人物类的英语作文

人物类的英语作文（精选10篇）

1.人物类的英语作文 篇一

My father is very tall, with a pair of big eyes, like a black grape, thin lips, high nose, wearing a pair of bright glasses, a long black hair, looked very spirit.

Once, I was doing my maths homework, suddenly there is a star question stumped me, I think, with a draft paper, or do not come out. I went to ask my father, and dad saw it. I took a piece of paper and drew a picture for me. He spoke two times, and my mind was still blank. I thought my father was going to criticize me and thought, “Oh, no!”“! Father said, ”Yang, Ill tell you again.“”. I was very happy, this time I understand, I have homework to do right, and properly and logically arranged. It makes me realize the importance of serious study.

Once, my father and I went to climb Mt. recently Pavilion, because at the time of Its raining and blowing hard. said: “Dad, we would not go.” Father firmly said: “since it has come, we will persist in the end.”.“ I had to walk step by step, and the rain was getting bigger and bigger, and I said, ”I dont want to go.“.” Dad encouraged me and said, “theres only a little left. Come on!”!.“ I plucked up my courage and finally came to the pavilion. Let me know how to insist on doing things.

My father is very loving and harsh to me. I love my father very much.

2.人物类的英语作文 篇二

词汇教学一直是大学英语教学中是教师所关注的话题。目前,中国学生词汇学习的方法主要有以下几个特点:

(1)死记硬背;

(2)在上下文中学习;

(3)通过运用来学习。[1]其中,死记硬背成为词汇学习的主要形式,这足以反映出词汇学习的单调性和枯燥性。那么,如何在日常英语教学中更多关注词汇教学的趣味性,以提高词汇学习的成效呢?本文将就这一话题展开讨论。

2 大学英语教材中的动物类词汇

大学英语教材中,有一些关于动物类词汇的特殊用法,了解这些动物类词汇的特殊用法,将给大学英语词汇教学增添不少趣味。现将其归纳如下:

2.1 动物类名词的象征性用法

(1)butterfly蝴蝶

There were no more butterflies in my stomach when I opened up an abdomen or a chest.[2]

当我切开病人的腹部或胸部时,我再也不会感到忐忑不安了。

(2)dog狗

For that reason,there are numerous watch-dog committees at all levels of society.

因此,在社会各级都有许多监督委员会。

(3)beaver海狸,水獭

The kind of people I look for to fill top management spots are the eager beavers.

我要找的适合高层管理职位的人是那种勤奋敬业的人。

(4)calf小牛

The story is about a young man's calf love.

这是关于一个年青人的初恋故事。

2.2 用作动词的动物类名词

(1)crane鹤

Everybody cranes their necks to see,and wonders who send the roses to her.[3]

每个人都伸长脖子去看,一边猜想是谁送花给她。

(2)fish鱼

She can use it to a lonely salesman fishing out pictures of his family.

她可以对一个从身上掏出全家照的寂寞的推销员用上这个词。

(3)cock公鸡

He called her one day with a brand new captain's hat cocked atop his soft brown hair.注累

一天,他在柔软的褐色头发上歪戴着一顶崭新船长帽来喊她。

动物类名词用作动词,可产生形象生动的效果。还有很多其他类似用法,常见的有:mouse(蹑手蹑脚地走),snake(蜿蜒前进),ape(模仿),duck(突然扎入水中),monkey(胡闹,捣乱),fox(耍狡猾手段),pig(挤在一起),dog(追踪),parrot(鹦鹉学舌),crow(欢呼)等。

2.3 与动物有关的词的形象用法

(1)claw爪

Workmen using huge machines began clawing out 1,000 tonsof clay every hour.

工人们用巨大的机械设备每小时挖掘1000吨的泥土。

They claw their neighbors to death just for the privilege.

为了能活下去,他们可以把自己的邻居活活弄死。

(2)sting(昆虫的)刺

A man,who has already been stung once,wants to reduce his exposure to future problems.

