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UNIT

1 Ethnic iDENTITY

Teaching Objectives

In this unit, the teacher will help students learn: how to use classification to group things systematically. how to organize an article on the topic“Ethnic Identity.” how to write definitions. how to make use of negation in translation from two aspects. the strategy for cultivating a multicultural outlook. how to talk about“中国传统节日”in English.

Part A Reading

Language Learning Strategy

Use Classification to Group Things Systematically

Strategy

Teaching Procedure

Have Ss read the section entitled “Use Classification to Group Things Systematically.” Familiarize Ss with some “group” words to represent classification. Instruct Ss to go over Reading 1 and try to figure out the text structure of it.

Apply the Strategy

Teaching Procedure

Have Ss work in pairs to complete the chart.

Key for Reference

Reading 1 is an expository essay which uses classification to group ethnic boundary markers. Work in pairs and discuss how the writer uses classification to group information. Then complete the following chart.

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读写译教学参考书 ③

Para. 4: Physical Characteristics

Ethnic Boundary Markers

(Para. 1)

Para. 6: ClothingPara. 5: Cultural Traits

Para. 2: Language

Para. 3: Religion

Language for Reference

The following words and phrases are closely related to the topic of “Ethnic Indentiy,” and help Ss familiarize themselves with the topic quickly.

ethnic boundary marker 种族界限标识

ethnic difference 种族差异 ethnic origin 种族本源

ethnic prejudice 种族偏见 ethnic value 种族价值观 physical characteristics 体貌特征

cultural traits 文化特征 melting-pot 大熔炉 religion 宗教

multicultural worldview 多文化的世界观

personal adornment 个人饰品 immigration 移民

aborigine 土著人 indigenous 本土的 globalization 全球化

communication 交流 racial discrimination 种族歧视 civilization 文明

Reading 1

Before You Read

Teaching Tips

1. Have Ss share their ideas about ethnic groups by discussing the questions with their partners.2. Have Ss look at the groups of words and expressions and match each picture with the correct word in the

first line and determine which category each word belongs to in the second line. Have them guess how the groups of words can be related with the topic.

Key for Reference

1. Discuss the following questions with your partner.1) How many ethnic groups are there in China? Can you name some of them?

There are 56 ethnic groups in China. The Han Chinese are the largest ethnic group. The other ethnic groups are Miao, Zhuang, Hui, Yi, Man, Yao, Bai, Hani, Li, and Dai, etc.

UNIT 1 ETHNIC IDENTITY

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2) Which ethnic group do you belong to? Do you all belong to the same ethnic group? If not, can you tell the differences?(Open.)

3) How can you distinguish people of one ethnic group from another?Languages, colors, religions and cultural traits, etc.

2. Look at the following groups of words and expressions. Match each picture with the correct word in the first line and determine which category each word belongs to in the second line.1) A Church Christianity

B Mosque IslamC Temple Buddhism

2) A Tacos Mexican foodB Pizza Italian foodC Sushi Japanese food

3) A Kilt a Scottish-AmericanB Lederhosen a German-AmericanC Beadwork and ribbonwork a Native American

3. Look at the title of Reading 1. Write down 10 words or phrases, which you think are semantically related to the theme of the text. Then exchange your opinions with your partners.1) one’s sense of belonging to an ethnic group 2) multicultural viewpoint3) diversity 4) globalization5) mutual understanding 6) racial discrimination7) ethnic attitudes 8) personal identity9) cultural differences 10) immigration

Teaching Tip

If necessary, a further exercise can be provided, such as asking Ss to make sentences with the words and/or phrases chosen.

Now You Read

Teaching Tips

1. Ask Ss to skim the passage in one or two minutes, which aims to help Ss to understand the main idea by the first sentences of each paragraph because the structure of this unit is very clear.

2. Ask Ss to read the entire passage at their own pace and pay attention to the Exercises I & II in After You Read.

3. Ask Ss to read the passage again and turn their attention to the details.4. The title of the reading can be a good cue for class interactive discussion, with the following background

information as reference.

Background Information

1 Christianity

Christianity started about 2000 years ago in Judea (present-day Israel) with Jesus Christ and His faithful group of disciples. During this period, Judea was a cross-cultural Mecca of noisy cities and farms. The emperor of Rome was the ruler.

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With this cultural and religious background, the ministry of Jesus began. Jesus was a Jew. He observed the Jewish faith and was well acquainted with the Jewish Law. In His early thirties, Jesus traveled from village to village, teaching in the synagogues and healing those who were suffering. Jesus’ teachings stirred the hearts of people and created instability, something the Jewish religious authorities feared. Soon, a faithful group of men began to follow Jesus and call him teacher. These men became His disciples. Their gospel message was simple: “For God so loved the world, that He gave His only begotten Son, that whosever believeth in Him should not perish, but have everlasting life.”

However, the Christian faith, unlike any other religion, hinges on historical events, including one of vital importance. If Jesus Christ died and never rose to life, then Christianity is a myth or a trick.

2 Islam

Islam is a religion for all people from whatever race or background they might be. That is why Islamic civilization is based on a unity which stands completely against any racial or ethnic discrimination. Such major racial and ethnic groups as the Arabs, Persians, Turks, Africans, Indians, Chinese and Malays in addition to numerous smaller units embraced Islam and contributed to the building of Islamic civilization. Moreover, Islam was not opposed to learning from the earlier civilizations and incorporating their science, learning, and culture into its own worldview, as long as they did not oppose the principles of Islam.

Each ethnic and racial group which embraced Islam made its contribution to the one Islamic civilization to which everyone belonged. The sense of brotherhood and sisterhood was so much emphasized that it overcame all local attachments to a particular tribe, race, or language—all of which became subservient to the universal brotherhood and sisterhood of Islam.

