《高级英语》课程授课教案（第五册）Unit 2 The Struggle to Be an All-American Girl Elizabeth Wong

Unit Two The Struggle to Be an All-American Girl Elizabeth Wong I.Teaching Aims: 1.To get students know the style of narrative writing. 2.To have students understand the components of intercultural competence. 3.To get students grasp the key words and sentence structures. II.Teaching Importance and Difficulties: 1.Understand the author's main purpose of writing the essay 2.Know the writing strategies of the text. 3.Grasp the key language points in the text. III.Teaching periods:6 periods IV.Teaching steps: 1.Pre-reading activities 1)Some people think living in another culture is not difficult if one assumes the right attitude.What do you think? 2)What do you think are the essentials of successful cross-cultural communication? 2.Information related to the text: About the text:Intercultural competence:Briefly,intercultural competence involves five elements: Attitudes:curiosity and openness,readiness to suspend disbelief about other cultures and belief about one's own. Knowledge:of social groups and their products and practices in one's own and in one's interlocutor's country,and of the general processes of societal and individual interaction. Skills of interpreting and relating:ability to interpret a document or event from another culture,to explain it and relate it to documents from one's own. Skills of discovery and interaction:ability to acquire new knowledge of a culture and cultural practices and the ability to operate knowledge, attitudes and skills under the constraints of real-time communication and interaction. Critical cultural awareness/political education:an ability to evaluate critically and on the basis of explicit criteria perspectives,practices and products in one's own and other cultures and countries. In short,someone with some degree of intercultural competence is someone who is able to see relationships between different cultures-both internal and external to a society -and is able to mediate,that is interpret each in terms of the other,either for themselves or for other people.It is also someone who has a critical or analytical understanding of (parts of)their own and other cultures-someone who is conscious of their own perspective,of the way in which their thinking is culturally determined, rather than believing that their understand ing and perspective is natural Assessing knowledge is thus only a small part of what is involved and what needs to be assessed is learners'ability to step outside,to make the strange familiar and the familiar strange,and to act on that change of perspective

Unit Two The Struggle to Be an All-American Girl Elizabeth Wong I. Teaching Aims: 1. To get students know the style of narrative writing. 2. To have students understand the components of intercultural competence. 3. To get students grasp the key words and sentence structures. II. Teaching Importance and Difficulties: 1. Understand the author’s main purpose of writing the essay. 2. Know the writing strategies of the text. 3. Grasp the key language points in the text. III. Teaching periods: 6 periods IV. Teaching steps: 1. Pre-reading activities 1) Some people think living in another culture is not difficult if one assumes the right attitude. What do you think? 2) What do you think are the essentials of successful cross-cultural communication? 2. Information related to the text: About the text: Intercultural competence: Briefly, intercultural competence involves five elements: Attitudes: curiosity and openness, readiness to suspend disbelief about other cultures and belief about one's own. Knowledge: of social groups and their products and practices in one's own and in one's interlocutor's country, and of the general processes of societal and individual interaction. Skills of interpreting and relating: ability to interpret a document or event from another culture, to explain it and relate it to documents from one's own. Skills of discovery and interaction: ability to acquire new knowledge of a culture and cultural practices and the ability to operate knowledge, attitudes and skills under the constraints of real-time communication and interaction. Critical cultural awareness/political education: an ability to evaluate critically and on the basis of explicit criteria perspectives, practices and products in one's own and other cultures and countries. In short, someone with some degree of intercultural competence is someone who is able to see relationships between different cultures - both internal and external to a society - and is able to mediate, that is interpret each in terms of the other, either for themselves or for other people. It is also someone who has a critical or analytical understanding of (parts of) their own and other cultures - someone who is conscious of their own perspective, of the way in which their thinking is culturally determined, rather than believing that their understanding and perspective is natural. Assessing knowledge is thus only a small part of what is involved and what needs to be assessed is learners' ability to step outside, to make the strange familiar and the familiar strange, and to act on that change of perspective

