Unit-6-A-French-Fourth课文翻译综合教程四

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 dark side 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. A nswer 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.2. Refer to Paragraph 4. The children seldom mix languages up because they have acquired French at school and English through communication with their English-speaking parents. And they seem to know when to use which.3. Refer to Paragraphs 4 and 8. The benefits of raising children in a foreign culture, as the writer suggests, include acquiring a foreign language and culture and staying away from the follies of the native culture.4. Refer to Paragraph 12. Globalization is like a double-edged sword to the growth of children in a foreign culture. On the one hand, it helps to reduce the differences between the foreign culture and the native culture, and facilitates the physical and spiritual re-entry into the native culture. On the other hand, it unfortunately makes it more 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 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 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 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 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 with4. had ... been exposed to5. in his mind's eye6. a glimpse of7. convey ... to8. turned ... toIII. Fill in the blanks with the appropriate forms of the given words.1. fluency2. enrollment3. accessible4. obtainable5. personification6. enlightenment7. globalization 8. 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. Explain 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. Four 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. The 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. R ank the following sentences according to their degree of formality.More formal → Less formal: 2 3 1More formal → Less formal: 4 6 5IV. Rewrite the short passages, using the 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. 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)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。

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。

UNIT 6 A FRENCH FOURTHTeaching Objectives1)Master the following key words and expressions: prompt, convey to, swell, pursue,resonate with, be immersed in.2)Master the use of relative adverbs in relative clauses.3)Analyze the structure and rhetorical features of the text and get the message of thetext.4)B e able to discuss the ways of showing one’s national identity.5)Practice reading, writing, listening and speaking, and discuss about the advantagesand disadvantages of rearing children in a foreign culture;6)Find out what the author’ purpose of writing this article is and know somethingabout how to keep the cultural identity of the expatriated people.Warming up discussions1)What do you do to celebrate National Day?2)Suppose you were abroad, would you do anything special to commemorate theoccasion?Cultural Background1. Independence DayIn the United States, Independence Day, commonly known as the Fourth of July, is a federal holiday commemorating the adoption of the Declaration of Independence on July 4, 1776, declaring independence from the Kingdom of Great Britain. Independence Day is commonly associated with fireworks, parades, barbecues, carnivals, picnics, concerts, baseball games, political speeches and ceremonies, and various other public and private events celebrating the history, government, and traditions of the United States.2. American FlagFor more than 200 years, the American flag has been the symbol of the nation’s strength and unity. It’s been a source of pride and inspiration for millions of citizens.On June 14, 1777, in order to establish an official flag for the new nation, the Continental Congress passed the first Flag Act: “Resolved, That the flag of the United States be made of thirteen stripes, alternate red and white; that the union be thirteen stars, white in a blue field, representing a new Constellation.”Today the flag consists of thirteen horizontal stripes, seven red alternating with six white. The stripes represent the original thirteen colonies, the stars represent the fifty states of the Union. The colors of the flag are symbolic as well: Red symbolizes Hardiness and Valor, White symbolizes Purity and Innocence and Blue represents Vigilance,Perseverance and Justice.Text IA FRENCH FOURTHCharles TrueheartGlobal ReadingI. General analysis of the textIn this text, the author discusses the costs and benefits of living in a foreign culture. He also points out that globalization is diminishing the divide between cultures.II. Structural analysis of the textThis text talks about the cultural influence of a foreign culture on expatriated families. It can be divided into three parts.Part I (Paragraphs 1 –3):The author describes his way of celebrating his home country’s National Day, i.e. the Independence Day of the United States.Part II (Paragraphs 4 – 9): The author makes a contrastive analysis of the costs and benefits of the expatriated people.Part III (Paragraphs 10 – 12): The author talks about the effect of globalization, and argues that globalization has produced more negative than positive effects on cultural diversity.III. Rhetorical features of the textThe author of this text 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 4th 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.Detailed ReadingQuestions1. Why does the author hang the American flag from his fourth-floor balcony in Paris? (Paragraph 1)Answer: He does it for two reasons. First, as an American living in Paris, he does not want to forget his native heritage and flag-hanging is the only thing he can do to celebrate Independence Day. Second, he wants to use the flag-hanging as a special means to