綜合英語(yǔ)教程V 第五冊(cè) 課后答案Unit-02-All-American Girl

1、新世紀(jì)高等院校英語(yǔ)專(zhuān)業(yè)本科系列教材（修訂版）綜合教程第五冊(cè)(第2版) 電子教案上海外語(yǔ)教育出版社 南京信息工程大學(xué) 劉杰海Unit 2 The Struggle to Be an All-American Girl綜合教程5(第2版)電子教案Contents Learning Objectives Pre-reading Activities Global Reading Detailed Reading Consolidation Activities Further Enhancement綜合教程5(第2版)電子教案 Rhetorical skill: basic features of

2、narrative writing Key language & grammar points Writing strategies: simile, metaphor Chinese American literature, Culture ShockLearning Objectives綜合教程5(第2版)電子教案Discuss the following questions with your partner.Are you familiar with whats in these pictures? What are they?Picture Activation | Pre-

3、questionschop sueymoc butkowtow綜合教程5(第2版)電子教案It is generally believed that its not easy for a person to adapt himself/herself to new or strange living surroundings even within his/her own country, not to say in a foreign country. However, if he/she takes the right attitude, adaptation can be achieve

4、d in the shortest possible time. What do you think? Picture Activation | Pre-questionsTips: Attitude is everything!Winkelmans four stages of cultural adaptation:Honeymoon phase Culture shock Adjustment phase Acceptance and Adaptation phase Reentry shock綜合教程5(第2版)電子教案Nowadays, people have more chance

5、s to meet others from various cultures. They are likely to find some difficulties or obstacles in communication. What do you think are the essentials of successful cross-cultural communication?Picture Activation | Pre-questionsDirect experience is the best way to begin to learn any culture. Appropri

6、ate topics of conversationUse of humor (open for discussion) 綜合教程5(第2版)電子教案Text IntroductionIn this poignant remembrance, the author recalls the unforgettable, sorrowful experiences of her childhood when she was forced to learn Chinese, which did not interest her.Text Introduction | Culture Notes |

7、Author | StructureElizabeth Wong綜合教程5(第2版)電子教案Chinese American literature (華裔美國(guó)文學(xué)) is the body of literature produced in the United States by writers of Chinese descent. The genre began in the 19th century and flowered in the 20th with such authors as Sui Sin Far, Maxine Hong Kingston, and Amy Tan.C

8、hinese American literature deals with many topics and themes. A common topic is the challenges, both inner and outer, of assimilation in mainstream, white American society by Chinese Americans. Text Introduction | Culture Notes | Author | Structure綜合教程5(第2版)電子教案Little Women (Paragraph 6): published

9、in 1868-1869, written by Louisa May Alcott (1832-1888), is a two-part novel describing essentially the authors own family and its domestic adventures.Text Introduction | Culture Notes | Author | Structure綜合教程5(第2版)電子教案Black Beauty (Paragraph 6): written in 1887 by the British author Anna Sewell, who

10、 had a strong love for horses and managed to expose through the book the cruel treatment the horses experienced. Text Introduction | Culture Notes | Author | Structure綜合教程5(第2版)電子教案Nancy Drew (Paragraph 6): one of the several popular childrens fiction series characters created at the beginning of th

11、e 20th century by the Statemeyer S y n d i c a t e C o m p a n y u n d e r pseudonyms. Nancy was depicted as being bold and independent, gentle and well-mannered, which made her one of the most popular heroines of modern times.Text Introduction | Culture Notes | Author | Structure綜合教程5(第2版)電子教案Cinco

12、 de Mayo (Paragraph 12): a commemorative celebration on May 5, among Mexican communities in Mexico and North America, of the Mexican defeat of French troops at the Battle of Puebla in 1862.Text Introduction | Culture Notes | Author | Structure綜合教程5(第2版)電子教案Elizabeth Wong, born on June 6, 1958 in Los

13、 Angeles, California, is an award-winning contemporary American playwright, television writer, college professor and social essayist. She is the author of such critically acclaimed plays as Letters to a Student Revolution (1991), Kimchee & Chitlins (1994), China Doll (1996), and Dating & Mat

14、ing in Modern Times (2003), and one of the co-authors of Return to the Upright Position (2002). She wrote for ABC the situation comedy All American Girl in 1994, the second sitcom centered on a person of Asian (Korean) descent.Text Introduction | Culture Notes | Author | Structure綜合教程5(第2版)電子教案Text

