初一的英文励志演讲稿

2024-04-30

初一的英文励志演讲稿（共8篇）

篇1：初一的英文励志演讲稿

以下推荐的是一篇励志的英语演讲稿，感兴趣的朋友敬请阅读。

As you slowly open your eyes,look around,notice where the light comes into your room;listen carefully,see if there are new sounds you can recognize;feel with your body and spirit,and see if you can sense the freshness in the air.Yes,yes,yes,it’s a new day,it’s a different day,and it’s a bright day!And most importantly,it is a new beginning for your life,a beginning where you are going to make new desicisions,take new actions,make new friends,and take your life to a totally unprecedented level!

In your mind’s eye,you can see clearly the things you want to have,the paces you intend to go,the relationships you desire to develop,and the positions you aspire to reach.You can hear your laughters of joy and happiness on the day when everything happens as you dream.You can see the smiles on the people around you when the magic moment strikes.You can feel your face is getting red,your heart is beating fast,and your blood is rushing all over your body,to every single corner of your being!

You know all this is real as long as you are confident,passionate and committed!And you are confident,you are confident,passionate and committed!

You will no longer fear making new sounds,showing new facial expressions,using your body in new ways,approaching new people,and asking new questions.You will live every single day of your life with absolute passion,and you will show your passion through the words you speak and the actions you take.You will focus all your time and effort on the most important goals of your life.You will never succumb to challenges of hardships.You will never waver in your pursuit of excellence.After all,you are the best,and you deserve the best!

As you coach and friend,I can assure you the door to all the best things in the world will open to you,but the key to that door is in your hand.You must do your part,you must faithfully follow the plans you make and take the actions you plan,you must never quit,you must never fear.I know you must do it,you can do it,you will do it,and you will succeed!Now stand firm and tall,make a fist,get excited,and yell it out:

I must do it!I can do it!I will do it!I will succeed!

篇2：初一的英文励志演讲稿

Once there lived an old tiger in the forest. He did not often go to look for food himself. Each day he made one of the smaller animals bring him something to eat.

One morning the tiger was very, very hungry. He said to a monkey, “I’m hungry, Monkey. Go and bring me a fat pig.”

“I can’t do that, Mr Tiger.”said the monkey. “There’s another tiger in the forest. He’s younger and stronger than you are. He told me not to bring you anything.” “What!” shouted the old Tiger. “Another tigerShow me that beast. I’ll speak to him.”

“Come with me, Mr. Tiger,” said the monkey. “You’ll see yourself.”

篇3：初一的英文励志演讲稿

关键词：元学习,主动性,引导,感悟

所谓元学习，就是对学习的学习，即个人对他自己的学习过程和结果以及与之有关的事物的认识、理解和把握。概括说来，元学习能力应包括以下几种能力：会激励自己勤奋学习；会确立学习目标；善于选择能达到目标的最恰当的学习方法；善于检验达到目标的情况，必要时采取补救措施；善于总结自己达到目标的成功经验和失败教训，及时调整自己的学习方法。按照元学习理论，我们确立了这样的模式：教师总结知识点———学生准备材料———教师指导筛选材料———学生依据材料及知识点进行设问———教师点拨———学生自行修改及补救———学生设定答案———总结反馈得出经验。我们进行了积极的课堂探索，其中一项就是初一的课前五分钟的演讲。“课前五分钟演讲”是一项参与性非常强的活动，它为每一个同学提供了一个展示自身风采的机会，能够充分调动起广大同学的积极性和主动性。每一节的新课，我们事前将主要知识点发一份给学生，根据知识点学生来准备发言材料，将小组的材料收上来简单检阅，将比较优秀的作品给学生按照小组再行更改完善，点拨后总结出一份正式稿件，由小组派代表进行演讲。五分钟不长，但是准备工作和修改的工作比较繁重，因为是学生自己参与了这个过程，兴致很高。在实施这个试验之前，教师先讲清课前五分钟演讲的意义，有助于培养分析问题解决问题的能力，有助于提高初一学生的逻辑表达能力，最终对学生在本科目的学习中有更大的收获。要求学生按照小组抽签，每天抽中的小组派一位同学上讲台演讲。并给予当场打分，分数由学生根据演讲学生的表达、声音和内容来制订标准，教师给予辅导。历史与社会学科材料的选择在上半学期是要求关于地理知识及时政热点，下学期是国外、国内所发生的热点或社会所关注的焦点，还可以是本地的社会经济政治问题；并能够结合书本上的内容作一定的分析，不要求面面俱到。在考试中，为了鼓励同学的参与，材料题适当引用学生的材料作为命题的来源。并注明引用学生的姓名，让学生把这项工作当成一种荣誉。

