万圣节的英语优秀作文

万圣节的英语优秀作文（共15篇）

1.万圣节的英语优秀作文 篇一

关于万圣节的英语作文素材

On October 31st, dozens of children dressed in costumes(节日服装)knock on their neighbors’ doors and yell “Trick or Treat” when the door opens. Pirates and princesses, ghosts and popular heroes of the day all hold bags open to catch the candy or other goodies that the neighbors drop in. As they give each child a treat the neighbors exclaim over the costumes and try to guess who is under the masks.

Since the 800’s November 1st is a religious holiday known as All Saints’ Day(万圣节). The Mass that was said on this day was called Allhallowmas. The evening before became known as All Hakkiw e’en, or Halloween. Like some other American celebrations, its origins lie in both pre-Christian and Christian customs.

October 31 st was the eve of the Celtic(凯尔特人的)new year. The Celts were the ancestors of the present-day Irish, Welsh and Scottish people. On this day ghosts walked and mingled with the living, or so the Celts thought. The townspeople baked food all that day and when night fell they dressed up and tried to resemble the souls of the dead. Hoping that the ghosts would leave peacefully before midnight of the new year.

Much later, when Christianity spread throughout Ireland and October 31 was no longer the last day of the year, Halloween became a celebration mostly for children. “Ghosts” went from door to door asking for treats, or else a trick would be played on the owners of the house. When millions of Irish people immigrated to the United States in the 1840s the tradition came with them.

Today’ school dances and neighborhood parties called “block parties” are popular among young and old alike. More and more adults celebrate Halloween. They dress up like historical or political figures and go to mmasquerade parties(化妆舞会). In larger cities, costumed children and their parents gather at shopping malls early in the evening. Stores and businesses give parties with games and treats for the children.

Teenagers enjoy costume dances at their schools and the more outrageous the costume the better!

Certain pranks(恶作剧)such as soaping car windows and tipping over garbage cans are expected. But partying and pranks are not the only things that Halloweeners enjoy doing. Some collect money to buy food and medicine for needy children around the world.

Symbols of Halloween

Halloween originated as a celebration connected with evil spirits. Witches flying on broomsticks with black cats, ghosts, goblins(小精灵)and skeletons have all evolved as symbols of Halloween. They are popular trick-or-treat costumes and decorations for greeting cards and windows. Black is one of the traditional Halloween colors, probably because Halloween festivals and traditions took place at night. In the weeks before October 31, Americans decorate windows of houses and schools with silhouettes(轮廓)of witches and black cats.

Pumpkins are also a symbol of Halloween. The pumpkin is an orange-colored squash, and orange has become the other traditional Halloween color. Carving pumpkins into jack- o’lanterns is a Halloween custom also dating back to Ireland. A legend grew up about a man named Jack who was so stingy(吝啬的)that he was not allowed into heaven when he died, because he was a miser(吝啬鬼). He couldn’t enter hell either because he had played jokes on the devil. As a result, Jack had to walk the earth with his lantern until Judgement Day(审判日). The Irish people carved scary faces out of turnips(芜菁根), beets(甜菜根)or potatoes representing “Jack of the Lantern,” or Jack-o’lantern. When the Irish brought their customs to the United States, they carved faces on pumpkins because in the autumn they were more plentiful than turnips. Today jack-o’-lanterns in the windows of a house on Halloween night let costumed children know that there are goodies(糖果)waiting if they knock and say “Trick or Treat!”

2.万圣节的英语优秀作文 篇二

关键词：高中英语,作文教学方法,初探

在高中英语教学中, 英语作文是一项非常重要的教学内容, 它是综合考查学生对英语的语言逻辑、语言习惯和语法结构等各方面知识进行运用的一种形式。对于考查学生的听、说、读、写等技能来说, 它是对学生要求最高的一个层次。在高考命题中, 学生对英语的书面表达能力是相对比较难的部分, 因为它在考查学生对英语语言的综合运用能力。下面我根据自己的教学实际, 就高考英语写作中经常出现的错误类型等进行举例剖析, 以反馈指导我们的英语写作教学工作, 同时, 对高中英语作文教学方法进行了初步探讨。

一、错误类型描述及简要分析

高考英语作文中, 学生常出现的书面表达的错误主要表现有以下十类。

1. 中国式英语的错误。例句:Everywhere can see the trees. (不顾英文表达习惯, 硬译中文)

2. 关系不一致。例句1:He closes the door and hurried out.例句2:If I were you, I won't do that. (误用动词时态, 逻辑关系混乱)

3. 词性误用。例句1:60%of the students against the idea.例句2:Two days past before his letter arrived. (混淆词性, 由此不能准确运用于句子中)

4. 重复累赘。例句1:We hope to improve our work better.例句2:I returned back to my hometown.

