、学生、教学环境等诸多方面。

因此，我们在此书中不仅讨论了教师如何教的问题，还讨论了学生如何学的问题，重点讨论了如何为学习者提供有利的、丰富的语言环境和在课堂内外如何创设这样的环境。

内容涉及教学理论、学习理论、语言知识的学习和交际能力的培养、课堂组织、教学评估等。

还探讨了任何进行启发式，交互式，合作式教学，如何促进学生的自主学习与继续学习能力，如何利用和开发现代化教育技术，以及教师职业素质的培养与发展等问题。

力求在吸收国内外外语教学领域最新成果的基础上结合中国实际，满足学习者的需要和社会需求，同时反映外语教师的总体和个体需要。

本书的读者对象是师范院校英语专业的学生和从事外语教学和研究的外语教育工作者。

鉴于这些职前与在职的各级外语人员的需要，本书除了讨论外语教学的理论与实践外，还在每章后设有“问题与任务”，旨在帮助读者加深对内容的理解，并运用所学指导实践。

本书用英语撰写，这样使用者在学习本学科专业知识的同时还可以从语言知识与运用方面得到提高，在备课和教学时也更容易和直接些。

参与本书编写的是华中师范大学英语系的部分教师。

舒白梅教授和向宗平老师担任主编，具体分工如下：李正林负责第一、二章的编写，文斌负责第三章的编写，向宗平负责第四、五、六章的编写，王勇负责第七章的编写，舒白梅负责第八章的编写，张国华负责第九章的编写，陈浪负责第十章的编写。

专业英语教案、讲义

专业英语阅读教案土木建筑工程学院主讲：杜佳2007——2008学年度第二学期第一章CHAPTER FOUR: GARDEN CITY VS. URBAN VILLAGE&NEW URBANISMARTICLE: Garden City一：首先向同学们大略介绍田园城市理论的背景，创始人及其理论主要内容，对现代城市规划的深远意义，使学生对要面临的英文阅读材料有一个大致的背景认识和了解二：对文章正文进行正式阅读，将其拆分为段落进行讲授，该过程中，注意与学生的互动，在每一小段落首先进行词汇学习，让学生自己先阅读，老师再进行讲解和翻译。

过程中，一方面注重强化学生对英语词汇的学习语法语句的掌握，另一方面注重专业知识的学习、理解和掌握。

原文：In 1898, social reformer（改革家，改革运动者）Ebenezer Howard promulgated （发布、公布、传播） a scheme（安排、计划） to build new towns rather than（胜于）add population to the already（已经） large cities, called the garden city plan.译文：（本段讲述了田园城市的背景）在1898年，社会改革运动者埃比尼泽霍华德发布了一个建设新镇的计划，（这个计划）胜于在已经巨大的城市再增加人口，这个计划被称作田园城市计划。

原文：Garden cities were to be small, thoroughly（完全的） planned towns, each（各自、每个） encircled （环绕、包围）by an inalienable（不能剥夺的） rural（乡下的、田园的） estate（不动产、财产） and interconnected（使互相连接） by a rapid transit（高速交通） system of electric（电气的） railways（铁路）.译文：（本段讲述了田园城市的构想）田园城市是小型的，完全根据计划的城镇，它们各自被永久的农业带（田地）给包围起来，电气铁路的高速交通系统将它们彼此间联系起来。

生物专业英语讲义(研究生教材)

