时间卡作文

时间卡作文（精选6篇）

时间卡作文篇1

1 The Definition of Errors

An error is defined as“being an instance of language that is unintentionally deviant and is not self-corrigible by its author”(James,2001:78).Corder introduced the distinction between errors and mistakes.“Mistakes are akin to slip of tongue.That is,they are generally one-time-only events...An error,on the other hand,is systematic.That is,it is likely to occur repeatedly and is not recognized by the learner as an error”(as cited in Gass&Selinker,2001:78).Students’shortcomings in their compositions are not only individual.They reflect students’basic linguistic competence.“Corder associates errors with failures in competence and mistakes with failures in performance,making use of Chomsky’s distinction”(James,2001:78).

According to the distinction,the students’weak points in their composition would rather be considered as errors rather than mistakes.The errors show in many aspects.Here they are discussed from the perspectives of grammar,lexicon and text.

In the paper,the data are collected from college students’English compositions,whose English is below the level of CET4.They are given 45 minutes to write a composition on the topic of“time”.

1.1 The errors in grammar

Grammar has traditionally been discussed in terms of morphology and syntax,the former handling word structure,the latter handling structures“larger”than the word.At this time,the latter is the object of discussion and the former is put into the discussion of lexicon.The errors of phrase,clause sentence and even paragraphs are considered as syntax errors.The examples are as follows:

1.1.1 Using more than one predicate in a sentence

1)Talk time ways have many more.

2)There are so many students don’t realize the significant of the time.

1.1.2 Inappropriate collocations

1)Time is valuable and limit for everyone.

2)You must do the master of your life.

1.1.3 Confusing tense

1)We can not predicate what the result will be if they went on treating their college time by this way.

(2)One day,my watch broken and it stops working.

1.1.4 Misuse of complex sentences

1)The reason is they don’t know how to use time.

2)They will spend several midnights to study that belongs to a term learning.

1.1.5 Misuse of voice

1)Time is passed.

1.1.6 Incomplete sentences without a subject

1)Do more things what you want and useful.

2)And not kill time to do something is useless.

1.2 Errors in lexicon

Lexis and grammar are not clear cut morphological aspect of words,which used to be treated as part of grammar,can just as well be viewed as part of the word:vocabulary is very important in Language learning,sometimes equating a Language with its vocabulary Lexical errors are also the most frequent category of error.Richards(as cited in James,2001:144)suggested that there are seven things to know about a word:1)its morphology;2)its syntactic behavior;3)its functional or restrictions;4)its semantic value(s),or denotations;5)its secondary meanings or commutations;6)what other words it is associated with;7)Roughly,how likely the word is to be used,that is,its frequency.James divided the seven categories into two kinds,formals and semantic features.The errors in students’compositions are classified by James’s standard.

1.2.1 Formal errors

1)Misspelling

E.g.Optiutea(opportunity)bording(boring)exame(exam)

2)Malformations:These are errors that produce“word”that are won-existent in the foreign Language.The students coined them.

E.g.youngness(youngsters)loneness(loneliness)highness(height)

1.2.2 Semantic errors

Collocations are the other words any particular word normally keeps company with.There are some collocation errors:

increase my level(improve my level)to devote our power for(to)the world

1.3 Errors in texts

James(2001:141)holds that text is sometimes used to refer exclusively to a unit of written language larger than the sentence—for which paragraph might be a suitable term.The basic unit of text is a sentence(Zhang Delu&Liu Rushan,2003:170).Halliday and Husan(James,2001:142)make it clear that text may be spoken or written and is not limited to the larger units.Errors in texts influence the understanding of passages.So cohesion is quite important.Here are several kinds of errors appearing in students’composition.

1.3.1 Students make mistakes of reference

Reference is the set of grammatical resources,which allow the speaker to indicate whether something is being repeated from somewhere else in the text(i.e.we have already been told about it),or whether it has not yet appeared in the text(i.e.it is now to us)(Thompson,2000:148).The second category of reference is demonstratives,including“this”,“that”,“these”“those”,the exam papers show that students use fewer demonstrative pronouns.However,students who use it still make mistakes,e.g.,time is very important for us,the reason for this is that every one of us only has less than 100 years.“This”in the sentences should be replaced by“which”,referring to the former part of the sentence.

Some students use pronouns in their compositions,but they change the person arbitrarily.For instance:“In the whole,we should think about future for ourself.Once you lose your time,you would lose your life because time is life.So just value your time.”In the paragraph,the student changes the person from“we”to“you”.It makes readers alter their objects of attention.The change does not keep pace with their expectation.When readers read the first sentence,they expect it will tell the reason or something like that.In general,he will show something about“ours”.Once he changes the person,readers may think that he will talk another thing.The attention is irregular.So it is unnecessary.

1.3.2 Students are unaware of using substitution

They choose to repeat a word all the time.For instance“as a people,time is very important for us.Because if we have no time,it means that we will die.So we should make full use of the time,to do what we should do”.In this paragraph,the student uses the word“time”three times without any substitution.Actually,it refers to the same thing.So it can be used to substitute“time”in the several or third place to make the paragraph more cohesive.

