Lesson Five 高级英语课件

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高级英语一 第5课课件the_libido_for_the_ugly

高级英语一 第5课课件the_libido_for_the_ugly

Henry Louis Mencken (1880-1956) was the first American to be widely read as a critic. Though, earlier, James Lowell and Edgar Allan Poe had been better endowed with critical intelligence, their proficiency in other literary forms had obscured to some degree their skills as critics. Mencken was born in Baltimore, Md., on Sept. 12, 1880, and privately educated there. After graduation from Baltimore Polytechnic institute at the age of 16, he became a reporter on the Baltimore Herald. He rose rapidly; soon he was the Herald‘s city editor.
2007/4
9
Menken’s style
Mencken is well-known for his bombastic style and acid tongue and in this piece he doesn‘t just berate and revile the ugliness of Westmoreland, he attacks the whole American race --- a race that loves ugliness for its own sake, that lusts to make the world intolerable; a race which hates beauty as it hates truth. *he chooses the strongest words possible, words bordering on the abusive---dreadfully hideous abominable, agonizing ugliness, revolting monstrousness, leprous hill, and so on ad nauseam. *he uses figures of speech profusely to create nauseating and dreadful images to reinforce his verbal attack, such as hyperbole, sarcasm, ridicule and irony.

高级英语第二册-lesson-5-Love-is-a-fallacy-para-31-52PPT课件

高级英语第二册-lesson-5-Love-is-a-fallacy-para-31-52PPT课件
星期一上午我回到学校对皮蒂说:”你瞧!“我蒙的打开 皮箱,那件肥大、毛茸茸、散发着怪味的东西露了出来 ,这就是我父亲1925年在施图茨比尔凯汽车里穿过的那 件浣熊皮大衣。
Throw open: (1) to open sth suddenly and forcefully 突然打开 (2) to open up 开放
unpleasantly surprised 惊骇;使…战悚
E.g. They were horrified by the outrage ['aʊtredʒ] before their
eyes. 他们被亲眼所见的暴行吓得呆住了。
Fling : [flɪŋ] v. throw with force or recklessness 掷,抛;
share files anonymously [ə'nɑnəməsli] . 直到有谨慎的用户建议匿名共享文件网络流量才开始恢复 。
Mince : [mɪns] (1) v. make less severe or harsh 矫揉做作地说;走小碎步 (2) v. cut into small pieces 切碎 n. food chopped into small bits 切碎物
Paraphrase He said firmly.
Be in the swim : (1) 合时髦;合潮流;熟悉内情;积极参加活动 (2) 积极参加社交活动
E.g.
Although I'm retired, voluntary work keeps me in the swim
of things. 我虽已退休,但仍做些义务工作,以便了解当前的情势。
我在一把椅子上坐了下来,假装读书,暗暗地瞟着皮蒂。 他神情不安,用面包店窗前的流浪儿那种馋涎欲滴的神情 望着那件皮大衣。

【ppt课件】高级英语课件LESSON_5

【ppt课件】高级英语课件LESSON_5
Russia: awake: v. To rouse from sleep; waken
adj. Completely conscious; not in a state of sleep. 醒着的
wake,waken和 awake,awaken这两对词自中古英语以 来就形成令人不解的一组词。四个词有相似的意思, 尽管在用法上有差异。只有 wake用于“保持清醒”的 意义,如在 waking(而非 wakening) and sleeping, every waking hour(清醒和睡眠,每一个醒着的时刻)。
• She made haste to tell her mother the good news. • 她赶快将好消息告诉她母亲。 • hurry指“仓促忙乱的动作”, 如:
• the hurry of city life • 忙乱的城市生活。 • speed 指“快速的动作”, 暗指“不忙乱、有效率”, 如:
incredibility)
• Even by modern standards, the 46, 000 ton Titanic was a
colossal ship. • 即使按照现代的标准看,那46, 000吨的泰坦斯尼克号
也是一艘巨轮。 • titanic原义指“泰坦神族的”(古希腊神,为泰坦族,身
• 科学家惊诧地发现,它可以轻而易举地钻穿最坚硬的 岩石。
• Grounded ( past participle): lying stationary on the airfields. • When the Germans attacked, they took the Russians by
surprise and destroyed a high percentage of Soviet airplanes before they could take off. 9. And seemed to be driving forward: and seemed to be advancing rapidly, and their attack was fierce 10. I suppose they will be rounded up in hordes:

高级英语第五课PPT

高级英语第五课PPT

Para. 124
• Five gruelling ... worth it: • This (teaching Polly logic) took five extremely trying (exhausting) nights, but it was worth all the trouble. • (emphasis): Inversion to emphasize “five gruelling nights”(极度紧张的、精疲力尽的) . • I had made a logician out of Polly. • I had turned Polly into a logician. • She was worthy of me at last: • This, once again, shows the conceit of the narrator. Polly was now good enough to be his wife.
Para. 123
• Over and over and over... without let-up: • Over and over again I gave examples and pointed out the mistakes in her thinking. I kept emphasizing all this without stopping. • to hammer away (at): to work without stopping and with a lot of effort ;to keep emphasizing ;to attack frequently • e.g. 1.He kept hammering away at his demand for a public inquiry. • let up: stopping; relaxing放松(努力);中止,休止

