An Integrated English Course Book 4

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An Integrated English Course Book 4

• Unit 1
• Unit 2
• Unit 3
• Unit 4
• Unit 5
• Unit 6
• Unit 7
• Unit 8

• Unit 9
• Unit 10
• Unit 11
• Unit 12
• Unit 13
• Unit 14
• Unit 15
• Unit 16

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Unit 1
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Text INever Give In, Never, Never

• Background information
• 1. About the text
• This text is a speech made by Churchill when
  he visited Harrow School on Oct. 29,1941. In
  1888, Churchill entered this school, which was
  founded in 1572 under a Royal Charter from Queen
  Elizabeth. In 1940 he came to this school for a
  short visit and he came again a year later to
  hear the traditional songs of this school.

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• 2. about the author
• Sir Winston Churchill (1874-1965) was a
  combination of soldier, writer, artist, and
  statesman, renowned for his courage, imagination,
  oratory and intellect. In world war II he served
  as Prime Minister of UK from 1940 to 1945 and
  played a leading role in the resistance against
  German domination of Europe.

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Analysis

• This text is an inspiring speech made by Winston
  Churchill, when he visited Harrow School. The
  whole speech can be divided into three parts.
• 1.Part I is the opening remarks
• 2.Part II is the body of the speech
• 3.Part III is the closing remarks

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Part I paragraph 1

• The following questions may be asked
• What was Churchills intention of singing some of
  their songs?
• Why did Churchill use ill-favoured words such as
  ups and downs and misfortunes when talking about
  the menace of the enemy?
• What lesson had they learnt?
• Why did Churchill say the mood was different?

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Part II paragraph 2-5

• Questions to be considered
• What did Churchill mean by saying we must learn
  to be equally good at what is short and sharp and
  what is long and tough?
• Why did Churchill quote Kipling as saying

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Part III paragraph 6-8

• The following question could be asked
• 1. Why did Churchill replace the word darker
  with sterner?

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Language Work

• Ups and downs a mixture of good things and bad
  things
• The organization has experienced its ups and
  downs since it was founded in 1999.
• Sitting beside the window, he recalled the
  ups and downs of his parenthood.
• Position situation at a particular time

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• It is time those companies revealed more
  about their financial position.
• Their soccer team is going to be in a very
  difficult position if nothing particular shows
  up.
• What is short and sharp and what is long and
  tough difficulties and hardships of any kind,
  imminent or distant, temporary or long-lasting.

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• Noble chance of war impressive opportunities of
  war
• Throwing our minds back to our meeting here 10
  months ago recollecting our meeting at Harrow
  School 10 months ago.
• Please throw your mind back to 1945, when
  people all over the world were engaged in a great
  
• and cruel war against the Fascists.

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• Convictions of honour and good sense strong
  beliefs in honour and good judgement of duty and
  justice
• Very different is the mood today how other
  nations view Britain and how the Britain people
  think and feel about the war is quite different
  today from ten months ago.
• Our country stood in the gap our country
  shouldered the responsibility in isolation.
• At the critical moment of world economic
  recession, a powerful government is needed to
  stand in the gap.

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Structural Analysis

• Part I is the opening remarks in which Churchill
  summarized the great events that had happened in
  the past ten months and the purpose of his second
  visit to Harrow School.
• Part II is the body of the speech in which he
  analyzed the world situation and how other
  nations looked at Britain and then called on the
  people not to give in.
• Part III is the closing remarks in which he told
  the audience that he wanted to change a word in
  the song and explained why he wanted to do so.

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Rhetorical Features

• The following antonyms are used in the speech
• ups/downs, short/long,
  triumph/disaster,
• darker days/great days.
• some of these antonyms are used to describe
  the terrible nature of the war, some of them are
  used to express the determination of the British
  people to fight on for the final victory, and
  some are used to encourage the audience not to
  lose hope.

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Text II Winston Churchill

• Reference for questions
• Churchill stepped onto the world stage at the
  outbreak of World War I in the capacity of the
  First Lord of the Admiralty of Great Britain.
• Because he knew very well that his country alone
  was not demographically strong enough to win the
  victory of the war, and the intervention of the
  USA would bring the war to its end much sooner.

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• 3. In order to get the USA involved in the war,
  he established a personal relationship with
  Roosevelt, and he was optimistic and believed
  that things would work his way. The later
  development of the world situation proved that he
  was right.

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Unit 2
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Text ISpace Invaders

• Background information
• 1. About the text
• This text was originally published in New
  Yorker on July 24, 1993. later in 2001 it
  appeared again in The Princeton Anthology of
  Writing Favorite Pieces by the Ferries Writers
  at Princeton University.
• About the author Richard Stengel is a senior
  writer working for Time magazine.

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• 3. malthusian logic the theories of the British
  economist Thomas Robert Malthus(1766-1843), which
  state that population increases faster than the
  means of subsistence unless war, famine, or
  disease intervenes or efforts are made to limit
  population.
• 4. long island an island in southeastern New
  York. The New York city boroughs of Brooklyn and
  Queens are at its west end.

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Analysis

• The writer points out that nowadays people
  are more and more concerned about themselves and
  want to have a larger personal space than decades
  ago, and then he analyses the cause of space
  invasion.
• It can be divided into three parts

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Part I paragraph 1-2

• The following question may be asked
• How did the author describe the violation of
  personal space that happened in a bank?

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Part II paragraph 3-7

• The following questions could be asked
• Is personal space a phrase of the seventies? Is
  it out of date nowadays? Why or why not?
• Do you agree with the author about the reasons of
  space invasion given in Paragraph 4? What other
  factor have caused it?
• What does the author mean by saying personal
  space is mostly a public matter?
• Do space invaders respect other peoples personal
  space?

