英文講課開場白

時間：2022-10-03 23:30:46 主持詞

英文講課開場白

　　英語開場白【一】

英文講課開場白

　　既然是英語課，就應該有一個“帶有英語”的開場白。走進教室后，我一邊招手一邊面帶笑容的用英語和學生說“Hello! Boys andgirls!”

　　并簡單介紹“I’m your new English teacher.You can call me MissYan"然后互相用”Hello!"打招呼，這個時候學生還有些膽怯，不能完全放開，我就豎起大拇指略微夸張的表揚他們："Verygood!"“Hownice!"進一步打消他們對英語的畏懼感，并且讓學生在第一時間領略到英語的風采。

　　雖然很多英語學生不能聽懂，但是學生越是聽不懂，就越想知道是什么意思，這樣就越能激發學生對英語的好奇和興趣。

　　當然，需要注意的是，教師也不能只顧著展示“風采”，不管學生是否明白，這樣，時間一長，學生就會覺得疲勞、索然無味。因此，教師在說的同時要配以相應的體態語言，幫助學生理解意思。總而言之，第一節英語課必須用英語作為開場白，激發學生學習的欲望。

　　英文講課開場白【二】

　　Opening Statement

　　mr. chairman, senator thurmond, members of the committee, my name is anita f. hill, and i am a professor of law at the university of oklahoma. i was born on a farm in okmulgee county, oklahoma, in 1956. i am the youngest of 13 children. i had my early education in okmulgee county. my father, albert hill, is a farmer in that area. my mother's name is irma hill. she is also a farmer and a housewife.

　　my childhood was one of a lot of hard work and not much money, but it was one of solid family affection, as represented by my parents. i was reared in a religious atmosphere in the baptist faith, and i have been a member of the antioch baptist church in tulsa, oklahoma, since 1983. it is a very warm part of my life at the present time.

　　for my undergraduate work, i went to oklahoma state university and graduated from there in 1977. i am attaching to this statement a copy of my resume for further details of my education.

　　i graduated from the university with academic honors and proceeded to the yale law school, where i received my jd degree in 1980. upon graduation from law school, i became a practicing lawyer with the washington, dc, firm of ward, hardraker, and ross.

　　in 1981, i was introduced to now judge thomas by a mutual friend. judge thomas told me that he was anticipating a political appointment, and he asked if i would be interested in working with him. he was, in fact, appointed as assistant secretary of education for civil rights. after he had taken that post, he asked if i would become his assistant, and i accepted that position.

　　in my early period there, i had two major projects. the first was an article i wrote for judge thomas' signature on the education of minority students. the second was the organization of a seminar on high-risk students which was abandoned because judge thomas transferred to the eeoc where he became the chairman of that office.

　　during this period at the department of education, my working relationship with judge thomas was positive. i had a good deal of responsibility and independence. i thought he respected my work and that he trusted my judgment. after approximately three months of working there, he asked me to go out socially with him.

　　what happened next and telling the world about it are the two most difficult things -- experiences of my life. it is only after a great deal of agonizing consideration and sleeplenumber -- a great number of sleeplenights tha(t i amable to talk of these unpleasant matters to anyone but my close friends.

　　i declined the invitation to go out socially with him and explained to him that i thought it would jeopardize what at the time i considered to be a very good working relationship. i had a normal social life with other men outside of the office. i believed then, as now, that having a social relationship with a person who was supervising my work would be ill-advised. i was very uncomfortable with the idea and told him so.

　　i thought that by saying no and explaining my reasons my employer would abandon his social suggestions. however, to my regret, in the following few weeks, he continued to ask me out on several occasions. he pressed me to justify my reasons for saying no to him. these incidents took place in his office or mine. they were in the form of private conversations which would not have been overheard by anyone else.

　　my working relationship became even more strained when judge thomas began to use work situations to discuse-x. on these occasions, he would call me into his office for reports on education issues and projects, or he might suggest that, because of the time pressures of his schedule, we go to lunch to a government cafeteria. after a brief discussion of work, he would turn the conversation to a discussion of se-xual matters.

　　his conversations were very vivid. he spoke about acts that he had seen in pornographic films involving such matters as women having se-x with animals and films showing group se-x or rape scenes. he talked about pornographic materials depicting individuals with large penises or large breasts involved in various se-x acts. on several occasions, thomas told me graphically of his own se-xual prowess.

　　because i was extremely uncomfortable talking about se-x with him at all and particularly in such a graphic way, i told him that i did not want to talk about these subjects. i would also try to change the subject to education matters or to nonse-xual personal matters such as his background or his beliefs. my efforts to change the subject were rarely successful.

　　throughout the period of these conversations, he also from time to time asked me for social engagements. my reaction to these conversations was to avoid them by eliminating opportunities for us to engage in extended conversations. this was difficult because at the time i was his only assistant at the office of education -- or of

　　fice for civil rights.

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