V. About the Exercises in the Student's Book Text comprehension
I. Decide which of the following best states the speaker's purpose. B
II. Judge, according to the text, whether the following statements are true or false. 1. T (Refer to the last sentence of Paragraph 1.) 2. T (Refer to Paragraph 2.)
3. F (Refer to Paragraph 4. Imaginative people sometimes are pessimistic, as they see things far worse than they are and foresee more dangers than there will be.)
4. F (Refer to Paragraph 5. At the beginning of the German continual, intense air raids, many nations thought that Britain was finished. But to their surprise, Britain stood the ordeal and this miracle changed the view of those nations.) 5. T (Refer to Paragraph 8.)
III. Answer the following questions.
1. Refer to Paragraph 2. Because he understands that the war is long and tough: it is not to end in months but in years. He tells the people there that however long the war lasts, the final victory belongs to Britain. But at the same time he makes it clear that not every day is an opportunity to take action: they have yet to wait and persevere.
2. Refer to Paragraph 3. Because he thinks that both Triumph and Disaster are deceptive in that people can make things out far worse than they really are when they have a disaster and they can lose their vigilance when they are in triumph.
3. When Britain came under the heavy air attacks by Germany, many other nations thought that Britain was finished. As the country stood the ordeal to their great surprise, those nations changed their view.
4. Refer to Paragraph 7. Because he has a strong conviction of victory. The two terms have different implications. When used in the text to refer to the days of war, \the dark/negative side of the event and shows the user's pessimism. \days\though identical in its reference, suggests optimism and pride in having the chance to rise to the challenge.
5. Refer to Paragraph 8. Yes, I do. By paying a visit to Harrow School and making a speech there, Churchill not only encouraged the audience of his speech but the British people in general to continue to fight rather than surrender to their enemy. IV. Explain in your own words the following sentences.
1. Britain has been in too long a period of stillness without taking any particular action against the enemy.
2. We are sure to experience both Triumph and Disaster, but must avoid clouding our judgment through exaggerating their importance.
3. Never give in unless we are convinced that it is honourable and sensible for us to do so. 4. Other nations thought that Britain was completely conquered. 5. We will win as long as we hold on to the end. Structural analysis of the text
In Part 2 (Paragraphs 2?) Churchill outlined the lessons to be learned from these events and how they had proved other countries wrong about Britain. In Part 3 (Paragraphs 6?) he told the audience that he wanted to change a word in the additional verse of the school song and explained
why he wanted to do it.
Rhetorical features of the text
The following antonyms are used in the speech: ups -- downs, short -- long, triumph -- disaster, great -- small, large -- petty, dark days -- great days. Some of these antonyms (e.g. great -- small, large -- petty) are used to express the determination of the British people to fight on for the final victory, and some of them (e.g. dark days -- great days) are used to encourage the audience not to lose hope in the face of difficulties. Vocabulary exercises
I. Explain the underlined part in each sentence in your own words. 1. gladden my heart
2. situation; circumstances 3. threat
4. splendid; heroic
5. sudden small movement because of pain or fear
II. Fill in the blank(s) in each sentence with a word or phrase from the box in its appropriate form.
1. put ?through
2. addressed himself to 3. was going through
4. Throwing our minds back to 5. yielded to
6. close our account 7. ups and downs 8. misfortunes
III. Fill in the blanks with the appropriate forms of the given words. 1. catastrophically 2. deceptive 3. convictions 4. apparently
5. Perseverance 6. desperation 7. unflinchingly 8. courageous
IV. Choose the word that can replace the underlined part in each sentence without changing its original meaning. 1. C 2. D 3. A 4. D 5. B 6. A 7. C 8. A
V. Give a synonym or an antonym of the word underlined in each sentence in the sense it is used.
1. Synonym: threat (danger) 2. Antonym: happy (successful) 3. Synonym: position 4. Synonym: seemingly 5. Antonym: defeat (failure)
6. Synonym: retreat (shrink, withdraw) 7. Synonym: praise (commend, laud) 8. Synonym: destroy
VI. Explain the meaning of the underlined part in each sentence.
1. current 2. shown 3. frequently 4. depressed 5. try harder 6. takes in Grammar exercises
I. Improve the following sentences.
1. The school teaches shorthand, bookkeeping and the use of business machines.
2. The sentence is difficult to understand not because of the technical vocabulary but because of the faulty syntax.
3. Marian could not decide whether to start college right after high school or to get a job first. 4. The Allies decided to invade Italy and then to launch a massive assault on the Normandy coast.