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Part III paragraph 8-9

• Questions to be asked
• Do you agree with the writers view that the
  contraction of the outer, personal space is
  proportion to the expansion of the inner space of
  modern man?
• Do you think we Chinese people have comparatively
  more personal space or less? Is Chinese personal
  space now the same as it was decades ago?
• Why does the author decide to expand his
  contracting boundaries of personal space?

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Language Work

• snake move in a twisting way
• the train was snaking its way through the
  mountains.
• Some tired velvet ropes some slackened velvet
  ropes
• inch move very slowly and carefully
• Howard inched the van forward.

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• Shuffle walk by dragging ones feet along or
  without lifting them fully from the ground
• He slipped on his shoes and shuffled out of
  the room.
• shuffle sth. off avoid talking or thinking
  about sth. because it is not considered important
• He shuffled the question off and changed the
  topic.
• shuffle out of sth. Try to avoid some
  unpleasant task by acting dishonestly
• I mistrust the way in which they shuffle out
  of
• sustained efforts.

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• Ring a quality, or an impression of having the
  quality that is mentioned
• Her story has a ring of truth about it.
• The books he mentioned had a familiar ring
  about them.
• Penetrate succeed in forcing through sth.
• They penetrated into the territory where no
  man had ever been before.

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• Wedge force into a narrow space
• Open the door wide and wedge it with a pad of
  newspaper.
• dont tread on me could have been coined only
  by someone with a spread dont step into my
  space. This could have been said only by a
  person who has a large personal space.

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• Personal space is psychological, not physical it
  has less to do with the space outside us than our
  inner space personal space is more a
  psychological matter than a physical one.
• Be proportional to increase or decrease at the
  same rate as the other thing
• The output should be proportional to the
  input.
• As a rule the suicide rates are proportional
  to the size of the city.

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Structural Analysis

• The author looks at the causes of space invasion
  in Paragraph 4. He attributes this phenomenon to
  population explosion first, then to the hot
  weather and the stimulation of caffeine.
• He examines the nature of space invasion and
  thinks that space invasion is a public matter. It
  is more psychological than physical.

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Rhetorical Features

• Listed below are the verbs used by the author to
  give a vivid and accurate description of the
  behavior of the space invaders
• 1) Verbs used to described the behavior of
  space invaders
• inch, wedge, zigzag, jostle, refuse, press,
  bump, etc.
• 2) Verbs used to describe the reaction of
  those whose space is being invaded
• advanced, sidle, shuffle

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Text II space and distance

• Reference for questions
• no. the distance we keep from other people
  depends on our interpersonal relationship.
• Tell your classmates whether you prefer to sit in
  the front, in the middle, or at the back of a
  room. There can be different reasons for
  different people to make the same choice.
• In any cases we will turn off the TV before the
  conversation starts.

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Unit 3
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Text ? Alienation and the Internet

• Background information
• About the author Will Baker is an essayist in
  Vermont of the United States.
• mantra (Paragraph 4) Originally it is a word or
  sound in Hinduism and Buddhism repeated to aid
  concentration in meditation. Here it means a
  statement or slogan repeated frequently.
• Utopia ((Paragraph 7) Originally it refers to an
  imaginary island described in Sir Thomas Mores
  Utopia (1516) as enjoying perfection in law,
  politics, etc. Here it is used for an ideal state.

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Analysis

• This piece of argumentative writing falls into
  three parts.
• The first two paras serve as an opening part.
• The following four paras constitute the body
  of argumentation.
• In the final para, the writer reiterates his
  main idea.

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Part I paragraph 1-1

• 1. What is the authors long cherished position
  about the strong points of the Internet?
• 2. How did the author start his argumentation?
• 3. When and how did the fragmentation of society
  begin?

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Part II paragraph 3-6

• 1. Whats the cruel irony concerning the use of
  the internet mentioned in para4?
• 2. In para 5, why does the author narate his own
  story?
• 3. why does the author discuss the question
  whether the internet is a real place?

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Part III paragraph 7

• 1. According to the author, what underlies the
  trend of overusing the Internet in our society?
• 2. Does the author believe it is within human
  capacity to reap the benefit of the Internet
  without being penalized?

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Language work

• further help forward
• Additional training is probably the best way
  to further your career these days.
• The interests of an organization will never
  be furthered through acts of terrorism.
• alienate cause (someone) to feel very distant
  from or not welcome to someone else
• She was alienated from her brother by her
  foolish behavior.
• All these changes to the newspaper have
  alienated its traditional readers.

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• addicted being dependent on something and
  wanting to spend as much time doing it as
  possible.
• Some youngsters are hopelessly addicted to
  video games.
• Shes become addicted to love stories.
• skew cause to be not straight or exact twist
• The companys results for this year are
  skewed because not all our customers have paid
  their bills.
• Todays election will skew the results in
  favour of the northern end of country.

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• lament express sadness and regret about
  something
• He lamented the death of his friend.
• She lamented that she had never been to
  Paris.
• at the expense of at the sacrifice of
• According to this study, women have made
  notable gains at the expense of men.
• The orchestra has more discipline now, but
  at the expense of spirit.

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• confront meet face to face set face to face
• He challenged his accusers to confront him
  openly.
• The lawyer confronted the accused man with
  the forged check.
• value regard highly esteem
• We value your cooperation and would like to
  expand business with you.
• I value your comments on the report.

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Structural Analysis

• This text falls into the genre of argumentation,
  which is typically composed of three parts, i.e.
  the opening part or the thesis part, the argument
  part, and the summary part or conclusion part.
• The first two paragraphs serve as an opening
  part, in which the writer presents his thesis.
• The following four paragraphs constitute the body
  of argumentation, where the author supports his
  point with evidences and reasons.