1. Names of Chemical Element Symbols Commonly Used:H Hydrogen B Boron Be BerylliumC Carbon N Nitrogen 0 OxygenF Fluorine Na Sodium Mg Magnesium Al Altimin(i) Si Silicon P Phosphorus S Sulphur (=sulfur) Cl Chlorine K Potassium Ca Calcium Cr Chromium Mn Manganese Fe Iron C Cobalt Ni NickelCu Copper Zn Zinc As Arsenic Se Selenium Me Molybdenmn Ag SilverCd Cadmium Au Gold Hg Mercury Pb Lead2, Mathematical symbols Commonly Used:a2 a square or squaredb3 b cube or b cubedc4 c (raised) to the fourth (power)f-l f to the minus one0.4 zero (or nought) point four0.01 point (or decimal) nought one10.34 ten point three fourHow to Write a Report or Paper (I)I. AbstractThe abstract is actually the first section of a report or paper, coming after the title and before the introduction. The abstract provides the reader with a brief preview of your study based on information from the other sections of the report or paper.Abstracts from almost all fields of study are written in a very similar way. The types of information included and their order are very conventional. The box that follows shows the typical information format of an abstract.ORDER OF TYPICAL ELEMENTS INCLUDED IN AN ABSTRACTB = background informationP --principal activity (or purpose) of the study and its scopeM = methodology used in the studyR--- results of the studyC = conclusion or recommendationExample 1COMPOSING LETTERS WITH A SIMULATED LISTENING TYPEWITERABSTRACT With a listening typewriter, what an author says would be automatically recognized and displayed in front of him or her. However, speech recognition is not yet advanced enough to provide people with a reliable listening typewriter.B An aim of our experiments was to determine if an imperfect listening typewriter would be useful for composing letters. P Participants dictated letters, either in isolated words or in consecutive word speech. They did this with simulations of listening typewriters that recognized either a limited vocabulary or art unlimited vocabulary. M Results indicated that some versions, even upon first using them, were at least as good as traditional methods of handwriting and dictating.R Isolated word speech with large vocabularies may provide the basis for a useful listening typewriter.cR=results C=conclusions and recommendation*(optional)Abstracts are usually written to be as brief and concise as possible. For journal articles the editor often establishes a word limit for the abstract that authors can not exceed. In order to shorten an abstract to satisfy such limitations, you can eliminate or combine much of the information shown in the previous box.The reduced abstract typically focuses on only two or three elements, with the emphasis placed on the results of the study. Information concerning the purpose and method is presented first (background information is not included). Then the most important results are summarized. Finally, conclusions and recommendations may be included in one or two sentences.ORDER OF INFORMATION ELEMENTSIN REDUCED ABSTRACTSP+ M= purpose and method of the studyR = resultsC = conclusions and recormnendationRead the following reduced abstract from a report in the field of botany dealing with the toxicity of heavy metals on root tips of plants.Example2EVALUATION OF METAL ION TOXICITY ON ROOT TIP CELLS BY THE ALLIUM TEST. ABSTRACT The effects of different concentration of eleven different metals (aluminum chloride, chromium nitrate and potassium dichromate, lead nitrate, copper sulfate, manganoussulfate, cobaltous nitrate, zinc sulfate, magnesium sulfate, nickel sulfate,cadmium chloride, andmercuric chloride) on cell division and nucleoli in root tip cells of Atlium cepaThe results showed that the metal ions could, in varying degrees, cause chromosome, nucleus,and nucleolus irregularities, including c-mitosis, chromosome bridges, chromosome stickiness,irregularly shaped nuclei and micronuclei, irregularly shaped nucleoli, some silver-staining reaction at theThe verb tenses used in writing sentences in the abstract are directly related to those you used in the corresponding sections earlier in your reportABSTRACT: Verb TensesB Background information( present tense)Example: The mutant chloronerva of Lycopersicon Mill. is the only known plant mutation that leads to a complete loss of the endogenous iron chelator nicotianamine.P Principal activity(past tense/present perfect tense)Example: In this study the toxicity of lead on cell division in root tip cells of maize was investigated.Example: Net energy analyses have been carried out for eight trajectories which convert energy source into heated domestic water.M Methodology(past tense)Example: The electron microscopic energy loss technique of energy spectroscopic imaging (ESI.) was used to localize the iron accumulated in the organs of wild-type and mutant plants.R Results(past tense)Example: The results indicated that AI3+ obviously inhibited the root growth of garlic at 10-3 M Al.C Conclusions (present tense/tentative verbs/modal auxiliaries)Example: The Allium test may be useful for the rapid screening of chemicals involved in environmental problems.II, IntroductionThe introduction serves as an orientation for readers of the report or paper, giving them the perspective they need to understand the detailed information coming in later sections.The introduction can be divided into five parts, or stages. In Stage I, the author establishes a context，or frame of reference, to help readers understand how the research fits into a wider field of the study.In order to better understand the function of Stage I, let us begin by briefly looking at all five stages of an introduction.Example 3USING MICROCOMPUTERS IN TEACHINGDuring the past 40 years, the United States has experienced the integration of the computer into society. Progress has been made to the point that small, inexpensive computers with expanded capabilities are available for innumerable uses. Many schools have purchased and are purchasing microcomputers for infusion into their directed learning programs (Stage I).Most individuals seem to agree that the microcomputer will continue to hold an important role in education. Gubser (1980) and Hinton (1980) suggested phenomenal increases in the numbers of computers both in the school and the home in the near future. Schmidt (1982) identified three types of microcomputer use in classroom: the object of a course, a support tool,and a means of providing instruction. Foster and Kleene (1982) cite four uses of microcomputers in vocational agriculture: drill and practice, tutorial, simulation and problem solving.The findings of studies examining the use of various forms of computer-assisted instruction (CAI) have beenmixed. Studies by Hickey (1968) and Honeycutt (1974) indicated superior results with CAI while studies by Ellis (1978),Caldwell(1980)and Belzer (I976) indicated little or no significant effect (Stage II). Although much work has been done to date, more studies need to be conducted to ascertain the effects of microcomputer-assisted instruction in teaching various subjects in a variety of learning situations (Stage III).The purpose of this was to ascertain the effect of using microcomputer-assisted instruction as compared to a lecture-discussion technique in teaching principles and methods of cost recovery and investment credit on agricultural assets to graduate students in agricultural education (Stage IV). This topic was identified as being of importance to teachers in providing them the necessary background to teach lessons in farm records (Stage V).In Stage I of the introduction you should establish a setting for your research topic.In stage II the findings of other researchers who have already published in your area of interest will be reviewed. For this reason, Stage II is often called the review of literature. It is essentially an organized collection of references, or citations, to other works which are listed in a separate section at the end of your report.The review of literature serves three important functions:First, it continues the process that starts in Stage I and gives your readers the background information soas to understand your study.Second, it assures your readers that you are familiar with the important research that has been carried out in your area.Third, it establishes your Study as one link in a chain of research that is developing and enlarging knowledge in your field.The following introduction is from a report in the field of ecology. Notice how Stage II supports the background information presented in Stage I.Example4SPATIAL DISTRIBUTION OF LITTER AND MICROARTHROPODSIN A CHIHUAHUAN DESERT ECOSYSTEMIn most deserts of the world, transitions between topographic elements are abrupt and watercourses which are dry most of the time tend to dissipate their occasional waters within local basins. Occasional torrential rainfall, characteristic of most desert regions, washes loose debris into watercourses or transports this material, depositing it in and along the shores of ephemeral lakes. These physical processes result in a redistribution of dead plant material(litter), affect the distribution of soil water and create a heterogeneous biotic community. Therefore, before the dynamics of desert ecosystems can be adequately understood, the spatial relationships must be clarified (Stage I). There have been few studies of litter distribution and/or soil fauna in any of the world deserts (Wallwork, 1976). Wood (1971) surveyed the soil fauna in a number of Australian arid and semi arid ecosystems. Wallwork (1972) made some studies of the microarthropod fauna in the Califontia Mojave desert and Edney, et aL (1974, 1975, 1976) studied abundance and distribution of soil microathropods in the Mojave desert in Nevada.In the Chihuahuan desert, Whitford, et al. (1975，1976, 1977) described the spatial relationships for many groups of organisms, but soil microathropods remain unstudied (Stage II).The lack of such information represents a gap in our knowledge of desert ecosystems (Stage III). As part of our continuing program of studies of the structure and dynamics of Chihuahua1 desert ecosystems, we designed the study reported here to understand the relationship between litter redistribution and the spatial distribution and composition of the soil microarthropod communty （StageIV).After having presented a contextual setting and discussed the previous work of other researchers, you should use the final part of the introduction to focus the attention of readers on the specific research problems you will deal with in the body of your report or paper, This is done in three additional stages,which we designate as Stages III, IV and V.Stage III indicates an area that is not treated in the previous literature, but that is important from the pointof view of your own work;Stage IV formally announces the purpose of your research;Stage V indicates possible benefits or applications of your work.Look at the following model introduction, taken from a report in the field of home economics, Notice the stage III, IV and V.FOOD-BUYING PRACTICES OF UNIYERSITY STUDENT WIVESFood expense is one of the largest recurring items in the budges of most families. Today, food purchases take more than one-sixth (17.8%) of the total consumer disposable income in the United States. This expenditure includes money spent for meals away from home as well as for food bought for use at home. Many demographic factors affect food-buying decision, including age, education, income, and experience. However, student wives are a specialized population group about which little is known (Stage III). The purpose of this study was to learn more about thefood-buying practices of wives of university students (Stage IV). It is hoped that information from this study may be useful in identifying areas of weakness or lack of knowledge those who are responsible for planning courses and programs in consumer education (Stage V).How to Write a Report or Paper (II)Ill. MethodAfter the introduction, the second major section of the experimental research report or paper, often labeled method, describes the steps you followed in conducting your study and the materials you used at each step. The method section is useful to readers who want to know how the methodology of your study may have influenced your results, or who are interested in replicating or extending your study.The main part of the method section is a description of the procedural steps used in your study and the materials employed at each step. However, other elements are commonly described in this section as well.The elements included in the method section and the order in which they are presented are not fixed. However, the list in the following box is conventional and provides you with a good model.INFORMATION ELEMENTS INCLUDED IN METHODOverview of the Experiment (Design)Population/SampleLocationRestrictions/Limiting ConditionsSampling Technique*Procedures .