5. 选词或搭配错误。例句1:Peter is a kindheartedperson, so everybody likes to have friends with him. (have改为make) 例句2:It's cold outside.Please dress your coat. (dress不能与衣服连用)

6. 无关联词错误。例句1:I'm tired, I must go to bed.例句2:His living room seemed empty, there only two chairs and a bed. (中文是讲究意合而英文讲究形合, 两例句中没有正确运用标点符号或者省略了连词)

二、英语作文的教学方法

高中英语作文的教学法是一种渗透式的教学方式, 这种渗透式教学方式是一个分阶段的、循序渐进的、逐渐灌输的发展过程, 在这个过程中, 是让学生通过在学习中一点一滴的体会进行积累, 而不是在一个特定的时间内给学生系统的知识。

1. 扩大词汇量。每天指导学生积累几个单词, 加强单词的记忆, 对于使用频率高的单词要准确掌握单词的含义和一般搭配。

2. 教师在讲授怎样理解课文的时候, 对于描述性的文字, 要让学生掌握形容词和名词是如何搭配的?副词和动词是如何搭配的?对于议论文, 要让学生掌握文章所采用的议论方法是相对比较式还是层次递进式?对于说明文, 教师要让学生掌握是按照怎样的说明顺序来说明的?对于那些新学的短语在平时阅读的文章中出现率较高, 在自己写英语作品时有可能会使用的, 更要用心掌握;对于段落的衔接过渡要让学生把握是怎样使用过渡词语的。

三、批、评、改学生英语作文的方法

学生英语作文的批、评、改方法是英文写作教学方法的重要组成部分。对于英语作文教学来说, 教师不能只看重学生作品的好赖, 而更应该重视学生写英语作文的过程。教师要通过对学生作文有针对性的批、评、改来调动学生爱好英语写作的积极性。现提出“全批法”这种作文评改方法供大家参考。教师评改学生英语作文最常用的是全批法, 这也是最基本的方法。全批法能使教师比较全面地了解学生的写作情况。使用全批法要注意教师的批阅和讲评工作都要做到及时, 不能往后拖延太久, 否则起不到应有的效果。同时, 教师在批阅中还应从以下几各方面做好工作:把学生作文中普遍存在的典型性的错误摘录下来, 为以后讲评作文环节搜集好素材, 做好充分准备。然后, 选择1~2篇优秀习作作为范文在讲评课上朗读, 通过朗读让学生从中体会他人有特色的写作思路, 做到“取人之长, 补己之短”。同时教师还可以要求学生在自己以后的英语写作中能借鉴范文中的优美词句, 从而把“他人”的知识变为“自己”的知识, 借此提高自己的英语写作水平。

古人说得好:“不积跬步, 无以至千里, 不积小流, 无以成江海”。学生学习英语语言的写作也必须做到“贵在坚持和积累”。尤其是对于脱离教师课堂教学环境的课外交流语言的学习, 更需要我们教师多留心, 多为他们创造更多的接触和使用课外交流的机会。总之, 学生的英语作品是学生写作能力的一个综合体现, 作为教师应该站在更高的角度来规划自己的教学, 从学习生活的点滴入手, 在教学过程中具体进行渗透, 贯穿在英语教学的方方面面, 使英语书面不再成为学生的难题。

参考文献

[1]党素艳.“基于高中英语作文错误类型分析的教学方法”[J].教学研究, 2010, (9) .

[2]叶莲琴.“渐进、感悟、思维、面批——高中英语作文渗透式教学方式探索”[J].科学教育, 2008, (1) .

[3]扈俊武.“浅谈高中英语作文的基础、原则和步骤”[J].教育实践与研究, 2009, (2) .

3.描写万圣节的初中英语作文 篇三

The little lion went to the mountain, climbed to the top of the highest mountain, and shouted to the sun, Hello! From afar came a voice: Hello! The little lion thought that Grandpa sun heard me. He was answering me. Tomorrow is Halloween, will you come? cried the little lion The sun replied, tomorrow is Halloween, will you come... I will, said the little lion The sun also replied, let me -... The little lion asked the sun, what gift do you want? The sun also asked, what gift do you want... The little lion replied, I want a pumpkin lantern. The sun also replied, I want a pumpkin lantern...

After the little lion left the mountain, he went to the shop and bought the most beautiful plastic pumpkin head lantern. He put it on the high stone platform and gave it to father-in-law sun. At night, a gust of wind blows, and the lantern with pumpkin head is almost Almost... The ground blew and rolled down, Gulu Gulu rolled to the door of the little lions house.

4.介绍万圣节的英语作文带中文翻译 篇四

Halloween

Halloween is an autumn holiday that Americans celebrate every year. It means holy evening, and it comes every October 31, the evening before All Saints‘ Day. However, it is not really a church holiday, it is a holiday for children mainly.

Every autumn, when the vegetables are ready to eat, children pick large orange pumpkins. Then they cut faces in the pumpkins and put a burning candle inside. It looks as if there were a person looking out of the pumpkin! These lights are called jack-o‘-lanterns, which means Jack of the lantern.

The children also put on strange masks and frightening costumes every Halloween. Some children paint their faces to look like monsters. Then they carry boxes or bags from house to house. Every time they come to a new house, they say,Trick or treat! Money or eat! The grown-ups put treat-money or candy in their bags.

Not only children, but most grown-ups also love Halloween and Halloween parties because on this day,they can disguise themselves as personages or ghost as their imaginations will lead them. This bring them the satisfaction of being young.

