句型分类
直接抛出观点类
这一方法就是开门见山，直接了当地提出自己对要讨论的问题的看法。模板句型：
1、Now people in growing/significant numbers are beginning/coming to realize/accept/(be aware)that.。.
2、Now people become increasingly aware/conscious of the importance of..。.
故事引出类
这种方法就是先讲一个较短的、与文章内容稍有关联的故事来引发读者的兴趣，引出文章的主题。模板句型：
1、I have a friend who...Should he....?Such a dilemma we are often confronted with in our daily life。
2、Once upon a time,there lived a man who....This story may be(unbelievable)，but it still has a realistic significance now。
观点对立引出类
这种开头是针对一个问题先给出其他人的不同看法，然后提出自己的看法或者偏向于某一看法，适用于有争议性的主题。模板句型：
1、When asked about...,the vast/overwhelming majority of people say that….But I think/view a bit differently。
2、Now,it is commonly/generally/widely believed/held/acknowledged that.....They claim/believe/argue that...But I wonder/doubt whether...。.
引用名句类
这类开头是先引出名人名言或者有代表性的看法，来引出文章要展开论述的观点，在实际写作中运用还是比较多的。模板句型：
1、"Education is not complete with graduation."This is the opinion of a great American philosopher.Now more and more people share his opinion。
2、We often hear such traditional complains as this"...."。
现象分析类
这一类开头是先引出要剖析的现象或者问题，然后在进行分析评论。
1、Recently the issue of the problem/phenomenon of...has been brought into focus/into public attention。
2、Inflation/Corruption/Social inequality...is yet another of the new and bitter truth we have to learn to face now/constantly。
英语作文开头句式
1.关于……人们有不同的观点。一些人认为……
There are different opinions among people as to____.Some people suggest that ____.
2.俗话说(常言道)……，它是我们前辈的经历，但是，即使在今天，它在许多场合仍然适用。
There is an old saying______.It"s theexperience of our forefathers，however，it is correctin many cases even today.
3.现在，……，它们给我们的日常生活带来了许多危害。首先，……;其次，……。更为糟糕的是……。
Today,____,which have brought a lot of harms in our daily life.First,____ Second,____.What makes things worse is that______.
4.现在，……很普遍，许多人喜欢……，因为……，另外(而且)……。
Nowadays，it is common to ______.Many people like ______ because ______.Besides，______.
5.任何事物都是有两面性，……也不例外。它既有有利的一面，也有不利的一面。
Everything has two sides and ______ is not an exception，it has both advantages anddisadvantages.
