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英语论文提纲 范文
英语论文提纲怎样写呢?下面是我分享的英语论文提纲范文，欢迎大家阅读，也希望英语论文提纲范文能够帮助同学们顺利开展论文的撰写。
一、 title
from a new woman to a victim
二、 introduction
in china, the position of women becomes higher and higher, but discrimination and violence are existed all the same. there are a lot of women who have the same experience with desdemona. the intention of this study is to tell the importance of women’s independence in this modern society.
my attention was first directed to introduce desdemona and the good points of her character. this is because she is a new woman in the first two acts. then i put much attention on analyzing the reasons of her change. last i pointed out that women in modern society should learn from desdemona and try to be independent. however , the independence is not mean to stand against her husband or her father, but it means to find her own position in the society and establish a positive outlook on life. women should be independent not only from spirit, but also from finance.
三、outline
1 introduction
a brief introduction of othello
a particular introduction of desdemona as a new woman
2 the reasons of turning from a new woman to a victim
a deion of women’s position in the 16th of england
the influence of patriarchy-centered culture
desdemona’s own weakness of her character
3 the impact of desdemona on women in modern society.
social problems on women
the reasons why women should be independent
the new meaning of “independence”
what women should do if they want to be independent
from spirit
from finance
四、conclusion
theory guidance
1 feminism
2 freudian psychology
翻译：
一、标题
从一个新女人到一个受害者
二、介绍
在中国，妇女的地位越来越高，但歧视和暴力都是一样的存在。有很多有经验的女性苔丝狄蒙娜一样。本研究的目的是告诉女性在这个现代社会中的独立性的重要性。
我注意的是首先针对介绍苔丝狄蒙娜和她的性格好点。这是因为她是一个新的女人在前两个行为。然后我就把注意力放在分析她的变化的原因。最后我指出，现代社会中女性应该学会从苔丝狄蒙娜和尝试独立。然而，独立并不意味着要站在她的丈夫或她的父亲，但它意味着在社会中找到自己的位置，并建立一个积极的人生观。女性不仅要从精神上独立，也要从财务上独立。
三、概述
1引言
简要介绍奥赛罗
特别介绍苔丝狄蒙娜作为新女性
2从一个新的女人变成一个受害者的原因
描述一下女人的位置在英格兰第十六
父权中心文化的影响
苔丝狄蒙娜对她自己的性格弱点
3影响她对女性在现代社会中。
女性的个社会问题
女性应该独立的原因
“独立”的新意义
女性应该做什么，如果他们想独立
从精神
财务
四、结论
理论指导
1女性主义
2弗洛伊德心理学
知识扩展：英语毕业论文提纲怎么写?
I 英语毕业论文提纲的写作流程：
1.提纲写作需要先拟定论文标题;
2.根据论文题目写出总论点;
3.结合总论点考虑全篇的整体布局;
论文的整体布局需要充分考虑总论点的叙述顺序，这是论文写作的整体框架。
4.确定论文的`整体布局后再逐步考虑总论点下面的分论点，直至确定论点句;
5.结合段落部署，把相关材料组合起来，以便写作过程中的随用随取;
6.进行全面的检查，对于不必要的内容进行不必要的删减;
II英语毕业论文提纲的注意事项：
1.毕业论文提纲的编写方法：
标题式写法
用简洁的文字凝练出标题，并将这部分内容概括出来。这种写法的好处是简洁明了，一目了然，但是这种方法存在一定的缺陷，作者本人对此非常了解熟悉，但是外人乍看没有眉目，因此，在毕业论文的提纲写作中，很少使用这种方法。
句子式写法
就是用表述完整通畅的句子将所要描述出来的内容进行概括，这种写法更为具体，更为明确，自己了解的同时也能让外人看得懂。因为毕业论文不是针对个人，因此在毕业论文提纲的写作中得到广泛应用。
2.毕业论文提供的修改推敲
毕业论文提纲写好后，需要进行推敲和修改，修改的过程中需要注意以下几点：
题目是否合适;
题目是一篇文章的精华所在，其重要性不容忽视，不合适的论文题目会对接下来的论文写作带来阻碍。
结构是否合理;
合理的结构需要点明主题的基础上围绕主题进行拓展延伸，划分层次和段落，提高文章的逻辑性，检查过渡是否自然，然后进行全局性的把控。
层次是否完善;
提纲的层次必须完善，每个层次必须保证清晰，总论点应该重点突出，序论和结论部分应该简明扼要。本论是全文的重点，是需要集中精力写的一部分，因此，提纲应该罗列地详细一点，层层深入，体现总论和分论的巧妙融合。
英语专业的论文提纲模板
导语：在毕业论文的.写作过程中，指导教师一般都要求学生编写提纲。从写作程序上讲，它是作者动笔行文前的必要准备；从提纲本身来讲，它是作者构思谋篇的具体体现。下面我整理了英语专业的论文提纲模板，欢迎参考借鉴！
Chapter One Influencing Factors of Creative Treason
Background of Gone with the Wind
Author's Life and Emotional Experience
Development of the Feminist Movement
Influence of Economic Crisis
Background of the Translator
Reader's Expectations and the Ability to Accept
Chapter Two Creative Treason and Translator Style
Selection and Use of Words
Symbolthe Usage of Idioms
Symbolthe Usage of Reduplication
Structure and Modalitythe Usage of Parallel Construction
' Logic and Combination
's Device and Style
's Transition
, Slangs and Fixed Collocations
Identity
of Narrative Style
Chapter Three The Limitation of Translator Style
Chapter Four The Sociality of Creative Treason
Significance
Significance
' Effort
Conclusion
This article conclusion
Creative treason develops a new domain for literary translation. In this thesis, thebackground of main factors was taken as the entry point. Through analyzing thebackground of tiie original, translator and readers we got the result that affected byvarious factors especially different background the creative treason in literary translationis objective and inevitable. By reason of existence of creative treason, it is possible toform the unique translation style in the translation process. Based on parsing FuDonghua's version of Gone with the Wind,this study analyzes translator style from sixaspects and has proved the existence of translator style. Retoning to the ultimate purposemotivation of translation, we should affirm that the translation work which is in theframework of the original and makes recreations for the need of target readers is thehigh-quality one.
Behind two literary works are two different languages, behind two languages are twodifferent cultures,after discussing the translator style which is based on the languageexchange we should see the most fundamental factor is the cultural differences, which isone of the social significance of creative treason. Just as Escarpit states, all thetranslations are the result of creative treason. So the social significance of translation isalso creative treason V In the process of social development the role of translation can notbe replaced and the creative treason's function should be paid more attention to. For theexistence of creative treason, we can not ignore the hard work and efforts the translatorsdo,it should be folly admitted and respected.
In addition to translation activities, in the field of other social life, we can still findthe creative treason. There are some subjective factors which are mixed into theunderstanding and judgment of object,that's why different people have differentcognitions for the same thing. Therefore, in the process of recognizing the world creativetreason always exists- This can be the new point of creative treason's socialization, enrichthe connotation of the concept and extend the social significance of creative treason.
英语毕业论文提纲模板
紧张又充实的`大学生活即将结束，毕业前要通过最后的毕业论文，毕业论文是一种有准备的检验学生学习成果的形式，毕业论文应该怎么写才好呢？以下是我整理的英语毕业论文提纲模板，希望能够帮助到大家。
Acknowledgements 4-6
Contents 6-10
List of Figures 10-12
List of Tables 12-20
Abstract 20-22
摘要 23-25
Chapter 1 Introduction 25-32
Purpose of the study and research questions 28-29
Significance of the study 29-30
Organization of the study 30-31
A note on terminology 31-32
Chapter 2 Literature review 32-51
T/TP and coherence in English writing 32-35
Defining coherence 32-33
T/TP as means to realize coherence 33-35
T/TP in EFL/ESL writing 35-42
T/TP and coherence in EFL/ESL writing 35-37
T/TP in EFL/ESL writing as compared to NS writing 37-42
T/TP in English research articles by EFL/ESL scholars 42-44
The factors that influence T/TP in EFL/ESL writing 44-47
Training in T/TP 47-49
Summary 49-51
Chapter 3 Theoretical background 51-70
Systemic Functional Grammar 51-55
Five dimensions of language as a semiotic system 51-53
Three metafunctions of language as a functional system 53-54
Three lines of meaning from metafunctions 54-55
Theme and thematic progression 55-70
Theme 56-62
Thematic progression 62-70
Chapter 4 Research Design 70-88
The participants and the educational context 70-73
Background of the participants and the participating school 70
The allocation of participants to the training 70-71
The sample sizes 71-72
The pilot study 72-73
The interventional procedures 73-74
The questionnaire 74-75
The training 75-80
Considerations behind the training 75-76
The training material 76-79
The role of the researcher as the trainer 79-80
Data analysis 80-86
Analysis of the writing 80-86
Analysis of the questionnaire 86
Ethical considerations 86-88
Informed consent 86-87
Anonymity 87
Harm 87-88
Chapter 5 Results and analysis of pre-training writing 88-115
Comparison of Themes in EEL pre-training writing and CEL pre-writing 88-102
Topical,textual and interpersonal Themes 88-91
Topical Themes:marked and unmarked Themes 91-95
Textual Themes:continuatives,conjunctions and conjunctive adjuncts 95-100
Interpersonal Themes 100-102
Comparison of thematic progression in EEL pre-training writing and CEL pre-writing 102-110
Linear,constant,summative and split progressions 102-107
Back,contextual and new Themes 107-110
Summary 110-115
Chapter 6 Results and analysis of post-training writing 115-137
Comparison of Themes in EEL post-training writing and CEL post-writing 115-129
Topical,textual and interpersonal Themes 115-117
Topical Themes:marked and unmarked Themes 117-121
Textual Themes:continuatives,conjunctions and conjunctive adjuncts 121-126
Interpersonal Themes 126-129
Comparison of thematic progression in EEL post-training writing and CEL post-writing 129-132
Linear,constant,summative and split progressions 129-131
Back,contextual and new Themes 131-132
Summary 132-137
Chapter 7 Results and analysis of pre- and post- training writing 137-155
Comparison of Themes in pre- and post- training writing 137-147
Topical,textual and interpersonal Themes 137-139
Topical Themes:marked and unmarked Themes 139-142
Textual Themes:continuatives,conjunctions and conjunctive adjuncts 142-145
Interpersonal Themes 145-147
Comparison of thematic progression in pre- and post- training writing 147-150
Linear,constant,summative and split progressions 147-149
Back,contextual and new Themes 149-150
Summary 150-155
Chapter 8 Results and analysis of the questionnaire 155-165
Findings from closed questions 155-160
EEL participants' general attitude to training on T/TP 155-157
EEL participants' perception of the usefulness of the training on T/TP 157-158
EEL participants' perception of the learnability of T/TP 158-159
EEL participants' perception of the applicability of T/TP in writing 159-160
Findings from open questions 160-164
The changes that occurred 161-162
The perceived difficulty of applying the theory of T/TP in writing 162-163