高级英语上册第5课

高级英语上册第5课

I'd Rather Be Black than FemaleBeing the first black woman elected to Congress has made me some kind of phenomenon1. There are nine other blacks in Congress; there are ten other women. I was the first to overcome both handicaps at once2. Of the two handicaps, being black is much less of a drawback than being female.If I said that being black is a greater handicap than being a woman, probably no one would question me3. Why? Because “we all know”there is prejudice against4black people in America. That there is prejudice against women is an idea that still strikes5nearly all men -- and, I am afraid, most women -- as bizarre.Prejudice against blacks was invisible to most white Americans for many years. When blacks finally started to “mention”it, withsit-ins, boycotts, and freedom rides, Americans were incredulous. “Who, us?” they asked in injured tones. “We're prejudiced?” It was the start of a long, painful reeducation for white America. It will take years for whites -- including those who think of themselves as liberals -- to discover and eliminate the racist attitudes they all actually have.How much harder will it be to eliminate the prejudice against women? I am sure it will be a longer struggle. Part of the problem is that women in America are much more brainwashed and content with 6their roles as second - class citizens7than blacks ever were.Let me explain. I have been active in politics8for more than twenty years. For all but the last six9, I have done the work -- all the tedious details that make the difference between victory and defeat on Election Day - while men reaped the rewards, which is almost invariably the lot of women in politics.It is still women-about three million volunteers -- who do most ofthis work in the American political world. The best any of them can hope for10is the honor of being district or county vice-chairman, a kind of separate-but-equal11position with which a woman is rewarded for years of faithful envelope stuffing and card-party organizing. In such a job, she gets a number of free trips to state and sometimes national meetings and conventions, where her role is supposed to12be to vote the way her male chairman votes.When I tried to break out of13that role in 1963 and run for the New York State Assembly seat from Brooklyn's Bedford-Stuyvesant, the resistance was bitter. From the start of that campaign, I faced undisguised hostility because of my sex.But it was four years later, when I ran for Congress, that the question of my sex became a major issue. Among members of my own party, closed meetings were held to discuss ways of stopping me.My opponent, the famous civil-rights leader James Farmer, tried to project a black, masculine image; he toured the neighborhood withsound trucks filled with young men wearing Afro haircuts, dashikis, and beards. While the television crews ignored me, they were not aware of a very important statistic, which both I and my campaign manager, Wesley MacD. Holder, knew. In my district there are 2.5 women for every man registered to vote. And those women are organized -- in PTAs, church societies, card clubs, and other social and service groups I went to them and asked their help. Mr. Farmer still doesn't quite know what hit him.When a bright young woman graduate starts looking for a job, why is the first question always; “Can you type?”A history of prejudice lies behind that question. Why are women thought of as secretaries, not administrators? Librarians and teachers, but not doctors and lawyers? Because they are thought of as14different and inferior. The happy homemaker and the contented darky are both stereotypes produced by prejudice.Women have not even reached the level of tokenism that blacksare reaching. No women sit on the Supreme Court. Only two have held Cabinet rank, and none do at present. Only two women hold ambassadorial rank. But women predominate in the lower-paying, menial, unrewarding, dead-end jobs, and when they do reach better positions, they are invariably paid less than15a man for the same job.If that is not prejudice, what would you call it?A few years ago, I was talking with a political leader about a promising young woman as a candidate. “Why invest time and effort to build the girl up?” he asked me. “You know she’ll only drop out of16the game to have a couple of kids just about the time we’re ready to run her for mayor.”Plenty of people have said similar things about me. Plenty of others have advised me, every time, I tried to take another upward step17, that I should go back to teaching, a woman’s vocation and leave18politics to the men. I love teaching, and I am ready to goback to it as soon as I am convinced that19this country no longer20 needs a women's contribution.When there are no children going to bed hungry in this rich nation, I may be ready to go back to teaching. When there is a good school for every child, I may be ready. When we do not spend our wealth on hardware to murder people, when we no longer tolerate prejudice against minorities, and when the laws against unfair housing and unfair employment practices are enforced instead of evaded, then there may be nothing more for me to do in politics.But until that happens -- and we all know it will not be this year or next -- what we need is more women in politics, because we have a very special contribution to make. I hope that the example of my success will convince other women to get into politics -- and not just to stuff envelopes21, but to run for22office.It is women who can bring empathy, tolerance, insight, patience, and persistence to government -- the qualities23we naturally have orhave had to develop because of our suppression by men. The women of a nation mold24its morals, its religion, and its politics by the lives they live. At present, our country needs women’s idealism and determination, perhaps more in politics than anywhere else.1 to make sb some kind of phenomenon 使某人成为不寻常的人2 at once同时3question me 置疑我4prejudice against 对...偏见5strike表示迎头一击6content with 满足于...7second - class citizens 二等公民8active in politics 活跃在政治界9For all but the last six 除了最后的那六年10hope for 希望, 期待11separate-but-equal 隔离但平等12be supposed to 应该, 被期望13break out of 摆脱(束缚等)14think of as 把...看作15less than 小于, 决不16drop out of 不参与,退出17take another upward step 再前进一步18leave to 留某事给...处理19be convinced that 确信,承认20no longer不再21stuff envelopes 装信封22run for 竞选, 赶快去请23To develop qualify 发展品质24To mold morals 塑造道德C.1、D on’t overlook the job of a secretary. It makes the difference between failure and success for the company.2、T he newly-launched satellite is expected to obtain data on solar radiation, sky brightness and other important phenomena.3、H ow can you be content do such menial tasks as washing dishes here in the States?4、A prejudice is a judgement formed before examining the evidence.5、W e all listen to music according to our separate capacities.6、K nowledge will always predominate over ignorance.7、W hen this corporation entered the Chinese market 8 years ago, it aimed to occupy a larger market share rather than tomake profit in the short run.8、O f all the animals, the ape is thought of as the most forgiving animal.D.1、H is story of having discovered the treasure buried by some pirates seemed incredible to everyone.2、“But the piano is out of tune,”she said in a disappointed tone.3、H er friends expressed great sympathy to her when her mother died.4、T hey are now enjoying a short vacation at the seashore.5、A contented person is one who is happy with what he has.6、A ll the streets will be illuminated tomorrow evening for thecelebration.7、H er persistence in wearing that old-fashioned hat surprisedher husband.8、T he effect of the officer’s speech was such that the armyrecovered its morale at once.F.美国妇女对美国的发展做出的重要贡献,但她们却一直受到各种形式的性别歧视。

高级英语第一册第5课课件

高级英语第一册第5课课件

• WWI began on 1 September 1939. Two days later British and French declarations of war were issued. • On Sep.1, 1939 Hitler invaded Poland. Then the Soviet troops also moved into Poland.
The effect of it: • Post–World War II Europe was partitioned (parted) into Western and Soviet spheres of influence, • the Cold War. • a wave of independence for colonies of European powers. • There was a fundamental shift in power from Western Europe to the new superpowers, the United States and the Soviet Union.
• The sphere: • across the Atlantic Ocean, in Western and Eastern Europe, in the Mediterranean Sea, Africa, the Middle East, in the Pacific and South East Asia, and it continued in China. • In Europe, the war ended with the surrender of Germany on 8 May 1945 • in Asia until Japan surrendered on 15 August 1945 (VJ Day). • Almost 60 million people died as a result of the war, including acts of genocide(The systematic and planned extermination of an entire national, racial, political, or ethnic group. 种族屠杀有组织地、蓄意地进 行的对整个国家、种族、政治或文化群体的灭绝) such as the Holocaust and General Ishii Shiro's Unit 731 experiments in Hai’erbin. • Atomic weapons, jet aircraft, and radar are only a few of many wartime inventions.