teachhis children about American history and as a reminder of their American identity.2. The author has kept the old flag for a long time. Why didn’t he get a new one? (Paragraph 1)Answer: The text does not tell us explicitly, but it is very likely that this flag was brought to Paris from the U.S. a long time ago. To the author, the old flag is a better reminder of his home country than a new one.3. What are the costs and benefits of raising children in a foreign culture? (Paragraph 4) Answer: According to the author, it is difficult for children to understand and identify the virtues of their native country without living in it, so they need to go back to their native country to make up for the ineffective family education. But the practice of raising children in a foreign culture has its merits. For example, it helps the children to acquire the new culture without being exposed to the disadvantages of their native culture.4. Why do the author and his family go back home for the summer? (Paragraph 5) Answer: As expatriates, they have little access to the traditional culture of their motherland. So they go back home to trace the heritage of Americans. In addition, because their children are reared up in a completely foreign culture, they have the obligation to teach their children the culture and history of their motherland.5. What are the differences between the author and his children as expatriates at about the same age? What causes the differences? (Paragraph 9-10)Answer: They are different in both behavior and mentality. His children are quite like their French peers in behavior and dress style, while when the author was a child he was quite different from his French peers. These differences are due to the rapid social changes and cultural merging that have been happening all over the world. The world is becoming a huge melting pot in which different cultures are mixing up.6. Why does the author say the development is sad? (Paragraph 12)Answer: Because globalization becomes the keynote of life in the world today. Cultures are merging with each other; distinctions between different cultures are becoming blurred. Children cannot tell the exact differences between their own culture and other cultures and it is impossible for them to relive the author’s experience of living in a foreign culture. This kind of development of cultural globalization is a sad thing in the author’s view.Text IISTUCK IN THE MIDDLELisa SeeLead-in Questions1)In what way are Chinese values different from the American ones?a.For Chinese, higher values are put on group cooperation and individual modesty;while for Americans, self-reliance and self-promotion are more accepted.b.Chinese people attach much importance to interpersonal relationship. Maintaining aharmonious relationship has priority over accomplishing tasks. While American people are more task-oriented. Relationships are less important than getting the work done.c.Americans spend more than they have, so they are almost always in debt. Chineseusually spend less than the amount they have, so they always have money left in the bank for emergency.…2) What contributions do you think have the Chinese immigrants made to American society and culture?a. building the railroad in the Westb. Chinese cuisine and Chinese restaurantsc. technological innovation and entrepreneurshipd. introducing Chinese culture to America, such as Confucianism, Buddhism, Taoism, and Kungfu ...Main ideaAdditional notes1.the transcontinental railroad(Paragraph 1) －The First TranscontinentalRailroad is the popular name of the U.S. railroad line (known at the time as the Pacific Railroad) completed in 1869 between Council Bluffs, Iowa/Omaha, Nebraska (via Ogden, Utah and Sacramento, California) and Alameda, California. By linking the existing railway network of the Eastern United States, the road thus connected the Atlantic and Pacific coasts by rail for the first time. Opened for traffic on May 10, 1869, it established a mechanized transcontinental transportation network that revolutionized the population and economy of the American West.2.contract marriage(Paragraph 3) －By writing marriage contracts, couplesattempt to make a legal, civil agreement tailored to their individual situations.3.deep core(Paragraph 4) －the essence of a culture that has transcended fromgeneration to generation4.Who, I wonder, is going to cook them their rice? (Paragraph 7) －By askingthis question, See may be hoping to convey to her own children and the readers the importance of maintaining one’s cultural heritage.Questions for discussion1.What difficulties did Fong See experience after he arrived in the U.S.?2.Is it easy for Lisa See to identify herself? Why or why not?3.Do you think it is good for people like Lisa See to feel in-between in Americansociety?4.Do you think the Chinese who were born in a foreign country and have lost theirnative language can still be considered Chinese?Keys to questions for discussion:1. He was faced with racial discrimination. American law prohibited him from owning any property or becoming a naturalized citizen, to name only two examples.2. No. Although she inherited some rituals from her Chinese ancestors such as being thrifty and polite, she is also influenced by Caucasian culture and American culture.3. It is good for people like her because it is easier for them to merge themselves with the local people and get equal opportunities in education, employment and other things.4. It depends on how you define a Chinese. If we look at the blood relationship, no matter whether they are 1/2, 1/4, 1/8, or 1/32 Chinese, they are unquestionably Chinese in origin. But they need to have much more to be a Chinese in a broader sense. Language is one of the many things they must possess. Without being able to speak or read the Chinese language, it is simply impossible for them to know, to feel or to sense what a Chinese really is or what Chinese culture really means.Memorable quotesAnd so, my fellow Americans, ask not what your country can do for you; ask what you can do for your country.