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6-week Presessional Student Coursebook
6 周 P 复修学生 C

English for Specific Academic Purposes


Birmingham International Academy (BIA)
伯明翰国际学院 (BIA)

University of Birmingham
伯明翰大学

Priorsfield, 46 Edgbaston Park Road, B15 2TT
Priorsfield, 46 Edgbaston Park Road, B15 2TT

United Kingdom
英国

www.birmingham.ac.uk/International/bia

©Birmingham International Academy 2025
©伯明翰国际学院 2025

EAP 6-Week Presessional Student Coursebook: English for Specific Academic Purposes. All rights reserved; no part of this publication may be reproduced, stored in a retrieval system, or transmitted by any form or means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission of the Birmingham International Academy.
EAP 6 周学前学生课程手册:特定学术目的的英语。 保留所有权利;未经伯明翰国际学院事先许可,不得复制、存储在检索系统中或通过任何形式或手段(电子、机械、影印、录制或其他方式)传播本出版物的任何部分。

First published 2021
首次发布于 2021 年

Cover design by BIA, University of Birmingham, United Kingdom.
封面由英国伯明翰大学 BIA 设计。

Editorial development by Emma Scott.
编辑开发:Emma Scott。

Materials created by Rina De Vries, Sue Teale and Marina Elosegui Garcia.
材质由 Rina De Vries、Sue Teale 和 Marina Elosegui Garcia 创建。

While every effort is made to ensure accuracy at the time of printing, the Birmingham International Academy does not guarantee that all content within the handbook and via external URLs is, or will remain, accurate and appropriate. The Birmingham International Academy reserves the right to modify or cancel any statement contained within the EAP 6-Week Presessional Student Coursebook: English for Specific Academic Purposes in light of events occurring after its production.
虽然伯明翰国际学院已尽一切努力确保印刷时的准确性,但伯明翰国际学院不保证手册中和通过外部 URL 的所有内容都是或将保持准确和适当。 伯明翰国际学院保留根据制作后发生的事件 修改或取消 EAP 6 周学前学生课本中包含的任何声明的权利:特定学术目的英语

6-week Presessional Student Coursebook: English for Specific Academic Purposes.

Welcome to the ESAP coursebook for your presessional course.
欢迎阅读 ESAP 课前课程手册。

We hope you have an enjoyable and successful time with us over the next few weeks. 
我们希望您在接下来的几周内与我们一起度过愉快而成功的时光。

Programme information.
计划信息。

1.1. Programme overview.
1.1. 计划概述

The course consists of three modules: Reading and Writing, Listening and Speaking, and English for Specific Academic Purposes (ESAP). The materials for all three modules can be found in separate module coursebooks and on Canvas (the University’s online Learning Management System or LMS).  
该课程包括三个模块:阅读和写作、听力和口语以及特定学术 目的 的英语 (ESAP)。所有三个模块的材料都可以在单独的模块 教科书 和 Canvas(大学的在线 L 学习硕士管理 S ystem 或 LMS)上找到  。  

1.2 General aims and learning outcomes.
1.2 总体目标和学习成果

The course aims to improve your academic English in the four main skills of reading, writing, listening and speaking. It will also help you with your transition from the presessional course to your main course, by introducing you to academic skills, study skills and critical thinking.  
该课程旨在提高您的学术英语水平,包括阅读、写作、听力和口语这四项主要技能。它还将通过向您介绍学术技能、学习技能和批判性思维,帮助您从学前课程过渡到主要课程。

1.3 Timetable.
1.3 时间表。

You will have lessons for 19 hours a week; you will be taught in small groups. You will have one teacher for Reading and Writing and ESAP and another teacher for Listening and Speaking.
您每周将上 19 小时的课;您将以小组形式授课。 您将有一名阅读和写作 以及 ESAP 老师和另一名听力和口语老师。

Make sure to come to class on time.
确保准时来上课。

Whether you are on campus or online, for every teaching hour, you are entitled to a rest of 10 minutes. This means you are taught for circa 50 minutes followed by a 10-minute break or for 100 minutes followed by a 20-minute break. 
无论您是在校园还是  在线 在每个教学小时,您都有权休息 10 分钟。这意味着您将接受大约 50 分钟的教学,然后是 10 分钟的休息时间,或者是 100 分钟的休息时间,然后是 20 分钟的休息时间。 

To maximise the benefits of the course you are advised not to miss any classes. If you cannot attend a class, for instance, because you are ill, you need to notify your teachers before the class starts. Make sure to catch up with your homework and what was covered in class. You can use the link to in-class resources on Canvas to see what additional materials were used besides the coursebook.
为了最大限度地利用课程的好处,建议您不要错过任何课程。例如,如果您因为生病而无法上课,您需要在上课前通知您的老师。确保赶上你的家庭作业和课堂上涵盖的内容。您可以使用指向 Canvas 上课堂资源的链接来查看除了课本之外还使用了哪些其他材料。

The timetable is on the next page; it is also available on Canvas. The colours in the timetable will be used throughout the books to indicate the materials for each of the different modules. 
时间表在下一页;它也在 Canvas 上可用。时间表中的颜色将在整个书籍中使用,以表示每个不同模块的材料。

If you are taking the presessional course face-to-face, write down here where your classrooms are for the three different modules. If you are taking the course online, make sure you know how to join Zoom, by clicking on the relevant link for each session.   
如果您是面对面参加学前课程,请在此处写下三个不同模块的教室位置。如果您在线参加课程,请确保您知道如何加入 Zoom,方法是单击每个会话的相关链接。

Module
模块

Classroom/Zoom link
课堂/Zoom 链接

Teacher(s)
教师

Reading and Writing
阅读和写作

Listening and Speaking
听力和口语

English for Specific Academic Purposes (ESAP)
特定学术英语 (ESAP)

You will see your class times on Canvas; these are all UK time. 
您将在 Canvas 上看到您的上课时间 ;  这些都是英国时间。 

Timetable
时间表

Monday
星期一

Tuesday
星期二

Wednesday
星期三

Thursday
星期四

Friday
星期五

Session 1
第 1 节

Reading and Writing
阅读和写作

Reading and Writing
阅读和写作

ESAP

Reading and Writing
阅读和写作

Reading and Writing
阅读和写作

Session 2
第 2 节

Reading and Writing
阅读和写作

Reading and Writing
阅读和写作

ESAP

Reading and Writing
阅读和写作

ESAP

Session 3
第 3 节

Listening and Speaking
听力和口语

Listening and Speaking
听力和口语

ESAP

Listening and Speaking
听力和口语

ESAP

Session 4
第 4 节

Listening and Speaking
听力和口语

Listening and Speaking
听力和口语

Listening and Speaking
听力和口语

ESAP

2. Learning and teaching strategies.
2. 学习和教学策略。

2.1 Classroom learning and teaching.
2.1 课堂学习和教学。

You will be expected to work closely with other students, and classwork will require active participation. There will be a number of tasks to complete as a (small) group or as a pair. Discussing and learning together is an important part of this course.
您将需要与其他学生密切合作,并且课堂作业需要积极参与。将有许多任务需要以(小组)或两人一组的形式完成。共同讨论和学习是本课程的重要组成部分。

Make the most of the opportunity to learn in an academic environment at a top UK university and to learn alongside students of different nationalities, experiences and disciplines. It is very important that you use English in the classroom so that students who do not speak your first language (L1) are not excluded.
充分利用在英国顶尖大学的学术环境中学习的机会,并与不同国籍、经验和学科的学生一起学习。在课堂上使用英语非常重要,这样就不会排除不会说您的第一语言 (L1) 的学生。

We encourage you to give your opinions. You should not be afraid to try new language: making mistakes is all part of the learning process.
我们鼓励您提出您的意见。您不应该害怕尝试新语言:犯错都是学习过程的一部分。

If you are attending class ion campus, you are expected to bring in your laptop or tablet to class so that you can access the coursebooks and online materials. Alternatively, you can print the coursebooks. You should also have some pens, highlighters and a notebook ready. You are encouraged to type in this book and space has been provided for this. Please also bring a pair of earphones for any in-class listening that you have to do.
如果您在校园内上 i 课 ,您需要带上笔记本电脑或平板电脑上课,以便您可以访问课本和在线材料。或者,您可以打印课本。您还应该准备好一些笔、荧光笔和笔记本。我们鼓励您输入本书,并为此提供了空间。请带一副耳机,以便进行任何课堂聆听。

If you are on campus, you can bring water in a container with a lid, but no food or other drinks are allowed in the classroom.
如果您在校园内,您可以将水装在带盖的容器中,但教室内不允许携带食物或其他饮料。

If you are studying online, you are required to have a laptop with a camera which works, a headset and a quiet place to study. You should have this book open on your screen at the start of every lesson and have some pens, highlighters and a notebook ready. We expect you to fully participate in lessons. This is particularly important online so that you make the most of opportunities to speak in class and in Zoom breakout rooms. We encourage you to keep your camera on at all times. Sometimes, you might encounter challenges working with different people and personalities. Learning to resolve conflicts and to work together is a key aim of this course.
如果您在线学习,您需要有一台带有有效摄像头的笔记本电脑、耳机和一个安静的学习场所。您应该在每节课开始时在屏幕上打开这本书,并准备好一些笔、荧光笔和笔记本。 我们希望您能充分参与课程。这在网上尤其重要,这样您就可以充分利用在课堂和 Zoom 分组讨论室中发言的机会。我们鼓励您始终打开相机。 有时,您可能会遇到与不同人和不同个性的人合作的挑战。学习解决冲突和合作是本课程的主要目标。

For technical support, please refer to Canvas: ‘Technical Support’ which can be accessed from the home page.
如需技术支持,请参考 Canvas: 'Technical Support' (技术支持),该页面可从主页访问。

2.2 Independent study: using Canvas.
2.2 独立学习:使用 Canvas。

During the course, you will need to complete some self-study tasks and assignments online (for both in-person and online students). It is important to check Canvas every day; you often have to complete homework and upload assignments. 
在课程期间,您需要在线完成一些自学任务和作业(适用于面对面和在线学生)。每天检查 Canvas 很重要;您经常需要完成家庭作业和上传作业。

In addition, we have a free to use resource created by the University of Southampton called EAP Toolkit. Go to the home page of your Canvas class course, click on ‘Study resources’, then click on ‘EAP Toolkit’ which you will be asked to ‘launch’. You will see that the resource is divided into seven sections and in each section, there are individual lessons each on an aspect of Academic English.
此外,我们还有一个由南安普敦大学创建的免费资源,称为 EAP Toolkit。转到 Canvas 课程的主页 ,单击“ 学习资源”,然后单击“EAP 工具包”,您将被要求“启动”。您将看到该资源分为七个部分,每个部分都有关于 学术英语一个方面的单独课程。

We do not expect you to do all these lessons, but you teacher might suggest that you look at specific ones to reinforce a particular point in the session, or you are free to use them for self-study, if you have time. They are self-marking and give useful feedback.
我们不希望您完成所有这些课程,但您的老师可能会建议您查看特定的课程以加强课程中的特定点 ,或者如果您有时间,您可以自由地使用它们进行自学。他们是自我标记的,并提供有用的反馈。

2.3 Tutorials and Language Support.
2.3 教程和语言支持。

In addition to your regular lessons, you will have 1-1 tutorials with your Reading and Writing teacher. These will usually take place once every 2 weeks and are compulsory. Your teacher will tell you when you have a tutorial and where it will be held. Tutorials are your chance to discuss your progress and studies with your teacher, as well as any issues that might be affecting your studies.  
除了常规课程外,您还将与阅读和写作老师进行 1-1 辅导。这些通常每 2 周进行一次,并且是强制性的。您的老师会告诉您何时有辅导以及在哪里举行。辅导是您与老师讨论您的进步和学习以及可能影响您学习的任何问题的机会。

Some students will also receive additional Language Support. You will be notified if and when you should attend Language Support. 
一些学生还将获得额外的语言支持。如果您应该参加 Language Support,您将收到通知。

2.4 Feedback.
2.4 反馈。

On the presessional course you will receive feedback on your work. This may come from the teacher or your classmates (peer feedback). It may take different forms. For example:
在会前课程中,您将收到有关您工作的反馈。这可能来自老师或您的同学(同伴反馈)。它可能采取不同的形式。例如:

For a Canvas quiz you might be able to see the correct answers after you have submitted.
对于 Canvas 测验,您或许能够在提交后看到正确答案。

For a Canvas discussion your teacher or your classmates might add comments in the thread.
对于 Canvas 讨论,您的老师或同学可能会在话题中添加评论。

For a presentation you might get verbal feedback from the teacher or classmates.
对于演示文稿,您可能会从老师或同学那里得到口头反馈。

For a written piece of work your teacher will leave comments on:
对于书面作业,您的老师将在以下位置留下评论:

What you did well
您做得好的地方

What you need to improve
您需要改进的地方

Actions to improve
改进措施

For all of this feedback, it will be your responsibility to understand it and apply the suggestions to future pieces of work. You will have the opportunity to ask questions about any of the feedback in your tutorials.
对于所有这些反馈,您有责任理解它并将这些建议应用于未来的工作。您将有机会就教程中的任何反馈提出问题。

3. Curriculum outline
3. 课程大纲

The module follows the theme of Innovation in your Field.
该模块的主题是 Innovation in yourfield

3.1 ESAP
3.1 紧急制动总值

You will develop the skills to:
您将培养以下技能:

Be able to design, plan, and complete individual and group tasks independently and evaluate their success.
能够独立设计、计划和完成个人和小组任务,并评估其成功与否。

Analyse individual learning needs and effectively apply appropriate learning strategies. 
分析个人学习需求并有效应用适当的学习策略。

Be able to initiate, give and respond effectively to (peer-) feedback on individual and group tasks.
能够有效地发起、提供和回应对个人和小组任务的(同行)反馈。

Formulate your own opinion based on critical evaluation of broad range of evidence. 
根据对广泛证据的批判性评估来形成自己的观点 。 

Use the University’s online Learning Management System effectively, flexibly and creatively for study.  
有效 、灵活和创造性 地使用大学的在线学习管理系统进行学习。  

Work productively in multi-cultural, discipline-related teams. 
在多元文化、学科相关的团队中高效工作。

Employ a range of research skills to formulate, complete and present a project.  
采用一系列研究技能来制定、完成和展示项目。

Use the genres, referencing conventions, lexis, and rhetorical functions of your own discipline. 
使用你自己 学科的体裁、引用惯例、词汇和修辞功能。     

Apply main conventions regarding the delivery of academic oral presentations in an academic context. 
应用有关在学术环境中进行学术口头报告的主要约定。

3.2 Assessments & plagiarism
3.2 评估和抄袭

All written assignments, whether officially graded or not, are subject to the University’s policy on Generative AI use and plagiarism and may be analysed using anti-plagiarism software.  You will hear more about this in later parts of the course.  
所有书面作业,无论是否正式评分 ,均受大学关于生成式人工智能使用和剽窃的政策的约束, 并可能使用反剽窃软件进行分析。  您将在课程的后面部分听到更多相关信息。  

3.3 Summative Assessments for ESAP.
3.3 ESAP 的总结性评估。

You will take part in a group project. More information about this assessment, including its weighting, can be found on Canvas under ‘assessment overview’.
您将参加一个小组项目。有关此评估的更多信息,包括其权重,可以在 Canvas 的“评估概述 下找到。

4. How to use the coursebook
4. 如何使用课本

When using the word version of this coursebook, use the navigation panel on the left-hand side and click on the session or task you need. This will help you find things quicker as you will avoid scrolling up and down the book.
使用此课本的 word 版本时,请使用左侧的导航面板 ,然后单击您需要的课程或任务。这将帮助您更快地找到东西,因为您将避免上下滚动这本书。

In the coursebook, you will see certain symbols in the margin. 
在课本中,您将在页边空白处看到某些符号。

refers to an activity which follows on from a previous homework task completed in
指在之前完成的家庭作业任务之后的活动
a previous session.
上一个会话。

refers to materials that are on Canvas, such as videos. You do not need to type in any web-links but can use the relevant link on Canvas.
是指 Canvas 上的材质,例如视频。您无需输入任何 Web 链接,但可以在 Canvas 上使用相关链接。

 

refers to homework tasks. These are explained in detail on Canvas. You must complete these after the lesson, as instructed by your teacher.
指家庭作业。这些在 Canvas 上有详细说明。您必须在课后按照老师的指示完成这些课程。

 refers to transcripts for listening tasks, which can be found at the back of the book.
指听力任务的文字记录,可以在书的后面找到。

5. Classes
5. 类

In the 10 and 6-week courses you will be in subject-specific classes where possible. You might find all the students in your class are going to do the same destination degree as you, or you might find that the students are in the same general area (for example all doing Business School degrees).
在 10 周和 6 周的课程中,您将尽可能参加特定学科的课程。你可能会发现你班上的所有学生都将和你攻读相同的目标学位,或者你可能会发现这些学生在同一个一般领域(例如,所有人都在攻读商学院学位)。

You may be in a class of just undergraduate or postgraduate students, or you may be in a class that has both.
你可能在一个只有本科生或研究生的班级,或者你可能在一个同时包含本科生或研究生班级。

We will put you into classes and add you to Canvas, but if we have a large number of students who do not arrive to start the course, we may have to change classes to reach a more balanced number of students. In the first week of the course, you may move to another class.
我们会将您分到班级中并将您添加到 Canvas 中,但如果我们有大量学生没有到达开始课程,我们可能不得不更改班级以覆盖更平衡的学生人数。在课程的第一周,您可以转到另一个班级。

6. Use of Generative Artificial Intelligence Tools.
6. 使用生成式人工智能工具。

The aim of the presessional course is to make sure that you have the appropriate Academic English level to be able to successfully participate in and complete your future degree programme. We therefore test each skill Reading, Writing, Listening and Speaking on the course.
学前课程的目的是确保您具有适当的学术英语水平,以便能够成功参加并完成未来的学位课程。因此,我们在课程中测试阅读、写作、听力和口语等每项技能。

During the Presessional course, it is important that you use every opportunity to improve your English; participating in class and submitting writing using your own words will allow your teachers to give you feedback to continue improving. It is important to keep this in mind at all times. We recognize that new technologies can influence your learning and study habits. To support this, the University has published a framework for using Generative AI tools like ChatGPT and Google’s Bard. This framework is committed to helping students become ‘AI-literate’ and offers guidance on using these tools effectively, ethically, critically, and transparently. The guidance will be reviewed and continually updated as generative AI technologies develop. Please make sure you read the Guidance for students on the use of Generative AI that has been published by the Academic Skills Centre at the UoB. It is important you understand that generative AI can be used as a study tool, but any work or assessment you submit must be written by you. Any work or assessment submitted that is not a student’s own work, including that written by generative AI tools such as ChatGPT, is in breach of the University’s Code of Practice on Academic Integrity. Please discuss this with your teachers in class or in tutorials if you have any questions.   
在学前课程中,利用一切机会提高英语水平非常重要;参与课堂并使用您自己的语言提交写作将使您的老师为您提供反馈以继续改进。始终牢记这一点很重要。我们认识到新技术可以影响您的学习和学习习惯。为了支持这一点,该大学发布了一个使用 ChatGPT 和 Google 的 Bard 等生成式 AI 工具的框架。该框架致力于帮助学生成为“AI 素养”,并为有效、合乎道德、批判性和透明地使用这些工具提供指导。随着生成式 AI 技术的发展,将对该指南进行审查并不断更新。请务必阅读 UoB 学术技能中心发布的 Guidance for the use of Generative AI。请务必了解生成式 AI 可以用作学习工具,但您提交的任何工作或评估都必须由您撰写。任何提交的不是学生自己的作品或评估,包括由 ChatGPT 等生成式 AI 工具编写的作品或评估,都违反了大学的学术诚信行为准则。如果您有任何问题,请在课堂或辅导中与您的老师讨论这个问题。

Good luck with your presessional course! 
祝您的学前课程好运!

Table of contents.
目录。

Welcome to the ESAP coursebook for your presessional course.iii
欢迎阅读 ESAP 课前课程手册。 第三

Programme information.iii
计划信息。 第三

2. Learning and teaching strategies.iv
2. 学习和教学策略。

3. Curriculum outlinevi
3. 课程大纲 vi

4. How to use the coursebookvii
4. 如何使用教材 vii

5. Classesviii
5. 第 viii

6. Use of Generative Artificial Intelligence Tools.viii
6. 使用生成式人工智能工具。

Table of contents.ix
目录。

6.1.3 ESAP.1

Task 1: Introduction to the course.1
任务 1:课程简介。1

Task 2: Introduction to the ESAP project.3
任务 2:ESAP 项目简介。3

Task 3: Defining innovation.4
任务 3:定义创新。4

Task 4: Write an introductory essay6
任务 4:写一篇介绍性论文 6

Homework.6
作业。6

6.1.5 ESAP.7

Task 1: Your ESAP project – the details.7
任务 1:您的 ESAP 项目 – 详细信息。7

Task 2: Understanding the task.10
任务 2:了解任务。10

Task 3: Getting started on the project – mind mapping.11
任务 3:项目开始 – 思维导图。11

Task 4: Finding sources using FindIt@bham.13
任务 4:使用 FindIt@bham 查找源。13

Task 5: Finding Sources using LibGuides.14
任务 5:使用 LibGuides 查找源。14

Homework.15
作业。15

6.2.3 ESAP.16

Task 1: Finding and recording information from your sources.16
任务 1:从您的来源中查找和记录信息。16

Task 2: Your research question.19
任务 2:您的研究问题。19

Task 3: Understanding what you need to do for Portfolio Task 1.20
任务 3:了解您需要为项目组合任务 1 做什么。20

Task 4: Genres of academic writing22
任务 4:学术写作的体裁 22

Homework25
家庭作业 25

6.2.5 ESAP.26

Task 1: Academic integrity.26
任务 1:学术诚信。26

Task 2: Use of sources (paraphrasing, synthesising and summarising).27
任务 2:使用来源(释义、综合和总结)。27

Task 3: Reporting verbs and stance.30
任务 3:报告动词和立场。30

Task 4: Subject-specific vocabulary.34
任务 4:特定学科的词汇。34

Homework.34
作业。34

6.3.3 ESAP.35

Task 1: Research methods.35
任务 1:研究方法。35

Task 2: Data collection and analysis in your field.38
任务 2:您所在领域的数据收集和分析。38

Task 3: Project focus: Finding and checking information.40
任务 3:项目重点:查找和检查信息。40

Task 4: Understanding feedback.40
任务 4:了解反馈。40

Homework.42
作业。42

6.3.5 ESAP.43

Task 1: Introduction to Lecture.43
任务 1:讲座介绍。43

Task 2: Portfolio Task 2 - Lecture – and note taking.44
任务 2:作品集 任务 2 - 讲座 - 和记笔记。44

Task 3: Reflecting on the topic.46
任务 3:反思这个话题。46

Homework.46
作业。46

6.4.3 ESAP.47

Task 1: Planning presentations - Structure.47
任务 1:规划演示文稿 - 结构。47

Extension task: Presentations in your field.49
扩展任务:您所在领域的演示文稿。49

Task 2: Presentation skills – handing over and signposting.50
任务 2:演讲技巧 – 移交和路标。50

Task 3: Presenting data.54
任务 3:呈现数据。54

Task 4: Acting on Portfolio Task 1 feedback.59
任务 4:根据项目组合任务 1 的反馈采取行动。59

Homework.60
作业。60

6.4.5 ESAP.61

Task 1: Understanding what "reflect” means and involves.61
任务 1:理解 “reflect” 的含义和涉及的内容。61

Task 2: Group reflection on ESAP group project process.63
任务 2:对 ESAP 小组项目过程的小组反思。63

Task 3: Individual reflection on the ESAP project process.64
任务 3:对 ESAP 项目流程的个人反思。64

Homework.65
作业。65

6.5.3 Final session ESAP.66
6.5.3 最终会议 ESAP。66

Task 1: Academic presentations dos and don’ts.66
任务 1:学术演示注意事项。66

Task 2: Working on your non-verbal communication - voice and delivery.66
任务 2:进行非语言交流 - 语音 和传递。66

Task 3: Group project presentation practice.68
任务 3:小组项目演示练习。68

Task 4: Feedback on presentation practice.68
任务 4:对演示练习的反馈。68

Homework.70
作业。70

Transcripts.71
成绩单。71

6.1.3.71
6.1.3.71

Task 3: Defining innovation.71
任务 3:定义创新。71

Homework Task 1: Watch a video on innovation and make notes.71
家庭作业任务 1:观看有关创新的视频并做笔记。71

6.1.5.74
6.1.5.74

Task 4: Finding sources using FindIt@Bham.74
任务 4:使用 FindIt@Bham 查找源。74

6.4.374

Task 2: Presentation Skills – Signposting.74
任务 2:演讲技巧 – 路标。74

Introductory Text75
引言文本 75

6.1.3 ESAP.

Learning outcomes - by the end of the session you will be able to:
学习成果 - 在课程结束时,您将能够:

Know your classmates and the course better.
更好地了解你的同学和课程。

Use the technology you need for your presessional course.
使用学前课程所需的技术。

Explore the topic of innovation.
探索创新主题。

Start your ESAP group project.
开始您的 ESAP 小组项目。

Task 1: Introduction to the
任务 1:简介
course
课程
.

