英文论文海报专题模板
我们做了很多好像没有特别的格式。大标题突出注明：报告人 学术背景或个人简介报告时间、地点，参加人即可。
英语海报格式范文如下：
Dear XX,
I have a piece of good news to tell lecture on ___ will be held in Reading-room II of our library at ___(具体时间).
The lecturer is by ___ from New York the lecture the film the Sound of Music will be （邀请参加）. Will you join me? I'll meet you at ___（时间地点）.
Yours,xx
举例如下：
Dear Liu Ming,
I have a piece of good news to tell lecture on American English and British English will be held in Reading room II of our libraryat 2:00 pm, Saturday,Oct. 20th.
The lecturer is by Smith from New York the lecture the film the Sound of Music will be know you like English and do well in it. Will you join me? I'll meet you at the school gate at 1:45 pm that day.
Yours,
Wang Lin
翻译如下：
亲爱的刘明：
我有一个好消息要告诉你。关于美式英语和英式英语的讲座将在我们图书馆的第二阅览室举行10月20日星期六下午2点。讲师是纽约大学的约翰·史密斯博士。讲座结束后将放映电影《音乐之声》。我知道你喜欢英语，而且学得很好。你愿意加入我吗？那天下午1:45我在学校门口等你。
你的，王林。
Fashion show is an art show, clothing and is the perfect combination of fashion is a trend, and the pursuit of high standards. Fashion show is one of style, a style of the United States. The purpose, so that more people concerned about fashion, to understand the connotations of fashion, fashion show and make art, learning to make STYLE, to make high-level. Fashion show is a kind of consciousness exists, and the pursuit of beauty is a character. It is a kind of aesthetic development, not the pursuit of fashion is a kind of awareness of the United States is not perfect, but also in the new era, the fashion important in the development of society. secondary school students to follow the pursuit of social development, it should, and said it should be because of a wide range of fashion, fashion dress need not be limited to the above, we pursue fashion, life was more meaningful, it is more exciting!找到这篇好不容易啊！！
英语海报论文模板
以海报的形式写出一篇英语作文，不知道最终优秀奖花落谁家呢?下面是我给大家整理的高中英语海报范文，供大家参阅!
一中二年级一班和三年级五班将于12月16日5：30P. m.在学校足球场举行一场足球比赛，请你代表一中用英文写一份海报。
Poster
A MATCH
Time: Dec. 16 th, 5:30
Place: The School Soccer Field
Item: A football match
Teams: Class 1, Grade 2
Class 5, Grade 3
Come anti,cheer for them
No. 1 Middle School
篮球比赛
【内容提示】
写一则篮球比赛海报，内容如下：
篮球比赛
沈阳队——上海队
时间：11月6日下午3∶00
地点：市体育场
欲看球赛者请与体育组联系。入场券有限，球迷们欲购从速! 体育组
1999年11月3日
【作文示范】
Basketball Match
Shenyang Team vs. Shanghai Team
Time: 3:00 p. m., Nov. 6
Place: The City Stadium
Please contact the Physical Culture Grouap. Tickets are limited.
The Physical Culture
November 3, 1999 Fans should Group be quick.
请以学生会文体部的名义为一场足球友谊赛写海报。
内容：
参加者：某方足球队和我校足球队
地点：足球场
时间：08年3月15日
组织者：校文体部
观众身穿运动装前往观看助阵，
如果天气下雨比赛延期下周五。
发出时间：3月14日
Poster
There will be an exciting football match!
Teams: Another school football team vs our school football team
Place: the football court.
Time: March 15, 2008
Organzier: Department of Recreation and Sports of the School
Audiences should go to cheer our team in their sportswear. If it rains, the match will be put off till next Friday.
Department of Recreation and Sports of the School
March 14, 2008
英语海报格式范文如下：
Dear XX,
I have a piece of good news to tell lecture on ___ will be held in Reading-room II of our library at ___(具体时间).