高级英语第五课SpeechonHitlersInvasionofthe省公开课一等奖全国示范课微课金

高级英语第五课SpeechonHitlersInvasionofthe省公开课一等奖全国示范课微课金
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[2] The term “Union Flag”, on the other hand, is the term preferred in official documents by vexillologists.旗帜学家
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British politician and prime minister of the United Kingdom
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The most famous post during the war
7/131
Soviet army in a battle.
8/131
The Sniper (狙击手)of Soviet
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A embattled(严阵以待) Soviet soldier in cold winter .
Nazi Germany invaded the Soviet Union on June 22, 1941 is the largest German military operation of World War II.
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Soviet refugee
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The result and influence of the Operation Barbarossa
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quick facts
Birth November 30, 1874 Death January 24, 1965 Place of Birth Blenheim Palace, Oxfordshire, England Political Party Conservative Official Title Prime minister Term 1940-1945 Prime minister of the United Kingdom

Lesson Five

Lesson   Five
Leessions P72) (P72) Grammar: 动名词
动名词
动名词是三种非谓语动词的一种。其形式是 由 动词原形 + ing 构成,与现在分词的形式 相同。动名词在句子中起名词的作用,因此它 在句子中可以做主语、表语、宾语(介词宾语 或动词宾语),还可以做定语。也就是说,动 名词具有有名词特征。 在句子中动名词虽然起名词作用,但它仍然 具有动词的若干特点。如:有时态、语态、否 定形式、带有自己的宾语和状语等等(动名词 连同它的宾语和状语等一起构成动名词短语)。
动名词做主语
可直接置于主语在句首的位置。(68 13句)

高级英语第五课love is a fallacy ppt课件

高级英语第五课love is a fallacy ppt课件
film, Light's Golden Jubilee, had been 25 years before
After his success with the Gillis character, Shulman continued to write. His humor column, "On Campus," was syndicated in over 350 collegiate newspapers at one point. A later novel, Anyone Got a Match?, satirized both the television and tobacco industries, as well as the South and college football. His last major successful project was his work on House Calls, which began as a 1978 movie based on one of his stories which starred Walter Matthau and Glenda Jackson, and later became a television series (1979–1981) starring Wayne Rogers and Lynn Redgrave in the same roles, for which he was the lead writer.
'round the Flag, Boys!, The Tender Trap ▪ First Major Screen Credit: Half a Hero (1953)
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高级英语第二册第五课第一部分演示文稿

高级英语第二册第五课第一部分演示文稿
paragraphs147 to150 when Polly refuses to go steady with the narrator because she had already promised to go steady with Petey Burch.
Back
第3页,共50页。
Introduction to the Text
• 6. (paras.97-98) Interposition. He wants to give the girl back.
• 7. (paras.99-104) the teaching of Misericordiam
About the Title
• Perhaps Max Shulman wants the
reader, after reading the story, to
conclude that “love” is an error, a
deception and an emotion that does
• 5. (paras.86-96) the teaching of Contradictory Premises
Back 第13页,共50页。
Organizational Pattern
• Section III (Paras.60-124): the
teaching of 8 logical fallacies
• The denouement follows rapidly and ends on a very ironic tone. The raccoon coat which he gave to Petey Burch for the privilege of dating his girl, the raccoon coat which the narrator disliked and abhorred, was the instrument of his undoing. Polly Espy promised to go steady with Petey Burch because he owned a raccoon coat, a coat that all fashionable people on campus were wearing.

高级英语课件Lesson 5

高级英语课件Lesson 5

• …go all out to … • He reverted to this theme, and …., the arch anti-Communist, this was not bowing down in the House of Rimmon. Mr. Churchill replied, • If Hitler invaded Hell I would make at least a favorable reference to the Devil in the House of Commons.” • …to the effect that Germany had attacked Russia.
---U.S.S.R.: the Union of Soviet Socialist Republics ----World War II: (1937 / 1939 -1945) The conflict resulted from the rise of totalitarian, fascism in German, Japan and Italy ---Aug. 1939 Russia-Germany non-aggression pact Sept. 1, 1939 German invasion of Poland Sept. 3, 1939 France and Britain declared war on Germany, officially beginning World War II ---Jun 22. 1941 German invasion of the Soviet Union. --Dec. 7, 1941 Pearl Harbour Sept. 1943 the Allies conquered Sicily and South Italy. Italy surrendered. May 7. 1945 Germany surrendered unconditionally. Aug. 14, 1945 Japan announced its surrender.

