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写作《两分钟英语即兴演讲稿》小技巧请记住这五点。（精选5篇）
更新日期:2026-03-05 20:12
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复旦医学生的英文演讲火了！用一台呼吸机如何救两个病人？她给出这样的答案......
假设你是一名医生，只有一台呼吸机可用，但却有两个需要它的病人，一个年纪更大，一个年纪更小。那么你应该把呼吸机给谁呢？你做出决定的道德原则是什么？在中国日报社“21世纪杯”全国英语演讲比赛的即兴问答环节，来自复旦大学医学院的杨康绮，面临着这样一个“价值与生命间的抉择”。站在一名医学生的角度，她给出了一段令人拍案称绝的。
在这个问题时，杨康绮引用了著名的电车难题，但她并没有选择采取更功利主义的方式。
在她看来，比起考虑病人未来的价值，她会优先考虑谁是真的更需要这台呼吸机。
I would not give up on any single patient because it is my obligation and my moral would call on me to do so.
我不会放弃任何一个病人，因为这是我的责任，我心中的道德准则也会号召我作出如此选择。
救病治人，医者仁心，这是杨康绮所信奉的准则。作为医学生，她又是如何看待理想的力量，以及“白衣天使”的责任与使命呢？
拥有希望 给予希望
在“21世纪杯”的总决赛上，杨康绮以“The Power of Ideals—Fighting for the Medical Mission”为题，发表了演讲。
演讲稿全文：
The Power of Ideals—Fighting for the Medical Mission
In my first days as a medical student, I kept seeing this slogan: "Connected with health, entrusted with life." It was on the door of my dormitory, in the orientation video, and in almost every program attributed to medical workers. It's a constant reminder of how sacred our duties are — doctors are expected to create miracles. After all, as the angels in white, we are supposed to cure everyone. However, I was uncertain if I could ever live up to that expectation. How can I make life and death decisions when I know I might fail?
I found my answer from the legendary surgeon Wu Mengchao. When he conducted surgeries that nobody else dared to perform, people asked him whether he was afraid of making mistakes and ruining his reputation. He replied, his patients are more important than his reputation. Instead of running from the fact that there could be accidents, he chose to stand by his patients.
"To cure sometimes, to relieve often, to comfort always." This is the epitaph of the American doctor Trudeau, which later became an instruction to medical workers worldwide. Our job is to treat the patients with our best effort, but sometimes, we have to recognize our limitations — time, money, technology, or just sheer luck. So our ideal is never to cure every patient; it is to comfort every patient — not operating on them, but operating for them.
In medical school we were introduced to the concept of clinical reality, which is our interaction with the patients. It's about convincing the patients to trust us, knowing when to lie, and answering the question of "why me". It's about having compassion, and giving the patients the hope to live longer and better.
During the coronavirus outbreak, the 27-year-old doctor Liu Kai took five minutes in the almost wartime routine to watch the sunset with a critically ill patient, and gave him the hope to struggle for survival. After a brutal attack from a patient, Tao Yong, the ophthalmology expert, chose to return to his job as soon as he recovered, because his patients were waiting for him to restore their sight, to share hope. My father, a surgeon in orthopaedics, once performed a surgery on femur intertrochanter, somewhere on the hip. He needed to put a nail inside to connect the fractured parts. It was supposed to be a common practice, but that day the situation became complicated. The nail couldn't be properly positioned, and the failed attempts partially shattered the bone. Though a little desperate, my father didn't lose hope, because intuitively he knew that he hadn’t tried everything yet. So he adopted an unusual alternative with a locking plate, and within ten minutes he wrapped up the surgery. Three months later, the patient could run and jump like nothing had ever happened.
At moments like those, hope defined the mission of doctors. Every day this same ideal gives us a clear vision, empowering us to work long hours in the wards, to practice handling the scalpel and tying the knots, and most importantly, to have hope, and to give hope.
In his TED talk, Paul Fedak, the expert cardiac surgeon, shared his journey to mastery. He said, mastery is about how we fight, compassion is about why we fight. And the heart of the patient is the reason for the fight.
医生总被赋予创造奇迹的期望，那么当医生知道自己可能会失败时，怎么能做出生与死的决定呢? 初进复旦大学医学院临床医学专业的杨康绮，也曾感到十分迷茫。
后来，她从传奇外科医生吴孟超那里找到了答案。当他做别人不敢做的手术时，人们问他是否害怕犯错和毁掉自己的声誉。他说：“病人比名誉更重要。” 他没有逃避可能发生事故的事实，而是选择支持他的病人。
To cure sometimes, to relieve often, to comfort always.