The lecturer is by ___ from New York the lecture the film the Sound of Music will be （邀请参加）. Will you join me? I'll meet you at ___（时间地点）.
Yours,xx
举例如下：
Dear Liu Ming,
I have a piece of good news to tell lecture on American English and British English will be held in Reading room II of our libraryat 2:00 pm, Saturday,Oct. 20th.
The lecturer is by Smith from New York the lecture the film the Sound of Music will be know you like English and do well in it. Will you join me? I'll meet you at the school gate at 1:45 pm that day.
Yours,
Wang Lin
翻译如下：
亲爱的刘明：
我有一个好消息要告诉你。关于美式英语和英式英语的讲座将在我们图书馆的第二阅览室举行10月20日星期六下午2点。讲师是纽约大学的约翰·史密斯博士。讲座结束后将放映电影《音乐之声》。我知道你喜欢英语，而且学得很好。你愿意加入我吗？那天下午1:45我在学校门口等你。
你的，王林。
什么叫做海报？？？没明白自我介绍？你是大学4年级还是小学？？看不懂你先把画画出来然后按照你画的内容去编写在画的时候可以边画边思考你所要表达的东西最后再把应为填上最好用双钩字体双钩就是粗粗的字体可以用铅笔先画上去然后填颜色这样比较卡通而且看起来也很舒服给你据个例子比如你这幅画画的是上面有个太阳中间是山树还有你在野炊（野外聚餐）底下是条小河你可以把应为写在蓝蓝的天空上或者每个物体旁边都写上一句英文比如你在吃饭旁边就写Ihavepicnic小河里面就写theriverissoclear太阳旁边就写it'ssunnytoday恩就这样希望能给予你帮助其实发散自己的思维才是最好的
什么样的海报啊
论文英文海报模板下载
5000英文模板下载
链接:
模板，是指作图或设计方案的固定格式，有时也指DNA复制或转录时，用来产生互补链的核苷酸序列。模板是将一个事物的结构规律予以固定化、标准化的成果，它体现的是结构形式的标准化。
下面是关于学术论文英文摘要模板，希望对你们有帮助。
Abstract
Since Dewey developed the concept of “critical thinking”, many scholars abroadhave carried out a series of studies about improving students' critical thinking skills ineducation field. In the 1980s,critical thinking became the target of higher educationprograms in such foreign countries as the US and Canada. It has gained its widespreadattention in China only in recent years. But there are only few studies about it ineducation field. Our traditional English teaching method pays much attention to thetraining of students' linguistic knowledge and language skills but ignores thecultivation of students' critical thinking abilities. In the process of skill practice,teachers often stress the importance of memorizing vocabulary and imitating skillsrigidly,but neglect the students' abilities in analyzing problems and putting forwardinnovative solutions. Therefore, English writing teaching is affected by this andmerely attaches emphasis to train students' reading and writing skills. There are fewstudies which aim at systematically cultivating students' analysis, synthesis, summary,comparison and reasoning skills while they are writing. Therefore,this study aims atdesigning some writings tasks and teaching strategies which can be used to fostercollege students' critical thinking awareness and promote students' all-rounddevelopment.
According to six critical thinking skills,this study was carried out by requiringstudents to hand in an argumentation. All participants in this study are non-Englishmajor college freshmen from a 211 key university. The revised version of Rubric forQualitative Critical Thinking Skills Instrument was used in this study. Withquantitative and qualitative analysis,writing experiment is conducted within a wholesemester to collect data concerning students' learning behavior. Reading-to-write isused in experimental class while traditional method is adopted in control class. Thewriting scores by the experimental and control class were statistically processed bysoftware SPSS . And also the interview was launched in some of students inexperimental class to assess students' critical thinking abilities reflected in theirwritings-The final analysis indicated that EGAP writing model exerted a significantlypositive influence in improving students' critical thinking skills, especially in arousingstudents' writing enthusiasm and critical thinking awareness. Compared with controlclass, students in experimental class made big progress in writing competence. Inaddition, this study put forward some reform proposals to the teaching of Englishwriting. The study is of great value to instruct students to employ critical thinkingskills in their writing.
