1. Basic English Course 4 Unit 1 Never Give In, Never, Never, Never By Winston Churchill

2. Learning Objectives Basic English Course 4 Functions and communication Discussing about your speech summary Language knowledge and skills learning the different perspectives of analyzing a speech Writing well-balanced sentences and coherent paragraphs Inquiry-based Learning Finding a research question on an IBL project

3. Speech Analysis An IBL Project A Focus on Form Speech Summary

4. In small groups, share your summary of Winston Churchill’s Speech. Discuss about your summary: 1)Does your summary identify the orator’s purpose? 2)Are the main ideas of the speech clear and correct in your summary? 3)Does your summary include some significant details of the speech? 4)Is your summary characterized by paraphrasing the main idea and significant details of the speech? 5)Is your summary well-organized with effective use of transitions?

5. A Sample Summary This text is an inspiring speech made by Winston Churchill when he visited Harrow School on October 29, 1941. He began his speech by reviewing the great events that had happened in the world, particularly in Great Britain and suggesting that his audience might be wondering why more was not happening. He proceeded by urging his audience to be patient for hard and enduring wars. He outlined the lessons the nation had learned in the ten months between his visits and persuaded his audience never to give in to the apparently overwhelming might of the enemy. After that, he took a step further to convince them that the British people have only to persevere to conquer. At the end of his speech, Churchill reiterated his inspirations by replacing the word darker in a school song of Harrow with sterner. (139 words)

6. Speech Analysis 1.Rhetorical Features of the Speech Winston Churchill was a great orator as well as a successful statesman, to make his short speech at Harrow School eloquent and encouraging, he used some rhetorical devices. The rhetorical devices used in “Never Give In, Never, Never, Never” are repetition, antithesis, rhetorical questions, personification, irony, alliteration, metaphor, and climax.

7. What questions do our analysis of the rhetorical features of “Never Give In, Never, Never, Never” inspire you to ask?

8. Your Questions  What’s Winston Churchill’s style of diction seen from his speeches? (From Angela)  How do the features of speech help to convey Churchill’s message more efficiently and accurately? (From April)  How was the international situation and domestic situation at that time? (From Burt)  What is the significance of Winston Churchill’s speech to the contemporary society? (From Coco)  What can we learn from the speech about Churchill’s attitude towards such a social situation? (From Dragon)

9.  What means can we make use of to promote a speech’s appeal? (From Fabian)  What are the differences and similarities between “Never Give in, Never, Never, Never” and “On Protracted War”? (From Fabian, Bert and Dragon)  What shall we pay attention to when writing a speech script? (From Liz)  What are the historical background and realistic significance of this speech? (From Liz)  From what perspectives can we analyze this speech? (From Pamphlios and Tiffany)  What characters of Winston Churchill does this speech reveal? (From Polly) protracted used to describe something that continues for a long time, especially if it takes longer than usual, necessary, or expected e.g. protracted negotiations/discussions/debate

10.  How can we apply rhetorical features to our own writing? (From Polly)  Shall we analyze this speech from political or cultural perspective? (From Ruby)  How can we express those long sentences fairly without breaking its unity? (From Rubi)  What factors contribute to the success of this speech, linguistic features, or personal glamour? (From Seda)  How has Churchill’s experiences in life affected his speeches? (From Sophia) How can your questions be grouped?

11. From the relationship between the orator and the speech 1.What’s Winston Churchill’s style of diction seen from his speeches? (From Angela) 2.How do the features of speech help to convey Churchill’s message more efficiently and accurately? (From April) 3.What characters of Winston Churchill does this speech reveal? (From Polly) 4.What factors contribute to the success of this speech? Personal glamour? (From Seda) 5.How has Churchill’s experiences in life affected his speeches? (From Sophia) 6.What are the differences and similarities between “Never Give in, Never, Never, Never” and “On Protracted War”? (From Fabian, Bert and Dragon)

12. From the relationship between the orator and society, the speech and society 1.What can we learn from the speech about Churchill’s attitude towards such a social situation? (From Dragon) 2.How was the international situation and domestic situation at that time? (From Burt) 3.What is the significance of Winston Churchill’s speech to the contemporary society? (From Coco) 4.What are the historical background and realistic significance of this speech? (From Liz) 5.Shall we analyze this speech from political or cultural perspective? (From Ruby) 6.What factors contribute to the success of this speech? Linguistic features? (From Seda)

13. From the relationship between the speech writer and the reader/language learner 1.What means can we make use of to promote a speech’s appeal? (From Fabian) 2.What shall we pay attention to when writing a speech? (From Liz) 3.How can we apply rhetorical features to our own writing? (From Polly) 4.How can we express those long sentences fairly without breaking its unity? (From Rubi) What research question will you ask in an IBL project on Winston Churchill’s speeches based on these questions?

14. An IBL project starts from a research question: A research question is the most important and specific question to which you want to find an answer in your study. A research question is on an issue that you are genuinely curious about. Any meaningful contributions of your research can better be evaluated against a well informed research background. An IBL Project

15. Previous Researches

17. A Focus on Form 1. Coordination A coordinate construction is a sequence of semantically- related grammatical units that are similar in form, equal in rank of structure, identical in function and are connected by such coordinators as “and”, “or”, and “but”. The coordinate construction can be a sequence of coordinated words, phrases, or clauses. When two or more independent clauses are coordinated, they form a compound sentence. For example: triumph and disaster (coordinated words) large or petty (coordinated words) with strength but without confidence (coordinated phrases) The children can go with us, or they can stay at home. (coordinated clauses / compound sentence)

18. I. Improve the following sentences. (page 10) The school teaches shorthand, bookkeeping and the use of business machines. 2) The sentence is difficult to understand not because of the technical vocabulary but because the syntax is faulty. The sentence is difficult to understand not because of the technical vocabulary but because of the syntax faulty. 1) The school teaches shorthand, bookkeeping and to use business machines. Marian could not decide whether to start college right after high school or to get a job first. 3) Marian could not decide whether she should start college right after high school or to get a job first. Coordinators, also called coordinating conjunctions, are used to link words and word groups of the same grammatical structure: phrases, clauses, and sometimes whole sentences.

