出国留学英文推荐信的格式

2024-06-18

出国留学英文推荐信的格式（共7篇）

出国留学英文推荐信的格式篇1

出国留学的英文申请书格式

Dear sir / madam:

I am a student, graduated from BaoYang middle school, Nanning, GuangXi autonomous region, in . I am still studying in high school now, because I was not enrolled by the ideal university last year. Recently, I have a dream to study abroad. Then I search online and find that it is more convenient and suitable for me to go to New Zealand for study.

First, New Zealand is a multicultural country, which has the most advanced education in the world. Second, the tuition is lower than other countries’, which I think is mo

re reasonable for me. Finally, the climate of New Zealand is similar with the climate of the South of China. Considering above reasons, I told my parents my plan on going to New Zealand for study, and my parent agreed with me.

As a girl, I like preschool education since I was young. Nowadays, Chinese parents, who want their children to get better education, pay more attention to preschool education. If I study specialized curriculums on preschool education, I will go back China and work hard on preschool education after leaving college.

My plan is as follows: first, I plan to study English in language institute for about a half year in New Zealand. Then, I will study specialized curriculums on preschool education.

I believe I have the ability of study abroad, because I have finished all high school curriculums. Besides, my parents both have job and have rich income, so they will support me to finish my study. After finishing my study, I will return to my homeland and work on preschool education, so as to realize my life value.

yours Sincerely

xuexila.com/shenqing/

留学申请者的简历

1.姓名：与各种学历证明的姓名相同，如有更改姓名的情况，务必在公证时予以声明，并附上公证书。

2.性别

3.出生年月日及地点。与各类学历证明的出生年月日一致，出生地点写明国别和省份。

4.国籍

5.婚否

6.现在工作单位及详细通信地址。

7.个人教育背景。包括大学、硕士阶段的在读时间，所在大学的名称、专业和所获学位，参加工作后的受教育经历，主要指脱产接受专门的进修、培训或学习。

8.个人从事专业的经历。填写专业经历应力求抓住重点，突出研究方向。担任教学工作的可列出主讲、助讲课程的名称，担任研究工作的可列出参加各个研究项目的课题名称。

9.个人的著作、论文或研究成果要分门别类列出，并一定要与个人专业经历相一致。所列著作要注明名称、出版年月、出版单位。所列论文要注明论文题目，刊载杂志或期刊名称、期号、语种。对于在学术会议上发表的文章还要注明学术会议的名称、召开时间和地点等。如果其中有被外国学者评论过的，附上刊载评论文章的杂志名称及时间。

10.外语水平。注明参加TEF、TOEFL、GRE等考试的时间、地点及成绩。若申请者掌握多门外语，则要一一注明语种并说明熟练程度。

11.参加何种学术团体，得到何种荣誉。学术团体一般应是省、市或行业一级以下的专业学术团体，在学术团体中所担任的职务可加以注明。荣誉主要是指在专业、技术研究方面获得的奖励和荣誉，并要注明获奖名称，颁奖时间和颁奖单位。

12.拟申请的大学和导师的姓名。可根据申请者查询的资料予以注明，并要注意按照每个单位、每位导师一份简历的原则，即在同一份自传中不必注明全部想要联系的单位和导师。

13.拟进行的研究方向和希望从事研究的题目。国外院校的专业面一般较宽，要根据国外情况，力求专业面与其一致。研究课题可根据自己的研究兴趣和需要，同时也要尽量考虑对方的条件。

在简历的书写过程中申请者还应注意必须尽力保证字迹的工整、清楚，用打印机打印。一份成功简历的秘诀在于：既不要言过其实，又必须充分反映自己的实际水平。

推荐信

一般而言，推荐信需要三封，最好三封各有其强调的重点，以完全申请人的特点与才华，推荐信的基本组成除信头、发信日期、收信人性命、地址、称呼、签名、推荐人性命、职务等外，

信件内容还应包括以下各项：

1、被推荐者全名：不可全文都只写Mr. Huang和Miss He，需要明确写出被推荐者的全明至少一次。

2、认识期间：何时认识?或认识多久?

