Unit 1 The Fourth of July

Text I The Fourth of July

Objectives

-to learn to use new words and useful expressions -to analyze the organization of Text I

-to comprehend the ideas as contained in Text I & Text II -to compare the usage of some words -to learn to write a paragraph

-to practice speaking, listening and translating

Assignments:

1. Look up in the dictionary to make sure you are familiar with the meanings of the words as

contained in the box on page 4. You will be asked to go to Text I to present your appreciation of the sentences in which these words are found.

2. You’ll be asked to divide Text I into parts of and then talk about the main ideas of each part. 3. You’ll be asked to do extra readings and write paragraphs, essays, summary, and reading

reports on your notebook which will be collected for evaluation.

Lesson 1 Vocabulary

Instruction time: 2 x 45 minutes

Pre-activity

1.What does the fourth of July refer to in American history? 2. What does the name Washington D. C. signify?

Activity

#1 Language points

The students will prepare the words and present their understanding in class.

Para 1

fabled adj. well-known, legendary

Para 3

ensconce v.: settle without intention of moving or leaving

Para 4

dainty adj. small, delicately beautiful and delicious pepper n. 辣椒(粉)；胡椒粉 carrot n. 胡萝卜

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scalloped adj. (also scolloped) decorated with a series of small curves along the edges marigold n. [植]金盏花，万寿菊, 金盏草

spice n. any of various pungent, aromatic plant substances, such as cinnamon or nutmeg, used to

flavor foods or beverages

bun n. a small bread roll, often sweetened or spiced and sometimes

containing dried fruit

rock-cake n. a small individual cake containing dried fruit and sometimes spices and candied

peel

bakery n. a place where bread, cakes, cookies etc. are made or sold

mayonnaise n.: a dressing made of beaten raw egg yolk, oil, le0mon juice or vinegar, and

seasonings pickle n. an edible product, such as a cucumber, that has been preserved and

flavored in a solution of brine or vinegar 腌菜，泡菜 dill n. [植]莳萝，小茴香

fuzz n. a coating of fine, light fibers, hairs, or particles, as on peaches bruise v.: to damage (plant tissue), as by a hit, fall, or pressure

napkin n.: a piece of cloth or absorbent paper used at table to protect the clothes or

wipe the lips and fingers

tin n. [化]锡 washcloth n. :

a small, usu. square cloth of absorbent material used for washing the face or body (also called facecloth, washrag) dampen v.: to make damp rosewater n.: a liquid which is made from roses and which has pleasant smell and is used as perfume and

in cooking

glycerine n. : a sticky colourless liquid used in making soap, medicine, and explosives 甘油,

丙三醇

Para 5

umpteenth adj.:

(informal) a word used when you do not know a specific number, but want to say that the number is unreasonably large Para 6 avow v.: to state firmly and boldly

measly adj.: contemptibly small and inadequate fleabag adj.: cheap and dirty, esp. of a hotel

Para 7

Cot n.: a narrow bed, usu. made of canvas on a collapsible frame

real estate n.: land, including all the natural resources and permanent buildings on it 房地产 squint v.: to look with the eyes partly closed, as in bright sunlight

auditorium n.: a large building for public meetings or performances let out (of school) to

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finish for the vacation

Para 8

bring about: to cause or make sth. (to) happen dilated adj.: having been widened; expanded

Para 9

corolla n.: the petals( 花瓣)of a flower forming a ring-like shape dazzle v. to dim the vision of, esp. to blind with intense light travesty n. a very bad example of sth. that gives a completely false idea of it; mockery

Para 12

caravan n.: a company of travelers journeying together, as across a desert or through hostile

territory

decree v.: to decide or state officially

flair n. : a natural talent or aptitude; a knack

Para 13

cool off: to become comfortably cool after having been hot

Para 14

vanilla n.: [植]香草，香子兰

soda fountain n. a counter or stand where beverages, ice cream and snacks are sold

Para 15

corded adj.: tied, bound, or connected with strings

crisp adj.: with a stiff, uncreased, or unspoiled surface

pinafored adj.: wearing a collarless and sleeveless garment, usu. worn by girls over a dress

and fastened at the top and the back

mottled adj. : spotted or blotched with different shades or colors marble n. : 大理石

Para 17

indignant adj. angry or annoyed at the unfairness or unreasonableness of sb. or sth. outraged adj. extremely shocked and angry

Para 18

anticipate v.:

to imagine or consider sth. before it happens and make any necessary preparations for it

copybook n.: an exercise book containing models of penmanship, used in teaching handwriting

Post-activity

1. Dictation of the words just learned 2. Sentence-making (p.9)

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3. Listening Comprehension (p.12-13)

