演講稿是一種實用性比較強的文稿，是為演講準備的書面材料。在現(xiàn)在的社會生活中，用到演講稿的地方越來越多。那么演講稿怎么寫才恰當呢？下面我?guī)痛蠹艺覍げ⒄砹艘恍﹥?yōu)秀的演講稿模板范文，我們一起來了解一下吧。
英語演講稿格式 英語演講稿一分鐘篇一
after i came back from the “21st century-ericsson cup”7th national english speaking competition with the award of the “most promising speaker”, people kept asking me the same question over and over again. “how did you learn english, especially as a non-english major?” actually i believe that a hundred people would have a hundred of ways to learn english well. however, i would like to share my personal experience of english learning with those who have the enthusiasm for improve their english. since i have set up three mirrors in my prepared speech in hoping that they would guide our young generation on the way to globalization, i would like to maintain three mirrors here to reflect how i learned english.
the first mirror, i assume, should reflect a steady foundation. this involves my first few years of english learning, which i consider as the key factor of all my achievements in the years to follow. at that time i entered the middle school attached to xi’an jiaoton university, i could only say my abcs while others in my class could at least communicate in simple english. all the tales about the frightfulness of learning english then popped up in my mind and made me feel scared. fortunately my first english teacher was very experienced in enlightening her students on english learning. she was a kind woman with a charming smile. but her homework assignments were not easy task: they required us to read after the tape for 20 times and recite the whole text. so it was quite natural that most of my classmates only recited the short essay within a short time and then went to play. but my fear of not being able to say a single word, made me sit down and immerse myself in what the teacher had asked me to do.
before every english class we would have an on duty report to let the students say something according to what they had learned .my first presentation in class was to recite a dialogue. but to my great surprise, my teacher praised me for my pronunciation. i tittered because i had imitated the readers in the tape for at least 20 times until finally i couldn’t find any differences between our pronunciations. and i did not realize that this little prize given by my teacher began to influence my english learning magically.
i believe the first three years of english learning guaranteed the possibility of my further achievements because by means of imitation i built a foundation of good pronunciation and by means of reciting i restored the basic element of english language. on the whole, i would like to show my sincere thanks to my first english teachers. yu zhiling, who is now still caring for my growth.
the second mirror i would like to mention here reflects an effective way of english learning. i still stick to my point of view that different people have different techniques to learn english well. but there are some methods that seem to be obviously ineffective.
let’s first have a look at the four important skills for students to master: reading, writing, listening and speaking. i have placed them in order of difficulty.
reading is the easiest skill. it is also the most widely found english language skill amongst chinese student, writing is a more active skill than reading. however it is still a little easier than speaking, as there is plenty of time to choose the right words look in the dictionary for help, and make corrections. listening is the third most important language skill to learn. it is far more difficult to listen and understand spoken english than to read english in a book or in a letter. speaking english may be the most difficult of the four language skills. it is an active skill, and requires the student to put words together into sentences without much time to prepare, and with no time for correction, yet it is the most exciting skill to have, as it opens up wonderful channels of communication with people of others cultures and countries. but this is just what we lack.
more often than not i found some of the students who get high marks in their exams showed an inability to communicate with people in english. and this enabled me to understand deeper what my first english teacher has always emphasized: listening and speaking keeping ahead; reading and writing following up. i believe this is the rule of learning a language because we learn a certain language to communicate. as we conquered the most difficult parts: listening and speaking, we would easily master the writing and reading skills.
then how can we make it? i have seen lots of diligent students in the early morning reading aloud their english texts without paying any attention to their nearly unacceptable pronunciation. i feel sorry for those students because their hard work deserves a much better english level if they improve their method of learning.
i found that my way of learning english that i formed from middle school still works today. by listening to tapes and imitating the speakers one can improve his pronunciation within a short time. by reciting classic essays one can enrich their language as well as enlarge their vocabulary. as a non-english major, i like to set aside a certain period of time for english learning everyday, usually an hour or at least half an hour. i utilize this precious time by listening to tapes and imitating their content and then reciting the short passages i like. to be frank, “crazy english” has always been my favorite. this is definitely not intended to flatter. instead of spaniding my attention between too many materials, i’d rather concentrate on one particular resource at a time such as ce, not only because of its abundant content and native english, but also because of the benefits it has brought to me through intensive reading, listening and reciting, i believe that studying english by using these intensive methods will help you to get twice the result with half the effort.
