Teaching aims

1
Teaching aims

• 1. to discuss the issue of gender differences
• 2. to read the article Gender Roles from a
• Cutural Perspective intensively
• 3. to focus on the related langugae points
• 4. to further explore this issue through
• writing task
• Who Are Teachers Pets, Boys or Girls?

2
Part One
Preparation
1. How Is It Possible?
2. Differences Between Men and Women
3. The Gender Survey
4. Proverbs and Quotations
3
Part One Preparation gtgt How Is It Possible?
1. How Is It Possible?
STEP ONE Direction Fill in the blanks with
appropriate words.
A father and son are driving along the
highway 1)______ suddenly their car goes out of
2)______ and 3)____________________ into a tree.
The father dies instantly his son is rushed to
the 4)______. He needs an emergency operation.
The 5)____________ comes into the operating
room, looks at the boy and says, I cannot
6)__________ on that boy. That boy is my son.
when
control
crashes/smashes/bumps
hospital
doctor/surgeon
operate
4
Part One Preparation gtgt The Gender Survey
STEP TWO Direction Work in groups to discuss the
following question based on your opinions in the
survey. In what ways do people see women and men
as different?
Most people think that women are more
emotional and more compassionate than men. They
are also viewed as better listeners and better
able to do many things at once. Most of us
believe women have better people skills.
We all think that men have a more aggressive
nature. They are also more willing to take risks
than women. All of the girls in our group believe
that men are self-centered.
5
Part One Preparation gtgt Proverbs and Quotations
4. Proverbs and Quotations
Direction According to relationship counselor
John Gray, difficulties in relationships between
a man and a woman lie in the lack of
understanding and acceptance of the differences
between the two sexes. Grays famous book Men
Are From Mars, Women Are From Venus turned out
to be a phenomenal best seller.
6
In-Class Reading
Gender Roles from a Cultural Perspective
Background Information
Global Reading
Detailed Reading
Post-Reading
7
Part Two In-Class Reading gtgt Global Reading
Global Reading
Organization Analysis
Understanding Specific Information
Group Discussion
8
Part Two In-Class Reading gtgt Global Reading
Organization Analysis
1) Introduction (Para. 1)
It has been proven repeatedly that the
various types of behavior, emotions, and
interests that constitute being masculine and
feminine are patterned by both heredity and
culture.
2) There is a cultural bias in education that
favors boys over girls. (Para. 2-4)
A. Teachers called on males in class far more
than on female students. (Para. 2)
gtgt More details
Supporting evidence
B. Teachers assigned boys and girls different
tasks according to stereotyped gender
roles. (Para. 3)
gtgt More details
C. Gender-biased education is also reflected in
the typical American teachers assumption.
(Para. 4)
gtgt More details
9
Part Two In-Class Reading gtgt Global Reading
3) The educational bias begins at home. (Para. 5)
A. Supporting evidence
gtgt More details
B. The consequence when these lessons carry over
from the home to the classroom
Girls are generally observed to be more
dependent on the teacher, more anxious
about being right in their answers than
in being intellectually independent,
analytical, or original.
C. Conclusion Through the educational process
that occupies most of the childs waking
hours, society reinforces its established
values and turns out each sex in its traditional
and expected mold.
10
Part Two In-Class Reading gtgt Global Reading
2) A
gtgt details
i) Its consequence This has a tremendous impact
on the learning process.
ii) The reason for this Active classroom
participants develop more positive
attitudes and go on to higher achievement.
iii) Two examples
a. In many of the former all-womens colleges,
the boys were taking over the classroom
discussions and active participation by
women students had diminished noticeably.
b. A similar subordination of female to male
students has also been observed in law and
medical school classrooms in recent years.
Back
11
Part Two In-Class Reading gtgt Global Reading
gtgt details
2) B
i) Its consequence This prevented girls from
participating as actively as boys in class.
ii) An example A teacher had the little boys
perform the scientific experiment while the
girls were given the task of putting the
materials away.
Back
12
Part Two In-Class Reading gtgt Global Reading
2) C
gtgt details
i) The assumption Boys will do better in the
hard, masculine subjects of math and
science while girls are expected to have
better verbal and reading skills.
ii) Three examples
a. American boys do develop reading problems,
while girls, who are superior to boys in
math up to the age of nine, fall behind from
then on.
b. In Germany, all studies are considered
masculine, and it is girls who develop
reading problems.
c. In Japan, where early education appears to be
nonsexist, both girls and boys do equally
well in reading.
Back
13
Part Two In-Class Reading gtgt Global Reading
3) A
gtgt details