这个学期初一年级一直坚持用讲课前的五分钟，让学生进行五分钟演讲，为学生提供一个展示自我的平台，在这里，学生用自己所学的道理，用独特的视角评点天下事：或激情高昂，或饱含忧患，或愤世嫉俗，或真诚渴望，在这里，有思维的火花，有激情的碰撞，还有会心的微笑与共鸣，收到了比较好的效果。主要表象在这几个方面：

1.有利于培养学生的各种能力。台上五分钟，台下许多功。每一次精彩、漂亮的演讲，学生都要查阅大量的资料，需要捕捉到自己认为有价值、有兴趣的热点，然后进行加工整理，用所学的地理或相关学科的知识，做出自己的评价和认知，完成由感性到理性、由现象到本质的飞跃，这无疑对学生观察生活、搜集信息、提炼概括、加工整理的能力都是一种很好的磨炼，当然对逻辑表达能力的提高也是极有裨益的。小演讲的内容大都是同学们所普遍关注或感兴趣的话题，在上课一开始就能迅速集中学生的注意力，强烈吸引学生。如：“冰川融化会不会影响深圳？”“地球会爆炸吗？“频频地震，地球告诉我们什么？”“‘两会’中的议案是怎样来的？”等演讲都让师生听得全神贯注、津津有味。演讲，使学生认识到大千世界的无穷奥秘、学习地理有无尽的乐趣，从而激发他们学习地理知识、探索宇宙的极大兴趣和热情。

2.引导学生关注实际、感悟生活。所谓国事家事天下事，事事关心，学生不应该只埋头专研课本，满足于学会课本知识。而学习历史与社会课，更应该突破这一传统教学的误区。让学生通过演讲这种形式，观察变幻莫测的大千世界，让他们走近社会，用自己的心感悟、描述、注解、读解社会，而不是锁定课堂一隅。

3.提升学生的学习兴趣，增添自信心。有几个平时特别不爱学习的孩子，因为在五分钟演讲中选了大家感兴趣又有趣的题材获得了热烈的掌声，得到了高分，非常开心，以至于在上课时像换了一个人似的变得很认真。

这项活动充分调动起了学生积极性和主动性，七班有个叫赖润菲的同学不满意自己的选材连续要求重新演讲了四次。不善言辞的同学学会勇敢地面对众人说出自己的想法；不善执笔的同学学会用朴实地语言写下自己的感受。在每一天从座位走上讲台的过程中，同学们既战胜了自己又赢得了他人，从而避免了不良心理状态的产生，增进了同学感情。通过每天短短的几分钟时间，同学们在活动中释放了自己，也更深入地了解了他人。通过“课前五分钟演讲”活动，使学生将理论知识与口语表达等实践活动充分结合，在演讲过程中提高对外交往能力、应变能力和创新能力。为了更好地使同学参与，我们将制订更好的策略来促使大家的参与度，避免台上同学在演讲，台下开小差的个别现象。要求每人准备一本记录本，每周写一次演讲稿作为周末作业，让班上负有责任心的孩子来记录检查，老师负责督促；每周可评选一下演讲之星，除了演讲当场由学生评点外，每两周一次给表现最为突出的同学发奖状，发挥科代表的作用，让他作好人员的安排，至少提前两天通知到演讲人；充分发挥学生家长的作用，用家校通的方式鼓励家长在家督促孩子完成，有条件的先行点评。

课前五分钟的训练要发挥实效远不止这些策略，只要我们认真探索，不断创新，本着“以学生的发展”为原则，一定会发现创造出更多更好的形式。当然，在具体实施过程中，应该注意：（1）不可过多地占用课堂阵地，活动准备要充分有序；（2）不可放任自流，要有的放矢，适时点拨；（3）不可越俎代庖，要充分发挥学生的主观能动性；（4）要经常检查督促、鼓励、总结、改进、坚持不懈。给学生一个机会，他们会给我们不断的惊喜！

参考文献

[1]刘电芝.元认识学习策略[J].学科教育, 1997, (7) .