I. Listen for the main ideas. Listen to the talk once. Task: Which of the following best states the speaker's purpose? B

II. Listen for the details. Listen to the talk again. Task 1: Determine whether the following statements are true or false. 1. T. Refer to Paragraph 1. 2. F. Refer to Paragraph 2. His father's parents had never been slaves either. 3. T. Refer to Paragraph 4. 4. F. Refer to Paragraph 5. He received the degree from Harvard University. 5. T. Refer to Paragraph 6. 6. T. Refer to Paragraph 7. 7. T. Refer to Paragraph 11. 8. F. Refer to Paragraph 12. It was Du Bois who was active in the Pan-African movement throughout his life. 9. T. Refer to Paragraph 12. 10. T. Refer to Paragraph 13. 11. F. Refer to Paragraph 16. A federal judge found him not guilty. 12. T. Refer to Paragraph 17.

Task 2: Supply the missing information about Du Bois according to the talk you hear. Events was born

(2) got a doctorate degree of history published the book The Philadelphia Negro (4) Prof. of economics and history published the book The Souls of Black Folk

(6) established the Niagara Movement director of National Association for Advancement of Colored People resigned from The Crisis Prof. of economics and history

(10) returned to The Crisis an official for the Peace Information Center joined the Communist Party of the United States (13) died at the age of 95 When (1) 1868 15 (3) 19 17?910 (5) 1903 1905

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1. 2. 3. 4. 5. 6. Liani presented me with the challenge, and I took it up. To open a supermarket demands a large amount of capital. Well, it's your turn to shuffle the pack and deal the cards. It would be a wise move to check the market first. The results of the test ran counter to expectations. Is there a drop of tea left in the pot?

(7) 1909 (8) 1934 1934 ?944 1944 ?948 (11) 1950 (12) 1961

Aug.27th, 1963 Where

Great Barrington, Mass. _______ _______

Atlanta University _______ _______ _______ _______

(9) Atlanta University _______ _______ _______

(14) Ghana, West Africa

Script (1) William Edward Burghardt Du Bois fought for civil rights for black people in the United States. During the 1920s and 1930s, he was the person most responsible for the changes in conditions for black people in American society. He also was responsible for changes in the way they thought about themselves. (2) William Du Bois was the son of free blacks who lived in a northern state. His mother was Mary Burghardt. His father was Alfred Du Bois. His parents had never been slaves. Nor were their parents. William was born into this free and independent African-American family in 1868 in Great Barrington, Massachusetts. (3) William's mother felt that ability and hard work would lead to success. She urged him to seek an excellent education. In the early part of the century, it was not easy for most black people to get a good education, but William had a good experience in school. He earned the respect of other students, and he moved quickly through school. It was during those school years that William Du Bois learned what he later called the secret of his success. His secret, he said, was to go to bed every night at ten o'clock. (4) After high school, William decided to attend Fisk University, a college for black students in Nashville, Tennessee. He thought that going to school in a southern state would help him learn more about the life of most black Americans. Most black people lived in the South in those days. He soon felt the effects of racial prejudice. He found that poor, uneducated white people judged themselves better than he was because they were white and he was black. From that time on, William Du Bois opposed all kinds of racial prejudice. He never missed a chance to express his opinions about race relations.

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(5) William Du Bois went to excellent colleges, Harvard University in Boston, Massachusetts and the University of Berlin in Germany. He received his doctorate degree in history from Harvard in 15. (6) His book The Philadelphia Negro: A Social Study was published four years later. It was the first study of a black community in the United States. He became a professor of economics and history at Atlanta University in 17. He remained there until 1910. (7) William Du Bois had believed that education and knowledge could help solve the race problem. But racial prejudice in the United States was causing violence. Mobs of whites killed blacks. Laws provided for separation of the races. Race riots were common. The situation in the country made Mr. Du Bois believe that social change could happen only through protest. Mr. Du Bois's belief in the need for protest clashed with the ideas of the most influential black leader of the time, Booker T. Washington. (8) Mr. Washington urged black people to accept unfair treatment for a

time. He said they would improve their condition through hard work and economic gain. He believed that in this way blacks would win the respect of whites. (9) Mr. Du Bois attacked this way of thinking in his famous book The Souls of Black Folk. The book was a collection of separate pieces he had written. It was published in 1903. In the very beginning of The Souls of Black Folk, he expressed the reason he felt the book was important: \"Herein lie buried many things which if read with patience may show the strange meaning of being black here at the dawning of the Twentieth Century. This meaning is not without interest to you, Gentle Reader; for the problem of the Twentieth Century is the problem of the color line.\" (10) Later in the book, Mr. Du Bois explained the struggle blacks, or Negroes as they were called, then faced in America: \"One ever feels his twoness -- an American, a Negro: two souls, two thoughts, two un-reconciled

strivings; Two warring ideas in one dark body, whose dogged strength alone keeps it from being torn asunder. ... He simply wishes to make it possible for a man to be both a Negro and an American, without being cursed and spit upon by his fellows, without having the doors of opportunity closed roughly in his face.\"

