NationalIdentityComprehensiveEnglish(Book3)Unit6NationalIdentityUnit6NationalIdentityUnit6NationalIdentityUnit6NationalIdentityUnit6:LearningGoalsInthisunit,studentsshouldbeableto:—knowthatnationalidentityisavitalfactorinone’spersonalidentity;—understandtheimportanceofnationalidentity;—learnhowtounderstandnationalidentitybylookingcloselyatit;—graspsomeusefulwords,expressionsandgrammaticalstructures.Unit6:ContentsPartOneNavigationandExploration

PartTwo

ConsolidationandApplication

PartThree

ExtensionPartOneMainmenuExploration(4)Exploration(DifficultSentencesoftheText)Exploration

(LanguagePointsoftheExtension)NavigationExplorationExploration(1,2)Exploration

(BackgroundKnowledge)Exploration(3)Exploration(ASynopsisoftheText)PartOne:NavigationDiscusswithyourpartnerswiththefollowingquestions:Whichnationalitydoyouidentifywith?Tips:

InChina,everyoneisofChineseheritageandidentifiesasChinese.However,inthemeltingpotofAmerica,notmanypeopleidentifyas“American.”IfyouaskanAmericanwhattheirnationalityis,theywilllikelysayIrish,German,Asian,Italian,Mexican,orsomeothercountryormixtureofcountries.Whatdoesitmeantobeapersonofacertainnationality?Tips:

Yournationalityisthecountryyoucomefrom:American,Canadian,andRussianareallnationalities....Aperson’snationalityiswheretheyarealegalcitizen,usuallyinthecountrywheretheywereborn.PeoplefromMexicohaveMexicannationality,andpeoplefromAustraliahaveAustraliannationality.PartOne:NavigationWhatcommonelements—language,ethnicity,interests,qualitiesandvalues—dopeopleofyournationalityshare?

Tips:

Ethnicgroupsareidentifybybasisofreligion,race,ornationalorigin.Ethnicgroupshavemanythingsincommon:sharedhistory,commonancestry,language,religion,traditions,beliefs,holidays,food,etc.Doyouthinkallpeopleofyournationalitywouldidentifyinthesameway?Whyorwhynot?

Tips:

Whilecertaincommonelementscontributetotheformationofone’snationalidentity,thereasonsforthosechoicescanalsobepersonal.PartOne:NavigationWhenitcomestotheideaofnationalidentity,whatthoughts,feelingsorquestiondoyouhave?

Tips:

Nationalfeelingis,essentially,theindividual’sfeelingofrelatednesstothenationalgroupor,moregenerally,aformofgroupbelonging.PartOne:NavigationIfyouareateacherplanningtoteachyourstudentsaboutnationalidentity,whatwillyoufocuson?Why?Youcanwritedowntheoutlineofyourteachingplanandshareitwiththeclass.Teachingplan:1.lead–inQuestionsforclassdiscussion：1)Wheredoesanation’sidentitycomefrom?Howcanindividualswithsomanydifferentidentitiescometogethertoformanationalidentity?2)WhatisthenationalidentityoftheUnitedStates,andhowdoesitrelatetoeachofusasindividuals?PartOne:Navigation2.Activities2.1)StudentsareaskedtostartanidentitychartabouttheirinitialthoughtsofChineseidentity.Itisadvisableifyoucancreatetheidentitychartonalargepieceofpaperthatcanbepostedintheclassroom.Thenaskstudentswhatwords,phrases,orimagesshouldbeaddedtotheclassidentitychartforChinabasedonthisinitialthinking.2.2)GatherAdditionalEvidenceabouttheChineseIdentityStudentswillwatchashortvideotoidentifyadditionalwordsandphrasestoaddtotheiridentitychartforChina.PartOne:NavigationAskstudentstowritedownthreetofivewordsusedinthevideotodescribeChineseidentity.Thenleadaclassdiscussionaboutthevideo,usingthefollowingquestions:a.WhatcommonthemesdidyounoticeinthevideorelatedtohowpeoplearoundtheworldviewChineseidentity?b.Wheredoyouthinkpeople’sideasaboutChineseidentitycomefrom?c.WhataresomeofthelabelspeopleusetodescribeChina?Whataresomeoftheassumptionstheymake?d.Whichlabelsandassumptionsfromthevideoringtrue,basedonyourownexperience?Whichfeeluntruetoyou?PartOne:Exploration(1,2)Wordmatch:MatcheachwordinColumnAwithitsdefinitioninColumnB.ColumnAColumnB()antidotea.togiveadocumenttosomeoneinauthorityforconsideration()initiativeb.anythingthattakesawaytheeffectsofsomethingunpleasant()civicc.likelytogobadquickly()submitd.theabilitytoactonyourownwithoutbeingtoldto()perishablee.resultingfromstrongfeelingsratherthancarefulthough()disorientedf.connectedwiththepeoplelivinginatownorcity()agrariang.unfairorcrueluseofpower()divisiveh.connectedwithfarming()tyrannyi.confusedastotime,placeorpersonalidentity()visceralj.causingpeopletobesplitintodifferentgroupsdbfacihjgePartOne:Exploration(1,2)Listenforgist:Listentothetextwithoutreferringtoitanddecidewhichofthefollowingbeststatesthemainideaofthetext.Morethanever,Americansareseparatingintogroupswiththeirownworldviews,theirownsources,andtheirownfacts.Americansthinkbuildingafoundationofcommonknowledgeisanantidotetothetrendofdivision.Itwastheartists,writers,photographers,andmusicianswhotaughttheearlyAmericangenerationswhotobe.AmericaowesitsculturalidentitytoartistslikeParks,Cole,andPhilippoteaux,whoseworkstaughtthemwhotobeandshedlightonthebestofwhotheyareasAmericans.PartOne:

BackgroundKnowledgeWhatispatriotism?AccordingtoStanfordEncyclopediaofPhilosophy,thestandarddictionarydefinitionreads“loveofone’scountry.”Thiscapturesthecoremeaningoftheterminordinaryuse;butitmightwellbethoughttoothinandinneedoffleshingout.Inthefirstphilosophicalbooklengthstudyofthesubject,StephenNathanson(1993,34–35)definespatriotismasinvolving:

Specialaffectionforone’sowncountry;Asenseofpersonalidentificationwiththecountry;Specialconcernforthewell-beingofthecountry;Willingnesstosacrificetopromotethecountry’sgood.PartOne:

BackgroundKnowledgeThereisnogreatdifferencebetweenspecialaffectionandlove,andNathansonhimselfusesthetermsinterchangeably.Althoughlove(orspecialaffection)isusuallygivenexpressioninspecialconcernforitsobject,thatisnotnecessary.Butapersonwhoseloveforhercountrywasnotexpressedinanyspecialconcernforitwouldscarcelybeconsideredapatriot.Thereforethedefinitionneedstoincludesuchconcern.Oncethatisincluded,however,awillingnesstomakesacrificesforone’scountryisimplied,andneednotbeaddedasaseparatecomponent.Identificationwiththecountry,too,mightbethoughtimpliedinthephrase“one’scountry.”Butthephraseisextremelyvague,andallowsforacountrytobecalled“one’sown”inanextremelythin,formalsensetoo.Itseemsthatifoneistobeapatriotofacountry,thecountrymustbehisinsomesignificantsense;andthatmaybebestcapturedbyspeakingofone’sidentificationwithit.Accordingly,patriotismcanbedefinedasloveofone’scountry,identificationwithit,andspecialconcernforitswell-beingandthatofcompatriots.PartOne:

BackgroundKnowledge2.TheHudsonRiverSchool

TheHudsonRiverSchoolwasAmerica’sfirsttrueartisticfraternity.ItsnamewascoinedtoidentifyagroupofNewYorkCity-basedlandscapepaintersthatemergedabout1850undertheinfluenceoftheEnglishémigréThomasCole(1801–1848)andflourisheduntilaboutthetimeoftheCentennial.Becauseoftheinspirationexertedbyhiswork,Coleisusuallyregardedasthe“father”or“founder”oftheschool,thoughhehimselfplayednospecialorganizationalorfosteringroleexceptthathewastheteacherofFredericEdwinChurch(1826–1900).AlongwithAlbertBierstadt(1830–1902),Churchwasthemostsuccessfulpainteroftheschooluntilitsdecline.PartOne:

BackgroundKnowledgeAfterCole’sdeathin1848,hisoldercontemporaryAsherB.Durand(1796–1886)becametheacknowledgedleaderoftheNewYorklandscapepainters;in1845,herosetothepresidencyoftheNationalAcademyofDesign,thereigningartinstitutionoftheperiod,and,in1855–56,publishedaseriesof“LettersonLandscapePainting”whichcodifiedthestandardofidealizednaturalismthatmarkedtheschool’sproduction.TheNewYorklandscapepainterswerenotonlystylisticallybutsociallycoherent.MostbelongedtotheNationalAcademy,weremembersofthesameclubs,especiallytheCentury,and,by1858,manyofthemevenworkedatthesameaddress,theStudioBuildingonWestTenthStreet,thefirstpurpose-builtartistworkspaceinthecity.PartOne:

BackgroundKnowledgeEventually,severaloftheartistsbuilthomesontheHudsonRiver.Thoughtheearliestreferencestotheterm“HudsonRiverSchool”inthe1870sweredisparaginglyaimed,thelabelhasneverbeensupplantedandfairlycharacterizestheartisticbody,itsNewYorkheadquarters,itslandscapesubjectmatter,andoftenliterallyitssubject.PartOne:

BackgroundKnowledge3.JimCrowlaws

JimCrowlawswereacollectionofstateandlocalstatutesthatlegalizedracialsegregation.NamedafteraBlackminstrelshowcharacter,thelaws—whichexistedforabout100years,fromthepost-CivilWarerauntil1968—weremeanttomarginalizeAfricanAmericansbydenyingthemtherighttovote,holdjobs,getaneducationorotheropportunities.ThosewhoattemptedtodefyJimCrowlawsoftenfacedarrest,fines,jailsentences,violenceanddeath.TherootsofJimCrowlawsbeganasearlyas1865,immediatelyfollowingtheratificationofthe13thAmendment,whichabolishedslaveryintheUnitedStates.PartOne:

BackgroundKnowledgePartOne:Exploration(3)3.Structureanalysis.PartsParagraphsMainIdeas11-223-9310

Americaowesitsculturalidentitytoartists.Americansaregettingconfusedabouttheirnationalidentitywhentheyareseparatingintogroupswiththeirownworldviews,theirownsources,andtheirownfacts.AmericanartmovementhashelpedAmericantofindtheirnationalidentity.PartOne:Exploration(ASynopsisoftheText)Morethanever,Americansaredividedbytheirownworldviews,theirownsources,andtheirownfacts.That’swhytheAspenInstituteCitizenship&AmericanIdentityProgramstartsacampaignthataimstoaskAmericansthequestion:“WhatdoyouthinkAmericansshouldknowtobecivicallyandculturallyliterate?”,inthehopethatbyexaminingtheseresponsestothatquestion,exploringthecontextofthoseterms,andconnectinghistorytomodernday,Americanpeoplecanhaveabetterunderstandingaboutwhotheyarenationallyandculturally.PartOne:DifficultSentencesoftheTextThefleetingandperishablestreamofcommercials,arguments,andreductionofideastotweetshasleftmanyAmericansoverwhelmedanddisoriented.(Para.2)

fleeting:

adj.(usuallybeforeanoun)lastingonlyashorttime

e.g.

WepaidafleetingvisittoParis.

perishable:

adj.(especiallyoffood)likelytodecayorgobadquickly

e.g.

Perishablefoodlikefruit,vegetables,andmeatshouldbestoredinthefridge.

PartOne:DifficultSentencesoftheTextoverwhelmed:adj.Ifyouareoverwhelmedbyafeelingoranevent,itaffectsyouverystronglyandyoudonotknowhowtodealwithit.

e.g.

Hewasoverwhelmedbyalongingfortimespast.

disoriented:

adj.(ofaperson)havinglosthisorherbearingsorconfused

e.g.

Ifeeldizzyanddisoriented.

Expertssaidthebirdwasdisorientedbythisweek’sstorm.PartOne:DifficultSentencesoftheTextTheconstantchurnofanationofurbanvs.rural,richvs.poor,andconservativesvs.liberalshassplinteredoursharedstory.(Para.2)

churn:

n.stirringe.g.ThenewsthattheFBIistrackingdownrioterswhoparticipatedintheattackandarelativelackofinformationhasledtoaconfusingchurnofdebateonthesocialmedium.

v.ifsomethingchurnswater,mudordust,itmovesitaboutviolently.e.g.

Unsurfacedroadsnowchurnedintomudbytheannualrains.PartOne:DifficultSentencesoftheText

v.Ifyousayyourstomachischurningyoumeanthatyoufeelsick.Youcanalsosaythatsomethingchurnsyourstomach.e.g.

MystomachchurnedwhenIstoodup.splinter:

v.Ifsomethingsplintersorissplintered,itbreaksintothin,sharppieces.e.g.

Thestonerocketedtotheglass,splinteringit.

Itbouncedandsplinteredintopieces.PartOne:DifficultSentencesoftheTextTheirvisionofthenobilityoftheAmericanlandscapeandprogresswouldlaterbesettomusicin“AmericatheBeautiful”—“athoroughfareforfreedombeatacrossthewilderness!”(Para.5)

vision:

n.amentalimagee.g.

Youroldmenshoulddreamdreamswhileyouryoungmenshouldseevisions.thoroughfare:

n.amainroadinatownorcitywhichhasshopsalongitandalotoftraffice.g.

Thecrowdwasmoredensehere;stallsstoodoneithersideofathoroughfarepackedwithcarts,horsesandtroopsofpilgrims.PartOne:DifficultSentencesoftheTextColehadleftEnglandbecauseindustrializationhadtransformedanagrarianwayoflifeintocoalpits,factories,andsmoke.(Para.6)

transform:

v.change,revolutione.g.

Thesofacanbetransformedforuseasabed.

Asmiletransformedherusuallyimpassiveface.

agrarian:

adj.relatingtotheownershipanduseofland,especiallyfarmlande.g.

Intheagrarianlifeofthepast,thetimeandenergiesofyoungpeopleweremuchmoretiedupwiththeirfamilies.PartOne:DifficultSentencesoftheTextThreeotherversionsofthecycloramawentondisplayinBoston,NewYork,andPhiladelphia.(Para.7)

cyclorama:

n.panorama,alargepicturee.g.Thecycloramawallisapainted,cloudyskythatcanbebacklitformoodchanges.ThefewhundredAfrican-Americanveteransattendingthereunionhadnoplaceinthisreconciliation,whichhonoredthevaloroftheSouthandthebraveryoftheNorth.(Para.8)

reconciliation:

n.reconciliationbetweentwopeopleorcountrieswhohavequarreledistheprocessoftheirbecomingfriendsagaine.g.

Theirhandshakeappearedtobegestureofreconciliation.PartOne:DifficultSentencesoftheTextIntheireyessecessionwastreasonandemancipationanoblecause.(Para.8)

secession:

n.(ofcapital)mainlyUSthewithdrawalin1860–1861of11SouthernstatesfromtheUniontoformtheConfederacy,precipitatingtheAmericanCivilWar.

treason:

n.thecrimeofbetrayingyourcountye.g.

Whattheydoisaformoftreason,acrimeagainstthepeople.

emancipation:

n.theactoffreeingorstateofbeingfreede.g.

Thevitalroleplayedbywomenathomeinfactoriesandmillsandasnursesatthefrontadvancedthecasesforfemaleemancipationafterthewar.

PartOne:DifficultSentencesoftheText“SegregationStory”chroniclestheeverydaylifeofafamilyin1950sAlabama—alifeboundbycolorlinesoneverythingfromdrinkingfountainstobuyingicecream.(Para.9)

chronicle:

v.towriteaboutaseriesofeventsorshowtheminbroadcastsintheorderinwhichtheyhappenede.g.

Thedetailsaretoowellchronicledtobedismissedasexaggeration.PartOne:LanguagePointsoftheExtensionOnapracticallevel,architectureexiststocatertooneofthemostbasichumanneedsforsurvival.(Para.1)

cater:

v.InAmericanEnglish,tocatertoagroupofpeoplemeanstoprovideallthethingstheyneedorwant.Note:InBritishEnglish,yousayyoucaterforapersonorgroupofpeoplee.g.

Minorcaisthesortofplacethatcaterstofamilies.

Ifapersonorcompanycaterstoanoccasionsuchasaweddingoraparty,theyprovidefoodanddrinksforallthepeoplethere.e.g.Thechefispleasedtocatertovegetariandiets.

ThisHotelhallcancatertoreceptionsofupto300people.PartOne:LanguagePointsoftheExtensionButinsodoing,architecturetellsstories,entrenchesmemories,interpretsandhelpsusunderstandhistory,andtherebycontributesinlargemeasuretotheveryfabricofaplace.(Para.1)

entrench:

v.Ifsomethingsuchaspower,acustom,oranideaisentrenched,itisfirmlyestablished,sothatitwouldbedifficulttochangeit.e.g.

Yetbecauseitissodeeplyentrenchedinourthoughtandcultureitisoftenignoredanddismissed.

Ourpatternsofbehavioraresodeeplyentrenchedthatweareoftennotawareofthemuntilwearechallenged.PartOne:LanguagePointsoftheExtensionAtthenationallevel,intheAfricancontext,countriesareboundtotheircolonialpastsmostvisiblybytheirarchitecturalmakeup.(Para.4)

makeup:

n.someone’smakeupistheirnatureandthevariousqualitiesintheircharacter;themakeupofsomethingconsistsofitsdifferentpartsandthewaythesepartsarearranged.e.g.

Therewassomefatalflawinhismakeup,andastimewentonhelapsedintolongsilencesorbecameoff-hand.

Theideologicalmakeupoftheunionsisnowradicallydifferentfromwhatithadbeen.PartOne:LanguagePointsoftheExtensionNow,howcannationsreshapethatnarrativethrougharchitecture?(Para.5)

narrative:

n.astoryoranaccountofaseriesofeventse.g.

Sloanbeganhisnarrativewiththedayofmurder.

…andinitsunapologeticproclamationthatthecountryisreadytoembraceitsownidentity.(Para.5)

unapologetic:

adj.notwillingtomakeanapologye.g.Heremainedunapologeticaboutwhathedoes.

Althoughsomeconsiderthisexcessive,weremainunapologetic:byourownstandardweconsiderthismoneytobewellspent.PartOne:LanguagePointsoftheExtensionAdjayehasdesignedwhatwillstandasagloballyrecognizedarchitecturallandmark,proudlyharkingbacktoitsown,authentichistory.(Para.6)

harkback:(idiom).toreturntoaprevioussubjectorpointe.g.Allheneededwastime,buttherewasnopointharkingbackondisappointments.

Hekeptharkingbacktohisearlydaysinvaudeville.PartOne:LanguagePointsoftheExtensionThereisalsothequandaryofsacrificingnationalidentitytomodernity.(Para.8)

quandary:

n.Ifyouareinaquandary,youhavetomakeadecisionbutcannotdecidewhattodo.e.g.

Thegovernmentappearstobeinaquandaryaboutwhattodowithsomanypeople.

Theywouldnotfacethisquandaryinaregularcourtroomormilitarytribunal.PartOne:LanguagePointsoftheExtensionItsarchitecturalmakeupisreflectiveofthelavishDubailifebeingmarketedtotherestoftheworld,andofitscosmopolitanpopulation.(Para.11)

reflective:

adj.Ifsomethingisreflectiveofaparticularsituationorattitude,itistypicalofthatsituationorattitude,orisaconsequenceofit;ifyouarereflective,youarethinkingdeeplyaboutsomething.e.g.

TheGermangovernment’ssupportoftheU.S.isnotentirelyreflectiveofGermanpublicopinion.

Thepupil’sanswermaynothavebeenreflectiveofwhattheclassasawholehadunderstood.

Iwalkedoninareflectivemoodtothecar.PartTwoConsolidationApplicationPartTwo:

Consolidation(A)Usecontextcluesandwhatyouknowaboutwordparttowriteasynonymordescriptionoftheunderlinedwords.Vocabulary:Giventhefracturedstateofthisnation’scivicdiscourse,whatremainsofasharednationalidentity?

broken;dividedorsplitintopartsCole,alongwithstudentsandfollowerslikeEdwinChurch,AsherDurand,ThomasMoranandAlbertBierstadt,wereknowncollectivelyastheHudsonRiverSchool.

formed;assembledbycollectionPartTwo:

Consolidation(A)UnveiledinChicagoin1883,itwasfourhundredfeetlong,fiftyfeethighandweighedsixtons.ThreeotherversionsofthecycloramawentondisplayinBoston,NewYork,andPhiladelphia.image;alargecurvedscreenAnexhibitionofphotographsbyGordonParkscoincidingwiththe150thanniversaryoftheCivilWarbrushedasidethisgauzyveilofnostalgia.

coexist;happeningatthesametimeHisphotoessaysspantheCivilRightsmovementfromthe1950sto1960s.

stretch;extendoverPartTwo:

Consolidation(A)The________stageintheprojectwilltakeplaceinthe2035summerwhenthecomputersciencewillbeabletoprocessthedatacollectednow.Thedoctorgentlypulledoutthe________,thenhecleansedthefesteringwound.Tomakesoap,youneedaspecialmachineto______palmoilandchemicalstogether.Fillinthegapswithwordsorphrasesgiveninthebox.Changetheformifnecessary.climactic

splinters

churn

churnsplinterclimacticgoregauzychroniclelaydownbringaboutowetoshedlightonPartTwo:

Consolidation(A)Itallsoundssovogueand______thatIjustcannotunderstandwhatheistalkingabout.Asawitnesstoevents,thejournalistsetsto________whathappensintheworldasitactuallyoccurs.Whenthefightwasstoppedbythepolice,therewerepoolsofbloodand_____onthepavement.gauzy

chronicle

gorePartTwo:

Consolidation(A)Incomingyears,researchermayalsobeableto____________theimpactoflanguageonmoresubtleareasofperception.Mydadtriedto_________therulesathome,butIalwaysfoundwaysaroundhim.Toimproveourchildren’sperformanceatschool,firstwe_______themostdemanding,challengingcurriculumthatiswithintheircapabilities.Itiswidelyacceptedthathighsocialstatuscannot________happiness.shedlightonlaydown

oweto

bringout

PartTwo:

Consolidation(B)Wethinkbuildingafoundationofcommonknowledgeisanantidotetothistrend.

Weholdittruethatcommonknowledgecanhelpustoovercomethesituation.Hisself-taughtworkpaintingiconicAmericanlandscapessignaledthefirstAmericanartmovement.

HetalkhimselftopaintandhispaintingsofAmericanlandscapeweresoimportantandimpressivethattheyindicatedthefirstAmericanmovement.SentenceStructure1.Paraphrasethefollowingsentencesthroughdifferentsentencestructuresandwordchoices.PartTwo:

Consolidation(B)The1830swhenhepaintedthispiecewasjustasdivisiveandrevolutionaryastoday.

Thepiecehepaintedinthe1830swereasunsettlinganddisruptiveasifitwaspaintedtoday.ThefreedomtheywonforthemselveswasslowlybeingerasedbyJimCrowlawsandwhitesupremacymovement.

JimCrowlawsandwhitesupremacymovementhadgraduallydiminishedthefreedomtheyfoughtforandearned.TheseessaysilluminatedtheeffectsofalmostonehundredyearsofJimCrowlaws.

JimCrowlawshadbeenineffectfornearlyonehundredyearsandtheseessayswereabletomakeclearitsconsequence.PartTwo:

Consolidation(B)Studythefollowingsentencescarefullytofigureoutthegrammaticalfunctionoftheitalicizedpartsandmakesentenceswithsamepattern.Thefleetingandperishablestreamofcommercials,arguments,andreductionofideastotweetshasleftmanyAmericansoverwhelmedanddisoriented.Ifyoufoundyourselfoverwhelmedanddisorientedonaregularbasis,youshouldtalktosomeone.Theirpaintingsradiatedlight—alightthatgivesthemthequalityofdreamingandthepossibilitytochooseyourlifejustasColedidwhenhesettledinCatskill,NewYork.

JohnSmithdecidedtobecomeasurgeonwhenhesettledinthesmalltownnearDerby.PartTwo:

Consolidation(B)Yetnomatterhowhardtheylookedatthepainting,eveninitsstunningrealism,couldtheyfindaclueastowhythesemenandtheircomradesfoughtanddied.

Nomatterhoweasythemathwas,couldlittleTomfigureitoutastothechangeofnumbers.Thiswasthepriceoffiftyyearsofpeaceandreconciliation,whichthisreunioncelebrated.

Westoppedatthemuseum,whichwehadnevervisitedbefore.PartTwo:

Consolidation(B)⑤

EntitledHigherGround,itincludedeightofhisphotoessaysforLifemagazine.

Knownasthe“countryofheaven”becauseofit’snaturalresources,ChengduisoneofthemostpopulartouristdestinationsinChina.PartTwo:

Application(A)Todaytheworldhasbecomeaglobalvillagethankstoglobalization.Theadvancementoftechnologyanddevelopmentof①______________aregrowingeveryday.Inthisflowofinformation,theworldisexperiencingbothpositiveandnegativechangesinsociety.However,②_________________intechnologyeverypassingmomentopenanewpathforsocietalchange.Insuchaglobalizedworld,manyunderdevelopednationshaveafearthattheiridentitywill③______________orevendisappearasdevelopedcivilizations④_______.Suchfearofidentitycancreateasenseofhopelessnessinunder-developingsocieties,maybethisfearcanleadtoward⑤___________________intheglobalizedworld.Listening1.Spotdictationhumanintellect

ongoinginnovationsbemarginalizedconflictandinstability

expand

PartTwo:

Application(A)⑥________________________isimportantinthecontemporaryera.Therefore,manyscholarsalsobelieveincross-culturalcommunicationamongindividualsandsocialgroups.Becauseitistheonlyhopeforunder-developingnationstointroducetheir⑦______________withothernationsofthew