英語思想方面的作文怎麼寫

『壹』 怎樣學英語 800字作文

如果你要英語的
How do want to Learn English？

Some people think that if we want to learn English well we must learn English grammar well first of all. Others believe we can『t learn English well unless we keep in mind as many English words and phrases as possible.

In my opinion， grammar rules， new words and phrases are very important， but they are not enough. Fox example， some of my classmates are quite good at grammar and have learned by heart a lot of English words and phrases， yet they can『t express themselves in English when they meet foreign friends.

The best way to learn English well， I think， is to learn and use English all the time. Don『t be afraid of being laughed at. We『d better do a lot of listening， speaking， reading and writing. If you can form the habit of thinking and writing in English all day， you are sure to grasp the spirit of English and will be able to read works in English within a short period of time.

Only in this way that I suggest， can we learn English well. So I think this is the best way.
如果你要中文的

英語作文寫作就是通過語言表達你自己的思想。這裡面有兩個要素：語言和思想。對於一個成功的英語作文寫作行為來說，這兩點缺一不可。在運用母語寫作時，我們基本上不用花很多時間和精力去考慮語言，因而我們的重點是放在內容上。但是在英語作文寫作時，語言和內容就都需要注意。如果處理不好這兩者之間的關系，我們可能就永遠也學不好英語作文。
一般說來，英語作文寫作有三個步驟，雖然英語作文寫作三個步驟是不能截然分開的。
第一， 學習英語的基本的詞彙和語法。此時的學習者對英語的基本用法還未掌握，因此尚處於學習語言的基礎階段。這時英語作文寫作訓練一般沒有，即使有也只是為練習詞彙和語法服務。這種練習一般說來內容都非常簡單，強調的是學習者所使用的詞彙和語法必須正確。
第二， 語言和內容並舉。此時的學習者已經掌握了英語的一些基本的詞彙和語法，可以用英語表達自己的簡單的思想。這時的英語作文練習可以達到兩個目的：（1）繼續增強對語言的掌握；（2）用英語表達一定的思想。在具體的英語作文學習實踐中，這兩者實際上是不可分的。有許多初三的學生開始用英語記日記，其實他們就正處於英語作文寫作這一階段。
第三， 主要強調內容。當學習者對英語的詞彙和語法有了一定的掌握，可以用它來表達相對復雜的思想時，就基本進入了第三階段。此時的語言已經不是最大的障礙，如何寫出好的英語作文成了頭等大事。這一階段的學習者所注重的是如何選材、如何組織文章之類的問題。有人說只有這第三階段的英語作文才是真正的寫作。這一說法可能失之偏頗，但成功的英語作文是必須達到這第三階段的。
如果你發覺寫出完整的句子尚有困難，這說明你還處於英語作文寫作第一階段。此時你不要急於寫出長篇大論，即使你有些想法可能非常深刻。這時你應該做的是注意語言的積累，留意常用詞和句型的用法。另外，適當做一些翻譯練習也可以幫助你提高運用語言的能力，從而為提高寫作能力做好准備。除此之外，多做一些閱讀，培養對語言的感覺也能為提高寫作能力做一些准備。
因此，第二階段英語作文寫作可以從下面三方便入手：積累語言素材、多做翻譯練習、多做閱讀練習。隨著你的語言能力的提高，你會逐步進入第二階段，到那時你就不愁寫不出句子了。
如何寫好英語作文
英語作文寫作就是通過語言表達你自己的思想。這裡面有兩個要素：語言和思想。對於一個成功的英語作文寫作行為來說，這兩點缺一不可。在運用母語寫作時，我們基本上不用花很多時間和精力去考慮語言，因而我們的重點是放在內容上。但是在英語作文寫作時，語言和內容就都需要注意。如果處理不好這兩者之間的關系，我們可能就永遠也學不好英語作文。

『貳』 寫一篇關於生活方面思想方面學習方面感受方面和願望的英語作文80字

Dear classmates,
It is very important for us to have a good habit. As a student, it is a good habit to listen to the teacher carefully in class. And we had better take notes when necessary. It is also a good habit to finish the schoolwork on time and help each other with our studies.
It』s necessary for us to do sports for about an hour every day. Then we should
do something to relax after we finish the homework at home. Before sleeping, we can read some books we like so that we can learn more about the world.
A good habit will really help us in our study and daily life.

