中秋英文作文高一

中秋英文作文高一（通用6篇）

篇1：中秋英文作文高一

On the night of Mid-Autumn Festival, I spent a happy Mid-Autumn Festival in the vast moonlight.

I thought there would be a moon on the night of Mid-Autumn Festival. I went out and looked out. If so, I was very happy.

See, the moon hangs in the dark blue sky, her round figure, like a silver-white jade plate. Looking from afar, the moon looks very lonely. It’s really a lonely moon in the bright sky. If you look closely, you will find that there are a few twinkling stars beside her, blinking at me. A dark cloud drifted slowly along with the breeze, as if whispering to the moon, blocking her half-body, the rest of the sunshine sprinkled on the path, on the house, on the grass... After a while, the whole face of the moon came out again.

When I entered the house, I saw the reflection of the moon in the basin full of water. It was a bright moon in the sky, and there was a bright moon in the basin. The light of the moon was shining through the transparent glass windows, and at this time, the basin added another beauty.

Entering the living room, the whole family ate moon cakes while watching TV. It was very happy. Mom was knocking melon seeds. Dad watched TV with his legs crossed. Grandpa and Grandma were tasting moon cakes carefully. I can’t control my greedy mouth. I pick up a month’s cake and stuff it into my mouth. It’s delicious. It tastes like ham. Wow! There are bean paste, lotus seed and egg yolk on the table. I couldn’t help admiring that it was so delicious that the whole family looked at me and laughed.

The moon of Mid-Autumn Festival is so beautiful! The moon cakes on Mid-Autumn Festival are delicious! Happy Mid-Autumn Festival night!

篇2：中秋英文作文高一

Midautumn Festival， is a Chinas ancient holiday， because in August 15 this day is in autumn center， therefore is called Midautumn Festival. The holiday characteristic is eats the moon cake and raises the lantern.

Midautumn Festival and the lunar calendar new year are same， is a family member happy ending family member. Night of the midautumn festival， the moon roundest， is brightest， moonlight also brightest America. Each and every family food and so on fruits and melons， moon cake， suspends in the courtyard on the table， the whole family enjoys looking at the moon at the same time eats the moon cake at the same time， is precisely “the space turn only then holds， the world common people raise look”， this is the how happy prospect.

Midautumn Festivals traditional food is the moon cake， the moon cake is a circular， the symbolic reunion， had reflected people happy desire which reunite to the family member. Midautumn Festival eats the moon cake it is said to begin in the Yuan Dynasty， at that time， Zhu Yuanzhang led the Han Nationality people to revolt against the Yuan Dynasty tyranny， agreed in August 15 this day revolt， by presented as a gift the moon cake the means to clamp mutually the note in the moon cake transmits the news. Midautumn Festival eats the moon cake the custom then to spread in the folk.

篇3：中秋英文作文高一

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：中秋节英文作文

The Mid-Autumn Festival falls on the 15th day of the 8th lunar month, usually in October in Gregorian calendar.

The festival has a long history. In ancient China, emperors followed the rite of offering sacrifices to the sun in spring and to the moon in autumn. Historical books of the Zhou Dynasty had had the word “Mid-Autumn”. Later aristocrats and literary figures helped expand the ceremony to common people. They enjoyed the full, bright moon on that day, worshipped it and expressed their thoughts and feelings under it. By the Tang Dynasty (618-907), the Mid-Autumn Festival had been fixed, which became even grander in the Song Dynasty (960-1279). In the Ming (1368-1644) and Qing (1644-1911) dynasties, it grew to be a major festival of China.

Folklore about the origin of the festival go like this: In remote antiquity, there were ten suns rising in the sky, which scorched all crops and drove people into dire poverty. A hero named Hou Yi was much worried about this, he ascended to the top of the Kunlun Mountain and, directing his superhuman strength to full extent, drew his extraordinary bow and shot down the nine superfluous suns one after another. He also ordered the last sun to rise and set according to time. For this reason, he was respected and loved by the people and lots of people of ideals and integrity came to him to learn martial arts from him. A person named Peng Meng lurked in them.

篇6：中秋节英文作文

中秋节英文作文

The Mid-Autumn is a very important Chinese festival.It falls on the 15th day of August.A few days before the festival,everyone in the family will help to make the house clean and beautiful.Lanterns will be hung in front of the house.On the evening there will be a big family dinner.People who work far away from their homes will try to come back for the union.After dinner,people will light the lanterns which are usually red and round.Children will play with their own toy lanterns happily.At night the moon is usually round and bright.People can enjoy the moon while eating moon-cakes which are the special food for this festival.They can look back on the past and look forward to the future together.It is said that there was a dragon in the sky.The dragon wanted to swallow up the moon.To protect the frighten the dragon away.中秋节是中国一个很重要的节日,在八月十五号.在节日来临的`前几天,家庭中的每一个人都帮着打扫房子,把房子装扮得漂漂亮亮的,灯笼挂在屋前.晚上有一顿美餐,离家在外工作的人也要回来团圆.晚饭后,人们点亮灯笼,一般是红色的圆灯笼.孩子们会高高兴兴地玩他们的玩具灯笼.晚上月亮又圆又大,人们在赏月的同时吃着中秋节特别的食品——月饼.人们在一起回顾过去,展望未来.据说天上有一条龙,它要把月亮吞下去.为了保护月亮,孩子们要弄出很大的响动把龙吓跑.