1. Unit 1
Text I
Never Give In, Never, Never, Never

2. Learning Objectives
Learn and practice reading, writing, listening, and speaking about Churchill’s speech and the Second World War.
Discuss the historical and realistic significance of Churchill’s speech.
Discuss and learn to improve your speech writing and public speaking skills.

3. Topic: Winston Churchill and his speech at Harrow School
noble adj. impressive; splendid; heroic
Topic: Winston Churchill and his speech at Harrow School
Key words and expressions: catastrophic, misfortune, desperately, menace, lull, noble chance of war, deceptive, impostor, far-reaching, conviction, liquidate, flinch, persevere, stern, memorable, give in, ups and downs, bring up, throw one’s mind back to, make up one’s mind, put through, make out, address oneself to, yield to, stand in the gap, thought of, find oneself, in one’s honor, play a part
Grammar points: Coordination, parallel construction, tense

4. Teaching Procedure Pre-reading Activities Background Information
Global Reading
Detailed Reading
Language Appreciation
Text II

5. Pre-reading Activities
Discuss the following questions in groups of four.
What do you know about World War II? When did it break out? And when did it end?
Can you name some important historic figures in WWII?
What do you know about Winston Churchill? Besides his talent as a statesman, what was he also famous for?
Have you ever read his speeches? Do you like his speeches? Would you feel excited and inspired while reading or listening to his speeches?

6. Audiovisual supplement
Watch the video and answer the following questions.
What consequence would it be if the German took over the French navy?
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?
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.

7. From Into the Storm

8. 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.

9. Background Information
温斯顿•丘吉尔
Winston Churchill
Harrow School
Songs of Harrow
World War II
哈罗公学

10. Winston Churchill ( )
As a politician, Winston Churchill is remembered as one of Britain’s greatest statesmen. He was the son of the Conservative politician Lord Randolph Churchill and his American wife Jennie. As a young man he served as a soldier in India and Egypt, and as a journalist in South Africa, before entering politics. Churchill became Prime Minister and Minister of Defence in His radio speeches during World WarⅡgave the British people a strong determination to win the war, especially at times of great crisis.
Examples of Churchill’s phrases still often quoted today are “I have nothing to offer but blood, toil, tears and sweat”, and “This was their finest hour”. The Conservative Party led by Churchill lost the election of 1945, but he became Prime Minister again from 1951 to 1955 when he retired, aged 80. When he died in Jan he was given a state funeral.
热血、辛劳、眼泪和汗水

11. Winston Churchill is a noted statesman and orator, historian, writer, and an artist. To date, he is the first person to have been recognized as an honorary citizen of the United States, and the only British prime minister to have received the Nobel Prize in Literature. 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”.

12. Harrow School
Harrow School, commonly known simply as “Harrow”, is an English independent school for boys situated in the town of Harrow, in north-west London. There is some evidence that there has been a school on the site since 1243 but the Harrow School we know today was officially founded by John Lyon under a Royal Charter of Elizabeth I in The school has an enrollment of approximately 800 boys spread across twelve boarding houses, all of whom board full time.
Harrow has many traditions and rich history, which includes the use of boaters, morning suits, top hats and canes as uniform. Its long line of famous alumni include eight former Prime Ministers (including Churchill, Baldwin, Peel, and Palmerston), numerous foreign statesmen, former and current members of both houses of the UK Parliament, two Kings and several other members of various royal families, 19 Victoria Cross holders, and a great many notable figures in both the arts and the sciences.
维多利亚十字勋章

13. The original Old Schools, as they were in 1615

14. Songs of Harrow
Songs have been an important part of Harrow life ever since John Farmer, a former head of music, wrote the first song in The school considers them to be a unifying force as they are sung by the boys in their houses every term. Songs are sung by the whole school to audiences of parents, former pupils of the school, and guests of honour that have, in the past, included members of the royal family and representatives from previous governments. The song Forty Years On has become known as the school song, although in reality it is one of many. It features a verse about Winston Churchill, and was heard in the film Young Winston (1972).