Abstract
A large body of research has been conducted on the effects of technology-enhancedEnglish vocabulary learning since the 1960s (Marty, 1981)。 However, no consensus hasbeen reached yet (Choo, Lin, & Pandian,2012; Mohsen & Balakumarohsen, 2011)。
Despite the fact that some narrative reviews have evaluated and explored thesecontradictory results, this study aims at quantifying the overall effectiveness oftechnology-enhanced English vocabulary learning with a different approach to review:meta-analysis and performing in-depth moderator analyses of learning method and testtype further.
Totally, twenty effect sizes from thirteen pieces of primary research are obtainedafter collecting related literature published or unpublished in recent ten years via fourchannels and selecting through three filters. Later, all the primary research is coded anddata are computed in random-effects model with software ComprehensiveMeta-Analysis.
Results show that: (1) Technology has a positively large effect on Englishvocabulary learning according to Cohen's standards as proposed in 1992 (g = 95% confidential interval of [, ])。 (2) Learning methods (intentional learning,incidental learning, and integrated learning) have impacts on the overall effectiveness.
Heterogeneity exists in the three learning methods (g = = 0,01 < )，Effectiveness of intentional learning, incidental learning and integrated learning is ^ =, g 二 , g = respectively. Incidental learning under technology-enhancedenvironment yields the largest effectiveness on English vocabulary learning. (3) Testtypes (recognition tests, recall tests,recognition + recall tests) also have impacts on theoverall effectiveness. The three test types are heterogeneous as well {Q = , p = < )。 Recognition tests, recall tests, and recognition + recall tests have effectsizes of and respectively. Technology-enhanced English vocabularylearning achieves the largest effectiveness in recognition tests.
Abstract
The present study, which is based on the Competing Values Framework (. CVF:a framework to identify the organizational effectiveness and to define organizationalculture)， aims to investigate English teachers, teaching motivation at universities, theirperception of the organizational culture in the target university,their professionalaspiration and how they affect each other. The research questions to be addressed are asfollows: (1) How do the English teachers perceive the organizational culture at theirworkplace? (2) How much effort will the teachers pay for their professionalengagement and aspiration? (3) What kinds of motivation do the English teachers in thetarget university appear to have? (4) How will the organizational culture and theprevious experience affect teachers' motivation?
This study employed four different questionnaires as the research instruments,including one demographic questionnaire and three research questionnaires, . thedemographic questionnaire, the Organizational Culture Assessment Instrument (. theOCAI) (Cameron & Quinn, 1999)，the Professional Engagement and CareerDevelopment Aspiration-scale (. the PECDA-scale) (Watt & Richardson, 2008b)，andthe Work Tasks Motivation Scale for Teachers Teaching (. the WTMST) (Fernet et al.,2008)，to investigate the above mentioned research questions. The whole investigationtook roughly 12 weeks and involved three stages: the preparation stage,the pilot study,and the main study.
The findings of the present study show that most of the teachers are intrinsicallymotivated and with identified regulation influenced by the performance culture and theclan culture which are the dominant culture types of the target research site. Results alsoindicate that the overseas experience and length of teaching experience affect teachers'perception of tixe organizational culture and motivation. The participants who haveoverseas experience tend to be more with the sense of professionalism, moreintrinsically motivated and be more confident with their competence in the academicarea; and the ones who have longer years of teaching experience are with moreidentified regulation and introjected motivation and are more committed and moreassured of staying in the education field. The participants in the target universitybasically belong to the highly engaged persisters,and the male teachers expect to be theleadership.
