为什么需要保护野生动物英语作文汇编20篇

一天，我和妈妈去菜市场买菜。

菜市场里全都是叫卖声，卖白菜喽，卖青菜喽，卖青蛙喽。我一听有青蛙卖，我就拉着妈妈兴奋地去看青蛙。妈妈看见这里的青蛙又肥又大，就说：“你想不想买几只青蛙尝尝？”我点了一点头。妈妈看见我在点头，就对卖青蛙的人说：“老板，给我挑几只大一点的青蛙！”我高高兴兴地买了几只青蛙回家了。

我刚想把青蛙煮了，可是旁边却听见爸爸低沉地说：“孩子，你必需把这些青蛙放掉！”“为什么？”我很不情愿地说。“因为青蛙是益虫，它7月份一共能吃掉害虫20000多只而且还能保护农作物因为不管是飞的爬的，躲在地下的，它们只要一出来活动，就都被青蛙吃掉而且青蛙对人类的益处很大，如果捕杀青蛙就回让害虫大量的繁殖，我们就必需要大量是用农药来杀死害虫，这样不仅破坏了生态平横而且还污让了环境因此严禁捕食青蛙！所以，你必需把这些青蛙放掉！”

我从爸爸斩钉截铁的口气中，我知道我以经再也没有什么可以商量的余地了。我只好跑到河边，把青蛙放掉了。我看这那几只青蛙用四条着强劲又力的大腿往河中央游去。我叹了口气，心想：我这辈子再也买不到这么大的青蛙了。

真的，我从那以后，我再也没有买到过这么大的鱼了。可是那天的情景却一直铭刻在我的记忆里，爸爸坚定的话语也一直回响再我的耳边。

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

"Protect the environment, everyone duty", when it comes to protecting the environment, I think of a thing.

Its a sunny afternoon, my mother and I happily went downstairs for a walk, inadvertently, I found on the green lawn with an old, dirty battery. Battery is harmful to our environment a major killer! A grain of small button battery can be 600 cubic meters of water pollution, the equivalent of a mans lifes water consumption; Section 1 battery rot in the field, can lose one square metre of land utilization value, and cause permanent public nuisance. Think about this, I ran to my mother had said it again, I say again: "mom, I want to throw waste batteries into the dustbin." Mother think I speak very reasonable, I happily run to waste batteries, thought: I really do a meaningful thing! I gently picked up the waste batteries, threw it into the dustbin.

"Not to small and not for good, it is a sin to." As a primary school student, we should start from me, start from small things, start from the side, start from now, pick up every piece of paper on the ground, take good care of trees and flowers, love small animals. Lets go and look for the green world, to make our world a better place!

“保护环境，人人有责”，说到保护环境，我就想起了一件事。

这是一个阳光明媚的中午，我和妈妈高高兴兴地下楼散步，无意中，我发现在绿油油的草坪上有一个废旧的、脏兮兮的电池。电池可是危害我们生存环境的一大杀手!一粒小小的钮扣电池可污染600立方米水，相当于一个人一生的饮水量;一节一号电池烂在地里，能使一平方米的土地失去利用价值，并造成永久性公害。想到这，我跑到妈妈跟前把这件事儿说了一遍，我又说：“妈妈，我想把废电池扔到垃圾箱里。”妈妈觉得我说得很有道理，我欢快地跑到废电池旁边，心想：我真是做了一件有意义的事啊!我轻轻地捡起废电池，扔进了垃圾箱里。

“勿以善小而不为，勿以恶小而为之。”作为一名小学生，我们要从我做起，从小事儿做起，从身边做起，从现在做起，捡起地上每一片纸屑，爱护花草树木，关爱小动物。让我们一起去寻找绿的世界，让我们的世界变得更加美好!

动物是我们人类的好朋友，有很多对我们有益的动物呢!你们知道我认识的动物是什么吗?告诉你们吧，它们是：蜘蛛、水枪鱼、壁虎，这些动物都是吃虫子的。

蜘蛛是一个会结网的能手!它结了网就可以把害虫捉住了。其实，它的网是粘粘的，透明的，难以看见，等蚊子、苍蝇经过的时候，一不小心就会被蜘蛛网粘住，蜘蛛就会美餐一顿了!