The reasons for the perceived difficulty in learning 163
EEL participants' suggestions for future training 163-164
Summary 164-165
Chapter 9 Discussion 165-195
Findings with regard to research questions 165-187
Chinese college students' use of T/TP in pre-training writing 165-172
Chinese college students' use of T/TP in post-training writing 172-181
Effects of the training on T/TP in Chinese college students' English writing 181-187
Positioning the study within the literature 187-190
T/TP in Chinese college students' English writing 187-189
Effects of training on Chinese college students' use of T/TP 189-190
Implications 190-194
Pedagogical implication 190-193
Methodological implication 193-194
Limitations 194-195
Chapter 10 Conclusion 195-200
Summary 195-197
Putting everything together 197-199
Suggestions for future work 199-200
Notes 200-202
References 202-214
Appendix 1: Plan for the interventional procedures 214-215
Appendix 2: The post-training questionnaire 215-217
Appendix 3: Training material 217-229
Appendix 4: Teachers' guide to the training 229-237
Appendix 5: Consent form for EEL group 237-238
Appendix 6: Consent form for CEL group 238-239
Appendix 7: Consent form for NS group 239
中文摘要 3-4
ABSTRACT 4
Chapter One Introduction 7-10
Motivation of the present study 7-8
Significance of this study 8
Composition of this thesis 8-10
Chapter Two Literature Review 10-19
Language production 10-14
L1 Production 10-11
L2 Production 11-12
Dimensions of language production 12-14
Theories on oral output 14-15
Skehan’s dual-model system 14
Swain’s Output Hypothesis 14-15
Task Repetition 15-17
Task 15-16
Task repetition 16-17
Relevant studies on effects of task repetition on L2 oral output 17-19
CHARPTER THREE THE CURRENT STUDY 19-25
Research justification and questions 19
Hypothesis 19-20
Methods 20-25
Participants 20-21
Material 21
Research design 21-23
Measures 23-25
Chapter Four Results and Discussion 25-41
Results and Analysis 25-34
Quantitative analysis 25-27
Qualitative analysis 27-34
Discussion 34-41
Fluency 34-36
Complexity 36-38
Accuracy 38-39
interlanguage development path of learner L 39-41
Chapter Five Conclusions 41-44
Conclusion and implication 41-43
Limitations and recommendations 43-44
Acknowledgements 44-45
References 45-49
Appendixes 49-54
A. Instructions of the experiment 49-50
B. The same-content task 50-51
C. The different-content task 51-52
D. Sample of oral pre-task 52-53
E. Sample of oral post-task 53-54
F. Sample of writing repetition task 54
Contents
Chapter 1 Introduction
Research Background
Significance of the Study
Research Goals and Questions
Data Collection and Methodology
Analysis Procedures
Organization of the Thesis
Chapter 2 Literature Review
Introduction to Appraisal Theory
Studies on Appraisal Theory
Studies on Appraisal Theory Abroad
Studies on Appraisal Theory at Home
Studies on Personal Statements
Introduction to Personal Statement
Summary
Chapter 3 Theoretical Framework
An Overview of Attitude System
Affect Resources
Judgment Resources
Social Esteem
Social Sanction
Appreciation Resources
Interactions of Affect, Judgment and Appreciation
Borders of Affect, Judgment and Appreciation
Summary
Appendix 1: Papers Published during Graduate Studies
Appendix 2: Some Samples of the Study
References
Acknowledgements
英文的演讲稿篇一 ：英文论文演讲稿
1、hello everyone！
today i will introduce you a paper, which is called “effects of corporate governance on capital structure: empirical evidence from pakistan “
2、i will use the following four parts to introduce
3、i got this paper from the emerald reprints the world’s leading publisher of management research and the type of the paper is research paper
纳迪姆阿麦的sheke
4、then we can have a simple knowledge of the two authors:nadeem ahmed sheikh and 王宗军 one is a doctoral degree candidate in the school of management, hua zhong university of science and technology, wuhan .the other is a professor in this college
5. about the paper’s outline
firstly the aim of this empirical study is to investigate whether corporate governance attributes affect capital structure choices of pakistani firms
then the design of the paper is multiple regression analysis
6、in order to have a good knowledge of the paper we can from the following three aspects to
the attributes of the corporate governance are background also includes ：measures of corporate governance and their relation to capital structure
8、research design
firstly methodology：it includes three aspects: data variables and methodology date: this study investigates the significant corporate governance attributes that may affect the capital structure of non-financial firms listed on the karachi stock exchange pakistan during 2004-2008. and the final sample set consists of 775 observations for 155 firms over a period of five years.
this study employed panel data methodology(面板数据方式) because sample contained data across firms and over time
9、this table is the definition of variables. it includes three parts:
10. dependent variables consist of total debt ratio and long-term debt ratio. this is a basic formula.
12、this table is the yearly mean value of shareholding pattern
13、here are some of regression analysis tables, through the multiple regression analysis the paper gives the conclusions
14、the results is as follows:
capital structure is positively related to board size、outside directors and ownership concentration. that is to say: a large board serve as a means to obtain support from external environment;
boards with more independent directors can take on more debt on favorable terms due to effective monitoring ;
block holders have more ability than dispersed shareholders to force management to take those actions that maximize the shareholder wealth.
15、on the other hand, capital structure is negative related to managerial ownership、director remuneration 、profitability and liquidity.
16、in the end, i have a summary:
the results of the paper indicate that corporate governance attributes, in part, explicate the financing behavior of pakistani firms
and, the empirical results of this study provide support to corporate managers in establishing an optimal capital structure, and to regulatory authorities for enacting laws and developing institutional support to make corporate governance mechanisms work more effectively in the country.
17、thats all, thank you for listen to me, if you are interested in this paper you can have a study after class
thank you !
篇二：英语论文演讲稿
my paper is revenge tragedy in english renaissance——about 《hamlet》 ppt1:.... ppt2:....
ppt3:....
ppt4:next, let`s analyse the relationship between the characters in the drama. this is a relationship diagram.
hamlet ,the prince of denmark and also the protagonist(主角、主要人物、领导者）was about thirty years old at the start of the play. hamlet is the son of queen gertrude and the late king hamlet, and the nephew of the present king, claudius. hamlet is melancholy, bitter, and cynical, full of hatred for his uncle’s scheming and disgust for his mother’s sexuality. a reflective and thoughtful young man who has studied at the university of wittenberg, hamlet is often indecisive and hesitant, but at other times prone to rash and impulsive acts.
哈姆雷特 prince hamlet —— 丹麦王子。为父王的鬼魂所困扰，要对杀父凶手复仇。经历了痛苦的挣扎之后他达成了目的，整个王宫也陷入了死亡的恐怖之中。他最后也中了致命的毒剑死去。
claudius, as the king of denmark, hamlet’s uncle and the villain（反派角色） of the play, was a calculating, ambitious politician,and was driven by his sexual appetites and his lust for power, but he occasionally showed signs of guilt and human feeling—his love for gertrude, for instance, seems sincere.
克劳迪斯 claudius —— 丹麦现任国王。他是哈姆雷特的叔父，在哥哥死后继任了王位。老国王的鬼魂告诉哈姆雷特，他正是谋杀自己的凶手。他罪有应得，最后死在侄子复仇的毒剑下。
鬼魂 king hamlet (ghost) —— 哈姆雷特的父亲死后化成的鬼魂。他被弟弟毒死时，哈姆雷特正在国外。
ophelia - polonius’s daughter, a beautiful young woman with whom hamlet has been in love. ophelia is a sweet and innocent young girl, who obeys her father and her brother, laertes. dependent on men to tell her how to behave, she gives in to polonius’s schemes（诡计） to spy（侦察） on hamlet. even in her lapse into（陷入） madness and death, she remains maiden, singing songs about flowers and finally drowning in the river。
欧菲莉 ophelia—— 波洛涅斯的女儿。她与哈姆雷特双双陷入爱河，但种种阻力警告王子，政治地位使他们无望结合。作为哈姆雷特疯狂复仇计划的一部分，她被他无情抛弃，加上父亲的死让她陷入精神错乱，最终失足落水溺毙。
ppt6: then let`s look at the character analysis of hamlet. hamlet pretended to be mad in order to revenge. he also use his intelligence to approve his uncle`s guilt.
when hamlet confirmed that claudius was guilt, he decided to revenge without fear. then he also use stratagem to make himself avoid being killed. all of these approved that he was brave and smart.
ppt7: he pursued ophelia and finally gave up because of the revenge. before he was fight with laertes, he said sorry to him. this indicates he was guilt and sorry for laertes because it was he that made laertes lose his father. these approved that he was a kind and sincere man.
ppt8:.....
ppt9: when we read the play, we can also easily feel the dilemma. just like the words “to be or not to be-that is the question”
ppt10:.....
ppt11:......
篇三：如何写好英文演讲稿
从很多方面来说，写演讲稿就像写论文，但演讲稿却没有像论文那般特别注重单词的拼写与标点的错误。写演讲稿的时候，不要用一些发音不顺畅或是你不明白意思的单词，因为会导致你的演讲不够流畅。
instructions 说明
how much time your speech should take. if you dont have a time limit, try to keep your speech brief yet informative.
估算自己演讲所需的时间。如果没有演讲上的时间限制，就尽量让你的演讲篇幅简短且内容丰富。
about your audience and let your perception of the audience shape the tone of your speech as you write it.
站在听众的角度多想想，当你撰写演讲稿时，你要让观众也能在演讲稿中切身体会你的演讲魅力。
with an introduction that establishes who you are, what your purpose is, what youll be talking about and how long youre going to take. you may want to include a joke, anecdote or interesting fact to grab the audiences attention.
