Towards a Gender Free Society
Section One:
Pre-reading Activities
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
I. Reading aloud
Reading aloud
Audiovisual supplements
Read the following sentences aloud, paying special attention to
strong and weak forms. Strong forms are indicated by boldfaces,
while weak forms by italics.
1. The world is sharply divided into masculine and feminine, because
that is the way we believe it should be.
2. From the time a child is born, he or she is expected to meet
stereotypes …
Towards a Gender Free Society
Section One:
Pre-reading Activities
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
II. Audiovisual supplements
Reading aloud
Watch the film episode and then answer the following questions.
Audiovisual supplements
Film Episode: The Emperor’s Club
Questions:
1. What is the relationship between Mr. Hundert and Sedgewick?
2. What do you think of Mr. Hundert’s view towards life?
Answers for reference:
1. Teacher and student.
2. Open.
Towards a Gender Free Society
Section One:
Pre-reading Activities
Reading aloud
Audiovisual supplements
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
SEDGEWICK : Boy, I thought you might’ve known.
MR.HUNDERT: Who’s the poor mercenary who was feeding you
the answers?
SEDGEWICK : Oh, just some graduate student. Gave him a
couple hundred bucks and a warm meal. I trust
you’ll keep this between us. As always, I trust
you will.
Towards a Gender Free Society
Section One:
Pre-reading Activities
Section Two:
Global Reading
MR. HUNDERT:
Reading aloud
Audiovisual supplements
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
Do you mean am I going to go out there ... and
expose you for a liar and a cheat? No. I’m a
teacher, Sedgewick. And I failed you – as a
teacher. But I will give you one last lecture, if I
may. All of us, at some point, are forced … to
look at ourselves in the mirror, and see who we
really are. And when that day comes for you,
Sedgewick, you will be confronted with a life ...
lived without virtue, without principle, and for
that I pity you. End of lesson.
Towards a Gender Free Society
Section One:
Pre-reading Activities
Reading aloud
Audiovisual supplements
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
SEDGEWICK: Well, can I say, Mr. Hundert. Who gives a shit?
Honestly. Who out there gives a shit … about your
principles and your virtues? I mean, look at you.
What do you have to show for yourself? I live in
the real world, where people do what they need to
do to get what they want. And if it’s lying and it’s
cheating, then so be it. So, I am gonna go out there,
and I am going to win that election, Mr. Hundert.
And you will see me everywhere. And I’ll worry
about my contribution later ... Robert.
Towards a Gender Free Society
Section One:
Pre-reading Activities
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Reading aloud
Audiovisual supplements
■
Section Five:
Further Enhancement
Towards a Gender Free Society
Section One:
Pre-reading Activities
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
I. Text introduction
Text introduction
Structural analysis
Cultural background
In this piece of argumentation, the writer clearly presents and
fully supports his theme: the single sex school does not realize the
aim of education, while coeducation is the best way to educate
young people.
Towards a Gender Free Society
Section One:
Pre-reading Activities
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
II. Structural analysis
Text introduction
Structural analysis
Paragraphs 1 – 2
—
In this part, the writer states the
existing gender stereotypes before he
regrets the social sex norms.
Paragraphs 3 – 4
—
In this part, the writer argues against
the single sex school by pointing out
its defects and supports coeducation.
Paragraph 5
—
In this part, the writer repeats his idea
of coeducation and suggests what a
gender free society should be like.
Cultural background
Towards a Gender Free Society
Section One:
Pre-reading Activities
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
III. Cultural background
Text introduction
Structural analysis
Cultural background
Educational opportunities for children of the
American colonists gradually evolved from the
home to the “town school” and from the Latin
grammar school structure to the academy. Until
well into the 19th century, it was common wisdom
that boys and girls were not to be educated
together. By about 1860, however, the principle of
tax support for education had become generally
accepted.
Coeducation in the US
The emergence of the “common school” ushered in a new era in
education, offering opportunity and enrichment for all. Girls were
permitted to attend common schools, and usually they attended the
Towards a Gender Free Society
Section One:
Pre-reading Activities
Text introduction
Structural introduction
Cultural background
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
same classes as the boys. Thus, what arose out of economic necessity
gradually became an educational principle: If girls were going to attend
classes, they should join the boys who were attending the same classes.
Boys and girls were seated in separate sections and had separate
recreation facilities, but the first step had been taken, and by 1882
coeducation was virtually universal in the US.
In the 20th century, coeducation at all levels has become a
generally accepted reality. Since the early 1950s, more single-sex
institutions of higher education have moved to a coeducational
structure than ever before. Society has begun to recognize the equal
rights of women in every area of life, and the feminist movement has
drawn attention to the need for self-growth and self-fulfillment among
women as well as men. Financial stringencies of the 1960s and ’70s
Towards a Gender Free Society
Section One:
Pre-reading Activities
Text introduction
Structural introduction
Cultural background
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
also increased the attractiveness of coeducational institutions. The trend
toward total coeducation was challenged by a few of the prestigious
women’s colleges, which saw it as increasing rather than lessening the
male dominance of higher education. Today, however, almost all
colleges and universities have followed the trend to coeducation. The
last barriers fell with the acceptance of women in the US military
academies.
Towards a Gender Free Society
Section One:
Pre-reading Activities
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
Towards a Gender Free Society
The world is sharply divided into masculine and feminine,
because that is the way we believe it should be. We hold this
unwavering belief and take considerable effort to keep this division.
From the time a child is born, he or she is expected to meet
stereotypes — boys are portrayed as boisterous and disruptive, girls
conform to the expectations when they are sweet and docile. People
become the product of their biology. Their social roles and identity
are predetermined by their permanent identifying attribute “sex.”
Males are the producers of cool reasoning and are capable of being
leaders. “Emotional” is seen to be the characteristic of women and
their place is at home.
Towards a Gender Free Society
Section One:
Pre-reading Activities
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
However, no one feels sure that certain natural differences that
exist between man and woman are relevant to the distinctions
between male and female excellence and a different expectation of
their social qualities. Such uncertainty denotes a rejection of such
concepts as “gender appropriate” and “stereotyped sex roles” which
are only social norms invented by man, imposed on man, but rest
their logic nowhere. The grounds on which the idea of single sex
schools might be defended are cut from under our feet.
The aim of education is to stimulate impulses, encourage free
thinking and boldness in thought and keep alive various interests. But
the single sex school by following the simple uniform structure and
prescribing a separate curriculum for males and females does
anything but this. Instead of being provided with a rich expansion of
experience, students are only accessible to a segment of knowledge.
Towards a Gender Free Society
Section One:
Pre-reading Activities
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
Such a form of education interferes with individual freedom and entails
a loss of autonomy of self-determinism. If a boy enjoys sewing, I see
no reason why he should be barred from needles and thread. If a girl
wants to attempt baseball, she should not be punished for “deviance.”
But at a very early stage, a single-sex school kills the possibility for a
vigorous youth to grow and develop into full stature. The education in
single-sex schools may lead to the fragmentation of knowledge and
unwholeness of individual identity. Girls persuade themselves that they
have no head for mechanical things. Boys are determined that they can
never understand “sentimentality.” Both groups feel enclosed and safe.
This indeed saves them a lot of trouble, but they become two parallels,
always apart, never meet. Such sexual polarization is also dangerous in
a sense that it severs a sense of community by isolating people into two
Towards a Gender Free Society
Section One:
Pre-reading Activities
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
gender groups. They have little chance to communicate and hold a
distorted image of each other. Their attitudes remain hostile as if they
do not belong to the same species.
Coeducation is the most desirable form of education. It is an
integrated community where students are instructed without
distinction of sex. They are given the opportunity to know each other
and compete with each other. Girls can ask questions, protest and
challenge teachers. Boys can be seen sitting quietly, listening to
female speakers. With the full spectrum of experience offered, life is
an open possibility for man as well as woman. Everyone is anxious
to let their minds flower into full blossom.
Towards a Gender Free Society
Section One:
Pre-reading Activities
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
Coeducation has survived as the best way to educate young
people. As society moves ahead, the gender category becomes
blurred. May I venture to suggest that one day when male and female
is a reproductive category only, but no longer central to our identity
and to the understanding of ourselves and others. I will call that A
GENDER FREE SOCIETY, A HEALTHY SOCIETY!
Towards a Gender Free Society
Section One:
Pre-reading Activities
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
Towards a Gender Free Society
The world is sharply divided into masculine and feminine,
because that is the way we believe it should be. We hold this
unwavering belief and take considerable effort to keep this division.
From the time a child is born, he or she is expected to meet
stereotypes — boys are portrayed as boisterous and disruptive, girls
conform to the expectations when they are sweet and docile. People
become the product of their biology. Their social roles and identity
are predetermined by their permanent identifying attribute “sex.”
Males are the producers of cool reasoning and are capable of being
leaders. “Emotional” is seen to be the characteristic of women and
their place is at home.
Towards a Gender Free Society
Section One:
Pre-reading Activities
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
However, no one feels sure that certain natural differences that
exist between man and woman are relevant to the distinctions
between male and female excellence and a different expectation of
their social qualities. Such uncertainty denotes a rejection of such
concepts as “gender appropriate” and “stereotyped sex roles” which
are only social norms invented by man, imposed on man, but rest
their logic nowhere. The grounds on which the idea of single sex
schools might be defended are cut from under our feet.
The aim of education is to stimulate impulses, encourage free
thinking and boldness in thought and keep alive various interests. But
the single sex school by following the simple uniform structure and
prescribing a separate curriculum for males and females does
anything but this. Instead of being provided with a rich expansion of
experience, students are only accessible to a segment of knowledge.
Towards a Gender Free Society
Section One:
Pre-reading Activities
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
Such a form of education interferes with individual freedom and entails
a loss of autonomy of self-determinism. If a boy enjoys sewing, I see
no reason why he should be barred from needles and thread. If a girl
wants to attempt baseball, she should not be punished for “deviance.”
But at a very early stage, a single-sex school kills the possibility for a
vigorous youth to grow and develop into full stature. The education in
single-sex schools may lead to the fragmentation of knowledge and
unwholeness of individual identity. Girls persuade themselves that they
have no head for mechanical things. Boys are determined that they can
never understand “sentimentality.” Both groups feel enclosed and safe.
