The document provides information about a lesson plan for second-year English majors students. It aims to prepare students for more advanced English proficiency through activities like reading Winston Churchill's WWII speech, discussing its historical significance, learning about speech writing conventions, and appreciating rhetorical devices. The 10-class plan includes pre-reading activities, global and detailed readings of the speech, language appreciation, and an after-class exercise.
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This Tutorial contains 2 Papers/PPT for each Assignment (Only 1 Set for Week 5 World war II Paper/PPT)
HST 165 Week 1 Journal Entries (2 Paper)
Inquizitiive 2016 General quiz Finals as part of Agon 2016 (CNMC) by Partha S...Partha Abarki
Finals of Inquizitive 2016 -the General quiz of Agon 2016 (the cultural fest of Calcutta National Medical College) - conducted by Partha Sarathi Ghatak (Partha Abarki)
Western Civilization before The Thirty Years WarInstructions .docxwendolynhalbert
Western Civilization before The Thirty Years War
Instructions:
Please choose one question from each section to answer for your exam. This will mean that you will answer a total of four questions, each worth 25 points.
Please know that your responses must be at least
10 sentences long
. While using short, quoted phrases is fine to help support your ideas, your answers must be written mostly in your own words. Any quoting you include must be properly cited.
Please choose
ONE
of the following questions to answer.
1.
Who were the Sea Peoples? What did they do and why are they important to ancient history?
2.
Who were the Stoics and Epicureans? What did each believe? Why would the Hellenistic rulers have supported the Stoics over the Epicureans?
3.
How did the Neo-Assyrian kings' treatment of their own people as well as those they conquered contribute to their eventual downfall?
4.
Public religious tradition in ancient Greece was observed in public sacrifices and festivals. How was personal, private religious devotion demonstrated? Provide at least two specific examples.
Please choose
ONE
of the following questions to answer.
1.
During the Second Punic War, and especially in light of Cannae, Hannibal could be called the general who won the battle but lost the war. Why is this so?
2.
What was Arianism and how did the Council of Nicaea in 325 attempts to resolve the issue? When was the issue actually resolved?
3.
Why were 11th century Muslim traders able to conduct business in such far-flung places as Baghdad, Cordoba and Cairo?
4.
What was the Concordat of Worms (1122)? What impact did it have on Church-State relations in the Holy Roman Empire?
Please choose
ONE
of the following questions to answer.
1.
What was scholasticism? What was Thomas Aquinas' role in the movement?
2.
What is the difference between the parliament of Paris and the French Estates-General? How did the Estates-General come into existence?
3.
What was the Jacquerie of 1358? Explain its causes and results.
4.
What were the four phases of the Hundred Years' War? What were the key events of the final phase?
Please choose
ONE
of the following questions to answer.
1.
Why was the idea of translating the Bible into the vernacular languages so controversial? What happened to people who tried to write / publish a vernacular Bible? Provide at least two examples of people who attempted this and explain whether they were successful.
2.
While the almost constant fighting during the Thirty Years' War devastated central Europe, the situation was made worse by the new armies put into the field by the various rulers. What changes in the military made matters worse for ordinary civilians?
3.
Explain how Nicolaus Copernicus, Johannes Kepler and Galileo Galilei each challenged the view of the universe that was based on Ptolemy's work.
4.
Sir Francis Bacon and René Descartes both helped to promote the prestige of the scientific metho.
For more course tutorials visit
www.tutorialrank.com
This Tutorial contains 2 Papers/PPT for each Assignment (Only 1 Set for Week 5 World war II Paper/PPT)
HST 165 Week 1 Journal Entries (2 Paper)
Inquizitiive 2016 General quiz Finals as part of Agon 2016 (CNMC) by Partha S...Partha Abarki
Finals of Inquizitive 2016 -the General quiz of Agon 2016 (the cultural fest of Calcutta National Medical College) - conducted by Partha Sarathi Ghatak (Partha Abarki)
Western Civilization before The Thirty Years WarInstructions .docxwendolynhalbert
Western Civilization before The Thirty Years War
Instructions:
Please choose one question from each section to answer for your exam. This will mean that you will answer a total of four questions, each worth 25 points.
