英語畢業(yè)演講稿4篇
演講稿是為了在會(huì)議或重要活動(dòng)上表達(dá)自己意見、看法或匯報(bào)思想工作情況而事先準(zhǔn)備好的文稿。在不斷進(jìn)步的社會(huì)中，我們使用上演講稿的情況與日俱增，怎么寫演講稿才能避免踩雷呢？以下是小編為大家整理的英語畢業(yè)演講稿，歡迎大家借鑒與參考，希望對(duì)大家有所幫助。
英語畢業(yè)演講稿1
Good afternoon, ladies and gentlemen, my dear teachers and fellow graduates,
It is a great honour for me to make a speech on behalf of the graduating class.
For the past three years, we lived and studied in the beautiful school. We had classes in the spacious and bright classrooms, read all kinds of books in the big libary and had lots of fun on the playground. Three years has passed. But we have learnt lots of useful konwledge. We are stronger and taller. Our teachers and parents did a lot for us. The classmates helped each other. Thank you, dear teachers and parents! Thank you, my dear classmates!
Now I hope our school will become better and better!
女士們先生們，親愛的老師和要畢業(yè)的同學(xué)們，下午好!
我很榮幸地代表畢業(yè)生來做這次演講。
在過去的三年中，我們在這個(gè)美麗的校園中學(xué)習(xí)和生活。我們在寬敞明亮的教室里上課，在大圖書館里閱讀各種書籍，在操場上得到個(gè)中樂趣。三年過去了，我們學(xué)到了很多有用的知識(shí)。我們也強(qiáng)壯了，長高了。老師和家長為我們做了很多。同學(xué)們互相幫助。謝謝，親愛的老師和家長們!謝謝，我親愛的同學(xué)們!
現(xiàn)在，我祝我們的學(xué)校越來越好!
英語畢業(yè)演講稿2
尊敬的領(lǐng)導(dǎo)、老師，親愛的同學(xué)們：
下午好！這是一場鼓舞士氣、催人奮進(jìn)的大會(huì)，它將使我們振作精神，揚(yáng)起理想的風(fēng)帆，向著人生的第一個(gè)目標(biāo)啟航。
有人說：不經(jīng)歷初三是一種遺憾，因?yàn)樗谝欢ǔ潭壬蠜Q定了今后的人生方向！六年小學(xué)，三年初中，九年來的學(xué)習(xí)生涯，我們走過來了。
面對(duì)即將到來的中考，或許有的同學(xué)正在因?yàn)樽约撼煽儾焕硐攵葆�，或許有的同學(xué)會(huì)因?yàn)闀r(shí)間的短暫而嘆息，或許有的同學(xué)不以為然逍遙的數(shù)著日子。可是我們是否曾想過我們的父母正為即將到來的中考而心急如焚；我們的老師正在為即將到來的中考而承受著巨大的壓力，我們的競爭者正在秣馬厲兵，躍躍欲試。中考，容不得我們有遲疑，有停滯，我們必須為了夢想而戰(zhàn)。
這里我想提出一些怎樣學(xué)好英語的幾點(diǎn)建議：
對(duì)一些初學(xué)英語的學(xué)生來說，學(xué)英語比登山還難。他們的話把學(xué)英語比作一項(xiàng)艱苦的勞動(dòng)了，其實(shí)不然，如果你喜歡英語并掌握了學(xué)英語的方法和技巧，你就會(huì)把學(xué)英語當(dāng)一種樂趣。
練好基本功是學(xué)好英語的必要條件，沒有扎實(shí)的英語基礎(chǔ)，就談不上繼續(xù)學(xué)習(xí)，更談不上有所成就。要想基本功扎實(shí)，必須全神貫注地認(rèn)真聽講,上好每一節(jié)課，提高課堂效率，腳踏實(shí)地、一步一個(gè)腳印地，做到以下“五到”：
一、“心到”。在課堂上應(yīng)聚精會(huì)神，一刻也不能懈怠，大腦要始終處于積極狀態(tài)，思維要活躍、思路要開闊，心隨老師走，聽懂每一句話，抓住每一個(gè)環(huán)節(jié)，理解每一個(gè)知識(shí)點(diǎn)，多聯(lián)想、多思考，做到心領(lǐng)神會(huì)。
二、“手到”。學(xué)英語，一定要做課堂筆記。因?yàn)槿说挠洃浟κ怯邢薜�，人不可能都過目不忘，記憶本身就是不斷與遺忘作斗爭的過程。常言說，“好腦筋不如爛筆頭”。老師講的知識(shí)可能在課堂上記住了，可是過了一段時(shí)間，就會(huì)忘記，所以，做好筆記很有必要。英語知識(shí)也是一點(diǎn)點(diǎn)積累起來的，學(xué)到的每一個(gè)單詞、詞組以及句型結(jié)構(gòu)，都記在筆記本上，甚至是書的空白處或字里行間，這對(duì)以后的復(fù)習(xí)鞏固都是非常方便的。
三、“耳到”。在課堂上，認(rèn)真聽講是十分必要的，不但要專心聽老師對(duì)知識(shí)
的講解，而且要認(rèn)真聽老師說英語的語音、語調(diào)、重音、連讀、失去爆破、斷句等發(fā)音要領(lǐng)，以便培養(yǎng)自己純正地道的英語口語。聽見聽懂老師傳授的每一個(gè)知識(shí)點(diǎn)，在頭腦里形成反饋以幫助記憶；理解領(lǐng)會(huì)老師提出的問題，以便迅速作答，對(duì)比同學(xué)對(duì)問題的回答，以加深對(duì)問題的理解而取別人之長補(bǔ)自己之短。
四、“眼到”。在認(rèn)真聽講的同時(shí)，還要雙眼緊隨老師觀察老師的動(dòng)作、口形、表情、板書、繪圖、教具展示等。大腦里形成的視覺信息和聽覺信息相結(jié)合，印象就會(huì)更加深刻。
五、“口到”。英語是一門語言，不張嘴不動(dòng)口是學(xué)不好的，同學(xué)們最大的毛病是讀書不出聲，害羞不敢張嘴。尤其是早讀課，起始年級(jí)時(shí),學(xué)生對(duì)英語課有新鮮感,積極性比較高,早讀課是“書聲瑯瑯”。逐漸地,到了高年級(jí),他們就只用眼看、手寫。早讀課都快變成“鴉雀無聲”的書寫自習(xí)課了。同學(xué)們只是用眼看或默讀，這樣就只有視覺信息，而沒有聽覺信息在大腦里的反饋，當(dāng)然記憶也不會(huì)太深刻，口部肌肉也得不到鍛煉，也就很難練就一口純正的英語。這樣下去直接影響著早讀的效果,也就不能有效地促進(jìn)英語的學(xué)習(xí)、鞏固和提高。這也是部分學(xué)生掉隊(duì)、放棄學(xué)習(xí)英語的關(guān)鍵環(huán)節(jié),