有时去治愈；常常去帮助；总是在安慰。
杨康绮说，医生的工作是尽最大努力治疗病人，但有时，又必须认识到自己的局限性——时间、金钱、技术，或者仅仅是运气。
So our ideal is never to cure every patient; it is to comfort every patient—not operating on them, but operating for them.
所以我们的理想不是治愈每一个病人，而是为了安慰每一个病人；不是在他们身上动手术，而是为了他们而做手术。
在新冠肺炎疫情暴发期间，医生刘凯陪着一位危重病人，安静地看了一次久违的日落。因为他知道，这会给予他的病人为生存而奋斗的理由和希望。
眼科专家陶勇遭到了一名患者的暴力袭击，却选择在康复后立即返回工作岗位，因为他知道，他的患者都在等待着他，等他为自己带来恢复光明的希望。
Hope defined the mission of doctors. To have hope, and to give hope.
希望定义了医生的使命。拥有希望，并给予希望。
在演讲最后，杨康绮以保罗·费达克在TED的演讲作为结尾：
Mastery is about how we fight, compassion is about why we fight. And the heart of the patient is the reason for the fight.
医生永远是为了病人而战，虽然这些医生，也是一个个的普通人，但他们却永远在“拥有希望，并给予希望”。而这就是理想的力量（The Power of Ideals）。
初心医始 使命常伴
在拿到总决赛题目的时候，身为医学生的杨康绮同学马上就想到要分享医学生的“ideal”。新冠肺炎疫情以来，医护人员愈发受到社会的关注与尊敬，但作为医学生的她，更想让大家看到“白衣执甲”背后，医生作为会犯错的普通人，如何面对他们神圣的职责。
在演讲开篇，她分享了自己作为医学生曾经有过的真实的迷茫与恐惧：因为知道自己并非神明，所以有时会觉得“白衣天使”的称号过于沉重。准备演讲的过程中，她来回翻阅学校医学人文课程的材料，阅读不同科室的医生记录下的关于医患关系的探讨，也第一次以医学生的身份和同为医生的父亲进行关于“临床现实”的交流。
她会尝试从自身的视角代入，不断拷问自己：“我应该怎样处理这些问题？会选择成为什么样的医生？”她将思考的过程和得到的启发梳理了出来，最终呈现在了讲稿上。
定稿之前她曾有过犹豫，担心她探讨的内容很难打动听众。但和身边其他专业的同学交流之后她意识到：
生命的故事是最有感染力、最容易让人共情的。
医生的职责与困境或许难以被行业之外的人理解，但他们对生命的敬仰与执着，对人性的尊重与关怀，是可以与所有行业甚至所有人类共享的。
杨康绮（右）与她的指导老师时丽娜（中）和复旦学长钟雨桐（左）的合影
“因为同台竞技的优秀选手太多，其实我没有为这段旅途预设过结果。” 在参加“21世纪杯”的总决赛之前，杨康绮并没有想过，自己会捧回全国冠军的奖杯。她只是决定让一切顺其自然，尽力做好能做的事情，展示最真诚和真实的自己，然后享受舞台。这段参与公众演说的经历，也赋予了她一个独特的视角，洞悉世界、审视自己、观察身边的人。
接下来，她马上要进入学校的医学专业课学习阶段了，不久以后的某天，也终将从纸上谈兵的医学生成为真正面对疾病、面对痛苦、面对病人的医者。
杨康绮说，她会永远记得演讲台上讲出“To comfort always”时自己的初心，努力做一个让患者心安、得患者信任的好医生。
来源：中国日报双语新闻、21世纪杯英语演讲责编：章佩林编辑：项天鸽
小学英语会话课（Let's talk）讲课 + 反思职称评审答辩模板
一、政策要求重申：小学英语会话课评审核心导向
根据《河南省人力资源和社会保障厅河南省教育厅关于进一步完善我省中小学教师职称评价标准的通知》（豫人社办〔2025〕65 号），小学英语会话课（Let's talk）教学需紧扣 “现场讲课 + 课后反思” 模式，核心要求有三：
1. 讲课需通过 “无生互动” 模拟真实课堂，重点考察会话情境创设、对话结构梳理、学生交际运用能力（如角色表演、即兴对话）培养；
2. 课后反思必须结合《义务教育英语课程标准（2022 年版）》中 “语言能力”“文化意识”“交际策略” 等核心素养，诊断会话教学设计的合理性与实效性；
3. 总时长遵循评审规范，建议会话课讲课 14 分钟（含互动表演）、反思 5 分钟，预留 1 分钟应对答辩提问，确保环节完整且节奏可控。
二、现场讲课模板（小学英语会话课・部编版 X 年级《XXX》示例，如五年级下册 Unit 4 When is the art show? “Talk about dates”）
（一）开场与导入（2 分钟，含互动）
各位评委老师好！我是 X 号教师，今天讲课内容是部编版小学英语 X 年级《XXX》Unit 4 的会话课（Let's talk），核心目标是引导学生掌握 “—When is...? —It's on...” 句型，能运用该句型询问并节日、活动的日期，同时了解中西方常见节日的时间。下面开始讲课。
（师喊）Class begins!