3 Buddhism

The founder of Buddhism was Buddha Shakyamuni who lived and taught in India some two and a half thousand years ago. Since then millions of people around the world have followed the pure spiritual path he revealed. The Buddhist way of life of peace, loving kindness, and wisdom is just as relevant today as it was in ancient India. Buddha explained that all our problems and suffering arise from confused and negative states of mind, and that all our happiness and good fortune arise from peaceful and positive states of mind. He taught methods for gradually overcoming our negative minds such as anger, jealousy, and ignorance, and developing our positive minds such as love, compassion and wisdom. Through this we will come to experience lasting peace and happiness. These methods work for anyone, in any country, in any age. Once we have gained experience of them for ourselves we can pass them on to others so they too can enjoy the same benefits.

Meditation is at the heart of the Buddhist way of life. It is basically a method for understanding and working on our own mind. We first learn to identify our different negative mental states known as “delusions,” and learn how to develop peaceful and positive mental states or “virtuous minds.”

The teachings of Buddha reveal a step-by-step path to lasting happiness. By following this path anyone can gradually transform his or her mind from its present confused and self-centered state into the blissful mind of a Buddha.

4 Resources

http://www.uky.edu/Classes/FAM/357/fam544/ethnic_identity.htmhttp://en.wikipedia.org/wiki/Cultural_diversityUNESCO Universal Declaration on Cultural Diversity (2001)UNESCO Global Alliance for Cultural Diversity


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Outline of the Text

Part 1: (Para. 1) Combinations of ethnic boundary markers are used to distinguish one ethnic group from another.

Part 2: (Para. 2) Native language frequently serves as an ethnic boundary marker.Part 3: (Para. 3) In many cases, religious differences may be the most important marker of ethnic identity.Part 4: (Para. 4) It is common to identify ethnic groups by their physical characteristics. Part 5: (Para. 5) Cultural traits remain the most important, diverse, and complex category of ethnic boundary

markers.Part 6: (Para. 6) On special occasions, many people emphasize their ethnic identity by wearing ethnic clothes.

Language Study

1 overt a. (Para. 1) open and observable 公开的，不加隐瞒的● overt hostility● overt intelligence gathering

2 denote v. (Para. 1) to mark; indicate 意指，表示

● A flashing yellow light denotes caution.

3 sufficienta. (Para. 1) as much as is needed for a particular purpose 足够的，充足的

● We can only prosecute if there is sufficient evidence.

4 dist inct a. (Para. 2) clearly different or belonging to a different type 明显不同的，截然不同的，不同种类的

● I have a distinct memory of my grandma sitting in the rocking chair, knitting.

5 grant v. (Para. 2)

1) to give someone something or allow them to have something that they have asked for 给予，准予

● The council have granted him permission to build on the site.2) to admit that something is true although it does not make much difference to your opinion 承认

● He’s got talent, I grant you, but he doesn’t work hard enough.

6 more or less (Para. 3) to an undetermined degree 几乎；差不多

● We hope our explanation will prove more or less helpful.

7 corr espond v. (Para. 3) to be similar or equivalent in character, quantity, origin, structure, or function 符合；相一致

● The description of these events corresponds closely to other accounts written at the time.

8 be c ategorized as (Para. 3) to put people or things into groups according to the type of person or thing they are 把……分类为……

● Keene doesn’t like to be categorized as a socialist.

9 constitute v. (Para. 3) to be the elements or parts of; compose 组成，构成

● Correct grammar and sentence structure do not in themselves constitute good writing.

10 for the sake of (Para. 5) in order (to), because of 由于，为了（……的缘故）

● He moved to the seaside for the sake of his health.

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After You Read

Key for Reference

I. Comprehension of the Text1. Read the following statements carefully and decide whether they are true (T.) or false (F.)

according to the text.1) Differences in language, religion, physical appearance, or particular cultural traits serve as ethnic

boundary markers. (T.)2) When two populations share a common language, it means they share a common identity, just as if two

populations speak different languages, it means that they have two distinct identities. (F.)3) In China, religion serves as an important ethnic boundary marker. (F.)4) The significance or lack of significance of physical characteristics in ethnic identity may also vary with

the level of ethnic identity. (T.)5) The rapid homogenization of world material culture, food habits, and technology has made a wide

variety of cultural traits such as clothing, house types, food, etc. more overt ethnic boundary markers. (F.)2. Discuss the following questions with your classmates.

1) How many types of ethnic markers are presented in this reading? And what are they?Four. They are language, religion, physical appearance and cultural traits.

2) What are the cultural traits presented in this reading?Clothing, house types, personal adornment, food, technology, economic activities and lifestyle.

3) How can Hopi and Navajo members be distinguished?By their language alone.

4) Can the Jews be categorized as a religious or an ethnic group? What about the Sikhs? The Jews may be categorized as either a religious or an ethnic group. Similarly, the Sikhs in India constitute both a religious and an ethnic group.

5) What are the three major ethnic groups in Malaysia? How can they be distinguished? Members of the three major ethnic groups in Malaysia—Malays, Indians, and Chinese—are readily distinguishable by their physical appearance.

6) Could you describe the unique style of dress of every ethnic group? Almost every ethnic group had its own unique style of dress. Even today, a Scottish-American who wants to overtly indicate his ethnic identity wears a kilt, and a German-American may wear lederhosen.Similarly, on special occasions, Native Americans wear “Indian clothes” decorated with beadwork and ribbonwork.

II. Reciting

Teaching Tip

Before listening to the model reading, ask Ss to read the paragraphs silently and mark them with the signs. After listening, ask Ss to check their marks with their partners. Listen to the recording of the following paragraphs and mark the words or phrases with for a rising tone, for a falling tone, | for a sense group. Then practice the reading until you can recite it.


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Every ethnic group has a way of determining or expressing membership.↑

| Overt factors used to demonstrate or denote group membership are called ethnic boundary markers.

↑| Ethnic boundary

markers are important not only to identify the members to one another,↑

| but also to demonstrate identity to and distinctiveness from nonmembers.

↑| Because they serve to distinguish members

from all other groups,↑

| a single boundary marker seldom is sufficient.↑

|Like language, religion may serve as an ethnic boundary marker.

↑| The major world religions

such as Christianity, Islam, and Buddhism encompass numerous distinct ethnic groups,↑

| so that the religious affiliation does not always indicate ethnic affiliation.