i) Boy preschoolers were permitted to go away
from home in a much wider area than girl
preschoolers.
ii) Boys were encouraged to develop intellectual
curiosity and physical skills, while girls
are filled with fears of the world outside
the home and with the desire to be approved
of for their goodness and obedience to rules.
Back
14
Part Two In-Class Reading gtgt Global Reading
Group Discussion
Direction Work in groups to answer the following
questions.
Question 1 Is it true with Chinese students
that boys do better in math and science, while
girls have better verbal and reading skills?
Explain your answer.
15
Part Two In-Class Reading gtgt Global Reading
Sample Yes, I think so. As far as I know,
most boy students in China do better in math and
science. It is fully demonstrated by the number
of boy students who have won prizes in the
Olympic Science Contests and by the ratio of boy
students to girl students in science departments
in colleges and universities.
Go to Sample 2
16
Part Two In-Class Reading gtgt Detailed Reading
Detailed Reading
Passage Reading
Understanding Sentences
Word Study
17
Part Two In-Class Reading gtgt Detailed Reading
Understanding Sentences
1. Over the past few decades, it has been proven
innumerable times that the various types of
behavior, emotions, and interests that constitute
being masculine and feminine are patterned by
both heredity and culture. (ll. 1-3)
????????,????????????????????????????????????????
?????????????????????
Translation
Back to the text
18
Part Two In-Class Reading gtgt Detailed Reading
Understanding Sentences
2. those students who become active classroom
participants develop more positive attitudes and
go on to higher achievement. (ll. 24-26)
??????????????????????,?????????????
Translation
The word develop is used four times in the
passage. The other three sentences are
American boys do, indeed, develop reading
problems(ll. 44-45)
Comments
To be continued
19
Part Two In-Class Reading gtgt Detailed Reading
Understanding Sentences
and it is girls who develop reading problems.
(ll. 47-48) Instead of being encouraged to
develop intellectual curiosity and physical
skills that are useful in dealing with the
outside world (ll. 54-56)
Back to the text
20
Part Two In-Class Reading gtgt Detailed Reading
Understanding Sentences
3. it was observed by professors and women
students alike that the boys were taking over
the classroom discussions and that active
participation by women students had diminished
noticeably. (ll. 28-30)
?????????????????????,?????????????????
Translation
You use alike after mentioning two or more
people, groups, or things in order to emphasize
that you are referring to both or all of them.
Comments
To be continued
21
Part Two In-Class Reading gtgt Detailed Reading
Understanding Sentences
alike
Comments
1. similar
2. We use alike after mentioning two or more
people, groups, or things in order to emphasize
that we are referring to both or all of them.
1) Friends and family alike were shocked by the
news of her suicide. 2) It caused confusion among
allies and adversaries alike.
Example
Back to the text
22
Part Two In-Class Reading gtgt Detailed Reading
Understanding Sentences
4. As an example of a self-fulfilling prophecy,
American boys do, indeed, develop reading
problems, while girls, who are superior to boys
in math up to the age of nine, fall behind
from then on. (ll. 43-46)
??,????????????????,?????????????????????,????????
???????????????????
Translation
Back to the text
23
Part Two In-Class Reading gtgt Detailed Reading
Understanding Sentences
5. girls are filled with fears of the world
outside the home and with the desire to be
approved of for their goodness and obedience to
rules. (ll. 56-58)
???????????????????????,????????????????????????
Translation
The verb phrase approve of somebody/something
means feel or believe that somebody/something is
good, acceptable or satisfactory. So in the
sentence, with the desire to be approved of
means girls have the desire that other people
will approve of them. And for their goodness
and obedience to rules indicates the reasons for
other peoples approval.
Comments
Back to the text
24
Part Two In-Class Reading gtgt Detailed Reading
Understanding Sentences
6. These lessons carry over from the home to the
classroom, where girls are generally observed to
be more dependent on the teacher, more concerned
with the form and neatness of their work than
with its content, and more anxious about being
right in their answers than in being
intellectually independent, analytical, or
original. (ll. 28-30)
?????????????????,????????????????????,???????????
???????,????????????????????????????????????????
??
Translation
To be continued
25
Part Two In-Class Reading gtgt Detailed Reading
Understanding Sentences
??where or original?????????,?????????classroom
? The phrase carry over means to continue to
exist or apply in a new situation.
Comments
His rational outlook on science carried over
to child rearing.
Example
Back to the text
26
Part Two In-Class Reading gtgt Detailed Reading
Word Study
constitute v.
1. to form or make up be ??,????,??

