为什么需要保护野生动物英语作文汇集20篇

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

On earth a vibrant, is full of lovely life. We need to cherish life, to protect us.

People have life, animals have life.

BC, appeared a man, for now, some people think that they will just social animals. In fact, said this man, that is, they descended.

Historically, many people have to kill animals at all costs. Take former guangdong, for instance, they are the most like to eat wild raw monkey brain, at that time, they get rid of skull live monkey dont feel cruel. For those too poor...

Now, in the zoo, we tend to see "please dont feed the" slogan. In order to let the passengers dont cast a prank. Once, an animal is eating the passengers throw plastic bags, ill.

So called for everybody, please protect the animals, wild animals less and less now let our home full of vitality!

地球上一片生机勃勃，到处都是可爱的生命。生命需要我们去珍惜，我们去保护。

人有生命，动物也有生命。

公元前出现了猿人，对于现在，有些人认为，他们只是会群居的动物。其实，说这话的人，也就是他们演变而成的。

从古至今，许多人曾不择手段的捕杀动物。就拿以前的广东人来说吧，他们最喜欢生吃野生猴脑了，那时，他们把活生生的猴子的头盖骨去掉也不觉得残忍。可怜了那些猴儿啊……

现在，在动物园里，我们往往会看见“请不要喂食”的标语。就是为了让旅客们别投搞恶作剧。一次，一只动物就是吃了旅客投的塑料袋，生病了。

所以，呼吁大家，请保护动物，现在野生动物越来越少了让我们的家充满生机吧!

Now, people dont speak hygiene, make the earth became very clean.

Factory waste water into the river discharge, discharge waste water will not think about it, if people drink the water, what will happen?

Also, people cut down trees, on the lawn, people will think of these things, without the trees, how do we have the fresh air and oxygen, no grass we how green home! Besides, if sandstorm comes, without the trees blocking, what will become of our home.

Why are both street trash can, this is to remind people not to throw rubbish everywhere, put the rubbish in the garbage can. But, a lot of people love throwing garbage everywhere, this kind of behavior not only damage the image of our home, what also polluted the earth again.

I want to tell everyone: "protecting the environment is to love life!" To protect the environment, we should start from the side, starts from me, to build our homes more beautiful!

现在，人们都不讲卫生，使地球变得很不干净。

工厂里的废水向河里排，排废水的人会不会想想，如果人类喝了那些水，会怎么样?

还有，人们砍伐树木，踏入草坪，做过这些事的人会不会想想，没有了树木我们怎么有新鲜的空气和氧气，没有了小草我们怎么绿化家园啊!再说，如果沙尘暴来了，没有了树木的阻挡，我们的家园会变成什么样。

为什么街道旁都有垃圾桶，这是提醒人们不要随地乱扔垃圾，把手中的垃圾扔进垃圾桶里。但是，很多人都爱随地扔垃圾，这种行为不仅损坏我们家园的形象，还让地球再一次的被污染。

我想告诉大家：“保护环境就是爱护生命啊!”要想保护环境，就要从身边做起，从我做起，把我们家园建设得更加美丽吧!

一张反映鄱阳湖生态环境改善，候鸟回来的照片，画面中千百只鸟在飞腾;一段记录野生动物生活的电视片，画面上有动感十足的奔跑场景„„然而这些人们常见的镜头却遭到了环保工作者的谴责。，一些人为了获得动物奔跑的镜头，开车追赶野生动物，有的野生动物被活活累死，没被累死的，往往也会受到伤害，不敢再亲近人类。成卫东曾多次到青海，亲眼看到大群的藏羚羊。“任何人看到都会有拍照的冲动，但你千万不能追，如果追，不知会有多少小藏羚羊死在母腹中，从这一点说，有的摄影者比盗猎者危害更大!” 野生动物是人类共同的朋友，记录它们是为了让更多的人来保护它们。当我们举起手中的相机，请不要让相机变成猎枪，去伤害镜头中的野生动物。

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!