那些曾经吃过苦头的男士想减少自己以后的麻烦。

(4)paw爪子

I would come into the room and find him pawing through my desk,looking for postage for a letter.

我一进房间,就看见他在我的桌子上到处乱翻,想找到一张邮票去寄信。

(5)bark(狗,狐等)吠,叫

"Where is your money?Where is your money?"he barked.Everything he said was repeated.

“你的钱呢?你的钱呢?”他吼到,并重复自己说的每一句话。

2.4 关于动物类词汇的常见比喻

as busy as a bee忙忙碌碌

as poor as a church mouse一贫如洗

as cheerful as a lark欢呼雀跃

as brave as a lion勇猛如狮

as strong as a horse体壮如牛

as proud as a peacock非常高傲

eat like a bird饭量很小

lead a dog's life过着悲惨的生活

2.5 关于动物类词汇的常见谚语

Love me,love my dog.[4]爱屋及乌。

The early bird catches the worms.早起的鸟儿有虫吃。

A bird in hand is worth two in the bush.双鸟在林不如一鸟在手。

Curiosity killed a cat.好奇害死猫。

Never off to teach fish to swim.不要班门弄斧。

One swallow does not make a summer.一燕不成夏。

You can't teach an old dog new tricks.你不能教老狗学新把戏。

结束语

从以上实例中我们可以看出,妙趣横生的动物类词汇为英语词汇学习增添了许多亮色。因此,在日常英语教学中教师应更多地关注词汇学习的趣味性,改变一成不变的词汇教学模式,注重点滴积累、发掘更多的趣味点,以期培养学生学习英语词汇的兴趣,提高词汇学习的效率。

摘要：本文以大学英语教材中出现的动物类词汇为实例,总结了关于动物类词汇的趣味用法。指出教师应从细微处入手,提高英语词汇学习的实用性和趣味性。

关键词：动物类词汇,英语词汇学习,趣味性

参考文献

[1]Parry,K.1991.Building a vocabulary through academic reading[J].TESOL Quarterly.

[2]董亚芬.大学英语:精读[M].上海:上海外语教育出版社,1997.

[3]郑树棠.新视野大学英语[M].北京:外语教学与研究出版社,2001.

3.携手卡通人物，畅游英语世界 篇三

关键词：初中英语；卡通人物；情境教学

中图分类号：G633.4文献标识码：A 文章编号：1992-7711（2016）17-080-2

在以往的不少英语课上，学生们会对枯燥的读背感到厌倦，会对老师们的“一言堂”感到无趣，以至于渐渐失去了学习英语的兴趣和学好英语的信心。怎么才能从提高有效性入手，增加学生们在课堂中的参与度，更好地达到预期目标成为摆在教师们面前的问题。因此，笔者努力寻找更加适合学生、更能满足学生需求的方法，力图让学生能够更多地融入课堂、参与课堂，以达到教学目标。

案例一：“模拟课堂”也称“无生课堂”，它是指在没有学生的情况下，省去师生互动、生生互动，教师自编自导自演课堂教学的各个环节，是一场有着充分预设而“没有”动态生成的教学模式。案例一所展示的是笔者所参加的一次“模拟课堂”课堂教学竞赛中的片段节选。学校所给的课题是：围绕校园“责文化”建设，设计一节综合实践活动课，做到既有学科特点，又能体现综合实践的专题特色，教学用时为15分钟左右。这节课的课型属于英语综合实践课。案例二：该案例所展示的是笔者所开设的一节区级公开课的片段节选。课文内容为：《牛津初中英语》7年级上册Unit 6 Food and lifestyle中的Integrated skills板块。这节课的课型为听说课。

笔者所选取的这两个案例，虽然课型不同，但有一个共同的地方：都以卡通人物为线索，合理创设情境，串联起整节课。经实践，笔者发现，这样的教学尝试可以提高学生学习英语的兴趣，激发学生学习的主动性，同时也让学生在情感态度方面获得提升。

【案例描述一】

片段一 Leadin： Free talk

T（the teacher）： Hello， boys and girls！ Today Id like to introduce a special guest to you！ Do you know who he is？（展示卡通人物图片）

Ss（students） ： Doraemon！ （介绍学生熟悉并喜欢的卡通人物：哆啦A梦。）

T： Yes！ Your so clever！ Do you like him？ Ss：...