last but not least, the third mirror reflects the interest in english learning. confucius once said, “knowing it is not as delighting in it.” nowhere is this more true than on the matter of english learning. my experience in english learning initiated quite passively, but before long my interest in it began to inspire me to continue the process. to testify my english skills and to stir up even greater enthusiasm, i used to participate in various kinds of competitions. when i was preparing for a nation-wide english competition in high school, i got to know the “21st century cup” english speaking competition for the first time as i used their scripts as my preparing materials. i envied those contestants in the “21st century cup” very much. their english skills and their quick response made me feel swooning. although i did not get a good rank in the nation wide competition for high school students, i had begun my wildest dream of participating in the 21st century cup. even after i became an engineering student i still held onto my dream, that it would come true some day. because i can always find something new to challenge me, and set up those challenges as my goals to achieve, i never find english learning a dull job. i believe i will forever cherish the glorious moment when i was on the stage of the “21st century-ericsson cup” 7th national english speaking competition, and my wonderful memories there without any doubt will add passion to my english learning in the days to come.
since the theme of this year’s competition was “globalization”, we have enjoyed various visions from contestants on thinking of what we young people should do to meet the challenges and the opportunities posed by globalization. but there’s one thing for sure: good english and communication skills are the gateway to the world arena. i hope some of man and woman in china who have conquered english to hold hands together to build up the bridge between china and the rest of the world with the world’s most widely used language!
英語演講稿格式 英語演講稿一分鐘篇二
id like to share with you a discovery that i made a few months ago while writing an article for italian wired. i always keep my thesaurus handy whenever im writing anything, but id already finished editing the piece, and i realized that i had never once in my life looked up the word "disabled" to see what id find.
let me read you the entry. "disabled, adjective: crippled, helpless, useless, wrecked, stalled, maimed, wounded, mangled, lame, mutilated, run-down, worn-out, weakened, impotent, castrated, paralyzed, handicapped, senile, decrepit, laid-up, done-up, done-for, done-in cracked-up, counted-out; see also hurt, useless and weak. antonyms, healthy, strong, capable." i was reading this list out loud to a friend and at first was laughing, it was so ludicrous, but id just gotten past "mangled," and my voice broke, and i had to stop and collect myself from the emotional shock and impact that the assault from these words unleashed.
you know, of course, this is my raggedy old thesaurus so im thinking this must be an ancient print date, right? but, in fact, the print date was the early 1980s, when i would have been starting primary school and forming an understanding of myself outside the family unit and as related to the other kids and the world around me. and, needless to say, thank god i wasnt using a thesaurus back then. i mean, from this entry, it would seem that i was born into a world that perceived someone like me to have nothing positive whatsoever going for them, when in fact, today im celebrated for the opportunities and adventures my life has procured.
so, i immediately went to look up the online edition, epecting to find a revision worth noting. heres the updated version of this entry. unfortunately, its not much better. i find the last two words under "near antonyms," particularly unsettling: "whole" and "wholesome."
so, its not just about the words. its what we believe about people when we name them with these words. its about the values behind the words, and how we construct those values. our language affects our thinking and how we view the world and how we view other people. in fact, many ancient societies, including the greeks and the romans, believed that to utter a curse verbally was so powerful, because to say the thing out loud brought it into eistence. so, what reality do we want to call into eistence: a person who is limited, or a person whos empowered? by casually doing something as simple as naming a person, a child, we might be putting lids and casting shadows on their power. wouldnt we want to open doors for them instead?
one such person who opened doors for me was my childhood doctor at the a.i. dupont institute in wilmington, delaware. his name was dr. pizzutillo, an italian american, whose name, apparently, was too difficult for most americans to pronounce, so he went by dr. p. and dr. p always wore really colorful bow ties and had the very perfect disposition to work with children.
