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第一篇：經(jīng)典TED英語(yǔ)演講稿

I'd like to share with you a discovery that I made a few months ago while writing an article for Italian Wired. I always keep my thesaurus handy whenever I'm writing anything, but I'd already finished editing the piece, and I realized that I had never once in my life looked up the word "disabled" to see what I'd find.

Let me read you the entry. "Disabled, adjective: crippled, helpless, useless, wrecked, stalled, maimed, wounded, mangled, lame, mutilated, run-down, worn-out, weakened, impotent, castrated, paralyzed, handicapped, senile, decrepit, laid-up, done-up, done-for, done-in cracked-up, counted-out; see also hurt, useless and weak. Antonyms, healthy, strong, capable." I was reading this list out loud to a friend and at first was laughing, it was so ludicrous, but I'd just gotten past "mangled," and my voice broke, and I had to stop and collect myself from the emotional shock and impact that the assault from these words unleashed.

You know, of course, this is my raggedy old thesaurus so I'm thinking this must be an ancient print date, right? But, in fact, the print date was the early 1980s, when I would have been starting primary school and forming an understanding of myself outside the family unit and as related to the other kids and the world around me. And, needless to say, thank God I wasn't using a thesaurus back then. I mean, from this entry, it would seem that I was born into a world that perceived someone like me to have nothing positive whatsoever going for them, when in fact, today I'm celebrated for the opportunities and adventures my life has procured.

So, I immediately went to look up the 2009 online edition, expecting to find a revision worth noting. Here's the updated version of this entry. Unfortunately, it's not much better. I find the last two words under "Near Antonyms," particularly unsettling: "whole" and "wholesome."

So, it's not just about the words. It's what we believe about people when we name them with these words. It's about the values behind the words, and how we construct those values. Our language affects our thinking and how we view the world and how we view other people. In fact, many ancient societies, including the Greeks and the Romans, believed that to utter a curse verbally was so powerful, because to say the thing out loud brought it into existence. So, what reality do we want to call into existence: a person who is limited, or a person who's empowered? By casually doing something as simple as naming a person, a child, we might be putting lids and casting shadows on their power. Wouldn't we want to open doors for them instead?

One such person who opened doors for me was my childhood doctor at the A.I. duPont Institute in Wilmington, Delaware. His name was Dr. Pizzutillo, an Italian American, whose name, apparently, was too difficult for most Americans to pronounce, so he went by Dr. P. And Dr. P always wore really colorful bow ties and had the very perfect disposition to work with children.

I loved almost everything about my time spent at this hospital, with the exception of my physical therapy sessions. I had to do what seemed like innumerable repetitions of exercises with these thick, elastic bands -- different colors, you know -- to help build up my leg muscles, and I hated these bands more than anything -- I hated them, had names for them. I hated them. And, you know, I was already bargaining, as a five year-old child, with Dr. P to try to get out of doing these exercises, unsuccessfully, of course. And, one day, he came in to my session -- exhaustive and unforgiving, these sessions -- and he said to me, "Wow. Aimee, you are such a strong and powerful little girl, I think you're going to break one of those bands. When you do break it, I'm going to give you a hundred bucks."

Now, of course, this was a simple ploy on Dr. P's part to get me to do the exercises I didn't want to do before the prospect of being the richest five-year-old in the second floor ward, but what he effectively did for me was reshape an awful daily occurrence into a new and promising experience for me. And I have to wonder today to what extent his vision and his declaration of me as a strong and powerful little girl shaped my own view of myself as an inherently strong, powerful and athletic person well into the future.