(11) W.E.B. Du Bois charged that Booker Washington's plan would not free blacks from oppression, but would continue it. The dispute between the two leaders divided blacks into two groups -- the \"conservative\" supporters of Mr. Washington and his \"extremist\" opponents. In 1905, Mr. Du Bois established the Niagara Movement to oppose Mr. Washington. He and other black leaders called for complete political, civil and social rights for black Americans. The organization did not last long. Disputes among its members and a campaign against it by Booker T. Washington kept it from growing. Yet the Niagara Movement led to the creation in 1909 of an organization that would last, the National Association for the Advancement of Colored People. Mr. Du Bois became director of research for the organization. He also became editor of the magazine The Crisis.

(12) W.E.B. Du Bois felt that it was good for blacks to be linked through culture and spirit to the home of their ancestors. Throughout his life he was active in the Pan-African movement. Pan-Africanism was the belief that all people who came from Africa had common interests and should work together in their struggle for freedom. Mr. Du Bois believed black Americans should support independence for African nations that were European colonies. He believed that once African nations were free of European control they could be markets for products and services

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made by black Americans. He believed that blacks should develop a separate \"group economy.\" A separate market system, he said, could be a weapon for fighting economic injustice against blacks and for improving their poor living conditions.

(13) Mr. Du Bois also called for the development of black literature and art. He urged the readers of the magazine, The Crisis, to see beauty in black. In 1934, W. E. B. Du Bois resigned from his position at The Crisis magazine. It was during the severe economic depression in the United States.

He charged that the National Association for the Advancement of Colored People supported the interests of successful blacks. He said the organization was not concerned with the problems of poorer blacks.

(14) Mr. Du Bois returned to Atlanta University, where he had taught before. He remained there as a professor for the next ten years. During this period, he wrote about his involvement in both the African and the African-American struggles for freedom.

(15) In 1944, Mr. Du Bois returned to The Crisis in a research position. Four years later he left after another disagreement with the organization. He became more and more concerned about politics. He wrote: \"As ... a citizen of the world as well as of the United States of America, I claim the right to know and think and tell the truth as I see it. I believe in Socialism as well as Democracy. I believe in Communism wherever and whenever men are wise and good enough to achieve it; but I do not believe that all nations will achieve it in the same way or at the same time. I despise men and nations, which judge human beings by their color, religious beliefs or income. ... I hate War.\" (16) In 1950, W. E. B. Du Bois became an official of the Peace Information Center. The organization made public the work other nations were doing to support peace in the world. The United States government accused the group of supporting the Soviet Union and charged its officials with acting as foreign agents. A federal judge found Mr. Du Bois not guilty. But most Americans continued to consider him a criminal. He was treated as if he did not exist.

(17) In 1961, at the age of 93, Mr. Du Bois joined the Communist party of the United States. Then he and his second wife moved to Ghana in West Africa. He gave up his American citizenship a year later. He died in Ghana on August 27th, 1963. His death was announced the next day to a huge crowd in front of the Lincoln Memorial in Washington, D.C. Hundreds of thousands of blacks and whites had gathered for the March on Washington to seek improved civil rights in the United States. W. E. B. Du Bois had helped make that march possible.

Lesson 2 Organization analysis and language points

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Instruction time: 3 x 45 minutes

Pre-activity

1. In which paragraph can we find the main characters, the place and time of the major event narrated in the story.

2. Which paragraph provides the background of the story?

Activity

Part 1(para 1)

This is a piece of narrative writing in which the first-person narration is employed. The whole text may be divided into four main parts. The first paragraph, which is the beginning part, provides the background of the story, introducing the main characters, the place and time of the major event narrated in the story.

The first paragraph presents the background information, which tells us the circumstances under which the author's family were going to take the Washington trip and why.

I. Discussion: (1) When and where did the writer's family go for a visit? The writer's family went to Washington D.C. at the beginning of the summer when the writer graduated from the eighth grade and her elder sister from high school. (2) Why did the family go on a Fourth of July trip? The family went on a Fourth of July trip for two reasons. The main reason was that the writer and her sister had just graduated from school and the trip was taken as an event to mark their graduation and regarded as their graduation present. The other reason was that the Fourth of July is the National Day in the USA, the day on which America won independence and freedom. As a way of celebration, most Americans will take trips to various places.

II. Language work 1. The Fourth of July:

This day is kept as a national holiday in the United States of America, because the Declaration of Independence asserting the sovereign independence of the former British colonies was adopted on the fourth of July, 1776.

