英语学术论文常用句型 Beginning In this paper， we focus on the need for This paper proceeds as The structure of the paper is as In this paper， we shall first briefly introduce fuzzy sets andrelated concepts To begin with we will provide a brief background on the Introduction This will be followed by a description of the fuzzy nature ofthe problem and a detailed presentation of how the required membershipfunctions are Details on xx and xx are discussed in later In the next section， after a statement of the basic problem，various situations involving possibility knowledge are investigated: first， anentirely possibility model is proposed; then the cases of a fuzzy service timewith stochastic arrivals and non fuzzy service rule is studied; lastly， fuzzyservice rule are Review This review is followed by an A brief summary of some of the relevant concepts in xxx andxxx is presented in Section In the next section， a brief review of the is In the next section， a short review of is given withspecial regard to Section 2 reviews relevant research related to Section 1 briefly surveys the motivation for a methodologyof action， while 2 looks at the difficulties posed by the complexity ofsystems and outlines the need for development of possibility Body Section 1 defines the notion of robustness， and argues for Section 1 devoted to the basic aspects of the FLC decisionmaking Section 2 gives the background of the problem which includesxxx Section 2 discusses some problems with and approaches to，natural language Section 2 explains how flexibility which often can beexpressed in terms of fuzzy time window Section 3 discusses the aspects of fuzzy set theory that areused in the Section 3 describes the system itself in a general way，including the … and also discusses how to evaluate system Section 3 describes a new measure of Section 3 demonstrates the use of fuzzy possibility theory inthe analysis of Section 3 is a fine description of fuzzy formulation of Section 3， is developed to the modeling and processing offuzzy decision rules The main idea of the FLC is described in Section 3 whileSection 4 describes the xx Section 3 and 4 show experimental studies for verifying theproposed Section 4 discusses a previous fuzzy set based approach tocost variance Section 4 gives a specific example of Section 4 is the experimental study to make a fuzzy model ofmemory Section 4 contains a discussion of the implication of theresults of Section 2 and Section 4 applies this fuzzy measure to the analysis of xxand illustrate its use on experimental Section 5 presents the primary results of the paper: a fuzzyset model Section 5 contains some conclusions plus some ideas forfurther Section 6 illustrates the model with an Various ways of justification and the reasons for theirchoice are discussed very briefly in Section In Section 2 are presented the block diagram expression of awhole model of human DM system In Section 2 we shall list a collection of basic assumptionswhich a scheme must In Section 2 of this paper， we present representation anduniqueness theorems for the fundamental measurement of fuzziness when thedomain of discourse is order In Section 3， we describe the preliminary results of an empiricalstudy currently in progress to verify the measurement model and to constructmembership In Section 5 is analyzed the inference process through thetwo kinds of inference This Section In this section， the characteristics and environment underwhich MRP is designed are We will provide in this section basic terminologies andnotations which are necessary for the understanding of subsequent NextSection The next section describes the mathematics that goes into thecomputer implementation of such fuzzy logic However， it is cumbersome for this purpose and in practicalapplications the formulae were rearranged and simplified as discussed in thenext The three components will be described in the next twosection， and an example of xx analysis of a computer information system willthen illustrate their We can interpret the results of Experiments I and II as in thefollowing The next section summarizes the method in a from that isuseful for arguments based on xx查尔斯沃思论文润色提供公 众号：lunwen64
Method部分的目的：从传统意义上来说，Method部分提供其他科学工作者要重复这一研究工作所需的信息。根据你阅读文献的经验，你发现这一点了吗?我们己经报道过许多同行在实验室重复已经发表的研究工作时遇到了问题，尽管已经认真仔细地阅读厂论文的方法部分。方法部分的另一个目的是为实验结果建立起可信度，提供足够的信息告诉老师你的研究工作是如何做的，方便老师并对结果做出评价。如:读者自己确定结果是否准确表达了作者声称的意义。老师通常也在方法部分证据回答这样的问题:研究方法和结果处理符合大众认可的科学标准吗?简要说明一下研究论文这一部分的命名。从科研论文的结构”对书后给出的沦文范例的分析可知，这一部分的命名是有变化的。包括“方法“(Methods)、“材料和方法”(Materials and Methods)和“实验步骤“(Experimental procedures)。为了简化，在此章中我们全部用“方法”(Methods)代表这一部分。通常情况下公开发表过的方法可以被引用，并且不需要详细描述，除非对发表过的方法步骤作了修改。尽管如此如果读者不能方便得到已经发表的论文(如:原始杂志是非英语杂志)，我们推荐在你的论文中详细描实验步骤和方法，同时引用原始杂志，如果允许的话在参考文献中用括号说原始杂志的印刷语言。任何新的方法都要详细描述。