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• The final paragraph is the conclusion of the
  text, where the writer reiterates his main idea.
• Topic sentence However I am also troubled by the
  possible unintended negative consequences.
• Concluding statement All this being said, I
  believe that the key to realizing the potential
  of the Internet is in achieving balance in our
  lives.

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Rhetorical Features

• The author of this text seems to believe that the
  Internet has both advantages and disadvantages.
  This self-contradiction is partly illustrated by
  the use of antonyms such as globalization and
  alienation. Some other pairs of antonyms
  (including words and expressions) are used for
  the same purpose.

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Text ? American Online Losing the Battles, but
Winning the War

• Reference for questions
• 1. He imagined a world in which computers
  would be connected so that they could work much
  faster and everybody could use them.
• 2. Because it was by no means easy to get
  a large number of subscribers, especially at the
  very beginning. AOL had to start with this unique
  marketing approach to make its product known to
  the general public. As a matter of fact, it took
  five years for this company to attract a million
  subscribers.

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• 3. It did not expect the fast increase of
  subscribers and failed to satisfy the needs of
  its customers. As a result, it lost a lot of
  money and consumer confidence.
• 4. It got a large amount of revenue from
  advertising on the Internet and selling products
  online.

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Unit 4
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Text I A View of Mountains

• background information
• 1. about the text
• This text is the epilogue from Jonathan
  Schells book The Gift of Time The Cause for
  Abolishing Nuclear weapons Now published by Henry
  Holt Co. in 1998.
• 2. about the author
• Jonathan Schell is the author of The Village
  of Ben Sue and The Fate of the Earth. He was a
  writer for the New Yorker from 1967 to 1987 and a
  columnist for Newsday from 1990 to 1996. He
  teaches at Wesleyan University and the New
  School, and is the Harold Willens Peace Fellow at
  The Nation Institute.

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• 3. The Nagasaki is a city which is the seaport in
  southwest Japan(??) and is one the two cities
  that got nuclear bombing in the War II.
• 4. The Hiroshima is a city which is the seaport
  in southwest Japan(??) and is the other city that
  got nuclear bombing in the War II.
• 5. The Kokura refers to the city which is the
  seaport in Kitakyushu(??),Japan(??).

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Analysis

• This argumentative essay comprises three
  parts.
• In the first part, i.e. Paragraphs 1, the
  writer puts forward his thesis a view of
  mountains in the background suggests the real
  extent to which the city was destroyed by the
  atomic bombing
• In the second part , the author argues that
  the bombing of Nagasaki is more representative of
  the nuclear peril threatening the world than that
  of Hiroshima and that we need to take actions to
  dispel nuclear threat from the Earth.
• In the last part, i.e. Paragraph 4, he
  restates his main idea, i.e. we should not just
  worry about the nuclear peril but take the
  actions to eliminate it to create a safer
  world.

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Part I paragraph 1

• In paragraph 1 the writer describes what
  Yamahatas pictures display the effects of a
  nuclear weapon on human beings. And then he
  repents the main point of his argument the true
  measure lies not in the wreckage but in the gone
  city, and this is where the significance of a
  view of mountains in the background of one of the
  pictures lies.

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• 1. why does the author think that Yamahatas
  pictures compose the fullest record of nuclear
  destruction in existence?
• 2. Why were the bodies often branded with the
  patterns of their clothes?
• 3. why does author particularly mention a view
  of mountains in one of the pictures?

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Part I paragraph 2-3

• The following questions can be considered
• 1. Why is the meaning of Yamahatas picture
  universal?
• 2. Why has Nagasaki always been in the shadow
  of Hiroshima?

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• 3. Do you agree with the author when he says the
  bombing of Nagasaki is the fitter symbol of the
  nuclear peril? Why or why not?
• 4. What should we do in addition to apprehending
  the nuclear peril?
• 5. What do we need to meet the more important
  challenge of eliminating nuclear weaponry?

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Part I paragraph 4

• In this part the writer calls on us to take the
  responsibility of creating a safer world for new
  generations.
• what should we do to ensure a safer world for
  the future generations?

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Language work

• constitute 1) compose form. e,.g. Nitrogen
  constitutes 78 of the earths atmostphere.2) be
  equal to ,
• it is up to the teacher to decide what
  constitutes satisfactory work.
• char make or decide what constitutes
  satisfactory work.
• Halve the peppers and char the skins under a
  hot grill.

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• . their bodies are often branded with the
  patterns of their clothes their bodies are
  often marked with the patterns of their clothes
• Hang over menace overshadow
• The threat of nuclear war hangs over us, we
  couldnt enjoy our vacation.

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• spare refrain from harming, punishing or killing
• It will spare him embarrassment if you speak
  to him about it in private.
• depel cause to vanish
• In his latest novel he aims to dispel the
  myth that real men dont cry.
• we ensure their right to exist we guarantee a
  safe living environment for them.

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Structural analysis

• What makes clear the author's opinion about the
  meaning of Yamahatas pictures is the sentence
  that appears at the end of the first para.
• What makes clear the author's opinion on what
  should be done about the existing nuclear peril
  is the sentence that appears in the middle of the
  last paragraph Performing that act is the
  greatest of the responsibilities of the
  generations now alive.

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Rhetorical features

• Apart from the two sentences that have been
  already mentioned, we can find the following
  sentences with the A but B structure in the
  text
• The true measure of the event lies not in
  what remains but in all that has disappeared.(
  Para 1)
• the challenge is not just to apprehend the
  nuclear peril but to seize a God-given
  opportunity to dispel it once and for all(para3)
• Apart from the A but Bsentence structure, we
  can also find the A yet B type
• Nagasaki has always been in shadow of
  Hiroshima ye t the bombing of Nagasaki is in
  certain respects the fitter symbol of the nuclear
  danger that still hangs over us. (para2)

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• Yamahatas pictures afford a glimpse of the
  end of the world. Yet in our day(para3)
• And we can find a sentence that organizes
  information in a similar way without the use of
  the conjunction but or yet
• Arriving a half-century late, they are still
  news. (para2)
• By admitting something is correct first and then
  saying something else is even more correct, or
  admitting something is urgent first and then
  saying something else is more urgent with the
  help or the above-mentioned sentence structures,
  the author succeeds in making his sentences well
  balanced and his argumentation forceful and
  convincing.

