以lifestyle为话题写英语短文

以“My lifestyle"为题，写一篇100词左右的英语作文，带翻译~

My lifestyle
I'm a middle school student.And I have a good lifestyle.I exercise every day.And l sometimes play basketball with my friends.Because I think No sports,no life.My eating habits are pretty good.I eat vetetables and fruit every day,but I don't like drink milk,I try to drink milk four or five times a week.Of course,I love junk food so much.Before,I always eat junk food,but I try to eat junk food once or twice a month.I never drink coffee.Oh,I sleep eight hours every night.Do you like my lifestyle?

中文意思：我是一个中学生。我有一个健康的生活方式：我每天都运动，我有时候会和我的朋友去打篮球，因为我相信，生命在于运动。我的饮食习惯也很好：我每一天都吃蔬菜和水果，但我不喜欢牛奶，但我尝试每个星期喝四到五次牛奶。当然，我非常喜欢垃圾食品，以前，我经常吃垃圾食品，但我尝试每个月只吃两次垃圾食品。我从来不喝咖啡。喔，我每天晚上都要睡觉八个小时。
你喜欢我的生活方式吗？

Another life Another change
Life always were chose all time , chose survival or death , chose continue or give up . Life is very difficult that for choose .
The earth is round , human all same , all have body , all have head , all have brain , all can thinking . why some people can drive the sports car gallop on the road ? why some people can eat some food count for hundreds upon thousands dollars every time ? why some people can inhabit very beautiful and expensive house and some people almost cannot find mere place for sleep ? why ? why ? why ? Did you ask youself any questions before like this ? the answer is not . almost all of the people never think about this , and they didn't care about this , maybe they real like this lifestyle , maybe they life get by , maybe they already lower their head to God .
What's means succeed ? what's means mature ? what's means riches ? what's means exist ? what's means dead ? Maybe you said , only achieve our hearts desire is succeed ; your age reach at 18 years old is mature ; you think of you already have money enough is riches ; maybe you think about you can make your heart normal fuction is live and if your stop breath is dead . no no no , wrong theory . we survive in the world is not only in ord to eating to sleepping , no no , not like this , we need improement ourselves , we need choose another lifestyle , another change .
I have a dream , you too , I always pursuing exceeding , I hope you too . we need change our life , we need enjoy our life .
At the present , many many many worker working never stop , and only for a little money sell themselves , it is not worth . too foolish , too stupid , everybody need rest , whatever how stronger their are , how poor their , only for keep full of your bingy is not real meaning for life , you must be change your life , you have no choice , if you can't I think you'd better go to die !
Another life another change , I get ready for this , and you ?
I wrote this by myself





another,
THE LIFESTYLE PROJECT

Karin B. Kirk, 329 Little Wolf Road, Bozeman MT 59715, kkirk@montana.edu

John J. Thomas, 8 Piping Rock Circle, Saratoga Springs NY 12866, jthomas@skidmore.edu

ABSTRACT

The Lifestyle Project is a way for students to learn about environmental alternatives by modifying their own lifestyles. It is a three-week exercise for students to reduce their impact on the environment by changing the way in which they live from day to day. The project has fairly rigid parameters, allowing students to achieve a gradual but definitive change in their everyday habits. Students choose three categories from a list of six: heat, garbage, electricity and water, driving, eating, and activism. They write about their experiences in journals, which are incredibly insightful, illustrating just how profoundly the project affects them. At the end of the project, students have had an experience that may be life altering, affecting not only the students themselves, but also their friends and families. We felt that we unexpectedly stumbled across a real solution to an environmental problem.

Keywords: energy conservation, water conservation, waste reduction, environmental education.

INTRODUCTION

The Lifestyle Project was created in 1993, borne out of a physical geology class discussion about Earth’s resources that left students and teachers alike wondering about a creative approach to environmental awareness. The project was conceptualized rather hastily and was presented to the students during the following class. The vast majority of the students loved the idea and opted to take on the challenge. What followed was quite an amazing experience in education, wherein we all came face to face with our personal environmental decisions and experienced both triumphs and frustrations. When we read the students’ journals that recorded their actions, thoughts and feelings throughout the Lifestyle Project, we were incredibly moved. Over the years the Lifestyle Project has been modified, offered in an additional course, and taught by several instructors. It has become a fixture in both our physical geology and environmental science courses.