Abstract
Owing to the economic, social and academic needs as well as the advantages of EGAP(General Academic Purpose in Chinese College English) itself, there exist 这 great deal ofnecessity and feasibility for applying English for EGAP class. It is our understanding thatwriting plays an extremely important role in the course of EGAP and genre is a quiteinfluential factor in improving students5 writing competency. However,the investigation ofstudents' current writing situation shows that being deeply influenced by traditional writingteaching methods which emphasize grammar and vocabulary; the students have littleknowledge about genre approach theoretically or systematically and lack the awareness ofgenre. Because of this,it becomes necessary to put forward an English writing teachingapproach which is effective as well as applicable to the situation in China so as to enhancetheir writing competence.
This paper firstly gives a brief introduction to the developing trend of EGAP bydiscussing its necessity and applicability in China and the main views of two schools of genretheory, the tiieoretical foundation and genre-based approaches of three main schools of genrestudy and practice. And also,their characteristics are compared and the adaptability inChinese College EGAP class is analyzed, based on which it puts forward a modifiedGenre-based approach in EGAP writing class in order to enhance students' genre awarenessand improve their writing skills.
To achieve this, two non-English major classes of freshmen in East China University ofScience and Technology (ECUST) have been selected as the experimental class andcontrolled class, and the research lasts one semester. The Genre-based approach is applied inthe experimental class following a modified Genre-based approach. And a comparison hasbeen made on the same subject at the beginning and the end of the semester and thecomparison and contrast between the experimental class and controlled class have also beenmade. Owing to various factors,such as learning motivation, different students show variedextent of acceptance to certain teaching approaches. Therefore, emphasis has not only beenput on the overall changes,but also on the individual differences.
There are three hypotheses:
1. Can Genre-based approach enhance students' genre awareness? 2. Can “genreawareness” really improve students' writing ability in EGAP? If the students can get overallimprovement, is there any difference in gender and the students with diverse learningaptitudes because of the individual difference? If some students fail to improve, what's thepossible reason behind it? 3. Will Chinese students accept and adapt to Genre-basedApproach?
Three sets of data from six writing assignments, writing in final-term examination andquestionnaires are collected and analyzed with the help of the software SPSS . And thestudy indicates that: (1) Genre-based approach has a significant effect in sensitizing students'genre awareness, improving holistic writing competence; (2) during the whole experimentalprocess, girls have a stable superiority over boys, however, boys' improvement fluctuation iscomparatively obvious; (3) students of medium efficiency have the greatest potential to makebig improvement; (4) Unavoidably, in this research there are some students who fail to gainimprovement in terms of writing ability or get changed in terms of writing notions, andthrough analysis it has been found that the main objective reasons are: the difficulty ofwriting itself,the differences of culture and ways of thinking between east and west,thelimited teaching period, etc.; and subjective reasons mainly come from: the limitedcompetence of students themselves, the lack of interest in English writing, etc(5) aoverwhelming majority of students are liable to accept this approach and able to adapt to itpretty well, yet acceptation is not absolutely accompanied by adaptation; (6) feedback is adispensable part in English writing teaching, and more specific feedback will bring strongermotivation in students' self-correcting and developing;In the end,the author presents some limitations in her research and hopes that this cangive some hints and tips to further research in EFL writing classes.
Abstract
In college English listening & speaking classrooms, language and other semioticsystems cooperate together to help students construct meaning. It can be reflected inthe design of textbooks and the use of audios, videos and images, etc. Thus, in thisthesis, the theoretical foundation is the theory of multimodal discourse analysis (MDA)derived from Systemic Functional Linguistics and Social Semiotics. The essence ofMDA is that other semiotic resources such as: images, audios, etc. are as important aslanguage in the meaning-making system. Visual Grammar, Acoustical Grammar andthe integrated frameworks of MDA are the main analysis approaches in this thesis.