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Text II Statement of the 2003 Session of United
Nations Disarmament Commission

• Question refence for discussion
• 1. it is uncertain and unpredictable because
  military confrontation caused by disputes over
  territory, resource, religion and interest
  continues and non-traditional security threats
  characterized by terrorism and proliferation of
  weapons of mass destruction have become more
  salient.

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• 2. The speaker proposes nine measures for
  nuclear disarmament. . Refer to para9-17.
• 3. In para22-25, the speaker talks about the
  concrete and practical measures taken by China in
  recent years to build up confidence between China
  and its neighboring countries.

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• 4. The multilateral approach is necessary
  because more than one country possess nuclear
  weapons and these weapons cannot be reduced and
  destroyed without willing cooperation between the
  nuclear states, especially the nuclear powers
  like the United States.

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Unit 5
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Text I The Tapestry of Friendship

• Background information
• 1. About the text
• This text is taken from Close to Home, which
  was published by The Boston Globe Company /
  Washington Post Writers Group in 1979.

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• 2. about the author
• Ellen Goodman, is a Boston Globe Online
  columnist and a stylish writer with a humanizing
  touch on any issue, public or personal. She is
  widely acclaimed as a voice of sanity, and
  readers depend on her to help them make sense of
  their changing lives and relationships.

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Analysis

• This text distinguishes two kinds of friendship
  that between men and that between women. It can
  be divided into four parts.

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Part I paragraph 1-2

• In this part the author reveals what kind of film
  the woman had just seen and what attitude she had
  to it.
• What kind of film did the woman see?
• What did she think of it?

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Part II paragraph 3-6

• This part describes the womans observation of
  the shift of focus of the cinema and advances the
  argument for the distinction between the two
  types of friendship that between men and that
  between women.

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1. Why does the author list the movies the woman had
   seen?
2. What led the woman to think that the cinema has
   drastically shifted its focus?
3. What was the shift?
4. Do you agree on the point of the distinction
   between the two types of friendship? Give your
   own reasons.

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Part III paragraph 7-18

• This part discusses in detail the distinctions
  between the Male Buddiness and the Female
  Friendship.
• Generally speaking, the former is action-oriented
  while the latter is emotion-oriented, i. e., the
  Male Buddiness is based on the need for
  co-operation in the activities that men are
  engaged in or in the adverse situations they are
  confronted with. In contrast, the Female
  Friendship borders on love, the need for mutual
  emotional support.

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1. Whats the fundamental difference between buddies
   and friends?
2. What are the conditions of men becoming buddies
   and of women becoming friends?
3. Why was the woman shocked by mens description of
   friendship?

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Part IV paragraph 19

• This part is the Conclusion of the text, which
  restates the distinction between the two types of
  friendship. The teacher can ask the students to
  tell in what ways buddies and friends differ.
  Buddies are those you can do things together with
  in your lifetime, but friends are those with whom
  you can share roses and thorns in your life.

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Language Work

• It was, in many ways, a slight movie. In many
  aspects it was a simple, ordinary movie.
• big-budget chase scene a car-chase scene that
  costs a lot of money
• cosmic
• 1) very great
• This earthquake was a disaster of cosmic scale.
• 2) relating to the universe
• The other great cosmic reality is time

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• Slowly, it panned across the tapestry of
  friendship Step by step it gave an all-sided
  view of the complex structure of friendship
• across millions of miles of celluloid . in large
  numbers of movies
• Cull choose from various sources
• Here are a few facts and figures Ive culled
  from the weeks papers.
• Its a collection of fascinating stories
  culled from a lifetime of experience.

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• only men inherited a primal capacity for
  friendship only when were born with the
  instinctive capacity of making friends.
• inherit
• 1)   receive (money, a house etc.) from someone
  after they have died
• When I took on the job of manager, I inherited
  certain financial problems.
• 2)  be born with (a physical or mental quality
  that a parent, grandparent or other relative has)
• Rosie inherited her red hair from her mother.
• The child has an inherited disease which
  attacks the immune system.

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• through the wars together corporate or
  athletic or military through the commercial,
  athletic or military strives together.
• They had to soldier together had to struggle
  together

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• The only relationship that gave meaning to the
  claustrophobic life of George Babbitt had been
  with Paul Riesling.
• What made the claustrophobic life of George
  Babbitt meaningful had been his relationship with
  Paul Riesling without his relationship with Paul
  Riesling George Babbitt would have found his
  claustrophobic life meaningless.

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Structural Analysis

• In the text the author discusses the differences
  between a buddy and a friend in a forceful way.
  We can summarize the authors viewpoint with the
  following sentence A buddy is a fine
  life-companion but a friend is that part the race
  with which you can be human.
• The more specific differences between a buddy and
  a friend are
• 1.   Buddies bonded, but friends loved.
• 2. Buddies faced adversity together, but
  friends faced each other.
• 3. Buddies seemed to do things together
  friends simply were together.

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Rhetorical Features

• To show the differences between buddiness and
  friendship effectively, the author of the text
  coordinates sentences in various ways. Sometimes
  he uses conjunctions such as but, yet and while.
  And sometimes he simply puts two clauses together
  without using any conjunction at all.