5. The actor was stunned not only by the noise of booing but also by the sight of flying tomatoes.
6. Smoking cigarettes can be as dangerous as playing Russian roulette. 7. The trip to the city is neither long nor expensive. 8. You must either stay home or go with us.
9. The course consists of several lectures, three written reports, and two impromptu oral presentations.
10. The requirements for a chemistry degree are not as strict as the requirements / those for a medical degree.
II. Combine the sentences in each of the following groups into one, using parallel constructions wherever possible.
1. Heidi Ross was both rich and powerful.
2. Most of the floggings and lynchings occur at harvest time, when fruit hangs heavy and ripe, when the leaves are red and gold, when nuts fall from the trees, when the earth offers its best. 3. I have nothing to offer but blood, toil, tears and sweat.
4. Black people in America have been neglected and underestimated for years, but their recent accomplishments in a variety of fields have made \5. New students will register on Monday; second-year students will register on Tuesday, and senior students will register on Wednesday.
6. The actor taught his students how to read, how to stand, how to cry and how to talk with fans. 7. We cannot be worried about or terrified of the difficulties in life.
8. The factory workers were ready, able, and determined to do a great job.
III. Fill in the blank in each sentence with the choice you think the most appropriate. 1. B 2. D 3. D 4. C 5. C 6. C 7. A 8. B
IV. Combine the sentences in each group into one or two sentences. It may be necessary to change the wording or the order in which the information is presented.
1. Secretaries do not want flowers but the recognition of their abilities to help management to get more done at less cost, thus contributing to profitability. They would, therefore, like to be recognized as professional coworkers.
2. In Medieval times intelligent men frequently became priests. They did so to gain influential positions, for, in spite of the number of bishops from royal families, the Church was a democratic institution in which ability could make its way.
3. I miss the open fire now that most houses have central heating. Central heating provides warmth but it does not provide a focal point in a room, which depresses me. V. Fill in the blanks with the correct forms of the verbs given.
Trains have run / have been running very badly since the railway staff began a \last month. Several times it has taken me nearly two hours to get home whereas in normal conditions it takes me half the time, and when I returned from Brighton last week the train was over three hours late. The passengers became furious that they literally screamed at the ticket collector as they left / were leaving the platform. I have never seen passengers behave like that before.
VI. Make sentences of your own after the sentences given below, keeping the underlined structures in your sentences. (Reference version)
1. It seems to me that I have neglected my duty.
2. They are a bunch of noisy people, unbearably noisy, and we really have to think of moving. Translation exercises
I. Translate the following sentences into Chinese.
1. 但我们必须学会同样善于应付短暂而干脆与漫长而艰难的局面。 2. 人们普遍认为英国人最终总是会胜出的。 3. 其他国家认为英国输得一无所有了。
4. 一年前，我们孤军作战，许多国家都以为我们被彻底打败了。
II. Translate the following sentences into English, using the phrases given in brackets.
1. I had arranged for them to meet each other at the pub, but the young man never turned up. 2. You cannot tell merely from appearances whether things will turn out unfavourable to us or not.
3. The soldier, who stood in the gap in every battle, gained the highest honors of the country. 4. The chairman spoke so forcefully that the rest of the committee yielded to his opinion. 5. They are well-to-do now, but along the way they had their ups and downs. 6. There are two questions to which I will address myself in this lecture. 7. We are planning a big Christmas party in your honour. 8. Hearing that tune threw my mind back to my childhood. III. Translate the following passage into Chinese.
他们告诉我们，我们很弱小，没有力量对付如此强大的敌人。但是我们什么时候才能强大一些呢？是下个星期吗？是明年吗？是我们完全被解除武装之时吗？犹豫不决、无所作为就能使我们积聚力量吗？我们仰面而卧，心存虚妄之想，直至让敌人捆住我们的手脚，难道只有这样我们才能找到有效的抵御办法吗？先生们，假如我们适当地运用造物主赋予我们的力量，我们就不再弱小。我们拥有300万为争取神圣自由而武装起来的人民，我们拥有这样的国家，这是敌人可能派遣来的任何军队都无法战胜的。战争的胜利不仅仅属于强者，胜利还属于警觉的人们、活跃的人们、无畏的人们。先生们，我们已别无选择。即使我们卑躬屈膝，指望从战争中脱身，也为时已晚。除了屈服，沦为奴隶，我们没有退路!战争已迫在眉睫，让它到来吧!先生们，请允许我重复一遍：让它到来吧! Exercises for integrated skills I. Dictation
All through these dark winter months / the enemy have had the power / to drop three or four tons of bombs upon us / for each ton we could send to Germany in return. / We are arranging / so that presently this will be rather the other way around, / but meanwhile / London and our big cities