Most difficult of all is to assess whether students have changed their attitudes,become more tolerant of difference and the unfamiliar.This is affective and moral development and it can be argued that even if we can assess it,we should not be trying to quantify tolerance.I would agree with this if assessment implies quantification and a judgement made by a teacher or examiner on a student,but this is only one kind of assessment.If however,assessment is not in terms of tests and traditional examinations,but rather in terms of producing a record of learners' competences,then a portfolio approach is possible and in fact desirable. 3.Detailed Study of the Text: Text Analysis The whole text can be divided into 4 parts. Part I.(para.1):It provides the background of the narrative text. Part II.(Para.2-Para.7):It dynamically and vividly describes their forced walks to the Chinese school,the stern principal,the classroom,the polite formality with which lessons started,etc. Part III.(Para.8-Para.11):It specifically and graphically depicts the language gap within the extended family:between the writer and her grandmother and between her brother and mother. Part IV.(Para.12-Para.14):The author expressed her sorrow for not having been able to become a real American. Analysis Part I(Para.1): It is the beginning of the narrative text.From this we readers learn that the Chinese school on Yale Street,where the author and her brother used to go 10 years ago continues to exist there,remaining remarkably and stoically the same,despite its new coat of paint and it fence. Discussion questions (1)Why do you think the school was newly painted? As 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 of face-lift (2)What does the existence of the old school imply? The 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 forget their own culture and their own language and require that their children learn their mother tongue. Language work 1.Despite the new coat of paint and the high wire fence,the school I knew 10 years ago remains remarkably,stoically 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 be the same,showing remarkable defiance of the vicissitudes of time. 2.fence:n.structure of rails,stakes,wire,etc.,esp.one put round a field or garden to mark a boundary or keep animals from straying

Most difficult of all is to assess whether students have changed their attitudes, become more tolerant of difference and the unfamiliar. This is affective and moral development and it can be argued that even if we can assess it, we should not be trying to quantify tolerance. I would agree with this if assessment implies quantification and a judgement made by a teacher or examiner on a student, but this is only one kind of assessment. If however, assessment is not in terms of tests and traditional examinations, but rather in terms of producing a record of learners' competences, then a portfolio approach is possible and in fact desirable. 3. Detailed Study of the Text: Text Analysis The whole text can be divided into 4 parts. Part I. (para. 1): It provides the background of the narrative text. Part II. (Para. 2-Para. 7): It dynamically and vividly describes their forced walks to the Chinese school, the stern principal, the classroom, the polite formality with which lessons started, etc. Part III. (Para. 8-Para. 11): It specifically and graphically depicts the language gap within the extended family: between the writer and her grandmother and between her brother and mother. Part IV. (Para. 12-Para. 14): The author expressed her sorrow for not having been able to become a real American. Analysis Part I (Para. 1): It is the beginning of the narrative text. From this we readers learn that the Chinese school on Yale Street, where the author and her brother used to go 10 years ago continues to exist there, remaining remarkably and stoically the same, despite its new coat of paint and it fence. Discussion questions (1) Why do you think the school was newly painted? As 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 of face-lift. (2) What does the existence of the old school imply? The 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 forget their own culture and their own language and require that their children learn their mother tongue. Language work 1. Despite the new coat of paint and the high wire fence, the school I knew 10 years ago remains remarkably, stoically 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 be the same, showing remarkable defiance of the vicissitudes of time. 2. fence: n. structure of rails, stakes, wire, etc., esp. one put round a field or garden to mark a boundary or keep animals from straying

e.g.: (1)The backyard is enclosed with a high wire fence. (2)The field is surrounded with a stake fence. vt.surround,divide,or enclose a field,a garden,etc.with a fence e.g.: (1)His land is fenced with barbed wire. (2)The grounds are fenced in to prevent trespassing 3.stoically:adv.with great self-control and a strong will to endure pain,discomfort, or misfortune without complaining about it or showing signs of feeling it e.g.: (1)She behaved stoically during the final phase of her husband's illness. (2)They endured all kinds of hardships stoically. Part II.(Para.2-Para.7): Discussion questions (1)What do you know about the headmaster of the Chinese school according to the author's descriptions? He is a stern man who treats the children severely.He tends to punish those children who are lazy,naughty,and poor in their studies,as well as those who violate the school discipline. (2)How did the author describe the classroom where they attended Chinese lessons? There were little chairs in an empty auditorium. (3)What 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 the teacher,the best student would tap a bell and all the children would get up,kowtow,and chant,"Sing san ho,the phonetic for "How are you,teacher?" (4)What things did the writer consider to be more important and more useful than learning Chinese? She considered the following things to be more important and more useful:doing multiplication tables,naming the satellites of Mars,writing reports on Little Women and Black Beauty. Language work 1.sneak:vi.go quietly and secretly in the direction specified e.g.: (1)He stole the money and sneaked out of the house. (2)The cat ate the food and sneaked off. (3)A thief took all the jewels and sneaked away. 2.the empty lot:the vacant or unoccupied area or land 3.plead:v.make repeated urgent requests;offer sth.as an explanation or excuse, esp.for failing to do sth.or for doing sth.wrong. e.g.: (1)He pleaded with his parents for a more understanding attitude