↑| But in many cases, ↑ | religion

and ethnic group more or less correspond.↑

|

III. Vocabulary & Structure 1. Skim the text and find English equivalents to the following Chinese phrases.

1) 外在因素 overt factor2) 种族界限标识 ethnic boundary marker3) 文化特征 cultural trait4) 主要标识 primary indicator5) 或多或少 more or less6) 像前面所提到的 as we mentioned earlier7) 体貌特征 physical characteristic8) 长期相互交往 in long association with one another9) 个人饰品 personal adornment10) 在不远的过去 in the not-too-distant past

2. Fill in the blanks with the words from the box. Change the form where necessary.1) The twins had distinct tastes.2) This has transcended/transcends the limits of human power.3) The bombing of the house was an overt threat to the country. 4) The government decided to build a complex network of roads connecting the South and the North.5) The city’s population includes a wide range of different ethnic groups. 6) Grey is lighter than black, conversely, black is darker than grey. 7) We haven’t got sufficient information from which to draw a conclusion.8) This fully demonstrates their willingness to cooperate.9) The reality does not always correspond with one’s expectations.10) The Norton consortium has been granted permission to build a large shopping mall in the center of

the city. 3. Find a word or a phrase from the text that explains each of the following words.

1) homogenization assimilating 2) phenotype physical characteristic3) conversely however 4) huipil loose-fitting blouse5) Ladinas non-native American women

IV. Banked Cloze

Read the following passage carefully and fill in the blanks with the words given in the box.

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Characteristics that (1) L) distinguish one ethnic group from another are called “boundary markers.” The most common markers are language, religion, physical (2) I) appearance, and various cultural traits.

The major boundary marker is language. Some different ethnic groups, however, may (3) F) share the same language, like the Serbs and Croats in the (4) B) former Yugoslavia. (5) J) Conversely, some people of the same ethnic background may speak different languages like the Gaelic and English speaking Irish.

Even though religions may (6) A) encompass many ethnic groups, they are sometimes an ethnic marker. In fact, some religions are (7) H) ethnic groups, such as the Sikhs of India and the Jews. In other (8) O) cases, religion is what makes a (9) G) difference between one group and another such as the Orthodox Serbs and the Catholic Croats.

Physical characteristics can be another ethnic marker. Although it is (10) N) impossible to distinguish among many European groups, where there has been a (11) M) relocation of groups, it can still be a clear marker of race. An example is the three ethnic groups in Malaysia, the Chinese, the Indians, and the Malays.

Finally, food and clothing are obvious examples of cultural traits that distinguish ethnicity. Although (12) C) globalization has changed this somewhat as we share food and clothing styles, they are still a strong marker of ethnic (13) K) identity. Still today, on special occasions, one might wear his traditional (14) E) costume to show his heritage. Moreover, in some (15) D) remote parts of the world, people still wear their native clothes.

V. Translation

1. Translate the following sentences into English, using the phrases and expressions in the brackets.1）由于这些标识是用来区分本族成员与所有其他种族的，所以仅靠一种标识往往是不够的。

(distinguish from) Because they serve to distinguish members from all other groups, a single boundary marker seldom is sufficient.

2）但在很多情况下，宗教信仰与种族或多或少有一些关联。既有犹太教，同时也有犹太族。(be categorized as) But in many cases, religion and ethnic group more or less correspond. The Jews may be categorized as either a religious or an ethnic group.

3）美国土著人妇女经常穿一种叫“huipil”的宽大套头衫式的连衣裙，这是区分种族的一种标识。

(slip over) A Native American woman often wears a huipil, a loose-fitting blouse that slips over the head, which is a symbol to distinguish ethnicity.

2. Translate the following sentences into Chinese, and pay attention to the underlined parts.1) Overt factors used to demonstrate or denote group membership are called ethnic boundary markers. 所谓的种族界限标识就是用来展示或表明某一特定种族的外在因素。

2) The significance or lack of significance of physical characteristics in ethnic identity may also vary with the level of ethnic identity.

体貌特征在区分种族时是否重要也会因为被区分种族的层次范围不同而不同。

3) A wide variety of cultural traits, clothing, house types, personal adornment, food, technology, economic activities, or general lifestyle may also serve as ethnic boundary markers.

大量丰富的文化特征，包括服饰、房屋样式、个人饰品、饮食、技术、经济活动或者是总体生

活方式等，都可以作为种族区分标识。

4) For the sake of brevity, we will limit our discussion to one trait—clothing.


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为简单起见，我们只讨论其中一个特征——服饰。

VI. Writing Write a passage in about 140 words entitled “I Have a Multicultural Worldview.” Your

writing should be based on the outline given below.1) State your multicultural worldview.2) Offer the reasons why you hold such a view.3) Emphasize the importance of communication between ethnic groups.

Sample

I Have a Multicultural Worldview

I have a multicultural worldview. I feel comfortable around all kinds of people. I am always amazed by the beautiful diversity of the world and eager to learn new things from various cultures.

I have been taught since young that everyone is equal. Since everyone is equal, it follows that every culture is equal, none of which is perfect or inferior to others. Each culture, be it Anglo-Saxon or India, has both merits and downsides. Therefore, there is no reason for any prejudice between cultures.

With the widespread impact of globalization, communication between ethnic groups is now possible, and this will definitely lead to increased mutual understanding among different cultures. This, accompanied with the raised political and economic status of minor ethnic groups, will definitely raise the popularity of the multicultural worldview. This is indeed the worldview of the future!

Comment

In this essay the writer is expressing his or her hope and positive opinion of a world living in harmony. As the writer states, with a global world it is imperative that there must be equality between the populations of all countries and races in order for global communication and trade to flourish. The writer clearly, with proper form and vocabulary assures us that if we all work on the merits and steer clear of the downsides, with optimism, we can finally live in a harmonious society.

