婚姻承诺书范文

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婚姻承诺书范文(共9篇)

婚姻承诺书范文（一）:

有关宽容待人的例子 求

宽容的故事一：佛家禅语
　　相传古代有位老禅师,一日晚在禅院里散步,突见墙角边有一张椅子,他一看便知有位出家人违犯寺规越墙出去溜达了.老禅师也不声张,走到墙边,移开椅子,就地而蹲.少顷,果真有一小和尚翻墙,黑暗中踩着老禅师的背脊跳进了院子.
　　当他双脚着地时,才发觉刚才踏的不是椅子,而是自己的师傅.小和尚顿时惊慌失措,张口结舌.但出乎小和尚意料的是,师傅并没有厉声责备他,只是以平静的语调说：”夜深天凉,快去多穿一件衣服.”
　　我们可以想像听到老禅师此话后,他的徒弟的心情,在这种宽容的无声的教育中,徒弟不是被他的错误惩罚了,而是被教育了.
　　宽容的故事二：六尺巷
　　清朝时期,宰相张廷玉与一位姓叶的侍郎都是安徽桐城人.两家毗临而居,都要起房造屋,为争地皮,发生了争执.张老夫人便修书北京,要张宰相出面干预.这位宰相到底见识不凡,看罢来信,立即做诗劝导老夫人：“千里家书只为墙,再让三尺又何妨?万里长城今犹在,不见当年秦始皇.”张母见书明理,立即把墙主动退后三尺;叶家见此情景,深感惭愧,也马上把墙让后三尺.这样,张叶两家的院墙之间,就形成了六尺宽的巷道,成了有名的“六尺巷”.张廷玉失去的是祖传的几分宅基地,换来的确是邻里的和睦及流芳百世的美名.
　　宽容的故事三：总理轶事
　　有一次,理发师正在给周总理刮胡须时,总理突然咳嗽了一声,刀子立即把脸给刮破了.理发师十分紧张,不知所措,但令他惊讶的是,周总理并没有责怪他,反而和蔼地对他说：“这并不怪你,我咳嗽前没有向你打招呼,你怎么知道我要动呢?”这虽然是一件小事,却使我们看到了周总理身上的美德——宽容.
　　宽容的故事四：婚姻往事
　　一位老妈妈在他50周年金婚纪念日那天,向来宾道出了她保持婚姻幸福的秘诀.她说：“从我结婚那天起,我就准备列出丈夫的10条缺点,为了我们婚姻的幸福,我向自己承诺,每当他犯了这10条错误中的任何一项的时候,我都愿意原谅他.”有人问,那10条缺点到底是什么呢?她回答说：“老实告诉你们吧,50年来,我始终没有把这10条缺点具体地列出来.每当我丈夫做错了事,让我气得直跳脚的时候,我马上提醒自己：算他运气好吧,他犯得我可以原谅的那10条错误当中的一个.”
　　这个故事告诉我们：在婚姻的漫漫旅程中,不会总是艳阳高照,鲜花盛开,也同样有夏暑冬寒,风霜雪雨.面对生活中的一些小矛盾,如果能像那位老妈妈一样,学会宽容和忍让,你就会发现,幸福其实就在你的身边.
　　在人生中,宽容实在是一种无坚不摧的力量.

婚姻承诺书范文（二）:

观察,体验假期生活,完成这篇作文.一个（ ）的内心独白 初一水平作文
600字以上（最好上700字）,是记叙文,不是征婚的.麻烦各位找篇范文,

　　一个保姆的内心独白
　　人生掩抑着无尽的苦衷,我快乐吗?这是什么样的生活呢?我在寻求什么样的生活呢?我将怎样生活呢?
　　窗外的雨哗哗地下着,肆意地打在花台上、树叶片上、强劲的枝干上、喷水池里弱小的莲花上……而我呢?我又能怎样?我能吗?
　　哦,不,我不愿这样.我没有把我的微弱拴在别人的身上.我微弱吗?我也没有说我受到亏待与忽视,我只觉得我不幸.是的,生活对我来说,必须是个不断变化而有所作为的场景.我总抱怨我的生活空虚,我生活的空间没有生气.我总是暗自责怨别人刁,不够宽厚仁慈,不够豁达直率,而我自己呢?总是憔悴、颓丧,自我封闭.不,不是,我绝不能忍受世间的繁琐吗?别人的刁难吗?我能忍受那藐视一切的目光吗?年轻的心能忍受斗室、方寸的禁锢吗?不,我不能.我冷酷吗?我淡泊吗?我毫无表情吗?不,全不.我绝不愿忍受,我最憎恨“忍”这个字眼.
　　我与周围的他、她、他们都一样.我一样充满激情,我也一样拥有喜怒哀乐.只是我的快乐与痛苦被生活压得太紧、埋得太深.留在我脸上的只有一抹笑容和一丝泪痕.
　　看着窗外斜斜密织的雨丝,那个在雨中仰望着天空任凭风吹雨打的小伙子及其身边那个天真无邪的小男孩,我多想奔到那雨中,领略感受风吹雨打的滋味.我想,那肯定比呆在这个温室里更好受.风吹吧,雨打吧,烈日又怎样.我想感受四季风.熙来攘外的人群又怎么样?我只想多一方绿草,多一片天空,多一个世界.
　　我有时也想“我爱别人,别人也爱我”.可是我总觉得我与他们站在不一条线上,须仰首才能视之.我也恍似那圈外或圆圈之上的旁观者.除了一日三餐,除了孩子,我便不再拥有什么.
　　花开花落与我无关,那是别人的故事.无言的等待、企盼.“听凭寂寞的青春随着每天的晚风消逝.”我也屡次自问：你为什么不用你的头脑去想出一个方法来,而使你不靠别人呢?难道你稀罕廉价的同情?把你的生命系在无期的等换和美丽的承诺之上?
　　树叶绿了又黄,黄了又绿,而我仍依旧.我每天过着平静、舒适的生活,而我快乐吗?其间又有我几多色彩?是的,除了日常事务之外,我还剩下那么多空余时间,可这时间属于我吗?我甚至妒羡那个两岁的孩子,高兴时,他会咯咯地笑个不停；不乐意时,他会撕开嗓子哭个不休.而我还要忍着痛与烦哄逗他.他的一个小要求,会马上有人满足他.而我呢?我又能怎样呢?为了一个要求,为了一个承诺,我得献出我的时间.我得为他吃一顿饭磨破嘴皮.即便在我最心烦、最苦恼的时候,我也不得不强打精神哄他逗他玩乐.
　　我最憎恨“忍”这个字眼,可如今我却在这看似舒适平静的生活中磨去了棱角.我只是为这被压抑的空间而恼恨,被抑制的思想使得我无法去面对社会.我将毅然走我自己的路.这样,或许生活会苦点,工作会艰辛的,我也不在乎,我会活得快乐些.“广阔的天地是一方清凉剂.”我不怕苦与累,我只怕我的灵魂与思想被禁锢,那是我最难以忍受的.
　　到更广阔的世界去,那里有我欢笑玩耍的地方,有我痛苦流涕的地方；有我发泄不满与怨恨的时候,有我畅所欲言的时候.那“苦”又算得了什么?

婚姻承诺书范文（三）:

《我在垦中的发展承诺书》《我的家》《当我受到批评时》该怎么写,有范文最好
特别是我的家，这个一定要

啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊啊.当年姐也写过!其实老师不怎么看的 开学后收起来就放一边了 随便应付啦 （况且学姐不知道你家庭情况怎么写?）靠自己吧孩子 要不靠百度

婚姻承诺书范文（四）:

《我在垦中的发展承诺书》应该怎么写?
海南省农垦中学,报名时要交一份《我在垦中的发展承诺书》,请问承诺书上应该要写什么内容,帮我列个提纲,最好是给我一篇范文好了,先谢过了.

