UnitAFrenchFourth课文翻译综合教程四

Unit 6A French FourthCharles Trueheart1Along about this time every year, as Independence Day approaches, I pull an old American flag out of a bottom drawer where it is folded away －folded in a square, I admit, not the regulation triangle. I’ve had it a long time and have always flown it outside on July 4. Here in Paris it hangs froma fourth-floor balcony visible from the street. I’ve never seen anyone look up, but in my mind’s eye anAmerican tourist may notice it and smile, and a French passerby may be reminded of the date and the occasion that prompt its appearance. I hope so.2For my expatriated family, too, the flag is meaningful, in part because we don’t do anything else to celebrate the Fourth. People don’t have barbecues in Paris apartments, and most other Americans I know who have settled here suppress such outward signs of their heritage －or they go back home for the summer to refuel.3Our children think the flag-hanging is a cool thing, and I like it because it gives us a few moments of family Q&A about our citizenship. My wife and I have been away from the United States for nine years, and our children are eleven and nine, so American history is mostly something they have learned －or haven’t learned －from their parents. July 4 is one of the times when the American in me feels a twinge of unease about the great lacunae in our children’s understanding of who they are and is prompted to try to fill the gaps. It’s als o a time, one among many, when my thoughts turn more generally to the costs and benefits of raising children in a foreign culture.4Louise and Henry speak French fluently; they are taught in French at school, and most of their friends are French. They move from language to language, seldom mixing them up, without effort or even awareness. This is a wonderful thing, of course. And our physical separation from our native land is not much of an issue. My wife and I are grateful every day for all that our children are not exposed to. American school shootings are a good object lesson for our children in the follies of the society we hold at a distance.5Naturally, we also want to remind them of reasons to take pride in being American and to try to convey to them what that means. It is a difficult thing to do from afar, and the distance seems more than just a matter of miles. I sometimes think that the stories we tell them must seem like Aesop’s (or La Fontaine’s) fables, myths with no fixed place in space or time. Still, connections can be made, lessons learned.6Last summer we spent a week with my brother and his family, who live in Concord, Massachusetts, and we took the children to the North Bridge to give them a glimpse of the American Revolution. We happened to run across a reenactment of the skirmish that launched the war, with everyone dressed up in three-cornered hats and cotton bonnets. This probably only confirmed to ourgoggle-eyed kids the make-believe quality of American history.7Six months later, when we were recalling the experience at the family dinner table here, I asked Louise what the Revolution had been about. She thought that it had something to do with the man who rode his horse from town to town. “Ah”, I said, satisfaction swelling in my breast, “and what was that man’s name?” “Gulliver?” Louise replied. Henry, for his part, knew that the Revolution was between the British and the Americans, and thought that it was probably about slavery.8As we pursued this conversation, though, we learned what the children knew instead. Louise told us that the French Revolution came at the end of the Enlightenment, when people learned a lot of ideas, and one was that they didn’t need kings to tell them what to think or do. On another occas ion, when Henry asked what makes a person a “junior” or a “II” or a “III”, Louise helped me answer by bringing up kings like Louis Quatorze and Quinze and Seize; Henry riposted with Henry VIII.9I can’t say I worry much about our children’s European fr ame of reference. There will be plenty of time for them to learn America’s pitifully brief history and to find out who Thomas Jefferson and Franklin Roosevelt were. Already they know a great deal more than I would have wished about Bill Clinton.10If all of this resonates with me, it may be because my family moved to Paris in 1954, when I was three, and I was enrolled in French schools for most of my grade-school years. I don’t remember much instruction in American studies at school or at home. I do remember that my mother took me out of school one afternoon to see the movie Oklahoma! I can recall what a faraway place it seemed: all that sunshine and square dancing and surreys with fringe on top. The sinister Jud Fry personified evil for quite some time afterward. Cowboys and Indians were an American cliché that had already reached Paris through the movies, and I asked a grandparent to send me a Davy Crockett hat so that I could live out that fairy tale against the backdrop of gray postwar Montparnasse.11Although my children are living in the same place at roughly the same time in their lives, their experience as expatriates is very different from mine. The particular narratives of American history aside, American culture is not theirs alone but that of their French classmates, too. The music they listen to is either “American” or “European,” but it is often hard to tell the difference. In my day little French kids looked like nothing other than little French kids; but Louise and Henry and their classmat es dress much as their peers in the United States do, though with perhaps less Lands’ End fleeciness. When I returned to visit the United States in the 1950s, it was a five-day ocean crossing fora month’s home leave every two years; now we fly over for a week or two, although not very often.Virtually every imaginable product available to my children’s American cousins is now obtainable here.12If time and globalization have made France much more like the United States than it was in my youth, then I can conclude a couple of things. On the one hand, our children are confronting a much less jarring cultural divide than I did, and they have more access to their native culture. Re-entry, when it comes, is likely to be smoother. On the other hand, they are less than fully immersed in a trulyforeign world. That experience no longer seems possible in Western countries －a sad development, in my view.在法国庆祝美国独立日查尔斯·特鲁哈特1 每年差不多到了独立日日益临近的时候，我都会把一面折叠好的旧的美国国旗从底层抽屉里取出——我承认我折叠国旗不是官方规定的三角形，而是正方形。