高级英语第5册 课件

高级英语第5册 课件

Unit1Main Idea:T o facilitate one’s own process of cognition and one’s communication with others, one must be able to choose the right word from the extensive vocabulary of the English language.Purpose of writing and Tone:To inform learners of English as foreign language the way of mastering English, thus presenting in a serious manner.Organization and DevelopmentDirections:Read through the whole text very quickly, find out the main idea of each paragraph, decide whether some paragraphs can be grouped together to form a section and how each section is related to the other.OrganizationIntroduction(P1):Using an analogy to dramatize the importance of choosing right words for one’s purpose in writing;Body (2-10):Conclusion (P11):Emphasizing quality over quantity in the mastery of English words;Body (2-10):(P2-3) Addressing double functions of the correct choice of words / significance of finding the right words;(P4-7) Semantic differences between words having the same root;(P8) Wrong choice of words caused by failure to recognize their connotations;(P9) Stylistic differences between synonyms;(P10) The abundance of specific words in English for general notions;Unitu3▪Main Idea:This profile (short, vivid biography, briefly outlining a person’s most outstanding characteristics: his ability, personality, or career) is mainly about Einstein’spersonality and his incomparable contributions to science.▪Purpose of writing and Tone:The purpose is to illustrate with anecdotes some characteristic features of Einstein both as a man and as a scientist.Organization and Development:▪Introduction (P1):Using the word “simplicity” to begin the illustration of Einstein’s essence▪Body (P2-19):Aspects of Einstein the author wants to present▪Conclusion: (P20)Summing up what it means to have known Einstein and his work.Body(P2-19)▪P2-4: About his modesty;▪P5-7:Einstein’s brief life history and his two great theories;▪P8-11: About his concentration on work;▪P12-13: About his love of natural simplicity;▪P14-16: About his academic courage;▪P17-18: About his sense of justice;▪P19: About his youthful innocence;▪Conclusion: (P20)Summing up what it means to have known Einstein and his work.Unit 41) Main Idea:The millions who are poor in the United States are not simply neglected and forgotten as in the old rhetoric(言谈,辞令) of reform, and what is much worse, they are not seen.2) Purpose of writing and Tone:To seriously call attention to the poverty of the U.S. which is somehow concealed. Organization and Development:I. Introduction:(P1-2) Introduce the topic:It takes an effort of intellect and will even to see them;II. Body:The causes of the invisibility of the poor in the U.S.A.(II). Body: (P3-17)The perennial 长期的causes that make them invisible;I). The normal and obvious causes of the invisibility:1. Poverty is often off the beaten track.2. Beauty and myths are masks of poverty.II). A new kind of blindness about poverty:1. Transformation of the American cities isolates the poor from sight of others.2. Well-meaning ignorance keeps concerned and sympathetic Americans fromknowing the truth about the poor.3. Many of the poor are the wrong age to be seen.4. The poor are politically invisible.III. Conclusion:(P18) Reiterate the theme: They are not seen besides being invisible.The invisibility of the poor in the U.S:1. Poverty is often off the beaten track. (para. 4)2. Beauty and myths are perennial masks of poverty. (para. 5)3. The very development of American society is creating a new kind of blindnessabout poverty. (paras. 6 - 9)4. The new segregation of poverty is compounded by a well-meaning ignorance.(paras. 10 -12)5. Many of the poor are the wrong age to be seen. (paras. 13 -14)6. The poor are politically invisible. (paras. 15 -16)Unit 5Main Idea:The domination of television has exerted strong influence on the way of life of many American families, diminishing their daily activities and affecting the sound growth of their children.Purpose of writing and Tone:•To seriously demonstrate the dangers of the domination of television in American families•Organization and Development:•Introduction: (P1-4)•Introduction of the topic --- the effect of television on family life as viewed by early observers;•Body: (P5-16)•Discussion about the effect of television on family life, esp. on children•Conclusion: (P17)•The domination of television will surely affecting the sound growth of their children. Unit6Main Idea of the passage:•In the passage, basically a narrative, the author intends to tell his readers what happens in the year 1884-1885: his failure in examinations and his discovery of the right way to prepare himself for college, which he thought was a period of great adventure for him.Structure of the passage:•P.1-4 --- His failure and the cause of it;•P.5-12---His private tutor’s influence on him (to think and discover all by himself)•P.13-18---He found the best preparation for college in the stimulating Saturday night conversations among all those Oxford and Cambridge men (P16-17): what he gained from the conversations.Unit7•1) Main Idea:•By applying such methods of persuasion as refuting opposing views and citing results of research and observations, the author argues for replacing the traditional heterogeneous classroom with grouping pupils according to their interest and ability•2) Organization and Development I:•Introduction: (P1-4)•Body: (P5-19)•Conclusion: (P20)para.1-2:the author begins the essay with a definition of “gifted children”para.3-4;the author states his viewpoint “group them as nearly as possible according to interest and ability..”, and give suggestion on how to group them. para.5-13: the author refutes some opposing views about grouping the gifted. Para.5-9:the author states two fears about grouping the gifted. i.e. creating a caste of intellectual snobs and making slow students feel inferior.Para.10-13; grouping does not affect achievement.Para.14: the author points out the drawback of heterogeneous classroom .i.e. “frustration of both the slow and bright students.”Para.15. the maintain that there is no need to worry about pushing gifted students beyond their endurance.Para.16-19: the author cites the result of a successful experiment in grouping pupils according to their different reading abilitypara.20: conclusion: since it is possible to group children in reading class, it is possible to do the same in science , social studies and mathematics.Unit81) Main Idea:●No matter how advanced the technology, quality demands intelligent,motivated human thought and action (l.13-15) and the heeds to a constant quality problem.2) Purpose of writing and Tone:●To trace the cause of the shoddy goods problem.Thread of Harris's causal analysis:●He first of all makes it clear that the cause is basically human rather thantechnological.●Then instead of plunging immediately into such likely causes as unskilledlabor and lack of responsibility, he turns to look at what made the artifacts of primitive cultures so reliable in quality, the very lack of which is the cause ofshoddy products in modern industrialized society.●Organization and Development:●(P1)Theme:No matter how advanced the technology, quality demandsintelligent, motivated human thought and action;●(P2-4)Some reflection about primitive cultures to help illustrate the theme;●(P5)In our era of industrial mass production and marketing, quality is aconstant problem due to withering away of intimate sentimental and personal bonds.●Para. 1-2:Quality is not determined by technology alone.●Para. 3:The author explains the source of quality, and the formation ofsocial relationship between producer and consumer.●Para.4: The whole paragraph is an illustration of the difference made bythe Intimate, permanent and caring relationship between the producer and the consumer.●Para.5.The alienation of the producer feels for consumer has caused theproblem of shoddy products. I.e. (1) the quality has nothing to do with personal intellect /profits, so why should I care about whether the product will last or not? (2) profit making is more importantUnit9Main Idea of the passage:⏹With a critical attitude towards the mass media, the writer tries to get hisargument across: the responsibility of the news media is to search out and report on important event --- whether or not they come under the heading of conflict, confrontation, or catastrophe.Structure of the passage:⏹(P1-9)Leading readers to the conclusion / Cousins' argument;⏹(P10-13)Strengthening the viewpoint by examples;⏹Organization of the text by XU:Part I: (Para 1 - 4)Introducing the topic by referring to a question raised in a public symposium(“Why are the newspapers and the television news programs so disaster-prone?”)Part II: (Para 5 -- 10) By defining the word “news”, the author explains why “bad news” is always reported while “good news” overlooked. He goes on to point out the adverse consequence of such practicePart III: (Para 11-13) The author argues that the media are obliged to serve as the “public philosopher”, responsible for affecting the public attitude in the right manner. (obligations of the media) And this explains why progress (“good news” ) should be reported.Unit10Main IdeaThe increasing number of throw-away products available in the market has had a strong psychological impact on consumers; they have come to feel that their relationships with things are getting more and more transient. Organization of the text by XUSection 1 (paras. 1-3): introductory section:exemplification (of Barbie Doll in para. 1 & para. 2)to introduce the thesis statement (para.3)Section 2 (paras. 4—6):generalization / elaboration on the thesis statement: the profusion of man-made objects, their importance to the individual (i.e., functional utility and psychological impact), and the attitudes induced.Section 3 (7-12):more examples and illustration to support the argumentSection 4 (para. 13):conclusion: the causal chain: throw away products →throw away mentality →a set of radically altered values with respect to property →decreased durations in man-thing relationships →a throw-away society.。