• the 50 states that constitute USA
• Your attitude constitutes a direct challenge to
  my authority.

2. to formally establish or appoint ??,????
Governments should be constituted by the will
of the people.
??
comprise
To be continued
27
Part Two In-Class Reading gtgt Detailed Reading
Word Study
??
comprise
1. n. to consist of (parts) ??,??

• The United Kingdom comprises England, Wales,
  Scotland, and Northern Ireland.
• a commission of inquiry comprising three eminent
  judges and three members of the public

2. (of parts) to form ??
Fifteen separate publics comprised the Soviet
Union.
To be continued
28
Part Two In-Class Reading gtgt Detailed Reading
Word Study
???????

• The United Kingdom consists of / is composed of /
  comprises England, Wales, Scotland, and Northern
  Ireland.

2) England, Wales, Scotland, and Northern
Ireland constitute/comprise the United
Kingdom.
Back to the text
29
Part Two In-Class Reading gtgt Detailed Reading
Word Study
incorporate into
to unite (one thing) with something else already
in existence ??????
1) incorporate the letter into her diary 2)
incorporate your suggestion into the new plan 3)
The small company is incorporated into Haier
Group.
incorporate with ??
????
Mr. Smiths company is incorporated with
other small companies.
Back to the text
30
Part Two In-Class Reading gtgt Detailed Reading
Word Study
aspiration n.
aspire v.
to direct ones hopes and efforts to some
important aim ??,?????

• an aspiring young actress
• to, after He aspired after a political career
  / to the leadership of the party aspire after
  truth, aspire to fame
• to-v. She aspires to become president.

Back to the text
31
Part Two In-Class Reading gtgt Detailed Reading
Word Study
develop v.
1. grow, increase, or become larger or more
complete ??,??
Their friendship developed through their shared
interest in the arts. Warm rains and summer suns
develop the crops.
2. to cause gradually to acquire a specific role,
function, or form (??)??,??
Shes developed some strange habits since she
started living on her own.
Back to the text
32
Part Two In-Class Reading gtgt Detailed Reading
Word Study
open the door to
make possible or available, offer opportunity
to ???
The establishment of joint ventures open the door
to wider international cooperation.
Back to the text
33
Part Two In-Class Reading gtgt Detailed Reading
Word Study
subordination n.
subordinate v.
?to?? to put in a position of less importance
???????,????, ????
He subordinated his wishes to the general good of
the group.
To be continued
34
Part Two In-Class Reading gtgt Detailed Reading
Word Study
subordinate adj.
to of a lower rank or position less important
???,???,????????
All other considerations are subordinate to our
need for steady profits.
subordinate n.
someone who is of a lower rank in a job, and
takes orders from his or her SUPERIOR ( the
person higher in rank) ??,??,??
He treats his subordinates very badly.
Back to the text
35
Part Two In-Class Reading gtgt Detailed Reading
Word Study
dimension n.
1. factor, element ??,??

• different dimensions to that problem
• Hes a good newsman and he has that extra
  dimension.

2. a measure of spatial extent, especially,
height, width, and length ?,?,?

• of one dimension ???,???
• of two dimension ???,???
• of three dimension ???,???
• 2) Time is sometimes called the fourth dimension.

Back to the text
36
Part Two In-Class Reading gtgt Detailed Reading
Word Study
turn out
1. to shut off ?,??(?????)
turn out the light
2. to produce or make something ??,??

• The factory turns out 300 units a day.
• 2) The school has turned out some good scholars.

3. to be found to be ?????,???? The rookie
turned out to be the best hitter on the team.
Back to the text
37
Part Two In-Class Reading gtgt Post-Reading
Post-Reading
Vocabulary
Writing Down the Antonyms
Finding the Right Definition
Filling in the Blanks
38
Part Two In-Class Reading gtgt Post-Reading
Vocabulary
Directions Fill in each of the blanks with an
appropriate word from the box. Change the form in
necessary.
assign noticeably bias constitute
genetic postgraduate approve participation
deprive unintentional
genetic

• New tests for other dread
  diseases are appearing almost every day.
• When teachers homework,
  students
• usually feel an obligation to do it.
• 3) After her illness, she had become
  thinner.
• 4) I cannot support a policy of which I have
  never .