不但蜘蛛会吃蚊子，也有别的动物爱吃蚊子，但它们捉害虫的地方是不同的。水枪鱼是在河里，一看到岸边的野草上的害虫，就游到离那东西很近的地方，然后，吸一点水朝害虫喷去，害虫打中了!落下来，落到了水枪鱼的嘴里。壁虎是在墙上找蚊子吃的，只要它看到墙上有一只虫子，就轻手轻脚地接近虫子，让虫子感觉不到，然后，一下扑过去，吃掉虫子就慢慢地回家了。

我们要保护有益的动物，让害虫变得更少，美化我们的环境。

我最喜欢的小动物是小鸡。

My favorite little animal is chicken.

恰好，我家楼下307号就养了几只小鸡。每天我们经过时，这些小鸡都偏着脑袋看我们哩。

Just right, my house downstairs 307, raised a few chickens. Every day we pass by, the chicks lean on our heads.

小鸡全身毛茸茸的，很可爱。一身黄黄的羽毛像披着一件金黄的礼服。小鸡有一双尖尖的小嘴。圆圆的眼睛看人时还蛮有精神的呢。

The chickens are hairy and lovely. A yellow feather like wrapped in a golden dress. The chicken has a pair of pointed little mouth. The round eyes are quite spiritual when they look at people.

我没看到它们的耳朵，但是小鸡不可能没有耳朵。如果没有耳朵的话，那我们走过去时，它们怎么会偏着脑袋朝我们瞧呢?

I dont see their ears, but chickens cant have ears. If there were no ears, how could they lean on our heads when we walked by?

妈妈说，刚孵出的小鸡还只能吃小米粒，不能吃谷子或玉米，还要经常给它们喝水。要是有小虫子给它们吃，它们一定会长得更神气。

Mother said, the newly hatched chickens can only eat small grains of rice, can not eat millet or corn, but also often give them water. If they had worms, they would have grown stronger.

我多喜欢这些可爱的小鸡呀。但是爸爸妈妈说现在还不能养，不养好的话，它们会死的。

I love these lovely chicks. But mom and

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，懂得生命的意义的人，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;

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宠物;

8、 不虐待、不伤害流浪动物;

9、 将“珍爱生命，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。

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.

[我喜欢的动物的英语作文

Here is a small zoo. I like the tiger，although they are very ugly，but very imposing. Also has the national treasure panda，they are a little shy，does not dare to look at us. Who are those? they are elephants，you look at they to be huge，also has a point to be interesting. I do not like the lion，they compare the tiger clown，is also unimposing.

This is the small zoo.

3.Recently, three owls appeared suddenly on our campus. They made me think of my pet from childhood. When I was little, we had an owl at home. It was small, gray, and had two big eyes. We liked it very much. Every time I went home, it greeted me by making “goo-goo” sounds. We always played with it and talked to it. It would blink its eyes just like it understood what we were saying. It was like my best friend. But when the weather became colder, we forgot to keep it warm, and it died. It made us sad for a long time, and it also taught me how important it is to take care of animals.

亲爱的市民朋友们：

今年是《广东省野生动物保护条例》实施五周年。为大力倡导文明、健康、科学的生活方式，进一步增强市民保护野生动物的意识，在全社会形成拒食野生动物的良好风尚，促进人与自然的和谐，广州市林业局、广州市文明办联合向全市发出以下倡议：

一、关爱动物，保护森林，让茂密的森林成为野生动物的栖息庇护场所;

二、从我做起，不滥食野生动物，树立饮食文明新风尚，不乱捕、不猎杀野生动物，做文明、守法的好公民;

三、各饲养、运输和餐饮企业不非法经营、贩运、加工、制作、销售野生动物及其制品，做绿色、环保、守法的经营者;

四、人人行动起来，积极劝说阻止、举报各类破坏森林、伤害野生动物的行为，做保护生态环境的模范。

让我们携起手来共同努力，把广州建设成为处处鸟语花香、人与自然和谐的美丽花城!

Nowadays,our world is in great danger.There are air pollution,water pollution and so on.So Its important for us to protect the invironment .We shouldnt throw rubbish everywhere.We can go to school by bike insdead of taking a bus.And we shouldnt draw on the wall.In a word,Lets protect our invrionment together.

[英语作文保护环境60字

保护森林(Protecting the Forests)

Now in some places of our country, a number of people have been cutting down the trees in the forests because they need wood and more farmland. The areas of forests are getting smaller and smaller. Some scientists say that there will be no vast forests in 20 or 30 years. It is really a terrible thing. Where the forests disappear, dust storms will occur occasionally. The weather will get hot and dry. The whole earth will become a big desert. A lot of plants and animals will disappear.Crops will not grow anywhere. Life will be difficult for everyone. The human beings will be punished for their forest-destroying activities.

