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1、Unit1 vocabulary2. 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 helplessness 9) a sense of direction 10) a sense of urgency3. 1) Lively behavior is normal 2
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 attention 10) we buy our tickets in advance4. 1) certain/sure 2) involved 3) end 4) behav
3、ior 5) disciplining 6) agreed 7) individually 8) first 9) response 10) question 11) attempt 12) voice 13) directly 14) followed 15) troubleUnit2 Step One Column A Column B The Compound Words created through day throughout up man upbeat, uplift draw eared drawback teen ready teenage hand conscious ha
4、ndout, handwritten birth back birthday, birthstone chair distance chairman rag beat rag-eared ever lift ever-ready over age overdue, overage long due long-distance, long-eared self stone self-conscious mile out mileage, milestone type wishing typewriter, typewritten well Writer/written well-wishing,
5、 well-written Step 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 2) strategy 3) annual 4) deserve 5) spontaneous 6) sincere 7)
6、investments 8) enterprise 9) follow up 10) characterized 11) lingered 12) 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) hidden 7) dumb 8) subject 9) noise 10) extra 11) purchased 12) replaced 13) appreciatio
7、n 14) hurried 15) warrant 16) strangeUnit31. Understanding the Organization of the Text1) Introduction (para 1) It has been proven repeatedly that the various types of behavior, emotions, and interests that constitute being masculine and feminine are patterned by both heredity and culture.2) There i
8、s 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) The reason for this: Active classroom participants dev
9、elop more positive attitudes and 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.b. A similar subordination of female to male students
10、 has also been observed in law and 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 as boys in class.ii) An example: A teacher had the
11、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 the hard, masculine subjects of math and science
12、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 in math up to the age of nine, fall behind from then on.b. In Germany, all studies are considered masculine and it is girls who de
13、velop reading problems.c. In Japan, where early education appears to be nonsexist, both girls and boys do equally well in reading.3) The educational bias begins at home. (para 5)A. Supporting evidence:i) Boy preschoolers were permitted to go away from home in a much wider area than girl preschoolers
14、.ii) Boys were encouraged to develop intellectual curiosity and physical skills, while girls are filled with fears of the world outside the home and with the desire to be approved of for their goodness and obedience to rules.B. The consequence when these lessons carry over from the home to the class
15、room: Girls are generally observed to be more dependent on the teacher, more concerned with the form and neatness of their work than its content, and more anxious about being right in their answers than in being intellectually independent, analytical, or original.C. Conclusion: Through the educational process that occupies most of the childs waking hours, society reinforces its established values and tur
