1500字英文

时间：2016-11-08 14:14:03 来源：免费论文网

篇一：英语文章的体裁 [1500字]

根据不同文体的文章培养英语阅读能力议论文，记叙文，应用文，新闻类文章，科普文，说明文我们把英语阅读教学过程大致划分为五个步骤：

以阅读能力培养为主线,同时培养学生用英语进行思维和表达的能力,从整体入手感知文本,把握文章主旨与层次结构;然后把握词汇与语法知识,对文章作深入细致理解;最后再采用综合方法,达到整体全面地理解

1. 议论文的特点

议论文是作者对某个问题或某件事情进行分析、评论,表明自己的观点、立场、态度、看法和主张的一种文体。这类文章或从正面提出某种见解、主张,或是驳斥别人的错误观点。

1.归纳法,既从分析典型,即分析个别事物入手,找出事物的共同特点,然后得出结论。

2.演绎法,即从一般原理出发,对个别事物进行说明、分析,而后得出结论。

3. 对照法即对所有事实、方面进行对照,然后加以分析,得出结论。

4. 驳论法，即先列出错误的观点,然后加以逐条批驳,最后阐明自己的观点。

(二)记叙文

记叙文的几个要素

人物，时间，地点，发生的事件，再介绍怎样发展的，

最后是为什么是这样，通过文章升华出什么人生哲理，作者的意图是什么？

(三)应用文

应用文阅读属于信息性阅读,主要目的在于获取某方面的信息,其试题大多数是客观性较强的表层理解题,比较容易直接在文章中找到答案。多注意细节,如时间、地点、人物或数据等。

(四)科普文

科普类文章是英语考试阅读理解中必不可少的题材,以介绍某一科学

现象居多。在高中英语教科书中,科普类文章占有大量的篇幅。

（五）说明文

说明文是客观的说明事物的一种文体,它以说明这种表达方式为主,按照一定的要求解说事物或事理的文章。

阅读说明文的方法

1. 下定义:有时为了突出事物的主要内容或主要问题,往往用简明扼要的话给对象一个说法,使读者对被说明的对象有明确的概念。

2. 举事例: 举出有代表性的恰当的例子,能够反映一般的情况,真切地说明事物特征。

3. 做比较 : 选择有外部或内部联系的事物进行比较,往往

能增强说明事物的效果。

4. 打比方: 适当运用比喻,能够增强说明的形象性和生动性。

5. 列数字: 通过阅读大量的说明文,学生总结归纳出常见的说明顺序:

1.空间顺序。空间顺序就是按照被说明对象的空间存在形式,或自上而下,或由前到后,或从外到里,或由某一中心点向四面扩散开去呈辐射式……按一定的顺序对事物作介绍。运用这种顺序,文中常会出现东、西、南、北、里、外、左、右等方位词。

2.时间顺序。这是指以时间的先后作为说明的一种顺序。

3.逻辑顺序。逻辑顺序是指按照事物内在的联系或人们认识事物的过程、规律来进行说明的一种顺序。

1.总分式。在说明事物或事理时,段落(层次)之间有一个总分关系,表现为由总到分、由分到总。

2.承接式。各层之间按照事物的发展过程,或者按时间、因果、条件等关系安排,前后相互承接。

3.递进式。后边在前边的基础上进一步说明,各层之间的关系是由浅入深。

篇二：老人与海英文读后感1500字

Impression of “The Old Man and the Sea”

When I was a middle school student, I’ve finished this book in Chinese.But when I read it in English,I really gain something new both in the way of expression and the spirit it shows to us.May be different ages to read the same book we will learn different things from it.At least, for my part, that is true.

Firstly,I would like to review some information about this book.Such as the background,major characters and the topic of it.

The Old Man and the Sea is a story by Ernest Hemingway, written in Cuba in 1951 and published in 1952. It was the last major work of fiction to be produced by Hemingway and published in his lifetime. One of his most famous works, it centers upon Santiago, an aging Cuban fisherman who struggles with a giant marlin far out in the Gulf Stream.[1]

The Old Man and the Sea served to reinvigorate Hemingway's literary reputation and prompted a reexamination of his entire body of work. The novella was initially received with much popularity; it restored many readers' confidence in Hemingway's capability as an author. Its publisher, Scribner's, on an early dust jacket, called the novella a "new classic," and many critics favorably compared it with such works as William Faulkner's "The Bear" and Herman Melville's Moby-Dick.

