经典英语演讲稿五分钟（精选11篇）
though with time going.
by,i can still remember what you once told me.youshould be a pave girl.smiling,you looked into my eyes.year in,year out,nearlymost of my memories are fading little by little.but only this simple sentenceremained,without being forgotten in my life.
again and again,i can not stop myself from thinking about it.soordinary,but so impressive,so moving,just like the pightest sunshine,it helpsme go through the darkest night.i am such a sensitive girl in your heart.yousaid,my sorroful facial expression made feel so distersssed.however,there is onething i never tell you,that is ,i am becoming a big girl gradually with yourwords and smiles.i never tell you about it,for i believe oneday,you can see thegreat changes of mine for yourself.that is what i want to do in return.as iknow,that will be the best gift for you.
i suddenly think of a song named my heart will go on.there is a beautifulsentence going like this.you are safe in my heart.more than once,i was moved totears by it.i know ,i am also safe in your heart.i have already forgotten when itold you i was going to leave for australia this summer holiday.you just smiledas usual,gently speaking.whatever you decide to do,i will be in favor of it,but,just onething,remember,when you fell lonely apoad,do not forget we are here,praying for you.we are all around you,far across the distance and space betweenus.i closed my eyes,the flashback started.the memories we had together,once weplayed games on the palyground,we played jokes on each other,you always wrote alot of sentences on my articles to encourage me.and the most unforgetablething,you told me,you believed m i could be a big girl.sooner or later.
at that specific moment,i suddenly understood the meaning of this sentencetotally.so on that day,i smiled as you used to,looking at you.the last words isaid were,keep walking in sunshine.
yes,keep walking in sunshine.i said to you ,also to myself.i know i am notalone wiht your company,and we can keep
walking in sunshine till the last minuteof our days.
i promise,i will be a big girl.
i promise,i will be a pave girl.
i promise,i will keep walking in sunshine.
关键词：“课前五分钟”,演讲,鼓励,因势利导
语文教学就是培养听、说、读、写能力的活动。经过本人多年来的教育实践总结, 发现“满堂灌”不足取, “课前五分钟”演讲确实能让“听”“说”的效果事半功倍, 反过来又能促进“读”“写”能力的提高。正所谓“磨刀不误砍柴工”!
“课前五分钟”是指语文教师在上正课前留五分钟时间, 让学生上台演讲与语文课有关的观点和内容, 也可以是一周以来有意义的见闻和感受。每节课利用五分钟时间安排1~2名学生上讲台发言, 师生及时简要点评, 及时记录精彩语段, 定期评出“最佳组合”和“演讲之星”, 就会逐渐增强全班学生学习语文的兴趣。
首先, 要积极准备, 贵在坚持。教师要反复要求学生端正态度, 提高认识, 上台前精心准备, 认真查资料, 认真选择话题, 内容健康向上, 贴近生活, 紧扣实际, 真正表现出自我的风格和水平。“课前五分钟”训练活动还要持之以恒, 一步一个脚印地训练, 只有日积月累, 才能循序渐进地提高自身的语文素质。
其次, 要鼓励为主, 因势利导。“课前五分钟”既要充分调动学生的参与积极性, 又要培养学生自主思考的能力, 让他们自行确定所要演讲的内容, 自己动手查资料, 自由发挥, 让学生真正起到主体作用。教师要善于发现学生的闪光点, 巧妙地给予鼓励, 营造一种宽松和谐的课堂气氛, 目的是使“课前五分钟”更切合学生的实际, 培养其独立学习的能力, 发挥各自的专长。而因势利导则是保证他们的独立学习和实践能沿着正确的方向前进, 培养科学的、健康的思想观和人生观。
最后, 要把握全局, 由点及面。“课前五分钟”要面向全体学生, 让每个学生都有平等参与锻炼的机会, 进而形成良好的循环习惯, 既有利于活动的继续开展, 也有利于语文水平的整体提高。假如只面向少数水平高的学生, 就会使其他大部分学生丧失锻炼提高的机会。久而久之, “课前五分钟”就会枯燥乏味, 失去坚持下去的兴趣。而在全体学生参与活动的前提下, 可以从中发现人才, 培养良好的班风士气, 培养竞争意识, 形成团结向上的学习氛围。
关键词：“课前五分钟”；演讲；鼓励；因势利导
语文教学就是培养听、说、读、写能力的活动。经过本人多年来的教育实践总结，发现“满堂灌”不足取，“课前五分钟”演讲确实能让“听”“说”的效果事半功倍，反过来又能促进“读”“写”能力的提高。正所谓“磨刀不误砍柴工”！