15、Introduction | Culture Notes | Author | StructurePart 1(P1) the background of the textPart 2(P2-7) her bitter experiences the Chinese schoolPart 3(P8-11) the language gap with the extended familyPart 4(P12-14) sorrow for not having been able to become a real American綜合教程5(第2版)電子教案THE STRUGGLE TO BE

16、AN ALL-AMERICAN GIRL Elizabeth Wong1. Its still there, the Chinese school on Yale Street where my brother and I used to go. Despite the new coat of paint and the high wire fence, the school I knew 10 years ago remains remarkably, stoically the same.Detailed Reading綜合教程5(第2版)電子教案2. Every day at 5 p.m

17、., instead of playing with our fourth- and fifth-grade friends or sneaking out to the empty lot to hunt ghosts and animal bones, my brother and I had to go to Chinese school. No amount of kicking, screaming, or pleading could dissuade my mother, who was solidly determined to have us learn the langua

18、ge of our heritage.Detailed Reading綜合教程5(第2版)電子教案3.Forcibly, she walked us the seven long, hilly blocks from our home to school, depositing our defiant tearful faces before the stern principal. My only memory of him is that he swayed on his heels like a palm tree, and he always clasped his impatient

19、 twitching hands behind his back. I recognized him as a repressed maniacal child killer, and knew that if we ever saw his hands wed be in big trouble.Detailed Reading綜合教程5(第2版)電子教案4.We all sat in little chairs in an empty auditorium. The room smelled like Chinese medicine, an imported faraway mustin

20、ess. Like ancient mothballs or dirty closets. I hated that smell. I favored crisp new scents, like the soft French perfume that my American teacher wore in public school.5.Although the emphasis at the school was mainly language speaking, reading, writing the lessons always began with an exercise in

21、politeness. With the entrance of the teacher, the best student would tap a bell and everyone would get up, kowtow, and chant, Sing san ho, the phonetic for How are you, teacher?Detailed Reading綜合教程5(第2版)電子教案6.Being ten years old, I had better things to learn than ideographs copied painstakingly in l

22、ines that ran right to left from the tip of a moc but, a real ink pen that had to be held in an awkward way if blotches were to be avoided. After all, I could do the multiplication tables, name the satellites of Mars, and write reports on Little Women and Black Beauty. Nancy Drew, my favorite book h

23、eroine, never spoke Chinese.Detailed Reading綜合教程5(第2版)電子教案7.The language was a source of embarrassment. More times than not, I had tried to disassociate myself from the nagging loud voice that followed me wherever I wandered in the nearby American supermarket outside Chinatown. The voice belonged to

24、 my grandmother, a fragile woman in her seventies who could outshout the best of the street vendors. Her humor was raunchy, her Chinese rhythmless and patternless. It was quick, it was loud, it was unbeautiful. It was not like the quiet, lilting romance of French or the gentle refinement of the Amer

25、ican South. Chinese sounded pedestrian. Public.Detailed Reading綜合教程5(第2版)電子教案8. In Chinatown, the comings and goings of hundreds of Chinese on their daily tasks sounded chaotic and frenzied. I did not want to be thought of as mad, as talking gibberish. When I spoke English, people nodded at me, smil

26、ed sweetly, said encouraging words. Even the people in my culture would cluck and say that Id do well in life. My, doesnt she move her lips fast, they would say, meaning that Id be able to keep up with the world outside Chinatown.Detailed Reading綜合教程5(第2版)電子教案9.My brother was even more fanatical tha

27、n I about speaking English. He was especially hard on my mother, criticizing her, often cruelly, for her pidgin speech smatterings of Chinese scattered like chop suey in her conversation. Its not What it is, Mom, he would say in exasperation. Its What is it, what is it, what is it! Sometimes Mom mig

28、ht leave out an occasional the or a, or perhaps a verb of being. He would stop her in mid-sentence, Say it again, Mom. Say it right. When he tripped over his own tongue, hed blame it on her, See, Mom, its all your fault. You set a bad example.Detailed Reading綜合教程5(第2版)電子教案10.What infuriated my mothe

29、r most was when my brother cornered her on her consonants, especially r. My father had played a cruel joke on Mom by assigning her an American name that her tongue wouldnt allow her to say. No matter how hard she tried, Ruth always ended up Luth or Roof.11.After two years of writing with a moc but a

30、nd reciting words with multiples of meanings, I finally was granted a cultural divorce. I was permitted to stop Chinese school.Detailed Reading綜合教程5(第2版)電子教案12. I thought of myself as multicultural. I preferred tacos to egg rolls; I enjoyed Cinco de Mayo more than Chinese New Year. 13.At last, I was