我非常喜欢《我的野生动物朋友》这本书。它是1990年出生于非洲的法国小女孩蒂皮写的。蒂皮从小跟拍摄野生动物的父母在丛林里长大，与非洲野生动物和当地土著人生活在一起。

她非常喜爱野生动物朋友们。用她自己的话说：“我呢，爱鸟爱得不得了。我说爱得不得了，一点儿也不夸张，因为它们就像我的兄弟姐妹一样。这也没有什么出奇的，因为我就在它们当中出生，长大。非洲的野生动物是我最早的朋友，我对它们了解得可清楚了……”

蒂皮说：“我真不明白，人类为什么要杀死野生动物，真是荒唐极了……”是啊，野生动物并非是我们的敌人，而是我们不可缺少的好朋友。我们人类为什么要伤害它们呢 听说，有些地方的猎人为了更容易地捕杀森林中的猎物，不惜烧毁森林，杀死被烈焰逼得惊慌失措的动物。这样一来，不久以后，原本的森林就会变成了一片沙漠;还有些偷猎者猎杀国家保护动大熊猫、东北虎、藏羚羊和猎豹，只是为了用它们的皮毛换些钱……这样的事例还有很多很多。

当然，也不是所有的人都像刚才所说的那些人一样，现在有了动物保护协会，而且也有不少有爱心的人经常救助和收养一些动物。这样一来，就有不少动物得到了保护。

不管怎样，我希望大家都来保护动物。动物也是有感情的，它们受到人类的伤害也会伤心。而且地球不光是人类的，也是动物们的，它是我们人类和动物们共同的家园。我们没有权利夺走动物们的自由，动物们的家园。我们应该尊重每一个生命，保护动物就是保护我们自己。

I read a piece of news recently. It says that in Japan marly businessmen ave selling fresh air to customers.and now it is becoming more and more popular. Why?——Fresh air is getting less and less in Japan, and so is it in the U. S. A.

In fact, environmental pollution is a very serious problem the whole world is facing.

it is mainly caused by the waste products released from artificial substances, industrial production and increased consumption of goods. Bedsides, the use of chemical substances in agriculture also causes environmental pollution. Look at the sky, you can see that dense smoke is being released from the high and big chimneys; those dirty and poisonous substances are flowing into the rivers that we use for drinking water and millions of tons of waste products are heaping around us.

How to change this condition?More and more countries are trying to work out some effective means to bring it under control, but no great success has been made.

I like many animals ,such as cats,monkeys,fishes and tigers. but my favorite animals are dogs.I keep a dog in my house .My family members call it "Wang Wang" .It is black and white .All of us like him.It is very cute ,friendly and clever .I often takes him out for a walk in the evening.It brings us joys and smiles.So I like it best.

一天，天气晴朗，我吃完早饭，就拿着一个渔网和一个瓶子高高兴兴地去小河边玩。

我看到了小河里有一群群可爱的小蝌蚪，像许多小逗号一样，在水里快活的游了起来游去。我心想：“如果把小蝌蚪捞起来，拿回家，就可以每天玩了”。于是我一下子捞住了几只小蝌蚪，装进瓶子里，高高兴兴地跑回家。

晚上，吃过晚饭，我就坐在沙发上听收音机，收音机里边说了一句话：“保护动物，人人有责”。于是我赶快拿出“动物百科全书”来看，原来青蛙是益虫。

第二天，我拿着瓶子跑到河边把小蝌蚪放了，它好像在说：“小朋友，谢谢你，我一定快快长大变成青蛙，消灭害虫”。

小朋友们，以后我们都要爱护小青蛙，因为它们能吃许多的害虫，保护庄稼，是我们人类的好朋友。

Cats are cute animals,they are very special as well.

It has pointy ears, round eyes,little claws,and short but soft fur.Cats like eating fish and mice.They like to keep themselves clean, they do that by licking their fur.Also they are nocturnal animals, they sleep in the daytime and do most of their movements at night.

We should love cat, because cats are our friends,too.

Everyone can do something for our environment.What Can I Do for Our Environment?

每个人都可以为我们的环境做些事情。我可以为我们的环境做些什么呢?

Everyone can do something for our environment.As a student, we should build the sense of frugality in our daily life in the school.I always turn off the lights in the classroom when I leave.Both sides of the paper can be used if it is possible.After school, I bear the consciousness of environment protection in mind.In order to protect the forest I often refuse to use the paper cups and disposable chopsticks consciously.I believe that individual contribution to the environment will build a more beautiful world.

每个人都可以为我们的环境做些事情。作为一名学生，我们应该在学校的日常生活树立节俭意识。当离开教室的时候我经常把灯关掉。如果可能的话，纸张的两面都可以利用。放学后，我时刻把环保意识牢记在脑海中。为了保护森林我经常有意识地重复利用纸杯和一次性筷子。我相信，个人对环境的贡献将建立一个更美好的世界。

[保护环境英语作文60字

How to protect the environment.

Good environment can make people feel happy and fit . To improve the environment means to improve our life.

We should plant more trees and flowers around us . We shouldn’t cut them down . We should stop factories from pouring waste water into the river and waste gas into the air.

