英文作文（共8篇）
篇1：英文作文
感谢帮过你的人英文作文(感谢爸爸的英文作文)
Last week I saw a young man giving up his seat to a woman with a baby in her arms on a bus. To my great surprise, the woman did not thank the young man; on the contrary, she glared at him coldly, which made him embarrassed.
This incident set me thinking. If everyone acted like that woman, who would like to help others? And what would our society be like?
If anyone gives you a hand, you should express your sincere gratitude to him or her. Only in this way will everyone be ready to help others and feel satisfied with it.
上周，我在公共汽车上看到一个年轻人给一个怀抱婴儿的妇女让座。
让我感到奇怪的是，这位妇女没有感谢这位年轻人，反而用冷淡的目光盯着他，使他感到困窘。
这事令我深思。
如果每个人都像那个妇女那样，谁还愿意帮助别人?我们这个社会将会变成什么样子?
如果有人帮了你，你应表示衷心感谢。
只有这样，大家才会愿意帮助别人，并从中得到满足。
篇2：英文作文
I have a lot of friends in Simon English School. One of them is my best friend. His name is boyd.
He and I are both thirteen years old. but I am older than he, and I am fatter than he too. He is shorter than I, and he is thinner than I. He wears a pair of glasses but I don‘t.
He likes to eat pocket-food, and he is a gentleman in a sense that when he has pock-food he will share them with us.
He and I are in the same school and in the same class. So, we can help each other. We alway play in the school together. he likes to do thing I like. He lives in the Ningbo Jiangdong, so he hardly came to my home in Zhenghai but I alway go to his home on weekends and he sometimes will come to my home on weekends. Sometimes we will fight but we alway get along well.
His mother is a doctor in the Li-Hui-Li hospital and I know where her office is. His father is a worker in the Bei-Lun power plant. He is a head of a group. So, his father has a lot of work to do.
篇3：英文作文
Writing is one of the four basic skills in language learning Writing combines the ability of recognition,thinking and the using of words.It is a process of complicated skilled.Written work is usually produced after careful consideration so it is a relatively complete reflection of the learners'language ability.Errors tha appeared in writing are of great importance and value to both the language learners and teachers.
Among all the errors in writing,lexical errors are the mos frequent and important ones."People could describe few things without grammar,but they could express nothing without vocabulary"(Wilkins 111).Lexis is the centre role of language study while lexical errors are the most frequent category of error(James143).Lexical errors have been a great barrier to English writing In order to promote students'writing ability,this paper will firs discuss the significance of errors,and then classify the lexica errors in writings.Finally it will put forward some approach to the correction of lexical errors in English writing.
2 Significance of Lexical Errors
Traditionally,errors were regarded negatively and have to be eradicated.The more recent acceptance of such errors in learners'language is based on a fundamental shift in perspective from the more traditional view of how second languages acquired(Yule194).An error then,is not something that hinders student's progress,but is probably a clue to the active learning process being made by a student as he or she tries out ways of communicating in the new language.
Errors are not only inevitable but also necessary.Brown argues that"the study of the speech of learners is largely the study of the errors of learners",because"correct items yield little information about the Interlanguage of the learner."(169-171)There are some keys to the understanding of the process of learning language,which can be found in the errors made by learners.Errors are of great significance because they provide valuable information not only for teachers and students but also for textbook compilers,syllabus designers and researchers in the area of second language acquisition.
Errors could provide feedback by telling the teacher the effectiveness of his teaching materials and teaching techniques Errors also show the teacher what parts of the syllabus have been inadequately learned and taught and what parts need further attention.Thus the teacher gets the information which may enable him to decide whether he can move on or devote more time to the item he has been working on.Secondly,by analysis and corrections of their errors,students may know better in what aspect they should pay more attention to and to what extent he is weak Thus they may improve their learning more effectively.They can also test their hypothesis about the nature and rules of he language he is learning.As for the researchers,Corder claims that learner errors show them how the target language is learned or acquired and what kind of strategies or procedures employed in the discovery of the language(Error 10-11).Based on a systematic error study,syllabus,teaching materials and teaching techniques can be refined.
