Unit 1解析与练习答案

UNIT 1 NEVER GIVE IN, NEVER, NEVER, NEVER

Section One Pre-reading Activities .................................................................................................... 2

I. Audiovisual supplement ......................................................................................................... 2 II. Cultural background .............................................................................................................. 2 Section Two Global Reading .............................................................................................................. 4

I. Structural analysis of the text................................................................................................. 4 II. Rhetorical features of the text .............................................................................................. 4 Section Three Detailed Reading ........................................................................................................ 5

I. Questions ............................................................................................................................... 6 II. Words and expressions ......................................................................................................... 7 III. Sentences ............................................................................................................................. 9 Section Four Consolidation Activities .............................................................................................. 11

I. Vocabulary ............................................................................................................................ 11 II. Grammar ............................................................................................................................. 13 III. Translation .......................................................................................................................... 16 IV. Exercises for integrated skills .............................................................................................. 18 V. Oral activities ....................................................................................................................... 19 VI. Writing ............................................................................................................................... 20 Section Five Further Enhancement ................................................................................................. 21

I Text II ..................................................................................................................................... 21 II MEMORABLE QUOTES .......................................................................................................... 24

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Section One Pre-reading Activities

I. Audiovisual supplement

From Into the Storm

Watch the movie clip and answer the following questions.

Script:

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.

Questions:

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

Answer: 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?

Answer: 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.

II. Cultural background

1. 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.

2. Winston Churchill

Sir Winston Leonard Spencer-Churchill (30 November 1874 – 24 January 1965) was a British politician and statesman known for his leadership of the United Kingdom during the Second World War (WWII) and led 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

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British prime minister to have received the Nobel Prize in Literature, and the first person to have been recognized as an honorary citizen of the United States.

Winston Churchill was born to an aristocratic family, with renowned ancestors and a politician father. As a prolific writer, he wrote a novel, two biographies, three volumes of memoirs, and several histories in addition to his many newspaper articles. He was awarded the Nobel Prize in Literature in 1953 “for his mastery of historical and biographical description as well as for brilliant oratory in defending exalted human values”.

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Section Two Global Reading

I. Structural analysis of the text

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.

Part II (Paragraphs 2 – 5): The body of the speech, in which Churchill drew the lessons to be learned from the past year.

Part III (Paragraphs 6 – 8): The concluding part, in which, by changing a word in the additional verse of the school song, Churchill expressed his conviction that the entire nation was blessed with the chance to display its courage to the full in what was, as he elsewhere put it, its finest hour.

II. Rhetorical features of the text

As a representative piece of oration by the great orator Churchill, this speech was made eloquent and encouraging by employing many rhetorical devices. With generally short (in length) and simple (in structure) sentences, the message conveyed by the speech was highlighted by constant repetition, e.g. “Never, Never, Never” in the title, and strengthened by the use of antonyms, e.g. “ups/downs” and “short/long”.

Practice:

Find more examples of repetition and pairs of antonyms in the speech.

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Section Three Detailed Reading

NEVER GIVE IN, NEVER, NEVER, NEVER

Winston Churchill

Almost a year has passed since I came down here at your Head Master’s kind invitation in order to cheer myself and cheer the hearts of a few of my friends by singing some of our own songs. The ten months that have passed have seen very terrible catastrophic events in the world — ups and downs, misfortunes — but can anyone sitting here this afternoon, this October afternoon, not feel deeply thankful for what has happened in the time that has passed and for the very great improvement in the position of our country and of our home? Why, when I was here last time we were quite alone, desperately alone, and we had been so for five 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! 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.

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.”

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 myself to the school — surely from this period of ten months this is the lesson: never give in, never give in, never, never, never, never — in nothing, great or small, large or petty — never give in except to convictions of honour and good sense. Never yield to force; never yield to the apparently overwhelming might of the enemy. We stood all alone a year ago, and to many countries it seemed that our account was closed, we were finished. All this tradition of ours, our songs, our school history, this part of the history of this country, were gone and finished and liquidated.

