语块在大学英语写作中的应用

㈠ 大学英语写作范文

The Most Important Day in My Life
Have you ever been at sea in a dense fog when it seemed as if a tangible white darkness shut you in, and the great ship, tense and anxious, groped her way toward the shore? I was like that ship before my ecation began, only I had no way of knowing how near the harbor was.

The most important day I remember in all my life is the one on which my teacher, Anne Mansfield Sullivan, came to me. I am filled with wonder when I consider the immeasurable contrast between the two lives which it connects. It was the third of March, 1887, three months before I was seven years old.

On the afternoon of that exciting day, I guessed vaguely from my mother’s signs and from the hurrying to and fro in the house that something unusual was about to happen, so I went to the door and waited on the steps.

I felt approaching footsteps. I thought it was my mother and stretched out my hand. Someone took it, and then I was caught up and held close in the arms of the person who had come to reveal all things to me, and, more important than that, to love me.

The morning after my teacher came she led me into her room and gave me a doll. When I had played with it a little while, Miss Sullivan slowly spelled into my hand the word “d-o-l-l”. I was at once interested in this finger play and tried to imitate it. When I finally succeeded in making the letters correctly I was filled with childish pleasure and pride. Running downstairs to my mother I held up my hand and made the letters for doll. I did not know that I was spelling a word or even that words existed; I simply made my fingers go in monkey-like imitation. In the days that followed I learned to spell in this uncomprehending way many words, among them, “pin”, “hat”, “cup”, and a few verbs like “sit”, “stand” and “walk”, but my teacher had been with me several weeks before I understood that everything has a name.

One day while I was playing with my new doll, Miss Sullivan gave me my old doll, too. She then spelled “d-o-l-l” and tried to make me understand that “d-o-l-l” applied to both. Earlier in the day, we had a struggle over the two words “m-u-g” is “mug” and “w-a-t-e-r” is “water” , but I persisted in mixing up the two. I became impatient and, seizing the new doll, I dashed it on the floor, breaking it into pieces. I was not sorry after my fit of temper. In the dark, still world, I had no strong sentiment for anything.

My teacher brought me my hat, and I knew we were going out into the warm sunshine. We walked down the path to the well-house. Someone was drawing water, and my teacher placed my hand under the spout. As the cool stream gushed over one hand, she spelled into the other word water, first slowly, then rapidly. I stood still; my whole attention was fixed upon the movements of her finger. Suddenly I seemed to remember something I had forgotten — a thrill of returning thought – and the mystery of language was revealed to me. I knew then that the “w-a-t-e-r” meant that wonderful cool something that was flowing over my hand. That living word awakened my soul and set it free.

I left the well-house eager to learn. Everything had a name and each name gave birth to a new thought. As we returned to the house, every object which I touched seemed to be full of life. That was because I saw everything with a strange, new sight that had come to me. On entering the door I remembered the doll I had broken. I felt my way to the fragments and tried in vain to put them together. Then my eyes were filled with tears, for I realized what I had done, and for the first time I felt sorry.

I learned a lot of new words that day. It would have been difficult to find a happier child than me when I lay in my small bed that night and thought of the joys that day had brought to me, and for the first time I longed for a new day to come.

㈡ 这两个句子错在哪里在大学英语写作的课程里。

前一个句子问题在后边的to finally become angry，可去掉to，改become为becoming

后一个句子问题在to be，可改为been

㈢ 大学英语作文写作技巧

大学英语写作其实是很有诀窍的，就看你愿不愿意记一些东西了，如专果你是参加大学英语四级考试属的话你，就建议你去买本王长喜或星火的作文书看，先看模板，如果愿意背范文就效果更好了，一天背一点，能填充内容模板，结合模板来背时很有效果的，如果你只是单纯的背模板效果是没那么好的。所以说还是要靠你自己的努力，如果不愿意背就看被人写的范文，多看多思考别人是如何遣词造句的，是如何构思写作的，是如何谋篇全局的。

㈣ 大学英语一 写作题答案是什么

1

UnitI

Writeapassageinabout120words,:

1)

whyIliketolearnEnglish

2)

whyIhatetolearnEnglish

㈤ 外语与外语教学的目录设置

语言学理论研究
一项从汉语视角出发的体验性的实证研究
体验性假说：来自《尔雅》中的语义范畴扩展的验证
图文隐喻意识在广告欣赏与策划中的作用
概念隐喻对汉语谚语意义的理据作用——一项关于汉语谚语思维意象的实证研究
中国大学生抱怨时的礼貌策略特点
词汇教与学理论研究
非英语专业本科生词汇学习策略调查与分析
英语专业学生词汇知识与词汇学习策略研究
一项基于中国大学英语教师词汇教学设计的调查
关于大学生英语词汇学习深度的研究
基于语块理论的一项词汇学习调查
概念隐喻法系统学习计算机及网络英语词汇
从一项调查看大学生对词汇教学方法的偏爱
教学法理论研究与实践
档案袋评价——一项在英语专业精读课教学中的实践研究
任务型教学与大学英语教学成效
项目型学习法——一种具有创新性的教学模式
任务型教学法为主、语法翻译法为辅——对大学英语教学的一点思考
“过程——结果教学法”在写作实践中的应用
建构主义学习理论在多媒体教学中的作用与影响
一份关于影响大学生参与英语课堂活动的因素的调查
通过学生反馈探讨大学英语入学分级考试改革的新思路
教师评改反馈在大学英语写作教学中的作用
电影英语教学的实践与反思
Thinking—notion Didactics in English Teaching
论大学英语教学中的文化导入
在“最近发展区”内设计英语课堂提问
试析《新编大学英语》带给教学工作的思考
交际技能理论研究与实践
从语言学角度也谈英语阅读技巧
英语阅读教学模式及其影响因素的调查与研究
中国大学生母语写作过程思维模式初探
预制语块理论与听力理解
写作与大学英语教学
从会话模式看外语应用能力的培养
浅谈语言的实用性在大学外语教学中的缺失
交际策略教学与大学生英语口语能力的培养
学生在英语写作中的主要问题及纠正方法的研究
意象图式与阅读教学
多媒体教学研究
外语网络教学要素分析及教学效率策略
基于语料库的数据驱动化学习在英语教学中的应用
网络及多媒体辅助语言教学在大学英语教学中的应用
二语习得理论研究
试论如何正视“中式英语”
适应学生学习风格的交际教学初探
自主性学习研究
自我效能观念与外语学习
影响大学生英语自主学习效率要素的调查研究

㈥ 大学英语实用写作的介绍

大学英语考试大纲》重点讲解大学英语考试作文写作的基本理论和技巧，并且较为详细地介绍了各种类型作文的命题形式、写作要领、段落布局、写作模式、参考范文和常用句型。