Transcript Document

Course Description of the
Semester
• Contents covered: the first 12 units
• Teaching for each unit: about 5 periods, including
pre-reading activities, structural analysis, detailed
text explanation, text comprehension of the first
text; exercises after the first text and if time
available reading comprehension of the second text
for each unit.
• Requirement of the course: previewing before class
and reviewing after class, focusing on vocabulary,
grammar and finishing the writing exercise after each
unit.
• Grading of the course: 30 percent for your routine
participation, presentation and exercises; and 70
percent for the final examination.
Unit One
Never Give In, Never,
Never, Never
Objectives of Teaching
•
•
•
•
To comprehend the whole story
To understand the structure of
the text
To appreciate the style and
rhetoric of the passage
To study on speech and its
composition
Important and Difficult
points
•
•
•
•
To appreciate the style and rhetoric
of the passage.
To get some knowledge on how to
make a forceful speech.
To master effective writing skills
used in the essay
To conduct a series of discussing,
analyzing, presenting activities
related to the theme of this essay
Teaching Process
I. Pre-reading questions and
Background information
II. Main idea of the text
III.Structure of the text
IV. Text analysis
V. Key words and structures
VI. Rhetorical features
VII.How to make a good speech
Pre-reading and background
information
What do you know of Winston
Churchill?
…You ask, what is
our aim? I can
answer with one
word: victory –
victory at all costs,
victory in spite of
all terror, victory
however long and
hard the road may
be; for without
victory there is no
survival…
Sir Winston Leonard Spencer
Churchill (1874 – 1965)
• May 1940 - May 1945 first
tenure as P.M.
• Oct. 1951 - Jan. 1955 second
tenure as P.M.
• 1953 knighted as Sir Winston
Churchill
• 1953 the Nobel Prize
in Literature
• 1955 refusing the title
of duke
• Do you know when World War II broke
out? What else do you know about it?
Before World War II
• 1937 Japan invaded Central China.
• 1938 the annexation of Austria by
Germany
• 1938 Munich Pact, which sacrificed
much of Czechoslovakia to Germany
• Aug. 1939 Russia-Germany nonaggression pact.
• Sept. 1, 1939 German invasion of
Poland. BLITZ: lightning war
• Sept. 3, 1939 France and Britain
declared war on Germany,
officially beginning World War II
Cause of World War II
1. Treaty of Versailles solved nothing
• Reparations left many people in the
victorious nations feeling guilty.
• The loss of all that land to other
countries simply made Hitler's early
aggression look justified.
• Self-determination surrounded
Germany by a lot of small nation
states that fell easy prey to Germany.
• The Treaty made the Germans angry,
just waiting their chance for revenge.
2.League of Nations failed to keep the
peace
• It was weak from the beginning, and
had spectacular failures in Manchuria
(North-east of China) and Ethiopia,
and in making Hitler keep the Treaty
of Versailles.
• It failed to achieve disarmament.
• Countries left the failing League, and
realized that they would have to fight
a war.
3.Appeasement
• Appeasement encouraged war and
made Hitler think no one dare
stop him, which encouraged him
to go further and further until in
the end he went too far.
• The Sudetenland (North-west of
Czechoslovakia ) led Stalin to make
the Nazi-Soviet Pact, because he
believed he could not trust Britain.
4.Hitler
• Many historians still think that the Second
World War was Hitler's personal war, and
that he always intended to fight a war as a
rerun of a First World War he did not
believe that German had lost fairly.
Nazism (National sozialist)
• the body of political and economic doctrines
held and put into effect by the Nazis in
Germany from 1933 to 1945
• Totalitarian(极权主义者) principle of
government
• predominance of especially Germanic groups
assumed to be racially superior
• supremacy of the führer
Main idea of the text
Question:
• What is the purpose of the speaker?
a. To alter a word in the verse of a
school song written in his honor.
b. To encourage people to hold on in
the stern situation.
c. To convince people there that
Britain will win the final victory.