15. 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.

16. Global Reading Text analysis General impression of the speech
Structure analysis of the text

17. Text Analysis
This text is an inspiring speech made by Winston Churchill, Great Britain’s ex-Prime Minister and famous orator, when he visited Harrow School on October 29, In his speech he analyzed the world situation and how other countries looked at Britain and then called on the British people not to give in. He expressed his conviction that this nation was determined to fight for the victory of this great war.

18. General Impression of the Speech
1. What did Churchill intend to do by making his speech?
2. What do you think is its most striking feature in the use of language?
3. What other rhetorical features do you see in the speech which lend force and appeal to it?
4. What is the prevailing tone of the speech?
To encourage people to hold on in the stern situation.
Repetition.
Parallel structure, antithesis, metaphor, rhetorical questions.
Optimistic and encouraging.

19. Structure Analysis of the Text
PARTS
PARAGRAPHS
MAIN IDEAS 1 2 3
Paragraph 1
Churchill reviewed the great events and suggested that his audience might be wondering why more was not happening.
Opening remarks
Churchill concentrated on the purpose of his speech, i.e., to inspire his audience to maintain the relentless spirit of the nation and to fight for the final victory in the war.
Paragraphs 2-5
The body
Paragraphs 6-8
Churchill reiterated his inspira-tions by changing a word in a verse recently added to a tradi-tional song.
Closing remarks

20. Detailed Reading
Comprehension Questions
Part I
Part II
Part III

21. Part I
1. What was Churchill’s intention of singing some of their songs?
2. What changes took place during the time between Churchill’s two visits?
3. Why did Churchill use ill-favored words such as “ups and downs” and “misfortunes” when talking about the menace of the enemy?
4. How do you understand the words “impatient” and “this long lull” in the last sentence?

22. 1. What was Churchill’s intention of singing some of their songs?
At the initial stage of the Second World War, Great Britain was fighting in isolation against the Nazi Fascists. Some British people doubted whether their nation could win the war with their own efforts. Churchill wanted to convey the conviction of the government to the British people through these songs and encourage them to persevere.

23. 2. What changes took place during the time between Churchill’s two visits?
Britain was no longer alone in fighting the Germans and was better armed.
3. Why did Churchill use ill-favored words such as “ups and downs” and “misfortunes” when talking about the menace of the enemy?
Because he wanted to inspire patriotic spirit in the people, encourage them to face the difficult situation and fight bravely against the Nazis.

24. 4. How do you understand the words “impatient” and “this long lull” in the last sentence?
The use of these two expressions indicates the speaker’s desire to stimulate the listeners into action against the Nazis on the one hand, and on the other hand, it reveals the speaker’s criticism of the inactiveness and impotence in the face of the seemingly powerful enemy.

25. Part II
1. Why did Churchill urge people to be patient? (Ex. III-1, page 6)
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” (Para. 2)?
3. Why did Churchill say “… appearances are often deceptive” (Para. 3)?
4. Why did Churchill advise the British people to treat Triumph and Disaster in the same way (Para. 3)? (EX. III-2, page 6)
5. What do you feel about Churchill’s attitude towards “the people who are imaginative” (Para. 4)?
6. What lesson had they learned?
7. What was the change in the widespread mood referred to in Paragraph 5? (EX. III-3, page 6)
8. What is the shift of emphasis from Para. 4 to Para. 5?

26. 1. Why did Churchill urge people to be patient? (Ex. III-1, page 6)
Because he understands that the war is long and tough: it is not to end in months but in years. He tells the people there that however long the war lasts, the final victory belongs to Britain. But at the same time he makes it clear that not every day is an opportunity to take action: they have yet to wait and persevere.
2. 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” (Para. 2)?
By saying this he meant to make the British people 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.