assign
noticeably
approved
39
Part Two In-Class Reading gtgt Post-Reading
assign noticeably bias
constitute genetic postgraduate approve
participation deprive unintentional
Bias
5) against girls in not something
new it has existed for a long time in our
history, she argued. 6) No one can function
properly if they are of adequate
sleep. 7) The local authority decided that the
present housing conditions
a risk for the mother and baby. 8) The
presidents in
the economic summit (????) is seen as vital to
its success.
deprived
constituted
participation
40
Part Two In-Class Reading gtgt Post-Reading
assign noticeably bias
constitute genetic postgraduate approve
participation deprive unintentional

• Perhaps he had slightly misled them, but it was
• quite .
• 10) Funding a course is one of the most
  challenging
• things people face when considering
  
• study.

unintentional
postgraduate
41
Part Two In-Class Reading gtgt Post-Reading
Writing Down the Antonyms
Directions Fill in each of the blanks with an
appropriate word from the box. Change the form in
necessary.
conscious unconscious positive
negative encourage discourage superior
inferior directly indirectly
biased fair sexist nonsexist
limited unlimited dependent independent
appropriately inappropriately
unconscious
negative discourage
inferior
indirectly fair
nonsexist
unlimited independent
inappropriately
42
Part Two In-Class Reading gtgt Post-Reading
Filling in the Blanks
Directions Complete each of the sentences with
one phrase from the box. Change the form if
necessary.
fall behind carry over take over
turn out put away call on

• Im sure it will all right
  in the end.
• Their study shows that sports skills
  into personal life.
• I find myself the boys more
  often, because they tend to be the ones having
  trouble staying on task.

turn out
carry over
calling on
43
Part Two In-Class Reading gtgt Post-Reading
fall behind carry over take over
turn out put away call on
4) I used to have trouble getting all the laundry

before it was time to do the
next batch. 5) After her time in hospital,
Jennys parents are afraid she has
educationally. 6) People are wondering
whos going to __________
when the old president dies.
put away
fallen behind
take over
End of In-Class Reading
Go to After-Class Reading
44
Part Two After-Class Reading gtgt
After-Class Reading
Passage 1
Boys Are Teachers Pets
Passage 2
What Kind of Brain Do You Have?
45
Part Two After-Class Reading gtgt Passage I
critic n.
1. a person who gives judgments about the good
and bad qualities of something, esp. art, music,
films, etc., esp. someone who does this as a job
????/?? ???,???
Shes the music critic for The times.
2. a person who dislikes and expresses strong
disapproval of something or someone ??????,????

• An outspoken critic of the governments defence
  policy.
• Its easy to be an armchair critic. (do nothing
  oneself but express disapproval of others)

46
Part Two After-Class Reading gtgt Passage I
critical adj.
1. of or being a moment of great danger,
difficulty, or uncertainty, when a sudden change
to a better or worse condition is likely of or
being a crisis ???????? ?????
1) a critical stage in his illness / in the
negotiations 2) We arrived at the critical
moment. 3) The next two weeks will be critical
(for the company).
2. providing a careful judgment of the good and
bad qualities of something ?????????
Her new book received critical acclaim. (was
praised by the critics)
47
Part Two After-Class Reading gtgt Passage I
criticize/criticize v.
1. for to judge with disapproval point out the
faults of ????
The report strongly criticizes the police for
failing to deal with this problem.
2. to make a judgments about the good and bad
points of ??
Its hard to criticize ones own work.
48
Part Two After-Class Reading gtgt Passage I
criticism n.
1. (an) unfavorable judgment or expression of
disapproval ????
1) Criticism doesnt worry me. 2) This decision
has come in for (received) a great deal
of criticism.
2. (an example of) the forming and expressing of
judgments about the good or bad qualities
of anything, esp. artistic work work of a
critic ?? ???
literary criticism
49
Part Two After-Class Reading gtgt Passage I
disregard v.
to pay no attention to treat as unimportant or
unworthy of notice ??,?????,??
1) Mark totally disregarded my advice. 2) He told
us to disregard everything wed learned so
far and start again. 3) She completely
disregarded all our objections.
??
ignore overlook neglect
50
Part Two After-Class Reading gtgt Passage I
Ignore v. T to take no notice of refuse to pay
attention to ?????? 1) My advice was
completely ignored. 2) The government
would be unwise to ignore the
growing dissatisfaction with its economic
policies.
overlook 1. to have or give a view of from
above ??, ?? 1) Our room / We overlooked
the sea. 2) Were overlooked here. ( the
neighbours can see into our house) 2. not to
notice miss ?????,?? These little
details are easily overlooked. 3. to
pretend not to see forgive ????????
Ill overlook your mistake this time.
neglect to give too little attention or care to
??,?? a neglected garden ???????
51
Part Two After-Class Reading gtgt Passage II
Passage 2
What Kind of Brain Do You Have?
1. Pre-Reading Questions
2. Organization Analysis
3. Words and Expressions
4. Key Sentences
5. Main Points
52
Part Two After-Class Reading gtgt Passage II
drive n.
1. C an important natural human need which must
be fulfilled ???????,?????
Hunger, thirst, and sex are among the strongest
human drives.
2. U a forceful active quality of mind that
gets things done Initiative ???????
Hes clever but he wont succeed because he
lacks drive.
urge initiative motive motivation
??
53
Part Two After-Class Reading gtgt Passage II
urge initiative motive motivation
??
urge n.
a strong wish or need