Chinese Translation

种族界限标识

1 每个种族都有确定或表达其成员身份的方法。所谓的种族界限标识就是用来展示或表明某一特定种族的外

在因素。种族界限标识不但对确认种族内部的成员身份很重要，而且对于向非本族成员表明身份和区分非本族成

员来说，也至关重要。由于这些标识是用来区分本族成员与所有其他种族成员的，所以仅靠一种标识往往是不够

的。某一种标识或许可以将某个种族与另一个种族区分开，但它不一定能将前者与其他种族区分开。因此，通常

需要综合运用各种标识。各种不同的语言、宗教、体貌以及文化特征都可作为种族区分标识。

2 语言经常充当种族区分标识。在世界许多地区，一个人的母语是其种族身份的主要标识。在美国西南部，仅

仅通过语言就很容易将霍皮族和纳瓦霍族的成员区别开来。然而，这并不意味着语言相同，种族身份就相同；同

时也不意味着语言不同的人种族身份就不同。例如，南斯拉夫塞族人和克族人都说塞尔维亚克罗地亚语，然而他

们却是两个不同的种族，而且自古以来这两个种族就相互敌对。相反，爱尔兰人的母语既可能是盖尔语也可能是

英语。德国政府允许来自东欧所有种族的德国难民随时申请德国国籍。而同化这些难民的一个难处却在于，很多

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难民只会讲波兰语或俄语。因此，德国人并不是一定讲德语。

3 和语言一样，宗教信仰也可以充当种族区分标识。基督教、伊斯兰教和佛教等世界几大主要宗教的信徒包

含了许多不同的种族，因此，宗教从属关系并不总代表种族从属关系。但在很多情况下，宗教信仰与种族或多或

少有一些关联。既有犹太教，同时也有犹太族。同样，在印度既有锡克教，也有锡克族。在其他情况下，不同的

宗教信仰或许是最重要的种族身份标识。像前面所提到的，塞族和克族讲同一种语言，而两个种族之间最重要的

区分标识是：塞族人信仰东正教，克族人则信仰天主教。与此相反的是，中国人的种族标识超越了宗教信仰的界

线，不论是伊斯兰教教徒、基督教教徒、道教教徒、佛教教徒，还是马克思无神论者，都可以是中国人。

4 体貌特征或显型特征（有时）也可以表明种族身份。通过体貌特征来分辨德国人、荷兰人、丹麦人或其他北

欧人是不可能的，这在世界其他人口长期相互交往的地区情况也无二致。因此，通过体貌特征，并不能把祖鲁族

人和斯威士族人、中国人和韩国人，或者是乔克托族人和印第安奇克索族人区分开来。然而，随着大规模人口流

动，尤其是近几百年来，体貌特征越来越成为一个种族的确认标识。在马来西亚，马来人、印度人和中国人，这

三大主要种族成员很容易从其体貌上加以区分。体貌特征在区分种族时是否具有重要意义也会因为被区分种族的

层次范围不同而不同。美洲人身份标准包括了几乎所有的人类体型特征。然而，如果不是很严格区分，比如，分

成美籍欧洲人、美籍非洲人和美国土著人的话，完全可以根据体貌予以区分。但是，在这些群体中，体貌特征并

不是唯一的区分标识。一些美国土著人长得看起来很像美籍欧洲人或美籍非洲人，而仅仅靠体貌来判断的话，一

些美籍非洲人就会被误当做美籍欧洲人或美国土著人。

5 大量丰富的文化特征，包括服饰、房屋样式、个人饰品、饮食、技术、经济活动或者是总体生活方式等，

都可以作为种族区分标识。100年来，世界物质文化的迅速同化，现代的饮食习惯和科技使得过去许多明显的文

化区分标识不复存在。如今，你不必非要成为墨西哥人才可以享用玉米卷，不必非要成为意大利人才可以吃到比

萨，不必非要成为日本人才可以吃寿司午餐。同样，在日本、阿曼、俄罗斯、墨西哥以及其他很多国家都可以吃

到地道的美国食品——汉堡。然而，文化特征仍然是最重要的、最多样的和最复杂的种族区分标识。为简单起

见，我们只讨论其中一个特征——服饰。

6 服饰自古以来就是最明显的种族身份标识。在不远的过去，几乎每个种族都有自己独有的服装样式。甚至在

今天，美籍苏格兰人要想公开表明他的种族身份，就穿苏格兰方格呢短裙，美籍德国人则可以穿皮短裤。同样，

在特殊场合，美国土著人可以穿有珠子和丝带装饰的“印第安服饰”来表明身份。这些不是他们的日常装饰，他

们只在想要突出强调自己的种族身份的特殊社交场合才这样穿着。然而，在世界许多地区，有些种族的人每天都

穿着他们的标志性服饰。在危地马拉高原地带，通过服装，尤其是女性的服装，很容易区分一个人所属的种族。

危地马拉服饰事实上表明了两种种族身份标准。如果一个妇女穿一种叫“huipil”的宽大的套头衫式连衣裙，那

么她就是美国土著人。非美国土著妇女，也叫“Ladinas”，则穿西式服装。妇女所穿的“huipil”连衣裙的款

式、颜色以及图案，能进一步区分她所属的特定美国土著种族，比如纳华拉族、吉吉卡斯蒂纳各族和索洛拉族，

或者任何一个危地马拉高原其他大约100个左右的美国土著种族。

Tuning In

Migrant Farm Workers and Racial Tension in Southern Spain

Teaching Procedure

1. Introduce to Ss the background knowledge about Spain and migrant farm workers there.


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2. Have Ss read the instructions and the questions aloud before watching the video. 3. Ask Ss to watch the video on “Migrant Farm Workers.”4. Ask Ss to answer the questions in Exercise 1.5. Check the answers with Ss.6. Ask Ss to watch the video on “Racial Tension in Southern Spain” and complete the passage in Exercise 2.7. Check the answers with Ss.

Summary of the Video

Almerian farmers in southern Spain depend on large numbers of migrant workers from North Africa. Many are illegal immigrants and live in very poor conditions. The authorities in Almerίa1 are struggling to cope with the influx of immigrant farm workers. Demonstrations over migrant working conditions have been met with violence from local residents.

Transcript Clip 1Reporter: Even working flat out the Spanish farmers could never have achieved all of this on their own.Screen Text: SPAIN, Almerίa , MOROCCO2 Rep orter: For almost 30 years, people from Africa, mainly from Morocco have travelled across the Mediterranean

to Spain in search of jobs. This is an arrangement that often works for both sides. The Spanish employers get cheap labour and the immigrants earn more money than they ever could back home. Over time, farmers and workers have got to know and understand each other very well and often become like an extended family.