This is an example of how adults in positions of power can ignite the power of a child. But, in the previous instances of those thesaurus entries, our language isn't allowing us to evolve into the reality that we would all want, the possibility of an individual to see themselves as capable. Our language hasn't caught up with the changes in our society, many of which have been brought about by technology. Certainly, from a medical standpoint, my legs, laser surgery for vision impairment, titanium knees and hip replacements for aging bodies that are allowing people to more fully engage with their abilities, and move beyond the limits that nature has imposed on them -- not to mention social networking platforms allow people to self-identify, to claim their own descriptions of themselves, so they can go align with global groups of their own choosing. So, perhaps technology is revealing more clearly to us now what has always been a truth: that everyone has something rare and powerful to offer our society, and that the human ability to adapt is our greatest asset.

第二篇：經(jīng)典TED英語(yǔ)演講稿

Every kid needs a champion

每個(gè)孩子都需要一個(gè)冠軍演講稿中英對(duì)照：

I have spent my entire life either at the schoolhouse, on the way to the schoolhouse, or talking about what happens in the schoolhouse. Both my parents were educators, my maternal grandparents were educators, and for the past 40 years I've done the same thing. And so, needless to say, over those years I've had a chance to look at education reform from a lot of

perspectives. Some of those reforms have been good. Some of them have been not so good. And we know why kids drop out. We know why kids don't learn. It's either poverty, low attendance, negative peer influences. We know why. But one of the things that we never discuss or we rarely discuss is the value and importance of human connection, relationships.

我這輩子，要么是在學(xué)校，要么在去學(xué)校的路上，要么是在討論學(xué)校里發(fā)生了什么事。我的父母都是教育家，我的外祖父母也都是搞教育的，過去40年我也在從事同樣的事業(yè)。所以，很顯然，過去的這些年里，我有機(jī)會(huì)從各個(gè)角度審視教育改革。一些改革是有成效的。而另一些卻收效甚微。我們知道孩子們?yōu)槭裁吹絷?duì)輟學(xué)。我們知道孩子們?yōu)槭裁磳W(xué)不下去。原因無(wú)非是貧窮，低出席率，同齡人的壞影響。我們知道為什么。但是我們從未討論或者極少討論的是人和人之間的那種聯(lián)系的價(jià)值和重要性，這就是“關(guān)系”。

James Comer says that no significant learning can occur without a significant relationship. George Washington Carver says all learning is understanding relationships. Everyone in this room has been affected by a teacher or an adult.

For years, I have watched people teach. I have looked at the best and I've look at some of the worst.

James Comer (美國(guó)著名兒童精神科醫(yī)師）說過，沒有強(qiáng)有力的聯(lián)系，學(xué)習(xí)就不會(huì)有顯著的進(jìn)步。 George Washington Carver（美國(guó)著名教育學(xué)家）說過，學(xué)習(xí)就是理解各種關(guān)系。在座的各位都曾經(jīng)被一位老師或者一個(gè)成年人影響過。這么多年，我都在看人們?cè)趺唇虒W(xué)。我看過最好的也看過最差的。

A colleague said to me one time, "They don't pay me to like the kids. They pay me to teach a lesson. The kids should learn it. I should teach it. They should learn it. Case closed."

一次有個(gè)同事跟我說， “我的職責(zé)不是喜歡那些孩子們。我的職責(zé)是教書。孩子們就該去學(xué)。我管教課，他們管學(xué)習(xí)。就是這么個(gè)理兒?！?/p>

Well, I said to her, "You know, kids don't learn from people they don't like." 然后，我就跟她說， “你知道，孩子們可不跟他們討厭的人學(xué)習(xí)?！?/p>

(Laughter) (Applause)

（笑聲）（掌聲）

She said, "That's just a bunch of hooey."

她接著說，“一派胡言?！?/p>

And I said to her, "Well, your year is going to be long and arduous, dear." 然后我對(duì)她說，“那么，親愛的，你這一年會(huì)變得十分漫長(zhǎng)和痛苦?！?/p>

Needless to say it was. Some people think that you can either have it in you to build a relationship or you don't. I think Stephen Covey had the right idea. He

said you ought to just throw in a few simple things, like seeking first to

understand as opposed to being understood, simple things like apologizing. You ever thought about thatTell a kid you're sorry, they're in shock.