『叄』 英語的作文到底應該怎麼寫的深入啊

對於英語四級而言，其實也比較簡單，多背一些常用的句子，特別是歷年四級真題上的作文，考前背書五篇，其實英語四級的作文突擊是很有用的。英語四級你可以買星火版的，那上面講解都比較詳細，沒必要做太多的題，關鍵是做會。另外在寫作文時，也可以參考一下閱讀中的好句子，前提是與話題相關。盡量避免不會寫的單詞和復雜句，那樣寫不好的話會弄巧成拙。自己試試啊，希望可以幫助你啊！Good Luck !

『肆』 寫一篇從思想俢一養,學習生活,體育為上等方面闡述自己的觀點 英語作文 初二

Taking exercise is good for our health.All work and no play makes Jack a ll boy.By taking exercise,we can relax our body and mind.At the same time,we can harden our muscle and have a good figure.If we don't take exercise for a long time,we may easily fall sick.
I enjoy several outdoor sports.Swimming in the sea is my favorite.Because there are too many people in a swimming pool and the water is always dirty,I prefer to swim in the sea.

『伍』 關於讓思想波動方面的英語作文

The Cessation Of The Fluctuation Of The Mind

Yoga means something different to everyone, but sometimes when I start to forget why I practice I come back to something I』ve heard many teachers say: the ultimate definition of yoga is the cessation of the fluctuation of the mind.

A person can be consumed by their thoughts when they aren』t aware. And most of us aren』t. We live in our thoughts. We become addicted to our constant thinking. Have you ever tried not to think? It just makes you think more. It』s virtually impossible.
It seems almost unreal that something as simple as moving through a series of postures and breathing could help quiet the mind. Yoga, or 「union,」 is the act of bridging the mind and the body through the breath to ultimately find relaxation. How many times throughout the day do you hold your breath? Purse your lips, furrow your eyebrows, clench your jaw? You probably aren』t even aware you』re doing it, because it』s a habit, orsamskara (in Sanskrit, an ingrained behavior, which when repeated strengthens the tendency we have for that behavior). Thoughts are often controled by our egos and based in fear, anxiety and insecurity. We repeat these thoughts ceaselessly in our minds, trying to find answers and satisfy that part of us that is constantly saying 「keep trying, that wasn』t good enough.」 Stress affects us both mentally and physically, and if we can』t let go of the thoughts that cause stress, it takes a toll on our health. Through the practice of yoga we begin to increase awareness of these thoughts by drawing our attention outside of the egoic aspect of the mind and onto something as simplistic as the act of breathing.
Recently in a masterclass in Southern California, Power Yoga founder Bryan Kest said 「Yoga is simple, but not easy,」 or something to that effect. I think he』s right. In my opinion there are three steps to calming the mind:
1. Become aware of this moment
2. Let go of thoughts of the past and future
3. Breathe
Repeat as many times as necessary throughout the day. Then go to a yoga class and really listen to what the teacher is saying. How many times have you found yourself arriving somewhere and not remembering how you got there? It』s the end of your work day, but you only vaguely remember what you accomplished. You pull into your driveway, but you can』t recall the drive home. Someone has just told you about their day or given you directions, but you have no clue what they just said, because you were too busy thinking of what you were going to do next, or what happened to you earlier. Think of how much time you would save and how much more proctive you』d be if you just focused on what was happening right now. You』d also spend less time worrying, and more time living your life. Ultimately the real yoga happens outside of yoga class, off our mats, in everyday life. If you can stay calm, present, and breathe, you can begin to 「practice」 yoga in every moment of your life—and that』s definitely a reason why you should keep coming to class.