Whenever we see litter on the ground , we should pick it up and throw it into dusbins. Never spit in public. Don’t draw on public walls. It’s our duty to protect the environment.

[提倡保护环境的英语作文

In our country,the number of wild animals is becoming smaller and smaller.Some of them are even dying outThe dangerous methods we human being has taken are as follows:

We have been cutting the trees to build houses,so the home of animals is intruded and they have to find new places to live.In this process,some of them died in the new environment.

The abuse of pesticide has also been endangering the life of wild animals.

In addition,in order to earn money,people have been killing the rare wild animals.

In that we have realized the threat of our behavior to our best friends,we should take actions to change such a condition by taking the following methods:

We should protect the wild animal by protecting the environment that they live in and protect themselves,not to hurt them.At the same time,we should establish more natural reserves for the wild animals.

I believe as long as work together to protect the wild animals,our life will be more and more comfortable.

在我国,野生动物的数量正变得越来越小。他们中的一些人甚至死那个危险的方法我们人类采取了如下:

我们已经减少树木盖房子,所以家里的动物侵入,他们不得不寻找新的居住地。在这个过程中,他们中的一些死于新环境。

农药的滥用也危害野生动物的生命。

此外,为了赚钱,人被杀死珍稀野生动物。

在我们意识到我们的行为的威胁我们的最好的朋友,我们应该采取措施改变这种情况采取以下方法:

我们应该保护野生动物,保护环境,他们住在保护自己,不要伤害他们。与此同时,我们应该建立更多的自然保护区的野生动物。

我相信只要共同努力,保护野生动物,我们的生活将会越来越舒适。

导语：其实，摩拜单车自入市以来，曾多次被人为破坏，破坏方式五花八门，有的被扔河道，有的二维码遭喷漆，有的被从楼上直接扔下，有的车胎被割开。下面是yuwenmi小编为备考的同学准备的作文素材，欢迎阅读与借鉴，谢谢!

近日，摩拜单车官方公众号曝光了一起摩拜单车遭人为破坏的事件：一男子将多辆摩拜单车扔进黄浦江，之后又砸坏了6辆。所以该公众号发出“摩拜单车已身负重伤，需要你们的救援”，向社会寻求目击证人。其实，摩拜单车自入市以来，曾多次被人为破坏，破坏方式五花八门，有的被扔河道，有的二维码遭喷漆，有的被从楼上直接扔下，有的车胎被割开。而据报道显示，在“共享单车”成为绿色出行工具，广受群众欢迎的情况下，恶意毁坏车辆所造成的损失，也成了企业难以承受的成本负担和共享单车健康可持续发展的瓶颈与障碍。

尽管网约单车的出现还很“稚嫩”，存在一些弊端甚至影响用户体验，但其具有的发展优势是显而易见的，单车租赁不仅利民便民、绿色环保，是时下最便捷健康的短途出行方式，与互联网的完美对接，更打破了传统固有的存取车方式，使得在一座城市的任何一处，都能借助手机的APP终端实现存取车和埋单缴费，同时，出行是高频应用，其分享经济模式也颇被资本看好，除了摩拜单车和ofo，这个领域还有小鸣单车和优拜单车等。小鸣单车10月份宣布已完成1亿元人民币的A轮融资;优拜单车计划11月份正式上线。由此可见，不用太长时间，网约单车就会在“占领”京沪等大城市的同时，迅速向中小城市扩展。非但会成为城市民众新的便捷出行方式，更有助于社会绿色环保意识理念的提升。

显然，网约单车租赁的便捷和“无人看守”，也成了一座城市文明素质的“试纸”，对共享单车进行“花式”破坏的丑陋行为也是频频上演，一直对单车租赁未来踌躇满志的摩拜单车企业似乎也有些招架不住，不得不通过公众号向社会“告饶”：摩拜单车已身负重伤，需要你们的救援。既有呼吁社会善待单车之意，同样更有对政府加强公共管理的期盼。相关数据表明，摩拜单车成本大概是3000元左右，在没有损坏正常运营情况下，需要2年左右才能收回成本。即便其他企业单车成本较低，在“满负荷”且无损坏的前提下，收回成本也需要半年，如果“花式”恶意破坏频率继续升高和蔓延，非但让共享单车企业呈现“负效益”，能否可持续下去，着实都很难说。

