为什么需要保护野生动物英语作文热门20篇

panda is one of the scarcest animals. people in the world like it very much.

there used to be many pandas in china long ago. as the balance of nature was destroyed and the weather was getting warmer and warmer, pandas became less.

but at present, the number of pandas is increasing year by year. there are now so many pandas that some are being sent to other countries so that people there can enjoy them.

nowadays, the biggest nature park for panda in china is in sichuan. there is a research centre for nature and wild life there. scientists hope that one day they will have enough pandas to be set free and let them live in the wild again.

I like dogs, because they are man’s good friends.

They can do many helpful things to us, such as guarding our houses, greeting guests, helping the police, and so on.

Some trained dogs can even lead the blind people and save people’s lives. So they‘re treated as our family members.

I hope someday dogs will be in great harmony with human-beings.

Now, some animals have disappeared, and then take crocodile is close to extinction, though very fierce, but humans are more fierce. Because of some organs from animals has the prominent economic value, thus become a subject of human plunder use, become the main factor of extinct animals. Crocodile with sharp teeth, and huge appetite for food, we all said the crocodile, but more afraid of human, the crocodile in the eyes of human, the crocodile can be made into the luggage, handbags, wallets, shoes and other goods, so the crocodile, has now become almost extinct animals.

Animal friends, a lot of destruction of human will have serious adverse consequences, ecological environment caused by serious imbalance, so that the human living environment is destroyed. Eliminate animal, is to eliminate human oneself, if one day the animals in the world are gone, that human can survive? To protect animals, cherish this nature of every creature! Let us start from now, starts from me, to protect the animals, make the world a better place! To protect animals, is to protect human oneself.

现在，有些动物已经灭绝了，就拿快要灭绝的鳄鱼来说，虽然很凶猛，但人类更凶猛。就是因为有些动物身上的器官具有突出的经济价值，由此成为被人类掠夺利用的对象，成为动物灭绝的主要因素。鳄鱼长着锐利的牙齿，和硕大的食物胃口，我们都说鳄鱼可怕，但鳄鱼更怕人类，在人类的眼中，鳄鱼皮可以制成行李箱，手提包，钱包，鞋等物品，所以鳄鱼，现在已经成为快要灭绝的动物了。

朋友们，动物的大量毁灭对人类将产生严重的不良后果，造成生态环境严重不平衡，从而使人类的生存环境遭到破坏。消灭动物，就是在消灭人类自己，如果有一天世界上的动物全都消失了，那人类还能生存吗?要保护动物，珍惜这自然界里的每一个生灵吧!让我们从现在做起，从我做起，保护动物，使世界变得更美好吧!保护动物，就是保护人类自己。

From this cartoon, we can see that at the top end of the river,is a chemical factory and a paperrnaking factory which send out and poisonous wastes. And the river has been seriously polluted,n be seen from the color of it. Along this "black" river, there area few people selling fresh water which must have been taken from far away places.

At the first glance, it is very strange to us how can people sell water along the river, but this is the case, because the water in this river is undrinkable. This presents a serious social problem--environmental pollution. With the development of economy, our living standards have been greatly improved. But we can＇ t ignore the fact the air we take in and the water we drink today are not as fresh and clean as they used to be. Some kinds of pollution can even be deadly to people. It is high time that we took some measures to solve the problem.

I think we can first call people＇s attention to this problem so that they will be aware of the serious consequences of it. Then,we can pass certain laws to restrain the factories from sending out wastes. Finally, we can do more resarch work to find out ways to deal with the wastes.

Keep Square Clean, Tidy On Sunday, still on display on Tian＇anmen Square were dozens of floats that were paraded along Chang＇ an Avenue during the NationalDay celebrations. Thousands of people strolled on the narrow lanes be- tween the floats that fragmented the square, busily taking photos. Not far from the noisy crowds, yellow leaves fell nonchalantly from locust trees along the driveway, sending out the first signals of the coming autumn. But even if all the leaves fall, they still cannot cover the brown and black spots on the hitish stones in the huge square.

Such stains of chewing gum, stale oil or some worse blemish have remained a constant pain for city cleaners since the square ＇was re-opened a few months ago after renovations to celebrate the 50th anniversary of the founding of the People＇s Republic of China.

Few renovation project planners likely foresee this discouraging outcome. Originally, they merely intended to give the city a facelift. The square was indeed impeccable when new: The-white terrazzo surface not only looks clean but it was made with materials that help prevent it from becoming slippery.

However, as time goes by, the virtue becomes the vice: the surface attracts and accentuates dirt. As a result, China＇ s most high profile site has to suffer the indignity of being paraded daily efore thepublic in a humiliation state.

While the tourists who litter should bear the bulk of the blame, the renovation designers should also have learned something: including the square＇s sanitary maintenance issue into their consideration.

[关于保护环境的英语作文优秀范本

下面的材料旨在丰富学生在是非问题写作方面的思想和语言，考生在复习时可以先分类阅读这些篇章，然后尝试写相关方面的作文题。

对于素材中用黑体字的部分，特别建议你熟读，背诵，因为它们在语言和观点上都值得吸收。学习语言的人应该明白，表达能力和思想深度都靠日积月累，潜移默化。从某种意义上说，提高英语写作能力无捷径可走，你必须大段背诵英语文章才能逐渐形成语感和用英语进行表达的能力。这一关，没有任何人能代替你过。

因此，建议你下点苦功夫，把背单词的精神拿出来背诵文章。何况，并不是要求你背了之后永远牢记在心：你可以这个星期背，下个星期忘。这没有关系，相信你的大脑具有神奇的能力。背了工具箱里的文章后，你会惊讶的发现：I can think in English now！

1.?????? Proverbs

1. A graduation ceremony is an event where the commencement speaker tells thousands of students dressed in identical caps and gowns that individuality is the key to success.

2. The primary purpose of a liberal education is to make one’s mind a pleasant place in which to spend one’s time.

3. Next in importance to freedom and justice is popular education, without which neither freedom nor justice can be permanently maintained.

4. The classroom--not the trench--is the frontier of freedom now and forevermore.

5. Education’s purpose is to replace an empty mind with an open one.

6. It is the purpose of education to help us become autonomous, creative, inquiring people who have the will and intelligence to create our own destiny.

7. You see, real ongoing, lifelong education doesn’t answer questions; it provokes them.

8. People will pay more to be entertained than educated.

9.the most important function of education at any level is to develop the personality of the individual and the significance of his life to himself and to others. This is the basic architecture of a life; the rest is ornamentation and decoration of the structure.

10. The essence of our efforts to see that every child has a chance must be to assure each as equal opportunity, not to become equal, but to become different-to realize whatever unique potential of body, mind, and spirit he or she possesses.

11. A great teacher never strives to explain his vision-he simply invites you to stand beside him and see for yourself.

12. If you can read and don’, you are an illiterate by choice.

2. Damaging Research

A study by National Parent-Teacher Organization revealed that in the average American school, eighteen negatives are identified for every positive that is pointed out. The Wisconsin study revealed that when children enter the first grade, 80 percent of them feel pretty good themselves, but by the time they get to the sixth grade, only 10 percent of them have good self-images.

3. Education and Citizenship

An important aspect of education in the United States is the relationship between education and citizenship. Throughout its history this nation has emphasized public education as a means of transmitting democratic values, creating equality of opportunity, and preparing new generations of citizens to function in society. In addition, the schools have been expected to help shape society itself. During the 1950s, for example, efforts to combat racial segregation focused on the schools. Later, when the Soviet Union launched the first orbiting satellite, American schools and colleges came under intense pressure and were offered many incentives to improve their science and mathematics programs so that the nations would not fall behind the Soviet Union in scientific and technological capabilities.

Education is often viewed as a tool for solving social problems, especially social inequality. The schools, t is thought, can transform young people from vastly different backgrounds into competent, upwardly mobile adults. Yet these goals seem almost impossible to attain. In recent years, in fact, public education has been at the center of numerous controversies arising from the gap between the ideal and the reality. Part of the problem is that different groups in society have different have different expectations. Some feel that children should be taught basic job-related skills; still others believe education should not only prepare children to compete in society but also help them maintain their cultural identity (and, in the case of Hispanic children, their language). On the other hand, policymakers concerned with education emphasize the need to increase the level of student achievement and to improve parents in their children’s education.

Some reformers and critics have called attention to the need to link formal schooling with programs designed to address social problems. Sociologist Charles Moscos, for example, is a leader in the movement to expand programs like the Peace Corps, Vista, and Outward Bound into a system of voluntary national service. National service, as Moscos defines it, would entail “the full-time undertaking of public duties by young people whether as citizen soldiers or civilian servers-who are paid subsistence wages” and serve for at least one year. In return for this period of service, the volunteers would receive assistance in paying for college or other educational expenses.

Advocates of national service and school-to-work programs believe that education does not have to be confined to formal schooling. In devising strategies to provide opportunities for young people to serve their society, they emphasize the educational value of citizenship experiences gained outside the classroom. At this writing there is little indication that national service will become a new educational institution in the United States, although the concept is steadily gaining support among educators and social critics.