― John KennedyJohn Fitzgerald Kennedy (1917–1963), often referred to by his initials JFK, was the 35th President of the United States, serving from 1961 until his assassination in 1963. The public murder of President Kennedy remains one of the most shocking public events of the 20th century.Patriotism is often an arbitrary veneration of real estate above principles.― George Jean NathanGeorge Jean Nathan (1882－1958) was the leading American drama critic of his time. Active from 1905 to 1958, he published thirty-four books on the theatre, co-edited The Smart Set and The American Mercury with H. L. Mencken. He was the first important critic to extol the genius of Eugene O’Neill, publishing O’Neill’s early work in The Smart Set, and in later years he championed the plays of Sean O’Casey and William Saroyan. Nathan wrote during the most important period of American theatre’s history and set critical standards that are still being followed.Questions for discussion:1) Discuss with your classmates about how you understand patriotism and nationalism. The difference between patriotism and nationalism is that the patriot is proud of one’s country for what it does, and the nationalist is proud of one’s country no matter what it does; the first attitude creates a feeling of responsibility, but the second a feeling of blind arrogance that may lead to war.2) Boycotts of foreign products are considered patriotic by some people. What do you think about this?Pros: Buying foreign products may weaken the national economy.Cons: Such boycotts may isolate the country from the world.。

Unit 6 A French FourthText ComprehensionI. AII. 1. T 2. T 3. F 4.T 5. FIV. 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. when I lived in France as an expatriated child, the French kids 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(appalling) impact of globalization upon the growth of children in a foreign country.VocabularyI. 1. important event 2. refill their hearts and mindswith their cultural traditions3. the American beliefs, values and loyalties4. true demonstration of what happened5. brief experience or idea6. live in the way ofII. 1. took pride in 2. was immersed in 3. resonating with 4. had been exposed to 5. in his mind's eye 6. a glimpse of 7. convey to 8. turned toIII. 1. fluency 2. enrollment 3. accessible 4. obtainable 5. personification 6. enlightenment 7. globalization 8. promptlyIV. 1. C 2. B 3. A 4. C 5. C 6. D 7. D 8. CV. 1. education (instruction, illumination) 2. available (attainable, accessible) 3. tale (story) 4. harmless (auspicious) 5. begin (start, commence)6. tackle (face, handle)7. comfort (relaxation, ease)8.immigrateVI. 1. literature 2. joined 3. motionless 4. more than 5. quickly 6. hasGrammarI. 1. why 2. where 3. when 4. where 5. where 6. where 7. why 8. whenII. 1. Sam knows where we are meeting.2. /3. Four 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. The 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. 2 3 1; 4 6 5IV. 1. When Mrs Brown arrived home, she found that her flat had been robbed and all her silver had been taken. Enquires were made by the police to find out possible clues. The burlgar 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. 1. shall 2. should 3. shall 4. would 5. would 6. will 7. shall 8.willTranslationI. 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。

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。

Unit 6 A French Fourth课文翻译综合教程四A French FourthThe following is a translation of the text in Unit 6 of Comprehensive Course 4.My husband and I were very excited to be invited to a Fourth of July party in France. It was going to be a unique experience celebrating America's Independence Day in a foreign country. We were curious to see how the French would interpret this holiday.As we entered the venue, we were greeted by the host and hostess, who were dressed in red, white, and blue outfits. They had gone all out to create an authentic American atmosphere. The decorations were in the shape of American flags, and there were banners with patriotic slogans hanging from the walls. It felt like we had stepped into a mini America.The party started with a barbecue, just like any Fourth of July celebration back home. The hostess served hamburgers, hot dogs, and corn on the cob. There was also a table full of salads, chips, and dip. It was interesting to see that the French had adopted this American tradition of outdoor grilling.After enjoying the delicious food, we gathered around for some games. We played a traditional American game called "cornhole," where players throw bean bags at a wooden board with a hole in it. It was a bit challenging for the French guests, but they had a great time trying to master it. We also played a game of touch football, which was not as familiar to the French but added to the festive spirit.The highlight of the evening was the fireworks display. The host had arranged for a professional pyrotechnics show, just like the ones we have in the United States. As the fireworks lit up the night sky, we couldn't help but feel a sense of pride for our country. It was beautiful and mesmerizing, and it seemed like the perfect way to end the celebration.Overall, celebrating the Fourth of July in France was a unique experience. The French did a great job embracing the American traditions and making us feel at home. It was a wonderful opportunity to share our culture with them and to learn more about theirs.In conclusion, attending a Fourth of July party in France was a memorable experience. It demonstrated the universal language of celebration and how cultures can come together to commemorate important events. We felt a sense of unity and appreciation for both our home country and our host country. It was a night to remember, filled with good food, camaraderie, and the joy of celebrating independence.。