先介绍自己，以表述演讲目的、演讲主题和演讲时长作为开端。在这段话中，你要说一个笑话、奇闻奇事或趣事来直接引起听众的`注意。
your information into three to seven main points and prioritize them according to importance and effectiveness.
用3-7条大纲组织演讲内容信息，并根据重要性和有效性分清要点主次。
5. points that arent crucial to your speech if you have too many for your time frame.
假如时间不允许，你可以删减一些演讲中不重要的点。
with your most important point, then go to your least important point and move slowly back toward the most important. for example, if you have five points with no. 5 being the most important and no. 1 being the least important, your presentation order would be
5-1-2-3-4. 从最重要的一点开始你的演讲，之后到次重要点，然后再慢慢回到最重要点上。例如，你的演讲稿中有5点要讲，第5点是其中的重中之重，而第1点是次重要点，你的演
讲顺序应为：51234。
support to each point using statistics, facts, examples, anecdotes, quotations or other supporting material.
借助图表、事实、例子、奇闻轶事、引文与其它材料作为演讲点的支撑部分。
your introduction, points and conclusions together with smooth transitions. 引言、演讲要点和结论连贯顺承地串在一起。
a conclusion that summarizes each of your points, restates your main purpose and leaves the audience with a lasting impression.用结论总结所有演讲点，重申主题，让观众留下最后的深刻印象。
英文的演讲稿篇四：三分钟英语励志演讲稿
Good afternoon ，ladies and gentlemen！
I'm very honored to stand here and give you a short speech! To begin with ,I want to ask a question .Does everybody dream a good dream last night?
Actually ,today I want to talk about dream with you. Of course, What I want to talk is not a dream you have last night,but a dream—— about life.
Everyone has dreams about life, different dreams at different life stage,and we need dreams to support us. Dreams are like the stars we never reach in the sky,but like most mariners（水手）,we can chart our course by them. With the dream,we have a direction,with a direction, we were no longer the dream, there is hope,With hope, we have the strength to fight.
But I know，life is tough,and there are always ups and downs, maybe we fail in the way to our aims,and we may feel depressed ,whenever at this time, the dream in our heart can always comfort us, encourage us ,and support us to move ahead . Young!Fortunately, I am young now. Just due to it, I know that nothing is firmly believe that nothing can stand in my way. If
I can't realize my dream,it result from that I haven't work harder enough and I won't find other excuses. If no people believe you, you can make it to prove that you are right. If you think the god haven't blessed you and there is no truth here, you can become the god and create the truth.
"My breath swallows the sky and make the yellow river overflow, my sword is famous in Kyushu and it can collapse the five sacred mountains." At some time in the past I also had am bitious words and I had some achievements. Each achievement results from my hard work. I always believe that "If you want to have more achievements than others, you must work harder."
In some extent, the dream is the hope. If you can insist on doing something, the victory will come.
Hold fast to dreams, for if dreams die, life is a broken-winged bird that cannot fly. Hold fast to dreams, for when dreams go, life is a barren field frozen with snow. So my dear friends, think of your old and maybe dead dreams. Whatever it is, pick it up and make it alive from today. Let's--- move ----out! Thank you for your listening!
英语演讲稿格式如下：
1、演讲稿有开篇的“呼语”。有针对听众的称呼和招呼。
比如：Good evening/morning/afternoon， ladies and gentleman/the honorable judges （if it is about a competition）等。
2、文章的主体部分为议论，但比一般议论文更需要逐条深入，而且言简意赅。因为在真正的演讲中，读者实际上扮演了听众的角色，即在心里是以声音效果来作出评价判断的。
3、在文章第一和最后一段我们一般会鲜明地点出本演讲所需要阐述的主题，或是重申自己的观点。
如何提高演讲能力?
为了实现演讲效果的生动，寓言故事或者实际经历往往扮演了重要的角色。可以用下面两种不同的方法处理故事：一种是在文章的一开头以故事引出话题，林肯著名的Gettysburg Address（“葛底斯堡演讲”）就是这种；第二种是把故事放在演讲论点后，作为论据起到叙议结合的效果。
演讲要越短越好英语演讲应该简洁扼要，直截了当。 除非需要，不要采用中文中的那种迂回蜿蜒的表达。据专家统计，人的注意力一次只能约 13 分钟。演讲长度以 10 ～ 15 分钟为宜。
演讲者把演讲的主要内容和层次结构，按照提纲形式写出来，借助它进行演讲，而不必一字一句写成演讲。其特点是能避免照读式演讲和背诵式演讲与听众思想感情缺乏交流的不足。
英语演讲稿格式
1）开始时对听众的称呼语最常用的是Ladies and gentlemen，也可根据不同情况，选用Fellow students,Distinguished guests,MrChairman,Honorable Judges（评委）等等。
2）提出论题由于演讲的时间限制，必须开门见山，提出论题。提出论题的方法有各种各样，但最生动，最能引起注意的是用举例法。比如：你要呼吁大家关心贫穷地区的孩子，你可以用亲眼看到的或者收集到的那些贫穷孩子多么需要帮助的实例开始。另外，用具体的统计数据也是一个有效的引出论题的方法，比如：你要谈遵守交通规则的话题，你可以从举一系列有关车辆、车祸等的数据开始。
3）论证对提出的论题，不可主观地妄下结论，而要进行客观的论证。这是演讲中最需要下功夫的部分。关键是要把道理讲清楚。常见的论证方法有举例法、因果法、对比法等等，可参见英语议论文的有关章节。
4）结论结论要简明扼要，以给听众留下深刻印象。
5）结尾结尾要简洁，不要拉拉扯扯，说个没完。特别是不要受汉语影响，说些类似准备不足，请谅解，请批评指正这样的废话。最普通的结尾就是：Thank you very much for your attention。
英语演讲稿范文篇一
my name is xie tianyuan. i am 17 years old. my birthday is jan. 1st . it’s just new year’s day. i come from id 13, grade 2 of junan no. 1 senior high school.
i am a cheerful teenager，so my hobbies is extensive. in my spare time i like playing table tennis and school, i like to surf the internet or listen to music. i also will put into the reading to enrich my knowledge, in order to understand the world. i like reading and i often borrow books from the school library. i enjoy reading books because the books can make me happy and sunny every day.
then i will say sth. about my family. there are three people in my family，my mother，father and me. my father is a strict but kind man. he always puts his own heart on his business. my mother is a teacher. she does pretty well. no matter what they do, or how busy they are, they always give me their deep love. i love them, too.
as long as you work hard，there will be a harvest. this is my motto. i’ll follow this path and study hard.
that’s all. thank you.
英语演讲稿范文篇二
My name is Dongqi Yang from china, I am horror to be here today and I am very happy to receive this award.
As you can imagine, as international students in Australia, the biggest challenge is English,
I remembered that when I come here first time, there is a party in the house of my home stay. During the time, they played jokes and they laughed all the time, do you know how embarrassed that is, everyone laughed except you. So I pretend to understand the joke in another party, I saw everyone laugh and I laugh too in 5 seconds later. My home stay was surprised about that and asked me do you understand?， and I answered no， So why do you laugh? because I do not want to be embarrassed!
But as I receive this award today, I want to thank to them, because they encourage me to be involved with the committee rather than staying in at home, play computer and speak Chinese.
When I came to Wantirna College first time, I met liz collar who is international student coordinator. She is very kind to me, and she encourage me join SRC, I went to SRC meetings regularly all the time, but I didn’t even know what SRC was! That is the reason why I told her, I don’t want to go to SRC anymore. But she said why not? You should go and you have to go!I asked why? she said: because I said so!
But as ii receive this award today, I want to thank her. She helps me a lot.
Truth be told, I am not the best student in Wantirna College, but I appreciate this award and I will try my best in future.
I think I got 10 seconds left, I want to thank to Les and Vera who is my lovely home stay, thanks to Liz collar who is international student coordinator, I strongly want to thank to my mother, because she support me and gave me the opportunity to come to Australia. And thanks to Wantinran College, thanks to Australia and finally, thanks to everyone to be here tonight.
Have a great night.
英语演讲稿范文篇三
First thing first, I gotta say,wow,it's funny thing to be given a chance like be told,I really got a little bit nervous before I stand right here ,so called 'stage fright'.If you look specifically on me .You may find my hands shaking,pretty assembles the guy who suffered from Pakinson's disease,and legs wobbling ,like I caught so-called ball leg. Okay,let's stop going around the bush and get back to my topic really like to talk a funny story I have just heard.
A lady called Lucy emigrated to United States several years spoken English is not that fluent .And one day,she is just sitting on the couch with his friends Mandy watching noise of bump had the attention of Mandy,which led her to go out of the house trying to figure out what had you imagine that Mandy go straight out with merely a Lucy shouted at her,Lucy ,turn your clothes on. What suprised her most,beyond her wildest imagination, is that almost all the male in this country took their head out of the made a mistake here .The word spitted means Mandy is totally naked to the reason that male looked out of the right sentence shall be,put your clothing story inspires you to take a careful look on the vast difference between eastern and western culture.
That's full of it,thank you for your time!
英语演讲稿范文篇四
I am glad to be here to share my opinions with all of you. My topic today is about Internet.
With the development of technology, more and more people are fond of using Internet. It is particularly popular among young people. Just like the coin has two sides, internet also has its own advantages and disadvantages.
First of all, the Internet has brought people great convenience in getting information, entertainment and contact with each other. As for our students, it is a useful tool when we meet problems. When we are tired, a piece of light music will help us relax. If we have free time, we can enjoy movies or interesting cartoons. What’s more, we can also watch live programs on the internet or see it later if we are not available at that time.
But there is also bad influence. Some of the young teenagers are addicted to computer games, and some even play games all night. Because of lacking in sleep, those students can not focus on in the class . As a result, they may fail in the exam. When they realize it is wrong to spend too much time playing games, it’s already too late.
I have remembered such a piece of news . An excellent student flunked (考试不及格) because he could not concentrate on his study for being too indulged in computer games. He spent nearly all the money on games, which was earned by his father's selling blood. When his father knelt down to beg him to return to school, he was too numb to show any regret.
The most serious harm of computer games come from their contents, which affects teenagers ' mental health. Many games involve violence, such as fighting and killing. When they enjoy the pleasure of success, a violent turn of mind is developed and rooted in them, which may induce future violent behaviour in their life.