4. The Teacher’s Role

Given the undeniable importance of classroom experience, sociologists have done a considerable amount of research on what goes on in the classroom. Often they start from the premise that, along with the influence of peers, students’ experiences in the classroom are of central importance to their later development. One study examined the impact of a single first-grade teacher on her students’ subsequent adult status. The surprising results of this study have important implications. It is evident that good teachers can make a big difference in children’s lives, a fact that gives increased urgency to the need to improve the quality of primary-school teaching. The reforms carried out by educational leaders like James Comer suggest that when good teaching is combined with high levels of parental involvement the results can be even more dramatic.

Because the role of the teacher is to change the learner in some way, the teacher-student relationship is an important part of education. Sociologists have pointed out that this relationship is asymmetrical or unbalanced, with the teacher being in a position of authority and the student having little choice but to passively absorb the information provided by the teacher. In other words, in conventional classrooms there is little opportunity for the students to become actively involved in the learning process. On the other hand, students often develop strategies for undercutting the teacher’s authority: mentally withdrawing, interrupting, and the like. Hence, much current research assumes that students and teachers influence each other instead of assuming that the influence is always in a single direction.

5. Education Philosophy

For the past fifty years our schools have operated on the theories of John Dewey (1859-1953), an American educator and writer. Dewey believed hat the school’s job was to enhance the natural development of the growing child, rather than to pour information, for which the child had no context, into him or her. In the Dewey system, the child becomes the active agent in his own education, rather than a passive receptacle for facts.

Consequently, American schools are very enthusiastic about teaching “life skills” –logical thinking, analysis, creative problem--solving. The actual content of the lessons is secondary to the process, which is supposed to train the child to be able to handle whatever life may present, including all the unknowns of the future. Students and teachers both regard pure memorization as an uncreative and somewhat vulgar.

In addition to “life skills”, schools are assigned to solve the ever growing stoke of social problems. Racism, teenage pregnancy, alcoholism, drug use, reckless driving, and are just a few of the modern problems that have appeared on the school curriculum.

This all contributes to a high degree of social awareness in American youngsters.

6. Student Life

To the students, the most notable difference between elementary school and the higher levels is that in junior high they start “changing classes”. This means that rather than spending the day in one classroom, they switch classrooms to meet their different teachers. This gives them three or four minutes between classes in the hallways, where a great deal of the important social action of high school traditionally takes place. Students have lockers in these hallways, around which thy congregate.

Society in general does not take the business of studying very seriously. Schoolchildren have a great deal of free time, which they are encouraged to fill with extracurricular activities—sports, clubs, cheerleading, scouts—supposed to inculcate such qualities as leadership, sportsmanship, ability to organize, etc. those who don’t become engaged in such activities or have afterschool jobs have plenty of opportunity to “hang out”, listen to teenager music, and watch television.

Compared to other nations, American students do not have much homework. Studies also show that American parents have lower expectations for their children’s success in school than other nationalities do. (Historically, there has not been much correlation between American school success and success in later life.) “He’s just not a scholar”, the American parents might say, content that their son is on the swim team and doesn’t take drugs. (Some of the young do choose to study hard, for reason of their own, such as determining that the road to riches lies through Harvard Business School.)

What American schools do effectively teach is the competitive method. In innumerable ways children are pitted against each other—whether in classroom discussion, spelling bees, reading groups, or tests. Every classroom is expected to produce a scattering of A’s and F’s (teachers often grade A=excellent; B=good; C=average; D=poor; and F=failed). A teacher who gives all A’s looks too soft—so students are aware that they are competing for the limited number of top marks.

Foreign students sometimes don’t understand that copying from other people’s papers or from books is considered wrong and taken seriously. Here, it is important to show that you have done your own work and are displaying your own knowledge. It is more important than helping your friends to pass, whom we think do not deserve to pass unless they can provide their own answers. Group effort goes against the competitive grain, and American students do not study together as many Asians do. Many Asians in this country consider their group study habits a large contributor to their school success.

7. Adult Education

After complaining about many aspects of American life, a 40-year-old woman from Hong Kong concluded, “But where else could someone my age go back to school and get a degree in social work? Here you can change your whole life, start a new business, do what you really want to do.”

So at least to this person, school requirements weren’t inhibiting. And to millions of others, adult education is the path to a new career, or if not to a new career, to a new outlook. Schools generally encourage the older person who wants to start anew, and besides regular classes, schedule evening classes in special programs. Today there are so many people of retirement age in college that it is no longer remarkable.

8. Moral Relativism in American

Improving American education requires not doing new things but doing (and remembering) some good old things. At the time of our nation’s founding, Thomas Jefferson listed the requirements for a sound education in the Report of the Commissioners for the University of Virginia. In this landmark statement on American education, Jefferson wrote of the importance of education and writing, and of reading history, and geography. But he also emphasized the need “to instruct the mass of our citizens in these, their rights, interests, and duties, as men and citizens.” Jefferson believed education should aim at the improvement of both one’s “morals” and “faculties”. That has been the dominant view of the aims of American education for over two centuries. But a number of changes, most of them unsound, have diverted schools from these great pursuits. And the story of the loss of the school’s original moral mission explains a great deal.

Starting in the early seventies, “values clarification” programs started turning up in schools all over America. According to this philosophy, the schools were not to take part in their time-honored task of transmitting sound moral values; rather, they were to allow the child to “clarify” his own values (which adults, including parents, had no “rights” to criticize). The “values clarification” movement didn’t clarify values; it clarified wants and desires. This form of moral relativism said, in effect, that no set of values was right or wrong; everybody had an equal right to his own values; and all values were subjective, relative, and personal. This destructive view took hold with a vengeance.

In 1985 The York Times published an article quoting New York area educators, in slavish devotion to this new view, proclaiming, “They deliberately avoid trying to tell students what is ethically right and wrong.” The article told of one counseling session involving fifteen high school juniors and seniors. In the course of that session a student concluded that a fellow student had been foolish to return one thousand dollars she found in a purse at school. According to the article, when the youngsters asked the counselor’s opinion, “He told them he believed the girl had done the right thing, but that, of course, he would not try to force his values on them. ‘If I come from the position of what is wrong,’ he explained, ‘then I’m not their counselor.’”

Once upon a time, a counselor offered counselor, and he knew that an adult does not form character in the young by taking a stance of neutrality toward questions of right and wrong or by merely offering “choices” or “options”.

In response to the belief that adults and educators should teach children sound morals, one can expect from some quarters indignant objections (I’ve heard one version of it expressed countless times over the years): “Who are you to say what’s important?” or “Whose standards and judgments do we use?”

The correct response, it seems to me, is, is we ready to do away with standards and judgments? Is anyone going to argue seriously that a life of cheating and swindling is as worthy as a life of honest, hard work? Is anyone (with the exception of some literature professors at our elite universities) going to argue seriously the intellectual corollary, that a Marvel comic book is as good as Macbeth? Unless we are willing to embrace some pretty silly position, we’ve got to admit the need for moral and intellectual standards. The problem is that some people tend to regard anyone who would pronounce a definitive judgment as an unsophisticated Philistine or a closed-minded “elitist” trying to impose his view on everybody else.

The truth of the real world is that without standards and judgments, there can be no progress. Unless we are prepared to say irrational things—that nothing can be proven more valuable than anything else or that everything is equally worthless—we must ask the normative question. It may come, as a surprise to those who fell that to be “progressive” is to be value-neutral. But as Matthew Amold said, “the world is forwarded by having its attention fixed on the best things” and if the world can’t decide what the best things are, at least to some degree, then it follows that progress, and character, is in trouble. We shouldn’t be reluctant to declare that some things, some lives, books, ideas, and values are better than others. It is the responsibility of the schools to teach these better things.

At one time, we weren’t so reluctant to teach them. In the mid-nineteenth century, a diverse, widespread group of crusaders began to work for the public support of what was then called the “common school”, the forerunner of the public school. They were to be charged with the mission of school felt that the nation could fulfill its destiny only if every new generation was taught these values together in a common institution.

The leaders of the common school movement were mainly citizens who were prominent in their communities—businessmen, ministers, local civic and government officials. These people saw the schools as upholders of standards of individual morality and small incubators of civic and personal virtue; the founders of the public schools had faith that public education could teach good moral and civic character from a common ground of American values.

But in the past quarter century or so, some of the so-called experts became experts of value neutrality, and moral education was increasingly left in their hands. The commonsense view of parents and the publicthat schools should reinforce rather than undermine the values of home, family, and country, was increasingly rejected.

There are those today still that claim we are now too diverse a nation, that we consist of too many competing convictions and interests to instill common values. They are wrong. Of course we are a diverse people. We have always been a diverse people. And as Madison wrote in FederalistNo.10, the competing, balancing interests of a diverse people can help ensure the survival of liberty. But there are values that all American citizens share and that we should want all American students to know and to make their own: honesty, fairness, self-discipline, fidelity to task, friends, and family, personal responsibility, love of country, and belief in the principles of liberty, equality, and the freedom to practice one’s faith. The explicit teaching of these values is the legacy of the common schools, and it is a legacy to which we must return.