『陸』 英語作文 表達自己思想的重要性 120詞左右

沉默並不總是金(Silence Is Not Always Gold)
"Silence is gold" is a popular saying in which many people have belief that these people speaking too much is not a merit.
「沉默是金」是一個流行的說法，許多人都相信話太多的人不是一個優點。
However, if you always keep silent, you will probably miss many golden opportunities instead of obtaining the gold of silence. Last week I read an article written by an office lady. The company where she worked had two kinds of offices: cubicle office and window office. As a new employee she worked in a cubicle office together with twenty colleagues. Two years later she still worked there but some colleagues who came later than her had moved into the window office. She felt confused. One day one colleague told her that window office wasn't obtained without request. But believing that she certainly gained one if she did a good job the woman had never asked for it.
但是，如果你總是保持沉默，你可能會錯過許多黃金機遇而不是獲得沉默的黃金。上周，我讀了一本一個辦公室女士寫的文章。在她工作的公司有兩種辦公室：隔間辦公室和窗戶辦公室。由於是新員工，她曾經在一個隔間和二十個同事一起工作。兩年後她還是在那裡工作但是有些比她後來的同事都搬到了窗戶辦公室。她感到很困惑。有一天一位同事告訴她窗戶辦公室是要申請的。但是，相信如果她工作很出色，不用要求都肯定能得到窗戶辦公室。
From the woman's experience we not always told, we know that in the modern society one needs to speak his mind and speak for his own interests.
從那個我們不經常被告知的女人的經驗中，我們知道在現代社會中人要把他自己的想法和他感興趣的事物要說出來。

『柒』 以"我是一個怎麼樣的思想家"為題寫一篇英語作文

噢 順便一提 目前我在學的ABC天卞口語的助教和我提到，就是想將英語學好是很容易的..堅持要有一個好的研習環境以及實習口語對象，外教水平很重要，發音純正非常重要，不間斷每日口語溝通 1對1家教式教學才能夠有.好.的進步效率。完成課堂後還要回放復習課程錄音音頻，好鞏固知識點~如果真的沒人幫忙的環境 那麼就上 VOA或大耳朵拿到課後材料研習 多用耳聽、眼觀、嘴動、腦想，不知不覺的語境就加強起來，學習成效是必定最佳的..Almost everyone has s own mother. It's lucky for me because I have a cute Mom.My mother has long black hair, a big nose, nice skin, and she's forty years old ts year. The most important tng is that she is good-looking. Mom is busy from morning till night. She gets up early and takes my brother to school everyday. My father owns a big factory. Mom drives a car all day long and delivers goods. She sometimes works until six or nine o'clock at night. After work, she has to do all the housework. Mom works so hard to make money so we kids can go to a nice university or college. Although ts year's Mother's Day is over, I'd still like to "I love you" to my mom.

『捌』 關於思想教育方面的英文文章(急)

找了兩篇文章.供你參考.

1.Morality in Ecation

More than ever, opportunities should be afforded to families that wish to bring their children up with a moral ecation in accordance with their beliefs. A system of choice allows parents to choose schools that inject moral or religious themes into their children』s ecation.

Further Reading:

「Faith Part of the Problem or Part of the Solution?」
by Marvin Olasky
「Can Public Schools Teach Character?」
by Dr. Perry Glanzer
「Leading Children Beyond Good & Evil」
by Dr. James Davison Hunter
An Ecation for a Good Life
by Clark Durant

FEATURED ARTICLE:
「The Myth of a Value-Free Ecation」
by Dr. Ronald Nash

Americans love myths. By "myth," I do not mean the old-fashioned myths that my generation read in grade school. Many Americans would find reading at that fifth-grade level too difficult these days. What I mean by "myth" is what older generations used to call a fiction.

One of the more influential myths presently affecting the American family is the myth of a value-free ecation. A value-free ecation is described as one in which students are supposed to be free from any coerced exposure to the values of anyone.

One way the defenders of value-free ecation frame their argument is this: they argue that because America ceased to be a homogeneous society a long time ago, the watchword today must be pluralism. In the new setting of today, they insist, we can no longer stress the values and beliefs of some, while ignoring the values of all. And so, they say, we』ll avoid all the problems inherent in this situation by simply agreeing to ignore all values. This specious argument deceives Americans into thinking this is the only way to achieve fairness in our schools.