So when computers' entertaining function is highly spoken of ,such a problem does deserve our serious concern.
In addition, long time's working before computer also does harm to health. The radiation from the computer can arose many uncomfortable feelings., like a headache, poor eyesight.
At last, people who are fond of making friends on line should also be careful. Many convicts use Internet as a way to cheat. Although it has many disadvantages , Internet has become an indispensable part of people's life in recent years. In my point of view, it’s wrong to blame Internet itself, it’s all depend on the way we use it. If we use it in a right way, it can be one of the best friends in our life.
That 's all , thank you !
英语演讲稿范文篇五
On a beautiful winter day, I happened to meet the lovely spirit------
Black Faced Spoonbill, a type of migratory bird, which spends winter at Hong-Shu-Lin in my city every year. Covered with snow-white feathers, it has black legs and a black beak. Besides the blacks and whites, an amazing splash of yellow is under its neck. So elegant that I couldn’t help loving it at first sight.
With a big and spoon-shaped beak, it can clasp fishes easily, which makes it a powerful hunter in birds.
Like the eleven swan princes in Andersen’s Fairy Tale, the Black Faced Spoonbills have always been struggling to find a tiny rock which can offer them a momentary tranquility. Fortunately, they have found one in my beloved home. I would always hold them dearly to my heart and wish they would return with flocks of chicks in the following years, and singing
Oh, I have a home, such a beautiful home, where I play and rest happily.
Oh, give them a home, such a wonderful home, where the spoonbills play all day.
Thank you very much.
英语毕业论文提纲模板
紧张又充实的`大学生活即将结束，毕业前要通过最后的毕业论文，毕业论文是一种有准备的检验学生学习成果的形式，毕业论文应该怎么写才好呢？以下是我整理的英语毕业论文提纲模板，希望能够帮助到大家。
Acknowledgements 4-6
Contents 6-10
List of Figures 10-12
List of Tables 12-20
Abstract 20-22
摘要 23-25
Chapter 1 Introduction 25-32
Purpose of the study and research questions 28-29
Significance of the study 29-30
Organization of the study 30-31
A note on terminology 31-32
Chapter 2 Literature review 32-51
T/TP and coherence in English writing 32-35
Defining coherence 32-33
T/TP as means to realize coherence 33-35
T/TP in EFL/ESL writing 35-42
T/TP and coherence in EFL/ESL writing 35-37
T/TP in EFL/ESL writing as compared to NS writing 37-42
T/TP in English research articles by EFL/ESL scholars 42-44
The factors that influence T/TP in EFL/ESL writing 44-47
Training in T/TP 47-49
Summary 49-51
Chapter 3 Theoretical background 51-70
Systemic Functional Grammar 51-55
Five dimensions of language as a semiotic system 51-53
Three metafunctions of language as a functional system 53-54
Three lines of meaning from metafunctions 54-55
Theme and thematic progression 55-70
Theme 56-62
Thematic progression 62-70
Chapter 4 Research Design 70-88
The participants and the educational context 70-73
Background of the participants and the participating school 70
The allocation of participants to the training 70-71
The sample sizes 71-72
The pilot study 72-73
The interventional procedures 73-74
The questionnaire 74-75
The training 75-80
Considerations behind the training 75-76
The training material 76-79
The role of the researcher as the trainer 79-80
Data analysis 80-86
Analysis of the writing 80-86
Analysis of the questionnaire 86
Ethical considerations 86-88
Informed consent 86-87
Anonymity 87
Harm 87-88
Chapter 5 Results and analysis of pre-training writing 88-115
Comparison of Themes in EEL pre-training writing and CEL pre-writing 88-102
Topical,textual and interpersonal Themes 88-91
Topical Themes:marked and unmarked Themes 91-95
Textual Themes:continuatives,conjunctions and conjunctive adjuncts 95-100
Interpersonal Themes 100-102
Comparison of thematic progression in EEL pre-training writing and CEL pre-writing 102-110
Linear,constant,summative and split progressions 102-107
Back,contextual and new Themes 107-110
Summary 110-115
Chapter 6 Results and analysis of post-training writing 115-137
Comparison of Themes in EEL post-training writing and CEL post-writing 115-129
Topical,textual and interpersonal Themes 115-117
Topical Themes:marked and unmarked Themes 117-121
Textual Themes:continuatives,conjunctions and conjunctive adjuncts 121-126
Interpersonal Themes 126-129
Comparison of thematic progression in EEL post-training writing and CEL post-writing 129-132
Linear,constant,summative and split progressions 129-131
Back,contextual and new Themes 131-132
Summary 132-137
Chapter 7 Results and analysis of pre- and post- training writing 137-155
Comparison of Themes in pre- and post- training writing 137-147
Topical,textual and interpersonal Themes 137-139
Topical Themes:marked and unmarked Themes 139-142
Textual Themes:continuatives,conjunctions and conjunctive adjuncts 142-145
Interpersonal Themes 145-147
Comparison of thematic progression in pre- and post- training writing 147-150
Linear,constant,summative and split progressions 147-149
Back,contextual and new Themes 149-150
Summary 150-155
Chapter 8 Results and analysis of the questionnaire 155-165
Findings from closed questions 155-160
EEL participants' general attitude to training on T/TP 155-157
EEL participants' perception of the usefulness of the training on T/TP 157-158
EEL participants' perception of the learnability of T/TP 158-159
EEL participants' perception of the applicability of T/TP in writing 159-160
Findings from open questions 160-164
The changes that occurred 161-162
The perceived difficulty of applying the theory of T/TP in writing 162-163
The reasons for the perceived difficulty in learning 163
EEL participants' suggestions for future training 163-164
Summary 164-165
Chapter 9 Discussion 165-195
Findings with regard to research questions 165-187
Chinese college students' use of T/TP in pre-training writing 165-172
Chinese college students' use of T/TP in post-training writing 172-181
Effects of the training on T/TP in Chinese college students' English writing 181-187
Positioning the study within the literature 187-190
T/TP in Chinese college students' English writing 187-189
Effects of training on Chinese college students' use of T/TP 189-190
Implications 190-194
Pedagogical implication 190-193
Methodological implication 193-194
Limitations 194-195
Chapter 10 Conclusion 195-200
Summary 195-197
Putting everything together 197-199
Suggestions for future work 199-200
Notes 200-202
References 202-214
Appendix 1: Plan for the interventional procedures 214-215
Appendix 2: The post-training questionnaire 215-217
Appendix 3: Training material 217-229
Appendix 4: Teachers' guide to the training 229-237
Appendix 5: Consent form for EEL group 237-238
Appendix 6: Consent form for CEL group 238-239
Appendix 7: Consent form for NS group 239
中文摘要 3-4
ABSTRACT 4
Chapter One Introduction 7-10
Motivation of the present study 7-8
Significance of this study 8
Composition of this thesis 8-10
Chapter Two Literature Review 10-19
Language production 10-14
L1 Production 10-11
L2 Production 11-12
Dimensions of language production 12-14
Theories on oral output 14-15
Skehan’s dual-model system 14
Swain’s Output Hypothesis 14-15
Task Repetition 15-17
Task 15-16
Task repetition 16-17
Relevant studies on effects of task repetition on L2 oral output 17-19
CHARPTER THREE THE CURRENT STUDY 19-25
Research justification and questions 19
Hypothesis 19-20
Methods 20-25
Participants 20-21
Material 21
Research design 21-23
Measures 23-25
Chapter Four Results and Discussion 25-41
Results and Analysis 25-34
Quantitative analysis 25-27
Qualitative analysis 27-34
Discussion 34-41
Fluency 34-36
Complexity 36-38
Accuracy 38-39
interlanguage development path of learner L 39-41
Chapter Five Conclusions 41-44
Conclusion and implication 41-43
Limitations and recommendations 43-44
Acknowledgements 44-45
References 45-49
Appendixes 49-54
A. Instructions of the experiment 49-50
B. The same-content task 50-51
C. The different-content task 51-52
D. Sample of oral pre-task 52-53
E. Sample of oral post-task 53-54
F. Sample of writing repetition task 54
Contents
Chapter 1 Introduction
Research Background
Significance of the Study
Research Goals and Questions
Data Collection and Methodology
Analysis Procedures
Organization of the Thesis
Chapter 2 Literature Review
Introduction to Appraisal Theory
Studies on Appraisal Theory
Studies on Appraisal Theory Abroad
Studies on Appraisal Theory at Home
Studies on Personal Statements
Introduction to Personal Statement
Summary
Chapter 3 Theoretical Framework
An Overview of Attitude System
Affect Resources
Judgment Resources
Social Esteem
Social Sanction
Appreciation Resources
Interactions of Affect, Judgment and Appreciation
Borders of Affect, Judgment and Appreciation
Summary
Appendix 1: Papers Published during Graduate Studies
Appendix 2: Some Samples of the Study
References
Acknowledgements
英语教学毕业论文提纲模板精选3篇
论文提要是内容提纲的雏型。一般书、教学参考书都有反映全书内容的提要，以便读者一翻提要就知道书的`大概内容，下面是我为大家推荐的3篇英语教学毕业论文的提纲模板，希望大家喜欢!
