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coverpage新世纪高等院校英语专业本科系列教材（修订版）综合教程第五册(第2版)电子教案上海外语教育出版社 南京信息工程大学 刘杰海Unit2TheStruggletoBeanAll-AmericanGirlContentspage(navigation)ContentsLearningObjectivesPre-readingActivitiesGlobalReadingDetailedReadingConsolidationActivitiesFurtherEnhancementLearningObjectivesRhetoricalskill:basicfeaturesofnarrativewritingKeylanguage&grammarpointsWritingstrategies:simile,metaphorChineseAmericanliterature,CultureShockLearningObjectivesPre-R:pictureactivationDiscuss the following questions with your partner.Are you familiar with whats in these pictures?What are they?PictureActivation|Pre-questionschopsueymocbutkowtowPre-R:Q1Itisgenerally believed thatitsnoteasyforaperson toadapthimself/herselftoneworstrangelivingsurroundingseven within his/her own country,not to say in a foreigncountry.However,if he/she takes the right attitude,adaptationcanbeachievedintheshortestpossibletime.Whatdoyouthink?PictureActivation|Pre-questionsTips:Attitudeiseverything!Winkelmansfourstagesofculturaladaptation:HoneymoonphaseCultureshockAdjustmentphaseAcceptanceandAdaptationphaseReentryshockNowadays,people havemorechancestomeetothersfrom various cultures.They are likely to find somedifficultiesorobstaclesincommunication.Whatdoyouthink are the essentials of successful cross-culturalcommunication?Pre-R:Q2PictureActivation|Pre-questions1.Directexperienceisthebestwaytobegintolearnanyculture.2.Appropriatetopicsofconversation3.Useofhumor(openfordiscussion)G-R:textintroductionText IntroductionIn this poignant remembrance,theauthorrecallstheunforgettable,sorrowfulexperiencesofherchildhood when she was forced tolearnChinese,whichdidnotinteresther.TextIntroduction|CultureNotes|Author|StructureElizabethWongG-R:culturenotes-CALChineseAmericanliterature(华裔美国文学)isthebodyofliteratureproducedintheUnitedStatesbywritersofChinesedescent.Thegenrebeganinthe19thcenturyandfloweredinthe20thwithsuchauthorsasSuiSinFar,MaxineHongKingston,andAmyTan.ChineseAmericanliteraturedealswithmanytopicsandthemes.Acommontopicisthechallenges,bothinnerandouter,ofassimilationinmainstream,whiteAmericansocietybyChineseAmericans.TextIntroduction|CultureNotes|Author|StructureG-R:culturenotes-littlewomenLittleWomen(Paragraph 6):published in1868-1869,written by LouisaMay Alcott(1832-1888),is atwo-partnoveldescribingessentially the authors ownfamilyanditsdomesticadventures.TextIntroduction|CultureNotes|Author|StructureG-R:culturenotes-blackbeautyBlackBeauty(Paragraph 6):written in1887 by the British authorAnna Sewell,who had astrong love for horses andmanagedtoexposethroughthebookthecrueltreatmentthehorsesexperienced.TextIntroduction|CultureNotes|Author|StructureG-R:culturenotes-NancyDrewNancyDrew(Paragraph 6):one of the severalpopular childrens fiction seriescharacterscreatedatthebeginningofthe20thcenturybytheStatemeyer Syndicate Companyunder pseudonyms.Nancy wasdepictedasbeingboldandindependent,gentleandwell-mannered,whichmadeheroneofthe most popularheroinesofmoderntimes.TextIntroduction|CultureNotes|Author|StructureG-R:culturenotes-CincodeMayoCincodeMayo(Paragraph12):acommemorative celebration onMay5,amongMexicancommunities in Mexico andNorth America,of the Mexicandefeat of French troops at theBattleofPueblain1862.TextIntroduction|CultureNotes|Author|StructureG-R:authorElizabethWong,bornonJune6,1958inLosAngeles,California,is