UNIT 1 NEVER GIVE IN, NEVER, NEVER, NEVER
Section One Pre-reading Activities .................................................................................................... 2
I. Audiovisual supplement ......................................................................................................... 2 II. Cultural background .............................................................................................................. 2 Section Two Global Reading .............................................................................................................. 4
I. Structural analysis of the text................................................................................................. 4 II. Rhetorical features of the text .............................................................................................. 4 Section Three Detailed Reading ........................................................................................................ 5
I. Questions ............................................................................................................................... 6 II. Words and expressions ......................................................................................................... 7 III. Sentences ............................................................................................................................. 9 Section Four Consolidation Activities .............................................................................................. 11
I. Vocabulary ............................................................................................................................ 11 II. Grammar ............................................................................................................................. 13 III. Translation .......................................................................................................................... 16 IV. Exercises for integrated skills .............................................................................................. 18 V. Oral activities ....................................................................................................................... 19 VI. Writing ............................................................................................................................... 20 Section Five Further Enhancement ................................................................................................. 21
I Text II ..................................................................................................................................... 21 II MEMORABLE QUOTES .......................................................................................................... 24
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Section One Pre-reading Activities
I. Audiovisual supplement
From Into the Storm
Watch the movie clip and answer the following questions.
Script:
Churchill: Now that the French have surrendered, we must assume that their navy will soon be in
German hand. That must not happen. We must keep control of the Mediterranean. Without access to the Suez Canal, our oil supplies will be cut off, which would of course be disastrous. I’ve told the French they must continue to fight, sail their ships to a British port, or scuttle the entire fleet. If they accept none of these choices, I’ve ordered Admiral Somerville, to bombard the French fleet in the port of Oran. We have to show the world, and in particular the United States, that we mean to fight on.
Questions:
1. What consequence would it be if the German took over the French navy?
Answer: The German would control the Mediterranean, deprive Britain of its access to the Suez Canal, and cut off the British oil supplies, which would be disastrous.
2. What was Churchill’s plan if French did not accept his choices? Why would he do so?
Answer: He ordered Admiral Somerville to bombard the French fleet in the port of Oran. He wanted to show the world and in particular the United States that Britain meant to fight on.
II. Cultural background
1. World War II
World War II, or the Second World War, the most widespread war in history, lasted from 1939 to 1945 and involved most of the world’s nations which formed two opposing military alliances, the Allies and the Axis.
The war began on 1 September 1939, with the invasion of Poland by Germany and Slovakia, and subsequent declarations of war on Germany by France and most of the countries of the British Empire and Commonwealth.
From late 1939 to early 1941, in a series of campaigns and treaties, Germany conquered or subdued much of continental Europe. Britain and the Commonwealth remained the only major force continuing the fight against the Axis in North Africa and in extensive naval warfare.
Churchill’s speech at Harrow as was adapted in the text was delivered in this historical context.
2. Winston Churchill
Sir Winston Leonard Spencer-Churchill (30 November 1874 – 24 January 1965) was a British politician and statesman known for his leadership of the United Kingdom during the Second World War (WWII) and led his country from the brink of defeat to victory. He served as Prime Minister twice (1940 – 1945 and 1951 – 1955) and is widely regarded as one of the great wartime leaders. He is a noted statesman and orator, historian, writer, and an artist. To date, he is the only
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British prime minister to have received the Nobel Prize in Literature, and the first person to have been recognized as an honorary citizen of the United States.
Winston Churchill was born to an aristocratic family, with renowned ancestors and a politician father. As a prolific writer, he wrote a novel, two biographies, three volumes of memoirs, and several histories in addition to his many newspaper articles. He was awarded the Nobel Prize in Literature in 1953 “for his mastery of historical and biographical description as well as for brilliant oratory in defending exalted human values”.
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Section Two Global Reading
I. Structural analysis of the text
This text is an inspiring speech made by Winston Churchill, Great Britain’s then Prime Minister, when he visited Harrow School on 29 October, 1941. The whole speech can be divided into three parts.
Part I (Paragraph 1): Some opening remarks, in which Churchill summarized the events that had happened since his last visit to Harrow.
Part II (Paragraphs 2 – 5): The body of the speech, in which Churchill drew the lessons to be learned from the past year.
Part III (Paragraphs 6 – 8): The concluding part, in which, by changing a word in the additional verse of the school song, Churchill expressed his conviction that the entire nation was blessed with the chance to display its courage to the full in what was, as he elsewhere put it, its finest hour.
II. Rhetorical features of the text
As a representative piece of oration by the great orator Churchill, this speech was made eloquent and encouraging by employing many rhetorical devices. With generally short (in length) and simple (in structure) sentences, the message conveyed by the speech was highlighted by constant repetition, e.g. “Never, Never, Never” in the title, and strengthened by the use of antonyms, e.g. “ups/downs” and “short/long”.
Practice:
Find more examples of repetition and pairs of antonyms in the speech.