“课前五分钟”是指语文教师在上正课前留五分钟时间，让学生上台演讲与语文课有关的观点和内容，也可以是一周以来有意义的见闻和感受。每节课利用五分钟时间安排1～2名学生上讲台发言，师生及时简要点评，及时记录精彩语段，定期评出“最佳组合”和“演讲之星”，就会逐渐增强全班学生学习语文的兴趣。
首先，要积极准备，贵在坚持。教师要反复要求学生端正态度，提高认识，上台前精心准备，认真查资料，认真选择话题，内容健康向上，贴近生活，紧扣实际，真正表现出自我的风格和水平。“课前五分钟”训练活动还要持之以恒，一步一个脚印地训练，只有日积月累，才能循序渐进地提高自身的语文素质。
其次，要鼓励为主，因势利导。“课前五分钟”既要充分调动学生的参与积极性，又要培养学生自主思考的能力，让他们自行确定所要演讲的内容，自己动手查资料，自由发挥，让学生真正起到主体作用。教师要善于发现学生的闪光点，巧妙地给予鼓励，营造一种宽松和谐的课堂气氛，目的是使“课前五分钟”更切合学生的实际，培养其独立学习的能力，发挥各自的专长。而因势利导则是保证他们的独立学习和实践能沿着正确的方向前进，培养科学的、健康的思想观和人生观。
最后，要把握全局，由点及面。“课前五分钟”要面向全体学生，让每个学生都有平等参与锻炼的机会，进而形成良好的循环习惯，既有利于活动的继续开展，也有利于语文水平的整体提高。假如只面向少数水平高的学生，就会使其他大部分学生丧失锻炼提高的机会。久而久之，“课前五分钟”就会枯燥乏味，失去坚持下去的兴趣。而在全体学生参与活动的前提下，可以从中发现人才，培养良好的班风士气，培养竞争意识，形成团结向上的学习氛围。
经过10多年的尝试，我的学生的确感到了语文课前演讲的功效。演讲是人类交流思想、阐述观点、传播信息的重要手段，也是演讲者展示自我、推销自我的一种很好的方式。语文“课前五分钟演讲”虽然仅是语文教学训练的一个小措施，但小小的“星火”可成“燎原之势”。
In this peaceful era, our life paths seem to be already well-planned and determined. What we have to do is to follow. Yes, we may face different sorts of challenges, but at least they are less harsh when compared to those in the past. We do not need to worry about starving to death, or how to earn enough money to buy food for our siblings and sustain our lives.
It is like driving from a muddy road into a highway. In the muddy road, path, you would say, as it is formed only by crossing on it many times, flattening the ground to form a smoother area so we can pass. The road is so bumpy and rough, with holes here and there and rocks lying all over. When we drive along this road, we have to be very careful, having a firm grip on the steering wheel, ready for a sudden turn or a large boulder that may appear any second. However, when we drive on a highway, everything becomes different. The road is smooth, straight, and visible. Since there is no unseen obstacle, we may lower our guard, relax a bit, and loosen our grip on the steering wheel. One may even think, if we only have to drive on a smooth straight road like this highway, why would we need a steering wheel?
Nevertheless, one cannot foresee the future. Accidents do happen. For example, a car may suddenly appear in front of you. At such times, if you did not have the steering wheel, how could you make a sudden turn? Just as no one could foresee the Sichuan Earthquake nor the Japan Tsunami. If the one being trapped under the debris did not have faith, he/she would not have survived until being rescued. If we did not have faith, we could not recover from our sadness and rebuild our home.
Faith is unique, just as happiness is. We feel happy for different reasons, we believe for different things. How can we know what we believe in? Recall the last time you are discouraged, and you felt you had lost all hopes in your life. What pulled you back into the world? What pushed you to stand up and continue to strive again? That is your faith, your belief. Faith is what makes you feel you can when others say you can’t.
As I stand here speaking to you in English, I am already globalized. While shopping, I see the fair Chinese ladies carrying Prada handbags, I find they are globalized. Watching Harry Potter or Lord of the Rings with friends—yes, you can anticipate the refrain, we are all globalized!
