Unit One The Fourth of July Audre Lorde I.Teaching Aims: 1.To get students know the style of narrative writing. 2.To have students understand the historical background of segregation and desegregation. 3.To have students understand the satirical words and sentences used in the essay 4.To get students grasp the key words and sentence structures. II.Teaching Importance and Difficulties: 1.Understand the author's main purpose of writing the essay 2.Know the writing strategies of the text. 3.Grasp the key language points in the text. III.Teaching periods:6 periods IV.Teaching steps: 1.Pre-reading activities 1)What is special with the date,the Fourth of July in the United States? 2)What does the name Washington,D.C.signify? 2.Information related to the text: About the text:Racial segregation in the United States,as a general term,included the racial segregation or hypersegregation of facilities,services,and opportunities such as housing,medical care,education,employment,and transportation along racial lines.The expression refers primarily to the legally or socially enforced separation of African Americans from other races,but can more loosely refer to voluntary separation,and also to separation of other racial or ethnic minorities from the majority mainstream society and communities. Racial segregation in the United States has meant the physical separation and provision of separate facilities (especially during the Jim Crow era),but it can also refer to other manifestations of racial discrimination such as separation of roles within an institution,such as the United States Armed Forces up to the 1950s when black units were typically separated from white units but were led by white officers. Racial segregation in the United States can be divided into de jure and de facto segregation.De jure segregation,sanctioned or enforced by force of law,was stopped by federal enforcement of a series of Supreme Court decisions after with Brown v. Board of Education in 1954.The process of throwing off legal segregation in the United States lasted through much of the 1950s,1960s and 1970s when civil rights demonstrations resulted in public opinion turning against enforced segregation.De facto segregation-segregation "in fact"-persists to varying degrees without sanction of law to the present day.The contemporary racial segregation seen in America in residential neighborhoods has been shaped by public policies,mortgage discrimination and redlining among other things. 3.Detailed Study of the Text: Text Analysis The whole text can be divided into 4 parts. Part I.(para.1):It provides the background of the story,introducing the main characters,the place and time of the major event narrated in the story
Unit One The Fourth of July Audre Lorde I. Teaching Aims: 1. To get students know the style of narrative writing. 2. To have students understand the historical background of segregation and desegregation. 3. To have students understand the satirical words and sentences used in the essay. 4. To get students grasp the key words and sentence structures. II. Teaching Importance and Difficulties: 1. Understand the author’s main purpose of writing the essay. 2. Know the writing strategies of the text. 3. Grasp the key language points in the text. III. Teaching periods: 6 periods IV. Teaching steps: 1. Pre-reading activities 1) What is special with the date, the Fourth of July in the United States? 2) What does the name Washington, D.C. signify? 2. Information related to the text: About the text: Racial segregation in the United States, as a general term, included the racial segregation or hypersegregation of facilities, services, and opportunities such as housing, medical care, education, employment, and transportation along racial lines. The expression refers primarily to the legally or socially enforced separation of African Americans from other races, but can more loosely refer to voluntary separation, and also to separation of other racial or ethnic minorities from the majority mainstream society and communities. Racial segregation in the United States has meant the physical separation and provision of separate facilities (especially during the Jim Crow era), but it can also refer to other manifestations of racial discrimination such as separation of roles within an institution, such as the United States Armed Forces up to the 1950s when black units were typically separated from white units but were led by white officers. Racial segregation in the United States can be divided into de jure and de facto segregation. De jure segregation, sanctioned or enforced by force of law, was stopped by federal enforcement of a series of Supreme Court decisions after with Brown v. Board of Education in 1954. The process of throwing off legal segregation in the United States lasted through much of the 1950s, 1960s and 1970s when civil rights demonstrations resulted in public opinion turning against enforced segregation. De facto segregation — segregation "in fact" — persists to varying degrees without sanction of law to the present day. The contemporary racial segregation seen in America in residential neighborhoods has been shaped by public policies, mortgage discrimination and redlining among other things. 3. Detailed Study of the Text: Text Analysis The whole text can be divided into 4 parts. Part I. (para. 1): It provides the background of the story, introducing the main characters, the place and time of the major event narrated in the story
