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

• 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

Important and Difficult points

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 non-aggression 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 doctrine

s 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 remarksPart 2 (paras.2-5)• The body of the speechPart 3 (paras.6-8)• The closing remarks

Text analysis

Text INever 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.

The introduction of the background

What was the intention of

singing some of their 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 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 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 honor and good sense. Never yield to force. Never yield to the apparently overwhelming might of the enemy.

“Give in” or “give up”?

• 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.

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.

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.

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 acclaimFrom each new generation.

For you have power in danger's hour

Our freedom to defend, Sir!Though long the fight

we know that rightWill triumph in the end, Sir!"

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.

Why did he alter?

Churchill reiterated his inspirations by changing a word in a verse of a traditional song.

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 th

e 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 w

ay 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 di

nner was a catastrophe.3) The concluding action of a drama, especially a classical t

ragedy, 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 improvementThe better armament of the British

forces and assistance from the U.S.

• The unmeasured menace of the enemyThe immense or incalculable threat or danger of the enemy attack• menace n. A possible danger; a threat; The act of threatening; A tro

ublesome 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 m

oney. 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…

Lullv. 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 long-lasting.

• noble chance of warimpressive 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 peo

ple 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; undergoe.g.Attempts to find civilian volunteers have met with embarr

assing 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 warni

ng 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• ConvictionThe judgment of a jury or judge that a person is guilty of a crime as ch

arged.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 determi

ning 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 gapOur country shouldered the responsibility in isol

ation.e.g.At the critical moment of world economic recess

ion, 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 fortun

e.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, rolebeneath 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 titleA 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?

• AntonymUps and downsShort and longTriumph and disasterGreat and smallLarge and pettyDark days and great daysWhat 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.