• powerful sexual urges
• to-v I had a sudden urge to tell the boss
  what I thought of him.

54
Part Two After-Class Reading gtgt Passage II
initiative n.
1. U the ability to make decisions and take
actions without asking for the help or advice of
others????????????????

• I wish my son would show a bit more initiative.
• Dont keep asking me for advice use your (own)
  initiative.

2. the first movement or action which starts
something happening ????,??,???????

• He took the initiative in organizing a party
  after his brothers wedding.
• The government is making some fresh initiatives
  to try to resolve the dispute.

To be continued
55
Part Two After-Class Reading gtgt Passage II
3. theS the position of being able to take
action or influence events ???????????????????
Because of a stupid mistake, we lost the
initiative in the negotiations the other side
has the initiative now.
4. on ones own initiative (done) according to
ones own plan and without help not
suggested by someone else ??????
56
Part Two After-Class Reading gtgt Passage II
motive n.
1. reason for action that which urges a person
to act in a certain way ??,??

• Jealousy was the motive for the murder / the
  murder motive.
• What do you think his motives were in helping us?
  
• We had begun to suspect his motives. ( to think
  that he had acted for bad reasons)

57
Part Two After-Class Reading gtgt Passage II
motivation n.
U the state of being motivated need or purpose
??????

• The stronger the motivation, the more quickly a
  person will learn a foreign language.
• to-v His parents give him so much that hes
  got no motivation to get a job.

58
Part Two After-Class Reading gtgt Passage II
claim v.
1. (on, for) to ask for, take, or state that one
should have (something to which one has a right)
(?????) ???????????????

• Did you claim on the insurance after your car
  accident?
• Old people are entitled to claim a special
  heating allowance from the government.
• If no one claims the lost umbrella, the person
  who found it can keep it.
• A small terrorist group has claimed
  responsibility for the bombing in London.

To be continued
59
Part Two After-Class Reading gtgt Passage II
2. to declare to be true state, esp. in the face
of opposition MAINTAIN (????????)????????
They claim to have discovered / claim that they
have discovered a cure for the disease, but this
had not yet been proved.
3. to deserve or need ??,??(??????)
This problem claims our undivided attention.
announce denounce declare assert
maintain
??
60
Part Two After-Class Reading gtgt Passage II
announce vt.
1. to make known publicly ??,????,??

• They announced the date of their wedding in the
  paper.
• (that) The government has announced that
  electricity charges will go up in the spring.
• (fig.?) The bright flowers announced that spring
  was here.

2. to state in a loud voice (??) ??
Everyone was silent as he announced the winner of
the competition.
3. to read (news) or introduce (a person or act )
on the radio, television, etc.(???????)??(??)
,??(??)
61
Part Two After-Class Reading gtgt Passage II
denounce v.
to express strong disapproval of, esp.
publicly CONDEMN (????) ??,????

• The ministers action was denounced in all the
  newspapers.
• She was denounced as a traitor.

62
Part Two After-Class Reading gtgt Passage II
declare v.
1. to make known publicly or officially,
according to rules, custom, etc. ??,??,??

• Britain declared war on Germany in 1914.
• Jones was declared the winner of the fight.
• I now declare this meeting open.
• The medical examiner declared me fit.

To be continued
63
Part Two After-Class Reading gtgt Passage II
2. to state or show with great force so that
there is no doubt about the meaning ??,??

• He declared his loyalty to the government / his
  total opposition to the plan.
• She declared (that) she knew nothing about the
  robbery.
• She declared herself (to be) a supporter of the
  cause.
• The police declared themselves (to be) completely
  puzzled by the lack of evidence.