College students today are surrounded by an allegedly academic setting in which the things they find most obvious are confusion, conflicting claims and the absence of any fixed points of reference. America』s colleges have become centers of intellectual disorder. As David Gress explains, "Instead of being havens of independent thought, universities have become channels of indoctrination…confirming the prejudices of those who control the agenda of public discourse." Ralph Bennett is surely right when he warns that "behind its ivy-colored camouflage, American higher ecation is a fraud—untrue to its students, untrue to itself."

The inadequacies of contemporary ecation are not exclusively matters of the mind. Traditional religious and moral values are under assault at every level of public and higher ecation. Our ecational system is engaged in a systematic undermining of these values.

Our ecational crisis is to some extent a closing of the American mind, as Allan Bloom examined in his best selling book of that title. But it is also something more profound, a closing of the American heart. No real progress towards improving American ecation can occur until all of us realize that an ecation that ignores moral and religious beliefs cannot qualify as a quality ecation. Recently, no less a person than Mikhail Gorbachev admitted that the major reason his nation is in such trouble is because his people are ignorant of moral and spiritual values.

The development of the intellect and of moral character are intimately related. Just as there is an order in nature (the laws of science), in reason (the laws of logic), and in the realm of numbers, so too is there a moral order. One thing we need to do is recover the belief that there is a transcendent, unchanging moral order, and restore it once more to a central place in the ecational process.

Throughout history, important thinkers have contended that there is a higher order of permanent things (like moral norms), that human happiness is dependent on living our lives in accordance with this transcendent order, and that peace and order within human society require respect for this order. The most important task of ecation is to continually remind students of the existence and importance of this transcendent order as well as of its content.

If teachers are doing their job properly, they serve as an essential link in the chain of civilization. Without this link, the chain cannot hold. Teachers are the conservers of culture; they are also its transmitters. At least, that』s the role that teachers used to play.

Modern ecation in America has largely separated virtue and knowledge. The Sophists of our age have severed the link between reason and virtue, between the mind and the heart; there is objective truth out there, which it is our ty to pursue and discover. But there is also an objective moral order out there, as well as in here. An adequate ecation dare not ignore either the mind or the heart. Just as we dare not divorce ecation from matters of the heart, so too we must not separate ecation from religion. Like any important human activity, ecation has an inescapable religious component.

Religious faith is not just one isolated compartment of a person』s life—a compartment that we can take or leave as we wish. Religious faith is rather a dimension of life that colors, affects and influences everything we do and believe. Human beings are incurably religious, as John Calvin once said. Paul Tillich was right when he defined religion as a matter of "ultimate concern." Every person has something that concerns him ultimately and whatever that may be, the ultimate concern will have an enormous influence on everything else the person does or believes.

Since every human being has something about which he is ultimately concerned, it follows that every human being has a God. No human being can possibly be neutral when it comes to religion. When an indivial encounters people who claim that ecation should be free of any religious content, he should recognize that this is not a religiously neutral claim. Rather it is an assertion that reflects the religious commitments of the person making it. There is a sense in which ecation is an activity that is religious at its roots. Any effort to remove religion from ecation is merely the substitution of one set of ultimate religious commitments for another.

It is absurd then to think that a choice between the sacred and secular in ecation is possible. Whatever the state and the courts do regarding ecation will only establish one person』s set of ultimate (religious) concerns at the expense of someone else』s.

Nothing will remedy the problems of American ecation more quickly and more effectively than the introction of greater freedom and choice in ecation. We should seek a permanent end to the situation that allows the state to determine where children must attend school, if that child is to receive a free public ecation. American families should have complete freedom to send their children to any school they wish, without the added financial burden of paying private school tuition. One way to realize this objective is through ecational vouchers. Following the institution of a voucher system, public monies for ecation would not pass directly to schools. Rather, that money would be given first to the families of school-age children in the form of vouchers. Parents would then use those vouchers to pay for their children』s ecation at a school of their own choosing.