9. Schools Should Teach Values

People often said, “Yes, we should teach these values, but how do we teach them?” this question deserves a candid response, one that isn’t given often enough. It is by exposing our children to good character and inviting its imitation that we will transmit to them a moral foundation. This happens when teachers and principals, by their words and actions, embody sound convictions. As Oxford’s Mary Warnock has written, “You cannot teach morality without being committed to morality yourself; and you cannot be committed to morality yourself without holding that some things are right and others wrong.” The theologian Martin Buber wrote that the educator is distinguished from all other influences “by his will to take part in the stamping of character and by his consciousness that he represents in the eyes of the growing person a certain selection of what is, the selection of what is ‘right’, of what should be.” It is in this will, Buber says, in this clear standing for something, that the “vocation as an educator finds its fundamental expression.”

There is no escaping the fact that young people need as example principals and teachers who know the difference between right and wrong, good and bad, and who themselves exemplify high moral purpose.

As Education Secretary, I visited a class at Waterbury Elementary School in Waterbury, Vermont, and asked the students, “Is this a good school?” They answered, “Yes, this is a good school.” I asked them, “Why?” Among other things, one eight-year-old said, “The principal Mr. Riegel, makes good rules and everybody obeys them.” So I said, “Give me an example.” And another answered, “You can’t climb on the pipes in the bathroom. We don’t climb on the pipes and the principal doesn’t either.”

This example is probably too simple to please a lot of people who want to make the topic of moral education difficult, but there is something profound in the answer of those children, something education should pay more attention to. You can’t expect children to take messages about rules or morality seriously unless they see adults taking those rules seriously in their day-to-day affairs. Certain must be said, certain limits lay down, and certain examples set. There is no other way.

We should also do a better job at curriculum selection. The research shows that most “values education” exercises and separate courses in “moral reasoning” tend not to affect children’s behavior; if anything, they may leave children morally adrift. Where to turn? I believe our literature and our history are a rich quarry of moral literacy. We should mine that quarry. Children should have at their disposal a stock of examples illustrating what we believe to be right and wrong, good and bad—examples illustrating what are morally right and wrong can indeed be known and that there is a difference.

What kind of stories, historical events, and famous lives am I talking about? If we want our children to know about honesty, we should teach them about Abe Lincoln walking three miles to return six cents and conversely, about Aesop’s shepherd boy who cried wolf if we want them to know about courage, we should teach them about Joan of Arc, Horatius at the bridge, and Harriet Tubman and the Underground Railroad. If we want them to know about persistence in the face of adversity, they should know about the voyages of Columbus and the character of Washington during the Civil War. And our youngest should be told about the Little Engine That Could. If we want them to know about respect for the law, they should understand why Socrates told Crito: “No, I must submit to the decree of Athens.” If we want our children to respect the rights of others, they should read the Declaration of Independence, the Bill of Rights, the Gettysburg Address, and Martin Luther King, Jr.’ “Letter from Birmingham jail.” From the Bible they should know about Ruth’s loyalty to Naomi, Joseph’s forgiveness of his brothers, Jonathan’s friendship with David, the Good Samaritan’s kindness toward a stranger, and David’s cleverness and courage in facing Goliath.

These are only a few of the hundreds of examples we can call on. And we need not get into issues like nuclear war, abortion, creationism, or euthanasia. This may come as a disappointment to some people, but the fact is that the formation of character in young people is educationally a task different from, and prior to, the discussion of the great, difficult controversies of the day. First things come first. We should teach values the same way we teach other things: one step at a time. We should not use the fact that there are many difficult and controversial moral questions as an argument against basic instruction in the subject.

After all, we do not argue against teaching physics because laser physics is difficult, against teaching American history because there are heated disputes about the Founders’ intent. Every field has its complexities and its controversies. And every field has its basics, its fundamentals. So they are too with forming character and achieving moral literacy. As any parent knows, teaching character is a difficult task. But it is a crucial task, because we want our children to be healthy, happy, and successful but decent, strong, and good. None of this happens automatically; there is no genetic transmission of virtue. It takes the conscious, committed efforts of adults. It takes careful attention.

10. College Pressures

Mainly I try to remind that the road ahead is a long one and that it will have more unexpected turns than they think. There will be plenty of time to change jobs, change careers, change whole attitudes and approaches. They don not want to hear such liberating news. They want a map—right now – that they can follow unswervingly to career security, financial security, Social Security and, presumably, a prepaid grave.

What I wish for all students is some release from the clammy grip of the future. I wish them a chance to savor each segment of their education as an experience in itself and not as a grim preparation for the next step. I wish them the right to experiment, to trip and fall, to learn that defeat is as instructive as victory and is not the end of the world.

My wish, of course, is na?ve. One of the national gods venerated in our media—the million-dollar athlete, the wealthy executive—and glorified in our praise of possessions. In the presence of such a potent state religion, the young are growing up old.

I see four kinds of pressure working on college students today: economic pressure, parental pressure, peer pressure, and self-induced pressure. It is easy to look around for villains—to blame the colleges for charging too much money, the professors for assigning too much work, the parents for pushing their children too far, and the students for driving themselves too hard. But there are no villains: only victims.

“In the late 1960s.” one dean told me. “The typical question that I got from students was ‘Why is there so much suffering in the world’ or ‘how I can make a contribution?’ Today it’s ‘Do you think it would look better for getting into law school if I did a double major in history and political science, or just majored in one of them?’” many other deans confirmed this pattern. One said: “They are trying to find an edge—the intangible something that will look better on paper if two students are about equal.”

Note the emphasis on looking better. The transcript has become a sacred document, the passport to security. How one appears on paper is more important than how one appears in person. A is for Admirable and B is for Borderline, even though, in Yale’s official system of grading, A means “excellent” and B means “very good.” Today, looking very good is no longer good enough, especially for students who hope to go on to law school or medical school. They know that entrance into the better schools will be an entrance into the better law firms and better medical practices where they will make a lot of money. They also know that the odds are harsh. Yale Law School, for instance, matriculates 170students from an applicant pool of 3,700; Harvard enrolls 550 from a pool of 7,000.

It’s all very well for those of us who write letters of recommendation for our students to stress the qualities of humanity that will make them good lawyers or doctors. And it’s nice to think that admission officers are ready reading our letters and looking for the extra dimension of commitment or concern. Still, it would be hard for a student not to visualize these officers shuffling so many transcripts studded with As that they regard a B as positively shameful.

The pressure is almost as heavy on students who just want to graduate and get a job. Long gone are the days of the “gentleman’s C.” when students journeyed through college with a certain relaxation, sampling a wide variety of courses-music, art, philosophy, classics, anthropology, poetry, religion—that would send them out as liberally educated men and women. If I were an employer I would rather employ graduates who have this range and curiosity than those who narrowly pursued safe subjects and high grades. I know countless students whose inquiring minds exhilarate me. I like to hear the play of their ideas. I do not know if they are getting As or Cs, and I do not care. I also like them as people. The country needs them, and they will find satisfying jobs. I tell them to relax. They cannot.

Nor can I blame them. They live in a brutal economy. Tuition, room, and board at most private colleges now come to at least $7,000, not counting books and fees. This might seem to suggest that the colleges are getting rich. But they are equally battered by inflation. Tuition covers only 60 percent of what it costs to educate a student, and ordinarily the remainder comes from what college receives in endowments, grants, and gifts. Now, the remainder keeps being swallowed by the cruel costs—higher every year—of just opening the doors. Heating oil is up. Insurance is up. Postage is up. Health-premium costs are up. Everything is up. Deficits are up. We are witnessing in American the creation of a brotherhood of paupers—colleges, parents, and students, joined by the common bond of debt.

Today it is not unusual for a student, even if he works part time at college and full time during the summer, to accrue $5,000 in loans after four years—loans that he must start to repay within one year after graduation. Exhorted at commencement to go forth into the world, he is already behind as he goes forth. How could he not feel under pressure throughout college to prepare for this day of reckoning? I have used “he,” incidentally, only for brevity. Women at Yale are under no less pressure to justify their expensive education to themselves, their parents, and society. In fact, they are probably under more pressure. For although they leave college superbly equipped to bring fresh leadership to traditionally male jobs, society has not yet caught up with this fact.

Along with economic pressure goes parental pressure. Inevitably, the two are deeply intertwined.

I see many students taking pre-medical courses with joyless tenacity. They go off to their labs as if they were going to the dentist. It saddens me because I know tem in other corners of their life as cheerful people.

“Do you want to medical school?” I asked them.

“I guess so,” they say, without conviction, or “Not really.”

“Then why are you going?”

“Well, my parents want me to be a doctor. They are paying all this money and …”

Poor students, poor parents, they are caught in one of the oldest webs of love and duty and guilt. The parents mean will; they are trying to steer their sons and draughts toward a secure future. But the sons and daughter want to major in history or classics or philosophy—subjects with no “practical” value. Where’s the payoff on the humanities? It’s not easy to persuade such loving parents that the humanities do indeed pay off. The intellectual faculties developed by studying subjects like history and classics—an ability to synthesize and relate, to weigh cause and effect, to see events in perspective—are just the faculties that make creative leaders in business or almost any general field. Still, many fathers would rather put their money on courses that point toward specific profession—courses that are pre-law, pre-medical, pre-business, or, as I sometimes heard it put, “pre-rich.”

But the pressure on students is severe. They are truly torn. One part of them feels obliged to fulfill their parents’ expectations; after all, their parents are older and presumably wiser. Another part tells them that the expectations that are right for their parents are not right for them.