T： He is coming to our school. Do you welcome him？ Can you introduce our school to him？（创设情境，哆啦A梦要来我们学校了，请学生向哆啦A梦介绍我们的学校。）

Ss： Yes！ Our school is Xijing Junior High School.

T： Great！ Now Doraemon wants to know if you know your school very well. He will ask you some more questions. Are you ready？ Lets have a try！

1. How many campuses（校区） are there in your school？

2. Do you have a big playground？ What can you do there？

3. Who set up（创建） your school？（学生回答这个问题时出现困难）

4. How old is your school？

片段二 Group Presentation （the past）

T： If you dont know who set up our school， never mind！ Dont forget Doreamon. He has many different kinds of tools. And I think this one can help us. T show Ss a picture. （老师安慰学生，如果不清楚是谁创办了我们学校也没有关系，我们可以请哆啦A梦帮忙。因为它的小小口袋里有很多神奇的工具。）

T： Do you know what it is？Ss： Time machine.（学生回答：时光机。）

T： Great！ Lets take the time machine to go back to the past.（师生借助哆啦A梦的时光机，一同回到过去。）

（1）The history of our school

T： Lets welcome the students from Group 1 to introduce the history of our school.

（Show the beautiful school scenery.）（请第一组学生用ppt的形式展示我校悠久的历史，并以学校美丽校园的图片为结尾。）

T： Well done！ But where are the students？ Some of them left our school. They are our schoolmates. Lets welcome Group 2 to introduce some excellent schoolmates to us！ Lets give them a big hand！（老师表示疑问，为何在这些美景里找不到学生？学生都去哪了？然后，欢迎第二组同学图文并茂地展示我校的杰出校友。具体展示环节省略。）

片段三 Group Presentation （the present）

T： You did very well. What about our school now？ Lets go back by time machine. Lets welcome Group 3 to give us a presentation. Lets find out what they will talk about！ （师生乘着哆啦A梦的时光机回到现在。请第三组同学展示课前就准备好的微视频：学校的活动。具体展示环节省略。）

片段四 Homework

【案例描述二】

片段一 Prelistening

T： Hello， boys and girls！ Today I want to show you an interesting video clip. Lets see what it is about！（播放电影《加菲猫》的预告片，激发学生学习兴趣。）

T： Who is the main character？ Do you know the name of the fat cat？

Ss： Garfield.（引出受学生喜欢并与本课息息相关的卡通人物：加菲猫。）

T： Great！ What do you think of him？ Ss： Lazy.＼Large.＼ Lovely...

T： Good guessing！ I would like to tell you more about Garfield.（展示水果和蔬菜的图片并对加菲猫的饮食和生活方式进行提问。）Look at the pictures. What are they？ Does Garfield like eating them？ How often does Garfield eat them？ Ss：... T： What about cakes， chocolat and sweets？ Ss：... T： What is he doing now？ Ss： He is watching TV. T： How long does he watch TV every night？ Ss：... T： How long does he sleep every day？ Ss：... T： How often does he exercise？ Ss：... T： What do you think of Garfields lifestyle？ Ss：... T： What about you？ Do you have a healthy lifestyle？（教师话锋一转，让学生们自由谈论自己的饮食和生活方式，并通过填写调查问卷，算出得分，看看自己是否确实健康。具体教学步骤省略。）

片段二 Group work

T： Dear students， now I am happy to tell you that Garfield wants to be healthy too！ Can you help him？ Lets have a discussion about it.（学生们通过本课的学习了解到，我们应该从饮食和生活方式两个方面来帮助加菲猫变得更健康。学生们讨论并给出详细的建议。具体讨论过程省略。）T： Well done， boys and girls！ I have a small tip for you： Smile every day！ Finally， we can draw this conclusion： A healthy diet + A healthy lifestyle + Be happy every day = A healthy YOU