万圣节前夕

万圣节前夕是美国人年年都会庆祝的秋季节日。它的意思是“神圣的夜晚”，在每年的10月31日，也就是万圣节前夜。但实际上这不是一个真正的宗教节日，而主要是孩子们的节日。

每年秋天蔬菜成熟可以食用的时候，孩子们就会挑出大个儿的橙色南瓜。然后在南瓜上刻上一张脸，把一根点燃的蜡烛放在里面。看起来就好像有人在向南瓜外面张望。这些灯就叫做“iack-o‘-lantems”，意思也就是“杰克的灯”。

每年万圣节前夕孩子们还戴上奇怪的`面具，穿上吓人的服装。有些孩子把脸刷成怪物。然后他们拿着盒子或袋子挨家挨户串门。每来到一个新房子他们就说：“不款待就捣乱!给钱还是吃的!”大人们就会把用来招待的钱或糖放在他们的袋子里了。

5.万圣节英语作文 篇五

上午我们的活动是走秀，我神气地走上舞台，摆出一个最恐怖的造型，让大家吓得浑身发抖。没想到的是，我们的楼校长也来参加万圣节狂欢了，他戴着佐罗的面具，我们一点也没认出他来。

下午我们去了“跳蚤市场”。在跳蚤市场我看见了书本、胸章等等。经过讨价还价，我用了十块钱买了印章、牛肉干、玩具模型。

今年的万圣节狂欢真有趣，真期待下次万圣节!

Today, I went to school with great interest. As soon as I arrived at school, I saw students wearing all kinds of masks, some pumpkins, some witches, some sorcerers. The mask they wear is terrible. Ha! Ha! Because today is Halloween. I quickly entered the classroom, put my bag down and put on my mask, my mask was a vampire.

In the morning, our activity was a runway show, and I walked up to the stage with a swagger and a scariest look, shaking everyone. To my surprise, the principal of our building also came to the Halloween party. He was wearing zorros mask and we didnt recognize him at all.

In the afternoon we went to the flea market. At the flea market I saw books, badges and so on. After bargaining, I used ten dollars to buy the seal, beef jerky, toy model.

6.英语高分作文的语言亮点探析 篇六

英语书面表达既考查考生对词汇、语法和语篇等的语言运用能力, 也考查考生对体裁、题材、结构等的操控能力。书面表达经常涉及的体裁包括记叙文、说明文、议论文和应用文, 但是不管哪种体裁, 高考英语高分作文都有些共同点, 即符合高考英语书面表达评分标准中最高档次的四点要求: (1) 覆盖所有内容要点; (2) 应用了较多的语法结构和词汇; (3) 语法结构或词汇方面有些许错误, 但为尽力使用较复杂或较高级词汇所致, 具备较强的语言运用能力; (4) 有效地使用了语句间的连接成分, 使全文结构紧凑, 完全达到了预期的写作目的。从以上要求来看, 高考英语书面表达对考生语言能力的考查多过对文章结构的考查。相对而言, 文章结构要简单得多, 而且往往有模式可套用, 一般突击训练就可掌握。但语言能力需要日积月累, 不是一朝一夕就能达到的。因此, 我们有必要对高分作文的语言亮点进行分析, 引导教师在日常教学中对学生进行有针对性的书面表达训练, 从而提高考生的书面表达成绩。

我们依据高考英语书面表达评分标准, 采取基于文本的研究方法, 以高三学生实际书面表达为研究对象, 对高分作文进行分析, 分析的对象包括高级词汇、句式结构、连接成分、格言谚语和修辞手法等, 分析结果为提高高中英语写作教学的针对性和有效性提供借鉴。

二、研究设计

1. 研究样本

本研究所用语料为南京市2012届高三统测试卷的400篇高三学生议论文, 题目为“How to deal with safety problems?”, 属于漫画作文。评卷工作由市教研室统一组织, 按高考阅卷流程进行, 因此分数具有较高的信度和效度。作文满分为25分, 样本作文的分值在20.5～23.5分之间, 均为高分作文。

2. 研究工具和设计

本研究使用的工具为词汇统计软件Range和语料库检索软件Wordsmith 5.0。Range软件用于提取出高分作文中出现的高级词汇, 而Wordsmith 5.0则通过它的cluster (词簇) 功能, 进行句式结构、连接成分、格言谚语和修辞手法的分析。

文本分析工具Range是Nation等人以词频为基础设计的可用于分析文本中词汇深度和广度的计算机词汇统计软件。Laufer&Nation率先设计出词频分析程序并证实词频量表的有效性。[1]Range软件自带了三个基本词汇表, 我们先将原来的词表删除, 又自制了三个词表, 其中表1为《普通高中英语课程标准》 (以下简称《课标》) 要求的七级词, 表2为《课标》要求的八级词, 表3为《2012年普通高校招生全国统一考试 (江苏卷) 说明》 (以下简称《高考说明》) 中出现的《课标》七级词和八级词之外增加的考试词汇。表1和表2词汇构成了《课标》词汇, 表1、表2和表3词汇构成了《高考说明》词汇, 即高中学生参加高考需要掌握的考试必备词汇, 不在表内的词汇是超出《高考说明》的词汇, 亦即非必备词汇。从高中学生对单词的掌握实际出发, 我们将表3和表外词汇归为高级词汇。

在对文本进行分析前, 根据语料库检索的要求需要进行文本的预处理。先是文本准备, 将己经完成评分的语料保存为文本格式, 然后对语料进行以下人工处理: (1) 去掉人名、地名等专有名词; (2) 去掉数字、破折号; (3) 去掉无法识别的单词; (4) 改正文本中简单拼写错误的单词。在预处理后, 分别运用Range软件和Wordsmith 5.0进行词汇、句式结构等的检索和统计。

三、研究结果及分析

1. 高级词汇

Range软件的统计结果显示, 400篇作文的总词数为67792词, 其中《课标》七级词占了92.07%, 《课标》八级词占了2.93%, 《高考说明》补充词汇占了1.61%, 表外词汇占了3.39%。下面, 列举样本中出现的部分高级词汇 (见表1) 。

