英語美文50篇篇一：50篇經(jīng)典英文演講

50篇經(jīng)典英文演講

目錄

1 Martin Luther King, Jr. "I Have A Dream"

2 Barbara Charline Jordan:Statement on the Articles of Impeachment

3 Barry Goldwater: 1964 Republican National Convention Address

4 Dwight D. Eisenhower: "Atoms for Peace"

5 George C. Marshall: The Marshall Plan 6 Gerald R. Ford: Address to the Nation Pardoning Richard M. Nixon 7 William Faulkner: Speech Accepting the Nobel Prize in Literature 8 Eleanor Roosevelt: Adoption of the Declaration of Human Rights

9 Franklin Delano Roosevelt: First Fireside Chat

10 Franklin D. Roosevelt: The Four Freedoms

11 Jimmy Carter: "Energy and the National Goals - A Crisis of Confidence"

12 Lyndon Baines Johnson: "We Shall Overcome"

13 Ann Richards: 1988 Democratic National Convention Keynote Address

14 Malcolm X: "The Ballot or the Bullet" 15 Edward M. Kennedy: "Chappaquiddick" 16 Spiro Theodore Agnew: Television News Coverage

17 Geraldine Ferraro: 1984 Vice Presidential Nomination Acceptance Address

18 Richard M. Nixon: "Checkers"

19 Barbara Jordan: "Who Then Will Speak for the Common Good?"

20 Edward M. Kennedy: Truth and Tolerance in America

21 Ronald Reagan: "A Time for Choosing" (aka "The Speech")

22 Elie Wiesel: "The Perils of Indifference"

23 Richard M. Nixon: Cambodian Incursion Address

24 Ronald Reagan: First Inaugural Address

25 General Douglas MacArthur: Thayer Award Acceptance Address

26 Lyndon Baines Johnson: Renunciation Speech

27 Dwight D. Eisenhower: Farewell Address

28 John F. Kennedy: "Ich bin ein Berliner" ("I am a 'Berliner'")

29 Russell Conwell : Acres of Diamonds

30 Lyndon Baines Johnson: "Let Us Continue"

31 Malcolm X: "Message To The Grass Roots"

32 Ronald Reagan: Remarks at the U.S. Ranger Monument on the 40th Anniversary of

D-Day

33 Richard M. Nixon: Resignation Speech

34 Opening Statement: Sexual Harrassment Hearings Concerning Judge Clarence Thomas

35 Richard M. Nixon: "The Great Silent Majority"

36 Lyndon Baines Johnson: "The Great Society"?

37 Ronald Reagan: The Space Shuttle "Challenger" Tragedy Address

38 John F. Kennedy: Inaugural Address 39 Dwight D. Eisenhower: "Atoms for Peace" 40 McCarthy-Welch Exchange: "Have You No Sense of Decency"

41 Lou Gehrig: Farewell to Baseball Address

42 Ronald Reagan: Remarks at the Brandenburg Gate 43 Harry S. Truman: "The Truman Doctrine"

44 Eleanor Roosevelt: Adoption of the Declaration of Human Rights

45 Mario Cuomo: "A Tale of Two Cities"

46 Martin Luther King: Beyond Vietnam -- A Time to Break Silence

47 Spiro Theodore Agnew: Television News Coverage

48 Ronald Reagan: The Evil Empire

49 Ronald Reagan: Remarks at the U.S. Ranger Monument on the 40th Anniversary of

D-Day

50 Franklin Delano Roosevelt: Pearl Harbor Address to the Nation

英語美文50篇篇二：50篇經(jīng)典英文演講之50(已注解)

Mr. Vice President, Mr. Speaker, Members of the Senate, and of the House of Representatives:

Yesterday, December 7th, 1941 -- a date which will live in infamy（聲名狼藉、丑名、丑行） -- the United States of America was suddenly and deliberately attacked by naval and air forces of the Empire （帝國、帝權(quán)）of Japan.

The United States was at peace with that nation and, at the solicitation （懇求、懇請、誘惑）of Japan, was still in conversation with its government and its emperor（皇帝、君主） looking toward the maintenance（維護、維持、生活費用、撫養(yǎng)） of peace in the （和平的、平靜的）Pacific（太平洋）.

Indeed（當(dāng)然、真正地）, one hour after Japanese air squadrons had commenced bombing in the American island of Oahu（夏威夷群島的主島）, the Japanese ambassador（大使） to the United States and his colleagues delivered to our

Secretary of State a formal reply to a recent American message. And while this reply stated that it seemed useless to continue the existing diplomatic（外交的, 老練的） negotiations, it contained no threat（恐嚇、威脅、兇兆） or hint（暗示、提示、線索） of war or of armed attack.