3、认识程度：偶尔见面或者密切接触，例如任课老师或者班主任等。

4、与申请人之间的关系：老师或者部门主管等。

5、学业成绩：讨论申请人擅长与不擅长的学习领域。

6、个人成就：在学校、工作或家庭中的特殊表现。

如曾经获得某种奖学金、工作中表现优秀等。

7、特殊才能：语言、艺术、体育等方面的特殊能力。

出国留学英文推荐信的格式篇2

On the basis of having the capacity of speaking two languages,it is a common phenomenon for the bilingual to switch one language to another in their conversation.

According to Stockwell(2007),language varieties such as a particular language,or dialect,or register,or accent,or style can be generalized as the term“code”.The phenomenon mentioned above can be named“code-switching”(abbreviated as CS).In this paper,the“code”specially refers to the“language”rather than other language varieties.

The widely accepted definition of CS is presented by MyersScotton(1993:1):“Code-switching is a term used to identify alternations of linguistic varieties within the same conversation.”

Theoretical background

The research of code-switching in sociolinguistic aspect can be dated back to Blom and Gumperz’s(1972)“Social meaning in linguistic structures”.

When studying code-switching,Myers-Scotton(1993)made a perfect combination of the social factors and the grammatical factors together to take into consideration.In the language structural aspect,she built“Matrix Language-Frame Model”.The core idea of this model is there are two language systems in CS:one is Matrix language and the other is embedded language.The Matrix language plays a leading role in the conversation.

In the socialcultural aspect,she constructed“Markedness Model”.Myers-Scotton’s markedness model was stated in the form of a principle and four maxims.That is,The negotiation principle which includes the Sequential Unmarked Choice Maxim,The Unmarked Choice Maxim,The Marked Choice Maxim and The Exploratory Choice Maxim.Generally Speaking,“Markedness Model”gives a way of looking into the CS as a negotiation for the interlocutors to cooperate in the conversation.It is a model to perceive the social motivation of CS.

Methodology

1.Framework

In this research,the procedures of Conversational Analysis(abbreviated as CA)have been adopted to analyze the data.CAwas initially proposed by Harvey Sacks in the late 1960s and early1970s,which is a method to analyze the organization of the interaction.When analyzing the talk-in-interaction,the following three types of organization would necessarily be identified:turntaking,sequence organization,and repair.

2.Data/participants

The research topic I have been working for is“Conversational code-switching of Chinese students who study in Sydney.”

I will make a complimentary explanation t�ha偭t t�his paper is a Mandarin-English based research.The“Chinese”here is limited its scope to“Mandarin”.

The data have been collected by recording the spontaneous conversational exchange from graduate Chinese students who study in Sydney majoring various subjects such as linguistics,commerce,human resources.

There are 8 male students as well as 9 female students being investigated.They are all Mandarin-English bilinguals.All of them have accomplished their undergraduate study in China.The average length of time of their staying in Sydney is half a year.This research has been carried out in half a month.As a result,I have acquired about 3 hours tape-recording of these subjects’daily conversation.

Results and discussion

In this part,some first-hand data will be presented with separate analysis according to the CA approach and other sociolinguistic theories relating to CS.

1.The driving factors of CS

Extract1:

A:Global patterns he local patterns shi zhi shen me a?

(‘What do Global patterns and local patterns refer to?’)

B:(2.0)Wo jue de global patterns shi zhi wen zhang organize de fang shi._Local patterns shi zhi stages he phases.

(‘In my opinion,global patterns refer to the ways of organization of the article.Local patterns refer to stages and phases’)

A:(1.5)Hao xiang lao shi ye zhe me jiang guo.

(‘It seems that the teacher has said that.’)

Extract1 has taken place in school.It isa conversation between twopeople.A proposesa questionbyMandarinand English mixing expression.Amakes anevident selectionthat he wants Bto answer.Afteratwoseconds’thinking,Boffers an answer to A’squestionso that theadjacencypair is notdelayed.Itis apparent that B follows A’s discourse pattern as herresponse contains Mandarin and English.When it comes to the English words A used to deploy,B switches her speaking from Mandarin to English.Besides,it seems that B prefers to switch Mandarin to a specific English word.After 1.5-second pause,Aendsthe discourse sequence with a pure Mandarin sentence.

It can be clearly seen that when it comes to the academic words such as local patterns,global patterns etc.,the speakers tend to use the original form of the word in English.