2. 句式结构

将Wordsmith 5.0中cluster (词簇) 自动析出的所有词簇进行手工筛选, 我们发现it结构、there结构、with和without结构、定语从句、名词性从句、状语从句、倒装和强调等常见结构出现频率较高 (见表2) 。

由于篇幅所限, 仅以作文的开头句检索的结果进行说明。检索发现, 以as引导的非限制性定语从句、以what引导的主语从句以及强调和倒装的句式结构最为常见。

如以as引导的定语从句主要有以下几种: (1) As is shown/illustrated/revealed in the picture; (2) As the picture shows/illustrates/reveals/mirrors; (3) As we can see/As can be seen in the picture。以上表达都表示“如图所见”。另外, 开头句中, 不仅出现了as引导的定语从句, 而且还出现了非谓语动词作伴随状语、全部倒装、定语从句以及with的复合结构。比如: (1) As is vividly shown in the picture, two men are sitting in a boat, talking happily. (2) As is vividly shown in the picture, inside a boat sat two men who were feeling relaxed. (3) As is vividly shown in the picture, near the coconut tree lies a boat where the two men stay. (4) As is revealed in the cartoon, two menare lying in a little boat on the grass with comfort.

再如, what引导的主语从句有: (1) What the picture shows is that two men are sitting in a boat under a coconut tree. (2) What is illustrated in the picture is that two men are sitting in a boat on a small island. (3) What we can reveal from the picture is thatthere are two men sitting in a boat, talking leisurely.这些开头句不仅包含有what引导的主语从句, 还有that引导的表语从句和非谓语动词作伴随状语的句式结构。

其他常见的开头句还有: (1) In the picture stands a coconut tree, a coconut is falling down. (2) The picture shows that two men are sitting in a boa lying on the ground with no water under it. (3) This picture illustrates some people’s wrong attitude towards safety problems, which is aimed to arouse people’s awareness of safety issues. (4) There are two persons chatting with each other under a coconut tree in this picture. (5) However, so fast does the economy develop today that it seems people tend to share the opinion that they are always safe.这些开头句也使用了全部倒装、非谓语动词作定语、定语从句、there be结构和it结构。

可以看出, 高分作文中固定句型以及各种从句的大量运用, 为作文增添了光彩。

3. 连接成分

检索发现, 常见的用于列举的句型主要有以下三种。

(1) However, ...may cause/contribute to safety problems.Firstly, it is...Secondly, ...Finally, ...So, it is obvious that...has its strengths and weaknesses.

(2) The explanation for this problem involves many factors.For one thing/On the one hand, ...For another/On the other hand, ...Still...

(3) To start with, ...Furthermore/Besides, ...What’s more/Moreover/In addition/Additionally/Also, ...On top of this, ...

检索发现, 高分作文不仅有清新漂亮的开头、内容翔实的列举, 而且作文结尾句多变的句型也是必不可少的。作文结尾句型主要有以下三种。

(1) On the whole/To sum up, it is high time that we recognized the significance of...

(2) As is said/analyzed above, we can draw a conclusion that...

(3) In a word/To sum up/All in all/, the whole society should pay close attention to the problem of...Only in this way/by doing so/if/when...can...in the future.

可以看出, 句与句之间、段与段之间恰当地使用一些过渡词语, 使上下文连贯自然、流畅, 结构紧凑, 避免脱节现象, 使文章更具有条理性和逻辑性, 层次更加分明, 从而达到更好的表达效果。[2]

4. 格言谚语

通过筛选, 我们发现, 高分作文中出现了很多格言谚语的表达, 有些学生还对格言谚语进行适当更改后变为己用, 现摘录如下。

(1) “Think twice before action.” (三思而后行) 用来强调“人们采取措施时, 需要谨慎的态度”。

(2) “Safety always comes first.” (安全第一) 将“come first”这个惯用结构创造性地使用, 比“Safety plays a vital role in our daily life”要简洁有力, 而且非常形象。

(3) “A chain is no stronger than its weakest link.”“The strength of the chain is in the weakest link.” (一环薄弱, 全局必垮) 精确地强调了“解决安全隐患的重要性和必要性”。

(4) “To my mind, it’s not wise for people to be over-optimistic.As the saying goes, don’t count yourchickens before they are hatched.”先说“在我看来, 人们过于乐观是不明智的”这个结论, 然后用“小鸡孵出之后才算数”来形象说明。

(5) “God helps those who help themselves.” (自助者天助之) “Never wait for rainy days to fix the roof.” (莫要等到屋漏才修屋顶) “Keep something for a rainy day.” (未雨绸缪, 有备无患) “Make hay while the sun shines.” (趁热打铁, 把握时机) 这些谚语都很好地阐述了“面对安全问题, 要有忧患意识, 要及早采取措施”的观点。

(6) “Every coin has two sides, and the safety prob-lem is not an exception.”从“任何事情都有两面性”来转换角度, 加上作者自己的“and...”部分来引入对“弊端”的阐述。

在写作中恰当地引用名言、警句和格言, 能使作文与众不同, 如同鹤立鸡群。英语中的格言和警句表达生动, 言简意赅, 能为写作起到锦上添花之效。[2]

5. 修辞手法

高分作文中还出现了比喻、排比和仿拟等修辞手段。如:Most of the time, people are short-sighted only seeing the situation on the ground without knowing the potential danger.用“short-sighted”比拟了“人们对安全问题缺乏远见”。再如, “In their efforts to guarantee safety, they had to make up a‘scene’tha convinced them they do live in a certain paradise.”将“没有忧患的生活”比作“paradise”。

高分作文中还出现了多处对格言“Where there is a will, there is a way”的仿拟。如:Where there is nowater, there are no worries of safety.Where there is a challenge, there is a chance.