2. suppose vt. assume, believe, accept as true; pretend that sth. is true; take sth. as a fact I don't suppose for a minute that he will agree. Everyone supposes him to be poor, but he is in fact very wealthy. Suppose that you had a million pounds -- How would you spend it? 3. be supposed to do sth.: be expected or required to do sth. Am I supposed to clean all the rooms or just this one? You are supposed to pay the bill by Friday. You are not supposed to play football in the classroom. Students are not supposed to whisper or talk while the teacher is lecturing.

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4. fabled adj. famous in fables; legendary There are some fabled cities in that small country. The scientist went to investigate about the fabled fish in Lake Kanas. The deserted house is fabled to have been inhabited by ghosts.

Part 2 (para 2-6)

The second part tells us all the necessary preparations, especially the different kinds of food the writer's mother had prepared for their Washington trip. Also, this part briefly relates two examples of racial discrimination and segregation. So Which paragraphs constitute the second part?

Paragraphs 2 – 6

This part mainly tells the readers the preparations made for the trip, in particular, the large amount and variety of food the author's mother had prepared for the family, which actually turned their first trip on a passenger train to Washington into a real mobile feast. Part of the reason for doing so was that her mother knew only too well that it would be an unpleasant experience if they should go to eat in the dining car. A previous event was related in the 6th paragraph, revealing the reason why the author's sister Phyllis had not been able to go to Washington together with her classmates.

I. Discussion

(1) Why had the family always gone on the milk train when they used to go to the Connecticut

shore?

Because the milk train was cheaper. The fact that the family had always traveled on the cheap milk train implies that the family was rather poor.

(2) Why did the writer say that her first trip to Washington D.C. was a mobile feast?

Because the writer started eating as soon as they were ensconced in their seats on the train and she did not stop eating until somewhere after Philadelphia.

(3) Give a list of the different foods the writer's mother had prepared and packed.

The writer's mother had roasted two chickens and packed slices of brown bread and butter and green pepper and carrot sticks. There were iced cakes with scalloped edges, a spice bun and rock cakes, iced tea in a wrapped mayonnaise jar, sweet pickles, dill pickles, and peaches with the fuzz still on them.

(4) Why did the writer's mother prepare a variety of foods for the trip?

There were probably two reasons. On the one hand, by taking a variety of food with them on the trip, the family members could save some money, for dining car food was too expensive. On the other hand, as black people, they were not allowed into railroad dining cars at that time. (5) Why had the writer's elder sister been prevented from going to Washington D.C. with her high school classmates?

Because she was black and all her classmates were white and they would be staying in a hotel which did not rent rooms to Negroes.

II. Language work

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5. milk train: a train that chiefly carries milk, usu. very early in the morning 6. Preparations were in the air around our house before school was even over. + Preparations were being made in our house even before school was closed for the summer vacation. in the air: in the sky; prevalent; gaining currency; not decided, indefinite The feather floated lightly in the air. At that time there were some rumors in the air. Suspicion hung in the air. 7. feast n. an unusually large or elaborate meal; (fig.) sth. that pleases the mind or the senses with its richness or variety; a religious festival celebrated with rejoicing The food on the table is actually a feast for eyes as well as for palate. The picture is a feast of colors. The melody is a rare feast. 8. In fact, my first trip to Washington was a mobile feast. + Actually, my first trip to Washington was a wonderful or elaborate meal that we enjoyed in the chugging train. // Indeed, my first trip to Washington was like a very pleasant or very agreeable feast, because I started eating as soon as we were comfortably settled in our seats and did not stop until somewhere after Philadelphia. 9. ensconce vt. (esp. passive) establish or settle oneself or sb. in a safe and comfortable place At night in winter, the young couple are happily ensconced by the fire, each reading a good book. We have ensconced ourselves in the most beautiful villa in the South of France. As soon as he was ensconced in the sofa, he fell into a deep slumber. 10. dainty adj. (of things) small and pretty; (of people) neat and delicate in build or movement; fastidious esp. about food. The bowls are all made of dainty porcelain. She is a dainty girl, but she is very capable. Mrs. Smith is very dainty about food. 11. scallop vt. decorate with a row of curves forming an edge or pattern on pastry, etc. They decorated the cake with scalloped edges. His parents had scalloped his birthday cake. 12. marigold n. any of various types of a garden plant with orange or yellow flowers(金盏花；金盏菊；万寿菊) The garden is very beautiful with so many marigolds in full bloom. His birthday cake was scalloped with marigolds. 13. rock-cake: a small currant cake with a hard rough crust 岩皮饼(一种表面粗硬的小甜饼) 14. mayonnaise jar: a container used to hold thick creamy sauce made of egg-yolks, oil and vinegar, used esp. on cold foods such as salads; dish made with this Eggnog is made with mayonnaise and hard-boiled eggs. 15. pickle n. food, esp. marinated vegetables, i.e., vegetables preserved in vinegar or salt water; particular vegetables preserved this way I like red cabbage pickle.