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Section Three Detailed Reading
NEVER GIVE IN, NEVER, NEVER, NEVER
Winston Churchill
Almost a year has passed since I came down here at your Head Master’s kind invitation in order to cheer myself and cheer the hearts of a few of my friends by singing some of our own songs. The ten months that have passed have seen very terrible catastrophic events in the world — ups and downs, misfortunes — but can anyone sitting here this afternoon, this October afternoon, not feel deeply thankful for what has happened in the time that has passed and for the very great improvement in the position of our country and of our home? Why, when I was here last time we were quite alone, desperately alone, and we had been so for five or six months. We were poorly armed. We are not so poorly armed today; but then we were very poorly armed. We had the unmeasured menace of the enemy and their air attack still beating upon us, and you yourselves had had experience of this attack; and I expect you are beginning to feel impatient that there has been this long lull with nothing particular turning up! But we must learn to be equally good at what is short and sharp and what is long and tough. It is generally said that the British are often better at the last. They do not expect to move from crisis to crisis; they do not always expect that each day will bring up some noble chance of war; but when they very slowly make up their minds that the thing has to be done and the job put through and finished, then, even if it takes months — if it takes years — they do it.
Another lesson I think we may take, just throwing our minds back to our meeting here ten months ago and now, is that appearances are often very deceptive, and as Kipling well says, we must “…meet with Triumph and Disaster. And treat those two impostors just the same.”
You cannot tell from appearances how things will go. Sometimes imagination makes things out far worse than they are; yet without imagination not much can be done. Those people who are imaginative see many more dangers than perhaps exist; certainly many more will happen; but then they must also pray to be given that extra courage to carry this far-reaching imagination. But for everyone, surely, what we have gone through in this period — I am addressing myself to the school — surely from this period of ten months this is the lesson: never give in, never give in, never, never, never, never — in nothing, great or small, large or petty — never give in except to convictions of honour and good sense. Never yield to force; never yield to the apparently overwhelming might of the enemy. We stood all alone a year ago, and to many countries it seemed that our account was closed, we were finished. All this tradition of ours, our songs, our school history, this part of the history of this country, were gone and finished and liquidated.
Very different is the mood today. Britain, other nations thought, had drawn a sponge across her slate. But instead our country stood in the gap. There was no flinching and no 5
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thought of giving in; and by what seemed almost a miracle to those outside these islands, though we ourselves never doubted it, we now find ourselves in a position where I say that we can be sure that we have only to persevere to conquer. You sang here a verse of a school song: you sang that extra verse written in my honour, which I was very greatly complimented by and which you have repeated today. But there is one word in it I want to alter — I wanted to do so last year, but I did not venture to. It is the line: “Not less we praise in darker days.”
I have obtained the Head Master’s permission to alter darker to sterner. “Not less we praise in sterner days.”
Do not let us speak of darker days: let us speak rather of sterner days. These are not dark days; these are great days — the greatest days our country has ever lived; and we must all thank God that we have been allowed, each of us according to our stations, to play a part in making these days memorable in the history of our race.
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I. Questions
1. What was the difference between the present situation and the situation when Churchill
came to Harrow School ten months ago? (Paragraph 1)
Answer: Ten months ago, Britain was poorly armed, fighting alone, and faced with unmeasured menace of the enemy. Now, Britain was not that poorly armed, and the situation was improving.
2. What did Churchill mean by saying “we must learn to be equally good at what is short and
sharp and what is long and tough”? (Paragraph 2)
Answer: By saying this he meant to make his audience fully aware that they should not only be able to fight and win short and quick battles but also be ready to fight and win hard and enduring wars.
3. What lesson had they learnt? (Paragraphs 3 – 4)
Answer: The lesson learnt throughout the past ten months was that one should not be deceived by appearances and should never give in to the apparently overwhelming might of the enemy. With a combination of imagination and courage, the British people could overcome any kind of difficulties and smash any attack of the enemy.
4. Why did Churchill replace the word darker with sterner? (Paragraphs 7 – 8)
Answer: Because he had a strong conviction of victory. The word darker carries a pessimistic tone, for it usually indicates “a period of unpleasant and frightening time” and implies hopelessness in a difficult period. But the word sterner, although it has the identical referent, suggests a time that is testing, but testing in a way that offers the British the opportunity to display their courage to the full.
Class Activity
Group discussions:
Topic A: How does the speaker Churchill impress you in the speech? Does it contribute to your understanding of the WWII?
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Topic B: Have you learned anything from Churchill’s oration about making a powerful speech?
II. Words and expressions
Part 1: Paragraph 1
at your Head Master’s kind invitation at: in response to
Collocation: at one’s invitation/request/suggestion, etc. e.g. A meeting was arranged at the ambassador’s request. At my suggestion, Mrs. Carey wrote to her former employer. Translation:
应胡锦涛主席之邀，美国总统将对中国进行国事访问。
Answer: At the invitation of President Hu Jintao, President of the United States will pay a state visit to China.
catastrophic: a. involving or causing sudden great damage or suffering Synonym: disastrous
Collocation: catastrophic floods/losses/effects/results Derivation: catastrophe n.
ups and downs: a mixture of good things and bad things
e.g. Sitting beside the window, he recalled the ups and downs of his parenthood. Translation:
从1999年建立以来，公司历经盛衰浮沉。
Answer: The organization has experienced its ups and downs since it was founded in 1999.
position: situation at a particular time Synonym: situation
e.g. It is time those companies revealed more about their financial position.