e.g.: (1) The backyard is enclosed with a high wire fence. (2) The field is surrounded with a stake fence. vt. surround, divide, or enclose a field, a garden, etc. with a fence e.g.: (1) His land is fenced with barbed wire. (2) The grounds are fenced in to prevent trespassing 3. stoically: adv. with great self-control and a strong will to endure pain, discomfort, or misfortune without complaining about it or showing signs of feeling it e.g.: (1) She behaved stoically during the final phase of her husband's illness. (2)They endured all kinds of hardships stoically. Part II. (Para. 2-Para. 7): Discussion questions (1) What do you know about the headmaster of the Chinese school according to the author's descriptions? He is a stern man who treats the children severely. He tends to punish those children who are lazy, naughty, and poor in their studies, as well as those who violate the school discipline. (2) How did the author describe the classroom where they attended Chinese lessons? There were little chairs in an empty auditorium. (3) What 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 the teacher, the best student would tap a bell and all the children would get up, kowtow, and chant, "Sing san ho, " the phonetic for "How are you, teacher?" (4) What things did the writer consider to be more important and more useful than learning Chinese? She considered the following things to be more important and more useful: doing multiplication tables, naming the satellites of Mars, writing reports on Little Women and Black Beauty. Language work 1. sneak: vi. go quietly and secretly in the direction specified e.g.: (1) He stole the money and sneaked out of the house. (2) The cat ate the food and sneaked off. (3) A thief took all the jewels and sneaked away. 2. the empty lot: the vacant or unoccupied area or land 3. plead: v. make repeated urgent requests; offer sth. as an explanation or excuse, esp. for failing to do sth. or for doing sth. wrong. e.g.: (1) He pleaded with his parents for a more understanding attitude

(2)She pleaded with him not to leave her alone. (3)The boy pleaded to be allowed to ride on the tractor. 4.dissuade:vt.stop sb.from doing sth.by persuasion e.g.: (1)He wrote a book to dissuade people from using tobacco. (2)Jim's father tried to dissuade him from marrying Mary. 5.solidly:adv.firmly and substantially e.g.: (1)The house has a solidly-built foundation. (2)We are solidly united on this issue. 6.heritage:n.such things as works of art,cultural achievements and folklore that have been passed on from earlier generations;property that has been or may be inherited by an heir e.g.: (1)These ancient buildings are part of our national heritage. (2)She is the only heir who is entitled to the heritage. 7.No amount of kicking,screaming,or pleading could dissuade my mother,who was solidly determined to have us learn the language of our heritage No matter 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. 8.forcibly:adv.done by or involving the use of physical force;forcefully e.g.: (1)The policemen entered the building forcibly. (2)The pirates forcibly seized our ship as well as the cargo on it. 9.deposit:vt.lay or put sth.down;put money in a bank,esp.to earn interest e.g.: (1)He deposited his papers with his lawyers. (2)He deposited the books on the desk. (3)The money he's deposited in the bank is enough for a new car 10.defiant:adj.openly opposing or resisting sb.or sth e.g.: (1)The trade union adopted a defiant attitude toward the boss's threat. (2)The hardliners are angrily defiant of the government's refusal and threaten to take action. 11.the stern principal:the very disciplinary head of the school; 12.Forcibly,she walked us the seven long,hilly blocks from our home to school, depositing our defiant tearful faces before the stern principal. 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 reluctance and wet with tears 13.sway:v.waver,oscillate irregularly

(2) She pleaded with him not to leave her alone. (3) The boy pleaded to be allowed to ride on the tractor. 4. dissuade: vt. stop sb. from doing sth. by persuasion e.g.: (1) He wrote a book to dissuade people from using tobacco. (2) Jim's father tried to dissuade him from marrying Mary. 5. solidly: adv. firmly and substantially e.g.: (1) The house has a solidly-built foundation. (2) We are solidly united on this issue. 6. heritage: n. such things as works of art, cultural achievements and folklore that have been passed on from earlier generations; property that has been or may be inherited by an heir e.g.: (1) These ancient buildings are part of our national heritage. (2) She is the only heir who is entitled to the heritage. 7. No amount of kicking, screaming, or pleading could dissuade my mother, who was solidly determined to have us learn the language of our heritage No matter 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. 8. forcibly: adv. done by or involving the use of physical force; forcefully e.g.: (1)The policemen entered the building forcibly. (2) The pirates forcibly seized our ship as well as the cargo on it. 9. deposit: vt. lay or put sth. down; put money in a bank, esp. to earn interest e.g.: (1) He deposited his papers with his lawyers. (2)He deposited the books on the desk. (3) The money he's deposited in the bank is enough for a new car 10. defiant: adj. openly opposing or resisting sb. or sth. e.g.: (1) The trade union adopted a defiant attitude toward the boss's threat. (2) The hardliners are angrily defiant of the government's refusal and threaten to take action. 11. the stern principal: the very disciplinary head of the school; 12. Forcibly, she walked us the seven long, hilly blocks from our home to school, depositing our defiant tearful faces before the stern principal. 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 reluctance and wet with tears 13. sway: v. waver, oscillate irregularly