I know a student who wants to be an artist. She is very obviously an artist and will be a good one—she has already had several modest local exhibits. Meanwhile she is growing as a well-round person and taking humanistic subjects that will enrich the inner resources out of which her art will grow. But her father is strongly opposed. He thinks that an artist is a “dumb” thing to be. The student vacillates and tries to please everybody. She keeps up with her art somewhat furtively and takes some of the “dumb” courses her father wants her to take—at least they are dumb courses for her. She is a free spirit on a campus of tense students—no small achievement in it—and she deserves to follow her muse.

Peer pressure and self-induced pressure are also intertwined, and they begin almost at the beginning of freshman year.

“I had a freshman student I’ll call Linda,” one dean told me, “who came in and said she was under terrible pressure because her roommate, Barbara, was much brighter and studied all the time. I could not tell her that Barbara had come in two hours earlier to say the same thing about Linda.”

The story is almost funny—except that it is not. It is symptomatic of all the pressure put together. When every student thinks every other student is working harder and doing better, the only solution is to study harder still. I see students going off to the library every night after dinner and coming back when it closes at midnight. I wish they would sometimes forget about their peers and go to a movie. I hear the clacking of typewriters in the hours before dawn. I see the tension in their eyes when exams are approaching and papers are due: “Will I get everything done?”

Probably they won’t. They will get blocked. They will sleep. They will oversleep. They will bug out.

Part of the problem is that they are expected to do. A professor will assign five page papers. Several students will start writing ten page papers to impress him. Then more students will write ten page papers, and a few will raise the ante to fifteen. Pity the poor student who is still just doing the assignment.

“Once you have twenty or thirty percent of the student population deliberately overexerting,” one dean points out, “It’s bad for everybody. When a teacher gets more and more effort from his class, the student who is doing normal work can be perceived as not doing well. The tactic work, psychologically.”

Why cannot the professor just cut back and not accept longer papers? He can, and he probably will. But by then the term will be half over and the damage done. Grade fever is highly contagious and not easily reversed. Besides, the professor’s main concern is with his course. He knows his students only in relation to the course and does not know that they are also overexerting in their other courses. Nor is it really his business. He did not sign up for dealing with the student as a whole person and with all the emotional baggage the student brought along from home. That’s what deans, masters, chaplains, and psychiatrists are for.

To some extent this is nothing new: a certain number of professors have always been self-contained islands of scholarship and shyness, more comfortable with books than with people. But the new pauperism has widened the gap still further, for professors who actually like to spend time with students do not have as much time to spend. They are also overexerting. If they are young, they are busy trying to publish in order not to perish, hanging by their figure nails onto a shrinking profession.

If they are old and tenured, they are buried under the duties of administering departments—as departmental chairmen or members of committees—that have been thinned out by the budgetary axe.

Ultimately it will be the students’ own business to break the circles in which they are trapped. They are too young to be prisoners of their parents’ dreams and their classmates’ fears. They must be jolted into believing into themselves as unique men and women who have the power to shape their own future.

“Violence is being done to the undergraduate experience,” says Carlos Hortas. “College should be open-ended: at the end it should open many, many roads. Instead, students are choosing their goal in advance, and their choices narrow as they go along. It’s almost as if they think that the country has been codified in the type of jobs that exist-that they’ve got to fit into certain slots. Therefore, fit into the best paying slot.”

“They ought to take chances. Not taking chances will lead to life of colorless mediocrity. They’ll be comfortable. But something in the spirit will be missing.”

I have painted too drab a portrait of today’s students, making them seem a solemn lot. That is only half of their story; if they were so dreary I wouldn’t so thoroughly enjoy their company. The other half is that they are easy to like. They are quick to laugh and to offer friendship. They are not introverts. They are usually kind and are more considerate of one another than any student generation I have known.

Nor are they so obsessed with their studies that they avoid sports and extracurricular activities. On the contrary, they juggle their crowded hours to play on a variety of teams, perform with musical and dramatic groups, and write for campus publications. But this in turn is one more cause of anxiety. There are too many choices. Academically, they have 1,300 courses to select from; outside class they have to decide how much spare time they can spare and how to spend it.

This means that they engage in fewer extracurricular pursuits than their predecessors did. If they want to row on the crew and play in the symphony they will eliminate one; in the ‘60s they would have done both. They also tend to choose activities that are self-limiting. Drama, for instance, is flourishing in all twelve of Yale’s residential colleges, as it never has before. Students hurl themselves into these productions—as actors, directors, carpenters, and technicians—with a dedication to create the best possible play, knowing that the day will come when the run will end and they can get back to their studies.

They also cannot afford to be the willing slave of organizations like the Yale Daily News. Last spring at the one-hundredth anniversary banquet of that paper—who’s past chairmen include such once and future kings as Potter Stewart, Kingman Brewster, and William F. Buckley, Jr.—much was made of the fact that the editorial staff used to be small and totally committed and that “newsies” routinely worked fifty hours a week. In effect they belonged to a club; Newsies is how they defined themselves at Yale. Today’s students will one or two articles a week, when he can, and he defines himself as a student. I’ve never heard the word Newsie except at the banquet.

If I have described the modern undergraduate primarily as a driven creature who is largely ignoring the blithe spirit inside who keeps trying to come out and play, it’s because that’s where the crunch is, not only at Yale but throughout American education. It’s why I think we should all be worried about the values that are nurturing a generation so fearful of risk and so goal-obsessed at such an early age.

I tell students that there is no one “right” way to get ahead—that each of them is a different person, starting from a different point and bound for a different destination. I tell neither them that change is a tonic and that all the slots are not codified nor the frontiers closed. One of my ways of telling them is to invite men and women who have achieved success outside the academic world to come and talk informally with my students during the year. They are heads of companies or ad agencies, editors of magazines, politicians, public officials, television magnates, labor leaders, business executives, Broadway products, artists, writers, economists, photographers, scientists, historians—a mixed bag of achievers.

I asked them to say a few words about how they got started. The students assume that they started in their present profession and knew all along that it was what they wanted to do. Luckily for me, most of them got into their field by a circuitous route, to their surprise, after many detours. The students are startled. They can hardly conceive of a career that was not pre-planned. They can hardly imagine allowing the hand of God or chance to nudge them down some unforeseen trail.

11. To Err Is Wrong

In the summer of 1979, Boston Red Sox first baseman Carl Yastrzemski became the fifteenth player in baseball history to reach the three thousand hit plateaus. This event drew a lot of media attention, and for about a week prior to the attainment of this goal, hundreds of reports covered Yaz’s every more. Finally, one reporter asked, “Hey Yaz, aren’t you afraid all of this attention will go to your head?” Yastrzemski replied, “I look at this way: in my career I’ve been up to bat over ten thousand times. That means I’ve been unsuccessful at the plate over seven thousand times. That fact alone keeps me from getting a swollen head.”?

Most people consider success and failure as opposites, but they are actually both products of the same process. As Yaz suggest, an activity that produces a hit may also produce a miss. It is the same with creative thinking; the same energy that generates good creative ideas also produces errors.

Many people, however, are not comfortable with errors. Our educational system, based on “the right answer” belief, cultivates our thinking in another, more conservative way. From an early age, we are taught that right answers are good and incorrect answers are bad. This value is deeply embedded in the incentive system used in most schools:

Right over 90% of the time = “A”

Right over 80% of the time = “B~”

Right over 70% of the time = “C~” Right over 60% of the time = “D~” Less than 60% correct, you fail.

From this we learn to be right as often as possible and to keep our mistakes to a minimum. We learn, in other words, that “to err is wrong.

Playing It Safe

With this kind of attitude, you aren’t going to be taking too many chances. If you learn that failing even a litter penalizes you (e.g., being wrong only 15% of the time garners you only a “B” performance), you learn not to make mistakes. And more important, you learn not to put yourself to situation where you might fall. This leads to conservative thought pattern designed to avoid the stigma our society puts on “failure”.

I have a friend who recently graduated from college with a Master’s degree in Journalism. For the last six month, she has been trying to find a job, but to no avail. I talked with her about situation, and realized that her problem is that she doesn’t know how to fail. She went through eighteen years of schooling to try any approaches where she might fail. She has been conditioned to believe that failure is bad in and of itself, rather than a potential stepping-stone to new ideas.

Look around. How many middle managers, housewives, administrators, teachers, and other people do you see who are to try anything new because of this failure? Most of us have learned not to make mistakes in public. As a result, we remove ourselves from many learning experience except for those occurring in the most private of circumstances.

Different Logic

From a practical point of view, “to err is wrong” makes sense. Our survival in the everyday world requires us to perform thousand of small tasks without failure. Think about it: you wouldn’t last very long if you were to step out in front of traffic or stick your hand a pot of boiling water. In addition, engineers whose bridges collapse, stock brokers who lose money for their clients, and copywriters whose ad campaigns decrease sales won’t keep their jobs very long.

Nevertheless, too great an adherence to the belief “to err is wrong” can greatly undermine your attempts to generate new ideas. If you are more concerned with producing right answers than generating original ideas, you’ll probably make uncritical use of the rules, formulae, and procedures used to obtain these right answers. By doing this, you’ll by-pass the germinal phase of the creative process, and thus spend litter time testing assumptions, challenging the rules, asking what-if questions, or just playing around with the problem. All of these techniques will produce some incorrect answers, but in the germinal phase errors are viewed as a necessary by-product of creative thinking. As Yaz would put it, “if you want the hits, be prepared for the misses.” That’s the way the game of life goes.