Welcome to your 6-week presessional course! Today you will have the opportunity to get to know your teacher and classmates. You will also familiarise yourself with the technology and tools you need to successfully participate in the course.  
欢迎来到为期 6 周的学前课程!今天,您将有机会认识您的老师和同学。您还将熟悉成功参加课程所需的技术和工具。

Remember to use English in the classroom so that students who do not speak your first language (L1) are not excluded.
请记住在课堂上使用英语,这样不会将不会说您的第一语言 (L1) 的学生排除在外。

Source: UoB
来源: UoB

Get into groups and find out from the other students in your group: 
进入小组并从小组中的其他学生那里了解:

Their destination degree and why they chose it.
他们的目标学位以及他们选择它的原因。

Where they are from (or if you are in an online class where they are right now).
他们来自哪里(或者如果你在他们现在所在的在线课程中)。

Their expectations of the 6-week presessional: what they hope to learn and any challenges they expect to encounter.
他们对为期 6 周的会前课程的期望:他们希望学到什么以及他们期望遇到的任何挑战。

Their short and long - term goals. (For example: Short term - Stay up to date with homework tasks by keeping a study plan; Long term - Improve my people skills by getting out of my comfort zone and communicating more).
他们的短期和长期目标。(例如:短期 - 通过保持学习计划来及时完成家庭作业;长期 - 通过走出舒适区并更多地沟通来提高我的人际交往能力)。

Prepare to report back to the rest of the class about another student.
准备向全班同学汇报另一名学生的情况。

Now learn about the tools and technology you will use in the course. Read the checklist below and ensure you are confident with each of the points.
现在了解您将在课程中使用的工具和技术。阅读下面的清单,确保您对每一点都充满信心。

In person and online classes:
面授和在线课程:

Yes
是的

Unsure
拿不准

I know how to access my Canvas course.
我知道如何访问我的 Canvas 课程。

I know how to access the materials and homework on Canvas.
我知道如何在 Canvas 上访问资料和家庭作业。

I know what the icons represent in the coursebook.
我知道这些图标在课本中代表什么。

I know where to find online technology support.
我知道在哪里可以找到在线技术支持。

I know how to contact my teacher.
我知道如何联系我的老师。

I know how to access my timetable.
我知道如何访问我的时间表

Your questions:
您的问题:

Online classes only:
仅限在线课程:

I know how to access the Zoom class link.
我知道如何访问 Zoom 课程链接。

I understand the importance of turning on my camera.
我明白打开相机的重要性。

I know how to put a message in the chat box.
我知道如何在聊天框中发送消息。

I know how to send a private message to my teacher.
我知道如何向我的老师发送私人消息。

I know how to join a breakout room.
我知道如何加入分组讨论室。

I know how to ask for help from the breakout room.
我知道如何向分组讨论室寻求帮助。

I know how to raise my hand on Zoom.
我知道如何在 Zoom 上举手。

I know how to use the reaction buttons on Zoom.
我知道如何使用 Zoom 上的反应按钮。

I know how to annotate on the whiteboard.
我知道如何在白板上批注。

I know how to mute my microphone and when the teacher expects me to do this.
我知道如何将麦克风静音,以及老师希望我何时执行此作

I know how to split my screen so I can see more than one document at the same time.
我知道如何分屏,这样我就可以同时看到多个文档。

I know how to share my screen on Zoom.
我知道如何在 Zoom 上共享我的屏幕。

Your questions:
您的问题:


Task 2: Introduction to the ESAP project.
任务 2:ESAP 项目简介。

Read the information below to familiarise yourself with the ESAP assessments, details of which can be found on Canvas under Assessment Overview’.
阅读以下信息以熟悉 ESAP 评估,详细信息可在 Canvas 的“评估概述”下找到。

ESAP Project Overview
ESAP 项目概述

Task 3: Defining innovation.
任务 3:定义创新。

Your project is based on the topic of innovation, therefore, it is important to have a clear idea of what this means.
您的项目基于创新主题,因此,清楚地了解这意味着什么非常重要。

Watch a short video titled ‘What is Innovation?’. Note down any key words that could be useful to define innovation.
观看标题为“什么是创新”的短视频。记下任何可能有助于定义创新的关键词。


 Image:
图像:
UoB

Get into a small group. Use your notes and together write your own definition of innovation using the tips in the box below:
加入一个小组。使用您的笔记,并使用下面框中的提示一起写下您自己的创新定义:

X (can be defined as)
X(可定义为

(is a type of) Y
(是 A 类型)Y

that/which Z
那个/哪个 Z

Read the text below. How similar/ different is the definition in the text compared to your group’s? Is there anything you would like to change about your definition?  
阅读 下面的文本。 你的小组相比 文本中的定义有多相似/不同  关于您的定义,您有什么想改变的吗?  

Innovation is critical in the modern economy and it is important to formulate a clear, useful definition for innovation. 
创新在现代经济  中至关重要,为创新制定 一个清晰、 有用的定义非常重要。 

 

A useful definition of innovation could be: “Innovation is the process of creating value by applying novel solutions to meaningful problems.” 
创新的 一个 有用定义可以是 :“  创新是通过对有意义的问题应用新颖的解决方案来创造价值的过程。 

 

This definition captures three important aspects of innovation and answers the questions:
该定义捕捉了创新的三个重要方面并回答了以下问题:

 

Is it novel? The notion of novelty is part of the word “innovation.” If it is not new, it is probably more optimization than innovation. 
它很新奇吗? 新奇的概念是 “创新”一词的一部分  。如果不是 新的,那 可能更多的是优化而不是创新。 

Does it solve a meaningful problem? If not, maybe it is art instead of innovation. That is not to say art is not valuable, but art is generally not designed to solve a problem.  
它解决了一个有意义的问题吗? 如果不是,也许是 艺术而不是创新。这 并不是 说艺术 没有 价值,但 艺术 通常不是为了解决问题而设计的。  

Does it create value? If not, maybe it is an invention rather than innovation. Inventions can lead to value-creation, but usually not until someone applies them through innovation.  
它是否创造了价值? 如果不是,也许它是一种 发明而不是创新。发明可以带来价值创造,但通常直到有人通过创新应用它们。  

The definition above also points out that innovation is a process. It is not the result itself, but the path to get there. It is possible to innovate unsuccessfully—there is plenty of evidence that innovations often fail. What is key is that someone is seeking to create value by applying a novel solution to a meaningful problem. 
 上面的 定义还指出, 创新是一个过程。这不是 结果本身,而是到达那里的途径。  创新有可能不成功——有  大量证据表明创新经常失败。 关键是有人 正在 寻求通过对有意义的问题应用新颖的解决方案来创造价值。 

Adapted from:  Joe Dwyer (nd). What is innovation – why almost everyone defines it wrong. Available at: https://digintent.com/what-is-innovation. Accessed 23/11/2020. 
改编自:  Joe Dwyer (nd)。  什么是创新 – 为什么几乎每个人都定义它 wrong. 可在以下网址获得: https://digintent.com/what-is-innovation。2020 年 11 月 23 日访问。 

Share your group’s definition with the rest of the class. Are there any similarities? Any differences?
与班级的其他成员共享组的定义。有什么相似之处吗?有什么不同吗?

Task 4: Write an introductory essay
任务 4:写一篇介绍性文章

Write an introductory essay. The title is: "Should Universities only be responsible for providing academic support for international students? Discuss.”
写一篇介绍性文章。标题是:“大学是否应该只负责为国际学生提供学术支持?讨论。

Try to write about 500 words. Don’t worry too much about structure and accuracy as we will be reviewing these over the weeks in class.
试着写 500 字左右。不要太担心结构和准确性,因为我们将在课堂上每周复习这些内容。

Once your essay is ready, go to Canvas > 6.1.3 ESAP > In class resources > Coursebook Task 4 > Click on the assignment titled 6.1.3. ESAP Task 4: Write an introductory essay.
论文准备好后,转到 Canvas > 6.1.3 ESAP > 课堂资源>课本任务 4 > 单击标题为 6.1.3 的作业。ESAP 任务 4:写一篇介绍性文章。

Please make sure you submit your document to the assignment on canvas before the end of the session.
请确保在会议结束前将您的文档提交到 Canvas 上的作业。

Homework.
作业。

You can find all your homework tasks on Canvas. These are designed to help you practise what you have learnt during your session with the teacher. Pay careful attention to announcements from your teacher about the tasks you must complete each day and make a note of deadlines. 
您可以在 Canvas 上找到所有家庭作业。这些旨在帮助您 练习 在与老师的课程中学到的知识。  请仔细注意老师关于您每天必须完成的任务的公告,并记下截止日期。 

Watch a video on the difference between invention and innovation and make notes. Due: 6.1.5
观看有关发明和创新之间差异的视频并做笔记。 到期日期:6.1.5
.

6-week Presessional Student Coursebook: English for Specific Academic Purposes.

6.1.5 ESAP.

Learning outcomes - by the end of the session you will be able to:
学习成果 - 在课程结束时,您将能够:

Understand your ESAP assignments. 

Refine your project topic. 
Refine 你的项目主题。 

Locate and evaluate relevant academic sources using FindIt@Bham. 
使用 FindIt@Bham 获取和评估相关学术资源。 

Task 1: Your ESAP project – the details.
任务 1:您的 ESAP 项目 – 详细信息。

Read through the details of your group ESAP project.
通读您的小组 ESAP 项目的详细信息。

ESAP Project Overview
ESAP 项目概述





Full information on the group project and the assessment can be found on Canvas by clicking on the ESAP Project Overview button in the homepage.
单击主页中的 ESAP 项目概述按钮,可以在 Canvas 上找到有关小组项目和评估的完整信息。

2. Your teacher will now put you into your project group. Discuss the questions below together.
2. 您的老师现在会将您放入您的项目组。一起讨论以下问题。

How do you feel about this project? Does it motivate you? What are some challenges you might face?
你对这个项目有什么感觉?它激励你吗?您可能会面临哪些挑战?

What skills do you need to complete this project? Do you already have those skills? Do you need to develop them further?
您需要什么技能来完成这个项目?你已经具备这些技能了吗?您需要进一步开发它们吗?

Task 2: Understanding the task.
任务 2:了解任务。

Key Point

Before you start, it is important to understand what you need to do to complete an assignment successfully. This will help you focus your research and identify and resolve any issues you might find along the way.
在开始之前,了解成功完成任务需要做什么非常重要。 这将帮助您集中精力进行研究,并识别和解决在此过程中可能发现的任何问题。

Doing a research project involves several steps that you might have to repeat as you fine-tune your search. The diagram below outlines the basic process:
执行研究项目涉及几个步骤,在微调搜索时,您可能必须重复这些步骤。下图概述了基本流程:

Image: Adapted from: RMIT Learning Lab (nd). Assessment Tasks. Available at: https://emedia.rmit.edu.au/learninglab/content/search-process Accessed 14/12/2020.
图片:改编自:RMIT 学习实验室 (nd)。 评估任务。 可在 2020 年 12 月 14 日访问的 https://emedia.rmit.edu.au/learninglab/content/search-process 上获得。

Get together in your project group and look at the ESAP project details in the previous task again. Discuss the following:
聚集在您的项目组中,再次查看上一个任务中的 ESAP 项目详细信息。 讨论以下内容:

What is the ESAP assignment asking you to do? What are the limiting words in the ESAP assignment?
ESAP 作业要求您做什么?ESAP 作业中的限制词是什么?

Which aspects of the topic are required?
需要主题的哪些方面?

What are the first steps to take?
首先要采取的步骤是什么?

 

Top Tip
重要提示

There are three common types of words to look out for when understanding an assignment.
在理解作业时,有三种常见的词类型需要注意。

1. Content words identify concepts or ideas that apply to the topic.
1. 内容词标识适用于该主题的概念或想法。

2. Instructional words tell you how you need to answer. Assignments may require you to:
2. 指导性词语告诉你需要如何回答。作业可能要求您:

Describe or give information about a topic or idea
描述或提供有关主题或想法的信息

Analyse the relationship between topics or ideas
分析主题或想法之间的关系

Explain a process
解释流程

Argue a point of view
争论观点

Compare different ideas
比较不同的想法

3. Limiting words narrow down the topic. They tell you what aspects of the topic should be included and the limits, such as time or location.
3. 限制词缩小了话题范围。它们告诉您应该包含主题的哪些方面以及限制,例如时间或位置。

Task 3: Getting started on the project – mind mapping.
任务 3:项目开始 – 思维导图。

For the next ESAP session, you need to decide on the specific topic you are going to research.
对于下一次 ESAP 会议,您需要决定要研究的具体主题。

What (type of) innovation is your group interested in exploring? What exactly will your project focus be: what is your research question?
您的团队有兴趣探索什么(类型的)创新? 我们的项目重点究竟是什么 我们的研究问题是什么?

Image: Singularityhub.com
图片: Singularityhub.com

To refine your thoughts, mind-mapping techniques can be useful.
为了完善您的想法,思维导图技术可能很有用。

Do you know what mind mapping is?
你知道什么是思维导图吗?

Why can mind mapping be useful?
为什么思维导图有用?

How do you mind map?
你怎么做思维导图?

Now create a collaborative folder for your ESAP project. Follow the instructions on Canvas to do this. Add the name of your ESAP group to your folder. Post the link to your collaborative folder to the discussion board “Link to your ESAP Project collaborative folder” on Canvas.
现在为您的 ESAP 项目创建一个协作文件夹。按照 Canvas 上的说明进行作。将 ESAP 组的名称添加到您的文件夹中。将协作文件夹的链接发布到 Canvas 上的讨论板“链接到您的 ESAP 项目协作文件夹”。

Once you have your collaborative folder ready, create your mind map together. You can create a collaborative document to do this. Add the name of your ESAP project group and the names of all the members of the group to this document.
准备好协作文件夹后,一起创建您的思维导图。您可以创建协作文档来执行此作。将 ESAP 项目组的名称和该组的所有成员的名称添加到此文档中。

To help you narrow your topic down, try to identify common ground or any potential ideas that could work - maybe a certain innovation that one of your group members learned about appeals to the rest as well. Think about the reasons behind choosing the group project topic and start writing them down. You can add boxes, arrows, different colours and arrange your ideas.
为了帮助您缩小主题范围,请尝试找出共同点或任何可能有效的想法 - 也许您的一位小组成员学到的某种创新也吸引了其他人。想想选择小组项目主题的原因并开始写下来。您可以添加方框、箭头、不同的颜色并排列您的想法。

Task
任务
4: Finding sources using FindIt@bham.
4:使用 FindIt@bham 查找源。

To create a quality project, you need to undertake sufficient academic research. A good place to start looking is FindIt@Bham, the university library search engine.
要创建一个高质量的项目,您需要进行足够的学术研究。大学图书馆搜索引擎 FindIt@Bham 是一个不错的起点。

Watch a video about ‘Using FindIt@Bham’ to learn how to find journal articles. Answer the questions below as you listen.
观看有关“使用 FindIt@Bham”的视频,了解如何查找期刊论文。在聆听时回答以下问题。

Why is it important to sign in to FindIt@Bham?
为什么登录 FindIt@Bham 很重要?

When you are searching for articles relating to a particular topic, what kind of search will you perform?
当您搜索与特定主题相关的文章时,您将执行什么样的搜索?

What happens if you click ‘View full text’?
如果您点击“查看全文”会发生什么情况?

What is the benefit of clicking on 'View Article PDF'?
点击“查看文章 PDF”有什么好处?

Follow the tips below and find a source for your project topic.
按照 下面的提示并找到 您的项目主题的来源

Top Tip
重要提示

When doing your own search, you will find a large number of academic journals, so you need to be specific in your search terms.
在自己进行搜索时,您会发现大量的学术期刊,因此您需要在搜索词中保持具体。

You can use Boolean operators (simple words that can be used when searching databases), or combinations of them to make your search as precise as possible:
您可以使用布尔运算符 (搜索数据库时可以使用的简单单词) 或它们的组合,以使您的搜索尽可能精确:

AND e.g., Weber AND capitalism. This will search for all records which contain both these terms.
以及例如,韦伯和资本主义 。这将搜索包含这两个词的所有记录。

OR e.g., speech OR communication. This will search for records containing either of these terms. An OR search will find more hits than an AND search. It is useful if your terms are synonyms or if they refer to similar concepts.
或者例如,speech OR communication。 这将搜索包含这些检索词之一的记录。OR 搜索将比 AND 搜索找到更多的命中 。如果您的术语是同义词或它们引用类似的概念,则此功能非常有用。

PHRASE e.g., group dynamics. This will find only those records where these terms are found together and will not find the words in any other contexts. In most databases, phrases can be indicated by quotation marks around them.
短语 例如,group dynamics”。 这将仅查找这些检索词一起出现的那些记录,而不会在任何其他上下文中查找这些单词。在大多数数据库中,短语可以用 引号括起来表示。

BRACKETS e.g., dyslexia AND (diagnosis OR assessment). Brackets can be used to combine any of the operators above. This will find records containing ‘dyslexia’ as well as either ‘diagnosis’ or ‘assessment’.
括号, 例如,阅读障碍 AND (诊断或评估)。 方括号可用于组合上述任何运算符。这将查找包含 'dyslexia' 以及 'diagnosis' 或 'assessment' 的记录。

TRUNCATION e.g., sociolog*. This will find any records which have words beginning with this root: sociology, sociological, sociologist, etc. Truncation is indicated by an asterisk (*).
截断词,例如 sociolog*。这将找到任何单词以此词根开头的记录:sociology, sociological, sociologist, etc.截断由星号 (*) 表示。

You can also sort the hits by date range, so the latest articles appear first.
您还可以按日期范围对命中进行排序,以便首先显示最新文章。

Adapted from: University of Birmingham Library Service (2020). Finding Journal Articles. Available from: https://libguides.bham.ac.uk/c.php?g=138113&p=4695195 Accessed 10/12/20.
改编自:伯明翰大学图书馆服务(2020 年)。 查找期刊文章。 可从:https://libguides.bham.ac.uk/c.php?g=138113&p=4695195 10 年 12 月 20 日访问。

Once you have the source use the table below to add some initial ideas. Create a collaborative document in your folder. You can copy the table to your document. All group members should be able to find and access this.
获得源代码后,请使用下表添加一些初步想法。在您的文件夹中创建协作文档。您可以将表格复制到您的文档中。所有群组成员都应该能够找到并访问此文件。

Source (reference)
来源 (参考)

Topic
主题

Why is this useful for the project?
为什么这对项目有用?

Key ideas/ vocabulary
关键思想/ 词汇

Task 5: Finding Sources using LibGuides.
任务 5:使用 LibGuides 查找源。

The University library has some databases and information for different subject areas or fields of study.
大学图书馆有一些不同学科领域或研究领域的数据库和信息。

Go to Canvas and open the LibGuides link to start exploring. What can you find for your own field of study?
转到 Canvas 并打开 LibGuides 链接以开始探索。你能为自己的研究领域找到什么?

Try to find these resources (not all will be available for each field of study):
尝试查找这些资源(并非所有资源都可用于每个研究领域):

databases.
数据库。

sources of data and statistics.
数据和统计数据的来源。

links to institutions e.g., Royal Society of Statisticians.
链接到机构,例如,皇家统计学家协会。

study guides.
学习指南。

other key sources.
其他关键来源。

Have you found any useful subject-specific sources for your project? Which? Why are they useful? Add the links to the sources to your collaborative folder.
您是否为您的项目找到了任何有用的特定主题资源?哪?为什么它们有用?将源的链接添加到您的协作文件夹中。

Homework.
作业。

Develop your ESAP Project mind map together. Due: 6.2.3.  
一起开发您的 ESAP 项目思维导图 到期时间:6.2.3。  

Your improved mind map should contain:
您改进后的思维导图应包含:

Sources you have read/ will read for your project.
您已经阅读/将要为您的项目读取的源。

Background information, key terminology, possible definitions and main ideas around your topic.
围绕您的主题的背景信息、关键术语、可能的定义和主要想法

A draft title.
草稿标题。

6.2.3 ESAP.

Learning outcomes - by the end of the session you will be able to:
学习成果 - 在课程结束时,您将能够:

Apply referencing conventions.
引用约定的 pply

Finalise your topic and continue researching.
F 确定你的主题并继续研究。

Understand the requirements of Portfolio Task 1.
了解 Portfolio Task 1 的要求。

Identify different genres of academic writing.
识别不同类型的学术写作。

Task 1: Finding and
任务 1:查找和
recording
录音
information from your sources.
来自您的来源的信息。

Image: RepricerExpress
图片:RepricerExpress

Top Tip
重要提示

You have started to look for sources using FindIt@Bham and Boolean operators to make your search as precise as possible and to develop your project. Keep a record of the sources you find and make notes on the information you will use. Add the sources and the notes to your ESAP collaborative folder. This will help all group members keep track of which sources and what information you are using.
您已经开始使用 FindIt@Bham 和 Boolean 运算符查找源,以使您的搜索尽可能精确并开发您的项目。记录您找到的来源,并记下您将使用的信息。源和注释添加到您的 ESAP 协作文件夹中 这将帮助所有群组成员跟踪您正在使用的来源和信息。

In your project group, open the collaborative folder you have created and look at your improved mind map. Make a rough list of the sources you have found. This list will increase the more you read and research your topic.
在您的项目组中,打开您创建的协作文件夹并查看改进后的思维导图。略列出您找到的来源。您阅读和研究主题的内容越多,此列表就会增加。

What basic information goes into a reference?
参考文献中包含哪些基本信息?