[2]桑新民.高科技与教育的未来[J].特区教育, 1997, (1) .

篇4：初一的英文励志演讲稿

一、《阿甘正传》对励志主题的诠释与升华

在1994年斩获奥斯卡六大奖项的经典美国励志电影《阿甘正传》，由温斯顿·葛鲁姆的同名小说改编而来，讲述了主人公阿甘的传奇一生。生来智商只有75的主人公福瑞斯特·甘，虽然先天智障，但在母亲的引导下，从小自强不息，最终奇迹般地在多个领域创造了不同奇迹，甚至还得到了总统的接见。阿甘的双腿无法像常人一般行走自如，走路要靠金属支架，但大学时期竟一跃成为受人瞩目的橄榄球明星，后来，参加越南战争的他因种种巧合成为著名越战英雄，甚至意外成为美国的乒乓球外交使者，到最后还坐拥十几条渔船，积累无数财富。电影将阿甘的一生讲述得生动而有趣，在观众看来，固然十分具有传奇色彩，而在电影中，更令观众为之动容的则是在阿甘身上体现出的励志精神。可以说，阿甘的一生，就是对“励志”这一主题最深刻的诠释。无知即无所畏惧。阿甘那颗淳朴简单的心灵，以及任何时候都不言放弃的执着，以及他仅有的智慧，指引着他把所有的能量、信念和勇气都集中于无尽的奔跑之中。阿甘不知疲倦地奔跑，这让他的一生拥有了精彩纷呈的阅历，亦让他从不断变迁中美国社会的阴暗面中逃离并得以保持自己的本真和人性中最可贵的真善美。在电影史上，阿甘注定会成为流传后世的经典人物形象，这不仅因为这_人物形象的魅力，更在于他所诠释的精神内涵。

二、《阿甘正传》在课堂教学中的使用效果

较之传统课堂教学中的“教师授课，学生听课”这一形式，使用电影作为教学的辅助手段显然提高了学生们课堂学习的兴趣和积极性，学生的注意力全然为电影所吸引。电影中，阿甘儿时，在珍妮的“Run！Forrest run！”中跑过了同龄人的打骂与嘲笑；上学时，在教练的严苛训斥中跑过了大学的足球场；从军后，在枪林弹雨的越南战场跑过了生与死；冷战时期，阿甘还跑过了乒乓外交的赛场；后来，又在众人的注视下跑遍了美国。故事层层推进，高潮迭起，而学生们在故事中思考，通过对主题的挖掘，得以全方位地感受主人公的励志精神。而影片中阿甘的经典台词成为学生们津津乐道的一部分，通过适当的引导，可以将其引入课堂的学习和练习中。相比课本上的正统的英文教学所选用的材料，影片中地道的美式英语在词汇和遣词用句方面更加贴近其母语环境。寓教于乐的教学方式有助于高效地促进学生的听说水平的提升，而影片以主人公坐在长椅上向路人讲述的方式将整个故事完整地娓娓道来，这一叙事角度同样也能够引发学生们在日后的英语写作中尝试不同的叙事角度的兴趣。从更深层面来看，课堂英语教学，不仅旨在使学生们打下扎实的英语视听说基础，还在于让学生拓宽视野，贴近地去认识西方社会的生活方式以及文化等，通过观看《阿甘正传》，学生还能在这142分钟的观影过程中迅速了解美国社会这几十年的变迁，这进一步拓宽了他们知识面。

三、励志主题的英文电影应用于英语教学的可行性

师者，传道受业解惑者也。在现代的教学中，除了教授知识、答疑解惑之外，“传道”——在这里可以认为是对学生道德品格的培养，也同样重要。从当前来看，这是保证学生德智体美全面发展的要求，从长远来看，则是教育事业的根本。教书育人，最终还是落实到对一代又一代学生的杰出品格和良好的人格修养的培养上。在提倡传递社会正能量的当下，在利用电影对课堂教学进行辅助的同时，对学生的品德方面的培养不容忽略。通过《阿甘正传》和同类型的励志影片，可以有效地向学生传递一种积极向上的人生态度，引导学生在日常生活中培养坚强乐观的性格。目前，我国正进入全面转型的发展阶段，改革开放以来的社会问题和矛盾正累积到一个临界点，另一方面则是人们的思想意识的不断进步以及自身诉求也在不断多样化，现代人道德水准降到了冰点。作为国家未来的建设者，学生群体的道德品格建设同样也对教育工作者提出了新的要求。在教学中传达励志精神，传递正能量是必要的，而很大程度上，可以认为，通过电影这一形式去传达，效果往往更好。

