无论是在学校还是在社会中，大家都跟作文打过交道吧，作文是人们把记忆中所存储的有关知识、经验和思想用书面形式表达出来的记叙方式。如何写一篇有思想、有文采的作文呢？下面是小编整理的高三英语作文4篇，仅供参考，欢迎大家阅读。
高三英语作文 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.
高三英语作文 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!
有的人在激烈的风浪中竞争，卷走了，再也没有恢复过来。有些人是靠着风口，踏上山顶，在岸上，他们成功了。因为他们对它有很多坚持。对他们来说，前沿不是绊脚石，而是充实自己的基础。
生来容易，生活容易，生活不容易。生命是一个生命的过程。没有风，没有雨？正是因为风雨的洗礼，才看到了五彩缤纷的彩虹；伴随着失败的痛苦，才会尝到成功的喜悦。屠格涅夫在Rudin，说：“虽然我们的寿命短和小，但是伟大的一切都是由人的手所造成的；一种生活，实现远大的使命，这是他们一生中最大的快乐。“我们创造了这个社会，难免有些损伤，通过眼泪。
时间，快速转身，穿越一个梦想的魔法之歌。
生活，即将冲出去！为了事业，为了奋斗，在生活中，尽管失去了很多，但也会有！而且往往比失去更重要，它是生命的价值和意义。
生命是漫长的，岁月。
我们如何预测未来？但只有问心无愧，我的心！人生，因为有竞争，人有力量；人生因为奋斗，人民追求卓越。
生命中的烟，如云，风。短暂的`。”只有人民和倒车，没有倒退的时间和道路”，既然我们来到今天，掌握今天的社会地位和责任，只有向前、向前、再向前！不要退却。年轻人，更重要的是看明天，把握今天，在宁静中奋进，也许明天太阳山之前，你又创造了奇迹！
高三英语作文 篇3
教学目标：
（1）知识与能力目标：
A通过调动学生听、说、读等方面积极性，开阔思路，促进写作能力的提高。
B 训练学生对情景作文的审题能力，拓展对给定信息点的想象空间。
C 运用基本语法知识表达思想感情。
D 掌握高考中情景作文的应试策略。
（2）德育目标：
A 情景作文主要是以日常生活中所发生的事为背景，教育、引导学生要尊重他人的感情。
B 辨证理解理由的合理性。
教学重点：
（1） 针对高考中以“理由与借口”为题材的情景作文，如何制定策略。
（2） 以小组讨论为形式，激活思维。
教学难点：
（1） 如何获取、筛选信息，以“合理”，“创新”为原则，展开想象。
（2） 语言知识在写作中的运用，如何有效表达个人情感，感染读者。
教学设计思路：
本课既是高三英语情景作文教学的有益探索与尝试，也是通过引入“头脑风暴”的思想，帮助学生分析、整理信息，理清思路，提高英语写作能力的有效途径和方法。学生在逐步拓展思维的同时，调动身体的各个器官来观看、讨论、阅读，以求在“动”中写作，最后组织语言，将这个合理并有创新的想法写成文章。同时，还要将这种思维渗透到日常生活中，做到礼貌待人，慎用“理由”，尊重他人的感情，以致师生都会从本课中受到启发，做到教学相长。
教学媒体：计算机 录像机
教学过程：
第一步 引入
A 简述本课将对以“理由与借口”为题材的高考情景作文进行指导与训练。
B 通过校园内的采访录像，总结出在何种情况下需要“理由与借口”。
第二步
A 以竞赛为形式，在指定的情景下将与之相关的所有想法展示出来，并以“合理、创新”为原则进行筛选、分类，从中引出“头脑风暴”的概念，并加以解释。
B 列举日常生活中的情景与理由，帮助学生打开思路。
第三步
A将学生分为5组，每组设一情景，进行小组讨论，以前面做过的指导为例，筛选信息，并将其拓展成文，再加以讲评。
B 总结写作策略。
第四步
阅读一篇与本题材相关的文章，使学生懂得在日常生活的交往中要尊重他人的感情，以深化本课的主题，加深学生对该题材作文的了解与认识，从而使思维上升到一个新的高度。
第五步
作业 A根据所提示情景，再练习一篇内容相关的情景作文。
B 认真思考对命题作文的写作策略与情景写作之间的联系。
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.
ⅡTeaching 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
Ⅳ 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.
高三英语作文 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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