英语教学毕业论文提纲模板一
Abstract 5-6
摘要 7-9
1. Introduction 9-11
Background of the Research 9
Significance of the Research 9-10
Structure of the thesis 10-11
2. Literature Review 11-19
Some Attempts to Define expert and novice teacher 11-13
An overview of studies on teaching behaviors 13-16
An overview of the characteristics of expert teachers' teaching behaviors 16
Limitations of the Previous Studies 16
Theoretical bases 16-19
3. Research Design 19-25
Subjects 19-20
Observed teaching tasks 20-21
Classification of English teachers’ teaching behaviors 21-22
Research method 22-24
Research Procedures 24-25
4. Data Analysis and Discussion 25-51
Diversity in Speech Presentation behavior 25-33
Diversity in Text Presentation 33-38
Diversity in Action Presentation (body language) 38-40
Diversity in interaction behavior 40-51
5. Conclusions and Implications 51-55
Conclusions 51-53
Pedagogical Implications 53-54
Limitations and recommendations for the Further Research 54-55
Acknowledgments 55-56
References 56-59
Appendix I Classroom observation worksheet of teaching behavior 59-61
Appendix II 唐卫海提问行为类别观察表 61-62
Appendix III 攻读硕士学位期间发表的论文 62
英语教学毕业论文提纲模板二
Abstract 3-4
摘要 5-7
Tables 7-10
1. Introduction 10-14
Research Questions 11
The purpose and significance of this research 11-12
Layout of thesis 12-14
2. Literature Review 14-24
The concept and connotation of teaching journal 15-17
The Content of teaching journal 17-20
Reflective level 20
The styles of teaching journal 20-24
Design 24-26
Purpose of Research 24
Subjects 24
Instruments 24-25
Procesures of research 25
Data collection 25-26
4. Results and Discussions 26-52
Results and discussions of quesionnaire 26-32
The writing differences between teachers of differnet professional ranks on reflective content and reflective level 32-45
The writing differences between teachers of different genders on reflective content and reflective level 45-52
5. Methods to Improve Teachers' Reflective Ability 52-56
Problems in the process of reflection 52-53
The ways to improve teachers' reflective ability 53-56
6. Conclusion 56-58
Present findings 56
Limitations 56-57
Suggestions for future research 57-58
Acknowledgements 58-60
Bibliography 60-64
Appendix 64-65
英语教学毕业论文提纲模板三
Abstract 3-4
摘要 5-8
1. Introduction 8-12
Research background 8
Significance of the study 8-10
Organization of thesis 10-12
2. Literature Review 12-22
Language learning strategies 12-15
Definition of the language learning strategies 12-13
Classification of learning strategies 13-14
Studies on learning strategies 14-15
Language learning styles 15-18
Definition of language learning style 15
Classification of language learning style 15-17
Studies on language learning style 17-18
Learning strategies training 18-19
. Review of the relationship of learning strategies and learning styles 19-22
3. Methodology 22-33
Purposes 22
Hypotheses 22
Research participants 22-23
Instruments of the research 23-24
Questionnaire 23
Observation 23-24
Procedures 24-33
Pre-treatment questionnaire 24-25
Language learning strategy training instruction 25-30
Post-treatment questionnaire 30-33
4. Results and Discussion 33-47
Results of the questionnaire 33-43
The results of the T-test in pre-treatment questionnaire 37-40
The results of the T-test in post-treatment questionnaire 40-43
Discussion 43-47
The senior high school students’ learning styles were expanded with the help of learning strategy training 44
The variety of learning styles helps the students to learn better with different learning tasks 44-45
The learning strategies help the students learn better, more easily and actively33 45-47
5. Conclusion 47-49
Major findings 47-48
The learning styles of the senior high students were tended to be various 47-48
The language learning strategy training can expand or even changethe language learning styles 48
Limitations and recommendations for further study 48-49
Acknowledgements 49-51
Bibliography 51-55
Appendix 55-61
AppendixA 关于英语学习风格的问卷调查 55-59
AppendixB 英语学习策略培训观察量表 59-60
AppendixC Listening Material 60-61
英语论文提纲 格式
英语论文的论文提纲应该怎样编写呢?让我们看看建议以及论文的提纲范文吧!
Acknowledgements 4-5
Abstract 5
摘要 6-9
Chapter One Introduction 9-16
Introduction 9
Background of the Study 9-12
Purpose of the Study 12-13
Significance of the Research 13-14
Thesis Structure 14-16
Chapter Two Literature Review 16-25
Introduction 16
Theoretical Background of Communicative Language Teaching 16-19
Concept of Communicative Competence 16-17
Hymes'Idea on Communicative Competence 17-18
Canale and Swain's Theory 18-19
Overview of Communicative Language Teaching 19-22
Development of Communicative Language Teaching in China 19-20
Features of Communicative Language Teaching 20-22
Relationship between Language Testing and Language Teaching 22
Summary 22-25
Chapter Three Analysis of IELTS Speaking Test and Questionnaire 25-36
Introduction 25
Analysis of IELTS Speaking Test 25-28
Structure of IELTS Speaking Test 25-27
Communicative Approach Embodied in IELTS Speaking Test 27-28
The Questionnaire 28-34
Design 28-29
Participants 29-32
Methods 32
General Results 32-34
Summary 34-36
Chapter Four Findings and Discussion 36-54
Introduction 36
Chinese Candidates'Performance in IELTS Speaking Test 36-38
IELTS Candidates'Attitude towards Oral English Teaching 38-43
Explanations for the Situation 43-45
Implications for College Oral English Teaching 45-52
Teaching Goal 46-47
Teaching Content 47-48
Teaching Methods 48-51
Make Use of Modern Teaching Equipment 51
Establish an Extracurricular Supervision System 51-52
Improve Oral English Testing and Evaluation 52
Summary 52-54
Chapter Five Conclusion 54-57
Summary of the Findings 54-55
Limitations and Suggestion for Further Study 55-57
Appendix Questionnaire 57-58
Bibliography 58-62
首先英语论文提纲页应当包括论题句和提纲本身。
其次英语论文的格式规范是怎样的:
第一、要在第一行，也就是在与打印纸顶端的距离约为处，第一行的始端打上“Thesis”一词以及冒号,然后空一格后再打上论题句,接着回行时要注意左边要和论题句的第一个字母保持上下对齐，否则就会出问题(至少你也希望自己长得标致吧，那么那样不标致的论文你看得应该也不顺眼吧)。
第二、论文的主要纲目要用大写的.罗马数字标出，而次要纲目就要依次用大写英文字母、阿拉伯数字以及小写英文字母标出。这里要注意的是各数字或者字母后面都要是一个句点,然后空出一格再打上这一项内容的第一个字母;对于处于同一等级的纲目,一定要注意它的上下行左边都必须保持对齐。另外，同等重要的纲目要在两个以上，也就是说有A应有B，有Ⅰ应有Ⅱ类似这样的。
最后，需要说明的是要是英文论文的提纲比较长的话，那就要用上两页纸，而且第二页应该在右上角用上小写罗马数字标出其页码来，即是ii，这里要注意的是那第一页就可以不用标页码了。
英语专业的毕业论文提纲模板2017
英语专业的毕业论文提纲的模板是怎样的呢?英语专业的毕业论文提纲的目的和意义是什么呢?下面是我分享的英语专业的毕业论文提纲的模板，欢迎阅读!
一、目的和意义
英语专业的毕业论文写作是完成本科教学计划、实现本科培养目标的重要阶段;是对学生的英语实践技能、英语语言知识、经贸英语知识以及其他相关学科知识、全面素质、研究与创新能力进行检验考核的重要手段;是学生学士学位资格认证的重要依据;是衡量、评估英语专业教学质量与水平的重要内容之一。
二、选题原则
毕业论文选题应从本专业培养目标的要求出发，结合学科发展的动态和研究现状，尽可能使其具有发展与创新的空间，从而有利于巩固和拓宽学生的知识面，有利于对学生进行科研能力基本训练以及独立工作能力的培养。
毕业论文属于研究性论文，讲求一定的学术性，但其要求与目的有别于刊于学术杂志的学术论文，因而为确保学生在教学计划规定的时间内，在教师指导下完成所要求的工作，选题应遵循如下基本原则：
1、选题须符合教学大纲的基本要求和人才培养的基本规格，须体现专业训练的基本内容，须与所学的专业知识相衔接。
2、选题须充分考虑学生的语言能力、知识构成和专业兴趣。
3、选题的类型应多种多样，力求有益于学生综合运用多学科的理论知识与技能，有利于培养学生独立工作的能力。
4、选题须考虑完成的工作量与所需的时间应符合教学计划的要求，内容既要有探索、钻研的余地，又要考虑完成的可能性。工作量原则上应控制在经过努力能够在规定的时间内完成规定任务的范围内，以保证教学任务的完成。
三、类型及基本要求
英语专业毕业论文依据学术性质和类型不同应符合如下要求：
1、语言及语言学研究类论文
就本科毕业论文而言，纯语言研究无论在理论知识的储备上，还是在语料的收集上都有很大难度，不宜提倡。此类论文可以在语言结构(语音、语法、词汇、语篇等)，语言运用(独特的语言现象、语言手段、语言变化等)，语言文化(文化对语言理解、使用和学习的影响等)，两种语言对比等领域进行应用性的研究。应用性研究的重点在于如何运用现有的知识提出、分析、论证或解决在实践中出现的各种新问题，做出有参考或应用价值的结论。
2、文学评论类论文
此类论文应建立在对所评述的对象，尤其是文学文本的正确理解、解读的基础上，通过具体、细致、深入的分析与研究提出令人信服的、言之成理的结论。论文的形式可以是作家论、文学思潮或流派论、断代文学史论、文学批评介绍等。文学评论可采用不同的方法进行，如社会历史学的、美学与诗学的，也可以是比较的、文化学的方法。无论哪一种方法，都要求学生运用唯物主义与历史唯物主义的学术思想，要求以中国读者的评论视角与立场，进行具有一定新意的'探讨。
3、翻译研究类论文
此类论文可以是纯理论的研究，或具体翻译技巧的研究，或翻译与文化的关系(或与其他学科的关系)的研究，也可以由学生对名家名译做对比性研究，另加对作品本身的评述，对某一翻译理论或技巧进行阐述。
4、语言教学研究类论文
此类研究属交叉学科的研究，涉及语言学、心理语言学、社会语言学、教育学及教学法等，是一个十分广泛的研究领域。其研究范围包括语言研究(教师语言及学习者语言研究)，教学方法与技巧研究，课堂教学管理策略研究，学生个体差异研究，影响教学效果的外部条件研究，教育技术的使用与开发研究，教材的分析与评估研究，测试与评估研究，素质教育与外语教学等。此类研究无论从选题，还是方法，或是研究的过程以及结论都应具有应用的意义和价值，突出对语言教学的指导意义和作用。
5、经贸方向研究类论文
此类论文可以是经济、金融、财会、国际贸易、贸易法规、现代管理学等相关领域的纯理论或实证性研究，可结合所学相关经贸及管理类课程，运用现有的知识提出、分析、论证或解决在实践中出现的各种新问题，作出有参考或应用价值的结论。
四、任务及深度要求
毕业论文的主要内容包括：选题、开题报告、论文提纲、论文撰写、论文答辩等，其具体要求遵照《南京工程学院外语系毕业论文实施方法(试行)》相关规定;论文工作与所学专业知识相关，工作量饱满，满足学生一人一题的要求。论文用英文撰写，具有一定的创新性和应用性，正文篇幅在5，000词以上，参考文献8篇(种)以上。指导教师与学生定期见面，并填写《毕业论文指导记录》。
五、考核办法
毕业论文考核及成绩评定由三部分组成：
1、根据毕业论文撰写过程中学生分析、解决问题能力的表现，论文观点的新颖性，论文结构的合理性，论文论证的逻辑性，英语表达的正确性和地道性，以及学生的工作态度，指导教师给予满分为40分的成绩评定。
2、根据毕业论文的指导思想与方案制订的科学性，论文论据的充分性，论文的创见与突破性，论文的结构、文字表达情况，评阅老师给予满分为20分的成绩评定。
3、根据学生本人对论文工作的总体介绍，毕业论文的质量，答辩中回答问题的正确程度，英语语音、语调的规范性和流畅性，答辩小组给予满分为40分的成绩评定。
六、毕业论文时间分配
序号 内 容 时间(周)
1 完成开题报告及相关参考文献的选定工作 4
2 完成论文初稿的撰写 5
3 完成论文二稿的撰写 2
4 完成论文三稿的撰写并定稿 2
5 毕业论文答辩 1
合 计 14
七、其它说明
外语系毕业论文实行“末位淘汰制”，即综合评定成绩倒数1-3名的学生论文将被判定为不合格，学生无权获得学士学位。
contents
introduction………………………………………………………………1
common historical background……………………………………1
international………………………………………………………1
national…………………………………………………………1
common beliefs of beats and rockers……………………………2
rebellion against conventions……………………………………2
beats in literature………………………………………………2
rockers in music circles………………………………………3
ideologies in between……………………………………………4
beatniks were fed up with their government about
the explanations of why things happened……………………4
their same destiny……………………………………………4
beat culture and rock culture were not accepted by
both capitalist and socialist ideologies………………………5
belief in oriental religion…………………………………………5
beatniks study on chinese buddhism…………………………6
rockers belief in indian buddhism……………………………6
identical lifestyles………………………………………………6
bohemian…………………………………………………………7
beats…………………………………………………………7
rockers………………………………………………………7
madness…………………………………………………………8
the beats regarded modern american life as cruel, selfish,
and impersonal that writers and artists were being driven
to madness……………………………………………………8
rockers were mad enough to drive rockniks crazy on
rock circus spot………………………………………………9
self-indulgent……………………………………………………9
drugs…………………………………………………………9
homosexual…………………………………………………10
4. the same conduct……………………………………………………10
beats of satan and angles………………………………………10
rockers' conduct of the two sides………………………………11
conclusion………………………………………………………………13
Why should we write the thesis?
