學(xué)英語(yǔ)作文
在生活、工作和學(xué)習(xí)中，大家或多或少都會(huì)接觸過(guò)作文吧，借助作文人們可以反映客觀事物、表達(dá)思想感情、傳遞知識(shí)信息。那么你知道一篇好的作文該怎么寫嗎？下面是小編整理的學(xué)英語(yǔ)作文7篇，歡迎閱讀與收藏。
學(xué)英語(yǔ)作文 篇1
my day
This is my day. I'm very busy but very happy.
I got up at 6:45. I had breakfast at 7:10 with my parents. I said "Good morning!" to my parents. My parents smiled. I went to school at 7:30. I said "Hello! Good morning!" to my friends. I had English class at 8:40.At noon I had lunch. In the evening I had dinner at 6:30. I did my homework at 7:00.
I went to bed at 10:00.This is my day!
這是我的一天。我很忙但是我很高興。
我起床在六點(diǎn)四十五。我吃早飯?jiān)谄唿c(diǎn)十分和我的爸媽。我說(shuō)早上好對(duì)我的爸媽。我上英語(yǔ)課在八點(diǎn)四十。在中午，我吃午飯。在晚上，我吃晚飯?jiān)诹c(diǎn)半。我做我的.作業(yè)在七點(diǎn)。
我睡覺(jué)在十點(diǎn)。這就是我的一天。
學(xué)英語(yǔ)作文 篇2
大學(xué)四級(jí)考試寫作的評(píng)分依據(jù)是：文章切切題，條理清楚，語(yǔ)言準(zhǔn)確和字?jǐn)?shù)符合要求。所謂切題就是看你寫的作文跑不跑題。所謂條理是每一段的議論的正反清楚，描述的時(shí)間正確。語(yǔ)言準(zhǔn)確要求作文的語(yǔ)法詞匯使用正確，符合英語(yǔ)表達(dá)習(xí)慣。四級(jí)作文的字?jǐn)?shù)要求不少于100字。針對(duì)四級(jí)考試的作文要求我們提出十二句作文法，這里所說(shuō)的十二句作文法不僅包括一般英文寫作的方法而且包括一套行之有效的寫作方法。它的具體內(nèi)容有以下幾點(diǎn)。
一 審題我們拿到作文后第一件要做的事就是審題。審題的作用在于使你寫作不跑題（如果跑題，條理和語(yǔ)言再好，也得不到及格分，甚至0分。）那末審題要審什麼呢？
1．體裁（議論文，說(shuō)明文，描述文）
審題就是要審作文的題材和體裁。因?yàn)槭材拥捏w裁就會(huì)用什末樣的題材去寫。那末體裁包括那些呢？它包括議論文，說(shuō)明文和描述文。從近些年看，四級(jí)作文不是單一的體裁，而是幾種體裁的雜合體。例如：
Directions: For this part ,your are allowed 30 minutes to write a composition on the topic Trying to Be A Good University Student .You should write at least 100 words and you should base your composition on the outline (given in Chinese ) below :
做合格大學(xué)生的必要性
做合格大學(xué)生的必備條件（可以從德智體方面談）
我計(jì)劃這樣做
很多人說(shuō)這種類型的作文是議論文。這是片面的，因?yàn)�，第一段要求寫�?..必要性”，這說(shuō)明本段體裁是議論文；第二段要求寫“...必備條件”，這說(shuō)明本段要求寫說(shuō)明文；兒地三段要求寫“...這樣做”，這說(shuō)明本段要求寫描述文。所以在大多數(shù)情形下，四級(jí)作文是三種體裁的雜合體。
2．根據(jù)不同體裁確定寫作方法
我們審題的目的就是根據(jù)不同體裁確定不同的寫作方法。通過(guò)審題，我們可以看出四級(jí)作文大都是三段式。如上例第一段為議論體，第二段為說(shuō)明體，地三段為描述體。而各種文體又不同的寫作方式：
議論文；要有論點(diǎn)和論據(jù)，而且往往從正反兩方面來(lái)論述。例如上面第一段的思路是：做合格大學(xué)生，會(huì)怎末樣（這是從正面論述）；不能做合格的大學(xué)生，會(huì)怎末樣（從反面論述）；所以我們要做合格的大學(xué)生（結(jié)倫）。
說(shuō)明文：可以從幾方面或幾條來(lái)說(shuō)明一個(gè)問(wèn)題，就上作文而言，可以從方面（德智體）來(lái)說(shuō)明合格大學(xué)生的必要性。
描述文：一“人”為中心描述一個(gè)“做”的過(guò)程。與上兩段相比，本段的主語(yǔ)多為人稱代詞，他要與第二段相互應(yīng)進(jìn)行描述。
二 確定主題句
通過(guò)審題，我們知道該如何確定正確的寫作思路。下邊我們就談如何些。第一部就是要寫主題句。主題句是確保不跑題的前提，只有不跑題才有可得及格分。寫主題句嘴保險(xiǎn)的方法就是把中文提綱的各句譯成英語(yǔ)。例如上述三段主題句分別為：
It is very necessary to be a good university student . （議論體的主題句）
There are several respects of necessities to be a good university student .（說(shuō)明體的'主題句）
What I will do in the future is the following .(描述體主題句)
如果要求句是英語(yǔ)就可以把它變成主題句，例如這樣一篇作文：
Good Health
Importance of good health
Ways to keep fit
My own practice
這樣的作文的要求句就可以擴(kuò)充成主題句。擴(kuò)充后三段的主題句分別為：
It is very important to have good health .（將名詞 importance變成形容詞important）
There are four ways to keep fit for me .（用 there be 句型）
My own practices are the following .（采用原詞）
三 確保文章條理清楚
保證不跑提示寫作當(dāng)中第一任務(wù)，第二個(gè)重要任務(wù)就是要做到條理清楚。對(duì)于議論文來(lái)說(shuō)，正反面要清楚，對(duì)于說(shuō)明文來(lái)說(shuō)條理要清楚，對(duì)于描述文來(lái)說(shuō)，誰(shuí)干什么要清楚。就拿上例Good health 來(lái)說(shuō)，第一段保持正反面要清楚救應(yīng)這樣寫：正面（With good health ,we can...），反面（Without good health ,we can do nothing .We can’t do...）