事實(shí)也果真如此。有些人認(rèn)為一個(gè)人或者天生可以建立一種關(guān)系或者不具有這種能力。我認(rèn)為Stephen Covey（美國(guó)教育家）是對(duì)的。他說你只需要做一些簡(jiǎn)單的事情，比如試著首先理解他人，而不是想要被理解，比如道歉。你想過嗎？跟一個(gè)孩子說你很對(duì)不起，他們都驚呆了。

I taught a lesson once on ratios. I'm not real good with math, but I was working on it. And I got back and looked at that teacher edition. I'd taught the whole lesson wrong. (Laughter)

我有一次講比例。我數(shù)學(xué)不是很好，但是我當(dāng)時(shí)在教數(shù)學(xué)。然后我下了課，翻看了教師用書。我完全教錯(cuò)了。（笑聲）

So I came back to class the next day, and I said, "Look, guys, I need to apologize. I taught the whole lesson wrong. I'm so sorry."

所以我第二天回到班上說， “同學(xué)們，我要道歉。我昨天的課都教錯(cuò)了。我非常抱歉?！?/p>

They said, "That's okay, Ms. Pierson. You were so excited, we just let you go." (Laughter) (Applause)

他們說，“沒關(guān)系，Pierson老師。你當(dāng)時(shí)教得非常投入，我們就讓你繼續(xù)了。” （笑聲）（掌聲）

I have had classes that were so low, so academically deficient that I cried. I wondered, how am I going to take this group in nine months from where they

are to where they need to beAnd it was difficult. It was awfully hard. How do I raise the self-esteem of a child and his academic achievement at the same time

我曾經(jīng)教過程度非常低的班級(jí)，學(xué)術(shù)素養(yǎng)差到我都哭了。我當(dāng)時(shí)就想，我怎么能在9個(gè)月之內(nèi)把這些孩子提升到他們必須具備的水平？這真的很難，太艱難了。我怎么能讓一個(gè)孩子重拾自信的同時(shí)他在學(xué)術(shù)上也有進(jìn)步？

One year I came up with a bright idea. I told all my students, "You were chosen to be in my class because I am the best teacher and you are the best students, they put us all together so we could show everybody else how to do it."

有一年我有了一個(gè)非常好的主意。我告訴我的學(xué)生們， “你們進(jìn)了我的班級(jí)，因?yàn)槲沂亲詈玫睦蠋?，而你們是最好的學(xué)生，他們把我們放在一起來給其他人做個(gè)好榜樣?！?/p>

One of the students said, "Really" (Laughter)

一個(gè)學(xué)生說，“真的嗎？” （笑聲）

I said, "Really. We have to show the other classes how to do it, so when we walk down the hall, people will notice us, so you can't make noise. You just have to strut." And I gave them a saying to say: "I am somebody. I was

somebody when I came. I'll be a better somebody when I leave. I am powerful, and I am strong. I deserve the education that I get here. I have things to do, people to impress, and places to go."

我說，“當(dāng)然是真的。我們要給其他班級(jí)做個(gè)榜樣，當(dāng)我們走在樓道里，因?yàn)榇蠹叶紩?huì)注意到我們，我們不能吵鬧。大家要昂首闊步?！?我還給了他們一個(gè)口號(hào)：“我是個(gè)人物。我來的時(shí)候是個(gè)人物。我畢業(yè)的時(shí)候會(huì)變成一個(gè)更好的人物。我

很有力，很強(qiáng)大。我值得在這里受教育。我有很多事情要做，我要讓人們記住我，我要去很多地方。”

And they said, "Yeah!"

然后他們說：“是?。　?/p>

You say it long enough, it starts to be a part of you.

如果你長(zhǎng)時(shí)間的這么說，它就會(huì)開始變成事實(shí)。

And so ― (Applause) I gave a quiz, 20 questions. A student missed 18. I put a "+2" on his paper and a big smiley face.

