新世纪英语专业综合教程（第二版）第4册Unit1

nullUnit1Unit1Pre-reading Activities - Audiovisual supplement 1Watch the video and answer the following questions.What consequence would it be if the German took over the French navy?Pre-reading Activities - Audiovisual supplement 1Audiovisual supplementCultural informationThe 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?Pre-reading Activities - Audiovisual supplement 2Pre-reading Activities - Audiovisual supplement 2Audiovisual supplementCultural informationFrom Into the StormVideo Script1Churchill: 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. Video Script1Audiovisual supplementCultural informationCultural information 1World 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. Cultural information 1Audiovisual supplementCultural informationThe 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. Cultural information 2 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. Cultural information 2Audiovisual supplementCultural informationCultural information 3Winston 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.Cultural information 3Audiovisual supplementCultural informationCultural information4 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 hisCultural information4mastery of historical and biographical description as well as for brilliant oratory in defending exalted human values”.Audiovisual supplementCultural informationStructural analysisStructural analysis 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 analysisPart II (Paragraphs 2 — 5): The body of the speech, in which Churchill drew the lessons to be learned from the past year. Structural analysisStructural analysisRhetorical featuresStructural analysisPart 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. Rhetorical Features 1Rhetorical Features 1 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”.Rhetorical featuresStructural analysisPractice: Find more examples of repetition and pairs of antonyms in the speech.Detailed reading 1Detailed reading 1Detailed readingNEVER GIVE IN, NEVER, NEVER, NEVER Winston 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 fiveDetailed reading 2Detailed reading 2Detailed readingor 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.Detailed reading3-4Detailed reading3-43 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 readingDetailed reading4Detailed reading4myself 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 readingDetailed reading5-6Detailed reading5-6 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. 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 readingDetailed reading7-8Detailed reading7-87 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 readingDetailed reading1--QuesionWhat was the difference between the present situation and the situation when Churchill came to Harrow School ten months ago? (Paragraph 1)Detailed reading1--QuesionTen 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 readingDetailed reading2--QuesionWhat 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)Detailed reading2--QuesionBy 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 readingDetailed reading3-4--QuesionWhat lesson had they learnt? (Paragraphs 3 — 4)Detailed reading3-4--QuesionThe 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 readingDetailed reading7-8--QuesionWhy did Churchill replace the word darker with sterner? (Paragraphs 7 — 8)Detailed reading7-8--QuesionBecause 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 readingDetailed reading8– ActivityDetailed reading8– ActivityGroup 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 readingDetailed reading1– at your Head Master’s kind invitation 1at your Head Master’s kind invitation at: in response toDetailed reading1– at your Head Master’s kind invitation 1e.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 readingTranslation: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.______________________________________________________________ ______________________________________________________________Detailed reading1– catastrophiccatastrophic: a. involving or causing sudden great damage or sufferingDetailed reading1– catastrophicSynonym:disastrousDetailed readingCollocations:catastrophic floods/losses/effects/resultsDerivation:catastrophe n. Detailed reading1-- ups and downsDetailed reading1-- ups and downsups 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 readingTranslation: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.______________________________________________________________ ______________________________________________________________Detailed reading1-- positionDetailed reading1-- positionposition: situation at a particular time Synonym:situationDetailed readinge.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.Detailed reading2-- throwing our Detailed reading2-- throwing our 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 readingDetailed reading3-- meet withDetailed reading3-- meet withmeet with: experience; undergoDetailed readinge.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.Detailed reading3-- imagination Detailed reading3-- imagination ... 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 readingmake 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.________________________________Detailed reading3-- far-reachingDetailed reading3-- far-reachingfar-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/reformsDetailed readingDetailed reading5– convictionconviction: n. Detailed reading5– convictione.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 convictionsDetailed reading5–yieldnever give in or surrender to the seemingly strong enemynever yield to the apparently overwhelming might of the enemy_______________________________________________________Detailed reading5–yieldDetailed readingyield: 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:surrenderParaphrase:Detailed reading5–overwhelming Detailed reading5–overwhelming The evidence against him was overwhelming. She had the almost overwhelming desire to tell him the truth. e.g.Detailed readingoverwhelming: 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 armyTranslation:压倒性的大多数表决反对这个提议。An overwhelming majority voted against the proposal._____________________________________________________________Detailed reading6– persevereDetailed reading6– persevereDetailed readingpersevere: v. continue in a course of action even in the face of difficulty or with little or no indication of successCollocations: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.Detailed reading7– compliment 1Detailed reading7– compliment 1compliment: v. politely congratulate or praise (sb.) for sth.e.g.She complimented him on his excellent German.Detailed readingCollocation: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 Detailed reading7– compliment 2Detailed reading7– compliment 2A. The different flavors each other perfectly. B. She me on my English. complement______________Detailed readingcomplimented________________Blank filling:Detailed reading8– venture to do sthDetailed reading8– venture to do sthCollocations:venture sth.; venture to do sth.; venture + speech; venture that …Detailed readingventure 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. _______________________________________________________ _______________________________________________________Detailed reading1– … you are beginning …Detailed reading1– … you are beginning …… 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 readingDetailed reading3– … appearances …Detailed reading3– … appearances …… appearances are often very deceptive … (Paragraph 3)Paraphrase:Surface phenomena tend to be misleading.Detailed readingDetailed reading3– … but then …Detailed reading3– … but then …… 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 readingDetailed reading10–... our account …Detailed reading10–... our account …... 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 readingDetailed reading11– Britain other …Detailed reading11– Britain other …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 m