27. 3. Why did Churchill say “… appearances are often deceptive” (Para. 3)?
Because he intended to tell the British people that they did not have to be frightened by the seemingly powerful enemy and embittered by the misfortunes and disasters.
4. Why did Churchill advise the British people to treat Triumph and Disaster in the same way (Para. 3)? (EX. III-2, page 6)
Because he thinks that both Triumph and Disaster are deceptive in that people can make things out far worse than they really are when they have a disaster and they can lose their vigilance when they are in triumph.

28. 5. What do you feel about Churchill’s attitude towards “the people who are imaginative” (Para. 4)?
Critical.
6. What lesson had they learned?
The lesson learnt throughout the past ten months was that when facing great difficulties, one should never give in. with a combination of imagination and courage, the British people could overcome any kind of difficulties and smash any attack of the enemy.

29. 7. What was the change in the widespread mood referred to in Paragraph 5? (EX. III-3, page 6)
Because when Britain came under the heavy air attacks by Germany, many other nations thought that Britain was finished. As the country stood the ordeal to their great surprise, those nations changed their view.
8. What is the shift of emphasis from Para. 4 to Para. 5?
In Para. 4, Churchill tried to persuade the listeners never to give in to the apparently overwhelming might of the enemy, which is mainly a more defensive attitude; while in Para. 5, Churchill took one step further, that is, to convince the listeners that it was high time that the British people persevere to conquer, suggesting a more ambitious goal for the nation.

30. Part III
1. When did the idea of altering the word “darker” to “sterner” first occur to Churchill?
2. Why didn’t Churchill venture to do so at that time?
3. Why did Churchill change darker into sterner? (Ex. III-4, page 6)
4. Why did Churchill conclude his speech by attending to the school song instead of directly calling on the listeners to join their efforts against the fascists?
5. Do you think Churchill had achieved his purpose by the end of his speech? (EX. III-5, page 6)

31. 1. When did the idea of altering the word “darker” to “sterner” first occur to Churchill?
2. Why didn’t Churchill venture to do so at that time?
Because that was the worst time for Britain. She was desperately alone, poorly armed, and many other countries believed that Britain would not be able to survive the war. It was not the right time to do so since pessimism was prevailing among many people at that time.

32. 3. Why did Churchill replace the word darker with sterner. (Ex
3. Why did Churchill replace the word darker with sterner? (Ex. III-4, page 6)
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, though it has the identical referent, suggests a time that is testing, but testing in away that offers the British the opportunity to display their courage to the full.

33. 4. Why did Churchill conclude his speech by attending to the school song instead of directly calling on the listeners to join their efforts against the fascists?
Because it would help the listeners better understand the situation, steel their will and strengthen their conviction for the final victory of the war.
5. Do you think Churchill had achieved his purpose by the end of his speech? (EX. III-5, page 6)
Yes. By paying a visit to Harrow School and making a speech there, Churchill not only encouraged the audience of his speech but the British people in general to continue to fight rather than surrender to their enemy.

34. Language Appreciation
Sentence highlights
Rhetorical features of the text

35. Sentence highlights
be the time when (an event) happens
1. 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? (Para. 1)
involving or causing sudden great damage or suffering
catastrophe n. catastrophically adv.
This age witnessed the catastrophic consequences of the war.
The flood was a major catastrophe, causing heavy loss of life.

36. Sentence highlights
see v.
(为某事发生之时，为(某事)的现场或背景) 是一种拟人化的表现手法。该词前面可以加表示时间或地点的名词短语，前者表示事件发生的时间，后者表示事件发生的地点。
This year sees the hundredth anniversary of the great writer’s birth.
Shanghai has seen many significant events in Chinese history.