為了使文章更具有條理性，我們可以用first(ly) second(ly) third(ly)等副詞，他們可以是文章的條例性更加突出。作文是主觀題，想得告分就必須引起老師的主意，老師的時(shí)間很短（每篇作文只有一兩分鐘就要閱完），所以我們?cè)诹姓{(diào)試最好不用: To be with,... after that ,...And then, ... The next , ... The following , ... As last ... 。因?yàn)橛眠@樣的詞語(yǔ)不利于老師看出你作文的條理性。
四 保證作文符合字?jǐn)?shù)要求的十二句作文法
考生一般都希望作文達(dá)到字?jǐn)?shù)而又不至于寫得太多，因?yàn)閷懙锰嘁环矫姹┞蹲约赫Z(yǔ)言上的弱點(diǎn)，另一方面又會(huì)占用過(guò)多的時(shí)間。寫得太多還易跑題，一個(gè)有效的方法就是十二句作文法。
我們知道，四級(jí)作文都是三段式。我們算一下，如果我們?cè)诿恳欢沃袑懮纤木洌粗黝}句加兩三句擴(kuò)展句和一個(gè)結(jié)論句就可以了。這樣全片在十二句左右，每一句十多個(gè)詞，就又120-150個(gè)字。大家可以試圖找一些作文題練一練。
學(xué)英語(yǔ)作文 篇3
it was a sunny balmy afternoon at the end of a leisurely summer. i was driving on a winding country road with a lady friend. little did i know that i was to have a close call that would have almost ruined the rest of my life.
earlier that day, a friend called me to tell me that our mutual friend rosy was arriving back from taiwan after the summer holidays. since there was no airport in the immediate vicinity of the university, she would need a ride to come back on campus.
being mildly interested in that girl, i jumped at the chance to play hero. the trip was not particular long or arduous. i was to pick her up from a friend’s home that was a mere 80 miles from campus—a piece of cake, i said to myself.
everything went well. the country road was almost deserted. visibility was good and i was not driving very fast. the conversation was lively but not distracting.
about half an hour into the drive, i rounded a corner and noticed two small children, aged around 10, waiting to cross the road after getting off their school bus. my mind was not particularly focused on them because i thought they would not cross the road when a truck was coming through on their side. the two kids looked to their left, watching the truck intensely. as soon as the truck passed, and without a thought, they started to dash across the road. i was petrified, to say the least. my heart almost leaped out of my throat. time seemed to have come to a standstill. it was like a nightmare coming into reality. i felt i was in the slow motion crash scene of a movie. i did not even have the time to brake or steer clear.
by providence smiled on me that day. the two kids missed my car by less than an inch. imagine what would have happened if i had hit them? they would have been killed instantly. i would have been charged with manslaughter and thrown into jail. my career would be over before it even got started. the kind of inhumane treatment i would receive from fellow inmate, i could only guess but hate to imagine. i will never be a whole person again even if i were to be released early for good behavior. my life would be over. even if i had a good lawyer that could have gotten me off, i would have carried that guilt in my mind for the rest of my life.
even today, thirty-si years later, the memory of that day is still fresh on my mind. i have my lucky star to thank for having both parties gotten off unscathed.