现代英语课堂最主要的目的在于让学生具备使用英语的能力——确切来说是能够将英语用于实际生活当中，如与人交流。而英文电影恰恰具备了这样的特质：它能够提供最正统最地道的语言环境，同时最大程度地展现英语国家的社会风貌。在课堂上，教师可以根据电影中不同的情境引导学生去体会电影中的语言、词汇、句型等，以此营造一种积极的学习氛围，让学生更好地投入到第二语言的学习当中。在通过实际的影视课堂教学中，学者们发现学生们英语学习的动机非常重要，并且这种教学方式也体现了电影的好处，那就是能积极地起到促进学生兴趣的作用。通过电影，学生可以更全方位地了解异国文化，观看电影这一轻松愉快的方式，还能营造出良好的学习氛围，大幅度提高学习效率。作为可以选用在课堂教学上作为辅助的电影，其艺术水平必然出类拔萃，借此机会培养学生电影艺术的鉴赏能力，这不仅能够提高学生的艺术修养，也体现了现代教学的先进理念。此外，在观看电影的基础之上，还可以指导学生进行相应的课后拓展，比如写影评、排練与之相关的主题小品或者话剧，甚至还可以对电影进行改编等。

篇5：励志英文演讲稿

You know all this is real as long as you are confident,passionate and committed!And you are confident,you are confident,passionate and committed!

I must do it!I can do it!I will do it!I will succeed!

篇6：励志英文演讲稿

纽约时间比加州时间早三个小时，New York is 3 hours ahead of California，但加州时间并没有变慢。

but it does not make California slow.有人22岁就毕业了，Someone graduated at the age of 22，但等了五年才找到稳定的工作！

but waited 5 years before securing a good job!

有人25岁就当上CEO，Someone became a CEO at 25，却在50岁去世。and died at 50.也有人迟到50岁才当上CEO，While another became a CEO at 50，然后活到90岁。

and lived to 90 years.有人单身，Someone is still single，同时也有人已婚。

while someone else got married.奥巴马55岁就退休，Obama retires at 55，特朗普70岁才开始当总统。but Trump starts at 70.世上每个人本来就有自己的发展时区。

Absolutely everyone in this world works based on their Zone.身边有些人看似走在你前面，People around you might seem to go ahead of you，Time

也有人看似走在你后面。

some might seem to be behind you.但其实每个人在自己的时区有自己的步程。

But everyone is running their own RACE, in their own TIME.不用嫉妒或嘲笑他们。

Don’t envy them or mock them.他们都在自己的时区里，你也是！

They are in their TIME ZONE, and you are in yours!

生命就是等待正确的行动时机。

Life is about waiting for the right moment to act.所以，放轻松。So, RELAX.你没有落后。

You’re not LATE.你没有领先。

You’re not EARLY.在你自己的时区里，一切安排都准时。

篇7：初一学生励志的演讲稿

大家早上好!今天我在国旗下讲话的主题是“做可爱的__中学生”。

同学们，你喜欢自己吗?你对自己满意吗?你很羡慕某些人，甚至愿意自己也成为他吗?如果你对自己有疑惑，那么我来告诉你：就像每一片叶子都有它独特的形状，每一朵花儿都有它独特的香味，我们每一个人都是世上独一无二的个体。我们每一个人的存在，都有自己的价值与意义，都可以做可爱的__中学生。

那么，要成为一个可爱的__十中学生，我们可以做到哪几点呢?我认为：

首先，一个可爱的学生应该是一个品行端正的学生。品行端正，就意味着他必须是一个具有高尚道德情操、积极进取、心理健康的人;是一个遵守秩序、行为规范的人;是一个热爱生活、富有理想的人。

其次，学会遵守纪律，这是对中学生的基本要求。良好的纪律意识彰显的是个人的品德修养。

再者，学会刻苦求知。知识的海洋浩瀚无边，人类的探索永无止境，做一个刻苦求知的孩子，今日的付出终将获得明日的回报，努力吧，让自己的人生处处闪烁智慧的光芒。

然后，学会珍惜。美好的青春年华我们应当珍惜，优越的生活学习环境我们应当珍惜。真挚的师生之谊、同窗之情我们应当珍惜。除此以外，我们更要学会爱惜时间。一个人一生只有三天：昨天、今天和明天。昨天已经过去，永不复返;今天已经和你在一起，但很快就会过去;明天就要到来，但也会消逝。活在当下，努力在当下，你的人生将收获别样的精彩!