1.3.3 Students ignore using conjunctive adjuncts

Conjunction refers broadly to the combining of any two textual elements into a potentially coherent complex semantic unit.There are basically two ways of approaching the investigation of conjunction.On the one hand,we can start from the clause constituents which we have already identical asserting a textual function in particular,conjunctions such as“but”and“because”and adjuncts such as“nevertheless”and“therefore”.We might also want to include preposition as textual linkers within the clause.Here only conjunctive adjuncts contribute to cohesion.Students ignore using conjunctive adjuncts or to be exact,they have no aware of using them.A student’s structure is as follows:

“There is an old saying...saying your life”.“Time is limited...take our time seriously.”“We can do some reading...or it is harmful to us.”“Being a student,I will spend it correctly.”The short passage is slack.Although we can understand its meaning,it does not give us a clear structure.We need to recognize its main points after reading.It does not give accord with the style of native writers.A few students use several marked words such as“but,however,and,firstly,secondly”.These words are commonly used.They seldom use other words such as furthermore,moreover.This kind of compositions is monotonous.

1.3.4 Few students use topic sentences

Topic sentences are like eyes.Few students use them.Sometimes,I cannot infer the main idea until I finish reading the whole paragraph.For example:“In my life,I had not many persons,some of them are waiting,waiting for the study end,the term end and so on I think this is not good because if you want to make your life better,you must do the master of your life and your time.You could spend time on doing something what you want to do,or do something quickly in order to save time to do more things.And not kill time to do something is useless,or pass the time in order to let it pass.”Such a long paragraph just wants to tell people to cherish time,control it and do things efficiently.If the student could give the topic sentence,it would help readers save lots of time and make the reading easy.

Too many sentences just express his/her subjective attitudes.There is no relevance among the sentences.

“In my life,I believe time works wonders.I want to make full use of my free time.For example:reading books,listening music and art.In college just have three years.It is very quickly so I must take this optiutea to tell ourselves what I mean to do.I should know about world news.I want to be a guide.But it should know much knowledge.So I must take my free time to increase my level...It is a language and a beautiful language.So I must work hard to study English.”

In this paragraph,we can see“I believe”,“I want”,“I must(4 times)”,“I should”and“it should”.Each sentence is not dependent on others.It does not matter if we delete several sentences from it.

The data above show students’errors in the writing.The errors in grammar,lexicon and texts reflect their low competence of English.No one in the whole class does not make mistakes.They have poor grammatical and lexical knowledge,no awareness of constructing texts.

2 Several Reasons for Errors

2.1 Influence of native language on foreign language writing

Although many scholars challenge the idea of behaviorists,who put out language transfer,the data clearly reflect the influence of native language on foreign language writing.They do not shake off native language’s interference.The errors of many sentences such as“to devote our power for the world”equals to Chinese“为世界贡献力量”.“For”is equivalent to Chinese“为”When the learner acquires the word‘devote’,he can not remember the phrase“devote...to...”.No lexical phrase is in this mind When he uses the word“devote”,Chinese thinking mode misleads him to use the preposition“for”.

2.2 Students make errors in basic knowledge

This reflects that they do not pay much attention to the learning of basic knowledge.This may arise from the ignorance of teaching and learning.Now communicative teaching methods are popular.Teachers and students overemphasize on the importance of communication.As a result,they focus on speaking and listening.Some students even think that a few errors are not important and the most important is to make them understood.

2.3 Students learn words separately

They neither practice words in appropriate context nor compare new words with what they have learnt synonyms.They have very small vocabulary size.They cannot use easy words with high frequency.Their frequency is far away from the standard of CET4and syllabus.In their memory,words are confusing and fuzzy.So there are so many errors in forms and grammars.Because they choose to express one thing in another way when they do not know the exact word,their expressions are so simple.Their words are loquacious because of their low English competence.They are incapable of taking into account of textual style.Writing is of oral characteristics.

2.4 Students do not acquire cultural differences between Eng-lish and Chinese

The differences reflect on their thinking mode.On the one hand,Chinese is paratactic.That is the arranging of clauses one after the other without connectives showing the relation between them.In Chinese,the sentences such as the rain fell,the river flooded,the house washed away”are acceptable.Comparatively English is hypotactic.That is the dependent or subordinate construction or relationship of clauses with connectives.Conjunctions are needed to combine single sentences.They are unaware of using cohesive strategies.On the other hand,the students seldom use topic sentences.The meaning of one paragraph is not clear.This causes readers to get into trouble.

2.5 Students and teachers take no notice of writing

Before entering college,students seldom write compositions.They have to write one in the exam.So no feedbacks are given to students.They do not know whether their writings have problems Naturally they have no chance to correct their errors.It is no useful for them to improve their English level.After entering college,few students are interested in English writing.They are unwilling to spend time on it because they think that writing skills’improvement cannot be achieved in one day.As a result,their writing skills stay in the period of fossilization.

2.6 Few students have the habit of writing an outline

After the exam,I asked them why they did not write outlines before writing.They told me time was limited.Writing an outline would waste much time.They did not know spending a few minutes in writing an outline would save a lot of time.What is worse,they did not have a clear structure of a passage and did not know what materials would be used in it.They thought about a sentence and wrote it down and then stopped to think another sentence.Certainly,this kind of passage doesn’t have a clear structure.The text is not cohesive.

