英文论文读书报告
中，且数据一致）。不要重复题目，给出文中的主要信息、关键步骤或数据，以便于检索；篇幅：
600字左右，缩写词首次出现时请给出全称。（字体： 宋体，
10.5号，单倍行距） 关键词：
列出3～5个关键词（字体： 宋体，
10.5号）。关键词之间用分号相隔，结束处不用标点符号；缩写
词请给出全称。 （正文201X字左右，宋体
10.5号字体，单倍行距；请使用法定计量单位。） 0 引言 引言部分的内容可包括目的、意义、方法、范围和背景等，应以第三人称撰写，避免使用“”、“作者”等词汇。应开门见山，言简意赅，不要与摘要雷同或成为摘要的注释，避免一般性的方法介绍。（宋体，英文用“Times Ne Roman”，
10.5号，不列入编号，首行缩进两个字符）。 1 一级标题，12号，宋体加粗，英文和数字用“Times Ne Roman”，
左起顶格，单倍行距，段前段后间距0.5行 （标题不得排在页末。模板中的各级层次标题为建议名称，作者可以
根据自己的论文内容做相应的修改。）
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1.1 二级标题，
10.5号，黑体加粗，英文和数字用“Times Ne Roman”，左起顶
格，单倍行距，段前段后间距0.5行 正文部分（宋体，英文和数字用“Times Ne Roman”，
10.5号，首行缩进两个字符）。 1.2 1.
1三级标题，
10.5号，宋体，英文和数字用“Times Ne Roman”，左起顶格，单倍行距 正文部分（宋体，英文和数字用“Times Ne Roman”，
10.5号，首行缩进两个字符）。 1.
2
1.3 ……. 2 XXX 正文部分（宋体，英文用“Times Ne Roman”，
10.5号，首行缩进两个字符）。应简洁明了、条理清楚、层次分明。 表格：
采用三线表，必要时可加辅助线，表题（表头）要中英文对照，黑体，英文和数字用“Times Ne Roman”，
7.5号，居中。每个表格都应有表序和表题，表题应简明扼要，表序与表题之间空一格。表内的文字用
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7.5号字体。表头上的栏目填写该栏的项目名称，中英文对照，当项目是物理量时，请按国家法定计量单位的标注规定，列出物理量的名称、符号和使用单位。量符号用斜体字母，单位用正体字母，用
括号括起。标注加在表格地线下面，
7.5号，宋体，如标注多于一条时，编号，每条之间用“；”隔开。表中的内容尽量精炼，避免过分增加表格的长度，出现太多的栏
或太多空格。 插图：
文章中的图要求准确、清楚。图要精选，应具有自明性，切忌与表及文字表述重复。图（Figures）均应有中文和英文图题，置于图下，格式与表题相同。作者提供的图最好用计算机绘制。线条要清晰、均匀、虚实分明，准确无误。图注放在图题下面。所有的Figures都应用阿拉伯数字标上号码。图题宋体加黑，
7.5号字，坐标轴及图例文字字体为宋体，
7.5号。 3 结束语 文章的主要结果、论点的提炼、概括与展望，应准确、简明、完整、有条理。可以在结论或讨论中提出建议或待解决的问题。（宋体，英文用“Times Ne Roman”，
10.5号，首行缩进两个字符）。
参考文献（9号，宋体加黑，左起顶格） 参考文献择主要的列出，按先后引用顺序编号。参考文献必须是公开发表的、文中直接引用的，著录项目要齐全。9号，宋体，英文和数字
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用“Times Ne Roman”。参考文献录入请严格按照下面的格式： 著者. 篇（题）名. 刊名，出版年，卷号（期号）：
起止页码. 期刊－连续出版物（J） 主要著作责任者. 书名. 版次. 出版地：
出版者，出版年：
起止页码. 专著（图书）（M） 作者. 篇（题）名.学位授予单位城市名；单位名称，年. 学位论文
（D） 作者（报告人）.题名.见（C）：
编者（ed，eds）.会议录或会议名. 出版地，出版页码. 会议文献 专利申请者（所属单位）.专利题名：
专利国别，专利号，公告日期或公开日期.获取和访问路径.专利
文献 起草责任者．标准代号 标准顺序号—发布年 标准名称．出版地：
出版者，出版年.标准文献
附送：
英文说课稿模板
英文说课稿模板
教师资格认定考试高中英语说课稿指导
一、Introdution（导言） 英语说课是英语教学中的重要一环，也是衡量一位英语教师对教材的把握、分析及教师本人对上课进程的
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宏观控制能力的有力手段，能 从理论上指导教师贯彻教学大纲，真正做到教与学相结合，将教材、大纲、教师、学生、课堂融为有机整体，对不断提高教师教学能力 和教研能力，有着突出的作用。
二、说课的基本原则 遵循教学大纲要求，明确说课内容。把握说课与上课的区别与联系，正确理解教材、教案说课、上课之间的层进关系，走出说课即是“说教案”的误区。与教案相结合，体现其可操作性。
三、说课的基本程序 说板书设计：
谈谈板书设计的根据和理由，力求体现说板书设计的程序性、概括性和艺术性。
四、注重说课信息和反馈与总结 说课的对象可以是专家、同行甚至是学生。向说课对象征询意见、获取信息，力求不断改进和提高。
五、附SB 2B U16 Lesson 63 说课稿 Unit 16 Lesson 63 Hello, everone. Toda verpleased talkabout some mteahing ideas. M topi heoeans taken from Lesson 63 Unit这一主题开展听、说、读、写多种教学活动。影视作为人类文明的一大体现， 作为当今社会人们主要休闲、娱乐方式之一，是一个非常贴近生活、具有时代性、可挖掘性的教学主题。本单元所选的语言素材涉及中外名片、著名演员、著名导演，具有典型的时代气息，有利于学生了解外国文 化，增强世界意识。正如新课程标准中的教学建议所提：
学习中文影视文化有利于“拓展学生的文化视野，发展他 们跨文化交际的意识和能力”；在利用现代教育技术观看影视片断、影视海报的教学过程中，“拓宽了学生学习和 运用英语的渠道”；同时本单元的教学对教师本身的中外文化修养、广阔的知识面等方面有非常高
