An Integrated English Course Book 1

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An Integrated English Course Book 1

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Title: An Integrated English Course Book 1

1
An Integrated English Course Book 1

Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Unit 6
Unit 7
Unit 8

Unit 9
Unit 10
Unit 11
Unit 12
Unit 13
Unit 14
Unit 15
Unit 16

2
Unit 1
3
LEARNING OBJECTIVES

By the end of this unit, you are supposed to
grasp the authors purpose of writing and make
clear the structure of the whole passage through
an intensive reading of Text 1 Never Say Goodbye.
comprehend the topic sentences in Text 1
thoroughly and be able to paraphrase them.
get a list of new words and structures and use
them freely in conversation and writing.
be aware of the cross-cultural differences in the
social behavior of Giving Gifts.

4
Text 1. Never Say Goodbye

Have your family ever moved from one place to
another? If you have, how did you feel when you
were going to be away from the old house for
good?
Have you ever attended a funeral of some one you
know very well? If you have, what were you
thinking when you saw him for the last time?

The passage can be divided into three parts.
Part One (Paragraphs 1-4)
bringing up the problem the author was
confronted with it is hard to overcome the
sadness as the moment of parting drew near. So he
turned to his grandpa for help.
Para. 1 beginning of the story ---introducing
the background
Para. 2-4 the author learned from his
grandfather the implication of GOODBYE

Part Two (Paragraphs 5-13)
By narrating his sad experience of the loss of
his eldest son during the war, the grandpa
illustrates how one can overcome the sad feeling
resulting from the loss of someone dear to him by
recalling not the moment of parting but the happy
times spent together.
Para. 5-9 the grandpas intention of saying it
isnt just the roses that are beautiful it is
that special place in your heart that makes them
so.
Para 10-13 The telling of the story related to
the rosebush. The message of the text is conveyed
in Para. 13

Part Three (Para. 14-20)
By the way he behaved when confronted with
another sad moment---the loss of his grandpa, the
author shows us that he came to understand what
his grandpa had taught him.

8
LANGUAGE WORK

Confront
1) be faced with and have to deal with
E.g. The actress was confronted by large
group of reporters as she left the stage door
2)force to deal with or accept the truth of
bring face to face with
E.g. When the police confronted her with
the evidence, she confessed she was guilty.

Touched with the laughter and tears of four
generations
touched with the happiness and bitterness of four
generations. The sentence implies that the
house which had seen and/witnessed the joys and
sorrows of the four generations of my family.
touch have an effect on ones feelings to
cause one to feel pity, sympathy, etc.
E.g. His sad story so touched us that we
nearly cried.
be touched with have a certain amount of
quality
E.g. Her hair is touched with gray.

Well
(of liquid) flow or start to flow
E.g. Blood welled (out) form the cut.
She was so moved that tears welled (up,
forth, out) in her eyes.
Linguistic Knowledge
Homonymy the same phonological structure
possessing several unrelated senses.
Polysemy the same phonological structure
possessing a set of different but related
meaning.

Rest on/upon
1)lean on to be supported by
2)(esp. of a proof, argument, etc.) be based on
be grounded on depend on
E.g. Your argument rests on a statement than
cannot be proved.
Through ones tears
With tears in ones eyes while shedding tears
Through among or between the parts or members of
E.g. I searched through my papers for the
missing documents.

Stare
1) look steadily for a long time, esp. in great
surprise or shock
E.g. He sat staring into space, thinking
deeply.
2) be very plain to see to be obvious
E.g. The lies in the report stared out at us
from every paragraph.
stare off stare away to move ones eyes

Whisper
1) speak or say very quietly so that only a
person cloze by can hear
E.g. She whispered a warning to me and then
disappeared.
2) (of the wind, etc) make a soft sound
E.g. The leaves of the trees were whispering
in the wind.

Before your mother was even a dream
before you mother was born / before we thought of
having a daughter.
Pick
1) take what one likes or considers best, or
more suitable from a group.
E.g. He has been picked to head the planning
committee.
2)gather pull or break off (part of a plant)
from a tree or a plant
E.g. He picked some roses and gave them to
his girlfriend.
3) take up or remove something separately or bit
by bit using the fingers, a beak, a pointed
instrument, etc.
The dog picked the bone clean.