3 Some Suggestions for Students and Teachers

3.1 Students need to accumulate basic knowledge

Students have low English competence,so they have to accumulate basic knowledge including grammar and lexicon.They need to pay more attention to the specific usage of high frequency words such as collocations and practice them in context.For purposes of description,as well as pedagogy,it is useful to classify them in terms of their structural and functional characteristics(Nattinger&DeCarrico,1992:37).Teachers may give a more detailed account of functions in discourse.

3.2 Teachers need to provide strategies

Teachers need to provide strategies to assist both reading and writing of students in synthesizing meaning in larger segments of text.These strategies must be based on elements that provide both cohesion and coherence in the discourse,and must divert students’attention,whether on the local or global level from individual lexical items to larger lexical phrase form/function composites.If their cognitive resources can be released from such time-consuming surface-level processes as individual word recognition,students would have more time for processing meaning and would find the organization of information in the discourse more obvious.Training would,therefore,essentially involve bringing these already possessed strategies into conscious awareness.Such strategies are of interest in themselves for what they read about the way readers and writers manage their interaction with written text and how these strategies are related to text comprehension in general.

3.3 Teachers should be aware of teaching students to acquire western cultures

It is necessary for teachers to be aware of teaching students to acquire western cultures.Language is a mirror of thought.Thought is also a mirror of culture.The differences between English and Chinese are attributed to the differences of two cultures.“Language is inextricably bound up with culture.Cultural values are both reflected by and carried through language.It is perhaps inevitable,then,that representation of culture implicitly and explicitly enters into second language teaching.”“ESL writing instruction addresses cultural issues most explicitly in efforts to socialize L2 learners into expected cultural norms for academic texts in the target language”(Eli Hinkel,2001:109).To be efficient learners,students need to focus on the western cultures.It is easier to understand different thinking mode from the perspective of culture.Students are aware of acquiring cultures actively.They may try to read literary works.

3.4 Teachers should direct students to write a composition

It is helpful for teachers to direct students to write a composition.Practice makes perfect.So it is better for students to write a dairy or a composition every two days.Feedback is important for a composition.Richards(2003:178)says:“Despite increasing emphasis on the importance of oral response and the use of peers as sources of feedback,teacher written response continues to play a central role in the most L2 writing classes.”Teachers mark the mistakes and students correct them immediately.

4 Conclusion

Writing a good composition is a complex task.It is relatedto students’basic knowledge of syntax,lexicon and semantics.Even if every sentence is correct,the composition can not be con-sidered a good one.They must be connected closely by usingsome strategies such as reference,substitution,conjunctions andso on.Cultural factors influence SLA.The differences betweenEnglish and Chinese require students to give up the thinkingmode of mother tongue and be used to the style of English texts.The data collected from college students’compositions revealthat their basic knowledge is poor and they are not aware of mak-ing texts cohesive.Some suggestions given in Part 3 intend to bebeneficial to student’s learning and teachers’teaching.

参考文献

[1]James C.Errors in Language learning and Use:Exploring Error Analysis[M].Beijing:Foreign Language Teaching and Research Press,2001.

[2]Hinkel E.Culture in Second Language Teaching and Learn ing[M].Shanghai:Shanghai Foreign Language Education Press,2001.

[3]Thompson G.Introducing Functional Grammar[M].Beijing:For eign Language Teaching and Research Press,2000.

[4]Richards J C.Second Language Writing[M].Cambridge:Cam bridge University Press,2003.

[5]Nattinger J R,DeCarrico J S.Lexical Phrases and Language Teaching[M].Oxford:Oxford University Press,1992.

[6]Gass S M,Selinker L.Second Language Acquisition[M].New Jersey:Lawrence Erlbaum Associates,2001.

时间卡作文篇2

加拿大移民法规定每个加拿大永久居民必须满足在任何的五年里在加拿大境内至少居住两年的要求。“居住”对地点无要求，时间可以是连续，也可以是不连续的，只要累积起来够730天即可。

特别是那些生活在加拿大境外的永久居民，其枫叶卡已经过期，但想返回加拿大，那就要更加小心处理。首先要申请一个叫TRAVEL DOCUMENT的文件，以下简称“旅行文件”。这种旅行文件为一次往返，规定在签发日期60日内必须入境加拿大，不是所有申请人都会被批准，批准与否取决于申请人个人情况，旅行文件签证类型与探亲签证类似。

最简单的衡量标准为，自递交申请之日的过去五年中，实际在加的天数必须达到最少730天。此五年之前的在加居住时间将不被算作满足居留要求的天数。

如果未能住满730天，以下情况中，在海外的居住的时间也被计算在内：

1.在加拿大境外陪伴一位已经是加拿大公民的配偶或同居伴侣；

2.在加以外受雇于一加拿大企业或公共服务机构，任职合理的业务，并为其全职工作。加拿大企业被定义为依据加拿大或加拿大某省法律组建的公司并在加拿大持续运营；或在加拿大持续运营、有能力创收并实现预期利润的企业，其多数表决权或所有者利益由加拿大公民、加拿大永久居民或如上述的加拿大企业掌握；或由加拿大或加拿大某省法律创建的组织或企业。