3 Approach to the Correction of Lexical Errors in
3.1 Self-correction
Students have some ability to correct their own errors.Tha is,they can activate their linguistic competence to do so,even without detailed cues.So,students should be encouraged to correct and revise their own work.Revision is an extremely important part of the writing process and students would benefit from strategies and advice to assist them in evaluating and revising their own and peers'work,whether for form or content.Consequently,students would participate in the writing process more actively,and cultivate the ability to take into consideration the expectations of the reader to develop a sense of audience.
Teachers can offer the students two kinds of check list,routine list and special list,which is the precondition for students self-correction.
Teachers may design a routine list for the errors that appeared frequently in English writing.By using this kind of list students can easily identify the errors and then try to reduce these errors in their writings.Such kind of routine list can be applied to correct all genres of writings as it contains high frequency errors in all types of composition.The second kind of check list is called special list that is designed for errors in specific compositions and it is used to aided the self-correction togethe with routine list.
3.2 Peer-correction
Small groups of students play an effective part in correcting written errors.It is considered that this method help teachers save time and free them for helpful instruction.
Students may be asked to correct compositions of his classmates.Small group worked as a team and went through the written assignments.The members of the small group marked,discussed,and correct the written errors.The teacher occasionally emerged to visit the small groups,looked at the corrected work listened to the debates,and offered help if there was a deadlock or made clarification if it was needed.Now,the roles of teachers and students have been exchanged.From this exchange,the students will get a fresh experience and some useful information to correct their own errors.Furthermore,when interacting with peers during small group activities,students may feel less anxious and more confident than they are during whole-class discussions.The interaction hypothesis of second language acquisition states tha interaction may facilitate second language learning by providing learners with negative feedback,drawing their attention to language form in the context of meaning,and pushing them to produce more complex or accurate target language forms.
Peer review can also be used.It is a powerful learning tool providing students with an authentic audience,thus increasing students'motivation for writing.In addition,it enables students to receive different views on their own writing.This will help them learn to read critically their own writing.Therefore,teachers correction should be supplemented with students'self-correction and peer review.
3.3 Teacher-correction
Teacher correction is an essential step in learning process.I they are not able to recognize the errors,the students do need some assistance from someone who is more proficient than they are.The teacher offers marginal notes to these corrections tha explain why certain errors are incorrect.For example,error tha is in inappropriate style.This will help students develop an idea of the criteria to judge their work and avoid similar errors in the future by offering them useful information.
As"language teaching is a very practical business",and teachers should"always be aware of the learners'needs"(胡壮麟386).Thus teacher correction should be carried out differently and error correction should be done according to the students'English level.There are three different strategies as there are three stages,which are presystematic stage,systematic stage and postsystematic stage.(Corder,270-272)At the presystematic stage,the learner's use of the target language is through random guessing because he is unaware of a particular rule in the target language.He fails to correct the errors and explain them.At the systematic stage,the learner is inconsistent in using some rules of the system of the target language even he has discovered them At this stage,he can explain why he made these errors,but he cannot usually correct them.When it comes to the postsystematic stage,the learner's using of the garget language is quite consistent.He can not only correct the errors but also explain why they are incorrect when he makes them.There will be errors at this stage,but the occurrence of them is infrequent.It happens to be the same with the three levels in learning English for Chinese students.
It is time-consuming and difficult to apply the above mentioned procedures.However,self-correction and peer-correction could be carried out after class if they are properly planned.The above mentioned methods are commonly and efficiently used by experienced teachers and play an important part in correcting lexical errors in English writings.
Teachers'correction and students'self-correction are both important.Apart from employing the common principles of error treatment,teachers should put primary focus on content and organization.That is,teachers'feedback(correction)should be given on content before focusing on language use so as to help students appreciate the communicative function of writing.Teachers should avoid premature editing and making revisions to the text at a surface instead of a global level.