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• For example
• 1) Buddies bonded, but friends loved.
• 2) Buddies faced adversity together, but
  friends faced each other.
• 3)  Men affect each other in the reflection of
  noble or friendly acts, whilst women ask fewer
  proofs and more signs and expressions of
  attachment.
• 4)  Men often keep their buddies in these
  categories while women keep a special category
  for friends.

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Text II My Daughter, My Friend

• Reference for questions
• Through note writing the daughter told her mother
  how she felt and what growing pains she had
  experienced as an adolescent and the mother told
  her daughter how she felt as a middle aged woman.
• Mom, your letter make me feel great no matter
  what kind of mood Im in. sometimes they even
  make me cry because they touch me so deeply. Im
  really glad we have the kind of relationship that
  we do, even though we have our arguments.
• I love you, Mom!

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• Here are a couple of hints for your discussion
• 1) what is the usual way of communication
  between members of your family?
• 2) Do you think your family climate is
  democratic?
• 3) Do you think note writing between family
  members living under the same roof can lead to
  some undesirable consequence?

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Unit 6
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Text IA French Fourth

• Background information
• Globalization make people can touch their own
  cultures more easily and children abroad can
  learn the history of their motherland from
  school. The culture divide between different
  countries is less jarring. However, on the other
  hand, people are less than fully immersed in a
  truly foreign world.

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Analysis

• This text talks about the influence of a foreign
  culture on expatriated families. It can be
  divided into three parts. In part I, the author
  starts with a way of celebrating his home
  countrys National Day In part II he makes a
  contrastive analysis of the costs and benefits of
  the expatriated people In part III, he talks
  about the effect of globalization.

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Part I paragraph 1-3

• The following question may be asked
• Why does the author hang the American flag from
  his fourth-floor balcony in Paris?
• The author has kept the old flag for a long time.
  Why didnt he get a new one?
• Why do the author and his family go back home
  for the summer?

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Part II paragraph 4-9

• The following questions could be asked
• What are the costs and benefits of raising
  children in a foreign culture?
• What is the authors purpose of telling the story
  of his own children in Paragraph 4 and 5? How is
  the story related to his argument?
• Did the author achieve the purpose of his summer
  travel in the U.S.?

93
Part III paragraph 10-12

• Questions to be asked
• Why does the author recall his own experience as
  a child in Paragraph 10?
• What are the differences between the author and
  his children as expatriates at about the same
  time in their lives? What causes the differences?
• Why does the author say the development is sad?

94
Language Work

• Fold away
• 1) make something into a smaller, neater shape
  by folding it, usually several times
• These camping chairs can be folded away and
  put in the trunk.
• The piece of paper was folded away carefully
  and trucked into her purse.

95

• 2) the date and the occasion that prompt its
  appearance
• The event of the thirteen sates of British
  colonies declaring their independence on July 4,
  1776 brought about the appearance of this flag.
  3) suppress such outward signs of their heritage
  
• do not give manifestations of their
  traditional culture handed down from their
  ancestors.

96

• Refuel Its original meaning is to fill with more
  fuel for a vehicle but here it means to fill
  someones mind with more knowledge of their
  native culture.
• Oil tankers will accompany the containers for
  trans-ocean refuelling.
• In a society of intense competition, people
  have to refuel every year to catch up with the
  rapid renewal of knowledge.

97

• The American in me the feeling of being American
  which is deeply rooted in my mind.
• Frame of reference a particular set of beliefs,
  ideas, or observations on which one bases his
  judgment.
• Please see to it that you are dealing with
  someone with a different frame of reference.
• The observer interprets what he sees in terms
  of his own cultural frame of reference.

98

• Square dancing a traditional American dance in
  which sets of four couples dance together in a
  square formation
• Surveys with fringe on top old fashioned
  horse-drawn carriages with fancy decorations on
  top.

99

• A much less jarring cultural divide a much less
  unsuitable cultural divergence The output.
• Re-entry is likely to be smoother. It seems to
  be easier for the children to restart the
  acquisition of their native culture

100
Structural Analysis

• In this text there are both general and specific
  discussions about how to keep the cultural
  identity of the expatriated people.
• The author of this text follows a
  specific-general pattern in his discussion.

101
Rhetorical Features

• Generally speaking, the author of this text has
  adopted a plain language style
• concessive words and expressions like but are
  frequently used.

102
Text II Stuck in the Middle

• Reference for questions
• He was faced with racial discrimination. The
  American law prohibited him from owning any
  property or becoming a naturalized citizen, to
  name only a few examples.
• No. Although she inherited some rituals from her
  Chinese ancestors such as being thrifty and
  polite, she is also influenced by the Caucasian
  culture and the American culture.

103

• It is good for people like her because it is
  easier for them to merge themselves with the
  local people and get equal opportunities in
  education, employment and other things.
• It depends on how you define a Chinese. If we
  look at the blood relationship, no matter whether
  they are 1/2,1/4,1/8, or 1/32 Chinese, they are
  unquestionably Chinese in origin. But they need
  to have much more to be a Chinese in a broader
  sense. Language is one of the many things they
  must possess. Without being able to speak or read
  the Chinese language, it is simply impossible for
  them to know, to feel or t sense what a Chinese
  really is or what the Chinese culture really
  means.

104
Unit 7
105
Text IThe Selling of the President

• Background information
• 1. PR public relations
• 2. IQ an abbreviation of Intelligence Quotient.
  A General Intelligence Quotive Score (IQ score)
  is a statistically derived number which indicates
  relative and comparative abilities that can be
  used to obtain academic skills and knowledge.

106

• The Associated Press ???
• Watergate some republicans broke into the
  Democratic Partys National Committee offices in
  this building but were discovered and arrested.
  This political scandal led to Nixons resignation
  in 1974. the word Watergate has become synonymous
  with corruption and scandal.

