Unit2 Text1 The Struggle to Be an AllAmerican Girl.docx
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Unit2Text1TheStruggletoBeanAllAmericanGirl
TEXT
Ⅰ
TheStruggletoBeanAll-AmericanGirl
ElizabethWong
Pre-readingquestions
1.Somepeoplethinklivinginanothercultureisnotdifficultifoneassumetherightattitude.Whatdoyouthink?
2.Whatdoyouthingaretheessentialsofsuccessfulcross-culturalcommunication?
1.It'sstillthere,theChineseschoolonYaleStreetwheremybrotherandIusedtogo.Despitethenewcoatofpaintandthehighwirefence,theschoolIknew10yearsagoremainsremarkably,stoicallythesame.
2.Everydayat5p.m.,insteadofplayingwithourfourth-andfifth-gradefriends1orsneakingouttotheemptylottohuntghostsandanimalbones,mybrotherandIhadtogotoChineseschool.Noamountofkicking,screamingorpleadingcoulddissuademymother2,whowassolidlydeterminedtohaveuslearnthelanguageofourheritage.
3.Forcibly,shewalkedusthesevenlong,hillyblocksfromourhometoschool,depositingourdefianttearfulfacesbeforethesternprincipal.Myonlymemoryofhimisthatheswayedonhisheelslikeapalmtree,andhealwaysclaspedhisimpatienttwitchinghandsbehindhisback.Irecognizedhimasarepressedmaniacalchildkiller,andknewthatifweeversawhishandswe'dbeinbigtrouble.
4.Weallsatinlittlechairsinanemptyauditorium.TheroomsmelledlikeChinesemedicine,animportedfarawaymustiness.Likeancientmothballsordustyclosets.Ihatedthatsmell.Ifavoredcrispnewscents.LikethesoftFrenchperfumethatmyAmericanteacherworeinpublicschool.
5.Althoughtheemphasisattheschoolwasmainlylanguage—speaking,reading,writing—thelessonsalwaysbeganwithanexerciseinpoliteness.Withtheentranceoftheteacher,thebeststudentwouldtapabellandeveryonewouldgetup,kowtowandchant,“Singsanho3,”thephoneticfor“Howareyou,teacher?
”
6.Being10yearsold,Ihadbetterthingstolearnthanideographscopiedpainstakinglyinlinesthatranrighttoleftfromthetipofamocbut4,arealinkpenthathadtobeheldinanawkwardwayifblotchesweretobeavoided.Afterall,Icoulddothemultiplicationtables,namethesatellitesofMarsandwritereportson“LittleWomen5”and“BlackBeauty6.”NancyDrew7,myfavoritebookheroine,neverspokeChinese.
7.Thelanguagewasasourceofembarrassment.Moretimesthannot,IhadtriedtodissociatemyselffromthenaggingloudvoicethatfollowedmewhereverIwanderedinthenearbyAmericansupermarketoutsideChinatown.Thevoicebelongedtomygrandmother,afragilewomaninher70swhocouldoutshoutthebestofthestreetvendors.Herhumorwasraunchy,herChineserhythmless,patternless.Itwasquick,itwasloud,itwasunbeautiful.Itwasnotlikethequiet,liltingromanceofFrenchorthegentlerefinementoftheAmericanSouth.Chinesesoundedpedestrian.Public.
8.InChinatown,thecomingsandgoingsofhundredsofChineseontheirdailytaskssoundedchaoticandfrenzied.Ididnotwanttobethoughtofasmad,astalkinggibberish.WhenIspokeEnglish,peoplenoddedatme,smiledsweetly,saidencouragingwords.EventhepeopleinmyculturewouldcluckandsaythatI'ddowellinlife.“My,doesn'tshemoveherlipsfast,”they'dsay,meaningthatI'dbeabletokeepupwiththeworldoutsideChinatown.
9.MybrotherwasevenmorefanaticalthanIaboutspeakingEnglish.Hewasespeciallyhardonmymother,criticizingher,oftencruelly,forherpidginspeech—smatteringsofChinesescatteredlikechopsueyinherconversation.“It'snot'Whatitis,'Mom,”he'dsayinexasperation.“It's'Whatis,whatis,whatis!
'”Sometimes,Mommightleaveoutanoccasional“the”or“a,”orperhapsaverbofbeing.Hewouldstopherinmid-sentence.“Sayitagain,Mom.Sayitright.”Whenhetrippedoverhisowntongue,he'dblameitonher:
“See,Mom,it'sallyourfault.Yousetabadexample.”
10.Whatinfuriatedmymothermostwaswhenmybrothercorneredheronherconsonants,especially“r.”MyfatherhadplayedacrueljokeonMombyassigningheranAmericannamethathertonguewouldn'tallowhertosay.Nomatterhowhardshetried,“Ruth”alwaysendedup“Luth”or“Roof.”
11.Aftertwoyearsofwritingwithamocbutandrecitingwordswithmultiplesofmeanings,Ifinallywasgrantedaculturaldivorce.IwaspermittedtostopChineseschool.
12.Ithoughtofmyselfasmulticultural.Ipreferredtacostoeggrolls;IenjoyedCincodeMayo8morethanChineseNewYear.Atlast.
13.Iwasoneofyou;Iwasn'toneofthem.
14.Sadly,Istillam.