Baker(2001);Romaine(1995)pointed out that:“Bilingual speakers tend to tal�k one�speci�fic topic in language A because language A is the language they were taught to cope with this topic,and/or because language B m@ay isomet�imes lack some terminology needed to handle this topic.”

That statement above to some extent clarifies the use of codeswitching in the domain of school and other academic settings.It can be summarized as educational factors acting on CS of the conversation.

Extract 2:

A:Ni zhu zai na[li?

(‘Where do you live?’)

B:[Ashfield.

A:Li xue xiao bu jin a.

(‘It is not near to school.’)

B:=Hai hao le.By train hen kuai de.

(‘That’s all right.It is fast to get to school by train’)

In this extract,the speakers use English word“Ashfield”and the phrase“By train”to make a switching from Mandarin.As mentioned a specific name of a location,the Chinese students are used to employing the original form.There is no need for them to interpret into Chinese(Mandarin)because the bilingual speakers can widely recognize the proper noun.“By train”is a simple phrase to express the daily transportation.It can be assumed that the bilingual speakers here obey the locals’daily expression.This can be called as conventional factors on CS.

2.The social motivation of CS

Extract3:

A:Ni he de shi hong cha ma?

(‘Are you drinking black tea?’)

B:=Bu shi.(‘No.’)

A:Na shi shen me?

(‘Then,which kind of tea?’)

B:(2.0)Green Tea.

In Extract3,A wonders to know what B is drinking.A receives a dispreferred answer from B.In order to achieve her goal,A keeps on asking.All these above are in Mandarin.Unexpectedly,with 2.0-second pause,B makes her response in English.

According to Myers-Scotton(1993),the speakers in the same community know what a linguistic choice will be normal,unmarked realization of an expected rights-and-obligations set for a particular conversation.Considering Chinese overseas students who study in Sydney as a community,when talking about trifles in daily life,they tend to speak in Chinese.Chinese here is the unmarked language choice.In the above extract,Speaker A asks repeatedly about what tea B drinking is.Finally,B selects the marked choice(English)to show his impatient about A‘s question.The use of CS from the speaker is a way to show their feelings such as impatient,disagreement.It is also regarded as a good way to make the statement more noticeable by using CS.What’s more,it seems that code-switching can play a conclusion role of a conversational sequence.Thus,code-switching sometimes is a signal of a specific sequence ending.

3.The repair in the conversation

Extract 4:

A:Ni men zhong wu chi de shen me?

(‘What you guys have had for lunch?’)

B:Slice(of bread)

A:(2.0))Slide?

C:(To B)Haha,Tou ying pian.

(‘Haha,slide.’)

B:Jiu shi na zhong chang er qie bao de mian bao.

(‘That is exactly the long and thin piece of bread.’)

A:=Ming bai le.

(‘Get it!’)

In the above extract,A asks a question in Mandarin.B is self-selected as the next speaker to answer the question in English.Because of B’s uncompleted phrase plus A’s uncertain hearing,A is quite struggled to know B’s meaning by questioning.C interferes in the conversation by joking in Mandarin.B makes an account for the misunderstanding caused by him in Mandarin.A finally replies in Mandarin to show her understanding.

In CA,The term of repair is“The mechanisms through which certain’troubles’in interaction are dealt with.”(Schegloff,Jefferson,&Sacks 1977).

Because of A’s mishearing of the word slice and C’s ridicule,B decides to repair his discourse by using Mandarin to clarify.The repair is initiated by A and C,thus,the clarification of B can be marked as“other-initiated,self-repair.”

In Chinese overseas students conversation,the phenomena of repair frequently occurs for the reason that code-switching sometimes may lead to confusion by the deficiencies in cognition and hearing.

4.The Matrix language model in analyzing these conversations

Extract5:

A:Zhe ge zuo ye de fen hao di.

(‘This assignment got a very low mark.’)

B:(2.0)Don’t worry.Zhe ci zuo ye da jia fen shu dou bu gao de.

(‘Don’t worry,most of us do not got a high mark in this assignment.’)

In Extract5,A complaints the low mark she has gotten in Mandarin.Within 2-second pause,B is trying to find words to comfort A.B consequently chooses English to attract A’s attention.Then,B switches to Mandarin to give reasons for his claim which makes his claim more acceptable.

