【推薦】美國英語作文三篇

　　在平日的學(xué)習(xí)、工作和生活里，大家都寫過作文吧，作文是人們以書面形式表情達(dá)意的言語活動。那么，怎么去寫作文呢？以下是小編為大家收集的美國英語作文3篇，歡迎大家借鑒與參考，希望對大家有所幫助。

美國英語作文 篇1

　　今年2月下旬，我以一名學(xué)生的身份，隨學(xué)校的訪問團(tuán)在美國參觀交流了兩個星期。在此期間，我領(lǐng)略了美國的繁華，參加了不少有意義的活動，并有幸同美國學(xué)生一起度過了數(shù)天愉快的學(xué)校生活。其中，有這么一堂外語課給我留下的印象最深。

　　那是在美國Lakeside School所上的第一堂課，它無疑是一堂地道的英語課，但同時也是一堂奇特的英語課。

　　教室的模樣很特別，乍一看，實在不像個教室，反而像一個小會議廳。十多個學(xué)生圍坐在圓桌旁，各做各的一份兒事，有聊天的，有看書的，還有吃“早點”的。不時地看一下教室上方的大掛鐘，還有兩分鐘就要上課了。趁著這段時間，我環(huán)視了教室的四壁，上邊貼滿了彩圖。自己畫的吧!不太漂亮，，大都是抽象的。這樣的情景似乎十幾年前在幼兒園中見到過，這個教室確實使我感到自由、愉快和奇特。

　　掛鐘上的“鳥”叫了，這大概是他們的鈴聲。學(xué)生們停止了閑聊，收起了閑書，加快了進(jìn)餐速度，好像等待著老師的到來。我把注意力集中到了教室的正門，設(shè)想著一個白發(fā)碧眼的老年婦女或是一個卷發(fā)高個的中年男子走進(jìn)門來。"Class begins.”聲音是從我的身旁傳來的。一個年輕的姑娘站立起來，圍著圓桌走了一圈兒。學(xué)生們都將注意力集中在了她的身上。“難道這個漂亮的年輕姑娘竟是他們的老師?”我想。事實確是如此，她“嘰哩呱啦”地講著話，一雙天藍(lán)的.眼睛在兩條活潑跳動的眉毛的襯托下，顯得格外有神。我不太明白她說些什么，但不難看出她正是該英語班的老師。上身穿著一件白色T恤，下身是西部美國人最傳統(tǒng)的牛仔褲，一副學(xué)生打扮，好不精神。她手中沒有拿書，也沒有拿筆，取而代之的是一杯咖啡。同學(xué)們似乎也沒什么教材，當(dāng)然不會看書，都抬頭望著眉飛色舞的老師，聽著她所說的，高興了還插上幾句，或者一陣大笑。可能是因為語言障礙吧，我不太懂他們笑些什么，大概他們在談?wù)撘槐緯�，好像這本書是老師昨晚剛看過的，也不知道學(xué)生們到底看過這本書沒有，一個個都顯得特別積極，似乎每人都是評論家一般，爭先恐后地發(fā)表著自己對該書的看法。學(xué)生討論的時候是無需舉手的，你大可以隨時隨地地發(fā)言。只有當(dāng)老師在做小結(jié)的時候，要發(fā)言的同學(xué)才必須先舉手。出乎意料，學(xué)生間的討論竟是這般的熱烈。一人話音朱落，另一個又將

美國英語作文 篇2

　　Based on historical documents, modern survey and statistics, as well as the result of predecessor studies, the trend and main process of forest dynamics are recognized. The forest area and forest coverage rates for each province of China from 1700 to 1949 are es- timated backward by every 50 years. Linking the result with modern National Forest Inventory data, the spatial-temporal dynamics of Chinese forest in recent 300 years (AD 1700–1998) is quantitatively analyzed. The study shows that in recent 300 years, the forest area in current territory of China has declined by 0.95×108 hm2 (or 9.2% of the coverage rate) in total, with a trend of decrease and recovery. Before the 1960s, there was a trend of accelerated de- scending. The forest area was reduced by 1.66×108 hm2 (or 17% of the coverage rate) in 260 years. While after the 1960s, there has been a rapid increase. The forest area increased by 0.7×108 hm2 (or 8% of the coverage rate) in 40 years. The study also shows that there is a significant spatial difference in the dynamics of forest. The amplitudes of increasing and de- creasing in western China are both smaller than the ones in eastern China. During the rapid declining period from 1700 to 1949, the most serious decrease appeared in the Northeast, the Southwest and the Southeast, where the coverage rate in most provinces dropped over 20%. In Heilongjiang Province, the coverage rate dropped by 50%. In Jilin Province, it dropped by 36%. In Sichuan Province and Chongqing Municipality, it dropped by 42%. In Yunnan Prov- ince, it dropped by 35%. During the recovery period 1949–1998, the western provinces, mu- nicipality and autonomous regions, including Ningxia, Gansu, Inner Mongolia, Si- chuan–Chongqing, Yunnan, Tibet, Xinjiang and Qinghai, etc, the increase rates are all below 5%, while the eastern provinces, municipality and autonomous regions (except Heilongjiang, Hubei, Jiangsu–Shanghai) have achieved an increase over 5%, among which the Guang- dong–Hainan, Guangxi, Anhui, Beijing–Tianjin–Hebei, Shandong, Henan, Zhejiang, and Fu- jian have an increase over 10%.