3. 如果移民官认定你不符合上述五年内居住730天的居住条件，那么移民官不仅仅拒绝旅行文件的申请，并会进一步取消你的移民身份。当然，移民官在取消移民身份前，会考虑如下人道理由：

如果失去永久居民身份将导致你面临不寻常的、不当的以及不和平的困境因素，比如说，与原居住地的公司有工作合约，必须返回原居住地完成合约，或返回原居住地结束生意，或是为经营出口加拿大产品，往来加拿大与其他地方，或因你或你的家庭成员因丧失永久居民身份而遭遇困境的程度等。

凡卡续写作文篇3

在学习、工作或生活中，大家最不陌生的就是作文了吧，作文是通过文字来表达一个主题意义的记叙方法。你所见过的作文是什么样的呢？下面是小编收集整理的凡卡续写作文，欢迎阅读，希望大家能够喜欢。

凡卡续写作文1

可怜的凡卡在寄出去那封不可能收到的信以后，满怀希望的睡着了。这时老板冲了过来，左手拿着棒子，揪起凡卡的耳朵，边打边说：“谁叫你用我的墨水、钢笔！找死！”老板抡起棒子狠狠地打了下去，凡卡被老板拖到露天坝的院子里，老板拿起马鞭使劲的往凡卡身上抽，马鞭也一次次地落在了凡卡身上。凡卡疼得哇哇直叫。

“我昨天交代的事你为什么不做。”老板怒吼着。

“我……我……在……”凡卡的哭声淹没了说话声。

“我什么我呀，看我不打死你。”可能老板是把暴力当成娱乐，竟然越打越凶，越打越起劲。

由于老板打得太凶了，就连平时欺负凡卡的伙计们都忍不住看，还了连声劝说“老板，别……打了。”老板才不管呢，继续猛抽，终于晕了过去。过了许久，老板才住了手，他把凡卡扔在了过道里。

一个月过去了，两个月过去了，爷爷仍旧没有回信，凡卡就跑到邮局去问看有没有回信，那些邮差们都摇了摇头。凡卡渴望得到幸福，希望爷爷早点回信。半年过去了，村子里捎口信来，说凡卡的爷爷一直都很疲惫，加上日发略维夫叫凡卡的爷爷干这干那，最后终于累死了。凡卡听到了这个消息，他伤心绝望了。凡卡回到老板家里，悄悄地偷了一双大皮鞋和一件大皮袄溜了出去。凡卡心里想：快跑快跑，别再让老板逮住，抓回去就被命了。

“爷爷”，凡卡奔到爷爷的小屋里，正看见爷爷坐在暖炕边，读着自己写的信，旁边的卡希旦卡和泥鳅在旁边转来转去，就这样，凡卡和他的爷爷从此过上了清苦而幸福的生活……

凡卡续写作文2

凡卡梦里看见一铺暖炕，炕上坐着他的爷爷，耷拉着两条腿，正在念他的信；泥鳅在炕边走来走去，摇着尾巴，吐着舌头，不时地和爷爷亲密一下？然而这一切都只是梦，当他醒来时，一切美好的景象都消失了，他伸手想抓，可这美好早已无影无踪了。现在，面对着凡卡的又是一顿毒打——老板回来了。老板怒气冲冲地瞪着凡卡，凡卡不敢正视他，只能偷偷面一眼。两个人什么也没有说，呆了一小会，老板忽然一把夺过一只鞋，照着凡卡的头打去，并揪着他的耳朵把凡卡撞在了墙上，又狠狠的踢了几脚？凡卡强忍着疼痛，他想着：过几天我就要走了，你再也别想打我！

可过了好几天，爷爷也没来，凡卡有点急，但是还是勉强自己再等几天，他相信爷爷会来。但是事实上，爷爷不会来，因为信并没有寄出去。反而接到爷爷死亡的消息。

这天，凡卡一心想着爷爷，他望着窗户外面，陷入了沉思。可谁知，那可恶的小崽子又哭了起来，这次，由于凡卡太想爷爷了，并没有听见哭声，惹来了老板娘。老板娘跑来，手里拿着大扫把，一下把在窗前的凡卡给推得撞在了窗户上，她冲着凡卡因为小崽子的事怒吼，紧接着就是扫把的一阵乱打，这是他们最后一次打了——凡卡被赶了出去！

凡卡身无分文的流浪着，他很伤心，很委屈，很痛苦！他恨自己，恨自己为什么被生下来，他想着自己的命运为什么那么悲惨痛苦？凡卡只好晚上睡在小树丛里，白天只吃一些被扔出来的坏面包什么的。连着几天没人管他，他知道自己只有死路一条了！