i loved almost everything about my time spent at this hospital, with the eception of my physical therapy sessions. i had to do what seemed like innumerable repetitions of eercises with these thick, elastic bands -- different colors, you know -- to help build up my leg muscles, and i hated these bands more than anything -- i hated them, had names for them. i hated them. and, you know, i was already bargaining, as a five year-old child, with dr. p to try to get out of doing these eercises, unsuccessfully, of course. and, one day, he came in to my session -- ehaustive and unforgiving, these sessions -- and he said to me, "wow. aimee, you are such a strong and powerful little girl, i think youre going to break one of those bands. when you do break it, im going to give you a hundred bucks."
now, of course, this was a simple ploy on dr. ps part to get me to do the eercises i didnt want to do before the prospect of being the richest five-year-old in the second floor ward, but what he effectively did for me was reshape an awful daily occurrence into a new and promising eperience for me. and i have to wonder today to what etent his vision and his declaration of me as a strong and powerful little girl shaped my own view of myself as an inherently strong, powerful and athletic person well into the future.
this is an eample of how adults in positions of power can ignite the power of a child. but, in the previous instances of those thesaurus entries, our language isnt allowing us to evolve into the reality that we would all want, the possibility of an inspanidual to see themselves as capable. our language hasnt caught up with the changes in our society, many of which have been brought about by technology. certainly, from a medical standpoint, my legs, laser surgery for vision impairment, titanium knees and hip replacements for aging bodies that are allowing people to more fully engage with their abilities, and move beyond the limits that nature has imposed on them -- not to mention social networking platforms allow people to self-identify, to claim their own descriptions of themselves, so they can go align with global groups of their own choosing. so, perhaps technology is revealing more clearly to us now what has always been a truth: that everyone has something rare and powerful to offer our society, and that the human ability to adapt is our greatest asset.
the human ability to adapt, its an interesting thing, because people have continually wanted to talk to me about overcoming adversity, and im going to make an admission: this phrase never sat right with me, and i always felt uneasy trying to answer peoples questions about it, and i think im starting to figure out why. implicit in this phrase of "overcoming adversity" is the idea that success, or happiness, is about emerging on the other side of a challenging eperience unscathed or unmarked by the eperience, as if my successes in life have come about from an ability to sidestep or circumnavigate the presumed pitfalls of a life with prosthetics, or what other people perceive as my disability. but, in fact, we are changed. we are marked, of course, by a challenge, whether physically, emotionally or both. and im going to suggest that this is a good thing. adversity isnt an obstacle that we need to get around in order to resume living our life. its part of our life. and i tend to think of it like my shadow. sometimes i see a lot of it, sometimes theres very little, but its always with me. and, certainly, im not trying to diminish the impact, the weight, of a persons struggle.
there is adversity and challenge in life, and its all very real and relative to every single person, but the question isnt whether or not youre going to meet adversity, but how youre going to meet it. so, our responsibility is not simply shielding those we care for from adversity, but preparing them to meet it well. and we do a disservice to our kids when we make them feel that theyre not equipped to adapt. theres an important difference and distinction between the objective medical fact of my being an amputee and the subjective societal opinion of whether or not im disabled. and, truthfully, the only real and consistent disability ive had to confront is the world ever thinking that i could be described by those definitions.
in our desire to protect those we care about by giving them the cold, hard truth about their medical prognosis, or, indeed, a prognosis on the epected quality of their life, we have to make sure that we dont put the first brick in a wall that will actually disable someone. perhaps the eisting model of only looking at what is broken in you and how do we fi it, serves to be more disabling to the inspanidual than the pathology itself.
by not treating the wholeness of a person, by not acknowledging their potency, we are creating another ill on top of whatever natural struggle they might have. we are effectively grading someones worth to our community. so we need to see through the pathology and into the range of human capability. and, most importantly, theres a partnership between those perceived deficiencies and our greatest creative ability. so its not about devaluing, or negating, these more trying times as something we want to avoid or sweep under the rug, but instead to find those opportunities wrapped in the adversity. so maybe the idea i want to put out there is not so much overcoming adversity as it is opening ourselves up to it, embracing it, grappling with it, to use a wrestling term, maybe even dancing with it. and, perhaps, if we see adversity as natural, consistent and useful, were less burdened by the presence of it.