　　根據(jù)歷史文獻(xiàn)、現(xiàn)代調(diào)查和統(tǒng)計,以及前人研究的結(jié)果,這一趨勢和主要森林動態(tài)識別的過程。每個省的森林面積、森林覆蓋率從1700年到1949年中國的es - timated向后每50年。連接結(jié)果與現(xiàn)代國家森林庫存數(shù)據(jù),中國森林的時空動力學(xué)在最近300年(公元1700年- 1700年)是定量分析。研究表明,在最近的300年,森林面積在當(dāng)前中國境內(nèi)已經(jīng)下降了0.95×108款hm2(或9.2%的覆蓋率),減少和恢復(fù)的趨勢。在1960年代之前,有一個趨勢,加速de -左右搖晃。森林面積減少1.66×108款hm2(或17%的覆蓋率)在260年。在1960年代后,迅速增加。森林面積增加了0.7×108款hm2(或8%的覆蓋率)在40年。研究還表明,存在著顯著的空間差異的.動態(tài)的森林。的振幅增加,de -壓痕在中國西部都是低于中國東部的。快速下降的時期從1700年到1949年,最嚴(yán)重的減少出現(xiàn)在東北,西南和東南,大部分省份的覆蓋率下降超過20%。在黑龍江省,覆蓋率下降了50%。在吉林省,下降了36%。在四川省和重慶市,下降了42%。云南箴言——因斯,下降了35%。復(fù)蘇期間1949 - 1998年,西部省份,μ- nicipality和自治區(qū),包括寧夏、甘肅、內(nèi)蒙古、Si - chuan-Chongqing,云南、西藏、新疆和青海、等,增加率都低于5%,東部省份,直轄市、自治區(qū)(除黑龍江、湖北、Jiangsu-Shanghai)實現(xiàn)了增加超過5%,其中光——dong-Hainan、廣西、安徽、京津冀、山東、河南、浙江、和傅——劍已經(jīng)增加超過10%。

美國英語作文 篇3

　　Let’s work together to find a balance point

　　Dear mom and dad:

　　A warm family , a fantastic surroundings are the best gift which you have given me since I was born. I don’t know how to express my appreciati The topic like (轉(zhuǎn)載于:www.cSSyq.co m 書 業(yè) 網(wǎng))“what’s a university?” or “what a university should do?” has been discussed many times in every age. Not only educationalists but also students take into it. Is it necessary to give priority to skills and knowledge in university education as they are essential to employers? Or students in universities should have access to all of knowledge just as they have their own sake? Chose A or B, this is a problem.

　　The value of knowledge itself need to be considered first in university education even though the course is not as practical as skills and technology. In Chinese culture, morality education is always took at first. It said that the way of real learning is to develop and expand virtue, to innovate peoples’ opinions, to get the best goodness. In addition, there are four stages in the success of a gentleman: first, to cultivate his moral characters; second, regulate his own family; third, rule the state successfully; forth, let the world get peace. In Chinese traditional value, students in

　　university need to develop his morality firstly, though these knowledge is not as useful as other skills after they get a job.

　　On the other hand, the practicability of a university course is also worth considering, especially in the age when our government call for the attention to skills and technology in university education and when the employees prefer to capacity and practical knowledge of employers. The time in university is limited and conditions and aims of students are different. When students chose which course to learn, it is inevitable for some of them prefer to those which are more needed in workplace.

　　Universities give equal access to all of knowledge, including the practical courses and others. What’s more, they need give more chance to students to choose what to learn. Congratulate on diversity!