关于旅游的作文(精选5篇)

关于旅游的作文(精选5篇)
关于旅游的作文(精选5篇)

关于旅游的作文(精选5篇)

关于旅游的作文(精选5篇)

在日常学习、工作或生活中,大家都跟作文打过交道吧,写作文可以锻炼我们的独处习惯,让自己的心静下来,思考自己未来的方向。作文的注意事项有许多,你确定会写吗?以下是小编为大家整理的关于旅游的作文(精选5篇),欢迎大家借鉴与参考,希望对大家有所帮助。

旅游的作文1大好河山风景如画,喜欢一路美丽的风景,热爱一路行走的快乐,因此,我很享受旅游带给我的愉悦。高山,峡谷,大海,草原,每一笔都是绚烂花一朵。

茫茫大草原,一望无边的碧绿,白色的风车旋转着宁静和美好。彩色的蒙古包点缀其间,马儿飞奔,牛羊吃草,还有牧民们豪爽的欢笑。草原曾在我梦中出现过很多次,终于,来到它的怀抱。采一捧斑斓的野花对着阳光拍照,喝一口纯正的奶茶感受牧民的友好。草原,内蒙古,多么美妙!

一山绿,一山青,一山浓,一山淡,崇山峻岭,奇花异草。山路遥遥,走出一种淡然地心境;山峰座座,顶起一片美丽的天空。每一块石头都已存在上亿年;每一棵古树都经

历狂风暴雨,在无数个日夜中屹立不倒。山的形成,经历晚年,坚持万年,还是巍然。行走于山间,只为那令人赞叹的坚强。登上山顶,云雾飘渺,凉风习习,一览众山小,天地之间,唯有山峰一直静静守候。

祖国风景美如画,切身的体验更令人回味。

温暖的阳光静静地照在沙滩上,如同撒了一地的金子,闪闪发光。咸咸的海风吹拂着我的脸颊,远处传来海鸥的歌唱。潮起潮落,浪来浪回,带来大自然珍贵的礼物。赤足走在沙滩,细沙从趾缝流过,一阵阵浪涛用来与我招呼。弯下腰,在奔跑的海浪中寻找贝壳和海螺。浪花轻舞,我的手指在水中划过,摸出许多可爱的礼物。轻轻冲去上面的细沙,哇,多么神奇的东西。乏了,累了,悠闲地躺在泳圈上,随着海浪的步伐慢慢摇晃,身下一望无际的大海就像摇篮一样。

漂流,我一直乐此不彼。乘上小小的皮筏艇,顺流而下,激流勇进,刺激而有趣。淘气地捧洒一片水花,为过往的路人送上一阵清凉。时而努力荡起双桨,快速前进忘情地叫喊;时而一桨独行,小艇不住地打转,转出尽情的欢笑。

旅游给我带来的欢乐远不止这些,而且还会越来越好!

旅游的作文2春节时,我和爸爸妈妈去了美丽的热带雨林——海南。

坐上飞机的那一刹那,我非常激动。我还是第一次坐飞

机呢,在蓝天上我看见了洁白的云朵,还有明亮的月亮和星星。两个小时就到了美丽的海南。一下飞机拿了行李就有人接我们到了团队住宿的地方。

第二天就开始了我们海南快乐之旅了。我们去了风景优美的亚龙湾、日月湾、大小洞天还有猴岛等等。

其中印象最深的是猴岛。我们是坐缆车到猴岛的,在缆车上看到了蓝蓝的大海,还有翠绿的树林。一到猴岛就看见好多小猴子,有的猴子在打架,有的猴子在荡秋千,还有的在小溪边喝水嬉戏。我还是第一次这么近距离的看猴子呢!

海南的气候适宜、风景美丽,是旅游观光的’好地方,如果你有时间也到美丽的热带雨林——海南去玩玩吧!

旅游的作文3春节爸爸妈妈也放假了,爸爸妈妈带我出去玩。一起去的有爸爸的朋友,还有我的好朋友薛歆璇跟她的姐姐,有他们陪我玩我很开心。

第一天,我们来到了神仙居。爸爸说以前神仙居里面住着神仙,现在我们要进去看看神仙住过的地方是什么样子的。我跟我的朋友手牵着手高高兴兴的进去了。山很高很高,我们走的很快,大人都没我们走的快,后来妈妈走不动了还是我去扶着她一起走的。妈妈告诉我我们爬这座山用了三个多小时的时间。

第二天,我们在横店。早上起来肚子痛,走也走不动,是爸爸背着我走的,后来阿丁叔叔给我吃了一颗药,这颗药

真神奇,吃了以后我的肚子居然不痛了。我跟我的朋友玩的很开心,我们一起骑马,跟我妈妈一起拍照,晚上还看了火山爆发和暴雨山洪。

放假旅游的人真多,不过旅游胜地还是很好玩的,所以我喜欢放假,喜欢一家人一起去旅行。

旅游的作文4春节期间,我们一家一起去了八里沟游玩。这一天的游玩是我玩的最开心的一次。

在那里,我玩的了很多好玩的,也的到了很多的知识,对我印象最深的,还是八里沟大瀑布,别的都没什么可玩的。在大瀑布旁边,都可以感受到大瀑布那溅起来的一些水花,在边上都能有那样的水珠,就更别提走到大瀑布的正下方了。不过我还是鼓起了勇气,和我的朋友乐乐一起从瀑布的下方一起用飞快的速度,窜过了大瀑布,我再一看身上,全都湿透了,而且占上了许多许多的泥,不过……