3. to make a full statement of (property for
which tax may be owed to the government) ??(??)
The customs officer asked me if I had anything
to declare.
64
Part Two After-Class Reading gtgt Passage II
assert vt.
1. to state or declare forcefully ??,??,??,??

• She asserted her opinions.
• Although she was found guilty, she continued to
  assert her innocence.
• The government repeatedly asserted that it will
  not change its policy.

2. to make a claim to defend (a right or claim)
by forceful action(??)??,????
1) to assert ones rights/independence
To be continued
65
Part Two After-Class Reading gtgt Passage II
2) He asserted his authority by making them be
quiet.
3. assert oneself to show ones power, control,
importance, etc. ???????(??,???)???
66
Part Two After-Class Reading gtgt Passage II
maintain v.
1. to continue to have, do, etc., as before Keep
up ????

• He took the lead, and maintained it until the end
  of the race.
• I hope you will maintain your recent improvement.
• Part of her job is to maintain good relations
  with our suppliers.

To be continued
67
Part Two After-Class Reading gtgt Passage II
2. to keep (something) in good condition by
making repairs to it and taking care of it ??,??

• The railway lines have to be constantly
  maintained.
• a well-maintained house

3. to (continue to) argue in favour of or declare
to be true assert ????(??)???

• Throughout the trial he maintained his innocence.
• Some people still maintain that the Earth is
  flat.