Read the information in the key Point box below.
阅读下面 key Point 框中的信息。

Key point

The University of Birmingham is structured into five colleges, Arts and Law, Engineering and Physical Sciences, Life and Environmental Sciences, Medical and Dental Sciences and Social Sciences and the citation style you need to use depends on your academic discipline. In your future studies, you might be using, for instance, MLA or Vancouver for referencing. Look at what referencing style different disciplines use:
伯明翰大学分为五个学院, 艺术与法律 工程与物理科学 生命与环境科学、 医学与牙科科学和社会科学 您需要使用的引文格式取决于您的学科。在你未来的学习中,你可能会使用 MLA 或 Vancouver 等作为参考。看看不同学科使用的引用样式:

APA (American Psychological Association) is used by Education, Psychology, and Sciences.
APA(美国心理学会)被教育、心理学和科学使用。

Vancouver style is used for Biomedical, health and some Science Subjects.
温哥华风格用于生物医学、健康和一些科学科目。

MLA (Modern Language Association) style is used by the Humanities.
人文学科使用 MLA(现代语言协会)风格。

Chicago/Turabian style is generally used by Business, History, and the Fine Arts.
芝加哥/图拉比安风格通常用于商业、历史和美术。

OSCOLA is used by Law.
法律使用 OSCOLA

The university library has details of each of these to help you. See Canvas.
大学图书馆有这些的详细信息来帮助您。请参阅 Canvas。

Image: BibGuru
图片来源: BibGuru

If you are not sure which referencing style to use when you move to your future degree programme, it is always advisable to consult your tutor or course handbook. However, for this presessional you will be using Harvard.
如果你不确定在进入未来的学位课程时应该使用哪种参考文献格式,那么最好查阅你的导师或课程手册。但是,对于这个学前课程,您将使用 Harvard。

Go to Canvas and access the library pages to find out about the Harvard referencing format.
转到 Canvas 并访问库页面,以了解有关 Harvard 参考格式的信息。

Now add the full reference in Harvard of the sources you listed in Task 1 above and the information and ideas you will be using for your project. Try to be specific when doing this, for example: "On page 3, this article has a good definition of...". You can use the table below to help you.
现在 dd 您在上面的任务 1 中列出的来源的完整参考资料以及您将用于您的项目的信息和想法 。执行此作时尽量具体,例如 :“ 在第 3 页上,这篇文章有一个很好的定义......”。 您可以使用下表来帮助您。

You can copy and paste this table and save all this information in the same collaborative document you have created for your ESAP project earlier. All group members should be able to find and access this information. Save this work in your collaborative folder.
您可以复制和粘贴此表,并将所有这些信息保存在您之前为 ESAP 项目创建的同一协作文档中。所有群组成员都应该能够找到并访问这些信息。将此工作保存在您的协作文件夹中。

Source (reference)
来源 (参考)

Topic
主题

Why is this useful for the project?
为什么这对项目有用?

Useful sections / pages
有用的部分/页面

Key
钥匙

ideas
想法

Key vocabulary
关键词汇

Sources that mention similar ideas /agree on a topic
提及类似想法/就某个主题达成一致的来源

Sources that mention different ideas /disagree on a topic
提及不同想法/对某个主题持不同意见的来源

Top Tip
重要提示

To look for more specific information and sources, you need to develop a clear search strategy. Follow the steps below and decide which members of the team will do what.
要查找更具体的信息和来源,您需要制定明确的搜索策略。请按照以下步骤作,并决定团队的哪些成员将执行哪些作。

Identify the keywords that describe the main ideas in your topic or research question.
确定描述主题或研究问题中主要思想的关键字。

Expand the list of keywords by finding alternative words (synonyms, abbreviations, acronyms or subject specific words). Use online dictionaries such as Oxford or Collins to help you.
通过查找替代词(同义词、缩写、首字母缩略词或特定主题的词)来扩展关键词列表。使用 Oxford 或 Collins 等在线词典来帮助您。

Find sources using the University of Birmingham library, resource lists, department website, Google Scholar etc.
使用伯明翰大学图书馆、资源列表、系网站、Google Scholar 等查找资源。

Read and gather enough information to provide an in-depth response to your research question. Go back to your research question to help you focus on the information you need.
阅读并收集足够的信息,以对您的研究问题提供深入的回答。返回您的研究问题,以帮助您专注于所需的信息。

Communicate with your group members to share sources, ask questions, give advice and help each other find information.
与您的群组成员交流以共享来源、提出问题、提供建议并帮助彼此查找信息。

Source: RMIT Learning Lab (nd).Researching your assignment. Available at: https://emedia.rmit.edu.au/learninglab/content/researching-your-assignment Accessed 11/01/2021
来源:RMIT 学习实验室 (nd)。 研究你的作业。 可在 https://emedia.rmit.edu.au/learninglab/content/researching-your-assignment 访问 11/01/2021
.

Task 2: Your research question.
任务 2:您的研究问题。

In your project group, using the information collected from the sources and your improved mind map, revise, polish and add details to write your final project title or research question. Check the information in the Key Point box below to help you. Once you have made your decision, add your final project title to a collaborative document and save this in your project folder.
在您的项目组中,使用从来源收集的信息和改进的思维导图,修改、润色和添加细节以编写最终的项目标题或研究问题。检查下面 Key Point 框中的信息以帮助您。 做出决定后,将最终项目标题添加到协作文档中,并将其保存在项目文件夹中。

Key Point

Your research question will give the group a clearer direction and help with finding key information to answer it. Look back at the steps involved in a research project:
您的研究问题将为小组提供更清晰的方向,并有助于找到关键信息来回答它。回顾一下研究项目中涉及的步骤:

Image: RMIT
图片来源: RMIT

As explained in earlier sessions, the subject needs to be linked to your future field of study and the research needs to be analytical, not descriptive.
正如在前面的会议中所解释的,该主题需要与您未来的研究领域相关联,并且研究需要是分析性的,而不是描述性的。

Examples of a good project title/question:
一个好的项目标题/问题的例子:

What led to the innovation of X, and how successful was it in solving problem Y?
是什么导致了 X 的创新,它在解决问题 Y 方面有多成功?

Compare innovations X and Y in terms of their effectiveness to solve problem Z.
根据创新 X 和 Y 解决问题 Z 的有效性来比较创新 X。

Examples of a poor project title/question:
糟糕的项目标题/问题示例:

Describe innovation X and how it works.
描述创新 X 及其运作方式。

What are X, Y and Z?
什么是 X、Y 和 Z?

Now get ready to explain the work you have done on your project to another group. Each member needs to speak, take turns. You will have five minutes to talk about the following:
现在准备好向另一个组解释您在项目中所做的工作 每个成员都需要发言,轮流发言。 您将有 5 分钟的时间讨论 以下内容:

What topic you have chosen and reasons why you chose it.
你选择了什么主题 n 和 reasons 你为什么选择它。

Your research question and how you decided on your research question.
你的研究问题和你决定了你的研究问题。

Main ideas around your topic and key terminology.
围绕您的主题关键术语的主要思想

Sources you have read/ will read for your project and why they might be useful.
您已经阅读/将要为您的项目阅读的来源以及它们可能有用的原因。

Task 3: Understanding what you need to do for Portfolio Task 1.
任务 3:了解您需要为投资组合 T 做什么 问题 1.

For Portfolio Task 1, you have to present information about one source you have chosen for your project. Here is an example of a suitable Topic, Research Question, Full reference, and web link that a team has chosen.
对于 Portfolio Task 1,您必须提供有关您为项目选择的一个源的信息。以下是团队选择的合适主题、研究问题、完整参考和 Web 链接的示例。

Topic: The Role of Social Media in Activism: Mobilization or Slacktivism?
主题 :社交媒体在激进主义中的作用:动员还是懒散?

Research Question: To what extent does social media facilitate meaningful political engagement among young adults, and how do digital platforms influence offline activism?
研究问题: 社交媒体在多大程度上促进了年轻人有意义的政治参与,数字平台如何影响线下激进主义?

Full reference: Simmons, L. (2022). The Impact of Social Media on Political Engagement: From Digital Expression to Offline Action. Journal of Digital Communication, 15(3), 45-68.
完整参考 :Simmons, L. (2022)。社交媒体对政治参与的影响:从数字表达到线下行动。 数字通信杂志 ,15(3),45-68。

Link: https://www.jdcjournal.org/articles/simmons2022
链接 https://www.jdcjournal.org/articles/simmons2022

Which subject do you think this team plan to study after their Presessional course?
您认为这个团队在学前课程结束后打算学习哪个科目?

You also have to answer questions relating to the source your group has chosen for your project. There are four categories and in each category are a number of questions that you have to answer.
您还必须回答与您的小组为您的项目选择的来源相关的问题。有四个类别,每个类别中都有许多您必须回答的问题。

Look at the categories. The first category already has the questions that you will need to answer. Working with your partner, write down one or two questions related to the other three categories that you might need to answer for the assignment.
看看类别。第一类已经包含您需要回答的问题。与您的伙伴合作,写下一两个与您可能需要为作业回答的其他三个类别相关的问题。

Selection and reliability
选择和可靠性

What steps did your team follow to select this journal article?
您的团队遵循哪些步骤 来选择这篇期刊文章?

Why did your team decide this is a reliable source?
为什么您的团队认为这是一个可靠的来源?

Content of the source
源内容

Usefulness for the project
对项目的有用性

Difficulties and coping strategies
困难和应对策略

We are now going to look at one group’s submission for Portfolio Task 1.
现在,我们将查看一个组为 Portfolio Task 1 提交的 Package。

First read the text and add the correct words into the gaps below.
首先阅读文本并将正确的单词添加到下面的空白处。

analysis
分析

argument
论点

breaking
打破

cited

findings
发现

presents
礼物

relevant
相关

trustworthy
值得 信赖

The categories are not in the correct order. Add the correct category number and the title of the category in the second column.
类别的顺序不正确。在第二列中添加正确的类别编号和类别的标题。

Category (1-4)
类别 (1-4)

One challenge we faced while reading the article was understanding the statistical ___________. The study uses complex methods, like logistic regression, that some team members were unfamiliar with. To deal with this, we assigned members with stronger math skills to explain these parts in simpler terms. We also looked up online tutorials and research guides to understand the methods better. Another difficulty was the technical language used in some sections, especially the discussion of political theories. To make it easier, we summarized key ideas in our own words and compared them with explanations from other sources. Discussing the article as a team also helped us understand it better. By ___________ the article into sections and using extra resources, we made sure everyone could follow the main points and apply them to our project.
我们在阅读这篇文章时面临的一个挑战是理解统计___________。该研究使用了一些团队成员不熟悉的复杂方法,例如 logistic 回归。为了解决这个问题,我们分配了数学技能更强的成员用更简单的术语解释这些部分。我们还查阅了在线教程和研究指南,以更好地了解这些方法。另一个困难是某些部分使用的技术语言,尤其是对政治理论的讨论。为了方便起见,我们用自己的话总结了关键思想,并将它们与其他来源的解释进行了比较。作为一个团队讨论这篇文章也有助于我们更好地理解它。通过将文章___________多个部分并使用额外的资源,我们确保每个人都能遵循要点并将它们应用到我们的项目中。

Our team chose the article "The Impact of Social Media on Political Engagement" by Dr. Laura Simmons, published in the Journal of Digital Communication (2022). To find a good source, we searched academic databases like Google Scholar and JSTOR using keywords such as "social media," "political participation," and "digital activism." We selected this article because it is from a well-known academic journal and written by an expert in digital media studies. The article has been ___________ by other researchers, which shows that it is respected in the field. It also includes clear data and research methods, making it a reliable source. Since our project focuses on how social media influences political activism, this article is highly relevant. We are confident that this source provides ___________ information that will help us support our research.
我们的团队选择了 Laura Simmons 博士发表在《数字通信杂志》(2022 年)上的文章“社交媒体对政治参与的影响”。为了找到一个好的来源,我们使用 “社交媒体”、“政治参与 ”和 “数字行动主义” 等关键词搜索了 Google Scholar 和 JSTOR 等学术数据库。我们之所以选择这篇文章,是因为它来自知名学术期刊,由数字媒体研究专家撰写。该文章已被其他研究人员___________,这表明它在该领域受到尊重。它还包括明确的数据和研究方法,使其成为可靠的来源。由于我们的项目侧重于社交媒体如何影响政治激进主义,因此本文具有高度相关性。我们相信该来源提供了___________信息,这将有助于我们支持我们的研究。

This article is highly ___________ to our project because it directly connects to our research question about social media and political activism. We will use Simmons’ study to show that digital activism is more than just online expression—it can lead to real political action. The data in the article, especially about young people’s engagement with political content, will help support our ___________. Also, the discussion about social media algorithms and their impact on political conversations will help us explore how online platforms shape public opinion. The case study on the 2020 U.S. election is particularly helpful because it gives real examples of how social media influenced voter participation. This source will be an important part of our research, providing both evidence and key ideas that we can use in our analysis.
这篇文章对我们的项目高度___________,因为它与我们关于社交媒体和政治激进主义的研究问题直接相关。我们将使用 Simmons 的研究来证明数字行动主义不仅仅是在线表达——它可以导致真正的政治行动。文章中的数据,尤其是关于年轻人参与政治内容的数据,将有助于支持我们的___________。此外,关于社交媒体算法及其对政治对话影响的讨论将有助于我们探索在线平台如何塑造公众舆论。关于 2020 年美国大选的案例研究特别有用,因为它提供了社交媒体如何影响选民参与的真实例子。该来源将成为我们研究的重要组成部分,提供我们可以在分析中使用的证据和关键思想。

The article argues that social media helps people, especially young adults, become more politically active. Some researchers believe that online activism is not meaningful, calling it "slacktivism," but Simmons (2022) challenges this idea. She ___________ evidence that social media not only spreads awareness but also encourages real-life political participation. The study looks at Twitter and Instagram activity during the 2020 U.S. elections and finds that people who engaged with political content online were more likely to vote. The article also discusses how social media algorithms affect political discussions by showing users content based on their interests. Simmons’ research adds to the debate about whether social media has a real impact on politics by providing strong evidence that it does. Her ___________ are useful for understanding how digital platforms shape modern political behaviour.
文章认为,社交媒体有助于人们,尤其是年轻人,变得更加活跃于政治。一些研究人员认为在线激进主义没有意义,称其为“懒散主义”,但 Simmons (2022) 挑战了这一想法。她___________证据表明,社交媒体不仅可以传播意识,还可以鼓励现实生活中的政治参与。该研究着眼于 2020 年美国大选期间的 Twitter 和 Instagram 活动,发现在线参与政治内容的人更有可能投票。本文还讨论了社交媒体算法如何通过向用户展示基于他们兴趣的内容来影响政治讨论。西蒙斯的研究提供了强有力的证据,证明社交媒体是否对政治有真正的影响,从而增加了关于社交媒体是否对政治产生真正影响的辩论。她的___________有助于理解数字平台如何塑造现代政治行为。

5. What is also missing from this text?
5. 这节经文还缺少什么?

Task
任务
4: Genres of academic writing
学术写作的体裁

Key Point

At university level, students are required to write many different types of texts. Depending on your subject choice, you could be writing essays, lab reports, case studies, research proposals etc. These types of texts are usually referred to as different academic genres. Once you know the purpose for writing, you can identify the appropriate writing genre.
在大学阶段,学生需要写许多不同类型的文本。根据您的主题选择,您可以撰写论文、实验室报告、案例研究 、研究提案等。这些类型的文本通常被称为不同的学术体裁。一旦你知道写作的目的,你就可以确定合适的写作类型。

Below is a table with some of the different academic genres. Match the genre with the description using the words in the box below.
下表列出了一些不同的学术类型。使用下面框中的单词将流派与描述相匹配。

Design specification Literature review Methodology recounts Essays
设计规范 文献综述 方法论叙述 论文

Problem questions Exercises Proposals Case studies
问题题 练习 提案 案例研究

Primary Purpose
主要目的

Genre
类型

Description
描述

Demonstrating knowledge and understanding
展示知识和理解

Explanations
解释



Demonstrate or develop an understanding of the object of study, and the ability to describe and/or account for its significance.
展示或发展对研究对象的理解,以及描述和/或解释其重要性的能力。

Give you practice in key skills (e.g., the ability to interrogate a database, perform complex calculations or explain technical terms or procedures) and consolidate knowledge of key concepts.
让您练习关键技能(例如,查询数据库、执行复杂计算或解释技术术语或程序的能力)并巩固关键概念的知识。

Developing powers of independent reasoning
发展独立推理的能力



Demonstrate or develop your ability to construct a coherent argument and your use of critical thinking.
展示或发展您构建连贯论点的能力和 批判性思维的使用。

Building research skills
培养研究技能

Demonstrate and/or develop your familiarity with the literature relevant to your area of study.
展示和/或发展您对与研究领域相关的文献的熟悉程度。

Demonstrate your familiarity with particular disciplinary procedures, methods and conventions for recording experimental findings.
证明您熟悉记录实验结果的特定纪律程序、方法和惯例。

Preparing for professional practice
为专业实践做准备

Demonstrate or develop your understanding of professional practice through the analysis of a single case.
通过对单个案例的分析来展示或发展您对专业实践的理解。

Design specifications
设计规范

Demonstrate or develop your ability to design a product or procedure that could be manufactured or implemented.
展示或发展您设计可制造或实施的产品或程序的能力。

Problem questions
问题

Provide practice in applying specific methods in response to professional problems.
提供应用特定方法应对专业问题的练习。

Demonstrate or develop your ability to make a case for future action.
展示或发展您为未来行动提供理由的能力。

Source: Nesi, H., & Gardner, S. (2012). Genres across the Disciplines: Student Writing in Higher Education. Cambridge University Press. http://www.cambridge.org/gb/cambridgeenglish/catalog/teacher-training-development-and-research/genres-across-disciplines/genres-across-disciplines-student-writing-higher-education?isbn=9780521149594&format=PB
来源:Nesi, H., & Gardner, S. (2012)。 跨学科体裁:高等教育中的学生写作 。剑桥大学出版社。 http://www.cambridge.org/gb/cambridgeenglish/catalog/teacher-training-development-and-research/genres-across-disciplines/genres-across-disciplines-student-writing-higher-education?isbn=9780521149594&format=PB

Go to Canvas to open five different texts.
前往 画布 打开五个不同的文本。

What similarities/differences do you notice in the layout and format?
您注意到布局和格式有哪些相似之处/不同之处?

Now skim read the texts and add the information in the table below.
现在略读文本并在下表中添加信息。

Text 1
文本 1

Text 2
文本 2

Text 3
文本 3

Text 4
文本 4

Text 5
文本 5

Text type
文本类型

Lab report
实验室报告

Dissertation
论文

Discipline
学科

Education
教育

Industrial engineering
工业工程

Purpose
目的

Demonstrate or develop your ability to make a case for future action.
展示或发展您为未来行动提供理由的能力。

Demonstrate and/or develop your familiarity with the literature relevant to your area of study, construct a coherent argument and make use of critical thinking.
展示和/或发展你对与你的研究领域相关的文献的熟悉程度,构建一个连贯的论点并利用批判性思维。

Demonstrate or develop an understanding of professional practice through the analysis of a single case.
通过对单个案例的分析来展示或发展对专业实践的理解。

Source: Nesi, H., & Gardner, S. (2012). Genres across the Disciplines: Student Writing in Higher Education. Cambridge University Press. http://www.cambridge.org/gb/cambridgeenglish/catalog/teacher-training-development-and-research/genres-across-disciplines/genres-across-disciplines-student-writing-higher-education?isbn=9780521149594&format=PB
来源:Nesi, H., & Gardner, S. (2012)。 跨学科体裁:高等教育中的学生写作 。剑桥大学出版社。 http://www.cambridge.org/gb/cambridgeenglish/catalog/teacher-training-development-and-research/genres-across-disciplines/genres-across-disciplines-student-writing-higher-education?isbn=9780521149594&format=PB

Extension: Find out more about text types in your field. Visit the UEfAP website through Canvas and look at the information on academic genres.
扩展: 了解有关域中文本类型的更多信息。通过 Canvas 访问 UEfAP 网站,并查看有关学术类型的信息。

Top Tip
重要提示

Subject-specific vocabulary
特定学科的词汇

As you read sources relevant to your chosen topic, you will come across subject-specific vocabulary. It is important to keep a record of this language. Note down any useful subject-specific words and create a group Glossary on your Canvas project section. You can use this in your project presentation.
当您阅读与所选主题相关的资源时,您会遇到特定于主题的词汇。记录这种语言很重要。记下任何有用的特定主题单词,并在 Canvas 项目部分创建一个组 Glossary。您可以在项目演示中使用它。

Homework
作业

Create a project timeline, set tasks, assign responsibilities and find more sources. Organise this information in a clear way in your collaborative folder. Due: 6.2.5.
创建项目时间表、设置任务、分配职责并查找更多来源。在您的协作文件夹中以清晰的方式组织此信息 到期时间:6.2.5。

Portfolio Task 1. Due: 6.3.3.
投资组合任务 1. 到期日期:6.3.3.

6.2.5 ESAP.

Learning outcomes - by the end of the session you will be able to:
学习成果 - 在课程结束时,您将能够:

Adhere to the norms of academic integrity.
遵守学术诚信规范。

Recognise reporting structures in different disciplines.
R 识别不同学科的报告结构。

Build your subject-specific vocabulary.
B 确定您的特定学科词汇。

Task 1: Academic integrity.
任务 1:学术诚信。

Key Point

As a member of the academic community, you need to follow the rules of academic culture in every piece of work you submit. One of these rules is that your work must show academic integrity. This means being honest about where you have found the information for assignments.
作为学术界的一员,您需要在提交的每篇作品中都遵循学术文化的规则。其中一条规则是你的作品必须表现出学术诚信。这意味着诚实地说明您在哪里找到了作业信息。

Generative AI can be a valuable tool for brainstorming, understanding concepts and exploring ideas, but it should never replace your own critical thinking and analysis.
生成式 AI 可以成为集思广益、理解概念和探索想法的宝贵工具,但它绝不应取代您自己的批判性思维和分析。

These tools should not be used to translate, write your assignment and/or to clarify and develop your arguments.
这些工具不应用于翻译、撰写作业和/或澄清和发展您的论点。

The University’s Framework on Generative AI within Teaching, Learning and Assessment stipulates that you cannot use the output of Generative AI (i.e., the content it creates) in any assessment, unless explicitly authorised. In essence, AI should never substitute for your work.
大学的教学、学习和评估中的生成式 AI 框架规定,除非明确授权,否则您不能在任何评估中使用生成式 AI 的输出(即它创建的内容)。从本质上讲,AI 永远不应该取代 您的工作。

Image: University of Birmingham
图片来源: University of Birmingham

When using information from sources, you need to indicate which ideas are your own and which you used from other authors.
使用来自来源的信息时,您需要指出哪些想法是您自己的,哪些是您使用了其他作者的想法。

All publications are the intellectual property of the authors, therefore, using other people’s published or unpublished material or ideas, without acknowledging the original source is a breach of intellectual property. This is known as plagiarism.
所有出版物均为作者的知识产权,因此,使用他人已发表或未发表的材料或想法,而不注明原始来源是对知识产权的侵犯。这被称为抄袭

Adapted from: University of Birmingham (no date) Student guidance on using Generative Artificial Intelligence tools ethically for study. Academic Skills Centre. Available at: https://intranet.birmingham.ac.uk/as/libraryservices/asc/student-guidancegai.aspx#:~:text=The%20University's%20Framework%20on%20Generative,any%20assessment%2C%20unless%20explicitly%20authorised. [accessed: 24/11/2023]
改编自:伯明翰大学(无日期) 学生关于以合乎道德的方式使用生成式人工智能工具进行学习的指南。 学术技能中心。网址:https://intranet.birmingham.ac.uk/as/libraryservices/asc/student-guidancegai.aspx#:~:text=The%20University's%20Framework%20on%20Generative,any%20assessment%2C%20unless%20explicitly%20authorised。[访问时间:2023 年 11 月 24 日]

Have you ever heard the term in bold before?
您以前听说过粗体字这个词吗?