This indeed saves them a lot of trouble, but they become two parallels,
always apart, never meet. Such sexual polarization is also dangerous in
a sense that it severs a sense of community by isolating people into two
Towards a Gender Free Society
Section One:
Pre-reading Activities
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
gender groups. They have little chance to communicate and hold a
distorted image of each other. Their attitudes remain hostile as if they
do not belong to the same species.
Coeducation is the most desirable form of education. It is an
integrated community where students are instructed without
distinction of sex. They are given the opportunity to know each other
and compete with each other. Girls can ask questions, protest and
challenge teachers. Boys can be seen sitting quietly, listening to
female speakers. With the full spectrum of experience offered, life is
an open possibility for man as well as woman. Everyone is anxious
to let their minds flower into full blossom.
Towards a Gender Free Society
Section One:
Pre-reading Activities
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
Coeducation has survived as the best way to educate young
people. As society moves ahead, the gender category becomes
blurred. May I venture to suggest that one day when male and female
is a reproductive category only, but no longer central to our identity
and to the understanding of ourselves and others. I will call that A
GENDER FREE SOCIETY, A HEALTHY SOCIETY!
Towards a Gender Free Society
Section One:
Pre-reading Activities
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
masculine and feminine
Explanation:
Feminine and masculine are used often of people, to describe
qualities which are supposed to be typical of one or the other
sex.
e.g.
He has delicate feminine hands.
He is a very masculine sort of person.
Towards a Gender Free Society
Section One:
Pre-reading Activities
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
Males are the producers of cool reasoning …
Paraphrase:
Males are capable of thinking carefully and calmly in order to
make a judgment, especially in a difficult situation …
男性是冷静的推理者
Towards a Gender Free Society
Section One:
Pre-reading Activities
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
Such uncertainty denotes a rejection of such concepts as “gender
appropriate” and “stereotyped sex roles” which are only social norms
invented by man, imposed on man, but rest their logic nowhere.
Paraphrase:
Such uncertainty means a rejection of such concepts as “the clear
classification of people into two sexes” and “the fixed social
roles of the sexes.” People invent social norms and find
themselves forced to accept them. But such social norms are not
based on reasonable thinking.
这些不确信意味着对“性别归类”、“固定的性别角色”等
观念的否定。这些观念只是人类创造并强加于人类自身的社
会准则，它们本身在逻辑上是站不住脚的。
Towards a Gender Free Society
Section One:
Pre-reading Activities
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
coeducation
Explanation:
The prefix co- means together. Coeducation refers to instruction
of students of both sexes in the same institution.
共校教育
Towards a Gender Free Society
Section One:
Pre-reading Activities
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
masculine adj.
having qualities considered to be typical of men or of what men do
e.g. They’re nice curtains, but I’d prefer something a little more
masculine.
The opera singer has a deep, booming, and masculine voice.
Derivation:
masculinely adv. masculinity n. masculinize v.
Towards a Gender Free Society
Section One:
Pre-reading Activities
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Practice：
Translate the following sentence into Chinese:
He felt it was a threat to his masculinity.
他觉得这是对他男子气的一种威胁。
Section Five:
Further Enhancement
Towards a Gender Free Society
Section One:
Pre-reading Activities
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
feminine adj.
having qualities that are considered to be typical of women,
especially by being gentle, delicate, and pretty
e.g. Dianne loved pretty feminine things.
Lindsay wears very feminine clothes.
Derivation:
femininely adv. feminineness n. femininity n.
feminism n. feminize v. feminist n.
Towards a Gender Free Society
Section One:
Pre-reading Activities
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
Practice：
Fill in the blanks with proper words:
1) There were many close links between social reform movements
feminism .
and ________
feminists marched in thousands when David urged
2) The ________
married women to give up their jobs and stay at home.
Towards a Gender Free Society
Section One:
Pre-reading Activities
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
unwavering adj.
an unwavering attitude, belief, expression, etc. does not change
e.g. He is unwavering in his support of the governor.
Comparison:
decisive, firm, unswerving
decisive: someone who is decisive is good at making decisions
quickly and with confidence
firm: not likely to change
unswerving: an unswerving belief or attitude is one that is very
strong and never changes
Towards a Gender Free Society
Section One:
Pre-reading Activities
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
Practice：
Translate the following sentences into English:
1) 他的政策是连续的，坚定的，保守的。
His policy was consistent, unwavering, and conservative.
2) 我们总能从她那里得到坚定的支持。
We can always get unwavering support from her.
Towards a Gender Free Society
Section One:
Pre-reading Activities
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
stereotype n. & v.
1) n. a belief or idea of what a particular type of person or thing is
like
e.g. She doesn’t fit the stereotype of the good mother.
2) v. to decide unfairly that a type of person has particular qualities
or abilities because they belong to a particular race, sex, or
social class
e.g. Homeless people are stereotyped as alcoholics or addicts.
Derivation:
stereotyping n. stereotyped adj. stereotypical adj.
Towards a Gender Free Society
Section One:
Pre-reading Activities
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
Practice：
Translate the following sentences into English:
1) 破除陈规经常会招致保守人士的强烈反对。
Breaking through stereotypes often leads to strong opposition
from the conservatives.
2) 把人们都看作一样，这是错误的。
It’s wrong to stereotype people as if they were all alike.
Towards a Gender Free Society
Section One:
Pre-reading Activities
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
portray v.
to describe or show someone or something in a painting, film,
book or other artistic work
e.g. Romantic artists portrayed nature as wild and powerful.
Their music portrays a life that no longer exists.
Comparison:
depict, describe, characterize
depict: to describe something or someone in writing or speech,
or to show them in a painting, picture, etc.
describe: to say what something or someone is like by giving
details about them
characterize: to describe the qualities of someone or something
in a particular way
Towards a Gender Free Society
Section One:
Pre-reading Activities
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
Practice：
Translate the following sentences into English:
1) 他在这部电影中成功地塑造了英雄形象。
He successfully portrayed the image of hero in this movie.
2) 李尔王是谁扮演的？
Who portrayed King Lear?
Towards a Gender Free Society
Section One:
Pre-reading Activities
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
boisterous adj.
making a lot of noise and having a lot of energy
e.g. A large, boisterous crowd poured into the bar, singing and
shouting noisily.
Derivation:
boisterously adv. boisterousness n.
Practice:
Translate the following sentence into English:
海上风浪汹涌。
The sea was boisterous.
Towards a Gender Free Society
Section One:
Pre-reading Activities
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
disruptive adj.
causing problems and preventing something from continuing in its
usual way
e.g. Mike’s parents thought I was a disruptive influence.
Derivation:
disruption n. disrupt v. disruptor n.
Towards a Gender Free Society
Section One:
Pre-reading Activities
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
Practice:
Translate the following sentences into English:
1) 老师说史蒂芬经常扰乱课堂秩序。
The teacher said Stephen was often disruptive to class.
2) 晚上工作会影响家庭生活。
Night work can be disruptive to home life.
Towards a Gender Free Society
Section One:
Pre-reading Activities
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
conform v.
1) to be similar to what people expect or think is usual
e.g. Joseph does not conform to the stereotype of a policeman.
2) to behave in the way that most other people in one’s group or
society behave
e.g. Children are told to conform to traditional standards of
behavior.
Derivation:
conformist n. conformation n. conformable adj. conformer n.
Towards a Gender Free Society
Section One:
Pre-reading Activities
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
Practice:
Translate the following sentences into English:
1) 他不愿遵守当地的风俗习惯。
He is unwilling to conform to the local customs.
2) 这座建筑物不符合安全条例。
The building does not conform with safety regulations.
Towards a Gender Free Society
Section One:
Pre-reading Activities
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
docile adj.
quiet and easily controlled
e.g. This pony is not as docile as it looks.
Derivation:
docilely adv. docility n.
Section Five:
Further Enhancement
Towards a Gender Free Society
Section One:
Pre-reading Activities
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
Practice:
Translate the following sentences into English:
1) 袋鼠不像它们看起来那样温顺。
Kangaroos are not as docile as they look.
2) 然而，这并没有使他成为一个听话的孩子。
However, it did not make him a docile child.
Towards a Gender Free Society
Section One:
Pre-reading Activities
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
permanent adj.
continuing to exist for a long time or for all the time in the future
e.g. The blindness that the disease causes will be permanent.
He gave up a permanent job in order to freelance.
Antonym:
temporary
Towards a Gender Free Society
Section One:
Pre-reading Activities
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
Practice：
Translate the following sentences into English:
1) 祖父母为他所做的一切在他脑海中留下了永久的印象。
What his grandparents did for him leaves permanent traces
on his mind.
2) 罗先生已经申请了美国永久居留权。
Mr. Luo has applied for permanent residence in the US.
Towards a Gender Free Society
Section One:
Pre-reading Activities
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
attribute n.
1) the quality looked upon as naturally or necessarily belonging to
somebody or something
e.g. Mercy is an attribute of God.
2) material object recognized as a symbol of a person or his position
e.g. The crown is an attribute of kingship.
Derivation:
attribution n. attributable adj.
Towards a Gender Free Society
Section One:
Pre-reading Activities
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
distinction n.
1) a clear difference or separation between two similar things
e.g. There is a clear distinction between the dialects spoken in the two
regions.
2) the quality of being excellent and important
e.g. No one today doubts Eliot’s distinction as a poet.
Derivation:
distinct adj. distinctive adj. distinctly adv.
Towards a Gender Free Society
Section One:
Pre-reading Activities
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
Practice：
Fill in the blanks with proper words:
1) The learning needs of the two groups are quite ______
distinct from
each other.
distinctly remembered the day his father left.
2) He ________
Towards a Gender Free Society
Section One:
Pre-reading Activities
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
excellence n.
the quality of being excellent
e.g. The university enjoys a high reputation for excellence.
Derivation:
excel v. excellent adj.
Practice：
Translate the following sentences into English:
1) 他不擅长玩游戏。
He’s never excelled at games.
2) 她法语说得好极了。
She speaks excellent French.
Towards a Gender Free Society
Section One:
Pre-reading Activities
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
denote v.
to represent or be a sign of something
e.g. Crosses on the map denote villages.