To be continued
68
Part Two After-Class Reading gtgt Passage II
4. to support with money ?? to keep in existence
?????,?????
He is too poor to maintain his family.
5. to continue in ones present state or course
of action ????
The supplies of food were scarcely enough to
maintain life.
69
Part Three
Further Development
1. Interpreting Opinions
2. Avoiding Sexist Language
3. Avoiding Gender Bias in the Classroom
4. Single-Sex or Co-Educational ?
5. Ideal Wife and Ideal Husband
70
Part Three Further Development gtgt Interpreting
Opinions
Interpreting Opinions
Step One Directions Read the poem by Alfred
Tennyson (1809-1892) carefully. Work in groups
and answer the questions below.
Man for the field and woman for the hearth
(??,???) Man for the sword and for the needle
she Man with the head and woman with the
heart Man to command and woman to obey All else
confusion.
from The Princess (1847)
71
Part Three Further Development gtgt Interpreting
Opinions
Sample
The poem can be paraphrased as follows Men
should work in the field and women in the
house Men should be trained to fight and women
to mend and sew Men are motivated by the
intellect and women by the heart Men are meant
to give orders and women to obey orders If the
roles arent divided this way, there will be
confusion.
72
Part Three Further Development gtgt Interpreting
Opinions
Step Two Directions Read the following
sentences quoted from The Feminine Mystique
(?????) by Betty Friedan. Work in groups to
answer the questions below.
A girl should not expect special privileges
because of her sex, but neither should she
adjust to prejudice and discriminations. She
must learn to compete not as a woman, but as a
human being. What would Friedan say about
Tennysons ideas? Who do you agree with?
Sample
73
Part Three Further Development gtgt Avoiding
Sexist Language
Avoiding Sexist Language
Directions Sexist language assigns roles or
characteristics to people on the basis of gender.
One of the most widespread occurrences of sexist
language is the use of the pronoun he to refer to
someone of unidentified sex. Work in groups and
suggest ways of avoiding sexist language.
74
Part Three Further Development gtgt Avoiding
Sexist Language
Sexist Language
Nonsexist Language
A doctor has little time to read outside his or
her speciality. Or Doctors have little time to
read outside their sepcialities.
Sample A doctor has little time to read outside
his speciality.
1) A good surgeon explains procedures to
his patients.
A good surgeon explains procedures to his or her
patients. Or Good surgeons explain procedures
to their patients.
75
Part Three Further Development gtgt Avoiding
Sexist Language
Sexist Language
Nonsexist Language
2) A journalist has to respect his deadline.
Journalists have to respect their deadlines. Or
A journalist has to respect his or her deadline.
3) Anyone who knows the answer should raise
his hand.
Anyone who knows the answer should raise his or
her hand. Or Anyone who knows the answer should
raise their hand.
76
Part Three Further Development gtgt Avoiding
Sexist Language
Sexist Language
Nonsexist Language
4) Everyone should admit his mistakes.
Everyone should admit his or her mistakes. Or
Anyone should admit their mistakes.
5) None of the students had the books he deeded.
None of the students had the books he or she
needed.
77
Part Three Further Development gtgt Avoiding
Sexist Language
Nonsexist Language
Sexist Language
6) Everyone hopes that he will win the
scholarship (???).
Everyone hopes that he or she will win the
scholarship. Or Everyone hopes to win the
scholarship. Or Everyone hopes that they will
win the scholarship.
78
Part Three Further Development gtgt Avoiding
Gender Bias
Avoiding Gender Bias in the Classroom
Directions Work in groups to work out for your
teacher a list of suggestions for avoiding gender
bias in the classroom. Two sample suggestions are
provided below for your reference.
Sample suggestions Make sure your
expectations are the same for all of your
students. Both genders can succeed at math,
science, language, arts and reading. Avoid
stereotyping jobs for students such as
having girls clean up and boys carry things.
79
Part Three Further Development gtgt Avoiding
Gender Bias
Here are some suggestions for avoiding gender
bias in the classroom
Sample
Use inclusive language. You guys may be a
popular way of addressing groups, but its an
example of gender bias. Use examples that are
gender balanced. If there are none in your
textbooks, do some research to find some.
Search books, posters and other instructional
materials for gender balance. Try to put girls
and boys in non-traditional situations, such as
the placement of girls first in this sentence.
Isnt it normally boys, then girls?
Make the classroom atmosphere one where both
girls and boys are encouraged,
questioned and reinforced. Actively integrate
groups by not allowing self-segregation. Never
use gender to group students.
80
Part Three Further Development gtgt Ideal Wife and
Ideal Husband
81
Part Three Further Development gtgt Ideal Wife and
Ideal Husband
Sample
Yes. In my grandparents generation, people,
especially women, didnt have to be well educated
so long as their husbands could support the
family. A preferred virtue of women was being
loyal and good at house-keeping. Of course, a
woman would like to marry a rich man, but at that
time, rich men were hard to find in China.
Families were considered to be living a decent
life if they could manage to make ends meet. The
living standard was very low.
82
Part Three Further Development gtgt Ideal Wife and
Ideal Husband
Sample
In my parents generation, knowledge and
money were even less important than family
background. The ideal husband and the ideal wife
would be both workers. Salary was low for most
people and they rarely had a raise. There were no
private cars and the great majority of city
inhabitants had no private houses or apartments.
The ideal husband was the one who had a job in
the factory with a steady income and ideal wife
was the one who was thrifty and able to take good
care of her children. Fortunately the divorce
rate was low.
End of Part 3
Go to Part 4
83
Part Four
Writing and Translation
1. Translation
Knowing About Translation
Translation Practice
2. Writing
Writing Practice
84
Part Four Writing and Translation gtgt Translation
Translation Practice
Reference ?????????????????????,????????????
?????????????,????????????,???????????????????????
?????????????????????,??????,???????
85
Part Four Writing and Translation gtgt Writing
Writing Practice
Directions Follow the procedure to conduct a
survey to find out the students view of the
following topic
Who are Teachers Pets, Boys or Girls?
Procedure 1) Design a written questionnaire. 2)
Interview at least 30 students. 3) Write a report
of your survey, analyzing the answers of the