其实，因为用于租赁的共享单车多是由企业定制生产，与市场销售自行车有很大区别，又具有特制的定位扫码系统，能被个人占为己有的可能性不大，即便是故意隐藏或“花式”破坏共享单车的“肇事者”，也完全是一种“损人不利己”的恶意发泄而已，应对这种畸形心态驱使的恶意破坏，仅靠企业完善管理加强防范是远远不够的。实际上，网约单车企业不只是一种经营行为，同时也是向社会提供的一项公共服务产品，共享单车必须依靠政府和全社会共同来保护，笔者以为，经营企业应当与政府相关行政执法部门联手建立一套共享单车的保护机制，对于诸如像整车“扔进河道”， 二维码及整车喷漆等完全让单车失去共享价值的行为，警方更应当及时介入，将其列为损害公私财物案件来查处，总之，共享单车需要共同保护，既是在维护企业合法利益，更是在维护公共利益。

无论是由政府兴建的公共服务设施，还是由企业提供的经营性公共服务产品，市民群众有免费或有偿使用的选择，却没有随意甚至故意损坏的权利，共享单车遭遇各种“花式”破坏，更说明即使在北京这样的国家首都城市，市民的文明素质和修养也有待进一步提升，而随着社会经济的发展和互联网企业的不断涌现兴起，政府和企业为城市公共服务提供的各种“自助”设施、设备甚至代步工具势必会更多，文明素质提不上去，保护共享设施、设备的意识不能提高，不只会遏制城市文明进步的脚步，让城市公共服务的成本大幅增加，最终损害还是自己，北京如此，其他城市同样更不例外。

经典例句：

1. It’s our duty to save water这是我们的责任节约用水

2. As we know , water is very important to man, 我们知道，水是非常重要的人， 3. We can’t live without water. 我们的生活离不开水。

4. The amount of water which is suitable to drink is less and less. 水的量是适宜的饮料是越来越少了 5. But some people don’t care about it, 但有些人不关心它。

6. Many rivers and lakes are seriously polluted. 许多河流和湖泊受到严重污染。

Something must be done to stop the pollution. 必须采取某种措施来制止污染。

7. It"s our duty to protect our environment. 它是我们的责任来保护我们的环境。

8. It is very important to take care of our environment 这是非常重要，我们要保护我们的环境

范文：

1、假如你是新华中学的学生，名叫MIKE。去年6月1日我国已经禁止使用塑料袋，你对此有何看法和什么好的建议

I’m Mike. I am a student in Huaxing Middle School. Do you know the plastic bagsDo you often use the plastic bagsI don’t like them. I think they use the wasting valuable oil their production. And they can’t decompose(分解) in a short time. The plastic bags will make our world worse. I agree with the rule, which people can’t get the free plastic bags in the shops, supermarkets. It encourages people to use their cloth bags and baskets. It’s good for our environment.

So I hope all the students in our class stop to use the plastic bags, and use our own cloth bags. I hope we can take care of our environment. Let’s make our world more and more beautiful.

2 、6月5日( June 5)是世界环境保护日， 我们周围的环境变得越来越糟糕，污染越来越严重……。假如你是学生Jone.，你校要进行“如何保护我们的环境”专题演讲比赛。

要求：1、举例说明环境存在的问题1—3方面; Dear headmasters,teachers,classmates and friends:

I’m very proud that I have chosen to speak to you all today, I’m a bit(=a little) nervous as I’ve never made a speech before to so many people ,so please forgive me if it shows.

As we all know, the environmemt around us is getting worse and worse . In some places we can’t see fish swimming in the river or trees on the hills. Some people even have no clean water to drink. So I think we must do something to protect the environment. .But what can we doHow to protect our environmemt For example ,we can go to school on foot or by bike . we can use shopping basskets not plastic bags when we go shopping and we can use both sides of the paper when we write . In a word ,if everyone pays more attention to our environment , there will be less pollution and our lives will be better.“There is only one earth”,I hope everyone will protect our environment well. Thanks! 3、(江苏南通)目前南通市正在积极创建全国文明城市，中学生也在为之努力。假如你是你是某中学的一名学生张通，请根据下列图表所示内容，给笔友John写一封电子邮件，介绍有关情况。

注意：1.邮件内容应包含所有要点，不要简单翻译，可适当发挥;2.文中不得使用真实姓名、校名等信息;

3.词数90左右(邮件中已经写好了的部分，不计入总词数)。4.参考词汇：civilized 文明的 respect 尊敬 Dear John,

I’m glad to hear from you. Now let me tell you something about our city. Nantong is trying to set up a national civilized city. We middle school students are also doing some things for it. We are all polite to our teachers. (In class, we listen carefully to them./ When we meet them, we always say hello to them./…) We also respect the old. For example, we help them cross the streets.