同學(xué)們討厭背書有以下正當(dāng)理由：第一、課文很難背；第二，背完就忘；第三、總是沒時(shí)間背；第四、背完對(duì)考試幫助不大。這些理由都是充分的！然而這些問題都是由于沒有良好的學(xué)習(xí)方式和習(xí)慣造成的。在中國學(xué)習(xí)語言最好的、最先進(jìn)的方法就是多讀：第一，書讀百遍，其意自見。第二，熟讀唐詩三百首，不會(huì)作詩也會(huì)吟。第三，讀書破萬卷，下筆如有神。我相信，大家都知道這些名言，但是沒有幾個(gè)人能做到！所以，成功的'人永遠(yuǎn)是少數(shù)！
為什么完形填空難、閱讀難、作文難，就是因?yàn)槟銖膩頉]有語感！語感就等于文章朗讀和背誦的遍數(shù)！大量背誦文章能提高你的語感，一段時(shí)間積累下來，你不再需要專門去記憶單詞、語法規(guī)則，考試時(shí)自然勢如破竹，又快又好！而且背誦文章讓寫作流暢起來，你能脫口而出大量的文章，就能隨手寫出漂亮的文章，口頭能力和筆頭能力是相互促進(jìn)、相得益彰的。大量地背誦短小實(shí)用的文章是提高英語寫作水平的捷徑！
所以，要充分利用早晨頭腦清醒的時(shí)間，大聲朗讀；課堂上要勇躍回答老師提問、積極參與同學(xué)間討論和辯論，課下對(duì)不清楚的問題及時(shí)提出，要克服害羞
心理，不恥下問。對(duì)學(xué)過的課文要多讀、勤讀、苦讀，一些精典文章最好能背得滾爪爛熟。除了對(duì)課本中的范文要細(xì)讀精讀之外，還要多看些適合中學(xué)生的課外讀物，既可增長知識(shí)，又能開闊視野，也可以提高閱讀水平。
學(xué)習(xí)英語，無論如何，勤奮是不可少的，它是一個(gè)日積月累的漸進(jìn)過程，是沒有任何捷徑可走的，也沒有所謂“速成”的靈丹妙方。任何成功的獲得都要靠自己的努力，要勤勤懇懇、兢兢業(yè)業(yè)、一步一個(gè)腳印地學(xué)習(xí)，端正態(tài)度，認(rèn)真對(duì)待學(xué)習(xí)中的挫折和失敗。失敗并不可怕，可怕的是對(duì)自己喪失信心而一蹶不振。對(duì)考試的失敗，冷靜分析，認(rèn)真思考，只要對(duì)勝利充滿信心，善于總結(jié)經(jīng)驗(yàn)教訓(xùn)，不斷努力，不斷追求，勝利一定是屬于你們的。
從現(xiàn)在開始，給自己訂個(gè)計(jì)劃和目標(biāo)。每天強(qiáng)制性進(jìn)行，養(yǎng)成學(xué)習(xí)英語的習(xí)慣。如果一個(gè)人的自覺性不夠，可以找一個(gè)學(xué)習(xí)伙伴相互監(jiān)督、共同進(jìn)步。
總之，如果你熱情、有效地去學(xué)英語，你也會(huì)成為一名英語達(dá)人。
讓我們大家一起同心同德，齊心協(xié)力，把我們的復(fù)習(xí)備考工作做到最有效，共創(chuàng)20xx年我鎮(zhèn)中考的新輝煌！
謝謝大家！
英語畢業(yè)演講稿3
I take with me the memory of Friday afternoon ACM happy hours, known not for kegs of beer, but rather bowls of rainbow sherbet punch. Over the several years that I attended these happy hours they enjoyed varying degrees of popularity, often proportional to the quality and quantity of the accompanying refreshments - but there was always the rainbow sherbert punch.
I take with me memories of purple parking permits, the West Campus shuttle, checking my pendaflex, over-due library books, trying to print from cec, lunches on Delmar, friends who slept in their offices, miniature golf in Lopata Hall, The Greenway Talk, division III basketball, and trying to convince Dean Russel that yet another engineering school rule should be changed.
Finally, I would like to conclude, not with a memory, but with some advice. What would a graduation speech be without a little advice, right? Anyway, this advice comes in the form of a verse delivered to the 1977 graduating class of Lake Forest College by Theodore Seuss Geisel, better known to the world as Dr. Seuss - Here's how it goes:
My uncle ordered popovers from the restaurant's bill of fare. And when they were served, he regarded them with a penetrating stare . . . Then he spoke great Words of Wisdom as he sat there on that chair: "To eat these things," said my uncle, "you must excercise great care. You may swallow down what's solid . . . BUT . . . you must spit out the air!"