*MaterialsVariablesStatistical Treatment(*always included)In the following example from the field of bilingual education, notice the elements that have be included under method.Exampte 6AUDITORY COMPREHENSION OF ENGLISH BY MONOLINGUAL AND BILINGUAL PRESCHOOL CHILDRENA bilingual group and a monolingual group，each comprised of 30 children，were compared in each group there were six subjects at each of five different age levels．The subjects were selected from seven day care centre in Houston S .These centers accept only children form below Poverty threshod；thus，comparable socioeconomic status among the test subjects was insured R.The bilingual subjects were selected from the 99 Mexican-American children in a Previous study (Carrow,l971)on the basis of performance at age mean or above in both languages on a test of auditory comprehension. This criterion was employed to assure basic understanding of both languages ST．The test instrument employed in this study was a revised version of the Auditory Test for Language Comprehension(Carrow，1968)，which permits the assessment of oral language comprehension of English and Spanish without requiring language expression．It consists of a set 0f ll4 plates，each of which contains three black and white line drawings，representing 15 grammatical categories M．Both groups were tested by the same examiner, a Mexican American fluent in both languages.The children were brought individually to a test area where they engaged in spontaneous conversation．For the bilingual children，conversations were conducted in English and Spanish to determine the language in which each child appeared more fluent．Each bilingual subject was tested first in the language in which he demonstrated less fluency so that learning would not be a significant factor in subsequent performance when the test was administered again in the second language.The test required the child to indicate his response by pointing to the picture which corresponded the examiner’s utterance．A score of one was given for each item passed．Test administration required 30-45 minutes in each language for each child P.A 2×5 analysis of variance was used to test for age and language group differences ST.0=overview; S=sample; R=restriction; ST=sampling technique; M=materials；P=precedure；ST=statistical treatment IV．MaterialsAlthough the second major section of the experimental research report or paper is often called "method". It issometimes titled materials and method. This combined title indicates that researchers generally describe these two aspects together when they write up their research. That is, they simultaneously describe any equipment or other materials they used with each step in their procedure. Here, we examine materials description in detail and how to integrate it with the procedural description.By materials we mean any items used to carry out a research project. They may fall into any of the following categories:MATERIALSlaboratory equipmentfield equipmenthuman or animal subjectsnatural substancesfabricated materialscomputer modelsmathematical modelsRead the following selection taken from a report in the field of solar technology which describes a design for a solar food dryer. Notice the types of information the author has included in this materials description,and the order in which the information is presented.Example7A SEE-SAW DRYERThe see-saw dryer was developed for the drying coffee and cocoa beans. It was intended for small-scale drying, operations and could be easily operated. It was designed for use in tropical regions.The dryer was operated in two positions along a central axis of rotation running north-south. This see-saw operation permitted the drying material to face the sun more directly during both morning and afternoon O.The dryer consisted of a rectangular wood frame divided lengthwise into parallel channels of equal width, and crosswise by means of retaining bars. The bottom of the dryer was made of bamboo matting painted black, The cover of the frame was made of a film of transparent Po1yvinyl Chloride (P,V,C.) which provided a screening effect against ultra violet light, thus reducing photo-degradation of the drying product. All of the internal parts of the dryer were coated with a flat black paint PP. The drying frame was titled during operation so that it faced east during the morning and west during the afternoon F.O=overview; pp=principal parts; F=functionIf the materials you used are well known to researchers in your field, it is conventional to identify them only. However, if you used specially designed or unconventional materials in your experiment it is common to write a detailed description of them in the report. In this case, you should include the following information, in the order given:DESCRIBING SPECLALLY DESIGEND MATERLALS: Three StepsA. overview: This step consists of one or two sentences that give a general idea of the material and the purpose for which it is intended.B. Description of Principal parts: Here, each major part or characteristic of the material is described in logical sequence.C. Functional description: this last step show how the various features described in step B function together.In Step B you should describe the principal features of the material used in your study. There are two main organizing plans that you can use in this step, depending on your material.ARRANGEMENT PLANS FOR DESCRIBING PRINCIPAL PARTS OF MATERIALS STEP B)1. Spatial arrangement: Describe the features from top to bottom, front to back, left to right, from the centerto the outside, or in some other spatial way. This arrangement