What do you think are the most common forms of plagiarism? List at least three.
您认为最常见的抄袭形式是什么?至少列出三个。

Why do you think people plagiarise?
你认为人们为什么抄袭?

What are the consequences of plagiarising?
抄袭的后果是什么?

How can you acknowledge sources in your work and avoid plagiarism?
您如何在作品中注明来源并避免抄袭?

When do you not have to acknowledge information?
您何时不必承认信息

Task 2: Use of sources (
任务 2:使用源 (
paraphrasing
意译
, synthesising and
synthesis 和
summarising).
总结)。

Key Point
关键

Your academic work is composed of your ideas, other people’s ideas, your words, other people’s words, your choice of information/evidence, facts found by other people, your opinions and other people’s opinions.
你的学术工作由你的想法、别人的想法、你的话、别人的话、你对信息/证据的选择、别人发现的事实、你的观点和别人的意见组成。

Image: BIA 2019
图片来源: BIA 2019

There are three main ways or techniques to integrate and cite sources in your work: Paraphrasing, summarising and synthesising. Acknowledging where the information comes from and integrating source information in your work are essential skills for any student to succeed at university. By learning and practicing you will be able to integrate source material better in your future assignments.
在你的作品中整合和引用来源有三种主要方法或技巧:释义、总结和综合。承认信息的来源并将源信息整合到你的工作中是任何学生在大学取得成功的基本技能。通过学习和练习,您将能够在未来的作业中更好地整合源材料。

Your ESAP project collaborative folder is now taking shape. You have been working on your project content, finding and reading more sources and improving your mind map. Your mind map should now contain the following:
您的 ESAP 项目协作文件夹现已成型。您一直在处理您的项目内容,寻找和阅读更多资源并改进您的思维导图。您的思维导图现在应该包含以下内容:

Your chosen topic.
您选择的主题

Your research question.
您的研究问题

Background information, main ideas, key terminology, definitions, examples, data...
背景信息、主要思想、关键术语、定义、示例、数据......

Sources you have read / will read for your project and why they might be useful.
您已经阅读 /将要为您的项目阅读的来源以及它们可能有用的原因。

Look at how you have integrated sources in your mind map. Have you clearly stated where the ideas in your mind map come from? Have you used your own words to explain the information?
看看你是如何在思维导图中整合资源的。你有没有清楚地说明你的思维导图中的想法来自哪里?您是否用自己的话来解释这些信息?

Work together to improve the way you have integrated the sources by reading and following the instructions to paraphrase, synthesise and summarise in the Top Tip box below. You can also go to Canvas to open the icite website to help you do this.
通过阅读并按照下面的 Top Tip 框中的说明进行释义、综合和总结,共同努力改进您整合来源的方式 。您也可以转到 Canvas 打开 icite 网站来帮助您执行此作。

Top Tip
重要提示

Have you read one source? Paraphrase!
你读过一个来源吗?意译!

Read the relevant sentence(s) making sure you understand the main idea. Reread it until you fully understand what the author is trying to say.
阅读相关句子 ,确保您理解主要思想。重读它,直到你完全理解作者想说什么。

Write down page numbers and make notes using the techniques you find most useful. You can use abbreviations, symbols and icons to help you show relationships, cause and effect etc.
写下页码并使用您认为最有用的技术做笔记。您可以使用缩写、符号和图标来帮助您显示关系、因果关系等。

Put the original text away (to avoid copying the text word for word).
将原始文本收起来(以避免逐字复制文本)。

Use your notes and your understanding to paraphrase the information and create a new sentence. Add the citation of the source.
使用您的笔记和理解来解释信息并创建一个新句子。添加来源的引用。

When finished, check your version with the original source and ensure you have not changed the meaning.
完成后,使用原始源代码检查您的版本,并确保没有更改含义。

Example:
例:

Original text:
原文

“The time it takes to make significant new discoveries in science has grown, along with the number of people needed to collaborate on break-through science projects. One result is that the average age of Nobel Prize winners has increased steadily.” (Jones, 2009 in Mulgan & Bravo-Biosca, 2019)
“在科学领域取得重大新发现所需的时间已经增加,合作开展突破性科学项目所需的人数也在增加。一个结果是,诺贝尔奖获得者的平均年龄稳步增加。 (Jones,2009 年在 Mulgan 和 Bravo-Biosca,2019 年)

Student notes:
学生笔记

Now+time to discover new things in sci. and+people needed
现在+是时候发现科学新事物了。+需要的人

Student paraphrase:
学生释义:

Nobel prize winners are getting older (Jones, 2009 in Mulgan & Bravo-Biosca, 2019).
诺贝尔奖获得者正在逐渐变老(Jones,2009 年在 Mulgan 和 Bravo-Biosca,2019 年)。

Have you read more than one source? Synthesise!
你读过不止一个来源吗?合成!

Make brief notes using key points/ key words.
使用关键点/关键词做简短的笔记。

You can create a table to organise your notes and identify (a) Common ideas in different sources, (b) Contrasting ideas, (c) Citations next to every single idea you have taken from them, (d) Your opinion on the information.
您可以创建一个表格来组织您的笔记并确定 (a) 不同来源中的想法,(b) 对比的想法,(c) 您从他们那里获得的每个想法旁边的引文,(d) 您对信息的看法。

Group authors based on the ideas they share citing them together in your work.
Group 作者根据他们分享的想法,在您的作品中一起引用它们。

Example:
例:

Supporting the contention that English is the dominant world language, Watson (2019) and Lui (2018) point out its importance as the medium of international communication in business, technology and other global forums.
Watson (2019) 和 Lui (2018) 支持英语是世界主导语言的论点,指出英语作为商业、技术和其他全球论坛中的国际交流媒介的重要性。

Have you read a long section in a source? Summarise!
你读过一个来源中的很长一段吗?总结!

When summarising a paragraph: Look at the topic sentence first to give you quick outline of the main idea(s). Underline these ideas and see how they are developed in the paragraph. Underline examples and details if needed.
总结一个段落时:先看主题句,快速概述主要思想。为这些想法加下划线,看看它们在段落中是如何发展的。如果需要,请为示例和详细信息添加下划线。

When summarising a chapter or article: Look at the introduction and conclusion to provide you with an overview of the content.
总结章节或文章时:查看引言和结论,为您提供内容的概述。

Make notes in bullet points using keywords; it’s easier to express the ideas in your own words this way.
使用关键字在项目符号点中做笔记 ;这样更容易用自己的话表达想法。

Write the summary directly from your notes without re-reading the passage.
直接从你的笔记中写下摘要,无需重新阅读文章。

Look back to the original to ensure your summary reflects the writer's ideas.
回顾原文以确保您的摘要反映了作者的想法。

Source: RMIT Learning Lab (2017) Referencing [online] Accessed: https://emedia.rmit.edu.au/learninglab/content/referencing
来源:RMIT 学习实验室 (2017) 参考 [在线] 访问时间:https://emedia.rmit.edu.au/learninglab/content/referencing

Source: University of Birmingham (2015) A short guide to good academic practice [online] Accessed: https://intranet.birmingham.ac.uk/as/libraryservices/library/asc/resources/a-short-guide-to-good-academic-practice.aspx#:~:text=Using%20sources%20effectively&text=Rather%20than%20just%20sticking%20in,to%20further%20your%20own%20arguments
来源:伯明翰大学 (2015) 良好学术实践简明指南 [在线] 访问:https://intranet.birmingham.ac.uk/as/libraryservices/library/asc/resources/a-short-guide-to-good-academic-practice.aspx#:~:text=Using%20sources%20effectively&text=Rather%20than%20just%20sticking%20in,to%20further%20your%20own%20arguments
.

Task 3: Reporting verbs and stance.
任务 3:报告动词和立场。

Key Point

In academic writing, you will often need to refer to the research of others and might be required to comment on someone’s work, agree / disagree with someone else’s study and/or evaluate other people's ideas. A reporting verb is a word which is used to talk about or report on others’ work.
在学术写作中,你经常需要参考他人的研究 ,并且可能需要评论某人的工作,同意 / 不同意别人的研究和/或评估其他人的想法。报告动词是用来谈论或报告其他 s 工作的词。

For example:
例如

DeMarcus (2011, p. 45) claims public perceptions of self-driving vehicle technology must be understood to ...
DeMarcus(2011 年,第 45 页) 声称必须理解公众对自动驾驶汽车技术的看法......

Bowern and Kenneth (2005, p. 231) suggest that a more effective approach to promote sustainability in the fast fashion industry is …
Bowern 和 Kenneth (2005, p. 231) 建议 ,促进快时尚行业可持续发展的更有效方法是......

The use of reporting verbs varies across disciplines as shown in the table below:
报告动词的使用因学科而异,如下表所示

Hyland (2008)
海兰德 (2008)

Sources: Hyland, K. (2008) Genre and academic writing in the disciplines, Language Teaching (2008), 41:4, 543–562 doi:10.1017/S0261444808005235
来源 s Hyland, K. (2008) 学科中的体裁和学术写作,语言教学 (2008),41:4,543–562 doi:10.1017/S0261444808005235

University of Adelaide (2014) Writing Centre Learning Guide - Reporting verbs [online] Available at: https://www.adelaide.edu.au/writingcentre/sites/default/files/docs/learningguide-verbsforreporting.pdf (Accessed 20/01/2023)
阿德莱德大学 (2014) 写作中心学习指南 - 报告动词 [在线] 可在:https://www.adelaide.edu.au/writingcentre/sites/default/files/docs/learningguide-verbsforreporting.pdf(2023 年 1 月 20 日访问)

Reporting structures are used in all disciplines, but in scientific texts you often find a simple reference at the end of the paraphrased sentence, as in the examples below. Why do you think this is?
所有学科都使用报告结构,但在科学文本中,您通常会在释义句子的末尾找到一个简单的参考,如下例所示。你认为这是为什么?

Self-driving cars are according to Stilgoe [1] “never self-driven but are driven by the social process such as the goal selection, machine making, governance use and their encounters with the world around them and autonomous is the connectivity that makes possible the driving operations to be done” Cheng [2] in his article projects self-driving cars as the ultimate aim of the intelligent vehicle development.
根据 Stilgoe [1] 的说法,自动驾驶汽车“ 从来都不是自动驾驶的,而是由社会过程驱动的,例如目标选择、机器制造、治理使用以及它们与周围世界的相遇,而自动驾驶是使驾驶作成为可能的连接性”Cheng [2] 在他的文章中将自动驾驶汽车预测为智能汽车发展的最终目标。

The latest one of these innovative devices from Fuji Electric is a unique key device the RB-IGBT (reverse blocking IGBT) (Odaka et.al. (2003).
富士电机的最新创新器件是一种独特的关键器件 RB-IGBT(反向阻断 IGBT)(Odaka et.al。(2003 年)

Read the paragraph below, which was extracted from a student’s essay on ‘Past, present and future of innovation”.
阅读下面的段落,该段落摘自一位学生关于“创新的过去、现在和未来”的文章。

Underline the reporting verbs or phrases the student has used.
学生使用的报告动词或短语 添加下划线

Numerous articles have been written about the ways in which innovation is accelerating, although maybe surprisingly, it has recently been suggested that innovation itself seems to be slowing down. Jones (2009), for example, states that it takes longer and a bigger team for breakthrough discoveries to be made, which results in Nobel prizes being awarded to researchers later in life. Despite public and private investment, Nesta’s 2018 report on the biomedical bubble in the UK shows that the productivity of research and development in this field has decreased and Bloom et.al (2020) suggest with the increase in investment and research teams, R & D productivity has stagnated across many different fields.
已经写了很多关于创新加速方式的文章,尽管最近有人认为创新本身似乎正在放缓,这可能令人惊讶。例如,Jones (2009) 指出,取得突破性发现需要更长的时间和更大的团队,这导致诺贝尔奖被授予晚年的研究人员。尽管有公共和私人投资,但 Nesta 的 2018 年关于英国生物医学泡沫的报告显示,该领域的研发生产力已经下降,Bloom et.al (2020)建议随着投资和研究团队的增加,研发生产力在许多不同的领域已经停滞不前。

By contrast, Cockburn, Henderson and Stern (2019) believe that machine learning could reshape the innovation process, with recent developments in robotics and “deep learning” having the potential to “serve as a general-purpose method of invention”, which could be one of the keys to overcome stagnation. In line with this argument, Bravo-Biosca and Stuffs (2018) point out that innovation and entrepreneurship policies ought to be more experimental and evidence-based and that, for this, involvement and collaboration from governments, foundations and researchers is needed.
相比之下,Cockburn、Henderson 和 Stern (2019) 认为机器学习可以重塑创新过程,机器人技术和“深度学习”的最新发展有可能“作为一种通用的发明方法”,这可能是克服停滞的关键之一。与这一论点一致,Bravo-Biosca 和 Stuffs (2018) 指出,创新和创业政策应该更具实验性和循证性,为此,需要政府、基金会和研究人员的参与和合作。

Now identify the four claims the student is reporting on the rate of innovation.
现在确定学生报告的关于创新率的四个主张。

What is the student’s own opinion about this? How do you know?
学生自己对此有何看法?你怎么知道?

Key Point

Presenting your argument in a logical and cohesive way is essential. To do this, it is important to understand the writer’s ideas and stance and decide on your own position towards the information you are reporting. Reporting verbs can help you show this.
以合乎逻辑和连贯的方式提出你的论点是必不可少的。为此 重要的是要了解作者的想法和立场 并决定自己对所报道信息的立场。报告动词可以帮助你展示这一点。

Some verbs are weaker in their function, while others are strong. It is important you understand and know how to use the verb correctly before placing it in a sentence, and that you use past or present tense as appropriate.
一些动词的功能较弱,而另一些动词则很强。 在将动词放入句子之前,理解并知道如何正确使用动词,并酌情使用过去时或现在时,这一点很重要。

Adapted from: University of Adelaide (2014) Writing Centre Learning Guide - Reporting verbs [online] Available at: https://www.adelaide.edu.au/writingcentre/sites/default/files/docs/learningguide-verbsforreporting.pdf (Accessed 20/01/2023)
改编自:阿德莱德大学 (2014) 写作中心学习指南 - 报告动词 [在线] 可在:https://www.adelaide.edu.au/writingcentre/sites/default/files/docs/learningguide-verbsforreporting.pdf(2023 年 1 月 20 日访问)

Reporting verbs or structures can usually be categorised into three main groups weak, neutral or strong based on what they convey. Put the following reporting verbs in an appropriate place in the table below.
报告动词或结构通常可以根据它们所传达的内容分为三大类:弱、中性或强。将以下报告动词放在下表中的适当位置。

acknowledge
承认

finds 
发现  

criticise
批评

compares 
比较  

asserts 
断言  

question 
问题  

comments 
评论  

comment
评论

 

Reporting verbs indicating a weaker position
报告表示较弱位置的动词
 

Reporting verbs indicating a neutral position
指示中立立场的报告动词
 

 

Reporting verbs indicating a strong position
表示强势地位的报告动词
 

  

Addition 
加法  

 

Adds 
增加

 

Advice 
建议  

 

Advise 
建议

 

Agreement 
协议  

 

 

 

Admits, concede
承认,承认

 

Accepts, agrees, concur, confirms. 
接受、同意、同意、确认。

 

applaud, praises, support  
鼓掌、赞美、支持  

argument and persuasion 
论证与说服  

 

 

assures, encourages, interpret, justify, reasons 
保证、鼓励、解释、证明、理由

guarantees, insists 
保证,坚持

believing 
相信  

guesses, hopes,  
猜测、希望、  

believe, claims, declare, expresses, hold, knows, maintain,  
相信、主张、声明、表达、持有、知道、维护、

 

conclusion 
结论  

 

concludes,
总结

 

disagreement and questioning 
分歧和质疑  

doubts
怀疑

challenges, debate, disagrees, questions,  
挑战、辩论、分歧、问题、

denies, discards, dismisses, dispute, oppose, refutes, rejects 
否认、丢弃、驳回、争议、反对、反驳、拒绝

discussion 
讨论  

discusses, explore
讨论, 探索

reasons 
原因

evaluation and examination 
评估和检查  

 

analyses, considers, contrasts, critique, examines, investigate  
分析、 考虑、对比、批评、检查、调查  

ignores, warns 
忽略、警告

explanation 
解释  

 

clarifies, explains 
澄清,解释

 

presentation 
介绍  

 

define, describes, identifies, mention, notes, outlines, point out, presents, reports, shows, state
定义、描述、识别、提及、注释、大纲、指出、呈现、报告、显示、状态

 

suggestion 
建议  

alleges, speculate
指控, 推测

advises, advocates, hypothesises, propose, suggest
建议、倡导、假设、提议、建议

asserts, recommend, urges 
断言、推荐、催促

Adapted from: University of Adelaide (2014) Writing Centre Learning Guide - Reporting verbs [online] Available at: https://www.adelaide.edu.au/writingcentre/sites/default/files/docs/learningguide-verbsforreporting.pdf (Accessed 20/01/2023)
改编自:阿德莱德大学 (2014) 写作中心学习指南 - 报告动词 [在线] 可在:https://www.adelaide.edu.au/writingcentre/sites/default/files/docs/learningguide-verbsforreporting.pdf(2023 年 1 月 20 日访问)

Task 4: S
任务 4:S
ubject
乌布尔
-specific vocabulary.
特定词汇。

Key Point

You need to speak the ‘language’ of the community you will be joining in your future degree.
您需要会说您将在未来学位中加入的社区的 “语言”。

According to the UEfAP website (Using English for Academic Purposes For Students in Higher Education), there are nine areas to check to fully understand a new word:
根据 UEfAP 网站 Using English for Academic Purposes For Students in Higher Education) 的说法,要完全理解一个新词 ,需要检查九个方面

Pronunciation - how to pronounce the word.
发音 - 如何发音。

Spelling - how to spell the word.
拼写 - 如何拼写单词。

Grammatical patterns – e.g., whether the word is a noun, verb, adjective, and which patterns it occurs in.
语法模式 – 例如,单词是名词、动词、形容词,以及它出现在哪些模式中。

Collocations - which other words it typically occurs with.
搭配 - 它通常与哪些其他单词一起出现。

Frequency - how common the word is.
频率 - 单词的常见程度。

Register - which genre or field uses the word, e.g., letters or reports, spoken or written, biology or business?
注册 - 哪个体裁或领域使用这个词,例如,信件或报告,口语或书面,生物学或商业?

Meaning - what the word means.
含义 - 单词的含义。

Formation - how the word is made up, e.g., what other words or affixes are part of the word? Which other words is it related to?
形成 - 单词是如何构成的,例如,单词中还有哪些其他单词或词缀?它还与哪些其他词有关?

Connotations - what other meanings does a word have as well as its main meaning, e.g., is it a positive or negative word?
内涵 - 一个词除了它的主要含义外,还有哪些其他含义,例如,它是一个积极词还是否定词?

Source: UEfAP (n.d) Vocabulary [online] http://www.uefap.com/vocab/vocfram.htm Accessed: 11/05/2022
来源:UEfAP (n.d) 词汇 [在线] http://www.uefap.com/vocab/vocfram.htm 访问时间:11/05/2022

Go to Canvas and click on the link to open the EAP Foundation website – Subject specific lists. Click on your field and select five words that you find useful to know.
转到 Canvas 并单击链接以打开 EAP Foundation 网站 – 主题特定列表。单击您的字段并选择您认为有用的 5 个单词。

If you have not done so, in your collaborative folder, create a vocabulary list or glossary and add these five words.
如果您尚未这样做,请在协作文件夹中创建一个词汇表或词汇表,并添加这五个单词。

Make sure you add the word class, a definition and pronunciation.
确保添加单词 class、定义和发音。

Homework.
作业。

Carry on working on Portfolio Task 1. Due: 6.3.3.
继续进行 Portfolio 任务 1 到期:6.3。3.

6.3.3 ESAP.

Learning outcomes - by the end of the session you will be able to:
学习成果 - 在课程结束时,您将能够:

Understand methods of data-collection in your field.
Understand method of data-collection in your field.

Review your project’s progress and identify research gaps.
查看项目进度并确定研究差距。

Understand feedback.
了解反馈

Task 1: Research methods.
任务 1:研究方法。

Watch part of a lecture by Professor Page on the research methods commonly used in the Linguistics department of the University of Birmingham.
观看 Page 教授关于伯明翰大学语言学系常用研究方法的讲座的一部分。

Take notes under the following headings:
以下标题下注释

Primary research:
初步研究:

Secondary research:
S 经济研究

In small groups check and share notes. Which research method are you following in your group project?
小组检查和分享笔记。您在小组项目中遵循哪种研究方法?

Now watch another part of the lecture. What are the main stages Professor Page mentions and what do they involve?
现在观看讲座的另一部分。佩奇教授提到的主要阶段是什么,它们涉及什么?

Watch the last part of the lecture and make notes in the table below. Then answer the questions that follow.
W 完成讲座的最后一部分,并在下表中做笔记。然后回答以下问题。

Quantitative approaches
定量方法

Qualitative approaches
定性方法

Which tools do researchers in the field of linguistics usually use?
语言学领域的研究人员通常使用哪些工具?

Are there any differences in the way data is collected in your field? Which? 
您所在领域的数据收集方式有什么不同吗?哪?