高级英语上讲义Lesson5

高级英语上讲义Lesson5

Lesson Five I'd Rahther Be Black than Femaleother than = except or notrather than宁愿……而不……Racial discrimination and sexual prejudice are the two main problems in American society.Words and Expressionsambassadorial大使的,大使一级的ambassador to 某国的大使 ambassador to China中国大使assembly(美国的)州议会;议会convention(定期)大会;dead-end毫无前途的;死胡同的a dead-end job没有前途的工作drawback不利因素,障碍,缺点,barrierempathy –sympathy 能体会他人的情感,善解人意;同情there is a strange empathy between us(you and me).在你我之间有一种奇怪的心灵感应evade逃避,避开,flee, dodge;evade military service 逃兵役incredulous表示怀疑的,不相信的,incredible 难以置信的incredible 表示不被别人相信的,表被动incredulous表示怀疑别人,表主动inferior (to)低等的,次人一等的superior (to)高人一等的inferior和superior在英语中没有比较级和最高级,类似的favorite 也没有比较级和最高级。

masculine有男子气概的,男性的= manlikemuscularmold(mould)塑造,shapepersistence坚持,固执=insistencepersist in sth.predominate统治,支配,占多数的优势=control overpredominant adj. 占统治地位的;居于支配地位的;predominance n. 优势predominate over sth.eg. American society is predominated by the whites.reap收获,收割,获得reap(get in) the crops收割庄稼reap the rewards/benefitssuppression压制,镇压,压抑oppression压迫,depression经济萧条tokenism象征性做法;装门面,做表面文章Level of tokenismtoken n.标志,象征sign/simpleundisguised无伪装的,不加掩饰的,公然的guise伪装,掩护vocation职业,行业 all kinds of jobs/work/professionvacation假期,summer/winter vacationText:Para.1Being是动名词短语作主语,谓语动词用第三人称单数以动名词,动词不定式或者是主语从句作句子主语时,后面主句的谓语动词用第三人称单数elected当选为……appoint认命choose, pick outovercome handicaps: frustration, barrier, obstacle, drawbackovercome difficulty(困难)/the language barrier(语言障碍)Para.2prejudice against sb.对某人的歧视Para.3be invisible to sb.为某人所不可见的incredulous: unbelievable不可置信的eliminate: get rid of, wipe off, discard, abandon铲除,根除be content with: be satisfied with对……感到满意contented令人满意的a contented smile/lookQ1: She is the first black woman elected to Congress.Q2: Because the women in America are much brainwashed and content with their role as second-class citizens than blacks ever were.be active in politicsPara.5tedious: trivial, dull, unimportant枯燥的,烦然无味的make the difference重要的It do esn’t make the difference whether he comes here or notDetail细节Could you give me some more details?reap the rewards: gain 收获,获得invariably: always adv.总是lot: n. fate/destiny命运Para.6Vice-chairman副主席faithful: loyal可靠的,忠诚的stuff envelop 装信封free trip: 免费旅行Para.7break out of打破run for sth.: enter for, campaign报名参加enter for the best/the most beautiful garden参加最漂亮花园的比赛undisguised: uncovered, 不加掩饰的hostility n. enmity敌意–hostile adj.hostile to/toward sb.whites are hostile to blacksQ3:they have to do many tedious work,and it took them many years to be promoted; they have bitter resistance and undisguised hostility.Para.8Issue: problemStop sb.阻碍某人Para.9opponent: rival对手project an image: set an image树立形象tour: make a journeywear beards长着胡子be (un)aware of: be conscious of(没)意识到……Q4:I went to the women an asked their help.hit打击Para.10be inferior/superior to sb./sth.stereotype模式Para.11reach the level达到……程度/水平sit on成为一员hold rank:享有…的级别predominate: v. predominate over sb./sth. control over统治,占据,控制predominant adj. predominance n.menial: adj. a servant’s job仆人的dead-end: no promotion, not promising没有前途的Q5:lower-paying, menial, unrewarding, dead-end jobs, and when they do reach better positions, they are invariably paid less than a man for the same job.Q6:secretaries, librarians and teachersPara.13invest v. investment n.投资drop out of sth.: flee逃避,摆脱build sb. up: gain one reputation培养,提拔Para.14advise+should+dovocation: profession, job, occupation职业vacation: holidayleave sth. to sb.把…留给…convince说服+that-clauseconvince sb. of sth.说服某人相信/接受convince sb. to do sth.说服某人做某事make a contribution做贡献Para.15hardware: military hardware军事用的枪炮tolerate: endure, put up with, bear, stand忍受enforce the law实施法律Q7:porvity education, war, law(housing and unfair employment practices are forced instead of evaded)Para.16get into: 参加,从事,进入to stuff envelopes装信封Para.17persistence: determination决心,毅力suppression/oppression/depressionempathy同情 sympathymold/mould: v. shape, form, condition塑造Q8:It is women who can bring empathy, tolerance, insight, patience, and persistence to government.Exercises:D.1.His story of having discovered the treasure buried by some pirates seemed (incredible) to everyone.2. “But the piano is out of (tune),” she said in a disappointed (tone).Tune语调,音调out of tune音调不准,走调Tone语气3.Her friends expressed great (sympathy) to her when her mother died.4.They are now enjoying a short (vacation) at the seashore.5.A (contented) person is one who is happy with what he has.6.All the streets will be (illuminated) tomorrow evening for the celebration.7.Her (persistence) in wearing that old-fashioned hat surprised her husband.8.The effect of the officer’s speech was such that the army recovered its (morale)at once.moral道德F.做出重要贡献make important contribution受到歧视prejudge against各种形式all kinds/forms of在政治上in politics决定make the difference between A and B提升promote高层的the perior得到好处的是男人it is man who reap the rewards 在经济上in economic工资低lower pay/rewarding没有前途的dead-end不承认admit/deny分工devision满足be content with真正的real/ture/guine。