Perhaps the major reason why public schools are so bad is because they have no competition; they are immune to market-discipline. Consequently, public schools have no incentive to offer a better proct at a lower cost. A pro-choice movement in ecation would give public schools serious competition for the first time in more than a century. (Notice the implication here: many Americans are unaware of the fact that for generations, America』s public schools did not enjoy a monopoly with regard to public financial support.)

It is not enough that we simply increase choice among public schools. The governmental monopoly over publicly funded ecation is a large part of our problem. It is imperative that ecational choice be expanded to include the option of attending without financial penalty, without the burden of double taxation, any school that any family wishes, including church-operated private schools. The best and quickest way to improve the quality of ecation is to allow families to choose their school and let the competition of the market determine which schools prosper and which schools die. In the process, families will be able to select schools, not only on the basis of academic quality, but also with a view to the moral and spiritual values fostered by the school.

Dr. Ronald Nash is Professor of Theology and Philosophy at Reformed Theological Seminary

http://www.acton.org/ppolicy/ecation/morality/index.html

2Academic Exchange Quarterly Spring 2004 Volume 8, Issue 1

Moral Values for Public Ecation

Daniel C. Elliott, Ed.D. Azusa Pacific University

ABSTRACT

The continuing degeneration of personal virtue among the world's societies seems to be emerging as the single-most urgent issue of our time. Until recent years, public schools had long since deferred from their original roles in morality and character ecation, though many outside of the school systems continued political pressure to move schools either toward or away from a values-oriented curriculum. This author analyses this history and poses questions and ideas about the appropriate teaching of the difference between right and wrong in American schools.

The continuing degeneration of personal virtue among the world's societies seems to be emerging as the single-most urgent issue of our time. The 1970』s brought a revisitation of 『values」 but under a personalistic approach called 「Values Clarification.」 Values were to be presented in a neutral way to students who were to clarify and select their choices. There were no incorrect choices, except those for which the indivial failed to formulate a supporting rationale. The 1980』s and 90』s saw a rapidly intensifying pluralistic view of American society. When the question of values came up, people asked, 「Whose values should we teach?」 Many in North American society believe in a core set of virtues found most commonly in a Christian worldview or a Judeo-Christian philosophy, even many who would not characterize themselves as particularly 「religious.」 Yet the personalistic approach to identification of 「virtue「 failed to bring about a more moral society but has, instead, resulted in moral decline. Public schools had long since deferred from their original roles in morality and character ecation and even many churches or religious organizations were not picking up the slack (Meade, 1990

A Major Study on the Morals and Ethics of Children

In March 1990, Robert Coles, a child psychiatrist and Harvard professor, one who called himself 「a member of the liberal intellectual left」, was quoted as wistfully recalling 「the good old days when religion was taught in the schools」 (Meade, 1990). Coles sensed a void--something missing from American homes and schools-- missing for years. Coles directed a major research project. The missing element was, they concluded, a strong, unarguable notion of right and wrong, good and bad.

Coles』 findings revealed a nation of children who have a complicated belief system that usually runs counter to traditional values. 「There was an unmistakable erosion of children』s faith in, and support for, traditional sources of authority.」 More than parents, teachers or authoritative officials, children turned to peers for guidance on matters of right and wrong. Coles described conversations with many kids whose consciences he said were 「not all that muscular.」 (Meade, 1990)

The New Character Ecation

A new ground swell is observed forming in the 1990』s seeking to restore ethics, morality, and virtue to a central focus in public schooling. More than 30 ecational leaders from state school boards, teachers' unions, universities, ethics centers, youth organizations, and religious groups met in 1992 at the Josephson Institute of Ethics. They formulated eight principles for character ecation— The Aspen Declaration on Character Ecation. (Lickona, 1993). In March of 1993, a national coalition for character development formed with representatives from business, government, and ecation, as well as churches. They began to formulate an agenda for reinstituting morality in public school curriculum and instruction. (Haynes 1994)

Four Reasons for Character Ecation

Young people increasingly hurt themselves and others because they lack awareness of moral values. Effective character ecation improves student behavior, makes schools more civil communities, and leads to improved academic performance. Many students come to school with little moral teaching from their parents, communities or religious institutions. We know today that the inclusion of character development emphases within the curriculum of our schools will do the following.