4 Conclusion
The classification of lexical errors and lexical error correction mentioned above is,of course,either the only or the best way.It should be carried out differently and vary accordingly in the process of teaching and learning English.The purpose of this paper is to reduce lexical errors in English writings of senior middle school students.
参考文献
[1]Brown H,Douglas.Principles of Language Learning and Teach-ing[M].2nd ed.New Jersey:Prentice-Hall Regents,1987.
[2]Corder S,Pit.Error Analysis and Interlanguage[M].Oxford:Ox-ford University Press,1981.
[3]James,Carl.Errors in Language Learning and Use:Exploring Error Analysis[M].Beijing:Foreign Language Teaching and Research Press,2001.
[4]Wilkins,George W.Linguistics in Language Testing[M].London:Edward Arnold,1978.
[5]Yule,George.The Study of Language[M].2nd ed.Beijing:Foreign Language Teaching and Research Press,2000.
篇4：巧用英文谚语，斩获高分作文
1. Happiness takes no account of time.
【翻译】欢乐不觉时光过。
【解释】这句话在很多记叙文中都能用得上，通常可以用在结尾段的开头。北京卷情景作文的“外出活动”类话题就可以套用这句话。一旦出现类似“大家一起出门，做了个什么事儿，然后回家或回学校”这样的情节时，文章的结尾段就可以这样来写：
As the saying goes, happiness takes no account of time. After 3 hours' work, talk and laugh, a gorgeous sunset reminded us that it's time to return. Exhausted as we were, we felt our time and effort extremely worthwhile, for ... (此处写上活动的意义，如“we devoted the whole afternoon to environmental protection.”)
正如谚语有云：欢乐不觉时光过。经过了三个小时的辛劳与欢笑，壮丽的夕阳告诉我们，该回家了。我们尽管很疲惫，但仍然觉得这些时间和精力花得很值，因为我们把整个下午都贡献给了环保事业。
【注解】
北京卷2008年情景作文的故事主题是“外出捡垃圾”，2009年情景作文考查的是“外出种树”，这两道真题都能用到这个谚语和上述表达。大家一定要认真掌握，活学活用。
2. Time and tide wait for no man.
【翻译】时光如潮水，奔腾不待人。
【解释】这句话是关于“珍惜时间”话题作文中的必备表达，既可以放在文章开头，又可以放在最后一段的句首。例如：
Time and tide wait for no man. What a truth it is! If the tide has receded, how can a stranded ship start its voyage from shore? If the time has gone, how can we enrich our life journey?
“时光如潮水，奔腾不待人”，这是何等的真理！潮水退去，搁浅的船只如何开始自己的航程？时光流逝，你我如何再灿烂生命的旅程？
【注解】
1. 为了增强感染力，这里用了两个结构完全一样的反问句，形成了颇为严格的排比。
2. 这句话的译文同样精彩，值得玩味，因为在翻译过程中，笔者使用了汉语写作中的一个重量级技巧：形容词用作动词，把enrich our life journey译成了“灿烂生命的旅程”。这种写作技巧能让你的表达充满诗情。
3. Small gains bring great wealth.
【翻译】小益聚大财。
【解释】这句话可用于“积累”“积少成多”等话题的作文。这个话题跟刚才的“珍惜时间”一样，都属于“人生智慧”类话题。这类话题都可以套用相似的写作模式：谚语+ What a truth it is! +反问句1 +反问句2。例如：
Small gains bring great wealth. What a truth it is! How can one bite make a man fat? How can you get high marks in exams with only one-night effort?
“小益聚大财”，这是何等的真理！只吃一口，怎么能吃出个胖子？仅学一宿，怎么能在考试中得高分？
【注解】
事实上，很多名言、谚语在多数情况下都可以套用，但不能太离谱。比如上面这个谚语，我们可以将它套用到“中学生要不要午睡”“课间不休息的危害”“大量课后作业的危害”“要不要参加补习班”等相关话题的作文中去。
4. Sweet discourse makes short
days and nights.