OUTLINE OF THE PROJECT

The Lifestyle Project asks each student to choose three different ways in which they are interested in changing their habits. The possible categories are: use of electricity and water, heat, automobile usage, food consumption, waste production and environmental education or activism. For each category the rules are clearly defined, such as turning down the heat three degrees or eliminating the use of the car. Each week the project becomes more rigorous, as the students have to meet the requirements more frequently. For example, during the first week of the project students who have chosen the automobile usage category must spend two days without driving their car. Instead they must seek alternatives such as the campus bus, walking or bicycling. During the second week they must forego the comforts of their cars for three days. For the third and final week, they must leave their cars parked for four days. The idea is a gradual but definite change that follows a structure, rather than simply telling the students to drive their cars less.

METHODS OF INCORPORATING THE LIFESTYLE PROJECT

For the project to be successful, some context should be provided within the course. This can be achieved several ways. Three options are presented here, which can be used alone or in combination. The critical point is that when the project begins the students need to be eager to take on the challenges. Otherwise they will not have enough incentive to really try out the alternatives that the project offers them.

Originally the project was introduced in a laboratory discussion about energy resources. We set up a mock town meeting to discuss a fictional campus-wide energy shortage and how to overcome it. Faced with the idea of adding a coal burning or nuclear power plant, or the complications of carpeting the campus with solar cells, the students realize that no form of energy is without significant environmental impacts. The notion of conservation arises during the discussion, and the students are challenged to see for themselves if conservation can really work.

Alternatively, the project can be introduced with a baseline assessment. The students are asked to rate their environmental impacts, and then to take an Eco-rating Quiz. The quiz is a multiple-choice questionnaire relating to the categories included in the lifestyle project. At the end of the quiz the students score themselves so that the feedback is immediate and often shocking. Very few of the students have a low score indicating a low environmental impact.

Another way to introduce the project is quantitatively. The students are provided with worksheets to record their consumption of energy, water and food, and production of waste for two days. After the students have recorded their activities, they are given spreadsheets so their records can be converted into BTUs of energy, gallons of water and pounds of garbage. We provide them with all the formulae and conversions they need to complete the calculations (available at http://www.skidmore.edu/~jthomas/lifestyleproject), but they collect the data, do the calculations, and analyze the results. The figures are eye-opening and students begin thinking about their impacts on the environment.

The Lifestyle Project assignment is then introduced to the students. The assignment reflects the changes we’ve made to it over the years, but the categories or details can be changed or modified to fit a particular course, audience or campus.

THE LIFESTYLE PROJECT AS IT IS PRESENTED TO THE STUDENTS

Our discussions in class have left us thinking about changes we could make in our lifestyle that would be beneficial to the environment, would be realistic to make, and might even improve the quality of our lives.

The rules:

1. The idea of this project is to make changes in your lifestyle that will have a beneficial effect on the environment. The changes aren’t difficult, but they are significant. Mostly they will require planning and thinking about your actions.

2. You will slowly increase the degree or frequency of the changes, week by week, for a total period of three weeks. You can pick which days will count as your “project days.”

3. You will keep a journal with entries for each day that you complete your project requirements.

4. For whatever reason, you can bail out part way through and complete an alternative assignment instead.

5. The Lifestyle Project involves making changes to your personal lifestyle. If you feel that these changes might negatively affect your health, happiness, and well being in any way, or if they conflict with your religious or philosophical beliefs, then you may choose another assignment.

Choose any three categories from the six choices below. Don’t pick something that you already normally do, as the idea of this project is to make changes. Some changes won’t be possible in your particular living situation, so obviously you can’t pick those.

The Categories:

1. HEAT - Expand your comfort zone by turning your heat down 3 degrees Fahrenheit from its normal setting. Continue lowering the heat by 3 degrees every week until you have reduced it by 9 degrees at the end of three weeks. The heat reduction applies for the entire week. This option is limited to those who have control over their own thermostats and who have cooperative housemates!