高级英语 第五课

高级英语 第五课

IV. Structural Analysis Section 2: I have to declare the…in determination and in resources. What we should do. Section 3: This is no time…life and power remain. Further persuasion, to convince the audience of the justification of the decision.
Background Information: Information: 1953 knighted Sir Winston Churchill 1953 the Nobel Prize in Literature 1955 refusing the title of duke
Style masterpieces of oration highly persuasive and convincing eloquent: forceful expressions, structure, words with abstract meaning emotional: language to arouse sympathy, hatred and passion
Detailed Study of the Text
address implies formality and careful preparation, and often gives emphasis to the importance of the speech. The president is to deliver three on his trip. scheduled addresses

高级英语第五课

高级英语第五课

Unit 5Speech on Hitler’s Invasion of the U.S.S.R.Winston S. Churchill2) conviction: 1. a very strong belief or opinione.g. religious/political etc convictionsa woman of strong political convictionsdeep/strong convictionThe Dotens have a deep conviction that marriage is for life.conviction thate.g. The students possess the conviction that they can make adifference to their community.2. the feeling of being sure about something and having no doubtswith/without convictione.g. He was able to say with conviction that he had changed.'No,' she said, without conviction.It was a reasonable explanation, but his voice lacked conviction .It took her so much effort to speak that what she said carriedgreat conviction (=showed she felt sure of what she said) .3. a decision in a court of law that someone is guilty of a crime, or theprocess of proving that someone is guiltyᅳ(opposite) acquittale.g. They had no previous convictions.Applicants are checked for criminal convictions.conviction fore.g. This was her third conviction for theft.1.I suppose they will be rounded up in hordes:1)round up: herd together, collect together (people or animals who are scattered;or have fled, etc.2)horde: a large crowd moving in a noisy uncontrolled wayhorde ofe.g. There were hordes of people inside the station.2) enlist: 1. to persuade someone to help you to do somethinge.g. enlist somebody's help/services etcHe has enlisted the help of a sports psychologist for the team.The public are being enlisted to help.2. to join the army, navy etcenlist ase.g. He enlisted as a private.enlist ine.g. At the outbreak of war, he was enlisted in the army.ᅳenlistment3) count on/upon somebody/something1. to depend on someone or something, especially in a difficult situatione.g. You can count on me. With luck, you might cover your costs, but don'tcount on it.count on (somebody/something) doing somethinge.g. We're all counting on winning this contract.They were counting on him not coming out of hospital.count on somebody/something to do somethinge.g. You can count on Dean to ruin any party.2. to expect somethinge.g. The presence of Paula was one thing he hadn't counted on.count on (somebody/something) doing somethinge.g. We didn't count on so many people being on vacation.be devoid of something: to be completely lacking in somethinge.g. His face was devoid of any warmth or humour.3) excel: 1. to do something very well, or much better than most peoplee.g. excel at/inRick has always excelled at foreign languages.2. excel yourself: (British English)to do something better than youusually doe.g. Graham has excelled himself with the new exhibition.4) ferocious: 1. violent, dangerous, and frighteninge.g. a ferocious, hungry lion a ferocious battleThe storm grew more and more ferocious with each second.2. very strong, severe, and unpleasante.g. The congressman is one of the President's most ferociouscritics. The heat was ferocious.Butler is famous for his ferocious temper.3. relating to an emotion that is felt very stronglye.g. Parker was driven by a ferocious determination to succeed. till: (old English literary) work the soil for the production of crops, as by plowing, harrowing, hoeing, sowing, etc.immemorial: extending back beyond memory; ancient.2) wring: 1. to succeed in getting something from someone, but only after a lot ofeffortᅳ(synonym) squeezewring something from/out of somebodye.g. They are always trying to wring additional funds from thegovernment.I managed to wring the information out of him.2. wring out: to tightly twist a wet cloth or wet clothes in order toremove water3. wring your hands: to rub and twist your hands together because youare worried and upset4. wring somebody's hand: to shake hands very firmly with someone5. wring something's neck: to kill a small animal by twisting its neck6.I'll wring somebody's neck: (spoken) used when you are very angrywith someonee.g. I'll wring her neck when I get hold of her!7. wringing wet: extremely wete.g. This jacket's wringing wet!2) primordial: 1. existing at the beginning of time or the beginning of the Earthe.g. the primordial seas2. primordial feelings are very strong and seem to come from thepart of people's character that is ancient and animal-likee.g. He was driven on by a primordial terror.3) drill: to teach students, sports players etc by making them repeat the same lesson,exercise etc many timesdrill somebody in somethinge.g. She was drilling the class in the forms of the past tense.drill somebody to do somethinge.g. I acted instinctively because I had been trained and drilled to do justthat.The team were well-drilled and organized.Plod: to walk along slowly, especially when this is difficultplod through/up/across etce.g. The horse plodded up the hill.plod on/along/backe.g. Jake kept plodding on.plod on/along: to work slowly or make slow progress, especially in away that is boringe.g. For years he had plodded along in a series of boring office jobs.21. smart: 1. to be upset because someone has hurt your feelings or offended yousmart frome.g. She was still smarting from the insult.2. if a part of your body smarts, it hurts with a stinging paine.g. My eyes were smarting with the smoke.villainous: (literary) evil or criminalcataract:1, a medical condition that causes the lens of your eye to become white, so that you slowly lose your sight2. (literary) a large waterfall23. … in which the great Dominions will in due course concur…1) in due course: at the right time2) concur: 1. to agree with someone or have the same opinion as themconcur withe.g. The committee largely concurred with these views.2. to happen at the same timeᅳ(synonym) coincideconcur to do somethinge.g. Everything concurred to produce the desired effect.24. irrevocable:an irrevocable decision, action etc cannot be changed or stoppede.g. Think about the situation carefully before you take an irrevocablestep.25. we are resolved to destroy Hitler and every vestige of the Nazi regime.1) be resolved: be firm and fixed in purpose2) vestige: 1. a small part or amount of something that remains when most of it nolonger existsᅳ(synonym) tracevestige ofe.g. The new law removed the last vestiges of royal power.2. the smallest possible amount of a quality or feelingvestige ofe.g. There's not a vestige of truth in the story.26. we will never parley…parley: have a conference of discussion, esp. with an enemy2) diverge: 1. if similar things diverge, they develop in different ways and so are nolonger similare.g. The two species diverged millions of years ago.Global growth rates are diverging markedly.2. if opinions, interests etc diverge, they are different from each otherdiverge frome.g. Here Innocent's views diverged from Gregory's.3. if two lines or paths diverge, they separate and go in different directionsᅳ(opposite) convergeᅳdivergence e.g. divergence between the US and Europeᅳdivergent e.g. divergent views3) slacken: 1. also slacken off: to gradually become slower, weaker, less active etc,or to make something do thise.g. The heavy rain showed no signs of slackening off.slacken your pace/speed (=go or walk more slowly)Guy slackened his pace as he approached the gate.2. to make something looser, or to become looserᅳ(opposite) tightene.g. He did not let her go, but his grip on her slackened.4) woeful: 1. very bad or seriousᅳ(synonym) deplorablee. g. a woeful lack of information2. (literary) very sadᅳ(synonym)pathetic e.g. woeful eyes2) moralize: express one’s thoughts on the wrongness of; indulge in moral reflectionor talk ( on a subject).29. blood-lust: a strong desire to be violent30. hurl: 1. to throw something with a lot of force, especially because you are angrye.g. Demonstrators were hurling bricks through the windows.He hurled a chair across the set, smashing lamps and vases.2. hurl abuse/insults/accusations etc (at somebody): to shout at someone in aloud and angry waye.g. He was accused of hurling abuse at the referee.3. hurl yourself at/against etc somebody/something, also hurl yourselfdown:to throw yourself at someone or something with a lot of forcee.g. She wanted to hurl herself into his arms.2) prelude: a prelude to somethingif an event is a prelude to a more important event, it happens just beforeit and makes people expect ite.g. Living together as a prelude to marriage is now consideredacceptable in many countries.4) subjugate: to defeat a person or group and make them obey youe.g. The native population was subjugated and exploited.subjugated people/nation/countrysubjugate somebody to somebody/somethinge.g. Her own needs had been subjugated to (=not considered asimportant as) the needs of her family.