片段三 Homework

【案例反思】

1.卡通人物引领，探索英语世界

王守仁教授在介绍新版《牛津初中英语》教材时，就提到“Comic strip通过卡通漫画中可爱的小狗埃迪（Eddie）和电子狗霍波（Hobo）之间一段简洁有趣的对话，点明本单元学习的内容要点。其绘画风格饶有情趣，符合学生的学习心理和年龄特征，便于激发学生的学习兴趣和学习动机。”并且在进行教材改编时，编者们保留了Comic strip板块，而只是在内容上做了少许修改，目的是使板块内容更加贴近学生，更能引起学生共鸣。由此我想到，在平时，教师们在进行教学设计时，为何不勇敢进行尝试呢？试着将更多喜闻乐见的卡通形象加入课堂教学环节中，让他们作为“领路人”，带领学生们探索丰富多彩的英语世界。在本文所讨论的两个案例中，笔者分别让哆啦A梦（Doraemon）和加菲猫（Garfield）走进课堂，带领孩子们在轻松愉悦的氛围中，感受英语，体会英语工具性和人文性的统一。

2.紧扣教学内容，巧妙创设情境

巧妙地创设情境，有助于新课的理解和吸收，也是引发学习兴趣，明确学习内容、任务和要求的过程。在案例一中，笔者创设出哆啦A梦要来学校参观这个情境，请学生介绍我校的过去和现在。同时用“时光机”巧妙串起这两个部分，激发学生的兴趣，让学生感觉仿佛跟随着哆啦A梦进行了一次穿越时空的奇妙之旅。而在案例二中，笔者从加菲猫的影片入手，让学生思考加菲猫的生活方式，从而引出对本课主题的探讨——“健康的饮食和生活方式”。在最后的讨论环节，也邀请学生们开动脑筋、出谋划策，努力帮助加菲猫变得更健康。在这一部分，学生们能够努力做到灵活运用所学知识，进行交流和表达。

3.激发学习热情，实现情感提升

妙用卡通人物既可以使英语课堂教学锦上添花，又可以最大限度地激发学生学习英语的热情。心理学原理告诉我们，学习最好的方法是在于调动学生的学习积极性，发挥主观能动性。爱因斯坦也说：“兴趣是最好的教师。”教师可以根据授课内容，找出与学生日常生活的结合点，对学生进行思想品德方面的教育，进行良好生活习惯和学习习惯的培养，感知不同文化间的差异等等。在案例一中，笔者最后留给学生们一个任务：请大家给哆啦A梦写一封信，来介绍自己学校的更多信息。让学生做到学以致用，学会“用英语做事情”，也让学生更加了解自己的学校，更加热爱自己的学校。在案例二中，笔者也请学生写下给加菲猫的建议，希望加菲猫采纳建议，从而变得更健康。同时，学生们也可用这些建议提醒自己，要注意自己的饮食和生活方式。

卡通人物的加入使得课堂更加丰富多彩，充满活力。只有将语言融入学生们喜爱的语境，它才会绽放美丽，释放魅力，才能提高学生的学习兴趣。“教学有法，教无定法，贵在得法。”教师要尽力为授课内容创设多样化、吸引眼球，又符合学生认知的有效教学情境，给学生们搭建一个漂亮的“舞台”，让学生积极主动地参与到学习过程中来，切实提高语言实际运用能力，提升学生学科素养，最终得到全面发展。

[参考文献]

4.描写人物的英语作文 篇四

My mother has a pair of hands. Her shoes can be beautiful! My shoes are mothers, those shoes are not less than the clothing store. She embroidered the paintings even better, the flowers and plants. She also likes to share with others, often to repair the relatives and friends. My mother is also particularly concerned about health, she would like to clean the house once a week, my mother cleaned the house was particularly clean, the floor on the floor like a mirror, like a mirror to shine.