1. Add Meaning to Ecation

Moral questions are among the great questions facing the indivial person and the human race. There is no such thing as a value-free ecation. Schools teach values every day by design or default.

2. Sustain and Strengthen our Culture

Transmitting moral values to the next generation has always been one of the more important functions of a civilization. Democracies have a special need for moral ecation, because democracy is government of and by the people themselves.

3. Model Civility

There is broad based and growing support for character ecation in the schools. Common ground exists on core moral values although there may be significant disagreement on the applicationof some of these values to certain controversial issues (Nyland and MacDonald, 1997). The Boyer Institute has been actively promoting research that reveals North American core values (or 「common virtu,」 also referred to as 「common decency.」 Honesty, responsibility, self-discipline, giving, compassion, perseverance, and loving are virtue terms most often cited. However, in application, 「honesty」 can be applied differently according to other elements of the actor』s worldview or philosophy. Compassion and/or responsibility might look different among the sub-groups citing these terms.

4. Build True Character

Thus, a person of true character, according to experts, is trustworthy, treats all people with respect, acts responsibly, maintains self-control, is fair and just, is caring, pursues excellence, and is an all around desirable citizen.

A State Ecation Code Basis for Teaching Fundamental Moral Values

Though often humorously critiqued as a state that is less than 『virtuous』 in its social ethic, nevertheless, California, as a state, has raised the bar for public schools and virtue-based curriculum for several decades. Ever since the 1970s the California legislature has aggressively addressed the question of values and virtue in the curriculum, though this often went unnoticed or unheralded by the media or even the schools themselves. Currently, California Ed. Code 44806 tells us that it is the ty of teachers to 「impress upon the minds of pupils the principles of morality, truth, justice, patriotism, and a true comprehension of rights, ties, and dignity of American citizenship...」 The code further directs us to teach students to . . .

avoid idleness, profanity, and falsehood, and to instruct them in the manners and morals and the principles of a free government. Each teacher shall endeavor to impress upon the minds of the pupils the principles of morality, truth, justice, patriotism, a true comprehension of the rights, ties and dignity of American citizenship, including: kindness toward domestic pets and the humane treatment of living creatures.

In Moral and Civic Ecation and Teaching About Religion, the Board directs school personnel to teach students about: morality, including respect for differences and the significance of religion; truth; open discussion; justice; patriotism; self-esteem; integrity; empathy, including the 「golden rule」 (The Christian Bible, Matthew 7:12); exemplary conct; moral interaction and ethical reflection; and the capacity to recognize values, including respect for the family, property, reliability, and for law.

Morality
The California Board of Ecation says, 「School personnel must foster in students an understanding of the moral values that form the foundation of American society.」 California teachers must teach students that citizens in a free society respect the worth and dignity of others, as well as their freedom of conscience. Religion is to be presented and viewed as primary source for the presence of basic moral principals. While no indivial religious system may be prescribed, school faculty must help students recognize the sources of morality in history, law, and experience and must help students appreciate the significant contributions of religion, including the sacredness of human life and belief in freedom of worship. Morality is defined as 「responsibility for personal decisions and conct and the obligation to demonstrate concern about the well-being of others, along with showing respect for living creatures and the physical environment.」

Truth
California teachers are required to help students understand truth and the necessity for truth in a free and democratic society. Telling and expecting to be told the truth is an essential element among free and democratic peoples. Imagine a word study on the concept of truth, drawn from the Bible and other texts, obtaining definitions of truth

Justice
Justice is defined as 「fairness in dealing with others, and is considered a hallmark of American society.」 The California Board of Ecation said that 「one owes to oneself and to others the obligation to engage in a constant effort to see that justice is attained.」

Patriotism
Jesus, quoted in Matthew 22:21, (The Christian Bible) instructs people to give to the government that which it was e (give to Caesar that which is Caesar's...) and to reflect similar obedience in relationship to God. Loyalty to one』s government is taught throughout Judeo Christian thought and scriptures, being only excepted by loyalty to God. In the case of our nation, we pledge to it as 「one nation under God」. Such a concept bears full discussion in our classrooms, though such discussions must be sensitive and appropriate for the age and maturation levels of the students involved.