學(xué)英語(yǔ)作文 篇4
今天，我又去上次那個(gè)“莫尼克英語(yǔ)”來(lái)上課。莫尼克是一位老師的名字，英語(yǔ)名字叫monica。那個(gè)地方在光華路糜家小院的很里面。我進(jìn)去后，看來(lái)了很多位同學(xué)，老師還是艾達(dá)老師。
今天，老師給我們攢了紅星榜，我得了七顆星。我喜歡這里。
學(xué)英語(yǔ)作文 篇5
as the pace of life quickens and the pressure from our work increases, some people say that we are becoming more gloomy and unhappy with each passing day. they believe that, in fact, we are losing our ability to laugh. they also hold that if we laugh more often we will feel happier and be more healthy because "laughter is the best medicine".
what they say seems radical, but in fact not radical at ail. laughter can really bring us a lot of benefits. first, laughter has a similar effect to physical eercise. it speeds up our heart rate,
increases our blood pressure and quickens our breathing. it also makes our facial and stomach muscles work. in fact, it is a kind of "jogging" on the spot. net, laughter is a kind of pain relief. when we laugh, we produce a kind of chemical materials in our body that helps us to relieve pain. in addition, laughter stimulates our immune system, preventing us from being infected by diseases. third, laughter improves our state of mind and affects our entire physical well beings. laughter helps us feel healthy and alive. each time we laugh, we feel better and more content. finally, laughter helps to ease the tension between people. sometimes when people are going to quarrel with each other for one reason or another, a humorous remark leading to laughter can help settle the argument.
學(xué)英語(yǔ)作文 篇6
Generally the tendencies of three countries keep up though there are some differences among them. The Japanese old people aged 65 and over account for 5% in 1940 which is the lowest proportion in three countries. The situation will remain till about 20xx. After that its proportion has a suddenly rise and exceed the other countries’ proportion. Till 20xx, it will reach it peak of 27%.
The USA old people’s proportion is a little more than the Sweden’s. However this trend was reversed in 1999. After this year, the proportion of Sweden has a sharp rise till 20xx while the USA ‘s proportion remain a steady at the same time. From Joozone.com.
In summary, before 20xx the proportions of aged people of three countries were remained under 15%. But after 20xx, these proportions will exceed 20%.
學(xué)英語(yǔ)作文 篇7
One of the wonderful things about being a foreign educator in china, is that chinese students are so eager to learn from you. they have been trained from an early age to be knowledge sponges, looking to soak up as much new information from their teachers as they can. secondly, confucian education demands a high degree of respect for teachers. the title lao shi is one of reverence in chinese society, though teachers tend to be poorly paid. even greater is the respect in china for foreign teachers or foreign eperts as they are called. despite the fact that most foreign eperts in china have no previous epertise as teachers of english as a foreign language but are employed as such, the chinese government welcomes their contribution by bestowing a respectful title upon them. thus, chinese students hold their foreign teachers especially in high regard, which is perhaps why so many people who come to china to teach end up staying here longer.
It would be hard to find this level of appreciation for teachers among american students. young people in the u.s. have a somewhat different attitude toward educators; they are taught to question, not simply absorb, so they decide for themselves if a teacher is credible. american students may reject their teachers, confronting them and even publicly disagreeing with them as part of the learning process. american young people are less accepting of information at face value, preferring to evaluate for themselves as to whether or not what the teacher says is true or useful.
The status of the teacher in eastern and western education has a major impact on the way students take responsibility for their learning. chinese students become heavily reliant on their teachers to give them the right information and can easily blame the teacher if they do not do well in the class by saying, the teacher didnt teach me enough. american students tend to be more independent as learners, and teachers encourage them to do research on their own, form study groups and seek answers from outside sources. this gives american students more fleibility in gathering information, and also encourages them to be responsible for their learning. responsibility in this contet does not simply mean memorizing the correct answers to pass an eam, it refers to the sense of ownership that makes learning meaningful.
In chinese, people epress modesty by saying that they gave all their knowledge back to the teacher. this implies that the person never really owned the knowledge in the first place, but simply borrowed it from the teacher to pass the eam. but it also implies that the person never cherished this knowledge, because he or she never owned it, and so they neglected it and eventually forgot it. its just like the difference between living in a dormitory and living in your own house. no one who lives in a dorm takes very good care of it, especially the public areas. but once you own a home, you make it beautiful and keep it clean because it has greater value to you. this is pride of ownership, and what is owned is cherished. what is cherished endures.
As much as chinese students appreciate their foreign teachers, they should not forget that responsibility for learning comes from within, not from without. the teacher cannot give someone english. no one can get english from a teacher or from a book like one can get a cold. responsibility for learning can only come from the learner, when he or she freely chooses to own the quality of his or her learning eperience, versus relying on borrowed knowledge from eperts.
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