37. ups and downs a mixture of good things and bad things;
Sentence highlights
ups and downs
a mixture of good things and bad things;
alternating periods of good and bad fortune or spirits
The organization has experienced its ups and downs since it was founded in 1999.
Sitting beside the window, he recalled the ups and downs in his life.
历经盛衰沉浮
1) 人生充满了得意和失意。
Life is full of ups and downs.
2) 他们永远也不会忘记所经历的那些坎坷。
They will never forget those ups and downs.

38. misfortune n. bad luck, often of a serious kind
Sentence highlights
misfortune n.
bad luck, often of a serious kind
Antonym: fortune
His failure in business was due to misfortune.
Synonym: accident, calamity, catastrophe, disaster
1) 我真倒霉，稍微违反一下交通规则，驾驶执照就给没收了。
I had the misfortune to have my driving license taken away for a minor offence.
2) 启航之后即遇不测。
Misfortune struck early in the voyage.

39. Sentence highlights
… the very great improvement in the position of our country and of our home?
It refers to the better armament of the British forces and assistance from the United States. At the beginning of the Battle of Britain initiated by Germany on 10 July 1940, especially after the blitz of London, British military forces were poorly armed. Then they obtained military aids from the United States and improved their armament. In addition, Britain was no longer alone in the war. In 1941, the United States began to involve itself in the war. On 7 July 1941, American troops joined British troops in the occupation of Iceland. August 9－13, 1941, U. S. President Franklin D. Roosevelt and British Prime Minister Winston Churchill met at Placentia Bay, off the coast of Newfoundland, and signed the Atlantic Charter, a document outlining the Allied war aims.

40. Sentence highlights
1. 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? (Para. 1)
Paraphrase:
Ten months have passed since I last visited the school. During these ten months, terrible disastrous events have taken place in the world, and it has been a time full of ups and downs and misfortunes. We’ve gone through the most difficult time and the situation for Britain—our homeland—has improved. Therefore everyone sitting here this afternoon, this October afternoon, must feel extremely grateful.

41. Sentence highlights
1. 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? (Para. 1)
在过去的十个月里，世界发生了可怕的灾难，沉浮不定，灾祸不断。但是今天下午，10月的这个下午，在座的各位难道不因为在过去的时间里所发生的事情，不因为我们的国家和家园所取得的形势上的改善而深为感激吗？

42. 是啊，去年我在这里的时候我们还很孤独，极度的孤独，这种状态持续了五六个月。
Sentence highlights
2. Why, when I was here last time we were quite alone, desperately alone, and we had been so for five or six months. (Para. 1)
1) (of a situation) extremely or dangerously
Though desperately ill he could linger on for months.
2) in intense despair
The man in the river tried desperately to reach the side.
desperation n. desperate adj.
是啊，去年我在这里的时候我们还很孤独，极度的孤独，这种状态持续了五六个月。

43. Sentence highlights
the immense or incalculable threat or danger of the enemy attack
3. 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! (Para. 1)
you are beginning to be anxious because Britain has been in too long a period of stillness without taking any particular action against the enemy.
那时我们面临着敌人无法估量的巨大威胁以及接二连三的空袭，你们都亲历了这场空袭；我想你们已经开始焦虑不安了因为在这段漫长而沉闷的时间里一直没有出现任何形势的转机。

44. a person or thing that is likely to cause harm; a threat or danger
Sentence highlights
menace n.
a person or thing that is likely to cause harm; a threat or danger
He lived under constant menace of being robbed by the criminals.
menace v.
(formal) to be a possible danger to something/somebody
The forests are being menaced by major development projects.
menace & threaten
menace: a more formal and greater word, often used on people
threaten: a more ordinary and more direct word, often used on people or things

45. a temporary interval of quiet or lack of activity
Sentence highlights
lull n.
a temporary interval of quiet or lack of activity
The lull in the conversation indicated that they were hesitant.
lull v make quiet or less active; soothe
lull sb./sth. to sth.
It’s your turn to lull the baby to sleep.
lull sb./sth. into sth.
He lulled us into a false sense of security.
Synonym: break, intermission, pause, recess, respite,
rest
1) 火车的晃动把我轻摇入睡。
The movement of the train lulled me to sleep.
2) 我们应充分利用休战期。
We should make full use of the lull in the fighting.