Screen Text: ESTEBAN BAEZA, Farmer’s SonEste ban Baeza [translated]: Only the men came to begin with and over here they were far away from home,

separated from their wives and children. My father knew the Gomes family were really helping us to prosper, so we’ve always treated them with respect, courtesy and affection, and we built them a home, which was very important to them.

Rep orter: Almerίa has 40,000 legal immigrants who have been allowed in with official work permits, but there are thousands more who have been refused a permit, and for them the story is very different. For Abderrahman and Ibrahim their only choice was to get a job on the black market, where they can be exploited by unscrupulous farmers, who can make them work for the very lowest wages, because as illegal workers they can’t complain to the authorities as they live in fear of being deported.

Abde rrahman [translated]: For 2, 3, 4 years I’ve been working here illegally. If I leave here without my papers I’ll never get back. When will I be able to see my friends, my parents, my brothers who I left behind in Morocco? I’m working here to earn money to improve my life back home, but if I don’t get my papers I’ll work here until my death, and that’s like exile and that thought is very, very hard.

Rep orter: Those outside the law often get caught in a poverty trap. This is home to 23 Moroccan immigrants. They have no fresh water, electricity or sanitation. For them social services of any kind just don’t exist. It’s not always easy for the farmers either. The gold rush years are coming to an end. The farmers are under terrific pressure to produce more and to keep their costs down, so it’s very tempting to hire illegal workers for low wages. That’s why the immigrants still keep coming.

1 Almerίa: a city in south-eastern Spain on the Mediterranean Sea 阿尔梅里亚2 Morocco: a country of northwest Africa on the Mediterranean Sea and the Atlantic Ocean 摩洛哥：非洲西北部的一个国家，位于地中海和大

西洋沿岸。

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Clip 2Reporter: In the town of El Ejido in February 2000 locals and immigrants clashed.Screen Text: ELENA MALENO, Charity WorkerElen a Maleno [translated]: February was madness. It was a war. It was a situation of total war. And this doesn’t

just happen from one day to the next; this is the result of years of social tension that the media, political parties and businessmen have been creating. The immigrants were fine whilst they were living in economic apartheid, working in the greenhouses and not being seen in public. Up till then they were fine, they were just manual labour. But when they started to demand a place in society, setting up their butchers’ shops, walking in the streets, then the problems began.

Repo rter: The riots brought all the racial tension out into the open and that tension remains unresolved. The authorities have issued more work permits in Almerίa, but ironically this has made the situation worse. Word has spread about the new permits and even more people are now arriving at the moment there’s an uneasy peace. But as the new arrivals take their campaign to the streets, it feels like trouble could flare up again at any moment.

Man [translated]: We work on the black market, we work without rights, we work illegally, with nothing. The reason we are here is to get our papers. We want to live like any other human beings. We are here to free ourselves from the slavery of the greenhouses in Almerίa. That’s why we’ve been here for nearly 2 weeks, day and night. We sleep here and we’re on hunger strike. We haven’t received any offers from the government from Almerίa, or from Madrid1. No solutions, no answers, nothing. You’re the first foreign journalist to come and see this, this very serious situation.

Notes unscrupulous ◆ [ Qn5skrU:pjElEs ] a. behaving in an unfair and dishonest way 毫无顾忌的 deport ★ [ dI5pC:t ] v. to make someone who is not a citizen of a particular country leave

that country 驱逐，放逐 sanitation ▲ [ 7sAnI5teIFEn ] n. the protection of health by removing waste, dirty water etc. 卫生 terrific ★ [ tE'rIfIk ] a. very good 极好的，非常的 tempting ◆ [ 'temptIN ] a. seeming very good and attractive 诱人的 flare ★ [ fleE ] v. to erupt or intensify suddenly 突然爆发

Key for Reference 1. Watch the video “Migrant Farm Workers” and discuss the following questions with your

classmates.1) Why can’t illegal farm workers complain about the lowest wages to the authorities?

Illegal farm workers can’t complain about the lowest wages to the authorities because they live in fear of being deported.

2) What are the living conditions of illegal farm workers like in Spain?They have no fresh water, electricity or sanitation. For them social services of any kind just don’t exist.

3) Why do Spanish farmers keep employing illegal farm workers? The farmers are under terrific pressure to produce more and to keep their costs down, so it’s very tempting to hire illegal workers for low wages.

2. Watch the video “Racial Tension in Southern Spain” and fill in the blanks with the exact words you have heard.

1 Madrid: 马德里（西班牙首都）


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Reporter: In the town of El Ejido in February 2000 locals and immigrants clashed.Elen a Maleno: February was madness. It was a war. It was a situation of total war. And this doesn’t just happen

from one day to the next; this is the result of years of (1) social tension that the media, political parties and businessmen have been creating. The immigrants were fine whilst they were (2) living in economic apartheid, working in the greenhouses and not being seen in public. Up till then they were fine, they were just manual labour. But when they started to (3) demand a place in society, setting up their butchers’ shops, walking in the streets, then the problems began.

Rep orter: The riots brought all the racial tension out into the open and that tension remains (4) unresolved. The authorities have issued more work permits in Almerίa, but ironically this has made the situation worse. Word has spread about (5) the new permits and even more people are now arriving at the moment there’s an uneasy peace. But as the new arrivals (6) take their campaign to the streets, it feels like trouble could flare up again at any moment.

Reading 2

Before You Read

Key for Reference

Discuss the following question with your partners.The United States is also called a “melting-pot.” Do you know why? (Open.)

Now You Read

Teaching Tip

The title of the reading can be a good cue for class discussions, with the following background information as reference.

Background Information

1 Republic of Ireland

It occupies all but the northeastern corner of the island of Ireland in the British Isles. From 1922 to 1937 the country was known as the Irish Free State, and from 1937 to 1949 as Eire. Dublin is the capital of the republic and by far its largest city.