This book gives me a deep impression especially the description about the man’s braveness and persistence.

In this book, in order to suggest the profundity of the old man’s sacrifice and the glory that derives from it, Hemingway purposefully likens Santiago to Christ, who, according to Christian theology, gave his life for the greater glory of humankind. Crucifixion imagery is the most noticeable way in which Hemingway creates the symbolic parallel between Santiago and Christ. When Santiago’s palms are first cut by his fishing line, the reader cannot help but think of Christ suffering his stigmata. Later, when the sharks arrive, Hemingway portrays the old man as a crucified martyr, saying that he makes a noise similar to that of a man having nails driven through his hands. Furthermore, the image of the old man struggling up the hill with his mast across his shoulders recalls Christ’s march toward Calvary. Even the position in which

Santiago collapses on his bed—face down with his arms out straight and the palms of his hands up—brings to mind the image of Christ suffering on the cross. Hemingway employs these images in the final pages of the novella in order to link Santiago to Christ, who exemplified transcendence by turning loss into gain, defeat into triumph, and even death into renewed life.

The major characters in this book are also vivid and lively.

Santiago ,the old man of the novella’s title, Santiago is a Cuban fisherman who has had an extended run of bad luck. Despite his expertise, he has been unable to catch a fish for eighty-four days. He is humble, yet exhibits a justified pride in his abilities. His knowledge of the sea and its creatures, and of his craft, is unparalleled and helps him preserve a sense of hope regardless of circumstance. The marlin ,Santiago hooks the marlin, which we learn at the end of the novella measures eighteen feet, on the first afternoon of his fishing expedition. Manolin ,a boy presumably in his adolescence, Manolin is Santiago’s apprentice and devoted attendant. The old man first took him out on a boat when he was merely five years old. Due to Santiago’s recent bad luck, Manolin’s parents have forced the boy to go out on a different fishing boat. Manolin, however, still cares deeply for the old man, to whom he continues to look as a mentor.

Joe DiMaggio, although DiMaggio never appears in the novel, he plays a significant role nonethel

ess. Santiago worships him as a model of strength and commitment, and his thoughts turn toward DiMaggio whenever he needs to reassure himself of his own strength. Perico ,Perico, the reader assumes, owns the bodega in Santiago’s village. He never appears in the novel, but he serves an important role in the fisherman’s life by providing him with newspapers that report the baseball scores. This act establishes him as a kind man who helps the aging Santiago.

Martin,like Perico, Martin, a café owner in Santiago’s village, does not appear in the story. The reader learns of him through Manolin, who often goes to Martin for Santiago’s supper. As the old man says, Martin is a man of frequent kindness who deserves to be repaid.

From the very first paragraph, Santiago is characterized as someone struggling against defeat. He has gone eighty-four days without catching a fish—he will soon pass his own record of eighty-seven days. Almost as a reminder of Santiago’s struggle, the sail of his skiff resembles “the flag of permanent defeat.” But the old man refuses defeat at every turn: he resolves to sail out beyond the other fishermen to where the biggest fish promise to be. He lands the marlin, tying his record of eighty-seven days after a brutal three-day fight, and he continues to ward off sharks from stealing his prey, even though he knows the battle is useless.

Because Santiago is pitted against the creatures of the sea, some readers choose to view the tale as a chronicle of man’s battle against the natural world, but the novella is, more accurately, the story of man’s place within nature. Both Santiago and the marlin display qualities of pride, honor, and bravery, and both are subject to the same eternal law: they must kill or be killed. As Santiago reflects when he watches the weary warbler fly toward shore, where it will inevitably meet the hawk, the world is filled with predators, and no living thing can escape the inevitable struggle that will lead to its death. Santiago lives according to his own observation: “man is not made for defeat . . . [a] man can be destroyed but not defeated.” In Hemingway’s portrait of the world, death is inevitable, but the best men (and animals) will nonetheless refuse to give in to its power. Accordingly, man and fish will struggle to the death, just as hungry sharks will lay waste to an old man’s trophy catch.