Arrows denote the positions of the close migrating bands.
Derivation:
denotative adj. denotation n.
Practice：
Translate the following sentences into Chinese:
1) The word “lion” denotes a certain kind of wild animal.
“狮子”这个词是一种野兽的名称。
2) A smile often denotes pleasure.
微笑常常表示高兴。
Towards a Gender Free Society
Section One:
Pre-reading Activities
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
norm n.
generally accepted standards of social behavior
e.g. People hate terrorists violating the norms of civilized society.
Traditional sexual norms have been called into question.
Comparison:
standard, criterion
standard: the level that is considered to be acceptable, or the level
that someone or something has achieved
criterion: a standard that you use to judge something or make a
decision about something
Towards a Gender Free Society
Section One:
Pre-reading Activities
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
Practice：
Translate the following sentences into English:
1) 这些是针对具体年龄段儿童的详细教育标准。
These are the detailed education norms for children of
particular ages.
2) 每家两个孩子，这是目前中产阶级的家庭模式。
This is the current middle-class norm of two children per
family.
Towards a Gender Free Society
Section One:
Pre-reading Activities
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
impose v.
1) to force someone to accept something, especially a belief or
way of living
e.g. The missionary imposed his own religious beliefs on the local
people.
2) to officially force a rule, tax, punishment, etc. to be obeyed or
received
e.g. The government imposed a ban on the sale of ivory.
Derivation:
imposing adj. (large, impressive, and appearing important)
Towards a Gender Free Society
Section One:
Pre-reading Activities
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
Practice：
Make sentences by using the following phrases:
1) impose something on somebody
Parents impose their own moral value on their children.
_______________________________________________
2) impose on/upon
Sometimes a special tax is imposed on foreign residents.
_______________________________________________
Towards a Gender Free Society
Section One:
Pre-reading Activities
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
impulse n.
a sudden strong desire to do something without thinking about
whether it is a sensible thing to do
e.g. Marge’s first impulse was to run.
Gerry couldn’t resist the impulse to tell her the truth.
Collocation:
on impulse
impulse buying
Practice：
Make sentences with on impulse:
Key：
1) The door was open and on impulse she went inside.
2) He tends to act on impulse.
Towards a Gender Free Society
Section One:
Pre-reading Activities
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
uniform adj. & n.
1) adj. being the same in all its parts or among all its members
e.g. The postal system operates a uniform price structure, so it
always costs the same to send a letter.
2) n. a particular type of clothing worn by all the members of a
group or organization such as the police, the army
e.g. He was still wearing his school uniform.
Comparison:
uniform, unified
uniform: being the same in all its parts or among all its members
unified: created from more than one part, group, etc.
Towards a Gender Free Society
Section One:
Pre-reading Activities
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
Practice：
Fill in the blanks with proper words:
1) The temperature must be _______
uniform (uniform, unified) in every
area of the reactor.
unified (uniform,
2) Suppose the economy is not one large, ______
unified) entity but is instead divided into a large number of
islands.
Towards a Gender Free Society
Section One:
Pre-reading Activities
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
prescribe v.
1) to state officially what should be done in a particular situation
e.g. Four years is the minimum jail sentence that federal law
prescribes.
2) to say what medicine or treatment a sick person should have
e.g. If these don’t work I may have to prescribe you something
stronger.
Collocation:
prescribe somebody something
prescribe something for something
Towards a Gender Free Society
Section One:
Pre-reading Activities
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
Practice：
Translate the following sentences into English:
1) 依据法律，这种罪该判什么刑？
What punishment does the law prescribe for this crime?
2) 医生，你能给我的背痛开些什么药？
What can you prescribe for the pain in my back, doctor?
Towards a Gender Free Society
Section One:
Pre-reading Activities
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
curriculum n.
the subjects that are taught by a school, college, etc., or the
things that are studied in a particular subject
e.g. The curriculum includes art and music classes.
IT is now on the curriculum in most schools.
Comparison:
course, syllabus
course: a series of lessons on a subject, often with an
examination at the end
syllabus: a plan that states exactly what should be taught to
students who are studying a subject, especially a list
of what they may be tested on in their examinations
Towards a Gender Free Society
Section One:
Pre-reading Activities
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
Practice:
Fill in the blanks with proper words:
1) The summer term was very short and the teacher didn’t manage to
syllabus (syllabus, course, curriculum).
cover the whole _______
curriculum (syllabus,
2) Students are exempt from some classes in the _________
course, curriculum) for religious reasons.
courses (syllabus,
3) The college is offering three basic computer _______
course, curriculum) this year.
Towards a Gender Free Society
Section One:
Pre-reading Activities
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
accessible adj.
1) easy to obtain or use
e.g. Healthcare should be made accessible to everyone.
2) easy to reach or get into
e.g. The island is only accessible by boat.
Antonym:
inaccessible
Comparison:
accessible, available
accessible: easy to obtain or use, or easy to reach or get into
available: able to be used, bought or found
Towards a Gender Free Society
Section One:
Pre-reading Activities
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
Practice:
Fill in the blanks with proper words:
available (available, accessible) free of charge from the
1) Tickets are _______
school.
accessible (available, accessible) only by
2) The remote desert area is ________
helicopter.
Towards a Gender Free Society
Section One:
Pre-reading Activities
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
segment n.
a part of something that is different from or affected differently
from the whole in some way
e.g. She cleaned a small segment of the painting.
Each sales team targets its efforts at a particular segment of
the general population.
Comparison:
piece, component, ingredient, section
piece: one of several different parts that must be joined together
to make something
component: one of the separate parts of a machine or a system,
that is necessary to make the machine or system work
ingredient: one of the types of food that are used to make a dish
or a meal
section: a part of something that is clearly different and separate
from the other parts
Towards a Gender Free Society
Section One:
Pre-reading Activities
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
Practice：
Fill in the blanks with proper words:
components (piece, component, ingredient, section)
1) All the __________
should be tested before they are assembled.
ingredients (piece, component, ingredient, section)
2) The main _________
can be prepared and frozen in advance.
3) The disease spread through the poorer _______
sections (piece,
component, ingredient, section) of the city.
pieces
4) The equipment had to be taken apart and transported in ______
(piece, component, ingredient, section).
Towards a Gender Free Society
Section One:
Pre-reading Activities
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
interfere v.
to deliberately get involved in a situation where you are not
wanted or needed
e.g. I didn’t mean to interfere, but I didn’t want Glenda to be upset.
It's not the church’s job to interfere in politics.
Derivation:
interference n. interfering adj. interferon n.
Towards a Gender Free Society
Section One:
Pre-reading Activities
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
Practice：
Write out other words or expressions with similar meaning to
interfere:
Keys:
1) intrude
2) meddle
3) poke/stick one’s nose into
4) put/shove/stick one’s oar in
Towards a Gender Free Society
Section One:
Pre-reading Activities
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
entail v.
to involve something as a necessary part or result
e.g. I didn’t want to take on a job that would entail a lot of overwork.
Some foreign travel is entailed in the job.
Collocation:
entail doing something
Towards a Gender Free Society
Section One:
Pre-reading Activities
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
Practice：
Translate the following sentences into Chinese:
1) The job entails a lot of hard work.
这是一份十分艰苦的工作。
2) The girls learn exactly what is entailed in caring for a
newborn baby.
姑娘们在学怎样照看新生儿。
Towards a Gender Free Society
Section One:
Pre-reading Activities
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
autonomy n.
freedom that a place or an organization has to govern or control
itself
e.g. It is quite necessary for the central government to grant
autonomy to a national minority.
Derivation:
autonomous adj. autonomously adv.
Towards a Gender Free Society
Section One:
Pre-reading Activities
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
Practice：
Fill in the blanks with proper words:
1) Andorra is __________
autonomous , with its external affairs managed by
both France and Spain.
2) Teachers are given considerable individual ________
autonomy.
Towards a Gender Free Society
Section One:
Pre-reading Activities
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
bar v. & n.
1) v. to officially prevent someone from entering a place or
from doing something
e.g. They seized his passport and barred him from leaving the
country.
2) n. a place where alcoholic drinks are served
e.g. The hotel has a licensed bar.
Collocation:
color bar: a set of laws or social customs that prevents black
people from going to the same places or taking part
in the same activities as white people
behind bars: in prison
Towards a Gender Free Society
Section One:
Pre-reading Activities
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Practice：
Write out some synonyms for bar as a verb:
Keys:
prevent, stop, forbid, ban, suspend
Section Five:
Further Enhancement
Towards a Gender Free Society
Section One:
Pre-reading Activities
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
deviance n.
when something is different, especially in a bad way, from
what is considered normal
e.g. On the other hand, the gallery of types of male deviance is
far more richly furnished.
Derivation:
deviant adj. deviate v. deviation n.
Towards a Gender Free Society
Section One:
Pre-reading Activities
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
Practice：
Fill in the blanks with proper words:
deviate from its normal flight path.
1) The plane had to ______
2) There must be no _______
deviation from the normal procedure.
Towards a Gender Free Society
Section One:
Pre-reading Activities
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
stature n.
1) someone’s height or size
e.g. Bernard was short in stature, with a large head.
2) the degree to which someone is admired or regarded as
important
e.g. Armstrong was a musician of world stature.
Collocation:
grow in stature: to become more admired or popular
Towards a Gender Free Society
Section One:
Pre-reading Activities
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
Practice：
Translate the following sentences into English:
1) 汤米身材十分矮小。
Tommy is rather small in stature.
2) 她梦想有一天能成为一名卓越的科学家。
She dreams that one day she would become a scientist of
great stature.
Towards a Gender Free Society
Section One:
Pre-reading Activities
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
lead to
1) to cause something to happen or cause someone to do something
e.g. These events led to the start of the First World War.
2) used to say where a path, wire, etc. goes or what place is on the
other side of a door
e.g. The path led down to a small lake.
Collocation:
lead somebody by the nose: to influence someone so much that
you can completely control
everything that they do
lead the eye: if a picture, view, etc. leads the eye in a particular
direction, it makes you look in that direction
lead off: to start a meeting, discussion, etc. by saying or doing
something
Towards a Gender Free Society
Section One:
Pre-reading Activities
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
Practice：
Fill in the blanks with proper words:
1) Blaming often leads ___
to (off, to) complete breakdown in
family communications.