Unit-6-A-French-Fourth习题答案综合教程四Unit 6 A French FourthKey to the ExercisesText ComprehensionI. Decide which of the following best states the author's purpose of writing.AII. Judge, according to the text, whether the following statements are true or false.1. T (Refer to Paragraph2. "People don't have barbecues in Paris apartments, and most other Americans I know who have settled here suppress such outward signs of their heritage) 2. T (Refer to Paragraph3. "... so American history is mostly something they have learned -- or haven't learned -- from their parents.")3. F (Refer to Paragraph4. They do not try to completely conceal the darkside of American society but try to keep their children from such follies of American society as school shootings.)4. T (Refer to Paragraph 11.)5. F (Refer to Paragraph 12. Globalization is both beneficial and detrimental. It helps to blur the clear-cut divide between cultures on the one hand but makes children less than fully immersed in a foreign world on the other.)III. Answer the following questions.1. Refer to Paragraph 1. For one thing, hanging out the American flag is the only thing he can do in Paris to celebrate Independence Day, which is part of his national heritage. For another, he wants to use this opportunity to teach his children about American history and as a reminder of their American identity.children to be fully immersed in the foreign culture.IV. E xplain in your own words the following sentences.1. July 4 is one of the times I, as a native American, feel instinctively uneasy about the great gaps in our children's understanding of their American identity, and thus I am motivated to do something to fill the gaps.2. And living away from our native country does not matter much (in our children's acquisition of our native language).3. In the days when I lived in France as an expatriated child, French children were dressed in the unique French style, thus looking quite different from their counterparts in other countries.4. Full immersion in a truly foreignworld no longer seems possible in Western countries, and I think this is a deplorable impact of globalization upon the growth of children in a foreign country.Structural AnalysisThe author follows a "specific-to-general" pattern in his discussion, i.e. he first talks about what it means to his children to hang out the national flag of their native land in a foreign country on July 4 every year and then expresses his view on the importance for expatriated people in general to keep their cultural identity, especially when the whole world is undergoing a process of globalization. The specific points can be found in his discussion of the costs and benefits of raising children in a foreign culture in Paragraphs 4-9 while the generalconclusion can be found in Paragraphs 10-12, especially Paragraph 12.Rhetorical FeaturesI've never seen anyone look up, but in my mind's eye an American tourist may notice it and smile, and a French passerby may be reminded of the date and the occasion that prompts its appearance. The function of but here is to express the author's wish that American tourists may notice the flag and be reminded of their national identity.The particular narratives of American history aside, American culture is not theirs alone but that of their French classmates, too. The music they listen to is either "American" or "European," but it is often hard to tell the difference. In my day little French kids looked like nothing other than little French kids;but Louise and Henry and their classmates dress much as their peers in the United States do, though with perhaps less Lands' End fleeciness. The function of the three buts here is to show the diminishing difference between American culture and European culture.On the other hand, they are less than fully immersed in a truly foreign world. The function of on the other hand here is to tell the reader the possible disadvantage if the existing cultural differences all disappear as a consequence of the on-going globalization.Vocabulary ExercisesI. Explain the underlined part in each sentence in your own words.1. important event2. refill their hearts and minds withtheir cultural traditions3. the American beliefs, values and loyalties4. true demonstration of what happened5. brief experience or idea6. live in the way ofII. Fill in the blank(s) in each sentence with a phrase from the box in its appropriate form.1. took pride in2. w as immersed in3. r esonating with4. h ad ... been exposed to5. in his mind's eye6. a glimpse of7. convey ... to8. t urned ... toIII. Fill in the blanks with the appropriate forms of the given words.1. fluency2. e nrollment3. a ccessible4. o btainable5. personification6. e nlightenment7. globalization8. promptlyIV. Choose the word or phrase that can replace the underlined part in each sentence without changing its original meaning.1. C2. B3. A4. C5. C6. D7. D8. CV. Give a synonym or an antonym of the word underlined in each sentence in the sense it is used.1. Synonym: education (instruction, illumination)2. Synonym: available (attainable, accessible)3. Synonym: tale (story)4. Antonym: harmless (auspicious)5. Synonym: begin (start, commence)6. Synonym: tackle (face, handle)7. Antonym: comfort (relaxation, ease)8. Antonym: immigrateVI. E xplain the meaning of the underlined part in each sentence.1. literature2. joined3. motionless4. more than5. quickly6. hasGrammar ExercisesI. Complete the following sentences with where, when or why.1. why2. where3. when4. where5. where6. where7. why 8. whenII. Rewrite the sentences where either the antecedent or the relative adverb can be omitted.1. Sam knows where we are meeting.2. /3. F our o'clock in the afternoon is the time he always reads. / Four in the afternoon is when he always reads.4. /5. I don't know the exact time I should meet him.6. T he reason he resigned is still unknown.7. I remember the morning he first came to school.8. I'll never forget the day we first met.III. Rank the following sentences according to their degree of formality. More formal →Less formal: 2 3 1More formal →Less formal: 4 6 5IV. R ewrite the short passages, usingthe passive form whenever possible.1. When Mrs Brown arrived home, she found that her flat had been robbed and all her silver had been taken. Enquiries were made by the police to find out possible clues. The burglar hasn't been caught yet but he is expected to be arrested before long.2. After a hideout for terrorists had been discovered yesterday a raid was carried out by the police and five terrorists were arrested. The police said more terrorists are expected to be arrested in the next few days.V. Complete the following sentences with shall, will, should or would.1. shall2. s hould3. s hall4. w ould5. would6. w ill7. shall 8. w illVI. Make sentences of your own after the sentences given below, keeping the underlined structures in your sentences.(Reference version)1. He failed in part because of his carelessness.2. The thief was finally found. It was none other than the manager himself.Translation ExercisesI. Translate the following sentences into Chinese.1. 虽然我没见过有人抬头看它一眼，但打心眼里希望来自美国的旅游者能看到它并会心一笑，或者路过此地的法国人能想到悬挂它的日期和理由。