this year we celebrate the 200th birthday of charles darwin, and it was 150 years ago, when writing about evolution, that darwin illustrated, i think, a truth about the human character. to paraphrase: its not the strongest of the species that survives, nor is it the most intelligent that survives; it is the one that is most adaptable to change. conflict is the genesis of creation. from darwins work, amongst others, we can recognize that the human ability to survive and flourish is driven by the struggle of the human spirit through conflict into transformation. so, again, transformation, adaptation, is our greatest human skill. and, perhaps, until were tested, we dont know what were made of. maybe thats what adversity gives us: a sense of self, a sense of our own power. so, we can give ourselves a gift. we can re-imagine adversity as something more than just tough times. maybe we can see it as change. adversity is just change that we havent adapted ourselves to yet.
i think the greatest adversity that weve created for ourselves is this idea of normalcy. now, whos normal? theres no normal. theres common, theres typical. theres no normal, and would you want to meet that poor, beige person if they eisted? (laughter) i dont think so. if we can change this paradigm from one of achieving normalcy to one of possibility or potency, to be even a little bit more dangerous -- we can release the power of so many more children, and invite them to engage their rare and valuable abilities with the community.
anthropologists tell us that the one thing we as humans have always required of our community members is to be of use, to be able to contribute. theres evidence that neanderthals, 60,000 years ago, carried their elderly and those with serious physical injury, and perhaps its because the life eperience of survival of these people proved of value to the community. they didnt view these people as broken and useless; they were seen as rare and valuable.
a few years ago, i was in a food market in the town where i grew up in that red zone in northeastern pennsylvania, and i was standing over a bushel of tomatoes. it was summertime: i had shorts on. i hear this guy, his voice behind me say, "well, if it isnt aimee mullins." and i turn around, and its this older man. i have no idea who he is.
and i said, "im sorry, sir, have we met? i dont remember meeting you."
he said, "well, you wouldnt remember meeting me. i mean, when we met i was delivering you from your mothers womb." (laughter) oh, that guy. and, but of course, actually, it did click.
this man was dr. kean, a man that i had only known about through my mothers stories of that day, because, of course, typical fashion, i arrived late for my birthday by two weeks. and so my mothers prenatal physician had gone on vacation, so the man who delivered me was a complete stranger to my parents. and, because i was born without the fibula bones, and had feet turned in, and a few toes in this foot and a few toes in that, he had to be the bearer -- this stranger had to be the bearer of bad news.
he said to me, "i had to give this prognosis to your parents that you would never walk, and you would never have the kind of mobility that other kids have or any kind of life of independence, and youve been making liar out of me ever since." (laughter) (applause)
the etraordinary thing is that he said he had saved newspaper clippings throughout my whole childhood, whether winning a second grade spelling bee, marching with the girl scouts, you know, the halloween parade, winning my college scholarship, or any of my sports victories, and he was using it, and integrating it into teaching resident students, med students from hahnemann medical school and hershey medical school. and he called this part of the course the factor, the potential of the human will. no prognosis can account for how powerful this could be as a determinant in the quality of someones life. and dr. kean went on to tell me, he said, "in my eperience, unless repeatedly told otherwise, and even if given a modicum of support, if left to their own devices, a child will achieve."
see, dr. kean made that shift in thinking. he understood that theres a difference between the medical condition and what someone might do with it. and theres been a shift in my thinking over time, in that, if you had asked me at 15 years old, if i would have traded prosthetics for flesh-and-bone legs, i wouldnt have hesitated for a second. i aspired to that kind of normalcy back then. but if you ask me today, im not so sure. and its because of the eperiences ive had with them, not in spite of the eperiences ive had with them. and perhaps this shift in me has happened because ive been eposed to more people who have opened doors for me than those who have put lids and cast shadows on me.
see, all you really need is one person to show you the epiphany of your own power, and youre off. if you can hand somebody the key to their own power -- the human spirit is so receptive -- if you can do that and open a door for someone at a crucial moment, you are educating them in the best sense. youre teaching them to open doors for themselves. in fact, the eact meaning of the word "educate" comes from the root word "educe." it means "to bring forth what is within, to bring out potential." so again, which potential do we want to bring out?
there was a case study done in 1960s britain, when they were moving from grammar schools to comprehensive schools. its called the streaming trials. we call it "tracking" here in the states. its separating students from a, b, c, d and so on. and the "a students" get the tougher curriculum, the best teachers, etc. well, they took, over a three-month period, d-level students, gave them as, told them they were "as," told them they were bright, and at the end of this three-month period, they were performing at a-level.