46. what is short and sharp and what is long and tough:
Sentence highlights
4. 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. (Para. 2)
what is short and sharp and what is long and tough:
difficulties and hardships of any kind, imminent or distant, temporary or long-lasting
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。人们普遍认为英国人最终总是会胜出的。

47. 但是一旦他们慢慢地做出决定必须做一件事，必须开展并完成一项工作，那么即使需要几个月，需要几年，他们都会去做。
Sentence highlights
adverbial clause indicating time
has to be
5. … 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. (Para. 2)
Adverbial clause indicating concession
Paraphrase:
(The British people do not make quick decisions,) but once they come to see the necessity of doing something and decide to carry that out to a successful end, they will persevere with it no matter how long it will take.
但是一旦他们慢慢地做出决定必须做一件事，必须开展并完成一项工作，那么即使需要几个月，需要几年，他们都会去做。

48. Sentence highlights
throw one’s mind back to sth.: recollect
appearances: surface phenomena
Note that appearance is used in the plural form in such phrases as keep up appearances, from all appearances, by all appearances
6. 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 very deceptive, and as Kipling well says, we must “ ... meet with Triumph and Disaster. And treat those two impostors just the same.” (Para. 3)
imposter: one who deceives under the assumed identity
meet with: experience, undergo
Attempts to find civilian volunteers have met with embarrassing failure.
triumph: a great victory or achievement
The winning team returned home in triumph.
triumph over sb./sth. We triumphed over difficulties in the end.

49. surface phenomena tend to be misleading
Sentence highlights
6. 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 very deceptive, and as Kipling well says, we must “ ... meet with Triumph and Disaster. And treat those two impostors just the same.” (Para. 3) 1 2 1
surface phenomena tend to be misleading
外表常常具有欺骗性 2
We are sure to experience both Triumph and Disaster, but must avoid clouding our judgment through exaggerating their importance.
我们必然会经历胜利和灾难，尽管它们有不同的伪装，但我们要一视同仁地对待它们。

50. 7. Sometimes imagination makes things out far worse than they are; yet without imagination not much can be done. (Para. 4)
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:
sometimes what one imagines tends to be worse than the reality

51. 那些富有想象力的人看到的危险比可能存在的危险要多，当然，很多事情肯定会发生，但是到那时他们又必须祈祷被赋予额外的勇气来承载这影响深远的想象。
Sentence highlights
… than (the dangers) perhaps exist.
e.g. The experiment requires more money than has been put in.
8. 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. (Para. 4)
wish to be equipped with excessive courage to accomplish or realize this effective and influential blue-print (to stand the fear and worry resulting from their imagination)
那些富有想象力的人看到的危险比可能存在的危险要多，当然，很多事情肯定会发生，但是到那时他们又必须祈祷被赋予额外的勇气来承载这影响深远的想象。

52. far-reaching adj. having important and widely applicable
effects or implications
Collocations:
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.

53. 9. … never give in, never, never, never, never—in nothing, great or small, large or petty—never give in except to conviction of honour and good sense. Never yield to force; never yield to the apparently overwhelming might of the enemy. (Para. 4)
conviction n.
(1) a strong opinion or belief
Collocations:
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.
(2) [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.

54. 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.