Extract6:

A:Ni Jin Tian Xia Wu Neng Pei Wo Qu Chao Shi Ma?

(‘Can you go to supermarket with me this afternoon?’)

B:(2.0)Sorry,Wo Xia Wu You Ke.

(‘Sorry,I have class this afternoon’)

A:=That’s OK.

In Extract6,A puts forward his request in Mandarin.With2.0-second hesitation,B uses English to apologize,then switches to Mandarin to give the reason.A gives a brief response to B in English to end the sequence.

Examples such as Extract5 and Extract6 are by no means rare in my research.As a result,every subject chooses Chinese(Mandarin)as his/her Matrix language in conversation,even no one is exception.English is the embedded language in their conversation.In addition,they prefer to use English words or short phrases to make code-switching rather than a complicated sentence.It can be assumed that due to the extent of familiarity of the language,the Chinese overseas students who study in Sydney have not matched the level of using English as native speakers,they still prefer to use their mother tongue Chinese(Mandarin)to structure their conversation.

Conclusion

The study has revealed that when Chinese students who study in Sydney employ code-switching in their conversation,it can be regarded as both linguistics choices and communicative strategies.

The code-switching of Chinese overseas students is based on their vernacular-Chinese.The CS is in large degree in the morphemic level.In order to achieve the social goal,code-switching is widely adopted in the subjects’conversation.However,code-switching happens in their conversation naturally rather than deliberately.

参考文献

[1]Baker, C. (2001) Foundations of Bilingual Education and Bilingu- alism (3rd Edition). Clevedon: ML Matters Ltd.

[2]Blom, Jan-Petter, and John J. Gumperz. (1972). Social meaning in linguistic structure: code-switching in Norway. Directions in Sociolinguis- tics, ed. by John J. Gumperz and Dell Hymes, New York: Holt, Rinehart and Winston.

[3]Ellis, R. and Barkhuizen, G. (2005) Analysing Learner Language. Oxford: Oxford University Press.

[4]Myers-scotton, C and Jake, J. L. (2001) Explaining Aspects of Code-Switching and their Implications. Cited in Nicol, J. L. (ed.) One Mind, Two Languages. Oxford: Blackwell Publishers Ltd.

[5]Myers-Scotton, C. (1993). Common and uncommon ground:So- cial andstructural factors in code-switching. Language in Society, 22, 475-503.

[6]Myers-Scotton, C. (1993). Social Motivations f or Codeswitching :evidence from A f rica: Oxford University Press.

[7]Romaine, S. (1995) Bilingualism (2nd Ed). Oxford UK and Cam- bridge USA: Blackwell.

[8]Schegloff,E.A., G. J., and H.sacks. (1977). The prefernce for self- correction in the organization of repair in conversation. Language 53, 82-361.

[9]Stockwell, P. (2007). Sociolinguistics:A resource book for stu- dents (2nd ed.). London and New York: Routledge.

[10]Wang, X. J. (2006 ). Code-switching between mandarin and Eng- lish in English-dominant environments. Annual Review of Education, Communication, and Language Sciences. Retrieved from www.ecls.ncl.ac.uk/publish/ARECLS/xiaojingwang.htm

英文书信的格式你知道吗？篇3

英文信包括信头、信内地址、称呼、正文、结束语和签名六个部分。比中文信多了一个信头，而信头包括两项：写信人的地址和写信的日期。写时是先写地址再写日期。在写地址时要注意哟，和中文写法有点不同，是先小后大，也就是说，第一行写门牌号及街道名，第二行写区名、市名、省名。寄往国外还要记得在第三行加上国家名，日期是写在地址的下方。如：

江西省赣州市文清路65号（邮编341000），英文写法是：

65 Wenqing Road

Ganzhou, Jiangxi Province 341000

China

信内还有个地址，它是指收信人的姓名、职业、单位和地址，且位于信纸的左上角，比信头低一二行就行了，其顺序是先写收信人的姓名与头衔，再写地址。有时信内的地址常省略。其它部分和中文格式没多大区别，但要注意，称呼关系密切的要加上dear，如：Dear Tom。而不太熟悉的可加上Mr.,Mrs.或 Prof.如：Prof. Green,后要用逗号。正文只要行文流畅，传情达意，字迹清楚。结束语放在正文的下一二行右下。首字母大写，别忘了加个逗号。常用的有：Yours/Yours sincerely/Yours faithfully/Yours respectfully。签名时如果不是特别亲密，一般要用全名。例如：

Ganxian High School

Jiaoyu Road

Ganzhou, Jiangxi Province 341100

China

June 26, 2007

Dear Liu Xin，

I was glad to receive your letter.