107
(No Transcript)
108
(No Transcript)
109
Analysis

• This text can be divided into three parts.
• 1.Part I is the thesis of the author
• 2.Part II is the discussion of the impact of
  television on American presidential election
• 3.Part III is the conclusion drawn by the author

110
Part I paragraph 1

• The following question may be asked
• Why does the campaign strategist say I can elect
  any person to office if he has 60,000, an IQ of
  at least 120, and can keep his mouth shut?

111
Part II paragraph 2-11

• Questions to be considered
• What is the most influential medium in an
  election campaign and why? Does it work in all
  elections?
• How does the author start his argumentation?
• What is the function of the two questions in
  Paragraph 4?
• Why does the author mention the four presidents
  in Paragraph 5?

112

• Why does the author say since the 1960
  presidential debates we have elected people, not
  platforms?
• What is the difference between print information
  and television information?
• What is the main idea of Paragraph 8?
• What is the authors opinion on the power of
  television?

113
Part III paragraph 12

• The following question could be asked
• What does the author mean by todays burning
  issue is tomorrows historical footnote?

114
Language Work

• Generate cause to arise or come about
• The Employment Minister said the reforms
  would generate new jobs.
• John is recalling the excitement generated by
  the visit to the pyramids in Egypt.
• Quote repeat what is said or written by someone

115

• The premier was quoted as saying that he
  would resist all attempts to disintegrated his
  nation.
• Heavy teaching loads are often quoted as a
  bad influence on research.
• Versus against
• Brazil versus Argentina is turning out to be
  a surprisingly well-matched competition.

116

• Stage organize and participate in
• At the end of this year, the government
  staged a huge military parade.
• The workers have staged a number of strikes
  in protest at the republics declaration of
  independence.
• Stand for support
• the party is trying to give the public the
  impression that it alone stands for democracy.

117

• People are not taken in by advertising hyperbole
  and imagery people are not deceived by
  advertising exaggeration and descriptions of the
  candidates.
• Develop a sense of what kind of person we are
  electing to the nations highest office become
  aware of what kind of person we are choosing as
  our new president.

118
Structural Analysis

• In recent years that publicity has been
  supplanted by heavy spot buying on electronic
  media.( para. 1)
• The most talked-about medium in American politics
  is television. (para. 2)
• Television assords us that opportunity in a way
  no other medium can. (para.12)

119
Rhetorical Features

• Positive examples
• Kennedy, Nixon, Carter, Reagan
• the purpose is to show the effectiveness of
  television in getting more publicity for
  presidential candidates.
• Negative examples
• Adlai Stevenson, Hubert Humphrey, Richard
  Nixon
• the purpose is to prove the importance of the
  candidates public image on TV.

120
Text II What Makes a Leader

• Reference for questions
• He must have bigger-than-life, commanding
  features for people to remember. He must appear
  on the scene at a moment when people are looking
  for leadership. He must be able to offer a
  solution everybody can understand and remember
  and able to do something other people cant. H
  must know how to use power.

121

• Enjoy strong health. Have a strong will in time
  of difficulties. Charisma.
• Honest. Active. Creative. High scores in studies.
  Willing to work for his classmates. Know how to
  organize class activities.
• You can certainly add more.

122
Unit 8
123
Text IThe Monster

• Background information
• 1. About the text
• This text first appeared as a radio talk,
  entitled A Monster. Later it was published with
  the title Of Men and Music in the United States
  in 1937.
• 2. about the author
• Deems Taylor, American musician and critic

124

• 3. Richard Wagner German composer, born in
  Leipzig on 22 May 1813 and died in Venice on 13
  February 1883. he did more than any other
  composer to change music, and indeed to change
  the art and thinking about it. His works are
  hated as much as they are worshipped, but no one
  denies their greatness.

125
Analysis

• This text can be divided into three parts.
• 1.Part I describe a man who seems to have rolled
  all kinds of demerits into one, a real monster.
• 2.Part II clarifies who this monster really is,
  i.e. a famous musician by the name of Richard
  Wagner.
• 3.Part III justify all the peculiar behaviors of
  Richard Wagner. He, as one of the worlds
  greatest dramatists a great thinker one of
  the most stupendous musical geniuses, has every
  reason to be a monster

126
Part I paragraph 1-9

• The following questions may be asked
• Does the mans appearance, described in the first
  paragraph, give one any impression of grandeur?
• What are the further evidences of the monsters
  conceit?
• What kinds of grammatical devices are used to
  emphasize the extreme extent of his pecultiar
  conceit?

127

1. What kind of versatile man is he?
2. How does the writer describe him as an emotional
   person?
3. How was he financially supported? Did he earn
   himself a good living with his great talents?
4. What is his attitude toward love?
5. Why do you think Wagner made so many enemies?

128
Part II paragraph 10

• The following questions could be asked
• Why do you think the writer postpones the
  presentation of the monsters name till the 10th
  paragraph?
• Has your attitude towards this monster changed a
  little when you finally find out who this monster
  is?

129
Part III paragraph 11-13

• questions to be asked
• How does the writer justify every piece of
  evidence of the monster, which he has presented
  previously?
• What is the writers real intention of writing
  this article?
• What is your final conclusion about Richard
  Wagner?

130
Language Work

• And he had delusions of grandeur and he had a
  false belief that he was a man of importance.
• delusion a false belief or opinion.
• That sick man is under the delusion that he
  is Napoleon.
• Volubility the characteristic of always being
  ready to produce a continuous flow of words, or
  being talkative

131

• Voluble characterized by a ready and continuous
  flow of words fluent talkative
• Teds a voluble speaker at meetings he
  doesnt give much chance to others to say
  anything.
• For the sake of
• For the good or advantage of
• For the purpose of

132

• Rave
• Talk wildly as if mad
• Put into the stated condition by talking wildly
• Darkly in a vaguely threatening or menacing
  manner
• He spoke darkly of trouble to come
• hint darkly hidden dangers

133

• Testimony a formal statement that sth. is true,
  as made by a witness in a court of law.
• Between the lines hidden meanings
• some kinds of poetry make you read between
  the lines.
• And the curious thing about this record is that
  it doesnt matter in the least although the
  monsters peculiar personality and behavior
  described previously are all facts on record,
  people just care nothing about them at all.

