英文幽默演讲稿

第页英文幽默演讲稿dyingroots.”Thetreesaidwithtears.“Idon’tneedmuchnow,justaplacetorest.Iamtiredafteralltheseyears.”Theboyreplied.“Good!Oldtreerootsarethebestplacetoleanonandrest.Comehere,pleasesitdownwithmeandhavearest.”Theboysatdownandthetreewasgladandsmiledwithtears…

Thisisastoryofeveryone.Thetreeisourparent.Whenwewereyoung,welovedtoplaywithMomandDad…Whenwegrowup,weleavethem,andonlycometothemwhenweneedsomethingorwhenweareintrouble.Nomatterwhat,parentswillalwaysbethereandgiveeverythingtheycouldtomakeyouhappy.Youmaythinkthattheboyiscrueltothetreebutthat'showallofusaretreatingourparents.

篇二：英文幽默演讲稿Goodmorningteachersandfellowstudents.Todaywewouldliketointroduceafewfavoritebookstoyou.

Myfavoritebookis(Italian:Cuore).ThisisadiarywrittenbyanItalianboyEnrico.Thediaryisabouthislifeandstudy.ItincludedvarioustouchingstoriesthathappenedaroundEnrico,themottostaughtbyhisparents,aswellasthewonderfulten"monthly"storiestoldbyhisteacherduringtheclass.Everywordinthechapterdescribestheword"love".Frompatriotismtofriendship,andtothelovebetweenparentsandchild--reallytouching.

Thisnoveltaughtmehowtolove,andhowtolearnfromlove.Ireallylikethisbookverymuch.Howaboutyou?Whatisyourfavoritebook?

Myfavoritebookis.Haveyoureaditbefore?

Oh,Ihaventreadthisbookbefore.Whatisitabout?

Well,itisastoryofarichgirlwhomaintainedhernoblecharacterafterthebankruptcyofherfather.Thestoryishappyending.

Canyoutelluswhyyoulovethisbooksomuch?

Sure.Itisbecausethestorytaughtustobebraveandtofacethechallengesanddifficultieswithcourage.Iamdeeplyimpressedbythestrengthandperseveranceofthelittleprincessinthestory.Ihavedecidedtolearnfromherfromnowon.

OhIsee,thestorysoundsverygood.Icannotwaittoreadthisbookaswell.

篇三：英文幽默演讲稿byLeighHunt

Ihadaschoolmatewhohadcomeintoschoolatanagelaterthanusual,andcouldhardlyread.Therewasabookusedbytheleanersinreadingcalled“DialoguesbetweenaMissionaryandanIndian.”Itwasapoorperformance,fullofinconclusiveargumentsandothercommonplaces.Theboyinquestionusedtoappearwiththisbookinhishandinthemiddleoftheschool,themasterstandingbehindhim.

Thelessonwastobegin.Thepoorfellow,whosegreatfaultlayinadeeptoneddrawlofhissyllableandtheomissionofhisstops,stoodhalflookingatthebook,andhalfcastinghiseyetowardstherightofhim,whencetheblowsweretoproceed.Themasterlookedoverhim,andhishandwasready.Iamnotexactinmyquotationatthisdistanceoftime;butthespiritofoneofthepassagesthatIrecollectwastothefollowingpurport,andthusdidtheteacherandhispupilproceed：

Master.“Now,youngman,haveacare;orI'llsetyouaswingeingtask.”(Acommonphraseofhis.)

Pupil(makingasortofheavyboltathiscalamity,andneverrememberinghisstopattheword“Missionary”).MissionaryCanyouseethewind?

(Mastergiveshimaaslaponthehcheek.)

Pupil(raisinghisvoicetoacry,andstillforgettinghisstop).“IndianNo!”

Master.“Zounds,youngman!haveacarehowyouprovokeme!”

Pu