Hello, everyone! （模拟学生回应 “Hello, Miss Wang!”）
Sit down, please!
师：Last class, we learned months of the year. Let's play a “Quick Match” game first! I show a month card, you say the number. Ready? January! （模拟出示卡片，停顿 1 秒，模拟学生 “One!”）February! （模拟学生 “Two!”）Great! You remember months well!
师：Look! This is our school calendar. （模拟出示学校日历，标注 “art show”“English party”）We have two fun activities here. Do you want to know when they are? （模拟学生回应 “Yes!”）Today we'll learn to talk about dates. Let's watch a short dialogue first. （模拟播放 15 秒对话动画：Amy 和 Mike 讨论学校艺术节日期，出现核心句型）Now, who can tell me the key sentence in the dialogue? You, please! （停顿 2 秒，模拟学生 “—When is the art show? —It's on May 1st.”）
师：Exactly! Today we'll practice this dialogue and use the sentence to talk about dates. （板书课题：Unit 4 When is the art show? - Let's talk）
（二）对话学习：理解与模仿（4 分钟，含互动）
1. 初听对话，抓关键信息（1.5 分钟）
师：First, let's listen to the dialogue again. Please find two things: What are Amy and Mike talking about? And when is the art show? （模拟播放完整对话音频，停顿 3 秒）Now, who has answers? You, try! （停顿 2 秒，模拟学生 “They are talking about the art show and English party. The art show is on May 1st.”）
师：Wow, you caught all key points! Perfect!
2. 再听对话，跟读模仿（2.5 分钟）
师：Now let's listen and repeat. Pay attention to the pronunciation and tone. （逐句播放音频，模拟学生跟读）For example, “When is the art show?” - the tone goes up at the end. Let's practice together: When is the art show? （模拟学生跟读，纠正语调）
师：Now let's pide into two groups. Group A is Amy, Group B is Mike. Let's read the dialogue together. Group A first: “When is the art show?” （模拟分组跟读，及时纠正发音错误，如 “May” 的 /eɪ/ 音）
师：You read like little actors! Now, who wants to read the dialogue with me? I'm Amy, you're Mike. （停顿 2 秒，模拟学生配合对话）Great! You spoke clearly and with good tone.
（三）会话运用：实践与拓展（6 分钟，含互动）
1. 句型操练：基础问答（2 分钟）
师：We know the sentence “—When is...? —It's on...” Now let's practice with festival cards. （模拟出示 “Children's Day”“Christmas” 卡片）Look! This is Children's Day. Who wants to ask? You, please! （停顿 2 秒，模拟学生提问 “When is Children's Day?”）
师：Good question! Who can answer? You, try! （停顿 2 秒，模拟学生 “It's on June 1st.”）
师：Correct! Now let's do “Chain Drill”. I start: “When is Christmas?” （看向第一排学生）You answer and ask the next student. Go! （模拟链式问答：生 1“It's on December 25th. When is Teachers' Day?” 生 2“It's on September 10th. When is...”）
师：You did a great job! The chain didn't break!
2. 角色表演：情境交际（2.5 分钟）
师：Now let's make a “Class Activity Plan”. You can talk about your group's favorite activities, like “book fair”“sports day”. Work in pairs, make a new dialogue. Here's an example: （板书示例对话：A: When is our book fair? B: It's on April 20th. A: Great! I like book fairs.）
师：You have 2 minutes to prepare. Go! （模拟学生结对讨论，停顿 2 分钟）Time's up! Which pair wants to show your dialogue? Tom and Lucy, please! （停顿 3 秒，模拟学生表演：A: When is our sports day? B: It's on October 15th. A: Wow! I can play football then. B: Me too!）
师：Your dialogue is so lively! You even added your hobbies. That's smart!