全新版大学英语综合教程4课文原文及翻译UNIT 1They say that pride comes before a fall. In the case of both Napoleon and Hitler, the many victories they enjoyed led them to believe that anything was possible, that nothing could stand in their way. Russia's icy defender was to prove them wrong. 人道是骄兵必败。

就拿拿破仑和希特勒两人来说吧，他们所向披靡，便以为自己战无不胜，不可阻挡。

但俄罗斯的冰雪卫士证明他们错了。

The Icy DefenderNila B. Smith1 In 1812, Napoleon Bonaparte, Emperor of the French, led his Grand Army into Russia. He was prepared for the fierce resistance of the Russian people defending their homeland. He was prepared for the long march across Russian soil to Moscow, the capital city. But he was not prepared for the devastating enemy that met him in Moscow -- the raw, bitter, bleak Russian winter.冰雪卫士奈拉·B·史密斯1812年，法国皇帝拿破仑·波拿巴率大军入侵俄罗斯。

他准备好俄罗斯人民会为保卫祖国而奋勇抵抗。

Unit 1冰雪卫士——奈拉·B·史密斯1812年，法国皇帝拿破仑·波拿巴率大军入侵俄罗斯。

他准备好俄罗斯人民会为保卫祖国而奋勇抵抗。

他准备好在俄罗斯广袤的国土上要经过长途跋涉才能进军首都莫斯科。

但他没有料到在莫斯科他会遭遇劲敌——俄罗斯阴冷凄苦的寒冬。

1941年，纳粹德国元首阿道夫·希特勒进攻当时被称作苏联的俄罗斯。

希特勒的军事实力堪称无敌。

他的战争机器扫除了欧洲绝大部分地区的抵抗。

希特勒希望速战速决，但是，就像在他之前的拿破仑一样，他得到的是痛苦的教训。

仍是俄罗斯的冬天助了苏维埃士兵一臂之力。

拿破仑发起的战役1812年春，拿破仑在俄国边境屯兵60万。

这些士兵受过良好训练，作战力强，装备精良。

这支军队被称为大军。

拿破仑对马到成功充满自信，预言要在5个星期内攻下俄国。

不久，拿破仑的大军渡过涅曼河进入俄国。

拿破仑期盼着的速决速胜迟迟没有发生。

令他吃惊的是，俄国人并不奋起抵抗。

相反，他们一路东撤，沿途焚毁庄稼和民居。

大军紧追不舍，但它的长驱直入很快由于粮草运输缓慢而停顿下来。

到了8月，法俄两军在斯摩棱斯克交战，这一战役中，双方各有上万人阵亡。

可是，俄国人仍能在自己的国土上继续后撤。

拿破仑未能取得决定性的胜利。

此刻他面临着一个重要抉择。

是继续追击俄国军队，还是把军队驻扎在斯摩棱斯克，在那儿度过将到的冬天？拿破仑孤注一掷，决定向远在448公里之外的莫斯科进发。

1812年9月7日，法俄两军在莫斯科以西112公里外的鲍罗季诺激战。

夜幕降临时，3万名法国士兵以及4.4万名俄国士兵或伤或亡，倒在了战场上。

俄国军队再次撤往安全之处。

拿破仑顺利进入莫斯科，然而，对该市的占领成为毫无意义的胜利。

俄国人弃城而走。

法国人进城不久，一场熊熊大火烧毁了整个城市的三分之二。

拿破仑向亚历山大一世提出停战，但沙皇深知他可以等待时机：“且让俄罗斯的严冬为我们战斗吧。

”拿破仑很快意识到，他无法在冬天向远在莫斯科的军队供应粮草、提供御寒衣物和宿营之地。

全新版⼤学英语综合教程4课⽂原⽂及翻译UNIT 1They say that pride comes before a fall. In the case of both Napoleon and Hitler, the many victories they enjoyed led them to believe that anything was possible, that nothing could stand in their way. Russia's icy defender was to prove them wrong. ⼈道是骄兵必败。

就拿拿破仑和希特勒两⼈来说吧，他们所向披靡，便以为⾃⼰战⽆不胜，不可阻挡。

但俄罗斯的冰雪卫⼠证明他们错了。

The Icy DefenderNila B. Smith1 In 1812, Napoleon Bonaparte, Emperor of the French, led his Grand Army into Russia. He was prepared for the fierce resistance of the Russian people defending their homeland. He was prepared for the long march across Russian soil to Moscow, the capital city. But he was not prepared for the devastating enemy that met him in Moscow -- the raw, bitter, bleak Russian winter.冰雪卫⼠奈拉·B·史密斯1812年，法国皇帝拿破仑·波拿巴率⼤军⼊侵俄罗斯。

他准备好俄罗斯⼈民会为保卫祖国⽽奋勇抵抗。

全新版⼤学英语综合教程4课⽂原⽂及翻译Unit1They say that pride comes before a fall. In the case of both Napoleon and Hitler, the many victories they enjoyed led them to believe that anything was possible, that nothing could stand in their way. Russia's icy defender was to prove them wrong.⼈道是骄兵必败。