Therefore, we should realize the importance of taking care of our forests. We should do our best to protect our living environment and keep our mountains green,the water clean, and the sky blue.

保护森林

在我国的一些地区，由于需要木材和得到更多的耕地，许多人一直在砍伐森林中的树木，森林面积正变得越来越小。一些科学家预言二三十年后将不会再有大片的森林，这真的是一件可怕的事情。森林在哪里消失，沙尘暴就在哪里发生，天气会变得炎热而干燥，整个地球会变成一个大沙漠，大量的动植物会消失，没有地方再长庄稼，生活会变得很艰难，人类因为破坏森林的活动将受到惩罚。

因此，我们应该认识到保护森林的重要性，尽最大努力保护我们的生存环境，保持山绿、水清、天蓝。

[保护森林环境英语作文

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……

今天放学的时候，同学们正在教室里收拾书包，突然有一只小鸟飞进了教室。调皮王石亮看到了，便大声喊了起来：“大家快来看啊！有一只小鸟！”边说边跑过去把小鸟捉住了。大家都闻声而来，班长少文看到了，便对石亮说：“石亮，快把小鸟放了！别让小鸟难受。”石亮捉着小鸟，对少文说：“我为什么要听你的话，我捉住了就是我的，我要把它带回家饲养。”说着拿起书包就要往外走。刚好老师走进教室，石亮看到老师来了吓了一跳，赶紧把小鸟藏在身后。这时班长少文走到老师面前，向老师说明了情况后。老师走到石亮面前，说：“石亮，我们必须保护动物，如果人人都像你一样，看到了动物就捉起来，视为己有的话，那么世界上的动物，不就都没有了吗？”石亮听完老师的话后，惭愧极了，于是当众把小鸟放了，得到了老师的夸奖。从这件事中使我了解小学生还必须多认识保护小动物的知识。学校必须注重小学生对保护动物的认识，多教小学生一些关于保护动物的小知识。我相信只要这样做，不久人和动物一定能够和睦相处。

Cherish resources, protecting the environment, only a few words, this is very important, for example, we go out to play, etc. The words will be held.

Earths resources are limited, could have uninterrupted growth, but because of the excessive development of people, these resources can hardly continue to regeneration. Water is indispensable to mankind, it gave birth to all life, he is our mother, but water has always been some dont know to cherish, will only waste, wasted a lot of water on earth, but only very little for us to drink the water, the other is the water of the sea, so we should protect water resources. Biological resources is very important also, he can let us survive, so we cant destroy any creature in the food chain, if damaged, will be big disaster, there are always some damn poachers, the capture of wild animals, such as elephants, rhinos, etc., so we need to protect any type of resource, let him not be damaged.

Protect the environment, cherish resources, from small start.

珍惜资源，保护环境，这单单几个字，却非常重要，比如我们出去玩等地方都会有这几个字。

地球上的资源是有限的，本来可以不间断的生长，可是由于人们的过度开发，这些资源都没法继续再生了。水资源是人类不可缺少的东西，它孕育了一切生命，他就是我们的母亲，可是水资源总是被一些不懂得珍惜，只会浪费的人浪费了，地球上的水很多，但只供我们饮用的水很少，其他的都是海水，所以我们要保护水资源。生物资源也很重要，他可以让我们生存下去，所以我们不能破坏食物链中的任何生物，如果破坏了，将发生大灾难，总有一些可恶的偷猎者，在捕捉野生动物，如大象，犀牛等，所以我们要保护任何资源，不让他被破坏。

保护环境，珍惜资源，从小事做起。

Animals are natural resources that people have wasted all through our history.Animals have been killed for their fur and feathers， for food， for sport， and simply because they were in the way.Thousands of kinds of animals have disappeared from the earth forever.Hundreds more are on the danger list today.About 170 kinds in the United States aloneare considered in danger。

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。

环境保护雅思英语作文怎么写呢？相信很多同学想知道。以下是小编为大家整理分享的环境保护雅思英语作文，欢迎阅读参考。

环境保护雅思英语作文

You should spend about 40 minutes on this task.Write about the following topic:

The earth is being filled with waste material such as plastic bags and other rubbish. Is this really happening? What are some solutions to this problem?