Errors as Stepping Stones

Whenever an error pops up, the usual response is “Jeez, another screw up, what went wrong this time?” the creative thinker, on the other hand, will realize the potential value of errors, and perhaps say something like, “Would you look at that! Where can it lead our thinking?” and then he or she will go on to use the error as a stepping stone to a new idea. As a matter of fact, the whole history of discovery is filed with people who used erroneous assumptions and failed ideas as stepping-stones to new ideas. Columbus thought he was finding a shorter route to India. Johannes Kepler stumbled on to the idea of interplanetary gravity because of assumptions that were right for the wrong reasons. And, Thomas Edison knew 1800 ways not to build a light bulb.

The following story about the automotive genius Charles Kettering exemplifies the spirit of working through erroneous assumptions to good ideas. In 1912, when the automobile industry was just beginning to grow, Kettering was interested in improving gasoline engine efficiency. The problem he faced was“knockthe phenomenon in which gasoline takes too long to burn in the cylinder-thereby reducing efficiency.

Kettering began searching for ways to eliminate the “knock.” He thought to him, “How can I get the gasoline to combust in the cylinder at an earlier time?” the key concept here is “early”. Searching for analogous situations, he looked around for models of “things that happen early.” He thought of historical models, physical models, and biological models. Finally, he remembered a particular plant, the trailing arbutus, which “happens early,” i.e., it blooms in the snow (“earlier” than other plants). One of this plant’s chief characteristics is its’ red leaves, which help the plant retain light at certain wavelengths. Kettering figured that it must be the red color, which made the trailing arbutus bloom earlier.

Now came the critical step in Kettering’s chain of thought. He asked himself, “How can I make the gasoline red?” perhaps I’ll put red dye in the gasoline—maybe that’ll make it combust earlier.” He looked around his workshop, and found that he didn’t have any red dye. But he did happen to have some iodine—perhaps that would do. He added the iodine to the gasoline and, lo and behold, the engine didn’t “knock”.

[英语作文写作的需要背诵的部分

2月25日，天气格外的“阴沉”，寒风呼呼的咆哮着，但却没有丝毫影响我们快乐的心情，妈妈带我和妹妹要去杭州野生动物世界玩咯。一路上，4岁的妹妹不停的问我：“姐姐，那里有老虎吗？”“姐姐，猴子屁股是红色的吗？”“姐姐……”

“打住，去了你不是知道了吗？”看着车子缓缓驶进停车场，我的心雀跃起来，终于到了。跨入动物园，映入眼帘的是一个巨大的地球，喷泉喷出的水珠飞舞在空中。远处，动物的叫声此起彼落，我们加快脚步，拐进被绿叶笼罩的的长廊。

走过长廊，我们急忙追上观光火车的脚步。只见火车上是黑压压的一片，好不容易找到了一个位置，就听到了火车启动的声音，太棒了！兴奋的心情早已抵过了寒风吹在脸上的刺痛感，我的眼睛紧紧的盯着窗外，期盼能看到一只动物。快看，是袋鼠，车厢里响起了快乐的吼叫声，哪儿有袋鼠？只见那袋鼠妈妈长着一张长长的脸，雪亮的眼睛如黑珍珠一般璀璨，温和又晶莹，我不禁迷上了这双美丽的眼睛。

我们又乘着游览车，来到了“虎啸深山”。放眼望去，只瞧见了一大片翠绿色树叶密密麻麻的叠在一起，如一片绿色的屏障，可哪儿有老虎的身影？我的眼睛急切地寻找，终于看到了一个虎斑色的身影，是东北虎！看啊，那雄壮威武的东北虎站起来了，只见它昂着头，张着血盆大嘴，打了个哈欠。那尖刀般的牙齿，还真是令人不寒而栗，它那一双绿眼睛射出凶光，比猫咪那温和的眼睛凶猛许多。这时，老虎一声吼叫，就像雷鸣一般，震的整个山头都颤抖起来。它优美矫健的身姿，与刻在骨子里的王者气势，似乎在告诉我们这个世界有了它才耀眼。

接下来的行程，我们看到了大象、狮子、天鹅、斑马、猴子等等很多动物，还看了动物明星们精彩的演出。我和妹妹像两个快乐的小精灵，从头到尾叽叽喳喳、手舞足蹈，直到离开动物园的时候，还是一步三回头，恋恋不舍。

这一次去野生动物世界，收获可真多呀！我觉得我们每个人都应该行动起来，从身边的小事做起，去爱护动物，与他们和平友好的生活在这个世界上。

Why should people care? Because we need animals, and because once they are gone, there will never be any more.Animals are more than just beautiful or interesting. They are more than just a source of food. Every animal has its place in the balance of nature. Destroying one kind of animal can create many problems. For example, when farmers killed large numbers of hawks, the farmers stores of corn and grain were destroyed by rats and mice. Why? Because hawks eat rats and mice, with no hawks to keep down their numbers, the rats and mice multiplied quickly.

Luckily, some people are working to help save the animals. Some groups raise money to let people know about the problem. And they try to get the governments to pass laws protecting animals in danger. Quite a few countries have passed laws. These laws forbid the killing of any animal or planton the danger list. Slowly, the number of some animals in danger is growing.

我们要保护野生动物，因为我们保护野生动物，野生动物对我们人类也会很友好。

比如说燕子，燕子能帮我们把田里的害虫吃掉。如果我们人类杀害捕捉它们，它们会吃掉那些常常来搔扰我们的蚊子，让我们更好地生活吗?没有了燕子，我们的周围变得很多害虫，这些害虫对我们人类有很大的坏处呀!

我还举个例子。比如说青蛙，青蛙也能帮我们吃田里的害虫，可以说是田里的警察。我们支捕杀他们，一旦没有了青蛙，田里的害虫越来越多，害虫不断地吃菜，难道我们会有美好的丰收吗?

我还举个例子。比如说啄木鸟，啄木鸟是森林中的医生，它可以帮我们吃掉树里的害虫，让树恢复健康。我们杀害它们，树木的害虫会越来越多，树木会慢慢地减少。地球上没有树，会发洪水、地震。

我最后举个例子。比如说猫头鹰，猫头鹰捉田鼠，是对我们人类有好处的，人类却常常捕猎它们。没有猫头鹰，田鼠会增加。田鼠吃的庄稼和菜就更多了，我们人类一样没有好的收成。

所以，我们要保护以上的动物。同时，我们还要保护其他的野生动物!

阳光灿烂的一天，小熊在家里看电视。电视上说废旧电池有很大的危害。小熊看到以后，心急如焚，自言自语地说：“废旧电池对环境会造成很大的污染要怎么办呢？”小熊一直想啊想啊……突然它眼睛一亮，想出了个好点子。小熊准备组织一个回收废旧电池的活动。

于是小熊向邻居小袋鼠借了一辆三轮车，在车前挂了个牌子，上面写着：“回收废旧电池，送花一盆。”接着小熊把自己种的的花朵插在花盆里，有各种各样的花，五颜六色，真漂亮。鲜花整整齐齐地摆放在三轮车上，小熊和小袋鼠就高高兴兴地出发了。小袋鼠拿着一个喇叭在喊：“回收废旧电池喽！回收废旧电池喽！送花啦，送花啦！”

这时，小兔子兴高采烈地跳到小熊面前，拎着一袋废旧电池，电池有红的、蓝的……小兔兴高采烈地说：“小熊，我有废旧电池要给你。”小熊高兴得手舞足蹈，接过电池后，给了小兔一盆红彤彤的的玫瑰花。小猪见了也急匆匆地跑回家拿来一袋废旧电池给小熊，小熊也同样给小猪一盆鲜花。接着小动物们也纷纷带着旧电池来了。

最后小熊收集了满满一车的废旧电池，它高兴极了！它把这些废旧电池送到回收站，然后它就高高兴兴地回家了。我们要向小熊学习，不能随手乱扔废旧电池哦，要做一个爱护环境的好孩子！

今天，妈妈从外边回来时，一进门就对我说：“你猜，我给你带来了什么?”我说：“鸡翅?”妈妈摇摇头说：“不对，再猜。”我说：“书!”妈妈很兴奋：“你怎么知道?”我笑了笑，伸手接过妈妈递过来的书——《魔法手指》，是罗尔德。达尔的书。我一直都很喜欢罗尔德。达尔的收。太有趣了，怎么是魔法手指呢?手指怎么会有魔法呢?于是，我拿迫不及待地拿起书看了起来。

不一会儿，我就把这本收看了完了。这本书太有意思了，太神奇了。文中的小女孩有一种与生俱有的本领，在怒不可遏时，她的手指就会施出魔法来。她的邻居革利鸽夫妇一家爱好打猎。有一次，当小女孩看到她们又去打野鸭子时，她生气了，她怒不可遏，她的手指又施出魔法了，把革利鸽夫妇一家变成会飞的野鸭子，把野鸭子变成了人。这样，革利鸽夫妇一家就只有到树上搭窝、睡觉，饿了就吃树上的苹果，而野鸭子却占有了他们的家。野鸭子拿着枪要打革利鸽夫妇一家，革利鸽夫妇一家吓坏了，当野鸭子准备开枪时，革利鸽夫妇一家说：“我们以后再也不打猎了。”之后，魔法消失了，革利鸽夫妇一家又变回了人样，从此以后，他们改名叫“爱鸽先生”、“爱鸽夫人”，再也不打猎了。这个故事真是太有趣了，这个魔法太有趣了，它可以让打猎者和被猎者彻底掉了个儿。达尔的奇思妙想让人坊起来真是忍俊不禁。

读了这个故事，我明白了：我们不能伤害动物，相反地，我们要很好地保护好对人类有益的动物，因为动物是人类的朋友。只有这样，我们的地球才会越来越可爱，我们的家园才会越来越美丽，我们才能生活得越来越幸福!

