1. The power of smiles微笑的力量
2. The meaning of life人生的意义
3. Value every minute珍惜每一分(秒)
4.Never give up永不放弃
5.The greatest pain in life人生最大的悲痛
6.Shake it off and step up重整旗鼓向前进
7.Nothing to fear无所畏惧
8.Yesterday, today and tomorrow昨天,今天和明天
9 Love is understanding爱就是理解
10.Grandma's vase/grandpa's chair/mom's gloves/dad's bike
外婆的花瓶/爷爷的椅子/母亲的手套/父亲的自行车
提问者：RBilly - 助理 二级 :
选了十个题目.你可试写一两个.平时多下手写写感想.多思考些日常小事,
其实就是把你平时的一些想法,或是注意到一些现象,整理一下.加点个人想法,就会是一篇很好的文章了.只要是发自内心的声音都会是动听的.考试时你也会下笔如神了.懂吗?
祝好!
随便写点什么,可是一些感想,也可以是一小段描写,总之你能中文写的东西也要尝试着用英语写,这样时间久了就好了.
高中英语论文题目78个：
1构建高中英语高效课堂的几点做法
2多版本高中英语教材红色文化融入的比较研究
3学科核心素养导向的高中英语学习活动设计
4指向核心素养的高中英语整本书阅读教学实践
5中国文化融入高中英语教学现状调查——以赤城县第一中学为例
6核心素养视域下高中英语教学与信息技术深度融合
7高中与大学英语教学衔接存在的问题及对策分析
8论学习策略训练在高中英语阅读教学中的运用
9高中英语阅读学习需求分析研究
10多元智能理论在高中英语教学中的应用
11基于信息化视野下的高中英语教学模式探究
12高中英语写作教学以读促写教学模式初探
13深度学习理论指导下的高中英语课外阅读教学
14新理念下信息技术在高中英语教学中的应用策略简析
15高中英语教学中文化品格培养路径分析与实践研究
16浅谈以评促写在高中英语教学中的应用
17核心素养视域下的高中英语写作教学实践探究——以Unit 4 Astronomy:The Science of The Stars为例
18活动观视域下高中英语混合式教学实践研究
19中华文化素材在高中英语书面表达中的应用
20形成性评价在高中英语词汇教学中的应用
21“互联网+教育”背景下的高中英语阅读高效课堂构建
22【译】面子理论在高中英语课堂师生互动中的应用
The Application of Face Theory in High School English Classroom Teacher-Student InteractionSun YuJournal of Educational Research and Policies2022-03-01
23语篇分析视角下的高中英语语篇教学探讨
24核心素养下的高中英语阅读教学策略分析
25高中英语课堂提问的认知思维导向探讨
26信息技术构建高中英语高效课堂的探索
27浅析提升高中英语教师课程领导力的途径
28家校共育对高中英语学困生的积极作用
29核心素养下高中英语课外阅读现状调查探析
30高中英语读后续写教学策略探究
31信息技术支持的高中英语主题式学习活动设计
32基于英汉对比理论的高中英语翻译教学研究
33高中英语阅读教学中有效提问的策略
34人教社2019版高中英语教材中国文化融合研究
35高中英语词汇教学研究现状综述
36基于思维品质培养的高中英语阅读教学
37高中英语经典歌曲赏析的价值分析——以歌曲My Heart Will Go On为例
38中华优秀传统文化融入高中英语教学的模式创新研究
39“互联网+”视域下高中英语写作教学路径研究
40【译】高中英语词汇教学中英汉词块对比研究
A Study on Comparison of English and Chinese Lexical Chunks in Senior High School English Vocabulary TeachingYumei Li;Yuhui XuInternational Journal of Education and Management2021-12-25
41核心素养培养背景下高中英语整体阅读教学探究
42浅谈任务型教学法在高中英语阅读教学中的应用
43浅析高中英语学科核心素养在课堂教学中的融合
44【译】论高中英语教学中学生文化意识的培养
On the Cultivation of Students' Cultural Awareness in Senior High School English TeachingXia HuanjunAdult and Higher Education2021-12-24
45英语标准化考试与高中英语教学改革
46学科核心素养指向的高中英语教学设计
47探究式学习在高中英语词汇教学中的应用
48基于“产出导向法”的课程教学设计——以新课标高中英语必修二Unit 4为例
49《中国英语能力等级量表》在高中英语写作教学形成性评价中的应用
502019人教版高中英语教材分析——以必修一为例
51【译】中国高中英语教师情感的叙事个案研究：一种生态视角
A Narrative Case Study of Chinese Senior High School English Teachers’ Emotions: An Ecological PerspectiveSun Xiaohui;Yang LiuFrontiers in Psychology2021-12-10