Self-esteem
The California Board of Ecation says that 「Self-esteem and esteem for others are based on the intrinsic worth and dignity of indivials, not on academic ability or physical prowess. Jesus said that we must love others as we love ourselves (Matthew 19:19 ff), that normal human beings do esteem themselves, love themselves, provide for their own basic needs by nature. It is with God』s permission that we do so. This discussion is authorized in California classrooms.

Integrity
The California Board of Ecation tells us 「School personnel should encourage students to live and speak with integrity; that is, to be trustworthy. To foster integrity is to help build character, to assist students to be honest with themselves, to promote a wholeness unimpaired by self-deceit, and to encourage the development of reliability in relations with others.」 In view of recent questions about the integrity among business and government leaders, may would suggest that there is a curriculum related rationale for teachers

『玖』 關於為什麼我們要活用我們的思想的英語作文

The 正確的對待學習壓力 Graallyintothehighthreelife,studypressureusmoreandmorebig,.逐漸步入高三生活，我們的學習壓力越來越大，每個人都在盡最大的努力提高自己的分數。Somepeoplestayuplate, 有的人甚至熬夜，以消耗身體為代價抓緊時間學習Weallknowthisiswrong,我們都知道這樣是不對的。源語言可能是:中文我們都知道這樣是不對的， 源語言可能是:中文 我們都知道這樣是不對的， ,， Firstofall,tolearnconfidence.,isthesecretofhappiness.Buttheconfidence,,。 Findthecorrectstudymethod。Lawoflearning。 Thisway,wecankeepagoodstateofmind.要接納，拜託了，盡力了 Thisway,wecankeepagoodstateofmind.

『拾』 求幫忙寫一篇英語作文，中國古代思想的

In recent years,there are more and more Confucius Institutes being built all around the world,which shows that our Chinese culture become much more popular than ever. As oneof the four ancient civilizations, China has long history and creates manysplendid cultures. The ancient culture once had great influence on the world,such as Japan, South Korea and other Asian and European countries.

近年，世界各地建立了越來越多的孔子學院，這表明我們的中國文化比過去更受歡迎了。作為四大文明古國之一，中國有著悠久的歷史並且創造了許多輝煌的文化。古代文化曾經對世界產生了巨大影響，比如日本，韓國以及其他歐亞國家。

From the respectof school, Confucianism, Mohism, Taoism, and Legalism are the main schoolscreated in ancient China, and they also have great influence on the ModernChina and the world, especially the Confucianism. They deeply root intraditional Chinese culture and people』s daily lives.

就學校方面來看，儒家、墨家、道家以及法家是中國古代開創的主要流派。它們也對現代中國和世界產生了巨大影響，尤其是儒家思想。它們深深的根植於傳統的中國文化和人們的日常生活中。

Specially, kungfu, traditional Chinese painting, poem, opera, cooking, clothing, architecture andmany other kinds of cultural forms make up the splendid Chinese culture. The kindslisted above are the typical ones which connect to each other at the same time.For example, painting, clothing and architecture has many things in common. Andeach kind of cultural form contains numerous intentions.

特別地，功夫、傳統的中國繪畫、詩歌、戲劇、烹飪、服飾、建築以及很多其他種類的文化形式組成了輝煌的中國文化。以上列舉的種類都是典型的，同時也是相互聯系的。例如，繪畫、服飾和建築有很多的共同之處。每一種文化形式都包涵了大量的意向。

In short, Chinese cultureare the accumulation of Chinese history, which makes Chinese culture colorfuland prosperous. If one wants to know or study Chinese culture deeply, he or shemust spend much time in it, otherwise he or she can only get the tip of an iceberg.

簡而言之，中國文化是中國歷史的累積，歷史使得中國文化豐富多彩和繁榮。如果一個人想要深入了解或者學習中國文化，他必須花大量的時間在上面，否則只能得到冰山一角。