Environmental protection is a big project, but we can start from around things, do a lot of things to protect the environment.

Our paper every day, do you know the paper is how to? Is made of trees to make paper. Every year around the world to cut down many trees to make paper. I have seen a special TV, save 1500 sheets of paper, you can leave a big tree. The tree is our good friend, it can turn carbon dioxide into oxygen, can reduce the noise, can block the sand, can prevent water loss and soil erosion... Starts from me, saving every piece of paper, children all over the world can save a lot of a lot of paper, you can retain a lot of trees, you can leave a big forest, desert, less and less, more and more pure and fresh air, green more and more. How I wish my hometown mountain more green, and blue, the water environment of our lives forever charactizing a fine spring day.

We used in battery life; it contains lead, if throw it carelessly, section 1 waste batteries can lose one square metre of soil utilization value forever. In many countries, many areas have carried out recycling of waste batteries. In Germany, to buy a new battery, used batteries must be pay back. So, we should to find a "home" for waste batteries. I hope we panzhihua environmental protection departments also set up waste battery recycling. Thoroughly protect the soil so that it can always grow crops.

Save a piece of paper, recycling waste battery section... Although we do is small, but it made great contribution for environmental protection. I hope my classmates from now on, all to do an environmental small guards. There is only one earth, we have to take care of it.

环保是一个很大的工程，但我们可以从身边的小事做起，为保护环境做很多事。

我们每天都要用纸，你知道纸张是怎么来的吗?是用大树来造纸的。全世界每年都要砍掉很多树来造纸。我看过一个专题电视，节约1500张纸，就可以保留一棵大树。大树是我们的好朋友，它可以把二氧化碳变为氧气，可以降低噪音，可以挡住风沙，可以防止水土流失……从我做起，节约每一张纸，全世界的小朋友可以节约很多很多纸，就可以保留很多很多大树，就可以留下一片大森林，沙漠越来越少，空气越来越清新，绿色越来越多。我多希望我的家乡山更青、水更绿，我们生活的环境永远鸟语花香。

我们生活中用到的电池，它含有铅，如果把它随手乱扔，1节废电池可以使一平方米的土壤失去永远的利用价值。很多国家、很多地区都开展了废电池的回收。在德国，购买新电池的时候，必须将废旧电池交回来。所以，我们应该给给废电池找个“家”。我希望我们攀枝花的环保部门也设立废旧电池回收站。好好的保护土壤，让它可以永远长出庄稼。

节约一张纸、回收一节废旧电池……我们做的虽然是小事，但却为环保做了大贡献。我希望我的同学们从现在开始，都来做一个环保小卫士。地球只有一个，我们都要好好爱护它。

清明节时，我和妈妈去艾山游玩。我们来到了艾山，但并没有直接进去玩耍，而是在外面大略的浏览了一下。在艾山门口的右边，有一片桃花林，站在高处向下眺望，桃花林仿佛一片花海。当我仔细看的时候，发现桃花林里有许多垃圾。突然有一个青年人走进桃花林，手里还拿着一些零食，他一摆手，后面有几个男生和女生走了过来，他们手里拿着许多吃的东西，其中一个男生吃完东西，就将袋子随手一扔，我看见了就说：“这些桃花林是让人欣赏的，而不是让你们随意扔垃圾的。”那几个男生一听到这话立刻就跑了，然后我在一块木牌上，帖上这样几个字“保护桃花，让世界充满色彩。”我把它插在桃花林前，希望人们能够注意到它，我们看完了桃花，又在艾山门口逛了一下。在艾山门口，有一些人摆着小摊卖的小蝌蚪。有很多人围在那里异口同声的说：“好漂亮呀。”我快步的走上前，旁边一个五六岁的小女孩笑着说：“哇，好可爱的小蝌蚪呀，我要买5只。”我挤进人群里，对卖小蝌蚪的人说：“叔叔，小蝌蚪不能买。”叔叔抬起头对我说：“小蝌蚪为什么不能卖？”我很有耐心地跟叔叔说：“因为小蝌蚪长大以后能变成青蛙，青蛙被称为农田卫士、害虫天敌，按品种的不同，一只青蛙一年可以吃到，5-40万只害虫，在稻田中，放养适量的青蛙，这样不仅可以减轻农作物病虫害，而且可以避免因喷洒农药所造成的环境污染，青蛙不仅是农田卫士，害虫天敌，他那熟悉而又悦耳的蛙鸣，其实就如同是大自然弹奏不完的美妙的乐曲，是一首恬静而又和谐的田野之歌。”我说完，叔叔惭愧地走了。朋友们，让我们一起来保护环境，保护动物吧！

[保护环境和动物二年级作文

在我家后面有一棵郁郁葱葱的大树，有鸟爸爸、鸟妈妈和鸟宝宝组成的一家住在大树上。

There is a big tree behind the house a wild profusion of vegetation, there is a big bird, bird in the father mother and baby birds consisting of.

一天，我吃完饭来到后院散步，一只饥饿的小猫咪正往树上爬，它心想：我一定要吃掉树上这几只肥嫩的小鸟，就不用饿肚子了。它不怀好意的偷笑着，它一边笑一边爬。这一幕刚好被我看到了，我心想：不能让小猫伤害了小鸟一家。我顺手拿起一块石头向小猫丢去，小猫咪“喵”的一声吓跑了，小鸟一家得救了。

One day, I went to the backyard for a walk after dinner, a hungry cat climbing the tree, she thinks: I must eat the tree of the few fat birds, not hungry. Its a harbour evil designs laughing, laughing and climb it. This scene is just I saw, I thought to myself: dont let the cat hurt a bird. I picked up a stones throw to the cat, the cat "meow" sound off, a bird saved.

大树看到了，树枝摇动着，仿佛在说：“这真是一个懂得爱护动物的好孩子啊!”

The tree branches saw, shaking, as if to say: "this is really a good child know how to care for the animal!"

尊敬的广大市民朋友：

“十八大”报告明确提出建设美丽中国的新构想，把生态文明建设放在突出地位，凸显了人与自然、人与社会和谐共生的重要性。大家知道，我们生活在一个庞大的生态系统中，许许多多的生物组成了我们周围的生态系统，野生动物就是其中的重要组成部分，是人类的朋友，保护发展和合理利用野生动物资源，对改善自然环境，促进人与自然的和谐，保持生物多样性，维护生态平衡，建设美丽中国有着重要意义。近年来由于人类不加限制的开发利用，导致了大量物种灭绝，资源种类减少，生态环境退化，人类生存环境日趋恶劣。为了缓解人与自然的矛盾，顺应自然发展规律，我们必须行动起来，从我做起，从现在做起，伸出我们的双手，献出我们的爱心，以实际行动保护和拯救野生动物，建设好美丽家园、美丽中国。

每年5月是野生动物保护宣传月。每年5月3日-5月8日是爱鸟周。

阜康市林业局是我市野生动物资源保护管理的职能部门，长期以来在宣传普及野保知识及法律法规和查处野保案件方面做了大量工作，市内野生动物生存、发展环境得以改善，野生动物物种逐年增多。但目前社会对保护野生动物的认识不足，滥捕、滥猎、滥食野生动物时有发生，保护野生动物的氛围亟待加强。因此我们呼吁全体市民行动起来，积极参与支持野生动物保护，为此我们提出如下倡议：

一、 全民动员，奉献爱心，保护和珍爱野生动物。

二、 不非法猎捕、杀害野生动物;

三、 不在集贸市场和其他场所非法销售野生动物及产品;

四、 餐饮行业不将野生动物及产品作为菜肴进行销售、广告，餐馆的名称不以“野味”字样冠名;

五、 客货承运业主自觉拒运野生动物及产品;

六、 广大市民自觉拒吃野生动物及其产品;

七、 广大市民积极举报非法捕杀、贩卖、食用、运输野生动物及产品的行为。

Animals are our humans good friends, we cant hurt them, but some people are for your own sake, regardless of the poor little animals life and to trample them, kill them.

Remember that is one day this summer, I chat with grandma sitting on one side of the road, I saw a cat wanted to cross the street opposite of a piece of meat to eat, who knows, the cat just walked to the middle of the road, a large truck, the driver while riding on the horn, mouth scold a way: "dead cat to go away." Kitten also dont understand the meaning of the driver, the driver has been impatient, he put the pedal to a a small life is so dead in the wheel of a large truck full of cargo. I watched this scene was angry and sad, in order to commemorate the poor kitten, so I want to have this day - July 2, set up to protect the animals.

