综英4 Unit 6 A French Fourth

Unit-6-A-French-Fourth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 from a fourth-floor balcony visible from the street. I’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 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 also 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 thema glimpse of the American Revolution. We happened to run across a reenactment ofthe skirmish that launched the war, with everyone dressed up in three-cornered hats and cotton bonnets. This probably only confirmed to our goggle-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?” Lou ise 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 occasion, 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 frame of reference.There will be plenty of time for them to learn Am erica’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 askeda grandparent to send me a Davy Crockett hat so that I could live out that fairy taleagainst 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 classmates dress much as their peers in the United States do, though with pe rhaps less Lands’ End fleeciness. When I returned to visit the United States in the 1950s, it was a five-day ocean crossing for a month’s home leave every two years;now we fly over for a week or two, although not very often. Virtually every imaginable pro duct 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 truly foreign 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。

综英4 Unit 6 A French Fourth

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 Fourth课文翻译综合教程四

Unit 6A French FourthCharles Trueheart1 Along about this time every year, as Independence Day approaches, I pullan 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 from a fourth-floor balcony visible from the street. I’ve never seen anyone look up, but in my mind’s eye an American tourist may notice it and smile, anda French passerby may be reminded of the date and the occasion that promptits appearance. I hope so.2 For my expatriated family, too, the flag is meaningful, in part becausewe 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.3 Our children think the flag-hanging is a cool thing, and I like it becauseit gives us a few moments of family Q&A about our citizenship. My wife andI have been away from the United States for nine years, and our children areeleven 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 also a time, one among many, when my thoughts turn more generally to the costs and benefits of raising children in a foreign culture.4 Louise 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.5 Naturally, we also want to remind them of reasons to take pride in beingAmerican 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.6 Last summer we spent a week with my brother and his family, who live inConcord, 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 our goggle-eyed kids the make-believe quality of American history.7 Six months later, when we were recalling the experience at the family dinnertable 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?” Lou ise replied. Henry, for his part, knew that the Revolution was between the British and the Americans, and thought that it was probably about slavery.8 As we pursued this conversation, though, we learned what the children knewinstead. 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 occasion, 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 frame of reference.There will be plenty of time for them to learn Am erica’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.10 If all of this resonates with me, it may be because my family moved to Parisin 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 movieOklahoma! 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 alr eady 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.11 Although my children are living in the same place at roughly the same timein 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 classmates dress much as their peers in the United States do, though with p erhaps less Lands’ End fleeciness.When I returned to visit the United States in the 1950s, it was a five-day ocean crossing for a month’s home leave every two years; now we fly over fora week or two, although not very often. Virtually every imaginable productavailable to my children’s American cousins is now obtainable here.12 If time and globalization have made France much more like the United Statesthan 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 thanI did, and they have more access to their native culture. Re-entry, when itcomes, is likely to be smoother. On the other hand, they are less than fully immersed in a truly foreign 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课文翻译综合教程四