In my life, my mother is very careful to take care of me. Every morning, my mother got up early to make breakfast for me. I like to eat snacks, dishes, she remembers clearly. Often for me to buy, for me to do. My mother would give me a choice of clothes every day, in order not to let me cold, frozen. My mother is very strict with me in my study. But I have no problem, she always gives me the patience to explain, until I get so far. Whenever I get good grades, my mother will be proud of me. If I dont do well, she wont criticize me. My mom and dad do well.

5.初二英语人物介绍的作文 篇五

Li Yan, an engineer, was born on February 9, 1965 in Beijing, China. After he graduated from Qinghua University in 1987, he made an important decision in his life. He decided to go to the United States for his further study. After four years hard work, he mastered new management ideas an advanced technologies in computer field. In 1992, he got his doctors degree. In 20xx, he made another decision that to return to his motherland and started a company. However, his wife and daughter had got used to the American way of life, so they still stay in the United States. But they still can meet frequently, because of the convenient transportation, and his wife and daughter often visit him in holidays.

译文：

6.高一描写人物的英语作文 篇六

My good friend

I have a good firend. Her name is Lingling. She is thirteen this year. She is thin and tall. She has long hair. We are in the same class. She is very friendly to us. She is good at learning. And she always wins the prize in exam. She says, “Nothing in the world is impossible if you set your mind to do it.” So she does better than me in everying. I am poor in English. She often helps me with my English. With her help, my English has got better. I can pass examinations. Lingling is hard-working, easy-going and always ready to help others, so we all like her.

7.人物类的英语作文 篇七

一、激趣导入 (略)

二、新课教学

(一) 理论探微

什么是外貌描写?外貌描写有什么作用?

外貌描写也叫肖像描写, 是指用生动形象的语言, 描绘人物的外貌特征, 包括容貌 (五官、长相、脸型等) , 身材 (高、矮、胖、瘦) , 衣着, 神态 (喜、怒、哀、乐) 。通过外在表现反映出人的喜好、身份、生活态度等, 体现人物性格的特征, 对塑造人物的形象可以起烘托作用, 也可以加深读者的印象。

(二) 方法指导

第一招:顺序合理。

1.老师出示范文, 学生说说本片段是按什么顺序写出外貌的。

乍一看, 她个子挺高的, 身材很好, 不胖也不瘦, 是块跳舞的料。细看, 她留着齐耳短发, 头上总是一左一右地夹着两只发夹, 把头发紧紧地拢在耳朵后面, 显出一张光滑白净的脸庞。她的眼睛不大, 细细长长的, 但是很有神采, 一笑就变成了两条缝。鼻子微微上翘, 给人一种俏皮的感觉, 显得十分可爱。她平时最喜欢穿的是一条蓝底白花的连衣裙, 裙摆又宽又大。她一跑动起来, 裙子就像一只花蝴蝶一样飞起来了。

2.老师小结

我们在对人物进行外貌描写时, 一般先写整体再写局部, 局部描写时一般先上后下, 写显著特征时一般先形后神的顺序。

第二招:抓特征, 显神韵。

1.老师出示文段, 让学生猜出人物, 并说明自己的理由。

(1) 只见他黑脸短毛, 长嘴大耳, 圆身肥肚, 穿一件青不青、蓝不蓝的梭布衣服, 提一柄九齿钉耙。 (猪八戒)

(2) 他有三头八臂, 脖子上套着乾坤圈, 脚踏风火轮, 威风八面。 (哪吒)

(3) 他身穿金光闪闪的战袍, 头戴金冠, 手持从东海龙宫掠来的金箍棒, 显出一副威武霸气的样子。一对火眼金睛炯炯有神, 透露出铲除一切妖魔的决心。浑身透露出一种天不怕、地不怕的精神。 (孙悟空)

老师点拨:我们在对人物进行外貌描写时, 一定要把人物外貌的显著特点描写出来, 使认识他 (她) 的人看到你写的内容能猜出他 (她) 是谁, 不认识他 (她) 的人也能想象出他 (她) 的样子。