e.g.: (1)She swayed her body in time with the music. (2)The wind is swaying the tall grass. (3)She swayed the cradle with her foot until the baby went to sleep. (4)The trees were swaying gently in the wind 14.clasp:vt.hold sb.or sth.tightly in the hand;hold sb.tightly in one's arms e.g.: (1)She was clasping a knife. (2)The couple clasped hands briefly before saying good-bye. (3)He clasped her to his chest. l5.witching hands::hands that were moving spasmodically痉挛地，hands with muscles moving rapidly and involuntarily;hands that were violently jerking 16.maniacal:adj.violently mad;extremely enthusiastic e.g.: (1)We hate his maniacal behavior. (2)The maniacal expression on his face scared his wife to death (3)These young men are maniacal about football matches. 17.I recognized him as a repressed maniacal child killer,and knew that if we ever saw his hands we'd be in big trouble In my opinion,the principal was a man who suffered from suppression of emotions and who was so stern 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. 18.The room smelled like Chinese medicine,an imported faraway mustiness. The room gave off a smell very similar to that of Chinese medicine,a stale,mouldy, and damp smell drifting in from a faraway place. 19.mothball:n.a small ball made of a strong-smelling substance,used for keeping moths away from stored clothes,books,etc. e.g.: (1)She regularly puts mothballs in her wardrobe. (2)She placed two mothballs in the pockets of each of the woolen sweaters and jackets. 20.closet:n.a cupboard or small room for storing things e.g.: This is a very spacious apartment with three big bedrooms,a large hall,a sitting-room, two toilets,a big kitchen,a closet,and two balconies. 21.Like ancient mothballs or dirty closets. This is a prepositional phrase,but it stands alone like an independent clause.In fact,it is part of the previous sentence.We can incorporate it in the previous sentence:The room smelled like Chinese medicine,an imported faraway mustiness,or like ancient mothballs or dirty closets.This structure is known as a sentence fragment,which has a stressed falling tone.Therefore,its meaning is given prominence.The writer intended to make it stand alone like a sentence,because she wanted to emphasize the permeation of the room with a very bad smell just like that given off by mothballs or

e.g.: (1)She swayed her body in time with the music. (2) The wind is swaying the tall grass. (3) She swayed the cradle with her foot until the baby went to sleep. (4) The trees were swaying gently in the wind 14. clasp: vt. hold sb. or sth. tightly in the hand; hold sb. tightly in one's arms e.g.: (1) She was clasping a knife. (2) The couple clasped hands briefly before saying good-bye. (3) He clasped her to his chest. 15. witching hands: hands that were moving spasmodically 痉挛地; hands with muscles moving rapidly and involuntarily; hands that were violently jerking 16. maniacal: adj. violently mad; extremely enthusiastic e.g.: (1) We hate his maniacal behavior. (2) The maniacal expression on his face scared his wife to death. (3) These young men are maniacal about football matches. 17. I recognized him as a repressed maniacal child killer, and knew that if we ever saw his hands we'd be in big trouble. In my opinion, the principal was a man who suffered from suppression of emotions and who was so stern 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. 18. The room smelled like Chinese medicine, an imported faraway mustiness. The room gave off a smell very similar to that of Chinese medicine, a stale, mouldy, and damp smell drifting in from a faraway place. 19. mothball: n. a small ball made of a strong-smelling substance, used for keeping moths away from stored clothes, books, etc. e.g.: (1) She regularly puts mothballs in her wardrobe. (2) She placed two mothballs in the pockets of each of the woolen sweaters and jackets. 20. closet: n. a cupboard or small room for storing things e.g.: This is a very spacious apartment with three big bedrooms, a large hall, a sitting-room, two toilets, a big kitchen, a closet, and two balconies. 21. Like ancient mothballs or dirty closets. This is a prepositional phrase, but it stands alone like an independent clause. In fact, it is part of the previous sentence. We can incorporate it in the previous sentence: The room smelled like Chinese medicine, an imported faraway mustiness, or like ancient mothballs or dirty closets. This structure is known as a sentence fragment, which has a stressed falling tone. Therefore, its meaning is given prominence. The writer intended to make it stand alone like a sentence, because she wanted to emphasize the permeation of the room with a very bad smell just like that given off by mothballs or