2. GARBAGE - Spend each project day producing no waste at all. You will have two waste-free days the first week, then three days the second week and four days for the last week. The idea of reducing your input to landfills follows a certain hierarchy. The best thing is to reduce the amount of garbage you make by simply using less, buying less, and wasting less. The second option is to reuse whatever you can to avoid buying new things that will eventually end up as garbage. Recycling is the last option, to be used only when the first two options fail. So on your waste-free days you must live by these rules, and not contribute anything to the landfill on those days. Even though some types of plastics are recyclable, if you aren’t able to recycle a particular type of plastic, it counts as garbage. Make sure you write on both sides of the paper, make copies only when necessary, and use the backs of old paper instead of using a fresh sheet. It is considered cheating to just hang on to something until you’re given waste-free days pass, and then throw it out. Toilet paper does not count as garbage; it goes to the wastewater treatment plant, not the landfill. Cigarette butts are exempt from this category as well, because quitting smoking is beyond the scope of this project. However, all butts must be put in the garbage can, not on the ground or out your car window.

3. ELECTRICITY AND WATER - Trim the fat off your excess energy consumption by reducing your water and electricity needs by at least 50%. To do this, you can do the following things: turn the lights off when you're not around; turn on only one light instead of two; study next to a window; leave the TV and the stereo off; cook meals that don't require lots of burners at once or long cooking times; use the microwave instead of the stove or oven; take a shower at half the usual duration; turn the water down in the shower so it's not full blast; take a cooler shower; don't leave the water running while washing, shaving, brushing your teeth, or washing dishes; skip the blow dryer and electric razor; don't use any unnecessary appliances; run the washing machine and dishwasher only when totally full; and hang laundry to dry instead of using the dryer. If you do all of these things it is possible to cut your consumption by 50% or more. The first week, you'll do this on two days, and you will add one more day each week, until you have four days for the last week.

4. LEAVE THE CAR AT HOME - Experience the thrill of the outdoors by riding your bike, walking or taking the bus in your daily travels. Hitching a ride with your friends or roommates does reduce the amount of driving, but is also just too easy, so avoid that option unless there are no other alternatives. You will start with two days and increase the number of car-free days per week by one, until you have four days of bike riding (or whatever) during the last week.

5. EAT EFFICIENTLY - The production of meat requires a large amount of water and energy, and also produces considerable waste. Approximately ninety percent of the grain grown in the US is fed to livestock. If you ate the grain crop directly, instead of the livestock, you would be using resources more efficiently. For example, 16 pounds of grain fed to beef cattle produces only one pound of edible meat (Cunningham and Saigo, 1999). The majority of the calorie content is used up by the animal for metabolism. This means that you ingest only about 6% of the original calories produced by the grain crop. Another way of looking at this is by the amount of water required to produce different foods. For example, it takes 160 gallons of water to produce a loaf of bread, but it takes 2,500 gallons of water to produce one pound of beef (Cunningham and Saigo, 1999). By reducing the amount of meat that we eat, we can have a smaller environmental impact. So, for your first week, spend two days feasting on healthy and delicious fruits, vegetables, nuts, and grains, and yes, even cheese doodles; just cut out the meat on these days. Add one vegetarian day each week, until you have four days by the end of the project. You should also be very vigilant about not wasting food during the project. Think of all the resources that go into the production of the food that are wasted if food is thrown out.

Note: If you eat a balanced diet otherwise, you don’t need to worry about getting enough protein without meat. An average adult needs about 40 grams of protein per day (Cunningham and Saigo, 1999). Vegetarian sources of protein include whole grain bread (4 g per slice), beans (7 g per serving), pasta (7 g per serving), peanut butter (7 g per serving) and yogurt (11 g per cup). In any case, you should consult a physician or nutritionist before making changes to your diet or if you have any questions about your ability to complete this aspect of the project.

