Unit 6 A French Fourth课文翻译综合教程四

Unit 6 A French Fourth综合教程四

General analysis
Structural analysis
Rhetorical features
The 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.
General analysis
Structural analysis
Rhetorical features

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。

UnitA 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 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。

UnitAFrenchFourth课文翻译综合教程四

U n i t 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 theregulation triangle. I’ve ha d 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 bereminded 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 apartm ents, and most otherAmericans 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 UnitedStates for nine years, and our children are eleven and nine, so American history is mostlysomething they have learned －or haven’t learned －from their parents. July 4 is one of thetimes 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 aforeign 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 ournative 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 thefollies 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 theAmerican 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 onlyconfirmed 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” Loui se replied. Henry, for his part, knew that theRevolution 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 Ame rica’s pitifully brief history and to find out who ThomasJefferson 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’tremember much instruction in American studies at school or at home. I do remember that mymother took me out of school one afternoon to see the movie Oklahoma! I can recall what afaraway 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 anAmerican 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 graypostwar 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 Americanhistory 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 andHenry 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 afive-day ocean crossing for a month’s home leave every two years; now we fly over for a week ortwo, although not very often. Virtually every imaginable prod uct available to my children’sAmerican 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 amuch 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 fullyimmersed 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综合教程四

1. Independence Day
In 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, ceornecmeorntise,s,baasnedbavlalrigoaumseso,thpeorliptuibclailc and private esvpenetcshecselaenbdrating the history, government, and traditions of the United States.
3. What’s Paul’s father, Quinlin’s attitude towards the matter? It is no big deal. Kids will make it up themselves.
精品课件
Audiovisual supplement Cultural nt
精品课件
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

Unit 6 A French Fourth综合教程四

and half …
.
Audiovisual supplement Cultural information
(Denise spit on Paul and Li Datong hit Denise on the head.) Jian Ning: Datong! Xu Datong: Say that you’re sorry. Denise: He said that you’re stupid. Li Datong’s father: 当面教子背后教妻。啊？
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.”
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

综合英语4 Unit6 Text1 翻译

在法国的国庆日每年大约这个时候，随着独立日的临近，我都会从一个底层的抽屉拿出一面旧的美国国旗，它被折叠成方形放在那里，我承认，不是按规定折叠成的三角形。

这面国旗我已经保存了很久，每到7月4日总会把它挂出来。

在巴黎，它飘扬在一个在街上可以看到的在四楼的阳台上。

我从没看到任何人抬头看它一眼，但在我心目中，一位过路的法国人也会想起悬挂它的日期和理由。

我希望如此。

对我这个客居海外的家庭来说，这面旗帜也意义重大，部分是因为我们没有任何其他庆祝独立日的活动。

在巴黎的公寓，人们不搞烧烤野餐，我认识的定居在这里的大部分其他美国人都隐藏了这些表明他们血统的外在标记——或者他们夏季回国时会补上。

我们的孩子们这样认为悬挂国旗是件很棒的事情，而我喜欢这样做是因为这给我们一些时间来进行关于自己公民身份的家庭讨论。

我和我的妻子已经离开美国九年了，现在我们的两个孩子一个11岁，一个9岁，因此大部分美国历史都是他们从自己父母那里听说的东西——或者还没有听说的东西。

7月4日是这样一个日子，作为一名美国人，我会因为我们的孩子们对自己是谁都一无所知感到一阵不安，这促使我努力填补这个空白。

这时，我也常常转而思考在外国文化环境中养育孩子的代价与收获。

路易斯和亨利的法语都讲得很流利；他们的学校是用法语授课，而且他们大部分朋友也是法国人。

他们毫不费力甚至是无意识地在两种语言之间转换自如，很少混用，这当然是件很好的事情。

我们与自己的国家在地域上的分离对他们没有太大的影响。

我和我的妻子对我们的孩子没有受到影响每天都心存感激。

美国校园枪击案对我们的孩子们来说是个不错的经验教训，让他们了解到我们远离的社会的蠢行。

当然，我们也想让他们想起以身为美国人而感到自豪的原因，并试着告诉他们那意味着什么。

远在异国他乡，这不是一件很容易的事情，距离似乎不只是多少英里的问题。

有时，我想我们讲给他们听的故事在他们看来一定像是伊索（或拉封丹）寓言，没有固定地点和时间的神话。

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综合教程四

3. What’s Paul’s father, Quinlin’s attitude towards the matter? It is no big deal. Kids will make it up themselves.
精选课件
2
Audiovisual supplement Cultural information
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.
精选课件
7
Audiovisual supplement Cultural information
2. American Flag
For 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.
4. What do you think are the differences in educating children between Chinese and the Americans? open-ended.

