6年級(jí)上冊(cè)英語(yǔ)作文題
每一篇英語(yǔ)作文都有與之相對(duì)應(yīng)的題目，你想知道六年級(jí)的英語(yǔ)作文有哪些題目和范文嗎?下面是第一范文網(wǎng)小編給大家精心挑選的6年級(jí)上冊(cè)英語(yǔ)作文題，希望大家喜歡!供你參考和閱讀!
6年級(jí)上冊(cè)英語(yǔ)作文篇1
The Good Book
I go to bookstore today, I want to find some interesting books to read. After walking around for a while, I stop in the travel books zone. I open the books, there are so many beautiful pictures. I am attracted deeply. I buy two books about introducing Egypt and India. I am so curious about their culture. Some day I must go there and have a look.
我今天去逛書(shū)店,想找一些有趣的書(shū)籍來(lái)讀。在走了一圈后，我旅游書(shū)籍區(qū)停了下來(lái)。我打開(kāi)書(shū)本,里面有很多美麗的圖片。我深深地被吸引了。我買(mǎi)了兩本書(shū)關(guān)于介紹埃及和印度的書(shū)。我很好奇他們的文化。有一天我一定要去那里看看。
6年級(jí)上冊(cè)英語(yǔ)作文篇2
"Wisdom is knowledge and good judgment based on experience; being wise. 2. wise conduct; wise words. 3. scholarly knowledge."
It seems to me that the dictionary's authors have relied upon an extraverted measure of wisdom based upon what can be known about another's thoughts and actions. However, a person's wisdom need not always to be seen for it to be present in significant measure. How, then, can one approach such an extremely complicated and ephemeral state such as wisdom?
One approach bases itself upon the fact that any concept which has a significant unknown aspect can be approached through antinomies -- the presentation of two sides which appear to be opposition with each other. When one defines the phenomenon of wisdom solely by measurable, earthly standards only one pole is used -- the material pole and the other dimension -- the spirtual pole, or what we might call the "its unknown dimension" that is present in any wise action whether it be in word or deed -- is ignored. While a one-sided definition may work in some situation, in others it distorts the reality of the situation. It is this "unknown dimension" of wisdom, what we might also call its introverted side, that I wish to emphasize now.
I might say without much risk of over-stating my case that the missing dimension in Western life is the acceptance that balanced wisdom, the term I am using to express wisdom that includes the above two poles, requires a transaction with wisdom's opposites, that is, its antinomian nature. I have presented five antinomies of wisdom for you to consider:
Earthly (material / instinctual / lumen naturae) and Spiritual (its unknown aspects / archetypal / lumen dei)
Individual and Collective
Knowledge and Relationship
Wisdom and Foolishness
Good and Evil
Traditional Judeo-Christian religion speaks much about wisdom, the chief text being embodied in the book of Proverbs, which I conside to be the "primer" on helping one understand wisdom's unknown pole. One cannot go very far in their understanding or growth in wisdom if they completely disregard a statements in Proverbs like: "the fear of the Lord is the beginning of wisdom" (Prov. 1:6). Whether one is religious or not, an understanding of and a non-denigrating attitude -- toward wisdom's unknown pole demands an serious exploration of a relationship with the imago dei, for how else can one fully grasp that in the Scriptures, wisdom is personified or embodied. Through personification we can relationally embrace wisdom rather than it being solely an abstract knowledge or be left as only a "definable goal." It is my opinion that wisdom can be embraced and loved only when it is personified. One might call this "the engaging wisdom's heat" to distinguish it from the cooler aspects of embracing wisdom only as concept.
The quest for balanced wisdom is an elusive thing, much like going toward a destination to which one never arrives. Instead of this making one impatient, I encourage you to consider that all noble things are difficult, costly, and time-consuming. Furthermore, unlike the usual trips we take in life, wisdom's path often diverts us from our conscious intention; we find ourselves in unknown and disorienting places. These two aspects of the pursuit of wisdom are perceived intuitively as the tension between knowing that the path leads to greater connectedness and increase yet at the same time deconstruction and lack of definiteness. Without this uncomfortableness, inherent in its pursuit, wisdom cannot be manifested, remaining dead, or perhaps inert.
The pursuit of wisdom is, in part, a battle of the heart in which the pursuit of pleasure and lessening of discomfort, pain, or obligation continually pull us away from engaging its unknown pole. The Scripture, "out of the heart flows the issues of life," just touches the depths of such a confrontation. Concretely, the "issue of life" is blood without which there can be no further life or only a life that is stagnant. I encourage you to make the pursuit of wisdom as precious to you as your own blood and the blood of others.
6年級(jí)上冊(cè)英語(yǔ)作文篇3
Whether students of Grade Nine should take after-school activity or not cause the attention of many teachers students and parents' attention. They say colorful after-school activities can help the students reduce their study pressure. And at the same time it can make them be strong and heathy. Some people don't agree because they think it's a waste of time to take part in it and students may get tired easily which will influent their study.
In my opinion I think it's good for the students to take part in after-school activity because it is not only good for their health but also can help them be refresh so that they can study well.
九年級(jí)的學(xué)生是否應(yīng)該把課外活動(dòng)或不會(huì)導(dǎo)致許多老師的注意學(xué)生和家長(zhǎng)的注意。他們認(rèn)為豐富多彩的課外活動(dòng)可以幫助學(xué)生減少學(xué)習(xí)壓力。同時(shí)它可以使他們堅(jiān)強(qiáng)和健康。有些人不同意因?yàn)樗麄冋J(rèn)為這是浪費(fèi)時(shí)間參加學(xué)生可能容易疲勞會(huì)影響他們的學(xué)習(xí)。
在我看來(lái)我認(rèn)為這是有利于學(xué)生參加課外活動(dòng)因?yàn)樗遣粌H對(duì)他們的健康有益還能幫助他們被刷新這樣他們可以好好學(xué)習(xí)。