an award-winning contemporary Americanplaywright,televisionwriter,collegeprofessorandsocialessayist.She is the author of such critically acclaimedplaysasLetterstoaStudentRevolution(1991),Kimchee&Chitlins(1994),ChinaDoll(1996),andDating&Matingin Modern Times(2003),and one of the co-authors ofReturntotheUprightPosition(2002).ShewroteforABCthe situation comedy All American Girl in 1994,thesecondsitcomcenteredonapersonofAsian(Korean)descent.TextIntroduction|CultureNotes|Author|StructureG-R:structureanalysisTextIntroduction|CultureNotes|Author|StructurePart1(P1)thebackgroundofthetextPart2(P2-7)herbitterexperiencestheChineseschoolPart3(P8-11)thelanguagegapwiththeextendedfamilyPart4(P12-14)sorrowfornothavingbeenabletobecomearealAmericanDR-p1textTHESTRUGGLETOBEANALL-AMERICANGIRLElizabethWong1.Its still there,the Chinese school on Yale StreetwheremybrotherandIusedtogo.Despitethenewcoatofpaintandthehighwirefence,theschoolIknew10yearsagoremainsremarkably,stoicallythesame.DetailedReadingDR-p2text2.Everydayat5p.m.,insteadofplayingwithourfourth-and fifth-grade friends or sneaking out to theemptylottohuntghostsandanimalbones,mybrotherandIhadtogotoChineseschool.Noamountofkicking,screaming,orpleadingcoulddissuademymother,whowassolidlydeterminedtohaveuslearnthelanguageofourheritage.DetailedReadingDR-p3text3.Forcibly,shewalkedusthesevenlong,hillyblocksfromourhometoschool,depositingourdefianttearfulfacesbeforethesternprincipal.Myonlymemoryofhimisthatheswayedonhisheelslikeapalmtree,andhealwaysclaspedhisimpatienttwitchinghandsbehindhisback.I recognized him as a repressed maniacal childkiller,andknewthatifweeversawhishandswedbeinbigtrouble.DetailedReadingDR-p4-5text4.Weallsatinlittlechairsinanemptyauditorium.Theroom smelled like Chinese medicine,an importedfaraway mustiness.Like ancient mothballs or dirtyclosets.Ihatedthatsmell.Ifavoredcrispnewscents,likethesoftFrenchperfumethatmyAmericanteacherworeinpublicschool.5.Although the emphasis at the school was mainlylanguagespeaking,reading,writingthelessonsalways began with an exercise in politeness.With theentranceoftheteacher,thebeststudentwouldtapabellandeveryonewould getup,kowtow,andchant,Singsanho,thephoneticforHowareyou,teacher?DetailedReadingDR-p6 text6.Beingtenyearsold,Ihadbetterthingstolearnthanideographscopiedpainstakinglyinlinesthatranrighttoleftfromthetipofamocbut,arealinkpenthathadtobe held in an awkward way if blotches were to beavoided.After all,I could do the multiplication tables,namethesatellitesofMars,andwritereportsonLittleWomen and Black Beauty.Nancy Drew,my favoritebookheroine,neverspokeChinese.DetailedReadingDR-p7text7.The language was a source of embarrassment.Moretimesthannot,IhadtriedtodisassociatemyselffromthenaggingloudvoicethatfollowedmewhereverIwanderedinthenearbyAmericansupermarketoutsideChinatown.The voice belonged to my grandmother,afragilewomaninherseventieswhocouldoutshoutthebestofthestreetvendors.Herhumorwasraunchy,herChineserhythmlessandpatternless.Itwasquick,itwasloud,itwasunbeautiful.Itwasnotlikethequiet,liltingromance of French or the gentle refinement of theAmericanSouth.Chinesesoundedpedestrian.Public.DetailedReadingDR-p8 text8.In Chinatown,the comings and goings ofhundreds of Chinese on their daily tasks