英語(yǔ)小短文50字篇一：英語(yǔ)短文50詞

On weekend

On Saturday and Sunday, I often go to the library and play the piano, My father go to play basketball. Sometimes, we watch TV and listen to music at home.

I love my family. Because I’m very happy to live with my parents

My winter holidaysMy winter holidays is very dull. I stay at home for most of time. Sometimes I visit my friends and play basketball with them. Sometimes I go shopping.So I feel very unhappy.

Dear Sally, how have you been? I have a busy Sunday. Let me tell you about my own last Sunday in something. On Sunday morning, I at home doing my homework and clean my room. After this noon, because their parents are not at home, do it himself a bowl of tomato noodles to eat. In the afternoon, I went to see my grandma, help grandma washing clothes. In the evening, I accompany grandma watch TV together. I had a very busy day, feel a bit tired. But still very happy. best wish

英語(yǔ)小短文50字篇二：小學(xué)生英語(yǔ)作文示范大全(50篇)

小學(xué)生英語(yǔ)作文大全

目錄

1. 假期去過(guò)的地方........................................................................................................................... 3

2. 假期計(jì)劃 ....................................................................................................................................... 3

3. 描述圖片中人物正在做的事情 .................................................................................................. 3

4. 喜歡的動(dòng)物 My favourite animal ........................................................................................... 3

5. 喜歡的季節(jié) ................................................................................................................................... 4

6. 我的愛(ài)好 ....................................................................................................................................... 4

7. 喜歡的節(jié)日 ................................................................................................................................... 4

8. 夢(mèng)想 ............................................................................................................................................... 4

9. 我的學(xué)校 ....................................................................................................................................... 5 10.

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25. 喜歡的運(yùn)動(dòng) ............................................................................................................................... 5 我的朋友 My friend ................................................................................................................ 5 自我介紹 ................................................................................................................................... 5 我的家庭 ................................................................................................................................... 6 給朋友寫(xiě)一封信告訴他你上個(gè)周末所做的事情 ................................................................... 6 我一天的生活 ........................................................................................................................... 6 介紹一位名人 ........................................................................................................................... 7 Library Rules ........................................................................................................................... 7 我的家鄉(xiāng) My hometown ........................................................................................................ 7 我的書(shū)包My Backpack .......................................................................................................... 8 我的房子My House ................................................................................................................. 8 My winter holiday .................................................................................................................... 8 My My friend ........................................................................................................................... 9 Future Robot ............................................................................................................................ 9 My winter holiday .................................................................................................................. 10 My classroom ......................................................................................................................... 11

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32. 我喜愛(ài)的食物 ......................................................................................................................... 11 我的同學(xué) ................................................................................................................................. 11 記一次種花 ............................................................................................................................. 12 做錯(cuò)的一件事 ......................................................................................................................... 12 春節(jié)所見(jiàn)所聞 ......................................................................................................................... 13 根據(jù)給出的材料，寫(xiě)一寫(xiě)Mike這個(gè)周末的活動(dòng)計(jì)劃。 .................................................. 13 根據(jù)下面提供的內(nèi)容，寫(xiě)一篇英語(yǔ)短文。要求語(yǔ)句通順，條理清楚，字?jǐn)?shù)不少于50個(gè)

單詞。 ................................................................................................................................................ 14 33.

34. 題目： My net friend（我的網(wǎng)友） ................................................................................... 14 提示：根據(jù)下面所給出的這張Ann的小名片，以“我的好朋友”為題，寫(xiě)一篇小短文，

介紹Ann的基本情況。 .................................................................................................................. 15 35.

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37. 要求：寫(xiě)一封介紹你一家的電子郵件給Jay 65個(gè)單詞左右 ......................................... 15 Jack 昨天跟他媽媽買(mǎi)東西，請(qǐng)根據(jù)下表的信息，寫(xiě)一篇不少于60個(gè)單詞的小作文。16 假設(shè)你是May, 請(qǐng)用不少于60個(gè)單詞來(lái)向你的筆友Jay介紹你的家庭情況，請(qǐng)?jiān)谖闹?/p>

使用3個(gè)最高級(jí)和2個(gè)比較級(jí)。 ................................................................................................... 16 38.

