Section B 3 6 UNIT Smith and Luis To master the reading skill To understand the text To practice the phrases and patterns To learn about writing a book report

Warming-up Reading Skills Text Study Comparative Study Contents Unit Project Section B

Warming-up Section B

1. Why did soldiers argue with each other? Tips 2. If you were Captain, what would you do? Tips 3. Can we say war is nothing but cruel?

Back

Because Captain just let the Germany prisoner go by himself, who might get thrown back into circulation with Germany enemy. Tips 1. Why did soldiers argue with each other?

I might do the same as he did. Though my comrade was crudely killed in war against Germany enemy, it does not mean we should blame any Germany people or simply revenge by killing another Germany soldier. Instead, we should cherish human life and show respect to every average person. 2. If you were Captain, what would you do? Tips

Maybe not. Most of time, people are involved in war for the purpose of peace, which they cherish most. Unsatisfied with poor living situation, people may have to fight for freedom and equality, the result of which often leads to human advancement in cultural civilization and industrial modernization. More importantly, many valuable human qualities such as the subconscious of humanity and respect can be reflected more vividly during the war. 3. Can we say war is nothing but cruel? Tips

1. Where is Normandy? 2. How much do you know about the Battle of Normandy? Tips

1. Where is Normandy? Tips Normandy is a geographical region in the far northwest of France. The continental territory covers 30,627 km 2 and forms the preponderant ( 最重要的 ) part of Normandy and roughly 5% of the territory of France. It is divided into two regions for administrative purposes: Lower Normandy and Upper Normandy.

During World War II, the D-Day landings of June 6, 1944, on the beaches of Normandy, under the code name Operation Overlord ( 霸王行动 ), started the lengthy Battle of Normandy which resulted in the liberation of Paris, the restoration of the French Republic, and was a significant turning point in World War II. 2. How much do you know about the Battle of Normandy? Tips

Reading Skills Section B

Finding main ideas in paragraphs plays a critical role in our understanding of a reading passage. Here we will introduce a new method to find main ideas, which is especially suitable for narrations. We all know that who, what, where and when are four important elements in narrative writing. If we can find the four elements for each paragraph, then we can have the main idea of each paragraph. Reading for Main Ideas in Paragraphs

Example and Explanation I’m hiking with my sister beside a wagon. It’s a simple ladder wagon, lined with hay, and high up on the hay, on a cotton sheet, rests my grandfather. He cannot move; he is paralyzed, another casualty of a landmine. When an air raid begins, the entire group dives into ditches; only my grandfather remains on the deserted road. He sees the airplanes flying at him, sees them violently dip and aim, sees the fire of ammunition, hears the roar of the engines passing over his head. When the planes disappear, we return to the wagon and my mother wipes the sweat from my grandfather’s flushed face. Sometimes, there are air raids several times a day. After each one, sweat pours from my grandfather’s tired face. (Para. 4, Text A)

Who: my grandfather Where: on the wagon When: in air raids, on the way to seeking refuge What: being attacked by airplanes Main idea: My grandfather is attacked by airplanes in air raids on the way to seeking refuge. Example and Explanation

Read the following paragraph taken from Text B and find out the main idea by identifying the details of the four elements. Reading for Main Ideas in Paragraphs Practice

After the war ended, Smith took a multitude of trips returning to France looking for Luis. But try as he might, the familiar landmarks were gone. France was a country torn apart by the bombs of the war and then pieced back together again. Each day Smith would grieve. Yet, he remained dogged in his search for Luis. Smith knew in his heart that Luis was still alive and waiting, but he simply could not find any remnant of the boy he had come to love like a son. He combed through phone books and even hired a private investigator. His repeated failures haunted him as he repeatedly asked himself punishing questions: Why have I failed Luis? What could I have done differently? (Para. 17, Text B) Reading for Main Ideas in Paragraphs

Who: Where: When: What: Main idea: Questions Reading for Main Ideas in Paragraphs Ronald Smith in France after the war ended trying hard to find Luis but always failed After the war ended, Ronald Smith tried hard in his search for Luis in France, but he always failed to find him.

Text Study Section B

1.What can we learn from paragraph 1? (Para. 1) 2.What is Ronald Smith? (Para.3) 3.How did Smith and Luis become friends? (Paras. 5-13) 4.Why did Smith and Luis part? (Para. 15) 5.What had Smith promised to do when he left Luis? (Para. 16) 6. Did Smith keep his promise to find Luis after the war ended? (Paras )

1. What can we learn from paragraph 1? (Para. 1) Tips Note Ever since the arrival of the American military, Luis was quite curious about the military camp established below his home. Find main idea of paragraph 1 by identifying the four elements: Who: Luis Dutarte Where: at his home When: ever since the arrival of the American military What: being curious about the military camp

He is a lieutenant in the Seabees, the US Navy’s Construction Battalion. 2. Listen to Para.3 and answer the following question. Q: What is Ronald Smith? Tips

When Smith saw Luis in the tall grass on the hill, he _____. With a moment of __________, Luis waved back and ________________. After a short conversation, Smith invited Luis to have _______ as well as dinner. Henceforth, they ate together _____ _______. When Smith oversaw construction projects in the camp, Luis ___________. If Smith left the camp, Luis waited in the ________ for his return. Finally they became close friends. 3. How did Smith and Luis become friends? (Paras. 5-13) Tips wavedhesitation made his way down lunch all of the time tagged along vicinity

原句： This little guy looked like he could use a good meal, and the camp had more than enough food. In his halting French, Smith invited Luis to have lunch. （ Para.8, L1 ） 解释: It seemed that the little guy needed a good meal and the camp had a lot more food than was needed. In his broken French, Smith invited Luis to have lunch. 译文： 这个小家伙看起来可以在这儿饱餐一顿，营 地有足够多的食物。史密斯用他结结巴巴的法 语邀请路易斯去吃午餐。

Tips Because Smith received orders to leave France and his petition to adopt Luis was firmly rejected by the local authorities. received orders to / petition to 4. Listen to Para. 15 and answer the following question. Q: Why did Smith and Luis part?

5. What had Smith promised to do when he left Luis? (Para. 16) Tips Choose the best answer to the question. A. Return for him. B. Adopt him. C. Take him back to America. D. Bring him a lot of food.

原句 ： The two had grown so close amongst the trials of war, and Smith knew he would never forget the boy. (Para.16, L2) 解释: They had gone through the hardships and sufferings of war together and became very close to each other. Smith knew that he would never forget Luis. 译文： 在战争的磨难中两人变得愈发亲近，史密斯 知道自己是永远不会忘记这个男孩的。

Yes, Smith took a multitude of trips returning to France looking for Luis. But try as he might, he failed all the time. Even at his death, he wouldn’t accept the fact that he may never find Luis.. 6. Did Smith keep his promise to find Luis after the war ended? (Paras ) Tips

原句 ： His repeated failures haunted him as he repeatedly asked himself punishing questions: Why have I failed Luis? What could I have done differently? (Para. 17, L11) 解释: As he continued to fail to find Luis, which upset him a lot, he repeatedly asked himself the difficult question: Why had he disappointed Luis and what could he have done differently to keep his promise? 译文： 他一次次地失败， 他不停地问一直在折磨着自己 的问题：为什么我会让路易斯失望呢? 我当时如果 做了不同的选择又会怎样？ 萦绕在 …… 心头 折磨人的问题

The arrival of the American military changed Luis Dutarte’s world. For a seven-year-old ______, it was ___________ a dream come to life. Ronald Smith, a __________ of US Navy’s Construction Battalion, had been ________ for Normandy for more than a year and missed his wife and sons so much. One day, when he saw Luis in the tall grass on the hill, he waved and invited him to have lunch. He treated Luis as his own son in the military camp and ate with him _________. Finally, orphan in essence lieutenant deployed all the time

they became close friends. When Smith received orders to leave France in mid-October of 1944, he ___________ adopt Luis but was rejected firmly by the local authorities. Notwithstanding the regulations, Smith ___________ return for Luis later. After the war, he took a multitude of trips returning to France looking for Luis. But _____________, he failed all the time. As he grew older, he ________ more and more on his one broken promise and lifelong regret. In his final will, he instructed his children to continue where he had left off, _____________ them to find Luis. petitioned to promised to try as he might dwelled pleading with

Practical Phrases Specific Meanings Specific Meanings 1. spring to life 突然活跃(活动，工作)起来 2. in essence 本质上；基本上 3. come to life （仿佛活着）开始动起来 4. check sth. off 清点；登记 5. tear sth. apart 损毁；摧毁 6. dwell on / upon 老是想着，唠叨（令人不快的事） 7. leave off 中断，放弃（活动） 8. plead with sb. (to do sth.) 恳求某人（做某事）

突然活跃 (活动， 工作)起来 (musket and cannon fire / seemed so real / eyes) The musket and cannon fire seemed so real, making history spring to life before my eyes. spring to life 短语逆译 短语应用 子弹飞梭,炮火冲天，犹如真实再现，生动地把历史展 现在我眼前。 意群提示

本质上；基本上 in essence 短语逆译 (history textbook / a tool for / attitude toward) A history textbook is not only a tool for teaching. In essence, it reflects the author’s and perhaps even his country’s attitude toward history. 短语应用 历史教科书不仅仅是一种教学工具。它其实反映了作者 对历史的态度，甚至可能还有其国家对历史的态度。 意群提示

（仿佛活着） 开始动起来 (the warm weather / long days return) Flowers, trees and wildlife come to life in the spring when the warm weather and long days return. come to life 短语逆译 短语应用 天气变暖，白昼变长，花朵、树木以及野生动物在春天 里都变得生气勃勃了。 意群提示

清点；登记 ( on the list / permit sb. to do ) The teacher checked off the students’ names on the list, and permitted them to enter the classroom. check sth. off 短语逆译 短语应用 老师在名单上清点了学生的名字，然后允许他们进了 教室。 意群提示

损毁；摧毁 (get out from / look ready to) Both drivers got out from their vehicles and looked ready to tear each other apart. tear sth. apart 短语逆译 短语应用 两个司机从车里出来，都是一副要把对方撕成碎片的架势。 意群提示

老是想着，唠叨 （令人不快的事） (It does not do any good to/ forget to live) It does not do any good to dwell on dreams and forget to live. dwell on/upon 短语逆译 短语应用 沉湎于虚幻的梦想而忘记现实的生活是毫无益处的。 意群提示

中断，放弃（活动） (continue with ) “Okay,” said the teacher, “let’s continue with our analysis of the Second World War where we left off when the bell rang yesterday.” leave off 短语逆译 短语应用 “ 好的，”老师说，“我们接着从昨天下课时中断的 地方继续对第二次世界大战进行分析。” 意群提示

恳求某人（做某事） (on the issue of / not to soft-pedal) On the issue of industrial pollution, the environmental activist plead with the government not to soft-pedal. plead with sb. (to do sth.) 短语逆译 短语应用 自然环境保护活动分子请求政府不要对工业污染问题采 取低调态度。 意群提示

Functional Patterns Functional Patterns Functions & Usages Functions & Usages 1. It has been … since … 用于表达“自从……以来已经 有一段时间了”。 2. What sb. could never have imagined was that … 用于表达“某人绝对没有想到 的是……”。 3. Try as sb. might, … As引导的倒装句，用于表达 “做某事虽然尽了最大努力， 仍无法做到”。

句型提炼 他上一次见到他们之后，就被派到这里已 经过了一年多了。 原句译文 逆译练习 It had been more than a year since he’d been deployed and last seen them. (Para. 4, L3 ）

It has been … since … 句型提炼 应用提示 用于表达“自从……以来已经有一段时 间了”。 句型应用

(the Silk Road / porcelain) It has been more than thousands of years since the Silk Road traded Chinese silk, tea, and porcelain to the Western World. 典型例句 丝绸之路把中国的丝绸、茶叶和瓷器传到西方 国家已经有数千年的历史了。 意群提示

史密斯绝对没有想到的是 他再也见不到 路易斯了。 原句译文 逆译练习 What Smith could never have imagined was that he would never see Luis again. (Para. 16, L3 ） 句型提炼

What sb. could never have imagined was that … 句型提炼 应用提示 用于表达“某人绝对没有想到的是……”。 句型应用

(declare candidacy for / the Democratic nomination) What he could never have imagined was that he would declare his candidacy for the Democratic nomination for the presidency. 典型例句 他绝对没有想到自己会宣布参加民主党总统候选人的 竞选。 意群提示

尽管他竭尽全力,熟悉的标志却都消失了。 原句译文 逆译练习 But try as he might, the familiar landmarks were gone. (Para.17, L2 ) 句型提炼

Try as sb. might, … 句型提炼 应用提示 As引导的倒装句,用于表达“做某事虽然尽了 最大努力，仍无法做到”。 句型应用

(justify / inevitably inflict) Try as I might, I still can’t understand what we could have done to justify all the suffering war inevitably inflicts. 典型例句 无论我如何努力，我还是不清楚当初到底我们做了什么， 要让我们承受战争不可避免带来的所有这些伤害。 意群提示

a. He yawned as the scent of crisp bacon, eggs, coffee, and the smell of toast came from the kitchen tent. He tilted his small head back, breathing in the fragrance. His stomach moaned. (para.2, L2) 他打了个呵欠，这时闻 到一阵脆培根、鸡蛋、 咖啡和烤面包的香味从 厨房帐篷传来。他扬起 了小脑袋，闻着传来的 香味。他的肚子在咕噜 咕噜地叫。

b. After lunch, Smith held Luis’ hand, and they walked into the June sunlight. He knelt beside the boy and explained that he had to go back to work. (para.10, L1) 午饭过后，史密斯牵着 路易斯的手，走进六月 的阳光里。他跪在小男 孩儿旁边，解释说他得 回去工作了。。

虽然有规定，史密斯还 是紧紧地把路易斯抱在 怀里，答应以后一定会 回来找他。 c. Notwithstanding the regulations, Smith enclosed Luis in a hug and promised to return for him later. (para.16, L1)

1. If you were Luis, would you blame Smith for not keeping his promise? 2. Suppose the story happened today, can you give Smith and his family some advice to help them find Luis? 3. How do you understand the remark by François Fénelon: “All wars are civil wars, because all men are brothers”? Tips

If I were Luis, I would blame Smith for not keeping his promise and wait for him to come back every day before I grew old enough to know the difficulty of finding a person in a foreign country. At last, I would forgive him and cherish the days spent with Smith all my life, which at least was a dream come to life when I was at the age of seven. 1. If you were Luis, would you blame Smith for not keeping his promise? Tips

Maybe they can make use of internet. Some new chatting tools, such as MSN, Chatting room, WeChat, may provide a platform and help them collect more useful information. Besides, asking for help from mass media is another good choice. As accumulative number of people would like to watch TV or read newspaper, the news of searching for a person can be spread out quickly. 2. Suppose the story happened today, can you give Smith and his family some advice to help them find Luis? Tips

All wars, whether they break out between nations or within a nation, will bring sufferings to human beings and can do great harm to the only home we humans rely on. We are sisters and brothers because we live on the same earth. All humans should live in harmony and seek common benefits. Tips 3 How do you understand the remark by François Fénelon: “All wars are civil wars, because all men are brothers”?

Talk about World War II

1. Can you give a general introduction of World War II? 2. What are the major influences of World War II? Tips

The following four elements may help you provide a comprehensive answer. Who Where When What Tips 1. Can you give a general introduction of World War II?

Tips 1. Can you give a general introduction of World War II? World War II was a global war that lasted from 1939 to It involved the vast majority of the world’s nations and more than 100 million people from over 30 countries, so it was considered as the most widespread war in history. The two opposing military alliances were formed in the war: the Allies (the Republic of China, the United States, the Soviet Union and the United Kingdom) and the Axis (Germany, Italy and Japan). The war ended by the announcement of unconditional surrender from Japan and Germany in 1945.

World War II altered the political alignment and social structure of the world. The victorious great powers—the United States, the Soviet Union, China, the United Kingdom, and France—became the permanent members of the United Nations Security Council. The Soviet Union and the United States emerged as rival superpowers, setting the stage for the Cold War, which lasted for the next 46 years. 2. What are the major influences of World War II? Tips

Comparative Study Section B

2. As far as you are concerned, what is the more severe damage that people suffer when a war breaks out, physical injury or psychological trauma ( 心理创伤 )? 1. Compare the damage war does to people in Text A and Text B. Tips

1. Compare the damage war does to people in Text A and Text B. War and peace in Text A 1.Emotional intensity in mind 2.Innumerable helplessly wandering people 3.Paralyzed casualties 4.Appalling landscape and burned-out houses 5.Decomposing corpses due to massacre War and peace in Text B 1.Lack of food and nutrition 2.Abandoned orphans in the society 3.Homesickness of soldiers 4.Permanent departure with friends or family members 5.Country torn apart

Psychological trauma is the most severe damage people suffer in a war. Physical wounds may heal, but it takes a long time for people to recover from psychological trauma such as the death of a beloved family member. Veterans who went through long-term separation from family members may wake up in the middle of a dream, even decades after the war, for the fear of losing their family as they had in the war. Tips 2. As far as you are concerned, what is the more severe damage that people suffer when a war breaks out, physical injury or psychological trauma ( 心理创伤 )?

I think physical injury is more terrible than psychological trauma. On the one hand, some physical injuries can cause intolerable pains and make you completely paralyzed. On the other hand, physical injuries themselves can be an important source of psychological problems. In a word, physical injuries always bring people much more sufferings. Tips 2. As far as you are concerned, what is the more severe damage that people suffer when a war breaks out, physical injury or psychological trauma ( 心理创伤 )?

Based on your study of the two texts, compare the writing styles of the two texts in terms of their typical language features.

1. What are the typical language features of the two texts? 2. List more examples from the text to support your ideas. Tips

Text B is a narration. Some short dialogs between Smith and Luis have been inserted in the reading, making the story more attractive and interesting. 1. What are the typical language features of the two texts? Tips Text A is written in the “narrative present” with short and powerful sentences which create a sense of unease and anxiety.

2. List more examples from the text to support your ideas. Tips Text A Short and powerful sentences: 1. Where to, I don’t know. 2. We mustn’t get lost, my mother warns.

Unit Project Section B

2. What do you think is the worst damage war does to people?(open) What is the worst damage of war? 1. Burned-down cities can be rebuilt, but can the psychological trauma be treated, or cured? (open) Work in groups and carry out a mini-survey to find answers to the two questions:

Is war a constructive way to resolve conflicts? Why or why not? Is war a constructive way to resolve conflicts? Why or why not? Background: Some people propose that war is the most direct solution to resolve conflicts between countries, as the issue of sovereignty is not a negotiable issue. While others argue that solution to the disputed territory by war may cause a devastating world war, which must result in a large number of innocent casualties and homeless orphans. As far as you see, which idea is more reasonable?

Writing a Book Report You may include three main parts: background information about the author and his time a summary of the book comments on it Based on the unit theme, you are expected to write a book report concerning war.

Please follow the steps listed below to finish the task: 1. Work in groups of four and decide on a war novel you all like to read. 2. Discuss the outline of the book report: the author of the novel the year in which it was published the summary of the novel – an analysis of plots and characters of the story your comments on the novel 3. Prepare your book report and present it to the class.

The End Section B