Gives reasons for your answer and include any relevant examples from your own knowledge or experience.Write at least 250 words.

model answer:

Over the past few decades, the increasing amount of industrial wastes and household garbage has become a major problem in many countries. People have questioned what caused this problem and what can be done to improve the situation. In my opinion, two of the most critical causes of this waste material problem are the increased consumption and a shortage of space for landfill.

To begin with, modern lifestyle has contributed greatly to the increasing amount of waste and garbage we produce everyday. In other words, we have turned into a materialistic and mass-consumption society where we use more and throw away more than ever before. Moreover, countries are running out of space to store garbage and waste material. In fact, securing land for waste disposal raises controversies in many countries.

To solve this intractable problem, every citizen needs to participate in producing less garbage. For example, we can bring our own personal shopping bags instead of using plastic bags provided by stores and shops. Besides, the government can enforce stricter laws on companies to use biodegradable packaging or use recycled material. Indeed, this alone can eliminate much of the waste which is sent to at land fills. Companies can also contribute by developing new raw material which is recyclable and will ultimately lead to less garbage. One good example of this is that tire companies develop new tires for cars which are not made of rubber but of new biodegradable material.

As discussed above, individuals, business and the government can share the responsibility to reduce the amount of waste material and to save the earth. I hope that in the future our offspring will be better off with the well-preserved environment.

环境保护雅思英语作文

Environmental hazards are often too great for particular countries or individuals to tackle. We have arrived at a point in time where the only way to lessen environmental problems is at an international level.

Environmental problems have reached such proportions that people feel international organizations must be set up to intervene in world affairs to resolve these problems. Whether this will resolve the problem is very unlikely as international organizations are just an extension of human behavior. That is, if human conflicts cannot be resolved at home, then they are unlikely to be resolved at the international level. Nevertheless, international organizations do attract attention to the growing problem of aims of the international community to resolve the issue of environmental pollution and support their cause, I do not believe it is the best or only way to protect the environment; in fact, it is only a small part of what is needed in a global initiative.

All world problems, whether it is environmental pollution, war, energy insufficiency, or famine, arise from the abusive behavior of all individuals. Therefore, the solution to all these problems is the need for a collective consciousness. What is meant by this is that each individual must be aware of the impact he or she has on the world and their unique part to play in this world. After all, if one is happy with his life, he will surely not endeavor to harm the environment or anyone else. His behavior will be that of a responsible individual.

What is needed, therefore, is education. Education is the key to all problems and it starts from pregnancy all the way to adulthood and beyond. Furthermore, education means that children all over the world should be allowed to go to schools with good teachers and where teaching materials and methods can be adapted to each individual. Education means raising children to be responsible individuals.

This may sound like utopia, but it is not: if a country had important problems in its educational system, then it should realize that it is contributing to the worlds problems. These are perhaps long term solutions, but they are more realistic solutions than setting up yet another international organization.

前几天，爸爸从超市买回来一个大大的鱼缸，于是我开始期盼爸爸买几条金鱼回家，终于，爸爸把金鱼带回来了。

爸爸一共带回来八只金鱼，都不是很大，挺小的，一放进鱼缸里就四处有开了，一旦我靠近它们，它们就躲进水草里，只露出尾巴一动一动晃动。终于借着喂鱼食的时候，我能够观察它们了，这几只鱼差不多都是橘色的，大小差不多，不过其中有一只是白色的，还带了些斑点。鱼尾很薄，几乎都要融入水里了，如果不是因为水一直都在动，你可能要仔细看才能发现它们的尾巴，小金鱼的尾巴是扇子形状的，可漂亮了。

平时的时候，小金鱼们在水草里面玩躲猫猫的游戏，偶尔你还能看到水草后面出现一串泡泡哦。小金鱼的眼睛鼓鼓的，嘴一张一张的，鱼鳃也一动一动的，水从嘴里进去，从腮里缓缓的流出来，可神奇了。

我喜欢我们家的小金鱼。

"Green" the eternal topic, let us better to understand the importance of

environmental protection.

Green environmental protection is to make us live a happy life in a clean

environment, however, the environment around us in a worse if we dont alarm,

then, our motherland will be a mess in our hands! Green environmental protection

starts from me. My dad used to drive his car to work, listen to my advice, to

protect the environment, he ride a bike from now on, he thought that not only

the exercise of his body, also for the green environmental protection.