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的要求，体现了 师生共同不断更新知识结构以适应现代社会发展对英语课程的要求的“与时俱进”的理念和思想。
（二）、教学重点难点 语言知识重点与难点
（1） .关系副词引导的定语从句和介词+关系代词引导的定语从句
（2）与影视相关的词汇
（3）有关发表个人观点的句型、结构 综合知识重点与难点 （1） .对国外著名影星、导演及他们作品的了解。如教材中涉及的Merl Streep，Keanu Reeves，Steve Spielberg 等，以扩大学生知识面、文化视野。如何填补学生这方面知识缺乏的信息沟。
（2）.对国内著名影视导演及他们代表作品的了解。如何设计任务让学生从课内知识到课外知识的链接。
（3）.对影视界名人及电影的评价（ments）如何写影评（revie）。
二、教学目标
（一）.知识技能 学习、掌握关系副词hen，here.，h引导的定语从句及介词+关系代词引导的定语从句。篇
四：
英文说课稿模板说明：
本说课稿为冀教版八年级（下）Unit 5 Lesson 37，为市级说课稿比赛获奖作品。Good morning, everone,Toda, it s a pleasure for me to stand here and I m ver pleased to have suh an opportunit to share some of m teahing ideas ith ou. First, let me introdue mself. M name is Guo Xinzhi, and I am orking
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as an English teaher in Yong an Middle Shool, Congtai Distrit of Handan.M topi toda is taken from Lesson 37 of Unit 5 in Student Book
4. The main ontent of this unit is Go With
Transportation , and the topi of Lesson 37 is Fling Donuts . I have deided to sa the lesson from six parts:Part One Analsis of the Teahing MaterialOne: Status and Funtion
1. This unit tells us the improvement of traffi
transportation and the related stories. Besides learning this, students ill also learn some ords, phrases and expressions of traffi, and so on. In Lesson 37, Dann ill introdue a ne tpe of transportation to us, it is imaginar.
To attain four skills request of listening, speaking, reading and riting, I ill have the students do some exerise about the text.
3. Suh a topi is ver important in this unit. I ill lead the students to use their imagination and enourage them to be reative. For example, helping them use English to desribe their imaginar transportation. So I think if the students an learn this lesson ell, it ill be helpful to make them learn the rest of this unit.
4. While teahing them, I ill also enourage them to sa something about hat the think the future transportations ill be like. In a a, from pratising suh a topi, it an be helpful
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to raise learning interests of students and it ill be also helpful to improve their spoken language.To: Teahing Aims and DemandsThe teahing aim s basis is established aording to Junior Shool English sllabus provision.
1. Knoledge objetsTo stud the ne ords fuel , oil and oal .To learn and master the phrases think of, on the a to , have fun , et.
Abilit objetsTo develop the students abilities of listening, speaking, reading and riting.To train the students abilit of orking in pairs.To develop the students abilities of muniation b learning the useful strutures.