6. CREATE YOUR OWN CATEGORY - There are many different things that you can do to lessen your impact on the environment or to have a positive effect on the environment. Be creative and come up with your own way of making a difference. You could write letters to your senators, volunteer with the Sierra Club, spend time cleaning up the woods, set up a carpooling system or recycling system in your dorm or workplace, find ways to educate others about the importance of conservation, or change your lifestyle in a way not described in the categories above. Invent your own category and discuss it with your instructor before the project starts.

THE LIFESTYLE PROJECT JOURNAL

The students keep a journal of their activities in the project with one entry for each day of participation. Journal entries include exactly what they did to meet the requirements of the project, such as their thermostat temperature, the length of their showers, their mode of transportation and their diet. Students are also asked to describe how the lifestyle changes affected them. Reading the journals has become one of the highlights of the semester. It’s a real privilege to gain insights into the actions, thoughts, and lives of the students. Often a student will write a long saga about the attempt to make it through 24 hours without producing garbage by avoiding over-wrapped junk food, using a cloth towel instead of paper towels, writing on the back sides of junk mail paper, only to be foiled by a late-night fast food wrapper and a pile of greasy napkins. The journals are collected weekly and returned within two days. The instructor writes plenty of comments, suggestions and encouragement in the journals. Students are encouraged to make the journals themselves environmentally-friendly, so they are often e-mailed, or written on the back sides of scrap paper, or constructed entirely of materials that were destined for the landfill. The journals are also the basis for grading the project. For each week of the project the journals are graded out of 10 points. There is usually a homework assignment added to the project each week, such as calculating the BTUs for shower use or computer time. The weekly grade is based on the completion of the homework assignment and also on the quality of the journal and the degree to which the student is adhering to the project. It is difficult to assign a letter grade for something so subjective, but some criteria include the effort the student puts forth, the depth to which the students describe the details of their project, their sincerity and the commitment they demonstrate.

THE ACTIVIST PROJECT – ANOTHER PROJECT OPTION

This option is offered to students who are interested in becoming more active in campus environmental issues. The activist project provides an alternate project for students who feel they already lead an environmentally sound lifestyle, or for students that are not interested in changing their personal lifestyle. Students are encouraged to investigate an environmental issue on campus. Examples include junk mail overflowing from campus mailboxes, waste reduction from the dining halls and campus recycling. Before embarking on a project, students meet with the instructor to help them organize their plan and generate solutions. Students use weekly journals to record their plans, meetings, phone calls, and any roadblocks that they encounter. At the completion of the project, students give a short presentation to the class about the results of their efforts.

RESULTS

The impact of the project is greater than we could ever have expected. The students don’t realize what they are getting into at the start. It looks easy, but it is not! The most compelling way to illustrate the results of the project are with the students’ words themselves. At the beginning of the project, students reflect on their typical lifestyles, “I love long, hot showers, and I listen to my stereo and watch TV constantly. I leave Christmas lights on in my room most of the time because I don’t like coming home to a dark room.” “My thermostat is usually set at 85 degrees because I am from Florida.” “My car is my life. In two years I put seventy thousand miles on it.” The first week of the project is difficult for students, many of who have never conceived of the idea of conservation until now. “My general mentality was really challenged. I was constantly stopping myself from doing things I do everyday. By the end of the day I was questioning everything I did.” The project challenges the students to come up with new alternatives to their usual habits. “As we were headed to the parking lot to drive downtown I realized it was a project day and I couldn’t use my car. At first I was upset that I couldn’t just do what I wanted, but then I decided to walk and my friends agreed to walk with me. We ended up having a nice walk and just had some time to relax and talk.” The students become suddenly awakened to the impacts of their everyday habits. “It seems impossible to not produce garbage for even one day. At first it didn’t sound like a big deal, but after trying it for just this first day I realized just how much garbage I normally produce! It’s embarrassing!”