“人靠衣装, 美靠靓妆”, 作文得高分要靠精彩语言妆。修辞语言的巧妙运用, 就是使语言靓起来的一条有效途径。[3]

四、启示

近年来, 高考英语书面表达“正确已被高级所替代”, 所以要想取得高分, 文章中必须有几处足以吸引人的“亮点”。高级词汇的选用、复杂句式的运用、名句或谚语的自然引用等, 一定会使作文增色不少。作为得分点的“亮点”能够折射出学生的语言内蕴和功底, 从而拔高作文得分档次。[4]因此, 教师在写作教学中应加强语言内涵的教学, 指导学生进行相关知识的不断积累, 精心选择好的范文, 让学生在平时多背诵英语作文的范文, 同时在作文训练中坚持不懈地练习和模仿, 以提升学生的语言综合运用能力。

参考文献

[1]LAUFER B, NATION I S P.Vocabulary size and use:Lexical richness in L2written production[J].Applied Linguistic, 1995 (3) :307-322.

[2]胡壮麟.语篇的衔接与连贯[M].上海:上海外语教育出版社, 1994.

[3]何承全, 刘奇志.摆脱平庸打造英语作文高分“亮点”[J].郧阳师范高等专科学校学报, 2010 (4) :118-121.

7.万圣节英语作文 篇七

I feel very lively as soon as I get in! Many, many monsters! They are all tourists. Then I saw the floats! The people on the float came down, cats, death, vampires and so on. I took pictures with them.

The most dynamic is me (wang xin), I am wearing orange pumpkin, with pumpkin cap and pumpkin basket, I am the pumpkin fairy! Dad wears a skeleton head mask, mom with a fluorescent stick, we are the devil combination, we follow the crowd to the Caribbean square. Oh! It turned out that there was a performance, and the show was a dance, and it was wonderful. Whos patting me on the shoulder when were looking at it in high spirits? I looked back, and there was a monster that startled me! The actor finished his performance and ran off to frighten everyone.

It was getting late, and dad said, ”were going home.“ Then we went away.

8.万圣节英语作文 篇八

Halloween is the one of the oldest holidays still celebrated today. Its one of the most popular holidays, second only to Christmas. While millions of people celebrate Halloween without knowing its origins and myths, the history and facts of Halloween make the holiday more fascinating. Some people view Halloween as a time for fun, putting on costumes, trick-or-treating, and having theme parties. Others view it as a time of superstitions, ghosts, goblins and evil spirits that should be avoided at all costs. As the Christian debate goes on, celebrating Halloween is a preference that is not always viewed as participating in an evil holiday. Halloween is often celebrated with no reference to pagan rituals or the occult.

9.试析英语作文的批改与讲评 篇九

一、灵活采用批改方式

(1)当堂批改。实施素质教育改革后,各学校都特别注重每个学生的个性发展和培养,使学生能够在教师的带领下自觉、主动地探索、发现,主动学习知识,进而提高学生的自主学习能力。为此,初中英语教师可以立足于这个角度,在课堂上实施即写即改的这种新型英语作文教学模式。这种作文教学模式转变了传统的教学模式:一方面可以锻炼和提高学生的写作能力,另一方面也可以使学生自己在批改的过程中发现自己写作中存在的问题。比如,语态、时态是不是正确,标点符号有没有错误,人称是不是合理,所有的要点有没有全部覆盖进去,词汇以及语法结构有没有达到任务提出的相应要求,整体的书写是否工整,连接词是否合适,行文是否连贯等,这样可以进一步提高学生后期的作文能力。当然,教师也要检查,并且评定成绩,补充学生批改中遗漏和不足的地方。同时,教师也要懂得适时鼓励学生,张贴出学生修改后的作文,以便其他学生学习、模仿、借鉴。

(2)有机结合泛批、精批、面批等多种批改模式。教师在批改作文的过程中,可以采用多样化的批改方式,将面批、抽样批改以及全批等有机结合,千万不能采用“一刀切”的批改模式。教师可以抽取其中最具代表性的作文作为批改重点,归纳、总结学生们喜欢犯的一些典型错误,找出他们的通病,并且明确问题的根源进行对症下药,然后其他的就可以采用泛批作文方式。精批作文可以作为教师集体讲评的材料,这样其他学生没有得到重点批改的话,就可以通过对比发现自己作文的优点和缺点,使学生尽量弥补自己的缺点。每一个学生的能力都有一定差异,因此教师不能用统一的标准衡量和评价所有学生,对学生进行因材施教。学生写作能力较差的话,教师可以当面批改,对学生进行针对性地指导,这样有利于快速提高学生的写作水平。

(3)画出典型的错误,学生相互评改。学生的作文批改也要以小组为单位,采用小组讨论的方式批改英语作文。经过小组讨论的方式,学生之间也可以更好地交流,这样更有利于学生发现写作问题。在小组互评的过程中,可让学生朗读作文,相信通过朗诵可以使更多的人愿意参与、探讨,学生也会更加积极、主动地去探索、去学习。教师平时应该引导学生多积累一些常用的句型、词汇,使学生能够在实际运用的过程中能够灵活运用这些句型、句式等。

