演講稿可以起到整理演講者的思路、提示演講的內(nèi)容、限定演講的速度的作用。在不斷進(jìn)步的時(shí)代，接觸并使用演講稿的'人越來越多，還是對(duì)演講稿一籌莫展嗎？下面是小編精心整理的我的老師大學(xué)英語演講稿，希望對(duì)大家有所幫助。
My teacher
Two secondary school teachers I remember show how different people can be though engaged in the same profession.
Mrs. Wang, my philosophy teacher, sent us to sleep less than ten minutes when she started talking in class. When a head nodded, she would point at the dozing student and made threatening remarks. She said that she was bored teaching us. Some students in her eyes had no desire to learn. But the other teacher Mr. Li always had bright eyes in a smiling face and encouraging words which showed that he loved Chinese history he was teaching and wanted us to love it too.
When it came to their attitudes to their students, they were different too. After Mrs. Wang finished her day’s lessens she felt that she had finished her job. Once when I asked her a question outside class about a term, she continued with preparation to leave and said that I could bring my question to class next week. Before I knew it she had put her keys into her handbag and walked out of the door. In the history class, however, a question even after the bell would still be given attention to by Mr. Li. He would rush to the board in a last minute attempt to clear up. Often he was seen with a number of students standing outside the classroom, discussing the day’s assignment.
Their methods of teaching were not like as well. Mrs. Wang stuck to the textbook and trained us how to memorize minute facts. However Mr. Li brought in films, maps, slides, tapes, anything that would help us learn. Once the whole class went to see the ’film Lin Zexu’ in order to better understand the history of the Opium War from 1840 to 1842.
Owing to these contrasts, I do not think I can forget either of my past teachers.
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