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人生哲理英語美文欣賞
英語（English），屬于印歐語系中日耳曼語族下的西日耳曼語支，是由古代從丹麥等斯堪的納維亞半島以及德國、荷蘭及周邊移民至不列顛群島的盎格魯、撒克遜和朱特部落的日耳曼人所說的語言演變而來，并通過英國的殖民活動傳播到了世界各地。下面是小編為你帶來的人生哲理英語美文欣賞 ，歡迎閱讀。
人生哲理英語美文欣賞一
The Hand
手
過感恩節(jié)的真正意義并不在于收受他人給予我們的有形物質(zhì)，而是借此機(jī)會回饋他人，無論是如何的微小的付出。
[1]A Thanksgiving Day editorial(社論)in the newspaper told of a school teacher who asked her class of first graders to draw a picture of something they were thankful for. She thought of how little these children from poor neighborhoods actually had to be thankful for. But she knew that most of them would draw pictures of turkeys or tables with food. The teacher was taken aback(吃驚；驚訝)with the picture Douglas handed in… a smile childishly drawn hand.
[1]感恩節(jié)那天，報(bào)紙刊登了一篇社論，其中講到這樣一個(gè)故事：有位小學(xué)一年級的老師叫班上的小朋友畫出他們感恩的東西。這些孩子均來自貧苦家庭，所以她料想他們多半會畫桌豐富的感恩節(jié)佳肴，外加一只香噴噴的.火雞。但看到道格拉斯的作品后，她驚訝不已，上面畫了一只手！
[2]But whose hand? The class was captivated(迷惑；困惑)by the abstract(抽象的)image. “I think it must be the hand of God that brings us food,” said one child. “A farmer,” said another, “because he grows the turkeys.” Finally when the others were at work, the teacher bent(彎腰；屈身)over Douglas’s desk and asked whose hand it was. “It’s your hand, Teacher,” he mumbled(咕噥；含糊地說).
[2]這是誰地手？班上地小朋友都興致勃勃地開始臆測，“這一定是賜給我們食物地上帝地手。”一個(gè)小孩說道。“是農(nóng)夫，他用這手養(yǎng)出火雞。”另一個(gè)小孩也有意見。在一陣猜測后，小朋友們又跑回座位繼續(xù)畫畫。這時(shí)老師走到道格拉斯身旁，彎下腰問他那是誰地手。“那是您地手，老師。”他怯怯地回答。
[3]She recalled that frequently at recess(課間休息)she had taken Douglas, a scrubby(身材矮小的)forlorn(孤獨(dú)的)child by the hand. She often did that with the children. But it meant so much to Douglas. Perhaps this was everyone’s Thanksgiving, not for the material things given to us but for the chance, in whatever small way, to give to others.
[3]道格拉斯個(gè)頭矮小，平時(shí)落落寡歡，但老師在下課時(shí)總會過去牽牽他的手。她常這樣握孩童的手，但對道格拉斯而言，意義格外重大。也許過感恩節(jié)的真正意義并不在于收受他人給予我們的有形物質(zhì)，而是借此機(jī)會回饋他人，無論是如何的微小的付出。
人生哲理英語美文欣賞二
Permission to Fail
孰能無過
Each of us fails from time to time. If we are wise, we accept these failures as a necessary part of the learning process. But all too often as parents and teachers we deny this same right to our children. We tell them that failure is something to be ashamed of, that nothing but top performance will meet with our approval.
我們每個(gè)人都會不時(shí)出錯(cuò)。聰明人承認(rèn)自己的錯(cuò)誤，并將其視為學(xué)習(xí)過程中的必不可少的一部分。但是我們作為老師和家長，卻又常常不能接受孩子們和我們一樣有犯錯(cuò)的權(quán)利。我們告訴他們犯錯(cuò)是件丟人的'事，只有最好的表現(xiàn)才能得到我們的贊賞。
When I see a child subject to this kind of pressure, I think of Donnie, my youngest third-grader，he was a shy, nervous perfectionist. His fear of failure kept him from classroom games that other children played with joyous abandon. He seldom answered questions — he might be wrong. Written assignments, especially math, reduced him to nail-biting frustration. He seldom finished his work because he repeatedly checked with me to be sure he hadn't made a mistake.
我一看見有孩子遭受這種壓力，就會想起唐尼。他是我三年級班里年齡最小地學(xué)生，他靦腆，惴惴不安，事事求全。他害怕出錯(cuò)，從不參加班里地游戲，可別人都玩得不亦樂乎。他從不回答自己沒有把握地問題。寫作業(yè)，尤其是數(shù)學(xué)作業(yè)急得他抓頭搔耳，手足無措。他為了作業(yè)不出錯(cuò)反反復(fù)復(fù)和我校對答案，所以他經(jīng)常不能完成作業(yè)。
I tried my best to build his self-confidence. But nothing changed until midterm, when Mary Anne, a student teacher, was assigned to our classroom. She was young and pretty, and she loved children. My pupils, Donnie included, adored her. But even enthusiastic, loving Mary was baffled by this little boy who feared of making mistake.
