loadingUnit 1 Never Give In, Never, Never, Never
KEY TO EXERCISES
Text comprehension
I. Decide which of the following best states the speaker's purpose.
II. Judge, according to the text, whether the following statements are true or false. 1.
T (Refer to the last sentence of Paragraph 1.) 2. T (Refer to Paragraph 2.)
3. F (Refer to Paragraph 4. Imaginative people sometimes are pessimistic, as they see things far worse than they are and foresee more dangers than there will be.)
4. F (Refer to Paragraph 5. At the beginning of the German continual, intense air raids, many nations thought that Britain was finished. But to their surprise, Britain stood the ordeal and this miracle changed the view of those nations.) 5. T (Refer to Paragraph 8.)
III. Answer the following questions. 1.
Refer to Paragraph 2. Because he understands that the war is long and tough: it is not to end in months but in years. He tells the people there that however long the war lasts, the final victory belongs to Britain. But at the same time he makes it clear that not every day is an opportunity to take action: they have yet to wait and persevere.
2. Refer to Paragraph 3. Because he thinks that both Triumph and Disaster are deceptive in that people can make things out far worse than they really are when they have a disaster and they can lose their vigilance when they are in triumph.
3. When Britain came under the heavy air attacks by Germany, many other nations thought that Britain was finished. As the country stood the ordeal to their great surprise, those nations changed their view.
4. Refer to Paragraph 7. Because he has a strong conviction of victory. The two terms have different implications. When used in the text to refer to the days of war, \days\emphasizes the dark/negative side of the event and shows the user's pessimism. \the chance to rise to the challenge.
5. Refer to Paragraph 8. Yes, I do. By paying a visit to Harrow School and making a speech there, Churchill not only encouraged the audience of his speech but the British people in general to continue to fight rather than surrender to their enemy.
IV. Explain in your own words the following sentences.
B
1. Britain has been in too long a period of stillness without taking any particular action against the enemy.
2. We are sure to experience both Triumph and Disaster, but must avoid clouding our judgment through exaggerating their importance.
3. Never give in unless we are convinced that it is honourable and sensible for us to do so.
4. Other nations thought that Britain was completely conquered. 5. We will win as long as we hold on to the end.
Structural analysis of the text
In Part 2 (Paragraphs 2?) Churchill outlined the lessons to be learned from these events and how they had proved other countries wrong about Britain. In Part 3 (Paragraphs 6?) he told the audience that he wanted to change a word in the additional verse of the school song and explained why he wanted to do it.
Rhetorical features of the text
The following antonyms are used in the speech: ups -- downs, short -- long, triumph -- disaster, great -- small, large -- petty, dark days -- great days. Some of these antonyms (e.g. great -- small, large -- petty) are used to express the determination of the British people to fight on for the final victory, and some of them (e.g. dark days -- great days) are used to encourage the audience not to lose hope in the face of difficulties.
Vocabulary exercises
I. Explain the underlined part in each sentence in your own words. 1.
gladden my heart 2. situation; circumstances 3. threat
4. splendid; heroic
5. sudden small movement because of pain or fear
II. Fill in the blank(s) in each sentence with a word or phrase from the box in its appropriate form. 1.
put through 2. addressed himself to 3. was going through 4. Throwing our minds back to 5. yielded to 6. close our account 7. ups and downs
8. misfortunes
III. Fill in the blanks with the appropriate forms of the given words. 1.
catastrophically 2. deceptive
4. apparently
3. convictions
5. Perseverance 6. desperation 7. unflinchingly 8. courageous
IV. Choose the word that can replace the underlined part in each sentence without changing its original meaning. 1. C 2. D 3. A 4. D 5. B 6. A
V. Give a synonym or an antonym of the word underlined in each sentence in the sense it is used.
1. Synonym: threat (danger) 2. Antonym: happy (successful) 3. Synonym: position 4. Synonym: seemingly 5. Antonym: defeat (failure)
6. Synonym: retreat (shrink, withdraw) 7. Synonym: praise (commend, laud) 8. Synonym: destroy
VI. Explain the meaning of the underlined part in each sentence. 1.
current 2. shown
4. depressed 6. takes in
3. frequently 5. try harder
Grammar exercises I. 1.
Improve the following sentences.
The school teaches shorthand, bookkeeping and the use of business machines.
7. C 8. A
2. The sentence is difficult to understand not because of the technical vocabulary but because of the faulty syntax.
3. Marian could not decide whether to start college right after high school or to get a job first.
4. The Allies decided to invade Italy and then to launch a massive assault on the Normandy coast.
5. The actor was stunned not only by the noise of booing but also by the sight of flying
tomatoes.
6. Smoking cigarettes can be as dangerous as playing Russian roulette. 7. The trip to the city is neither long nor expensive. 8. You must either stay home or go with us.
9. The course consists of several lectures, three written reports, and two impromptu oral presentations.
10. The requirements for a chemistry degree are not as strict as the requirements / those for a medical degree.
II. Combine the sentences in each of the following groups into one, using parallel constructions wherever possible. 1.
Heidi Ross was both rich and powerful.
2. 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.
3. I have nothing to offer but blood, toil, tears and sweat.
4. Black people in America have been neglected and underestimated for years, but their recent accomplishments in a variety of fields have made \power\real and black pride possible.
5. New students will register on Monday; second-year students will register on Tuesday, and senior students will register on Wednesday.
6. The actor taught his students how to read, how to stand, how to cry and how to talk with fans.
7. We cannot be worried about or terrified of the difficulties in life. 8. The factory workers were ready, able, and determined to do a great job.
III. Fill in the blank in each sentence with the choice you think the most appropriate. 1. B 5. C
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. 1.
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.
2. 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. I miss the open fire now that most houses have central heating. Central heating
2. D 3. D 4. C 6. C 7. A 8. B