soundedchaoticandfrenzied.Ididnotwanttobethoughtofasmad,astalkinggibberish.WhenIspokeEnglish,peoplenoddedatme,smiledsweetly,saidencouragingwords.EventhepeopleinmyculturewouldcluckandsaythatIddowellinlife.My,doesntshemoveherlipsfast,theywouldsay,meaningthatIdbeabletokeepupwiththeworldoutsideChinatown.DetailedReadingDR-p9text9.My brother was even more fanatical than I aboutspeakingEnglish.Hewasespeciallyhardonmymother,criticizing her,often cruelly,for her pidgin speechsmatteringsofChinesescatteredlikechopsueyinherconversation.ItsnotWhatitis,Mom,hewouldsayinexasperation.Its What is it,what is it,what is it!SometimesMommightleaveoutanoccasionaltheora,orperhapsaverbofbeing.Hewouldstopherinmid-sentence,Sayitagain,Mom.Sayitright.Whenhetrippedoverhisowntongue,hedblameitonher,See,Mom,itsallyourfault.Yousetabadexample.DetailedReadingDR:p10-11 text10.What infuriated my mother most was when mybrothercorneredheronherconsonants,especiallyr.MyfatherhadplayedacrueljokeonMombyassigningher an American name that her tongue wouldnt allowhertosay.Nomatterhowhardshetried,RuthalwaysendedupLuthorRoof.11.Aftertwoyearsofwritingwithamocbutandrecitingwordswithmultiplesofmeanings,Ifinallywasgrantedaculturaldivorce.IwaspermittedtostopChineseschool.DetailedReadingDR:p12-14 text12.Ithoughtofmyselfasmulticultural.Ipreferredtacostoeggrolls;IenjoyedCincodeMayomorethanChineseNewYear.13.Atlast,Iwasoneofyou;Iwasntoneofthem.14.Sadly,Istillam.DetailedReadingDR:p1AnalysisParagraph 1 AnalysisThis paragraph,the beginning of the narrative text,provides the background of the story.From this wereaders learn that the Chinese school on Yale Street,continues to exist there,remaining remarkably andstoicallythesame,despiteitsnewcoatofpaintanditsfence.DetailedReadingDR:p2-7 AnalysisParagraph 2-7 AnalysisParagraphs 2-6 dynamically and vividly describe thechildrensforcedwalkstotheChineseschool,thesternprincipal,theirclassroom,thepoliteformalitywithwhichlessonsstarted,etc.Paragraph7tellsuswhytheauthordidnotwanttolearnChinese.DetailedReadingDR:p8-11 AnalysisParagraph 8-11 AnalysisTheseparagraphs,thethirdpartofthetext,specificallyandhumorouslyrelatethegenerationgapinthefamily:betweenthewriterandhergrandmother,andbetweenherbrotherandmother,presentingasharpcontrastintheirlanguagecompetence.DetailedReadingDR:p12-14AnalysisParagraph 12-14 AnalysisTheseparagraphsmakeupthelastpartofthenarrativetext.ThewriterwindsuphernarrationbytellingusthatnomatterhowhardshetriedtobecomeAmericanized,sheremainedCHINESE.DetailedReadingDR-Questions-p1Paragraph 1:questions1.Why do you think the school was newly painted?DetailedReadingAstheChineseschoolisratherold,itsoutsidemusthavebeendiscoloredanddirty.Tomakeitlookattractive,theschoolwasnewlypaintedasakindofface-lift.DR-Questions-p1Paragraph 1:questions2.What does the existence of the old school imply?DetailedReadingTheChineseschoolisstillthere,whichimpliesthatstilltherearemanyChinesechildrenattendingChineselessonsintheschool.Althoughtheyliveabroad,Chineseparentsneverforgettheirowncultureandtheirownlanguageandrequirethattheirchildrenlearntheirmothertongue.DR-Questions-p3DetailedReadingParagraph3:questionWhatdoyouknowabouttheheadmasteroftheChineseschoolaccordingtotheauthorsdescriptions?Hewasasternmanwhotreatedthechildrenseverely.DR-Questions-p4DetailedReadingParagraph4:questionHowdidtheauthordescribetheclassroomwheretheyattendedChineselessons?Therewerelittlechairsinanemptyauditorium.TheroomsmelledlikeChinese medicine,an imported faraway