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His hometown, Yangzhou, is famous for pickles.

16. dill n. a herb with scented leaves and seeds used for flavoring pickles(莳萝，小茴香) 17. fuzz n. fluff; fluffy or frizzled hair; short, fine hair that sticks up A peach skin is covered with fuzz. His chest is covered with fuzz.

18. bruise n. an injury caused by a blow or knock to the body or to a fruit, discoloring the skin but not breaking it He was covered in bruises after falling off his bicycle. The young man had a few cuts and bruises but nothing serious. v. cause a bruise or bruises on sth.; show the effect of a blow or knock He fell and bruised his legs. Her face was badly bruised in the crash. Peaches bruise easily.

19. glycerine n. a thick sweet colorless liquid made from fats and oils used in medicines, toilet products and explosives(甘油；丙三醇)

20. for the umpteenth time: for numerous times; for countless times For the umpteenth time, I tell you I don't know. The thief stole mobile phones for the umpteenth time. umpteen det. (infml) numerous, too many to count Umpteen of them left. She had umpteen reasons for being late. 21. in private: with no one else present She asked to see him in private. The manager wanted to talk to her in private.

22. We still take among-you to Washington ?+ We will still take you, all three of you, to Washington ? among-you: your kind; you in a group

23. avow vt. (fml) admit; declare sth. openly; state firmly and openly He avowed his belief, faith and conviction at the conference. She avowed herself to be a generous woman, but in fact she wasn't.

24. not just for an overnight in some measly fleabag hotel + not merely staying for one night in a small, lousy hotel The word overnight is usually an adverb or adjective, meaning for or during the night; however, it is used as a noun, which is very rare, meaning an overnight stay. overnight adv. & adj. during or for the night; suddenly or very quickly He stayed overnight at a friend's house. She became a celebrity overnight. They had an overnight stop in Rome. It was an overnight success. measly adj. ridiculously small in size, amount and value He gave us measly little portions of the cake. What a measly birthday present! fleabag n. (sl) a dirty or unpleasant person or animal; a cheap and dirty hotel I hate the old lady next door -- she is a real fleabag.

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We had to make do with the fleabag motel for the night.

Part 3 (para 7-17)

The third part is the most important section of the narrative text. It concentrates on the major event of the text -- the injustice with which the writer and her family members had been treated. Included in this part are also some of the writer's visits and her psychological activities. So which paragraphs go to this part? Paragraphs 7-17

This part is the core of the whole narration. It can be further divided into two sections, consisting of paragraphs 7 -11 and paragraphs 12 -17 respectively. The first section, seemingly the relation of some of the sights the author saw in Washington, is, more importantly, the revelation of the author's mental reaction to the suffocating white domination she felt in Washington D.C. especially in July, which is symbolized by the \"dazzling whiteness\" and \"the light and heat which were so much stronger\" here than in New York. This was partly why she had to be squinting nearly all the time. The second section, Paragraphs 12 -17, is the climax of the narration. It relates their most agonizing experience at an ice cream and soda fountain store where they were not allowed to eat a dish of vanilla ice cream at the counter, and they were treated very badly by the waitress.

I. Discussion:

(1) Why did the writer spend the whole next day after Mass squinting up at the Lincoln Memorial? And why had Marian Anderson sung at the Lincoln Memorial after the D.A.R. refused to allow her to sing in their auditorium because she was Black?

Both the writer and Marian Anderson are black. The writer spent the whole next day after Mass squinting up at the Lincoln Memorial because it was Lincoln, the American President, who liberated the blacks in America, who advocated freedom for the colored and who even sacrificed his life for the emancipation of the black people. Both the writer and Marian Anderson cherished the memory of this great man. Marian Anderson had sung at the Lincoln Memorial, also because she wanted to spread Lincoln's noble ideas, to show that his noble ideas had not been realized and to call on people to fight against racial discrimination and segregation so as to make Lincoln's noble thought come true and win liberation and freedom for the black people.

(2) Why was the writer squinting?

The writer was squinting because she was in that silent agony that characterized all of her childhood summers, from the time school let out in June to the end of July, brought about by her dilated and vulnerable eyes exposed to the summer brightness. In other words, she was squinting because she was suffering realistically from the dazzling sunlight and mentally from the suffocating white domination.

(3) Why didn't the author's parents approve of sunglasses? Was it just because they were too expensive?

The expense may not be the real reason. Wearing sunglasses will make the dazzling light milder. What her parents were really saying was that they wanted their kids to realize to the fullest

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extent the injustice that was inflicted upon the black people. (4) Do you find some symbolic meaning in Paragraph 11?