2.老师出示文段, 让学生猜出人物性格, 并说明自己的理由。

(1) 金豆才七岁, 头发披散着, 垂到脖子边, 见人就羞得把头低下去, 或者跑开了又悄悄地望着人, 或者等你不知不觉时猛然叫一声来吓唬你。 (怕羞但天真、活泼)

(2) 她大概叫琅琅, 一头柔软的卷发, 凸额头、塌鼻梁, 穿一件红底白点小罩衣, 总是不声不响, 像个静默的小哲学家似的。 (文静)

老师点拨:她们在穿着打扮等方面 (即外貌上) 与别人有不同。性格影响外貌, 反过来说, 根据一个人的外貌能猜出一个人的性格。所以我们在进行外貌描写的时候, 要注意反映出人物的性格特点。

3.老师出示文段, 让学生猜出人物心理, 并说明自己的理由。

(1) 一天, 她的老伴儿病倒了, 她脸上珠网般的皱纹更深了, 两道眉毛拧成的疙瘩锁到一块儿了。 (着急、发愁)

(2) 她望着老伴儿的遗像, 嘴唇微微抖动着, 刀刻般的皱纹里, 流淌着串串泪珠。 (伤心、悲痛)

老师点拨:在特定的情境中, 描写人物外貌能反映出人物的内心感情。

4.老师出示一张图片, 提问:同学们, 图中人物最震撼你的是什么?抓特征说神韵。

5.老师小结:相貌是千差万别的, 所以我们在描写人物时就要选取最能反映人物身份与性格的特征, 捕捉最能表现人物内心情感与个性特征的画面, 而不要面面俱到。

第三招:善用修辞。

1.老师提问:我们常用的修辞手法有哪些?

2.老师出示文段, 学生品读、体会外貌描写运用修辞的妙处。

(1) 女儿长得像她娘, 眼睛长得尤其像。白眼珠鸭蛋清, 黑眼珠棋子黑, 定神时如清水, 闪动时像星星。

(2) 除夕晚上, 儿子、孙子都来到她身边, 她满脸皱纹都舒展开了, 就像盛开的菊花, 每根皱纹里都洋溢着笑意。

(3) 爷爷长着一副古铜色的脸孔, 一双铜铃般的眼睛, 尖尖的下巴上, 飘着一缕山羊胡须。他高高的个儿, 宽宽的肩, 别看他已年过古稀, 可说起话来, 声音像洪钟一样雄浑有力;走起路来“蹬、蹬、蹬”, 连小伙子也追不上呢

3.老师小结。如果能适当用一些形容词、确切的比喻和适当的夸张来写人物会使人物更鲜明生动。

三、实战检验

1.学生用所学方法修改 (或重写) 最初的的人物外貌描写习作。师生交流, 老师利用展示平台, 将学生习作与大家一起分享。

2.教师作结:人物的外貌描写要能够反映出他的身份、职业、经历、性格等特征;要与特定的情境相融合;要善于通过人物外貌来透视人物的内心世界。关键用好三招:一是顺序合理;二是抓特点 (形似) 显神韵 (神似) ;三是善用修辞。

8.人物类的英语作文 篇八

[关键词]怡情之语感悟之道回味之绪

英语教学不仅仅是关注词语的使用、语法结构的分解，更要抓住语言的缰绳，通过细读文本去触摸语言跳动的生命脉搏。在阅读中体验作者的情思，感悟人生的真谛，理解文本的内涵。在现行的《牛津高中英语》课本中，许多文章用细腻的语言、深刻地揭示了学生的成长、社会的现实、科技的发展、文化的源流等。在文章中作者通过不同的形式把自己个人的情感融于课本之中，让学生通过对课文的学习来领悟人世间所涌动的真情实意，个人的情思随着跳动的文字展示于眼前。现结合课本内容，从不同的文章中来探究作者是运用何种话语来阐述文本中人物情感的流露。

一、怡情之语、沁人肺腑

在许多课文的文章中作者通过不同的话语将个人的深情流露出，个人的情感伴随着那充满情感的话语倾泻而出，让人读后情真意切。这些话语的表述把人的真情和盘托出，让人感受到这些话语的表达仿佛是作者与读者之间心灵的感应而沁人肺腑。阅读下面的一些从课文中摘取的片段，从话语中便能体会到此这股率真之情。

I felt lucky, as all my teachers gave me much encouragement and I enjoyed all my subjects.