55. 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.
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.
_____________________________________________________________

56. 9. … never give in, never, never, never, never—in nothing, great or small, large or petty—never give in except to conviction of honour and good sense. Never yield to force; never yield to the apparently overwhelming might of the enemy. (Para. 4)
Paraphrase:
Never give in unless we are convinced that it is honourable and sensible for us to do so. Never give in to military action; never give in to the seemingly strong enemy.
Translation:
除了坚守荣誉和理性，决不能放弃。决不向武力屈服，决不向看似强大的敌人屈服。

57. draw a sponge across one’s slate:
Sentence highlights
10. Britain, other nations thought, had drawn a sponge across her slate. (Para. 5)
draw a sponge across one’s slate:
be completely wiped out; be completely conquered
Paraphrase:
Other nations thought that Britain was completely conquered.
Translation:
其他国家认为英国输得一无所有了。

58. concession, function as an interpolation
Sentence highlights
concession, function as an interpolation
11. 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. (Para. 5)
stand in the gap: to expose one’s self for the protection of sth., 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.
flinching: sudden small movement because of pain or fear
e.g.
Murat had looked into the eyes of the firing squad without flinching

59. position: situation at a particular time
Synonym:
situation; circumstances
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.
e.g.

60. have to
used to say that it is important that something happens, or that something must happen if something else is to happen:
There has to be an end to the violence.
You've got to believe me!
There will have to be a complete ceasefire before the Government will agree to talks.
You have to be good to succeed in this game.

61. 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.)
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.

62. Sentence highlights
11. 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. (Para. 5)
Paraphrase:
But instead, our country shoulder the responsibility in isolation. We never gave in and never intended to give in. Although we ourselves firmly believed that we would never surrender, to other countries, this was almost a miracle. Therefore, we are now in such a situation that we will win as long as we hold on to the end.

63. Sentence highlights
11. 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. (Para. 5)
相反，我们的国家在孤立的处境中坚守着阵地(挺身而出)，毫不退缩，不言放弃。这对于英伦岛以外的国家几乎就是奇迹，尽管我们自己从未对此有过怀疑。如今，我们发现我们正处于这样一种形势，在这种情况下，我们确信我们唯有坚持到胜利的到来。

64. 上次你们在这里唱了一段校歌，你们唱了那段为我而写的校歌，当时我深感荣幸，今天你们又唱起了它。
Sentence highlights
12. 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. (Para. 6)
politely congratulate or praise (someone) for something
I complimented her on her skillful performance.
compliment n. That was an excellent dinner — my compliments to the chef!
a left-handed compliment: compliment that is ambiguous in meaning and possibly ironic
complimentary adj. The concert received complimentary reviews.
上次你们在这里唱了一段校歌，你们唱了那段为我而写的校歌，当时我深感荣幸，今天你们又唱起了它。

65. 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:
A. The different flavors each other perfectly.
B. She me on my English.
______________
complement
________________
complimented

66. No less we praise in darker days The leader of our nation
Sentence highlights
The extra verse is:
No 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!

67. Rhetorical Features of the Text
Winston Churchill was a great orator as well as a successful statesman. He knew how to use language to encourage his people to fight against their enemies. To make his short speech at Harrow School eloquent and encouraging, he used many rhetorical devices.
Identify the rhetorical devices in the following sentences.

68. Repetitions of different kinds Repetition of words
Rhetorical Features of the Text
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. (Para. 1)
cheer myself: gladden my heart 反复
The use of repetition lays emphasis on the very purpose of his first visit to the school and paves way for the presenta-tion of his intention this time.
Repetitions of different kinds
Repetition of words
Repetition of different words of the same meaning
Repetition of the same sentence structure

69. Rhetorical Features of the Text
2. — 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? (Para. 1)
This sentence is a question only in form but not in function, for it is not asking for information or assurance, but for emphasis. This kind of question is called rhetorical question.
What the speaker really wanted to say is “everyone sitting here must feel thankful for …” 设问

70. Rhetorical Features of the Text
3. But we must learn to be equally good at what is short and sharp and what is long and tough. (Para. 2)
1) The speaker deliberately used two phrases of contrasting meaning in a parallel structure in order to show the determination of the British people to fight and win the war, disregarding difficulties and hardships of any kind. In English rhetoric, it is called antithesis. 对照
2) The repeated initial consonant / / in the phrase “short and sharp”, which is called alliteration or front rhyme, gives a special rhythm to the speech. 头韵

71. More Examples of Antithesis from the Text
ups and downs (Para. 1)
Used to describe the terrible nature of the war.
Triumph and Disaster (Para. 3)
great or small, large or petty (Para. 4)
Used to express the determination of the British people to fight on for the final victory.
These are not dark days; these are great days (Para. 8)
Used to encourage the audience not to lose hope in the face of difficulties.

