关于 设计 英文演讲稿
Building design refers to the broadly based architectural, engineering and technical applications to the design of buildings. All building projects require the services of a building designer, typically an architect on all but the simplest of projects. Smaller, less complicated projects often do not require architectural services, and the design of such buildings is often undertaken by building designers, draftspersons, interior designers (for interior fit-outs or renovations), or even construction contractors. Larger, more complex building projects require the services of many professionals trained in specialist disciplines, usually coordinated by an architect.Building engineersMain article: Building engineeringBuilding engineering typically includes the services of electrical, mechanical and Structural engineers.[edit] Draftsperson (Draughtsman)A draftsperson or documenter is someone who has attained a certificate or diploma in industrial or technical drafting, and provides services relating to the preparation of construction documents rather than building design. Some draftspersons are employed by architectural firms, whilst others are self-employed providing services through their own drafting office.[edit] Building designerIn most places, building codes and legislation of professions allow persons to design single family residential buildings and in some cases light commercial buildings without an architectural license. As such, a Building designer is a common, general term used in the United States, Canada and elsewhere for people that offer building design services but are not legally entitled to practice architecture or building engineering. In Australia a Building Designers duties are no different than that of an Architects. While the study undertaken is the same and the qualification similar the only thing that separates the two is the licensing body through which they gain accreditation. Anyone may use the title of building designer in the broadest sense. In some places, most notably in the United States, the term 'Registered Building Designer' is recognised as a person registered with a registered society and having fulfilled requirements enabling them as being suitably experienced and qualified to design smaller residential and commercial buildings[citation needed]. Building designers in the United States may qualify to sit for a certification exam administered by the National Council of Building Designer Certification (NCBDC). Those who have successful passed the NCBDC exam are given the title Certified Professional Building Designer (R)[citation needed]{[1][2]}. This does not, however, provide the membership with professional privileges as with architects and engineers. In most cases, building designers are trained as architectural technologists or draftspersons, but often they are architecture graduates that have not completed licensing requirements.Many building designers are known as residential or home designers since many focus solely on residential design and remodeling. In the American state of Nevada, Residential Designer is a regulated term for those who are registered as such under Nevada State Board of Architecture, Interior Design and Residential Design, and one may not legally represent themself in a professional capacity without being currently registered.