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48. 根據(jù)提示，從表格中獲取信息寫(xiě)一篇不少于60個(gè)單詞的小作文。 ............................... 17 描寫(xiě)你的周末生活，注意用一般現(xiàn)在時(shí)。 ......................................................................... 17 昨天是3月20日，也是你的生日，請(qǐng)描寫(xiě)你的生日派對(duì)，注意用一般過(guò)去時(shí)。 ....... 17 寫(xiě)一個(gè)你最喜愛(ài)的人，請(qǐng)對(duì)他/她進(jìn)行一定的外貌描寫(xiě)。 ................................................ 18 請(qǐng)描寫(xiě)一下你的房間，注意要使用“there be ”句型。 ...................................................... 18 請(qǐng)以你所在的學(xué)�！坝�英小學(xué)”描寫(xiě)你的學(xué)校。 ................................................................. 19 請(qǐng)寫(xiě)一個(gè)你最喜愛(ài)的季節(jié)，要寫(xiě)出你喜歡的原因。 ......................................................... 19 描寫(xiě)一種你最喜愛(ài)的動(dòng)物，要對(duì)它進(jìn)行外形描寫(xiě)。 ......................................................... 20 同學(xué)們，你一定有很多的愛(ài)好，請(qǐng)你寫(xiě)一個(gè)你的愛(ài)好，字?jǐn)?shù)不少于60個(gè)單詞。 ....... 20 寒假很快就要到了，請(qǐng)你為你的寒假寫(xiě)一個(gè)計(jì)劃�？禳c(diǎn)把你的計(jì)劃寫(xiě)出來(lái)吧！ ......... 20 假設(shè)Jack 是10歲,短發(fā),1.5m, 50kg; 而May 是12歲,長(zhǎng)發(fā),1.6m,45kg。請(qǐng)運(yùn)用學(xué)過(guò)的

句型介紹和比較一下他們的特征。 ............................................................................................... 21

49. Important Education .......................................................................................................... 21

50.My weekend ........................................................................................................................ 22

1. 假期去過(guò)的地方

Last winter vacation, I went to Beijing with my parents. Beijing is in the north of China. We went there by train. In Beijing I visited the Tian’anmen Square. I climbed the Great Wall. I had a good time there. I love Beijing.

2. 假期計(jì)劃

I am going to go to Beijing this summer holiday. Beijing is in the north of China. It’s very famous. I am going to go there by train. In Beijing I am going to climb the Great Wall. I am going to visit the Tian’anmen Square.

3. 描述圖片中人物正在做的事情

Look at this picture. There are five people in it. Amy is reading a book. Sam is listening to music. Daming is flying a kite. Tom is playing with toys. Simon is riding a bike. They are very happy.

4. 喜歡的動(dòng)物 My favourite animal

I like dogs very much. I have a pet dog. It’s very cute. Its name is Dudu. It’s black and white. It has got two big eyes and a small nose. It likes eating meat. It can run fast. It’s very clever. I often play with it.

英語(yǔ)小短文50字篇三：新概念優(yōu)美英文背誦短文50篇

Unit1:The Language of Music

A painter hangs his or her finished pictures on a wall, and everyone can see it. A composer writes a work, but no one can hear it until it is performed. Professional singers and players have great responsibilities, for the composer is utterly dependent on them. A student of music needs as long and as arduous a training to become a performer as a medical student needs to become a doctor. Most training is concerned with technique, for musicians have to have the muscular proficiency of an athlete or a ballet dancer. Singers practice breathing every day, as their vocal chords would be inadequate without controlled muscular support. String players practice moving the fingers of the left hand up and down, while drawing the bow to and fro with the right arm—two entirely different movements.

Singers and instruments have to be able to get every note perfectly in tune. Pianists are spared this particular anxiety, for the notes are already there, waiting for them, and it is the piano tuner’s responsibility to tune the instrument for them. But they have their own difficulties; the hammers that hit the string have to be coaxed not to sound like percussion, and each overlapping tone has to sound clear.

This problem of getting clear texture is one that confronts student conductors: they have to learn to know every note of the music and how it should sound, and they have to aim at controlling these sound with fanatical but selfless authority.

Technique is of no use unless it is combined with musical knowledge and understanding. Great artists are those who ar

e so thoroughly at home in the language of music that they can enjoy performing works written in any century.

Unit2:Schooling and Education

It is commonly believed in United States that school is where people go to get an education. Nevertheless, it has been said that today children interrupt their education to go to school. The distinction between schooling and education implied by this remark is important.

Education is much more open-ended and all-inclusive than schooling. Education knows no bounds. It can take place anywhere, whether in the shower or in the job, whether in a kitchen or on a tractor. It includes both the formal learning that takes place in schools and the whole universe of informal learning. The agents of education can range from a revered grandparent to the people debating politics on the radio, from a child to a distinguished scientist. Whereas schooling has a certain predictability, education quite often produces surprises. A chance conversation with a stranger may lead a person to discover how little is known of other religions. People are engaged in education from infancy on. Education, then, is a very broad, inclusive term. It is a lifelong process, a process that starts long before the start of school, and one that should be an integral part of one’s entire life.