Their soccer team is going to be in a very difficult position if nothing particular shows up.
Part 2: Paragraphs 2-5
throwing our minds back to our meeting here ten months ago: recollecting our meeting at Harrow School ten months ago
e.g. Please throw your mind back to 1945, when people all over the world were engaged in a great war against the Fascists.
meet with: experience; undergo
e.g. Attempts to find civilian volunteers have met with embarrassing failure.
Efforts to put the Russian space programme into market have met with little success. She was worried that he might have met with an accident.
... imagination makes things out far worse ...: ... what one imagines tends to be worse than reality ...
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make out: see or understand
e.g. How do you make that out (= what are your reasons for thinking that)? [+ wh-] I can’t make out what she wants. Paraphrase:
I can’t make out how to put it back.
Answer: I don’t know/understand how to put it back.
far-reaching: a. having important and widely applicable effects or implications Collocation: far-reaching consequences/implications/changes/reforms e.g. The consequences of the decision will be far-reaching. They decided to carry on far-reaching constitutional reforms.
conviction: n.
a strong opinion or belief
Collocation: political/moral convictions
e.g. She was motivated by deep religious convictions. In face of difficulty, he held a conviction that all would be well in the end. [U] the feeling or appearance of believing sth. strongly or of being sure about it e.g. He said he agreed but his voice lacked conviction.
The leader’s speech in defense of the policy didn’t carry much conviction.
yield: v.
yield (to sth./sb.): (formal or literary) give up control (of) Synonym: surrender
e.g. After a long siege, the town was forced to yield. He reluctantly yielded to their demands.
If the newly founded regime does not yield, it should face sufficient military force to ensure its certain defeat.
I yielded to temptation and had a chocolate bar. Paraphrase:
Never yield to the apparently overwhelming might of the enemy. Answer: Never give in or surrender to the seemingly strong enemy.
overwhelming: a. very great in amount
e.g. The evidence against him was overwhelming.
She had the almost overwhelming desire to tell him the truth. Translation:
压倒性的大多数表决反对这个提议。
Answer: An overwhelming majority voted against the proposal. Derivation:
overwhelm: v. defeat or make powerless (usu. a group of people) by much greater force of numbers; e.g. to overwhelm the opposing army
persevere: v. continue in a course of action even in the face of difficulty or with little or no
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indication of success
Collocation: persevere (in sth. / in doing sth.); persevere (with sth./sb.)
e.g. Despite a number of setbacks, they persevered in their attempts to fly around the world in a balloon.
She persevered with her violin lessons.
Derivations: persevering a.; perseverance n.
Part 3: Paragraphs 6-8
compliment: v. politely congratulate or praise (sb.) for sth. Collocation: compliment sb. (on sth.)
e.g. She complimented him on his excellent German. Comparison: compliment & complement
These words have similar spellings but completely different meanings. If you compliment someone, you say something very nice to them.
If one thing complements another, the two things work or look better because they are together. Blank filling:
The different flavors ___ each other perfectly. She ___ me on my English.
(Answer: A. complement; B. complimented)
venture to do sth.: be brave enough to say sth.
Collocation: venture sth.; venture to do sth.; venture + speech; venture that … e.g. She hardly dared to venture an opinion. She would never venture to ask for a raise. “And if I say no?” she ventured. Translation:
我小心翼翼地说她可能犯了个错误。
Answer: I ventured to suggest that she might have made a mistake.
III. Sentences
… you are beginning to feel impatient that there has been this long lull … (Paragraph 1) Paraphrase:
You are beginning to be anxious because there has been no progress of the war in such a long quiet period.
… appearances are often very deceptive … (Paragraph 3) Paraphrase:
Surface phenomena tend to be misleading.
… but then they must also pray to be given that extra courage to carry this far-reaching imagination (Paragraph 4) Paraphrase:
They wish to be equipped with excessive courage to accomplish or realize this effective and influential blueprint.
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... our account was closed ... (Paragraph 4) Rhetorical device and explanation:
Here the author uses a metaphor of “opening/closing a bank account” to mean that Britain is regarded by many as doomed and completely defeated by the enemy. The word “liquidated” in the next sentence implies the same. Originally, it means to close a business and sell everything it owns, usually in order to pay money that is owed.
Britain, other nations thought, had drawn a sponge across her slate. But instead our country stood in the gap. (Paragraph 5) Explanation:
This sentence uses metaphor for rhetorical effects. It means that, although it was believed our country had been virtually wiped out, we were in fact still holding out and shouldered the responsibility in isolation.
draw a sponge across her slate: a metaphor, meaning to completely wipe out
stand in the gap: to expose one’s self for the protection of sth., to take the place of a fallen defender
e.g. At the critical moment of world economic recession, a powerful government is needed to stand in the gap.
... we have only to persevere to conquer. (Paragraph 5) Paraphrase:
We have no choice but to hold on until victory comes. Translation:
我们别无选择，只有坚持不懈，直到胜利。
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Section Four Consolidation Activities
I. Vocabulary
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 from.
1. put... Through 2. addressed himself to 3. was going through 4. Throwing our minds back to 5. yield to 6. close our account 7. ups and downs 8. Misfortunes
III. Word derivation
1) catastrophe n. → catastrophic a. → catastrophically ad.