To write a thesis before graduation is a must for every university graduate.
By writing a thesis, we may get some experience and some basic methods for further theoretical study and research and the ability to solve problems.
It is the reflection of a student’s study in college.
Whether a student has such an ability to write a thesis or to solve problems in his/her field is one basis for a unit to accept him/her or not.
How long should we prepare for writing a thesis?One year or so
What do we need when we write a thesis?
Firstly, for English major, most important of all, it is English knowledge and ability that based on your language skills, especially writing skill and grammar knowledge.
Secondly, the way of writing is also important.
A good title, some good ideas to support thesis statement, right language and standard format are what we need.
The language style is something that we should pay much attention to, for example:
Wording: we prefer big word to small one;
Sentence: Long sentences are quite expectable.
How do we write a thesis? How many steps should we follow?
Generally speaking, when we write a thesis, we follow 10 steps:
1. Choose a subject: that is, what you are going to write about. For English major, we may apply:
2. Choose a title/Title a paper;
3. Collect materials for reference in writing;
4. Analyze the collected materials;
5. Sort out the data and arguments;
6. List references;
7. Make up an outline;
8. 1—3 drafts;
9. Proofread;
10. The last version.
What subjects may we choose to write?
English and American Literature
The Practice and Theory of Translation
English Language
English Linguistics
English Grammar
English Phonetics
English Lexicology
English Rhetoric
Language and Culture
ELT Methodology
Teaching English in Middle School
English Teaching Research and Survey
The History of… (All mentioned above)
英语毕业论文提纲模板
紧张又充实的`大学生活即将结束，毕业前要通过最后的毕业论文，毕业论文是一种有准备的检验学生学习成果的形式，毕业论文应该怎么写才好呢？以下是我整理的英语毕业论文提纲模板，希望能够帮助到大家。
Acknowledgements 4-6
Contents 6-10
List of Figures 10-12
List of Tables 12-20
Abstract 20-22
摘要 23-25
Chapter 1 Introduction 25-32
Purpose of the study and research questions 28-29
Significance of the study 29-30
Organization of the study 30-31
A note on terminology 31-32
Chapter 2 Literature review 32-51
T/TP and coherence in English writing 32-35
Defining coherence 32-33
T/TP as means to realize coherence 33-35
T/TP in EFL/ESL writing 35-42
T/TP and coherence in EFL/ESL writing 35-37
T/TP in EFL/ESL writing as compared to NS writing 37-42
T/TP in English research articles by EFL/ESL scholars 42-44
The factors that influence T/TP in EFL/ESL writing 44-47
Training in T/TP 47-49
Summary 49-51
Chapter 3 Theoretical background 51-70
Systemic Functional Grammar 51-55
Five dimensions of language as a semiotic system 51-53
Three metafunctions of language as a functional system 53-54
Three lines of meaning from metafunctions 54-55
Theme and thematic progression 55-70
Theme 56-62
Thematic progression 62-70
Chapter 4 Research Design 70-88
The participants and the educational context 70-73
Background of the participants and the participating school 70
The allocation of participants to the training 70-71
The sample sizes 71-72
The pilot study 72-73
The interventional procedures 73-74
The questionnaire 74-75
The training 75-80
Considerations behind the training 75-76
The training material 76-79
The role of the researcher as the trainer 79-80
Data analysis 80-86
Analysis of the writing 80-86
Analysis of the questionnaire 86
Ethical considerations 86-88
Informed consent 86-87
Anonymity 87
Harm 87-88
Chapter 5 Results and analysis of pre-training writing 88-115
Comparison of Themes in EEL pre-training writing and CEL pre-writing 88-102
Topical,textual and interpersonal Themes 88-91
Topical Themes:marked and unmarked Themes 91-95
Textual Themes:continuatives,conjunctions and conjunctive adjuncts 95-100
Interpersonal Themes 100-102
Comparison of thematic progression in EEL pre-training writing and CEL pre-writing 102-110
Linear,constant,summative and split progressions 102-107
Back,contextual and new Themes 107-110
Summary 110-115
Chapter 6 Results and analysis of post-training writing 115-137
Comparison of Themes in EEL post-training writing and CEL post-writing 115-129
Topical,textual and interpersonal Themes 115-117
Topical Themes:marked and unmarked Themes 117-121
Textual Themes:continuatives,conjunctions and conjunctive adjuncts 121-126
Interpersonal Themes 126-129
Comparison of thematic progression in EEL post-training writing and CEL post-writing 129-132
Linear,constant,summative and split progressions 129-131
Back,contextual and new Themes 131-132
Summary 132-137
Chapter 7 Results and analysis of pre- and post- training writing 137-155
Comparison of Themes in pre- and post- training writing 137-147
Topical,textual and interpersonal Themes 137-139
Topical Themes:marked and unmarked Themes 139-142
Textual Themes:continuatives,conjunctions and conjunctive adjuncts 142-145
Interpersonal Themes 145-147
Comparison of thematic progression in pre- and post- training writing 147-150
Linear,constant,summative and split progressions 147-149
Back,contextual and new Themes 149-150
Summary 150-155
Chapter 8 Results and analysis of the questionnaire 155-165
Findings from closed questions 155-160
EEL participants' general attitude to training on T/TP 155-157
EEL participants' perception of the usefulness of the training on T/TP 157-158
EEL participants' perception of the learnability of T/TP 158-159
EEL participants' perception of the applicability of T/TP in writing 159-160
Findings from open questions 160-164
The changes that occurred 161-162
The perceived difficulty of applying the theory of T/TP in writing 162-163
The reasons for the perceived difficulty in learning 163
EEL participants' suggestions for future training 163-164
Summary 164-165
Chapter 9 Discussion 165-195
Findings with regard to research questions 165-187
Chinese college students' use of T/TP in pre-training writing 165-172
Chinese college students' use of T/TP in post-training writing 172-181
Effects of the training on T/TP in Chinese college students' English writing 181-187
Positioning the study within the literature 187-190
T/TP in Chinese college students' English writing 187-189
Effects of training on Chinese college students' use of T/TP 189-190
Implications 190-194
Pedagogical implication 190-193
Methodological implication 193-194
Limitations 194-195
Chapter 10 Conclusion 195-200
Summary 195-197
Putting everything together 197-199
Suggestions for future work 199-200
Notes 200-202
References 202-214
Appendix 1: Plan for the interventional procedures 214-215
Appendix 2: The post-training questionnaire 215-217
Appendix 3: Training material 217-229
Appendix 4: Teachers' guide to the training 229-237
Appendix 5: Consent form for EEL group 237-238
Appendix 6: Consent form for CEL group 238-239
Appendix 7: Consent form for NS group 239
中文摘要 3-4
ABSTRACT 4
Chapter One Introduction 7-10
Motivation of the present study 7-8
Significance of this study 8
Composition of this thesis 8-10
Chapter Two Literature Review 10-19
Language production 10-14
L1 Production 10-11
L2 Production 11-12
Dimensions of language production 12-14
Theories on oral output 14-15
Skehan’s dual-model system 14
Swain’s Output Hypothesis 14-15
Task Repetition 15-17
Task 15-16
Task repetition 16-17
Relevant studies on effects of task repetition on L2 oral output 17-19
CHARPTER THREE THE CURRENT STUDY 19-25
Research justification and questions 19
Hypothesis 19-20
Methods 20-25
Participants 20-21
Material 21
Research design 21-23
Measures 23-25
Chapter Four Results and Discussion 25-41
Results and Analysis 25-34
Quantitative analysis 25-27
Qualitative analysis 27-34
Discussion 34-41
Fluency 34-36
Complexity 36-38
Accuracy 38-39
interlanguage development path of learner L 39-41
Chapter Five Conclusions 41-44
Conclusion and implication 41-43
Limitations and recommendations 43-44
Acknowledgements 44-45
References 45-49
Appendixes 49-54
A. Instructions of the experiment 49-50
B. The same-content task 50-51
C. The different-content task 51-52
D. Sample of oral pre-task 52-53
E. Sample of oral post-task 53-54
F. Sample of writing repetition task 54
Contents
Chapter 1 Introduction
Research Background
Significance of the Study
Research Goals and Questions
Data Collection and Methodology
Analysis Procedures
Organization of the Thesis
Chapter 2 Literature Review
Introduction to Appraisal Theory
Studies on Appraisal Theory
Studies on Appraisal Theory Abroad
Studies on Appraisal Theory at Home
Studies on Personal Statements
Introduction to Personal Statement
Summary
Chapter 3 Theoretical Framework
An Overview of Attitude System
Affect Resources
Judgment Resources
Social Esteem
Social Sanction
Appreciation Resources
Interactions of Affect, Judgment and Appreciation
Borders of Affect, Judgment and Appreciation
Summary
Appendix 1: Papers Published during Graduate Studies
Appendix 2: Some Samples of the Study
References
Acknowledgements
英语教学毕业论文提纲模板精选3篇
论文提要是内容提纲的雏型。一般书、教学参考书都有反映全书内容的提要，以便读者一翻提要就知道书的`大概内容，下面是我为大家推荐的3篇英语教学毕业论文的提纲模板，希望大家喜欢!