ᅳsubjugation34. hearth and home: a (poetic) home and its comfortsExpressions:1. round up: cause sb.or sth.to gather in one placee.g. The guide rounded up the tourists and led them back to the coach.2. count on: rely on sb.or sth.with confidencee.g. Don’t count on a salary increase this year.3. go all out: do one’s utmost,spare no effortse.g. I’ll team is going all out to win the championship.4. make a reference to: speaking of or mentioning sb.or sth.e.g. The commentator made a pointed reference to the recent scan.5. to the effect that: wi th the meaning that…,giving the information that…e.g. He left a note to the effect that he would not be returning.6. on the threshold of: at the point of entering or beginning ofe.g. The politician was on the threshold of his career.7. tie down: reduce to bondage;enslavee.g. The veteran worker refuses to be tied down by petty restriction.8. in due course: at the appropriate time;eventuallye.g. Y our request will be dealt with in due course.9. it follows that: it shows that;from this we carl see thate.g He doesn’t come to work today,but it doesn’t necessarily follow that he is ill.5. Rhetoric Devices1) Periodic sentences: periodic sentences achieve forcefulness by suspense. The essential elements in the sentence are withheld until the end.e.g. 1) The past, with its crime, its follies, and its tragedies, flashes away.2) any Man or state who fight on against Nazidom will have our aid.3) If Hitler imagines that his attack on Soviet Russia…he is woefully mistaken.Periodic sentence is a complete sentence, and it also follows a climatic order, the last word being the most important, and because many words are piled up before the key word, the sense of the climax is made very strong.2) Parallel structure: may also be known as Parallelism or parallel constructionParallel structure means using the same pattern of words to show that two or more ideas have the same level of importance. This can happen at the word, phrase, or clause level. The usual way to join parallel structures is with the use of coordinating conjunctions such as "and" or "or."1. Words and PhrasesWith the -ing form (gerund) of words:Parallel: Mary likes hik ing, swimm ing, and bicycl ing.With infinitive phrases:Parallel: Mary likes to hike, to swim, and to ride a bicycle.ORMary likes to hike, swim, and ride a bicycle.(Note: You can use "to" before all the verbs in a sentence or only before the first one.) Do not mix forms.Example 1Not Parallel: Mary likes hik ing, swimm ing, and to ride a bicycle.Parallel: Mary likes hik ing, swimm ing, and rid ing a bicycle.Example 2Not Parallel: The production manager was asked to write his report quick ly,accurate ly, and in a detailed manner.Parallel: The production manager was asked to write his report quick ly,accurate ly, and thorough ly.Example 3Not Parallel: The teacher said that he was a poor student because he wait eduntil the last minute to study for the exam, complet ed his lab problems in acareless manner, and his motivation was low.Parallel: The teacher said that he was a poor student because he wait ed untilthe last minute to study for the exam, complet ed his lab problems in a careless manner, and lack ed motivation.2. ClausesA parallel structure that begins with clauses must keep on with clauses. Changing to another pattern or changing the voice of the verb (from active to passive or vice versa) will break the parallelism.Example 1Not Parallel: The coach told the players that they should get a lot of sleep,that they should not eat too much, and to do some warm-up exercises beforethe game.Parallel: The coach told the players that they should get a lot of sleep, thatthey should not eat too much, and that they should do some warm-upexercises before the game.-- or --Parallel: The coach told the players that they should get a lot of sleep, not eat too much, and do some warm-up exercises before the game.Example 2Not Parallel: The salesman expected that he would present his product at the meeting, that there would be time for him to show his slide presentation, andthat questions would be asked by prospective buyers.(passive)Parallel: The salesman expected that he would present his product at themeeting, that there would be time for him to show his slide presentation, andthat prospective buyers would ask him questions.3. Lists after a colonBe sure to keep all the elements in a list in the same form.Example 1Not Parallel: The dictionary can be used for these purposes: to find wordmeanings, pronunciations, correct spellings, and looking up irregular verbs.Parallel: The dictionary can be used for these purposes: to find wordmeanings, pronunciations, correct spellings, and irregular verbs. Examples in the text:e.g. 1) we will never parley…we will never negotiate with Hitler or any of hisgang.2) We shall fight him by land, we shall fight him by see…3) behind all this glare…behind all this storm I see…4) I see the Russian soldiers standing…I see… I see…5) …that is our policy… and that is our declaration6) we shall be fortified and encouraged in our efforts. We shall be strengthenedand not …7) Let us learn the lessons already taught by such cruel experience. Let useredouble…3) Repetition: the repeated use of the same synonymous words, to add force,clearness or balance to a sentence.Repetition of letters, syllables, sounds∙AlliterationRepetition of the same sound at the beginning of two or more stressedsyllables.∙AssonanceRepetition of similar vowel sounds, preceded and followed by differentconsonants, in the stressed syllables of adjacent words.∙ConsonanceThe repetition of consonants in words stressed in the same place (but whosevowels differ). Also, a kind of inverted alliteration, in which final consonants,rather than initial or medial ones, repeat in nearby words.There are further kinds of repetition like parallelism, which is the repeating of a structure.Examples in the text:e.g. We will never parley, we will never negotiate...This is our policy and this is our declarationas we shall faithfully and steadfastlyWe have but one aim and one single purpose4) Assonance(谐音): Assonance is the repetition of a vowel sound within words. For example, in the phrase "Do you like blue?", the "oo" (ou/ue) sound is repeated within the sentence and is assonant.Assonance is more a feature of verse than prose.Examples:M a ke – l a teO r hear o ld Triton bl o w his wreathed h o rn. - William Wordsworth, "The world is too much with us"Hear the m e llow w e dding b e lls. — Edgar Allan Poe, "The Bells"And mur muring of innu mer able bees - Alfred Lord Tennyson, The Princess VII.203 The cr u mbling th u nder of seas — Robert Louis StevensonThat solit u de which s ui ts abstr u ser m u sings - Samuel Taylor ColeridgeExamples in the text:clanking, heel-clicking,…cowing and tying ...plodding on like crawling locusts, ...smarting from many a British whipping...easier and safer preyConsonance is a stylistic device, often used in poetry characterized by the repetition of two or more consonants using different vowels, for example, the "i" and "a" followed by the "tter" sound in "p i tt er p a tt er." It repeats the consonant sounds but not vowel sounds. This is not to be confused with assonance, which is the repetition of only vowel sounds. Alliteration differs from consonance insofar as alliteration requires the repeated consonant sound to be at the beginning of each word, where in consonance it is anywhere within the word, although often at the end.5) AlliterationDefinition: appearance of the same initial consonant sound in two or more words, and alliteration is often used in poetry to give emphasis to words that are related in meaning.e.g. I see also the dull, drilled, docile, brutish masses of the Hun soldiery plodding…Dull, drilled, docile6. Effective Writing skills1. using a lot of repetitions and parallel structures to achieve emphasis2. using periodic sentences, rhetorical questions, and inverted sentences to make his speech vivid and forceful.。