Lock it away within you
Fasten it firmly in your mind imprint it on your
mind bear it in your mind and never forget it.
in that place in your heart where summer is an
always time.
In that place in your heart where there is
always sunlight and warmth. / which is always
filled with joy and happiness. Here SUMMER is a
metaphor.
Always here is used by the Grandpa as an
adjective, which revealed that he was not
well-educated. Sociolinguistic knowledge Your
accent betrays you.

16
QUESTIONS

What is the text concerned with?
What is the message of the text?

17
MAIN IDEA 0F TEXT 2

The Dinner Party, one of the best known short
stories of Mona Gardner, takes place in India
earlier last century, when India was still a
colony ruled by Great Britain. At the very
beginning, there is a disagreement between the
colonel and a young girl as to whether women are
still easy to be scared. Then a snake came into
the room, the hostess, with the help of an
American, escaped the danger of a possible attack
by the cobra. In the story, both the man and the
woman demonstrated the marvelous quality of
self-control

18
Unit 2
19
Learning Objectives

grasp the authors methods of organizing the
argumentation on the necessity and significance
of good manners.
be able to identify the ways the author used to
support his viewpoints.
get a list of new words and structures and use
them freely in conversation and writing.
be able to use the various rhetorical devices you
will encounter in this unit, especially
metaphorical expressions and rhetorical
questions.
be aware of the different forms and values of
Manners in different cultures.

20
Text one Whatever Happened to Manners?

When do you think a thank you is necessary?
What do you think a good manner really is?
In many peoples opinions, good manners is
fundamental to good social relations. Do you
think it is always so? Please give some examples
to support your viewpoints.

Part One (Paragraphs 1)
the beginning part of the text. In this part the
author stats and proves that many people in
present times are not as polite as people in the
past. He convincingly illustrates this social
phenomenon with specific impolite manners he sees
in New York.

Part Two (Paragraphs 2-4)
in these three paragraphs, the writer puts
forward and bears out the following viewpoint
You cannot be truly stylish without good manners
good manners are a sort of hidden beauty secret
and adds pricelessly to your image.

Part Three (Paragraphs 5-10)
in these paragraphs the writer states and
expounds the great power of some typical good
manners he proposes upon those on the receiving
end. Also he reasonably explains and vividly
illustrates the good effects polite manners have
on our own family members.

manner
1) Social behavior, polite or well-bred behavior
(usually in the plural)
E.g. it is bad manners to interrupt.
People who have good manners are polite to
others.
2) a persons outward bearing, way of speaking,
etc. (in the singular)
E.g. She was unusually soft and gentle in her
manner when talking to him.

I feel that much of the world has somehow gotten
away from that
I feel that many people in the contemporary world
are, for some reason or other, not as nice, not
as friendly, or not as polite as one another as
people in the past.

get away
1) succeed in leaving
E.g. When I asked him if he would like to see a
film, he said he was so busy doing a project that
he couldnt get away.
2) escape, esp. from a scene of a crime
E.g. A thief broke into my flat and got away with
my money kept in a drawer of my desk before I
returned home yesterday.
3) have to admit the truth of something., esp.
sth. Unpleasant.
E.g. You cannot get away from the
unpleasant fact.

Pull out
1) (of a motor vehicle, boat, etc.) move out of
sideways
E.g. A car suddenly pull out in front of me.
2) leave or depart
E.g. when I arrived, the train was pulling out
of the station.
But it can matter very much
But something like a simple thank you can count
a great deal./ but it can be something very
important.

I think of good manners as a sort of hidden
beauty secret
I regard good manners as a kind of concealed
magic method or formula which makes you beautiful.

Extra information for Gray Grant
Archibald Alexander Leach (1904-1986)
British-born US film star., renowned for his
performances as the handsome, suave, and slightly
bemused man-about-town in a host of films. His
representative works comprises This Is the Night
(1932), Blonde Venus(1932), Topper (1937),
Bringing Up Baby(1938), To Catch a Thief
(1955),etc. His last film was Walk Dont Run
(1966). He won the Special Academy Award in1970.

Lauren Bacall
Betty Joan Perske (1924- ) US film actress noted
for her husky voice and smoldering screen
presence. Her representative works include Murder
on the Goodbye Charlie (1959 play), Cactus Flower
(1967 play), Orient Express (1974) and The
Shootist (1976) She also performed on the stage.