To this day each year, people all want to contribute to protect animals, to let the small animals spend the day with a light heart, cant let them hurt, small animal no matter by who, they are hospitable, finally, we need to use different ways to promote small animals to human help. Let every man in the world to protect small animals.

Im looking forward to this holiday was born at an early date.

动物是我们人类的好朋友，我们不能伤害它们，但有些人却为了自已的利益，不顾那些可怜的小动物的生命，去践踏它们，捕杀它们。

记得那是今年暑假的一天，我和姥姥在公路的一边坐着聊天，我看见一只小猫想穿过马路去吃对面的一块肉，谁知，小猫刚走到马路中间，一辆大卡车过来了，司机先生一边按喇叭，一边嘴里骂道：“死猫走开。”小猫还没理解了司机的意思，司机先生已不耐烦了，他一踩油门，一个小生命就这样死在了满载货物的大卡车的车轮下。我看着这一幕又气愤又伤心，为了纪念这只可怜的小猫，所以我想把这一天——7月2日设立为保护动物节。

到了每年的这一天，人们都要为保护动物做贡献，要让小动物轻松愉快地度过这一天，不能让它们受到伤害，小动物不管到了谁家，人们都要热情招待它们，最后，我们还要用各种不同的方式去宣传小动物对人类的帮助。让世界上的每一个人都要保护小动物。

我盼望这个节日早日诞生。

导语：关于狼有什么故事呢?下面是yuwenmi小编为大家整理的相关英语作文，欢迎阅读与借鉴，谢谢!

1、Butcher and pick up a piece of bone thrown in the past, the bones after the wolf came to a halt, but the bones have been the first wolf Yougen up.

2、There are wild to see Michael playing a game, the masters of the field to stack firewood in the wheat field to fight, into a hill-like coverage.

3、After a while, a wolf straight away and the other as a wolf-like dog in front of the squat. A long time, it seems to be a wolfs eyes closed, looking very relaxed.

Wolves 3," the other

There is a butcher Tianwan home, where the burden of the meat has been sold out, leaving only some of the bones. Two wolves encounter on the road, followed closely by Zoulehenyuan.

Afraid of the butcher, pick up a piece of bone thrown in the past. A wolf bones have been stopped, along with still another wolf. Butcher and pick up a piece of bone thrown in the past, the bones after the wolf came to a halt, but the bones have been the first wolf Yougen up. Bones have been thrown over, the two together, like the original as a wolf to catch up.

Butcher is distress, I am afraid together before and after the attack by a wolf. There are wild to see Michael playing a game, the masters of the field to stack firewood in the wheat field to fight, into a hill-like coverage. So Ben butcher in the past to rely on firewood pile below, pick up the butchers knife to lay down their burden. Two wolves are afraid to move on and stare toward the butcher.

After a while, a wolf straight away and the other as a wolf-like dog in front of the squat. A long time, it seems to be a wolfs eyes closed, looking very relaxed. Butcher all of a sudden jump, with a wolfs head Daopi, Liankanjidao to kill wolves. Butcher about to start now, to firewood behind a pile, saw another wolf is firewood heap holes, drilled in the past want to butcher in the back of the attack. The wolf has got half of the body, only the buttocks and tail exposed. From the butcher cut off the back of the hind legs of the wolf, the wolf kill. Understand this in front of the wolf pretending to sleep, was used to lure the enemy.

Wolf is too cunning, but for a while two wolves have been hacked to death, the animal deception to how much? Only give them increased humor.

【参考翻译】

1、屠户又拿起一块骨头扔过去，狼后停下来的骨头，但先得到骨头的狼又起来了。

2、有野看米迦勒玩一个游戏，师傅把田间的柴火堆在麦田里打起来，成山似的覆盖。

3、过了一会儿，一只狼径直走了，另一只狼像狗一样蹲在前面。时间长了，好像是狼的眼睛闭上了，看上去很放松。

故事

有一个屠夫Tianwan回家，担子里的肉已经卖完了，只剩下一些骨头。路上遇到两只狼，紧随其后的是邹乐很元。

怕屠夫，捡起一块骨头扔过去。狼的骨头已经停了，还有一只狼。屠户又拿起一块骨头扔过去，狼后停下来的骨头，但先得到骨头的狼又起来了。骨头被扔了过来，两人在一起，原来像狼一样追赶。

屠夫是遇险，我害怕一起攻击之前和之后的狼。有野看到米迦勒玩一个游戏，大师的领域堆放木柴在麦田里打，变成一个小山般的覆盖。于是本屠户过去靠柴草堆下，拿起屠夫的刀放下包袱。两只狼不敢往前走，盯着屠夫看。

过了一会儿，一只狼径直走了，另一只狼像狗一样蹲在前面。时间长了，好像是狼的眼睛闭上了，看上去很放松。屠户突然跳起来，用一只狼的头Daopi，连侃继道杀狼。屠夫马上就要出发了，到柴草后面堆了一堆，看到另一只狼是柴草堆洞，钻过去想屠夫在后面的攻击。狼有一半的身体，只有臀部和尾巴暴露。从屠夫后面砍断狼的后腿，狼杀死。明白这在狼面前假装睡觉，被用来引诱敌人。

保鲁夫是太狡猾，但一会儿两狼被砍死，动物欺骗到多少?只给他们增加幽默。

Most kids like animals. Girls like cats, and boys like dogs. However, my favorite animal is the horse.

The horses are strong, not like the tame cats or puppy dogs. They look wild and hard to get close. Yet, they will be very timid and friendly after they get to know you. Horses remember the way home. They are also faithful to their masters. They even understand what you are trying to tell them. Ive heard many stories about how a horse saved his masters life. Thats also the reason why I love horses. They never betray you.

大多数孩子喜欢动物。女孩喜欢猫,和男孩喜欢狗。然而,我最喜欢的动物是马。

马是强大的,不像猫或狗温顺的小狗。他们看起来野生和难以接近。然而,他们会很胆小,友好在他们了解你。马记得回家的路。他们也对他们的主人忠心耿耿。他们甚至理解您想要告诉他们。我听说过很多故事一匹马救了他的主人的生活。这也是为什么我爱马。他们从不背叛你。

我最喜欢的动物My Favorite Animal

Do you know what kind of animal I like most? It’s monkey. Monkey is a kind of lovely animal. Many people like monkeys very much. Generally, monkey has small body covered with fur. Some kinds of monkeys have two big eyes and ears and a long tail. I can see them on TV or the zoo. Every time I go to the zoo, I will go to see them. Monkeys often stay in trees and jump between them. They are so lively and favorable. When they are happy, they will act for visitors. It’s very funny.

你知道我最喜欢的动物是什么吗?是猴子。这是一种非常可爱的动物，很多人都非常喜欢它们。一般来说，童子的身子比较小，身上长满了毛。其中的一些种类有两只大眼睛、大耳朵和一条长尾巴。我可以在电视上或动物园里看见它们。每次我去动物园，我都会去看猴子。它们常常待在树上，在树木之间跳来跳去，非常活泼，讨人喜欢。它们高兴的时候，还会特别表演给游客看，非常好玩。

导语：熊猫不仅是中国最稀有的珍贵动物，而且已成为世界上最珍贵最稀有的动物，世界各大动物园内每种有绝灭危险的珍稀动物笼前要悬挂熊猫为图案的徽志。下面是yuwenmi小编为大家整理的相关英语作文，欢迎阅读与借鉴，谢谢!

The giantPanda(Ailuropoda melanoleuca) ("black-and-white cat-foot") is a mammal classified in the bear family, Ursidae, native to central-western and southwestern China. It is easily recognized by its large, distinctive black patches around the eyes, ears and on its rotund body. Though technically a carnivore, the panda has a diet which is 98% bamboo. However, they may eat other foods such as honey, eggs, fish, and yams.

The Giant Panda is an endangered animal; an estimated 3,000 pandas live in the wild and over 180 were reported to live in captivity by August 2006 in mainland China (another source by the end of 2006 put the figure for China at 221[4])， with twenty pandas living outside of China.[citation needed] However, reports show that the numbers of wild panda are on the rise.

The giant panda has long been a favorite of the public, at least partly on account of the fact that the species has an appealing baby-like cuteness that makes it seem to resemble a living teddy bear. The fact that it is usually depicted reclining peacefully eating bamboo, as opposed to hunting, also adds to its image of innocence. Though the giant panda is often assumed docile because of their cuteness, they have been known to attack humans, usually assumed to be out of irritation rather than predatory behavior.

The Giant Panda has a very distinctive black-and-white coat. Adults measure around 1.5 m long and around 75 cm tall at the shoulder. Males can weigh up to 115 kg (253 pounds)。 Females are generally smaller than males, and can occasionally weigh up to 100 kg (220 pounds)。 Giant Pandas live in mountainous regions, such as Sichuan, Gansu, Shaanxi, and Tibet. While the Chinese dragon has been historically a national emblem for China, since the latter half of the 20th century the Giant Panda has also become an informal national emblem for China. Its image appears on a large number of modern Chinese commemorative silver, gold, and platinum coins.

