關(guān)于高三英語(yǔ)作文集合六篇
在學(xué)習(xí)、工作乃至生活中，說(shuō)到作文，大家肯定都不陌生吧，作文是通過(guò)文字來(lái)表達(dá)一個(gè)主題意義的記敘方法。如何寫(xiě)一篇有思想、有文采的作文呢？下面是小編為大家收集的高三英語(yǔ)作文6篇，僅供參考，歡迎大家閱讀。
高三英語(yǔ)作文 篇1
When all the students came to the classroom， the teacher in charge announced the graduation party officially began. Some students take the curtains closed， lights are open， as in the balloon is more beautiful in the classroom， sound floated out of the soft songs. I drink a cup of milk tea， quietlywatching the students performances. Have a classmate in front of the blackboard， with white lightappeared in the students who， like in a concert. The classmates performance is very wonderful，suddenly the lights， "bang" sound. I don't know what was happening at the time， until you feel a littlepaper shredder body， I know just the students put pieces of fireworks.
"White" slowly is close to the end， the students sang Li Shutong's "farewell" "pavilion， the trail edgegrass， sky......" The song. Later， everyone is very sad， because some of the students in junior high school when they are not together， also after all， this is the last day in his alma mater.
Primary school I is how naive， is a naive child. Junior high school I know at that time were sad. A classmate， a friendship.
The primary school graduation let me forget.
高三英語(yǔ)作文 篇2
Begratefulforfri
It is a celebrating day. I got in touch with Michael whom I have been losing contact for one year.
It is really magic. I was searching online aimlessly yesterday when an idea struck me suddenly: since Ben can find out my secret by keying in my name in the search engines, why can’t I do so, either?
I intended to find out something about Ben in revenge in the first place, but soon extend my name list to a wider category. It was then that I recalled Michael suddenly.
We have lost contact since our last correspondence in my senior 3. He mentioned to me in his last letter that he was preparing for going to UK to further his education. I, shamefully, was too busy to reply his mail then. When I was recommended to ZJU and won the final freedom, I thought he had already been in UK so I had no idea where to write him.
I used to think that we would never meet again. However, when I browsed the entries about him, I found out excitedly that he is still in P.R.C.!!
Without a moment hesitation, I ran upstairs to my dorm and found out my old address book. Thank goodness, his home no was still there.
After 3 times calling with no answer replies, I eventually got him on the phone. He was more surprised than I could imagine that when I asked for his hp no he was too nervous to remember it. :P Hehe.
Life is enjoyable in moments such like this. Old friends meet again surprisingly, on a road of their own ways to their dreams. they look at the face of each other, and recognize the old pal. It is such moment that makes me feel grateful to life: whenever I set off for a new destination, I see I have friends in the same direction, with whom I won’t feel alone any more.
高三英語(yǔ)作文 篇3
Though we are told that alcohol is dangerous, especially driving a car after drinking alcohol, we can see the news about car accidents because of the driver drinking alcohol everyday, still people ignore the danger of drinking alcohol. Life is precious, no one will take responsibility of our lives except ourselves. Drinking too much will do harm to our body, even if you don’t cherish your life, while when you drive the car after drinking, you will take away other people’s lives. That is unforgivable, people have a happy family, they die because of your careless driving, and you will never have a chance to make up. Our government is very strict to the driver, the law clearly claims that drinking driver will be heavily punished. In order to make sure other people’s safety, we should not drive the car after drinking alcohol, or we ask friends to take us home.
雖然我們被告知酒精很危險(xiǎn)，特別是酒后駕車，我們每天都可以起看到喝酒后駕車而引發(fā)的車禍，人們?nèi)匀粺o(wú)視喝酒的危害。生命是很寶貴的，沒(méi)有人會(huì)對(duì)我們的生命負(fù)責(zé)除了我們自己。過(guò)度喝酒會(huì)損害我們的身體，即使你不珍惜自己的生命，但是當(dāng)你酒后駕車，你會(huì)危害到別人的生命。這是不可饒恕的，人們本來(lái)有一個(gè)幸福的家庭，他們因?yàn)槟愦中牡鸟{駛而失去生命，你也沒(méi)有機(jī)會(huì)去補(bǔ)償。我們的政府對(duì)司機(jī)要求很嚴(yán)格，法律明確規(guī)定司機(jī)酒駕將會(huì)受到嚴(yán)厲的懲罰。為了確保其他人的安全，我們不應(yīng)該酒后駕車，或者叫朋友送回家。
高三英語(yǔ)作文 篇4
DearMissWang，
I’mastudentfromGuiZhouExperimentalHighSchool。Ihaveaproblem。IarguedwithmybestfriendLisaforsomeverytinythingsandsaidsomebadwordstoherafewdaysago。Then，wenevertalktoeachotheranymore。Now，Ifeelquitelonelysometimesanddon’twanttolosemybestfriend。Iknowshemustbehurtbymywords，andIamnotsurethatshestillwanttobemyfriendornot？Idowanttochangethissituation，butIdon’tknowhow。Iwouldbegratefulifyoucouldgivemesomeadvice。
Yours，
Jim
高三英語(yǔ)作文 篇5
Conflicts with others are common in everyday life.
One Possible Version
Conflicts with others are common in everyday life. During the basketball game yesterday afternoon, Su Hua and Li Jiang bumped into each other, trying to catch the ball. Then they started
shouting and yelling, and it turned into a horrible quarrel.
To be honest, it was Su爺s fault but Li was also to blame—they were not calm enough and both said some really mean things. They cared too much about winning and losing. As a matter of fact, blocking, pushing and bumping are just part of a tough game.
To avoid such conflicts, we should be kind to one another, which is essential to enjoying a
harmonious life. It is also a virtue to forgive and forget, especially in such a competitive and
stressful society. Instead of blaming each other, we should communicate more and put ourselves in
others’place.
Don’t be self-centered and try to be considerate. We must learn to handle conflicts calmly and
wisely.
高三英語(yǔ)作文 篇6
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(xiě)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(xiě)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(xiě)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(xiě)作，最后組織語(yǔ)言，將這個(gè)合理并有創(chuàng)新的想法寫(xiě)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(xiě)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(xiě)作策略與情景寫(xiě)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
ⅠTeaching 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.
Ⅲ 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.
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