Please know that your responses must be at least
10 sentences long
. While using short, quoted phrases is fine to help support your ideas, your answers must be written mostly in your own words. Any quoting you include must be properly cited.
Please choose
ONE
of the following questions to answer.
1.
Who were the Sea Peoples? What did they do and why are they important to ancient history?
2.
Who were the Stoics and Epicureans? What did each believe? Why would the Hellenistic rulers have supported the Stoics over the Epicureans?
3.
How did the Neo-Assyrian kings' treatment of their own people as well as those they conquered contribute to their eventual downfall?
4.
Public religious tradition in ancient Greece was observed in public sacrifices and festivals. How was personal, private religious devotion demonstrated? Provide at least two specific examples.
Please choose
ONE
of the following questions to answer.
1.
During the Second Punic War, and especially in light of Cannae, Hannibal could be called the general who won the battle but lost the war. Why is this so?
2.
What was Arianism and how did the Council of Nicaea in 325 attempts to resolve the issue? When was the issue actually resolved?
3.
Why were 11th century Muslim traders able to conduct business in such far-flung places as Baghdad, Cordoba and Cairo?
4.
What was the Concordat of Worms (1122)? What impact did it have on Church-State relations in the Holy Roman Empire?
Please choose
ONE
of the following questions to answer.
1.
What was scholasticism? What was Thomas Aquinas' role in the movement?
2.
What is the difference between the parliament of Paris and the French Estates-General? How did the Estates-General come into existence?
3.
What was the Jacquerie of 1358? Explain its causes and results.
4.
What were the four phases of the Hundred Years' War? What were the key events of the final phase?
Please choose
ONE
of the following questions to answer.
1.
Why was the idea of translating the Bible into the vernacular languages so controversial? What happened to people who tried to write / publish a vernacular Bible? Provide at least two examples of people who attempted this and explain whether they were successful.
2.
While the almost constant fighting during the Thirty Years' War devastated central Europe, the situation was made worse by the new armies put into the field by the various rulers. What changes in the military made matters worse for ordinary civilians?
3.
Explain how Nicolaus Copernicus, Johannes Kepler and Galileo Galilei each challenged the view of the universe that was based on Ptolemy's work.
4.
Sir Francis Bacon and René Descartes both helped to promote the prestige of the scientific metho.
Answer as complete as possiblethe book is LINGUISTICS FOR EVERYO.docxlisandrai1k
Answer as complete as possible
the book is LINGUISTICS FOR EVERYONE. second edition
Chapter 2: First Language acquisition
1) Be able o describe the stages of language acquisition, and the ages at which normally developing children tend to pass through them:
Babbling Stage
1-word stage (Holophrastic)
2-word stage
telegraphic stage: 2 years -2.5
approaching adult-like: 2.5
2) Production always lags behind comprehension.
3) Chomsky vs. Skinner, or the nature vs. nurture controversy
4) Pidgins, creoles
Chapter 9: SEMANTICS
1) Lexical semantics: synonymy, antonymy (including its types), hyponymy, homonymy, polysemy, lexical ambiguity
—
be able to define each and give examples
2) Semantic shifts: narrowing, broadening, amelioration and pejoration. Be able to explain each and give examples
3) Semantic features
Chapter 10: Pragmatics
1) Define
sentence meaning
and
utterance meaning
2) Define speech acts, direct and indirect speech acts
3) Conversational rules
—
four maxims, implicatures and flouting of maxims
4) What do we understand by Positive and Negative politeness?
5) Be able to explain Sapir Whorf hypothesis and linguistic relativity; be able to give
examples
Chapter 11: The Early Story of English
1) Be able to explain the following items:
o
The comparative reconstruction
o
The Proto-Indo-European family of languages
o
Cognates
o
The Grimm’s Law
o
The Great Vowel Shift
o
Germanic family of languages
2) Give approximate dates of the beginning and end of Old English Period, Middle English Period and early Modern English Period
3) Discuss the major events (events that had significant effects on English language)
that took place in the history of English language during Early Modern English Period.