I was very lucky to experience this different way of life. I look back on my time in the UK with satisfaction, and I really hope to go back and study in Manchester again. (Book 1 Unit 1)

文章作者回顾了自己在英国一年的学习生活，感慨万千。美好的时光给其留下了难以望怀的记忆。虽然远在异国它乡，但作者却处处感到人间的温暖。尽管在其学习的征程中有无数的困难，但老师们的鼓励给了他无穷的力量，老师们的关爱使他处处感到温馨。所以作者感到自己是如此的幸运，他怀着深深的感恩之情抒发出自己的心灵的点滴，使人读后，直入肺腑。

There may be more people lost today, and I’d like to help them. You see, a fog this bad is rare. It gives me the chance to pay back the help that people give me when it’s sunny. A blind person like me can’t get across the road without help, except in a fog like this. (Book 3 Unit 1)

该段落叙述了某天浓雾中一位盲人助人为乐的经历。怀着一颗感恩的心，该盲人在浓雾中主动给他人引路。“今天也许有更多的人会迷路，我要去帮助他们。你知道，像这样的浓雾是罕见的，它给了我此机会去帮助别人，因为天晴时人们曾帮助过我。象这样的天气，平时没人帮助，我就过不了马路。”该盲人深知，滴水之恩，当以涌泉相报。朴实的话语中所蕴藏的是其感恩的美德，人世间的真、善、美正是通过其实际的行动而体现，其感恩之情通过语不惊人的真情而流露，让人回味良久。

二、感悟之道、励人心灵

阅读文章关键在于领悟，看似朴素无奇的话语却蕴涵着其深奥的哲理。每当阅读到这些充满哲理性的

文章时，常常会使人掩卷沉思。个人的情思常常会随着文章的跌宕起伏而呈现于读者眼前。让人心灵上受到极大的触动，从而感悟其道之深。从下面的段落中也许会窥探出其中的真谛。

Friend means not being alone. Friendship means having someone I can rely on. Friendship means being committed to others.

Life is not fun without a companion to share it with. However, if I ended our friendship, we would have both learnt nothing. (Book 5Unit 1Project)

作者都用其自身的体验诠释了友谊的真谛。拥有友谊便会远离孤独，拥有友谊便会有所依靠，拥有友谊便会拥有真挚。如果生活中没有友谊的情谊，我们将一事无成。文章中作者通过自身的体验把人与人之间的友谊阐述得如此的真切，浅近的话语把人与人之间友谊的分享喧泻得如此微婉，让人聆听到这充满柔情之音、这温馨之语，感悟到世间万般之物只有友谊才能天长地久。

Some people succeed, while others may not. This is because some people possess certain qualities, which others do not.

The first thing you must remember is that in order to succeed, you must be optimistic. You also need to have a clear aim and a reason for doing something because motivation is the key to achieve success.

Another quality that helps people succeed is creativity. The most successful people are the most creative ones.