31、 one of you; I wasnt one of them.14.Sadly, I still am. Detailed Reading綜合教程5(第2版)電子教案Paragraph 1 AnalysisThis paragraph, the beginning of the narrative text, provides the background of the story. From this we readers learn that the Chinese school on Yale Street, continues to exist there, remaining r

32、emarkably and stoically the same, despite its new coat of paint and its fence.Detailed Reading綜合教程5(第2版)電子教案Paragraph 2-7 AnalysisParagraphs 2-6 dynamically and vividly describe the childrens forced walks to the Chinese school, the stern principal, their classroom, the polite formality with which le

33、ssons started, etc.Paragraph 7 tells us why the author did not want to learn Chinese.Detailed Reading綜合教程5(第2版)電子教案Paragraph 8-11 AnalysisThese paragraphs, the third part of the text, specifically and humorously relate the generation gap in the family: between the writer and her grandmother, and bet

34、ween her brother and mother, presenting a sharp contrast in their language competence.Detailed Reading綜合教程5(第2版)電子教案Paragraph 12-14 AnalysisThese paragraphs make up the last part of the narrative text. The writer winds up her narration by telling us that no matter how hard she tried to become Americ

35、anized, she remained CHINESE.Detailed Reading綜合教程5(第2版)電子教案Paragraph 1: questions1. Why do you think the school was newly painted?Detailed ReadingAs the Chinese school is rather old, its outside must have been discolored and dirty. To make it look attractive, the school was newly painted as a kind o

36、f face-lift.綜合教程5(第2版)電子教案Paragraph 1: questions2. What does the existence of the old school imply?Detailed ReadingThe Chinese school is still there, which implies that still there are many Chinese children attending Chinese lessons in the school. Although they live abroad, Chinese parents never for

37、get their own culture and their own language and require that their children learn their mother tongue.綜合教程5(第2版)電子教案Detailed ReadingParagraph 3: questionWhat do you know about the headmaster of the Chinese school according to the authors descriptions?He was a stern man who treated the children seve

38、rely.綜合教程5(第2版)電子教案Detailed ReadingParagraph 4: questionHow did the author describe the classroom where they attended Chinese lessons?There were little chairs in an empty auditorium. The room smelled like Chinese medicine, an imported faraway mustiness. Like ancient mothballs or dirty closets.綜合教程5(

39、第2版)電子教案Detailed ReadingParagraph 5: questionWhat else was stressed in the Chinese school besides the emphasis on speaking, reading and writing?Politeness was also emphasized in the school. The lessons always began with an exercise in politeness. With the entrance of teacher, the best student would

40、tap a bell and all the children would get up, kowtow, Sing san ho, the phonetic for How are you, teacher?綜合教程5(第2版)電子教案Detailed ReadingParagraph 6: questionWhat things did the writer consider to be more important and more useful than learning Chinese?She considered the following things to be more im

41、portant and more useful: doing multiplication tables, naming the satellites of Mars, writing reports on Little Women and Black Beauty.綜合教程5(第2版)電子教案Detailed ReadingParagraph 7: questionWhat did the author think of her grandmothers Chinese?She thought that her grandmothers Chinese sounded rhythmless

42、and patternless, that it was quick, it was loud, and it wasnt beautiful, and that her Chinese sounded pedestrian.綜合教程5(第2版)電子教案Detailed ReadingParagraph 8: questionWhat do you know about the authors English proficiency?She spoke English very fast and very well so that she was able to keep up with th

43、e world outside Chinatown.綜合教程5(第2版)電子教案Paragraph 8: activityDiscussionIn what way did the author exhibit her preference for American culture over Chinese culture? (Tip: refer to Paragraphs 4-8)Detailed ReadingShe hated that smell of the school auditorium while she favored such scents as the soft Fr

44、ench perfume that her American teacher wore in public school. She did not like learning the Chinese language, which she thought sounded pedestrian, nor did she like the Chinese calligraphy.綜合教程5(第2版)電子教案Detailed ReadingParagraph 9: questionWhat can you infer from authors descriptions of his brothers

45、 attitude toward Chinese culture?He was more radical than the author in his antagonism (對(duì)抗) towards Chinese culture, and in his sad earnest effort to be 100% Americanized.綜合教程5(第2版)電子教案Detailed ReadingParagraph 10: questionHow was the authors mothers level of English?She was not able to speak Englis

