【精華】高三英語(yǔ)作文4篇

　　無(wú)論是在學(xué)校還是在社會(huì)中，大家都跟作文打過(guò)交道吧，作文是人們把記憶中所存儲(chǔ)的有關(guān)知識(shí)、經(jīng)驗(yàn)和思想用書(shū)面形式表達(dá)出來(lái)的記敘方式。如何寫一篇有思想、有文采的作文呢？下面是小編整理的高三英語(yǔ)作文4篇，僅供參考，歡迎大家閱讀。

高三英語(yǔ)作文 篇1

　　There are many memorable things, I have had a particularly memorable things, that is my primary school graduation party. Although it is a party, but we are held during the day, may be called "white".

　　"The day before the white", we are ready to do the work, prepared a cake, , sound. There are many wonderful programs. The night before, I can't sleep a night, excitedly waiting for the arrival of"white".

　　The second day, I went to school early. To the classroom, I saw the classroom four corners of asound and the walls are connected with lights, window adhesive beautiful balloon.

高三英語(yǔ)作文 篇2

　　Some people in the fierce competition of the rough waves swept away, has never recovered. Some people are against the tuyere, set foot on top, on the shore, they succeeded. Because they have much a stick to it. Forefront for them is not a stumbling block, but padding their own foundation.

　　Born easy, live easy, life is not easy. Life is a process of life. No wind, no rain? It is because of the baptism of wind and rain to see the colorful rainbow; With the pain of failure will taste the joy of success. Turgenev in the rudin, said: "although our life short and small, but great everything is caused by the hand of the people; a life, realize the lofty mission, that is their supreme happiness in life." We are to create this society, inevitably some injury, through the tears.

　　Time, fast turn, across one dream magic song.

　　Life, be about to rush out a way to! In order to cause, in order to struggle in life, despite losing a lot of, but is there will be! And are often more important than lost, it is the value and meaning of life.

　　Life is long, the years.

　　How can we predict the future? But only clear conscience my heart! Life, because there is competition, people have power; Life, because of the struggle, the people to the pursuit of excellence.

　　Smoke in life, like a cloud, the wind. Transient. "Only the people and the backing car, there is no reverse time and road", since we came to today, and possession of today's social status and responsibility, only forward, forward, forward again! Don't retreat. Young people, more important is to see tomorrow, seize today, forge ahead in the quiet, perhaps before the sun mountain tomorrow, you created a miracle again!

　　有的人在激烈的風(fēng)浪中競(jìng)爭(zhēng)，卷走了，再也沒(méi)有恢復(fù)過(guò)來(lái)。有些人是靠著風(fēng)口，踏上山頂，在岸上，他們成功了。因?yàn)樗麄儗?duì)它有很多堅(jiān)持。對(duì)他們來(lái)說(shuō)，前沿不是絆腳石，而是充實(shí)自己的基礎(chǔ)。

　　生來(lái)容易，生活容易，生活不容易。生命是一個(gè)生命的過(guò)程。沒(méi)有風(fēng)，沒(méi)有雨？正是因?yàn)轱L(fēng)雨的洗禮，才看到了五彩繽紛的彩虹；伴隨著失敗的痛苦，才會(huì)嘗到成功的喜悅。屠格涅夫在Rudin，說(shuō)：“雖然我們的壽命短和小，但是偉大的一切都是由人的手所造成的；一種生活，實(shí)現(xiàn)遠(yuǎn)大的使命，這是他們一生中最大的快樂(lè)�！拔覀儎�(chuàng)造了這個(gè)社會(huì)，難免有些損傷，通過(guò)眼淚。

　　時(shí)間，快速轉(zhuǎn)身，穿越一個(gè)夢(mèng)想的魔法之歌。

　　生活，即將沖出去！為了事業(yè)，為了奮斗，在生活中，盡管失去了很多，但也會(huì)有！而且往往比失去更重要，它是生命的價(jià)值和意義。

　　生命是漫長(zhǎng)的，歲月。

　　我們?nèi)绾晤A(yù)測(cè)未來(lái)？但只有問(wèn)心無(wú)愧，我的心！人生，因?yàn)橛懈?jìng)爭(zhēng)，人有力量；人生因?yàn)閵^斗，人民追求卓越。