4) Discuss the major events (events that had significant effects on English language)
that took place in the history of English language during Middle English Period 5) Discuss the major events (events that had significant effects on English language)
that took place in the history of English language during Old English
Chapter 12: English goes Global
1) Define the following terms
a. dialects, isoglosses, and Standard English,
2) Why do language varieties become different or similar? Explain the various factors clearly.
3) Discuss the phonological, grammatical features of African-American English.
4) Explain, using two clear examples, the problems with drawing a clear distinction between
when two communities speak a different ‘dialect’ as opposed to saying they each speak a different ‘language.’
5) Why do stigmatized language varieties survive in spite of the intense resistance from the larger community?
.
FOR MORE CLASSES VISIT
www.hst165rank.com
This Tutorial contains 2 Papers/PPT for each Assignment (Only 1
Set for Week 5 World war II Paper/PPT)
HST 165 Week 1 Journal Entries (2 Paper)
FDR/Winston Churchill Wartime Speeches
Please watch Winston Churchill's speech to the Joint Session of Congress during World War II and FDR's speech declaring war on Japan after Pearl Harbor.
What specific phrases or use of language did Churchill and FDR employ to both reassure the people that their government will fight for their democratic rights and to get the support from Congress to back the war efforts ? What other aspects of their speech and delivery stood out as being effective (For example tone, volume, inflection, pauses, pace, any physical gestures)? What specific techniques and use of language conveyed why both leaders felt it critical to fight their enemies? What words did they choose to describe their enemies? How did Churchill and FDR try to convince British and American soldiers through their words or phrases, that the Allies would win the war? What did he say that made the deepest impression on you? Be specific.
This 1 and ½ to 2-page essay is due on the assigned date at the beginning of class.
...
For more classes visit
www.snaptutorial.com
This Tutorial contains 2 Papers/PPT for each Assignment (Only 1 Set for Week 5 World war II Paper/PPT)
HST 165 Week 1 Journal Entries (2 Paper)
FOR MORE CLASSES VISIT
www.hst165rank.com
This Tutorial contains 2 Papers/PPT for each Assignment (Only 1
Set for Week 5 World war II Paper/PPT)
HST 165 Week 1 Journal Entries (2 Paper)
Answer as complete as possiblethe book is LINGUISTICS FOR EVERYO.docxlisandrai1k
Answer as complete as possible
the book is LINGUISTICS FOR EVERYONE. second edition
Chapter 2: First Language acquisition
1) Be able o describe the stages of language acquisition, and the ages at which normally developing children tend to pass through them:
Babbling Stage
1-word stage (Holophrastic)
2-word stage
telegraphic stage: 2 years -2.5
approaching adult-like: 2.5
2) Production always lags behind comprehension.
3) Chomsky vs. Skinner, or the nature vs. nurture controversy
4) Pidgins, creoles
Chapter 9: SEMANTICS
1) Lexical semantics: synonymy, antonymy (including its types), hyponymy, homonymy, polysemy, lexical ambiguity
—
be able to define each and give examples
2) Semantic shifts: narrowing, broadening, amelioration and pejoration. Be able to explain each and give examples
3) Semantic features
Chapter 10: Pragmatics
1) Define
sentence meaning
and
utterance meaning
2) Define speech acts, direct and indirect speech acts
3) Conversational rules
—
four maxims, implicatures and flouting of maxims
4) What do we understand by Positive and Negative politeness?
5) Be able to explain Sapir Whorf hypothesis and linguistic relativity; be able to give
examples
Chapter 11: The Early Story of English
1) Be able to explain the following items:
o
The comparative reconstruction
o
The Proto-Indo-European family of languages
o
Cognates
o
The Grimm’s Law
o
The Great Vowel Shift
o
Germanic family of languages
2) Give approximate dates of the beginning and end of Old English Period, Middle English Period and early Modern English Period
3) Discuss the major events (events that had significant effects on English language)
that took place in the history of English language during Early Modern English Period.