① 那场地震是个大灾难，夺去了许多人的生命。
The earthquake was a major catastrophe, causing heavy loss of life. ② 战争的灾难性后果很快显现出来。
The catastrophic consequences of the war soon unfolded.
③ 关键时刻，预警系统灾难性地崩溃了。
The Warning System catastrophically collapsed at that critical moment.
2) deceive v. → deceptive a. → deceptively ad. → deception n.
① 他们骗她在文件上签了字。
They deceived her into signing the paper. ② 外表往往是靠不住的。
Appearances can often be deceptive． ③ 房子从外面看起来很小（实际上很大）。 The house looks deceptively small from the outside.
④ 他通过欺骗手段获取了那片资产。 He obtained that property by deception.
3) convict v. → conviction n.
① 他被判犯有谋杀罪。 He was convicted of murder. ② 她是一个道德信念坚定的女子。 She is a women of strong moral convictions.
4) apparent a. → apparently ad.
① 今年的利润表面上有所增加，是因为出售了公司的一部分财产。
The apparent improvement in this year’s profits is due to the selling off of some of the company’s property. ② 看来他们要提高电费了。
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Apparently, they are intending to put up the price of electricity.
5) persevere v. → persevering a. → perseverance n.
① 如果你把工作坚持下去，最终会取得成功的。
If you persevere with your work, you will succeed in the end. ② 玛丽是一位锲而不舍的学生。 Mary is a persevering student. ③ 他学得慢，但面对困难却表现出坚忍不拔的毅力。
He is slow to learn, but shows great perseverance in the face of difficulty.
6) desperate a. → desperately ad. → desperation n.
① 国家正遭受严重的食物短缺。
The country is suffering from a desperate shortage of food. ② 因为缺乏食物，他病得奄奄一息。
Due to the lack of food, he became desperately ill. ③ 他不顾一切地拼命踢门，企图能逃出去。
In desperation, he kicked at the door, hoping to escape.
7) flinch v. → flinching a.
Ant. unflinching a. → unflinchingly ad.
① 看到血，他畏缩了。
He flinched at the sight of blood.
② 在最艰难的时期，她忠贞不移地陪伴着他。
In the hardest time, she accompanied him with unflinching loyalty. ③ 他毫不畏惧地直面我的注视。 He met my gaze unflinchingly.
8) courage n. → courageous a. → encourage v. → encouraging a.
① 她听到这个坏消息时，表现出了非凡的勇气。
She showed remarkable courage when she heard the bad news.
② 你坦白承认自己的错误，真是勇敢。
It was courageous of your to frankly admit your mistake.
③ 你应该鼓励她去追逐自己的梦想，而不应该将你自己的想法强加于她。
You should encourage her in pursuit of her dreams, instead of imposing your own thoughts upon her.
④ 最近的贸易数字非常令人鼓舞。
The latest trade figures are very encouraging.
1． Phrase practice
1) She wouldn’t want to put them through the suffering of a huge ceremony.
put sb. through sth.: make sb. experience sth. very difficult or unpleasant e.g. 你最近让你的家人受了不少苦。
You have put your family through a lot recently.
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2) The famous orator addressed himself to the public to promote his newly published book.
address oneself to: (formal) think about a problem or a situation and decide how you are going to deal with it
e.g. 我们必须要致力于交通污染问题。
We must address ourselves to the problem of traffic pollution.
3) At that time, South Africa was going through a period of big events as the Blacks fought for
equality.
go through: experience or suffer sth.
e.g. 我钦佩她经历了那么多苦难以后，依然这样开朗快乐。
I admire the way she’s still so cheerful after all she’s gone through.
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
2． Synonym/Antonym
1. We had the unmeasured menace of the enemy. Synonym: threat, danger 2. The ten months that have passed have seen very terrible catastrophic events in the world — ups and downs.
Antonym: happy, successful 3. …, each of us according to our stations, to play a part in making these days memorable in the history of our race. Synonym: position 4. Never yield to force; never yield to the apparently overwhelming might of the enemy. Synonym: seemingly 5. As Kipling well says, we must “… meet with Triumph and Disaster. And treat those two imposters just the same.” Antonym: defeat, failure 6. There was no flinching and no thought of giving in. Synonym: retreat, shrink, withdraw 7. You sang that extra verse written in my honour, which I was very greatly complimented by. Synonym: praise, commend, laud 8. All this tradition of ours, our songs, our school history, this part of the history of this country, were gone and finished and liquidated. 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
II. Grammar
1) Coordination
A coordinate construction is a sequence of semantically-related grammatical units that are similar in form, equal in rank of structure, identical in function and are connected by coordinators such
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as “and”, “or”, and “but”. The coordinate construction can be a sequence of coordinated words, phrases, or clauses. When two or more independent clauses are coordinated, they form a compound sentence.
For example:
triumph and disaster (coordinated words) large or petty (coordinated words)
with strength but without confidence (coordinated phrases)
The children can go with us, or they can stay at home. (coordinated clauses / compound sentence)
Practice:
1. Combine the sentences in each of the following groups into one sentence, using parallel
constructions (coordination) wherever possible. ① A. Tom speaks Chinese fluently.