respondents to your questions both in the
questionnaire and the interview. Use at
least 6 words or phrases in your composition
from the list below. Remember to write neatly,
whether you are male or female.
86
Part Four Writing and Translation gtgt Writing
Reference Words
questionnaire statement survey
comment correspond to analyze
be likely to natural
fair prefer perform
in addition
87
Part Four Writing and Translation gtgt Writing
Sample 1
Who are Teachers Pets, Boys or Girls?
This is a difficult question that I cant
really answer on my own, so I made a survey among
30 other students for their opinions. There were
9 boys and 21 girls among them. I gave them each
two statements and asked them whether they agreed
or disagreed and why. I have chosen some of the
interesting comments. The teachers pets
are the top students. Thats fair. Seventeen
students agreed with this opinion. They said it
was natural because people always like the best
things or the best people. In addition, it is
easy for the top students to draw the teachers
attention. Average students have fewer chances to
have close contact with teachers, let alone to be
their pets.
88
Part Four Writing and Translation gtgt Writing
Male teachers tend to like girls better and
female teachers tend to like boys better. Five
students agreed with this statement. They said
that which gender will be the teachers pets
depends on the teachers gender. Obviously, it is
all because of the attraction between the sexes.
Four students didnt agree with either
statement because teachers like boys more than
girls. They said that teachers always think boys
are smarter than girls. Teachers are used to
asking boys to answer questions and letting them
do hands-on work. One person said it was not
because teachers liked boys better, but because
they think girls are afraid of losing face.
89
Part Four Writing and Translation gtgt Writing
Finally, there were four students who
thought teachers like girls more than boys
because girls are more obedient and neat. They
can, and will, help teachers do things. They also
said that girls generally got higher marks.
I think teachers in China are fairer than those
in the West. When I read Boys Are Teachers
Pets I was surprised. I never thought girls
would be ignored even if they were good students.
Perhaps some teachers prefer girls in primary
school and boys in middle school. But, all in
all, I think the top students are always
teachers pets.
90
Part Four Writing and Translation gtgt Writing
Sample 2
Who are Teachers Pets, Boys or Girls?
To answer this question, we designed a
questionnaire and gave it to 30 students. They
just had to put a mark in the square that
corresponded to their opinion. We then analyzed
the results of our survey. The results of the
survey are shown in the following table
91
Part Four Writing and Translation gtgt Writing
According to the results of the survey, we
can see that in primary school girls are thought
of as teachers pets. When they are very young,
boys are naughtier than girls, and the latter are
generally very well-behaved. As they get
older, boys are more likely to be teachers pets.
In middle school, boys perform better in subjects
like math and physics. Boys are thought to be
cleverer than girls. As teenagers, both girls and
boys are well-behaved. Since boys are no longer
naughty, it is easier for them to become
teachers pets.
92
Part Four Writing and Translation gtgt Writing
Most students feel that neither boys nor
girls become teachers pets in college. Teachers
dont know their students as well as teachers in
junior or senior middle school, so they dont
have pets. According to the results of our
survey, we can conclude that whether boys or
girls are teachers pets depends on their age.
End of Part 4
Go to Part 5
93
Part Five Quiz
94
Part Five Quiz gtgt Filling in the Blanks
Direction Fill in each of the blanks with an
appropriate word from the box. Change the form
if necessary.
in the minority light up call on
up to carry over for ages
put together make a thing of go
beyond burn to death/ be burnt to death
1. Model aeroplanes come in pieces which you have
to _____________. 2. A horrific incident took
place in the small town, in which 58 boys were
______________. 3. She continued to care for her
father ________ now. 4. Attitudes learned at
home ____________ onto the playground.
put together
burnt to death
up to
carry over
95
Part Five Quiz gtgt Filling in the Blanks
in the minority light up call on
up to carry over for ages
put together make a thing of go
beyond burn to death / be burnt to death
5. This ___________ all kinds of acceptable
behavior. 6. As the screen ________, he typed in
his password. 7. Dont lie awake ________
wondering why you are not sleeping. 8. My
parents always _____________ my getting good
grades. 9. One male teacher says he tends to
________ the girls more because theyre more
focused. 10. Boys are very much ______________ at
the dance class.
goes beyond
lit up
for ages
make a thing of
call on
in the minority
96
Part Five Quiz gtgt Synonyms
Direction Fill in the blanks with the words
listed above. Change the form if necessary.
1. drive initiative motive motivation urge
1) Because of a stupid mistake, we lost the
_________ in the negotiations the other side has
the initiative now. 2) I had a sudden _______ to
tell the boss what I thought of him. 3) Hunger,
thirst, and sex are among the strongest human
______. 4) The stronger the _________, the more
quickly a person will learn a foreign
language. 5) What do you think his ________ were
in helping us?
initiative
urge
drives
motivation
motives
97
Part Five Quiz gtgt Synonyms
2. critic critical criticize/criticise
criticism
6) We arrived at the _______ moment. 7) This
decision has come in for (received) a great deal
of ________. 8) Shes the music _______ for
The times. 9) The report strongly _________ the
police for failing to deal with this problem.
critical
criticism
critic
criticizes
98
Part Five Quiz gtgt Synonyms
3. disregard ignore overlook
neglect
10. He told us to _________ everything wed
learned so far and start again. 11. Youve been
_________ your work. 12. The government would be
unwise to _______ the growing dissatisfaction
with its economic policies. 13. Ill _______ your
mistake this time.
disregard
neglecting
ignore
overlook
99
Part Five Quiz gtgt Synonyms
4. claim announce denounce declare assert
maintain
14. Everyone was silent as he _________ the
winner of the competition. 15. The government
repeatedly _________ that it will not change its
policy. 16. The supplies of food were scarcely
enough to ________ life. 17. She _______ herself
(to be) a supporter of the cause. 18. The
ministers action was ________ in all the
newspapers. 19. If no one _______ the lost
umbrella, the person who found it can keep it.
announced
asserted
maintain
declared
denounced
claims
End of Part 5