【翻译】言语投机恨时短。
【解释】“人际关系”是常见的书面表达话题之一。在写“友谊”“与同学相处”“减少争执”“和谐”等话题时，都可以考虑使用这个谚语。例如：
Sweet discourse makes short days and nights. What a truth it is! More often than not, it is because of a friendly talk that our life seems more enjoyable.
“言语投机恨时短”，这是何等的真理！往往就是因为一次友好的交谈，我们就会感觉生命是如此美好。
【注解】
此处依然套用了上面提到的写作模式：谚语+ What a truth it is! +反问句1 +反问句2。只不过后面的两个反问句被换成了一个强调句，用来对谚语进行解释。记住，活学活用才是真理。
5. Laugh at your ills, and save
doctors' bills.
【翻译】生病不忧虑，节省医药费。
【解释】在“体育锻炼与健康”“保持乐观心态”等话题的书面表达题目中，下面的一段话就可以直接用：
Laugh at your ills, and save doctors' bills. What a truth it is! More often than not, it is because of an optimistic smile that our life seems more enjoyable.
“生病不忧虑，节省医药费”，这是何等的真理！往往就是因为一个乐观的微笑，我们就会感觉生命是如此美好。
【注解】
有同学会问，老师，你这个句子怎么跟上面那个句子几乎一样？你的讲解中为什么很多句子看着都差不多？其实，这正是笔者的良苦用心所在——用相似的句式达到两种效果：①减少大家的背诵压力；②帮你看清一个句式的真正面目，学会模仿的精髓。我们的口号是：“换药不换汤，作文响当当！”
在这篇文章中，笔者送给大家五句高考写作中常用的谚语。这些谚语只是众多谚语中极少的一部分，本文更重要的目的是让大家培养学谚语、用谚语的意识。希望大家从今天起，开动脑筋，发扬“拿来主义”，多多掌握谚语，提高作文成绩！
作者简介：
篇5：高一满分英文作文
50字英语作文 My friend
This is my friend。 His name is Tom。 He has two big eyes and a small nose。 He has a big mouth and two small ears。 He likes eating beef， chicken， hamburger， pizza， pork and Chinese cabbage。 He is good at playing football and he is good at running。 Tom runs faster than me。
这是我的朋友。他的名字是汤姆。他有两只大眼睛和一个小鼻子。他有一个大嘴巴和两只小耳朵。他喜欢吃牛肉，鸡肉，汉堡包，比萨饼，猪肉和白菜。他擅长踢足球，他擅长跑步。汤姆比我跑得快。
篇6：高一满分英文作文
Dream， like a ray of sunshine in my life，
No sunset magnificent， no towering mountain like，
But in my life， it is not， it is my spirit。
Dream， like a sea of my life，
No earthy simplicity， no clouds like elegant，
But in my life， it is not。 It is the driving force for me to move forward。
Dream， like a tree in my life，
There is no like the vast sea， there is no waterfall like the fly，
But in my life， it is not， it is my strong backing。
Dream， let me carry you in my own sky to fly!