英语教学毕业论文提纲模板一
Abstract 5-6
摘要 7-9
1. Introduction 9-11
Background of the Research 9
Significance of the Research 9-10
Structure of the thesis 10-11
2. Literature Review 11-19
Some Attempts to Define expert and novice teacher 11-13
An overview of studies on teaching behaviors 13-16
An overview of the characteristics of expert teachers' teaching behaviors 16
Limitations of the Previous Studies 16
Theoretical bases 16-19
3. Research Design 19-25
Subjects 19-20
Observed teaching tasks 20-21
Classification of English teachers’ teaching behaviors 21-22
Research method 22-24
Research Procedures 24-25
4. Data Analysis and Discussion 25-51
Diversity in Speech Presentation behavior 25-33
Diversity in Text Presentation 33-38
Diversity in Action Presentation (body language) 38-40
Diversity in interaction behavior 40-51
5. Conclusions and Implications 51-55
Conclusions 51-53
Pedagogical Implications 53-54
Limitations and recommendations for the Further Research 54-55
Acknowledgments 55-56
References 56-59
Appendix I Classroom observation worksheet of teaching behavior 59-61
Appendix II 唐卫海提问行为类别观察表 61-62
Appendix III 攻读硕士学位期间发表的论文 62
英语教学毕业论文提纲模板二
Abstract 3-4
摘要 5-7
Tables 7-10
1. Introduction 10-14
Research Questions 11
The purpose and significance of this research 11-12
Layout of thesis 12-14
2. Literature Review 14-24
The concept and connotation of teaching journal 15-17
The Content of teaching journal 17-20
Reflective level 20
The styles of teaching journal 20-24
Design 24-26
Purpose of Research 24
Subjects 24
Instruments 24-25
Procesures of research 25
Data collection 25-26
4. Results and Discussions 26-52
Results and discussions of quesionnaire 26-32
The writing differences between teachers of differnet professional ranks on reflective content and reflective level 32-45
The writing differences between teachers of different genders on reflective content and reflective level 45-52
5. Methods to Improve Teachers' Reflective Ability 52-56
Problems in the process of reflection 52-53
The ways to improve teachers' reflective ability 53-56
6. Conclusion 56-58
Present findings 56
Limitations 56-57
Suggestions for future research 57-58
Acknowledgements 58-60
Bibliography 60-64
Appendix 64-65
英语教学毕业论文提纲模板三
Abstract 3-4
摘要 5-8
1. Introduction 8-12
Research background 8
Significance of the study 8-10
Organization of thesis 10-12
2. Literature Review 12-22
Language learning strategies 12-15
Definition of the language learning strategies 12-13
Classification of learning strategies 13-14
Studies on learning strategies 14-15
Language learning styles 15-18
Definition of language learning style 15
Classification of language learning style 15-17
Studies on language learning style 17-18
Learning strategies training 18-19
. Review of the relationship of learning strategies and learning styles 19-22
3. Methodology 22-33
Purposes 22
Hypotheses 22
Research participants 22-23
Instruments of the research 23-24
Questionnaire 23
Observation 23-24
Procedures 24-33
Pre-treatment questionnaire 24-25
Language learning strategy training instruction 25-30
Post-treatment questionnaire 30-33
4. Results and Discussion 33-47
Results of the questionnaire 33-43
The results of the T-test in pre-treatment questionnaire 37-40
The results of the T-test in post-treatment questionnaire 40-43
Discussion 43-47
The senior high school students’ learning styles were expanded with the help of learning strategy training 44
The variety of learning styles helps the students to learn better with different learning tasks 44-45
The learning strategies help the students learn better, more easily and actively33 45-47
5. Conclusion 47-49
Major findings 47-48
The learning styles of the senior high students were tended to be various 47-48
The language learning strategy training can expand or even changethe language learning styles 48
Limitations and recommendations for further study 48-49
Acknowledgements 49-51
Bibliography 51-55
Appendix 55-61
AppendixA 关于英语学习风格的问卷调查 55-59
AppendixB 英语学习策略培训观察量表 59-60
AppendixC Listening Material 60-61
演讲者把演讲的主要内容和层次结构，按照提纲形式写出来，借助它进行演讲，而不必一字一句写成演讲。其特点是能避免照读式演讲和背诵式演讲与听众思想感情缺乏交流的不足。 下面就是我给大家带来的 英语 演讲稿 范文 五篇，欢迎大家阅读!
英语 演讲稿范文 五篇1
good afternoon, teachers! first please allow me to introduce myself briefly.
my name is xie tianyuan. i am 17 years old. my birthday is jan. 1st . it’s just new year’s day. i come from id 13, grade 2 of junan no. 1 senior high school.
i am a cheerful teenager，so my hobbies is extensive. in my spare time i like playing table tennis and school, i like to surf the internet or listen to music. i also will put into the reading to enrich my knowledge, in order to understand the world. i like reading and i often borrow books from the school library. i enjoy reading books because the books can make me happy and sunny every day.
then i will say sth. about my family. there are three people in my family，my mother，father and me. my father is a strict but kind man. he always puts his own heart on his business. my mother is a teacher. she does pretty well. no matter what they do, or how busy they are, they always give me their deep love. i love them, too.
as long as you work hard，there will be a harvest. this is my motto. i’ll follow this path and study hard.
that’s all. thank you.
英语演讲稿范文五篇2
Hi everyone,
My name is Dongqi Yang from china, I am horror to be here today and I am very happy to receive this award.
As you can imagine, as international students in Australia, the biggest challenge is English,
I remembered that when I come here first time, there is a party in the house of my home stay. During the time, they played jokes and they laughed all the time, do you know how embarrassed that is, everyone laughed except you. So I pretend to understand the joke in another party, I saw everyone laugh and I laugh too in 5 seconds later. My home stay was surprised about that and asked me “do you understand?”， and I answered “no”， “So why do you laugh?” ”because I do not want to be embarrassed”!
But as I receive this award today, I want to thank to them, because they encourage me to be involved with the committee rather than staying in at home, play computer and speak Chinese.
When I came to Wantirna College first time, I met liz collar who is international student coordinator. She is very kind to me, and she encourage me join SRC, I went to SRC meetings regularly all the time, but I didn’t even know what SRC was! That is the reason why I told her, I don’t want to go to SRC anymore. But she said “why not? You should go and you have to go!”I asked” why?” she said:” because I said so!”
But as ii receive this award today, I want to thank her. She helps me a lot.
Truth be told, I am not the best student in Wantirna College, but I appreciate this award and I will try my best in future.
I think I got 10 seconds left, I want to thank to Les and Vera who is my lovely home stay, thanks to Liz collar who is international student coordinator, I strongly want to thank to my mother, because she support me and gave me the opportunity to come to Australia. And thanks to Wantinran College, thanks to Australia and finally, thanks to everyone to be here tonight.
Have a great night.
英语演讲稿范文五篇3
Good morning/afternoon!
First thing first, I gotta say,wow,it's funny thing to be given a chance like be told,I really got a little bit nervous before I stand right here ,so called 'stage fright'.If you look specifically on me .You may find my hands shaking,pretty assembles the guy who suffered from Pakinson's disease,and legs wobbling ,like I caught so-called ball leg. Okay,let's stop going around the bush and get back to my topic really like to talk a funny story I have just heard.
A lady called Lucy emigrated to United States several years spoken English is not that fluent .And one day,she is just sitting on the couch with his friends Mandy watching noise of bump had the attention of Mandy,which led her to go out of the house trying to figure out what had you imagine that Mandy go straight out with merely a Lucy shouted at her,"Lucy ,turn your clothes on." What suprised her most,beyond her wildest imagination, is that almost all the male in this country took their head out of the made a mistake here .The word spitted means Mandy is totally naked to the reason that male looked out of the right sentence shall be,"put your clothing on."The story inspires you to take a careful look on the vast difference between eastern and western culture.
That's full of it,thank you for your time!
英语演讲稿范文五篇4
Good afternoon, ladies and gentlemen!
I am glad to be here to share my opinions with all of you. My topic today is about Internet.
With the development of technology, more and more people are fond of using Internet. It is particularly popular among young people. Just like the coin has two sides, internet also has its own advantages and disadvantages.
First of all, the Internet has brought people great convenience in getting information, entertainment and contact with each other. As for our students, it is a useful tool when we meet problems. When we are tired, a piece of light music will help us relax. If we have free time, we can enjoy movies or interesting cartoons. What’s more, we can also watch live programs on the internet or see it later if we are not available at that time.
But there is also bad influence. Some of the young teenagers are addicted to computer games, and some even play games all night. Because of lacking in sleep, those students can not focus on in the class . As a result, they may fail in the exam. When they realize it is wrong to spend too much time playing games, it’s already too late.
I have remembered such a piece of news . An excellent student flunked (考试不及格) because he could not concentrate on his study for being too indulged in computer games. He spent nearly all the money on games, which was earned by his father's selling blood. When his father knelt down to beg him to return to school, he was too numb to show any regret.