4) Discuss the major events (events that had significant effects on English language)
that took place in the history of English language during Middle English Period 5) Discuss the major events (events that had significant effects on English language)
that took place in the history of English language during Old English
Chapter 12: English goes Global
1) Define the following terms
a. dialects, isoglosses, and Standard English,
2) Why do language varieties become different or similar? Explain the various factors clearly.
3) Discuss the phonological, grammatical features of African-American English.
4) Explain, using two clear examples, the problems with drawing a clear distinction between
when two communities speak a different ‘dialect’ as opposed to saying they each speak a different ‘language.’
5) Why do stigmatized language varieties survive in spite of the intense resistance from the larger community?
.
FOR MORE CLASSES VISIT
www.hst165rank.com
This Tutorial contains 2 Papers/PPT for each Assignment (Only 1
Set for Week 5 World war II Paper/PPT)
HST 165 Week 1 Journal Entries (2 Paper)
FDR/Winston Churchill Wartime Speeches
Please watch Winston Churchill's speech to the Joint Session of Congress during World War II and FDR's speech declaring war on Japan after Pearl Harbor.
What specific phrases or use of language did Churchill and FDR employ to both reassure the people that their government will fight for their democratic rights and to get the support from Congress to back the war efforts ? What other aspects of their speech and delivery stood out as being effective (For example tone, volume, inflection, pauses, pace, any physical gestures)? What specific techniques and use of language conveyed why both leaders felt it critical to fight their enemies? What words did they choose to describe their enemies? How did Churchill and FDR try to convince British and American soldiers through their words or phrases, that the Allies would win the war? What did he say that made the deepest impression on you? Be specific.
This 1 and ½ to 2-page essay is due on the assigned date at the beginning of class.
...
For more classes visit
www.snaptutorial.com
This Tutorial contains 2 Papers/PPT for each Assignment (Only 1 Set for Week 5 World war II Paper/PPT)
HST 165 Week 1 Journal Entries (2 Paper)
FOR MORE CLASSES VISIT
www.hst165rank.com
This Tutorial contains 2 Papers/PPT for each Assignment (Only 1
Set for Week 5 World war II Paper/PPT)
HST 165 Week 1 Journal Entries (2 Paper)
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
1. Students
The second-year English majored students
• The students have mastered the basics of English and have
an upper-intermediate level proficiency
• The students need to be prepared for a more advanced
proficiency level of English (including: to have a firmer grasp
of more complex grammar structures, to understand the
implicit meaning in both text and speech, to sense how
language is applied to reach the communicative purposes,
and to appreciate how rhetorical devices are used to convey
the meaning
2. Learning Objectives
• Learn and practice reading about Churchill’s speech and the Second
World War;
• Discuss the historical and realistic significance of Churchill’s speech;
• Learn the genre of speech and the writing conventions and skills of public
speaking
• Appreciate how language is used to appeal the audiences in a speech and
learn the rhetorical strategies
3. Teaching Procedures (10 classes)
• Pre-reading activities and background information (1 class)
• Global reading (2 classes)
• Detailed reading (4 classes)
• Language appreciation (2 classes)
• Check after-class exercise (1 class)
4. Pre-reading activities
Discuss the following questions in groups of four.
1. What do you know about World War II? When did it break out? And when did it
end?
2. Can you name some important historic figures in WWII?
3. What do you know about Winston Churchill? Besides his talent as a statesman,
what was he also famous for?
4. Have you ever read his speeches? Do you like his speeches? Would you feel
excited and inspired while reading or listening to his speeches?
6. Winston Churchill (1874-1965)
As a politician, Winston Churchill is remembered as one of Britain’s greatest statesmen.