In this era of globalization, we are one way or another all globalized. But realize this: when people’s heads turn to the fresh things that globalization literally delivers to our doors, the traditional things which we take for granted become ignored and sometimes forgotten. ConsiderLao Qiang, an ancient form of opera. It has almost vanished from the stage and only fewer than 20 people know how to sing it. So, how can we discover and explore our traditional culture? How can we rejuvenate and share them with the whole world? Well, there are three factors we need to keep in mind.
To begin with, the mass media plays a vital role in discovering traditional culture and connecting it with the widest possible audience. One evening in , for example, when my father and I were watching the final round of the popular TV showStar Road, we both became fans for a contestant named A Bao. We were attracted by his high pitched tenor voice, his traditional Shaanxi folk tunes and Shaanxi costumes. Apparently we were not his only fans. Star Road has aroused great popular interest in Shaanxi folk music. Such media can help popular audiences to discover lost arts and introduce people to them for the first time.
The mass media raise the people’s popular interest in the traditional arts, but it is the performing artists who really develop the people’s understanding of traditional culture. Yang Liping’s dance show Yunnan Image, based on primitive Yunnan dance style, has had an enormous influence in and out of China. Yang has recovered for us the primitive life in Yunnan. It is the raw and unadorned beauty of nature in her dancing that moves her audience most. We desperately need professional artists’ endeavor to discover traditional arts, to train apprentices, and to project our traditional culture on the global stage.
The third strategic factor in promoting our culture in global competition is an audience who knows what and how to appreciate our culture. But today’s youth—tomorrow’s explorers—are ill equipped to appreciate the traditional culture. Take myself as an example: I have had no painting or music classes since senior high school! No extracurricular activities like Chinese painting or calligraphy since primary school! What paltry little we learn about our traditional Chinese culture is relegated to a few lines and pictures in history books. We need our government and our school system to give us a better opportunity to embrace our traditional culture and discover its rich legacy for ourselves.
In other words, real patriotism is about taking pains. So if you remember nothing else from today, remember that phrase. Or, to make it even simpler, just remember: T-Pain.
Graduates, as you leave this great university, I hope you will take the pains that are necessary to preserve and extend our democracy. Take pains to understand the other side. Take pains to expose lies. Take pains to reject scapegoating and xenophobia. Take pains not to fall for easy answers. And take pains to hold our leaders accountable for their words and their deeds.