• On October 29, 1941, United Kingdom
(Great Britain) Prime Minister Winston
Churchill visited Harrow School to hear
the traditional songs he had sung there
as a youth, as well as to speak to the
students. This became one of his most
quoted speeches, due to distortions
that evolved about what he actually said.
• This is an inspiring speech in which he
encourages the British people to keep
on fighting against the Fascists.
Structure of the speech
• The whole speech can be divided into 3
parts:
Part I (para.1)
• The opening remarks
Part 2 (paras.2-5)
• The body of the speech
Part 3 (paras.6-8)
• The closing remarks
Text analysis
Text I
Never Give In, Never, Never, Never
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.
What was the
intention of
singing some of
their songs?
The introduction of the
background
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 did he use
those words when
talking about the
menace of the
enemy?
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!
Churchill
summarized the
great events
that had
happened in the
world with Great
Britain in
particular and
then talked
about the
purpose of the
visit:
To encourage the
whole nation to
fight against the
Nazis
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.
What did he
mean by
saying these?
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."
Why did he quote
Kipling’s words?
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 than 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 “Give
am addressing myself to the
in” or
School--surely from this period of “give
up”?
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 honor 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.
Why?
This part is to
inspire the
people to
maintain the
relentless
spirit of this
nation and to
fight for the
final victory of
this great war.
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 honor,
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."
"Not less we praise in darker
days
The leader of our nation,
And Churchill's name
shall win acclaim
From each new generation.
For you have power
in danger's hour
Our freedom to defend, Sir!
Though long the fight
we know that right
Will triumph in the end, Sir!"
7 I have obtained the Head
Why
Master's permission to alter
did he
darker to sterner. "Not less we
alter?
praise in sterner days."
8 Do not let us speak of darker
days: let us speak rather of
Churchill
sterner days. These are not dark
reiterated his
days; these are great days--the
inspirations
greatest days our country has
by changing
ever lived; and we must all thank
a word in a
God that we have been allowed,
verse of a
each of us according to our
traditional
stations, to play a part in making
song.
these days memorable in the
history of our race.
Historical significance
• This was another of the inspirating
speeches by Churchill during World War
II. It is amusing to see how the one
section has been changed and quoted as
the whole speech.
Key words and sentences
• 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.
他们现在生活富裕了，但也曾经历过坎坷。
They are well-to-do now, but along the
way they had their ups and downs.
Catastrophic a.
Catastrophe n.
1) A great, often sudden calamity.
2) 2) A complete failure; a fiasco:
•
The food was cold, the guests quarreled—the whole
dinner was a catastrophe.
3) The concluding action of a drama, especially a
classical tragedy, following the climax and
containing a resolution of the plot.
•
The catastrophe of a tragedy usually brings death
or ruin to the leading character.
悲剧的结局常常是主角死亡或毁灭。
•
Their English party turned out to be a catastrophe.
他们的英语晚会结局糟透了。
Misfortune n. Bad fortune or ill luck； The condition resulting
from bad fortune or ill luck
suffer misfortune
遭受不幸
companions in misfortune
患难之交
by misfortune
不幸
have [meet with] a misfortune
生了一个私生子
have the misfortune to (do)
不幸(而)...
Misfortunes come on wings and depart on foot.
[谚]遭祸容易脱祸难。
M-might be a blessing indisguise.
[谚]塞翁失马, 安知非福。
Misfortunes never come alone [single]. (=One misfortune calls up
another.)
[谚]祸不单行。
Misfortunes tell us what fortune is.
[谚]不经灾难不知福。
• The very great improvement
The better armament of the British
forces and assistance from the U.S.
• The unmeasured menace of the enemy
The immense or incalculable threat or danger of the enemy
attack
• menace n. A possible danger; a threat; The act of
threatening; A troublesome or annoying person:
the menace of nuclear war.
a toddler who was a menace in a shop full of crystal.
你这人真讨厌!
You're a menace!
他用威胁的口气说。
He spoke with menace in his voice.
漫不经心的驾驶员对于路上所有车辆和行人都是危险的。
A careless driver is a menace to all road users.
• v. To utter threats against; To constitute a threat to
两个人携带武器胁迫他交出钱。
Two men menaced him with weapons and forced him to give
up his money.
menace with one's fist clenched.