[edit] Building SurveyorBuilding surveyors are technically minded general practitioners in the United Kingdom, Australia and elsewhere[1] , trained much like architectural technologists. In the UK the knowledge and expertise of the building surveyor is applied to various tasks in the property and construction markets, including building design for smaller residential and light commercial projects. This aspect of the practice is similar to other European occupations, most notably the geometra in Italy, but also the géomètre in France, Belgium and Switzerland.(房屋设计)
谁能帮我设计一个英语演讲稿以及翻译?谢谢!哦是成语的
战国时期，靠近北部边城，住着一个老人，名叫塞翁。
塞翁养了许多马，一天，他的马群中忽然有一匹走失了。
邻居们听说这件事，跑来安慰，劝他不必太着急，年龄大了，多注意身体。
塞翁见有人劝慰，笑了笑说：“丢了一匹马损失不大，没准会带来什么福气呢。
” 邻居听了塞翁的话，心里觉得很好笑。
马丢了，明明是件坏事，他却认为也许是好事，显然是自我安慰而已。
过了几天，丢失的马不仅自动返回家，还带回一匹匈奴的骏马。
邻居听说了，对塞翁的预见非常佩服，向塞翁道贺说：“还是您有远见，马不仅没有丢，还带回一匹好马，真是福气呀。
” 塞翁听了邻人的祝贺，反而一点高兴的样子都没有，忧虑地说：“白白得了一匹好马，不一定是什么福气，也许惹出什么麻烦来。
” 邻居们以为他故作姿态纯属老年人的狡猾。
心里明明高兴，有意不说出来。
塞翁有个独生子，非常喜欢骑马。
他发现带回来的那匹马顾盼生姿，身长蹄大，嘶鸣嘹亮，膘悍神骏，一看就知道是匹好马。
他每天都骑马出游，心中洋洋得意。
一天，他高兴得有些过火，打马飞奔，一个趔趄，从马背上跌下来，摔断了腿。
邻居听说，纷纷来慰问。
塞翁说：“没什么，腿摔断了却保住性命，或许是福气呢。
”邻居们觉得他又在胡言乱语。
他们想不出，摔断腿会带来什么福气。
不久，匈奴兵大举入侵，青年人被应征入伍，塞翁的儿子因为摔断了腿，不能去当兵。
入伍的青年都战死了，唯有塞翁的儿子保全了性命。
Near China's northern borders lived a man well versed in the practices of Taoism. His horse, for no reason at all, got into the territory of the northern tribes. Everyone commiserated with him. Perhaps this will soon turn out to be a blessing, said his father. After a few months, his animal came back, leading a fine horse from the north. Everyone congratulated him. Perhaps this will soon turn out to be a cause of misfortune, said his father. Since he was well-off and kept good horses his son became fond of riding and eventually broke his thigh bone falling from a horse. Everyone commiserated with him. Perhaps this will soon turn out to be a blessing, said his father. One year later, the northern tribes started a big invasion of the border regions. All able-bodied young men took up arms and fought against the invaders, and as a result, around the border nine out of ten men died. This man's son did not
急需英语演讲稿《my dream》，我的理想是设计，希望大家帮忙写篇两分钟的，简单些的稿子，给外教的
我的理想是当一个发明家。
我要发明一个机器人，他几乎什么事情都能做，他可以帮妈妈做家务，陪小朋友玩耍，有时还会帮学生们解决难题。
我想只要我努力学习，我的理想一定能成为现实。
To be an inventor is my ideal. I will invent a robot. He can do almost everything. He can help mothers do housework, play with children and sometimes help students solve difficult problems. I believe that as long as I study hard, my ideal will certainly come true.