这天，凡卡一天没有找到吃的，直到晚上，他活活饿死了。

凡卡续写作文3

"砰——”老板把门踢开，看到凡卡在一个角落里，正在睡觉，顿时火冒三丈，拿起一桶凉水往凡卡身上泼。凡卡睁开朦朦胧胧的睡眼，还以为是爷爷来接他来了，便大叫道：“爷爷！”“爷爷？谁是你爷爷，臭小子！趁我出门，到睡起觉来了，翅膀长硬了是吧，想飞出去了！老子今天非好好教训教训你！”凡卡这才知道，是狠毒的老板回来了。老板大喝：“伙计，拿我的皮带来。今天我真得好好教训这臭小子！”伙计们立刻呈上一条硬硬的皮带，老板双手紧紧捏住这条皮带，眼睛里充满了愤怒，他一步一步地向凡卡走来，凡卡的危险也将一步一步地逼近。凶神恶煞的老板一把将小凡卡按倒在地用皮带狠狠地抽凡卡。但他没有哭，因为他知道，一旦他哭起来，老板下手会更重的，一旁的伙计非但不来帮帮凡卡，还嘲笑可怜的小凡卡：“瞧他那样儿，真是乡巴佬，不知天高地厚！”

过了几个月，伙计们知道了这件事，又开始想法子捉弄他,一天早上，凡卡正在给鞋匠工作，伙计们大声说着从他身边走过：“我们看见了一封信，不知是谁的？”凡卡意识到，可能是爷爷寄给他的信，马上转过头来，找伙计们要信。伙计们知道凡卡中计了，就一边把信放在胳膊下面，一边说：“难道就让你轻而一举地拿走？我们可没那么傻！”凡卡迫不急待地要看信，哪管什么三七二十一，说：“你们要干什么？我去做！”伙计们互相看了看，选出了一个代表，他说：“我们饿了，给我们弄几根黄瓜来！否则，这信就是我们啦！

天灰蒙蒙的，又阴又冷,晚上，没有月亮，也没有星星，不久，就慢慢地下起小雨“万物好像都在为凡卡哭着......

凡卡续写作文4

这“甜蜜的梦”没过多久，老板和老板娘就回来了，他们看见凡卡睡得香甜，而自己的孩子则饿得大哭大闹，嗓子都哭哑了。老板娘顿时上了火，揪着凡卡往外拖，凡卡似乎没睡醒，睡意朦胧，迷迷糊糊地睁开了半只眼。“我告诉你，要是我的宝贝再哭一下，就打断你的腿”老板娘恶狠狠地说。凡卡一惊，吓得缩成一团。老板这时走过来双手握拳，一下打在凡卡肚子上，凡卡吐出了鲜血。可他们谁也不管，老板叫了个伙计把他提起，一扔，他飞出3、4米远，撞在了墙上，晕了。

第二天，为了等待那美好的那天降临，他忍着痛，与原先一样的干起活来。就这样，一天又一天的过去了，爷爷还没有来，凡卡心里不免有些着急。

这一天，他正在扫院子，忽然听见了一阵阵急促的脚步声。啊！一定是爷爷来接我了。可当他打开门，不是爷爷，而是一位长满胡子的邮递员，凡卡的心一下子落了个空。邮递员对他说：“你这个可怜的孩子，你爷爷康司坦丁？玛卡里奇因病去世了。”“啊！？”凡卡那刚刚燃烧起来的心，又被那冷水扑灭了。

他默默地流下了两行泪，光着脚丫，一步一步走出院子走在这寒风刺骨的世界里。他不管主人怎样地骂他、喊他，凡卡连头也不回，仍旧往前走。

天也似乎被他感动了，下起了鹅毛般的大雪。就这样他消失在茫茫大雪之中。

凡卡续写作文5

凡卡在睡梦中甜甜地笑着,突然,梦中的爷爷和泥鳅都变了样,变得像魔鬼一样,泥鳅竟扑了过来,咬了凡卡一口,凡卡觉得腿上一阵刺痛,他被痛醒了,睁开眼,原来是老板一伙人回来了,正用皮鞭抽打凡卡呢!

凡卡呆住了,一颗晶莹的泪珠从他的眼角滚落,因为他美妙的梦被敲碎了,等待他的还是残酷的现实,他多么希望刚刚的一切都是真的呀!这样,他就又可以一起和爷爷快乐的生活了!但是,这一切全部化为了一阵过眼云烟。

凡卡站了起来,忍着疼痛,在老板严厉的打骂下,开始做那些和做鞋没有一点关系的活儿:收拾青鱼、刷碗筷、哄老板的小崽子。而那小崽子却总不听话,一点小事就哇哇大哭,老板马上拿着皮条出来抽打凡卡,旧伤未好,新伤重创,皮条一下下抽在小凡卡的皮肤上,泛出了一道道血痕,小凡卡疼的呲牙咧嘴。

做完这些无用又艰苦的工作后,凡卡仍不能休息,因为他最小,所以那些伙计们老是捉弄他,他们打发凡卡上街打酒,对老板却谎称凡卡不好好工作,反而溜出去玩。凡卡回来,自然有一顿毒打等着他。作文

凡卡实在受不了了,因为他过的生活连狗都不如,信寄出去了,他总盼望着爷爷可以出现在他的面前,带他回村子里去,重新过上幸福的生活!