　　生命中的煙，如云，風(fēng)。短暫的�！敝挥腥嗣窈偷管�，沒(méi)有倒退的時(shí)間和道路”，既然我們來(lái)到今天，掌握今天的`社會(huì)地位和責(zé)任，只有向前、向前、再向前！不要退卻。年輕人，更重要的是看明天，把握今天，在寧?kù)o中奮進(jìn)，也許明天太陽(yáng)山之前，你又創(chuàng)造了奇跡！

高三英語(yǔ)作文 篇3

　　教學(xué)目標(biāo)：

　�。�1）知識(shí)與能力目標(biāo)：

　　A通過(guò)調(diào)動(dòng)學(xué)生聽(tīng)、說(shuō)、讀等方面積極性，開(kāi)闊思路，促進(jìn)寫作能力的提高。

　　B 訓(xùn)練學(xué)生對(duì)情景作文的審題能力，拓展對(duì)給定信息點(diǎn)的想象空間。

　　C 運(yùn)用基本語(yǔ)法知識(shí)表達(dá)思想感情。

　　D 掌握高考中情景作文的應(yīng)試策略。

　　（2）德育目標(biāo)：

　　A 情景作文主要是以日常生活中所發(fā)生的事為背景，教育、引導(dǎo)學(xué)生要尊重他人的感情。

　　B 辨證理解理由的合理性。

　　教學(xué)重點(diǎn)：

　�。�1） 針對(duì)高考中以“理由與借口”為題材的情景作文，如何制定策略。

　　（2） 以小組討論為形式，激活思維。

　　教學(xué)難點(diǎn)：

　　（1） 如何獲取、篩選信息，以“合理”，“創(chuàng)新”為原則，展開(kāi)想象。

　　（2） 語(yǔ)言知識(shí)在寫作中的運(yùn)用，如何有效表達(dá)個(gè)人情感，感染讀者。

　　教學(xué)設(shè)計(jì)思路：

　　本課既是高三英語(yǔ)情景作文教學(xué)的有益探索與嘗試，也是通過(guò)引入“頭腦風(fēng)暴”的思想，幫助學(xué)生分析、整理信息，理清思路，提高英語(yǔ)寫作能力的有效途徑和方法。學(xué)生在逐步拓展思維的同時(shí)，調(diào)動(dòng)身體的各個(gè)器官來(lái)觀看、討論、閱讀，以求在“動(dòng)”中寫作，最后組織語(yǔ)言，將這個(gè)合理并有創(chuàng)新的想法寫成文章。同時(shí)，還要將這種思維滲透到日常生活中，做到禮貌待人，慎用“理由”，尊重他人的感情，以致師生都會(huì)從本課中受到啟發(fā)，做到教學(xué)相長(zhǎng)。

　　教學(xué)媒體：計(jì)算機(jī) 錄像機(jī)

　　教學(xué)過(guò)程：

　　第一步 引入

　　A 簡(jiǎn)述本課將對(duì)以“理由與借口”為題材的高考情景作文進(jìn)行指導(dǎo)與訓(xùn)練。

　　B 通過(guò)校園內(nèi)的采訪錄像，總結(jié)出在何種情況下需要“理由與借口”。

　　第二步

　　A 以競(jìng)賽為形式，在指定的情景下將與之相關(guān)的所有想法展示出來(lái)，并以“合理、創(chuàng)新”為原則進(jìn)行篩選、分類，從中引出“頭腦風(fēng)暴”的概念，并加以解釋。

　　B 列舉日常生活中的情景與理由，幫助學(xué)生打開(kāi)思路。

　　第三步

　　A將學(xué)生分為5組，每組設(shè)一情景，進(jìn)行小組討論，以前面做過(guò)的指導(dǎo)為例，篩選信息，并將其拓展成文，再加以講評(píng)。

　　B 總結(jié)寫作策略。

　　第四步

　　閱讀一篇與本題材相關(guān)的文章，使學(xué)生懂得在日常生活的交往中要尊重他人的感情，以深化本課的主題，加深學(xué)生對(duì)該題材作文的了解與認(rèn)識(shí)，從而使思維上升到一個(gè)新的高度。