My mother began to contribute to the green environmental protection. Before

she went to vegetable market to buy food, she used plastic bags, a village green

environmental protection propaganda on TV, she understood the green

environmental protection is sustainable, in order to we can have a better

environment. In order to we live healthier lives, so mom from that moment on,

every day go to vegetable market with the own basket, instead of plastic

bags.

As a new era of junior middle school students, and I will response to the

green environmental protection call for, I had at school are all use one off

chopsticks, but now I can bring their own chopsticks to school. I think, though

this is a small matter, but I do my responsibility.

Happiness of life to let China land everyone be permeated with happy smile,

rich products, long history, noble quality, the plot environment. Nowadays, the

environment is polluted, the green environmental protection starts from me, let

us together to protect the environment!

The ocean and we are a whole, first of all, the ocean itself has great handling of pollutants, dilution, diffusion, oxidation, reduction and degradation of purification ability. But the capacity is not unlimited, when toxic and harmful substances accepted by the local waters more than its own self-purification ability, it will cause pollution of the waters. In addition the ocean while contains many resources, but the regeneration of marine resources is the need of time, if the development of marine resources we uncontrolled and not pay attention to the protection of these resources, so there is always used in the light of day. So the protection of the marine is extremely important.

It is suggested that people have been aware of the issue--lack of preservation for endangered spieces, animals and plants, but as you see , they placed little efforts to cope with the problem.despite the versatility and intricacy of instruments , I would pore over some of the most striking ones and offer alternatives afterwards.

这表明人们已经意识到这个问题——濒危物种保护的不足，动物和植物，但正如你所看到的，他们把小的努力来应对problem.despite的多样性和复杂性的工具，我会在一些最引人注目的和提供选择之后。

One of the major reasons , causing peoples inocence of protecting animals, is that the government did not function well as an educator, arosing peoples initiative in shielding wild animals, which led to the consequence that people do not know their responsibility to prevent animals from dangers, and specific knowledge in guarding them. what is equally important as the reason mentioned above is that media did not meet our satisfaction to inform the mass of the emergency which is crutial in arousing peoples conciousness to keep animals safe.

其中一个主要原因，引起人们的灵感保护动物，是政府不作为一个教育工作者的作用，调动人的主动性保护野生动物，其中LED的后果，人们不知道他们的防止动物从危险责任，和看守他们的具体知识。同样重要的是上面提到的原因是媒体没有我们满意通知紧急，唤醒人们的意识使动物安全是重要的质量。

In spite of the serious problem, measure leading to profound improvement still can be taken. owning to the fact that funds are insufficient in some developing countries, developed countries or international organizations should shoulder more burden -- finacing them in order to capacitate them to accompolish the protection of animals. at the same time, education in telling people the way to make animals harboured ought to be focused on, thus resulting in peoples better awareness in the camouflage of our planets cutest creatures.

尽管在这个严重的问题，导致深刻的改善措施仍然可以采取。由于资金不足，在一些发展中国家，发达国家和国际组织应承担更多的负担——融资以使他们实现保护动物。同时，在告诉人们如何使动物怀有应该集中在教育，从而导致人们更好的认识在我们星球上最可爱的生物的伪装。

It is belived by me that if correct actions are taken to preserve animals, any kind of them will be far away from extinction forever.

这是我认为，如果采取正确的行动来保护动物，任何一种他们将永远远离灭绝。

Excuse me waiter, there’s a shark in my soup

Some 200m years before dinosaurs made their appearance on earth and thus quite some time before Homo sapiens began celebrating nuptials at extravagant wedding banquets, sharks swam the oceans. Sharks are older than trees. They have survived at least four planetary mass extinctions.

在恐龙在地球上出现之前两亿年左右，也就是在现代人(Homo sapiens)开始举办奢华婚宴之前相当久远的时候，鲨鱼们就已经在海洋中游弋。鲨鱼比树还要古老。它们至少经历了四次地球物种灭绝，一直活到了今天。

The link between these ancient predators and contemporary wedding receptions is that, among Chinese people, it is a sign of generosity and prestige to serve guests shark-fin soup. Since there are more than 1.3bn Chinese people, and since they are getting more affluent by the day, that is of no little consequence to the shark population. Some 70m sharks are killed each year for their fins. Much of the time, the fins are sliced off with a blade at sea and the bloody shark torso thrown back in the water to die.