It will be recorded that the distance of Hawaii from Japan makes it obvious（明顯的、顯而易見的） that the attack was deliberately planned many days or even weeks ago. During the intervening time, the Japanese government has deliberately sought

（seek的過去式。尋找、探索、尋求） to deceive the United States by false （虛偽的）statements（財務(wù)所表審計） and expressions of hope for continued peace. The attack yesterday on the Hawaiian islands has caused severe damage to

American naval and military forces. I regret to tell you that very many American lives have been lost. In addition（另外）, American ships have been reported

torpedoed （用魚雷進攻、破壞）on the high seas between San Francisco and Honolulu. Yesterday, the Japanese government also launched an attack against Malaya. Last night, Japanese forces attacked Hong Kong.

Last night, Japanese forces attacked Guam.

Last night, Japanese forces attacked the Philippine（菲律賓的、菲律賓人的） Islands. Last night, the Japanese attacked Wake （威克島）Island.

And this morning, the Japanese attacked Midway Island）（中途島）.

Japan has, therefore, undertaken a surprise offensive extending throughout the Pacific area. The facts of yesterday and today speak for themselves. The people of the United States have already formed their opinions and well understand the implications to the very life and safety of our nation.

As commander in chief of the Army and Navy, I have directed that all measures be taken for our defense. But always will our whole nation remember the character of the onslaught against us.

No matter how long it may take us to overcome this premeditated invasion, the American people in their righteous might will win through to absolute victory.

I believe that I interpret the will of the Congress and of the people when I assert that we will not only defend ourselves to the uttermost, but will make it very certain that this form of treachery shall never again endanger us.

Hostilities exist. There is no blinking at the fact that our people, our territory, and our interests are in grave danger.

With confidence in our armed forces, with the unbounding determination of our people, we will gain the inevitable triumph -- so help us God.

I ask that the Congress declare that since the unprovoked and dastardly attack by Japan on Sunday, December 7th, 1941, a state of war has existed between the United States and the Japanese empire.

英語美文50篇篇三：新概念優(yōu)美英文背誦短文50篇

Unit1:The Lang(來自:smilezhuce.com 蒲公 英文 摘:英語美文50篇)uage of Music

A painter hangs his or her finished pictures on a wall, and everyone can see it. A composer writes a work, but no one can hear it until it is performed. Professional singers and players have great responsibilities, for the composer is utterly dependent on them. A student of music needs as long and as arduous a training to become a performer as a medical student needs to become a doctor. Most training is concerned with technique, for musicians have to have the muscular proficiency of an athlete or a ballet dancer. Singers practice breathing every day, as their vocal chords would be inadequate without controlled muscular support. String players practice moving the fingers of the left hand up and down, while drawing the bow to and fro with the right arm—two entirely different movements.

Singers and instruments have to be able to get every note perfectly in tune. Pianists are spared this particular anxiety, for the notes are already there, waiting for them, and it is the piano tuner’s responsibility to tune the instrument for them. But they have their own difficulties; the hammers that hit the string have to be coaxed not to sound like percussion, and each overlapping tone has to sound clear.

This problem of getting clear texture is one that confronts student conductors: they have to learn to know every note of the music and how it should sound, and they have to aim at controlling these sound with fanatical but selfless authority.

Technique is of no use unless it is combined with musical knowledge and understanding. Great artists are those who are so thoroughly at home in the language of music that they can enjoy performing works written in any century.

Unit2:Schooling and Education

It is commonly believed in United States that school is where people go to get an education. Nevertheless, it has been said that today children interrupt their education to go to school. The distinction between schooling and education implied by this remark is important.

Education is much more open-ended and all-inclusive than schooling. Education knows no bounds. It can take place anywhere, whether in the shower or in the job, whether in a kitchen or on a tractor. It includes both the formal learning that takes place in schools and the whole universe of informal learning. The agents of education can range from a revered grandparent to the people debating politics on the radio, from a child to a distinguished scientist. Whereas schooling has a certain predictability, education quite often produces surprises. A chance conversation with a stranger may lead a person to discover how little is known of other religions. People are engaged in education from infancy on. Education, then, is a very broad, inclusive term. It is a lifelong process, a process that starts long before the start of school, and one that should be an integral part of one’s entire life.