mustiness.Like ancientmothballsordirtyclosets.DR-Questions-p5DetailedReadingParagraph5:questionWhat else was stressed in the Chinese school besides the emphasis onspeaking,readingandwriting?Politenesswasalsoemphasizedintheschool.Thelessonsalwaysbeganwithanexerciseinpoliteness.Withtheentranceofteacher,thebeststudentwouldtapabellandallthechildrenwouldgetup,kowtow,Singsanho,thephoneticforHowareyou,teacher?DR-Questions-p6DetailedReadingParagraph6:questionWhatthingsdidthewriterconsidertobemoreimportantandmoreusefulthanlearningChinese?Sheconsideredthefollowingthingstobemoreimportantandmoreuseful:doingmultiplicationtables,namingthesatellitesofMars,writingreportsonLittleWomenandBlackBeauty.DR-Questions-p7DetailedReadingParagraph7:questionWhatdidtheauthorthinkofhergrandmothersChinese?She thought that her grandmothers Chinese sounded rhythmless andpatternless,thatitwasquick,itwasloud,anditwasntbeautiful,andthatherChinesesoundedpedestrian.DR-Questions-p8DetailedReadingParagraph8:questionWhatdoyouknowabouttheauthorsEnglishproficiency?ShespokeEnglishveryfastandverywellsothatshewasabletokeepupwiththeworldoutsideChinatown.DR-Questions-p8-activityParagraph 8:activityDiscussionIn what way did the author exhibit her preference for American culture over Chinese culture?(Tip:refer to Paragraphs 4-8)DetailedReadingShehatedthatsmelloftheschoolauditoriumwhileshefavoredsuchscentsasthesoftFrenchperfumethatherAmericanteacherworeinpublicschool.Shedid not like learning the Chinese language,which she thought soundedpedestrian,nordidsheliketheChinesecalligraphy.DR-Questions-p9DetailedReadingParagraph9:questionWhatcanyouinferfromauthorsdescriptionsofhisbrothersattitudetowardChineseculture?He was more radical than the author in his antagonism(对抗)towardsChineseculture,andinhissadearnestefforttobe100%Americanized.DR-Questions-p10DetailedReadingParagraph10:questionHowwastheauthorsmotherslevelofEnglish?ShewasnotabletospeakEnglishwell.ShespokepidginEnglish,andshehadtroublepronouncingsomewords,particularlywordswiththe“r”sound.Namely,shewasgrammaticallyandphoneticallycrippled.DR-Questions-p12-14DetailedReadingParagraph12-14:questionsDidthewriterenjoytheChineseNewYear?Why?No.Shedidntlikeitverymuch.Shewasntusedtoit.DoestheauthorthinkthatshehasbecomeAmericanized?Yes,shedoes.DR-LPT-despitethe.DetailedReading“Despitethenewcoatofpaintstoicallythesame.”Althoughcoveredwithanewcoatofpaintandenclosedwithahighwirefence,theschoolIknew10yearsagocontinuestobethesame,showingnoobviouschangeswiththepassingtime.ParaphraseDR-LPT-stoicallyDetailedReadingstoic n.person showing no feeling of dislike,worry when faced with sth.unpleasantstoicallyadv.withgreatself-controlandastrongwilltoendurepain,discomfort,ormisfortunewithoutcomplainingaboutitorshowingsignsoffeelingitanabsolutestoicinthefaceofmishapse.g.e.g.1.Shebehavedstoicallyduringthefinalphaseofherhusbandsillness.2.Theyenduredallkindsofhardshipsstoically.DR-LPT-stoically-personificationDetailedReadingIncidentally,the adverb stoically could be considered as an example