这种古老的食肉动物和当代婚宴之间的联系在于，在中国人眼中，请客人吃鱼翅羹是慷慨与体面的标志。由于中国有13亿多人口，并且中国人一天比一天富裕，吃鱼翅对鲨鱼数量可谓影响重大。为了获取鱼翅，人类每年要捕杀约7000万条鲨鱼。大多数时候，人们在海上用刀把鱼鳍割下来，然后便将血淋淋的鲨鱼躯干扔入海里，任由它们死去。

The California state legislature is debating a bill co-sponsored by Paul Fong, a Chinese-American Democrat, to ban the sale, consumption and trade of shark fin. Hawaii, Oregon and Washington state already impose similar bans. California accounts for 85 per cent of shark fin eaten in the US. The bill sailed through the lower house assembly, but is being held up in the state senate because of concerns it discriminates against Chinese Americans.

加利福尼亚州立法机构正在讨论由民主党人、美籍华人方文忠(Paul Fong)联合提议的一项旨在禁止贩卖、消费和交易鱼翅的议案。夏威夷州、俄勒冈州和华盛顿州已经实施了类似的禁令。加州的鱼翅食用量占到美国鱼翅总食用量的85%。州众议院会议已通过了此项议案，但因担心法案有歧视美籍华人的嫌疑，州参议院还未对其投票表决。

What people eat is, indeed, a sensitive topic and one that generates much hypocrisy. Different cultures have formed their own taboos about what is proper, and not proper, to eat. Muslims and Jews don’t eat pigs, Hindus don’t eat cows and most Americans don’t eat snake or whale. Jains, and vegetarians of all cultures, don’t eat any animals at all.

人们吃什么确实是一个敏感的话题，也会催生许多虚伪的作风。对于可以吃什么、不可以吃什么，不同的文化有着各自的禁忌。穆斯林和犹太教徒不吃猪肉，印度教徒不吃牛肉，而大多数美国人不吃蛇肉或鲸肉。耆那教徒(Jains)和各种文化中的素食主义者都不吃任何动物。

Westerners are particularly prone to turning up their nose at what other people eat. Their position is mostly illogical and sometimes offensive. They tend to mentally divide animals into those you eat (like pigs, sheep and chickens); those you cuddle or stroke (cats, dogs and horses); and those too ugly, unusual or intelligent to eat (say beetles, zebras and dolphins). Many profess to loathe barbarity – think clubbing seals – yet are happy to eat veal or to ignore what goes on in their friendly neighbourhood abattoir.

西方人尤其看不惯其它文化社会的人们所吃的东西。他们的出发点大多不合逻辑，有时可能还会触犯众怒。他们往往在心里把动物分为好几类：吃的(如猪、羊和鸡)、搂抱或抚摸的(猫、狗和马)以及太丑、太怪或太聪明而不能吃的(比如甲虫、斑马和海豚)。许多人都公开对残暴行为表示憎恶——例如用棍子猎杀海豹——但却爱吃小牛肉，或佯装对自己居住的友好社区的屠宰场里发生的一切毫不知晓。

Michael Moore, the American documentary film-maker, brilliantly – if possibly inadvertently – exposed this self-delusion in Roger & Me. In a scene that was meant to highlight the poverty of Flint, Michigan, a woman selling rabbits is shown asking customers if they want “pets or meat”. If the answer is “pet”, the cuddly bunny is handed over to a delighted child. If “meat”, the hapless creature is clubbed to death with a lead pipe and skinned on the spot.

美国纪录片电影制片人迈克尔?摩尔(Michael Moore)在《罗杰和我》(Roger & me)中绘声绘色地(也可能是不经意地)披露了这种自欺欺人的行径。在展现密歇根州弗林特(Flint)贫困状况的一个场景中，有个女人在卖兔子，她问顾客要买“宠物还是兔肉”。如果答案是“宠物”，她就把小兔子交给一个满心欢喜的孩子。如果答案是“兔肉”，她便当场用一根铅管把这个可怜的动物打死并把皮剥下来。

The richer societies get, the more finicky they tend to become. Many (including myself) waste half the animal they have had killed on their behalf, refusing to consume its organs, intestines, brain and so on. These parts are often eaten, and sometimes prized, in non-western societies, particularly in Asia. In their willingness to consume almost all the animal, both China and Japan score far better than most western countries.