The most serious harm of computer games come from their contents, which affects teenagers ' mental health. Many games involve violence, such as fighting and killing. When they enjoy the pleasure of success, a violent turn of mind is developed and rooted in them, which may induce future violent behaviour in their life.
So when computers' entertaining function is highly spoken of ,such a problem does deserve our serious concern.
In addition, long time's working before computer also does harm to health. The radiation from the computer can arose many uncomfortable feelings., like a headache, poor eyesight.
At last, people who are fond of making friends on line should also be careful. Many convicts use Internet as a way to cheat. Although it has many disadvantages , Internet has become an indispensable part of people's life in recent years. In my point of view, it’s wrong to blame Internet itself, it’s all depend on the way we use it. If we use it in a right way, it can be one of the best friends in our life.
That 's all , thank you !
英语演讲稿范文五篇5
Good afternoon, dear judges. Today my speech is “I love black-faced spoonbill.
On a beautiful winter day, I happened to meet the lovely spirit------
Black Faced Spoonbill, a type of migratory bird, which spends winter at Hong-Shu-Lin in my city every year. Covered with snow-white feathers, it has black legs and a black beak. Besides the blacks and whites, an amazing splash of yellow is under its neck. So elegant that I couldn’t help loving it at first sight.
With a big and spoon-shaped beak, it can clasp fishes easily, which makes it a powerful hunter in birds.
However, with human expansion and pollution, only around 20 x ones are living all over the world.
Like the eleven swan princes in Andersen’s Fairy Tale, the Black Faced Spoonbills have always been struggling to find a tiny rock which can offer them a momentary tranquility. Fortunately, they have found one in my beloved home. I would always hold them dearly to my heart and wish they would return with flocks of chicks in the following years, and singing……
Oh, I have a home, such a beautiful home, where I play and rest happily.
Oh, give them a home, such a wonderful home, where the spoonbills play all day.
Thank you very much.
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英语作文演讲稿格式万能模板如下：
1、简单地向听众表达自己的谢意，如：
Thank you for your listening.谢谢你们的聆听。
Thank you very much again.再次感谢大家。
Thank you for your attention…谢谢你们…
I'd appreciate you all for careful listening.非常感谢你们的仔细聆听。
2、可以在结束的时候点明自己已经结束了演讲，并且向听众表达谢意，如：
This is the end of my speech. thank you very much for being here.我的演讲到此结束。非常感谢你们的到来。
I have finished delivering my speech. thank you for your support and your kind attention.我已经结束了我的演讲了。谢谢你的支持和关心。
3、可以在结束的时候表达自己非常高兴能在这里分享自己的想法，如：
I am very glad to be here today to share my thoughts with all of you.我很高兴今天能在这里与大家分享我的想法。
其实英文演讲比中文演讲更简单，只要你做好了事前准备，比如，写好 演讲稿 。下面是我整合的学生演讲比赛 英语演讲稿 范文 ，一起来看看吧，肯定对你有所帮助的。
学生演讲比赛英语 演讲稿范文 1
Good morning teachers and fellow students. Today we would like to introduce a few favorite books to you.
My favorite book is (Italian: Cuore). This is a diary written by an Italian boy Enrico. The diary is about his life and study. It included various touching stories that happened around Enrico, the mottos taught by his parents, as well as the wonderful ten "monthly" stories told by his teacher during the class. Every word in the chapter describes the word "love". From patriotism to friendship, and to the love between parents and child -- really touching.
This novel taught me how to love, and how to learn from love. I really like this book very much. How about you? What is your favorite book?
My favorite book is . Have you read it before?
Oh, I haven t read this book before. What is it about?
Well, it is a story of a rich girl who maintained her noble character after the bankruptcy of her father. The story is happy ending.
Can you tell us why you love this book so much?
Sure. It is because the story taught us to be brave and to face the challenges and difficulties with courage. I am deeply impressed by the strength and perseverance of the little princess in the story. I have decided to learn from her from now on.
Oh I see, the story sounds very good. I cannot wait to read this book as well.
学生演讲比赛英语演讲稿范文2
The East and the West, Let’s enjoy the combination of the two cultures?
Kipling said:“East is east, and west is west, and never the twain shall meet!” But now, a century later, they have met.
They have met in business. They have met in education. They have met in the arts. Some people will argue that these meetings will leave us with a choice between east and west, but I believe that the best future lies in the creative combination of both worlds. We can make western ideas, customs and technology our own, and adapt them to our own use. We can enjoy the best of both worlds, because our tradition is, above all, one of selecting the best and making it our own.
I love Beijing and Hennan opera because it always reminds me of who I am. But I am also a fan of pop music, especially English songs. So I have combined eastern melody with western language. It is called western henna opera.
When two cultures meet, there may be things in one culture, which do not fit into the tradition of the other. When this happens, we need to learn to understand and respect the customs of another culture. Then there are certain things some people may not like. To this, I will say, if you do not like it, please try to tolerate it. To learn to tolerate what you personally don’t like is a great virtue at a time when different cultures mix and merge. Before us, there are two rivers, eastern and western cultures. At present, they may run in different courses. But eventually, they will converge into the vast sea of human culture.
Right now, I can see peoples of eastern and western cultures, standing side by side, singing the Olympic theme song: we are hand in hand, heart to heart, together we will shape a beautiful tomorrow! Thank you!
学生演讲比赛英语演讲稿范文3
change the world? change ourselves
good evening, honorable judges, ladies and gentlemen.
it’s my great pleasure to stand here to present my speech—change the world, change ourselves.
it’s noticable that western holidays are becoming increasingly popular day by day, while chinese traditional festivals are being somewhat neglected. not long before about 10 doctors in beijing university and qinghua unversity announced that we should reject the invasion of western holidays ,because they regard western holidays as an challenge against our traditional festivals and culture.
frankly speaking, i don’t quite agree with , we should never neglect or even discard our traditonal festivals as china boasts a brilliant history and splendid traditions. (examples).but why can’t we absorb the meaningful western holidays and culture.
there are obvious reasons why some western holidays are so popular in china. on the one hand, some of the western holidays which we chinese don’t have are reasonable and meaningful, such as father’s day and april fool’s day etc. on the other hand,the prevalence of globalization enables western culture to prevail in china. overwhelmed by such a trend,chinese unconsiciously get involved in western holidays and culture.
with the further development of the whole world, the cultural communication between different countries and nations becomes faster and more and more important. we are indeed from different nations, but we are the citizens of the same world, so the outstanding culture of different nations is the commom wealth of everyone on the only way for us to protect our traditional culture is to reject the foreign culture? the answer is definitely no. what we ought to do is to spare no effort to educate chinese to get to know and treasure our splendid traditions instead of rejecting foreign culture. only by educating can we set our confidence and belief towards our culture. only by educating can we preserve and promote the wealth that our ancesters left for us.
at last i’d like to share a famouse saying of gandhi with all of you ,that is:if you want to change the world, then you must change yourself first.”
学生演讲比赛英语演讲稿范文4
in addition to other life choices, and many give up. but a lot of life to give up in order to better choices. you this time, the face of the university are beckoning to you, you can choose not to give up. can also say: you give up a lot ……
life is not long, but many times choose, you have many choices come through today. wait more than 60 days, you in turn to make a choice, but the choice is your life is very important, very crucial choice. the choice to a large extent directly related to your future direction in life, whether related to the future glory of life, and even the success of the big problems of life.
the last choice, because your young, largely by your parents or relatives to help you to make choices. then the choice of their ability to help so you can create conditions to help you (for example, taking your difference, they can give you the money you read choosing health). entrance options, but this largely depends on yourself decide the. because: first, the difficulty of the selection bigger, some parents and relatives also lack guidance capability; second is the choice of policy, a more equitable, they may have money, but you also can not score enough money to help you. so many choices in this and future autonomy of the major is in your own hands. from
select certain subjective and objective conditions. the university entrance exam already created the objective conditions of choice. for example, the university has long been the face of the door here open for each student, you can enter with their conditions. another example is that the state's admission policy is not directed against an individual, but against all the candidates this year, has been formed, you can only prepare the conditions required by policy to choose. another example: you face the teachers and the teaching environment of objective factors in the last more than 60 days are basically constant. you can only adjust themselves to the further adaptation. therefore, the objective conditions of your current studies, as if we can only face each generation has been formed as the productivity of conditions, can only be subjective on this basis up efforts to promote the development of the existing productive forces, not to complain about now have low productivity. this year's college entrance examination, you can only have been formed by the face of these subjective and objective conditions to efforts to improve their academic performance. not to complain about the objective conditions than addition to other life choices, and many give up. but a lot of life to give up in order to better choices. you this time, the face of the university are beckoning to you, you can choose not to give up. can also say: you give up a lot in the past, that is, to this choice. example, why did not you work outside the home? why not stay at home farming? why seeing your parents morning to evening, busy doing farming work, and even sick exertion in the field, and you share those concerns did not go home for their problem-solving, can you give up so they are not all for this time of choice?
both gave up so much, they chose today, why not try to choose tomorrow? beckon you do not choose to have this as another of the universities? there is the further purification of your soul, raise your quality, and increase your survivability, and improve your quality of life in the future to achieve greater value of life your furnace.
学生演讲比赛英语演讲稿范文5
When I was seven, I started learning English. I played games and sang English songs with other children. Sometimes, I watched English cartoons. It's funny. Then I discovered the beauty of the language, and began my colorful dream in the English world.
I hope I can travel around the world someday. I want to go to America to visit Washington, because my cousin is over there. Of course, I want to go to London too, because England is where English language developed. If I can ride my bike in Cambridge University, I will be very happy.
I hope I can speak English with everyone in the world. Also I'll introduce China to them, such as the Great Wall, and the gardens in Suzhou. I will teaching people of the world about the beautiful language of our country.
I like the English language. To learn English is wonderful. I once wanted to be an English teacher . I also like Chinese literature. When I was really young, I was able to remember lots of poems. I also wanted to be a teacher of Chinese. Now I think that both of my dreams can come true: I will be able to use English to teach foreign friends Chinese and share Chinese culture with them. So that more and more people will be able to get to know the 5000 years' history culture, and the prosperity of our great China.
My future is not a dream.
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