所以－（掌聲）我做了一個(gè)小測(cè)驗(yàn)，20道題。一個(gè)孩子錯(cuò)了18道。我在他了卷子上寫了個(gè)“＋2”和一個(gè)大的笑臉。

He said, "Ms. Pierson, is this an F"

他說，“Pierson老師，這是不及格嗎？”

I said, "Yes."

我說，“是的?！?/p>

He said, "Then why'd you put a smiley face"

他接著說，“那你為什么給我一個(gè)笑臉？”

I said, "Because you're on a roll. You got two right. You didn't miss them all." I said, "And when we review this, won't you do better"

我說，“因?yàn)槟阏凉u入佳境。你沒有全錯(cuò)，還對(duì)了兩個(gè)?！?我說，“我們復(fù)習(xí)這些題的時(shí)候，難道你不會(huì)做得更好嗎？”

第三篇：經(jīng)典TED英語(yǔ)演講稿

01. Remember to say thank you

Hi. I'm here to talk to you about the importance of praise, admiration and thank you, and having it be specific and genuine.

And the way I got interested in this was, I noticed in myself, when I was growing up, and until about a few years ago, that I would want to say thank you to someone, I would want to praise them, I would want to take in their praise of me and I'd just stop it. And I asked myself, why? I felt shy, I felt embarrassed. And then my question became, am I the only one who does this? So, I decided to investigate.

I'm fortunate enough to work in the rehab facility, so I get to see people who are facing life and death with addiction. And sometimes it comes down to something as simple as, their core wound is their father died without ever saying he's proud of them. But then, they hear from all the family and friends that the father told everybody else that he was proud of him, but he never told the son. It's because he didn't know that his son needed to hear it.

So my question is, why don't we ask for the things that we need? I know a gentleman, married for 25 years, who's longing to hear his wife say, "Thank you for being the breadwinner, so I can stay home with the kids," but won't ask. I know a woman who's good at this. She, once a week, meets with her husband and says, "I'd really like you to thank me for all these things I did in the house and with the kids." And he goes, "Oh, this is great, this is great." And praise really does have to be genuine, but she takes responsibility for that. And a friend of mine, April, who I've had since kindergarten, she thanks her children for doing their chores. And she said, "

But before I show you what’s inside,

I will tell you that’s going to do incredible things for you .

It will bring all of your family together.

You will feel loved and appreciated like never before.

And reconnect to friends and acquaintances you haven’t heard from in years.

Adoration and admiration will overwhelm you.

It will recalibrate what’s important in your life.

It will redefine your sense of spirituality and faith.

You’ll have a new understanding and trust in your body.

You’ll have unsurpassed vitality and energy.

You’ll expand your vocabulary, meet new people, and you’ll have a healthier lifestyle. And get this, you’ll have an eight-week vacation of doing absolutely nothing.

You’ll eat countless gourmet meals.

Flowers will arrive by the truck load.

People will say to you: “you look great! Have you had any work done?”

And you’ll have a life-time supply of good drugs.

You’ll be challenged, inspired, motivated and humbled.

Your life will have new meaning: peace, health, serenity, happiness, nirvana.

The price?

Fifty-five thousand dollars.

And that’s an incredible deal.

By now, I know you’re dying to know what it is and where you can get one.

Does Amazon carry it?

Dose it have the Apple logo on it?

Is there a waiting list?

Not likely.

This gift came to me about five months ago.

And looked more like this when it was all wrapped up.

Not quite so pretty.

And this.

And then this.

It was a rare jam.

A brain tumor.

Hemangioblastoma.

The gift that keeps on giving.

And while I’m ok now.

I wouldn’t wish this gift for you.

I’m not sure you’d want it.

But I would’t change my experience.

It profoundly altered my life in ways it didn’t expect.

In all the ways I just shared with you.

So the next time you are faced with something that’s unexpected, unwanted and uncertain. Consider that it just may be a gift.