新世纪英语专业综合教程(第二版)第4册+Unit1 PPT课件

NEVERGIVEIN,NEVER,NEVER,NEVERUnit1Unit1NEVERGIVEIN,NEVER,NEVER,NEVERUnit1Watchthevideoandanswerthefollowingquestions.1.WhatconsequencewoulditbeiftheGermantookovertheFrenchnavy?Pre-readingActivities-Audiovisualsupplement1AudiovisualsupplementCulturalinformationTheGermanwouldcontroltheMediterranean,depriveBritainofitsaccesstotheSuezCanal,andcutofftheBritishoilsupplies,whichwouldbedisastrous.HeorderedAdmiralSomervilletobombardtheFrenchfleetintheportofOran.HewantedtoshowtheworldandinparticulartheUnitedStatesthatBritainmeanttofighton.2.WhatwasChurchill’splanifFrenchdidnotaccepthischoices?Whywouldhedoso?Pre-readingActivities-Audiovisualsupplement2AudiovisualsupplementCulturalinformationFromIntotheStormChurchill:NowthattheFrenchhavesurrendered,wemustassumethattheirnavywillsoonbeinGermanhand.Thatmustnothappen.WemustkeepcontroloftheMediterranean.WithoutaccesstotheSuezCanal,ouroilsupplieswillbecutoff,whichwouldofcoursebedisastrous.I’vetoldtheFrenchtheymustcontinuetofight,sailtheirshipstoaBritishport,orscuttletheentirefleet.Iftheyacceptnoneofthesechoices,I’veorderedAdmiralSomerville,tobombardtheFrenchfleetintheportofOran.Wehavetoshowtheworld,andinparticulartheUnitedStates,thatwemeantofighton.VideoScript1AudiovisualsupplementCulturalinformationWorldWarII,ortheSecondWorldWar,themostwidespreadwarinhistory,lastedfrom1939to1945andinvolvedmostoftheworld’snationswhichformedtwoopposingmilitaryalliances,theAlliesandtheAxis.Culturalinformation1AudiovisualsupplementCulturalinformationThewarbeganon1September,1939,withtheinvasionofPolandbyGermanyandSlovakia,andsubsequentdeclarationsofwaronGermanybyFranceandmostofthecountriesoftheBritishEmpireandCommonwealth.Fromlate1939toearly1941,inaseriesofcampaignsandtreaties,GermanyconqueredorsubduedmuchofcontinentalEurope.BritainandtheCommonwealthremainedtheonlymajorforcecontinuingthefightagainsttheAxisinNorthAfricaandinextensivenavalwarfare.Churchill’sspeechatHarrowaswasadaptedinthetextwasdeliveredinthishistoricalcontext.Culturalinformation2AudiovisualsupplementCulturalinformationWinstonChurchillSirWinstonLeonardSpencer-Churchill(30November1874—24January1965)wasaBritishpoliticianandstatesmanknownforhisleadershipoftheUnitedKingdomduringtheSecondWorldWar(WWII)andhissuccessinleadinghiscountryfromthebrinkofdefeattovictory.HeservedasPrimeMinistertwice(1940—1945and1951—1955)andiswidelyregardedasoneofthegreatwartimeleaders.Heisanotedstatesmanandorator,historian,writer,andanartist.Todate,heistheonlyBritishprimeministertohavereceivedtheNobelPrizeinLiterature,andthefirstpersontohavebeenrecognizedasanhonorarycitizenoftheUnitedStates.Culturalinformation3AudiovisualsupplementCulturalinformationWinstonChurchillwasborntoanaristocraticfamily,withrenownedancestorsandapoliticianfather.Asaprolificwriter,hewroteanovel,twobiographies,threevolumesofmemoirs,andseveralhistoriesinadditiontohismanynewspaperarticles.HewasawardedtheNobelPrizeinLiteraturein1953“forhisCulturalinformation4masteryofhistoricalandbiographicaldescriptionaswellasforbrilliantoratoryindefendingexaltedhumanvalues”.AudiovisualsupplementCulturalinformationStructuralanalysisThistextisaninspiringspeechmadebyWinstonChurchill,GreatBritain’sthenPrimeMinister,whenhevisitedHarrowSchoolon29October,1941.Thewholespeechcanbedividedintothreeparts.PartI(Paragraph1):Someopeningremarks,inwhichChurchillsummarizedtheeventsthathadhappenedsincehislastvisittoHarrow.RhetoricalfeaturesStructuralanalysisPartII(Paragraphs2—5):Thebodyofthespeech,inwhichChurchilldrewthelessonstobelearnedfromthepastyear.StructuralanalysisRhetoricalfeaturesStructuralanalysisPartIII(Paragraphs6—8):Theconcludingpart,inwhich,bychangingawordintheadditionalverseoftheschoolsong,Churchillexpressedhisconvictionthattheentirenationwasblessedwiththechancetodisplayitscouragetothefullinwhatwas,asheelsewhereputit,itsfinesthour.RhetoricalFeatures1AsarepresentativepieceoforationbythegreatoratorChurchill,thisspeechwasmadeeloquentandencouragingbyemployingmanyrhetoricaldevices.Withgenerallyshort(inlength)andsimple(instructure)sentences,themessageconveyedbythespeechwashighlightedbyconstantrepetition,e.g.“Never,Never,Never”inthetitle,andstrengthenedbytheuseofantonyms,e.g.“ups/downs”and“short/long”.RhetoricalfeaturesStructuralanalysisPractice:Findmoreexamplesofrepetitionandpairsofantonymsinthespeech.Detailedreading1DetailedreadingNEVERGIVEIN,NEVER,NEVER,NEVERWinstonChurchill1AlmostayearhaspassedsinceIcamedownhereatyourHeadMaster’skindinvitationinordertocheermyselfandcheertheheartsofafewofmyfriendsbysingingsomeofourownsongs.Thetenmonthsthathavepassedhaveseenveryterriblecatastrophiceventsintheworld—upsanddowns,misfortunes—butcananyonesittingherethisafternoon,thisOctoberafternoon,notfeeldeeplythankfulforwhathashappenedinthetimethathaspassedandfortheverygreatimprovementinthepositionofourcountryandofourhome?Why,whenIwasherelasttimewewerequitealone,desperatelyalone,andwehadbeensoforfiveDetailedreading2Detailedreadingorsixmonths.Wewerepoorlyarmed.Wearenotsopoorlyarmedtoday;butthenwewereverypoorlyarmed.Wehadtheunmeasuredm