is especially useful for describing equipment Consisting of various connected parts.2. Functional arrangement: Describe the principal features in the order in which they function, from beginning to end. This arrangement is best for describing parts that operate in a fixed sequence.V. ResultsThe third major section of the experimental research report is called results, in which you present the findings of your study and briefly comment on them. Some writers call this section "results and discussion’, thus indicating more extensive comments on the findings of the study. However, here we follow the convention of including only brief comments focused on the statistical analysis, reserving the more general comments for a later section.The results section of the report presents the findings of the Study in both figures and in written text. Figures (graphs, tables, and diagrams) present the complete findings in numerical terms, while the accompanying text helps the reader to focus on the most important aspects of the results and to interpret them. Here, we concentrate on the text, which usually consists of three main information elements. In the following selection from the field of foreignlanguage education, these three elements have been identified for you.Example8FOREIGN LANGUAGE IN THE ELEMENTARY SCHOOL:A COMPARISON OF ACHIEVEMNTThe investigation displays the mean percentile scores on the four subtests for non-immersion and immersion French students LR. Students in the French immersion programs performed significantly better than their non-immersion peers on all four Modern Language Association tests by more than two to one in terms of scores attained on each of the subtests. For example, in the listening subtest, immersion students scored at the 80th percentile, while non-immersion students scored at the 14 th percentile MIF. Clearly, the findings indicate that the amount of exposure to a foreign language has a -------- programs (an average of 75% lf total instruction per week in French compared to approximately 10% of non-immersion) and use of the foreign language to study basic subjects results in substantial differences in performance in all four skill areas of the MLA test C.IR=location of results; MIF=most important findings; c=commentsThe example just shown is typical of results sections in research reports in many fields as you can see, this section consists of three basic elements of information.RESULTS: Three Information ElementsElement 1: a statement that locates the figure(s) where the results can be foundElement 2: statements that present the most important findingsElement 3: statements that comment on the resultsRead the following results section from a report in the field of child psychology. It describes the effects of a drug on boys who are overactive.' Identify the sentences that correspond to the three elements listed in the preceding box.Example 9DEXTROAMPHETAMINE: COGNITIVE AND BEHAVIORALEFFECTS IN NORMAL PREPUBERTAL BOYSThe children left the testing center 3 hours after medication or placebo had been administered; parents were asked to keep a diary record of behavior during the afternoon and evening. Behavioral ratings showed both immediate and delayed effects which differed from each other. Amphetamine administration in comparison with placebo was associated with decreased motor activity combined with generally improved attentional performance (faster reaction time, superior memory and improved attention) and decreased galvanic skin response. After drug administration, the children appeared unusually inactive, not simply less restless, There was an increase in task-related descriptive speech and a decrease in speech not task-related These results are entirely consistent with those reported for hyperactive children on stimulant medication in previous studies.VI. DiscussionWe look at the fourth section of the experimental research report or paper. Usually titled discussion, it is the last major section of the report or paper, followed by the list of references.In the discussion section you step back and take a broad look at your findings and your study as a whole. As in the introduction, researchers use the discussion section to examine their work in the large context of their field.Sometimes this section is called "conclusions" instead of "discussion". In either case, the writing conventionsreflect some common features. Look at the following discussion section from a research report in the field of applied psychology. In this study the productivity of older and younger factory workers was compared. Notice the kinds of in formation that are included in this example.Example10 _.AGE, EXPERIENCE,AND PERFORMANCEON SPEED AND. SKILL JOBS IN AN APPLIED SETTINGThe decremental theory of aging led us to infer that older workers in speed jobs would have poorer performance, greater absenteeism, and more accidents compared with other workers OH.The findings, however, go against the theory. The older workers generally earned more,were absentless, had fewer accidents, and had less remover than younger workers. F One possible conclusion is that the requirements of the speed jobs in the light manufacturing industry under study do not make physical demands on the older worker to the limits of their reserve capacity. The competence and experience of the older workers in these specific jobs may have compensated for their reduced stamina.EFThis study has taken a step in the direction of defining the relationship between age, experience and productivity in one particular industry. It is possible, of course, that other industries with a different complex of speed jobs and skill jobs may produce entirely different results. In addition, it is important to emphasize that methodological problems in the research design limit our interpretations. LThe approach outlined in this study should be replicated in other manufacturing plants as well as in other occupational areas in light, medium and heavy industries in order to construct a typology of old worker performance in a variety of jobs. NFROH = original hypothesis;F = findings ;EF = explanation for findings;L = limitations;NFR = need for further research。