Part II.(Para.2-Para.6):It tells us all the necessary preparations,especially the different kinds of food the writer's mother had prepared for their Washington trip. Part III.(Para.7-Para.17):It is the most important section of the narrative text.This parts concentrates on the major event of the text-the injustice with which the writer and her family members had been treated. Part IV.(Para.18-Para.19):It presents a brief account of the different effects of the injustice on the black family. Analysis Part I(Para.1): 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. Discussion questions 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. Language work suppose:believe,accept as true;pretend that sth.is true;take sth.as a fact e.g.: (1)I don't suppose for a minute that he will agree. (2)Everyone supposes him to be poor,but he is in fact very wealthy. (3)Suppose that you had a million pounds-How would you spend it? be supposed to do sth.:be expected or required to do sth. e.g.: (1)Am I supposed to clean all the rooms or just this one? (2)You are supposed to pay the bill by Friday. (3)You are not supposed to play football in the classroom. (4)Students are not supposed to whisper or talk while the teacher is lecturing. fabled:famous in fables;legendary e.g.: (1)There are some fabled cities in that small country. (2)The scientist went to investigate about the fabled fish in Lake Kanas. (3)The deserted house is fabled to have been inhabited by ghosts. Part II.(Para.2-Para.6) This part mainly tells the readers the preparations made for the trip,in particular,the large amount and variety of food Audre's mother had prepared for the family,which actually turned their first trip on a passenger train to Washington into a real mobile
Part II. (Para. 2-Para. 6): It tells us all the necessary preparations, especially the different kinds of food the writer's mother had prepared for their Washington trip. Part III. (Para. 7-Para. 17): It is the most important section of the narrative text. This parts concentrates on the major event of the text-the injustice with which the writer and her family members had been treated. Part IV. (Para. 18-Para. 19): It presents a brief account of the different effects of the injustice on the black family. Analysis Part I (Para. 1): 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. Discussion questions 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. Language work suppose: believe, accept as true; pretend that sth. is true; take sth. as a fact e.g.: (1) I don't suppose for a minute that he will agree. (2) Everyone supposes him to be poor, but he is in fact very wealthy. (3) Suppose that you had a million pounds - How would you spend it? be supposed to do sth.: be expected or required to do sth. e.g.: (1) Am I supposed to clean all the rooms or just this one? (2) You are supposed to pay the bill by Friday. (3) You are not supposed to play football in the classroom. (4) Students are not supposed to whisper or talk while the teacher is lecturing. fabled: famous in fables; legendary e.g.: (1) There are some fabled cities in that small country. (2) The scientist went to investigate about the fabled fish in Lake Kanas. (3) The deserted house is fabled to have been inhabited by ghosts. Part II. (Para. 2-Para. 6) This part mainly tells the readers the preparations made for the trip, in particular, the large amount and variety of food Audre's mother had prepared for the family, which actually turned their first trip on a passenger train to Washington into a real mobile
feast. Discussion questions 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.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. 4.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. Language work milk train:a train that chiefly carries milk,usu.very early in the morning in the air:in the sky;prevalent;gaining currency;not decided,indefinite feast: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 e.g.: immovable feast 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 Ensconce:vt.(esp.passive)establish or settle oneself or sb.in a safe and comfortable place e.g.: (1)At night in winter,the young couple are happily ensconced by the fire,each reading a good book. (2)We have ensconced ourselves in the most beautiful villa in the South of France. (3)As soon as he was ensconced in the sofa,he fell into a deep slumber. Dainty:adj.(of things)small and pretty;(of people)neat and delicate in build or movement;fastidious esp.about food. e.g.: (1)The bowls are all made of dainty porcelain (2)She is a dainty girl,but she is very capable (3)Mrs.Smith is very dainty about food. 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.( e.g.:
feast. Discussion questions 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.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. 4.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. Language work milk train: a train that chiefly carries milk, usu. very early in the morning in the air: in the sky; prevalent; gaining currency; not decided, indefinite feast: 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. e.g.: immovable feast 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 Ensconce: vt. (esp. passive) establish or settle oneself or sb. in a safe and comfortable place e.g.: (1) At night in winter, the young couple are happily ensconced by the fire, each reading a good book. (2) We have ensconced ourselves in the most beautiful villa in the South of France. (3) As soon as he was ensconced in the sofa, he fell into a deep slumber. Dainty: adj. (of things) small and pretty; (of people) neat and delicate in build or movement; fastidious esp. about food. e.g.: (1) The bowls are all made of dainty porcelain. (2) She is a dainty girl, but she is very capable. (3) Mrs. Smith is very dainty about food. 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.(蛋黄酱) e.g.:
Eggnog is made with mayonnaise and hard-boiled eggs pickle:n.food,esp.marinated vegetables,i.e.,vegetables preserved in vinegar or salt water,particular vegetables preserved this way.(腌菜，泡菜) e.g.: (1)I like red cabbage pickle. (2)His hometown,Yangzhou,is famous for pickles. Bruise:n.an injury caused by a blow or knock to the body or to a fruit,discoloring the skin but not breaking it e.g.: (1)He was covered in bruises after falling off his bicycle. (2)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 e.g.: (1)He fell and bruised his legs. (2)Her face was badly bruised in the crash. (3)Peaches bruise easily. for the umpteenth time:for numerous times,.for countless times,无数次 e.g.: (1)For the umpteenth time,I tell you I don't know (2)The thief stole mobile phones for the umpteenth time. umpteen.(informal)numerous,too many to count e.g.: (1)Umpteen of them left. (2)She had umpteen reasons for being late. in private:with no one else present e.g.: (1)She asked to see him in private. (2)The manager wanted to talk to her in private. avow:vt.(fml)admit;declare sth.openly;state firmly and openly e.g.: (1)He avowed his belief,faith and conviction at the conference. (2)She avowed herself to be a generous woman,but in fact she wasn't. overnight:adv.adj.during or for the night;suddenly or very quickly e.g.: (1)He stayed overnight at a friend's house (2)She became a celebrity overnight. (3)They had an overnight stop in Rome. (4)It was an overnight success. measly:adj.ridiculously small in size,amount and value e.g.: (1)He gave us measly little portions of the cake. (2)What a measly birthday present! Sentence understanding (1)In fact,my first trip to Washington was a mobile feast
Eggnog is made with mayonnaise and hard-boiled eggs. pickle: n. food, esp. marinated vegetables, i.e., vegetables preserved in vinegar or salt water; particular vegetables preserved this way.（腌菜，泡菜） e.g.: (1)I like red cabbage pickle. (2) His hometown, Yangzhou, is famous for pickles. Bruise: n. an injury caused by a blow or knock to the body or to a fruit, discoloring the skin but not breaking it e.g.: (1)He was covered in bruises after falling off his bicycle. (2)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 e.g.: (1) He fell and bruised his legs. (2) Her face was badly bruised in the crash. (3) Peaches bruise easily. for the umpteenth time: for numerous times; for countless times, 无数次 e.g.: (1) For the umpteenth time, I tell you I don't know. (2) The thief stole mobile phones for the umpteenth time. umpteen. (informal) numerous, too many to count e.g.: (1) Umpteen of them left. (2) She had umpteen reasons for being late. in private: with no one else present e.g.: (1) She asked to see him in private. (2) The manager wanted to talk to her in private. avow: vt. (fml) admit; declare sth. openly; state firmly and openly e.g.: (1) He avowed his belief, faith and conviction at the conference. (2) She avowed herself to be a generous woman, but in fact she wasn't. overnight: adv. & adj. during or for the night; suddenly or very quickly e.g.: (1)He stayed overnight at a friend's house. (2) She became a celebrity overnight. (3) They had an overnight stop in Rome. (4) It was an overnight success. measly: adj. ridiculously small in size, amount and value e.g.: (1) He gave us measly little portions of the cake. (2) What a measly birthday present! Sentence understanding (1) 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. (2)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 (3)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 Part III.(Para.7-Para.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 12-7,is the climax of the narration.It relates their most agonizing experience at an ice cream and soda fountain store-they were not allowed to eat a dish of vanilla ice cream at the counter,and they were treated very badly by the waitress. Discussion questions (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
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. (2) 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 (3) 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. Part III. (Para. 7-Para. 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 12-7, is the climax of the narration. It relates their most agonizing experience at an ice cream and soda fountain store-they were not allowed to eat a dish of vanilla ice cream at the counter, and they were treated very badly by the waitress. Discussion questions (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