and, of course, the heartbreaking, flip side of this study, is that they took the "a students" and told them they were "ds." and thats what happened at the end of that three-month period. those who were still around in school, besides the people who had dropped out. a crucial part of this case study was that the teachers were duped too. the teachers didnt know a switch had been made. they were simply told, "these are the a-students, these are the d-students." and thats how they went about teaching them and treating them.
so, i think that the only true disability is a crushed spirit, a spirit thats been crushed doesnt have hope, it doesnt see beauty, it no longer has our natural, childlike curiosity and our innate ability to imagine. if instead, we can bolster a human spirit to keep hope, to see beauty in themselves and others, to be curious and imaginative, then we are truly using our power well. when a spirit has those qualities, we are able to create new realities and new ways of being.
id like to leave you with a poem by a fourteenth-century persian poet named hafiz that my friend, jacques dembois told me about, and the poem is called "the god who only knows four words": "every child has known god, not the god of names, not the god of donts, but the god who only knows four words and keeps repeating them, saying, come dance with me. come, dance with me. come, dance with me."
thank you. (applause)
英語演講稿格式 英語演講稿一分鐘篇三
my subject today is learning. and in that spirit, i want to spring on you all a pop quiz. ready? when does learning begin? now as you ponder that question, maybe youre thinking about the first day of preschool or kindergarten, the first time that kids are in a classroom with a teacher. or maybe youve called to mind the toddler phase when children are learning how to walk and talk and use a fork. maybe youve encountered the zero-to-three movement, which asserts that the most important years for learning are the earliest ones. and so your answer to my question would be: learning begins at birth.
well today i want to present to you an idea that may be surprising and may even seem implausible, but which is supported by the latest evidence from psychology and biology. and that is that some of the most important learning we ever do happens before were born, while were still in the womb. now im a science reporter. i write books and magazine articles. and im also a mother. and those two roles came together for me in a book that i wrote called "origins." "origins" is a report from the front lines of an exciting new field called fetal origins. fetal origins is a scientific discipline that emerged just about two decades ago, and its based on the theory that our health and well-being throughout our lives is crucially affected by the nine months we spend in the womb. now this theory was of more than just intellectual interest to me. i was myself pregnant while i was doing the research for the book. and one of the most fascinating insights i took from this work is that were all learning about the world even before we enter it.
when we hold our babies for the first time, we might imagine that theyre clean slates, unmarked by life, when in fact, theyve already been shaped by us and by the particular world we live in. today i want to share with you some of the amazing things that scientists are discovering about what fetuses learn while theyre still in their mothers bellies.
first of all, they learn the sound of their mothers voices. because sounds from the outside world have to travel through the mothers abdominal tissue and through the amniotic fluid that surrounds the fetus, the voices fetuses hear, starting around the fourth month of gestation, are muted and muffled. one researcher says that they probably sound a lot like the the voice of charlie browns teacher in the old "peanuts" cartoon. but the pregnant womans own voice reverberates through her body, reaching the fetus much more readily. and because the fetus is with her all the time, it hears her voice a lot. once the babys born, it recognizes her voice and it prefers listening to her voice over anyone elses.
how can we know this? newborn babies cant do much, but one thing theyre really good at is sucking. researchers take advantage of this fact by rigging up two rubber nipples, so that if a baby sucks on one, it hears a recording of its mothers voice on a pair of headphones, and if it sucks on the other nipple, it hears a recording of a female strangers voice. babies quickly show their preference by choosing the first one. scientists also take advantage of the fact that babies will slow down their sucking when something interests them and resume their fast sucking when they get bored. this is how researchers discovered that, after women repeatedly read aloud a section of dr. seuss "the cat in the hat" while they were pregnant, their newborn babies recognized that passage when they hear it outside the womb. my favorite experiment of this kind is the one that showed that the babies of women who watched a certain soap opera every day during pregnancy recognized the theme song of that show once they were born. so fetuses are even learning about the particular language thats spoken in the world that theyll be born into.