二、采用有效的讲评策略

(1)提供例词、例句。教师在讲评作文的过程中,为了使学生可以接触、学习更多词汇,可以为学生适当地提供和作文相关的一些词汇,这样学生就可以根据自己的写作思路适当改动句型或者词汇,提高作文质量。比如,连接词:what’s more、because、besides、first of all、in a word in my opinion等。句型可以采用It is important for sb.to do sth、We had better do sth、sb.spend a lot of time(in)doing sth、Doing sth is…It will be helpful for us to…We should do sth、To do sth is/brings us…I believe that…等。

(2)诊断病句,对短文改错。平时批改作文的时候,教师应该详细记录英语作文中经常出现的一些问题,这样方便开展后期的作文讲评工作。比如,学生在写作的过程中常常会有以下典型的毛病,如:1)A few students are read books or do they home-work.2)I spend a lot of time to watch TV.3)There are some students do sports or play outdoors.4)I think take exercises is good for our healthy.5)Many students watch TV in them spare time.I think that is good for them.第一句叠用了动词,第二句误用了词组,第三句属于汉语式英语,第四句将动名词作主语,第五句误用了代词,并没有主语。诊断病句的过程中,可以采用广泛讨论的方式使学生更加深入、全面地理解这种错误类型。教师可以先在黑板上展示病句,让学生有充足的时间讨论、分析,然后让学生自由发言,说出这个病句中出现的错误,最后由教师详细讲解学生们提出的问题,当然也要进一步分析病句,使学生的印象更加深刻,以防学生以后再犯相同的错误。

三、结束语

综上所述,初中英语教师应该充分重视英语作文的批改与讲评,多琢磨一些切合学生实际的作文批改与讲评方法,为学生提供更多参与的机会,使学生产生兴趣,尽可能避免二次错误,从而逐渐提高他们的写作能力及自身实践能力。

摘要：写作是在英语考试试卷中占有较高分值的一种题型。教师要对英语作文的批改与讲评进行研究,以丰富英语作文批改方式,尽可能调动学生的写作兴趣,从而提高他们的英语写作教学质量。

10.万圣节的英语优秀作文 篇十

至于南瓜灯的由来，与爱尔兰的一个传说有关。相传古时候有个人名叫 Jack，一天到晚喝醉酒。有一天大概又喝醉了，竟然将撒旦哄到树上，又叫撒旦在树上刻了一个十字架，结果撒旦被困在树上下不来。後来Jack 就跟撒旦谈条件，如果撒旦能保证他死後不会进地狱，就会把撒旦弄下来，撒旦果真答应。然而他不入地狱，却也进不了天堂，只好在黑暗世界中不停地游荡。撒旦给他一个大头菜挖空做成的灯笼，里面放着炭火，让他在黑暗的世界中能够找到路。

As for the origin of pumpkins, with an Irish legend about. Legend has it that in ancienttimes there is a man named Jack, drunk all day long. One day probably drunk again, even to Satan coax the tree, also known as Satan cut a cross in the tree, the result of Satan trapped in the trees get down. Later, Jack told about the conditions of Satan, if Satan can guarantee that he will not enter hell after death, it will get down to Satan, Satan really agree. However, he does not enter hell, but it also can not enter heaven, but to keep wandering in the dark world. Satan made him a hollowed turnip lanterns, which stood charcoal fire and let him in the darkness of the world can be found in the road.

11.万圣节高中英语作文 篇十一

Halloween is on the last day of October, it is very popular in the western country. On that day, people will dress in the horrible style, especially for the kids, they will knock from door to door.

If people don’t give them the candy, the children will play tricks on them. But in China, more and more young people like to follow this trend, they will play the roles and find some fun. As for me, I’d like to join some ACTivities on the Halloween.

My friends always have some funny costumes, so I will borrow one from them. Then we dress together, when night comes, we will come to join the party. We sing and dance. It is such a fun night. Before the midnight, we will get together and take some drinks. We talk about the happy hour. I like these ACTivities.

12.浅析高中英语作文教学的策略 篇十二

但是, 长期以来, 有相当一部分英语老师都对英语写作教学感到头疼。笔者认为, 英语写作教学只要遵循教学的基本规律, 就一定能得到提升。下面笔者试结合多年来的教学实践谈一谈个人的想法。