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 5

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Section Four Consolidation Activities

I. Vocabulary

I. Explain the underlined part in each sentence in your own words. 1. gladden my heart 2. situation;circumstances 3. threat 4. splendid; heroic 5. sudden small movement because of pain or fear.

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

1. put... Through 2. addressed himself to 3. was going through 4. Throwing our minds back to 5. yield to 6. close our account 7. ups and downs 8. Misfortunes

III. Word derivation

1) catastrophe n. → catastrophic a. → catastrophically ad.

① 那场地震是个大灾难，夺去了许多人的生命。

The earthquake was a major catastrophe, causing heavy loss of life. ② 战争的灾难性后果很快显现出来。

The catastrophic consequences of the war soon unfolded.

③ 关键时刻，预警系统灾难性地崩溃了。

The Warning System catastrophically collapsed at that critical moment.

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

① 他们骗她在文件上签了字。

They deceived her into signing the paper. ② 外表往往是靠不住的。

Appearances can often be deceptive． ③ 房子从外面看起来很小（实际上很大）。 The house looks deceptively small from the outside.

④ 他通过欺骗手段获取了那片资产。 He obtained that property by deception.

3) convict v. → conviction n.

① 他被判犯有谋杀罪。 He was convicted of murder. ② 她是一个道德信念坚定的女子。 She is a women of strong moral convictions.

4) apparent a. → apparently ad.

① 今年的利润表面上有所增加，是因为出售了公司的一部分财产。

The apparent improvement in this year’s profits is due to the selling off of some of the company’s property. ② 看来他们要提高电费了。

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

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

① 如果你把工作坚持下去，最终会取得成功的。

If you persevere with your work, you will succeed in the end. ② 玛丽是一位锲而不舍的学生。 Mary is a persevering student. ③ 他学得慢，但面对困难却表现出坚忍不拔的毅力。

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

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

① 国家正遭受严重的食物短缺。

The country is suffering from a desperate shortage of food. ② 因为缺乏食物，他病得奄奄一息。

Due to the lack of food, he became desperately ill. ③ 他不顾一切地拼命踢门，企图能逃出去。

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

7) flinch v. → flinching a.

Ant. unflinching a. → unflinchingly ad.

① 看到血，他畏缩了。

He flinched at the sight of blood.

② 在最艰难的时期，她忠贞不移地陪伴着他。

In the hardest time, she accompanied him with unflinching loyalty. ③ 他毫不畏惧地直面我的注视。 He met my gaze unflinchingly.

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

① 她听到这个坏消息时，表现出了非凡的勇气。

She showed remarkable courage when she heard the bad news.

② 你坦白承认自己的错误，真是勇敢。

It was courageous of your to frankly admit your mistake.

③ 你应该鼓励她去追逐自己的梦想，而不应该将你自己的想法强加于她。

You should encourage her in pursuit of her dreams, instead of imposing your own thoughts upon her.

④ 最近的贸易数字非常令人鼓舞。

The latest trade figures are very encouraging.

1． Phrase practice

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

put sb. through sth.: make sb. experience sth. very difficult or unpleasant e.g. 你最近让你的家人受了不少苦。

You have put your family through a lot recently.

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

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

e.g. 我们必须要致力于交通污染问题。

We must address ourselves to the problem of traffic pollution.

3) At that time, South Africa was going through a period of big events as the Blacks fought for

equality.

go through: experience or suffer sth.

e.g. 我钦佩她经历了那么多苦难以后，依然这样开朗快乐。

I admire the way she’s still so cheerful after all she’s gone through.

IV. Choose the word that can replace the underlined part in each sentence without changing its original meaning.

1. C 2. D 3. A 4. D 5. B 6. A 7. C 8. A

2． Synonym/Antonym

1. We had the unmeasured menace of the enemy. Synonym: threat, danger 2. The ten months that have passed have seen very terrible catastrophic events in the world — ups and downs.

