熊猫英语演讲最近英文课老师叫我们做一个有关熊猫的英文演讲还说开头不能太死板e.g（My name is xx,my fa

熊猫英语演讲
最近英文课老师叫我们做一个有关熊猫的英文演讲
还说开头不能太死板e.g（My name is xx,my favourite animals are xx)
还说要用powerpoint做辅助演讲
powerpoint我做完啦
就急需演讲稿
开头不能死板、结尾不能死板
开头+结尾+语调情绪，有时候咱还经常紧张忘词
没敢看台下，就低下头读那张演讲稿的话
会被老师扣分！！！
麻烦帮出出主意、开头结尾的词什么的
大家可以分享下经验不？
PS:最好有趣点的，初二的，不要水平含量太高的
也请不要那种大家都会写的/太呆板的。

Pandas' Introduction
Pandas claims a long intellectual history for evolution and creation (here called intelligent de璼ign). Many of the ancient myths only vaguely suggest evolutionary ideas and have little or no significance for the modern scientific theory of evolution. And many of them are mixtures of these two ideas. Even Genesis states that the universe was without form and its present organization was achieved in stages. White (1960) considers these ancient myths in detail.
Pandas' goal of presenting two alternative interpretations of the phenomena in six specific areas of science is laudable. Unfortunately Pandas' implementation has nothing to recommend it. Most of the facts are incorrect, many pertinent facts are omitted, many evolutionary concepts are distorted beyond recognition. For example, evolution is radically redefined. The mechanisms of evolution and punctuated equilibrium are grossly misrepresented. The nature of the fossil record is distorted and the existence of well-documented transitional forms denied. It is implied that pandas and marsupials cannot be fitted into a hierarchic classification. And finally, to discredit the protein sequencing evidence, Pandas claims that evolution requires a ladder of living forms, rather than a branching phylogenetic tree with the living forms at the tips. And after being fed all this misinfor璵ation, the students are asked to form their own opinion! If they believe what Pandas has pre璼ented, they will have been thoroughly deceived.
Pandas tells us that we observe natural and manmade objects, resulting from two fundamen玺ally different causes: natural and intelligent. But are not manmade objects created by natural means? And what about other "manufactured" objects, such as beaver dams and the nests of birds, wasps and termites and the honeycombs of bees? Certainly letters of the alphabet scratched in the sand were manmade but what about the letters of the alphabet hidden in the colored patterns of the wings of various butterflies? The Mount Rushmore monument is obviously of human origin but what about the face of George Bernard Shaw so clearly shown by the outline and relief of Pointe Bernard Shaw on Isle Radisson in Quebec? What about the regular geological formations pho玺ographed on Mars that look like the ruins of cities or others that resemble faces? We must be very careful if we are to correctly recognize evidence of intelligent beings elsewhere in the universe. But we and scientists are dealing with intelligent beings that work by natural means, not the supernatural beings that Pandas will try to introduce into the science classroom.
Teachers do have the right to present nonevolutionary views in their classrooms. But these are expected to be legitimate scientific views and the teacher has the responsibility to present reliable information and describe scientific concepts and theories accurately and correctly. No creationist work, including the present one, meets those basic requirements.
Although Pandas restricts itself to six subjects, they are certainly not treated in depth. One pe璫uliar feature of the book's organization is that the footnotes to the material in the Excursion chap玺ers are not printed in this book but are found only in the Teacher's Guide. A listing of these refer璭nces will be given and they will receive further attention in the critiques on the Excursion chap玺ers.
As I hope this work shows, Pandas is not a balanced and intellectually honest treatment. It is (for a creationist work) a low-key and skillful polemic against evolution.