我的朋友乐乐,他不小心踩到了泥坑里,他的鞋卡到了那里面,他就跑了回去,我怕他有危险,就和他跟了过去,在瀑布的浇淋下,我们仔细的寻找着,终于,我在泥水中看到了鞋影,用一根棍子,把他的鞋老了出来。后来,其他人也都赶到了。乐乐的家人非常的担心,害怕他掉到泥坑里面,出不来。

这次春节游玩我虽然把衣服都弄湿了,不过我还是非常高兴地。

旅游的作文5碧绿的草地上,一个塑料瓶子随风滚动,你是否会将它捡起扔进不远的垃圾桶?清澈的小溪边,一个易拉罐格外惹眼,你是将它踢进河里还是捡起来?在十一黄金周里,我在千岛湖和炮台山就遇到了这两件事情,结果真的很让人痛心,国人的素质应该在此也可见一斑了。

千岛湖边的游步道上,一个小女孩随手将一个昆仑山矿泉水瓶扔进了草坪里。我捡了起来,跑到小女孩跟前:“小朋友,乱扔垃圾是不对的。”这时,她的父亲——一个带着墨镜的中年男子——鄙视地看了我一眼,拉着小女孩的手迅速走掉了。很显然,他想逃避这个问题。或者,在他的眼里“这不是我的家”——子不教,父之过,你说这个人猥琐吗?如果每个人都往草坪上扔一个饮料瓶,后果会总是可想而知的。

炮台山的农家乐旁,潺潺的溪水掩映着连绵起伏的群山,多好的景致啊!突然,传来一个瓶子落水的声音——一个男孩子在踢易拉罐。我没作声,下水将易拉罐捞了上来。可没多久,他又将易拉罐踢下了水去。我有些生气:“大自然是我们自己的,你干嘛要破坏环境?”他也没好气的说:“你想挨揍吗?”这种语气,我恨不得一块板砖敲死他!真是没教养!

虽然中国文明旅游的风气比前两年好了很多,但是还有很大的提升空间。政府应该加大宣传力度,才能让人们的行为更加文明,更有素养。真心希望以后再也看不到乱扔垃圾这些与文明背道而驰的事情!

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there is clear progression throughout ?uses a range of cohesive devices appropriately although there may be some under-/over-use ?presents a clear central topic within each paragraph ?uses a sufficient range of vocabulary to allow some flexibility and precision ?uses less common lexical items with some awareness of style and collocation ?may produce occasional errors in word choice, spelling and/or word formation ?uses a variety of complex structures ?produces frequent error-free sentences ?has good control of grammar and punctuation but may make a few errors 6 ?addresses all parts of the task although some parts may be more fully covered than others ?presents a relevant position although the conclusions may become unclear or repetitive ?presents relevant main ideas but some may be inadequately developed/unclear ?arranges information and ideas coherently and there is a clear overall progression ?uses cohesive devices effectively, but cohesion within and/or between sentences may be faulty or mechanical ?may not always use referencing clearly or appropriately ?uses paragraphing, but not always logically ?uses an adequate range of vocabulary for the task ?attempts to use less common vocabulary but with some inaccuracy ?makes some errors in spelling and/or word formation, but they do not impede communication ?uses a mix of simple and complex sentence forms ?makes some errors in grammar and punctuation but they rarely reduce communication 5 ?addresses the task only partially; 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the format may be inappropriate ?presents a position but this is unclear ?presents some main ideas but these are difficult to identify and may be repetitive, irrelevant or not well supported ?presents information and ideas but these are not arranged coherently and there is no clear progression in the response ?uses some basic cohesive devices but these may be inaccurate or repetitive ?may not write in paragraphs or their use may be confusing ?uses only basic vocabulary which may be used repetitively or which may be inappropriate for the task ?has limited control of word formation and/or spelling; errors may cause strain for the reader ?uses only a very limited range of structures with only rare use of subordinate clauses ?some structures are accurate but errors predominate, and punctuation is often faulty 3 ?does not adequately address any part of the task ?does not express a clear position ?presents few ideas, which are largely undeveloped or irrelevant ?does not organise ideas logically ?may use a very limited range of cohesive devices, and those used may not indicate a logical relationship between ideas ?uses only a very limited range of words and expressions with very limited control of word formation and/or spelling ?errors may severely distort the message ?attempts sentence forms but errors in grammar and punctuation predominate and distort the meaning 2?barely responds to the task ?does not express a position ?may attempt to present one or two ideas but there is no development ?has very little control of organisational features ?uses an extremely limited range of vocabulary; essentially no control of word formation and/or spelling ?cannot use sentence forms except in memorised phrases 1?answer is completely unrelated to the task ?fails to communicate any message ?can only use a few isolated words ?cannot use sentence forms at all ?does not attend ?does not attempt the task in any way ?writes a totally memorised response IELTS is jointly owned by the British Council, IDP: IELTS Australia and the University of Cambridge ESOL Examinations (Cambridge ESOL). 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