The population is largely Celtic with a minority of English. Nearly 95% of the population is Roman Catholic, but there is no officially established church. Gaelic and English are the official languages, with English the more widely used.

The Republic of Ireland was proclaimed on April 18, 1949. The country withdrew from the Commonwealth and formally claimed jurisdiction over the Ulster counties. It was admitted to the United Nations in 1955.

2 TheEthnicConflictsinIsraelandPalestine

The Israeli-Palestinian conflict is an ongoing dispute between the State of Israel and the Palestinians. It

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also forms part of the wider Arab-Israeli conflict. Essentially, it is a dispute between two national identities with claims over the same area of land. Many attempts have been made to broker a two state solution, which would entail the creation of an independent Palestinian state alongside Israel. At present, the vast majority of Israelis and Palestinians, according to many major polls, agree that a two-state solution is the best way to end the conflict. Most Palestinians view the West Bank and Gaza Strip as constituting the area of their future state, which is a view also accepted by most Israelis. A handful of academics advocate a one-state solution, whereby all of Israel, the Gaza Strip, and West Bank would become a bi-national state with equal rights for all. However, there are significant areas of disagreement over the shape of any final agreement and also regarding the level of credibility each side sees in the other in upholding basic commitments.

There are various domestic and international actors involved in the conflict. The direct negotiating parties are the Israeli government, currently led by Ehud Olmert, and the Palestine Liberation Organization (PLO), currently headed by Mahmoud Abbas. The official negotiations are mediated by an international contingent known as the Quartet on the Middle East (the Quartet) represented by a special envoy, currently Tony Blair, that consists of the United States, Russia, the European Union, and the United Nations. The Arab League is another important actor, which has proposed an alternative peace plan. Egypt, a founding member of the Arab League, has historically been a key participant.

Since 2006, the Palestinian side has been fractured by conflict between the two major factions: Fatah, the largest party, and Hamas, an Islamist militant group. As a result, the territory controlled by the Palestinian National Authority (the Palestinian interim government) is split between Fatah in the West Bank, and Hamas in the Gaza strip. This has proved problematic as Hamas is considered a terrorist organization by Israel and many other countries which means that despite the fact it won the Palestinian elections of 2006, it has not been allowed to participate in official negotiations.

The most recent round of peace negotiations began at Annapolis, USA, in November, 2007. These talks aim to have a final resolution by the end of 2008. The parties agree there are six core, or “final status,” issues which need to be resolved: Jerusalem, refugees, settlements, security, borders and water.

Outline of the Text

Part 1: (Para. 1) The ethnic conflicts in most countries are not between sub-national groups but between distinct nationalities.

Part 2: (Paras. 2—4) The ethnic conflicts in Northern Ireland and in Israel and Palestine vividly illustrate the strength of nationalist sentiments.

Part 3: (Para. 5) The populations of most countries encompass a number of distinct nationalities.Part 4: (Para. 6) The ethnic nationality problem is further complicated because current political boundaries

for most of the world are legacies of European colonialism and expansion.Part 5: (Para. 7) The end of the colonial period made the ethnic conflicts more complicated for European

powers made little attempt to redefine political boundaries when they granted independence to their colonies.

Language Study

1 com parable to (Para. 1) similar to something else in size, number, quality, etc., so that you can make a comparison 可以比较的，能比较的

● The planet Pluto is comparable in size to the moon.


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2 resolvable a. (Para. 1) (of something) can be resolved 可解决的，可分解的；可溶解的

● This mixture is resolvable into two simple substances.

3 in sight (Para. 2) near at hand 临近

● Victory is in sight.

4 people v. (Para. 5)

1) to dwell in; inhabit 居住在

● Settlers were peopling the new lands.2) to supply or fill with people 使（某地区或地方）住满人

● Europe largely peopled America.3) fill with 充斥于

● Sky peopled with stars.

5 hom ogeneous a. (Para. 5) consisting of people or things that are all of the same type 由同种族人组成的；由同类组成的

● a homogeneous societyhomo: same; similar; alike 相同的；相等的；类似的

● homograph 同形异义词

● homophone 同音异义词

6 nor conj. (Para. 6) nor 等具有否定意义的词或词组居于句首时要用倒装，不居句首时则用正常语序。这类词或词组常用的有 : never, seldom, rarely, little, hardly, scarcely, not until, by no means, in no time, under no circumstances, under no condition, in no way, in no case, in vain, at no time, neither... (nor), no sooner...(than), hardly... (when), barely, on no account, not a bit, nowhere, not only... but also, not often, etc.

● Never in all my life have I heard such nonsense!I have never heard such nonsense in all my life.

● Not only was Churchill a statesman, but also a poet.Churchill was not only a statesman but also a poet.

● Not often do they meet.They do not often meet.

Note: 如果放在句首的否定词修饰句子的主语，构成主语的一部分，则不用倒装结构。

● Not a word was said.● Scarcely a drop of rain fell last month.● Only an old man took pity on the poor girl.

After You Read

Key for Reference

I. Comprehension of the Text 1. The text can be divided into five parts. The paragraph numbers of each part have been given.

Complete the outlines of the text with the help of the given key words.

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Part Para(s). Key Words Main Ideas

1 1sub-national groups,distinct nationalities

The ethnic conflicts in most countries are not between sub-national groups but between distinct nationalities.

2 2—4nationalist sentiments

The ethnic conflicts in Northern Ireland and in Israel and Palestine vividly illustrate the strength of nationalist sentiments.

3 5 distinct nationalitiesThe populations of most countries encompass a number of distinct nationalities.

4 6political boundaries,colonialism, andexpansion

The ethnic nationality problem is further complicated because the current political boundaries for most of the world are legacies of European colonialism and expansion.

5 7colonial period,redefine,independence

The end of the colonial period made the ethnic conflicts more complicated for European powers made little attempt to redefine political boundaries when they granted independence to their colonies.