Extension: Identify whether the following abstracts contain examples of Quantitative, Qualitative, and Mixed Methods research:
扩展 :确定以下摘要是否包含定量、定性和混合方法研究的示例:

Abstract 1
摘要 1

Drawing upon theories governing micro-institutions and strategic actions on resources, this study proposes a model suitable for assessing the antecedents and consequences of “Internet-Based Channel Orientation” (IBCO) on the operations of domestic companies of moderate or lesser size. Investigation focused primarily on the entrepreneurial capability (ENCAP) of such firms and industrial competition (INDCOM) as predictors of the IBCO of a business. Analysis was conducted as to whether IBCO contributed to heightened market sensing capability (MKTSENSE) and indirectly reinforced competitiveness. To this end, data was sourced from 198 firms based in Nigeria, typically micro-, small- and medium-sized businesses. Statistical analysis indicated that IBCO had a stronger and direct effect on encouraging the fluency of operations at small- and medium-sized enterprises. However, IBCO in combination with a competitive advantage was insufficient to attain competitiveness, the magnitude of such an effect being indirectly anchored to the MKTSENSE of the firm. This study highlights that businesses need to invest in Internet marketing tools and employ them effectively to stay competitive over the long term.
借鉴微观机构和资源战略行动的理论,本研究提出了一个模型,适用于评估“基于互联网的渠道导向”(IBCO) 对中等或较小规模的国内公司运营的前因和后果。调查主要集中在此类公司的创业能力 (ENCAP) 和工业竞争 (INDCOM) 作为企业 IBCO 的预测指标。分析了 IBCO 是否有助于提高市场感知能力 (MKTSENSE) 并间接增强了竞争力。为此,数据来自尼日利亚的 198 家公司,通常是微型、小型和中型企业。统计分析表明,IBCO 对鼓励中小企业运营的流畅性具有更强和更直接的效果。然而,IBCO 与竞争优势相结合并不足以获得竞争力,这种影响的大小间接地与公司的 MKTSENSE 挂钩。本研究强调,企业需要投资于互联网营销工具并有效使用它们,以保持长期竞争力。

Source: Adu Kwarteng, M., Bashiru Jibril, A., Nwaiwu, F., Pilík, M., Chovancova, M. (2021) The prospects of Internet-Based Channel Orientation for the competitiveness of service companies on the domestic market, International Journal of Information Management, Volume 58, 102223, https://doi.org/10.1016/j.ijinfomgt.2020.102223
资料来源:Adu Kwarteng, M., Bashiru Jibril, A., Nwaiwu, F., Pilík, M., Chovancova, M. (2021) 基于互联网的渠道定位对国内市场服务公司竞争力的前景, 国际信息管理杂志, 第 58 卷,第 102223,https://doi.org/10.1016/j.ijinfomgt.2020.102223
.

Abstract 2
摘要 2

Preparing students for their future and qualifying them to enter public life is the essential role of the public-school system. As such, an understanding of climate science ought to be an essential – and significant – component of that preparation. This research proposes a novel pathway to teach climate science via a 3D interactive digital game and examines the potential of 12–13-year olds as a prepatent group for climate science interventions. After playing a proof-of-concept climate science game that covers the physical causes and mechanisms of climate change, 401 students in Austria and Australia were tested with a climate literacy questionnaire. Our results indicate that climate literacy can be improved in this age group via the digital game. In addition, we found further evidence of established climate science ‘knowledge domains’ in this age group that form a natural ‘increased levels of complexity’ scaffold that can be used to design curricula such as that in the digital game. These four ‘knowledge domains’ are (in brief): Earth in the solar system; gravity and its effect on the atmosphere; albedo and solar radiation, and; greenhouse gases and their warming potential.
让学生为他们的未来做好准备并使他们有资格进入公共生活是公立学校系统的重要作用。因此,对气候科学的理解应该是该准备工作的重要组成部分。本研究提出了一种通过 3D 交互式数字游戏教授气候科学的新途径,并研究了 12-13 岁儿童作为气候科学干预专利前群体的潜力。在玩了涵盖气候变化的物理原因和机制的概念验证气候科学游戏后,奥地利和澳大利亚的 401 名学生接受了气候素养问卷测试。我们的结果表明,可以通过数字游戏提高这个年龄段的气候素养。此外,我们还发现了进一步的证据,证明在这个年龄段已经建立了气候科学的 “知识领域 ”,形成了一个自然的 “增加的复杂性 ”的脚手架,可以用来设计课程,如数字游戏中的课程。这四个“知识领域”是(简要地说):太阳系中的地球;重力及其对大气的影响;反照率和太阳辐射,以及;温室气体及其变暖潜力。

Source: Harker-Schuch, I.EP., Mills, F.P., Lade,S.J., Colvin, R.B. (2020) CO2peration – Structuring a 3D interactive digital game to improve climate literacy in the 12-13-year-old age group,
资料来源:Harker-Schuch, I.EP., Mills, F.P., Lade,S.J., Colvin, R.B. (2020) CO2peration – 构建 3D 交互式数字游戏以提高 12-13 岁年龄组的气候素养,

Computers & Education, Volume 144, https://doi.org/10.1016/j.compedu.2019.103705
计算机与教育 ,第 144 卷,https://doi.org/10.1016/j.compedu.2019.103705
.

Abstract 3
摘要 3

Individuals are supposed to perform a privacy risk-benefit analysis when deciding to transact with a free data-driven service provider. Building on equity theory, this article suggests that users incorporate the net value for providers in their trade-off. Based on two pre-studies and an experimental survey study among 200 free data-driven service users, we provide evidence that users’ balance their own net value (benefits minus risks) as well as providers’ net value from monetizing users’ data. This leads to distributive equity perceptions which, in turn, affect users’ satisfaction with the service and thus long-term success of the user-provider-relationship. In this vein, a distributive equity scale for the context of data-driven services is developed. Implications for research, providers and users are discussed.
个人在决定与免费的数据驱动服务提供商进行交易时,应该进行隐私风险收益分析。本文以公平理论为基础,建议用户在权衡中考虑提供商的净值。根据对 200 名免费数据驱动型服务用户的两项预研究和一项实验调查研究,我们提供了证据,证明用户通过用户数据货币化来平衡自己的净值(收益减去风险)和提供商的净价值。这导致了分配公平观念,这反过来又影响了用户对服务的满意度,从而影响了用户-提供者-关系的长期成功。本着这种精神,为数据驱动服务的背景开发了一个分配公平量表。讨论了对研究、提供者和用户的影响

Source: Wagner, A., Wessels, N., Brakemeier, H., Buxmann, P. (2021) Why free does not mean fair: Investigating users’ distributive equity perceptions of data-driven services, International Journal of Information Management,Volume 59, 102333, https://doi.org/10.1016/j.ijinfomgt.2021.102333
资料来源:Wagner, A., Wessels, N., Brakemeier, H., Buxmann, P. (2021) 为什么免费并不意味着公平:调查用户对数据驱动服务的分配公平认知, 国际信息管理杂志, 第 59 卷,第 102333 https://doi.org/10.1016/j.ijinfomgt.2021.102333
.

Task
任务
2: Data collection and
:数据收集和
analysis
分析
in your field.
在你的领域。

Work in small groups to look at examples of how evidence is collected and analysed in different fields.
以小组形式工作,研究如何在不同领域收集和分析证据的示例。

Select an article that is closest to your discipline or one that interests your group in the table below. Go to Canvas to download it. Then read the abstract of your chosen text to understand what it is about.
下表中选择一篇最接近您的学科的文章或您感兴趣的文章 前往 Canvas 下载它。然后 read 你选择的文本的摘要来理解它是关于什么的。

 

 

 

 

 

 

 

 

STEM 

Text 1: Roell, M., Roecker, K., Gehring, D., Mahler, H., Gollhofer, A. (2018) Player Monitoring in Indoor Team Sports: Concurrent Validity of Inertial Measurement Units to Quantify Average and Peak Acceleration Values. 
文本 1: Roell, M., Roecker, K., Gehring, D., Mahler, H., Gollhofer, A. (2018) 室内团队运动中的球员监测:惯性测量单元量化平均和峰值加速度值的并发有效性。 

Frontiers in Physiology, Vol.9, p.141-141 
《生理学前沿 》,第 9 卷,第 141-141 页

 

 

Text 2: Acheampong, R. A., Cugurullo, F., Gueriau, M., Dusparic, I. (2021) Can autonomous vehicles enable sustainable mobility in future cities? Insights and policy challenges from user preferences over different urban transport options. Cities, Volume 112, 103134, ISSN 0264-2751, 
文本 2:Acheampong, RA, Cugurullo,F., Gueriau, M., Dusparic, I. (2021) 自动驾驶汽车能否在未来城市实现可持续出行? 来自用户对不同城市交通选择的偏好的见解和政策挑战。 城市 , 第 112 卷,103134,ISSN 0264-2751, 

https://doi.org/10.1016/j.cities.2021.103134
https://doi.org/10.1016/j.cities.2021.103134。 

 

   

Text 3:  Zamani, B., Sandin, G., Peters, G.M. (2017) Life cycle assessment of clothing libraries: can collaborative consumption reduce the environmental impact of fast fashion? Journal of Cleaner Production Volume 162, 20 September, Pages 1368-1375 https://doi.org/10.1016/j.jclepro.2017.06.128 
文本 3:  Zamani, B., Sandin, G., Peters, G.M. (2017) 服装库的生命周期评估:协作消费能否减少快时尚的环境影响? 清洁生产杂志第 162 卷,9 月 20 日,第 1368-1375 页 https://doi.org/10.1016/j.jclepro.2017.06.128 

 

 

 

 

 

 

 

Arts and Humanities 
艺术与人文  

 

Text 1: Usher, M., Barak, M. (2020) Team diversity as a predictor of innovation in team projects of face-to-face and online learners. Computers & Education Volume 144, January 2020,103702 https://doi.org/10.1016/j.compedu.2019.103702 
文本 1: Usher, M., Barak, M. (2020) 团队多样性作为面对面和在线学习者团队项目中创新的预测因素。 计算机与教育卷 144,2020 年 1 月,103702 https://doi.org/10.1016/j.compedu.2019.103702 

 

 

Text 2:  García-Avilés, J.A., Carvajal-Prieto, M., De Lara-González, A., Arias-Robles, F. (2018) Developing an Index of Media Innovation in a National Market. Journalism Studies, 19:1, 25-42, DOI: 10.1080/1461670X.2016.1161496  
文本 2:  García-Avilés, J.A., Carvajal-Prieto, M., De Lara-González, A., Arias-Robles, F. (2018) 在全国市场开发媒体创新指数。 新闻研究 , 19:1, 25-42, DOI: 10.1080/1461670X.2016.1161496 

 

 

Text 3: Torrence, R. (2016) Social resilience and long-term adaptation to volcanic disasters: The archaeology of continuity and innovation in the Willaumez Peninsula, Papua New Guinea. Quaternary International, Volume 394,2016, Pages 6-16, ISSN 1040-6182 https://doi.org/10.1016/j.quaint.2014.04.029 
文本 3: Torrence, R. (2016) 社会复原力和对火山灾害的长期适应:巴布亚新几内亚 Willaumez 半岛的连续性和创新考古学。 第四纪国际, 第 394 卷,2016 年,第 6-16 页,ISSN 1040-6182 https://doi.org/10.1016/j.quaint.2014.04.029 

 

 

 

 

 

 

 

Business Management 
商业管理  

 

Text 1: Vegter, D., van Hillegersberg, J., Olthaar, M. (2021) Supply chains in circular business models: processes and performance objectives. Computers & Security Volume 101, February 2021, 102122 https://doi.org/10.1016/j.resconrec.2020.105046 
文本 1: Vegter, D., van Hillegersberg, J., Olthaar, M. (2021) 循环商业模式中的供应链:流程和绩效目标。 计算机与安全卷 101,2021 年 2 月,102122 https://doi.org/10.1016/j.resconrec.2020.105046 

 

 

Text 2: Ahmad, A., Maynard, S.B., Desouza, K.C., Kotsias, J., Whitty, M.T., Baskerville, R.L. (2021) How can organizations develop situation awareness for incident response: A case study of management practice. Computers & Security Volume 101, February 2021, 102122 https://doi.org/10.1016/j.cose.2020.102122  
文本 2: Ahmad, A., Maynard, S.B., Desouza, KC, Kotsias, J., Whitty, M.T., Baskerville, RL (2021) 组织如何培养事件响应的态势感知:管理实践案例研究。 计算机与安全卷 101,2021 年 2 月,102122 https://doi.org/10.1016/j.cose.2020.102122  

 

 

Text 3: Stacey, P., Taylor, R., Olowosule, O., Spanaki, K. (2021) Emotional reactions and coping responses of employees to a cyber-attack: A case study. International Journal of Information Management Volume 58, June 2021, 102298 https://doi.org/10.1016/j.ijinfomgt.2020.102298 
文本 3: Stacey, P., Taylor, R., Olowosule, O., Spanaki, K. (2021) 员工对网络攻击的情绪反应和应对反应:案例研究。 国际信息管理杂志第 58 卷,2021 年 6 月,102298 https://doi.org/10.1016/j.ijinfomgt.2020.102298 

 

 

 

 

 

 

Accounting  
会计学  

and Finance 
和财务  

 

 

Text 1: Shamsudin, A., Kamaluddin, A. (2015) Impending Bankruptcy: Examining Cash Flow Pattern of Distress and Healthy Firms.  Procedia Economics and Finance   31 (2015) 766 – 774   
文本 1:Shamsudin, A., Kamaluddin, A. (2015) 即将破产:检查困境和健康公司的现金流模式。  Procedia 经济与金融    31 (2015) 766 – 774   

 

 

Text 2: Chikalipah, S. (2019) Does the Geographic Expansion of Microfinance Branches Affect Profitability? Panel Data Evidence from Sub‐Saharan Africa. Journal of International Development. https://doi-org.ezproxyd.bham.ac.uk/10.1002/jid.3410 
文本 2:Chikalipah, S. (2019) 小额信贷分支机构的地理扩张会影响盈利能力吗? 来自撒哈拉以南非洲的面板数据证据。 国际发展杂志  https://doi-org.ezproxyd.bham.ac.uk/10.1002/jid.3410

 

 

Text 3: Oliveira, P., Von Hippel, E. (2011) Users as service innovators: The case of banking services, Research Policy, Volume 40, Issue 6, 2011, Pages 806-818, ISSN 0048-7333, 
文本 3: Oliveira, P., Von Hippel, E. (2011) 用户作为服务创新者:银行服务案例, 研究政策 ,第 40 卷,第 6 期,2011 年,第 806-818 页, ISSN 0048-7333, 

https://doi.org/10.1016/j.respol.2011.03.009
https://doi.org/10.1016/j.respol.2011.03.009。 

Half of the group will read the methodology section, and the other half will read the discussion. Make notes on your section. Use the section headings to help you find the information you need quicker.
小组的一半将阅读方法部分 另一半将阅读讨论。在您的部分做笔记。 使用部分标题可帮助您更快地找到所需的信息。

Take turns to share your information with the rest of the group. Together, using your notes, complete the table below. You can copy and paste it into a collaborative document for all to write on.
轮流与小组的其他成员分享您的信息。使用您的笔记一起完成下表。您可以将其复制并粘贴到协作文档中,供所有人编写。

Methodology
方法论

Discussion
讨论

What type of data was collected?
收集了什么类型的数据?

(qualitative /quantitative /mixed)
(定性 /定量 /混合)

How is data compared and processed?
如何比较和处理数据?

What data collection methods/tools were used?
使用了哪些数据收集方法/工具?

What does the data show?
数据显示了什么?

Task 3: Project focus: Finding and checking information.
任务 3:项目重点:查找和检查信息。

Thinking about your project, in your groups discuss the questions below:
考虑您的项目,在您的小组中讨论以下问题:

What information have you found to help you answer your research question?
您找到了哪些信息来帮助您回答您的研究问题?

Are there any gaps in the information you have collected?
您收集 的信息是否存在任何差距

What steps are you going to follow to complete your content?
您将遵循哪些步骤来完成您的内容

Task
任务
4: Understanding
理解
feedback.
反馈。

Key Point

Feedback is a key part of the learning process; your tutor will identify the strengths and areas for further improvement to help you create (even) better work in the future. Implementing your tutor’s suggestions, and building feedback into a personal action plan, is often the key to success.
反馈是学习过程的关键部分; Y 我们的导师将确定优势和需要进一步改进的领域,以帮助您在未来创造(甚至)更好的工作。实施导师的建议,并将反馈纳入个人行动计划,通常是成功的关键。

In your group, read through some of the tips shared by university students on how to understand and act on feedback.
在您的小组中,阅读大学生分享的一些关于如何理解反馈并采取行动的技巧

In your opinion, what are the most important tips?
在您看来,最重要的提示是什么?

Which ones are you going to follow now?
你现在要关注哪些?

“Re-read the work you submitted following the feedback. Try to identify what you would change if you were to submit it again. Look at the requirements of the task. Your feedback may point you towards criteria you didn’t meet and areas for improvement. Remind yourself how your work was assessed, and the criteria used.”
“根据反馈重新阅读您提交的作品。尝试确定如果您再次提交它,您将更改哪些内容。查看任务的要求。您的反馈可能会指出您未达到的标准和需要改进的领域。提醒自己如何评估你的工作,以及使用的标准。

Ash, International Business student.
Ash,国际商务学生。

“Focus on both positive and negative comments. Reflect on the parts your tutor highlighted as strengths as well as the parts that were identified as needing more work. What can you do more of? How can you develop your strengths even further?”
“关注正面和负面的评论。反思您的导师强调为优势的部分以及被确定为需要更多努力的部分。您能做些什么呢?你如何进一步发展你的长处?

Priya, English Literature student.
Priya,英国文学学生。

“Create an action plan of the key areas you need to work on. Avoid overwhelming yourself; select three priorities to focus on for your next assignment.”
“为您需要努力的关键领域制定行动计划。避免压倒自己;选择三个优先事项,为您的下一个任务重点。

Alya, Civil Engineering student.
Alya,土木工程专业的学生。

“Continue to expand your action plan as you receive more feedback. Look out for patterns or recurring comments – these are the areas you really need to address. Build on your strengths and keep on working on your weaknesses.”
“随着您收到更多反馈,请继续扩展您的行动计划。注意模式或反复出现的评论——这些是您真正需要解决的领域。发挥你的优势,继续努力解决你的弱点。
.

Jin, Law student
Jin, 法学院学生

After you submit your Portfolio Task 1, your teacher will give you feedback. Before that, try to anticipate what your teacher might tell you. In your ESAP group, have a look at the work you have done so far for Portfolio Task 1. In your group, identify your strengths, aspects to improve and the actions you are going to take to overcome these. This will help you have a stronger submission.
提交 Portfolio 任务 1 后,您的老师将为您提供反馈。在此之前,试着预测你的老师可能会告诉你什么。在您的 ESAP 组中,请查看您到目前为止为 Portfolio Task 1 所做的工作 。在你的小组中,确定你的优势、需要改进的方面以及你将采取的行动来克服这些。这将帮助您获得更强大的提交。

Use the table below to help you do this. You can copy and paste this onto a collaborative document for all group members to work on it at the same time. Save this document in your collaborative folder.
使用下表来帮助您执行此作。您可以将其复制并粘贴到协作文档中,以便所有组成员同时处理它。将此文档保存在您的协作文件夹中。

Portfolio Task 1
项目组合任务 1

What you did well
您做得好的地方

What you need to improve
您需要改进的地方

Actions to improve
改进措施

3. Go to Canvas to find how to access your feedback.
3. 转到 Canvas 以查找如何访问您的反馈。

Extension: Get together with your project team to revise roles and responsibilities and carry on developing your project.
扩展:与您的项目团队聚在一起,修改角色和职责并继续开发您的项目。

Homework
作业
.

Download the Portfolio Task 2 PPT slides from Canvas in preparation for the next class. Due: 6.3.5.
从 Canvas 下载 Portfolio Task 2 PPT 幻灯片,为下一堂课做准备。 到期日期:6.3.5。

6.3.5 ESAP.

Learning outcomes - by the end of the session you will be able to:
学习成果 - 在课程结束时,您将能够:

Identify different data collection methods.
确定不同的数据收集方法。

Recognise the importance of academic rigour in research.
认识到学术严谨性在研究中的重要性。

Complete Portfolio Task 2.
完成 Portfolio 任务 2。

Task 1:
任务 1:
Introduction to
简介
Lecture
演讲
.

Online students only.
仅限在线学生

For this session you will need to log on to Zoom via a second device which should show you typing on your computer as you will be accessing the Portfolio Task on your laptop or iPad.
对于此会话,您需要通过第二台设备登录 Zoom,该设备将显示您在计算机上打字,因为您将在笔记本电脑或 iPad 上访问投资组合任务。

As part of the previous ESAP session’s homework (6.3.3), you have already downloaded and checked the slides for this lecture.
作为上一个 ESAP 会话的作业 (6.3.3) 的一部分,您已经下载并检查了本次讲座的幻灯片。

Take your headphones out and go to Canvas to access the Portfolio Task 2 quiz. There are two parts to this quiz. Part 1 is linked to Tasks 1 and 2 in your coursebook. Part 2 is the Portfolio Task 2 Quiz. Follow the instructions in the quiz and your coursebook to complete this first task.
拿出耳机,转到 Canvas 以访问 Portfolio Task 2 测验。 这个测验有两个部分。第 1 部分链接到课本中的任务 1 和 2。第 2 部分是 Portfolio Task 2 测验。按照测验和课本中的说明完成第一个任务。

Using your own computer/tablet, watch the first 5’40 minutes and make notes on the following areas:
使用您自己的电脑/平板电脑,观看前 5 分 40 秒,并记下以下区域:

Who is the speaker?
演讲者是谁?

What is their personal background?
他们的个人背景是什么

What is the talk going to be about?
演讲内容 是什么

What areas is the talk going to cover?
演讲将涵盖哪些领域?

Task 2: Portfolio Task 2 - Lecture – and note taking.
任务 2:作品集 任务 2 - 讲座 - 和记笔记。

Using your own computer/tablet and your headphones, watch the lecture on truth and reliability in full now. Take notes in the note-taking table provided below as you watch the lecture. Take some time to read through the headings in the note-taking table. You can watch the video twice.
使用您自己的计算机/平板电脑和耳机,立即完整观看有关真理和可靠性的讲座。观看讲座时,在下面提供的笔记表中做笔记。花一些时间通读笔记表格中的标题。您可以观看视频两次。

Note-taking table for Andrew Maile’s lecture on truth and reliability
Andrew Maile 关于真理和可靠性的讲座笔记桌

 

Introduction and background
简介和背景

Words associated with truth and trustworthiness:
与真理和可信度相关的词语:
 

“Building on the shoulders of giants”
“在巨人的肩膀上建造”

 

What does this mean?  
这是什么意思?  

How is this linked to research? 
这与研究有什么关系? 

Methodological Approaches
方法论方法 : 

 

 

What are the main features of each?  
每个的主要特点是什么?  

 

In what disciplines are these used?  
这些用于哪些学科?  

 

What examples does Andrew Maile give of each?  
Andrew Maile 给出了哪些例子?  

 

What method is Andrew Maile using? Why? 
Andrew Maile 使用什么方法?为什么? 

Quantitative research
定量研究
 

 

Mixed 
混合
 

Methods
方法
 

 

Qualitative 
定性的
 

research
研究
 

 

The Ethical and Reflexive Researcher:
道德和反思的研究人员:
 

 

How should a researcher behave?  
研究人员应该如何表现?  

 

What is the ethics review committee? What do they do? 
什么是伦理审查委员会?他们是做什么的? 

 

Reflections:
思考:

 

What is the purpose of reflections in research?  
反思在研究中的目的是什么?  