If you do that, I have no doubt that truth – and America – will prevail. And my generation will be able to say, as we pass the leadership torch to yours, the same words that Washington spoke with his last breath: ‘Tis well.
So tonight, have one last drink, maybe at T’s, dance to your own beat or to the beat of Ninja Turtle Backpack Guy, and tomorrow, get to work. The world needs you more than ever.
一、开展英语课前五分钟的方式
1. 齐读:
上课铃响了之后, 可以叫课代表安排全班同学齐读单词或课文。通过这种练习, 不但把学生的注意力引进了英语课堂, 还可以练习他们的发音, 增加学生与单词“见面”的机会, 有助于对该单元单词的记忆。
2. 课前演讲:
老师们都有这样的感觉, 学生在小学和初中阶段天真无邪, 不会害羞。而到了高中, 变得害羞起来, 课堂上的提问更是没有一点气氛, 以躲开老师的视线不被叫到为幸, 哪怕是自己知道答案也不喜欢表现。甚至有的学生在回答问题时, 声音低得像蚊子哼一样。这都是平时缺少锻炼的结果。我觉得一个人的胆量是锻炼出来的, 课前五分钟活动能调动学生学习英语的积极性, 改变了过去的“一言堂”模式, 增加学生学习英语的兴趣, 活跃课堂气氛, 促使学生更主动地去阅读课文、查找手头的各种资料, 更能深入透彻地去了解教学内容, 锻炼学生的口才、胆量。
3. 师生互动单词比赛:
以大组为单位, 老师在黑板上给出相同的一个字母, 然后要求学生在规定的时间内说出以该字母为首的单词, 不能重复。例如“d”, 学生可能会说出delicate、definite、delicious、destruct、disable、dislike等单词。分组合作游戏极大地调动了同学们的竞争意识和合作意识, 同时也为枯燥的单词记忆增添了色彩。
4. 背经典谚语比赛:
谚语的主要特点是言简意赅, 用日常生活中的具体事例来说明带有普遍意义的道理。在英语学习中, 同学们若能背诵一些经典的谚语, 不仅有利于提高学习兴趣和语言素养, 而且有利于培养同学们的欣赏能力和表达能力。例如:
Practice makes perfect.熟能生巧。
Pride goes before a fall.骄傲必败。
Health is better than wealth.健康胜过财富。
Failure is the mother of success.失败是成功之母。
He who laughs last laughs best.谁笑到最后, 谁笑得最好。
God helps those who help themselves.自助者天助。
No pain, no gain.不劳无获。
Grasp all, lose all.贪多必失。
Out of sight, out of mind.眼不见, 心不烦。
英语谚语短小精悍, 音韵和谐, 琅琅上口, 非常适合于背诵。学生如果能够每天记忆三两句谚语, 长期坚持, 烂熟于胸, 定能由量变上升到质变。正如我们常说“熟读唐诗三百首, 不会作诗也会吟”。在特定的语言环境中会脱口而出, 收到贴切、生动、幽默、风趣等意想不到的语言效果。
英语课前五分钟的形式应该是多种多样的, 可以让学生唱简单的英文歌曲, 说一些简单的英语故事, 准备一些简单的英语话剧, 讲一些英语笑话等等。
二、开展英语课前五分钟应注意的事项
1. 注意“放”和“收”。
一方面, 教师要舍得放手, 把主动权交给学生, 尽量让学生“活”起来, 提高他们的积极性, 但同时, 又不能无组织, 一盘散沙。老师是开展课前五分钟的推动者。老师需要终身学习, 不断充实自己, 要有扎实的基本功。教育工作对老师来说是一项长期的挑战, 促使老师做好长期学习的准备。
2. 控制课前五分钟时间, 合理整合教学资源, 切勿喧宾夺主。
在语文教学中，笔者长期坚持开展课前五分钟演讲活动，把它作为一道语文学习的“开胃菜”呈现给学生，这项训练，可以有效地培养学生听、说、读、写的能力，同时也给孩子们走进色彩斑斓的语文世界提供了助力，在这里一点心得整理出来，和大家交流分享一下：
一、“我”的故事。每一个孩子都是一个鲜活的生命体，而步入中学阶段的他们更是怀揣着无限的梦想，他
们渴望被别人了解、信任、尊重，这一块就是为他们提供这样的一个平台，孩子们在介绍自己、展示自我的过程中获得了自信，也获得了走进别人内心世界的机会。
二、也谈广告语。时代在进步，作为商业发展的衍生物，各种广告形式新颖，意义深刻，但有的广告，陈词滥调、庸俗粗陋，错字别字的大量使用也影响着人们的学习和生活，因此，不论好坏，引导学生们去甄别、判断、欣赏、品味，都极富意义。
三、我喜爱的名言警句。名言警句源于生活，是对生活的高度概括和总结，是文化的积累和沉淀，它们的存在对人们的生活起着极大的鼓励、警示和鞭策作用。我要求学生讲名言警句，讲他们最喜欢的，或是他们感受最深的，还要求他们结合生活实例，谈认识、谈感受、谈启迪。学生在选择和重组的过程中，不仅积累了很多的知识，丰富了自己的语言，也获得了无穷的精神滋养。
四、说说典故与成语。无论是成语还是典故，都是古代典籍和生活经过实践的千锤百炼遗留下来的，他们往往可以言简意赅而又形象生动地表达特定的意义。学生通过收集转述典故或成语故事，不仅可以丰富学生的成语知识，又会得知许多典故和成语的来历，从而加深对它们的理解，运用自如。
五、我读到的精彩。一本好书、一篇文章，总能芬芳着读者的人生，给人以生活的力量，于是我鼓励大家把在平常阅读中最喜欢的精彩片段或文章背诵出来和大家一起欣赏，并进行一些必要的分析，以加深大家对文章的理解。学生精心选择的文章，很多能深深地打动学生们的心灵，收获启发，激起他们做一个高尚的人的愿望，认识到社会的美好，人类心灵的美好。这样既能提高了学生的阅读理解能力，也培养了学生的阅读兴趣，扩大了阅读面，提高了阅读量，听的学生也受益匪浅。
六、主题演讲。这一板块相对来说比较自由，往往根据每一时期的热点话题来限定演讲的内容，由学生自己搜集资料和素材，写好演讲稿到时进行演讲，相对来说难度较大，教师要多给予写作和演讲指导，这种选材、组织、表达更为个性化的写作，既有利于提高学生的写作能力，在此同时，还可以进行了思想教育，真正实现语文教学的情感渗透。
Attitude to me is more important than facts.