He was the son of the Conservative politician Lord Randolph Churchill and his American
wife Jennie. As a young man he served as a soldier in India and Egypt, and as a journalist
in South Africa, before entering politics. Churchill became Prime Minister and Minister of
Defense in 1940. His radio speeches during World WarⅡ gave the British people a strong
determination to win the war, especially at times of great crisis.
7. Harrow School
Harrow School, commonly known simply as “Harrow”, is an English
independent school for boys situated in the town of Harrow, in north-west London.
There is some evidence that there has been a school on the site since 1243 but the
Harrow School we know today was officially founded by John Lyon under a Royal
Charter of Elizabeth I in 1572. The school has an enrollment of approximately 800
boys spread across twelve boarding houses, all of whom board full time.
Harrow has many traditions and rich history, which includes the use of boaters,
morning suits, top hats and canes as uniform. Its long line of famous alumni include
eight former Prime Ministers (including Churchill, Baldwin, Peel, and Palmerston),
numerous foreign statesmen, former and current members of both houses of the UK
Parliament, two Kings and several other members of various royal families, 19
Victoria Cross holders, and a great many notable figures in both the arts and the
sciences.
8. Songs of Harrow
Songs have been an important part of Harrow life ever since John Farmer, a
former head of music, wrote the first song in 1864. The school considers them
to be a unifying force as they are sung by the boys in their houses every term.
Songs are sung by the whole school to audiences of parents, former pupils of
the school, and guests of honor that have, in the past, included members of the
royal family and representatives from previous governments. The song Forty
Years On has become known as the school song, although in reality it is one of
many. It features a verse about Winston Churchill, and was heard in the film
Young Winston (1972).
9. Global Reading
• Give a brief introduction of the text
• Ask the students about the general impression of the
speech
• Analyze the structure of the text
10. About the text
This text is an inspiring speech made by Winston Churchill, Great Britain’s ex-Prime
Minister and famous orator, when he visited Harrow School on October 29, 1941. In his
speech he analyzed the world situation and how other countries looked at Britain and then
called on the British people not to give in. He expressed his conviction that this nation was
determined to fight for the victory of this great war.
11. The general impression of the speech (by asking 3 questions)
1. What did Churchill intend to do by making his speech?
To encourage people to hold on in the stern situation.
2. What do you think is its most striking feature in the use of language?
Repetition
3. What is the prevailing tone of the speech?
Inspiring and encouraging
12. Structure Analysis of the Text
• Part one (Para 1): Opening remarks – Churchill reviewed the great events and suggested
that his audience might be wondering why more was not happening.
• Part two (para 2-5): The body – Churchill outlined the lessons to be learned from these
events and how they had proved other countries wrong about Britain.
• Part Three (Para 6-8): Closing remarks- Churchill reiterated his inspirations by changing a
word in a verse recently added to a traditional song.
13. Detailed reading
• Part One: Comprehension Questions (propose questions for a
better understanding of the text)
• Part Two: Sentence highlights and words explanations (explain the
difficult language points and paraphrase)
14. Part one: Comprehension Questions (Examples)
Example 1 : What was Churchill’s intention of singing some of
their songs?
At the initial stage of the Second World War, Great Britain was
fighting in isolation against the Nazi Fascists. Some British
people doubted whether their nation could win the war with their
own efforts. Churchill wanted to convey the conviction of the
government to the British people through these songs and
encourage them to persevere.
15. Example 2. What changes took place during the time
between Churchill’s two visits?
Britain was no longer alone in fighting the Germans and
was better armed.
Example3. Why did Churchill use ill-favored words such as
“ups and downs” and “misfortunes” when talking about
the menace of the enemy?
Because he wanted to inspire patriotic spirit in the people,
encourage them to face the difficult situation and fight
bravely against the Nazis.
……
16. Example 4: How do you understand the words “impatient” and “this
long lull” in the last sentence?
The use of these two expressions indicates the speaker’s desire to
stimulate the listeners into action against the Nazis on the one hand,
and on the other hand, it reveals the speaker’s criticism of the
inactiveness and impotence in the face of the seemingly powerful
enemy.