UNIT 6 A FRENCH FOURTHTeaching Objectives1)Master the following key words and expressions: prompt, convey to, swell, pursue,resonate with, be immersed in.2)Master the use of relative adverbs in relative clauses.3)Analyze the structure and rhetorical features of the text and get the message of thetext.4)B e able to discuss the ways of showing one’s national identity.5)Practice reading, writing, listening and speaking, and discuss about the advantagesand disadvantages of rearing children in a foreign culture;6)Find out what the author’ purpose of writing this article is and know somethingabout how to keep the cultural identity of the expatriated people.Warming up discussions1)What do you do to celebrate National Day?2)Suppose you were abroad, would you do anything special to commemorate theoccasion?Cultural Background1. Independence DayIn the United States, Independence Day, commonly known as the Fourth of July, is a federal holiday commemorating the adoption of the Declaration of Independence on July 4, 1776, declaring independence from the Kingdom of Great Britain. Independence Day is commonly associated with fireworks, parades, barbecues, carnivals, picnics, concerts, baseball games, political speeches and ceremonies, and various other public and private events celebrating the history, government, and traditions of the United States.2. American FlagFor more than 200 years, the American flag has been the symbol of the nation’s strength and unity. It’s been a source of pride and inspiration for millions of citizens.On June 14, 1777, in order to establish an official flag for the new nation, the Continental Congress passed the first Flag Act: “Resolved, That the flag of the United States be made of thirteen stripes, alternate red and white; that the union be thirteen stars, white in a blue field, representing a new Constellation.”Today the flag consists of thirteen horizontal stripes, seven red alternating with six white. The stripes represent the original thirteen colonies, the stars represent the fifty states of the Union. The colors of the flag are symbolic as well: Red symbolizes Hardiness and Valor, White symbolizes Purity and Innocence and Blue represents Vigilance,Perseverance and Justice.Text IA FRENCH FOURTHCharles TrueheartGlobal ReadingI. General analysis of the textIn this text, the author discusses the costs and benefits of living in a foreign culture. He also points out that globalization is diminishing the divide between cultures.II. Structural analysis of the textThis text talks about the cultural influence of a foreign culture on expatriated families. It can be divided into three parts.Part I (Paragraphs 1 –3):The author describes his way of celebrating his home country’s National Day, i.e. the Independence Day of the United States.Part II (Paragraphs 4 – 9): The author makes a contrastive analysis of the costs and benefits of the expatriated people.Part III (Paragraphs 10 – 12): The author talks about the effect of globalization, and argues that globalization has produced more negative than positive effects on cultural diversity.III. Rhetorical features of the textThe author of this text 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 4th 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.Detailed ReadingQuestions1. Why does the author hang the American flag from his fourth-floor balcony in Paris? (Paragraph 1)Answer: He does it for two reasons. First, as an American living in Paris, he does not want to forget his native heritage and flag-hanging is the only thing he can do to celebrate Independence Day. Second, he wants to use the flag-hanging as a special means to teachhis children about American history and as a reminder of their American identity.2. The author has kept the old flag for a long time. Why didn’t he get a new one? (Paragraph 1)Answer: The text does not tell us explicitly, but it is very likely that this flag was brought to Paris from the U.S. a long time ago. To the author, the old flag is a better reminder of his home country than a new one.3. What are the costs and benefits of raising children in a foreign culture? (Paragraph 4) Answer: According to the author, it is difficult for children to understand and identify the virtues of their native country without living in it, so they need to go back to their native country to make up for the ineffective family education. But the practice of raising children in a foreign culture has its merits. For example, it helps the children to acquire the new culture without being exposed to the disadvantages of their native culture.4. Why do the author and his family go back home for the summer? (Paragraph 5) Answer: As expatriates, they have little access to the traditional culture of their motherland. So they go back home to trace the heritage of Americans. In addition, because their children are reared up in a completely foreign culture, they have the obligation to teach their children the culture and history of their motherland.5. What are the differences between the author and his children as expatriates at about the same age? What causes the differences? (Paragraph 9-10)Answer: They are different in both behavior and mentality. His children are quite like their French peers in behavior and dress style, while when the author was a child he was quite different from his French peers. These differences are due to the rapid social changes and cultural merging that have been happening all over the world. The world is becoming a huge