The novel suggests that it is possible to transcend this natural law. In fact, the very inevitability of destruction creates the terms that allow a worthy man or beast to transcend it. It is precisely through the effort to battle the inevitable that a man can prove himself. Indeed, a man can prove this determination over and over through the worthiness of the opponents he chooses to face. Santiago finds the marlin worthy of a fight, just as he once found “the great negro of Cienfuegos” worthy. HSantiago, though destroyed at the end of the novella, is never defeated. Instead, he emerges as a hero. Santiago’s struggle does not enable him to change man’s place in the world. Rather, it enables him to meet his most dignified destiny.

While it is certainly true that Santiago’s eighty-four-day run of bad luck is an affront to his pride as a masterful fisherman, and that his attempt to bear out his skills by sailing far into the gulf waters leads to disaster, Hemingway does not condemn his protagonist for being full of pride. On the contrary, Santiago stands as proof that pride motivates men to greatness. Because the old man acknowledges that he killed the mighty marlin largely out of pride, and because his capture of the marlin leads in turn to his heroic transcendence of defeat, pride becomes the source of Santiago’s greatest strength. Without a ferocious sense of pride, that battle would never have been fought, or more likely, it would have been abandoned before the end.

Santiago’s pride also motivates his desire to transcend the destructive forces of nature. Throughout the novel, no matter how baleful his circumstances become, the old man exhibits an unflagging de

termination to catch the marlin and bring it to shore. When the first shark arrives, Santiago’s resolve is mentioned twice in the space of just a few paragraphs. Even if the old man had returned with the marlin intact, his moment of glory, like the marlin’s meat, would have been short-lived. The glory and honor Santiago accrues comes not from his battle itself but from his pride and determination to fight.

Santiago dreams his pleasant dream of the lions at play on the beaches of Africa three times. The first time is the night before he departs on his three-day fishing expedition, the second occurs when he sleeps on the boat for a few hours in the middle of his struggle with the marlin, and the third takes place at the very end of the book. In fact, the sober promise of the triumph and regeneration with which the novella closes is supported by the final image of the lions. Because Santiago associates the lions with his youth, the dream suggests the circular nature of life. Additionally, because Santiago imagines the lions, fierce predators, playing, his dream suggests a harmony between the opposing forces—life and death, love and hate, destruction and regeneration—of nature.

This book gives me courage of conquering all kinds of difficulties .And I have the belief that the most beautiful thing is the process that we make our best to achieve our dream,and never say give up .

篇三：教学法英文感想1500字

At the beginning of this semester, Mr. Zhang asked us a question, ”How many students want to be a teacher?” To his surprise, nearly half of us didn’t want to be teachers. And I was one of them. But why we still choose the course which was related to teaching? I believe reasons are vary from one person to another. From my point of view, the information that Mr. Zhang brought to us was exactly what I’m really interested in. so I considered it as good way to increase our knowledge and broaden our horizons. Since the information were usually new and important. It hai proved that my choice was totally right. The course of English Language Teaching gave me a deep and unforgettable impression.

As far as I’m concerned, this course presented a moving panorama for revealing the problems of China’s education. As college students, we should give deep reflection and response to these problems, we need to consider how to accept better education and how to instruct our own children in the future. Besides, this course offered me many teaching methods. No matter as a teacher or parent, they are quite important for you can cultivate your students or children with different ways according to their personality and hobby.

First of all, let me talk about some problems of our education that I learned from this course. I think exam-oriented education is a big problem for China’s education. Schools pay more attention to the scores of students rather than the ability of them because of the College Entrance Examination. Exam-oriented education leads schools teaching students same as factories produce products. Students spend a lot of time learn new knowledge and answer questions every day, rest of time they always used to relieve stress. They lack practice, sometimes they even divorced from the reality. As for English education, the roles of students and teachers in English class have not been changed yet. What’s more, we are lack of English environment. As we learn English, we usually just read the English books and do the English papers. In addition, English is a kind of language, and language learning should base on culture.