found in dirty closets. 22.Like the soft French perfume that my American teacher wore in public school This is another prepositional phrase.It can,of course,be included in the foregoing sentence.A sentence fragment is believed to be more attractive,more impressive and more emphatic.Here,this prepositional phrase provides a vivid example of the writer's favored scents. 23.tap a bell:strike a bell lightly 24.chant:vt.say,utter,talk or repeat monotonously;sing or intone (a psalm) e.g.: (1)The pupils chanted,How are you,teacher?" (2)She is chanting a melody. (3)They are chanting a psalm. 25.ideograph:n.ideogram;symbol used in a writing system that represents the idea of a thing;any sign or symbol for sth. e.g.: (1)Chinese characters are ideographs. (2)The dictionary includes some ideographs. 26.blotch:n.a large,discolored mark,usu.irregular in shape on skin,paper,material, etc. e.g.: (1)His face is covered in ugly red blotches. (2)To me,that picture of his,though said to be a masterpiece in the world of fine art, is merely a mess of blotches. 27.Being ten years old,I had better things to learn than ideographs copied painstakingly in lines 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. As a ten-year-old girl,I had more interesting things to learn than ideograms which were to be written by hand after models,one stroke after another,in lines that ran right to left,from the tip of an ink pen which I had to clasp in a clumsy way if large ink marks,instead of Chinese characters,were not to be made. 28.disassociate:vt.separate people or things in one's thoughts or feelings e.g.: (1)The teacher disassociated the two ideas. (2)You cannot disassociate the government's actions from the policies that underlie them. dissociate oneself from sb.or sth.:say that one does not agree with or support sb.or sth. e.g.: (1)I wish to dissociate myself from those views. (2)She is determined to dissociate herself from the marriage. 29.nag:v.scold or criticize continuously;worry or hurt sb.persistently e.g.: (1)She nagged at her child all day long. (2)The problem had been nagging me for a long time

found in dirty closets. 22. Like the soft French perfume that my American teacher wore in public school. This is another prepositional phrase. It can, of course, be included in the foregoing sentence. A sentence fragment is believed to be more attractive, more impressive and more emphatic. Here, this prepositional phrase provides a vivid example of the writer's favored scents. 23. tap a bell: strike a bell lightly 24. chant: vt. say, utter, talk or repeat monotonously; sing or intone (a psalm) e.g.: (1) The pupils chanted, " How are you, teacher? " (2) She is chanting a melody. (3) They are chanting a psalm. 25. ideograph: n. ideogram; symbol used in a writing system that represents the idea of a thing; any sign or symbol for sth. e.g.: (1) Chinese characters are ideographs. (2) The dictionary includes some ideographs. 26. blotch: n. a large, discolored mark, usu. irregular in shape on skin, paper, material, etc. e.g.: (1) His face is covered in ugly red blotches. (2) To me, that picture of his, though said to be a masterpiece in the world of fine art, is merely a mess of blotches. 27. Being ten years old, I had better things to learn than ideographs copied painstakingly in lines 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. As a ten-year-old girl, I had more interesting things to learn than ideograms which were to be written by hand after models, one stroke after another, in lines that ran right to left, from the tip of an ink pen which I had to clasp in a clumsy way if large ink marks, instead of Chinese characters, were not to be made. 28. disassociate: vt. separate people or things in one's thoughts or feelings e.g.: (1) The teacher disassociated the two ideas. (2) You cannot disassociate the government's actions from the policies that underlie them. dissociate oneself from sb. or sth.: say that one does not agree with or support sb. or sth. e.g.: (1) I wish to dissociate myself from those views. (2) She is determined to dissociate herself from the marriage. 29. nag: v. scold or criticize continuously; worry or hurt sb. persistently e.g.: (1) She nagged at her child all day long. (2) The problem had been nagging me for a long time