最后，学会正视自己。正视自己的优缺点，成功时，不沾沾自喜;失败时，不沮丧懊恼。一方面要正确和别人做比较，认识到自己在群体中处于什么样的位置，寻找以后努力的方向;另一方面要学会欣赏自己。尼克胡哲说过：“认为自己不够好，这是最大的谎话。认为自己没价值，这是最大的欺骗。”学习的道路总免不了经历困境，希望同学们能用以积极的心态面对挫折，相信努力的姿态便是最美的姿态。

同学们，伴着新学期的到来，我们每个人都掀开了人生历程中新的一页，也许有人会说：是啊，想想过去，失误太多，错过太多，那么，就让伟大诗人泰戈尔的.诗句来唤醒我们的希望吧“.如果错过太阳时你流了泪，那么你也要错过群星了。”就让我们在__中这片沃土上，做一个可爱的__中人，用自己的全力以赴，不辜负这三年，不辜负自己的人生!

篇8：初一的英文励志演讲稿

According to Hallidayan Systematic functional grammar (SFG) , the purpose of using language can be divided into three broad categories.They are called as three metafunctions of language using.This paper will use the interpersonal function as the theoretical framework to analyze the text.Many researchers apply this theory to various texts analysis, but only a few of them focus on song lyrics, which share the qualities of both spoken and written text.As Hey, Jude is a classical song in history and it was sung at the end of the opening ceremony of London Olympics.The target of this paper is the lyrics of this song.The purpose of the paper is to find out how interpersonal functions in this song are achieved through mood, modality and person system.

"Hey Jude"is a song of the English rock band The Beatles, written by one of the member Paul McCartney.He wrote this as"Hey Jules, "a song meant to comfort another member John Lennon's son Julian, as his parents were getting a divorce.Paul McCartney wanted to encourage him to face the reality bravely.But later, he changed the name Jules to Jude because it was more instinct.The first sentence of the song"Hey, Jude, don't make it bad"was a verbal sentence Paul said to the boy when he comforted him.The song was released in 1968, the single has sold approximately eight million copies and is frequently included on professional lists of the all-time best songs.As it's a classical song, Paul McCartney closed the London Olympics opening ceremony leading the crowd in a mass sing-a-long of this song When everyone sung along with Paul, it showed that everyone was involved in the game, which is just one spirit of the Olympic Games.

2 Theoretical Framework

2.1 The concept of interpersonal metafunction

In 1960, Halliday presented us his theory of systemic-functional grammar, the theory covers both semantic and functional aspects.Semantics connects context and lexical grammar, so it is regarded as the core in this theory.Besides, there are three functional components in this semantic system:ideational function, interpersonal function and textual function.Linguists call them as the"three metafunctions"of language.These three metafunctions are closely related to the meanings expressed by the speakers in the texts.As a tool to communicate with other people, language is used to gain certain social roles and relationship with people This kind of function of language is known as interpersonal function, through which speakers express their own feelings and attitude towards something.Moreover, they also can influence the feelings and attitude of others.According to Eggins (Eggins, 200412) , interpersonal meaning are meaning about roule relationships with other people and people’s attitudes to each other.

2.2 Aspects of interpersonal function

At clause level, the interpersonal element is represented by mood and modality, which means the selection of a particular role by the speaker in the speech situation, and the expression of his judgements and predictions (Halliday, 1973:316) .In addition, the interpersonal function can also be realied through person system, both as prounoun and as possessive.In fact, there are several aspects in interpersonal function, this paper will only focus on three aspects—mood, modality and person prououn.This part will present these three aspects.