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• of Munitions ,then as Minister of War.
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Speech on Hitler’s Invasion of the U.S.S.R
2.Winston Churchill’s life career Interwar Years
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• 4.Figures of speech
• The following are some of the rhetorical devices Churchill employed to make his speech vivid and powerful.
• Young politician
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• In 1900 churchill entered the House of Commons where he was critical of the Conservative Government .In 1904 amid fierce Conservative anger he joined the Liberals.In Oct.1911, he was appointed First Lord of Admiralty.After he suffered a major setback,he returned to the government in 1917 ,first as Minister
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Speech on Hitler’s Invasion of the U.S.S.R
• 4.Figures of speech
• 5)Repetition
• a.We have but one aim and one single ,irrevocable purpose.
• 1)Periodic sentence • The past ,with its crimes,its follies,and its
tragedies,flashes away. • 2)Rhetorical question • But can you doubt what our policy will be?

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Speech on Hitler’s Invasion of the U.S.S.R
• 4.Figures of speech • 3)Parallel structure • I see them guarding…… • I see the ten thousand villages…… • I see advancing upon…… • 4) Inversion • ……but this I will say……
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Speech on Hitler’s Invasion of the U.S.S.R
• World War II
• The major period of Churchill’s political career began when he became Prime Minister in May 1940.He took part in all the important conferences with Roosevelt and Stalin during the war.
• He was defeated in the election in July 1945 while he was attending the Postdam Conference.
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Lesson Five
Speech on Hitler’s Invasion of the
U.S.S.R
• 2.Winston Churchill’s life career
• Last Years
• In 1951 he became Prime Minister again.He was awarded the Nobel Prize of Literature in 1953.On April 5,1955,he resigned office and ended his public career.He died on
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Speech on Hitler’s Invasion of the U.S.S.R
• 4.Figures of speech • 7)Alliteration • a.fighting for his hearth and home • b.Let us learn the lessons already taught by
• Jan 24,1965 and was given a state funeral.His works ,combining personal perspective with grand historical themes ,are written great sweep and lucidity.
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Lesson Five
Speech on Hitler’s Invasion of the U.S.S.R
• 4.Figures of speech
• 3)Parallel structure
• a.We will never parley
• We will never negotiate ……
• 2) What was Churchill’s reaction to the news of Hitler’s invasion of Russia?Why?
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Speech on Hitler’s Invasion of the U.S.S.R
• 3)Why did Churchill side with the Soviet Union since he had always been an avowed enemy of Communism?
• c. Churchill’s irrevocable purpose
• d. Hitler’s intention in invading Russia
• e. The nature of the war
• f. Churchill’s call on united strength
• 4) What policy did Churchill declare Britain would pursue?
• 5) What,according to Churchill,was Hitler’s motive in invading Russia?Do you agree with him?
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Defending War of Stalingrad
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Crazy Attack
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Lesson Five
Speech on Hitler’s Invasion of the U.S.S.R
• 2.Winston Churchill’s life career
• Early Life
• Winston Churchill was born on Nov.30,1874 at Blenheim Palace.He graduated from the Royal Military College at Sandhurst.Then he participated in the colonial wars and reported all these campaigns as a war correspondent.
Speech on Hitler’s Invasion of the U.S.S.R
• On June 6,the British had already learnt that Hitler was to attack Russia and passed on the warning to the Soviet Union ,which was unheeded.On June 20,two days before the invasion ,Churchill worked on a speech to be broadcast to the world when the invading forces rolled into Russia.The speech was carefully composed ,full of grave themes and weighty arguments.
2020/7/3
14
Lesson Five
Speech on Hitler’s Invasion of the U.S.S.R
• 3.Questions on content
• Give brief answers to the following questions.
• 1) When and how did the Germans attack the Soviet Union?
• anization of the text
• B.Original text of the speech
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