时间一天天过去,又到了圣诞节,凡卡已经快十岁了,他下定决心:自己要跑回村子里去!他在老板、伙计做礼拜的时候,拿了一双鞋,套在自己的脚上,偷偷溜出了门。漆黑的夜里,他不停的奔跑,想让自己暖和一下。半夜,他实在太累了,也太冷了,他要好好睡一觉,他甜甜地睡了,他认为自己一定可以跑回村子里去的,和爷爷一起生活!作文

但是,他闭上眼睛后,第二天以至于后来,都没有再睁开……

凡卡续写作文6

过了一个钟头，他怀着甜蜜的希望睡着了。他在梦里看见一铺暖炕，炕上坐着他的爷爷，耸拉着两条腿念着他信。泥鳅在炕边走来走去，摇着尾巴……

凡卡轻轻地推开那扇旧木门，刚要抬脚往里迈，泥鳅发现了门口的凡卡，掉头扑过去，抬起两只前爪搭在凡卡的肩头，一边用舌头舔着凡卡的脸，嘴里还一边“哼哼叽叽”的叫着，好像对凡卡诉说离别后的相思之情。他搂住泥鳅的头久久不愿放手，凡卡的眼睛湿润了。

“凡卡！我的孙子。”爷爷丢下手里的信纸跳下坑来，一把拉过凡卡死死地抱在怀里，生怕他跑了似的。爷爷激动的老泪纵横，他们相拥着、浑身战栗着。凡卡把手伸进爷爷的怀里感到像火炉一样的温暖。

爷爷把凡卡放在炕上的桌子旁，又乐呵呵地从锅里端出一盘油光锃亮的一只肥鹅，热气腾腾的冒着诱人的香味。爷爷揪下一只鹅腿递给凡卡，凡卡嘴里“咕噜”一声，使劲的咽了一下口水，忙不迭的伸手接过来。爷爷斟上一杯热酒，泥鳅在地上晃着尾巴，急得团团转。凡卡急不可耐的把鹅腿递到嘴前刚要咬，却被小兔崽子的哭声从梦中惊醒，他抹了一下流在嘴边的口水，忙跑向老板的屋子。

几天后，凡卡正在疲惫的收拾屋子。突然，听见外面一个熟悉的声音在喊他：“凡卡……凡卡……”啊？是爷爷！他喜出望外，不顾一切的飞奔了出去。

凡卡续写作文7

凡卡的信寄出去了，可是久久没有消息，可是他除了每天被老板逼着做那该死的工作外，还每的翘着头，他的眼中充满了渴望，他是多么的想爷爷带他回家啊！可是他不知道远在家乡的爷爷已经去世了，因为没人知道凡卡住在哪儿，也没有人会那么好心的去告诉他，这是一个什么社会啊！人人都为自己东奔西走，可是没有人会大发慈悲的帮助别人，人人都被利欲蒙蔽了，当然也没人会帮助可怜的凡卡，他盘算着离开这个该死的.鬼地方，他再也忍受不了，他只想为爷爷点那个水烟袋，回到爷爷的身边，他每天利用一切可以用的时间，一个月后他居然有了15卢布，可是他的身上留下了无数的伤痕，有老板打的，也有捡垃圾时被野狗咬伤的，还有被捡硬币时被一伙乞丐打的，可是他却忍了下来，因为有一个信念支撑着他，当他买上了干粮和水之后，还有一双鞋，虽然不好但是总比光着脚丫好吧！当老板和伙计出去参加聚会时，他的脑子里早已想好了一个计划，这时老板大声的说了一句：“凡卡，在想什么呢，还不快收拾屋子，一会儿回家在收拾你！”凡卡吓了一跳结结巴巴的说：“没……没什么。”凡卡想，哼，一会儿我就走了看你还怎么打我。过了一会儿人都走光后，凡卡溜出了店，他没命的往前跑，他跑啊，跑啊，一路上他问了许多人，好不容易才问道了关于爷爷的消息，可他没想到的是爷爷已经死了，这个消息如晴天霹雳一样，凡卡差点都晕过去了，他一路大声哭，大声的喊着：“不会的，不会的，爷爷不会死的，啊，为什么。”他跑到了爷爷家，里面真的没有人，他忽然看到了一个坟墓，他抱着哭了起来，第二天，人们发现他已经死了，有个好心的人将他和爷爷葬在了一起，在天堂中，凡卡正给爷爷点水烟袋呢！爷孙俩可高兴啦！

凡卡续写作文8

凡卡做着甜蜜的梦睡熟了……突然，一棍子就落在凡卡瘦小的身体上，凡卡被这突如其来的疼痛惊醒，凡卡一睁眼，就发现老板和老板娘一脸愤怒的站在他面前，老板娘双手紧握拳，老板的手里则拿着一根粗棍子。

看见凡卡醒过来，老板又抡起棍子，打在凡卡的身上，凡卡没站稳，摔倒在第，老板不以为然，对着凡卡吼道，凡卡你这个懒家伙，每天只知道睡觉在我这里白吃白喝白住，现在都删么时候了，还不快去干活，凡卡听了老板的训斥，顾不得身上的疼痛，马上跑去干活了。

凡卡在打扫神像的时候，超窗口望了望，心里想；爷爷快收到信吧，快点来接我离开这鬼地方，只是凡卡还不知道，自己既给爷爷的心，因为地址不详，已经被醉醺醺的邮差重新扔回到邮筒里了。