ofpersonification(拟人),indicatingthattheschool,justlikeaman,haswithstoodthetestoftimewithouttoomuchobviouschange.DR-LPT-emptylotDetailedReadingtheemptylot:thevacantorunoccupiedareaorlandlotn.anallotmentorportionoflandsetasideforaspecialpurposeCollocationparkinglot:anoutdoorlotfortheparkingofmotorvehiclestotlot:asmallplaygroundforyoungchildrenDR-LPT-Noamountofkicking“Noamountofkicking,screaming,orpleadingcoulddissuademymother,whowassolidlydeterminedtohaveuslearnthelanguageofourheritage.”DetailedReadingNomatterhowdesperatelymybrotherandIresistedgoingtotheChineseschool,kicking,yelling,orrepeatedlybegging,wecouldnotmakeourmotherchangehermind,becauseshewasdeterminedtogetustolearnChinese,ourmothertongue,whichhadbeenpasseddownfromgenerationtogeneration.ParaphraseDR-LPT-dissuade-heritageDetailedReadingdissuadevt.stopsomebodyfromdoingsth.bypersuasion1.Hewroteabooktodissuadepeoplefromusingtobacco.2.JimsfathertriedtodissuadehimfrommarryingMary.e.g.heritagen.suchthingsasworksofart,culturalachievementsandfolklorethathavebeenpassedonfromearliergenerations1.Theseancientbuildingsarepartofournationalheritage.2.Sheistheonlyheirwhoisentitledtotheheritage.e.g.DR-LPT-ForciblyshewalkedustheDetailedReading“Forcibly,shewalkedusthesevenlong,hillyblocksfromourhometoschool,depositingourdefianttearfulfacesbeforethesternprincipal.”ParaphraseFromourhometoschooltherearesevenlonggroupsofbuildingsboundedbystreetsonallsidesanderectedonhillyslopes.Sheforcedustowalkpasttheseblocks,leavingbothofusinfrontofthegrimandseriousheadmaster,ourfacesshowingrebelliousreluctanceandwetwithtears.DR-LPT-forciblyDetailedReadingforciblyadv.effectedbyforceusedagainstoppositionorresistance,obtainedbycompulsionorviolenceThepolicemenarrestedtheprotestersforcibly.e.g.DR-LPT-depositDetailedReadingdepositvt.layorputsth.down;putmoneyinabank,esp.toearnintereste.g.1.Hedepositedhispaperswithhislawyers.2.Themoneyhesdepositedinthebankisenoughforanewcar.DR-LPT-defiantdefiantadj.openlyopposingorresistingsomeoneorsth.DetailedReading1.Thetradeunionadoptedadefiantattitudetowardthebosssthreat.2.The hardliners are angrily defiant of the governments refusal andthreatentotakeaction.e.g.DR-LPT-sternprincipalDetailedReadingthesternprincipalthegrimandseriousheadoftheChineseschoolDR-LPT-twitchinghandsDetailedReadingtwitchinghandshandsthatweremovingspasmodically(痉挛地);handswithmusclesmovingrapidlyandinvoluntarily;handsthatwereviolentlyjerkingDR-LPT-IrecognizedhimDetailedReadingIrecognizedhimasarepressedmaniacalchildkiller,andknewthatifweeversawhishandswedbeinbigtrouble.ParaphraseInmyopinion,theprincipalwasamanwhosufferedfromsuppressionofemotionsandwhowassosternandseverethathewouldbeliabletobeatupachild.AndIknewifweeversawhistwitchinghands,wewouldbeinforseverephysicalpunishment,extremepain,anxietyandworry,etc.DR-LPT-maniacal(1)DetailedReadingmaniacaladj.violentlymad;extremelyenthusiastice.g.1.Themaniacalexpressiononhisfacescaredhiswifetodeath.2.Theseyoungmenaremaniacalaboutfootballmatches.DR-LPT-maniacal(2)DetailedReadingmaniacn.lunatic,crazypersonmanicadj.behavinginaunusuallyexcitedwayNote-mania(suffix)crazyfor,extremelyenthusiastice.g.Beatlemania披头士迷kleptomania偷窃狂DR-LPT-TheroomsmelledlikeChineseDetailedReading“TheroomsmelledlikeChinesemedicine,animportedfarawaymustiness.”ParaphraseTheroomgaveoffasmellverysimilartothatofChinesemedicine,astale,mouldy,anddampsmelldriftinginfromafarawayplace.DR-LPT-LikeancientmothballsDetailedReading“Likeancientmothballsordirtyclosets.”ExplanationThis is a prepositional phrase,but it stands alone like an independentclause.Infact,itispartoftheprevioussentence.Thewriterintendedtomakeitstandalonelikeasentence,becauseshewantedtoemphasizethepermeationoftheroomwithaverybadsmell.DR-LPT-mothballDetailedReadingmothball n.a small ball made of a strong-smelling substance,used forkeepingmothsawayfromstoredclothes,books,etc.e.g.1.Sheregularlyputsmothballsinherwardrobe.2.Sheplacedtwomothballsinthepocketsofeachofthewoolensweatersandjackets.DR-LPT-IfavoredcrispDetailedReading“Ifavoredcrispnewscents.”ParaphraseIpreferredfreshsmellsthatwerecharacteristicallypleasant.