2) I’d like to lead ___
off (off, to) by thanking Rick for coming.
Towards a Gender Free Society
Section One:
Pre-reading Activities
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
fragmentation n.
the process of shattering or breaking up into parts
e.g. The fragmentation of the country into small independent states
has greatly influenced the world politics.
Derivation:
fragmentary adj. fragment v. & n.
Towards a Gender Free Society
Section One:
Pre-reading Activities
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
Practice：
Fill in the blanks with proper words:
1) A separately organized night-nursing service tends to
fragment (fragmentary, fragment) patient care.
_______
fragmentary (fragmentary, fragment)
2) I have only a __________
recollection of the house where I grew up.
Towards a Gender Free Society
Section One:
Pre-reading Activities
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
sentimentality n.
the quality of being sentimental
e.g. The film is flawed by moments of violence and sentimentality.
He talked about his homeland with all the sentimentality of a
migrant.
Derivation:
sentimental adj. sentimentalize v. sentiment n. sentimentalist n.
Towards a Gender Free Society
Section One:
Pre-reading Activities
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
Practice：
Fill in the blanks with proper words:
1) Jack was careful not to ____________
sentimentalize the country life.
2) The ring wasn’t worth very much but it had great
sentimental value.
_________
Towards a Gender Free Society
Section One:
Pre-reading Activities
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
polarization n.
the condition of being divided into clearly separate groups
with opposite beliefs, ideas, or opinions, or to make people do
this
e.g. The polarization of society into rich and poor deserves
greater attention.
Derivation:
polarize v.
Towards a Gender Free Society
Section One:
Pre-reading Activities
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
Practice：
Fill in the blanks with proper words:
polarized (polarized, polarization)
1) The community has been _______
by the police brutality case.
2) Player salaries are similarly being _______
polarized (polarized,
polarization).
Towards a Gender Free Society
Section One:
Pre-reading Activities
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
spectrum n.
a complete range of opinions, people, situations, etc., going
from one extreme to its opposite
e.g. The bill drew support from across the political spectrum.
Collocation:
broad/wide/full spectrum
political spectrum: range of political opinions
Towards a Gender Free Society
Section One:
Pre-reading Activities
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
Practice：
Translate the following sentences into English:
1) 这个出版社出版了一系列范围广泛的书籍。
The press has published a wide spectrum of books.
2) 红色和紫色位于光谱的两端。
Red and violet are at opposite ends of the spectrum.
Towards a Gender Free Society
Section One:
Pre-reading Activities
Section Two:
Global Reading
Section Three:
Detailed Reading
Vocabulary analysis
Vocabulary analysis
Grammar exercises
1. Word comparison
Translation exercises
Exercises for integrated
skills
2. Word transformation
Oral activities
3. Phrase practice
Writing practice
Listening exercises
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
Towards a Gender Free Society
Section One:
Pre-reading Activities
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
Word comparison
Vocabulary analysis
Group 1: A. picture B. draw C. write D. portray
Grammar exercises
Explanation:
Translation exercises
Exercises for integrated
skills
Oral activities
Writing practice
Listening exercises
A. Picture means to imagine something by making an image in
your mind, or to describe something in a particular way.
e.g. She’s been pictured as a difficult, demanding woman.
B. Draw means to produce a picture of something using a pencil,
pen, etc.
e.g. Katie had drawn a cottage with a little stream running next to it.
Towards a Gender Free Society
Section One:
Pre-reading Activities
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
Vocabulary analysis
Group 1: A. picture B. draw C. write D. portray
Grammar exercises
Explanation:
Translation exercises
C. Write means to produce something in written form so that people
can read, perform or use it, etc.
e.g. I can’t come with you — I have an essay to write.
Exercises for integrated
skills
Oral activities
Writing practice
Listening exercises
D. Portray means to describe or show someone or something in a
painting, film, book or other artistic work.
e.g. The painting portrays a beautiful young woman in a blue dress.
Towards a Gender Free Society
Section One:
Pre-reading Activities
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
Group 2: A. unwavering B. docile C. boisterous D. loud
Vocabulary analysis
Grammar exercises
Translation exercises
Exercises for integrated
skills
Oral activities
Writing practice
Listening exercises
Explanation:
A. An unwavering attitude, belief, expression, etc. does not change.
e.g. His voice, too, was as sincere, as unwavering and self-assured as
ever.
B. Docile means quiet and easily controlled.
e.g. Has it made him more docile and thus easier to control, or has it
destabilized him?
Towards a Gender Free Society
Section One:
Pre-reading Activities
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
Group 2: A. unwavering B. docile C. boisterous D. loud
Vocabulary analysis
Grammar exercises
Translation exercises
Exercises for integrated
skills
Oral activities
Writing practice
Listening exercises
Explanation:
C. Someone, especially a child, who is boisterous makes a lot of
noise and has a lot of energy.
e.g. During his speech police in riot gear watched over a boisterous
crowd.
D. Loud means making a lot of noise.
e.g. The book fell to the floor with a loud bang.
Towards a Gender Free Society
Section One:
Pre-reading Activities
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
Group 3: A. attribute B. quality C. characteristic D. feature
Vocabulary analysis
Explanation:
Grammar exercises
Translation exercises
Exercises for integrated
skills
Oral activities
Writing practice
Listening exercises
A. Attribute means a quality or feature, especially one that is
considered to be good or useful.
e.g. The attribute that people found most attractive in Sharon was her
optimism.
B. Quality refers to how good or bad something is; it also means
something that people may have as part of their character, for
example courage or intelligence.
e.g. Much of the land was of poor quality.
Towards a Gender Free Society
Section One:
Pre-reading Activities
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
Group 3: A. attribute B. quality C. characteristic D. feature
Vocabulary analysis
Explanation:
Grammar exercises
Translation exercises
Exercises for integrated
skills
C. Characteristic means a quality of something or someone that is
typical of them and easy to recognize.
e.g. Leadership and honesty are the characteristics of a good manager.
Oral activities
Writing practice
Listening exercises
D. Feature means a part of something that you notice because it
seems important, interesting, or typical.
e.g. Federalism remains a very important feature of American politics.
Towards a Gender Free Society
Section One:
Pre-reading Activities
Vocabulary analysis
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
Group 4: A. impulse B. push C. pressure D. encouragement
Grammar exercises
Translation exercises
Exercises for integrated
skills
Oral activities
Writing practice
Listening exercises
Explanation:
A. Impulse means a sudden strong desire to do something without
thinking about whether it is a sensible thing to do.
e.g. On impulse, I picked up the phone and rang her.
B. Push means a forceful, often planned effort to gain a desired
result; it also means the active will to succeed, especially by
forcing oneself and one’s wishes on others.
e.g. The President has renewed a push to get the hostages freed.
Towards a Gender Free Society
Section One:
Pre-reading Activities
Vocabulary analysis
Grammar exercises
Translation exercises
Exercises for integrated
skills
Oral activities
Writing practice
Listening exercises
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
Group 4: A. impulse B. push C. pressure D. encouragement
Explanation:
C. Pressure means an attempt to persuade someone by using
influence, arguments, or threats.
e.g. You must never give in to pressure.
D. Encouragement means active approval that makes someone feel
brave enough or confident enough to do something.
e.g. Children need lots of encouragement when they’re learning new
things.
Towards a Gender Free Society
Section One:
Pre-reading Activities
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
Group 5: A. live B. alive C. living D. lively
Vocabulary analysis
Explanation:
Grammar exercises
Translation exercises
Exercises for integrated
skills
A. A live television or radio performance is seen or heard on
television or radio at the same time as it is actually happening.
e.g. There will be live TV performance of tonight’s big match.
Oral activities
Writing practice
Listening exercises
B. Alive (not before noun) means still living and not dead, or full of
energy, happiness, activity, etc.
e.g. The children were found alive and well after being missing for
several days.
Towards a Gender Free Society
Section One:
Pre-reading Activities
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
Group 5: A. live B. alive C. living D. lively
Vocabulary analysis
Grammar exercises
Translation exercises
Exercises for integrated
skills
Oral activities
Writing practice
Listening exercises
Explanation:
C. Living means alive now, or existing in use.
e.g. A brother in Australia is Mary’s only living relative.
D. Someone who is lively has a lot of energy and is very active; a
place or situation that is lively is exciting because a lot of things
are happening; lively movements or music are very quick and
exciting; a lively discussion, description, etc. is very interesting
and involves a lot of ideas.
e.g. A group of children entertained us with a lively dance called a
tarantella.
Towards a Gender Free Society
Section One:
Pre-reading Activities
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
Group 6: A. stature B. status C. statue D. state
Vocabulary analysis
Grammar exercises
Translation exercises
Exercises for integrated
skills
Oral activities
Writing practice
Listening exercises
Explanation:
A. Stature means importance and reputation gained by ability or
achievement; it also means someone’s height or size.
e.g. Armstrong was a musician of world stature.
B. Status means the official legal position or condition of a person,
group, country, etc.; it also means one’s social or professional rank
or position, considered in relation to other people.
e.g. A Rolls Royce is seen as a status symbol.
Towards a Gender Free Society
Section One:
Pre-reading Activities
Section Two:
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Section Three:
Detailed Reading
Section Four:
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Section Five:
Further Enhancement
Group 6: A. stature B. status C. statue D. state
Vocabulary analysis
Explanation:
Grammar exercises
Translation exercises
Exercises for integrated
skills
Oral activities
Writing practice
Listening exercises
C. Statue means an image of a person or animal that is made in solid
material such as stone or metal and is usually large.
e.g. The committee has raised $20,000 to erect a commemorative
statue on City Hall’s front lawn.
D. State means the physical or mental condition that someone or
something is in.
e.g. One of the things people complain of most is the state of the
sidewalks.
Towards a Gender Free Society
Section One:
Pre-reading Activities
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
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Section Five:
Further Enhancement
Group 7: A. species B. category C. class D. kind
Vocabulary analysis
Grammar exercises
Translation exercises
Exercises for integrated
skills
Oral activities
Writing practice
Listening exercises
Explanation:
A. Species means a group of animals or plants whose members are
similar and can breed together to produce young animals or
plants.
e.g. Many species of aquatic plants can exist in very little light.