As the project continues and becomes more rigorous, students find themselves defining new habits and rituals. “Today I cut my showering time down to four minutes. I

Life style
第一篇
During the weekends, I would like to enjoy the morning tea and dimsum in the restaurants，because I really want to have something different from routine. There are two different restaurants near the place where I live, one is being expensive and the other one is being economic, both are very convenient for me to go.
The expensive one is just opened not long ago with nice decoration and the taste of food seemed better; and the service is good, and being not very noisy. But the prices are much higher than the economic one.
The economic one is having more people; they talk loudly and order lots of food on the tables. Sometimes they put a few bottles of wine on the tables, after drinking, the sound seemed even louder. The taste of food from this restaurant is not bad, and the atmosphere seems more exciting.
For me, I keep changing my schedule to go to these two restaurants, because the feeling is very different. I find it would be boring to have the same type of life all the time.
第二篇 富足也是一种生活方式
Abundance is a life style, a way of living your life. It isn’t something you buy now and then or pull down from the cupboard, dust off and use once or twice, and then return to the cupboard. Abundance is a philosophy; it happens in your physiology, your value system, and carries its own set of beliefs. You walk with it, sleep with it, bath with it, feel with it, and need to maintain and take care of it as well. Abundance doesn’t always require money. Many people live with all that money can buy yet live empty inside. Abundance begins inside with some main self-ingredients, like love, care, kindness and gentleness, thoughtfulness and compassion.

Abundance is a state of being. It radiates outward. It shines like the sun among the many moons in the world. Being from the brightness of abundance doesn’t allow the darkness to appear or be in the path unless a choice to allow it to. The true state of abundance doesn’t have room for lies or games normally played. The space is too full of abundance. This may be a challenge because we still need to shine for others to see. Abundance is a seeing people for their gifts and not what they lack or could be.

Seeing all things for their gifts and not what they lack. Start by knowing what your abundances are, fill that space with you, and be fully present from that state of being. Your profession of choice is telling you this already. Examples: coaches have an abundance of knowing and possibilities. That is their gift. Consultants and customer service professionals have the abundance of success, practicality, in common. Administrative assistants and virtual assistants have an abundance of coordination and time management. Abundance is all around you, and all within. See what it is; love yourself for what it is, not what you’re missing, or what that can be better, but for what it is at this present moment. Be in a state of abundance of what you already have.

I guarantee they are there; it always is buried but there. Breathe them as if they are the air you breathe because they are yours. Let go of anything that isn’t abundant for the time being. Name the shoe boxes in your closet with your gifts of abundance; pull from them every morning if needed. Know they are there. Learning to trust in your own abundance is required. When you begin to be within your own space of abundance, whatever you need will appear whenever you need it. That’s just the way the higher powers set this universe up to work. Trust the universe energy. The knowing of it all will humble you to its power yet let the brightness of you shine everywhere it needs to. Just by being from a state of abundance, it is being you.
3.低碳的生活方式
With the enhancement of people's conscience of energy saving and environmental protection,the word "low carbon"takes up their daily conversation and trival matters more and more.Today,the power of lower carbon improves the development of the times unconsciencely and leads the fashion trend .Low carbon life style which stands for nature,health,safety is influencing our attitude toward life and life stye unconsciencely.

Recently the jouralist learnt that citizens are bound up in low carbon life, who are gathering together as members of abundant group in cities ,low carbon group.and they stir up low carbon life tides one after another.

we should be adhere to save water and electricty. lead a simple life. It sounds a brand new life style at the beginning.Weighing and considering ,you'll find it close to our daily life. change living habit and deduce carbon footprint, which aims to reduce intergral dose all over the world .Tracing origins ,over dose carbon footprint is the main cause of the unusual global warming.

The carbon dioxide footprint will reduce 0.1 gram if you save a plastic bag.It will reduce 600 gram if you climb stairs under the fifth floor instead of taking lift.

It will reduce 400 gram per kilogram if you chose fruits and vegetables on seasons.

It will reduce 175 gram for a machine everday if you make your air conditoner one degree higher in summer.A tree can absorb carbon dioxide 18.3 kilogram per year.

As low carbon generations,college students is responsible to spread green concept to more and more people by network.

turn off the computer when doesn't use it any more.

The world climate summit held in Copenhagen not long before make energy saving and environmental protection to be the focus point.A great number of enterprises are developing low carbon economy and green industy.Low carbon stock and green stock become the just shares which investors keep a watchful eye.

要写篇英文作文，只给20分，太吝啬了吧。

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