　　第五步

　　作業(yè) A根據(jù)所提示情景，再練習(xí)一篇內(nèi)容相關(guān)的情景作文。

　　B 認(rèn)真思考對(duì)命題作文的寫作策略與情景寫作之間的聯(lián)系。

　　Teaching Plan

　　Date: Nov.25th, 20xx

　　Class and Grade: Class 2, Senior Grade Three

　　Subject: Brain Storm and Situational Wring

　　Teacher: Zhang Rong

　�、馮eaching Objectives:

　　1. To improve the students’ writng skills by means of watching, speaking and reading.

　　2. To enhance the interests of the students in terms of English wring and encourage them to fully develop their ability of imagination.

　　3. To express their ideas effectively in formal writing and in the teaching process, the interactive teaching mold is tested in class.

　�、騎eaching difficulties:

　　1. To be creative and reasonable in the development of imagination, and improve the ability of analyzing accordingly.

　　2. To exchange ideas in the form of discussion in groups and develop the shinning points into compositions.

　�、� Teaching aids:

　　Computer Video Cassette Player Blackboard

　�、� Procedures:

　　Step1 Turning-in

　　1A brief introduction of the topic in situational composition-making excuses.

　　2. Summon up the ideas related to the topic “Under what condition people need to make excuse”.

　　Step 2 presentation

　　Introduce the concept of brain storm in the form of a competition.

　　Step 3 Class activity

　　Try to develop the composition according to the given situation in each group with reference to the writing strategy.

　　Step 4 Reading

　　Read a passage titled the truth about excuses, aiming to improve the way students communicate in their daily lives.

　　Step 5 Assignment

　　1. Writing practice

　　2. Thinking about the strategies for instruction-based wring.

高三英語(yǔ)作文 篇4

　　A sall tree finall pened its ees, with the first sight f the wrld .But the land was bare, with little green. Everthing was uch different fr what it dreaed in the earth,

　　An ld an . waled int his sight and sat in frnt f the tree ,gazing at it .

　　“wh are u ?” ased the tree, happil. But there sae n answers.

　　After a shrt silence , the ld an stared at the gre s.

　　“what are u ding?” ased the tree, again.

　　“I’ erizing,” the an said with a trebling vice.”

　　“when I first arrived here ……”he had a sudden cngh fr pause . “when I first arrived, here are an trees which as enthusiastic as u, but taller than u.”

　　“ Reall ! Where are the nw?” The tree ased happil, as happ as a id finding a cand.

　　But the ld an nl glanced arund quietl with ees full f sadness and quilt. Then cntinued his wrds.

　　“Then I settle dwn. It was the st wnderful tie that I had ever ened at beginning. I can appreciated the flwers in springs, slept in the shade in suers, picaed up the gd fruits in falls and ade fires fr warth with wd in winters,” With the wrds, happiness and indness aurred in the an’s face.

　　“But thirteen ears later, I fund gasline under grund.” Suddenl, he clsed his ees, buried his head in his hand.

　　“what’s that ?” the sall tree ased frightenedl.

　　“abe a gd thing.” the an finall becae cal, “In rder t ship the gasline awa, I cut dwn an trees t build big bats. At last, few trees left. Ling at the trees staps, I felt guilt. But I was swallwed b ne and frgt the happ das and despair f the trees. The gas was ined assivel and as a result, the grund began t fall dwn. I had t answer fr what I had dne. One da ust befre I left a big lightning struc gas, everthing then burned. Therefre, the trees, the gas. The bats including heart were gne.”

　　The sall tree ept silent.

　　“Nw, I want t d sething t iprve, but nthing can be dwn. I fund the seed f u fr the sea several ears ag. S please help return the green !” cried the an.

　　“s u are sure that u wn’t cut dwn the trees an re?” the ld an ndded .

　　“the gasline?” ndded again.

　　“and u green t plant seeds everwhere and sta here frever?”

　　“es, I d!”

　　The sall tree led at the an, then turn its face t the sining sun, which is lie a rising sun. In the island, the shadw f the tw cbined tgether.

　　A light wind cae, the green leaves ade a gentle sund.

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