Yes. While squinting up at monuments to freedom and past presidencies and democracy, the writer was wondering why the light and heat were both so much stronger in Washington D.C. than back home in New York City. Even the pavement on the streets was a shade lighter in color than back home. Here, most probably, the white light and heat and the white pavement on the streets symbolize the white domination. Actually, the writer was wondering why the white domination or racial discrimination was even stronger in Washington D.C. than back home in New York City.

(5) Why did the writer's father decree another treat?

Moved by their historical surroundings and the heat of the early evening, her father decreed yet another treat. Also, it was because he had a great sense of history, a flair for the quietly dramatic and a strong sense of a special occasion and a trip.

(6) What was it that the waitress at the ice-cream counter was saying to the family?

She said, \"I kin give you to take out, but you can't eat here.\" In other words, the waitress said clearly that the writer and her family could be allowed to take the food out, but not to eat it in the ice-cream store.

(7) How did the family feel when they marched out of the store? They felt indignant and outraged.

(8) What was the writer's strong feeling?

The writer felt extremely indignant and outraged. She was particularly hurt and responded to it indignantly: \"But we hadn't done anything!\" \"This wasn't right or fair!\" \"Hadn't I written poems about freedom and democracy for all?\"

II. Language work

25. an extra cot for me: an additional smaller bed for me cot n. a bed for a young child, usu. with sides to protect the child from falling out; simple narrow bed The baby is slumbering in the cot. A camp bed or a bunk bed on a ship is a typical cot. Cot is a word in British English, while crib (only for babies) is a word in American English.

26. a back-street hotel: a hotel located on a by-street away from the main streets

27. be in real estate: deal in real property or immovable property, consisting of land, buildings, etc.; engage in the business of selling houses, land for building, etc. That businessman has been in real estate for 20 years, thus becoming a wealthy man. Those who have engaged in real estate are all in possession of plenty of property.

28. Mass n. celebration of Christ's Last Supper, esp. in the Roman Catholic Church They go to Mass regularly. The priest says two Masses each day.

29. I was squinting because I was in that silent agony that characterized

all of my childhood summers, from the time school let out in June to the end of July, brought

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about by my dilated and vulnerable eyes exposed to the summer brightness. + As they were often exposed to the summer brightness, my eyes became larger and wider and more vulnerable, which made me suffer silently and terribly throughout all of my childhood summers, from the time school let out in June to the end of July. As I was in that silent agony, my eyes were half shut or turned sideways while looking at things. squint vi. look at sth. with eyes half shut or turned sideways, or through a narrow opening We have to squint in the bright sunlight. She squinted through the letterbox. dilate v. (cause sth.) to become wider, larger or further open The pupils of your eyes dilate when you enter a dark room. The horse dilated its nostrils. vulnerable adj. that which can be hurt, wounded, or injured; exposed to attack or danger Young birds are vulnerable to predators. Cyclists are more vulnerable than motorists. The election defeat puts the party leader in a vulnerable position. 30. D.A.R.: an acronym for Daughters of the American Revolution

31. corolla n. a whorl or whorls of petals forming the inner envelope of a flower 花冠 32. travesty n. absurd imitation of or inferior substitute for; distortion The trial was a travesty of justice. In their view, the play was a travesty of the truth.

33. Even the pavement on the streets was a shade lighter in color than back home. + Even the footpath or sidewalk on the streets was slightly lighter in color than back home.

34. We were a proper caravan, mother bright and father brown, the three of us girls step-standards in-between. + We were just like a group of tourists traveling together across a desert, feeling hot and thirsty, mother in possession of a bright complexion, father a brown complexion, and the three of us girls looking neither bright nor brown, but in gradual shades from bright to brown. caravan n. a group of people (e.g. merchants, gypsies, etc.) traveling together across a place such as a desert A caravan of merchants was traveling on camels across the desert.

35. My father decreed yet another treat. + My father decided to give us another special treat, something that was unexpected and that was not always available. decree vt. order sth. as if by an official command or decision The governor decreed a day of mourning. Fate decreed that they would not meet again.

36. flair n. a natural ability to do sth. well; original and attractive quality She doesn't show much flair for the piano. She has a real flair for languages.

37. specialness n. a state of being particular, being out of the ordinary; peculiarity

38. Indoors, the soda fountain was dim and fan-cooled, deliciously relieving to my scorched eyes. + Inside the store, the soda fountain was glum and gloomy and cooled by electric fans, which agreeably relieved my eyes of the strong sunlight and heat outdoors.