We are always ready to help each other. (When one has difficulty with his studies, others will help him at once./...)We often show our love to those in trouble. Last month, the students of my class donated money to the earthquake-hit areas.

Besides, we plant trees to protect the environment and make our city more beautiful.

Nantong is my hometown. I will do my best to turn Nantong into a civilized city.Zhang Tong

9. We should not throw litter onto the ground 我们不应该往地上扔垃圾

10. We should not spit in a public place/ cut down the trees 我们不应该在公共场所吐痰/砍伐的树木 11. We should plant more flowers and trees。 我们应该种更多的花和树。

12. We must pick up some rubbish and throw it into a dustbin 我们必须拿起一些垃圾，扔到垃圾桶它

13. If everyone makes contribution to protecting the environment, the world will become much more beautiful.

如果人人都为保护环境作出贡献，世界将变得更加美丽。 14.Trees are very helpful and important for us. 树是非常有益的，对我们很重要。

15.We should plant more and more trees in order to live better and more healthy in the future.

我们应该种更多的树，为了生活得更好，更健康的未来。 16.It’s everyone’s duty to love and protect the environment. 这是每个人的责任，爱护和保护环境

4、保护环境( 四川乐山) 从2008年6月1日起，国家将禁止商家免费提供塑料袋，掀起全国“拒塑”的环保运动。假如你是李华，准备以“What Can We Do for the Environment” 为题，写一篇保护环境的英语演讲稿。内容包含：1.在购物时用布袋子替代塑料袋;2.尽可能地再利用使用过的课本;3.离开教室应关灯;

4.最好走路或骑自行车上学;5.简述理由：保护环境，减少污染，节约能源等

注意：1.词数：80词左右。开头和结尾已经为你写好，不计入总词数; 2.可根据要点适当增加细节，使行文连贯;

3.文章中不能出现真实姓名和校名，否则以零分处理。

4.参考词汇：布袋子cloth bag塑料袋plastic bag保护protect能源energy污染pollution课本textbook What Can We Do for the Environment

参考作文：

What Can We Do for the Environment

Hello, everyone. I’m Li Hua. It’s nice to speak about what we can do for the environment, and I think each of us can do a little bit to help with this problem.

The first thing we can do is to use cloth bags in stead of plastic bags when we go shopping. It helps to protect the environment. The second thing we can do is to reuse(再利用) the old textbooks as possible as we can. We should also never forget to turn off the lights when we leave the classrooms in order to save energy. What’s more, it would be better if we walk or ride a bike to school. We should try our best to reduce pollution and waste.

In fact, even the simplest everyday activities(日常活动) can make a real difference to(对有影响) the environment. I believe we can make the world a better place to live in.Thank you for your listening!

5、.环境问题：

今天环境变得越来越糟糕,环境问题影响着人们的工作,学习,生活等,而我们的工作,生活,生产等又使环境污染越来越严重..........,如何保护我们的环境请以“ How to protect/save our environment/world”为题写一篇短文。

提示：存在问题: 1.水污染越来越严重 2.砍伐森林严重 3. 大气污染严重 4. 白色垃圾等。

要求：如何改善/保护环境至少:3---4个方面， 80字左右的。How to protect/save our environment/world

The environmental pollution is worse and worse /more and more seriously today . Water is polluted ,we have no clean water to drink. Many trees are cutting down, some animals is getting less and less. Some factories is pouring(排出) dirty air into the sky , the population is increasing faster and faster , resources is getting less and less…etc. Not only does it affect our lives and health, it also has a great affection in the future. People’s health has been greatly affected by air, noise and water pollution. Many people died of diseases. In order to live a better life, we need protect our world.

We shouldn’t throw away rubbish everywhere. We want to recycle(回收), reduce(减少), reuse(再利用) things . Don’t waste things ,This saves money and reduces pollution. Use things for as long as possible. We don’t use plastic bags . We mus plant more trees and stop the people cutting them. We hope our world will be more and more beautiful .

6、为了保护地球有限的资源，我们应该采取什么措施呢请根据下面提示写一篇约80词的短文，短文开头已经给出。提示词：

1.save water, the source of life , protect drinking water, stop polluting, make full use of it;

2.save electricity, crucial, turn off, other electric machines;3. save forests, useful ,stop cutting down;4.recycle useful rubbish, save resources参考作文：

Although the world develops much faster and better, the resources on the earth get fewer and fewer. In order to protect them,something must be done.