Meanwhile, the results of the teaching investigation and the MDA for textbooksare the practical foundation for the multimodal teaching design, providing feasibleand effective suggestions in this thesis. According to the results, it can be concludedthat students have more or less realized multimodality in this course and argue thatmultimodality should be used in moderation; multimodal classroom activities, socialcontent, etc. should be brought into the class; teachers should remind students to payattention to images, fonts change and other multimodal factors in textbooks.
Therefore, when conducting the multimodal teaching design, attention should bepaid to: (1) Modalities influence each other with clear priorities in this course. (2)Words modality and acoustical modality are the primary modalities, while othermodalities are just used as tools to provide supplementary information and to improveteaching efficiency. (3) The chosen modalities should provide supplementaryinformation to make the learning material more easily understood and help studentsconcentrate. Then, on the basis of the above principles and the writer's teachingexperience, a sample teaching design has been worked out, then its' feasibility andeffectiveness have been verified by an empirical study with the method of interview.
Abstract
Degree adverbs play a crucial role in daily language communication. However,owing to their wide varieties and similar meanings, it is hard for language learners toreally master their meanings and usages.
With the aid of AntConc and based on the corpora of FROWN (TheFreiburg-Brown Corpus of American English)，FLOB (The Freiburg-LOB Corpus ofBritish English) and CLEC (Chinese Learner English Corpus)， the study aims tocompare the actual use of common English degree adverbs in terms of semanticprosody between Chinese EFL learners and native English speakers. The researchprocedures consist of two steps. First, AntConc is launched to extractconcordance lines of the target node words in each corpus and the semantic featuresof the node words' collocates are analyzed; then, the semantic prosodies of these nodewords are summarized and comparisons are made between the two corpora.
