Unit1

NEVER GIVE IN, NEVER, NEVER, NEVER

Unit 1Unit 1NEVER GIVE IN, NEVER, NEVER, NEVER

Watch the video and answer the following questions.

1. What consequence would it be if the German took over the French navy?

Audiovisual supplementCultural information

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.

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.

2. What was Churchill’s plan if French did not accept his choices? Why would he do so?


From Into the Storm

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.


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.


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 his success in leading 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 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 hismastery of historical and biographical description as well as for brilliant oratory in defending exalted human values”.


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.

Rhetorical featuresStructural analysis

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.

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.

Detailed reading

NEVER GIVE IN, NEVER, NEVER, NEVERWinston Churchill

1 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

Detailed reading

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!2 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.

3 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.”4 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

Detailed reading

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.

Detailed reading

5 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 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.6 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.”

Detailed reading

7 I have obtained the Head Master’s permission to alter darker to sterner. “Not less we praise in sterner days.”8 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.

Detailed reading

What was the difference between the present situation and the situation when Churchill came to Harrow School ten months ago? (Paragraph 1)

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.

Detailed reading

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)

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.

Detailed reading

What lesson had they learnt? (Paragraphs 3 — 4)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.

Detailed reading

Why did Churchill replace the word darker with sterner? (Paragraphs 7 — 8)

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.

Detailed reading

Group discussions Topic A: How does the speaker Churchill impress you in the speech? Does it contribute to your understanding of the WWII?

Topic B: Have you learned anything from Churchill’s oration about making a powerful speech?

Detailed reading

at your Head Master’s kind invitationat: in response to

e.g.A meeting was arranged at the ambassador’s request.At my suggestion, Mrs. Carey wrote to her former employer.

Collocations:at one’s invitation/request/suggestion, etc.

Detailed reading

Translation:

应胡锦涛主席之邀，美国总统将对中国进行国事访问。At the invitation of President Hu Jintao, President of the United States will pay a state visit to China.

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catastrophic: a. involving or causing sudden great damage or suffering

Synonym:

disastrous

Detailed reading

Collocations:

catastrophic floods/losses/effects/results

Derivation:

catastrophe n.

ups and downs: a mixture of good things and bad thingse.g. Sitting beside the window, he recalled the ups

and downs of his parenthood.

Detailed reading

Translation:

从 1999 年建立以来，公司历经盛衰浮沉。The organization has experienced its ups and downs since it was founded in 1999.

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position: situation at a particular time

Synonym:

situation

Detailed reading

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.

throwing our minds back to our meeting here

ten months ago: recollecting our meeting at

Harrow School

ten months agoe.g.Please throw your mind back to 1945, when

people all over the world were engaged in a

great war against the Fascists.

Detailed reading

meet with: experience; undergo

Detailed reading

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 ...

e.g. How do you make that out (= what are your reasons for thinking that)? [+ wh-] I can’t make out what she wants.

Detailed reading

make out: see or understand

Paraphrase:I can’t make out how to put it back.

I don’t know/understand how to put it back.______________________________________

far-reaching: a. having important and widely applicable effects or implications

e.g.The consequences of the decision will be far-reaching.They decided to carry on far-reaching constitutional reforms.

Collocations:

far-reaching consequences/implications/changes/reforms

Detailed reading

conviction: n.

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.

Detailed reading

(1) a strong opinion or belief

(2) [U] the feeling or appearance of believing sth. strongly or of being sure about ite.g.

He said he agreed but his voice lacked conviction. The leader’s speech in defense of the policy didn’t carry much conviction.

Collocations:political/moral convictions

never give in or surrender to the seemingly strong enemy

never yield to the apparently overwhelming might of the enemy

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Detailed reading

yield: v. yield (to sth./sb.): (formal or literary) give up control (of)

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.

Synonym:surrende

r

Paraphrase:

The evidence against him was overwhelming. She had the almost overwhelming desire to tell him the truth.

e.g.

Detailed reading

overwhelming: a. very great in amount

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

Translation:压倒性的大多数表决反对这个提议。An overwhelming majority voted against the proposal._____________________________________________________________

Detailed reading

persevere: v. continue in a course of action even in the face of difficulty or with little or no indication of success

Collocations:persevere (in sth. / in doing sth.); persevere (with sth./sb.)Despite a number of setbacks, they persevered in their attempts to fly around the world in a balloon. She persevered with her violin lessons.

e.g.