梦想，像我生命中的一缕阳光，
没有落日般的瑰丽，没有大山般的巍峨，
但我的生命中缺它不可，它，是我精神的寄托。
梦想，像我生命中的一片海，
没有泥土般的朴素，没有流云般的飘逸，
但我的生命中缺它不可，它，是我前进的动力。
梦想，像我生命中的一棵树，
没有大海般的浩瀚，没有瀑布般的飞泻，
但我的生命中缺它不可，它，是我坚强的后盾。
篇7：我英文作文
My name is Chen Wei.Female.I was born at Taizhou,Zhejiang in March,1983.I began my schooling at Huanshan Primary School in and learned there for six years.After that I entered Taizhou Middle School in 1996 and graduated in .In the autumn of the same year I was admitted to Zhejiang University,majoring in English in Foreign Language College.Besides,I also studied Chinese,politics,history,geography and computer science.Drawing,taking photos and swimming are my hobbies.Whats more,I am skilled in typing and I once won the first prize in the typing contest in English held by our college.(107)
篇8：英文作文
大学英语教学大纲提出了对写作的要求, “能运用学到的语言知识按规定的题目和提示在半小时时间内写出100～120词的短文, 内容连贯, 无重大语法错误。”英语作文能够全面地考察学生的词汇、语法、遣词造句、组织段落篇章等应用英语的综合能力, 因而是考察学生能否真正的采用英语与外国人交流的标准之一, 然而, 对一部分学生来讲, 出现了写作能力迟迟得不到提高的现象。许多学生一下笔便漏洞百出, 有的寥寥数笔便草草结尾, 个别学生甚至完全不会写作文。笔者在多年的教学中找出学生写作中出现的错误, 并进行研究和总结。
二、英语写作中的常见错误
2011年10月, 笔者对30名学生进行了一次作文测试, 要求学生在30分钟内独立完成一篇题目为My life in College的作文。结果共发现各类错误43处, 涉及到非语言表达错误、拼写错误、语法错误、母语迁移错误、连贯性错误等。现对出现的错误进行归纳总结。
1. 非语言表达错误。
非语言表达错误是指各种标点符号及字母大小写错误。标点符号常见的错误是学生乱用逗号, 对一些较长的句子随意使用逗号而不去构成结构严谨的长句子, 也有学生错误的采用冒号, 感叹号等。字母大小写主要体现英文标题上, 题目第一个字母不大写, 月份, 人名, 地名不大写。
2. 单词错误。
单词错误是指单词的拼写错误和相近词 (包括词义、词形相近) 的选取错误。常见的拼写错误为aboundant错误写成abundant, casual错误写成casaul等。相近词的选取错误主要体现在两方面。一方面是对单词含义的理解错误, 把work写成job, 把study写成research。另一方面是学生对词性的理解, 形容词和副词的混淆, 名词和形容词的混淆, 把good写成well, 把lucky写成luck等。
3. 语法错误。
学生作文中的语法错误形形色色, 一些最基本的语法错误出现频率最高, 以下是学生作文中出现的一些典型的语法错误。
(1) 动词形式误用。如:Say what you want to say. (saying)
(2) 第三人称单数的误用。如:If Jackhave time, he will join our team. (has)
(3) 平行结构不对应。如:Speaking loudly in public and laugh in an emergency situation are effective. (laughing)
(4) 人称和代词的混乱使用。如:If one works reasonably hard, you can 1earn to speak a foreign language in a few month. (one和you混合使用)
4. 母语迁移错误。
母语迁移错误是指学生在英文写作中受到汉语语法结构和表达方式的非学术型影响, 不同的学生有不同的表现形式, 是英语作文中最难纠正的错误之一。以下是几种常见的形式。
(1) I have a friend, he is an office person. (×)
I have a friend, he is an officer. (√)