a study published last year found that from birth, from the moment of birth, babies cry in the accent of their mothers native language. french babies cry on a rising note while german babies end on a falling note, imitating the melodic contours of those languages. now why would this kind of fetal learning be useful? it may have evolved to aid the babys survival. from the moment of birth, the baby responds most to the voice of the person who is most likely to care for it -- its mother. it even makes its cries sound like the mothers language, which may further endear the baby to the mother, and which may give the baby a head start in the critical task of learning how to understand and speak its native language.
but its not just sounds that fetuses are learning about in utero. its also tastes and smells. by seven months of gestation, the fetus taste buds are fully developed, and its olfactory receptors, which allow it to smell, are functioning. the flavors of the food a pregnant woman eats find their way into the amniotic fluid, which is continuously swallowed by the fetus. babies seem to remember and prefer these tastes once theyre out in the world. in one experiment, a group of pregnant women was asked to drink a lot of carrot juice during their third trimester of pregnancy, while another group of pregnant women drank only water. six months later, the womens infants were offered cereal mixed with carrot juice, and their facial expressions were observed while they ate it. the offspring of the carrot juice drinking women ate more carrot-flavored cereal, and from the looks of it, they seemed to enjoy it more.
a sort of french version of this experiment was carried out in dijon, france where researchers found that mothers who consumed food and drink flavored with licorice-flavored anise during pregnancy showed a preference for anise on their first day of life, and again, when they were tested later, on their fourth day of life. babies whose mothers did not eat anise during pregnancy showed a reaction that translated roughly as "yuck." what this means is that fetuses are effectively being taught by their mothers about what is safe and good to eat. fetuses are also being taught about the particular culture that theyll be joining through one of cultures most powerful expressions, which is food. theyre being introduced to the characteristic flavors and spices of their cultures cuisine even before birth.
now it turns out that fetuses are learning even bigger lessons. but before i get to that, i want to address something that you may be wondering about. the notion of fetal learning may conjure up for you attempts to enrich the fetus -- like playing mozart through headphones placed on a pregnant belly. but actually, the nine-month-long process of molding and shaping that goes on in the womb is a lot more visceral and consequential than that. much of what a pregnant woman encounters in her daily life -- the air she breathes, the food and drink she consumes, the chemicals shes exposed to, even the emotions she feels -- are shared in some fashion with her fetus. they make up a mix of influences as inspanidual and idiosyncratic as the woman herself. the fetus incorporates these offerings into its own body, makes them part of its flesh and blood. and often it does something more. it treats these maternal contributions as information, as what i like to call biological postcards from the world outside.
so what a fetus is learning about in utero is not mozarts "magic flute" but answers to questions much more critical to its survival. will it be born into a world of abundance or scarcity? will it be safe and protected, or will it face constant dangers and threats? will it live a long, fruitful life or a short, harried one? the pregnant womans diet and stress level in particular provide important clues to prevailing conditions like a finger lifted to the wind. the resulting tuning and tweaking of a fetus brain and other organs are part of what give us humans our enormous flexibility, our ability to thrive in a huge variety of environments, from the country to the city, from the tundra to the desert.
to conclude, i want to tell you two stories about how mothers teach their children about the world even before theyre born. in the autumn of 1944, the darkest days of world war ii, german troops blockaded western holland, turning away all shipments of food. the opening of the nazis siege was followed by one of the harshest winters in decades -- so cold the water in the canals froze solid. soon food became scarce, with many dutch surviving on just 500 calories a day -- a quarter of what they consumed before the war. as weeks of deprivation stretched into months, some resorted to eating tulip bulbs. by the beginning of may, the nations carefully rationed food reserve was completely exhausted. the specter of mass starvation loomed. and then on may 5th, 1945, the siege came to a sudden end when holland was liberated by the allies.
the "hunger winter," as it came to be known, killed some 10,000 people and weakened thousands more. but there was another population that was affected -- the 40,000 fetuses in utero during the siege. some of the effects of malnutrition during pregnancy were immediately apparent in higher rates of stillbirths, birth defects, low birth weights and infant mortality. but others wouldnt be discovered for many years. decades after the "hunger winter," researchers documented that people whose mothers were pregnant during the siege have more obesity, more diabetes and more heart disease in later life than inspaniduals who were gestated under normal conditions. these inspaniduals prenatal experience of starvation seems to have changed their bodies in myriad ways. they have higher blood pressure, poorer cholesterol profiles and reduced glucose tolerance -- a precursor of diabetes.