就拿拿破仑和希特勒两⼈来说吧，他们所向披靡，便以为⾃⼰战⽆不胜，不可阻挡。

但俄罗斯的冰雪卫⼠证明他们错了。

The Icy DefenderNila B. Smith1 In 1812, Napoleon Bonaparte, Emperor of the French, led his Grand Army into Russia. He was prepared for the fierce resistance of the Russian people defending their homeland. He was prepared for the long march across Russian soil to Moscow, the capital city. But he was not prepared for the devastating enemy that met him in Moscow -- the raw, bitter, bleak Russian winter.冰雪卫⼠奈拉·B·史密斯1812年，法国皇帝拿破仑·波拿巴率⼤军⼊侵俄罗斯。

他准备好俄罗斯⼈民会为保卫祖国⽽奋勇抵抗。

Globalization is sweeping aside national borders and changing relations between nations.What impact does this have on national identities and loyalties? Are they strengthened or weakened? The author investigates.全球化正在扫除国界、改变国与国之间的关系。

这对国家的认同和对国家的忠诚会带来什么影响呢?它们会得到加强还是削弱?作者对这些问题进行了探讨。

In Search of Davos ManPeter Gumbel1. William Browder was born in Princeton, New Jersey, grew up in Chicago, and studied at Stanford University in California. But don'tcall him an American. For the past 16 of his 40 years he has lived outside the U.S., first in London and then, from 1996, in Moscow, where he runs his own investment firm. Browder now manages $1.6 billion in assets. In 1998 he gave up his American passport to become a British citizen, since his life is now centered in Europe. "National identity makes no difference for me," he says. "I feel completely international. If you have four good friends and you like what you are doing, itdoesn't matter where you are. That's globalization."寻找达沃斯人彼得·甘贝尔威廉·布劳德出生于新泽西州的普林斯顿,在芝加哥长大,就读于加利福尼亚州的斯坦福大学。