对部分写作者而言, 他们掌握的词条内容只有单词形式上的信息, 使用外语词汇时须通过其母语对等词的词目才能与共享概念系统发生联系, 这便导致了学习者对母语对等词的依赖。
(2) They are hard to find a job in English countries. (×)
It is hard for them to find a job in English countries. (√)
按照中国人的思维方式, 先陈述要说明的事物, 然后对其加以评论。在汉语中, 主题和述题是构成句子的基本结构。英语中, 主语突出;主语和谓语是句子的主要成分。
(3) He said yesterday he will go to Nanjing. (×)
He said yesterday he would go to Nanjing. (√)
英语时间意义的表达是在动词的形式上表现出来, 而汉语是非形态语言, 没有时态、人称、语态的差别, 则要依靠表示时间的副词 (如“曾经”、“正在”、“已经”、“将要”等) 作状语或利用虚词“了”、“着”、“过”等作补语手段来体现, 动词形式没有任何变化。
这种句法表达上的差异是初学英语的中国学生在用英语表达时间意义时, 很容易受汉语句法习惯的影响而产生不正确的句子。
5. 连贯型错误。
Because he studied well, so he had a good job. (×)
Because he studied well, he had a good job. (√)
连贯型错误主要体现的连接句子的单词用法上, because, so, hence, since, as, for等表示原因或理由的连接词都是经常被学生错误使用的。
三、产生错误的原因分析
造成英文作文错误的原因有很多, 主要有以下三个方面的问题:英语基础知识薄弱、写作技巧的缺失和母语迁移的影响。
1. 英语基础知识薄弱。
英语基础知识薄弱主要表现在语法错误和单词和短语的缺乏及滥用。每个错误都不是独立的, 许多错误具有普遍性。一般情况下, 语法错误是由于省略, 过度概括和指代不明而引起的。省略错误是指在写作时, 经常忘记给名词和动词由于时态的变化而作适当的变化, 遗漏冠词、系动词、介词等等。过度概括是指对目标语的某些规则错误地推广使用。虽然学生已形成较完整的语言系统, 但因为对规则理解不够全面, 常常对所学语言规则做出过度概括, 忽略其特殊形式。词汇错误主要包括单词拼写错误和措辞错误。人们常把词汇比作是写作的基本建筑材料之一。没有比较丰富的词汇量, 写作时就必然会出现词不达意、不合表达习惯或表达不得体等情况。由于学生在写作中没有养成良好的措辞推敲习惯, 往往拿来就用。所以作文中用词不当的错误比比皆是。
2. 写作技巧的缺失。
写作技巧的缺失主要是由于写作者缺少足够的日常训练, 在文章的写作过程中体现的理屈词穷, 句子太长或太短, 句子间连接生硬, 部分单词用法有待商榷等现象。追其原因主要有以下几方面:部分学生的汉语作文水平有限, 对作文的整体缺乏一个前期结构规划, 边想边写, 缺乏宏观意识, 造成流水账式论文;部分学生在写作构成中长句和短句不协调, 前面都是长句后面都是短句, 或短句太多等现象;还有学生忽略了连接词的用法, 缺少对部分词汇的必要润色, 写出来的文章僵硬缺少美感;还有部分学生的词汇或短语在一篇文章中频率太高。
3. 母语迁移的影响。
写作从本质上讲是思维和认知活动的体现, 不同文化背景的人在思维方式及考虑问题的角度上差异则更大。母语思维对英语作文的负面影响, 很大一部分学生在英文写作时, 无法脱离中国人的思维表达方式, 采用了中国式英语进行表达, 这反映到学生的作文中可以发现, 大量的迁移错误存在, 汉语气息太浓。产生的原因主要是中国学生长期处在汉语的语言环境中, 习惯采用了中国式的思维方式, 一些表达也被写成了汉语式英语。还有个别人面对作文时首先写出汉语作文, 然后翻译成英文, 这样的文章中明显带有汉语气息, 时间久了习惯很难改正。
四、结论和启示
笔者通过对非英语专业大学生英语作文常见的错误和原因进行研究, 通过了解形式各样的错误和产生错误的原因, 可以让教师在今后的教学中有针对性地纠正错误。针对不同的错误教师在教学中应采取行之有效的措施加以纠正。第一, 对于来自母语干扰类的错误, 教师在平时教学中应尽量用英语进行授课, 让学生大量接触英语, 课后多读纯英文的报纸, 熟悉英文的交流方式和交流环境。教师在平时授课时要注意方法, 知识要循序渐进, 要讲究因材施教, 容易混淆的知识讲解要清楚或者尽量避免放在一起讲解, 讲解后要及时注意学生的反馈, 看他们是否已经真正掌握。第二, 对于涉及到基础方面的知识, 一定要有针对性的进行训练, 对常用词汇进行强化, 对常用短语进行深入剖析, 掌握常见用法。第三, 应推荐学生读一些比较好的原著、杂志、报纸, 这样学生既可以学到比较地道的表达方式, 又可以扩大学生的词汇量和知识面, 同时还锻炼了他们的写作能力。
参考文献
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