B. Category means a group of people or things that are all of the
same type.
e.g. The novels are divided up into three categories: historical,
romantic, and crime.
Towards a Gender Free Society
Section One:
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Section Two:
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Section Three:
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Section Four:
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Section Five:
Further Enhancement
Group 7: A. species B. category C. class D. kind
Vocabulary analysis
Grammar exercises
Translation exercises
Exercises for integrated
skills
Oral activities
Writing practice
Listening exercises
Explanation:
C. Class refers to a social group or a group of people, animals, or
things that are considered together because they are similar in
some way.
e.g. Doctors are reluctant to prescribe a new class of drugs,
especially ones which need to be taken for long periods of time.
D. Kind means one of the different types of a person or thing that
belong to the same group.
e.g. They had a few bags in the store, but they weren’t the right kind.
Towards a Gender Free Society
Section One:
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Section Two:
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Section Three:
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Section Four:
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Section Five:
Further Enhancement
Group 8: A. worried B. anxious C. nervous D. vigorous
Vocabulary analysis
Grammar exercises
Translation exercises
Exercises for integrated
skills
Oral activities
Writing practice
Listening exercises
Explanation:
A. Worried means unhappy because you keep thinking about a
problem, or about something bad that might happen.
e.g. Dave could see how worried she was, and he tried to reassure
her.
B. Anxious means worried about something, or feeling strongly that
you want to do something or want something to happen.
e.g. When you become anxious about sleeplessness, you actually
make the problem worse.
Towards a Gender Free Society
Section One:
Pre-reading Activities
Vocabulary analysis
Grammar exercises
Translation exercises
Exercises for integrated
skills
Oral activities
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Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
Group 8: A. worried B. anxious C. nervous D. vigorous
Explanation:
C. Nervous means worried or frightened about something, and
unable to relax.
e.g. Paul always gets nervous whenever he has to give a presentation.
D. Vigorous means using a lot of energy, strength or determination; it
also means strong and healthy.
e.g. Next there was a vigorous Russian dance, with plenty of stamping
of feet and clapping.
Towards a Gender Free Society
Section One:
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Section Two:
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Section Three:
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Section Four:
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Section Five:
Further Enhancement
Word transformation
1. satisfy
Vocabulary analysis
Grammar exercises
Translation exercises
Exercises for integrated
skills
Oral activities
Writing practice
Listening exercises
Other forms of satisfy: satisfying, satisfied, satisfaction, satisfactory
Chinese-English translation
1) 令人满意的经历
a satisfying experience
2) 我确信他们讲的是真话。
I’m satisfied that they are telling the truth.
3) 使某人满意
to somebody’s satisfaction
4) 工作做得可以，但是不出色。
The work is satisfactory but not outstanding.
Towards a Gender Free Society
Section One:
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Section Four:
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2. accurate
Vocabulary analysis
Grammar exercises
Translation exercises
Exercises for integrated
skills
Oral activities
Writing practice
Listening exercises
The noun form of accurate: accuracy
Chinese-English translation
1) 她击球非常准确。
She hits the ball with great accuracy.
2) 技术的精确程度
technical accuracy
Section Five:
Further Enhancement
Towards a Gender Free Society
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Section Two:
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Section Four:
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Vocabulary analysis
3. anxious
The noun form of anxious: anxiety
Grammar exercises
Chinese-English translation
Translation exercises
Exercises for integrated
skills
Oral activities
Writing practice
Listening exercises
1) 候选人对选举成功的渴望
the candidate’s anxiety to win the vote
2) 人民对战争结束的渴望
the people’s anxiety for the war to end
Section Five:
Further Enhancement
Towards a Gender Free Society
Section One:
Pre-reading Activities
Vocabulary analysis
Grammar exercises
Translation exercises
Exercises for integrated
skills
Oral activities
Writing practice
Listening exercises
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
4. compare
Other forms of compare: comparable, comparative, comparison
Chinese-English translation
1) 类似的房子在城南要高出一倍的价钱。
A comparable house in the south of the city would cost twice as
much.
2) 比较语言学
comparative linguistics
3) 两国教育制度的比较研究
a comparative study of the educational systems of two countries
4) （和某人、某物）比较起来
by/in comparison (with somebody/something)
Towards a Gender Free Society
Section One:
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Section Two:
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Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
5. employ
Other forms of depend: dependable, dependant, dependence,
dependency, dependent
Chinese-English translation
1) 可信赖的人
a dependable person
2) 你的预期寿命是另一个需考虑的因素，那也是你的家属应
当考虑的。
Your life expectancy is another consideration, as is that of your
dependants.
3) 经济依赖
economic dependence
4) 附属文化
a dependency culture
Towards a Gender Free Society
Section One:
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Section Two:
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Section Three:
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Section Four:
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Section Five:
Further Enhancement
6. thief
Vocabulary analysis
Grammar exercises
Translation exercises
Exercises for integrated
skills
Oral activities
Writing practice
Listening exercises
Other forms of thief: thieving, theft
Chinese-English translation
1) 你没有权利把那拿走，你这个贪心的贼！
You’ve no right to take that, you thieving swine!
2) 汽车偷盗
car theft
3) 警察正在调查这家公司的计算机失窃案。
Police are investigating the theft of computers from the
company.
Towards a Gender Free Society
Section One:
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Section Two:
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Section Three:
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Section Four:
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Section Five:
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Phrase practice
Vocabulary analysis
1. take considerable effort to
Grammar exercises
Explanation: to spend big amounts of extra energy
Examples:
Translation exercises
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skills
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1) The local clubs are taking every effort to interest more young people.
地方俱乐部正在尽一切努力吸引更多的年轻人。
2) The research group is taking special effort to finish the task on time.
科研组正加倍努力工作以按时完成任务。
3) The company should take more effort to save money.
公司应当尽更大的努力来节省资金。
Towards a Gender Free Society
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Section Four:
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Section Five:
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2. the product of something
Vocabulary analysis
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skills
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Explanation: the result of a particular background, experience,
situation, etc.
Examples:
1) The child is the product of a broken family.
这孩子是个破裂家庭的产儿。
2) The computer is a product of the modern society.
计算机是现代社会的产物。
3) Today’s housing problems are the product of years of neglect.
今天的住房问题是多年忽视的结果。
Towards a Gender Free Society
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Section Five:
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3. be relevant to
Vocabulary analysis
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skills
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Explanation: to be connected with; to be so significant as can be
applied to
Examples:
1) His nationality isn’t relevant to whether he’s a good lawyer.
他的国籍与他是否是一位好律师无关。
2) I don’t think your arguments are relevant to this discussion.
我认为你的论点与这个讨论无关。
3) What experience do you have that is relevant to this position?
你有和这个职位相关的经历吗？
Towards a Gender Free Society
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Section Two:
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Section Three:
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Section Four:
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Section Five:
Further Enhancement
4. rest on something
Vocabulary analysis
Grammar exercises
Translation exercises
Exercises for integrated
skills
Oral activities
Writing practice
Listening exercises
Explanation: to depend or rely on something
Examples:
1) Success in management ultimately rests on good judgment.
管理的成功从根本上依赖于良好的判断力。
2) Some observers have drawn attention to the fact that such
assumptions themselves rest on flimsy foundations.
一些观察家注意到这样一个事实：这样的假设依据不足。
3) They lost in the debate because they rested their logic nowhere.
他们在辩论中失败了，因为他们毫无逻辑性。
Towards a Gender Free Society
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Section Two:
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Section Three:
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Section Four:
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Section Five:
Further Enhancement
5. have a head for something
Vocabulary analysis
Grammar exercises
Translation exercises
Exercises for integrated
skills
Oral activities
Writing practice
Listening exercises
Explanation: to be naturally good at doing something
Examples:
1) If you have no head for business, you’d better choose another
profession.
如果你没有商业头脑，最好选择另外一种职业。
2) He’s likely to be a mathematician since he has a good head for
figures.
他有数学头脑，有可能会成为一名数学家。
3) He is the last person to be a lawyer since he has no head for facts.
他最不适合当律师，因为他不善于分析事实。
Towards a Gender Free Society
Section One:
Pre-reading Activities
Section Two:
Global Reading
Section Three:
Detailed Reading
Grammar exercises
Vocabulary analysis
Grammar exercises
Translation exercises
Exercises for integrated
skills
Oral activities
Writing practice
Listening exercises
1. The passive voice
2. Few, a few, little, a little
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
Towards a Gender Free Society
Section One:
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Section Two:
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Section Three:
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Section Four:
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Section Five:
Further Enhancement
The passive voice
Vocabulary analysis
Grammar exercises
Translation exercises
Exercises for integrated
skills
Oral activities
Writing practice
Listening exercises
Verbs have two voices, active and passive. A verb is in the
active voice when the subject is the doer; a verb is in the passive
voice when the subject is receiving the action.
Towards a Gender Free Society
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Section Two:
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Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
The passive voice is formed by putting the verb be into the same
tense as the verb in the active voice and adding the past participle
of the verb. Normally the doer of the action is omitted in the
passive construction.
Towards a Gender Free Society
Section One:
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Section Two:
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Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
Only transitive verbs may be used in the passive voice. But
certain intransitive verbs can be made into transitive ones by the
addition of a preposition. These verbs can be used in the passive
voice. The preposition remains immediately after the verb.
e.g. That book has been very much talked about.
Women were looked down upon in the old days.
Towards a Gender Free Society
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Section Two:
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Section Four:
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Practice
Vocabulary analysis
Grammar exercises
Translation exercises
Exercises for integrated
skills
Oral activities
Writing practice
Listening exercises
Put the following into passive.
1. It gives them the opportunity to know each other and compete with
each other.
They are given the opportunity to know each other and compete
_____________________________________________________
with each other.
_____________________________________________________
Explanation: When the verb in the active voice takes two objects, it is
more usual to make the indirect (personal) object the
subject of the passive verb.
2. Their permanent identifying attribute “sex” predetermines their social
roles and identity.