Save water. Water is the source of life.(水是生命之源) No water, no life.(没有水，就没有生命) So it’s very important for us to do so. Not only should we(我们不仅应该)protect drinking-water(饮用水) and stop polluting it, but also make full use of(充分利用) it.

Save electricity. It is crucial(关键的，至关重要的). We can’t imagine what the life will be like without it. Everyone should do his best to save electricity. Don’t forget to turn off lights or other electric machines(电器)when we finish working.

Save forests. They are useful .Please stop cutting them down and use recycled paper instead. Make our world a green one to live in.

Recycle useful rubbish. Plenty of rubbish can be recycled like cans, paper, bottles, and so on. We can save resources in this way.

7.随着现代社会经济的高速发展，人类赖以生存的环境变得越来越差，特那么提议感到积极宣传环保方面知识的重要性。请你根据下面图片中所提供的环境变化，用英文写一篇90个词左右的短文。 要求： 1. 描述图片由于环境污染造成的环境变化； 2. 作为学生，请你谈谈如何为保护环境作出贡献 例文：

Great changes have taken place in the village. From the picture we can see a same village in two photos are quite different.

There are beautiful trees, flowers and grass in the first photo. In this photo we can see the sky is blue and beautiful, water is clean. However it is not be like that anymore. Let’s look at the second photo. Trees are less, the water isn’t clean, and the sky is not blue. More factories were established. The village is not beautiful anymore.

It’s easy to see the environment is becoming worse. As a middle school student, we should do our best to protest our living place, but what should we do nowWe’d better use cloth bags instead of plastic bags when going shopping. We should ride bicycle instead using cat to school.

If everyone does something to the protection of our earth I believe the pollution will be reduced a lot.

Environment for us, it is very important, its like a big umbrella, zhefengdangyu for us to protect our homes, if left the magic umbrella, that our home will be like the Sahara desert, a lifeless, desolate. So I want to give meaning to the world, let us together to protect the environment!

Now our side, however, the environment is worsening, I once saw a man on the side of the road just lost a piece of paper, I was very sad, think if everyone throw a piece of paper, then the world will be what are the consequences? Is terrible, and the world will become a white tips, more think more terrible, I quickly pick up the pieces of paper, thrown into the garbage can. At another time, I saw on TV a report about the environment: fujian on the other side of the river water turbidity is not clear, the fish died in the river, floating in the river every fish mouth blowing, the river still waving white trash, have small bags, candy. The scene is really horrible. Improvement in living standards of people, and their environmental protection consciousness is on the decline. And those without morality of tree, they may have thought about the benefits of trees give us? Tree for we pay so much! So many trees for our block of sandstorm and fearful tornado, these trees should have quietly thoroughly self-reflection, if there are no trees, our living environment is what? Visible at the moment we bad environment, also issued a warning to us, remind us take good care of the environment is urgently needed! I think good care environment, everyone duty, so we have to start from now, start from the side, do not spit everywhere, dont throw the paper scraps, less use notebook, can when checking the finished with the book, read the newspapers to practice calligraphy. To protect the environment as the most important work, set up environmental protection consciousness, the guardian to protect the environment.

"To protect the environment, everyone duty." I am going to put this sentence in mind, take this sentence as a seed, I will use attentive to watering it, let it grow, let the "care for the environment, everyone duty" this sentence. I believe that as long as we work together, in the near future, our environment will be getting better and better.

环境对于我们来说，是非常重要的，它就像一把大伞，为我们遮风挡雨保护我们的家园，如果离开了这把神奇的伞，那我们的家园就会像撒哈拉大沙漠一样，一片死气沉沉，荒无人烟。所以我要向全球发出意示，让我们一起保护环境吧!

然而现在我们身边，环境越来越恶化，有一次我看见一个大人在路边随便丢了一张纸，我非常伤心，心想如果每个人都丢一张废纸，那么这个世界会是什么后果呢?真是太可怕了，整个世界就会变成白色的垃圾站，越想越可怕，我急忙把这个纸片捡起来，丢进垃圾桶里。还有一次，我在电视上看见一篇有关环境的报道：福建那边的江水浑浊不清，江里的鱼都死了，浮在了江面，每条鱼的嘴里都吐着白沫，江边还飘着白色垃圾，有小食品袋，糖果皮。这一景象真是惨不忍睹。人们的生活水平在提高，自身的环保意识却在下降。还有那些没有道德的伐树者，他们可有想过树给我们带来的好处呢?树为我们人类付出了那么多!那么多树为我们挡住袭来的沙尘暴和可怕的龙卷风，这些伐树者真应该静静的好好的反省一下，如果没有了树，我们的生活环境又是什么样子呢?可见目前我们环境的恶劣，也是在向我们发出了警告，提醒我们爱护环境刻不容缓!我认为爱护环境，人人有责，所以我们要从现在做起，从身边做起，不要随地吐痰，不乱丢纸屑，少用本子，用完的本子可以当验算本，看完的报纸可以练习毛笔字。把保护环境当做最重要的工作做下去，树立环保意识，做环保守护者。