In line with Thompson, the subject and the finite constitude one component of a clause which is called the mood (Thompson, 2000:41) .Different mood of a clause can be demonstrated by different order of the subject and the finite.In general, most languages possess three or four speech function prototypes, they are statement, question, offer and command (Thompson, 2000:40) .These three or four speech functions are closely related to some particular grammatical structures.For instance, statements are delivered by declarative clauses;questions are delivered by interrogative clauses;commands are delivered by imperative clauses.Declarative clauses, interrogative clauses and imperative clauses are three main ways to realize the interpersonal metafunction in the mood system of the clauses.

Halliday regards modality as the area of meaning that lies between yes and no intermediate ground between positive and negative polarity (Halliday, 2000) .He also distinguishes two subcategories of modality, they are modalization and modulation.According to his explanation, modalization is the expression of the speaker's attitude towards what he or she is saying.It is the way that the speaker conveys a judgment about the likelihood, certainty or frequency of something (Eggins, 2004:172) .

There are mainly two ways of role-projecting:naming and the use of personal pronouns.Personal pronouns usually reveal interpersonal relationship between or among the individuals involved in interaction.Speakers or writers can choose different personal pronouns to indicate their attitudes and relationships to readers in their texts, presenting statements subjectively, interactively, or objectively (Zhang, 2006:112) .

3 Analysis

3.1 Mood system in the song

There are three types of mood in English:declarative, interrogative and imperative.From the analyzing result of the song Hey, jude, it indicates that the imperative mood makes up the major part and in a dominant position in the song lyrics.Declarative and interrogative are follwoing behind.It’s shown in the following table.

From the above table we can see that this song is composed of 26 clauses, among which imperative clauses take up 54%, declarative clauses take up 42%and interrogative clause only take up 4%.

3.1.1 Interpersonal meaning of declarative mood

Most of the clauses in the lyrics are declaratives, whoes unmarked function is to provide information.The proportions indicate that the song writer was trying his best to encourage listeners by describing his attitude rather than ask questions.He just gave information directly to inspire the boy, to help him go out from the shadow of the divorce of his parents.And all these information provided by the songwriter are very inspiring.

However, as one type of literary discourse, lyrics are not just information-giver.They also function as a whole to provide the audience with goods and serices.For example, they can provide the audience with something to appreciate:the language can portary a picture which can fulfill the emotional needs of the audience.Besides asking the audience to appreciate and empathize, they go further to influence the recipients’iedology and social values.For instance, "For well you know that it's a fool who plays it cool, by making his world a little colder".In this part the songwriter tells listeners that the one who wants to behave cool would make his world worse on the contrary.He is using his pen to perfectly explain that you don't need to carry all the terrible things on your shoulder, under such situation, what you need is courage and enthusiasm but not to behave indifferently.In general, the lyrics is a carrier of the audience’s emotion, and mora education.

3.1.2 Interpersonal meaning of imperative mood

As Roger and Kress refered to, imperative sentences are formed by various commands, then a sense of authority will directly come from the power of the speaker (Hodge&Kress1993) .As the function of imperative is not to discuss or consult but to demand people do something.By using a mass of imperatives in the song, the writer trys to influence listeners’behavior Besides, the use of imperatives can arouse the attention of the audience, because they create a sense of dialogue.For instance the clause"remember to let her into your heart", the writer uses the structure"remember to..."three times, he is expecting the boy to take the suggestion.By taking up a role of demand, the narrator assigns a corresponding role for audience.Though the narrator does not talk to the audience face to face, the audience's emotions are aroused.

3.1.3 Interpersonal meaning of interrogative mood

Only one interrogative is found in this song, that is"Don't you know that it's just you...?".This interrogative clause reflects that the writer want to enlighten the listener and inspire them in thinking about the question he asks.In this way, listeners are involved, however, the writer does not expect them to answer the question, but intends to attract their attention and to get them think about the question as the writer has already gave the answer.Listeners don’t need to answer"yes"or"no"to the question he asked as the question already has the answer.It is just used to give the listener much chance to think about whether it is true or not.The answer of this question is obviously"yes, it is myself", but the narrator also used a question form.Because the writer wants to let the boy know he is the best and he can do everthing by himself.