一、英语写作教学应切合英语写作题命题的基本要求与特点

作为一种考试内容, 英语写作不同于自由写作, 它必须有一定的试题要求, 学生的写作内容必须符合题目的格式与内容规定。在试卷中, 写作的目的是什么, 采用什么体裁, 写作的对象是什么, 要求有哪些内容, 字数上有什么限制, 有什么注意点, 这些都是对学生写作提出的具体要求, 学生在写作之前必须看清楚、想明白, 然后在这个要求框架内写作。这样在阅卷时, 老师才能根据要求打分, 如果不顾题目要求, 随心所欲, 我行我素, 不管写出来的英语作文语句有多通顺, 文采有多优美, 都是拿不到好分数的。所以在平时的写作教学中, 英语老师命题时一定要将各种写作要求分列出来, 不同的题目不同的要求, 轮流覆盖, 力求全面, 尽量增加一些在审题上的注意点。平时对学生要求严格一点, 写作注意点多一点, 养成良好的审题习惯, 那么他们在高考时才不至于因为粗心大意而去犯低级错误。高考英语写作通常有这样几种命题形式, 一是文字提示题, 即用汉语或英语提供一定的情境, 然后让学生在这个情境中作文。如2012年江苏高考英语作文题:《生活中冲突时有发生》。假设你班同学苏华和李江打篮球时发生争执, 导致关系紧张。请你结合此事, 并根据以下提示, 用英语写一篇短文, 向学校英文报“Happy Teens”专栏投稿 (注意点略) 。这个题目先用汉语提供一个写作情境, 然后对写作提出了一些具体的要求, 学生一定要在题目规定的情境之下, 按照后面的要求作文, 也就是我们平常所说的“带着镣铐跳舞”, 否则就要被扣分。二是图表题, 即试卷提供一定的图表或画面, 要求学生根据题目要求作文。如2011年的江苏高考英语作文题:下面这幅照片 (略) 展现了女儿为回家妈妈拿包的情景。请根据你对这幅照片的理解用英语写一篇短文。你的短文应包含以下内容:a.描述照片内容, 如情景、人物、动作, 等等;b.结合自身实际, 谈谈你的感想;c.举例说明你能为家长减负做些什么 (注意点略) 。这个题目提供了一个图片, 要求学生看图说话, 适当想象, 再加入自己的感想并举例。如果不仔细而全面地把握试题要求, 就会挂一漏万, 顾此失彼。

高考英语要求学生写作的内容多与他们的日常生活有关, 而且写作的难度一般不是太大, 在一定程度上还略低于试卷的其他内容, 而且表达中所用到的一些句型与词汇大都出自教材且出现的频率较高。了解了这个特点, 我们在平时的训练中就要注意从学生的日常生活中取材, 注意结合课本材料适当引申, 这样靠船下篙, 才能贴近考试要求。

二、英语写作教学应遵循语言学科特有的教学原则与方法

写作能力与学生阅读能力的联系非常紧密, 所以, 我们在平时的教学中一定要强化阅读。我们知道, 模仿是学习的一个最简单的方式, 那么大量的阅读实质就是为学生提供多个模仿的范例。在阅读中, 老师可以有意识地引导学生找出阅读材料的中心句, 分析文章的结构及表达上的技巧。然后让学生另选话题, 运用原文的结构、表达技巧进行仿写;或是对原材料内容进行引申、评价, 进一步发挥, 充分利用阅读为写作服务。另一个方面, 提高说的能力对写作能力也是非常重要的。在教学中, 我们老师一定要重用口语课堂或课间的时间, 引导学生多进行英语口语的交流, 然后要求学生将谈话的内容写出来。因为是口语交流, 学生没有心理负担, 心情比较轻松, 表达的内容就比较顺畅。表述出来以后, 无疑会增强学生的写作信心。

由词组句, 由句组段, 由段组文, 这是写作的基本过程, 所以, 我们在英语写作教学中一定要由词汇的积累到句子组合, 到段落的通顺, 再到全文的自然, 循序渐进。平时的教学中, 我们一定要学生写好每一句话, 使每一句话都符合英语语法与表达习惯。再到每一段, 我们要训练学生围绕一句话展开内容, 一句话一个中心, 一段话中有几个层次, 都必须心中有数, 有条不紊。在这基础上教会学生谋篇布局, 注意段落之间的起承转合、首尾相顾。另外, 我们要像语文教学那样对学生记叙、描写、议论、抒情、说明等多种表达方式进行适当的训练, 让他们对每种文体都能适应。这才是最重要的。

写作表达能力说到底是一种思维能力, 一段话前后是不是通顺, 思路是不是清晰, 逻辑是不是严密, 这些东西在很大程度上都取决于学生的思维能力。所以, 写作教学的根本是要对学生的思维能力进行训练。平时的教学中, 我们一定要引导学生对一个话题进行发散性思维, 然后再集中。引导学生对一个问题进行辩证思维, 适当地教给他们一些逻辑知识, 让他们熟悉因果、条件、假设、递进、转折等各种句间关系, 并在表达中体现出来。笔者每天总是利用上课前的几分钟时间让学生就一个问题进行思辩, 用英语表达, 事实证明这是一个很好的方法, 既训练了思维能力, 同时又提高了表达能力。

13.关于万圣节英语作文300字精选 篇十三

That was really beautiful and ugly, we liked it so much. then she taught us how to make a pumpkin lantern by ourselves. we each held a small knife, learnt to cut and draw something on that pumpkin. finally, we made it and put a short candle into it. that was truly happy. and the most surprising thing was that the lantern was a present for that day’s super student. who will that be? my god! that was me!

Do you know how excited i was then? i held it, jumping and shouting. that was the most unforgettable day to me. and i will not forget it, never!

14.万圣节英语作文 篇十四

It is hit by in the children eye , Halloween is a festival being full of the mysterious color. The veil of night es , colourful putting on makeup of the children field put on just too impatient to wait is accustomed to , puts on the exceedingly strange mask, mention previous ”Jack light “ running go out to play. And then ”Jack light “ appearance is very lovable , method of work is that Spanish gourd is hollowed out, outside engrave be all smiles the eye and big mouths, having ed a candle , it is ignited in melon, people just can see this charmingly naive smiling face in very distant place.

The portable child ”Jack light “ punishing the ready queen , disguising self as all sorts of evil-doers group, runs before the neighbour door of a house , intimidates as the field is shouting: ”Ask a practical joke to still be to being entertained “ ”, given money to still being eaten“.

