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1、Unit11. 1) A entertaining B entertainment C entertained D entertainer2) A recognizable B recognized C recognition D3) A tempting B temptation C tempt4) A reasoned B reasoning C reasonable D reason5) A analyzed B analytical C analyst D analysis6) A valuable B valuation C valued/values D values7) A hu
2、morist B humor C humorous D humorless8) A understandable B understanding C understand D misunderstood2. 1) a sense of responsibility 2) a sense of safety/security 3) a sense of inferiority 4) a sense of superiority 5) a sense of rhythm 6) a sense of justice 7) a sense of shame 8) a sense of helpless
3、ness 9) a sense of direction10) a sense of urgency3. 1) Lively behavior is normal 2) Fast cars appeal to 3) diverse arguments 4) I asked my boss for clarification 5) sensitive to light 6) Mutual encouragement 7) made fun of him 8) persists in his opinion/viewpoint 9) to be the focus/center of attent
4、ion 10) we buy our tickets in advance4. 1) certain/sure 2) involved 3) end 4) behavior 5) disciplining 6) agreed 7) individually 8) first 9) response 10) question 11) attempt 12) voice 13) directly 14) followed 15) troubleUnit2Step OneColumn AColumn BThe Compound Words createdthrough day throughoutu
5、p man upbeat, upliftdraw eared drawbackteen ready teenagehand conscious handout, handwrittenbirth back birthday, birthstonechair distance chairmanrag beat rag-earedever lift ever-readyover age overdue, overagelong due long-distance, long-earedself stone self-consciousmile out mileage, milestonetype
6、wishing typewriter, typewrittenwell Writer/written well-wishing, well-writtenStep Two1) long-distance 2) upbeat 3) ever-ready 4) overdue 5) typewriter6) milestone 7) handwritten 8) uplifted 9) self-conscious 10) rag-eared11) birthday 12) throughout 13) drawbacks 14) chairman 15) teenage3. 1) thrives
7、 2) strategy3) annual 4) deserve 5) spontaneous6) sincere7) investments 8) enterprise 9) follow up 10) characterized 11) lingered12) acknowledged4. column 1) D 2) A 3) B 4) C tough 1) D 2) B 3) E 4) F 5) C 6) A6. 1) searched 2) clever 3) solution 4) wasted 5) tolerate 6) hidden7) dumb 8) subject 9)
8、noise 10) extra 11) purchased 12) replaced 13) appreciation14) hurried 15) warrant 16) strangeUnit 3Understanding the Organization of the Text(1) Introduction (para 1)It has been proven repeatedly that the various types of behavior, emotions, andinterests that constitute being masculine and feminine
9、 are patterned by both heredityand culture.(2) There is a cultural bias in education that favors boys over girls. (para. 2-4)Supporting evidenceA. Teachers called on males in class far more than on female students. (para 2)i) Its consequence: This has a tremendous impact on the learning process.ii)
10、The reason for this: Active classroom participants develop more positive attitudesand go on to higher achievement.iii) Two examples:a. In many of the former all-womens colleges, the boys were taking over the class-room discussions and active participation by women students had diminished noticeably.
11、b. A similar subordination of female to male students has also been observed in lawand medical school classrooms in recent years.B. Teachers assigned boys and girls different tasks according to stereotyped gender roles.(para. 3)i) Its consequence: This prevented girls from participating as actively
12、as boys inclass.ii) An example: A teacher had the little boys perform the scientific experiment while the girls were given the task of putting the materials away.C. Gender-biased education is also reflected in the typical American teacher assumption.(para 4)i) The assumption: Boys will do better in
13、the hard, masculine subjects of math andscience while girls are expected to have better verbal and reading skills.ii) Three examples:a. American boys do develop reading problems, while girls, who are superior to boys inmath up to the age of nine, fall behind from then on.b. In Germany, all studies a
14、re considered masculine and it is girls who developreading problems.c. In Japan, where early education appears to be nonsexist, both girls and boys doequally well in reading.(3) The educational bias begins at home. (para 5)A. Supporting evidence:i) Boy preschoolers were permitted to go away from hom
15、e in a much wider area than girl preschoolers.ii) Boys were encouraged to develop intellectual curiosity and physical skills, whilegirls are filled with fears of the world outside the home and with the desire to beapproved of for their goodness and obedience to rules.B. The consequence when these le
16、ssons carry over from the home to the classroom: Girlsare generally observed to be more dependent on the teacher, more concerned with the formand neatness of their work than its content, and more anxious about being right in theiranswers than in being intellectually independent, analytical, or original.C. Conclusion: Through the educational proc