And . . . as you partake of the world's bill of fare, that's darned good advice to follow. Do a lot of spitting out the hot air. And be careful what you swallow.
Thank you.
英語畢業(yè)演講稿4
Rich Parent, Poor Parent
David Brooks writes today that there are large class differences in parenting styles. These different parent styles may explain the continued success of the upper class. Hey, this fits in very well into the parenting theme week at 11D. Thanks, Davey. (And thanks, Jeremy, for the early morning e-mail.)
David picks up on the work of Annette Lareau who finds that although working class children are more innocent and enjoy more freedom, they haven't been prepared for economic success as well as upper class kids. (I have copied the whole article below the flap. Take that, Times Select)
The funny thing about academics is that although they are highly educated, they are poorly paid. They are socio-economic anomalies. They either reside as the poor shlubs in wealthy neighborhoods or as the weirdoes in working class towns. We’ve been the class outsiders for my whole life, and I’ve had the chance to observe both life styles closely.
There are huge differences between the parenting styles between the upper and working class families. Poor families respond less quickly to learning problems and are less aggressive with the school bureaucracy. They are less likely to verbally interact with their kids. They are less involved in homework activities. Middle and upper class parents are more likely to reward independent thinking. All those factors will definitely impact on their kids’ futures.大學(xué)畢業(yè)英文演講稿
But I hope that Brooks and his pet academic aren’t insinuating that parenting styles alone impact on a child’s economic success. Way too many other factors there. Poor families are also likely to live in towns with poorer schools. Peers will be more troubled. The poor families will be coping with a variety of problems that make it hard to be good parents – financial stress, drug and alcohol problems, lack of health care, depression. And really smart kids can in many instances over come all that and succeed, though even the smart ones still face obstacles. I would love to know if the researchers controlled for all that.
These parenting differences also don’t negate our obligation to helping these groups reach their potential.
That said, I’m sure that parenting styles are one factor among many that determine a child’s socio-economic future. My kid is already on such a different path from some of his buddies from school. At six years old, their futures are already written on their faces.
What I would like to do is to take the best parts of both parenting practices. Somehow combine the respect for adults, the freedom, and the innocence of working class homes with the value for education, the aggressive independence, and confidence of the upper class. It’s a tricky line to navigate, but that’s what I’m going for.
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