The Giant Panda has an unusual paw, with a "thumb" and five fingers; the "thumb" is actually a modified sesamoid bone, which helps the panda to hold the bamboo while eating. Stephen Jay Gould wrote an essay about this, then used the title The Pandas Thumb for a book of essays concerned with evolution and intelligent design. The Giant Panda has a short tail, approximately 15 cm long. Giant Pandas can usually live to be 20-30 years old while living in captivity.

Until recently, scientists thought giant pandas spent most of their lives alone, with males and females meeting only during the breeding season. Recent studies paint a different picture, in which small groups of pandas share a large territory and sometimes meet outside the breeding season.[citation needed]

Like most subtropical mammals, but unlike most bears, the giant panda does not hibernate.

Diet

Pandas eating bamboo at the National Zoo in Washington, D.C.Despite its taxonomic classification as a carnivore, the panda has a diet that is primarily herbivorous, which consists almost exclusively of bamboo. This is an evolutionarily recent adaptation. Pandas lack the proper enzymes to digest bamboo efficiently, and thus derive little energy and little protein from it.

While primarily herbivorous, the panda still retains decidedly ursine teeth, and will eat meat, fish, and eggs when available. In captivity, zoos typically maintain the pandas bamboo diet, though some will provide specially formulated biscuits or other dietary supplements.

【参考翻译】

大熊猫(Ailuropoda melanoleuca)(“黑白猫脚”)是哺乳动物被分类在熊的家族，熊科，原产于中国西部和西南部的中央。这是很容易认识到它的大，独特的黑色斑块周围的眼睛，耳朵和圆身体上的。虽然技术上的一种食肉动物，熊猫的食物98%是竹子。然而，他们可以吃其他食物，如蜂蜜、鸡蛋、鱼和山药。

大熊猫是一种濒危的动物;大约有3000只野生大熊猫和180报道住在囚禁在2006八月在中国大陆，二十只大熊猫生活在中国，[引文需要]然而，报告显示，野生大熊猫的数量正在上升。

大熊猫一直是最喜欢的公众，至少在部分上事实上的物种一个吸引人的婴儿般的可爱，使它看起来像一个活的泰迪熊的帐户。事实上，它通常描绘安静地吃竹子，而不是狩猎，也增加了其无辜的形象。虽然大熊猫是因为他们经常认为温顺可爱，人们一直认为他们会攻击人类，通常认为是刺激而不是掠夺行为。

大熊猫有一个非常独特的黑白外套。成人测量约1.5米长，约75厘米高的肩膀。雄性的体重可达115公斤(约253磅)，雌性通常比雄性小，有时体重可达100公斤(约220磅)，大熊猫生活在山区，如四川、甘肃、和西藏。而中国龙历来为中国国徽，下半年的第二十世纪以来，大熊猫也已成为中国的一个非正式的国徽。它的形象出现在大量的现代中国纪念银，金，白金硬币。

大熊猫有一种不寻常的爪子，用拇指和五指;“拇指”实际上是一个修改sesamoid骨，这有助于保持竹子熊猫吃。斯蒂芬·杰·古尔德写了一篇关于这个的文章，然后用熊猫拇指的书名作为一本有关进化论和智能设计的论文。大熊猫有一条短尾巴，长约15厘米。大熊猫通常可以活到20-30岁，而生活在圈养。

直到最近，科学家们还认为大熊猫独自度过了大部分的生命，只有在繁殖季节，雄性和雌性才会相遇。最近的研究描绘了一幅不同的画面，其中一小群熊猫共享一大片领土，有时在繁殖季节外相遇。

和大多数亚热带哺乳动物一样，但与大多数熊不同，大熊猫不冬眠。

饮食

在华盛顿国家动物园的大熊猫吃竹子，d.c.despite分类学分类为一种食肉动物，熊猫有饮食主要是草食性的，其中包括几乎全部的竹子。这是进化上最近的适应。熊猫缺乏适当的酶来有效地消化竹子，因此从中获得的能量和蛋白质很少。

而主要食草，大熊猫仍然保留果断的牙齿，要吃的肉，鱼，蛋当可用。在圈养，动物园通常维持大熊猫的竹子的饮食，虽然有些将提供专门配方饼干或其他膳食补充剂。

地球上的居民们：你们好!

据有幸飞上太空的宇航员介绍，他们在天际遨游时遥望地球，映入眼帘的是一个晶莹的球体，上面蓝色和白色的纹痕相互交错，周围裹着一层薄薄的水蓝色的“纱衣”。

但是，地球上的居民们却不曾知道这个美丽壮观的星球，正遭受着怎样的破坏和严重的威胁。

据资料统计，地球上有23%的耕地受到破坏。有许多哺乳类动物和鸟类濒临灭绝，四分之一的人因此得了各种疾病。所以，保护动物是很重要的。现在有许多动物在一瞬间就会奇迹般消失，这都是因为人们平时的行为造成的。所以保护动物就要从身边的一点一滴做起。近些年，一些不法商贩为了达到自己的经济利益，大肆捕杀动物，造成动物的食物链中断，动物之间的生态失去了平衡，有些动物开始寻找新的食物链，人类就成了它们生存下去的牺牲品。没有了动物，植物的食物链也遭到破坏，人类的食物链也会中断，长此以往，就构成地球上的恶性循环，降临在动物身上的命运终究会降临在人类身上。要知道，家园只有一个，地球不能克隆!

醒悟吧!地球上的居民们，让我们携起手来，用行动保卫家园，用热血浇灌地球。保护人类的朋友——最无辜的小动物，创造最和谐的动物家园，让世界的角角落落每一天都生机勃勃，焕发光彩，充满活力!

人类是生存在这个地球上的生命物种之一，我们在爱自己同类的同时，也应该尊重其他生命，善意对待和爱护我们身边的小动物。

每个人在一生之中，都会与各种生命相遇：小猫、小狗、小兔子、小乌龟……这些小动物是我们的伙伴、朋友，甚至家人。每一个有爱心的人，懂得生命意义的人，都会知道怎么善意关爱自己的伙伴。

被挖掉眼球的小狗、被汽油烧焦的小猫、被恶意投毒而死的动物……当这一桩桩骇人听闻的残害动物的事件不断发生时，我心里总有说不出的沉痛，我想这是任何一个有良知、有爱心、有正义感的人所不能容忍的事情。

虽然大多数人珍视身边动物带给我们的爱和友情，但是仍有人不负责任地抛弃他们的宠物，甚至虐待它们，于是才有了这一只只的流浪动物。

绝大部分城市流浪动物的生存状况令人十分堪忧：它们被遗忘在角落的生命，不受重视;它们身体遭受病痛的折磨;它们无时无刻不在忍受着残疾带来的痛苦;它们承受未绝育带来的生殖繁育风险，小宝宝一出生就面临着巨大的死亡危机;它们经常要面对酷暑、严寒和饥饿，四处寻找躲藏之处;它们时刻面临着各种危险，每一刻都有可能惨死在街边;它们甚至还要面对一小部分人为满足自己变态的心理而做出的种种虐待和伤害……

残酷的生存环境、悲惨的生活遭遇，使得我们身边的这些伙伴的生命凋零……

真正的爱是对弱者或蒙难者发自内心的悲悯和关怀，是不假思索伸出的援救之手。在此，我郑重呼吁各界尊重生命、关爱生命的有识之士：

1. 尊重生命，尊重动物，不吝啬自己的爱心;

2. 无论自己的宠物年老、体弱、生病还是残疾，都不放弃、不抛弃它们;

3. 保证动物不受饥渴、伤害和疾病威胁;

4. 保证动物有一定的自由，让它们生活无所恐惧，能自由表达天性;

5. 有能力和条件的人，对流浪动物进行有责任感的收养、领养、寄养;

6. 依法合理、人道的利用动物;

7. 不从非法商贩处购买伴侣动物;

8. 不虐待、不伤害流浪动物;

9. 将“关爱生命，善待动物”的理念传播给身边的每一个人。

相信我们一点点的爱心和所做的这些简单的事情，就能够让那些还在外面流浪的小动物们重新获得一个温暖的家。

Many animals are in danger of dying out. As is clearly shown in the bar chart, the kinds of wild animals have decreased sharply in the past decades. With 30,000 wild animals reduced on average each year, there were only 1.5 million left till 2010.

There are several reasons accounting for this problem. Apart from the polluted environment and natural disasters, illegal killing is an important reason. Human beings are making attempts to hunt wild animals for fashion and a big profit, which can be seen vividly from the right picture. This has resulted in a sharp decrease in the number of animals.

In my opinion, it is high time for us to take quick action to protect them. A national public campaign should be launched to give animals a good living environment. In addition, the government should pass some firm laws to forbid abuse killing. Only in this way can we live in harmony with wild animals.

许多动物都面临灭绝的危险。显然这个柱状图所示,野生动物的种类急剧下降在过去的几十年。每年平均30000野生动物减少,只剩下150万到2010。

占这个问题有几个原因。除了环境污染和自然灾害,非法捕杀是一个重要的原因。人类正在试图猎杀野生动物对于时尚和一个很大的利润,从右边可以看到生动的画面。这导致了动物的数量急剧减少。

在我看来,我们是时候采取快速行动保护他们。国家公共活动应该推出给动物一个良好的生活环境。此外,政府应该通过一些公司法律禁止虐待杀害。只有用这种方法我们才能与野生动物和谐相处。