Schooling, on the other hand, is a specific, formalized process, whose general pattern varies little from one setting to the next. Throughout a country, children arrive at school at approximately the same time, take assigned seats, are taught by an adult, use similar textbooks, do homework, take exams, and so on. The slices of reality that are to be learned, whether they are the alphabet or an understanding of the working of government, have usually been limited by the boundaries of the subject being taught. For example, high school students know that there not likely to find out in their classes the truth about political problems in their communities or what the newest filmmakers are experimenting with. There are definite conditions surrounding the formalized process of schooling.

Unit3:The Defini tion of Price

Prices determine how resources are to be used. They are also the means by which products and services that are in limited supply are rationed among buyers. The price system of the United States is a complex network composed of the prices of all the products bought and sold in the economy as well as those of a myriad of services, including labor, professional, transportation, and public-utility services. The interrelationships of all these prices make up the ―system‖ of prices. The price of any particular product or service is linked to a broad, complicated system of prices in which everything seems to depend more or less upon everything else.

If one were to ask a group of randomly selected individuals to define ―price‖, many would reply that price is an amount of money paid by the buyer to the seller of a product or service or, in other words that price is the money values of a product or service as agreed upon in a market transaction. This definition is, of course, valid as far as it goes. For a complete understanding of a price in any particular transaction, much more than the amount of money involved must be known. Both the buyer and the seller should be familiar with not only the money amount, but with the amount and quality of the product or service to be exchanged, the time and place at which the exchange will take place and payment will be made, the form of money to be used, the credit terms and discounts that apply to the transaction, guarantees on the product or service, delivery terms, return privileges, and other factors. In other words, both buyer and seller should be fully aware of all the factors that comprise the total ―package‖ being exchanged for the asked-for amount of money in order that they may evaluate a given price.

Unit4:Electricity

The modern age is an age of electricity. People are so used to electric lights, radio, televisions, and telephones that it is hard to imagine what life would be like without them. When there is a power failure, people grope about in flickering candlelight, cars hesitate in the streets because there are no traffic lights to guide them, and food spoils in silent refrigerators.

Yet, people began to understand how electricity works only a little more than two centuries ago. Nature has apparently been experimenting in this field for million of years. Scientists are discovering more and more that the living world may hold many interesting secrets of electricity that could benefit humanity.

All living cell send out tiny pulses of electricity. As the heart beats, it sends out pulses of record; they form an electrocardiogram, which a doctor can study to determine how well the heart is working. The brain, too, sends out brain waves of electricity, which can be recorded in an electroencephalogram. The electric currents generated by most living cells are extremely small – often so small that sensitive instruments are needed to record them. But in some animals, certain muscle cells have become so specialized as electrical generators that they do not work as muscle cells at all. When large numbers of these cell are linked together, the effects can be astonishing.

The electric eel is an amazing storage battery. It can seed a jolt of as much as eight hundred volts of electricity through the water in which it live. ( An electric house current is only one hundred twenty volts.) As many as four-fifths of all the cells in the electric eel’s body are specialized for generating electricity, and the strength of the shock it can deliver corresponds roughly to length of its body.

Unit5:The Beginning of Drama

There are many theories about the beginning of drama in ancient Greece. The on most widely accepted today is based on the assumption that drama evolved from ritual. The argument for this view goes as follows. In the beginning, human beings viewed the natural forces of the world-even the seasonal changes-as unpredictable, and they sought through various means to control these unknown and feared powers. Those measures which appeared to bring the desired results were then retained and repeated until they hardened into fixed rituals. Eventually stories arose which explained or veiled the mysteries of the rites. As time passed some rituals were abandoned, but the stories, later called myths, persisted and provided material for art and drama.

Those who believe that drama evolved out of ritual also argue that those rites contained the seed of theater because music, dance, masks, and costumes were almost always used, Furthermore, a suitable site had to be provided for performances and when the entire community did not participate, a clear division was usually made between the "acting area" and the "auditorium." In addition, there were performers, and, since considerable importance was attached to avoiding mistakes in the enactment of rites, religious leaders usually assumed that task. Wearing masks and costumes, they often impersonated other people, animals, or supernatural beings, and mimed the desired effect-success in hunt or battle, the coming rain, the revival of the Sun-as an actor might. Eventually such dramatic representations were separated from religious activities.

Another theory traces the theater's origin from the human interest in storytelling. According to this vies tales (about the hunt, war, or other feats) are gradually elaborated, at first through the use of impersonation, action, and dialogue by a narrator and then through the assumption of each of the roles by a different person. A closely related theory traces theater to those dances that are primarily rhythmical and gymnastic or that are imitations of animal movements and sounds.

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