3.2 Modality system in the song

In the song, modalization is realized through modal operators.According to Halliday, modal operators can be used to express the validity of speaker's proposal (Halliday, 2000) .He classified modal operators into three classes:the low, median and high degrees of mood, all of them can be used to realize interpersonal meanings.Altogether, three modal operators are used in this lyric, “can”, “will”and“need”.All these three modal operators are postitive ones, can is of the low degree, will is of the median degree and need is of the high degree.

The writer make use of positive modal operators to show the boy his positive believes and attitude towards life.Besides, the writer uses more low positive modal operators than high positive ones, as the word“can”appeared 2 times but“will”and“need”just appeared for one time, which indicates that the writer wants to make his idea more acceptable in the interact process with the listener.Nevertheless, he still uses the positive high modal operator“need”to express his sronger emotion towards the boy's sorrow.

According to Thompson, the modal operator“can”expresses the speaker’s permission which can be regarded as the lowest level of pressure and let others to choose and decide whether to take the action or to believe the proposal or not (Thompson, 2000) .It helps to make the texts more negotiable and acceptable.According to Hallidy (2000:359) , there is another type of meaning for“can”:the ability.For example, the clause"then you can strart to make it better", the can here means the ability of the boy, the author insists that the boy is capable of making it well.By using the operator“will”, the song writer shows his confirmation and his confidence to make the listener believe what he says in the lyrics.

3.3 Person system in the song

From the table we can see clearly that the writer uses second-person pronouns and third-person pronouns most.The pronoun you is used 14 times, which occupies the highest proportion.It is because that you can be regarded as the most interactive form among personal pronouns, since it explicitly acknowledges the presence of the reader.The songwriter uses the name of the boy to arouse his attention at the beginning of the song, then, many you are used in the lyrics.Obviously, the pronoun you in this song refers to the boy Jude.As Li Zhanzhi (2002:154said, though you does not address the audience, the audience still can share this private conversation between the author and the person addressed.For instance, in the clause"then you can start to make it better", you is directed to the boy, creating the sense that the song writer is just talking to a friend, shortening the distance between them.Then, it would be easier for the boy to take the writer's words and become optimistic.Also, the audience of this song can treat this you as everyone of them.In this case, they stand in the writer's shoes and are in agreement with his opinion, such as the opinion that"the movement you need is on your shoulder".

4 Discussion

The present study investigates how interpersonal functions in this song are achieved through mood, modality and person system.In general, we found that imperative clauses are most frequently used in this song lyrics, followed by declarative and interrogative.The modality system states clearly that positive value modal operators are used more often.In person system, the use of the name Jude and person pronouns shortens the distance between the song writer and the listener.As has been noted, the function of this song is to encourage those who are going through hard times.By analyzing the three aspects of the interpersonal system, the song writer successfully achieved the purpose of writing the song.

As the analysis of song lyric discourse is still at its beginning stage, this paper is a tentative study to reveal the interpersonal meaning realized in one particular song.This paper is of some significance for future research in this field, and for the application of SFG to the analysis of lyrics.However, there are some limitations in this paper.The interpersonal function includes plenty of aspects.The present study is not able to cover all facets of interpersonal meaning.Resources such as tense, evaluation, and attitude are not covered in this study.Therefore, the analysis is only an eye to this topic.

Suggestions for future research would be to expand the analysis to more types of song lyrics or even to all types of song lyrics.Furthermore, even if the focus of a study is only on one kind of songs, theories used to analyze them can also be different.Theories from the textual aspect such as theme, rhyme, transitivity from the ideational perspective and coherence can also be used for further study on the features of English song lyrics.

5 Conclusion

To conclude, different mood types contribute to the realization of interpersonal meaning in this song.Declarative clauses provide some inspiring information for the audience.Imperatives and interrogatives create a sense of dialogue, arousing listeners'attention and evoking their thinking.Positive modal operators are used to encourage the audience to be optimistic.The use of the name of the boy helps to shorten the distance between the writer and the addressee.Also, the second person pronouns give the audience the idea that the narrator is talking to them.By using

Appendix

The text of the song:

Hey Jude

1 Hey Jude, don't make it bad

2 Take a sad song and make it better

3 Remember to let her into your heart

4 Then you can start to make it better

5 Hey Jude, don't be afraid

6 You were made to go out and get her

7 The minute you let her under your skin

8 Then you begin to make it better

9 And anytime you feel the pain, hey Jude, refrain