Derivations: persevering a.; perseverance n.

compliment: v. politely congratulate or praise (sb.) for sth.

e.g.She complimented him on his excellent German.

Detailed reading

Collocation:compliment sb. (on sth.)

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.

Comparison:compliment & complement

A. The different flavors each other perfectly. B. She me on my English.

complement______________

Detailed reading

complimented

________________

Blank filling:

Collocations:venture sth.; venture to do sth.; venture + speech; venture that …

Detailed reading

venture to do sth.: be brave enough to say sth.

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。I ventured to suggest that she might have made a mistake.

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… 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.

Detailed reading

… appearances are often very deceptive … (Paragraph 3)

Paraphrase:

Surface phenomena tend to be misleading.

Detailed reading

… 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.

Detailed reading

... 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.

Detailed reading

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 outstand in the gap: to expose one’s self for the protection of sth., take the place of a fallen defender

Detailed reading

At the critical moment of world economic recession, a powerful government is needed to stand in the gap.

e.g.

... we have only to persevere to conquer. (Paragraph 5)

Paraphrase:We have no choice but to hold on until victory comes.

Detailed reading

Translation:

我们别无选择，只有坚持不懈，直到胜利。

Phrase practice

Word derivation

Synonym / Antonym

Vocabulary Translation Integrated skillsOral activitiesWritingGrammar

1) She wouldn’t want to them the suffering of a huge ceremony.

Vocabulary Translation Integrated skillsOral activitiesGrammar

put

2) The famous orator the public to promote his newly published book.

addressed himself to _______________________

3) At that time, South Africa a period of big events as the Blacks fought for equality.

was going through ____________________

through

____ _________

Writing

Fill in the blank(s) in each sentence with a word or phrase from the text in its appropriate form.


e.g.你最近让你的家人受了不少苦。You have put your family through a lot recently.

put sb. through sth.: make sb. experience sth. very difficult or unpleasant

Writing


e.g. 我们必须要致力于解决交通污染问题。We must address ourselves to the problem of traffic pollution.

address oneself to: (formal) think about a problem or a situation and decide how you are going to deal with it

Writing


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.

go through: experience or suffer sth.

Writing


1) catastrophe n. → catastrophic a. → catastrophically ad.e.g. 那场地震是个大灾难，夺去了许多人的生命。

战争的灾难性后果很快显现出来。

关键时刻，预警系统灾难性地崩溃了。

The earthquake was a major catastrophe, causing heavy loss of life.

The catastrophic consequences of the war soon unfolded.

The Warning System catastrophically collapsed at that critical moment.

Writing


2) deceive v. → deceptive a. → deceptively ad. → deception n.

e.g. 他们骗她在文件上签了字。

外表往往是靠不住的。

房子从外面看起来很小（实际上很大）。

他通过欺骗手段获取了那份资产。

They deceived her into signing the paper.

Appearances can often be deceptive.

The house looks deceptively small from the outside.

He obtained that property by deception.

Writing


3) convict v. → conviction n.

e.g. 他被判犯有谋杀罪。

她是一个道德信念坚定的女子。He was convicted of murder.

She is a woman of strong moral convictions.

Writing


4) apparent a. → apparently ad.

e.g. 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。

看来他们要提高电费了。

The apparent improvement in this year’s profits is due to the selling off of some of the company’s property.

Apparently, they are intending to put up the price of electricity.

Writing


5) persevere v. → persevering a. → perseverance n.

e.g.如果你把工作坚持下去，最终会取得成功的。

玛丽是一位锲而不舍的学生。

他学得慢，但面对困难却表现出坚忍不拔的毅力。

If you persevere with your work, you will succeed in the end.

Mary is a persevering student.

He is slow to learn, but shows great perseverance in the face of difficulty.

Writing


6) desperate a. → desperately ad. → desperation n.

e.g.国家正遭受严重的食物短缺。

因为缺乏食物，他病得奄奄一息。

他不顾一切地拼命踢门，企图逃出去。

The country is suffering from a desperate shortage of food.

Due to the lack of food, he became desperately ill.

In desperation, he kicked at the door, hoping to escape.

Writing


7) flinch v. → flinching a. Ant. unflinching a. → unflinchingly ad.e.g.看到血，他畏缩了。

在最艰难的时期，她忠贞不移地陪伴着他。

他毫不畏惧地直面我的注视。

He flinched at the sight of blood.