B. He can’t write in it.
Answer: Tom speaks Chinese fluently, but he can’t write in it. ② A. I have nothing to offer.
B. I can offer blood. C. I can offer toil. D. I can offer tears. E. I can offer sweat.
Answer: I have nothing to offer but blood, toil, tears and sweat. ③ A. Ruel went into the forest.
B. Cameron went into the forest too.
C. They collected a lot of insect specimens.
Answer: Ruel and Cameron went into the forest and collected a lot of insect specimens. ④ A. No matter how you measure it, education is the largest “industry” in the nation.
B. You can measure it in terms of dollars spent. C. You can measure it in terms of people involved.
Answer: Education is the largest “industry” in the nation either in terms of dollars spent or in terms of people involved.
2. Improve the following sentences. ① Marian could not decide whether she should start college right after high school or to get a job first.
Answer: Marian could not decide whether to start college right after high school or to get a job first. ② The requirements for a chemistry degree are not as strict as a medical degree.
Answer: The requirements for a chemistry degree are not as strict as the requirements / those
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for a medical degree. ③ Either he is an absolute coward or a fool.
Answer: He is either an absolute coward or a fool. ④ The students are not only organizing social activities, but also are interested in political questions.
Answer: The students are not only organizing social activities, but also showing an interest in political questions.
2) Tense
Tense is a grammatical form associated with verbs that tells of the distinctions of time. English verbs have three tenses: the past, the present and the future tenses. Tenses often combine with aspects (the progressive aspect for incomplete actions and the perfective aspect for complete actions) in daily expressions.
For example:
She plays the piano very well. (simple present)
She played the piano very well when she was young. (simple past) She will play the piano later. (simple future)
She was playing the piano at 6 pm. (past progressive)
She has been playing the piano since 6 pm. (present perfective progressive)
Practice:
Fill in the blanks with the correct forms of the verbs given. ① I will make sure that everything ______ (be) in order. Answer: is ② Mr. Smith ______ (step) into his office, ______ (sit) down and ______ (begin) to fill in the
forms.
Answer: stepped, sat, began ③ Trains __________ (run) very badly since the railway staff __________(begin) a “go-slow”
last month.
Answer: have run / have been running, began ④ Several times the train __________ (take) me nearly two hours to get home whereas in
normal conditions it ___________ (take) me half the time. Answer: has taken, takes
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 Ital and hen 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.
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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 flogging and lynchings occur at harvest time, when fruit hangs heavy and ripe, when the leaves are red and gold, when nuts fall from the threes, 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 “black power” real and black pride possible. 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 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.
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. have run/ have been running; began; has taken; takes; returned; was; became; screamed; left/were leaving/ have never seen
III. Translation E-C
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。
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4. 一年前，我们孤军作战，许多国家都认为我们被彻底打败了。 C-E
1. 我安排他们在小酒吧见面，但那个小伙子一直都没有来。(turn up) Explanation:
If sb. turns up, he or she arrives or makes his or her appearance.
Translation:
I had arranged for them to meet each other at the pub, but the young man never turned up.
Practice: ① 她什么事情都迟到。
Answer: She turns up late for everything. ② 她儿子已经失踪五年了，她还在期望儿子有一天会出现。
Answer: It had been five years since her son disappeared, but she still hoped her son would turn up one day.
2. 你无法仅凭表象判断形势是否会变得对我们不利。(tell from appearance) Explanation:
If you tell from appearance, you are making judgment from the outside qualities or the way a person or thing looks to other people, which can be wrong.
Translation:
You cannot tell merely from appearances whether things will turn out unfavourable to us or not.
Practice: ① 从表面看来，他要赢了。
Answer: Telling from appearances, he would win. ② 这个故事教育我们，不应该以貌取人。
Answer: The story gives us a lesson that we should not tell people from appearances.
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. 我们正筹划为你举办一次盛大的圣诞聚会。(in sb.’s honour) Explanation:
If you do sth. in sb.’s honour, you do it in order to show respect and admiration for him or her.
Translation:
We are planning a big Christmas party in your honour.
Practice:
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① 五十周年时，人们举办了一个仪式，纪念在战争中死亡的人们。
Answer: A ceremony in honour of those killed in the war was held on the fiftieth anniversary. ② 人们为她举办了一个盛大的宴会。
Answer: A grand banquet was held in her honour.
8. 听到那个曲子，我回想起了儿童时代。(throw one’s mind back) Explanation:
If you throw your mind back to a period or a thing, you recall it.
Translation:
Hearing that tune threw my mind back to my childhood.
Practice:
① 看着那个男孩在操场上欢快地跑，他的思绪回到了自己的少年时代。
Answer: Watching the boy running happily on the playground, he began to throw his mind back to his boyhood.
② 回想一下二十年前，我们马上就能看出我们现在的生活有多么不同。
Answer: Throwing our minds back to twenty years ago, we would immediately tell how different our life is now.
Passage Translation
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方法吗？先生们，加入我们适当的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，胜利还属于警觉地人们、活跃的人们、无畏的人们。先生们，我们别无选择。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！
IV. 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 have had to stand their pounding. / They remind me of the British squares at Waterloo. / They are not squares of soldiers, / they do not wear scarlet coats; / they are just ordinary English, Scottish and Welsh folk, / men, women and children, / standing steadfastly together. / But their spirit is the same, / their glory is the same / and, in the end, / their victory will be greater than far-famed Waterloo.