why would undernutrition in the womb result in disease later? one explanation is that fetuses are making the best of a bad situation. when food is scarce, they spanert nutrients towards the really critical organ, the brain, and away from other organs like the heart and liver. this keeps the fetus alive in the short-term, but the bill comes due later on in life when those other organs, deprived early on, become more susceptible to disease.
but that may not be all thats going on. it seems that fetuses are taking cues from the intrauterine environment and tailoring their physiology accordingly. theyre preparing themselves for the kind of world they will encounter on the other side of the womb. the fetus adjusts its metabolism and other physiological processes in anticipation of the environment that awaits it. and the basis of the fetus prediction is what its mother eats. the meals a pregnant woman consumes constitute a kind of story, a fairy tale of abundance or a grim chronicle of deprivation. this story imparts information that the fetus uses to organize its body and its systems -- an adaptation to prevailing circumstances that facilitates its future survival. faced with severely limited resources, a smaller-sized child with reduced energy requirements will, in fact, have a better chance of living to adulthood.
the real trouble comes when pregnant women are, in a sense, unreliable narrators, when fetuses are led to expect a world of scarcity and are born instead into a world of plenty. this is what happened to the children of the dutch "hunger winter." and their higher rates of obesity, diabetes and heart disease are the result. bodies that were built to hang onto every calorie found themselves swimming in the superfluous calories of the post-war western diet. the world they had learned about while in utero was not the same as the world into which they were born.
heres another story. at 8:46 a.m. on september 11th, 20xx, there were tens of thousands of people in the vicinity of the world trade center in new york -- commuters spilling off trains, waitresses setting tables for the morning rush, brokers already working the phones on wall street. 1,700 of these people were pregnant women. when the planes struck and the towers collapsed, many of these women experienced the same horrors inflicted on other survivors of the disaster -- the overwhelming chaos and confusion, the rolling clouds of potentially toxic dust and debris, the heart-pounding fear for their lives.
about a year after 9/11, researchers examined a group of women who were pregnant when they were exposed to the world trade center attack. in the babies of those women who developed post-traumatic stress syndrome, or ptsd, following their ordeal, researchers discovered a biological marker of susceptibility to ptsd -- an effect that was most pronounced in infants whose mothers experienced the catastrophe in their third trimester. in other words, the mothers with post-traumatic stress syndrome had passed on a vulnerability to the condition to their children while they were still in utero.
now consider this: post-traumatic stress syndrome appears to be a reaction to stress gone very wrong, causing its victims tremendous unnecessary suffering. but theres another way of thinking about ptsd. what looks like pathology to us may actually be a useful adaptation in some circumstances. in a particularly dangerous environment, the characteristic manifestations of ptsd -- a hyper-awareness of ones surroundings, a quick-trigger response to danger -- could save someones life. the notion that the prenatal transmission of ptsd risk is adaptive is still speculative, but i find it rather poignant. it would mean that, even before birth, mothers are warning their children that its a wild world out there, telling them, "be careful."
let me be clear. fetal origins research is not about blaming women for what happens during pregnancy. its about discovering how best to promote the health and well-being of the next generation. that important effort must include a focus on what fetuses learn during the nine months they spend in the womb. learning is one of lifes most essential activities, and it begins much earlier than we ever imagined.
thank you.
英語演講稿格式 英語演講稿一分鐘篇四
as americans gather to celebrate this week, we show our gratitude for the many blessings in our lives. we are grateful for our friends and families who fill our lives with purpose and love. were grateful for our beautiful country, and for the prosperity we enjoy. were grateful for the chance to live, work and worship in freedom. and in this thanksgiving week, we offer thanks and praise to the provider of all these gifts, almighty god.
we also recognize our duty to share our blessings with the least among us. throughout the holiday season, schools, churches, synagogues and other generous organizations gather food and clothing for their neighbors in need. many young people give part of their holiday to volunteer at homeleshelters or food pantries. on thanksgiving, and on every day of the year, america is a more hopeful nation because of the volunteers who serve the weak and the vulnerable.