134

• Downright thoroughly
• It makes me downright angry to see food
  thrown away.
• Is it any wonder he had no time to be a man? It
  is reasonable for him to act like a monster in
  other respects when he was wholly engaged in
  composing music.

135
Structural Analysis

• In the first 10 paras, we can find the following
  words and expressions used by the author to
  describe Richard Wagner as a monster of conceit
• delusions of grandeur/ monster of conceit/
  believed himself to be one of the greatest
  dramatist/one of the greatest thinkers

136

• In the remaining paras, we can find the following
  words and expressions used to describe him as a
  great genius
• right all the time/ one of the worlds
  greatest dramatists/ a great thinker/ one of the
  most stupendous musical geniuses

137
Rhetorical Features

• The repetitious use of the third person pronoun
  he creates suspense in the readers mind. This is
  one of the effective ways to hold the readers
  attention and make him move on. To use the
  terminology of functional linguistics and
  discourse analysis, this use of he is cataphoric
  in nature. The anaphoric use of he can be found
  in sentences such as I have a friend and he is
  working in New York, in which he refers back to
  my friend.

138
Text II Simple Habits, Deep Thoughts

• Reference for questions
• He is simple in his habits. He does not pay much
  attention to his personal appearance. His clothes
  are baggy and he wears bedroom slippers when
  walking on the streets.
• Basically the theory proposed, among other
  things, that the greatest speed possible is the
  speed of light that the rate of a clock moving
  through space will decrease as its speed
  increases and the energy and mass are equal and
  interchangeable.

139

1. To illustrate his profound idea, Einstein
   compares it to the ways one feels when he is
   sitting with a nice girl and when he is sitting
   on a hot stove.
2. Wagner was arrogant, aggressive, and
   self-centered whereas Einstein was modest,
   amiable and easy-going. Wagner was monster but
   Einstein was absolutely a gentleman.

140
Unit 9
141

• Learning Objectives
• After learning this unit, you are supposed to
• grasp the authors purpose of writing and get
  familiar with the structure of Text 1 by an
  intensive reading.
• paraphrase all the difficult sentences in Text 1.
• master all the news words or sentence patterns
  and be able to use them freely in oral or written
  work.
• be aware that the doctor-patient conflict is a
  common phenomenon in different cultures and try
  to investigate that in China and try to offer
  some suggestions on how to solve this problem.

142
Text 1 The Discus Thrower

• What do you think this text is about after you
  know its title?
• How do you think a dying man will most probably
  behave?
• What attitude do you think that we should take
  towards financial or physical problems?

143

• This passage can be divided into three parts.
• Part One (Paragraph 1) Spying on Patientsa
  Habit of Mine
• This part serves as an introduction to the
  background of the story. The narrator tells about
  one of his unique habits of spying on the
  patient and justifies himself for the sake of
  better medical treatment.

144

• Part Two (Paragraphs 2-13) Encounters with a
  Particular Patient
• This part talks about the narrators contact with
  the discuss thrower. The miserable condition of
  the patient is compared to a bonsai. The reason
  for his discuss throwing is that his plight
  throws him into despair and he hopes for nothing,
  only waiting for death.

145

• Part Three (Paragraphs 14-15) The Death of the
  Patient
• This part tells about how the man is found dead
  and the doctor discovered the secret that the man
  starved himself to death as is suggested by the
  doctors attention to the repeatedly washed place
  where the scrambled eggs dropped to the floor.

146

• Language Work
• he might the more fully assemble evidence?
• he might gather evidence more fully than
  without spying?
• The structure the more fully is the elliptical
  form of all the more fully. In English the
  structure all/ so much/ none the the
  comparative degree of adjectives or adverbs is
  used without thanfollowing it to express
  emphasis. Sometimes all can be omitted.

147

• e.g. 1) She was waiting for the spring. She felt
  the younger for it.
• 2) I walked around for two hours yesterday,
  and the doctor said I was none the worse for it.
• 3) I know theres danger ahead, but I am
  all the more set on driving forward.

148

• furtive attempting to avoid notice or attention
  secretive
• e.g. 1) I saw him cast a furtive glance at the
  woman at the table to his right.
• 2) There was something furtive about his
  behavior and I immediately felt suspicious.

149

• It is rusted, rather, in the last stage of
  containing the vile repose within.
• Rather, his skin gets dark brown because he was
  approaching the last stage of his life, that is,
  he was dying. Here vile repose is a metaphor,
  and it means death.

150

• And the blue eyes are frosted, looking inward
  like the windows of a snowbound cottage.
• And (under scrutiny) the blue eyes are not clear
  but covered with a gray frost-like layer, without
  looking outside at the external world like the
  windows of a snow-surrounded cottage.

151

• he cups his right thigh in both hands.
• he holds his right thigh with his hands curved
  like a dish.
• cup support or hold something with the hands
  that are curved like a dish
• e.g. 1) He cupped his chin in the palm of his
  hand.
• 2) David knelt, cupped his hands and
  splashed river water onto his face.

152

• swing move something from one side to the other
• e.g. 1) A large pendulum swung back and forth
  inside the big clock.
• 2) The truck driver swung himself up into
  the drivers seat.