760words
GLOSSARY
Stoicallyoutshout
Dissuadevendor
Heritageraunchy
Forciblylit
Repressedrefinement
Maniacalchaotic
Farawayfrenzied
Mustinessgibberish
Mothballcluck
Closetpidgin
Tapsmattering
Kowtowscatter
Chantchopsuey
Ideographtripover
Painstakinglyinfuriate
Blotchcorner
Multiplicationtableconsonant
Heroinedivorce
Disassociatepermit
Naggingtaco
Notes
1.Fourth-andfifthfriend(Paragraph2)thetypicalorganizationalpatternforelementaryandsecondaryschoolisthatofgradedschools.Usually,theelementaryschool,startinggenerallyattheageoffiveorsix,covergrades1-8,andsecondaryschool,beginningusuallyattheageof12to14,coversgrades9-12.Alsocommonisthepatternunderwhichtheelementaryschoolcoversgrades1-5or6,thejuniorschool6or7-9,andthehighschool10-12.
2.Noamountofkicking,screaming,orpleadingcoulddissuademother…(Paragraph2)Howeverhardwetired(torefusetogotoChineseschool)bykicking,screamingorpleading,mymotherwasjustnotintheleastmoved…
3.“singsanho”(Paragraph5)theEnglishtranscriptfortheChinesecharacters“先生好”pronouncedinCantonese,adialectpopularamongtheChineseimmigrantsthen.
4.mocbut(Paragraph4)theEnglishtranscriptfortheChinesecharacters“毛笔”pronouncedalsoinCantonese.
5.LittleWomen(Paragraph6)publishedin1868-1869.writternbyLouisaMayAlcott(1832-1888),isatwo-partnoveldescribingessentiallytheauthor’sownfamilyanditsdomesticadventures.
6.BlackBeauty(Paragraph6)writtenin1887bytheBritishauthorAnnaSewell,whohadastrongloveforhorseandmanagetoexposethroughthebookthecrueltreatmentthehorsesexperienced.
7.NancyDrew(Paragraph6)oneoftheseveralpopularchildren’sfictionseriescharacterscreatedatthebeginningofthe20thcenturybytheStatemeyerSyndicateCompanyunderpseudonyms.Nancywasdepictedasbeingboldandindependent,gentleandwell-mannered,whichmadeheroneofthemostpopularmoderntimes.
8.CincodeMayo(Paragraph12)acommemorativecelebrationonMay5,amongMexicancommunicationinMexicoandNorthAmerica,oftheMexicodefeatofFrenchtroopsattheBattleofPueblain1862.
Textcomprehension
I.Decidewhichofthefollowingbeststatestheauthor’spurpose.
A.Totelltheauthorfinallywasgrantedaculturedivorce.
B.Toshowtheideologicaldifferencebetweenthetwogenerationsoftheauthor’sfamily.
C.TogiveavividpictureofaChineseteenagerwhowasanxioustobeAmericanized.
D.TorevealthedeterminationofsomeChineseintheustohavetheirchildrenlearnthelanguageoftheirheritage.
Ⅱ.Judge,accordingtothetext,whetherthefollowingstatementsaretrueorfalse.
1.TheChineseschoolonYaleStreetremainsthesameasitwastenyearsagoexceptforitsappearance.
2.Everydayat5p.m.,mybotherandIwouldplaywithfourth-and-fifth-gradefriendsorsneakoutoftheemptylottohuntghostsandanimalbones.
3.Allofussatinlittlechairsinanemptyauditorium,whereafoulsmelllikeChinesemedicinehung.
4.BesidestheChineselanguage,theschoolalsotaughttheChinesewayofpoliteness.
5.Myfavoritelessonswerethemultiplicationtablesandwritingreports.
6.PeoplethoughtthatI’dbeadaptedtotheworldoutsideChinatownsinceIwasabletospeakEnglishsowell.
Ⅲ.Answerthefollowingquestions.
1.HowdidtheauthorandherbothershowtheirreluctancetogotoChineseschool?
2.Whatkindofmanwastheprincipalintheauthor’seyes?
3.InwhatwaydidtheauthorexhibitherpreferenceforAmericancultureoverChineseculture?
4.Howdoestheauthordepicthergrandmotherinthestory?
5.Whatcanyouinferfromtheauthor’sdescriptionofherbrother’sattitudetowardChineseculture?
Ⅳ.Explaininyourownwordsthefollowingsentencestakefromthetext.
1.Insteadof…sneakingouttotheemptylottohuntghostsandanimalbones,mybrotherandIhadtogoChineseschool.
2.Noamountofkicking,screaming,orpleadingcoulddissuademymother.
3.Forcibly,shewalkedusthesevenlong,hillyblocksfromourtoschool,depositingourdefianttearfulfacesbeforethesternprincipal.
4.InChinatown,thecomingsandgoingsofhundredsofChineseontheirdailytaskssoundedchaoticandfrenzied.
5.Hewasespeciallyhardonmymother.
6.Ifinallywasgrantedaculturaldivorce.
7.Atlast,Iwasoneofyou;Iwasn’toneofthem.Sadly,Istillam.
Writingstrategies
Thistext,intheformofthefirst-personnarration,isdevelopmainlyinaspatialandchronologicalorder.First,thewriterprovidesdynamicandgraphicdescriptionsoftheforcedwalkstotheChineseschool,ofthesternprincipal,oftheclassroom,oftheformalitywithwhichlessonsstarted,etc.Then,bymeansofasharpcontrast,theauthorprovidesvividaccountsofthelanguagegapbetweentheoldgenerationsrepresentedrespectivelybyhermotheradgrandfatherandtheyoungergenerationrepresentedbytheauthorandherbrother.Itistobenotedthatfiguresofspeechsuchassimileandmetaphorareusedinsomeplacestoachieveimpressiveeffects.
Thefollowingquestionsmaybemootedfor