It was a sweet gesture that made me feel terrific
and put me in a great mood.
It was a delightful or pleasant gesture that made
me feel very good and put me in an ecstatic state
of mind.? It was something very nice that
delighted me immensely and made me feel
wonderful.
I bet
A slang expression meaning I am sure I am
certain, surely, certainly
You bet of course, certainly

32
Question for consideration

Some linguists put forward that, when people are
talking, they seem to observe a series of maxims
which in total are called Politeness Principle.
Can you give some examples about how people show
their politeness in their linguistic behavior?

33
Main ideas of Text 2

In An Educators Moral Responsibility, the
author presents and illustrates the phenomenon
that adolescents have been affected negatively by
changing social conditions. He holds that, in
this situation, the educators should never become
ethical bystanders. It is the teachers
responsibility not only to educate the students
but also to accept the innate worth of every
human being. A teacher should never consider
himself/herself a successful educator unless his/
her students graduated not only as successful
learners but also as ladies and gentleman.

34
Unit 3
35
Learning Objectives

grasp the authors PURPOSE OF WIRTING and the
THEME of the essay.
get a list of new words and structures and use
them freely in conversation and writing.
be able to identify the vivid, dynamic and
specific words and expressions used in the
writing.
be aware of the ways the author used to organize
and develop the plot.

36
Text One When Lightening Struck

Have you read anything about a story about CRASH
before? How did it strike you? (e.g. Titanic)
Describe a critical moment you have ever
experienced.

Part One (Paragraphs 1-4)
the introductory paragraphs of the text. In this
part the author tells us about the setting and
the unexpected happening, and introduces some
main characters, of whom the writer is one.
Part Two (Paragraphs 5-9)
these paragraphs narrate and delineate the
feelings, thoughts, and actions of the writer,
the acts of kindness of the glamorous young woman
and the behavior of other fellow passengers on
the plane when they were faced with the dangerous
situation.

Part Three (Paragraphs 10-12)
these paragraphs tells the readers what the
passengers saw and did after they landed safely.
Part Four (paragraphs 13-14)
the last part of the story.

39
Language Work

I felt the slamming jolt, and then the horrible
swerve that threw me against the door.
I felt the sudden, forceful, and loud shaking of
our plane, and then is terrible turning aside
that push me against the door.

Swerve
1) n. the act of turning aside or being turned
aside from a straight course.
E.g. The car made a sudden swerve to avoid the
dog.
2) vi. Suddenly turn to one side while moving
along
E.g. The minibus swerved to the right, bumped a
tree, and feel into a ditch.

Oh lord, this is it
This sentence is italicized in the text, showing
what the writer was thinking about at the moment.
Lord an expression of surprise, fear, worry,
etc. in such collocations as Oh Lord! or Good
Lord.
This is it (slang) this is the critical
juncture!/ This is the most important moment at
which I have to make up my mind!/ This is the
most decisive moment that I must take prompt
action!

Somehow I managed to unbolt the door and scramble
out
By some means, I succeeded in releasing the bolt
of the door and getting out of the bathroom.
Unboltunlock release the bolts of (a door, for
example)
E.g. The chimpanzee has learnt how to unbolt
the door and go out of the cage.

Scramble
1) climb, especially over s rough or steep
surface quickly, or crawl over, usually rough
ground with difficulty.
E.g. they boys scrambled over the wall.
2) struggle or compete with others, especially to
get something or a share of something.
E.g. it was raining cats and dogs, and many
people were scrambling madly for shelter.

In a high school geography bee
In a geography competition/contest at a high
school
Bee (AmE)a social gathering where people meet
for work, competition, and amusement.
Vaguely
1) indistinctly in shape or form which is not
clearly see
E.g. on the misty hillside, we could see vaguely
some sheep coming through the mist.
2) described or expressed in a way or manner
which is not clear.
E.g. these clauses in the contract are rather
vaguely worded.

Now we began a roller-coaster ride through the
thunderclouds
Now we started a pretty rough flight through the
thunderclouds as our plane began to roll steeply
and swerve sharply. Here a roller-coaster ride is
used metaphorically. The authors pretty rough
ride through the thunderclouds in the plane which
was rolling and swerving dramatically is compared
vividly to a roller-coaster ride.

I pulled myself together
I controlled my self / I controlled my feelings.
Pull oneself together to become calm after being
excited or disturbed to recover self-command
E.g. He was able to pull himself together in the
face of danger and hardship.