It is more important than the past,than education,than money,than circumstances,than failures,than successes,than what the other people think, say,or do.
It is more important than the appearance,the giftedness or skill.
It will make or break a company,a church ,a home.
The remarkable thing is we have a choice every day, regarding the attitude we will embrace for that day.
We cannot change our past.We cannot change the fact that people will act in acertain way.We cannot change the inevitable.
The only thing we can do is play on the one stage we have.And that is our attitudes.
I am convinced that life is ten percent what happens to me ,and ninety percent how I react to it.And so it is with you.
We are in charge of our attitudes.
我活得越久，就越意识到态度对生活的影响。
对我来说，态度比事实更重要。
它比过去、比教育、比金钱、比环境、比失败、比成功、比别人的想法、说的话或做的事都重要。
它比外表、天赋或技能更重要。
它将成就或毁掉一个公司、一座教堂、一个家庭。
值得注意的是，我们每天都有选择的机会，关于这一天我们将采取的态度。
我们不能改变我们的过去。
我们无法改变人们会以某种方式行事的事实。我们无法改变不可避免的事实。
我们唯一能做的就是在我们拥有的舞台上表演。这就是我们的态度。
我相信生活中有百分之十的事情发生在我身上，百分之九十的事情发生在我如何应对它。你们也是如此。
Everybody is good!
Very honored to attend todays safety theme lectures!
Tourism has “smokeless industry” and “eternal sunrise industry” the laudatory name, it has and the oil industry, automobile industry and listed as the worlds three largest industry. The rapid development of market economy and improve peoples income level, and the constant improvement of traffic conditions, make people demand for travel to rise further, traveling has become an indispensable part of Peoples Daily life, Chinas tourism industry has entered a booming period. However, the increase in tourism activity also make tourism increases the probability of safety accidents, travel security issues become increasingly the focus of attention from all walks of life.
关键词：元学习,主动性,引导,感悟