melting pot in which different cultures are mixing up.6. Why does the author say the development is sad? (Paragraph 12)Answer: Because globalization becomes the keynote of life in the world today. Cultures are merging with each other; distinctions between different cultures are becoming blurred. Children cannot tell the exact differences between their own culture and other cultures and it is impossible for them to relive the author’s experience of living in a foreign culture. This kind of development of cultural globalization is a sad thing in the author’s view.Text IISTUCK IN THE MIDDLELisa SeeLead-in Questions1)In what way are Chinese values different from the American ones?a.For Chinese, higher values are put on group cooperation and individual modesty;while for Americans, self-reliance and self-promotion are more accepted.b.Chinese people attach much importance to interpersonal relationship. Maintaining aharmonious relationship has priority over accomplishing tasks. While American people are more task-oriented. Relationships are less important than getting the work done.c.Americans spend more than they have, so they are almost always in debt. Chineseusually spend less than the amount they have, so they always have money left in the bank for emergency.…2) What contributions do you think have the Chinese immigrants made to American society and culture?a. building the railroad in the Westb. Chinese cuisine and Chinese restaurantsc. technological innovation and entrepreneurshipd. introducing Chinese culture to America, such as Confucianism, Buddhism, Taoism, and Kungfu ...Main ideaAdditional notes1.the transcontinental railroad(Paragraph 1) －The First TranscontinentalRailroad is the popular name of the U.S. railroad line (known at the time as the Pacific Railroad) completed in 1869 between Council Bluffs, Iowa/Omaha, Nebraska (via Ogden, Utah and Sacramento, California) and Alameda, California. By linking the existing railway network of the Eastern United States, the road thus connected the Atlantic and Pacific coasts by rail for the first time. Opened for traffic on May 10, 1869, it established a mechanized transcontinental transportation network that revolutionized the population and economy of the American West.2.contract marriage(Paragraph 3) －By writing marriage contracts, couplesattempt to make a legal, civil agreement tailored to their individual situations.3.deep core(Paragraph 4) －the essence of a culture that has transcended fromgeneration to generation4.Who, I wonder, is going to cook them their rice? (Paragraph 7) －By askingthis question, See may be hoping to convey to her own children and the readers the importance of maintaining one’s cultural heritage.Questions for discussion1.What difficulties did Fong See experience after he arrived in the U.S.?2.Is it easy for Lisa See to identify herself? Why or why not?3.Do you think it is good for people like Lisa See to feel in-between in Americansociety?4.Do you think the Chinese who were born in a foreign country and have lost theirnative language can still be considered Chinese?Keys to questions for discussion:1. He was faced with racial discrimination. American law prohibited him from owning any property or becoming a naturalized citizen, to name only two examples.2. No. Although she inherited some rituals from her Chinese ancestors such as being thrifty and polite, she is also influenced by Caucasian culture and American culture.3. It is good for people like her because it is easier for them to merge themselves with the local people and get equal opportunities in education, employment and other things.4. It depends on how you define a Chinese. If we look at the blood relationship, no matter whether they are 1/2, 1/4, 1/8, or 1/32 Chinese, they are unquestionably Chinese in origin. But they need to have much more to be a Chinese in a broader sense. Language is one of the many things they must possess. Without being able to speak or read the Chinese language, it is simply impossible for them to know, to feel or to sense what a Chinese really is or what Chinese culture really means.Memorable quotesAnd so, my fellow Americans, ask not what your country can do for you; ask what you can do for your country.― John KennedyJohn Fitzgerald Kennedy (1917–1963), often referred to by his initials JFK, was the 35th President of the United States, serving from 1961 until his assassination in 1963. The public murder of President Kennedy remains one of the most shocking public events of the 20th century.Patriotism is often an arbitrary veneration of real estate above principles.― George Jean NathanGeorge Jean Nathan (1882－1958) was the leading American drama critic of his time. Active from 1905 to 1958, he published thirty-four books on the theatre, co-edited The Smart Set and The American Mercury with H. L. Mencken. He was the first important critic to extol the genius of Eugene O’Neill, publishing O’Neill’s early work in The Smart Set, and in later years he championed the plays of Sean O’Casey and William Saroyan. Nathan wrote during the most important period of American theatre’s history and set critical standards that are still being followed.Questions for discussion:1) Discuss with your classmates about how you understand patriotism and nationalism. The difference between patriotism and nationalism is that the patriot is proud of one’s country for what it does, and the nationalist is proud of one’s country no matter what it does; the first attitude creates a feeling of responsibility, but the second a feeling of blind arrogance that may lead to war.2) Boycotts of foreign products are considered patriotic by some people. What do you think about this?Pros: Buying foreign products may weaken the national economy.Cons: Such boycotts may isolate the country from the world.。