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fan-cooled adj. cooled by blowing a current of air on with or as if with a fan my scorched eyes: my eyes affected by strong light and heat; my eyes injured by heat

39. Corded and crisp and pinafored, the five of us seated ourselves one by one at the counter. + Still wearing our well-tied, smoothly-ironed outer garments, the five of us seated ourselves one by one on counter stools. corded adj. tied, bound, or connected by thick strings or laces crisp adj. with a stiff, uncreased, or unspoiled surface; well-ironed pinafored adj. wearing a sleeveless, collarless outer garment that is usu. tied at the back

40. along the white mottled marble counter: along the counter made of white marble marked with patches of different colors without a regular pattern

41. \" I said I kin give you to take out 厰 + \" I said I can allow you to take the food out 厰 The word kin is an intact reproduction of the waitress' informal utterance of the word can.

42. Then she dropped her eyes looking very embarrassed ? + Then she lowered her eyes, looking very awkward and uncomfortable ?

43. outrage vt. (esp. passive) shock or offend sb; upset sb. greatly They were outraged by the announcement of massive price increases. What they did outraged public opinion. 44. guilty silence: silence affected by a sense of guilt Here, the word guilty is used as a transferred epithet.

Part 4 (para 18-19)

These two paragraphs, which wind up the narrative text, present a brief account of the different effects of the injustice on the black family. The writer's fury did not seem to be shared by her parents or by her sisters, who pretended that nothing unusual or anti-American had ever occurred. As a result, the writer was left to write her angry letter to the president of the United States all by herself. This experience of the white domination, racial discrimination and segregation so strongly affected the writer that she felt sick to her stomach for the rest of that trip. She didn't think that it was much of a graduation present after all.

I. Discussion:

(1) How did the writer's parents and her two sisters respond to the unfair treatment afterwards?

The writer's parents wouldn't speak of the injustice, not because they had contributed to it, but because they felt they should have anticipated it and avoided it. Neither her parents nor her sisters demonstrated the rage they felt inwardly; instead, they all pretended that nothing unusual and anti-American had occurred.

(2) How did the writer feel after the injustice?

The writer was plunged into extreme exasperation and was going to write a letter of protest to the president of the USA. This profound experience of white domination, racial discrimination

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and segregation so deeply affected the writer that she felt sick to her stomach for the rest of that trip. She didn't think that it was much of a graduation present after all. (3)What do you think of the title and the content of the text?

The title and the content create a satirical effect. As we all know, the 4th of July is kept as a national holiday on which the American people commemorate and celebrate their winning of freedom and independence. But on this very day, the writer and her family were treated badly and unjustly in the capital of the country when they entered an ice-cream store, ordered a dish of vanilla ice cream and got ready to enjoy it. They were not allowed to eat it inside. (4)What is the writer's purpose?

The writer intends to lay bare or bring to light the white domination or racial discrimination and segregation by vivid specific examples, and consequently to convey her fury and indignation.

II. Language work

45. anticipate vt. expect; foresee, realize beforehand The writer's parents should have anticipated the injustice. We anticipated a favorable decision, but we were disappointed in the end.

46. My fury was not going to be acknowledged by a like fury. + My rage was not going to be

echoed by a similar fury.

47. Even my two sisters copied my parents' pretense that nothing unusual and anti-American had

occurred. + Even my two sisters followed my parents pretending that nothing unusual and anti-American had happened. // Following our parents' example, even my two sisters pretended that the injustice had not happened to the family. copy vt. imitate, mimic, follow as a pattern or model The child copies his parents' manners. \"Good morning, boys and girls,\" the naughty boys said, copying his teacher's voice. 48. made me sick to my stomach: made me feel sick at heart; deeply affected me with repellent

or repulsive disgust; made me obsessed with the detestable experience

Lesson 3 Exercises

Instruction time: 1 x 45 minutes Language work (p.8)

#1 Compare the synonyms and then fill in each blank with one of the two words from each pair in their appropriate forms and note the difference of meaning between them.

bruise scar Explanation: Both verbs pertain to external physical injury and other sorts of damage. Bruise indicates an injury of the surface flesh, caused by a blow that does not necessarily break the skin and that results in a marked skin; the word can also suggest the tendency to turn black-and-blue from small impacts. Scar refers to the forming of a mark over a healed wound or suggests the doing of damage that will leave a lasting mark. dampen soak

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Explanations: Dampen is to make or become somewhat wet, emphasizing the moist condition that results. In a figurative sense, the word means to depress. Soak means to wet thoroughly, implying immersion. To soak something is to place it in liquid and leave it long enough for the liquid to act upon it. acknowledge admit Explanation: Both words agree in meaning to accept openly, though with some reluctance, the truth or existence of a fact, condition, etc. Admit is a bold acknowledgment of implication in something one has formerly tended to deny or to equivocate about. Acknowledge is to accept responsibility for something one makes known, and we acknowledge something embarrassing or awkward, and usually not voluntarily; more often, the acknowledgment is extracted from one more or less unwillingly. agony anguish Explanation: Both words can refer to intense suffering of the body or mind. Agony represents suffering, the endurance of which calls forth every human resource. Its severity is of such extent that the word is often used to denote the struggle and pain that may precede death. Anguish points to the extremity of grief which so terrifies the spirit as to be insupportable.