“保护环境，人人有责。”我要把这句话铭记在心，把这句话当作一颗种子，我会用细心去浇灌它，让它茁壮成长，让“爱护环境，人人有责”这句话传递下去。我相信，只要我们齐心协力，在不久的将来，我们周围的环境一定会变得越来越好。

在地球上，除了人类，还有什么呢?没错，还有动物。可几年下来，动物的数量逐渐下降。人类有没有把动物当朋友看呢?

动物和人类应该是好朋友，可为什么动物会和人类为敌呢?是因为人类没有把动物发在眼里。比如奶牛。人类用奶牛生产奶牛，可等奶牛没有奶的时候，人类就会把奶牛残忍地杀死。奶牛没奶时，不会将它放生吗?奶牛也是一条活生生的生命啊!近几年的“鼠疫、艾滋病、疯牛病、禽流感”，这些都是动物们奋起反击的预兆呀!难道人类还要打第三次世界大战吗?我们的祖先就是高级动物呀!如果人类再不制止这种滥杀动物的行为，是对我们的地区母亲沉重的打击呀!

我们现在不要再破坏动物的家园，这样动物们就可以安心繁殖后代。朋友们，还动物们一片蔚蓝的天空，让小鸟自由地飞翔;给动物一片绿草地，让牛羊欢快地奔跑;还动物一片汪洋，让动物无忧无虑地畅游海洋之中。也许，这样可以安抚动物们受伤的心灵。动物原本不坏，只是人类破坏它们的家园，这些只是它们对人类的“报复”而已。

朋友们，让我们一起保护动物吧!

henry ford didn’t always pay attention in school. one day ,he and a friend took a watch apart. angry and upset, the teacher told him both to stay after school. their punishment was to stay until they had fixed the watch. but the teacher did not know young ford’s genius. in ten minutes, this mechanical wizard had repaired the watch and was on this way home..

ford was always interested in how things worked. he once plugged up the spout of a teapot and placed it on the fire. then he waited to see what would happen. the water boiled and, of course, turned to steam. since the steam had no way to escape, the teapot exploded. the explosion cracked a mirror and broke a window. the young inventor was badly scalded

ford’s year of curiosity and tinkering paid off. he dreamed of a horseless carriage. when he built one, the world of transportation was changed forever.

Our environment is getting worse and worse now.People throw their garbage here and there.Factories make more and more dirty water that has polluted the rivers and lakes.What should we do?We must find ways to stop pollution.Waste water must be cleaned before it is poured into the river.People shouldn‘t throw away rubbish here and there.We should pick up the garbage around us.We‘d better plant more trees.I‘m sure if we take care of our environment,our world will be more beautiful!

有些故事，很平淡却很温情，下面小编给大家分享英语作文：父亲需要免费的午餐，欢迎阅读!

After John away customers, drove hastily left the company, go to the careful management of his nine free lunch shop. Nine years, every noon, he would lay down heavy corporate affairs, personally for customer service. According to a Los Angeles media reports, John among these nine free lunch for others, spending about $ 8.0 million. This has been called the business elite men Why the move?

Johns father was a humble citizen, his life did not give John brings flaunt wealth and capital, however, John was due to excel in the business of deep love, the father of John honesty and kindness affect growth . Nine years ago, my father suffered from Alzheimers disease. Because a nanny negligence, the father of a person to go out without return. John mind clear what the outcome, either the father suffered a mishap, or is really lost. John loved his father would rather believe the truth will be the latter.

In this way, Johns father lost the fifteenth day, on a busy street in Los Angeles bought the shop, opened this free lunch shop. John believes that his father lost since it is, it will certainly encounter livelihood, he convinced his fathers footsteps wandering through here sooner or later, you will find here a free lunch. So John Every noon, must personally come to customer service.

Finally one day, a ragged old man with dementia came here, he is the father of John disappeared for three months!

Father of "recovered" and did not allow John to produce close idea of free lunch shop, on the contrary, he increased the generation of free services to find missing loved ones. Nine years, there have been more than a dozen of the lost loved ones in the store free lunch reunion. John said, a successful businessman if you can not guard their loved ones, then he shall die by the worlds out and ridiculed ......