Schooling, on the other hand, is a specific, formalized process, whose general pattern varies little from one setting to the next. Throughout a country, children arrive at school at approximately the same time, take assigned seats, are taught by an adult, use similar textbooks, do homework, take exams, and so on. The slices of reality that are to be learned, whether they are the alphabet or an understanding of the working of government, have usually been limited by the boundaries of the subject being taught. For example, high school students know that there not likely to find out in their classes the truth about political problems in their communities or what the newest filmmakers are experimenting with. There are definite conditions surrounding the formalized process of schooling.

Unit3:The Defini tion of Price

Prices determine how resources are to be used. They are also the means by which products and services that are in limited supply are rationed among buyers. The price system of the United States is a complex network composed of the prices of all the products bought and sold in the economy as well as those of a myriad of services, including labor, professional, transportation, and public-utility services. The interrelationships of all these prices make up the ―system‖ of prices. The price of any particular product or service is linked to a broad, complicated system of prices in which everything seems to depend more or less upon everything else.

If one were to ask a group of randomly selected individuals to define ―price‖, many would reply that price is an amount of money paid by the buyer to the seller of a product or service or, in other words that price is the money values of a product or service as agreed upon in a market transaction. This definition is, of course, valid as far as it goes. For a complete understanding of a price in any particular transaction, much more than the amount of money involved must be known. Both the buyer and the seller should be familiar with not only the money amount, but with the amount and quality of the product or service to be exchanged, the time and place at which the exchange will take place and payment will be made, the form of money to be used, the credit terms and discounts that apply to the transaction, guarantees on the product or service, delivery terms, return privileges, and other factors. In other words, both buyer and seller should be fully aware of all the factors that comprise the total ―package‖ being exchanged for the asked-for amount of money in order that they may evaluate a given price.

Unit4:Electricity

The modern age is an age of electricity. People are so used to electric lights, radio, televisions, and telephones that it is hard to imagine what life would be like without them. When there is a power failure, people grope about in flickering candlelight, cars hesitate in the streets because there are no traffic lights to guide them, and food spoils in silent refrigerators.

Yet, people began to understand how electricity works only a little more than two centuries ago. Nature has apparently been experimenting in this field for million of years. Scientists are discovering more and more that the living world may hold many interesting secrets of electricity that could benefit humanity.

All living cell send out tiny pulses of electricity. As the heart beats, it sends out pulses of record; they form an electrocardiogram, which a doctor can study to determine how well the heart is working. The brain, too, sends out brain waves of electricity, which can be recorded in an electroencephalogram. The electric currents generated by most living cells are extremely small – often so small that sensitive instruments are needed to record them. But in some animals, certain muscle cells have become so specialized as electrical generators that they do not work as muscle cells at all. When large numbers of these cell are linked together, the effects can be astonishing.

The electric eel is an amazing storage battery. It can seed a jolt of as much as eight hundred volts of electricity through the water in which it live. ( An electric house current is only one hundred twenty volts.) As many as four-fifths of all the cells in the electric eel’s body are specialized for generating electricity, and the strength of the shock it can deliver corresponds roughly to length of its body.

Unit5:The Beginning of Drama

There are many theories about the beginning of drama in ancient Greece. The on most widely accepted today is based on the assumption that drama evolved from ritual. The argument for this view goes as follows. In the beginning, human beings viewed the natural forces of the world-even the seasonal changes-as unpredictable, and they sought through various means to control these unknown and feared powers. Those measures which appeared to bring the desired results were then retained and repeated until they hardened into fixed rituals. Eventually stories arose which explained or veiled the mysteries of the rites. As time passed some rituals were abandoned, but the stories, later called myths, persisted and provided material for art and drama.

Those who believe that drama evolved out of ritual also argue that those rites contained the seed of theater because music, dance, masks, and costumes were almost always used, Furthermore, a suitable site had to be provided for performances and when the entire community did not participate, a clear division was usually made between the "acting area" and the "auditorium." In addition, there were performers, and, since considerable importance was attached to avoiding mistakes in the enactment of rites, religious leaders usually assumed that task. Wearing masks and costumes, they often impersonated other people, animals, or supernatural beings, and mimed the desired effect-success in hunt or battle, the coming rain, the revival of the Sun-as an actor might. Eventually such dramatic representations were separated from religious activities.

Another theory traces the theater's origin from the human interest in storytelling. According to this vies tales (about the hunt, war, or other feats) are gradually elaborated, at first through the use of impersonation, action, and dialogue by a narrator and then through the assumption of each of the roles by a different person. A closely related theory traces theater to those dances that are primarily rhythmical and gymnastic or that are imitations of animal movements and sounds.

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