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-Fourth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 tr iangle. I’ve had it a long time and have always flown it outside on July 4. Here in Paris it hangs from a fourth-floor balcony visible from the street. I’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 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 also 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 thema glimpse of the American Revolution. We happened to run across a reenactment ofthe skirmish that launched the war, with everyone dressed up in three-cornered hats and cotton bonnets. This probably only confirmed to our goggle-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 occasion, 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 frame 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 askeda grandparent to send me a Davy Crockett hat so that I could live out that fairy taleagainst 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 classmates 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 for a 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 truly foreign 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 Fourth习题答案综合教程四In Unit 6 of the textbook "Comprehensive Tutorial 4," students are introduced to the topic "A French Fourth." This unit explores French cultural traditions and celebrations related to Bastille Day, also known as French National Day. This article will provide comprehensive answers to the exercises in Unit 6, highlighting significant aspects of French culture and history.Exercise 1: Listening comprehension1. The French National Day, also known as Bastille Day, is celebrated on July 14th.2. It commemorates the storming of the Bastille prison on July 14, 1789, which marked the beginning of the French Revolution.3. The storming of the Bastille prison symbolized the fight against the monarchy and despotism, representing the initiation of social and political change in France.4. The celebrations for Bastille Day include fireworks, parades, and feasting. People come together to enjoy the festive atmosphere and honor the country's heritage.Exercise 2: Reading comprehension1. The French National Day is observed on July 14th each year.2. The main event on this day is the military parade on the Champs-Elysées in Paris, showcasing the French military power and strength.3. The Eiffel Tower is illuminated with an impressive fireworks display at night, attracting spectators from all over the world.4. French citizens often organize picnics, enjoying traditional French delicacies like cheese, wine, and baguettes.5. The significance of Bastille Day lies in its historical connection to the French Revolution, representing the struggle for independence, equality, and freedom.Exercise 3: Speaking and writingA French FourthOn July 14th, France celebrates its National Day, commonly known as Bastille Day. This important holiday commemorates the historic event of the storming of the Bastille prison on July 14, 1789, marking the beginning of the French Revolution. Bastille Day symbolizes the fight against oppression and monarchy, representing the values of liberty, equality, and fraternity.The main highlight of Bastille Day is the grand military parade held on the renowned Champs-Elysées in the heart of Paris. The parade showcases the strength and capabilities of the French military, with troops, vehicles, and aircraft marching and flying in precision. It is a remarkable spectacle that attracts thousands of spectators and is broadcasted nationwide.In addition to the military parade, Bastille Day is filled with festivities throughout France. The iconic Eiffel Tower is illuminated by a stunning fireworks display, lighting up the Parisian skyline and mesmerizing onlookers. Streets are adorned with decorations in the national colors of blue, white, and red, creating a vibrant and patriotic atmosphere.French citizens and visitors alike take part in various celebrations, organizing picnics and gatherings to commemorate the day. Picnicking is a cherished tradition, where families and friends revel in the pleasure of outdoor dining. Traditional French delicacies such as cheese, wine, baguettes, and pastries are enjoyed, adding to the festivities. The streets are filled with laughter, music, and a spirit of unity.Bastille Day holds great historical and cultural significance for the French people. It represents their perseverance, unity, and desire for freedom. The storming of the Bastille prison was a turning point in French history, leading to radical changes in the political and social structure of the nation.It paved the way for the establishment of the French Republic, symbolizing the triumph of the ideals of the French Revolution.In conclusion, Bastille Day is a momentous occasion for the French, honoring their history and cultural heritage. The celebrations, from the military parade to the fireworks display and family picnics, bring people together in a spirit of joy and unity. It is a day that symbolizes the values of liberty, equality, and fraternity that continue to shape and inspire the nation.。

Unit 6 A French Fourth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 from a fourth-floor balcony visible from the street. I’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 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 also 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 thema glimpse of the American Revolution. We happened to run across a reenactment ofthe skirmish that launched the war, with everyone dressed up in three-cornered hats and cotton bonnets. This probably only confirmed to our goggle-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?” Lou ise 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 occasion, 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 frame of reference.There will be plenty of time for them to learn Am erica’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 askeda grandparent to send me a Davy Crockett hat so that I could live out that fairy taleagainst 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 classmates dress much as their peers in the United States do, though with pe rhaps less Lands’ End fleeciness. When I returned to visit the United States in the 1950s, it was a five-day ocean crossing for a month’s home leave every two years;now we fly over for a week or two, although not very often. Virtually every imaginable pro duct 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 truly foreign 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 Fourth习题答案综合教程四在学习英语的过程中，我们常常会遇到各种各样的习题，而对于“Unit 6 A French Fourth”这一单元的习题，理解和掌握答案的要点至关重要。