 

What does it mean to be a “reflective researcher? 
成为“反思性研究人员”意味着什么  

 

Images used to illustrate being a reflective researcher: 
用于说明自己是一名反思性研究人员的图片: 

 

Now using only your notes and the slides you downloaded in advance, you will take the Portfolio Task 2 quiz. Take some time to read the instructions of the quiz first. In the Portfolio task 2 quiz, click on "Next "to move onto the quiz questions. Once you are ready, have your notes available to help you answer the questions. You will have 40 minutes to complete the quiz.
现在仅使用您的笔记和您提前下载的幻灯片,您将参加 Portfolio Task 2 测验。首先花一些时间阅读测验的说明。在 Port 作品集任务 2 测验中,单击“下一步”以进入测验问题。准备好后,请准备好您的笔记来帮助您回答问题。您将有 40 分钟的时间完成测验。

Task 3: Reflecting on the topic.
任务 3:反思这个话题。

In your ESAP project group, go through the questions below to reflect on the content of this session:
我是 ESAP 项目组的成员,请回答以下问题以反思本次会议的内容:

What have you learnt from the topic of this lecture?
您从本次讲座的主题中学到了什么?

In what ways could the information Andrew Maile shared be linked to your ESAP project process?
Andrew Maile 分享的信息可以通过哪些方式与您的 ESAP 项目流程相关联?

In what ways could the information Andrew Maile shared, help you in your future studies?
Andrew Maile 分享的信息对 你未来的学习有什么帮助?

What types of research and data collection are used in your field?
您的领域使用哪些类型的研究和数据收集?

Homework.
作业。

Create a group draft ESAP presentation based on all the information you have collected for your project. Due: 6.4.3.
根据您为项目收集的所有信息创建 ESAP 演示文稿组草稿。到期时间:6.4.3。

6.4.3 ESAP.
6.4.3 ESAP.

Learning outcomes - by the end of the session you will be able to:
学习成果 - 在课程结束时,您将能够:

Plan the structure of your presentation.
Plan 演示文稿的结构

Identify signposting language to ensure cohesion.
确定路标语言以确保凝聚力。

Review presentation skills.
Review 演示技巧

Task 1: Planning presentations - Structure.
任务 1:规划演示文稿 - 结构。

Top Tip
重要提示

Good presentations are often structured around three sections: introduction, body and conclusion.
好的演示文稿通常围绕三个部分构建:引言、正文和结论。

Image: BIA 2021
图片来源: BIA 2021

Your audience is likely to remember three things from your presentation, hence, organising your content in a clear, logical way and in groups of three will make your message more memorable and impactful.
您的听众可能会记住您演示文稿中的三件事,因此,以清晰、合乎逻辑的方式组织您的内容并以三人一组的方式组织您的内容将使您的信息更加令人难忘和有影响力。

Use the information you have collected and create a draft structure of your project presentation. Decide what you are going to include in each section of your presentation. In your group, assign roles and decide who will be doing what.
使用您收集的信息并创建项目演示文稿的草稿结构。确定您将在演示文稿的每个部分包含哪些内容。在您的组中,分配角色并决定谁将执行哪些作。

You can use the table below to help you with your structure. Use your collaborative document (or create a new one) and make sure all members contribute. If you are missing information in any area now is the time to research and find the content you need to answer your research question.
您可以使用下表来帮助您构建结构。使用您的协作文档(或创建新文档)并确保所有成员都参与其中。如果您在任何领域缺少信息,现在是研究并找到回答研究问题所需的内容的时候了。

Draft structure of your project presentation
项目演示文稿的结构草稿

Section
部分

Content
内容

Sources/visual aids
来源/视觉辅助工具

Student(s) responsible
负责的学生

Introduction
介绍

State the objective of your presentation. Introduce the topic. What is your research question?
说明您的演示文稿的目标。介绍主题。 您的研究问题是什么?

Provide a brief overview. Explain how you have structured the information and issues you will discuss. Use signposting language to talk about your general structure.
提供简要概述。 解释您如何构建信息和您将讨论的问题。 使用路标语言来谈论您的一般结构。

Do you need to define key terms?
您需要定义关键术语吗?

Name(s):
姓名:

Body
身体

Clearly state each main point first. Give details/examples to support points.
首先明确说明每个要点。为支持点提供详细信息/示例。

Create a logical flow of information for your audience; follow the order stated in your outline.
为您的受众创建一个逻辑信息流 ;按照大纲中规定的顺序进行作。

Example:
例:

Main point
要点

Supporting point
支持点

Supporting point
支持点

Second point
第二点

Supporting point
支持点

Supporting point
支持点

Third point
第三点

Supporting point
支持点

Supporting point
支持点

What sources are we using to support each main point?
我们使用哪些来源来支持每个要点?

What about the supporting points?
支持点呢?

Do we have any visual data?
我们是否有任何视觉数据?

Name(s):
姓名:

Conclusion
结论

Sum up the main points.
总结要点。

Answer the research question (the research question you posed at the very beginning of your presentation).
回答研究问题 (您在演讲开始时提出的研究问题)。

Add any recommendations, suggestions for the future.
添加任何建议,对未来的建议。

Show your list of references.
显示您的参考文献列表。

Add the list of references we are using in the last slide of the presentation.
添加我们在演示文稿的最后一张幻灯片中使用的参考文献列表。

Does the list follow academic conventions and use Harvard referencing?
该列表是否遵循学术惯例并使用哈佛参考文献?

Name(s):
姓名:

Extension task: Presentations in your field.
扩展任务:您所在领域的演示文稿。

You have now drafted an outline of the structure of your presentation, but what style should you follow? In general, academic presentations involve formal language, a logical sequence of ideas, sound arguments supported by sources, and a clear take-home message or conclusion. However, there are differences between disciplines when it comes to the purpose and style of presentations.
您现在已经起草了演示文稿的结构大纲,但您应该遵循什么风格呢?一般来说,学术演讲涉及正式的语言、想法的逻辑序列、有来源支持的合理论点以及明确的带回家的信息或结论。但是,在演示的目的和风格方面,学科之间存在差异。

1. Open a new tab in your browser to find the answers to the questions below:
1. 在浏览器中打开一个新选项卡, 查找以下问题的答案:

Are presentations important in your field of study?
演讲在您的研究领域重要吗?

What presentation style do people in your field follow?
您所在领域的人遵循什么演讲风格?

What type of content do they tend to present?
他们倾向于呈现什么类型的内容?

How do people in your field of study present findings and data?
您研究领域的人如何展示发现和数据?

Top Tip
重要提示

Check your slides follow the basic structure of a presentation and adapt this based on your content.
检查您的幻灯片是否遵循演示文稿的基本结构,并根据您的内容进行调整

Title –> Overview –> Introduction –> Body –> Conclusion –> List of references
标题 –> 概述 –> 引言 –> 正文 –> 结论 –> 参考文献列表

Task
任务
2: Presentation skills –
: 演讲技巧 –
handing over and
移交和
signposting
路标
.

Top Tip
重要提示

When a group has not worked well together, it shows in the final presentation. The content appears disconnected; members seem to have created their own individual sections and pieced them together.
当一个小组没有很好地合作时,它会显示在最终的演示文稿中。内容似乎已断开连接;成员们似乎创建了自己的独立部分并将它们拼凑在一起。

Source: Eurosport
资料来源:Eurosport

Treat a team presentation the same way as an athletics relay. Do the first planning session together, understand all sections of the talk, share slides with each other well in advance and rehearse together. Go into all aspects of the presentation with the mindset of being a team; work collaboratively as a group and make sure all members always know the ‘ins and outs’ of the project content.
以与田径接力相同的方式对待团队演示 。一起进行第一次规划会议,理解演讲的所有部分,提前相互分享幻灯片并一起排练。以 tea m 的心态进入演示的各个方面 ;作为一个团队协作工作,并确保所有成员始终了解项目内容的“来龙去脉”。

1. Watch a short video of two students giving a presentation. Answer the questions below:
1. 观看两名学生进行演示的短视频。请回答以下问题:

How does the speaker hand over to the next?
扬声器如何移交给下一个?

How does the student receiving the handover continue with their speech?
收到交接的学生如何继续他们的演讲?

2. In your project group, think about the following:
2. 在您的项目组中,请考虑以下事项:

How you are going to introduce the topic of your project.
要介绍一下你的项目主题

How you will introduce the members of the group.
您将介绍小组的成员

How you will hand over from one speaker to the next.
您将从一个扬声器移交给另一个扬声器。

Write your ideas down as you will need them when presenting later in this session. Save this information in your collaborative folder.
写下你的想法,因为你在本次会议的后面进行演示时需要它们。将此信息保存在您的协作文件夹中

Key Point

The language to structure your content while you are presenting is called ‘signposting’. Signposting helps you organise your ideas in a clear and logical way and guides the audience through the different sections so that they can understand the information in your presentation better.
在您演示时构建内容的语言称为“路标”。路标可帮助您以清晰和合乎逻辑的方式组织您的想法,并引导听众完成不同的部分,以便他们能够更好地理解演示文稿中的信息。

You are probably already using signposting in your writing, and to some extent you can use the same phrases and expressions in spoken language.
您可能已经在写作中使用了路标,并且在某种程度上您可以在口语中使用相同的短语和表达方式。

Now look at the following words and phrases. When and why would a speaker use them? Write the words and phrases in an appropriate place in the table below and add any others you may know.
现在我看看以下单词和短语。扬声器何时以及为何使用它们?在下表的适当位置写下单词和短语,并添加您可能知道的任何其他单词和短语。

I’m going to divide my talk into…
我将把我的演讲分为...

This in turn leads to…
这反过来又导致......

Firstly, …
首先。。。

Perhaps I can make this clearer for you by giving you an example.
也许我可以通过举个例子来更清楚地说明这一点。

So much for the [micro-economic] perspective.
从 [微观经济] 的角度来看就这么多了。

I think I’ve just about covered what I set out to do, but there’s one last thing I’d like to mention.
我想我已经大致涵盖了我打算做的事情,但最后我想提一件事。

Now let’s have a look at …
现在让我们来看看......

I’d like to end by telling you …
最后,我想告诉你......

Instead, what Smith suggests is that …
相反,史密斯建议的是......

By way of illustration,
举例来说,

And now I’d like to move on to…
现在我想继续 ...

By that I mean...
我的意思是......

What the speaker is trying to signal
扬声器试图发出的信号

Signpost phrases
路标短语

Linking to an introduction or a previous speaker
链接到简介或以前的演讲者

As we heard from....
正如我们听到的......

And as [John] said earlier
正如 [约翰] 之前所说

Just going back to what [...] said,
回到 [...] 所说的,

Stating the topic of the lecture
陈述讲座主题

I’m going to talk about
我要谈谈

Stating the structure of the talk
陈述演讲的结构

Starting a new section
开始新部分

Giving non-essential, extra information
提供非必要的额外信息

Incidentally
偶然

Continuing or adding to a point that has just been made (especially when introducing a question about that point)
继续或补充刚刚提出的观点(尤其是在引入有关该观点的问题时)

(Okay) So,
(好的)所以

Pointing out a specific research focus
指出具体的研究重点

One of the things I’ve been interested in is... [how - why – where – what etc.
我一直感兴趣的一件事是......[如何 - 为什么 - 在哪里 - 什么等。

Pointing out a particularly relevant or important point
指出特别相关或重要的一点

What’s interesting is...
有趣的是......

What seems to be particularly important is...
似乎特别重要的是......

And what’s interesting from the [...] point of view is that...
从 [...] 的角度来看,有趣的是......

And indeed, …
事实上,......

What’s critical is...
关键是......

Anticipating something that will be explained later
预期稍后将解释的事情

I’ll come back and show you [...] in a minute.
我一会儿回来给你看 [...]。

Giving a definition
给出定义

And an informal definition of that is...
对此的非正式定义是......

Ending a section
结束部分

Listing points in an argument
在参数中列出点

Providing examples of points made
提供所提出的观点示例

I’ll just give you two examples.
我只举两个例子。

Referring to a slide
引用幻灯片

So what we’ve got here is
所以我们在这里得到的是 ......

Comparing different perspectives
比较不同的观点

Showing a cause-effect relationship
显示因果关系

Nearing the end of a talk
演讲接近尾声

Concluding the talk
演讲结束语

Look at the structure you created for your presentation again. What signposting language could you use to sequence your information in your talk? How will you “move” from one slide to the next, or from one point to the next? Select the expressions you might use from the table and add them to your collaborative document. Make sure you label this document clearly and save it in your collaborative folder.
再次查看您为演示文稿创建的结构。您可以使用什么路标语言来对演讲中的信息进行排序?您将如何从一张幻灯片“移动”到另一张幻灯片,或从一个点到另一个点?从表中选择您可能使用的表达式,并将它们添加到您的协作文档中。 确保清楚地标记此文档并将其保存在您的协作文件夹中。

What does […] mean when it is used in a text?
在文本中使用 [...] 是什么意思?

Task 3: Presenting data.
任务 3:呈现数据。

When presenting data to an audience, selecting the right visual is essential to convey your message in a clear way.
在向受众展示数据时,选择正确的视觉对象对于以清晰的方式传达您的信息至关重要。

In your project group, select an article you have already read and used for your project.
在您的项目组中,选择您已阅读并用于项目的文章。

In what way have the authors in your field presented data?
您所在领域的作者以何种方式呈现数据?

Is there a specific way to present findings in your field?
有没有一种特定的方式来展示您所在领域的发现?

Have a look at the visuals below. Can you guess which of these are ‘tables’ and which are ‘figures’?
看看下面的视觉效果。您能猜出哪些是“表格”,哪些是“数字”吗?

Source:  University of Birmingham (2016)       Source: Jumbo News
来源:   伯明翰大学 (2016)      来源: Jumbo News

Source: Semantic Scholar  Source:  University of Birmingham (2016)  
来源:Semantic Scholar 来源:伯明翰大学 (2016)

Top Tip
重要提示

How to use visuals effectively
如何有效地使用视觉效果

1. Label and cite the source: Unless you are told otherwise, tables should be labelled sequentially as Table 1, Table 2, Table 3 etc. Everything else is labelled sequentially as Figure 1, Figure 2, Figure 3 etc. The caption needs to include the title and the citation.
1. 标记并引用来源: 除非另有说明,否则表格应按顺序标记为表 1、表 2、表 3 等。其他所有内容都按顺序标记为图 1、图 2、图 3 等。标题需要包括标题和引文。

Source:  University of Birmingham (2016)  
来源:   伯明翰大学 (2016)  

Pictures from the web: Find the original source where the picture is hosted (Google or Baidu are not sources but search engines). Label and write the caption under the figure and hyperlink the URL up to the first forward slash (/). See examples below:
来自网络的图片: 找到托管图片的原始来源(Google 或百度不是来源,而是搜索引擎)。在图下方标记并写下标题,并将 URL 超链接到第一个正斜杠 (/)。请参阅以下示例:

Example 1
示例 1

Figure 1. Drone-delivered medical supplies. Abney (n.d). Retrieved from: https://time.com/
图 1.无人机运送的医疗用品。阿布尼 (n.d)。取自:https://time.com/

Example 2
示例 2

Figure 2: Pyramidal nanostructures for solar radiation absorption. Wang et.al (2018) Retrieved from: https://www.sciencedirect.com/
图 2:用于太阳辐射吸收的金字塔形纳米结构。Wang et.al (2018) 取自: https://www.sciencedirect.com/

Refer to your visuals in your speech: Use the visuals in your presentation effectively and explain what they show. For example: ‘Figure 7, here, suggests that...’ ‘As you can see, Table 4, presents powerful data that shows...’ ‘Figure 2 provides clear evidence that...’
在演讲中提及您的视觉效果: 在演示文稿中有效地使用视觉效果并解释它们所显示的内容。例如:“图 7,此处,表明...”“如您所见,表 4 提供了强大的数据,表明......”“图 2 提供了明确的证据......”

Adapted from: University of Birmingham (2016). Using visuals. Available at: https://intranet.birmingham.ac.uk/as/libraryservices/library/asc/documents/public/pgtusingvisuals.pdf Accessed 11/05/2022.
改编自:伯明翰大学(2016 年)。使用视觉对象。可在:https://intranet.birmingham.ac.uk/as/libraryservices/library/asc/documents/public/pgtusingvisuals.pdf 2022 年 11 月 5 日访问。

Get together in your group and select a figure or table you might use in your project presentation (this could come from an article you have read for your project).
在你的小组中聚在一起,选择一个你可能在项目演示中使用的图形或表格(这可能来自你为项目阅读的文章)。

Top Tip
重要提示

Analysing and discussing data is key to answering a research question in any field. A simple way to do this is to follow a two-step approach:
分析和讨论数据是回答任何领域研究问题的关键。执行此作的一种简单方法是遵循两步方法:

Understand and interpret what the table/figure shows. Overall, what is it showing? How is it organised?
解释表格/图显示的内容。 总的来说,它显示了什么?它是如何组织的?

Next identify and highlight key information. Which bit do you want people to look at? What do you want to say about this? What does it show?
接下来,我确定并突出显示关键信息。 您希望人们看到哪一点?对此,您有什么想说的?它显示了什么?

Look at useful language to help you interpret the figure and identify key information. In each step, underline the language you plan to use and write your own sentence explaining the information in the figure above.
查看有用的语言来帮助您解释数字并确定关键信息。在每个步骤中,为您计划使用的语言添加下划线,并写下自己的句子来解释上图中的信息。

Step 1: Understand and interpret what the table/figure shows.
第 1 步: 理解并解释表格/图表显示的内容。

Table 1
表 1

Figure 1
图 1

The table below
下表

The pie chart above shows
上面的饼图显示

The top/ bottom half of the table
表格的上半部分/下半部分

shows
S 怎么样

compares

presents
P 怨恨

provides
提供

illustrates
说明

an overview of …
概述 ...

the experimental data on X.
X 的实验数据。

the summary statistics for …
的摘要统计量 ...

the breakdown of X according to …
根据 X 的细分......

the intercorrelations among the nine measures of X.
X 的 9 个测度 s 之间的相互关联

the results obtained from the preliminary analysis of X.
从 X 的初步分析中获得的结果。

some of the main characteristics of the ...
...

As shown in

As can be seen from
从中可以看出

It can be seen from
从中可以看出

Figure 1
图 1

the table (above)
表格(上图)

the data in Table 1
表 1 中的数据

the X group reported significantly more Y than
X 组报告的 Y 明显多于

the other two groups.
其他两组。

The results of the correlational analysis
相关性分析的结果

The themes identified in these responses
这些回复中确定的主题

The result obtained from the preliminary analysis of X
从 X 的初步分析中获得的结果

are shown
显示

are set out
列出

are presented
呈现

can be compared
可以比较

are summarised
载 列

in Table 1.
在表 1 中。

in Figure 1.
在图 1 中。

Source: Academic Phrasebank
来源: Academic Phrasebank

Your sentence:
你的句子:

Step 2: Identify and highlight key information:
第 2 步: 确定并突出显示关键信息:

What stands out in the table is …
表中突出的是......

Closer inspection of the table shows …
仔细检查表格显示......

It is apparent from this table that very few …
从这张表中可以明显看出,很少有......

The most interesting aspect of this graph is …
这张图最有趣的方面是......

In Fig.10 there is a clear trend of decreasing …
在图 10 中,有一个明显的下降趋势......

What is interesting about the data in this table is that …
此表中的数据的有趣之处在于......

From the chart, it can be seen that by far the greatest demand is for …
从图表中可以看出,到目前为止,最大的需求是......

From this data, we can see that Study 2 resulted in the lowest value of …
从这些数据中,我们可以看到研究 2 的 ...

From the data in Figure 9, it is apparent that the length of time left between …
从图 9 中的数据中可以明显看出,...

Data from this table can be compared with the data in Table 4.6 which shows …
此表中的数据可以与表 4.6 中的数据进行比较,表 4.6 显示......

Source: Academic Phrasebank
来源: Academic Phrasebank

Your sentence:
你的句子:

You now have 8 minutes to prepare a 1-minute presentation interpreting the figure/table. You only need to prepare one slide containing the figure you have chosen. You will be presenting in pairs to another project pair using the language you have learnt in this task. You will also have 2 minutes to give feedback.
您现在有 8 分钟的时间准备一个 1 分钟的演示文稿 来解释图表/表格。您只需要准备一张包含您选择的图表的幻灯片。您将使用在此任务中学到的语言向另一个项目对进行结对演示。您还将 2 分钟的时间提供反馈。

When presenting
当出现

When listening
聆听时

Explain the relevance of this figure for your project.
解释此图与您的项目的相关性。

Understand and interpret what the table/figure shows.
理解并解释表格/图显示的内容。

Identify and highlight key information.
Id 指定并突出显示关键信息。

Use the language you have learnt in this session.
使用您在本课程中学到的语言。


Write down answers to these questions to feedback:
写下这些问题的答案以作为反馈:

Did you understand the relevance of the figure to the project?
您了解这个数字与项目的相关性吗?

Did the pair clearly explain the figure?
这对夫妇是否清楚地解释了这个数字?

Did the pair use appropriate language to explain the figure?
这对夫妇是否使用了适当的语言来解释这个数字?

Task 4: Acting on Portfolio Task 1 feedback.
任务 4:根据项目组合任务 1 的反馈采取行动。

Have a look at the Portfolio Task 1 feedback you received from your teacher. In your group, identify your strengths and aspects to improve. Use the table below to help you do this. You can copy and paste this into a collaborative document for all group members to work on it at the same time.
查看 您从老师那里收到的 Portfolio Task 1 反馈。在你的小组中,确定你的优势和需要改进的方面。使用下表来帮助您执行此作。您可以将此 i nit 复制并粘贴到协作文档中,以便所有组成员同时处理它。

Based on the aspects that need improvement, in your group brainstorm ideas to help you address these.
根据需要改进的方面,在您的小组中集思广益以帮助您解决这些问题。

Acting on feedback
根据反馈采取行动

What you did well
您做得好的地方

What you need to improve
您需要改进的地方

Actions to improve
改进措施

Identify the most important aspects you need to improve and the actions you are going to take to improve these. You can also use some of the actions you identified in Task 1 earlier. Prioritise tasks, set roles and responsibilities. In your group, decide:
确定您需要改进的最重要方面以及您将采取哪些措施来改进这些方面。 您还可以使用之前在任务 1 中确定的一些作。 确定任务的优先级,设置角色和职责。在您的组中,决定:

What to do first
首先做什么

How you are going to do it
您将如何作

When you are going to do it
当你要这样做时

How long you will need to do it
你需要做多长时间

How can this task help you create your ESAP project PPT?
此任务如何帮助您创建 ESAP 项目 PPT?

Homework.
作业。

Check the presentation marking criteria, upload your draft ESAP presentation and rehearse together. You will practice presenting your full presentation in the 6.5.3 ESAP session. Due: 6.5.3.
检查演示文稿评分标准,上传您的 ESAP 演示文稿草稿并一起排练。 您将练习在 6.5.3 ESAP 会话中展示完整的演示文稿。 到期日期:6.5.3

6.4.5 ESAP.

Learning outcomes - by the end of the session you will be able to:
学习成果 - 在课程结束时,您将能够:

Reflect on the group project process.
反思小组项目过程。

Complete Portfolio Task 3.
完成 Portfolio 任务 3。

Task 1: Understanding what "reflect” means and involves.
任务 1:理解 “reflect” 的含义和涉及的内容。

What different grammar forms and meanings of the word 'reflect' do you know?
你知道 'reflect' 这个词有哪些不同的语法形式和含义?