After this, Londons going to seem like small
potatoes.
After this remarkable or extraordinary ride,
your trip to London is going to seem like
something insignificant. / When you have
experienced this unusual journey, you will find
your visit to London less interesting and less
exciting.
The sentence implies that the journey they
were going on by plane was much more unusual and
exciting than a trip to London. The writer was
being optimistic, attempting to comfort and
reassure the girl next to her.

48
Question for consideration

Some people hold that it is at critical moment
that genuine nature of human beings will be
demonstrated, do you agree? Why?

49
Main ideas of Text 2

Text 2 Dad Had Lost Any Purpose in Life talks
about the Parent-children relationship. With the
time passing by, the generation gap between the
parents and the children are greater and greater.
I didnt really understand the farther at all
although he seems to be the kindest and most
generous man I have ever met. After the
fathers death, mother frequently conveyed
affection to dad by talking about her
relationship with the old man to show her
intention to relieve their lives together. No
matter what her children did for her, she felt
unhappy because she thought herself incidental in
their lives, no longer enjoy the dominance with
her old man.

50
Unit 4
51
Learning Objectives

By the end of this unit, students are supposed to
grasp the theme of the text.
be able to identify the ways the author used to
organize and develop his theme.
get a list of new words and structures and use
them freely in conversation and writing.
be able to introduce the topics in your writing
by asking questions.

52
Text OneWorld of the Future

Discuss on the following topics
Future robots would probably run the country.
Man have to move to the Moon or Mars because of
the limited earth space.
Its easier said than done that human beings can
be completely free from diseases.

53
Structural analysis of the text

The passage is developed by space order. In the
beginning, the writer describes a future journey
by submarine from the sea surface to the sea
bottom. And he describes what happens on the
journey in a chronological sequence first to the
wonderful sea world and the into space to visit
the moon, Mars and Venus. The title acts as the
trigger that sets of accounts or descriptions of
the wonders of the future one after another.

Part One (Paragraphs 1-4)
the beginning part of the text. The first two
paragraphs present a vivid description of the
future journey to the wonderful sea world. The
third paragraph brings up the theme of the text,
around which the whole descriptive essay
develops. This paragraph also defines the key
word future. The last sentence of the paragraph 4
is a question that puts forward the topic to be
described or related. It is a transitional
sentence, linking the preceding with the
following.

Part Two (Paragraphs 5-7)
this part describes a journey into space in the
future. Paragraph 5 is a transitional paragraph,
connecting the preceding part with the following
part. Paragraph 6-7 describe a future journey to
the Moon, the Mars and the Venus., with more
details about a visit to the moon. The
descriptions are presented in the chronological
order and from near-to-far space perspective. It
is to be noted that the proper nouns---the Moon
Camp, the Mars Colony and the Venus Exploration
Outpost---are very important places which deserve
our attention.

Part Three (Paragraphs 8-12)
this part describes some wonderful things that
may come true in the far future. Paragraph 8 also
serves as a transitional paragraph. In paragraph
9, the future dolls are described, and so do
special computers with remarkable functions in
paragraph 10, flying saucers as well as future
bicycles and skates in paragraph 11, the
fantastic function of telepathy helmets in
paragraph 12.

Part Four (paragraphs13-21)
paragraph 13, a transitional paragraph, is
followed by paragraph 14-21 that describe such
great wonders of the future as will directly
influence or be closely related to future life.
The descriptions are arranged in this order
robots(paragraph 14), skillfully blended
artificial food(paragraph15-16), other ways to
make life last longer, including cures for most
diseases(paragraph17), television of the
future(paragraph18), high ways of the
future(paragraph19), and weather control in the
future(paragraph 20-21). These paragraphs all
begin with a topic sentence, three of them in the
form of a question.

Part Five (paragraph 22)
this part is a logical and natural conclusion.
It also points out a solid historical fact the
time we are living in now was also a wonderful
future to the people who lived 100 years before.

Dock
The area of water between two piers or alongside
a pier that receives a ship for loading,
unloading or repairs.
E.g. this is a very busy dock, where some ships
are being loaded, some are being unloaded, and
others repaired.

step
1) lift and put down the foot, or one foot after
another, as in walking.
E.g. Ouch, you have stepped on my foot.
2)move a short distance in this way in the
direction specified.
E.g. All the soldiers stepped into the ship.

powerful engine purrs to life
Powerful engine makes a low continuous vibrating
sound and begins to work. Here life means
activity or movement.
Purr to make the low continuous sound produced
by a pleased cat.
E.g. When he entered the room, the cat purred
loudly.