首先，让我们来看一下词汇部分的习题答案。

在这一单元中，出现了许多与法国文化、节日等相关的新词汇。

比如，“festive”这个词，意思是“喜庆的；欢乐的”，通常用于描述节日的氛围。

在习题中，如果要求根据上下文选择合适的词汇，那么就要仔细分析句子所表达的情感和情境。

如果是在描述一个充满欢乐和庆祝的场景，“festive”就是一个很恰当的选择。

再来说说语法部分。

这一单元重点涉及了时态的运用，特别是过去完成时和过去进行时。

过去完成时表示在过去某个时间之前已经完成的动作，而过去进行时则强调过去某个时刻正在进行的动作。

例如，“By the time I arrived, they had already finished the preparations”（我到达的时候，他们已经完成了准备工作。

）这里使用过去完成时，强调“完成准备工作”这个动作在“我到达”之前就已经结束。

阅读理解部分的习题答案则需要我们对文章的整体内容有清晰的把握。

在阅读过程中，要注意关键的信息和细节。

比如，如果文章是关于法国的国庆日庆祝活动，那么在回答问题时，就要能够准确地找到与庆祝活动的形式、参与人员、时间地点等相关的内容。

对于写作部分的习题，我们要注重逻辑和语法的正确性。

如果题目要求描述自己参加的一个节日活动，那么在写作时，首先要有一个清晰的开头，引出主题。

中间部分要详细描述活动的过程，包括自己的所见所闻、所做所感。

结尾部分可以总结这次活动给自己带来的收获和印象。

听力部分的习题答案往往取决于我们对听力材料的理解和捕捉关键信息的能力。

在听的时候，要集中注意力，注意听力中的关键词、语气和语调，以便更好地理解说话者的意图。

总之，“Unit 6 A French Fourth”的习题涵盖了多个方面，通过对这些习题答案的深入理解和分析，我们可以更好地掌握这一单元的知识点，提高我们的英语综合能力。

Unit-6-A-French-Fourth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 tr iangle. I’ve had it a long time and have always flown it outside on July 4. Here in Paris it hangs from a fourth-floor balcony visible from the street. I’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 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 also 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 thema glimpse of the American Revolution. We happened to run across a reenactment ofthe skirmish that launched the war, with everyone dressed up in three-cornered hats and cotton bonnets. This probably only confirmed to our goggle-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 occasion, 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 frame 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 askeda grandparent to send me a Davy Crockett hat so that I could live out that fairy taleagainst 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 classmates 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 for a 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 truly foreign 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。

综合教程4 Unit6 A French Fourth

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.
Audiovisual supplement
Cultural information
From The Gua-Sha Treatment
Audiovisual supplement
Cultural information
Jian Ning: Denise, why did you hit Paul? Denise: He hit me too. Jian Ning: It doesn’t matter. You don’t hit people. You know better than that. Xu Datong: Denise, I want you to apologize to Paul. Quinlin: It’s no big deal. Xu Datong: Yes, it is. Come on, apologize to Paul. Denise: Going to win. Xu Datong: Say you’re sorry. Quinlin: The kids are fine; they make up. Let it go. Xu Datong: Come on. Count three. One … two … two and half …

综合英语4 Unit6 A French Fourth(课堂PPT)

2020/7/30
5
Language Work
• 文中出现的重难点单词及短语: • fold away, expatriate, convey, • happen to, confirm， recall， • pursue， bring up， sinister， • peer， immerse
2020/7/30
2020/7/30
8
• <点拨>
➢ exile特指离开某人的祖国，或因遭到法律上的驱逐非自愿地离开或因形势不利而自愿地离开，例如:
➢ When the government was overthrown，the
royal family was exiled.
政府被推翻后，皇室遭到驱逐。
➢ expatriate常常是自愿地离开并可能意味着国籍的改变。
• His sinister threat chilled all who heard it. • 他这一凶恶的威胁使所有听到的人不寒而栗。
• <点拨>sinister. baleful. malign都含有“凶险，邪恶”之意，但有所区别。
• sinister暗含潜在的危险，有种不祥的预兆，如: • The Kremlin has sinister connotations…The aesthetic
6
➢fold away : 1) make something into a smaller, neater shape by folding it, usually several times
• These camping chairs can be folded away and put in the trunk.