“LikethesoftFrenchperfumethatmyAmericanteacherworeinpublicschool.”ExplanationThis is another prepositional phrase.It can,of course,be included in theforegoing sentence.A sentence fragment is believed to be more attractive,moreimpressiveandmoreemphatic.Here,thisprepositionalphraseprovidesavividexampleofthewritersfavoredscents.DR-LPT-scentDetailedReadingscentn.acharacteristicorparticularodor;especiallyonethatisagreeablee.g.thescentofflowers/perfumeDR-LPT-tapabellDetailedReadingtapabell:strikeabelllightlytapbelln.asignalbellgivingasinglering,asoneannouncingtheapproachtoacertainfloorofanelevatorDR-LPT-chantDetailedReadingchantvt.say,utter,talkorrepeatmonotonously;singorintone(apsalm)e.g.1.Thepupilschanted,Howareyou,teacher?2.Sheischantingamelody.DR-LPT-BeingtenyearsoldDetailedReading“Being ten years old,I had better things to learn than ideographs copiedpainstakinglyinlinesthatranrighttoleftfromthetipofamocbut,arealinkpenthathadtobeheldinanawkwardwayifblotchesweretobeavoided.”ParaphraseAsaten-year-oldgirl,Ihadmoreinterestingthingstolearnthanideogramswhichweretobewrittenbyhandaftermodels,onestrokeafteranother,inlinesthatranrighttoleft,fromthetipofaninkpenwhichIhadtoclaspinaclumsywayiflargeinkmarks,insteadofChinesecharacters,werenottobemade.DR-LPT-ideographDetailedReadingideographn.ideogram;symbolusedinawritingsystemthatrepresentstheideaofathing;anysignorsymbolforsth.e.g.1.Chinesecharactersareideographs.2.Thedictionaryincludessomeideographs.DR-LPT-painstakingpainstakingadj.takingpainsormarkedbythetakingofpains,expendingorshowingdiligentcareandeffortpainstakinglyadv.DetailedReadinge.g.1.amostpainstakingworker2.theresultsofscholarly,painstakinginvestigationofhistoricalsourcesDR-LPT-blotchDetailedReadingblotchn.alarge,discoloredmark,usuallyirregularinshapeonskin,paper,material,etc.1.Hisfaceiscoveredinuglyredblotches.2.Tome,thatpictureofhis,thoughsaidtobeamasterpieceintheworldoffineart,ismerelyamessofblotches.e.g.DR-LPT-multiplicationtablesDetailedReadingmultiplicationtablen.atableoftheproductsofasetofnumbersmultipliedinsomeregularorder;usuallyatableoftheproductsofthefirst10or12integersmultipliedDR-LPT-heroineheroinen.theprincipalfemalecharacterinaliteraryordramaticworkDetailedReading1.Iidentifiedwiththeheroineofthenovel.2.Thenovelistmakeshisheroinecommitsuicideattheendofthebook.e.g.DR-LPT-languagewasasourceDetailedReading“Thelanguagewasasourceofembarrassment.”ParaphraseThelanguagecausedmetofeelself-consciousorashamedofmyracialorigin.DR-LPT-dissociateDetailedReadingdisassociatevt.separatepeopleorthingsinonesthoughtsorfeelingse.g.1.Theteacherdisassociatedthetwoideas.2.YoucannotdisassociatetheGovernmentsactionsfromthepoliciesthatunderliethem.Collocationdissociateoneselffromsb.orsth:saythatonedoesnotagreewithorsupportsb.orsth.DR-LPT-nagDetailedReadingnagv.scoldorcriticizecontinuously;worryorhurtsb.persistently1.Shenaggedatherchildalldaylong.2.Theproblemhadbeennaggingmeforal
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