Using a good online dictionary, find as many meanings as you can of the verb to reflect.
使用一本好的在线词典,尽可能多地找到要反映的动词的含义。

Read the text below and underline the main ideas. Does the process of reflection seem familiar to you, or do you find these ideas quite new?  
阅读下面的文本并强调主要思想。反思的过程对你来说是否很熟悉,或者你觉得这些想法很新?

Learning does not happen simply by doing. Most learning happens afterwards, as a result of reflecting on the experience, concluding, and planning what to do next. Learning does not end when an activity is finished but continues afterwards in a continual loop.  
学习不是简单地通过   实践来实现的。大多数学习发生在事后,作为反思   经验、  总结  计划   下一步做什么的结果  。学习不会在活动结束时结束,而是在活动结束后继续循环。  

What is reflection?
什么是反射?
 

'Reflection' here is similar to the literal (real) meaning of the word. It is like looking in a mirror, except instead of trying to see your face, you are trying to see your experience, to make sense of it and to identify what to do in the future. This does not have to be something you do on your own. If you look at your face in the mirror and see a mark or a scratch, you might ask someone, 'Can you see that on my face? What is it?' They can see it more clearly than you and can give you better feedback. Getting feedback, from peers or from your tutor, is also an important aspect of reflection in the learning cycle. 
这里的 'Reflection' 类似于这个词的字面(真实)含义。这就像照镜子,只是你不是试图看到自己的脸,而是试图看到你的经历,理解它并确定未来该做什么。这不一定是您自己做的事情。如果你看着镜子里的脸,看到一个印记或划痕,你可能会问别人,'你能在我的脸上看到吗?这是什么?他们比您更清楚地看到它,并且可以为您提供更好的反馈。 从同龄人或导师那里获得反馈也是学习周期中反思的一个重要方面。  

How to reflect
如何反思
 

A model often used is the Gibbs’ reflective cycle, shown in the diagram below. By going through a series of stages, you will get you to think about (reflect on) your experiences. This begins with concrete questions that ask you to describe what happened, and how you feel about it. You should then evaluate the positives, which you want to repeat next time, as well as the negatives, which you want to improve. The questions become a bit more abstract when you start to analyse and try to understand why you had the problems you did. This is where feedback, from your peers or teachers, can be useful, as it is not always easy to identify your own problems. Finally, you will have to conclude what you have learnt from the experience, and plan for future experiences. 
经常使用的模型是吉布斯反射循环,如下图所示。通过经历一系列阶段,您将让您思考(反思)您的经历。这从具体问题开始,要求您   描述   发生的事情以及您对此的   感受 。然后,您应该评估   您希望下次重复的积极因素,以及您想要改进的消极因素。  当你开始   分析   并试图理解你为什么会遇到这些问题时,问题就会变得更加抽象。这就是来自您的同龄人或老师的反馈可能有用的地方  ,因为识别您自己的问题并不总是那么容易。最后,您必须   总结   您从这次经历中学到的东西,并为未来的经历做计划  。 

In short, to reflect on your learning, you need to: 
简而言之,要反思您的学习,您需要:

Describe what happened. 
描述   一下发生了什么。 

Explain how you feel.
解释您的感受。
 

Evaluate the positives and negatives. 
评估   积极因素和消极因素。 

Analyse the reasons. 
分析   原因。 

Conclude what you learnt from the experience. 
总结   您从这次经历中学到的东西。 

Plan how to improve. 
计划   如何改进。 

Adapted from: Smith, S. C. H. (2013-2020). EAPFoundation.com. Available at: https://www.eapfoundation.com/studyskills/learningcycle/ Accessed 08/09/2020. 
改编自:史密斯,SCH (2013-2020)。 EAPFoundation.com。可在:https://www.eapfoundation.com/studyskills/learningcycle/ 2020 年 8 月 9 日访问。 

 3. Read an example of a reflective account from a previous EAP presessional student.
 3. 阅读以前 EAP 学前班学生的反思账户示例。

Reflecting on my summer pre-sessional academic English course at the University of Birmingham, I realise it was both more challenging and rewarding than I had expected. I thought the course would mainly focus on improving language skills through individual assignments, as I was used to in my previous studies. However, it turned out to be very interactive and centred on group work, which made me adapt to a new way of learning.
回想起我在伯明翰大学的暑期学前学术英语课程,我意识到这比我预期的更具挑战性和回报。我认为这门课程主要侧重于通过个人作业来提高语言技能,就像我在以前的学习中习惯的那样。然而,事实证明,它非常互动并且以小组工作为中心,这让我适应了一种新的学习方式。

One of my main tasks was to help organise our group project, which involved creating an online survey and a poster presentation. I took charge of arranging our meetings, managing deadlines, and making sure that we stayed on track. Although I am usually quite organised, balancing everyone’s schedules was stressful, especially when communication was slow. Completing my tasks on time gave me a sense of accomplishment, and it encouraged me to work on my time management skills even more.
我的主要任务之一是帮助组织我们的小组项目,其中包括创建在线调查和海报展示。我负责安排我们的会议、管理截止日期并确保我们按计划进行。虽然我通常很有条理,但平衡每个人的日程安排还是很有压力的,尤其是在沟通缓慢的情况下。按时完成任务给了我一种成就感,它鼓励我进一步提高我的时间管理技能。

Working in a group was harder than I expected, especially when we had to do the group presentation. It was difficult to share ideas at first, as everyone had different views and ways of working. I had to learn how to be more flexible, respect others’ ideas, and communicate more clearly. At the beginning, I felt frustrated with the group project, and it seemed like it would never end. However, I found that the initial boredom or frustration eventually became a sense of achievement once we reached our goals.
在小组中工作比我预期的要难,尤其是当我们必须进行小组演示时。起初很难分享想法,因为每个人都有不同的观点和工作方式。我必须学会如何变得更灵活,尊重他人的想法,并更清晰地沟通。一开始,我对小组项目感到沮丧,而且似乎永远不会结束。然而,我发现一旦我们达到目标,最初的无聊或挫折最终会变成一种成就感。

Through this project, I learned many important skills, such as being on time, taking responsibility, and using new tools for creating surveys and presentations. I also learned how to work with others better, which will be useful for my future studies. In the future, I plan to use these skills in my degree, so I can contribute effectively to group work and manage my time more confidently.
通过这个项目,我学到了很多重要的技能,比如准时、承担责任以及使用新工具来创建调查和演示文稿。我还学会了如何更好地与他人合作,这将对我未来的学习有所帮助。将来,我计划在我的学位中使用这些技能,这样我就可以有效地为小组工作做出贡献并更自信地管理我的时间。

Answer the questions:
回答问题:

What kind of details has the student included?
学生包括哪些类型的详细信息?

What did this student learn from the project experience?
这位学生从项目体验中学到了什么?

What was hard and what was easy?
什么是难的,什么是容易的?

Task
任务
2: Group reflection on ESAP group project process.
对 ESAP 小组项目过程的小组反思。

In your project group, discuss how well you feel this project has developed. Make sure everyone in the group has an opportunity to contribute. Apply the skills you have acquired to take part in a seminar discussion. 
在您的项目组中,讨论您认为该项目的进展情况如何。 确保小组中的每个人都有机会做出贡献。应用您获得的技能来参加研讨会讨论。 

Source: UoB
来源: UoB

Use the questions below and share your thoughts: 
使用以下问题并分享您的想法:

How well prepared do you feel for the presentation? Why? 
您对演讲的准备情况如何? 为什么? 

In what way did each member contribute to the project?
每个成员都以何种方式为该项目做出了贡献?

What knowledge and skills have you acquired while doing the project work? 
您在从事项目工作的过程中获得了哪些知识和技能? 

How might this knowledge and these skills help you in your future degree? 
这些知识和技能对你未来的学位有什么帮助? 

What went well in relation to the group work? 
小组工作相关的哪些方面进展顺利? 

What challenges did the group face? How did the group handle/overcome these? 
该小组面临哪些挑战?该小组如何处理/克服这些问题?

Now make some notes on the information you have discussed. You can create a new collaborative document and save this in your folder.   
现在,请记下您讨论的信息。您可以创建新的协作文档并将其保存在您的文件夹中。

Lastly, together write a short reflection (200-300 words) using the notes you have made. Your reflection should cover these areas: 
最后,使用您所做的笔记一起写一个简短的反思(200-300 字)。您的反思应涵盖以下方面:

Explain what went well in relation to the group work. 
解释与小组工作相关的哪些方面进展顺利。

Explain the challenges the group faced.
解释该小组面临的挑战。

Discuss how the group handled these challenges. 
讨论小组如何应对这些挑战。

Discuss what the group could do differently if you were to do the project again. 
讨论如果您再次做这个项目,小组可以做些什么不同的事情。

Apply all the writing skills you have acquired during the presessisonal course. Save this in your ESAP collaborative folder. You will need this to complete Portfolio Task 3. 
应用您在专业课程中获得的所有写作技巧。将此文件夹保存在您的 ESAP 协作文件夹中。您将需要此文件来完成项目组合任务 3。

Task 3: Individual reflection on the ESAP project process.
任务 3 对 ESAP 项目流程的个人反思。

Now write a short individual reflection (150- 200 words) based on your experience. Your reflection should focus on answering three of the following questions:  
现在根据您的经验写一个简短的个人反思(150-200 字)。您的反思应侧重于回答 以下三个问题:  

In what way did you contribute to the project?
您以什么方式为这个项目做出了贡献?

Are there areas where you feel you have missed opportunities to contribute?
您是否觉得自己错过了做出贡献的机会?

What knowledge and skills have you acquired while doing the project work?
您在从事项目工作的过程中获得了哪些知识和技能?

How could this knowledge and skills help you in your future degree?
这些知识和技能如何帮助您获得未来的学位?

What personal challenges did you face? How did you handle/overcome these?
您个人面临哪些挑战?您是如何处理/克服这些问题的?

If you were to do the project again, is there anything you could do differently?
如果你要再做一次这个项目,有什么不同的事情可以做吗?

Remember in your reflection you need to: 
请记住,在您的反思中,您需要:

Describe what happened. 
描述  一下发生了什么。 

Explain how you feel. 
解释您的  感受。 

Evaluate the positives and negatives. 
评估  积极因素和消极因素。 

Analyse the reasons. 
分析  原因。 

Conclude what you learnt from the experience. 
总结  您从这次经历中学到的东西。 

Plan how to improve. 
计划  如何改进。 

Save your work on your computer. You will need this to complete Portfolio Task 3. Go to Canvas, click on the link and find Portfolio Task 3 to read all the instructions and complete this task.
将工作内容保存在计算机上。您将需要此文件来完成项目组合任务 3。 转到 Canvas,单击链接并找到 Portfolio Task 3 以阅读所有说明并完成此任务。

Homework.
作业。

Portfolio Task 3 Due: 6.5.1.
项目组合任务 3 到期:6.5.1

Check the presentation marking criteria, upload your draft ESAP presentation and rehearse together. You will practice presenting your full presentation in the 6.5.3 ESAP session. Due: 6.5.3.
检查演示文稿评分标准,上传您的 ESAP 演示文稿草稿并一起排练。 您将练习在 6.5.3 ESAP 会话中演示完整演示文稿。 到期日期:6.5.3

6-week Presessional Student Coursebook: English for Specific Academic Purposes.

6.5.3 Final session ESAP.
6.5.3 最终会议 ESAP。

Learning outcomes - by the end of the session you will be able to:
学习成果 - 在课程结束时,您将能够:

Identify the features of good academic presentations.
确定好的学术演讲的特点。

Understand the importance of voice and delivery in a presentation.
了解语音和交付在演示文稿中的重要性。

Practice your presentation and give feedback to another group.
练习您的演示并向另一个小组提供反馈。

Understand the marking criteria for the project presentation.
了解项目演示的标记标准。

Task 1: Academic presentations dos and don’ts.
任务 1:学术演示注意事项。

Make a list of 5 things you should do and 5 things you should avoid doing when giving an academic presentation. Put students in groups. You can ask students to do this together in a collaborative document or Padlet.
列出在进行学术演讲时你应该做的 5 件事和你应该避免做的 5 件事。 将学生分组。您可以要求学生在协作文档或 Padlet 中一起执行此作。

For example:
例如:

Do: Have a clear purpose (main argument) and state it at the beginning of the presentation.
做到: 有一个明确的目的(主要论点)并在演讲开始时说明。

Do not: Read directly from notes.
禁止事项: 直接从笔记中读取。

You can use the table below to write your answers.
您可以使用下表编写您的答案。

Academic presentations
学术报告

Do:
做:

Do not:
不要:

Task 2: Working on your non-verbal communication - voice and delivery.  
任务 2:进行非语言交流 - 语音 和传递。  

You will practice presenting your project in this ESAP session. How can you use your voice to engage the audience? Think of at least three ways.
您将在此 ESAP 会议中练习展示您的项目。您如何用您的声音来吸引观众?至少想出三种方法。


Source:
源:
UoB

Key Point

Presentations are more interactive, personal and informal than written work, so try to make your speech sound more like conversational English than formal written language.
与书面工作相比,演示文稿更具互动性、 个人 性和非正式性,因此请尝试让您的演讲听起来更像会话英语,而不是正式的书面 语言。

Your audience does not just sit and listen to what you have to say. They also respond to how you do this, so the way you perform is essential. In the UK, the audience will expect the speaker to make eye contact with them, be expressive and engaging.
您的听众不只是坐下来听您说什么。它们也会对你的作方式做出反应,所以你的表现方式是必不可少的。在英国,听众会期望演讲者与他们进行眼神交流,富有表现力和吸引力。

Watch the first twelve minutes of a TED Talk titled “Your body language may shape who you are”. Read the questions below and make notes as you watch the video:
观看题为“您的肢体语言可能塑造您是谁”的 TED 演讲的前 12 分钟。阅读下面的问题并在观看视频时做笔记:

What examples does Amy Cuddy give of non-verbal language?
艾米·库迪 (Amy Cuddy) 举了哪些非语言语言的例子?

What experiment did she conduct? What were the results?
她做了什么实验?结果如何?

What is your opinion on this?
您对此有何看法?

What do you think of the speaker’s own body language? Do you consider her to have effective body language? Why? Why not?
你觉得说话者自己的肢体语言怎么样?你认为她有有效的肢体语言吗?为什么?为什么不呢?

What did you notice about the way she used her voice?
你注意到她使用声音的方式有什么?

Now think about eye contact. Write down three reasons why a speaker would make eye contact with the audience when presenting:
现在想想眼神交流。写下演讲者在演讲时与听众进行眼神交流的三个原因:


Task 3: Group project pr
任务 3:小组项目 pr
esentation practice.
Esentation 实践。

One of your homework tasks was to finish and rehearse your group presentation.
你的家庭作业任务之一是完成和排练你的小组演讲。

You will now present your project to another group (12 minutes for groups of three and 16 minutes for groups of four). Apply all the presentation skills and knowledge you have acquired and do not forget to hand over.
现在,您将向另一个组展示您的项目(3 人一组为 12 分钟,4 人一组为 16 分钟)。应用您获得的所有演示技巧和知识,不要忘记交出。

Decide which group presents first. The group watching will set a timer (12 or 16 minutes) and write feedback comments.
决定哪个组首先演示。小组观察将设置计时器(12 或 16 分钟)并撰写反馈评论。

If you are presenting:
如果您要演示:

If you are giving feedback:
如果您提供反馈:

You need to decide who shares the screen or controls the slides.
您需要决定谁共享屏幕或控制幻灯片。

Ensure you all know what your group mates are going to talk about and are ready to explain your section.
确保你们都知道你的小组成员要谈论什么,并准备好解释你的部分。

If you are presenting online mute your microphone unless it is your turn to speak (this will minimise any background noise).
如果您在线演示,除非轮到您发言,否则请将麦克风静音(这将最大限度地减少任何背景噪音)。

Pay attention to what your group members say and be ready to step in to help if they experience difficulties or there is a technical issue.
注意您的小组成员所说的话,并准备好在遇到困难或出现技术问题时介入提供帮助。

Download the Group Presentation Peer Review Grid from Canvas.
从 Canvas 下载小组演示同行评审网格

Assign each member of the group a student to focus on.
为小组的每个成员分配一个要关注的学生。

Pay attention to everything the group presenting says and identify strengths and weaknesses.
注意展示的小组所说的一切,并确定优势和劣势。

Write your feedback comments.
写下您的反馈评论。

Task 4: Feedback on presentation practice.
任务 4:对演示练习的反馈。

Source: UoB
来源: UoB

Get together with the group that watched your presentation. Take turns to give each other feedback. Share your feedback supporting your opinion and ask each other questions.
与观看您的演示的小组聚在一起。轮流互相提供反馈。分享您的反馈以支持您的观点并相互提问。

Organise the feedback comments you have received under the areas in the table below. Paste the table in a collaborative document. All group members need to have access to this document. Save this in your collaborative folder.
在下表中的区域下整理您收到的反馈评论。将表格粘贴到协作文档中。所有群组成员都需要有权访问此文档。将此文件夹保存在您的协作文件夹中。

Now act on feedback. Together decide on your next steps and actions to improve your presentation performance.
现在根据反馈采取行动。一起决定您的后续步骤和行动,以提高您的演示效果。

Presentation Practice Feedback
演示练习反馈

Task achievement
任务完成

(Content and sources)
(内容和来源)

Structure and flow
结构和流程

Language
语言

(Clarity, Range, Complexity and Sophistication)
(净度、范围、复杂度和复杂度)

Delivery and communicative technique
传递和交际技巧

Things we did well
我们做得很好的事情

Things we could improve
我们可以改进的地方

Next steps/ actions to take
后续步骤/要采取的行动

Extension: Check the ESAP presentation marking criteria on Canvas again. How well do you think your group has performed? Where do you think your group could be after you implement the changes based on your peers’ feedback?
扩展 再次检查 Canvas 上的 ESAP 演示文稿标记标准。您认为您的团队表现如何?您认为在根据同行的反馈实施更改后,您的团队会处于什么位置?

Homework.
家庭作业

Finish and upload your final ESAP group project presentation on Canvas. Due: 6.5.5. 8am UK Time.
在 Canvas 上完成并上传您的最终 ESAP 小组项目演示文稿。 到期日期:6.5.5。 英国时间上午 8 点。

6-week Presessional Student Coursebook: English for Specific Academic Purposes.

Transcripts.
成绩单。

6.1.3.

Task 3: Defining innovation. 
任务 3:定义创新。 

What is innovation? Life is made up of dots. Many, in fact, most people believe that the dots they see every day are all the dots there are. So life goes along according to these known dots. Decisions and solutions are based on these commonly known dots - as well as many conclusions, too. Some companies build their entire businesses on these known dots. This we know as the status quo: business as usual. 
什么是创新?生活是由点组成的。事实上,许多人认为他们每天看到的点就是所有的点。所以生活按照这些已知的点进行。决策和解决方案基于这些众所周知的点 - 以及许多结论。一些公司将他们的整个业务建立在这些已知的点上。我们称之为现状:一切照旧。 

Then, one day, someone comes along and sees one or more dots beyond the commonly agreed-upon dots. Dots that others missed; dots that are ignored; dots that others have long since forgotten about. Some like these new dots and celebrate this new discovery, liking how things currently are uncomfortable with everyday dots. Some protest these new dots; some even claim they are invalid or, worse, are imaginary dots that don't even exist.  
然后,有一天,有人出现,看到一个或多个超出普遍同意的点的点。其他人错过的点;被忽略的点;其他人早已忘记的点。有些人喜欢这些新点并庆祝这一新发现,喜欢目前对日常点的不舒服。有些人抗议这些新点;有些人甚至声称它们是无效的,或者更糟糕的是,它们是根本不存在的虚构点。  

Yet it's these new dots that potentially change everything. What is the source of these new dots? Notions, unexpected connections, ideas, possibilities, and imagination. Fire was one of these dots, so is the wheel, and the bicycle, and the automobile, and the computer, as well as the internet, smartphone and the tablet. In fact, many of today's common dots were at one time uncommon: newly introduced dots.  
然而,正是这些新点可能会改变一切。这些新点的来源是什么?概念、意想不到的联系、想法、可能性和想象力。火就是其中之一,车轮、自行车、汽车、电脑、互联网、智能手机和平板电脑也是如此。事实上,今天的许多常见点曾经是不常见的:新引入的点。  

So what is innovation? Those other dots, the ones others miss. And having the certainty to know that the dots you see are not only valid but necessary, if the world is to move forward.  
那么什么是创新呢?那些其他的点,别人错过的那些。并且确定地知道,如果世界要向前发展,您看到的点不仅有效而且是必要的。  

Homework Task 1: Watch a video on innovation and make notes.  
家庭作业任务 1:观看有关创新的视频并做笔记。 

Video - What’s the difference between invention and in novation? by EconClips .    
视频 - 发明和创新 有什么区别?由 EconClips 提供 。    

Have you ever heard about the dispute of two Steves who created an apple? Of course, it is about the disagreements between Steve Wozniak and Steve Jobs: two co-founders of Apple Inc. Steve Wozniak was an engineer: he designed and constructed Apple I and Apple II – one of the first personal computers in history. Steve Jobs was a businessman: he turned ideas into market successes and, thanks to his great marketing skills, encouraged millions of people to buy Apple products.  
你听说过两个史蒂夫创造苹果的纠纷吗?当然,这是关于史蒂夫·沃兹尼亚克和史蒂夫·乔布斯之间的分歧:苹果公司的两位联合创始人。史蒂夫·沃兹尼亚克是一名工程师:他设计并建造了 Apple I 和 Apple II——历史上最早的个人电脑之一。史蒂夫乔布斯是一位商人:他将想法转化为市场成功,并凭借出色的营销技巧鼓励数百万人购买 Apple 产品。  

The cooperation of the two, however, was not smooth and without clashes. Wozniak has repeatedly emphasized that, in his opinion, Jobs is not a great visionary changing the world – but only a man with a marketing flair, who can use other people's ideas and make money on them. Nowadays, Steve Jobs is the first person that comes to mind when we talk about the creators of Apple's success. Steve Wozniak seems to remain in the shadow of glory of his great namesake. Many computer geeks who are keenly interested in the industry openly claim that Jobs did not create anything himself, but merely "stole" fame and money from Wozniak. We are facing an alleged dichotomy between a genius and creator – namely: Wozniak – and a parasite gaining profits from other people's achievements – i.e. Jobs. A poor but brilliant inventor versus "only" an entrepreneur. Does it really work like this and are the real creators of millions of life-changing inventions exploited by greedy businessmen?  
然而,两人的合作并不顺利,也没有发生冲突。沃兹尼亚克一再强调,在他看来,乔布斯不是一个改变世界的伟大远见者——而只是一个具有营销天赋的人,他可以使用别人的想法并从中赚钱。如今,当我们谈论 Apple 成功的创造者时,史蒂夫乔布斯是第一个想到的人。史蒂夫·沃兹尼亚克 (Steve Wozniak) 似乎仍然处于他伟大的同名荣耀的阴影下。许多对该行业非常感兴趣的计算机极客公开声称,乔布斯并没有自己创造任何东西,而只是从沃兹尼亚克那里“偷走”了名声和金钱。我们正面临着天才和创造者(即沃兹尼亚克)与从他人的成就中获利的寄生虫(即乔布斯)之间的所谓二分法。一个贫穷但才华横溢的发明家与“仅仅”一个企业家。它真的是这样运作的吗,数以百万计改变生活的发明的真正创造者是否被贪婪的商人利用?  