第二篇My ideal is to be a teacher I want to be a teacher when I grow up. Why? I really like this job. If I am a teacher, I will try my best to teach my students. First, I will make my students eelaxed, and I won't let them do a lot of homework. I will try my best ot let them feel happy in study. And I will encourage my students to have their own ideas. Above all, I will give them enough time to think. I believe I will be a famous teacher and my students will all love me. 第三篇 初中英语作文：我的理想A piano playerWhat do I want to do when I’m older? Someone wants to be a doctor. Someone wants to be a basketball player because they are good at sport. Someone wants to be a writer and to make the writing. Someone wants to be a teacher because they like teaching children. I like playing the piano and I good at it. So I want to become a piano player. Play the piano is very interesting. And you can learn something of music. Piano can make you like music. A lot of musician and singer are love playing piano. I play the piano when I’m ten years old. Now I’m in grand five. I hope when I’m sixteen years old , I can become grand eight. I’ll be harder and harder to practise. Become a piano play is a hard job. But I believe I can do it.
谁能帮我写一篇三分钟英语演讲稿主题是知识
作文能力是作文能重要组成部分，学生自改作文能力的强弱是其独立写力高低的重要标志。
常言“好文章是改出来的”，这个“改”，包括别人改和自己改，只有反复多次的修改，才能把文章中语句、段落、情节改美，使文章生动感人。
因此，我们应该培养学生修改作文的能力。
对于小学中年级的大部分学生来说，“作文”无疑是一项最为头痛的作业，写作文时常常无话可说，无事可写，好不容易东拼西凑了二三百字的作文却干巴巴的，毫不生动。
修改作文则更是大难题，许多学生在修改作文时只能把几个错别字找出来，对于语句通顺与否，中心是否明确，选材是否合理等根本不知如何改，有的学生干脆不改，因为他压根不知道有什么不足，还欠缺些什么，该怎样改。
我认为可以从以下几方面着手： 一、注重启发和激发修改作文兴趣。
对学生的修改作文能力的培养要有耐心，还要关注学生的心理活动，以正面鼓励为主。
在指导学生“自改作文”的前期，充分发挥教师的主导作用，给学生讲述修改作文的意义，先以“师批生改”的方式引导学生自己思索，自己动手修改。
教师在批改作文时多承认学生写的内容，尽量少改动一些；批语尽可能明确、具体、富有启发性，适合学生心理，以保护学生的习作兴趣，同时使其积累“改”的经验，明白“文成于改”的道理，激发修改作文的兴趣。
当学生根据教师启发性的批语修改自己文章后，特别要注意肯定改的比不改好，只有多改才能慢慢会改，让学生懂得只写不改是一种不负责任的态度，改好一篇文章并不亚于写好一篇文章。
只要学生能动手修改，就得肯定，暂不去计较修改得是否正确，让学生尝到习作成功的喜悦，产生新的习作成功的期望，激发习作动机，以推动修改作文能力和习作能力的提高。
二、让学生掌握修改要领，知道该如何去改。
在教学中，要深入浅出，由易到难，传授给学生修改作文方法的要领。
（1）明确作文目标。
作文目标是在作前指导时，引导学生依据作文审题、立意、选材、构思、表达等一般顺序及要求，明确本次习作具体要求，并让学生抄写在笔记本上，以备自评互评时参考利用。
（2）设计“病例文”。
事先设计一、两篇存在问题的作文——“病例文”，根据本次习作具体要求，师生一起逐项评改，以 “精批细改”的方式，为学生做书面上的讲解示范，渗透具体修改方法。
做好对学生“改”文的示范，使学生加深对有关写作知识的理解，会运用有关批改符号。
（3）在多读中精心“自改”。
在学生完成初稿后，要求他们一句一句反复朗读初稿，仔细推敲，做到：在读中“换”拗口、意义不明确的语句，在读中“调”前后紊乱的语序；在读中“添”一些具体内容；在读中“删”多余的内容，在读中结合写作目标初步自查：作文审题是否正确，中心是否明确，层次是否分明，详略是否得当，表达是否准确。
“自改”完成后再抄写在作文本上。
（4）在“自改”的基础上，互改交流。
互改：全班以四人小组为单位分工进行交换评改。
交流：让学生谈一下修改情况——怎样修改的以及为什么这样改。
使学生相互启发，相互借鉴，相互促进，激发兴趣，提高作文修改能力。
互改前先分工：各个四人学习小组的学生，根据自己的能力和喜好分配修改的任务。
组内成绩较好、能力较强的两名学生，分别负责从作文审题是否正确，中心是否明确，选材是否合理，层次是否分明这四方面去评改（一人负责两项），写修改建议。
成绩中等、能力一般的一名学生，从表达是否准确、详略是否得当这两方面去评改，找出好词句划上波浪线，不恰当的词语、不通顺的句子划上横线。
而组内平时成绩差一些，能力较弱的另一名学生，则选择圈出错别字及错标点，看卷面是否整洁这两项。
每个人修改完、写完自己的修改建议后，要签上名字，以避免个别学生乱修改的情况发生，因为一切“有据可查”，所有的人都必须认真对待这项工作。
待组内所有人的作文全部经过四名同学的修改后，回到本人手中，根据作文后面的修改建议，自己再进行修改，如果有不明白的地方，可以根据签名跟提出建议的人进行面对面交流。
这样作文即能保持学生自己的特色，又能融入别人的优点，让每个人的作文水平和修改能力达到一个新的高度。
分工互改，让所有的学生有自己能力范围之内的事可做，也不会因为不会修改作文而造成太大的压力。
在互改交流的同时，每个学生都能认真读别人的作文，博采众长，还可以加强学生之间的合作意识，增强学生的责任感。
当然，学生的发展是不平衡的，教师还要因材施教，使学生人人过关，个个进步。
这就需要教师全面掌握学生的情况，对自改互改后，还要进行必要的“师评”指点，从整体把握文章，查漏补缺，写上总评。
在讲评时要大面积表扬鼓励，肯定学生的点滴进步、指出明显的不足之处，并选择改得好的文章，给大家讲评学习，使更多人享受成功的乐趣。
学生修改作文能力的培养并不是一朝一夕的事，这需要长时间的训练积累，只有学生学会了如何修改作文，才能使他们的作文水平得到充分提高。