握紧拳头进行威胁
• …you are beginning to feel impatient that there has
been this long lull…
…you are beginning to be anxious because there has
been no progress of the war in such a long quiet
period…
Lull
v. To cause to sleep or rest; soothe or calm.使入睡：使睡
着或安静，安慰或使镇定下来
To deceive into trustfulness:哄骗：欺骗使信任：
He succeeded in lulling his victims by using that honeyed
charm.
他使用甜言蜜语成功地骗取了他的受害者的信任
n.（名词）A relatively calm interval, as in a storm.暂息：
一个相对平静的间隔，比如在一场暴风雨中
An interval of lessened activity:间歇，暂时停滞：减少活
动的间隔：
谈话的间断
a lull in conversation
• …what is short and sharp and what is
long and tough.
…difficulties and hardship of any kind,
imminent or distant, temporary or longlasting.
• noble chance of war
impressive opportunity of war
• …throwing our minds back to our meeting here
ten months ago…
…recollecting our meeting at Harrow School 10
months ago…
e.g.
Please throw your mind back to 1945, when
people all over the world were engaged in a
great and cruel war against Fascist.
那个曲子使我回想起了我的儿童时代。
That tune threw my mind back to my childhood.
• …appearances are often very deceptive…
…surface phenomena tend to be
misleading…
Deceptive adj. 骗人的, 靠不住的, 虚伪的
不可貌相。
Appearances are deceptive.
• meet with: experience; undergo
e.g.
Attempts to find civilian volunteers have met with
embarrassing failure.
• triumph v. n.
the triumph of right over might 正义对强权的胜利
a shout of triumph 一阵欢欣声
他扬扬得意地举起了他的奖品。
He held up the prize in triumph.
我不能在他的眼里看出胜利的喜悦。
I could detect no triumph in his eye.
我们这队胜了他们那队。
Our team triumphed over theirs.
• …imagination makes things out far worse
… what one imagines tends to be worse
than reality.
Make out
See or understand
• Address n.
地址, 通讯处 home address 住址; 通讯处
称呼; an address of welcome 欢迎词
谈吐; 应付的态度 a man of pleasing address 一位谈吐流利的人
[pl.]求爱, 求婚; (求爱时所作的)殷勤
pay one's addresses to a lady向一位女子献殷勤
v.
How shall I address you? 我应当怎样称呼您呢?
If your friend did something wrong, you should always address a
warning to him.如果你的朋友做错了什么, 应当时常向他提出警告。
我荣幸地向你们介绍史密斯先生, 他将向你们谈谈他最近的国外之行。
I have the honor of introducing to you Mr. Smith, who will address
you on his recent tour abroad.
这封信写错了地址。
The letter was addressed to the wrong house.
他专心致志地做他的家庭作业。
He addressed himself to the task of doing his homework.
他以非常恭维的话向她献殷勤。
He addressed her with high compliment.
address oneself to
对...说; 跟...谈; 与...通信(用于正式场合); 着手, 从事于
Petty a.
1) Of small importance; trivial:
• a petty grievance.
2) Marked by narrowness of mind, ideas, or views.
3) Marked by meanness or lack of generosity, especially
in trifling matters.
4) Secondary in importance or rank; subordinate.
• petty bourgeois
• 小资产阶级分子; 小资产阶级
• petty official
• 小官吏
• petty minds
• 小心眼儿
• petty spite
• 卑下的恶意
• …pray to be given that extra courage to
carry this far-reaching imagination
… wish to be equipped with excessive
courage to accomplish or realize this
effective and influential blueprint
• convictions of honor and good sense
…strong beliefs in honor and good judgment of duty and
justice
• Conviction
The judgment of a jury or judge that a person is guilty
of a crime as charged.判罪：陪审团或法官对某人犯有
被指控之罪行的判决
The state of being found or proved guilty:定罪
evidence that led to the suspect's conviction.使嫌疑犯得
以定罪的证据
The state of being convinced. 确信：被说服的状态
A fixed or strong belief. 信念：不变的或坚定的信仰
• conviction of guilty 服罪
• shake a conviction 动摇信心
• 被告被判定有罪使我们吃惊。
• The conviction of the accused man surprised us.
