What I intend to say is | … |
What I’d like to do is to discuss | |
What I intend to do is to explain | |
In my talk today, | |
My topic today is | |
Today, I’m going to talk about | |
I’m going to talk to you about | |
My colleagues and I are going to give a short prentation on | |
Today I want to consider | |
In this talk, I would like to concentrate on | |
The subject of this talk is | |
The purpo of this talk is to | |
The talk is designed to | |
As we know | … |
As we have already en | |
As we have all read | |
It’s clear that | |
It goes without saying | |
We all understand | |
It is understood | |
You’ll remember | |
X | is | … |
is called | ||
is known as | ||
may be defined as | ||
is a type of Y that/which | ||
By X, I mean | ||
This term is ud generally to mean | ||
In the field of Y, the term refers to | ||
A type of Y which…is X. | ||
This 辛弃疾西江月… | is | shown | by | … | |
exemplified(例证、例示;举例说明) | |||||
illustrated | |||||
For example, | |||||
For instance, | |||||
You only have to think of | |||||
Remember, | |||||
A key experiment | shows | this … | |||
exemplifies | |||||
illustrates | |||||
This is shown by the following examples: | |||||
The following are examples of this: | |||||
The following is a ca in point: | |||||
Let me give you a couple of examples: | |||||
X | is a ca in point. | ||||
Take | X | for example | |||
for instance | |||||
… | such as | … | |||
I want to stress | … |
I want to highlight | |
I’d like to emphasize | |
I’d like to put emphasis on | |
It’s important to remember that | |
We should bear in mind that | … |
Don’t forget that | … |
The crucial point is | |
The esntial point is | |
The fundamental point is | |
Furthermore (此外,而且,再者) , | … |
What’s more, | |
This supports my argument that, | |
It follows, therefore, that | |
What (in effect) we are saying is | |
In other words, | … | ||
Or rather, | |||
That is to say, | |||
Basically (大体上,基本上;总的说来,从根本上说), | |||
To put it another way, | |||
If we put that another way, | |||
By which I mean | |||
Or you could say | |||
The point I’m making is | |||
酥鸡That is to say, | |||
Namely, | |||
i.e. (也就是,亦即。源自拉丁文 id est.) | |||
That means | |||
What I | ’m suggesting | is | |
’m trying to say | |||
meant to say | |||
should have said | |||
Let me put it another way. | |||
That’s all I want to say about X. | … |
OK; Now; All right | |
Having looked at …伪齐 I’d now like to consider | |
I’d like now to move on to | |
Turning now to | |
So let’s turn to | |
Moving on now to | |
I now want to turn to ; I’d now like to turn to | |
The next point is; Another interesting point is | |
The next aspect I’d like to consider is | |
Let’s now look at | |
If we could now move on to | |
Furthermore; An additional point; Another point | … | |
A further point; A similar point; In addition | ||
Moreover; Similarly; Apart from; Not only … but | ||
We can add; I could add that | ||
Further; As well as; Besides | ||
… | also; too; as well | |
Although; However; | … |
On the other hand; Whereas(然而,但是,尽管) | |
Despite; Nevertheless(尽管如此,不过,然而) | |
But; Alternatively | |
There are | N | types; kinds | of X | :Y and Z. The are Y and Z. | ||
class | ||||||
The | categories | are Y and Z | ||||
sorts; varieties | ||||||
X | consists of | N | categories | . The are Y and Z : Y and Z | ||
compris(包含;由…组成) | class; kinds | |||||
can be divided into | types; varieties | |||||
Y and Z are | class; kinds; types | of X. | ||||
categories | ||||||
varieties | ||||||
X may be classified | according to | … | ||||
on the basis of | ||||||
depending on | ||||||
Incidentally | … |
By the way | |
While I remember | |
Before I forget | |
On this graph, | |
Take a look at this. | |
Let’s have a look at this. | |
黄家驹歌曲I’d like you to look at this; | |
I’d like to draw your attention to | |
Here we can e | |
The … shows89年的属什么 | |
The graph illustrates | … |
The horizontal axis reprents | |
The vertical axis reprents | |
As you can e, | |
If you look cloly, you’ll e | |
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