153

• probe physically explore or examine (something)
  with the hands or an instrument investigate
• e.g. 1) They probed in/into the mud with a
  special drill, looking for a shipwreck.
• 2) Detectives questioned him for hours,
  probing for any inconsistencies in his story.

154

• heft lift or hold (something) in order to test
  its weight
• e.g. I hefted a suitcase.
• I see that we are to be accomplices.
• I see that I have to help the aide feed the
  patient.
• make ones rounds make ones usual visits, esp.
  of inspection
• e.g. The production manage makes his rounds to
  check whether everything goes well.

155

• dignified having or showing a composed or
  serious manner that is worthy of respect
• e.g. 1)He has maintained a dignified silence
  about the rumours.
• 2) The defeated candidate in the election
  gave a dignified speech in which he congratulated
  his rival.

156

• sweep glide swiftly speed along
• e.g. 1) A 1970s fashion revival is sweeping
  Europe.
• 2) Her gaze swept across the assembled
  crowd.
• 3) The National Party swept into power
  with a majority of almost 200.

157

• Questions
• Who is more responsible and considerate, the
  doctor or the medical aide? Find some clues in
  the text to support your opinion.
• Since doctor-patient conflict is unavoidable, can
  you give some suggestions to improve this
  situation?

158
Main Ideas of Text 2

• Sian Evens was caught in a fire and suffered
  third-degree burns. Her father spared no effort
  to help her regain consciousness during his
  visits in the hospital. As well as Sians great
  efforts, her fathers deep love and great
  patience contributed immensely to her physical
  and mental recovery.

159
Unit 10
160

• Learning Objectives
• By the end of this unit, you are required to
• grasp the authors purpose of writing and make
  clear the structure of the whole passage by an
  intensive reading of Text 1.
• understand all the difficult sentences in Text 1
  and be able to paraphrase them.
• get a list of new words and structures and try to
  use them freely in conversation and writing.
• get familiar with the style of Text 1
• autobiography.
• try to get a general understanding of the famous
  literary figures mentioned in Text 1.

161
Text 1 How I Found My Voice

• Have you ever spoken to a large audience? How
  did you feel?
• Do you think voice is important to personal
  development?
• Suppose a friend of yours, who has accidentally
  broken his leg, is going to have an operation in
  a few days and now he is feeling nervous. Say
  something to calm him down and give him some
  encouragement.

162

• This autobiographical narration comprises three
  parts.
• Part One (Paragraphs 1-2) The writer presents a
  striking contrast between his successful career
  as an actor and television announcer and his
  severe stutter in his early childhood.

163

• Part Two (Paragraphs 3-22)This part mainly
  describes the authors stuttering problem when he
  was a child and the process of how Prof. Crouch
  helped the boy tackle the problem by way of the
  forced public speaking.

164

• Part Three (Paragraphs 23-29) The concluding
  part shows various honors and successes the
  writer has obtained, which further emphasizes the
  great effect the teacher has brought about on the
  writers career as well as his whole life.

165

• Language Work
• the voice-over announcer an announcer who makes
  a commentary or gives an explanation which is
  heard as part of a film or television program,
  but he himself is not actually seen.
• the New Testament the second part of the Bible,
  concerned with the teachings of Christ and his
  earliest followers
• the Old Testament the first part of the Bible,
  telling the history of the Jews and their beliefs

166

• I always sat down, my face burning with shame.
• I always sat down, and blushed because I felt
  ashamed.
• More examples of absolute structure
• A number of officials followed the emperor, some
  to hold his robe, others to adjust his girdle,
  and so on. (infinitive clause)
• His voice drowned by the noise, the speaker
  stopped in the middle of his lecture.(-ed
  participle clause)
• He went off, gun in hand. (prepositional phrase)
• The floor wet and slippery, we stayed outside.
  (adjective phrase)

167

• It was traumatic moving from the warm, easy ways
  of catfish country to the harsh climate of the
  north, where people seemed so different.
• We moved from the familiar and pleasant country
  to the north where I felt cold both in body and
  in heart. That was really an upsetting experience
  in my life.

168

• in a nondenominational fellowship in a close
  relationship without caring about the different
  religions
• Granddads Irish heritage came out in his love
  for language
• Granddad had a love for language, which might
  have been inherited from his Irish ancestors

169

• come close to become almost the same as
• e.g. The language learner tries to make his
  speech come close to perfection.
• round up gather together animals or people,
  often when they do not want to be gathered
  together
• e.g. The teacher rounded up all the students and
  led them to the classroom.

170

• That awful feeling of voice being trapped got
  worse as I grew older.
• As I grew older, I became more self-conscious of
  my stuttering.
• savor enjoy and appreciate something like food,
  or drink, or an experience, as much as one can
• e.g. 1) I savored every mouthful of breakfast,
  reluctant to let it end.
• 2) He savored the words as he said it.

171

• labor work with difficulty, for example because
  one is not strong enough or clever enough
• e.g. 1) He was laboring under the strain of a
  worsening political crisis.
• 2) His classmates were laboring with
  elementary algebra.
• I started, anger flooding me
• I started, overwhelmed with anger

172

• because the lyrics rhythmic pattern flows by
  itself.
• most stutterers can sing along with the rhythm
  pattern which just flows by itself.
• He never pushed anything at me again he just
  wanted all his students to wake up.
• From then on he never gave me pressure, and what
  he tried to do was to help students realize and
  tap their potential.

173

• Isupported myself between roles by sweeping
  floors of off-Broadway stages.
• Before acting any new role, I supported myself
  by sweeping the floors of off-Broadway stages.
• Can I fly you in from Michigan to see it?
• Can I offer you a flight to Michigan to see my
  acting?

174

• he was still living in a world vibrant with all
  of the beautiful treasures had stored.
• he had stored many poems by memorizing them so
  he could enjoy his life with the rhythms