第三天早晨，凡卡早早地揪起来，跑向马路边，等待着亲爱的爷爷驾着日发略维夫老爷家的羊车来接他走。可是，可怜的凡卡等来的并不是自己亲爱的爷爷而是老板娘的一顿毒打，原来老板的孩子哭了半天，老板他们被吵醒了，却始终不见凡卡来摇摇篮照顾孩子，老板很生气，让老板娘去打凡卡，凡卡很委屈，自己是来做学徒的什么脏活累活都让自己干，还吃不饱穿不暖，还要挨打，受伙计们的欺负，他又在心里祈求道；亲爱的爷爷。快来吧，我真的受不了了……

凡卡续写作文9

凡卡把他那珍贵的信塞进了信筒，便怀着甜蜜的希望睡熟了。

突然，他被人揪住了耳朵，原来是老板他们做礼拜回来了。凡卡耳边传来老板娘的训斥声：“我的心肝儿哭了，你没听见吗？还在这儿睡得挺香！”凡卡忍住就要流出来的眼泪，默默地于活去了，因为他心中有一个让他激动不已的希望。

打那以后，尽管少不了挨打挨骂，可一有邮差经过，凡卡总要想方设法跑出去询问有没有乡下的来信。虽然每次得到的答复都是否定的，但是凡卡还是满怀希望地等待着。

终于有一天，凡卡从邮差手中接过一封来自家乡的信。“我再也不用做学徒受苦了，因为我马上就要回家了！”一种从未有过的幸福感涌上心头。凡卡用颤抖的手小心翼翼地打开信封，他发现这信并不是爷爷写的，而是好心的阿辽娜写的。信中说，爷爷生病后，因为没有钱治，在圣诞节的前夕去世了。这个噩耗如晴天霹雳，击碎了凡卡那颗幼小的心。他紧紧地摄着那封信，跪在雪地里呜呜地哭泣起来。

之后，凡卡发了高烧，躺在鞋店的角落里痛苦地呻吟着，没有人给他一口水或是一块面包。老板盘算着，从这个孩子身上再也榨不出多少油水了，就在复活节的前夜将他赶了出去。身无分文的凡卡在街上走着，一双小脚被冻得通红。终于，他倒了下去。

第二天清晨，人们在离鞋离不远的街头角落里发现了凡卡冻僵的尸体。他去找爷爷了，和爷爷一起到那没有饥饿、没有寒冷，充满温暖、充满欢乐的天国去了。

凡卡续写作文10

信已经投入邮筒好几个星期了，爷爷还是没有回信，这让凡卡有些失落。他认为信已经寄出去了，因为前几天他才去邮筒看过，里面空空如也。可能是爷爷没时间回信吧，再过几天就应该来了吧，他一直这样自我安慰着。

过了几天，凡卡的爷爷还是没有来信，老板也对他更加凶狠了，凡卡在这简直没法活了。于是，一个念头在凡卡脑子里产生。

在凡卡计划好的那天晚上，凡卡把破得不行了的外套披在身上，蹑手蹑脚地进入厨房，本想找点吃的作为干粮，但是灶台干干净净，所有吃的都被老板娘锁起来了。虽然没找到吃的，但是凡卡还是等老板他们睡下了，偷偷跑到大街上开始了他的归家之旅。寒风呼呼地吹着，冷得凡卡直打颤，他就这样一直走着，没有方向，但他有一个十分明确的目标——回到爷爷身边。

凡卡又冷又饿，蜷缩在一处墙角里，“爷爷……爷爷……”凡卡小声地抽泣着。寒风吹得更猛了，凡卡的身子已经冻僵。“好冷啊！”凡卡哆嗦着。他不禁抬头看了看天空——在他小时候，爷爷曾告诉他，世上每个人都有一颗属于自己的星星，“有一颗是爷爷的，有一颗是凡卡你的，你想爷爷了，就看天上，爷爷一直在看着你。”这句话深深地印在凡卡的脑海里。凡卡认真地找起星星来，可是调皮的星星却总跟他捉迷藏，星星明明已经近在咫尺了，等伸出手时却又跑了。爷爷也是一样，刚刚爷爷就在眼前了，一眨眼又不见了……

凡卡续写作文篇4

有一天，凡卡想去乡下找爷爷。于是，在一个星期五的下午，趁所有人都去教堂的机会，偷偷地用事先早已准备好的铁丝把锁打开，跑了出去。(加入kāi锁的动作描写)一出修鞋铺，他就向乡下的路拼命地跑去，可凡卡已经好几天没吃东西了，终于累得昏倒在了路上。

他昏倒后，一个好心的有钱人恰巧路过这里发现了他，就把他安顿在了店里。

在这以后几年里，凡卡吃苦耐劳、做事机灵，但他始终没有忘记寻找爷爷，常到乡下打听有关他爷爷的事情。一天，有人说：“他在一个乡下的村庄里找到了凡卡的爷爷。”凡卡听后急忙跑出来，天哪!这正是自己的爷爷!