Unit 6 A French FourthKey to the ExercisesText ComprehensionI. Decide which of the following best states the author's purpose of writing.AJudge, according to the text, whether the following statements are true or false. II.T (Refer to Paragraph 2. People don't have barbecues in Paris apartments, and most 1. their of outward signs have settled here suppress such Americans other I know who heritage)have they mostly something so American history is T 2. (Refer to Paragraph 3. ... learned -- or haven't learned -- from their parents.)of dark side to completely conceal the (Refer to Paragraph 4. They do not try 3. F American society but try to keep their children from such follies of American society as school shootings.)T (Refer to Paragraph 11.) 4.F (Refer to Paragraph 12. Globalization is both beneficial and detrimental. It helps to 5. blur the clear-cut divide between cultures on the one hand but makes children less than fully immersed in a foreign world on the other.)nswer the following questions.AIII.Refer to Paragraph 1. For one thing, hanging out the American flag is the only thing 1. he can do in Paris to celebrate Independence Day, which is part of his national heritage. American about teach his children to use this opportunity to wants For another, he history and as a reminder of their American identity.have because up they children seldom mix languages Paragraph 2. Refer to 4. The their communication with school and English through acquired French atEnglish-speaking parents. And they seem to know when to use which.Refer to Paragraphs 4 and 8. The benefits of raising children in a foreign culture, as 3. away staying culture and language suggests, include acquiring a foreign and the writer from the follies of the native culture.Refer to Paragraph 12. Globalization is like a double-edged sword to the growth of 4. children in a foreign culture. On the one hand, it helps to reduce the differences between spiritual and facilitates the physical native foreign the culture and the culture, and more it unfortunately hand, the culture. the re-entry into native On other it makes difficult than ever for children to be fully immersed in the foreign culture.IV. Explain in your own words the following sentences.1. July 4 is one of the times I, as a native American, feel instinctively uneasy about the great gaps in our children's understanding of their American identity, and thus I am motivated to do something to fill the gaps.2. And living away from our native country does not matter much (in our children's acquisition of our native language).3. In the days when I lived in France as an expatriated child, French children were dressed in the unique French style, thus looking quite different from their counterparts in other countries.4. Full immersion in a truly foreign world no longer seems possible in Western countries, and I think this is a deplorable impact of globalization upon the growth of children in a foreign country.Structural AnalysisThe author follows a specific-to-general pattern in his discussion, i.e. he first talksabout what it means to his children to hang out the national flag of their native land in a foreign country on July 4 every year and then expresses his view on the importance for expatriated people in general to keep their cultural identity, especially when the whole world is undergoing a process of globalization. The specific points can be found in his discussion of the costs and benefits of raising children in a foreign culture in Paragraphs 4-9 while the general conclusion can be found in Paragraphs 10-12, especially Paragraph 12.Rhetorical FeaturesI've never seen anyone look up, but in my mind's eye an American tourist may notice it and smile, and a French passerby may be reminded of the date and the occasion that prompts its appearance. The function of but here is to express the author's wish that American tourists may notice the flag and be reminded of their national identity.The