社会越是富有，往往就会变得越挑剔。许多人(包括我在内)会浪费掉因为他们而被杀死的动物的一半，我们拒绝食用它们的器官、肠子和脑子等等部位。但在西方之外的社会、尤其是亚洲，人们通常是吃这些的，而且有时还会将其视若珍品。就吃下动物所有部位的意愿而言，中国和日本要远远排在大多数西方国家的前面。

Surely, then, one can’t object to eating shark fin? Yet one can and one should. The reasons are to do with conservation and our broader ecosystem. Some species of shark have been depleted by 70 per cent and a few, such as smooth hammerhead, bull sharks and tiger sharks, by 90 per cent or more. Sharks are the ocean’s top predators. Their absence causes havoc. Off the east coast of America, sharks used to eat bottom-feeding rays. With shark numbers massively depleted, the rays have had a field day devouring scallops, clams and oysters, rapidly reducing stocks.

这么说来，想必我们不能反对吃鱼翅了?不，我们可以反对，而且也应当反对。因为这关系到环境保护以及更广泛生态系统的保护。一些种类的鲨鱼数量已减少了70%，少数几个种类的数量减少了90%，例如平双髻鲨、牛鲨和虎鲨。鲨鱼是位于海洋食物链最顶端的捕食者。若没有它们，生态系统会发生混乱。在美国东海岸附近，鲨鱼通常以在水底觅食的魟鱼为食。由于鲨鱼数量急剧减少，魟鱼就会趁机吃掉很多扇贝、蛤蜊和牡蛎，使这些物种的数量迅速减少。

Once shark fins are dried and in jars, it is all but impossible to tell what kind of shark they came from or whether they were finned. At one store in the Sheung Wan district of Hong Kong, a city where half the world’s shark fin is traded, a salesman admits he has no idea whether the fins come from endangered species. His shop does not sell shark meat, and he says it could be true that the carcase is simply tossed into the sea. As well as the cruelty, there is also the incredible waste. The average shark stretches to about 10 bowls of soup.

鲨鱼的鳍一旦被晒干并放入罐里，便几乎无可判断它们来自哪种鲨鱼，或者是否是被割下来的。在鱼翅交易量占全球一半的香港，上环区一家商店的一位销售人员坦承，他不清楚店里的鱼翅是否来自濒危鲨鱼。他的店里不卖鲨鱼肉，并且他表示，鲨鱼的尸体被直接抛回海里可能是真事。岂止是残忍，这也是一种巨大的浪费。平均每条鲨鱼只能加工出大约10碗鱼翅汤。

Certainly, shark fin is traditional. As one writer points out, to ask people to stop eating it is the equivalent of suggesting Americans give up turkey for Thanksgiving. There is doubtless a case for banning other types of food, such as some types of caviar and some species of whale. But cultures are not immutable. Traditions change, especially when they are unsustainable.

不错，鱼翅是一种传统食物。正如一位作家所指出的那样，要求人们不吃鱼翅就好比让美国人过感恩节时不要吃火鸡。我们无疑有理由禁止食用其它食物，比如某类鱼子酱和某些种类的鲸。但文化也不是一成不变的。传统会发生变化，尤其是当它们难以为继的时候。

Fortunately, many of the most prominent campaigners against shark fin are Chinese, with Yao Ming, the recently retired basketball sensation, among the most passionate. In Hong Kong, where shark fin used to be de rigueur at Cantonese banquets, many young people refuse to eat it. Besides, sharks have less cachet now they are siphoned from the oceans on an industrial scale.

值得庆幸的是，在反对吃鱼翅的最著名活动人士之中，许多都是中国人，比如近期退役的篮球明星姚明，就是行动最积极的人士之一。在香港，鱼翅曾是粤宴上的必备菜肴，但如今许多青年人拒绝食用鱼翅。此外，在捕杀鲨鱼实现工业化规模的今天，鱼翅的身价已大不如前。

In Canada, more than a few ethnic Chinese couples have made a show of not serving shark fin at their wedding. Judy Lao recently told the Vancouver Province why she didn’t have it at her reception. “We don’t really care, our friends don’t care, and shark fin has no nutritional value anyway,” she said. “So why should we serve it?” Why indeed.

在加拿大，许多对华裔夫妇已做出表率，在婚宴上不供应鱼翅。Judy Lao最近向《温哥华省报》(Vancouver Province)解释了，为什么她的婚宴没有上鱼翅。“我们并不介意这些，我们的朋友也不介意，再说鱼翅根本也没有什么营养价值，”她表示。“所以，我们为什么要上鱼翅呢?”确实，这有什么必要呢?

[保护鲨鱼的英语作文