3. 拓展延伸：文化链接（1.5 分钟）
师：We talked about Chinese festivals like Children's Day, and Western festivals like Christmas. Do you know why Christmas is on December 25th? （停顿 1 秒，简单补充：“It's a special day for Western people to celebrate the birth of Jesus.”）Remember, when we talk about festivals, we should respect different cultures.
（四）课堂小结（1 分钟，含互动）
师：Boys and girls, what did we learn today? Let's review together. The key sentence is... （引导学生齐说 “—When is...? —It's on...”）We talked about... （引导学生说 “school activities and festivals”）
师：Excellent! You can use the sentence to ask and answer dates now. After class, talk with your parents about your family's important days, like birthdays.
师：Class is over! Goodbye, everyone! （模拟学生回应 “Goodbye, Miss Wang!”）
各位评委老师，我的现场讲课到此结束，接下来进行课后反思。
三、课后反思模板（结合新课标，5 分钟）
尊敬的评委老师，我将围绕《义务教育英语课程标准（2022 年版）》，从 “核心素养落地、新课标理念践行、教学改进方向” 三方面，对本次小学英语会话课（Let's talk）做反思：
（一）核心素养落地：聚焦会话教学重点
1. 语言能力培养：通过 “听对话 - 跟读 - 问答 - 表演” 的递进环节，让学生掌握 “询问日期” 的核心句型，能在模拟情境中灵活运用，落实新课标 “能在熟悉的情境中运用所学句型进行简单口头交际” 的要求；
2. 文化意识渗透：结合 “中西方节日” 拓展，简要介绍节日文化背景，引导学生尊重文化差异，贴合 “文化意识” 中 “了解不同国家文化习俗，培养跨文化交际意识” 的目标；
3. 学习能力提升：设计 “链式问答”“结对表演” 等活动，让学生在合作中主动练习会话，培养 “自主探究、合作学习” 的能力，符合 “学习能力” 核心素养的培养要求。
（二）新课标理念践行：对标 “语言实践” 任务群
本节课属于 “语言实践” 学习任务群（小学英语会话课核心任务群），主要践行两大理念：
1. “情境化交际教学”：通过 “学校日历”“节日卡片”“班级活动计划” 创设真实会话情境，避免 “孤立记句型”，落实新课标 “创设贴近学生生活的语言情境，让学生在实践中提升交际能力” 的要求；
2. “生本化课堂设计”：从 “分组跟读” 到 “结对编对话”，逐步放手让学生自主运用语言，而非教师单向讲解，符合新课标 “以学生为中心，倡导体验、实践、参与的学习方式” 的理念。
（三）自我诊断与改进方向：靶向优化不足
1. 不足 1：会话拓展深度不够：仅围绕 “日期询问” 展开，未结合 “日期相关活动感受”（如 “—How do you feel about Children's Day? —I'm happy.”）拓展对话维度，会话内容较单一；
2. 不足 2：个体关注不足：“结对表演” 后仅展示少数小组，未给基础薄弱学生 “单独展示 + 指导” 的机会，难以精准发现并解决个体问题；
3. 改进措施：若重新设计，会在 “句型操练” 后增加 “感受表达” 拓展（补充 “happy/excited” 等情绪词汇）；在 “表演环节” 后增设 “快速点评”，对基础薄弱学生给予 “句型提示卡” 并鼓励其简单表达，兼顾教学深度与个体差异。
四、答辩准备提示（小学英语会话课专项）
1. 通用题重点备：提前梳理 “新课标对小学英语会话课的要求”“如何避免会话课变成‘跟读课’”“会话教学中如何培养学生的交际灵活性” 等核心问题，确保紧扣课标与教学实际；
2. 随机题巧应对：评委可能针对 “如何引导学生将课堂会话迁移到日常交流”“面对会话表达不流畅的学生，有哪些具体指导方法” 提问，时结合讲课中的 “家庭任务”“句型提示卡” 等案例，如迁移策略可说明 “让学生用英语记录家庭重要日期并和家人交流”，避免空泛；
3. 细节不忽视：提前熟悉讲课文本的 “单元主题关联”（如本课会话为后续 “写活动计划” 的写作课打基础）、“句型发音难点”（如 “when” 的 /wen/ 咬唇音、“on” 的 /ɒn / 短元音），防止答辩时因专业细节不足失分；同时准备 “如何设计分层会话任务” 的思路，体现对 “差异化教学” 的关注。
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