II. Fill in each blank in the passage below with ONE appropriate word.
Five months have passed (1) ______ I spoke to the British nation and Empire on the broadcast.
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In war time there is a lot to be said for the motto “Deeds, (2) ______ Words.” All the same, it is a good thing to look around from time to time and take stock. And certainly our affairs have prospered (3) ______ several directions during these last four or five months far better than most of us would have ventured to hope. We stood our ground and faced the two dictators in the hour of what seemed their overwhelming triumph and we have shown ourselves capable, so far, of standing up (4) ______ them alone.
(5) ______ the heavy defeat of the German Air Force by our fighters in August and September, Hitler did not dare attempt the invasion of this island, although he had every need to do (6) ______ and although he had made vast preparations. Baffled in this grandiose project, he sought to break the spirit of the British nation by the bombing, first of London and afterward (7) ______ our great cities. It has now been proved (8) ______ the admiration of the world and of our friends in the United States that this form of blackmail and murder and terrorism, so far from weakening the spirit of the (9) ______ nation, has only roused it to a more intense and universal flame than was ever seen (10) ______ in any modern community. Keys:
1. since 2. Not 3. in 4. against 5. After 6. so 7. of 8. to 9. British 10. before
1. The perfective aspect in Five months have passed indicates that the following clause acts as
an adverbial suggesting a time period, where since comes naturally to this end.
2. Deeds and words construct a sharp contrast, and judging from the context, the motto is
probably making a value judgment, stressing one, and negating the other. 3. A preposition habitually collocating with direction is needed here, which is in.
4. Them here refers to the two dictators, and the missing word needs to be a preposition
indicating an antagonism towards them, hence against.
5. Telling from the context, Hitler had the heavy defeat first, which stopped him from invading
the island, and after best expresses this cause-effect relation.
6. It can be told from the logic of the passage that Hitler had every need to attempt the invasion
of this island, and do so, as a fixed expression, refers to this.
7. As indicated by the linking word and, first of … our great cities is a coordinate structure. It can
easily be seen that a preposition of is missing here, meaning the bombing of our great cities, as is parallel to the bombing of London.
8. The last sentence of this passage is a complex sentence, imbedded with various clauses and
inserted by different elements. After reading the whole sentence, we should be able to identify it as an it-sentence leading a subject clause, i.e. it has been proved … that … this form of blackmail and murder and terrorism … has only roused it … . To the admiration of the world and of our friends in the United States, similar to expressions like to one’s surprise, serves as an inserted element.
9. The nation clearly refers to the British nation.
10. After was ever seen, before is naturally expected as ever … before is a habitual collocation.
V. Oral activities
Giving a talk
Topic A: Churchill’s Speech in Our School
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Key words and phrases: October 29, 1941, visit, cheer, ten months, ups and downs, a great improvement in our position, desperately alone, unmeasured menace, deceptive appearances, never give in, account closed, different mood, flinch, persevere to conquer, a verse of the school song, sterner days
Topic B: Churchill’s Visit to Our School
Key words and phrases: alumnus of Harrow School, October 29, 1941, visit, hear the traditional school songs, deliver a speech, encourage, suggestion, alter a word, great days
Having a dialogue
Key words and phrases: I know how it feels, frustrating, progress takes time, my experience in language learning, learning method, practice makes perfect, perseverance, diligence, the importance of confidence in language learning, keep going
VI. Writing
Essay writing: An introduction Essay type: argumentative essays
Suggestion: Quote concrete examples to support the idea; progressively build up argumentation; stress the thesis.
Practice:
Write an essay on the given topic: How to Stay Cool with Success. Please employ examples to help explain your idea, and build up your argumentation progressively.
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Section Five Further Enhancement
I Text II
1. Lead-in Question
Churchill was a successful politician, orator, and writer, but had he always been successful? What are some unsuccessful aspects of Churchill as a human being?
2. Text II
WINSTON CHURCHILL1
John Keegan2
1 Churchill came of a military dynasty. His ancestor John Churchill had been created first
Duke3 of Marlborough in 1702 for his victories against Louis XIV4 early in the War of the Spanish Succession5. Churchill was born in 1874 in Blenheim Palace, the house built by the nation for Marlborough6. As a young man of undistinguished academic accomplishment — he was admitted to Sandhurst after two failed attempts — he entered the army as a cavalry officer. He took enthusiastically to soldiering (and perhaps even more enthusiastically to regimental polo playing) and between 1895 and 1898 managed to see three campaigns: Spain’s struggle in Cuba7 in 1895, the North-West Frontier campaign in India8 in 1897 and the Sudan campaign9 of 1898, where he took part in what is often described as the British Army’s last cavalry charge, at Omdurman. In Cuba he was present as a war correspondent, and in India and the Sudan he was present both as a war correspondent and as a serving officer. Thus he revealed two other aspects of his character: a literary bent and an interest in public affairs.