约翰送走客户后，便匆匆驱车离开公司，去到那个他精心经营了九年的免费午餐店。九年间，每逢中午时分，他都会放下繁重的公司事务，亲自为顾客服务。据洛杉矶一家媒体报道，约翰这九年间免费为他人供应午餐，大约花销了800多万美元。这个被人们称作商界精英的男人为什么会有此举?

约翰的父亲是一个老实巴交的市民，他的一生并没有给约翰带来值得炫耀的财富和资本，然而，约翰在商界的出类拔萃却缘于深沉的父爱，父亲的诚实和善良影响着约翰的成长。九年前，父亲患上了老年痴呆症。因为保姆的一次疏忽，父亲一个人外出而未归。约翰心里清楚事情的结局，父亲要么遭遇了不测，要么是真的走失了。深爱着父亲的约翰宁愿相信事情的真相会是后者。

就这样，约翰在父亲走失的第十五天，在洛杉矶的一条繁华大街上买下了这个店铺，开张了这个免费午餐店。约翰认为，父亲既然是走失，就肯定会遇到生计问题，他深信，父亲流浪的脚步迟早会经过这里，会发现这里的免费午餐。所以约翰每逢中午，必定亲自前来为顾客服务。

终于有一天，一个衣衫褴褛的痴呆老者来到这里，他正是约翰失踪了三个月的父亲!

父亲的“失而复得”，并没有让约翰产生关闭免费午餐店的念头，反之，他又增加了代人寻找失踪亲人的免费业务。九年间，先后有十多对走失的亲人在免费午餐店里重逢。约翰说，一个成功的商人如果不能守护自己的亲人，那么他必遭世人的淘汰和耻笑……

Directions: Please write a short essay entitled How to Protect the EnvironmentYou should write at least 120 words following the outline given below.

1．近年来地球环境日益恶化，人类面临很多突出的环境破坏问题 2．环境恶化的原因有哪些。

3．提出改善环境的建议。

The global is more and more warmer.The river is more and more dirtier.In the past years,the environment was more and more worst.The human beings are facing many pollution problems that are standing out.

We always see that the river is covered with white rubbish,the water is against clean. Roads are dirty,too.I can imagine the future that is covered with rubbish.People through rubbish away into the river.The industry let off sewage。People on the car through the rubbish away form the window of the car.Rubbish is waving。People enjoy using refrigerator that is the cause of that the global is more and more warming.We should get together to do something to improve our environment.We can plant so many trees that the temperature of the global will lower.Trees will reduce the crash of the global.

Punish the person who through away the rubbish around the roads instead of the rubbish bin.

Stick out to do the things above,the environment will be better and better.

What kind of environment should be? Ought to be beautiful, but also should

be to let people feast for the eyes, but now all of you take a look at the

environment, beautiful? Let people feast for the eyes? The answer is no.

So what should we do? Today, Ill give you some advice to protect the

environment, the content is as follows:

We live earth is deteriorating rapidly, did we have to pay attention to

their own living environment cause harm to nature, you must not throw sundry,

especially those serious pollution of garbage, waste batteries, for example,

because the section waste batteries contain heavy metals, if flow to clean the

water, it is very much pollution, then try to save trees made items such as

paper, pencils, because waste these things is the destruction of the forest.

Also try to use less disposable lunch box, chopsticks and plastic bags and other

items, so as to avoid unnecessary waste and reduce waste.

There are some tips: walking to closing the master switch, in order to

avoid electrical appliances overheating explosion, a waste of money and waste of

electricity, save water, to shut the tap when brushing your teeth, wash dish

water to rice, rice water to water the flowers, wash water can sweep the floor,

so we can reduce some waste. 12 dont hunt wild animals, animal protection is

absolutely cant kill, but dont kill the common animals such as frogs, because

frogs eat 15000 bugs for us, and most are pests. Some people often dont think

that is, the stubborn still, so we should try to eat less wild animals, lead to

wild animals, the drop in sales no longer killing of wild animals.

Our forest is called oxygen plant, so to take good care of flowers and

plants, not to destroy the city greening, and actively participate in. But also

to cut down trees less, dont waste wood items, because waste these things is to

destroy the forest, so be used sparingly, to protect the forests of less and

less.

Use energy saving lamps to replace the ordinary light bulb, although some

expensive but can use less electricity. I appeal to you: in our daily actions to

protect earths environment, let our children and grandchildren live in a

beautiful environment!