To answer this question, we have to first understand the difference between an invention and an innovation. Inventions are the driving force of technological development, which is crucial for a civilization’s development. Prosperity, length and quality of life, as well as the convenience of everyday lives of people all over the world, depend on technology. Technology has increased the productivity of manufactories several dozen times – thanks to the use of steam engines. It freed farmers from hard and exhausting work from dawn till dusk – because it provided them with tractors and harvesters. It made traveling around the world easier and faster – thanks to railways, then cars, then airplanes.  
要回答这个问题,我们首先要了解发明和创新之间的区别。发明是技术发展的驱动力,对一个文明的发展至关重要。世界各地人们的繁荣、长寿和生活质量,以及日常生活的便利性,都取决于技术。由于蒸汽机的使用,技术使制造厂的生产力提高了几十倍。它使农民从从黎明到黄昏的艰苦工作中解脱出来——因为它为他们提供了拖拉机和收割机。它使环游世界变得更轻松、更快捷 - 这要归功于铁路,然后是汽车,然后是飞机。  

However, not every invention contributes to technological development, and some – even the brilliant ones – are never widely used. Why? Let's look at what an invention is. James Burke in an article on Encyclopedia Britannica Online defines invention this way: "Invention, the act of bringing ideas or objects together in a novel way to create something that did not exist before." The first man-made wheel (and then axle, and wheelset) was an invention, because it was a new way to solve the problem of transport, and it made possible the creation of carts. The first hoe, the first sundial, the first water mill – each one of these was an invention. Just like the inventions whose creators we know today by name, such as a modern printing press with a movable font by Johannes Gutenberg, an atmospheric steam engine by Thomas Newcomen, Orville and Wilbur Wright's airplane or DYNABOOK, i.e. the first visionary portable personal computer designed by Alan Key in Xerox PARC laboratories. We understand what inventions were and are.  
然而,并非每项发明都有助于技术发展,有些发明——即使是出色的发明——从未得到广泛使用。为什么?让我们看看什么是发明。詹姆斯·伯克 (James Burke) 在 《大英百科全书在线》(Encyclopedia Britannica Online) 上的一篇文章中这样定义发明:“发明,以新颖的方式将想法或对象组合在一起,创造出以前不存在的东西的行为。第一个人造轮子(然后是车轴和轮对)是一项发明,因为它是解决运输问题的新方法,它使手推车的诞生成为可能。第一把锄头、第一台日晷、第一台水磨——每一项都是一项发明。就像我们今天所知道的发明者的名字一样,例如约翰内斯·古腾堡 (Johannes Gutenberg) 的具有可移动字体的现代印刷机,托马斯·纽科门 (Thomas Newcomen) 的大气蒸汽机,奥维尔 (Orville) 和威尔伯·赖特 (Wilbur Wright) 的飞机或 DYNABOOK,即 Alan Key 在施乐 PARC 实验室设计的第一台富有远见的便携式个人计算机。我们了解发明的过去和现在。  

However, not every invention becomes as groundbreaking as the ones mentioned above – and it certainly does not become so immediately. History gives examples of numerous (known by name or nameless) inventors who created new technological solutions, which surpassed everything that contemporary people knew about – and yet, their inventions were either forgotten or simply did not find a wider resonance in the society of their era. Leonardo da Vinci, widely recognized as the archetype of the Renaissance man, was to be the creator of dozens of inventions that only centuries later were actually used – he is credited with, among others, inventing the parachute. However, parachutes (as well as many other inventions attributed to da Vinci) were not used until few centuries later.  
然而,并非每项发明都像上述发明一样具有开创性——当然也不会立即变得如此。历史上有许多(有名或无名)发明家创造了新技术解决方案的例子,这些解决方案超出了当代人所知道的一切——然而,他们的发明要么被遗忘,要么根本没有在他们那个时代的社会中找到更广泛的共鸣。列奥纳多·达·芬奇 (Leonardo da Vinci) 被广泛认为是文艺复兴时期的原型,他创造了数十项发明,这些发明仅在几个世纪后才真正被使用——他被认为发明了降落伞等人。然而,降落伞(以及达芬奇的许多其他发明)直到几个世纪后才被使用。  

You can even talk about the entire "nations of inventors" that gave the world the creators of extraordinary technologies, but often these technologies for centuries did not have any wider implications for these nations. They were rather curiosities and toys for rich elites than widely available goods that changed the lives of the masses. Ancient and medieval China can be a good example of this: a country of numerous inventions, that did not, however, significantly change the daily lives of average Chinese for a long time (often for centuries) after being invented. Even the famous Four Great Inventions (i.e. print, compass, paper and gunpowder), which in China are a classic symbol of the scientific and technological power of the country, found wider, more common and more revolutionary applications later in Europe, and not in the Middle Kingdom itself.  
你甚至可以谈论整个“发明家之国”,它们为世界创造了非凡的技术,但几个世纪以来,这些技术往往并没有对这些国家产生任何更广泛的影响。它们与其说是改变大众生活的广泛商品,不如说是富裕精英的奇珍异宝和玩具。古代和中世纪的中国就是一个很好的例子:一个拥有众多发明的国家,然而,在发明后的很长一段时间内(通常是几个世纪)并没有显着改变普通中国人的日常生活。即使是著名的四大发明(即印刷术、指南针、纸张和火药),在中国是国家科技实力的经典象征,后来在欧洲得到了更广泛、更普遍和更具革命性的应用,而不是在中国本身。  

Not every invention changes the world, and certainly not everyone does it immediately or through the actions of the inventor himself. It is not the fault of fate or immaturity of society unable to appreciate the inventor's genius. In order for the invention to become a breakthrough and to change the lives of the masses – it must become an innovation.  
并非每项发明都能改变世界,当然也不是每个人都会立即或通过发明者本人的行动来改变世界。这不是命运的错,也不是社会不成熟的错,无法欣赏发明家的天才。为了使这项发明成为突破并改变大众的生活 – 它必须成为一项创新。  

Innovation is an invention implemented and used on a large scale. The first wheel (and axle) could have been the most brilliant invention of the world at that time – but it did not change the fate of others or improve the quality of life of the people of that era - until the inventor presented his novelty, explained its meaning and applications, and showed that it could be used for faster and easier transport. Gutenberg's printing press would not matter at all if it were not adopted by others and if it soon did not become widely used to print writings, including the Holy Bible translated into national languages. The Newcomen's steam engine would be forgotten, and would only exist as a record in a dusty work of some historian, if in 1712 the Staffordshire mine did not run the first of these machines to accelerate and facilitate coal mining – which proved in practice the efficiency of the machine in the mining industry.
创新是一项大规模实施和使用的发明。第一个轮子(和车轴)可能是当时世界上最辉煌的发明——但它并没有改变他人的命运或提高那个时代人们的生活质量——直到发明者提出了他的新颖性,解释了它的含义和应用,并表明它可以用于更快、更轻松的运输。如果古腾堡的印刷机不被其他人采用,并且没有很快被广泛用于印刷作品,包括翻译成国家语言的圣经,那么它根本不重要。纽科门的蒸汽机将被遗忘,只会作为一些历史学家尘封的著作中的记录存在,如果在 1712 年斯塔福德郡矿没有运行第一台这些机器来加速和促进煤炭开采——这在实践中证明了机器在采矿业中的效率。

Similarly, the same engine could never become a key element of the industrial revolution, were it not for the subsequent improvements and mass sales that we owe to James Watt.  
同样,如果不是随后的改进和大规模销售,同样的发动机永远不会成为工业革命的关键要素,这要归功于詹姆斯·瓦特 (James Watt)。  

Innovation is an invention that has been successfully presented to the masses and sold on the market. The inventor is (of course!) the father of the invention – but entrepreneurs are the father of innovation. Sometimes it is one and the same person – history knows many inventor-entrepreneurs, such as Thomas Alva Edison. However, the author of the spectacular success of a given technological novelty is often someone else entirely than the inventor himself. This is not surprising – after all, not every scientist or engineer must also be a businessman and a specialist in advertising, promotion and sales. In society, everyone acts on the basis of his or her best judgment, engages in voluntary interactions with others, and has a chance to profit from it. The one who best meets the needs of a wide range of consumers gains the most – but, nevertheless, everyone gains: the inventor, the entrepreneur, the "multiplier" of a given invention and finally the final recipient of the product: the consumer.  
创新是一项已成功向大众展示并在市场上销售的发明。发明者(当然)是发明之父 - 但企业家是创新之父。有时是同一个人——历史上知道许多发明家兼企业家,例如托马斯·阿尔瓦·爱迪生。然而,某项技术新奇事物取得巨大成功的作者往往完全是发明者本人。这并不奇怪 - 毕竟,并非每个科学家或工程师都必须是商人和广告、促销和销售方面的专家。在社会中,每个人都根据他或她的最佳判断行事,与他人进行自愿互动,并有机会从中获利。最能满足广大消费者需求的人会得到最大的收益——但无论如何,每个人都会受益:发明者、企业家、特定发明的“乘数”,最后是产品的最终接受者:消费者。  

Back to the example of China: why the industrial revolution and the radical increase in prosperity and improvement of society's living conditions started not in China, but in Great Britain and the USA, and not before the mid-eighteenth century? It might seem that China had everything a country needs for a breakthrough: inventions, huge population, large surface area, lots of natural resources. However, for an invention to become an innovation and to actually change people's lives, something else is needed: well-functioning market institutions and people who can make use of them: the entrepreneurs. This new group of people took up (and continue to this day) the fight against uncertainty.  
回到中国的例子:为什么工业革命以及繁荣和社会生活条件的急剧增加不是从中国开始的,而是在英国和美国开始的,而不是在 18 世纪中叶之前?中国似乎拥有一个国家实现突破所需的一切:发明、庞大的人口、广阔的面积、大量的自然资源。然而,要使一项发明成为创新并真正改变人们的生活,还需要其他东西:运作良好的市场机构和能够利用它们的人:企业家。这群新人开始(并一直持续到今天)与不确定性作斗争。  

What does it mean? Entrepreneurs try to anticipate the what, when and whys that will be needed for as many people as possible, and then to provide them with these goods and services in the best and cheapest way possible. They take this uncertainty on their shoulders: if their predictions prove to be correct, they have a chance to make a profit; if they are wrong, they will suffer a loss.  
这是什么意思?企业家试图预测尽可能多的人需要什么、何时以及为什么需要,然后以最好和最便宜的方式为他们提供这些商品和服务。他们肩负着这种不确定性:如果他们的预测被证明是正确的,他们就有机会获利;如果他们错了,他们就会蒙受损失。  

What does this mean for the story of two Steves arguing over an apple? Are we really dealing with the story of a poor inventor: a genius used by a bloodthirsty entrepreneur? Maybe the creator of Apple's breakthrough technology was not Steve Jobs, but Steve Wozniak. However, without the entrepreneurial skills, business intuition and market sense that characterized Jobs, Apple Inc. could not be so successful, and Apple I and Apple II could have ended up as interesting, but forgotten inventions, lying in the dust of some abandoned garage. It is worth appreciating that we were lucky to have both of them: the inventor and his inventions – as well as the entrepreneur and his innovations.  
这对两个史蒂夫为苹果争吵的故事意味着什么?我们真的在处理一个贫穷的发明家的故事吗:一个被嗜血的企业家利用的天才?也许苹果突破性技术的创造者不是史蒂夫乔布斯,而是史蒂夫沃兹尼亚克。然而,如果没有乔布斯特有的创业技能、商业直觉和市场意识,苹果公司就不会如此成功,苹果 I 和苹果 II 最终可能会成为有趣但被遗忘的发明,躺在某个废弃车库的灰尘中。值得庆幸的是,我们很幸运地拥有他们两个人:发明家和他的发明,以及企业家和他的创新。  

Script written by Mateusz Błaszczyk, co-creator of a YouTube podcast series "Class of the Atlas" ("Klasa Atlasa").
剧本由 Mateusz Błaszczyk 编写,他是 YouTube 播客系列“Class of the Atlas”(“Klasa Atlasa”)的共同创作者。
 

 

6.1.5.

Task 4: Finding sources using FindIt@Bham. 
任务 4:使用 FindIt@Bham 查找源。 

In this video, I'm going to demonstrate how FindIt@Bham can be used to search for and access online journal articles. Before performing a search, check that you've signed in to FindIt@Bham in the top right-hand corner of the screen. This ensures that you'll be recognised as an authenticated member of the University of Birmingham when you come to access the full text of journal articles later on. When performing a search for a journal article you can either leave the second dropdown menu set as an 'Everything' search, or for a more focused search change the menu to 'Article Search'. In the search bar itself, if there is a specific journal article that you wish to look up, you can enter the article title here. Or if you're searching for articles relating to a particular topic area, you can use the search bar to perform a keyword search.  
在本视频中,我将演示如何使用 FindIt@Bham 来搜索和访问在线期刊文章。在执行搜索之前,请检查您是否已登录屏幕右上角的 FindIt@Bham。这可确保您在以后访问期刊文章的全文时被认可为伯明翰大学的认证成员。在搜索期刊文章时,您可以将第二个下拉菜单设置为 'Everything' 搜索,或者为了更集中的搜索,将菜单更改为 'Article Search'。在搜索栏本身中,如果您想查找特定的期刊文章,您可以在此处输入文章标题。或者,如果您正在搜索与特定主题领域相关的文章,您可以使用搜索栏执行关键字搜索。  

Let's imagine I'm searching for journal articles on the topic of happiness and society. I enter happiness and society into the search bar and either press enter on my computer keyboard or select the magnifying glass icon. A list of results is generated. The journal article result will be tagged with the label 'Article'. To access an article, select the green 'View Full Text' link and a new menu will open up and under the section entitled 'View It' a selection of one or more links will be presented. The text in each of the links provides context as to which publisher platforms the article is hosted on. Sometimes, as is the case here, you will see multiple links in the 'View It' section. This just means that the full text is available for more than one platform - it's your choice as to which link you choose to follow to access the full text.  
假设我正在搜索有关幸福和社会主题的期刊文章。我在搜索栏中输入 happiness and society,然后按电脑键盘上的 Enter 键或选择放大镜图标。将生成结果列表。期刊文章结果将用标签 'Article' 进行标记。要访问文章,请选择绿色的“查看全文”链接,将打开一个新菜单,在标题为“查看”的部分下将显示一个或多个链接的选择。每个链接中的文本都提供了有关托管文章的出版商平台的上下文。有时,就像这里的情况一样,您会在 'View It' 部分看到多个链接。这只是意味着全文可用于多个平台 - 您可以选择选择点击哪个链接来访问全文。  

For some journal articles, you will notice that as well as the green 'View Full Text' link, there are other links that can be selected. These are just there to widen your discovery options. For example, the 'View Article PDF' link gives you direct access to the article PDF, meaning fewer clicks are needed to access content. The 'Browse Issue Contents' link will take you to the contents page for the particular issue in which the article has been published. 
对于某些期刊文章,您会注意到除了绿色的“查看全文”链接外,还可以选择其他链接。这些只是为了扩大您的发现选择。例如,“查看文章 PDF”链接可让您直接访问文章 PDF,这意味着访问内容所需的点击次数更少。“浏览期刊内容”链接将带您进入已发表文章的特定期刊的内容页面。 

 

6.4.3

Task 2: Presentation Skills – Signposting.
任务 2:演讲技巧 – 路标。

Today I will talk about Karl’s video from last week “signposting” and three reasons of why signposting is good, Karl went through some great points in his post last week about how to give the audience’s brains little breaks and how to help them understand important points in your presentation.  
今天我将谈谈 Karl 上周的“路标”视频以及路标好的三个原因,Karl 在上周的帖子中介绍了一些很棒的观点,关于如何让听众的大脑稍作休息以及如何帮助他们理解你的演讲中的要点。

In this week's tip I do actually want to talk about something quite similar and it's called signposting. So, what is sign posting? Well when you're in your car and you're driving somewhere strange you depend on signposting to tell you where you are and also where you're going.  Signposting in a presentation is very similar, we have to signpost, we tell people where our presentation is going.  
在本周的提示中,我确实想谈谈非常相似的事情,它被称为路标。那么,什么是标牌张贴?好吧,当你在车里开车去一个陌生的地方时,你会依靠路标来告诉你你在哪里,以及你要去哪里。 演示文稿中的路标非常相似,我们必须路标,我们告诉人们我们的演示文稿要去哪里。

When we signpost, we give the audience three very important things ‘information, anticipation and understanding’.  ‘Information’ tells the audience about the subject of your presentation.  ‘Anticipation’:  the audience will anticipate certain areas of your presentation.  And ‘understanding’: the audience will understand the basics of your presentation.  
当我们指示时,我们给观众三个非常重要的东西'信息,预期和理解'。  '信息”告诉观众关于你演讲的主题 。  '预期': 观众会预期你演讲的某些区域。  而“理解”:观众会理解你演示的基本内容。  

I actually signposted at the beginning of this video today, just to remind you here's what I said; “Today I will talk about Karl’s video from last week signposting and three reasons why sign poster is good”.  So now you know in that signpost I told if I was presenting of course, I just told you where the presentation is going, so you are now well-informed.  
实际上,我今天在这个视频的开头做了路标,只是为了提醒你这是我所说的;“今天我将谈谈 Karl 上周的路标视频以及标志海报好的三个原因”。 所以现在你知道了,在那个路标中,我告诉了我是否在演讲,当然,我刚刚告诉了你演讲的去向,所以你现在已经消息灵通了。

Remember signposting gives your audience information anticipation and understanding about your presentation.  If you don't already use it, try using signposting in your next presentation and let us know how you get on.  And remember if you've ever got a question just let us know what it is please.  Like this video on Facebook, tweet about it on Twitter and share on other social media. Help other people improve. Thanks for watching and we'll see you in the next video.  
请记住,路标可以让您的听众对您的演示文稿进行信息、预期和理解。 如果您还没有使用它,请尝试在下一次演示中使用路标,并让我们知道您的进展情况。 请记住,如果您有任何问题,请告诉我们它是什么。 在 Facebook 上喜欢这个视频,在 Twitter 上发布推文并在其他社交媒体上分享。帮助其他人改进。感谢您的观看,我们下一个视频见。

 

Introductory Text
介绍性文本

Innovation
创新

What is Innovation?
什么是创新?

Innovation is the process of creating new ideas, methods, products, or solutions that add value and make a positive impact. It turns creative ideas into real results that improve how things work, solve problems, or meet new needs.
创新是创造新想法、方法、产品或解决方案的过程,这些想法、方法、产品或解决方案可以增加价值并产生积极影响。它将创意转化为实际结果,从而改善工作方式、解决问题或满足新需求。

Innovation is not just about technology. It includes new ways to solve problems, improve processes, or change how businesses operate. It challenges the usual way of doing things, encourages creative thinking, and takes calculated risks to achieve better results.
创新不仅仅关乎技术。它包括解决问题、改进流程或改变企业运营方式的新方法。它挑战了通常的做事方式,鼓励创造性思维,并承担经过计算的风险以取得更好的结果。

Innovation comes from curiosity, creativity, and the desire to improve. It needs an open mindset, a willingness to embrace change, and the courage to try new things. Innovation happens in many areas, such as business, science, technology, or social services. It can lead to economic growth, social progress, and better quality of life.
创新来自好奇心、创造力和改进的愿望。它需要开放的心态、接受变化的意愿以及尝试新事物的勇气。创新发生在许多领域,例如商业、科学、技术或社会服务。它可以带来经济增长、社会进步和更好的生活质量。

Types of Innovation
创新类型

There are different types of innovation, each with its own purpose:
有不同类型的创新,每一种都有自己的目的:

Product Innovation: Creating new products or improving existing ones to meet customer needs.
产品创新 :创造新产品或改进现有产品以满足客户需求。

Process Innovation: Making workflows, systems, or technologies more efficient.
流程创新 :提高工作流程、系统或技术的效率。

Business Model Innovation: Changing how businesses create and deliver value.
商业模式创新 :改变企业创造和交付价值的方式。

Service Innovation: Improving customer experiences with new services or better delivery methods.
服务创新 :通过新服务或更好的交付方式改善客户体验。

Incremental Innovation: Making small but steady improvements to products or processes.
渐进式创新 :对产品或流程进行微小但稳定的改进。

Disruptive Innovation: Creating entirely new solutions that replace old ways of doing things.
颠覆性创新 :创造全新的解决方案,取代旧的做事方式。

Open Innovation: Working with others, like customers or researchers, to create new ideas.
开放式创新 :与他人(如客户或研究人员)合作,创造新的想法。

Sustainable Innovation: Developing eco-friendly products and practices to protect the environment.
可持续创新 :开发环保产品和实践以保护环境。

Social Innovation: Solving social problems with new ideas to improve community well-being.
社会创新 :以新理念解决社会问题,以改善社区福祉。

Digital Innovation: Using technology like AI or IoT to transform products or services.
数字创新 :使用 AI 或 IoT 等技术实现产品或服务转型。

Technology Innovation: Advancing scientific and technical fields to solve big challenges.
技术创新 :推动科技领域发展,解决重大挑战。

Computing Innovation: Creating breakthroughs in IT systems and cybersecurity.
计算创新 :在 IT 系统和网络安全方面取得突破。

Examples of Innovation
创新示例

Airbnb: Changed the travel industry by letting people rent out their homes.
Airbnb:让人们出租自己的房屋,改变了旅游业。

Electric Vehicles: Brands like Tesla have made eco-friendly cars more popular.
电动汽车 :特斯拉等品牌使环保汽车更受欢迎。

Mobile Payment Solutions: Apps like Apple Pay make paying faster and easier.
移动支付解决方案 :Apple Pay 等应用程序让支付更快捷、更轻松。

CRISPR Gene Editing: This technology helps scientists edit DNA to treat diseases.
CRISPR 基因编辑 :这项技术帮助科学家编辑 DNA 以治疗疾病。

Netflix Streaming: Transformed how people watch TV by offering on-demand content.
Netflix 流媒体 :通过提供点播内容,改变了人们观看电视的方式。

Solar Energy: Improved solar panels make renewable energy more affordable.
太阳能:改进的太阳能电池板使可再生能源更实惠。

Adapted from Jain, N (2023) What is Innovation? Definition, Types, Examples and Process. Available at: https://ideascale.com/blog/what-is-innovation/ ideascale.com (Accessed: 11 November 2024).
改编自 Jain, N (2023) 什么是创新?定义、类型、示例和过程 ,见:https://ideascale.com/blog/what-is-innovation/ ideascale.com(访问时间:2024 年 11 月 11 日)。

Key Questions About Innovation
关于创新的关键问题

What new innovations are happening in your field?
您的领域正在发生哪些新的创新?

What problem does the innovation solve or improve?
创新解决或改善了什么问题?

How does it compare to what came before?
它与之前相比如何?

How effective is it?
效果如何?

What are its drawbacks, and how can they be fixed?
它的缺点是什么,如何解决?

What might happen next in this area?
这个领域接下来会发生什么?