Unit6AFrenchFourth课文翻译综合教程四.doc

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 from a fourth-floor balcony visible from the street. I’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 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 also 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 thema glimpse of the American Revolution. We happened to run across a reenactment ofthe skirmish that launched the war, with everyone dressed up in three-cornered hats and cotton bonnets. This probably only confirmed to our goggle-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?” Lou ise 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 occasion, 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 frame of reference.There will be plenty of time for them to learn Am erica’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 askeda grandparent to send me a Davy Crockett hat so that I could live out that fairy taleagainst 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 classmates dress much as their peers in the United States do, though with pe rhaps less Lands’ End fleeciness. When I returned to visit the United States in the 1950s, it was a five-day ocean crossing for a month’s home leave every two years;now we fly over for a week or two, although not very often. Virtually every imaginable pro duct 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 truly foreign 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。

(完整版)Unit6AFrenchFourth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 from a fourth-floor balcony visible from the street. I’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 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 also 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 thema glimpse of the American Revolution. We happened to run across a reenactment ofthe skirmish that launched the war, with everyone dressed up in three-cornered hats and cotton bonnets. This probably only confirmed to our goggle-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?” Lou ise 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 occasion, 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 frame of reference.There will be plenty of time for them to learn Am erica’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 askeda grandparent to send me a Davy Crockett hat so that I could live out that fairy taleagainst 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 classmates dress much as their peers in the United States do, though with pe rhaps less Lands’ End fleeciness. When I returned to visit the United States in the 1950s, it was a five-day ocean crossing for a month’s home leave every two years;now we fly over for a week or two, although not very often. Virtually every imaginable pro duct 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 truly foreign 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。

综合英语4-Unit 6 Vocabulary

Unit 6 A French FourthParagraphs 1-31.fold away:折叠起来fold into a smaller, neater shape for easy storagee.g. These camping chairs can be folded away and put in the trunk.The piece of paper was folded away carefully and tucked into her purse.foldaway折叠式的,可折叠的(i.e., collapsible) bed/iron board2.regulation: a. in accordance with the regulations; of the correct or designated typee.g.As we walked along the street, we could see the noisy cheerful group of people inregulation black parade tunics.He had the short regulation haircut of a policeman.3.in one’s mind’s eye:想象in one’s imagination or memorye.g.在他脑海里，他可以看到河边有一座美丽的房子。

他决定造这样一座房子。

In his mind’s eye, he could see a beautiful house beside the river. He decided tobuild such a house.Practice:在我心目中，她仍然是上次那个我见到过的小女孩。

4.prompt: v. 促进,推动,引起cause or bring about an action or feelingDerivation: prompt n.→ prompt a.→promptly ad.e.g.The Times article prompted him to call a meeting of the staff.My choice was prompted by a number of considerations.5.expatriate: 移居国外v.6.refuel: 补给燃料v.(1) supply a vehicle with more fuele.g.The authorities agreed to refuel the plane.(2) take on a fresh supply of knowledge, information, etc.e.g.In a society of intense competition, people have to refuel every year.7.twinge: (生理或心理上的)剧痛,刺痛n.(1) If you feel a twinge of an unpleasant emotion, you suddenly feel it.e.g.John felt a twinge of fear when he saw the officer approaching.(2) A twinge is a sudden, sharp pain.e.g.I feel a twinge in my back now and again.8.t urn … to:Paragraph 4-99.be exposed to:面临…受到…处于…作用下暴露在…下to subject or allow to besubjected to an action, influence, or condition. If you are exposed to something dangerous or unpleasant, you are put in a situation in which it might harm you.Derivation: expose v.→exposure n.e.g.Poor John was exposed to the wind and rain.The film was damaged after it was exposed to light. 曝光之后，这个胶片就损坏了。

综英4 Unit 6 A French Fourth

Unit-6-A-French-Fourth课文翻译综合教程四