（我也是新生哈.）
这是从垦中贴吧转过来的.
敬爱的老师：
缤纷的初中渐远去,迎来的高中更是繁花似锦.不仅有纯洁的友谊,而且还有奋斗的汗水；不仅有缠绵的师生情,而且还有浓浓的书香.正是这些憧憬,让我选择了农垦.因为我坚信,垦中能使我人生更辉煌；因为我坚信,垦中能使我人生充满意义；因为我坚信,垦中能带我走进梦想的桃花源；因为我坚信,垦中能将我童稚的云烟氤氲开来,使我更加成熟,稳重；因为我坚信,垦中还会带给我无法幻想的奇迹.我期待着奇迹的发生,期待这里精彩绝伦的课堂,在此我向垦中承诺：
1.诚实守信,礼貌待人 .同学之间互相尊重、团结互助、理解宽容、真诚相待、正常交往,不欺侮同学,不戏弄他人,发生矛盾多做自我批评.
2.上课专心听讲,勤于思考,勇于发表自己的见解,积极回答老师的提问和参加课堂讨论.
3.积极参加学校、团队和班级组织的文体、科技和社会实践活动.参加各种集会准时到达,遵守集会纪律.
4.爱护公物,不在黑板、墙壁、课桌、布告栏等处涂抹刻画.借用公物要按时归还.遵守宿舍和食堂的制度,爱惜粮食,节约水电,服从管理.
5.遵守宿舍和食堂的制度,爱惜粮食,节约水电,服从管理.
6.举止文明,不打架,不骂人,不说脏话.不涉足未成年人不宜的活动和场所.养成良好的卫生习惯,坚持锻炼身体.不随地吐痰,不乱扔废弃物.
7.尊重他人的人格、宗教信仰和民族习惯.谦恭礼让,敬老爱幼,尊重妇女,帮助残疾人.对外宾以礼相待.
8.尊重教职工,见面行礼或主动问候,回答师长问话要起立,接送物品时要起立并用双手,给老师提意见态度要诚恳.
9.诚实守信,言行一致,答应他人的事要做到,做不到时表示歉意,借他人钱物要及时归还.不说谎,不骗人,不弄虚作假,知错就改.
10.不带违规物品,不在公共场合穿拖鞋,不吸烟,不喝酒,不赌博,尊敬师长,爱护幼小,不欺负体弱人群.
承诺人：天潴
2010年8月*日
（罗列的可以在百度查中学生日常行为规范抄,开头是本人新作仅供参考,请不要复印,出现雷同,本人概不负责.呵呵我的文采就这样,见笑了.顺便给你们点提示,多用排比会好些点,

婚姻承诺书范文（五）:

男女生活习惯、思维习惯等等差距太多的婚姻,一定是不会幸福的么.
古话说要门当户对,否则是不会幸福的.这样的说法有什么科学依据么?有哪些例子?【婚姻承诺书范文】

除非一方可以迁就另一方,否则差距太大就没法将就了.【婚姻承诺书范文】

婚姻承诺书范文（六）:

英语翻译
不幸隔段时间的传来.在前年那位表弟也走了,本来四年级时也能走路,但五年级后不能再走了,也跟着他的哥、姐、一样远离了这个世界!
这就是我外婆家中近亲结婚的例子.愿远去的亲人安息.然而令我一直不明的是,到底他们患上了何种的遗传病.

不幸隔段时间的传来.在前年那位表弟也走了,本来四年级时也能走路,但五年级后不能再走了,也跟着他的哥、姐、一样远离了这个世界!
这就是我外婆家中近亲结婚的例子.愿远去的亲人安息.然而令我一直不明的是,到底他们患上了何种的遗传病.
Bad news came one piece after another.at intervals.The year before last the younger female cousin died.He was still able to walk in his year 4 but unable in his year 5.Then following him to the other world were his elder brother and his elder sister.
The above were examples of intermarriage / consanguinity marriage that happened in my mother"s mother"s family.May those dead rest in peace !I am ,however,still puzzled what sort of genetic disease at all they were suffering from.

婚姻承诺书范文（七）:

求一篇2500字的英语论文
不管从哪个方面最后一定要是与西方国家文化有关
一定要深入,举个例子像涉外婚姻最后要从中国是农业国世代束缚于土地所以造成重视血缘所以嫁人是嫁给一个家族,而西方是商业国讲究个人主义

A Brief Analysis of english teaching in senior high school
Abstract: Classroom teaching is the main way for students to learn English. But in senior high school, a lots of probelms still exsit in the English teaching especially in the teaching of reading and writing. In this paper, the importance and methods of reading and writing will be further discussed. Key words: reading writing techniques
Introduction: Classes should be learner-centered, with meaningful, functional activities, often, classes begin by finding out what the students don’t know. These classes operate on the assumption that there is a great deal of information that students lack and that the teacher and textbooks will impact that information to the students. Teachers who hold this assumption view students as plants waiting passively to be fed and watered. But I think the students should be regarded as explorers, active learners who bring a great deal to the learning process and at the same time, draw from their environment as they develop new understandings. The basic principle will be used in the teaching of reading and writing.