Teaching Aims: Get students learn the basical skeleton of Master the theoretical source of methodology( micro) Method Explanation Discussion ( students to teacher) Contents 一 教学法框架图 Methodology Approach system 3p 3T 听说领先模式 整体阅读 Teaching model technique Mode teaching art form ｛ media (resource) achievement 二 教学法理论源泉 心理学对教学法的影响 1）19、20世纪上、心理学不发达 “翻译法”“直接法”主导。 2）行为主义心理学– “听说法”三个实践 A 桑代克（美）饿猫取食 B 巴甫洛夫 （狗试验） C 斯金纳（美）白鼠实验 3）认识心理学冲击 （1） 格式塔理论完形 （2）布鲁纳认识理论探索发现 （3） 乔姆斯基语言学习理论生成 三 英文粉笔字书法技能训练 1 字母笔顺 2 练习（四线三格) 3 书写方法和技巧 4 举例字母书写教学 四 Homework 1 书写26个大小写字母 2 写一个字母和一个连写教学教案 3 粉笔字过关测试（3周） Aim 掌握呈现技能 Method 讲解 看VCD 讨论 练习 Contents: 一、1含义 2原则 A 呈现内容简洁、准确 B 呈现要生动、形象 C 呈现用语准确、规范 D 利用环境和创造情景结合起来 E 呈现时，教师是讲解员或示范表演者 二 呈现技能类型 1 使用直观教具辅助呈现 A 图片呈现 B 简笔画呈现 C 投影片呈现 D 实物呈现 E 图表呈现 2 使用身体语言呈现 3 问卷呈现 4 用故事呈现 5 用录音材料呈现 6 用歌曲呈现 7 用游戏呈现 三 Homework 根据TEFC教材写一份呈现教案 并微格教学 Teaching Vocabulary Aims： 1 Assumptions about vocabulary and vocabulary Methods for presenting new vocabulary Ways to consolidate Ways to help students develop vocabulary building Vocabulary and vocabulary building Resenting new words Here are more ways to present and explain vocabulary: 1) Draw pictures， diagrams and maps to show meanings or connection of meanings; 2) Use real objects to show meanings; 3) Mime or act to show meanings， brushing teeth， playing Ping- Pong; 4) Use synonyms or antonyms to explain meanings; 5) Use lexical sets， cook: fry， boil， bake， grill; 6) translate and exemplify， especially with technical words or words with abstract meaning; 7) Use word formation rules and common 3 Consolidating vocabulary 1) Labelling: Students are given a They are to write the names of objects indicated in the A competitive element can be introduced by making the first student to finish the 2) Spotting the differences: Students are put into Each member of the pair receives a picture which is slightly different from his partner’ Students hide the pictures from one another an then， by a process of describing， questioning and answering， discover what the differences 3) Describing and drawing 4) Playing a game 5) Using word thermometers 6) Using word series 7) Word bingo 8) Word association 9) Odd man out 10) Synonyms and antonyms 11) Using word categories 12) Using word net-work 4 Developing vocabulary building strategies 1) Review regularly 2) Guess meaning 3) Guess meaning from context 4) Organize vocabulary effectively 5) Use learning vocabulary Conclusion In this unit we started with discussions about vocabulary and vocabulary Many students devote large amounts of time and energy to the learning of vocabulary， but they still complain that their vocabulary size is not large enough or they cannot avoid Generally speaking， there are two One problem is that students treat vocabulary items Considering the large size of English vocabulary， there is no wonder that students complain about their small vocabulary Another problem is that many students learn vocabulary in ineffective ways such as rote So it is very important to make students aware that not all words are equally important and that effective ways of vocabulary learning help to reduce Although much of the work of vocabulary learning is the responsibility of the students， teachers’ guidance and help are If teachers present new vocabulary items effectively， it saves a lot of time and energy for Besides， teachers’ work should also include helping students to develop vocabulary building Teaching Reading Aims: How do people read? What do people read? What are the skills involved in reading ? What are the principles for teaching reading? What are the common types of activities in teaching reading? How do we read? This section attempts to clarify and illustrate some aspects of the nature of If the students fail to understand the nature of reading， they will adopt inappropriate and ineffective reading strategies; if teachers fail to do so， they will be unable to help the students to develop effective reading 2 What do we read? Think about your experience of learning E What kind of texts did you read? Short stories? Tales? Essays? Diaries? Plays and poems? Biographies? It seems there is a great But what do we read in There are 3 Skills involved in reading comprehension Recognizing the script of a language Understanding the explicitly stated information Understanding conceptual meaning Understanding the communicative value of sentences Deducing the meaning of unfamiliar lexical items Understanding relations between sentences Understanding references Recognizing indicators in discourse Recognizing the organization of the text Making inferences 4 Principles and models for teaching reading Bottom-up model Top-down model 5 Pre-reading activities Predicting Predicting based on the title Predicting based on vocabulary Predicting based on the T/F questions Setting the scene Skimming Scanning Summary on pre-reading activities 6 While-reading activities Information transfer activities SOPHISTICATED INPUT (SI) TRANSITION DEVICE (TD) OUTUT (OP) Summary on transition devices Reading comprehension questions Understanding references Making inferences Summary on while-reading activities 7 Post-reading Activities Discussion questions Reproducing the text Role play Gap-filling Retelling False summary Writing 8 conclusion In this unit， we started with the discussions about how and what people read in real We think the teaching of reading in traditional pedagogy does not reflect how and what people read in real Most of the traditional reading exercises are actually testing students’ reading We have emphasized that the teaching of reading should focus on developing students’ reading skills and strategies， which can be achieved through pre-， whileand post-reading In Sections5，6， and 7， we have provided a number of types of activities that teachers can do in teaching Of course different texts need different teaching We hope teachers can apply the ideas suggested in the unit to design their own reading tasks