所谓元学习，就是对学习的学习，即个人对他自己的学习过程和结果以及与之有关的事物的认识、理解和把握。概括说来，元学习能力应包括以下几种能力：会激励自己勤奋学习；会确立学习目标；善于选择能达到目标的最恰当的学习方法；善于检验达到目标的情况，必要时采取补救措施；善于总结自己达到目标的成功经验和失败教训，及时调整自己的学习方法。按照元学习理论，我们确立了这样的模式：教师总结知识点———学生准备材料———教师指导筛选材料———学生依据材料及知识点进行设问———教师点拨———学生自行修改及补救———学生设定答案———总结反馈得出经验。我们进行了积极的课堂探索，其中一项就是初一的课前五分钟的演讲。“课前五分钟演讲”是一项参与性非常强的活动，它为每一个同学提供了一个展示自身风采的机会，能够充分调动起广大同学的积极性和主动性。每一节的新课，我们事前将主要知识点发一份给学生，根据知识点学生来准备发言材料，将小组的材料收上来简单检阅，将比较优秀的作品给学生按照小组再行更改完善，点拨后总结出一份正式稿件，由小组派代表进行演讲。五分钟不长，但是准备工作和修改的工作比较繁重，因为是学生自己参与了这个过程，兴致很高。在实施这个试验之前，教师先讲清课前五分钟演讲的意义，有助于培养分析问题解决问题的能力，有助于提高初一学生的逻辑表达能力，最终对学生在本科目的学习中有更大的收获。要求学生按照小组抽签，每天抽中的小组派一位同学上讲台演讲。并给予当场打分，分数由学生根据演讲学生的表达、声音和内容来制订标准，教师给予辅导。历史与社会学科材料的选择在上半学期是要求关于地理知识及时政热点，下学期是国外、国内所发生的热点或社会所关注的焦点，还可以是本地的社会经济政治问题；并能够结合书本上的内容作一定的分析，不要求面面俱到。在考试中，为了鼓励同学的参与，材料题适当引用学生的材料作为命题的来源。并注明引用学生的姓名，让学生把这项工作当成一种荣誉。
这个学期初一年级一直坚持用讲课前的五分钟，让学生进行五分钟演讲，为学生提供一个展示自我的平台，在这里，学生用自己所学的道理，用独特的视角评点天下事：或激情高昂，或饱含忧患，或愤世嫉俗，或真诚渴望，在这里，有思维的火花，有激情的碰撞，还有会心的微笑与共鸣，收到了比较好的效果。主要表象在这几个方面：
1.有利于培养学生的各种能力。台上五分钟，台下许多功。每一次精彩、漂亮的演讲，学生都要查阅大量的资料，需要捕捉到自己认为有价值、有兴趣的热点，然后进行加工整理，用所学的地理或相关学科的知识，做出自己的评价和认知，完成由感性到理性、由现象到本质的飞跃，这无疑对学生观察生活、搜集信息、提炼概括、加工整理的能力都是一种很好的磨炼，当然对逻辑表达能力的提高也是极有裨益的。小演讲的内容大都是同学们所普遍关注或感兴趣的话题，在上课一开始就能迅速集中学生的注意力，强烈吸引学生。如：“冰川融化会不会影响深圳？”“地球会爆炸吗？“频频地震，地球告诉我们什么？”“‘两会’中的议案是怎样来的？”等演讲都让师生听得全神贯注、津津有味。演讲，使学生认识到大千世界的无穷奥秘、学习地理有无尽的乐趣，从而激发他们学习地理知识、探索宇宙的极大兴趣和热情。
2.引导学生关注实际、感悟生活。所谓国事家事天下事，事事关心，学生不应该只埋头专研课本，满足于学会课本知识。而学习历史与社会课，更应该突破这一传统教学的误区。让学生通过演讲这种形式，观察变幻莫测的大千世界，让他们走近社会，用自己的心感悟、描述、注解、读解社会，而不是锁定课堂一隅。
3.提升学生的学习兴趣，增添自信心。有几个平时特别不爱学习的孩子，因为在五分钟演讲中选了大家感兴趣又有趣的题材获得了热烈的掌声，得到了高分，非常开心，以至于在上课时像换了一个人似的变得很认真。
这项活动充分调动起了学生积极性和主动性，七班有个叫赖润菲的同学不满意自己的选材连续要求重新演讲了四次。不善言辞的同学学会勇敢地面对众人说出自己的想法；不善执笔的同学学会用朴实地语言写下自己的感受。在每一天从座位走上讲台的过程中，同学们既战胜了自己又赢得了他人，从而避免了不良心理状态的产生，增进了同学感情。通过每天短短的几分钟时间，同学们在活动中释放了自己，也更深入地了解了他人。通过“课前五分钟演讲”活动，使学生将理论知识与口语表达等实践活动充分结合，在演讲过程中提高对外交往能力、应变能力和创新能力。为了更好地使同学参与，我们将制订更好的策略来促使大家的参与度，避免台上同学在演讲，台下开小差的个别现象。要求每人准备一本记录本，每周写一次演讲稿作为周末作业，让班上负有责任心的孩子来记录检查，老师负责督促；每周可评选一下演讲之星，除了演讲当场由学生评点外，每两周一次给表现最为突出的同学发奖状，发挥科代表的作用，让他作好人员的安排，至少提前两天通知到演讲人；充分发挥学生家长的作用，用家校通的方式鼓励家长在家督促孩子完成，有条件的先行点评。
课前五分钟的训练要发挥实效远不止这些策略，只要我们认真探索，不断创新，本着“以学生的发展”为原则，一定会发现创造出更多更好的形式。当然，在具体实施过程中，应该注意：（1）不可过多地占用课堂阵地，活动准备要充分有序；（2）不可放任自流，要有的放矢，适时点拨；（3）不可越俎代庖，要充分发挥学生的主观能动性；（4）要经常检查督促、鼓励、总结、改进、坚持不懈。给学生一个机会，他们会给我们不断的惊喜！
参考文献
[1]刘电芝.元认识学习策略[J].学科教育, 1997, (7) .
[2]桑新民.高科技与教育的未来[J].特区教育, 1997, (1) .
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