Their
_____________________________________________________
social roles and identity are predetermined by their
permanent
_____________________________________________________
identifying attribute “sex”.
Explanation: In a passive sentence the doer is very often not
mentioned. When it is necessary to mention the doer, it
is preceded by by.
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Section Two:
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Section Three:
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Section Four:
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Section Five:
Further Enhancement
3. Teachers look after children well in the kindergarten.
Children are well looked after in the kindergarten.
_____________________________________________________
Explanation: Only transitive verbs may be used in the passive voice.
The intransitive verb look is made into transitive by the
addition of the preposition after. The preposition
remains immediately after the verb.
4. I don’t like people staring at me.
______________________________________________________
I don’t like being stared at.
Explanation: Gerund may be used in the passive as in this one.
5. Rumour has it that there will be an earthquake in the next two weeks.
______________________________________________________
An earthquake is rumoured to occur in the next two weeks.
Explanation: The structure “passive + infinitive” can be used in
rewriting this sentence.
Towards a Gender Free Society
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Section Two:
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Section Three:
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Section Four:
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Section Five:
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Vocabulary analysis
Grammar exercises
Translation exercises
Exercises for integrated
skills
Oral activities
Writing practice
Listening exercises
Few and a few are used before plural countable nouns whereas
little and a little are used before uncountable nouns.
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Section Five:
Further Enhancement
Few denotes lack of something and has almost the force of a
negative.
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Section Five:
Further Enhancement
A few is a small number, or what the speaker considers a small
number.
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Section Three:
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Section Four:
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Section Five:
Further Enhancement
Little denotes lack of something and has almost the force of a
negative.
Towards a Gender Free Society
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Section Two:
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Section Three:
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Section Five:
Further Enhancement
A little is a small amount, or what the speaker considers a small
amount.
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Practice
Vocabulary analysis
Grammar exercises
Translation exercises
Exercises for integrated
skills
Oral activities
Writing practice
Listening exercises
Complete the following sentences with few, a few, little or a little.
few words.
1. Henry rarely spoke. He is a man of ___
Explanation:
Few is used before plural countable nouns, which denotes lack
of something and has almost the force of a negative.
a few years.
2. Its accomplishment will take quite _____
Explanation:
A few is used before plural countable nouns, which is a small
number, or what the speaker considers a small number.
Towards a Gender Free Society
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Section Two:
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Section Five:
Further Enhancement
____ time to waste.
3. Hurry up. We have little
Explanation:
Little is used before uncountable nouns, which denotes lack of
something and has almost the force of a negative.
Translation exercises
Exercises for integrated
skills
Oral activities
Writing practice
Listening exercises
4. He has _____
a few grey hairs.
Explanation:
A few is used before plural countable nouns, which is a small
number, or what the speaker considers a small number.
5. The ____
few words he spoke were well chosen.
Explanation:
Since there is the article the before words, so we fill in the blank
with few instead of a few. Few is used before plural countable
nouns, which denotes lack of something and has almost the force
of a negative.
Towards a Gender Free Society
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Translation exercises
Vocabulary analysis
Translation exercises
Translate each of the following sentences into English, using the
word or phrase given in the bracket. Inflect the word or phrase where
necessary.
Exercises for integrated
skills
1. 将自己的观点强加于别人是不对的。(impose)
Grammar exercises
Oral activities
Writing practice
Listening exercises
Notes:
It can be used as the “empty” subject or object of a verb to
introduce the real subject or object later in the sentence.
It is wrong to impose one’s own opinions on others.
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Chinese-English translation
Vocabulary analysis
Grammar exercises
Translation exercises
Exercises for integrated
skills
Oral activities
1) 酒类被加征新税。
New duties were imposed on wines and spirits.
2) 不要勉强和不需要你的人在一起。
Don’t impose yourself on people who don’t want you.
Writing practice
Listening exercises
3) 父母应当尽量避免把自己的道德观强加于孩子们的身上。
Parents should try to avoid imposing their own moral values on
their children.
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Section One:
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Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
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Section Five:
Further Enhancement
2. 那位科学家经过多年努力，取得了一项具有国际水平的新成
就。(stature)
Notes:
Score means to be very successful in something one does.
That scientist has scored a new achievement of international
stature through many years of hard work.
Chinese-English translation
1) 随着年岁增长，毕加索作为一名艺术家的声望也日益提高。
As he got older, Picasso’s stature as an artist increased.
2) 那时英国没有其他大学能在地位上和牛津、剑桥相媲美。
At that time there were no other universities in England equal in
stature to Oxford and Cambridge.
3) 支持者说没有人能够取代他在党内的地位。
Supporters say there is no one of equal stature to replace him in
the party.
Towards a Gender Free Society
Section One:
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Section Two:
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Section Five:
Further Enhancement
3. 男女同校同班接受教育是最理想的教育形式，因为男女学生有
机会相互了解，相互学习，相互竞争。(compete with)
Grammar exercises
Notes:
Translation exercises
The system in which students of both sexes are educated together is
coeducation.
Exercises for integrated
skills
Oral activities
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Listening exercises
Coeducation is the most desirable form of education, because
boys and girls (male and female students) are given the
opportunity to know each other, to learn from each other and to
compete with each other.
Towards a Gender Free Society
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Chinese-English translation
Vocabulary analysis
Grammar exercises
Translation exercises
Exercises for integrated
skills
Oral activities
Writing practice
Listening exercises
1) 现今我们必须加强和外国公司竞争。
Nowadays we have to compete more and more with foreign
companies.
2) 自主经营的小书店无法与国家级的连锁书店竞争。
Small independent bookstores just can’t compete with national
chains.
3) 那位年轻的网球运动员常与著名球员比赛，可是到目前为止
他总是输的。
The young tennis player has often competed with famous players,
but so far he has always been beaten.
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Section Two:
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Section Four:
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Section Five:
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4. 人们对翻译标准这个问题的看法众说纷纭，莫衷一是。
(spectrum)
Grammar exercises
Translation exercises
Exercises for integrated
skills
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Writing practice
Listening exercises
Notes:
Criterion is a standard that you use to judge something or make a
decision about something; its plural form is criteria. Criterion
usually collocates with the preposition for.
e.g. the criteria for measuring good schools
There is a wide spectrum of opinions on the question of
translation criteria.
Towards a Gender Free Society
Section One:
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Section Two:
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Chinese-English translation:
Vocabulary analysis
Grammar exercises
Translation exercises
Exercises for integrated
skills
Oral activities
Writing practice
Listening exercises
1) 宗教信仰各不相同的人们现在一起工作。
People from across the religious spectrum are now working
together.
2) 他们的歌曲吸引了一大批音乐爱好者。
Their songs appeal to a broad spectrum of music lovers.
3) 这个报告论及了20世纪的所有思潮。
The report covers the whole spectrum of the 20th-century
thoughts.
Towards a Gender Free Society
Section One:
Pre-reading Activities
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
Exercises for integrated skills
Vocabulary analysis
Grammar exercises
Translation exercises
Exercises for integrated
skills
Oral activities
Writing practice
Listening exercises
Fill in each blank in the passage below with ONE word you think
appropriate.
In most work success is measured by income, and while our
capitalistic society continues, this is inevitable. It is only where the
that this measure ceases to be the
best work is concerned
(1) ____
natural one to apply. The (2) _____
desire that men feel to increase their
income is suited as much a desire for success as for the extra
comforts that a higher income can procure. (3) _______
However dull work
may be, it becomes bearable if it is a means of building up a
whether in the world at large or only in one’s own
reputation (4) ______
circle. Continuity of purpose is one of the most essential ingredients
of happiness in the (5) _____
long run, and for most men this comes
chiefly through their work. In this respect those women whose lives
Towards a Gender Free Society
Section One:
Pre-reading Activities
Vocabulary analysis
Grammar exercises
Translation exercises
Exercises for integrated
skills
Oral activities
Writing practice
Listening exercises
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
occupied with housework are much less fortunate than men,
are (6) _______
or than women who work outside the home. The domestic wife does
taken
not receive wages, has no means of bettering herself, is (7) ____
for granted by her husband, and is valued by him not for her
housework but for quite other qualities. Of course this does not (8)
apply
_____ to those women who are sufficiently well to do to make
envy of
beautiful houses and beautiful gardens and become the (9) ____
their neighbors; but such women are comparatively few, and for the
majority housework cannot bring as much satisfaction
great (10) _______
as work of other kinds bring to men and to professional women.
Towards a Gender Free Society
Section One:
Pre-reading Activities
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
that
Vocabulary analysis
Grammar exercises
Translation exercises
Exercises for integrated
skills
Oral activities
Writing practice
Listening exercises
Explanation:
When we want to emphasize the subject, the object or the
adverbial in a sentence, we can use the construction “it is (was) …
that …”
Towards a Gender Free Society
Section One:
Pre-reading Activities
Section Two:
Global Reading
Section Three:
Detailed Reading
desire
Vocabulary analysis
Explanation:
Grammar exercises
Translation exercises
Exercises for integrated
skills
Oral activities
Writing practice
Listening exercises
Desire is a strong hope or wish.
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
Towards a Gender Free Society
Section One:
Pre-reading Activities
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
Vocabulary analysis
However
Grammar exercises
Explanation:
Translation exercises
However is used to say that it does not matter how big, good,
serious, etc. something is because it will not change a situation in
any way.
Exercises for integrated
skills
Oral activities
Writing practice
Listening exercises
Towards a Gender Free Society
Section One:
Pre-reading Activities
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
Vocabulary analysis
whether
Grammar exercises
Explanation:
Translation exercises
Whether is used to say that something definitely will or will not
happen whatever the situation is.
Exercises for integrated
skills
Oral activities
Writing practice
Listening exercises
Towards a Gender Free Society
Section One:
Pre-reading Activities
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
Vocabulary analysis
long
Grammar exercises
Explanation:
Translation exercises
In the long run means later in the future, not immediately; in the
short run means in the near future.
Exercises for integrated
skills
Oral activities
Writing practice
Listening exercises
Towards a Gender Free Society
Section One:
Pre-reading Activities
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Vocabulary analysis
occupied
Grammar exercises
Explanation:
Translation exercises
Be occupied with means to be busy doing something.