Practising is equally important if you want to succeed because practice makes perfect. (Book 11Unit 3.Task )

文章的作者用充满哲理性的话语阐释了成功的秘诀，在人生的征程中成功者往往充满乐观精神，他们有着清晰的目标，这也是他们通往成功的关键。成功者须有创新的精神，有创新才能不畏难征程中的任何荆棘。要想成功必须不断地在实践中进行探索，因为只有实践才是成功的必然之路。这些睿智的话语如同春的脚步，走过一程，便勃发红花绿草；又似美的琴音，启迪着人的智慧，陶冶着人的情操，荡涤着人的心灵，给人以前进的动力。

9.初三年级描写人物的英语作文 篇九

Perhaps the most vital person I have ever met is an Italian professor of philosophy who teaches at the University of Pisa.Although I last met this man eight years ago， I have not forgotten his special qualities.First of all，I was impressed by his devotion to teaching. Because his lectures were always well-prepared and clearly delivered， students swarmed into his classroom. His followers appreciated the fact that he believed in what he taught and that he was intellectually stimulating.Furthermore， he could be counted on to explain his ideas in an imaginative way，introducing such aids to understanding as paintings， recordings，pieces of sculpture， and guest lecturers. Once he even sang a song in class to illustrate a point. Second， I admired the fact that he would confer with students outside of the classroom or talk with them on the telephone. Drinking coffee in the snack bar， he would easily make friends with students. Sometimes he would challenge a student to a game of chess. At other times， he would join groups to discuss subjects ranging from astronomy to scuba diving. Many young people visited him in his office for academic advice; others came to his home for social evenings. Finally，I was attracted by his lively wit. He believed that no class hour is a success unless the students and the professor share several chuckles and at least one loud laugh.Through his sense of humor， he made learning more enjoyable and more lasting.If it is true that life makes a wise man smile and a foolish man cry，then my friend is truly a wise man. Probably the best example of his wit is this bit of wisdom with which he once ended a lecture：“It is as dangerous for man to model himself upon his invention， the machine，as it would be for God to model Himself upon His invention.”

也许，我所遇见的最有活力的人要算一位在比萨大学教书的意大利哲学教授。虽然我还是八年前见过他，但我并没有忘记他的特点。首先，他给我的印象深刻的是他对教学热爱。因为他的课总是准备充分而且表达清楚，所以学生们总是蜂涌来听他讲课。他对自己所教授的内容深信不疑，他很能激发求知欲，这些受到他的追随者的赞赏。而且，他总是利用图片、录音、雕塑等工具，或者请来特约教师，以一种形象的`方式来解释他的思想。有一次，他甚至在课堂上唱起一首歌来阐明一个论点。其次，我很欣赏他和同学生进行课外讨论或者进行电话交谈的作法。在快餐馆喝咖啡的时候，他能平易地与学生交朋友。有时，他会跟一个学生来一盘棋，有时又参加集体讨论，话题从天文学一直到海底。许多青年人常去他办公室请教学术问题;还有些人去他家参加社交晚会。最后，我常为他的机智所打动。他认为，师生在课堂中如果没有一些会意的微笑，没有一次开怀的大笑，那么这堂课就不能算成功。在他的幽默感染下，学习变得更为轻松愉快，也能更持久。生活使智者微笑，使愚者哭泣，如果此话当真，那我这位朋友肯定是个智者。关于他的机智，最好的例子可能就是有一次他结束讲课时所说的一句智语：“上帝模仿自己的发明是危险的，人类模仿自己的发明——机器——也是危险的。”

10.人物英语作文：一个有礼貌的男孩 篇十

This is my new ciassmate,Jack.He is the tallest student in our ciass.He has black hair and big eyes,so he looks smart.He studies very hard ,he likes reading and piaying football.He is also good at swimming,he is the member of our school Swimming Club.

Jack is a poilte boy.He always help others if somebody needs help.For example,last Friday,he helped an old woman cross the road when the traffic lights is red.

In a word,he is very poilte and helpfull.All of the teachers like him very much.

【参考翻译】

这是我的新同学，Jack.他是我们班最高的学生。他有黑色的头发和大眼睛，所以他看上去很聪明，他学习很努力，他喜欢读书和玩足球。他还擅长游泳，他是我们学校的游泳俱乐部的成员。

杰克是一个有礼貌的男孩。他总是帮助别人，如果有人需要帮助。例如，上星期五，他帮助一位老奶奶过马路时，交通灯是红色的。