2. Read the following statements carefully, and decide whether they are true (T.) or false (F.) according to the text.1) Ethnic problems within a country are thought to be the result of social or economic discrimination,

which are able to be resolved and repaired by reforms. (T.)2) In 1968, after several centuries of British colonial domination and periodic rebellions by the native

Irish, the Irish Free State was established. (F.) （时间 1968 有误，应该是 1922。）3) In 1948, the state of Israel was founded. However, the conflict between the Israelis and the Palestinians

has been constant for the past 45 years. (T.)4) The root of the problem in Northern Ireland is the conflicting claims of two rival and hostile

nationalities: the Irish and the Scotch-Irish. (T.)5) During the 19th century, Africa was the only continent to have boundaries imposed by the Europeans. (F.)

(... was the only continent… 理解有误，正确理解应该是 ... was NOT the only continent...。)6) When the European powers granted independence to their colonies, all ethnic groups were equally

represented in these new governments. (F.) (... all ethnic groups were equally represented... 理解有误，正确理解应该是 ... NOT all ethnic groups were equally represented…。)

II. VocabularySkim the text and find equivalent expressions to the following underlined phrases.1) He handled it with no regard for my feelings at all.2) A handful of books on the problems of old age are kept in the library.3) At last, peace is in sight after four years of war.4) Under the domination of that dictator, people in that country have no hope for happiness.5) The accident claimed the lives of 24 persons.

III. Putting It All Together(Open.)


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IV. Dictation Complete the exercise with the CD-ROM online.

These two conflicts vividly illustrate the strength of nationalist sentiments. In both cases, we see groups of educated, rational human beings who are willing to sacrifice their lives and economic well-being in unending conflicts for what they consider to be their nationality’s legitimate rights.

Chinese Translation

国家和民族的问题

1 美国的种族大部分不具有明显民族性，属亚民族。我们一般会推断，俄罗斯人就是从俄罗斯来的人，尼日

利亚人就是来自尼日利亚的公民等。由于误将来源国和种族身份等同，我们会用世界上其他地区的民族矛盾来

类比美国国内亚民族之间的冲突。一个国家的种族问题通常被认为是社会或经济歧视的结果——可以通过改革

来解决和协调——其政治意义应最小化。然而，大多数国家的种族冲突并非发生在亚民族之间，而是发生在不

同的民族之间。

2 北爱尔兰种族冲突以及巴以冲突尤为残酷。经过几个世纪的英国殖民统治和当地爱尔兰人的周期性反叛，

1922年，爱尔兰自由政权（现在的爱尔兰共和国）建立了。然而，并不是所有的爱尔兰地区都获得了独立。17

世纪，英国统治者为控制爱尔兰，把爱尔兰农民从爱尔兰最北部驱逐出来，由苏格兰长老会实行殖民统治。苏

格兰长老会就是有名的“苏格兰爱尔兰人”。苏格兰爱尔兰人不认为自己是爱尔兰人，并不愿成为自由爱尔兰

的一部分。由于意识到苏格兰爱尔兰人的这一意愿，在爱尔兰独立时，英国人将这一地区分割了出来。北部6个

郡组成北爱尔兰，仍是联合王国的一部分。许多爱尔兰人一直都不承认这一分裂爱尔兰举动的合法性。对他们

来说，北爱尔兰是爱尔兰祖国的一部分，因此应该属于爱尔兰共和国。自1968年以来，爱尔兰共和军，爱尔兰

共和国境内一支非法的秘密游击队武装，不断就北爱尔兰和爱尔兰共和国统一的问题发动战争。轰炸、埋伏和

暗杀已经夺去了2 200多人的生命，而且这种冲突看起来似乎永无止境。新闻媒体经常会把北爱尔兰问题报道成

英国人和爱尔兰人之间或是天主教徒与新教徒之间的冲突；而事实上，这两种报道都是错误的。冲突的根源在

于，相互敌对的爱尔兰人和苏格兰爱尔兰人的要求是相互冲突的。400年来，苏格兰爱尔兰人逐渐成为一个特有

的民族，他们声称爱尔兰北部地区是他们的祖国。相反，爱尔兰人则把该地区看做是他们的爱尔兰祖国必不可

少的、不可分割的一部分。

3 在离开家园近2000年之后，犹太人在1882年开始重返在巴勒斯坦的故土。20世纪初，巴勒斯坦的犹太定

居者队伍开始壮大。1948年，犹太定居者宣布了以色列政权的诞生。从那以后至今的45年里，巴以之间的冲突

就从没间断过，只是程度和暴力的形式不同而已。巴以问题与北爱尔兰问题相似：针对同一片土地，以色列和

巴勒斯坦两个民族的人都声称是自己的合法祖国。虽然最近在和平解决北爱冲突和巴以冲突方面取得了一些进

展，但这些协议的效力微乎其微。冲突局势仍然是一触即发。在以色列，要在巴以双方（以色列和巴勒斯坦两

个民族）都满意的范围内解决冲突是不可能的。

4 这两例冲突生动地说明了民族情绪的力量。在这两例冲突中，我们看到大批受过教育的、理智的人在无休

止的冲突中，为了他们所认为的属于自己民族的合法权益，甘愿牺牲生命和经济财富。

5 当今世界，此类冲突的发生比我们大多数人所意识到的要频繁许多。要了解有关冲突的数量和潜在数

量，我们只需明白以下事实：世界上的3 000–5 000个不同民族共分成了不到200个国家，结果就是，大多

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数国家的人口都包含不同的民族。中国官方承认的民族共有56个。据估计，印度尼西亚拥有多达300个民

族；埃塞俄比亚至少有70个民族。只有一小部分国家是仅由一个民族组成的，这些国家在民族问题上比较

融洽。

6 种族问题更加复杂，因为当今世界大多数地方的政治边界都是欧洲殖民地统治和扩张遗留下来的。在19世

纪，欧洲各强国将世界大多数地理区域和人口相互划分。1884年–1885年间，在柏林会议上，欧洲统治者们

坐在桌子前，用钢笔和铅笔在非洲地图上划分界线，瓜分了非洲大陆的资源和人口。通过这个协议，英国人、

法国人、德国人、比利时人以及其他欧洲当权者，接管了那些他们之前从未涉足的土地的主权，开始掌管那些

从未见过白人的非洲人。并不是只有非洲大陆国家的界限是由欧洲人强加的，世界大多数国家的界限都是欧洲

人不顾当地人们的利益以及种族界限，根据他们自己的利益而划定的。结果导致了大多数欧洲的殖民占领区都

是种族混居，其中许多种族长期以来相互敌对。另一种情况则是，原为同一种族的土地和人被划分在了两个或

者更多的欧洲殖民地上。更糟糕的是，殖民统治者经常将一个殖民地的人挪到另一个殖民地来补充劳动力，将

其他种族的人引入到一个新的地区。比如，英国人将印第安劳动力安置在缅甸联邦（缅甸）、马来亚（马来西

亚）、斐济、斯里兰卡、肯尼亚、乌干达、南非、特立尼达和英属圭亚那。

7 殖民时期的结束并没有使世界种族冲突消失，而是预示着这些问题只是刚刚开始。欧洲殖民统治者准许他

们的殖民地获得独立的同时却很少尝试着重新界定政治边界。大多数情况下，新独立的国家面临着与殖民地时

期同样的边界和民族问题。由于这些政治分裂是由欧洲军事政权强加的，一些学者曾称此前的殖民国为“伪国

家”。在多数情况下，独立后的国家保留了殖民地时期的基本管理和政府框架；与殖民地时期最大的不同是，

当地官员代替了欧洲官员。然而，这些新政府并没有平等地代表所有种族，多数以前的殖民地都很快被一个或

两个实力最强的种族控制。因此，多数情况下，欧洲的统治被一两个“当地”种族的统治所取代。明白了这一

点，大多数第三世界国家特有的政治问题就很好理解了。

Textual Reading

Cohesive Ties and Metadiscourse

Knowledge

以下练习要求学生对段落内句子重新排序、使之还原成连贯的语篇，该练习的目的是训练和培养

学生从语篇层面理解文本和作者意图、识别衔接手段和元话语，并判断句际间的逻辑关系和语义关系

的能力。以下练习涉及的衔接手段包括指称和词汇衔接；元话语包括框架标记。（参见本教学参考书的

Appendix。）

Apply the Knowledge

Key for Reference

Rearrangement: Read the following sentences carefully and rearrange them into a coherent paragraph, taking into account the topic sentence listed below.

(1) The negative effects of discrimination can be more easily understood if its targets are classified by race, gender, and age. (2) D) Although some progress has been made with the first group, people of color, racial discrimination is still evident in our culture. (3) E) Hate groups still march in parades on Main Street, and with the advent of the Internet, they have filled cyberspace with their special brand of hatred against


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all people of color. (4) B) The second group targeted by discrimination is women. (5) C) Women are still expected by many men to stay home and take care of the house and the children (and of the husband’s needs). (6) F) In the workplace, men still get promoted faster, and men are still paid more for the same work as women. (7) A) Members of the last category, the elderly, are often downsized because younger workers can take their place at a lower salary rate. (8) G) Discrimination knows no limits. (9) H) It can strike almost anyone, anytime, and anywhere.

Explanations

1. 第（2）句、第（4）句和第（7）句通过框架标记 first、second 和 last 可以判断句际间逻辑关系，

并确定其相应位置。

2. 第（3）句中 people of color 与第（2）句中 people of color 形成词汇重复衔接关系，并且此句是对第（2）

句的具体阐述。

3. 第（5）句中 women 与第（4）句中 women 形成词汇重复衔接关系，并且此句和第（6）句是对第（4）

句的具体阐述。

4. 第（8）句和第（9）句是对段落的总结。第（9）句中人称指称词 it 回指第（8）句中 discrimination，并且此句是对第（8）句的具体阐述。

Part B Writing

Writing Knowledge

Definition

Teaching Tip

Encourage Ss to read by themselves and elicit questions and answers from Ss.

Writing Strategy

Edit Your Nemesis Errors Separately

Teaching Tip

Ask Ss to edit their essays by reading for their nemesis errors separately.

Part C Translation

Translation Knowledge

Negation in Translation (1)

Teaching Tip

按语言学家们的划分，英语的否定大致可分为4类：完全否定（带no的词语，如nothing, none等）、

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半否定（hardly, scarcely等）、部分否定（not all, not every等）及带否定意义的词语（fail, without等）。

汉语的肯定与否定与英语大致相似，所以在一般情况下，翻译可以对号入座。有时候具体的翻译操作中

的肯定与否定并不完全对应，如本单元和第七单元列出的各条例句所示。

Let’s Translate

I. English–Chinese TranslationToday, there’s scarcely an aspect of our life that isn’t being upended by the torrent of information

available on the hundreds of millions of sites crowding the Internet, not to mention its ability to keep us in constant touch with each other via electronic mail.

II. Chinese–English Translation2009 年我国国内生产总值达到 33.5 万亿元，比上年增长 8.7%。实践再次证明，任何艰难险阻

都挡不住中华民族伟大复兴的历史进程。

Key for Reference

I. English–Chinese Translation今天，我们的生活方方面面无不受到因特网上数以亿计的网站所提供的大量信息的冲击，更不

用说因特网使我们通过电子邮件经常保持联系的本事了。

【注释】双重否定 scarcely…isn’t being upended 为强调语气，故译作“ 无不受到冲击 ”；not to mention 保持原否定结构，译作“更不用说”。

II. Chinese–English TranslationOur GDP reached 33.5 trillion yuan in 2009, an increase of 8.7% over the previous year. Events again

proved that no difficulties or obstacles can impede the course of the great rejuvenation of the Chinese nation.

【注释】注意措辞表达，将“国内生产总值”简译作 Our GDP，“万亿”译作 trillion；注意比较对象，

将 |“比上年增长 8.7%”译作 an increase of 8.7% over the previous year；灵活使用正反转换，将“任

何艰难险阻都挡不住……进程”译作 no difficulties or obstacles can impede the course…。

Part D Supplementary Activities

Academic Power Strategy

Cultivate a Multicultural Outlook

Optional Approach: Cultural Diversity and a Future Career

Have Ss write about the relationship between cultural diversity and their future careers. By doing so, it is hoped that Ss will realize the advantages and importance of cultural diversity.

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