The results indicate that there are differences as well as similarities betweennative English speakers and Chinese learners in their use of semantic prosody.
Chinese EFL learners tend to underuse the negative semantic prosodies of fairly,highly, and totally?,overuse the negative semantic prosodies of extremely; and misusethe semantic prosody of terribly. The results also show that some problems exist inChinese learners' use of semantic prosodies of degree adverbs, and the reasons mayinclude their first language transfer, intralingual transfer, and the lack of informationabout the semantic prosody in dictionaries and textbooks.
论文格式1、论文格式的论文题目：（下附署名）要求准确、简练、醒目、新颖。2、论文格式的目录目录是论文中主要段落的简表。（短篇论文不必列目录）3、论文格式的内容提要：是文章主要内容的摘录，要求短、精、完整。字数少可几十字，多不超过三百字为宜。4、论文格式的关键词或主题词关键词是从论文的题名、提要和正文中选取出来的，是对表述论文的中心内容有实质意义的词汇。关键词是用作计算机系统标引论文内容特征的词语，便于信息系统汇集，以供读者检索。每篇论文一般选取3-8个词汇作为关键词，另起一行，排在“提要”的左下方。主题词是经过规范化的词，在确定主题词时，要对论文进行主题分析，依照标引和组配规则转换成主题词表中的规范词语。（参见《汉语主题词表》和《世界汉语主题词表》）。5、论文格式的论文正文：（1）引言：引言又称前言、序言和导言，用在论文的开头。引言一般要概括地写出作者意图，说明选题的目的和意义, 并指出论文写作的范围。引言要短小精悍、紧扣主题。〈2）论文正文：正文是论文的主体，正文应包括论点、论据、论证过程和结论。主体部分包括以下内容：a.提出问题-论点；b.分析问题-论据和论证；c.解决问题-论证方法与步骤；d.结论。6、论文格式的参考文献一篇论文的参考文献是将论文在研究和写作中可参考或引证的主要文献资料，列于论文的末尾。参考文献应另起一页，标注方式按《GB7714-87文后参考文献著录规则》进行。中文：标题--作者--出版物信息（版地、版者、版期）英文：作者--标题--出版物信息所列参考文献的要求是：（1）所列参考文献应是正式出版物，以便读者考证。（2）所列举的参考文献要标明序号、著作或文章的标题、作者、出版物信息。按照上边的论文格式来写，可以使你的论文更加容易被读者了解，被编辑采纳。论文格式模版（天头留出25毫米空白）分类号 密级U C D___________ 编号1 0 4 8 6（此处间隔20毫米） （以上四项用仿宋标4号）武 汉 大 学硕 士 学 位 论 文（论文题目与上一行间隔为25毫米） （以上二行用宋体标2号字）论 文 题 目（题目用楷体标1号字）研 究 生 姓 名：指导教师姓名、职称：学 科、专 业 名 称：研 究 方 向：（以上四项用宋体标4号字）（此处间隔为25毫米）二00八年四月 （黑体标3号字）（地脚留出25毫米空白边缘）分类号 密级U C D 编号 1 0 4 8 6武 汉 大 学硕 士 学 位 论 文大为•卡坦文化框架理论关涉下的林语堂翻译研究研 究 生 姓 名：指导教师姓名、职称：学 科、专 业 名 称：英语语言文学研 究 方 向：翻译理论与实践二00八年四月（地脚留出25 毫米空白边缘）A Study of Lin Yutang’s TranslationsUnder David Katan’s Theory of Cultural Frames（Times New Roman 小二加粗）A ThesisSubmitted in Partial Fulfillment of the RequirementsFor the Master’s Degree of Artsin English Language and Literature（Times New Roman 四号）Candidate:Supervisor:Academie Title: Professor（Times New Roman 四号）April 2008Graduate Program in English Language and LiteratureWuhan University（Times New Roman 四号）郑 重 声 明（宋体四号）本人的学位论文是在导师指导下独立撰写并完成的，学位论文没有剽窃、抄袭，造假等违反学术道德、学术规范和侵权行为，本人愿意承担由此产生的法律责任和法律后果，特此郑重声明。（宋体小四号）学位论文作者 （签名）：（宋体小四号）2008年4月30日（宋体小四号）摘 要（黑体标准小二号）Abstract（Times New Roman 黑体标准小二号）说 明：外文内封按论文格式的规定要求打印，但各专业语种可根据本专业的实际而定。分类号：英语H31、俄语 H35、法语 H32、德语 H33、日语 H36。