particular narratives of American history aside, American culture is not theirsalone but that of their French classmates, too. The music they listen to is either American or European, but it is often hard to tell the difference. In my day littleFrench kids looked like nothing other than little French kids; but Louise and Henry and their classmates dress much as their peers in the United States do, though with perhaps less Lands' End fleeciness. The function of the three buts here is to show the diminishing difference between American culture and European culture.On the other hand, they are less than fully immersed in a truly foreign world. The function of on the other hand here is to tell the reader the possible disadvantage if the existing cultural differences all disappear as a consequence of the on-going globalization.Vocabulary ExercisesI. Explain the underlined part in each sentence in your own words.important event 1.2. refill their hearts and minds with their cultural traditions3. the American beliefs, values and loyalties4. true demonstration of what happened5. brief experience or idea6. live in the way ofII. Fill in the blank(s) in each sentence with a phrase from the box in its appropriate form.1.took pride in2. was immersed in3. resonating withhad ... been exposed to 4.in his mind's eye 5.6. a glimpse ofconvey ... to 7.turned ... to 8.III. Fill in the blanks with the appropriate forms of the given words.1.fluency 2. enrollmentobtainable 4. accessible 3.6. enlightenment 5. personificationpromptly 8. 7. globalizationsentence replace can the underlined part in each or IV. Choose the word phrase that without changing its original meaning.4. C 2. B 3. A 1. C8. C 7. D 5. C 6. DV. Give a synonym or an antonym of the word underlined in each sentence in the sense it is used.1. Synonym: education (instruction, illumination)Synonym: available (attainable, accessible) 2.Synonym: tale (story)3.Antonym: harmless (auspicious) 4.Synonym: begin (start, commence) 5.Synonym: tackle (face, handle) 6.7. Antonym: comfort (relaxation, ease)8. Antonym: immigrateVI. Explain the meaning of the underlined part in each sentence.1. literature2. joined3. motionless4. more than6. has5. quicklyGrammar ExercisesComplete the following sentences with where, when or why. I.2. where 1.whywhere 4. 3. whenwhere 6. where5.when8. why 7.be II. Rewrite the sentences where either the adverb can antecedent or the relative omitted.Sam knows where we are meeting. 1.2. /Four o'clock in the afternoon is the time he always reads. / Four in the afternoon is 3. when he always reads.4. /I don't know the exact time I should meet him. 5.The reason he resigned is still unknown. 6.I remember the morning he first came to school. 7.I'll never forget the day we first met. 8.ank the following sentences according to their degree of formality. III. R 3 →More formal Less formal: 2 16 →More formal Less formal: 4 5IV. Rewrite the short passages, using the passive form whenever possible.When Mrs Brown arrived home, she found that her flat had been robbed and all her 1. silver had been taken. Enquiries were made by the police to find out possible clues. The burglar hasn't been caught yet but he is expected to be arrested before long.After a hideout for terrorists had been discovered yesterday a raid was carried out by 2. the police and five terrorists were arrested. The police said more terrorists are expected to be arrested in the next few days.V. Complete the following sentences with shall, will, should or would.1.shall 2. should3. shall4. would5. would6. will7. shall 8. willVI. Make sentences of your own after the sentences given below, keeping the underlined structures in your sentences.(Reference version)He failed in part because of his carelessness.1.The thief was finally found. It was none other than the manager himself. 2.Translation ExercisesI. Translate the following sentences into Chinese.但打心眼里希望来自美国的旅游者能看到它并会心一1.虽然我没见过有人抬头看它一眼，笑，或者路过此地的法国人能想到悬挂它的日期和理由。

