综合英语4 unit6 notes

新世纪英语专业本科生（修订版）综合教程4（第2版）电子教案 Unit 6

UNIT 6 A FRENCH FOURTH

Section One Pre-reading Activities .................................................................................................... 2

I. Audiovisual supplement ......................................................................................................... 2 II. Cultural Background .............................................................................................................. 2 Section Two Global Reading .............................................................................................................. 4

I. General analysis of the text .................................................................................................... 4 II. Structural analysis of the text................................................................................................ 4 III. Rhetorical features of the text ............................................................................................. 4 Section Three Detailed Reading ........................................................................................................ 5

I. Questions ............................................................................................................................... 6 II. Words and Expressions ......................................................................................................... 7 III. Sentences ............................................................................................................................. 9 Section Four Consolidation Activities .............................................................................................. 11

I. Vocabulary ............................................................................................................................ 11 II. Grammar ............................................................................................................................. 14 III. Translation .......................................................................................................................... 15 IV. Exercises for Integrated Skills ............................................................................................. 17 V. Oral Activities ...................................................................................................................... 18 VI. Writing ............................................................................................................................... 18 Section Five Further Enhancement ................................................................................................. 21

I. Text II .................................................................................................................................... 21 II. Memorable quotes .............................................................................................................. 23

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新世纪英语专业本科生（修订版）综合教程4（第2版）电子教案 Unit 6

Section One Pre-reading Activities

I. Audiovisual supplement

From The Gua-Sha Treatment

Watch the movie clip and answer the following questions.

Script: 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 … (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？

Questions for discussion 1. Why did Denise hit Paul?

Answer: Because Paul said that his father was stupid.

2. Why do you think Xu Datong insists on Denise apologizing to Paul?

Answer: Because no matter what, one does not hit people and Denise should know better than that.

3. What’s Paul’s father, Quinlin’s attitude towards the matter? Answer: It is no big deal. Kids will make it up themselves.

4. What do you think are the differences in educating children between Chinese and the

Americans?

Answer: open-ended.

II. Cultural Background

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, concerts, baseball games, political speeches and ceremonies, and various other public and private events celebrating the history, government, and traditions of the United States.

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新世纪英语专业本科生（修订版）综合教程4（第2版）电子教案 Unit 6

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.

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.

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新世纪英语专业本科生（修订版）综合教程4（第2版）电子教案 Unit 6

Section Two Global Reading

I. General analysis of the text

In 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 text

This 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 text

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.

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新世纪英语专业本科生（修订版）综合教程4（第2版）电子教案 Unit 6

Section Three Detailed Reading

A FRENCH FOURTH Charles Trueheart

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Along 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.

For 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.

Our 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.

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.

Naturally, 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.

Last 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 our goggle-eyed kids the make-believe quality of American history.

Six 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 5

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