……………………………………………………………………

……………………………………………………………

Best wishes for you.

Yours sincerely，

Lee Xiaoming

最后，还有个信封（envelope）。英语的信封和中文的一样，由三部分组成，即发信人地址、收信人地址和邮票。只不过英语信封的格式除了邮票所贴的位置（信封的右上角）和中文的一样外，英语信封上要写的发信人和收信人的地址和中文的大不一样。发信人的地址应写在信封的左上角，收信人的地址应写在信封偏中右偏下处，如：

Liu Fanghua

Bayi Road

Nanchang, Jiangxi Province 340069

Sun Yihua

Hongqi Middle School

Guangzhou, Guangdong Province 510902

留学优秀英文申请书格式篇4

Dear _,

I am applying to study a business degree, specialising in Human resource Management (HRM) because I have undertaken paid work since my 13th birthday and have not stopped, having fulfilled a number of roles, in a number of employment places. The world of business has always intrigued me; being given the opportunity to study Business Studies at A-level then confirmed my idea of pursuing a career in business. I am looking forward to learning from a wide range of modules the breadth of areas associated with running businesses such as ethics, entrepreneurship and business analysis. I have been interested in learning about leadership styles on my current Business course, as well as market segmentations, and finance. I love the way that numeracy, literacy and ICT skills are utilised in practice-based scenarios and problem-solving in the study of Business, preparing me for pursuing a successful career. I look forward to deepening my understanding of budgeting, project management, time-management and theoretical knowledge of organisations and the behaviour of those who inhabit them. I am keen to learn more about the legal and economic side of Business. Being absorbed in this wealth of learning will enable me to create my own brand in terms of employability, as I realise that businesses occupy economic, political and social spaces that interact in a complex web competitively, on the global stage.

My current studies have developed transferable knowledge and skills in preparation for further education. Sociology has contributed to my knowledge of issues around equal opportunities e.g. with sexism, racism and ageism in the workplace. Sociological knowledge of quantitative and qualitative research methods has provided me with grounding in conducting e.g. training needs analyses and employee feedback research. I am able to critically analyse evidence, assess the reliability and validity of data and draw trustworthy conclusions. English Literature has equipped me with literacy techniques, a high standard of written English and the ability to critique texts. Business Studies has given me an insight into the real world of Business by shaping my understanding of how consumers work, how a business runs and more importantly how to generate profit. The business world is a rapidly changing global technological environment that I am fascinated by and I want to enhance my communication skills and creative solution based thinking. The psychology of organisations also fascinates me, and is an area I would like to build on.

My employers have found me highly reliable, a hard worker and able to work with a close team of people. At one company, I was given managerial responsibilities, supervising a team of five staff in the busy summer months at a seaside resort. I dealt with customer complaints, reconciled tills, ordered stock, and made sure the business was working at a high standard. This gave me a true taste and experience of being in authority. Having worked in a range of different companies, I have experienced how different organisations operate; this has given me a varied perspective of approaches in different businesses, in terms of management styles and differences in company ethos.

I want to study Business because in the future I aim to be an independent woman, in charge of my own destiny. My keen interest in Business is demonstrated by my voluntary work helping in Year 10 Business classes at College. The Business Faculty awarded me as their ‘Student Ambassador’; where I help with events such as open evenings and mentoring in Business classes. My desire to learn new things and work out of my comfort zone is illustrated by me currently working towards a First Aid qualification; testing myself with new experiences excites me. I am ready for this challenge in my life, and know that I will work hard, thrive and develop as a result of undertaking a degree in Business and Management, as well as contribute and give back to my University community.