U n i t 6AFrenchFourthCharlesTrueheart1Alongaboutthistimeeveryyear,asIndependenceDayapproaches,IpullanoldAmericanfla goutofabottomdrawerwhereitisfoldedaway－foldedinasquare,Iadmit,’&,andourchildrenareelevenandnine,soAmericanhistoryismo stlysomethingtheyhavelearned－orhaven’tlearned－’’salsoatime,oneamongmany,whenmythoughtsturnmoregenerallytothecostsandbe nefitsofraisingchildreninaforeignculture. LouiseandHenryspeakFrenchfluently;theyaretaughtinFrenchatschool,,seldommixingthemup,,在法国庆祝美国独立日查尔斯·特鲁哈特1每年差不多到了独立日日益临近的时候，我都会把一面折叠好的旧的美国国旗从底层抽屉里取出——我承认我折叠国旗不是官方规定的三角形，而是正方形。

我拥有这面国旗很长时间了，每年到了7月4日我总是把它挂出来。

身处巴黎的我把它挂在四楼的阳台上，在马路上都看得到。

虽然我没见过有人抬头看它一眼，但在我脑海中，我想象着美国游客或许会注意到它并莞尔一笑，而法国路人会从中想起促使这面国旗出现的相关日期和原因。

诚愿如此。

2对我们这个旅居国外的家庭来说，这面国旗之所以意义深远，部分是因为我们没有其他任何活动来庆祝独立日。

巴黎人不在公寓里烧烤，我认识的大多数在此定居的美国人并不张扬他们的这种传统，他们宁可回国消夏来为自己加油打气。

第一单元大学毕业找工作的第一要义：别躺在沙发上做梦今年夏天，超过65 万的大学生毕业离校，其中有许多人根本不知道怎么找工作。

在当今金融危机的背景下，做父母的该如何激励他们？七月，你看着21 岁英俊的儿子穿上学士袍，戴上四方帽，骄傲地握着优等学士学位证书，拍毕业照。

这时，记忆中每年支付几千英镑，好让儿子吃好、能参加奇特聚会的印象开始消退。

总算熬到头了。

等到暑假快要结束，全国各地的学生正在为新学期做准备的时候，你发现大学毕业的儿子还歪躺在沙发上看电视。

他只是偶尔走开去发短信，浏览社交网站Facebook，去酒吧喝酒。

这位前“千禧一代”的后裔一夜之间变成了哼哼一代的成员。

他能找到工作吗？这就是成千上万家庭所面临的景象：今年夏天，超过65 万大学生毕业，在当今金融危机的背景下他们中的大多数人不知道自己下一步该做什么。

父母只会唠叨，而儿女们则毫无缘由地变成了叛逆者，他们知道自己该找份工作，但却不知道如何去找。

来自米德尔塞克斯郡的杰克·古德温今年夏天从诺丁汉大学政治学系毕业，获得二级一等荣誉学士学位。

他走进大学就业服务中心，又径直走了出来，因为他看见很多人在那里排长队。

跟他一起住的另外5 个男孩也都跟他一样，进去又出来了。

找工作的压力不大，虽然他所认识的大多数女生都有更清晰的计划。

他说：“我申请政治学研究工作，但被拒了。

他们给的年薪是1 万8 千镑，交完房租后所剩无几，也就够买一罐煮豆子，可他们还要有研究经历或硕士学位的人。

然后我又申请了公务员速升计划，并通过了笔试。

但在面试时，他们说我‘太冷漠’了，谈吐‘太像专家治国国论者’。

我觉得自己不可能那样，但我显然就是那样的。

”打那以后他整个夏天都在“躲”。

他能够轻松复述《交通警察》中的若干片段，他白天看电视的时间太多，已经到了影响健康的地步。

跟朋友谈自己漫无目标的日子时，他才发现他们的处境和自己的并没有两样。

其中一位朋友在父母的逼迫下去超市摆货，其余的都是白天9 点到5 点“无所事事”，晚上去酒吧喝酒打发时间。