(3)Everybody knows that he's got a nagging wife. 30.fragile:adj.easily damaged or broken;delicate;weak,not strong or healthy. e.g.: (1)This is a fragile vase;please handle it with care (2)A fragile girl is vulnerable to illness. (3)The old lady is increasingly fragile after her operation. 31.raunchy:adj.coarse or obscene;having or showing a sexual desire e.g.: (1)He seldom feels raunchy. (2)That man often tells raunchy stories and cracks raunchy jokes. 32.lilting romance:romance characterized by a light,lively or very cheerful rhythm; works of a literary genre with romantic love or highly imaginative unrealistic episodes forming the central theme,marked by a light sprightly rhythm 33.refinement:n.refining or being refined;culture or elegance of manners,taste, language,etc. e.g.: (1)The refinement of oil,sugar,etc.has been improved (2)He is a gentleman of great refinement. (3)All the refinements of the 20th century technology are very surprising. 34.pedestrian:adj.dull,lacking imagination or inspiration;of or for pedestrians e.g.: (1)The text provides a pedestrian description of the events that were actually very exciting. 35.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 my grandmother,a fragile woman in her seventies who could outshout the best street vendor.Her humor was raunchy,her Chinese rhythmless and patternless.It was quick,it was loud,it was not beautiful.It was not like the quiet,lilting romance of French or the gentle refinement of the American South.Chinese sounded pedestrian.Public. Quite often I had made efforts to escape from the annoyingly loud voice that accompanied me wherever I roamed in the nearby American supermarket outside Chinatown.It was my grandmother following me and talking at the top of her voice. Already over 70 years old,she was physically weak and feeble,but she was able to speak loudly,even more loudly than the loudest of the street vendors.She was coarse, and her Chinese was without any rhythm or pattern or proper way of expression.She spoke Chinese quickly,loudly and unpleasantly.Her Chinese was quite different from the elegant and romantic French or the graceful,cultured sounds of the American South.Chinese sounded very dull,incapable of arousing imagination or inspiration.It sounded average and commonplace,without any distinctive or noble characteristics. Part III.(Para.8-Para.11): Discussion questions (1)What did the author think of her grandmother's Chinese? She thought that her grandmother's Chinese sounded rhythmless and patternless,that

(3) Everybody knows that he's got a nagging wife. 30. fragile: adj. easily damaged or broken; delicate; weak, not strong or healthy. e.g.: (1) This is a fragile vase; please handle it with care. (2) A fragile girl is vulnerable to illness. (3)The old lady is increasingly fragile after her operation. 31. raunchy: adj. coarse or obscene; having or showing a sexual desire e.g.: (1) He seldom feels raunchy. (2) That man often tells raunchy stories and cracks raunchy jokes. 32. lilting romance: romance characterized by a light, lively or very cheerful rhythm; works of a literary genre with romantic love or highly imaginative unrealistic episodes forming the central theme, marked by a light sprightly rhythm 33. refinement: n. refining or being refined; culture or elegance of manners, taste, language, etc. e.g.: (1) The refinement of oil, sugar, etc. has been improved. (2) He is a gentleman of great refinement. (3) All the refinements of the 20th century technology are very surprising. 34. pedestrian: adj. dull, lacking imagination or inspiration; of or for pedestrians e.g.: (1) The text provides a pedestrian description of the events that were actually very exciting. 35. 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 my grandmother, a fragile woman in her seventies who could outshout the best street vendor. Her humor was raunchy, her Chinese rhythmless and patternless. It was quick, it was loud, it was not beautiful. It was not like the quiet, lilting romance of French or the gentle refinement of the American South. Chinese sounded pedestrian. Public. Quite often I had made efforts to escape from the annoyingly loud voice that accompanied me wherever I roamed in the nearby American supermarket outside Chinatown. It was my grandmother following me and talking at the top of her voice. Already over 70 years old, she was physically weak and feeble, but she was able to speak loudly, even more loudly than the loudest of the street vendors. She was coarse, and her Chinese was without any rhythm or pattern or proper way of expression. She spoke Chinese quickly, loudly and unpleasantly. Her Chinese was quite different from the elegant and romantic French or the graceful, cultured sounds of the American South. Chinese sounded very dull, incapable of arousing imagination or inspiration. It sounded average and commonplace, without any distinctive or noble characteristics. Part III. (Para. 8-Para. 11): Discussion questions (1) What did the author think of her grandmother's Chinese? She thought that her grandmother's Chinese sounded rhythmless and patternless, that