2 He was to write all his life. His Life of Marlborough is one of the great English
biographies, and The History of the Second World War helped win him a Nobel Prize for literature. Writing, however, never fully engaged his energies. Politics consumed him. His father Lord Randolph Churchill was a brilliant political failure. Early in life, Winston determined to succeed where his father had failed. His motives were twofold. His father had despised him. Writing in August 1893 to Winston’s grandmother, the dowager10 Duchess11 of Marlborough, he said the boy lacked \for settled work. He has a great talent for show-off, exaggeration and make-believe.\His disapproval surely stung, but Churchill reacted by venerating his father’s memory. Winston fought to restore his father’s honour in Parliament (where it had been dented by the Conservative Party). Thirty years after Lord Randolph’s death, Winston wrote, \my dreams of comradeship were ended. There remained for me only to pursue his aims and vindicate his memory.\
3 Churchill entered Parliament in 1901 at age 26. In 1904 he left the Conservative Party
to join the Liberals, in part out of calculation: the Liberals were the coming party, and in its ranks he soon achieved high office. He became Home Secretary in 1910 and First Lord of the Admiralty12 in 1911. Thus it was as political head of the Royal Navy at the outbreak of
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the First World War in 1914 that he stepped onto the world stage.
4 A passionate believer in the navy’s historic strategic role, he immediately committed
the Royal Naval Division to an intervention in the Flanders campaign in 1914. Frustrated by the stalemate in Belgium and France that followed, he initiated the Allies’ only major effort to outflank the Germans on the Western Front by sending the navy, and later a large force of the army, to the Mediterranean. At Gallipoli in 1915, this Anglo-French force struggled to break the defenses that blocked access to the Black Sea. It was a heroic failure that forced Churchill’s resignation and led to his political eclipse.
5 It was effectively to last nearly 25 years. Despite his readmission to office in 1917,
after a spell commanding an infantry battalion on the Western Front, he failed to re-establish the reputation as a future national statesman he had won before the war. Dispirited, he chose the issue of the Liberal Party’s support for the first government formed by the Labour Party in 1924 to rejoin the Conservatives, after a spell when he had been out of Parliament altogether. The Conservative Prime Minister appointed Churchill Chancellor of the Exchequer, but when he returned the country to the gold standard, it proved financially disastrous, and he further weakened his political position by opposing measures to grant India limited self-government. He resigned office in 1931 and entered what appeared to be a terminal political decline.
6 By espousing anti-Nazi policies in his wilderness years between 1933 and 1939, he
ensured that when the moment of final confrontation between Britain and Hitler came in 1940, he stood out as the one man in whom the nation could place its trust. He had decried the prewar appeasement policies of the Conservative leaders Baldwin and Chamberlain13. When Chamberlain lost the confidence of Parliament, Churchill was installed in the premiership.
7 His was a bleak inheritance. Following the total defeat of France, Britain truly, in his
words, \German invasion and under constant German air attack. He nevertheless refused Hitler’s offers of peace, organized a successful air defense that led to the victory of the Battle of Britain and meanwhile sent most of what remained of the British army, after its escape from the humiliation of Dunkirk14, to the Middle East to oppose Hitler’s Italian ally, Mussolini. 8 This was one of the boldest strategic decisions in history. Convinced that Hitler could
not invade Britain while the Royal Navy and its protecting Royal Air Force remained intact, he dispatched the army to a remote theater of war to open a second front against the Nazi alliance. Its victories against Mussolini during 1940 – 41 both humiliated and infuriated Hitler, while its intervention in Greece, to oppose Hitler’s invasion of the Balkans, disrupted the Nazi dictator’s plans to conclude German conquests in Europe by defeating Russia. 9 From the outset of his premiership, Churchill, half American by birth, had rested his
hope of ultimate victory in U.S. intervention. He had established a personal relationship with President Roosevelt that he hoped would flower into a war-winning alliance. Roosevelt’s reluctance to commit the U.S. beyond an association \his optimism. He always hoped events would work his way. The decision by Japan, Hitler’s ally, to attack the American Pacific fleet at Pearl Harbor on Dec. 7, 1941, justified his hopes. That evening he confided to himself, \
10 America’s entry into the Second World War marked the high point of Churchill’s
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statesmanship. Britain, demographically, industrially and financially, had entered the war weaker than either of its eventual allies, the Soviet Union and the U.S. Defeats in 1940 had weakened it further, as had the liquidation of its international investments to fund its early war efforts. During 1942, the prestige Britain had won as Hitler’s only enemy allowed Churchill to sustain parity of leadership in the anti-Nazi alliance with Roosevelt and Stalin. 11 Churchill understandably exulted in the success of the D-day15 invasion when it came in
1944. By then it was the Russo-American rather than the Anglo-American nexus, however, that dominated the alliance, as he ruefully recognized at the last Big Three conference in February 1945. Shortly afterward he suffered the domestic humiliation of losing the general election and with it the premiership. He was to return to power in 1951 and remain until April 1955, when ill health and visibly failing powers caused him to resign.
12 It would have been kinder to his reputation had he not returned. He was not an
effective peacetime Prime Minister. His name had been made, and he stood unchallengeable, as the greatest of all Britain’s war leaders. It was not only his own country, though, that owed him a debt. So too did the world of free men and women to whom he had made a constant and inclusive appeal in his magnificent speeches from embattled Britain in 1940 and 1941.