3. Moral objetsThrough different teahing methods to make students be interested in stud.Love to kno more knoledge about transportation and dare to express their opinions in English.Enourage the students to be more reative and tr to make ontributions to making ne inventions in the future.Three: Teahing Kes and Diffiult PointsThe teahing kes and diffiult points basis is established aording to Lesson 37 in the teahing material s position and funtion.
1. Ke points:.Be able to express ords, phrases and sentenes in English.. Kno about the improvement of transportation and Dann s invention.
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Diffiult points:Be able to talk about their imaginar future transportation in oral English.Part To The Teahing Methods
1. Communiative teahing method; Audio-visual teahing method; 3. Task-based teahing method;
4. Classified teahing method.As e all kno: the main instrutional aims of learning English in the Middle Shool is to ultivate students abilities of listening, speaking, reading, riting and their good sense of the English language. So in this lesson I ll mainl use Communiative teahing method, Audio-visual teahing method and Task-based teahing method and Classified teahing method. That is to sa, I ll let the students get a better understanding of the ke strutures. I ll give the students some tasks and arrange some kinds of ativities, like talking, athing CAI, and reading in roles.In a ord, I ant to make the students the real masters in lass hile the teaher himself ats as diretor. I also hope to bine the language strutures ith the language funtions and let the students reeive some moral eduation hile the are learning the English language.Part Three Studing as
1. Teah the students ho to be suessful language learners. Make situation and provide meaningful dut, enourage the students to stud the text b themselves.Part Four Teahing
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stepsAs this lesson plas an important part in the English teahing of this unit, I have deided the folloing steps to train their abilit of listening, speaking, reading and riting, espeiall reading and speaking abilit.The entire steps are:Step1 Warm-up and Lead-inSho the students some pitures of mon transportations, like ar, bike, train and so on. Ask the students: What an ou see from the piture? Is there another kind of transportation around us?Purpose of m designing:In this part, have the students sa more about hat the see or hat the don t see. In this a, the ill kno toda s lesson has something to do ith their disussion.Step2 Presentation
1. Learn ne ords in groups. The ne ord in this lesson are fuel, oil and oal. Sho them pitures of these things and teah them these ne ords.Purpose of m designing:After seeing the pitures, the students ill kno hat the are and the an learn them quikl and easil.
Pla the tape reorder. Let the students listen and imitate the text. Pa attention to their pronuniation and intonation. Then finish the exerises on the puter.Purpose of m
designing:This step is emploed to make the students get the general idea of the text. At the same time let the students have a hane to pratise their listening and speaking abilit.
3. Text Learning and a QuizI ll use CAI to present the hole text. I ll rite the ke points on the blakboard hile the
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are athing. After athing, I ll teah them to read the ords and sentenes on the Bb. Make sure the an read them ell.After teahing them the hole text, inluding the meanings of ne ords, the use of similar expressions and so on. Get the students to tr and sa out some phrases on the sreen, like I don t think so, have fun, a ne kind of, on the a to shool, and so on.Purpose of m designing:To present the text b CAI is muh easier for the students to learn and grasp the meanings. CAI an provide a real situation ith its sound and piture and it makes the relationships beteen the students better.
4. Ke Strutures and Diffiult Points LearningFirst, I ill p> For example, I teah the students kno the differenes beteen phrases think of, think about and think over. I ill sho them some sentenes and get them to kno the use of these phrases. Enourage them to do some exerise about these phrases.Purpose of m designing:B pratising using these ne ords and similar phrases, the students ill kno ho to use them in English and master the use of them better.
5. Read and SaGive the students to or three minutes to prepare, and then get them read the text together in three groups. Tell them to read aloud.Then help the students sa something about the future transportation or their imaginar transportation. Enourage them to sa more.Purpose of m designing:B reading the text and saing suh things, get the
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students to pratise their reading and speaking abilit again.Part Five Summarize and HomeorkAsk the students suh questions:What have e learned from this lesson? What does Dann sa about his ne kind tpe of transportation? Do ou like his idea? What ne phrases have e learned toda? Do ou have enough onfidene to finish these exerises? No, let s tr!Then sho them some exerises and help them to finish them.At last, tell the students hat toda s homeork is. While doing this, the teaher an have the bos and girls have a petition to see ho are better.Part Six Blakboard Designing篇五：
英文说课稿模板说课，就是教师在总结自己教学实践经验的基础上，从教学理论的高度，依照教学大纲要求，结合教学内容、学生基本状况和现有教学条件等实际情况，对自己的备课思路、课堂教学设计进行系统阐述。但是必须注意,说课不同于一般意义上的备课,说课并不是读教案。尤其是初中英语说课，有自身的特点，所以，在说课的时候，要多结合英语自身特点进行英语说课稿设计。同学们及老师一定要正确的对待说课稿及内容。
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