In the hardest time, she accompanied him with unflinching loyalty.

He met my gaze unflinchingly.

Writing


8) courage n. → courageous a. → encourage v. → encouraging a.

e.g.她听到这个坏消息时，表现出了非凡的勇气。

你坦白承认自己的错误，真是勇敢。

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。

最近的贸易数字非常令人鼓舞。

She showed remarkable courage when she heard the bad news.

It was courageous of you to frankly admit your mistake.

You should encourage her in pursuit of her dreams, instead of imposing your own thoughts upon her.The latest trade figures are very encouraging.

Writing

happy, successful

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:

Vocabulary Translation Integrated skillsOral activitiesGrammar Writing

3. …, each of us according to our stations, to play a part in making these days memorable in the history of our race.

Synonyms: 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


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


7. You sang that extra verse written in my honour, which I was very greatly complimented by.

Synonym:praise, commend, laud

Vocabulary Grammar Translation Integrated skillsOral activities

Coordination

Tense

Writing

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 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)

Writing


Practice: 1. Combine the sentences in each of the

following groups into one sentence, using parallel constructions (coordination) wherever possible.A. Tom speaks Chinese

fluently. B. He can’t write in it.Tom speaks Chinese fluently, but he can’t write in it.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. I have nothing to offer but blood, toil, tears and sweat.

Writing


A. Ruel went into the forest. B. Cameron went into the forest too.C. They collected a lot of insect specimens.

Ruel and Cameron went into the forest and collected a lot of insect specimens.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.Education is the largest “industry” in the nation either in terms of dollars spent or in terms of people involved.

Writing


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.

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.The requirements for a chemistry degree are not

as strict as the requirements/those for a medical degree.

3) Either he is an absolute coward or a fool.

He is either an absolute coward or a fool.

Writing


4) The students are not only organizing social activities, but also are interested in political questions.The students are not only organizing social

activities, but also showing an interest in political questions.

Writing


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)

Writing

4. Several times the train (take) me nearly two hours to get home whereas in normal conditions it (take) me half the time.


Practice

1. I will make sure that everything (be) in order.

Fill in the blanks with the correct forms of the verbs given.

is_____

2. Mr. Smith (step) into his office, (sit) down and (begin) to fill in the forms.

stepped_________ sat____

began_______

3. Trains (run) very badly since the railway staff (begin) a “go-slow” last month.

have run / have been running________________________________

has taken___________

began_______

takes______

Writing

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)

If sb. turns up, he or she arrives or makes his or her appearance.


Translate the following sentences into English.

I had arranged for them to meet each other at the pub, but the young man never turned up.

Writing

Practice：她什么事情都迟到。

她儿子已经失踪五年了，她还在期望儿子有一天会出现。


She turns up late for everything.

It had been five years since her son disappeared, but she still hoped her son would turn up one day.

Writing

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)


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.

You cannot tell merely from appearances whether things will turn out unfavourable to us or not.

Writing

Practice: 从表面看来，他要赢了。

这个故事教育我们，不应该以貌取人。


Telling from appearances, he would win.

The story gives us a lesson that we should not tell people from appearances.

Writing

3. 我们正筹划为你举办一次盛大的圣诞聚会。 (in sb.’s honour)


If you do sth. in sb.’s honour, you do it in order to show respect and admiration for him or her.

We are planning a big Christmas party in your honour.

Writing

Practice：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。

人们为她举办了一个盛大的宴会。


A ceremony in honour of those killed in the war was held on the fiftieth anniversary.

A grand banquet was held in her honour.

Writing

4. 听到那个曲子，我回想起了儿童时代。 (throw one’s mind back)


If you throw your mind back to a period or a thing, you recall it.

Hearing that tune threw my mind back to my childhood.

Writing

Throwing our minds back to twenty years ago, we would immediately tell how different our life is now.


Practice：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。

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。

Watching the boy running happily on the playground, he began to throw his mind back to his boyhood.

Writing


Dictation

Cloze

Writing


Dictation You will hear a passage read three times. At

the first reading, you should listen carefully for its general idea. At the second reading, you are required to write down the exact words you have just heard (with proper punctuation). At the third reading, you should check what you have written down.

Writing


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.

Writing

Cloze Five months have passed (1) I spoke to the British nation and Empire on the broadcast. 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.

since______

Not____

in___


against_________

Writing

(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.