Yours sincerely,

xuexila.com/shenqing/

法国留学安全注意常识

1、在国外尽量不要一个人独行，在地铁站不要轻易的拿出手机或者掏出钱包。如果发现有危险因素的人群或时间一定要主动的躲开，千万不要看热闹围观。学习完后尽量早些回住处，别因好奇心到处乱逛。

2、如果有不懂的一定要问清楚，特别是在签合同、购物的时候要万分小心，只要有不明白的就问，因为根据以往的一些留学生的留学经验发现，有些公司会在合同上做手脚而给留学生造成财务上的损失。不要有自认倒霉的心态，比如房东要押金，那一定索要收据，这也是一旦退房，房东不退押金或者找理由扣掉大部分押金时，好凭收据进行法律上的申述。

3、出门在外会遇到各种付款的情况比如：电话公司，internet公司，电业局等，在法国这些都是可以通过支票付款的，并且这些公司每月都会给你寄账单，千万不要采用预付费的方法，财务上的主动权还是掌握在自己手中比较好。

4、国外生活的环境和国内是不一样的，老外在生活上都很节俭，即使家庭条件再好，也别乱充大方，尽量采用AA制，这并不丢人。

5、出门时记得随手锁门，不要怕麻烦，或者是因为去公共厨房拿东西，觉得锁门太繁琐了。其实这方面经常有留学生交流过，有时候去公共厨房拿个东西，回来就发现房间被盗了。

6、女孩子留学期间，不要总是背着笔记本上街或上课。

7、专家指出如果在法国勤工俭学时，老板不签合同，那是一定要提出来的，维护好自己的权益，因为随着国内到法国留学的学生越来越多，几乎随处可见中国的临时工，因此很多老板会因为你没签合同做出不给工资的情况，如果真的碰到这样的情况，一定要马上起诉黑心的老板，毕竟雇佣黑工在法国是非常严重的问题。

留学法国学生兼职指南

一、资格限制

在读的学生需要在相关机构进行了正式的学生注册，并且按照要求购买了学生保险，还需要申请APT的许可证，并且保证自己没有递交任何奖学金的申请。

政策规定兼职工作的时间，每周不能够超过20个小时，而且确定入职需要签订雇佣的合同，大家可以将自己的工作时间进行累积，这样可以在寒暑假从事全职的每天八小时的工作。

二、工作种类

学生一开始能够做的工作，大都是集中在服务业和体力劳动的方面，后续大家学习到的技能增加，可以考虑和自己的专业关联度比较高的工作，既能赚钱，又可以锻炼自己。

1.零售业

主要是商店和超市内的收银员和导购的岗位，这些工作对没有什么专业技能的要求，而且也其他的限制也比较低，只要求法语或者英语水平能够进行简单的对话，兼职的月薪在500欧左右。

2.餐饮业

这个行业对于员工的需求量也是非常大的，而且提供的岗位也非常多，不过大部分都是体力方面的劳动，包括服务生、传菜员、洗碗工、清洁工等，对哒记得体力要求是比较高的。

3.季节工

还有一个就是季节性比较强的工作，每年只有几个月的时间需求量比较大，其他时间是休息状态，包括农场内的干农活、在旅游区当导游，或者去酒店工作，旺季的时候薪资还是可观的。

三、薪资保障

兼职的学生和全职的员工享受一样的社会福利，休息的安排、用餐的时间等，都是按全职来算的，而且还有最低的工资保障，时薪不能够低于9.4欧。

留学推荐信英文篇5

Dear Sir or Madam:

As an associate professor of Shanghai University of Sport, I am writing the recommendation letter with great sincerity to furnish you with my knowledge of my student Yang Xiao in support of his admission to your honorable program.Should this letter be of any assistance of your processing of his application, I will be much delighted.He is now studying at our university, and I taught him the courses of Modern Management Methods and Human Resource Development and Management in his third academic year.Now, I am tutoring his graduation thesis.Both in the two courses and the writing of the thesis, he exhibits diligent and industrious research spirit.In class, with agile thinking, he positively devoted himself to the lectures and treated every specialized training carefully and earnestly.In the finals, he obtained excellent scores.In writing the thesis, he displays positive attitude, asks me for advices modestly, and puts forward various originative opinions.During studies at university, he is enthusiastic for every specialized course.Adopting a diligent and surefooted attitude and striving for excellence, he answers questions actively in class and brings forward his own ideas, cultivating his own ways of study.With strong abilities in perception and creation, he is especially good at analyzing, thinking and solving difficult problems.He completes each specialized exercise excellently, and in particular, he gave his novel ideas on the essay concerning The Impact of Large-scale Sports Competitions on Cities.His advantages were displayed in the two courses I delivered, and he gained good records and praises of professors in other courses.With strong abilities in writing, reading and communicating, he pays great attention to the improvement of his comprehensive qualities and energetically takes part in social practices.I fully support his idea of overseas studies, which will certainly facilitate his further development.He has detailed plans and accumulated certain social experience for your program.Australia is world-renowned for high academic level and favorable learning environment.Especially, your higher education institution boasts the wonderful program he applies for, which is rather suitable for him.I believe that he will make brilliant records in future studies.I will appreciate if you take his application into serious consideration.Respectfully yours，Chen Xiyao

Associate Professor

英文自荐信有一定的格式篇6

(Your address)

The Advertiser

(His Address)

(Date)

Dear Sir，Re: AppLICATION FOR(THE pOST)

------------

.....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................(About your personal ability)

...............................................................................................................................................................................................(Ending)

Yours faithfully，_______________

Wang Dazhong

范例一：

Dear Sir，In response to your advertisement in the newspaper of January 15，I wish to apply for the position of（secretary，accountant，clerk，salesman，etc）．

I am twenty－five years old and a graduate of ____ college.My experience in this line of work includes six years as an assistant accountant with the ABC Company．The reason for leaving my present employment is because they are closing their office．

I am enclosing my resume together with my photo，and　believe that they may be found satisfactory．With respect to　salary，I shall expect HK$5,000 a month．I assure you that if

医学留学生药理学全英文教学体会篇7

1 积极组织全英文教材编写工作, 逐步规范留学生教学

教材是教学活动的重要组成部分, 留学生教学要求教师必须用英语进行讲授, 所使用的教材也必须是英文编写的, 因此, 英语教材的选择十分重要。然而国内还没有现成的、适合医学留学生药理学教学的英文版教材[1]。目前, 医学留学生所使用的教材是Bertram G.Katzung主编的《Basic and Clinical Pharmacology》, 从教学角度来说并不实用, 它缺乏教材应具有的针对性、连贯性和系统性, 不适合作为医学英语教材进行课堂教学。而我系教师所教授的药理学内容与中文版医学本科《药理学》教材接近, 所选取的教学内容与英文原版教材出入很大, 造成上课时留学生不易在教材上找到相应内容而忙于记笔记的情况, 不能满足教师和留学生的需要。因此, 遵照教学内容应与教材内容基本一致的原则, 课程组教师以我国临床医学专业本科教育为基础, 依据我国临床医学专业本科教学大纲的要求, 参考国外教学大纲和英文原版教材, 编写了既与国际接轨, 又具有自身特色的《药理学》理论教材。教材一方面充分体现了药理学教学内容的系统性, 且难易适中, 知识脉络清晰;另一方面介绍了一些药物的发展前沿和热点问题, 力争拓宽留学生的知识视野, 激发留学生的创新意识和科研兴趣。药理学英文教材的编写使教师授课进一步系统化, 也利于留学生熟悉和掌握课程的重点和难点。在实践过程中, 课程组教师根据留学生的反馈, 定期对教学内容进行不断完善和补充, 使之适合医学发展的需求。

2 精心制作药理学英文版多媒体课件, 努力实现教学目标

药理学就其学科本身而言, 内容繁杂, 涉及生理学、病理生理学等多个学科, 同时又涉及留学生尚未接触过的临床问题, 加之全英文授课, 尽管均由硕士以上学历的教师执教, 且定期对其进行外语培训或选派其赴外语学院进修学习, 但英语毕竟不是教师的母语, 在一些词汇的发音方面不够标准, 在授课过程中往往出现不能清晰地为留学生解答某一问题的状况, 而多媒体课件则可作为教师上课的有力补充。留学生的英语水平普遍较高, 有些内容通过课件就可轻松理解, 既能避免课堂教学中不必要时间的浪费, 又可提高留学生对所学知识的理解、掌握水平[2]。但制作多媒体课件时不能仅仅将讲稿内容简单复制, 因为这不仅达不到预期的教学效果, 还会使留学生丧失学习的兴趣及积极性。因此, 在多媒体课件的制作过程中, 应充分利用网络资源, 查找具有代表性的图片、动画, 这样不仅能够激发留学生的学习热情, 而且便于其对专业知识的理解。合理利用多媒体教学, 将机体复杂的生理过程及药物作用机理通过图、表等方式加以直观、系统地归纳, 并对教材中某些表达不清的药理学概念加以说明。对于教师而言, 运用多媒体降低了课堂讲授的工作强度, 使教师在有限的时间内可以讲授更多的教学内容, 提高了教学效率。