52我国高中英语教材的发展：从学科知识到学科育人的转变
53【译】语料库在高中英语词汇教学策略探索中的应用- -基于英语学习活动观
Application of Corpus to the Exploration of Senior High School English Vocabulary Teaching Strategies——Based on the Concept of English Learning ActivitiesZeng Zhao;Li ShengliFrontiers in Educational Research2021-12-05
54高中英语教学中基于信息技术手段的思维导图的应用策略
55【译】高中英语课程中思想政治要素挖掘的实践研究
A Practical Research on Mining Ideological and Political Elements in Senior High School English CurriculumWenjing AiInternational Journal of Social Science and Education Research2021-12-01
56微课在高中英语教学中的应用及启示
57高中英语“课程思政”建设的路径探析
58基于产出导向法理论的高中英语读写结合教学模式研究
59诊断性测评促进高中英语词汇教学实践研究
60基于中国故事叙述的高中英语课程思政研究
61深度融合环保意识与高中英语教学的行动研究
62文化回应视域下高中英语课堂中国文化融入的策略探析
63产出导向法在高中英语写作教学中的应用
64“以读促写”法在高中英语写作教学中的应用
65多元化教学方法在高中英语教学中的应用探究
66核心素养导向下高中英语读后续写能力的培养
67高中英语信息化高效教学的创设对策
68新课标理念在高中英语教学中的学习策略——评《新课标理念下的高中英语教学实践研究》
69图式理论视域下的高中英语教学设计实例探究
70高中英语教学中自主学习能力培养策略探究
71高中英语阅读教学中批判性思维能力的培养策略研究
72高中英语阅读教学中学生思维品质培养策略探析
73【译】高中英语教学中多元思维能力培养研究
Research on the Cultivation of Multiple Thinking Ability in Senior High School English TeachingYang Zhi;Xiaoqin YanCurriculum and Teaching Methodology2021-10-18
74立德树人背景下高中英语学科素养的培养研究——以阅读教学为例
75高中英语阅读课中的词汇教学方法探析
76翻转课堂背景下高中英语分层教学
77产出导向法在高中英语读写教学中的应用——以人教版高中《英语》必修一Unit 2为例
78高中英语课堂教学的导入艺术探究
In any academic area or professional field, it is just as important to recognize the limits of our knowledge and understanding as it is to acquire new facts and information.“
Personally, I hold that knowledge knows no bounds, therefore, on realizing this awkwardness, the only thing man should do is to absorb as much new knowledge as he can for the sake of not lagging behind the pacing steps of our world.
但是作者完全是从另外一个角度去论证，且看下文。
Does recognizing the limits of our knowledge and understanding serve us equally well as acquiring new facts and information, as the speaker asserts?注意这一句经典的反问式开头了，这是最引人注目的。While our everyday experience might lend credence to this assertion, further reflection reveals its fundamental inconsistency with our Western view of how we acquire knowledge. Nevertheless,虽然是原则上不尽同意但还是提出妥协的办法，从而显出作者是critical thinking的，这一点很重要，也是拿分的重头戏也。a careful and thoughtful definition of knowledge can serve to reconcile the two.
让我们记一记一些好词好句：lend credence to this assertion (有足够的证据)证明这一观点的正确性;further reflection reveals its fundamental inconsistency with…;Nevertheless, a careful and thoughtful definition of knowledge can serve to reconcile the two.