it was quick,it was loud,and it wasn't beautiful,and that her Chinese sounded pedestrian. (2)What do you know about the author's English proficiency? She spoke English very fast and very well so that she was able to keep up with the world outside Chinatown. (3)How was the author's mother's level of English? She was not able to speak English well.She spoke pidgin English,and she had trouble pronouncing some words,particularly words with the "r"sound. (4)What do you know about the author's brother? Her brother was even more fanatical about speaking English.He was especially hard on his mother,criticizing her,often cruelly,for her pidgin speech.Sometimes his mother might 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."However,when he tripped over his own tongue,he'd blame it on her:"See,Mom,it's all your fault.You set a bad example.Clearly,her brother spoke very good English.He was very strict with his mother when she made grammatical errors. Language work 1.chaotic and frenzied:completely disorganized and wildly excited,agitated,or frantic;in a state of complete disorder or confusion and extreme exc itement or wild activity talking gibberish:talking nonsense;talking unintelligibly;engaging in unintelligible talks 2.sweetly:adv.amiably,pleasantly;charmingly,attractively e.g.: (1)She smiles sweetly whenever she comes across her colleagues. (2)She smiles and nods sweetly before she begins to talk. 3.cluck:vi.make a noise that a hen makes when calling her chicks;express sth.by making a similar sound e.g.: (1)The hen is clucking,while calling her chicks. (2)Whenever she has made progress,her mother will cluck and say,"You are a nice girl." 4.do well:be successful or prosperous;be making a good recovery from an illness e.g.: (1)Simon is doing very well at school. (2)The patient is doing pretty well after the operation. (3)Mother and baby are doing well. 5."My,doesn't she move her lips fast,they would say,meaning that I'd be able to keep up with the world outside Chinatown. "My goodness,doesn't she speak English fast?"they would say,meaning that I would be able to keep pace with the world outside Chinatown.//"My God,how fast she speaks English!"the people in my culture would say,indicating that I would be able to move or progress at the same rate as the world,and that I would be able to stay well informed and live an active social life outside Chinatown

it was quick, it was loud, and it wasn't beautiful, and that her Chinese sounded pedestrian. (2) What do you know about the author's English proficiency? She spoke English very fast and very well so that she was able to keep up with the world outside Chinatown. (3) How was the author's mother's level of English? She was not able to speak English well. She spoke pidgin English, and she had trouble pronouncing some words, particularly words with the "r" sound. (4) What do you know about the author's brother? Her brother was even more fanatical about speaking English. He was especially hard on his mother, criticizing her, often cruelly, for her pidgin speech. Sometimes his mother might 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." However, when he tripped over his own tongue, he'd blame it on her: "See, Mom, it's all your fault. You set a bad example." Clearly, her brother spoke very good English. He was very strict with his mother when she made grammatical errors. Language work 1. chaotic and frenzied: completely disorganized and wildly excited, agitated, or frantic; in a state of complete disorder or confusion and extreme exc itement or wild activity talking gibberish:talking nonsense; talking unintelligibly; engaging in unintelligible talks 2. sweetly: adv. amiably, pleasantly; charmingly,attractively e.g.: (1) She smiles sweetly whenever she comes across her colleagues. (2) She smiles and nods sweetly before she begins to talk. 3. cluck: vi. make a noise that a hen makes when calling her chicks; express sth. by making a similar sound e.g.: (1) The hen is clucking, while calling her chicks. (2) Whenever she has made progress, her mother will cluck and say, "You are a nice girl." 4. do well: be successful or prosperous; be making a good recovery from an illness e.g.: (1) Simon is doing very well at school. (2) The patient is doing pretty well after the operation. (3) Mother and baby are doing well. 5. "My, doesn't she move her lips fast, " they would say, meaning that I'd be able to keep up with the world outside Chinatown. "My goodness, doesn't she speak English fast?" they would say, meaning that I would be able to keep pace with the world outside Chinatown. // "My God, how fast she speaks English!" the people in my culture would say, indicating that I would be able to move or progress at the same rate as the world, and that I would be able to stay well informed and live an active social life outside Chinatown

