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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“l(fā)oveofone’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_(dá)_____________withothernationsofthew
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