On the one hand, the speaker"s assertion accords with the everyday experience of working professionals. For example, the sort of "book”knowledge that medical, law, and business students acquire, no matter how extensive, is of little use unless these students also learn to accept the uncertainties and risks inherent in professional practice and in the business world.
Any successful doctor, lawyer, or entrepreneur would undoubtedly agree that new precedents and challenges in their fields compel them to acknowledge the limitations of their knowledge, and that learning to accommodate these limitations is just as important in their professional success as knowledge itself.
在驳论的第一段，作者就举例子说明知识的有限性并不一定意味着各行各业的人就必须汲取其他方面的知识，恰恰相反，对于医生、律师或企业家来说意识到了自我知识的有限，并且寻求方法去适应调和这一有限性反而是必要的。
Moreover, the additional knowledge we gain by collecting more information often diminishes-sometimes to the point where marginal gains turn to marginal losses. Consider, for instance, the collection of financial- investment information. No amount of knowledge can eliminate the uncertainty and risk inherent in financial investing. Also, information overload can result in confusion, which in turn can diminish one"s ability to assimilate information and apply it usefully. Thus, by recognizing the limits of their knowledge, and by accounting for those limits when making decisions, investment advisors can more effectively serve their clients.
作者进一步通过金融投资业信息的赘余的危害性来驳斥原文的观点。
On the other hand, the speaker"s assertion seems self-contradictory, for how can we know the limits of our knowledge until we"ve thoroughly tested those limits through exhaustive empirical observation--that is, by acquiring facts and information. For example, it would be tempting to concede that we can never understand the basic forces that govern all matter in the universe. Yet due to increasingly precise and extensive fact- finding efforts of scientists, we might now be within striking distance of understanding the key laws by which all physical matter behaves. Put another way, the speaker"s assertion flies in the face of悍然不顾，公然违抗the scientific method, whose fundamental tenet is that we humans can truly know only that which we observe. Thus Francis Bacon, who first formulated the method, might assert that the speaker is fundamentally incorrect.
说实话，我觉得这一段里，作者玩了一个诡辩的小伎俩：先是指出原文观点的自相矛盾性，然后引出自己的看法——认识论远重要于获取新的事实和信息，也就是要“先认识知识和理解力的局限然后才是摄取新知。”
How can we reconcile our experience in everyday endeavors with the basic assumption underlying the scientific method? Perhaps the answer lies in a distinction between two types of knowledge--one which amounts to a mere collection of observations (i.e., facts and information), the other which is deeper and includes a realization of principles and truths underlying those observations. At this deeper level "knowledge" equals "under- standing": how we interpret, make sense of, and find meaning in the information we collect by way of observation.
作者就上一段提出的问题推出自己的解决方法，即认识到“知识”分成两种：纯观察行为所得的信息;萃取之后的经过自己消化后的“理解”。但我觉得这里还有待发挥，估计是时间不够了，仓促间收笔吧。没有很好的说明白。
In the final analysis, evaluating the speaker"s assertion requires that we define "knowledge,"which in turn requires that we address complex epistemological issues best left to philosophers and theologians. Yet perhaps this is the speaker"s point: that we can never truly know either ourselves or the world, and that by recognizing this limitation we set ourselves free to accomplish what no amount of mere information could ever permit.
最后一句玩了复杂句的构句技巧，想搏ets一笑。但我觉得还是总结的不够好，没有说到点子上。其实，我们平实的写作大可不必如此玩弄文字，因为如果当别人都不知道你在说什么的话，一味专心于难句，无异于“喧宾夺主”了。个人认为，作者写得有点不知所云了。
驳论文通常由三种段落组成:1)引入段(Introductory paragraph); 2)主体段(Body para-graph);3)结尾段(Conclusion paragraph)。引入段是文章的导言。作者往往在导言中点明文章的主题或中心论点。在引入段,要提出文章的中心论点。在结尾段,驳论文要重申作者的观点，形成结论，以强调论证效果。主体段则采用“欲扬先抑,欲擒故纵”的方法,先承认对方的观点有一定的道理,然后笔锋陡转,批驳对方的片面观点,阐述反驳的理由。