After realizing there problems, we should try to search effective solutions to solve them. If I became a teacher, I will pay attention to make my students the real master in English class, while I just act as the guides, which means at the proper time giving them proper helps. Encouraged to finish the study by themselves, students can get the strong willing to study English, and get interested in it.

At present, most of the rural primary school is lacking of English teacher. Because I’m a countryside girl, so I want to talk about this problem deeply. Most of English teacher are unprofessional or part-time teacher, they didn’t accept the professional English language training, and even more some of them learned English by themselves.Some are job-transfer teachers who come from the station of political teaching, art teaching, etc. They can’t understand English totally and often occur in apparent errors in the class. And their methods of teaching English are still traditional. Gradually, it makes students losing interests in English learning or even boring the subject. Another problem is that English teaching equipment and construction is still unable to satisfy the actual needs. There are no multimedia lab, language lab, and software resources in remote school. More terrible is that even if the government provides them the equipment, some teachers can’t operate multi-media device or their

methods are not flexible. As a result, it very easy causes a lot of resources wasted.

In addition, compared with the city children, the students in rural areas are more timid. They lack of confidence and fear of criticizing of teachers. Most students don’t want to speak.

In my opinion, teachers are practitioners of quality education and raising teachers' qualities is crucial. So first we should set some English teaching teams in the countryside. The rural primary school, many teachers can’t find solutions to the way during the class, they could only think alone. So I think the town school's English teaching team can help the other schools developed steadily. Then, aimed at the problem that the teaching environment is bad in the rural primary school, we should try the best to improve rural schools' teaching conditions. The government and the education department have an obligation to investment in the rural primary and secondary school office facility and modern teaching equipment. Efforts to create good environment,filled the school resources with elaborate design.

Because of age and mental characteristics, teach children English is diffident from adults. Primary school at secondary school, don’t like a high school, the teacher is the organizer of the class, we should strive to organize activities such as painting, the use of the competition, and acting, singing, story-telling, fully arouse the inner power of students learning English. And ask students to participate in the class.

Second, attach importance to students' individual differences, pay attention to their aptitudes. In the past, the people's attention often paid on collective the teaching. However, as time goes by, the students' individual tendency is becoming increasingly conspicuous. Therefore, individual teaching in the process can bring out best in each other. At last, using all sorts of means, motivate students' desire to learn English. The rural areas, students’ study interest is not high. Induce student learning is the key to master English well.In the school, the teacher should as far as possible encourage students to speak English.

Above all, the primary school is the key period for English study. Thus, English learning of English studies very important. However, the rural primary school English has many serious problems. the relevant departments need to distribute more qualified teachers to the rural primary schools and increasing investment for improving the English teaching environment and the social circles should pay more attention to improve the quality in rural primary schools of English, the overall level of English will be improved .

After talking about English education, I want to make a reference to the approaches of English Language Teaching. A few weeks ago, we got some materials about teaching method from our teacher. Maybe because we are not interesting in teaching, most of us didn’t want to read it. Later, we were asked to give a presentation. Actually I think it did work. I learned a lot from these materials. After reading them, I tried to find some information from internet because I want to know them in details.

There are there main methods: communicate language teaching, content-based teaching and Task-based language teaching. CLT usually pays systematic attention to functional as well as structural aspects of language. It means using procedures where learners work in pairs or groups employing available language resources in

problem-solving tasks. And content-based teaching can be regarded as a logical development of some of the core principles of communicate language teaching, particularly those that relate to the role of meaning in language learning.

However, Task-based language teaching is the method that I am interested in. Because it cultivate our ability to communicate accurately and effectively in the most common English language activities we may be involved in. Task can be classified into two types: the real-world tasks and the pedagogical tasks. I think the real-world tasks are quite useful and meaningful. It is the ultimate goal of TBLT. In the near future, we will enter society and deal with some real problems with English. So it is very necessary to intense our ability to solve some real problems.

From my point of view, teaching should base on two points: useful and interesting. Any knowledge should be beneficial for our development. We should inspire students’ interest and put them into a happy world. I’m very pleased that I got the point. I think it offers me a good way to cultivate my own children in the future. Anyway, education is the heart of human development. we should think highly of it and improve ourselves.

《1500字英文》
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