After______

so___

to___of___

British_______

before_______

Writing

Five months have passed (1) I spoke to the British nation and Empire on the broadcast. 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.

since______

Not____

in___

against_________

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.



since______

Not____

in___

against_________


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.

Writing


since______

Not____

in___

against_________


A preposition habitually collocating with direction is needed here, which is in.

Writing


since______

Not____

in___

against_________


Them here refers to the two dictators, and the missing word needs to be a preposition indicating an antagonism towards them, hence against.

Writing


After______

so___

to___of___

British_______

before_______


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.

Writing


After______

so___

to___of___

British_______

before_______


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.

Writing


After______

so___

to___of___

British_______

before_______


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.

Writing


After______

so___

to___of___

British_______

before_______


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.

Writing


After______

so___

to___of___

British_______

before_______


The nation clearly refers to the British nation.

Writing


After______

so___

to___of___

British_______

before_______


After was ever seen, before is naturally expected as ever … before is a habitual collocation.

Writing


Giving a talk

Having a dialogue

Writing

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

alumnus of Harrow School, October 29, 1941, visit, hear the traditional school songs, deliver a speech, encourage, suggestion, alter a word, great days

Topic A: Churchill’s Speech in Our School


Words and phrases for reference:

Topic B: Churchill’s Visit to Our SchoolWords and phrases for reference:

Having a dialogue

Topic: Have a dialogue with your partner, talking about your feelings and experiences in learning English. Words and phrases for reference:


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


Writing Essay writing: An introductionEssay 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.

Writing

Text II Memorable quotes

Lead-in questions

Text

Questions for discussion

Lead-in questions

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?


WINSTON CHURCHILLJohn Keegan

1 Churchill came of a military dynasty. His ancestor John Churchill had been created first Duke of Marlborough in 1702 for his victories against Louis XIV early in the War of the Spanish Succession. Churchill was born in 1874 in Blenheim Palace, the house built by the nation for Marlborough. 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 Cuba in 1895, the North-West Frontier campaign in India in 1897 and the Sudan campaign 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 dowager Duchess of Marlborough, he said the boy lacked “cleverness, knowledge and any capacity 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, “All 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 Admiralty in 1911. Thus it was as political head of the Royal Navy at the outbreak of 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 Chamberlain. 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, “stood alone.” It had no substantial allies and, for much of 1940, lay under threat of 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 Dunkirk, 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 “short of war” did not dent 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, “So we had won after all.” 10 America’s entry into the Second World War marked the high point of Churchill’s 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-day 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.


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.


About the author — John Keegan, a historian, is the defense and military specialist for London’s Daily Telegraph.

duke (Paragraph 1) — the title of a nobleman of the highest rank


Louis XIV (Paragraph 1) — (1638 — 1715) son of Louis XIII, King of France from 1643 to 1715



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.

Marlborough (Paragraph 1) — a place in England



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.


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.


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.


dowager (Paragraph 2) — a woman who holds some title or property from her husband


duchess (Paragraph 2) — the title of a woman equal in rank to a duke


Admiralty (Paragraph 3) — the government department which controls the navy


Chamberlain (Paragraph 6) — Arthur Neville Chamberlain (1869 — 1940), a conservative politician and Prime-Minister of the United Kingdom from 1937 to 1940.


Dunkirk (Paragraph 7) — a seaport in the north of France, from which Allied troops evacuated at the end of May and beginning of June, 1940, before the German troops arrived


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


… the Liberals were the coming party ... (Paragraph 3) — ... the Liberal Party was the party most likely to grow in strength and to hold power ...


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.


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.

1. What was Churchill interested in when he was in India and the Sudan?

He was interested in both literature and public affairs when he was in India and the Sudan.


2. What kind of Nobel Prize did Churchill win?

He won the Nobel Prize for Literature.

3. When and how did Churchill step onto the world stage?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.

5. What helped Churchill to be as important as Roosevelt and Stalin?It was the fact that Britain, under the leadership of Churchill, stood alone as Hitler’s only enemy in 1942.


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.

4. Why did Churchill hope the U.S. could join the war against Hitler?


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.

6. In what way, according to the author of this text, was Churchill a successful statesman?


1. Swim or sink, live or die, survive or perish with my country was my unalterable determination.

— John Adams

2. The world is my country, all mankind are my brethren, and to do good is my religion. — Thomas

Paine


Questions for discussion1) 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.

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. 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.


Guidance1) Suggestion:

2) For example:


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.

Unit1

Documents

Transcript of Unit1