46、h well. She spoke pidgin English, and she had trouble pronouncing some words, particularly words with the “r” sound.Namely, she was grammatically and phonetically crippled.綜合教程5(第2版)電子教案Detailed ReadingParagraph 12-14: questionsDid the writer enjoy the Chinese New Year? Why?No. She didnt like it ver

47、y much. She wasnt used to it.Does the author think that she has become Americanized?Yes, she does.綜合教程5(第2版)電子教案Detailed Reading“Despite the new coat of paintstoically the same.”Although covered with a new coat of paint and enclosed with a high wire fence, the school I knew 10 years ago continues to

48、 be the same, showing no obvious changes with the passing time.Paraphrase綜合教程5(第2版)電子教案Detailed Readingstoic n. person showing no feeling of dislike, worry when faced with sth. unpleasantstoically adv. with great self-control and a strong will to endure pain, discomfort, or misfortune without compla

49、ining about it or showing signs of feeling itan absolute stoic in the face of mishapse.g.e.g.1. She behaved stoically during the final phase of her husbands illness.2. They endured all kinds of hardships stoically.綜合教程5(第2版)電子教案Detailed ReadingIncidentally, the adverb stoically could be considered a

50、s an example of personification (擬人), indicating that the school, just like a man, has withstood the test of time without too much obvious change.綜合教程5(第2版)電子教案Detailed Readingthe empty lot: the vacant or unoccupied area or landlot n. an allotment or portion of land set aside for a special purposeCo

51、llocationparking lot: an outdoor lot for the parking of motor vehiclestot lot: a small playground for young children綜合教程5(第2版)電子教案“No amount of kicking, screaming, or pleading could dissuade my mother, who was solidly determined to have us learn the language of our heritage.”Detailed Reading No matt

52、er how desperately my brother and I resisted going to the Chinese school, kicking, yelling, or repeatedly begging, we could not make our mother change her mind, because she was determined to get us to learn Chinese, our mother tongue, which had been passed down from generation to generation.Paraphra

53、se綜合教程5(第2版)電子教案Detailed Readingdissuade vt. stop somebody from doing sth. by persuasion1. He wrote a book to dissuade people from using tobacco.2. Jims father tried to dissuade him from marrying Mary.e.g.heritage n. such things as works of art, cultural achievements and folklore that have been pass

54、ed on from earlier generations1. These ancient buildings are part of our national heritage.2. She is the only heir who is entitled to the heritage.e.g.綜合教程5(第2版)電子教案Detailed Reading“Forcibly, she walked us the seven long, hilly blocks from our home to school, depositing our defiant tearful faces bef

55、ore the stern principal.” Paraphrase From our home to school there are seven long groups of buildings bounded by streets on all sides and erected on hilly slopes. She forced us to walk past these blocks, leaving both of us in front of the grim and serious headmaster, our faces showing rebellious rel

56、uctance and wet with tears.綜合教程5(第2版)電子教案Detailed Readingforcibly adv. effected by force used against opposition or resistance, obtained by compulsion or violenceThe policemen arrested the protesters forcibly.e.g.綜合教程5(第2版)電子教案Detailed Readingdeposit vt. lay or put sth. down; put money in a bank, es

57、p. to earn intereste.g.He deposited his papers with his lawyers.The money hes deposited in the bank is enough for a new car.綜合教程5(第2版)電子教案defiant adj. openly opposing or resisting someone or sth.Detailed ReadingThe trade union adopted a defiant attitude toward the bosss threat.The hardliners are ang

58、rily defiant of the governments refusal and threaten to take action.e.g.綜合教程5(第2版)電子教案Detailed Readingthe stern principal the grim and serious head of the Chinese school綜合教程5(第2版)電子教案Detailed Readingtwitching hands hands that were moving spasmodically (痙攣地);hands with muscles moving rapidly and invo

59、luntarily; hands that were violently jerking綜合教程5(第2版)電子教案Detailed ReadingI recognized him as a repressed maniacal child killer, and knew that if we ever saw his hands wed be in big trouble.Paraphrase In my opinion, the principal was a man who suffered from suppression of emotions and who was so ste

60、rn and severe that he would be liable to beat up a child. And I knew if we ever saw his twitching hands, we would be in for severe physical punishment, extreme pain, anxiety and worry, etc.綜合教程5(第2版)電子教案Detailed Readingmaniacal adj. violently mad; extremely enthusiastice.g.The maniacal expression on his face s