Exercises for integrated
skills
Oral activities
Writing practice
Listening exercises
Section Five:
Further Enhancement
Towards a Gender Free Society
Section One:
Pre-reading Activities
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
Vocabulary analysis
taken
Grammar exercises
Explanation:
Translation exercises
Take somebody/something for granted means to expect that
someone or something will always be there when you need them
and never think how important or useful they are.
Exercises for integrated
skills
Oral activities
Writing practice
Listening exercises
Towards a Gender Free Society
Section One:
Pre-reading Activities
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
Vocabulary analysis
apply
Grammar exercises
Explanation:
Translation exercises
Apply to means to concern a particular person, group, or situation.
Exercises for integrated
skills
Oral activities
Writing practice
Listening exercises
Towards a Gender Free Society
Section One:
Pre-reading Activities
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
Vocabulary analysis
envy
Grammar exercises
Explanation:
Translation exercises
Be the envy of somebody means to be something that other people
admire and want to have very much.
Exercises for integrated
skills
Oral activities
Writing practice
Listening exercises
Towards a Gender Free Society
Section One:
Pre-reading Activities
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
Vocabulary analysis
majority
Grammar exercises
Explanation:
Translation exercises
Majority means most of the people or things in a group, and for the
great/vast/overwhelming majority means for almost all.
Exercises for integrated
skills
Oral activities
Writing practice
Listening exercises
Towards a Gender Free Society
Section One:
Pre-reading Activities
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
Oral activities
Vocabulary analysis
Grammar exercises
1. Converse with one of your classmates on the given topics.
Translation exercises
Exercises for integrated
skills
Oral activities
Writing practice
Listening exercises
2. Debate on coeducation.
Towards a Gender Free Society
Section One:
Pre-reading Activities
Vocabulary analysis
Grammar exercises
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
Converse with one of your classmates on the given topics.
1. Men are born leaders.
Translation exercises
Guidance:
Exercises for integrated
skills
The discussion can be based on the following aspects.
1) Men are masters of the earth.
2) Teamwork should not be ignored.
3) Leader vision plays an important role in cooperation.
Oral activities
Writing practice
Listening exercises
Towards a Gender Free Society
Section One:
Pre-reading Activities
Vocabulary analysis
Grammar exercises
Translation exercises
Exercises for integrated
skills
Oral activities
Writing practice
Listening exercises
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
2. Women are believed to be characterized by being “emotional” and
their place is at home.
Guidance:
The discussion can be based on the following aspects.
1) People are created equal.
2) Traditionally speaking, women are more emotional than men.
3) Women have achieved breakthrough in many fields nowadays.
Towards a Gender Free Society
Section One:
Pre-reading Activities
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
3. In a service economy women have the upper hand over men.
Vocabulary analysis
Grammar exercises
Translation exercises
Exercises for integrated
skills
Oral activities
Writing practice
Listening exercises
Guidance:
The discussion can be based on the following aspects.
1) Women prove themselves to be valuable and useful to the society.
2) Women and men are supposed to fulfill different social
responsibilities.
3) Women encourage participation, share power and information,
enhance other people’s self-worth, and get others excited about
their work.
Towards a Gender Free Society
Section One:
Pre-reading Activities
Vocabulary analysis
Grammar exercises
Translation exercises
Exercises for integrated
skills
Oral activities
Writing practice
Listening exercises
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
4. Boys achieve better results in traditionally male subjects such as
math and sciences while girls are apparently better at responding to
the basics of language.
Guidance:
The discussion can be based on the following aspects.
1) Traditionally speaking, women are emotional, while men are
rational.
2) Boys are active in some subjects while girls preferable in other
subjects.
3) Female has good memory.
4) Special reasons (optional)
A Model Essay on Topic Three
Towards a Gender Free Society
Section One:
Pre-reading Activities
Vocabulary analysis
Grammar exercises
Translation exercises
Exercises for integrated
skills
Oral activities
Writing practice
Listening exercises
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
Some people still argue that women are believed to be
characterized by being “emotional” and their place is at home. But
life would be meaningless if a woman is only contented with her
sweet family life.
Women, just like men, are human beings, a natural phenomenon,
and a state of being. Some women think they live for themselves
because they are independent women. They are here just to add
more vivacity, more color and more variety to this world.
Women and men are supposed to fulfill different social
responsibilities. More women are marching into fields previously
dominated by men. Especially in a service economy women have
the upper hand over men. When women do become managers, do
they bring a different style and different skills to the job? Are they
Towards a Gender Free Society
Section One:
Pre-reading Activities
Vocabulary analysis
Grammar exercises
Translation exercises
Exercises for integrated
skills
Oral activities
Writing practice
Listening exercises
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
better, or worse, managers than men? Are women more highly
motivated and committed than male managers? Some research supports
the idea that women bring different attitudes and skills to management
jobs, such as greater cooperativeness, an emphasis on affiliation and
attachment, and a virtue to take emotional factors into account in
making workplace decisions. These differences are seen to carry
advantages for companies, because they expand the range of techniques
that can be used to help the company manage its workforce effectively.
Using this “interactive leadership” approach, women encourage
participation, share power and information, enhance other people’s selfworth, and get others excited about their work. All these things reflect
their belief － allowing employees to contribute and to feel powerful
and important － good for the employees and the organization. So, life
becomes meaningful to women only when they prove themselves to be
valuable and useful to the society.
Towards a Gender Free Society
Section One:
Pre-reading Activities
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
Debate on coeducation.
Vocabulary analysis
Grammar exercises
Form two groups, each consisting of three or four students,
debating for/against coeducation.
Translation exercises
Guidance:
Exercises for integrated
skills
Words and expressions for the debate:
single-sex class
mixed-sex class
complement
active vs. passive
rational vs. emotional
class phenomenon
an exciting class
communication/interaction
Oral activities
Writing practice
Listening exercises
Towards a Gender Free Society
Section One:
Pre-reading Activities
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
Writing practice
Vocabulary analysis
Grammar exercises
Translation exercises
Exercises for integrated
skills
Oral activities
Writing practice
Listening exercises
Additional information
Adverbial clauses can be classified into several types, like
adverbial clauses of time, adverbial clauses of cause, and adverbial
clauses of condition.
Adverbial clauses of condition are generally introduced by if
only, unless, provided (that), in case, if … not, etc.
Towards a Gender Free Society
Section One:
Pre-reading Activities
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
Practice
Vocabulary analysis
Grammar exercises
Translation exercises
Exercises for integrated
skills
Oral activities
Writing practice
Listening exercises
Complete the following incomplete statements.
(Note: There might be more than one way to complete these
sentences.)
1. If only the weather …
___________________________________________
If only the weather were fine, we would go camping.
2. I will return next Monday unless …
_____________________________________________________
I will return next Monday unless something unexpected happens.
3. I did not leave the office until …
I did not leave the office until they came back.
______________________________________
Towards a Gender Free Society
Section One:
Pre-reading Activities
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
Listening exercises
Vocabulary analysis
Grammar exercises
Translation exercises
Exercises for integrated
skills
Oral activities
Writing practice
Listening exercises
Orientation Meeting
You are going to hear two people talking about the arrangements of a
student orientation meeting.
A. Pre-listening discussion. What sorts of activities would you need
to arrange when planning a student orientation meeting?
Towards a Gender Free Society
Section One:
Pre-reading Activities
Vocabulary analysis
Grammar exercises
Translation exercises
Exercises for integrated
skills
Oral activities
Writing practice
Listening exercises
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
B. Listen to the conversation. Pay special attention to the following
words and phrases. Study their definitions carefully. Most of them
are idiomatic in spoken English.
● tentative (adj.): not certain, not finalized, still in review
● commence (v.): to begin, start
● extracurricular (adj.): outside the regular curriculum
● placement (adj., also n.): the act of placing something in a
particular order or level
● shuttle (also n.): in this case, a bus that carries passengers from
one point to another
● to be up to one’s ears in (verb phrase): to be extremely busy
● to be hard pressed (v.): to have difficulty doing something,
especially because there is not enough time
■
Towards a Gender Free Society
Section One:
Pre-reading Activities
Vocabulary analysis
Grammar exercises
Translation exercises
Exercises for integrated
skills
Oral activities
Writing practice
Listening exercises
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
● to get things rolling (verb phrase): to start something
● to jot down (v.): to write down a quick note
● to find a needle in a hay stack (verb phrase): extremely difficult or
impossible to find something
● tall order (n.): something difficult to do
● to lend a hand (verb phrase): to help
● to give the green light (verb phrase): to give the okay or
permission to
● to wrap things up (verb phrase): to complete or finish
● bottom line (n.): the most important point
Towards a Gender Free Society
Section One:
Pre-reading Activities
Vocabulary analysis
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
C. Listen again, complete the following schedule and then answer the
questions.
Grammar exercises
Orientation Meeting
Translation exercises
Exercises for integrated
skills
Oral activities
Writing practice
Listening exercises
Section Five:
Further Enhancement
8:30 — 9:15
9:30 — 11:00
11:15 — 12:00
12:00 — 12:20
12:20
1:30 — 2:15
2:45 — 4:30
5:00
________________
Registration
________________
Orientation meeting
Placement tests
________________
________________
Break
________________
Lunch
Campus tour
________________
________________
Oral interviews
________________
Finish
■
script
Towards a Gender Free Society
Section One:
Pre-reading Activities
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
Questions:
Vocabulary analysis
Grammar exercises
Translation exercises
Exercises for integrated
skills
Oral activities
Writing practice
1. How long is the registration period for the orientation meeting?
45 minutes.
___________________________________________________
2. Why does the ending time of the meeting need to be changed?
Someone from the international center is coming to speak to the
___________________________________________________
students on extracurricular activities.
___________________________________________________
Listening exercises
3. What places will the students see on their campus tour?
The union building, the library, and the student services building.
____________________________________________________
Towards a Gender Free Society
Section One:
Pre-reading Activities
Vocabulary analysis
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
4. Why won’t the teachers be available to give the oral interviews at
the scheduled time?
Grammar exercises
Translation exercises
Exercises for integrated
skills
They need more time for the preparation.