6.pidgin:n.a blending of languages resulting from contact between European traders and local peoples,e.g.in West Africa and Southeast Asia,containing elements of the local language(s)and esp.English,French,or Dutch,and still used for international communication e.g.: (1)Her mother speaks pidgin English. (2)There are still many people who speak in pidgin. 7.chop suey:the English transcript for the Chinese characters " A chop suey is a Chinese-style dish of meat stewed and fried with bean sprouts, bamboo shoots and onions,and served with rice. 8.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. He treated my mother with severity,criticizing her,often mercilessly,for her speech containing elements of both Chinese and English-words and expressions of Chinese dispersed like chop suey in her conversation. 9.When he tripped over his own tongue,he'd blame it on her:"See,Mom,it's all your fault.You set a bad example." When he committed a minor error in speech,he would find fault with her,"See,Mom, you're to blame for it.You so often make errors that my speech is affected." 10.infuriate:vt.make sb.extremely angry e.g.: (1)The man was finally infuriated by her never-ending nagging. (2)They infringed the contract,which infuriated me. 11.corner:vt.get (a person or animal)into a position from which it is hard to escape; put sb.into a difficult situation e.g.: (1)The escaped prisoner was cornered at last in the dead alley. (2)The interviewer cornered the politician with a particularly tricky question 12.What infuriated my mother most was when my brother cornered her on her consonants,especially "r". What made my mother extremely angry was when my brother put her into a difficult or awkward situation by asking her to practice her consonants correctly,in particular the consonant"r".//My mother was extremely enraged when my brother put her into an embarrassing situation by finding fault with her consonants and demanding that she pronounce them again and again,in particular the consonant"r". 13.After two years of writing with a moc but and reciting words with multiples of meanings,I finally was granted a cultural divorce.I was permitted to stop Chinese school After two years'endeavor to write with an ink pen and recite the Chinese words with endless meanings,I finally was allowed to stop.I was given permission not to go to Chinese school any more. Part IV.(Para.12-Para.14): The writer winds up her narration by telling us that no matter how hard she tried to become Americanized,she remainded Chinese

6. pidgin: n. a blending of languages resulting from contact between European traders and local peoples, e.g. in West Africa and Southeast Asia, containing elements of the local language(s) and esp. English, French, or Dutch, and still used for international communication e.g.: (1)Her mother speaks pidgin English. (2)There are still many people who speak in pidgin. 7. chop suey: the English transcript for the Chinese characters "杂碎" A chop suey is a Chinese-style dish of meat stewed and fried with bean sprouts, bamboo shoots and onions, and served with rice. 8. 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. He treated my mother with severity, criticizing her, often mercilessly, for her speech containing elements of both Chinese and English - words and expressions of Chinese dispersed like chop suey in her conversation. 9. When he tripped over his own tongue, he'd blame it on her: "See, Mom, it's all your fault. You set a bad example." When he committed a minor error in speech, he would find fault with her, "See, Mom, you're to blame for it. You so often make errors that my speech is affected." 10. infuriate: vt. make sb. extremely angry e.g.: (1) The man was finally infuriated by her never-ending nagging. (2) They infringed the contract, which infuriated me. 11. corner: vt. get (a person or animal) into a position from which it is hard to escape; put sb. into a difficult situation e.g.: (1) The escaped prisoner was cornered at last in the dead alley. (2) The interviewer cornered the politician with a particularly tricky question 12. What infuriated my mother most was when my brother cornered her on her consonants, especially "r". What made my mother extremely angry was when my brother put her into a difficult or awkward situation by asking her to practice her consonants correctly, in particular the consonant "r". // My mother was extremely enraged when my brother put her into an embarrassing situation by finding fault with her consonants and demanding that she pronounce them again and again, in particular the consonant "r". 13. After two years of writing with a moc but and reciting words with multiples of meanings, I finally was granted a cultural divorce. I was permitted to stop Chinese school After two years' endeavor to write with an ink pen and recite the Chinese words with endless meanings, I finally was allowed to stop. I was given permission not to go to Chinese school any more. Part IV. (Para. 12-Para. 14): The writer winds up her narration by telling us that no matter how hard she tried to become Americanized, she remainded Chinese

Discussion questions (1)Did the writer enjoy the Chinese New Year?Why? No.She did not like it very much.She was not used to it. (2)Does the author think that she has become Americanized? No,she does not. Language work 1.I thought of myself as multicultural. I felt that I had been brought up in a home where Chinese and American culture both had an influence on me. 2.I preferred tacos to egg rolls. I liked tacos better than egg rolls.(or:I enjoyed tacos more than egg rolls.) 3.At last,I was one of you;I wasn't one ofthem. In the end,I became one of you;I was no longer one of them. In this sentence,the author was indicating that she remained a Chinese in spite of all the efforts she had made in order to become an American

Discussion questions (1) Did the writer enjoy the Chinese New Year? Why? No. She did not like it very much. She was not used to it. (2) Does the author think that she has become Americanized? No, she does not. Language work 1. I thought of myself as multicultural. I felt that I had been brought up in a home where Chinese and American culture both had an influence on me. 2. I preferred tacos to egg rolls. I liked tacos better than egg rolls. (or: I enjoyed tacos more than egg rolls.) 3. At last, I was one of you; I wasn't one of them. In the end, I became one of you; I was no longer one of them. In this sentence, the author was indicating that she remained a Chinese in spite of all the efforts she had made in order to become an American