英文会议论文海报模板下载
一般没有固定的模板，如果需要，可以询问会议联系人，这样更为准确。
必过论文】毕业论文答辩PPT模板.rar免费下载
链接:
幻灯片模板即已定义的幻灯片格式。PowerPoint和Word、Excel等应用软件一样，都是Microsoft公司推出的Office系列产品之一，主要用于设计制作广告宣传、产品演示的电子版幻灯片，制作的演示文稿可以通过计算机屏幕或者投影机播放；利用PowerPoint，不但可以创建演示文稿，还可以在互联网上召开面对面会议、远程会议或在Web上给观众展示演示文稿。随着办公自动化的普及，PowerPoint的应用越来越广。
最好的办法是你看看原文的各个部分的格式属性,然后在你的文章中调整.如果觉得这样难的话,就打开你的文章和模板,用模板中的格式刷刷你的文章,我经常是这样做的,省时间,就是那个格式刷不是很好控制~会议论文的要求很严格的,一个字的错误都不行.祝你投稿顺利~
论文poster海报模板
英语海报是指用英语写的用于戏剧、电影等演出活动的招帖。
海报这一名称，最早起源于上海，是一种常见的宣传方式。旧时，海报是用于戏剧、电影等演出或球赛等活动的招帖。上海的人通常把职业性的戏剧演出称为“海”，而把从事职业性戏剧的表演称为“下海”。
作为剧目演出信息的具有宣传性的招徕顾客性的张贴物，也许是因为这个，人们便把它叫做“海报”。正规的海报中通常包括活动的性质、主办单位、时间、地点等内容，多用于影视剧和新品宣传中，利用图片、文字、色彩、空间等要素进行完整的结合，以恰当的形式向人们展示出宣传信息。
海报具备特点
(一)广告宣传性
海报希望社会各界的参与，它是广告的一种。有的海报加以美术的设计，以吸引更多的人加入活动。海报可以在媒体上刊登、播放，但大部分是张贴于人们易于见到的地方。其广告性色彩极其浓厚。
(二)商业性
海报是为某项活动作的前期广告和宣传，其目的是让人们参与其中，演出类海报占海报中的大部分，而演出类广告又往往着眼于商业性目的。当然，学术报告类的海报一般是不具有商业性的。
用途
1.广告宣传海报：可以传播到社会中，主要为提高企业或个人的知名度。
2.现代社会海报：.较为普遍的社会现象，为大数人所接纳,提供现代生活的重要信息。
3.企业海报：.为企业部门所认可，他可以利用到控制员工的一些思想，引发思考。
4.文化宣传海报：所谓文化是当今社会必不可少的，无论是多么偏僻的角落，多么寂静的山林，都存在着文化明星海报。
5.影视剧海报：比较常见的宣传方式，通过了解影视剧的人物线索和主题，来制作海报达到宣传的效果。
参考资料来源：百度百科-海报
1、明智地选择你的内容
你在科研海报上所能传递的信息是非常有限的。请选择你认为可以用少量文字和图形充分解释你的研究的一个方面，并将重点放在这个方面。保持简单！
2、合理利用海报排版设计程序
大多数人使用PowerPoint进行海报的排版，多半是因为大名鼎鼎的PowerPoint为人们所熟知，人们第一时间会想到它，并且知道如何使用它，或者使用实验室里别人的模板等等。要知道，还有很多其他的程序是专门用于设计排版的，例如LaTeX。如果你愿意投入一点时间学习如何使用它们，你会获得更好的排版效果。
3、流畅的布局
做海报时，要让你的读者感到你海报的流程非常自然、明显，毫无刻意的痕迹。有很多海报展示，很多作者会将自己的海报存放在上面。看看他们的海报设计，特别是那些获奖的海报，然后找出你认为效果好的布局类型，加以借鉴糅合。
4、标题
会议上的科研海报一般多达几十个，而展期一般只有2-4个小时。因此，为了吸引路人甲乙丙丁，你要尽可能让自己的标题有趣，内容丰富。需要使用能在3-5米外能够被阅读的字体大小，在72-90号之间。
5、让你的海报具有视觉吸引力
你的精彩标题已经引起了路人的注意。现在，路人会想，＂我需要多长时间才能读懂这东西？＂为了保持他们的兴趣，请确保你的科研海报主要使用数字和图片来讲述你的故事，并避免使用大块的文字。你需要让你的数字和图片在视觉上具有吸引力，并且具有一定的内在逻辑。
英语海报的格式和范文是：在第一行的正中间写“POSTER”。在第二行“POSTER”下面写上活动的具体名称或活动的内容。
1、标题的写作：可以直接拟定为“海报”，亦可以直接书写活动内容，如“研讨会”“学术报告会”，也可以在在活动内容前加上举办单位名称，如“中国作家协会举办丁玲作品研讨会”。
2、正文的写作：因为海报具有宣传性质，所以正文的书写思路可以遵循宣传类的作答思路，即正文=发文事由+主要内容+结尾。
表现形式：
店内海报通常应用于营业店面内，做店内装饰和宣传用途。店内海报的设计需要考虑到店内的整体风格、色调及营业的内容，力求与环境相融。
招商海报通常以商业宣传为目的，采用引人注目的视觉效果达到宣传某种商品或服务的目的。招商海报的设计应明确其商业主题，同时在文案的应用上要注意突出重点，不宜太花哨。
展览海报主要用于展览会的宣传，常分布于街道、影剧院、展览会、商业闹区、车站、码头、公园等公共场所。它具有传播信息的作用，涉及内容广泛、艺术表现力丰富、远视效果强。
什么样的海报啊