17. Part 2: Sentence highlights (Example)
1. The ten months that have passed have seen very terrible
catastrophic events in the world — ups and downs,
misfortunes — but can anyone sitting here this afternoon, this
October afternoon, not feel deeply thankful for what has
happened in the time that has passed and for the very great
improvement in the position of our country and of our home?
(Para. 1)
18. • Explaining language points: for example, ups and downs
---- a mixture of good things and bad things
1. The organization has experienced its ups and downs since it
was founded in 1999
1. Life is full of ups and downs.
20. Paraphrase: … the very great improvement in the
position of our country and of our home?
It refers to the better armament of the British forces and
assistance from the United States. At the beginning of
the Battle of Britain initiated by Germany on 10 July 1940,
especially after the blitz of London, British military forces
were poorly armed. Then they obtained military aids from
the United States and improved their armament. In
addition, Britain was no longer alone in the war. In 1941,
the United States began to involve itself in the war. On 7
July 1941, American troops joined British troops in the
occupation of Iceland. August 9 - 13, 1941, U. S.
President Franklin D. Roosevelt and British Prime
Minister Winston Churchill met at Placentia Bay, off the
coast of Newfoundland, and signed the Atlantic Charter,
a document outlining the Allied war aims.
Sentence highlights
21. Language appreciation: Analysis of the rhetorical features (Explain: what
rhetorical strategies are used, how are they used, and why are they used)
The typical rhetorical strategies used in the text (examples)
• use of repetition
• use of rhetorical question
• use of antithesis
• use of personification
• use of climax
• Use of metaphor
22. 1. use of repetition
in order to cheer myself and cheer the hearts of a few of my friends by singing
some of our own songs (para 1):
• lays emphasis
• The use of repetition lays emphasis on the very purpose of his visit to the
school and paves way for the presentation of his intention this time.
2. use of rhetorical question
but can anyone sitting here this afternoon, this October afternoon, not feel deeply
thankful for what has happened in the time that has passed and for the very great
improvement in the position of our country and of our home?
(Para. 1): a question in form but not in function, for emphasis
• What the speaker really wanted to say is “everyone sitting here must feel
thankful for …”
Repetitions of different kinds
Repetition of words
Repetition of different words of the same meaning
Repetition of the same sentence structure
23. 3. Use of antithesis
But we must learn to be equally good at what is short and
sharp and what is long and tough. (Para. 2):
• The speaker deliberately used two phrases of contrasting
meaning in a parallel structure
• in order to show the determination of the British people to
fight and win the war
24. 4. Use of personification
… and as Kipling well says, we must “ ... meet with Triumph
and Disaster. And treat those two impostors just the
same.”(Para.3)
• Imposter: someone who pretends to be someone else in
order to trick people
• Here the first letter of the two words “triumph” and “disaster”
is capitalized. And they are further referred too as
“impostors”, as if they were two human beings.
• The use of personification creates a more vivid image in the
mind of the audience and makes the complicated and
abstract ideas easier to understand.
25. 5. Use of climax
All this tradition of ours, our songs, our school history, this part of the
history of this country, were gone and finished and liquidated. (Para. 4)
• Liquidate: (1) to close a business or company and sell the things
that belong to it, in order to pay its debts;
• (2) to kill someone or destroy something that is causing a problem。
E.g. They have not hesitated in the past to liquidate their rivals.
• 过去他们曾毫不犹豫地铲除对手。
• Here the use of the three words “gone” and “finished” and
“liquidated” shows an ascending order of force and intensity, from
weak to strong, intensifying step by step the cruel reality that if they
did not take action and fight to win the war the whole nation would
be doomed
26. 6. Use of metaphor
We stood all alone a year ago, and to many countries it seemed that our
account was closed, we were finished. (Para. 4)
• Originally, it means to close a business and sell everything it owns,
usually in order to pay money that is owed.
• 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.