#2 Fill in the blank in each sentence with a word or phrase taken from the box, using its appropriate form. P.8 1. The local council has decreed that the hospitals that are not able to reach the service standards should close. 2. When Hamlet murmured \"To be, or not to be\ 3. The young mother smiled approvingly at her son who asked to play outdoors. 4. The Prime Minister is now firmly ensconced in Downing Street with a large majority. 5. We need a manager with plenty of flair to run the business in China. 6. It is noticed that quick-minded people suffer no vulnerability to criticism. 7. It was a relief to be outside in the fresh air again after staying weeks-long underground. 8. The government's avowed commitment to reduce tax has been largely appreciated.

#3 Translation

I. Ask the students to read their translation or project them via overheads. (For reference)

Translate each of the following sentences into English, using the words or expressions given in the brackets.

1. I haven't seen it myself, but it is supposed to be a really good movie. 2. The hostess cut the cheese into bite-size pieces. 3. No one can function properly if they are deprived of adequate sleep. 4. He carefully copied my pretense that nothing unusual had occurred. 5. It was scorching outside; all the tourists escaped into the fan-cooled hut. 6. I've come to see his fabled footwork that people talk so much about. 7. I'm not a teacher proper, since I haven't been trained, but I've had a lot of teaching

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experience. 8. Students tend to anticipate what questions they will be asked on the examination. II. Translate the following into Chinese. 如果美国对此时此刻的迫切性视而不见，低估黑人的决心，那么这对美国的命运将是休戚相关的。自由平等、令人心旷神怡的秋天遥遥无期，黑人正当愤怒的闷热夏季就不会消失。1963年并不是终结，而是开端。只要黑人得不到公民权益，美国就不可能有安宁和稳定。反抗的旋风会继续撼动这个国家的根基，直到正义光明的日子的来临。

Paragraph Writing (p.11)

These three paragraphs are cited to illustrate good writing.

Paragraph A, having 123 words, is tersely organized to focus on one idea, that the Great Depression had slid to its nadir. This idea is briefly but effectively supported by several details: the unemployed workers sat idle during daylight; they gathered, talking about their misfortune, trying to seek out the causes of their ill fate, and protesting against the Government.

Paragraphs B and C written by the same author deal with changes, changes in sights in Paragraph B and changes in sounds in Paragraph C. When we read the two paragraphs, we feel as if the author were saying to us, \"Listen, I'm going to tell you how the sights of my hometown have changed\" for the second paragraph, and \"Now I'll tell you how the sounds have changed\" for the third paragraph. The division of the changes into two paragraphs is natural and logical. We readers have the chance to savor the one sort of change before being treated to the other. However, if the two kinds of changes had been jumbled together in a single paragraph, the intensity and concentration would have been totally ruined.

Computer in Our Lives (for reference)

Computers are playing an increasingly important role in our lives. They are widely used in such fields as industry, business, transportation, and education. They have also worked wonders in military affairs and space travel. They have brought about a great revolution in office work. Even in ordinary families, people use computers to obtain different kinds of information. With the computer, writers write books, musicians compose music, and children receive instruction and play games. It is by no means an exaggeration to say that our lives would be much more difficult without computers. Despite all the benefits, however, computers can never replace the human brain, for it is man that has invented the computer and designed the programs for it. (119 words)

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Homework

1. Write a paragraph to say there exists discrimination of any kind in China today. Please give examples and explore the cause.

2. Read Text II Champion of the World, answer the five questions on page 17, and then use the following five answers to compose a paragraph on your note-book.

(key to questions for discussion)

1. Angelou uses \"master's voice\" for symbolic emphasis. It represents the white establishment that unfairly discriminates on the basis of color. This kind of literary technique results in a powerful and poignant story of growing up black in America.

2. \"It wouldn't do for a Black man and his family to be caught on a lonely country road on a night when Joe Louis had proved that we were the strongest people in the world.\" It was an event that symbolized the ability of black people to compete in a white-dominated world.

3. Yes. The title symbolizes all black people who, despite great adversity and oppression, live with dignity and strength. They learn to survive and to respect themselves in the process. In this essay Angelou seems to be asking for recognition not only of her struggle and identity but of the struggle and identity of all black American women and all black people.

4. Most of the story is written in standard English, but it occasionally includes realistic snatches of regional dialect and black English, which make the language colorful and the tone animated. When Angelou's voice enters the narrative, her serious tone calls the reader's attention to her underlying demand for black equality. 5. Open for discussion.

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