____________________________________________________
5. How many copies of the program guide do they need?
Oral activities
Writing practice
Listening exercises
150
____________________________________________________
copies.
6. Who will prepare the program guides for the orientation?
Both
____________________________________________________
the man and the woman.
Towards a Gender Free Society
Section One:
Pre-reading Activities
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
Orientation Meeting
Vocabulary analysis
Grammar exercises
Translation exercises
Exercises for integrated
skills
Oral activities
Writing practice
Listening exercises
Dick: Hi Faith. Do you have a minute?
Faith: Sure. What’s up?
Dick: Well, I just wanted to go over the schedule for Wednesday’s
orientation meeting to make sure everything is ready.
Faith: Okay. Here’s a copy of the tentative schedule. [Okay.] Now,
the registration starts at eight thirty and goes until nine fifteen.
[Alright.] Then, the orientation meeting will commence at
nine thirty.
Dick: Okay. Now, we had planned originally for the meeting to go
until ten thirty, but now we have someone from the
international center coming to speak to the students on
extracurricular activities, so how about ending the meeting
around eleven?
■
Towards a Gender Free Society
Section One:
Pre-reading Activities
Vocabulary analysis
Grammar exercises
Translation exercises
Exercises for integrated
skills
Oral activities
Writing practice
Listening exercises
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
Faith: Fine. And, uh, then students will take the placement tests
from eleven fifteen until noon [Okay.], followed by twentyminute break before lunch. [Okay.] And, immediately after
lunch, we have reserved a campus shuttle to give students a
forty-five-minute tour starting at one thirty. [Oh. Okay.] We
want to show students around the university, including the
union building, the library, and the student services building.
Great. Now, how about the oral interviews?
Dick: Well, we’re planning to start them at two fifteen.
Faith: Uh, well, teachers are going to be up to their ears in
Dick: preparations, and they’ll be hard pressed to start then.
Okay, let’s get things rolling around two forty-five.
Faith:
Towards a Gender Free Society
Section One:
Pre-reading Activities
Vocabulary analysis
Grammar exercises
Translation exercises
Exercises for integrated
skills
Oral activities
Writing practice
Listening exercises
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
Dick: Okay, here, let me jot that down. Uh, could you grab a pen
off my desk?
Faith: Right. Finding anything on your desk is like finding a
needle in a hay stack. [Oh, it’s not that bad.] Here, use mine.
Dick: Okay. And we’ll need a hundred and fifty copies of this
program guide by then.
Faith: Hey. That’s a tall order on such short notice! How about
lending me a hand to put things together [Okay.] by this
afternoon so we don’t have to worry about them?
Dick: Okay. And I think the manager has given the green light to
go ahead and use the more expensive paper and binding for
the guides this time.
Towards a Gender Free Society
Section One:
Pre-reading Activities
Vocabulary analysis
Grammar exercises
Translation exercises
Exercises for integrated
skills
Oral activities
Writing practice
Listening exercises
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
Faith: Okay. So the interviews will go from two forty-five until,
let’s say, four thirty. [Okay.] I hope we can wrap things up
by five.
Dick: Great. I think the bottom line is to keep things running
smoothly throughout the day.
Faith: I agree. I’ll pass this schedule by the director for a final
look.
Towards a Gender Free Society
Section One:
Pre-reading Activities
Lead-in questions
Supplementary reading
Memorable quotes
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
Lead-in questions
1. Do boys and girls attend different schools in China?
2. In your opinion, what kinds of improvements are needed in
China’s educational system?
Towards a Gender Free Society
Section One:
Pre-reading Activities
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
Women and Men
Lead-in questions
Supplementary reading
Memorable quotes
I was slow to understand the deep grievances of women. This
was because, as a boy, I had envied them. Before college, the only
people I had ever known who were interested in art or music or
literature, the only ones who read books, the only ones who ever
seemed to enjoy a sense of ease and grace were the mothers and
daughters. Like the men folk, they fretted about money, they
scrimped and made do. But, when the pay stopped coming in, they
were not the ones who had failed. Nor did they have to go to war,
and that seemed to me a blessed fact. By comparison with the
narrow, ironclad days of fathers, there was an expansiveness, I
thought, in the days of mothers. They went to see neighbors, to shop
in town, to run errands at school, at the library, at church. No doubt,
had I looked harder at their lives, I would have envied them less.
Towards a Gender Free Society
Section One:
Pre-reading Activities
Lead-in questions
Supplementary reading
Memorable quotes
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
It was not my fate to become a woman, so it was easier for me to
see the graces. Few of them held jobs outside the home, and those
who did filled thankless roles as clerks and waitresses. I didn’t see,
then, what a prison a house could be, since houses seemed to me
brighter, handsomer places than any factory. I did not realize,
because such things were never spoken of, how often women
suffered from men’s bullying. I did learn about the wretchedness of
abandoned wives, single mothers, widows; but I also learned about
the wretchedness of lonely men. Even then I could see how
exhausting it was for a mother to cater all day to the needs of young
children. But if I had been asked, as a boy, to choose between
tending a baby and tending a machine, I think I would have chosen
the baby. (Having now tended both, I know I would choose the
baby.)
Towards a Gender Free Society
Section One:
Pre-reading Activities
Lead-in questions
Supplementary reading
Memorable quotes
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
So I was baffled when the women at college accused me and
my sex of having cornered the world’s pleasures. I think something
like my bafflement has been felt by other boys (and by girls as well)
who grew up in dirt-poor farm country, in mining country, in black
ghettos, in Hispanic barrios, in the shadows of factories, in Third
World nations, any place where the fate of men is as grim and bleak
as the fate of women. Toilers and warriors, I realize now how
ancient these identities are, how deep the lug they exert on men, the
undertow of a thousand generations. The miseries I saw, as a boy, in
the lives of nearly all men I continue to see in the lives of many —
the body-breaking toil, the tedium, the call to be tough, the
humiliating powerlessness, the battle for a living and for territory.
When the women I met at college thought about the joys and
privileges of men, they did not carry in their minds the sort of men I
had known in my childhood. They thought of their fathers, who
Towards a Gender Free Society
Section One:
Pre-reading Activities
Lead-in questions
Supplementary reading
Memorable quotes
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
were bankers, physicians, architects, stockbrokers, the big wheels of
the big cities. These farmers rode the train to work or drove cars that
cost more than any of my childhood houses. They were attended
from morning to night by female helpers, wives and nurses and
secretaries. They were never laid off, never short of cash at month’s
end, never lined up for welfare. These fathers made decisions that
mattered. They ran the world.
The daughters of such men wanted to share in this power, this
glory. So did I. They yearned for a say over their future, for jobs
worthy of their abilities, for the right to live at peace, unmolested,
whole. Yes, I thought, yes, yes. The difference between me and
these daughters was that they saw me, because of my sex, as
destined from birth to become like their fathers, and therefore as an
enemy to their desires. But I knew better. I wasn’t an enemy, in fact
or in feeling, I was an ally. If I had known, then, how to tell them so,
Towards a Gender Free Society
Section One:
Pre-reading Activities
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
would they have believed me? Would they now?
Lead-in questions
Supplementary reading
Memorable quotes
Section Five:
Further Enhancement
Towards a Gender Free Society
Section One:
Pre-reading Activities
Lead-in questions
Supplementary reading
Memorable quotes
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
folk
people belonging to a particular race or nation, or sharing
a particular kind of life. Compare people and folk. The word people is
the usual word for the mass of the population in a country, city, or
area. The word folk is used especially of people who share a certain
way of life, or who belong to a small community.
e.g. The people of Liverpool demand the right to work.
The drama follows the lives of farming folk.
Towards a Gender Free Society
Section One:
Pre-reading Activities
Lead-in questions
Supplementary reading
Memorable quotes
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
errand
a short journey in order to do something for somebody,
for example delivering or getting something for them
e.g. Uncle Albert has made me run errands for him all morning.
Towards a Gender Free Society
Section One:
Pre-reading Activities
Section Two:
Global Reading
Section Three:
Detailed Reading
dirt-poor farm country
Lead-in questions
Supplementary reading
Memorable quotes
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
extremely poor farm country
Towards a Gender Free Society
Section One:
Pre-reading Activities
Lead-in questions
Supplementary reading
Memorable quotes
Section Two:
Global Reading
Hispanic barrio
the United States
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
a Spanish-speaking quarter in a city or town in
Towards a Gender Free Society
Section One:
Pre-reading Activities
Lead-in questions
Supplementary reading
Memorable quotes
Section Two:
Global Reading
Section Three:
Detailed Reading
the big wheels of the big cities
cities
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
the driving forces of the big
Towards a Gender Free Society
Section One:
Pre-reading Activities
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
Questions for discussion:
Lead-in questions
Supplementary reading
Memorable quotes
1. Why did the author envy women?
2. How did women react when the pay stopped coming in?
3. What was the attitude of college girls towards men?
4. What is the author referring back to with the phrase “the big
wheels of the big cities”?
Answers for reference
Towards a Gender Free Society
Section One:
Pre-reading Activities
Lead-in questions
Supplementary reading
Memorable quotes
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Section Five:
Further Enhancement
1. Because they were the only people the author had ever known
who were interested in art or music or literature and seemed to
enjoy a sense of ease and grace.
2 Unlike the men folk, they didn’t have to struggle for a living.
3. They accused them of gaining control of all the joys and
privileges.
4. Literally, a big wheel is a driving force that controls the way
something functions or operates. Here, the big wheels refer to the
influential fathers of college girls who control the way the big
cities function.
Towards a Gender Free Society
Section One:
Pre-reading Activities
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
Memorable quotes
Lead-in questions
Supplementary reading
Memorable quotes
Paraphrase the following quotes:
All of us do not have equal talent, but all of us
should have an equal opportunity to develop
our talents.
— John F. Kennedy
Section Five:
Further Enhancement
Towards a Gender Free Society
Section One:
Pre-reading Activities
Lead-in questions
Supplementary reading
Memorable quotes
Section Two:
Global Reading
Section Three:
Detailed Reading
Section Four:
Consolidation Activities
We hold these truths to be self-evident: that
all men and women are created equal.
— Elizabeth Cady Stanton
Section Five:
Further Enhancement