• 他的论点使许多犹豫不决的人信服。
• His argument has brought conviction to many
waverers.
• Never yield to the apparently
overwhelming might of the enemy
Never give in or surrender to the
seemingly strong enemy.
• 主席说话很有说服力，委员会其他成员都
听从他的意见。
The chairman spoke so forcefully that the
rest of the committee yield to his
opinion.
• our account was closed
…we were completely defeated by enemy troops…
• Liquidate v.
To pay off (a debt, a claim, or an obligation); settle.
To settle the affairs of (a business firm, for example)
by determining the liabilities and applying the assets
to their discharge.
To convert (assets) into cash.
To put an end to; abolish.
To put to death; kill.
政府以清偿国家债务力谋稳定经济。
The government made every effort to stabilize the
economy by liquidating the national debt.
希特勒试图全部消灭德国的犹太人。
Hitler tried to liquidate the Jews in Germany.
• Very different is the mood today.
How other nations view Britain and how
the British people think and feel about
the war is quite different today from
ten months ago.
• Britain, other nations thought, had
drawn a sponge across her slate.
Britain, in other nations’ eyes, was
completely wiped out.
• our country stood in the gap
Our country shouldered the responsibility in
isolation.
e.g.
At the critical moment of world economic
recession, a powerful government is needed to
stand in the gap.
那个士兵每次打仗都冲锋在前，从而赢得了国家的
最高荣誉。
The soldier, who stood in the gap in every battle,
gained the highest honor of the country.
• …we have only to persevere to conquer.
… we have no choice but to hold on until victory
comes.
• Persevere vi.
stick to坚持, 坚忍, 不屈不挠(at, in, with)
persevere in an effort
坚持努力
persevere in one's studies
孜孜不倦地学习
Venture v. n.
• To expose to danger or risk:冒…危险：使处于危险或风险中：
She invested all her money in the stock market venturing her
entire fortune.冒着失去她的所有财产的风险
• To brave the dangers of:敢于冒险：
He ventured the high seas in a small boat.用艘小船在公海上冒险航行
• v.intr.（不及物动词）To take a risk; dare.冒险：进行冒险；敢于
• To proceed despite possible danger or risk: 孤注一掷，不顾一切：
无视可能发生的危险或风险继续前进或进行：
ventured into the wilderness.冒险进入荒野
venture on an undertaking 冒险从事某项事业
I venture to say that.... 恕我冒昧地说...。
没有人敢打断他的话。
Nobody ventured to interrupt him.
at a venture: By mere chance or fortune; at random.碰巧；胡乱地；
随意地
[谚]不入虎穴, 焉得虎仔。
Nothing venture, nothing have.
• …each of us according to our station
…each of us according to our social positions.
Station: social position, role
beneath one's station
低于自己的身分地位
below one's station
低于自己的身分地位
of good/ lowly station
出身高贵[低微]的, 有[没]地位的
take up a station
占了一个位置
take up (one's) station
就位, 站在自己的岗位上
Rhetorical features of the text
• Repetition
“Never, never, never” in the title
A powerful way in making a speech.
Any more?
• Metaphor
…our country stood in a gap.
This is a good way to make your speech
vivid.
Any more?
• Antonym
Ups and downs
Short and long
Triumph and disaster
Great and small
Large and petty
Dark days and great days
What are the functions of these
antonyms?
Some advice on
how to make a good
speech
Speech writing
Things to note when studying the speech are:
• The length of the sentences and the number
of commas. Short phrases make for effective
delivery.
• The logical flow of the speech.
• The use of imagery and emotional appeal
• Outline of the speech to show where new
ideas are presented and grouped. Point out
where effective imagery, examples, or
emotional appeal is used.
Public speaking
• Read the speech aloud--perhaps to a
small audience or to yourself in a mirror.
Pause at the commas and periods to
allow for better understanding by the
audience. Vary your pitch, rate and
emotional level as you see fit.