15.高中英语作文的问题及对策 篇十五

英语高考作文要求考生写出语意连贯且结构完整的短文, 叙述事情或表达观点和态度;能在写作中做到文体规范、语句通顺;同时要求书写漂亮, 卷面整洁;用词恰到好处, 适当运用一些高级词汇和好句型, 注意谋篇布局, 而且以应用文为主。目前高中学生甚至高三学生还面临许多写作的问题, 为此, 笔者结合自己的教学实践, 结合学生的实际情况作了一些教学上的尝试和探讨来提高学生的写作水平。

二、学生写作中面临的问题

1.缺乏兴趣, 对作文不够重视。学生对写作缺乏兴趣和我们的训练和考试也有关系。平时的教学中专门针对写作的专题课较少, 每次说到或者用到作文时往往是在考试的时候, 平时训练不够, 有的学生写作时常常会感到束手无策, 词不达意, 就是因为他们词汇量少, 平时缺乏对作文词汇积累的重视。考试时学生写出能得高分的作文是不可能的事情, 显然每次结果是不理想的, 而学生看着自己考试卷上不高的分数, 显然对作文是越来越不感兴趣, 甚至是排斥。

2.表达障碍, Chinglish用法不断。学生平时不爱背诵, 积累。不注意英语正确词汇的使用和正确句式的表达。没有意识到汉语和英语在思维上, 表达上的差异, 在写作时, 深受母语影响, 汉语式英语表达不断。比如这个句子“我们城市在过去的十年发生了很大变化”, 学生往往不去想英语的表述, 而是按照汉语对应习惯直接翻译过来, 结果就产生了这样一个错句子——Our city had great changes in the past tenyears.

正确的应当是——Great changes have taken place in ourcity in the past ten years..此类错误可以说在学生作文中层出不穷。

3.忽视句式, 语篇缺少连贯。学生在写作中不能够正确使用英语五种基本句式, 而是随心所欲, 缺乏语言基本功。在作文批改中常常出现以下错误:1) 谓语动词的堆砌现象 (如:Playing computer games can affect your study, makeyour study not improve. 2) 不注意词性, 随意放置 (如I am inorder to improve my English.) 3) 段与段, 句与句之间缺乏必要关联词。Besides , what’s more , fortunately等一些连接词缺失。

三、如何提高学生英语写作水平

1.重视英语作文的训练, 培养学生写作兴趣。笔者认为, 要想让学生重视作文, 首先老师应该重视作文的训练, 笔者近几年只要一接到一个新班, 就开始强调作文的重要性, 并在平时的授课中告诉他们从阅读, 完型等篇章中积累好词, 好句, 并且告诉他们要经常朗读, 背诵。试着在作文中运用。一星期至少上一节作文课, 采用让学生先写, 然后让学生互批, 提出一些常见的问题, 在老师的指导下, 共同探讨如何改或者如何表达就更好了。最后再让学生和范文比较, 范文中以及其他学生作品中好的词句摘出来赏析, 从而找到差距。这种课型大大提高了学生的重视度以及参与度, 参与越多, 他们就会越来越对作文感兴趣。兴趣是最好的老师, 只有有了兴趣, 才能更好的投入精力, 提高能力。

2.加强阅读和背诵, 培养学生英语思维。我们都知道大量阅读可以提高阅读速度, 扩大词汇量。另一方面, 它还可以加强语感, 给学生提供一个更多接触外语的平台。对学生了解外国人的思维习惯有很好的指导作用, 了解英语思维多了, 学生才能在写作中潜移默化的使用这种思维, 从而避免汉式思维的影响, 写出地道的英语文章。此外, 笔者还经常从文章中找出英文思维突出的经典段落让学生翻译成汉语, 然后再看着汉语把它翻译成英语。 ( 如There are times whenpeople are so tired that they fall asleep almost anywhere. A manwill be reading the newspaper, and seconds later it appears as ifhe is trying to eat it.) 最后笔者让学生摘抄阅读当中的好词句进行背诵, 必要时进行仿写, 从而为写作储存必要的素材。 (如There is no such thing as fear.) 摘于一篇美国著名脱口秀主持人奥普拉的演讲中的一句话。

3.加强基本句式训练, 培养表达能力。要写好文章, 首先必须要有正确的句子。刚开始练习时, 要求学生句句清楚, 掌握好五种基本句型的训练 (主语+谓语, 主语+谓语+宾语, 主语+系动词+表语, 主语+及物动词+间接宾语+直接宾语, 主语+谓语+宾语+宾补) 及并列句, 定语从句, 状语从句, 名词性从句 (主语从句, 表语从句, 宾语从句, 同位语从句) 的训练, 各种时态 (现在时, 过去时, 将来时, 完成时……) 和语态 (主动和被动) 的训练。如在完成新课后让学生从课文中找出5-8个常用的重点词、词组或句型, 并要求学生能够分别进行造句练习等。在学生能写出正确的句子的基础上, 指导学生使用高级词汇、连接词、从句来美化句子, 慢慢过渡到篇章。

总之, 提高学生写作能力是英语教学中一项系统工程, 是一项长期而艰巨的任务。它必须由浅入深, 由易到难, 坚持不懈的进行训练和指导, 才能使学生的水平达到我们所期望的标准。提高学生的英语水平是每一个英语教师应该关注和思考的问题。在平时的教学中, 只有让学生掌握科学而有效的方法, 使他们的潜能得到最充分的发挥, 他们才能体验到成功的快乐, 才能提高对英语写作的兴趣, 从而提高他们的书面表达能力。

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