Notes
1. About the text — It is an abridged version of the article with the same title from www.time.com/time/time 100/leaders/profile/churchill.html. 2. About the author — John Keegan, a historian, is the defense and military specialist for London’s Daily Telegraph.
3. duke (Paragraph 1) — the title of a nobleman of the highest rank
4. Louis XIV (Paragraph 1) — (1638 – 1715) son of Louis XIII, King of France from 1643 to 1715 5. War of Spanish Succession (Paragraph 1) — (1701 – 1714) a war caused by the efforts of King Louis XIV to extend French power. The direct cause of the war was that the poor health of the childless King Charles II left the issue of succession open to the claims of three principal pretenders including Louis XIV.
6. Marlborough (Paragraph 1) — a place in England
7. Spain’s struggle in Cuba (Paragraph 1) — In the early 19th century, Spain lost control of most American colonies to the revolutionaries and in the war of 1898 lost Cuba to the U.S.
8. the North-West Frontier campaign in India (Paragraph 1) — A civil war broke out in Chitral, India in 1896 and it was suppressed by the British expedition in 1897.
9. the Sudan campaign (Paragraph 1) — The Sudan was conquered by Egypt in 1821, and in 1882 England occupied Egypt and then in 1898 took over the Sudan from Egypt so as to prevent France from taking the upper reaches of the Nile.
10. dowager (Paragraph 2) — a woman who holds some title or property from her husband 11. duchess (Paragraph 2) — the title of a woman equal in rank to a duke
12. Admiralty (Paragraph 3) — the government department which controls the navy
13. Chamberlain (Paragraph 6) — Arthur Neville Chamberlain (1869 – 1940), a conservative politician and Prime-Minister of the United Kingdom from 1937 to 1940.
14. Dunkirk (Paragraph 7) — a seaport in the north of France, from which Allied troops evacuated
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at the end of May and beginning of June, 1940, before the German troops arrived
15. D-day (Paragraph 11) — the day during the World War II when the Allies began their invasion of Europe by attacking the coast of North France
Additional notes
1. … the Liberals were the coming party ... (Paragraph 3) — ... the Liberal Party was the party
most likely to grow in strength and to hold power ...
2. It was effectively to last nearly 25 years. (Paragraph 5) — “It” refers to what is said in the last
sentence of Paragraph 4 — Churchill’s resignation and his political eclipse. Winston Churchill disappeared from politics in 1914 and didn’t regain his reputation until the outbreak of war in 1939.
3. It would have been kinder to his reputation had he not returned. (Paragraph 12) — If he had
not returned to power in 1951, he would have had a better reputation / his reputation would not have been so diminished.
Questions for discussion
1. What was Churchill interested in when he was in India and the Sudan? 2. What kind of Nobel Prize did Churchill win?
3. When and how did Churchill step onto the world stage?
4. Why did Churchill hope the U.S. could join the war against Hitler? 5. What helped Churchill to be as important as Roosevelt and Stalin?
6. In what way, according to the author of this text, was Churchill a successful statesman?
Key to Questions for discussion
1. He was interested in both literature and public affairs when he was in India and the Sudan. 2. He won the Nobel Prize for Literature.
3. He stepped onto the world stage at the outbreak of the World War I in 1914 in the capacity of First Lord of the Admiralty of Great Britain.
4. Because he knew very well that his country alone was not demographically, industrially or financially strong enough to win the war against the Nazis and the intervention of the U.S., the most powerful country in the world, would bring the war to its end much sooner.
5. It was the fact that Britain, under the leadership of Churchill, stood alone as Hitler’s only enemy in 1942.
6. Ever since he became the premier of his country, Churchill placed his hope of the final victory on the intervention of the U.S. In order to get the U.S. involved in the war, he established a personal relationship with President Roosevelt. When his request was declined by Roosevelt, he was still optimistic and believed that things would work his way. The later development of the world situation proved that he was right.
II MEMORABLE QUOTES
Swim or sink, live or die, survive or perish with my country was my unalterable determination.
— John Adams
The world is my country, all mankind are my brethren, and to do good is my religion.
— Thomas Paine
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John Adams (1735 – 1826) was an American statesman, diplomat and political theorist. As a leading champion of independence in 1776, he was the second President of the United States (1797 – 1801).
Thomas Paine (1737 – 1809) was an author, pamphleteer, radical, inventor, intellectual, revolutionary, and one of the Founding Fathers of the United States.
Questions for Discussion:
1) Do you think one should love one’s country? Share your opinion of patriotism with your
classmates.
2) Share with your classmates a story of a patriotic person.
Guidance
1) Suggestion: Patriotism can be represented differently in different historical stages, e.g. in
wartime, in times of peace. No matter what period one is in, having a full knowledge of one’s country (being patriotic but not chauvinistic) and serving for the country when one is most needed are always recommendable.
2) For example: Deng Jiaxian returned to the poor and war-stricken China from the well-off
America in 1950 and dedicated himself to the dangerous and arduous research work of atomic bomb. He sacrificed his life for the cause and died of radiation-caused cancer, without whose efforts, China would not have gained its current position.
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