Antonym: happy, successful 3. …, each of us according to our stations, to play a part in making these days memorable in the history of our race. Synonym: position 4. Never yield to force; never yield to the apparently overwhelming might of the enemy. Synonym: seemingly 5. As Kipling well says, we must “… meet with Triumph and Disaster. And treat those two imposters just the same.” Antonym: defeat, failure 6. There was no flinching and no thought of giving in. Synonym: retreat, shrink, withdraw 7. You sang that extra verse written in my honour, which I was very greatly complimented by. Synonym: praise, commend, laud 8. All this tradition of ours, our songs, our school history, this part of the history of this country, were gone and finished and liquidated. Synonym: destroy

VI. Explain the meaning of the underlined part in each sentence

1. current 2. shown 3. frequently 4. depressed 5. try harder 6. takes in

II. Grammar

1) Coordination

A coordinate construction is a sequence of semantically-related grammatical units that are similar in form, equal in rank of structure, identical in function and are connected by coordinators such

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as “and”, “or”, and “but”. The coordinate construction can be a sequence of coordinated words, phrases, or clauses. When two or more independent clauses are coordinated, they form a compound sentence.

For example:

triumph and disaster (coordinated words) large or petty (coordinated words)

with strength but without confidence (coordinated phrases)

The children can go with us, or they can stay at home. (coordinated clauses / compound sentence)

Practice:

1. Combine the sentences in each of the following groups into one sentence, using parallel

constructions (coordination) wherever possible. ① A. Tom speaks Chinese fluently.

B. He can’t write in it.

Answer: Tom speaks Chinese fluently, but he can’t write in it. ② A. I have nothing to offer.

B. I can offer blood. C. I can offer toil. D. I can offer tears. E. I can offer sweat.

Answer: I have nothing to offer but blood, toil, tears and sweat. ③ A. Ruel went into the forest.

B. Cameron went into the forest too.

C. They collected a lot of insect specimens.

Answer: Ruel and Cameron went into the forest and collected a lot of insect specimens. ④ A. No matter how you measure it, education is the largest “industry” in the nation.

B. You can measure it in terms of dollars spent. C. You can measure it in terms of people involved.

Answer: Education is the largest “industry” in the nation either in terms of dollars spent or in terms of people involved.

2. Improve the following sentences. ① Marian could not decide whether she should start college right after high school or to get a job first.

Answer: Marian could not decide whether to start college right after high school or to get a job first. ② The requirements for a chemistry degree are not as strict as a medical degree.

Answer: The requirements for a chemistry degree are not as strict as the requirements / those

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for a medical degree. ③ Either he is an absolute coward or a fool.

Answer: He is either an absolute coward or a fool. ④ The students are not only organizing social activities, but also are interested in political questions.

Answer: The students are not only organizing social activities, but also showing an interest in political questions.

2) Tense

Tense is a grammatical form associated with verbs that tells of the distinctions of time. English verbs have three tenses: the past, the present and the future tenses. Tenses often combine with aspects (the progressive aspect for incomplete actions and the perfective aspect for complete actions) in daily expressions.

For example:

She plays the piano very well. (simple present)

She played the piano very well when she was young. (simple past) She will play the piano later. (simple future)

She was playing the piano at 6 pm. (past progressive)

She has been playing the piano since 6 pm. (present perfective progressive)

Practice:

Fill in the blanks with the correct forms of the verbs given. ① I will make sure that everything ______ (be) in order. Answer: is ② Mr. Smith ______ (step) into his office, ______ (sit) down and ______ (begin) to fill in the

forms.

Answer: stepped, sat, began ③ Trains __________ (run) very badly since the railway staff __________(begin) a “go-slow”

last month.

Answer: have run / have been running, began ④ Several times the train __________ (take) me nearly two hours to get home whereas in

normal conditions it ___________ (take) me half the time. Answer: has taken, takes

I. Improve the following sentences.

1. The school teaches shorthand, bookkeeping and the use of business machines.

2. The sentence is difficult to understand not because of the technical vocabulary but because of the faulty syntax.

3. Marian could not decide whether to start college right after high school or to get a job first. 4. The Allies decided to invade Ital and hen to launch a massive assault on the Normandy coast. 5. The actor was stunned not only by the noise of booing but also by the sight of flying tomatoes.

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