the thanksgiving tradition of compassion and humility dates back to the earliest days of our society. and through the years, our deepest gratitude has often been inspired by the most difficult times. almost four centuries ago, the pilgrims set aside time to thank god after suffering through a bitter winter. george washington held thanksgiving during a trying stay at valley forge. and president lincoln revived the thanksgiving tradition in the midst of a civil war.
the past year has brought many challenges to our nation, and americans have met every one with energy, optimism and faith. after lifting our economy from a recession, manufacturers and entrepreneurs are creating jobs again. volunteers from acrothe country came together to help hurricane victims rebuild. and when the children of beslan, russia suffered a brutal terrorist attack, the world saw americas generous heart in an outpouring of compassion and relief.
the greatest challenges of our time have come to the men and women who protect our nation. were fortunate to have dedicated firefighters and police officers to keep our streets safe. were grateful for the homeland security and intelligence personnel who spend long hours on faithful watch. and we give thanks to the men and women of our military who are serving with courage and skill, and ma-ki-ng our entire nation proud.
like generations before them, todays armed forces have liberated captive peoples and shown compassion for the suffering and delivered hope to the oppressed. in the past year, they have fought the terrorists abroad so that we do not have to face those enemies here at home. theyve captured a brutal dictator, aided last months historic election in afghanistan, and help set iraq on the path to democracy.
our progrein the war on terror has made our country safer, yet it has also brought new burdens to our military families. many servicemen and women have endured long deployments and painful separations from home. families have faced the challenge of raising children while praying for a loved ones safe return. america is grateful to all our military families, and the families mourning a terrible lothis thanksgiving can know that america will honor their sacrifices forever.
as commander-in-chief, ive been honored to thank our troops at bases around the world, and ive been inspired by the efforts of private citizens to expretheir own gratitude. this month, i met shauna fleming, a 15-year-old from california who coordinated the mailing of a million thank you letters to military personnel. in october, i met ken porwoll, a world war ii veteran who has devoted years of his retirement to volunteering at a va medical center in minneapolis. and weve seen the generosity of so many organizations, like give2thetroops, a group started in a basement by a mother and son that has sent thousands of care packages to troops in the field.
thanksgiving reminds us that americas true strength is the compassion and decency of our people. i thank all those who volunteer this season, and laura and i wish every american a happy and safe thanksgiving weekend.
thank you for listening.
英語演講稿格式 英語演講稿一分鐘篇五
good evening, honorable judges, ladies and gentlemen.
it’s my great pleasure to stand here to present my speech—change the world, change ourselves.
it’s noticable that western holidays are becoming increasingly popular day by day, while chinese traditional festivals are being somewhat long before about 10 doctors in beijing university and qinghua unversity announced that we should reject the invasion of western holidays ,because they regard western holidays as an challenge against our traditional festivals and culture.
frankly speaking, i don’t quite agree with ed, we should never neglect or even discard our traditonal festivals as china boasts a brilliant history and splendid traditions.
but why can’t we absorb the meaningful western holidays and culture.
there are obvious reasons why some western holidays are so popular in the one hand, some of the western holidays which we chinese don’t have are reasonable and meaningful, such as father’s day and april fool’s day the other hand,the prevalence of globalization enables western culture to prevail in whelmed by such a trend,chinese unconsiciously get involved in western holidays and culture.
with the further development of the whole world, the cultural communication between different countries and nations becomes faster and more and more are indeed from different nations, but we are the citizens of the same world, so the outstanding culture of different nations is the commom wealth of everyone on the only way for us to protect our traditional culture is to reject the foreign culture? the answer is definitely we ought to do is to spare no effort to educate chinese to get to know and treasure our splendid traditions instead of rejecting foreign by educating can we set our confidence and belief towards our culture.
英語演講稿格式 英語演講稿一分鐘篇六
hello,everyone!
my name is steven . im 10 years old, today my topic is my family .
i have a happy family . there are three members:my father , my mother and me . my parents love mevery much .
my mother is chinese teacher . she is very tall and thin . her face looks small and her eres are very beautiful . my mother is very etimes equal genius in its results. there are only tes part of our life, if e a poe in contact mittee for marco polo studies in england. in this picture, this is james, and this is me and the dragons mouth.
he kept the tooth for the next 65 years, but the feeling of guilt at having stolen it e.
s be honest people of good moral character.
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