我想盡辦法讓他建立自信，都無濟(jì)于事。直到期中，有一個(gè)實(shí)習(xí)教師分配到了我們班。這位年輕又漂亮的老師叫瑪麗安妮。她愛孩子，我的學(xué)生們包括唐尼也都非常喜歡她。可是就連這位熱情，充滿愛心的瑪麗老師也覺得這個(gè)小家伙害怕出錯(cuò)的行為難以理解。
Then one morning we were working math problems at the blackboard. Donnie had copied the problems with painstaking neatness and filled in answers for the first row. Pleased with his progress, I left the children with Mary Anne and went for art materials. When I returned, Donnie was in tears. He'd missed the third problem.
后來有一天早晨，我們在黑板上做數(shù)學(xué)題。唐尼煞費(fèi)苦心工工整整地在黑板上抄寫題目，并且把第一行的答案填了出來。看到他的進(jìn)步我很高興，放心地把孩子們留給瑪麗照顧，我去拿了一趟美術(shù)用品。回來發(fā)現(xiàn)唐尼正在哭哭啼啼，原來他把第三題落了沒抄。
Mary looked at me in despair. Suddenly her face brightened. From the desk we shared, she got a canister of pencils.
瑪麗失望地看著我。這時(shí)她眼前突然一亮，從講臺的抽屜里拿出一筒鉛筆。
"Look, Donnie," she said, kneeling beside him and gently lifting the tear-stained face from his arms. She placed the pencils on his desk.
“唐尼，你看，”瑪麗老師說。一面蹲下身子靠近唐尼，一面輕輕地把他沾滿淚水的小臉從他胳膊上抬起來。瑪麗老師把一支支的鉛筆擺在了唐尼的課桌上。
"See these pencils, Donnie?" she continued. "They belong to Mrs. Lindstrom and me. See how the erasers are worn? That's because we make mistakes too, lots of them. But we erase the mistakes and try again. That' what you must learn to do, too."
瑪麗老師說道：“看到這些鉛筆了嗎？唐尼，這是我和林老師的鉛筆。你知道為什么上面的橡皮磨下去許多嗎？那是因?yàn)槲覀円卜稿e(cuò)，也會犯很多錯(cuò)誤。但是我們把錯(cuò)誤擦掉再寫一次。這也正是你要學(xué)會的啊。”
She kissed him and stood up. "Here," she said, "I'll leave one pencil to you so you'll remember that everybody makes mistakes, even teachers." Donnie looked up with love in his eyes and just a glimmer of a smile.
瑪麗老師親了一下小家伙站了起來。她說：“瞧，我給你留一支鉛筆，這樣你就會記住每個(gè)人都會犯錯(cuò)了，就連老師也一樣。”唐尼抬頭微微笑了笑，眼中帶著感激，看了看老師。
The pencil became Donnie's prize. That, together with Mary Anne's frequent encouragement and unfailing praise for even Donnie's small successes, gradually persuaded him that it's all right to make mistakes — s long as you erase them and try again.
鉛筆成了唐尼地獎(jiǎng)賞。那支鉛筆和瑪麗老師不斷地鼓勵(lì)，再加上無論多小地成績都能得到持久地表揚(yáng)，漸漸地唐尼明白了犯錯(cuò)很正常，只要知錯(cuò)能改就是好孩子。
人生哲理英語美文欣賞三
Full sail in spring wind
春風(fēng)滿帆
The youth have a wonderful time, brand--new life and promising future.
青年人擁有青春的美好時(shí)光、嶄新的生活和美好的未來。
Try to face life positively, believe in yourself, be yourself and control yourself. Face the reality courageously and fight the difficulties. Strive to improve all-around qualities and build healthy and perfect personalities.
積極地面對人生，相信自己，堅(jiān)持自己，把握自己；勇于面對現(xiàn)實(shí)，克服困難；努力提高個(gè)人的全面素質(zhì)，塑造見去那完美的人格品質(zhì)；
Have the courage to pursue your dreams, inspire yourself with great ideals, and motivate yourself with high spirits. Let’s look forward to having a brilliant future!
敢于追逐夢想，用崇高的`理想激勵(lì)自己，用昂揚(yáng)的斗志鼓舞自己。讓我們一起憧憬錦繡前程吧！
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