3 改革理论课教学方法, 灵活使用多种教学方式

留学生长期受西方教育方式和教育理念的熏陶, 学习习惯明显有别于我国学生, 课堂提问多, 思维活跃, 对教师授课要求高, 讲究视听结合, 自学能力较强, 背书能力和应试能力较差。针对这些情况, 如果按照国内授课方式对留学生进行教学, 则难以达到预期的教学效果。因此, 教师应变灌注式教学为启发式教学, 采用多种教学方法, 激发学生的学习兴趣。具体做法有以下几点。

(1) 给予留学生较大的自由, 允许他们就课堂内容随时提问[3]。课堂教学中允许留学生随时提问, 可充分激发留学生的兴趣, 并有助于留学生随时掌握教师所讲授的教学内容。同时, 教师能随时掌握留学生的需求, 对留学生难以理解的内容可增加讲授时间, 而对于通俗易懂的内容则可以一带而过, 提高了课堂教学的授课效率。

(2) 在教学过程中灵活运用多种教学方法。留学生与国内学生不同, 课堂纪律较差, 随时提问, 总打断教师讲课。针对这一现象, 可在留学生药理学教学过程中增加课堂提问环节, 于上课过程中随机提问, 要求留学生回答问题。这种提问式教学使留学生注意力明显集中。

(3) 结合专业, 开展以疾病为中心的药物讨论, 培养留学生分析解决临床用药问题的实际能力。药理学是一门临床医学与基础医学之间的桥梁学科, 是指导临床医生合理用药的一门学科。药理学教学内容与临床关系密切, 留学生比较感兴趣。如果教师在教学过程中脱离临床, 仅仅枯燥地讲解每种药物的体内过程、药理作用、临床用途和不良反应, 不仅不能调动留学生学习药理学的积极性, 还可能使留学生对药理学的学习失去兴趣。因而, 在教学过程中适当插入临床知识, 开展以疾病为中心的药物讨论, 不仅可以充分调动留学生学习的积极性, 也可以使其对所学药物有进一步的了解, 为其顺利地从一名医学生过渡为一名合格的医生奠定了一定的理论基础。因此, 在留学生药理学教学中, 根据药理学各章节内容的特点, 穿插讲解相应的临床病例, 引导留学生将知识点灵活应用于临床问题的分析中, 在应用中加深对知识的记忆和理解, 收到了良好的教学效果。

4 重视实验教学, 提高留学生药理学教学质量

由于留学生的学习水平和本国学生有一定的差距, 特别是实验基本操作技能较差, 课题组教师经过讨论, 确定实验教学内容不宜太深, 应以基础知识和基本技能为主, 并尽量多安排与疾病或临床用药相关的药理学实验, 以加深留学生对理论知识的理解和掌握。如我们安排了胰岛素过量的解救实验, 使留学生充分了解胰岛素作为一线降血糖药物, 其最大的不良反应是低血糖反应, 一旦出现低血糖反应, 如果不能及时抢救可导致小鼠死亡, 并将其结合到临床用药过程中, 使留学生明白在使用胰岛素降低血糖的同时, 应避免低血糖反应出现, 让留学生在轻松有趣的环境中掌握所学知识。

参考文献

[1]景富春, 陈虹, 马建慧.医学留学生药理学理论课教学的设计与实施[J].医学教育探索, 2008 (6) :590-591.

[2]曹亚军, 郭伟, 杨光.留学生药理学理论教学的实践与探索[J].中国高等医学教育, 2007 (1) :35-36.

【出国留学英文推荐信的格式】推荐阅读：