Unit 6 A French Fourth Teaching plan综合教程四

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 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 Words and Expressions综合教程四

UNIT 6 A FRENCH FOURTHWords and Expressions1) fold away: 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 (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) prompt:v. 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.4) refuel: 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 .5) twinge: 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.6) exposed to: If you are exposed to something dangerous or unpleasant, you are put ina situation in which it might harm you.Derivation: expose v.→exposure n.e.g.Poor John was exposed to the wind and rain.7) object lesson: a striking practical example of some principle or ideale.g.They responded to daily emergencies in a way that was an object lesson to us all.That was an object lesson in how to handle a difficult customer.8) take pride in = pride oneself on: be proud ofe.g.She took pride in her flower garden.The team has achieved unprecedented success in this season. All the players take pride in being a member of this team.We pride ourselves on always being punctual.9) confirm: vt. prove that sth. is truee.g. These statistics confirm our worst fears about the depth of the recession.The spokesman confirmed that the area was now in the rebels’ hands.10) swell: v. gradually increasee.g.The group of onlookers soon swelled into a crowd.The murmur swelled, but then died away.11) frame of reference: a particular set of beliefs, ideas, or observations on which one bases his judgemente.g.Please see to it that you are dealing with someone with a different frame of reference.The observer interprets what he sees in terms of his own cultural frame of reference.12) resonate: vi. evoke or suggest images, memories, and emotionse.g.May this song resonate in your heart throughout the holidays.I would like these thoughts to resonate widely, especially with the citizens of China.This inspiring tale based on a bestselling nonfiction novel will resonate with audiences around the world.13) live out sth.: do sth. that you have thought or dreamed of doinge.g.The inheritance would allow her to live out her fantasies.14) nothing other than: onlye.g.They were given nothing other than dry bread and water for their evening meal.Therefore, nothing other than a hurt received in love affairs affects one more severely.I am very tired and want nothing in the world other than to be at home.15) immerse: v. engage wholly or deeply; absorbCollocation:immerse sb./sth. inimmerse oneself in / be immersed ine.g. First of all, you should immerse your clothes in the water.He immersed himself in the history of Rome.。

unifrenchfourth课文翻译综合教程四

u n i f r e n c h f o u r t h课文翻译综合教程四集团标准化工作小组 [Q8QX9QT-X8QQB8Q8-NQ8QJ8-M8QMN]U n i t6AFrenchFourthCharlesTrueheart1Alongaboutthistimeeveryyear,asIndependenceDayapproaches,IpullanoldAmerican flagoutofabottomdrawerwhereitisfoldedaway－foldedinasquare,Iadmit,’&,andourchildrenareelevenandnine,soAmericanhistor yismostlysomethingtheyhavelearned－orhaven’tlearned－’’salsoatime,one amongmany,whenmythoughtsturnmoregenerallytothecostsand benefitsofraisingchildreninaforeignculture. LouiseandHenryspeakFrenchfluently;theyaretaughtinFrenchatschool,,seldommixingthemup,,在法国庆祝美国独立日查尔斯·特鲁哈特1每年差不多到了独立日日益临近的时候，我都会把一面折叠好的旧的美国国旗从底层抽屉里取出——我承认我折叠国旗不是官方规定的三角形，而是正方形。

我拥有这面国旗很长时间了，每年到了7月4日我总是把它挂出来。

身处巴黎的我把它挂在四楼的阳台上，在马路上都看得到。

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

诚愿如此。

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

(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。

Unit 6 A French Fourth综合教程四

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.
精选课件
11
General analysis
Structural analysis
Rhetorical features
The 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.

Unit 6 A French Fourth Teaching plan综合教程四

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.。

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