Section One------ How to teach reading
I. Why teach reading
There are many reasons why getting students to read English texts is an important part of the teacher’s job. In the first place, many of them want to be able to read texts in English either for their careers, for study purposes or simply for pleasure. Anything we can do to make reading easier for them must be a good idea.
Reading texts provide good models for English writing, provide opportunities to study language vocabulary, grammar, punctuation, and the way to construct sentences, paragraphs and texts. Lastly, good reading texts can introduce interesting topics, stimulate discussion, excite imaginative responses and be the springboard for well-rounded, fascinating lessons.
The last but not the least, students must read widely because only a fraction of knowledge about the world can come from other experiences in their short lives.
II. What kind of reading should students do?
When the teachers give reading class to students, they should notice a balance----a balance to be struck between real English on the one hand and the students’ capabilities and interests on the other. There is some authentic written material which beginner students can understand to some degree: menus, timetables, signs and basic instructions, for example, and, where appropriate, teachers can use these. But for longer prose, teachers can offer their students texts, which, while being like English, are nevertheless written or adapted especially for their level. Anyway, the materials to be read should be interesting and meaningful. Teachers should become better acquainted with books written specially for teenagers and dealing with their problems.
III. What are the principles behind the teaching of reading?
i) Permit Students To Read
No one has learned to swim by practicing the skills of backstrokes, flutter kicks or treading water while staying on the edge of the swimming pool. Yet, in the teaching of reading teachers often do just that. Rather than let the students into “the water”, teachers keep them in skills books learning rules about letters, syllables or definitions of words rather than letting them into the book itself, permitting them to be immersed in the language which comes from the authors as the readers try to reconstruct the written message.
ii) Encourage students to respond to the content of a reading text, not just to the language
Of course, it is important to study reading texts for the way they use language, how many paragraphs they contain and how many times they use relative clauses. But the meaning, the message of the text, is much more important. Teachers should help students understand that the main reason to read is for them. They have to have their own purpose to read and reading must make sense, they have to find ways of doing something about it. They should be encouraged either to reread or to continue reading to gain meaning. But they must realize that the meaning is not in the teacher, but in the interaction between the reader and author. Students should be encouraged to ask themselves repeatedly, “Does this make sense to me?” Students should be encouraged to reject and to be intolerant of reading materials that do not make sense.
iii) Encourage students to guess or predict
Readers’ guesses or predictions are based on the cumulative information and syntactic structure they have been learning as they have been reading. Therefore, their guesses are more often than not appropriate to the materials. Students have to realize that risk taking in reading is appropriate; that using context to decide what words mean is a proficient reading strategy and that they have the language sense to make appropriate guesses which can fit both the grammatical and semantic sense of what they are reading.
iv) Match the task to the topic
Once a decision has been taken about what kind of reading text the students are going to read, teachers need to choose good reading tasks—the right kind of questions and useful puzzles, etc. Asking boring and inappropriate questions can undermine the most interesting text; the most commonplace passage can be made really exciting with imaginative and challenging tasks. Working in groups, the English teacher and students take turns asking each other questions following the reading. The teacher may ask, “ What is the significance of the character’s age?” These questions require inferences based on details from the reading text.
Section Two------How to teach writing (Developing correctness in students’ writing)
“Students learn to write by writing, and they learn to write correctly by writing, revising, and proofreading their own work”---with some help or direction from the teacher when it is necessary. They do not learn to write correctly by studying about writing or doing isolated workbook exercises unrelated to their own writing. So, the most important technique a teacher can use to guide students toward grammatically correct writing is to let them write, let them write things related to their own experiences. There is no limit to the kinds of text the teacher can ask students to write. Teachers’ decisions, though, should based on how much language the students know, what their interests are.
“Do I read a paper and ignore all punctuation, what good is that for students?
We spend hours at night with papers---I’m not sure the students get as much from it as the time I spend on it.”
These comments by senior high school English teachers discussing the process of marking student papers reflect the dissatisfaction and frustration of many teachers over the problem of dealing with the errors in student writing-----the obvious mistakes in spelling, punctuation----Traditionally, teachers have worked to correct errors in two ways: by teaching grammatically correctness through exercise in grammar texts; by pointing out all errors when making student papers.
Most students find it very dispiriting if they get a piece of written work back and it is covered in red ink, underlings and crossing-out. It is a powerful visual statement of the fact that their written English is terrible. Of course, some pieces of written work are completely full of mistakes, but even in these cases, the teacher has to achieve a balance between being accurate and truthful on the one hand and treating students sensitively and sympathetically on the other.
Some techniques can be used in dealing with the errors in student papers:
i) Selectivity
Rather than engage in intensive error-correction when responding to student writing, teachers are encouraged to adopt a more moderate approach to error. If the teacher over-corrects the students’ mistakes, the students would be likely to focus on errors instead of ideas. Students are more likely to grow as writers when the teacher’s primary purpose in reading student papers is to respond to content. However, if attention to content and correctness are combined when making papers, it is more helpful to select one or two kinds of errors the individual student is making than to point out every error in the paper. The teacher can identify a selected error, show an example or two on the student paper, and either explain the correct form or direct the student to a handbook for further explanation. It is always worth writing a comment at the end of a piece of written work -----anything from “Well done” to “This is a good story, but you must look again at your use of past tenses---see X grammar book page xx.”
ii) Error-analysis
Another method for working with student error, one that can be especially fruitful for teachers, is to approach it from an analytic perspective. Teachers, as error-analyst, look for patterns in the errors of an individual student, tries to discover how the mistake arrived at the mistakes by analyzing the error (Lack of knowledge about a certain grammatical point; A careless one or a mis-learned rule?), and plans strategies accordingly.
iii) Publish Student Writing
The final basic strategy is publishing. Students need a reason for laboring over a draft until it is perfect; the urge to see oneself in print can be a powerful drive toward revision and proofreading.
Conclusion: As teachers to the students who are in senior high school, they should learn to turn students’ hard work toward supporting the language strengths students already have, proving students with a feeling of success, finding materials and planning classroom experiences will turn students on to reading and writing, the reading and writing will develop with much greater ease than it does at the present time.