19. 4) The Allies decided to invade Italy and then that they would launch a massive assault on the Normandy coast. The Allies decided to invade Italy and then to launch a massive assault on the Normandy coast. 5) The actor was not only stunned by the noise of booing but also by the sight of flying tomatoes. The actor was stunned not only by the noise of booing but also by the sight of flying tomatoes. 6) Smoking cigarettes can be as dangerous as to play Russian roulette. Smoking cigarettes can be as dangerous as playing Russian roulette.

20. The Trip to the city is neither a long one nor expensive. 8) Either you must stay home or go with us. Either you must stay home or go with us. 7) The Trip to the city is neither a long one nor expensive. The course consists of several lectures, write three reports, and two impromptu oral presentation. 9) The course consists of several lectures, write three reports, and two impromptu oral presentation. The requirements for a chemistry degree are not as strict as a medial degree. 10) The requirements for a chemistry degree are not as strict as a medial degree.

21. II. Combine the sentences in each of the following groups into one sentence, using parallel constructions (coordination) wherever possible. (page 11) 1. A. Heiti Ross was rich. B. Heiti Ross was powerful. Heiti Ross was both rich and powerful. 2. A. Most of the flogging and lynchings occur at harvest time. B. At harvest time, fruit hangs heavy and ripe. C. At harvest time, the leaves are red and gold. D. At harvest time, nuts fall from the trees. E. At harvest time, the earth offers its best. Most of the floggings and lynchings occur at harvest time, when fruit hangs heavy and ripe, when the leaves are red and gold, when nuts fall from the trees, when the earth offers its best. flog to beat a person or animal with a whip or stick lynch to kill sb., especially by hang them

22. 4. A. Black people in America have been neglected for years. B. Black people in America have been underestimated for years. C. Their recent accomplishments in a variety of fields have made “black power” real. D. Their recent accomplishments in a variety of fields have made black pride possible. Black people in America have been neglected and underesti- mated for years, but their recent accomplishments in a variety of fields have made “black power” real and black pride possible. 3. A. I have nothing to offer. B. I can offer blood. C. I can offer toil. D. I can offer tears. E. I can offer sweat. I have nothing to offer but blood, toil, tears and sweat.

23. 6. A. The actor taught his students how to read. B. He taught them how to stand. C. He taught them how to cry. D. He taught them how to talk with fans The actor taught his students how to read, how to stand, how to cry and how to talk with fans. 5. A. New students will register on Monday. B. Second-year students will register on Tuesday. C. Senior students will register on Wednesday. New students will register on Monday, second-year students will register on Tuesday, and senior students will register on Wednesday.

24. 8) A. The factory workers were ready. B. They were able. C. They were determined to do a great job. The factory workers were ready, able, and determined to do a great job. 7) A. We cannot be worried about the difficulties in life. B. We cannot be terrified of the difficulties in life. We cannot be worried about or terrified of the difficulties in life.

25. 1.B2. D3. D4. C 5. C6. C7. A8. B III. Fill in the blank in each the choice you think the most appropriate. (page 11) Check your answers.

26. IV. Combine the sentences in each group into one or two sentences. It may be necessary to change the wording or the order in which the information is presented. (page 13) 1. Secretaries do not want flowers. They want the recogni- tion of their abilities to help management. Their help enables managements to get more done at less cost. This contributes to profitability. For this reason they would like to be recognized as professional coworkers. Secretaries do not want flowers but the recognition of their abilities to help management to get more done at less cost, thus contributing to profitability. They would, therefore, like to be recognized as professional coworkers.

27. 2. In Medieval times intelligent men frequently became priests. They did so to gain influential positions. In spite of the number of bishops from royal families, the Church was a democratic institution. In this institution ability could make its way. In Medieval times intelligent men frequently became priests. They did so to gain influential positions, for, in spite of the number of bishops from royal families, the Church was a democratic institution in which ability could make its way. 3. Most houses have central heating. I miss the open fire. Central heating provides warmth. Central heating does not provide a focal point in a room. This depresses me. I miss the open fire now that most houses have central heating. Central heating provides warmth but it does not provide a focal point in a room, which depresses me.

28. A Focus on Form 2. Rhetorical features After learning Winston Churchill’s speech “Never Give In, Never, Never, Never”, we also know how to use language to encourage our fellow students to face up to Test for English Majors, Band 4. In groups of four, say your courageous words to your members and then write down the most impressive ones to share with the class.

29. You ask, what is our policy? I can say: It is to wage war, by sea, land and air, with all our might and with all the strength that God can give us; to wage war against a monstrous tyranny, never surpassed in the dark, lamentable catalogue of human crime. That is our policy. You ask, what is our aim? I can answer in one word: It is victory, victory at all costs, victory in spite of all terror, victory, however long and hard the road may be; for without victory, there is no survival. Winston Churchill "Blood, Toil, Tears and Sweat"

30. On a scale of 1-5, rate how well you have mastered the learning objectives set at the beginning of the class. 12 3 4 5 Discussing about your speech summary 1 2 3 4 5 learning the different perspectives of analyzing a speech 12 3 4 5 Writing well-balanced sentences and coherent paragraphs 12 3 4 5 Finding a research question on an IBL project

31. Basic English Course 4 Lin Weifang