凡卡再也抑制不住内心的激动和喜悦，一下子扑到爷爷的怀里，爷爷也一把紧紧地搂住凡卡，不觉老泪纵横。

凡卡续写作文篇5

凡卡来到了一个地方。这个地方很美丽，环境也很清幽，完全没有在老板家的那种嘈杂的声音。他的面前有一道门，他轻轻地把门推开。里面有一铺暖炕，炕上坐着他的爷爷，耷拉着两条腿，正在念他的信，泥鳅在炕边摇着尾巴走来走去……

唉!可怜的小凡卡，他的梦是多么的甜蜜，多么美好，如果他永远不醒，永远活在那个梦幻的世界的话，他或许会和他的爷爷过着幸福的生活;但是，他醒了_____他醒来以后，那些美好的梦境一下子消失了，面前屹立着的，只有那尊昏暗的神像……

他并不知道接下来会发生什么，只知道，他的爷爷即将要来接他，带他离开这个痛苦的地方。他兴冲冲地跑了出去。他在等他的爷爷。他站在门口，伸长了脖子往远处看，眼神里充满了期待。

但是，天公不作美。小凡卡的爷爷没有来，而那个狠心的老板娘却来了。她见小凡卡不干活却在门口玩，便拿起皮鞭来打他。终于被激怒了，他对着老板娘大吼：我受够你了，我告诉你，我已经给我爷爷写了信，让他把我接回家，他马上就会来的!什么?寄信，你哪里来的钱买邮票?是不是偷了我的钱!什么邮票，邮票是什么，写信还要邮票吗?凡卡愣住了。小兔崽子，寄信不贴邮票，还想让你爷爷来接你，做梦吧!说完，那个黑了心的老板娘又更加用力打小凡卡了……

卡盒式蒸汽灭菌器卡盒的结构解析篇6

卡盒式灭菌器能够高效、快速、方便地对精密仪器和急症小器械进行消毒,广泛用于眼科、牙科、妇科等。因为卡盒本身既是灭菌腔又是是良好的运载工具,可以防止使用前再次污染,所以卡盒的结构实现是整个设备的关键技术。

1 卡盒的工作流程

卡盒在整个工作流程中发挥灭菌腔体和运载负载工具的作用。

具体过程是:分开卡盒上下盖,将灭菌负载均匀的放在卡盒的负载架上,闭合上下盖,握住卡盒手柄将卡盒平稳插入卡盒固定套中,听到行程开关触发的声音后,卡盒插入到位。此时确认设备指示装置相关提示,即可运行相关程序进行工作。

在卡盒工作过程中,涉及到空气的置换,即高温蒸汽从卡盒的进气口接入,排除卡盒内原有的空气,排入洁净的蒸汽;升温阶段,即将卡盒内器械温度达到一定预热程度,以保护精密器械的使用品质;升温阶段,此阶段卡盒内设计的最高温度为144℃,最高压力为2.8MPa;灭菌保持阶段,即维持升温阶段设置的灭菌温度;排气阶段,即打开电磁阀,让蒸汽从卡盒的排气口迅速排除;干燥阶段,即通过卡盒进气口接入高热空气,带走卡盒内残留水分。以上工作流程结束后,卡盒内压力与大气压平衡,确认设备的相关指示装置,双手握住卡盒手柄,平稳拔出卡盒,将卡盒运送至指定地点,打开上下盖,取出已经灭菌完成的负载。

通过以上工作流程的简述,卡盒在结构设计时必需实现以下几个功能:a.卡盒装载负载时,打开上下盖要容易,且要保证闭合的密封性;b.卡盒在卡盒套中插拔要顺畅,且保证在灭菌压力下不会泄露;c.卡盒在进气和排气时,接头与卡盒的对接要准确,且保证接头的密封性;d.在灭菌过程中,卡盒不能被拔出(≤100公斤拉力);e.卡盒内器械要达到干燥的目的,从结构上也得有措施来解决卡盒底部尽可能减少水分的残留。

2 卡盒组件的结构组成

卡盒组件主要由定套、衬套、上盖、下盖、密封胶圈、手柄、进气接头、排气接头、负载支架和行程开关组成。

3 卡盒结构实现的关键

3.1 卡盒与衬套的配合需要形成自锁结构:

如图三,卡盒上盖的尺寸A小于尺寸B,当卡盒插入衬套中时,卡盒与衬套配合留有适当的缝隙,方便插入。当卡盒内冲入蒸汽后,上下盖受压膨胀,在一定的位移后,上下盖表面分别与衬套紧配合,形成锲形自锁。

3.2 卡盒排气口利用小口流量减压:

如图二、图三,蒸汽由进气口进入卡盒,从胶圈四周排出蒸汽;导流板中间有小孔,与排气口同心,胶圈排气口四周筋位与上盖紧配合,蒸汽经卡盒排气口排气时,受小孔阻力,压力减小,从而尽可能减少蒸汽对胶圈与排气接头缝隙的冲击。

3.3 卡盒利用导流板将底部残留水分排出:

在干燥过程中,高热空气将残留水分经倒流板底部小孔再经导流板导入排气孔排出。

3.4 卡盒密封圈独特的结构形式及材质:

卡盒胶圈在使用中经常受到摩擦力,在反复使用中能确保胶圈结构的一致性才能确保灭菌效果的一致性,故胶圈需采用耐高温高压、耐磨损的材料,例如聚氨酯类。胶圈在受压环境下四周会膨胀,使四周胶圈与卡盒配合更紧密。

3.5 卡盒上盖、下盖、衬套的加工精度控制: