unit 4 参考资料

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unit_4_试卷(附参考答案及听力材料)

unit_4_试卷(附参考答案及听力材料)

Unit 4 What can you do?Listening Part (听力部分 40分)1.Listen and choose. 听录音,选择你所听到的单词。

(10分) (1)A. basketball B. football( ) (2)A. wood B. food( ) (3)A. zooB. Zoom ( ) (4)A. cartoonB. spoon( )(5)A. cook B. cool ( ) (6)A. goodB. balloon ( ) (7)A. cool B. book( ) (8)A. good B. afternoon( )(9)A. door B. noodles ( ) (10)A. lookB. room( )2.Listen and number. 听录音,标序号。

(10分)( )( )( )( )( )( )( )( )( )( )3.Listen and choose. 听录音,选择你听到的句子。

(5分) (1)A. What can you do? B. What do you do? C. How do you do?( )(2)A. We’ll have English tomorrow.B. We can go tomorrow.C. We’ll have a party tomorrow. ()(3)A. I can draw cartoons.B. I can’t draw cartoons.C. I can’t draw pictures.()(4)A. I can swim and dance.B. I can sing and dance.C. I can’t sing or dance. ()(5)A. Can you do any kung fu?B. I can do some kung fu.C. Who can do kung fu? ()4.Listen and fill in the blanks. 听录音,补全句子。

全新版大学英语第二版综合教程Unit4课后题参考答案及B参考译文

全新版大学英语第二版综合教程Unit4课后题参考答案及B参考译文

美国梦对不同的人有着不同的含义。

但对许多人,尤其是对移民而言,它意味着改善自己生活的机会。

对于他们,美国梦的含义就是才能与勤劳能让你从小木屋走向白宫。

托尼·特里韦索诺并没有爬那么高,但他成功地使自己的梦想成真。

托尼·特里韦索诺的美国梦弗雷德里克·C·克罗弗德他来自意大利罗马以南某地的一个遍地是石头的农庄。

他什么时候以及怎么到美国的,我不清楚。

不过,有天晚上,我看到他站在我家车库后面的车道上。

他身高五英尺七、八左右,人很瘦。

“我割你的草坪,”他说。

他那结结巴巴的英语很难听懂。

我问他叫什么名字。

“托尼·特里韦索诺,”他回答说。

“我割你的草坪。

”我对托尼讲,本人雇不起园丁。

“我割你的草坪,”他又说道,随后便走开了。

我走进屋子,心里有点不快。

没错,眼下这大萧条的日子是不好过,可我怎么能把一个上门求助的人就这么打发走呢?等我第二天晚上下班回到家,草坪已修整过了,花园除了草,人行道也清扫过了。

我便问太太是怎么回事。

“有个人把割草机从车库里推出来就在院子里忙活起来,”她回答说。

“我还以为是你雇他来的。

”我就把前晚的事跟她说了。

我俩都觉得奇怪,他怎么没提出要工钱。

接下来的两天挺忙,我把托尼的事给忘了。

我们在尽力重整业务,要让一部分工人回厂里来。

但在星期五,回家略微早了些,我又在车库后面看到了托尼。

我对他干的活夸奖了几句。

“我割你的草坪,”他说。

我设法凑了一小笔微薄的周薪,就这样托尼每天轻扫院子,有什么零活,他都干了。

我太太说,但凡有重物要搬或有什么要修理的,他挺派得上用场。

夏去秋来,凉风阵阵。

“克罗先生,块下雪了,”有天晚上托尼跟我说。

“等冬天到了,你让我在厂里干扫雪的活。

”啊,对这种执着与期盼,你又能怎样呢?自然,托尼得到了厂里的那份活儿。

几个月过去了。

我让人事部门送上一份报告。

他们说托尼干得挺棒。

一天我在车库后面我们以前见面的地方看到了托尼。

“我想当学徒,”他说。

人教版小学英语新起点 四年级下册Unit4 第四单元知识点精析

人教版小学英语新起点 四年级下册Unit4 第四单元知识点精析

人教版小学英语新起点四年级下册Unit4 第四单元知识点精析reading 读书skateboarding 玩滑板singing 唱dancing 舞doing jigsaw puzzles 拼拼图making models 制作模型collecting erasers 收集橡皮different不同的hobby 爱好stamp 邮票catch 抓住重点能够询问对方的兴趣爱好能够表达自己和他人的兴趣爱好难点能够表达自己和他人的兴趣爱好Lesson 1重点句型1. I like reading and dancing.我喜欢读书和跳舞。

这是表达自己的爱好的句子。

like此处为动词,意为“喜欢”。

句型结构:I like+其他.生活实例:Tony和Emily正在谈论各自的爱好,让我们来看一看他们的对话吧:—I like singing and dancing. 我喜欢唱歌和跳舞。

—I like playing the piano. 我喜欢弹钢琴。

2. like的用法(1)like作动词,意为“喜欢”,有对某人某事或某物赞许或产生兴趣的含义。

① like sb./ sth.意为“喜欢某人/某物”。

例:I like apples.我喜欢苹果。

②like与动名词连用,即like doing sth.,在意义上相当于enjoy doing sth.,意为“喜欢做某事”,表示经常性的习惯或爱好。

例:I like singing very much.我非常喜欢唱歌I don't like drawing. 我不喜欢画画。

③like与动词不定式连用,即like to do sth.,意为“喜欢做某事”,表示具体的一次行为。

He likes to playfootball at weekends. 他喜欢在周末踢足球。

(2)like 作介词,意为“像”。

例:He looks like hisfather.他看起来像他的爸爸。

中职教育规划教材英语教学参考书—Unit 4 Hobbies and Interests

中职教育规划教材英语教学参考书—Unit 4  Hobbies and Interests

Unit 4 Hobbies and InterestsListening1.教学重点考查考生识别、理解单词和词组与简单的事实性信息的能力。

2.教学建议A 本部分主要包含5个简短的句子。

主要考察学生识别、理解单词和词组的能力。

①放录音前,要求学生看图片A、B、C,提醒学生在录音播放的过程中选择答案。

②放录音,要求学生选择答案。

③教师核对答案,可以以提问的形式或自由回答的形式与学生互动。

④最后再将5个句子录音连续播放一遍,解决学生对答案的疑问,纠正错误。

B 本部分主要包含10组简短对话,均为两人参与,一个回合的对话。

主要考察学生提取信息的能力和对信息的理解能力。

①做练习之前,教师可以让学生先快速浏览题目以及选项,帮助学生熟悉对话可能涉及的信息,并且提醒学生在放第一遍录音时了解对话涉及的内容。

②放第一遍录音,要求学生在放第一遍录音时了解对话涉及的内容。

③放第二遍录音前,提醒学生在录音播放过程中选择答案。

④放第二遍录音,要求学生在录音播放过程中选择答案,每组对话之间给学生5~10秒钟的时间选择答案。

⑤教师核对答案,可以以提问的形式或自由回答的形式与学生互动。

⑥最后再将10组对话录音连续播放一遍,解决学生对答案的疑问,纠正错误。

3.听力练习参考答案A 1.A 2.A 3.A 4.A 5.AB 1.A 2.B 3.C 4.A 5.B 6.C 7.A 8.A 9.B10.A听力材料原文A1. I love drinking milk in the morning.2. Cows like eating grass.3. It is January the 14th.4. My favorite clothes are blue jeans.5. The spoon was used in the kitchen.B1. M:Jane, is the library open on Sunday?W:Yes. But it opens later at 9∶00 a.m. and closes earlier at 6∶00 p.m..2. W:Mike, let’s go fishing today.M:I’d love to but I have to see an exhibition.3. W:What is Jack doing?M:He is trying to fix his car.4. W:When shall I return them?M:Next month. But you can renew them.5. W:Listen, who is playing the piano. It’s beautiful.M:Oh, that must be Lily.6. W:What do you do in your free time?M:I love listening to music and I enjoy novels.7. M:Do you like taking pictures?W:Yes. But I can’t afford such an expensive camera.8. M:Linda, look at this picture. It’s good, isn’t it?W:Yes. But I don’t see anything interesting in it.9. W:Charlie, don’t you think these flowers are beautiful?M:Yeah. I like them very much but they cost too much.10. W:Hi, Tony. You look pale. What’s wrong with you?M:I ate too much and got sick last night.语音天地教学建议训练3个音素[]、[:]和[]。

Unit4__Warm__up参考课件

Unit4__Warm__up参考课件

cyberspace global warming come true artificial climate flood virtual reality virus
网络空间 全球变暖 实现 人造的 气候 洪水 虚拟的 真实、现实 病毒
1.climate the regular weather conditions of a particular place
Listen to four experts. Which predictions are they discussing? Use the key words to help you.
1.Making artificial humans
Key words:
2. Flooding in different country
listening
1.Well , that’s a very interesting question. It is already possible to make artificial body part, but it won’t be _________ possible for a very long time to make artificial humans that can think or feel in the same way as we do.
They created 'THE TERMINATOR warming causes world flooding. waterworld Picture C is of the actor Kevin Costner. It is is from the movie Waterworld. (1995). The movie is set in the future when the polar icecaps have melted. Costner plays a character searching for dry land--something no one has ever seen.

第4讲:unit4savethetrees(含参考答案)

第4讲:unit4savethetrees(含参考答案)

初中英语教学辅导讲义教师姓名学生姓名上课时间辅导科目英语年级七(下)上课表现课题名称第四讲:Unit 4 Save the trees教学目标知识点:现在进行时考点: 1. 考察单词形式转换和短语运用;2. 现在进行时运用及不能用于进行时态的动词。

能力:1. 学习并掌握本单元语法点:现在进行时;2. 能够正确运用所学词汇;3. 阅读完型能力训练。

方法:讲练结合Step 1 Homework Checking作业讲评;词汇短语听写:单词得分短语得分上节课知识点回顾。

Step 2 Warming-up英语谚语1. Time is money. 时间是金,其值无价。

2. Time is a file that wears and makes no noise. 光阴如锉,细磨无声。

3. Time stays not the fool’s leisure. 时间不等闲逛的傻瓜。

4. Time flies like an arrow, and time lost never returns.光阴似箭,一去不返。

5. Time and tide wait for no man. 岁月不待人。

Step 3 Phonetic Symbols语音基础小练习:选出下列每组单词的划线部分发音与其他三项不同的一项。

( ) 1. A. speak B. sport C. special D. stand ( ) 2. A. snow B. small C. smile D. smoke ( ) 3. A. plane B. play C. practice D. please ( ) 4. A. twenty B. two C. twelve D. between ( ) 5. A. first B. star C. stop D. shop keys: DACBDStep 4 Language LearningUnit Four Save the trees单词归纳【单词重点讲解】1. save v. 拯救e.g. He saved my life. 他救了我的命。

外研社中职英语基础模块修订版 UNIT4学习资料

外研社中职英语基础模块修订版 UNIT4学习资料
Jack
I am a terrible sports fan. I like to dress like those stars. For example, my basketball T-shirt number is 7, which is the number of Jeremy Lin.
杰克 我是一个狂热的体育迷。我喜
Alice: Hi, Jimmy. You look great today. This blue T-shirt really suits you.
Jimmy: Thank you. You look great, too. Alice: Shirts and jeans are my favourite. How about you?
√ electronic products
√ attitude
√ idea
√ sport
Listening and Speaking
1 Listen and learn. 听录音,学习下列词语。
suit v. 适合
comfortable adj. 舒适的
formally adv. 正式地
casual relaxed
attend a job interview.
参考译文
艾丽斯:你好,吉米。今天你看上去很帅气啊。这件蓝色 的T恤真得是太配你了。
吉米:谢谢。你看上去也很神气啊。 艾丽斯:我最喜欢的就是衬衫配牛仔裤。你呢?
吉米:你知道,我喜欢运动。所以运动风格(的衣服) 最适合我了。我觉得T恤和运动鞋非常舒服。
艾丽斯:没错。不过有时候确实需要穿得正式点儿。 吉米:赞成。比如说我们在参加工作面试的时候就要穿 得正式些。
薇薇安

新编英语教程(大一第一学期)unit4语法点-参考模板

新编英语教程(大一第一学期)unit4语法点-参考模板

Dealing with AIDS1.Dealing with AIDS strengthens the bond of friendship, encourages emotional andmature growth. Before the sixteenth of October 1995, I was the most carefree person in the world. I had no worries and was just living life up. I never thought that anything could happen to me or my friends. We were invincible. That is, until the word AIDS came into my life.2.For 10 years David and I were the best of friends. Then we got to high school and thingsstarted to change. We were in different cl asses, so we didn’t hang out as much. It bothered me but I thought that we were both just growing up, and there were more friends where he came from. Then I began to notice that he wasn’t in school a lot, and was sick more than usual. So I called him and h e hung up on me. I didn’t know what to do, so once again I blew it off. Then one day I saw David in the mall and I confront ed him as to why we were not friends any more. He pulled me aside and broke down in tears and said that he was dying. I didn’t believ e him. Sure, I had heard about AIDS, but hat it was a homosexual disease and it didn’t affect young people, so I said that it was a sick joke and left.3.When I got home things started to make sense. I ran to my room and cried. David wasonly 17; he coul dn’t die. Then I felt so bad that we had grown so far apart. I called David, asking him to come over so we could talk. When he came over I saw a seriousness in him that I had never seen before. He looked so old, too old for his age. I asked how it happened.David had had unprotected sex once and now had to pay with his life. I was so angry. I have never felt so powerless in my whole life. When things had gone wrong before this, I could always rely on my parents to make things better. There was nothing that they could do this time. I had to handle it all on my own.4.David and I became very close again, and it seemed that I was the only one there forhim. David made the decision to tell people about his disease. There was no use in hiding it;sooner or later people would find out. People looked at him as if he had a plague, and our friends from school wanted nothing to do with him. Soon after that they wanted nothing to do with me. All of a sudden I felt that I had the disease. I didn’t know what to do. My whole life was changing so fast that I couldn’t keep up. Once again I was growing up and realized that our friendship meant everything to me. Also, I couldn’t turn my back on him when he needed me the most. So I stuck it out and lost most of my friends. The ones that still talked with me didn’t come too close in fear that they would catch the disease. The thing was, I didn’t even have AIDS, so why did my friends treat me like this? I was being treated this way because teenagers are not used to dealing with situations like this, and don’t know how to react. So how could I blame them since I would have done the same thing?5.As time went on, David became very ill. There was nothing that I could do but watchhim die. David found out that he had full-blown AIDS. This to me meant death was sure to come and all too quickly. I wasn’t ready to let him die, not yet anyway. There were so many things that I wanted to do and say, but couldn’t find the words. I went to doctor after doctor with him, and saw him go through so much. Everyone said that I must keep a positive attitude for his sake, because attitude means everything. So, in times of stress I was the one that had to keep things together. I pushed all my emotions aside and was strong for him.6.My mom had had a trip planned for the whole family for some time now, and stillwanted to go. She thought that the trip woulddo me good; she said that I was not the one that was dying. I couldn’t believe that she said that to me, but to make her happy I went. We were gone for about two weeks, and when I came back the first thing I did was go to see David. That was when I saw AIDS for the first time. I didn’t even recognize him. David had lost weight, had purple lesions all over his body, and was very pale. He couldn’t e ven get up when he saw me. He was bedridden. I still had to be the strong one and keep everything in. I had brought him stuff from the ocean, his favorite place. We talked about my trip and anything else we could think of. Then he fell asleep because he could no longer stay awake for long periods of time.7.On the second of May 1996, David was put in hospital. This gave him the feeling thatthere was no more hope left, and that he was going to die. I still had to maintain my positive outlook for him. He n eeded that in me. One day he looked at me and said, “Faye, I am dying;let’s accept that and deal with it. I know what I did was wrong and now I have to deal with it.All I want you to do is to remember me, enjoy life and be careful.” For the first time in front of him, I cried. I knew that it wouldn’t be long before he was gone forever. He shouldn’t have to deal with this at such a young age. Towards the end of May he became so sick that the hospital staff had a bubble around him, so he wouldn’t catch our bad germs. I hated to see him like that, and every day it became worse. I had come to realize that any day now he would die. At night I would wonder if he would make it through. School was over now, so I spent every hour I could in the hospital. He was everything to me. I felt bad for the time that we had lost and how I wasn’t even going to fight for our friendship.8.The fifth of June, 1996 marked the end of my best friend David’s life. He wentpeacefully. That was a comfort all in its own. In a way I was glad that it was over, for he was no longer in pain. All the emotions that I had held in came rushing out as I realized that I would never see David again. His mother said that I had kept him alive and that she was grateful that I was her son’s last friend. It hasn’t been a year yet, but I have done so much since then that I am no longer that carefree teenager. I now educate people about AIDS, which to me is keeping David’s memory alive. Even though David is gone, he is still with me and always will be in mind and spirit.Paragraph 1Words and Expressions1. strengthen: vt.to make something stronger or more effective, or to become stronger or more effectivee.g. The wind strengthened during the night.夜里风刮得更大了。

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"Everyday Use," focuses greatly on different concepts of what history is.The character Maggie has accepted the country life, but has had a more difficult youth than Dee.Mama finds history in her memories of people and places, unlike Dee who finds history in materials.The Women in Alice Walker's Short Story Everyday UseOne Family, Three Very Different Women: Mama, Dee and MaggieAlice Walker‟s short story “Everyday Use” reminds me a lot of my family. No, I am not African-American, and I did not grow up in the rural South, but the characters of Mama, Dee, and Maggie remind me of my mom, me, and my sister. The three of us look alike, share some DNA, and have spent most of our lives in Simi Valley, but other than that, we have nothing in common. Mama, Dee, and Maggie are really the same way. While it would be expected for three closely related women to have much in common, Mama, Dee, and Maggie each have a very different life story, perspective on life, and concept of history.Although the three women are a nuclear family, their DNA may be all the three women have in common. Their life stories are very diverse. Mama grew up in a world where colored people were treated much differently than Maggie and Dee have experienced. When Mama was growing up, she had few civil liberties as a colored person. She mentions that “after second grade, the school was closed down,” (745) and because of this she is not educated and cannot read. Mama can do rough work, such as “kill and clean a hog as mercilessly as a man,“ with her “rough, man-working hands” (744). She is a very spiritual woman; she mentions that she sings church songs, and describes one of her actions in comparison to how she might act in church when the “spirit of God touches [her]” (749). Mama has a deep, rich personality, and although she has not lived an easy life, the rough life she has lived has turned her into a strong woman. In comparison to Mama, Dee and Maggie have had much more comfortable lives. Dee, however, has made a point of making sure her life was not the country life. After she left the area she told Mama she would always visit, “but would never bring friends” (745). She never really fit in with her family or the culture in her country town. She is the only one of the three women with a college education. She moved away to the city to go to school and has not looked back. Dee has joined the movement of black people to go back to their African roots, which for her, includes adopting a more African name, “Wangero Leewanika Kemanjo.” Dee is a small town girl, who has grown up and become an urban queen.Maggie, on the contrary, has accepted the country life, but has had a more difficult youth than Dee. It seem s that she was never very confident, probably as a result of living in Dee‟s shadow, but her lack of confidence worsened after a fire burned her badly. Mama describes Maggie as walking with her “chin on chest, eyes on ground, feet in shuffle, ever since th e fire” (744). Although the fire has had a major impact on Maggie‟s body and personality, she still lives a fairly content and practical life, sharing the daily chores with Mama. Some day in the near future she will marry John Thomas, a local man who seems to be a practical choice. She can read, although not as well as her sister. Mama says she “stumbles along good-naturedly, but can‟t see well” (745). It seems that she is not ugly, but not very attractive either. She is a simple girl, who lives a passive life.As much as their life histories are different, so are the three women‟s perspectives on life. Mama is happy with the life she has been given. Although she has not accomplished much materialistically, she is proud of who she is. She is proud that she can do a man‟s work as well as any man. On the night in which the story takes place, Mama and Maggie sit on the porch, “just enjoying, until it was time to go in the house a nd go to bed” (749). It is easy to imagine that this is how the two spend many evenings, and Mama says that after Maggie marries she will be “free to sit here and just sing church songs to [herself]” (745). Her life is not very exciting, but she is happy. Dee has always had a different outlook. Ever since her childhood she has been determined to make something of herself and her life. Maggie thinks that Dee has “held life always in the palm of one hand, that …no‟ is a word the world never learned to say to her,” (743) and she is probably right. While it seems that Mama‟s ideal in life is to make the best of what she has, it seems that Dee‟s ideal is to make sure what she has is the best. She sees herself as in control of her life, and believes she has the ab ility to do anything she wants with it. Mama tells of how, “Dee always wanted nice things,” and then explains that she pretty much always got them (744). Dee is the type of person who is “determined to stare down any disaster in her efforts” (745). This at titude shows in the story when she insists on taking the churn top and dasher, and then wants the oldest, most precious quilts, despite the fact that Mama has promised the quilts to Maggie. All that matters to Dee is that she gets what she wants, which basically defines her outlook on life.Dee probably sees the quilt battle as easy to win, because Maggie, on the contrary, is used to not getting what she wants. She tells Dee that she can have the quilts, “like somebody used to never winning anything or ha ving anything reserved for her” (748). She has accepted life as it is, and does not expect to be considered special in any way. As sad as that is, it is because, “this [is] the way she knew God to work” (749). While Dee got away from the fire unscathed, Maggie escaped with her life, but with burns down her arms and legs. Dee was always smart, while Mama says that, “like good looks and money, quickness passed [Maggie] by” (745). Life has not been as kind to Maggie as it has to Dee, and Maggie is well aware of this sad fact.Perhaps the biggest difference between the three women is their idea of history. Mama sees history in the practical things, and as a string of memories. The quilts are a perfect example of this, as Mama hopes that Maggie will put the quilts to everyday use. Mama finds history in her memories of people and places. When Dee admires the benches, Mama reminisces that the benches were made by Dee‟s daddy, “when [they] couldn‟t afford to buy chairs” (747). To Mama, the fondness of history in th is memory is her affection for her husband. When Dee admires the dasher from the churn, Mama notes that it was made “from a tree that grew in the yard where Big Dee and Stash had lived” (747). As she sees the dasher, it is as if she is picturing the house, and that tree in the backyard. For Mama, these memories are history. To Dee, history is found in appearances. Dee admires the benches because of the texture, not because her daddy made them. The quilts are another example of her concept of history. She wants the quilts to hang them on a wall andappreciates the concept of hand-stitching, but she certainly cannot stitch a quilt herself. She does not make the personal connection to history that Mama does, which has little to do with Dee‟s age, because Maggie‟s concept of history is much more personal.Maggie cherishes memories and she cherishes tradition. She has embraced oral tradition. When they are discussing the churn, Maggie explains, “Aunt Dee‟s first husband whittled the dash,” and that “his name was Henry, but they called him Stash” (747). It is unlikely that she actually remembers these details from experience; it is more likely that she has heard them from Mama and stored them in her memory as part of her concept of history. Although she cannot reme mber seeing her grandmother‟s clothes that are included in the quilts, as Mama can, Maggie learned how to quilt from her grandmother, and that important connection is what makes the quilts a piece of history for her. The quilts mean a lot to her because of the people they represent, and not merely because of the concept that they were stitched by hand.What it really all comes down to is interpretation. Mama, Dee, and Maggie interpret life and history differently. At the end of the story, Dee makes a comment to Maggie and Mama that they don‟t understand their heritage (749). It is not that they do not understand; they simply see “heritage” as something different, just as they see life. Mama and Maggie see life differently from Dee, and differently from eac h other. Possibly it is Dee who doesn‟t understand that there is more than one way to look at any situation.Black America and Double Consciousness: W.E.B. Dubois and Alice Walker's "Everyday Use"Alice Walker‟s short story “Everyday Use” is a tightly wov en tale that brings together many disparate elements of the story to reinforce the thesis put forward by W.E.B. DuBois that black Americans are trapped in a double consciousness between their African heritage and their American citizenship. Walker‟s story is about the bifurcation between a mother and a daughter, between America and Africa and between the two cultures battling for one identity. Beyond the obvious identity confusion expressed in the character of Dee/Wangero, Walker imbues her story with symbolism that points to the general confusion of identity inherent in the African experience.DuBois equates the experience of black America with striving to create a singular consciousness out of an identity made up of dual perspectives. DuBois writes that “One ever feels his twoness…two warring ideals in one dark body”. Walker‟s story is about this war over identity and she extends it even to the symbolism of the items that Dee wants. Dee urgently desires the ancestral butter churn that her mother still possesses and asks, “Didn‟t Uncle Buddy whittle it out of a tree you all used to have?” The very fact that the churn was made from a tree, that its identity was forged into something new based upon its labor value from something that was naturally formed, is indicative of the striving for a soul about which W.E.B. DuBois writes. But even beyond that, there is something more to the importance of the churn. The wood that was in and of itself something important and of value was fashioned into a butter churn, an instrument that takes one thing, milk, and transforms it into something else, butter. W.E.B. DuBois speaks of merging without losingany essence and the butter churn is as good a symbol for that striving as any other item that might have been found in the house. For what is butter? Is it milk or is it something entirely new? What is an African-American? Is he African or American or both? Can he be both? If butter isn‟t still milk, then what it is? Alice Walker takes this symbol of merging identities that springs from a mechanism which is itself a forged tool, and refuses to overplay it. Instead, she extends the metaphor even further by having Dee decide to take the churn top and imbue with yet another identity. Dee perhaps sees making the churn top into a centerpiece as an emancipation of sorts; the churn no longer has to do work, it can become merely ornamental. The churn turns one thing into another, just as slavery turned Africans into Americans. But Walker doesn‟t stop there. Her use of symbolism extends to the primary object in the story.What Dee has really come for are the quilts made by her grandmother, quilts that her mother has promised to Maggie and these quilts, though more heavily emphasized than the churn, are equally subtle symbols of the striving for identity. A quilt is by its very nature something with a double consciousness. The quilt Dee wants specifically were made out of parts of old dresses that her grandmother used to wear. The quilt, like the butter churn, is a utilitarian device. However, the quilt differs from the churn in that it is made out of pre-existing utilitarian devices—the dresses—rather than something solid and independent in its identity prior to being made. Beyond that, of course, is the fact that Dee doesn‟t desire the quilts for their intended purpose. Once again, Dee wants to take something that has a use and turn it into an ornamental device. Dee‟s desire to take simple tools and transform them into something greater reflects W.E.B. DuBois‟ fight against prejudice. DuBo is writes that prejudice engenders self-abasement in the black individual. The way to fight back against this self-abasement is by aspiring to culture. Dee considers herself as cultured, and beyond the abased quality of the lives lived by her mother and sister. Maggie would have the temerity to use the quilts to keep warm. Dee recognizes the true quality and value of the quilts. She will hang them on the wall. Taking something that has a use and a purpose and using it for something besides that purpose is the ultimate accomplishmentin high culture. For Dee, the quilts and her ability to use them for decoration rather than for warmth represent her emancipation. That the quilts were once parts of a dress used in the first line of defense the cold—clothing—only serves to make them all the more valuable. The symbolism of warring identities is underlined throughout the story by Walker‟s choice of items desired by Dee. Even more obvious than the symbolism of the items Dee wants in reference to W.E.B. DuBois‟ theory of double consciousness among black Americans is Dee herself. In many ways, Dee is less a fully realized character than she is an embodiment of the struggle for a unifying identity that DuBois so eloquently speaks about. Dee is a character at war not only with her mother and her culture, but with herself as well. This schizophrenia is addressed by DuBois, at least tangentially, when he writes about “the idea of fostering and developing the traits and talents of the Negro, not in opposition to or contempt for other races, but rather in large conformity to the greater ideals of the American Republic.”At this stage of her life Dee has still not learned to achieve this without contempt. Deeclearly shows contempt for her mother, her sister and their entire way of life. And yet she just as clearly hasn‟t really achieved any true emancipation; she hasn‟t achieved a true consciousness of self. Dee accuses her family of not understanding their heritage. She, in fact, returns home in order to retrieve these cultural artifacts which she believes represents her heritage. But her designs and intents are anything but respectful of her heritage. In fact, she desires to put them on display in a way that is really not quite so different from the white capitalist cashing in on ethnic artworks. Dee may have changed her name to the more African-sounding Wangero Leewanikia Kemanjo, but in reality she has become even more Americanized than her family. Mother and Maggie use the objects of their heritage in obeisance to the heritage; that is, the quilts made out of old dresses were a necessity because they could not afford a new blanket or comforter.The heritage inherent in the dresses was passed onto the quilt; everything was utilitarian because it had to be. Either you made a quilt from your old dresses or you froze. That is heritage. Taking a quilt and putting it up on a wall is American waste as its most obvious. Dee may have become Wangero, but she just as well could have changed her name to JC Penney. Dee has successfully conformed to the greater ideals of the American Republic as its worse, but she has done so specifically in opposition to and contempt of her own race. Dee has not successfully found a single self-consciousness that combines her American and her African parts; she instead has merely traded her African for her American. DuBois writes of blacks living a life in which they see themselves “through the revelation of the other world” and this is precisely what Dee does throughout the story. Dee can achieve consciousness only by comparing herself to what she was and her family still is, or against what Hakim-a-barber claims to be. The fact that she is still waging the war to combine the two into one singular sense of consciousness is made apparent by the story itsel f. Dee‟s return to retrieve the items of heritage deemed so important to her can be seen as an unconscious desire to retrieve her heritage and mend the split in her consciousness. While her initial intention may be to turn the churn top and the quilt into high cultural artifacts, she may also be attempting in a subconscious manner to come to terms the fact that she has yet to achieve the singularity of consciousness about which W.E.B. DuBois writes.In “Everyday Use” Alice Walker uses both characterizatio n and symbolism to achieve a unified vision of the battle for identity and self-consciousness faced by blacks in Americans. Slavery brought people from Africa to America and turned them into tools of capitalism and ever since the struggle has been to achieve an identity that combines their lost heritage with their new country. The problem has been compounded by the fact that so much of the heritage imposed upon them in this country has been as what they can do rather than as what they are. Walker successfully uses the symbolism of everyday items for everyday use to underscore this difficulty.。

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