Reference:
Gu Xueliang, The Basic Technical Training in English Teaching, Hangzhou University Press, 1998.
Wilga M.Rivers & Mary S. Temperley, A practical guide to the teaching of English as a second or foreign Language, New York: Oxford University Press, 1978
Smith F. Understanding Reading (2d ed), New York: Holt, Rinehart and Winston, 1978
David Freeman&Yvome S. Freeman, A Road to Success for Language, New York: Oxford University Press

婚姻承诺书范文（八）:

有关婚礼的作文怎么写,跪求555555555
RT,有关婚礼的,写出婚礼的盛大场面的,然后主持人的爆笑台词等等之类的
2月16日就要，之后的就不要来了，只要方法，不要范文啊，瞎子自己滚
600~800字左右

你先写从外面到里面的过程,比如说是人们又很多啊,或者奏起了交响乐曲.再者写,新郎新娘互相手挽着手,幸福地对望.
接着主持人说：新郎新娘准备好了吗?准备好了啊?哦,那我们就开始吧.哦,不,应该是你们开始.
新郎,你愿意嫁给新娘吗?哦哦,不,说错了,你愿意娶新娘为妻吗?
新娘,你愿意入赘到新郎家吗?哎呀,我这破嘴,是愿意嫁到新郎家吗?
你自己编吧,反正要一些搞笑的,无厘头的就行了.

婚姻承诺书范文（九）:

结婚请柬尊兄/贤弟是写在名字前面还是后面

结婚邀请函上书写的文字一般是：
送呈：某某先生台启 公历 年 月 日 谨订于（星期日） 农历 年 月 日 为某某先生和某某小姐举行结婚典礼敬备喜筵 恭请光临 某某敬邀
结婚邀请函应注意
1.结婚请帖姓名用全称：不能用任何小名昵称或姓名的缩写.
2.家庭成员的顺序写清.
3.和字要出现.两个姓名之间应该写上“暨”或“和”,不用逗号或顿号.
4.举行婚礼的具体日期、星期、时间要写清楚.
5.年份不必出现在请帖上.
6.在请帖一角附上婚宴的信息：地点、时间顺序等,或在卡里另附一页加以说明.
关于结婚请柬范文还有网友说了下姓名后的称谓问题：
如果请的是一家老小,就写全福.如果只请两口子,就写双福.如果请的是没结婚的朋友,就写双恋,如果请的是一个人,就只用写上全名就行.如果请的是亲戚,还应在全名后加上称谓等.参考资料：京探网婚嫁

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