72. Rhetorical Features of the Text
4. … and as Kipling well says, we must “ ... meet with Triumph and Disaster. And treat those two impostors just the same.”(Para.3)
Here the first letter of the two words “triumph” and “disaster” is capitalized. And they are further referred too as “impostors”, as if they were two human beings. This figure of speech is called personification.
The use of personification creates a more vivid image in the mind of the audience and makes the complicated and abstract ideas easier to understand. 拟人

73. Rhetorical Features of the Text
5. 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. (Para. 4)
By using the positive adjectives “imaginative” and “far-reaching”, the speaker seemed to have adopted an affirmative attitude towards those who thought too much about the danger of the war. But actually, Churchill was trying to achieve emphasis by saying the opposite of what it meant, veiling in these two words a harsh criticism for the cowardice and pessimism prevailing among some people. This kind of language use is called irony. 反语

74. Rhetorical Features of the Text
6. We stood all alone a year ago, and to many countries it seemed that our account was closed, we were finished. (Para. 4)
一年内，我们孤军作战，许多国家都以为我们被彻底打败了。
暗喻，隐喻
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.

75. More metaphors in Para. 5
Britain, other nations thought, had drawn a sponge across her slate. But instead our country stood in the gap.
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., 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.

76. Rhetorical Features of the Text
7. All this tradition of ours, our songs, our school history, this part of the history of this country, were gone and finished and liquidated. (Para. 4)
Here the use of the three words “gone” and “finished” and “liquidated” shows an ascending order of force and intensity, from weak to strong, intensifying step by step the cruel reality that if they did not take action and fight to win the war the whole nation would be doomed. This figure of speech is called climax. 层递

77. Text II
Winston Churchill

78. About the text — It is an abridged version of the article with the same title from 100/leaders/profile/churchill.html.
About the author — John Keegan, a historian, is the defense and military specialist for London’s Daily Telegraph.
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?

79. Culture Notes Louis XIV
Son of Louis XIII, born in 1638 and died in 1715, King of France from 1643 to 1715.
War of Spanish Succession
War of Spanish Succession (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.

80. Spain’s struggle in Cuba
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 United States.
the North-West Frontier campaign in India
A civil war broke out in Chitral, India in 1896 and it was suppressed by the British expedition in 1897.
the Sudan campaign
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.
D-day
the day during the Second World War when the Allies began their invasion of Europe by attacking the coast of North France

81. Difficult Sentences
… 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.

82. It would have been kinder to his reputation had he not returned
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.

83. Questions for Discussion
What was Churchill interested in when he was in India and the Sudan?
What kind of Nobel Prize did Churchill win?
When and how did Churchill step onto the world stage?
Why did Churchill hope the U.S. could join the war against Hitler?
What helped Churchill to be as important as Roosevelt and Stalin?
In what way, according to the author of this text, was Churchill a successful statesman?
Answers for reference

84. 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.

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

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

87. Memorable Quotes
1. Swim or sink, live or die, survive or perish with my country was my unalterable determination.
— John Adams
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).

88. 2. The world is my country, all mankind are my
brethren, and to do good is my religion.
— Thomas Paine
Thomas Paine (1737 — 1809) was an author, pamphleteer, radical, inventor, intellectual, revolutionary, and one of the Founding Fathers of the United States.

89. 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.

90. 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.

91. The End