Down slides the submarine like a shark diving
Just like a shark going down under water, the
submarine moves downwards smoothly./ In the way a
shark goes down under water, the submarine dives
smoothly downwards.
Slide
1) go down to a lower level
E.g. Will the government take action to support
the sliding pound?
2) cause to go smoothly over a surface, remaining
in contact with it.
E.g. She slid the drawer out carefully and
slowly.

but who knows for sure?
This is a rhetorical question that does not
require an answer. It means but nobody knows
exactly (that some may never come true).
For sure for certain exactly without doubt
E.g. I think we can solve the dispute but I
couldnt stay for sure.

Artificial
1) made or produced by man in imitation of
something natural, not real
These flowers are artificial, they are not real.
2)affected, insincere, not genuine
Her artificial gaiety disguised an inner sadness.

65
Question for consideration

In How Technology Shapes Our World, the author
points out a fact that human beings have a unique
ability to shape the world to live in. Many
purposes may be achieved by technology, such as
protecting individual privacy keeping our
critical systems secure protecting our children
All in all, our innovations have given us the
power to transform our environment, extend our
life span, better our life.

66
Unit 5
67
Learning Points

grasp the theme of the text.
get a list of new words and structures and use
them freely in conversation and writing.
be aware of style of the narration and the
methods the author used to achieve this effect.

68
Text OneDealing with AIDS

What kind of disease do you know AIDS is?
Whats the most important way of protecting
ourselves from being infected by AIDS?

69
Structural analysis of the text

This text, apiece of factual narration, tells us
about a true and unforgettable story the writer
experienced. The writer records the actual events
in a chronological sequence. It is to be noted
that the first person narration is employed, and
that the narration of the events is coupled with
the writers psychological activities. Also, it
is worth mentioning that the beginning and the
end echo each other.

Part One (Paragraphs 1)
the beginning part of the text. The first
sentence asserts the beneficial result from
dealing with AIDS, which may be considered the
enlightening message of the text. This paragraph
also makes clear the exact date when the word
AIDS came into the writers life. Besides, the
writer tells us that he had been the most
carefree boy in the world until AIDS became known
to him.

Part Two (Paragraphs 2-4) these paragraphs
form the second part of the text.
Paragraph 2 tells us how the writer had tried to
get in touch with David, his best friend, and how
the writer finally got to know that his friend
was suffering from AIDS.
Paragraph 3 describes how the writer felt about
his friends fatal diseases, and how his friend
caught the disease. It also points out that even
his parents could not do anything about his
friends illness and that he had to deal with it
all on his own.
Paragraph 4 describes how others responded to
Davids disease, what attitude the writer adopted
towards it and why others stay away from both
David and the author.

Part Three (paragraph 5-7)
this part tells us that the writer kept an active
and positive attitude for the sake of his friend
David and showed great concern for him. To be
more specific, the writer contained his emotions
in front of his friend he went to doctor after
doctor with him, brought him stuff from the
ocean, his favorite place he spend every hour he
could accompanying his friend in the hospital
where his friend wad being treated until Davids
last breath.

Part Four (paragraph 8)
the concluding part point out the specific date
that marked the end of Davids life, describes
the writers emotions towards Davids death, and
informs us how the writer keeps his friends
memory alive.

Dealing with AIDS
Take actions against AIDS
Strengthen
Become or make strong or increase the strength
of
E.g. Steel prices strengthen as demand continues
moving up.
EN is a useful affix to form verbs.
E.g. encourage, enlarge, widen, deepen

bond
1) a uniting force or tie sth. that unites two
or more people or groups
E.g. the trade agreement strengthened the bonds
between the two countries.
2)a written agreement or promise that has legal
force
E.g. We entered into a solemn bond with them.

mature
1) fully grown or developed mentally or
physically
E.g. In China, a person over 18 years old is
considered mature.
He is not mature enough to be given too much
responsibility.
2) (of thought, intentions, etc.) careful and
thorough
E.g. After mature consideration I entered the
competition.

Carefree
Free from anxiety having no worries or problems
E.g.After finishing our exams we all felt happy
and carefree.
I was just living life up
I was enjoying life to my hearts content.

so we didnt hang out as much
So we did not spend a lot of time together as
we had done before we got into high school.
bother
1) disturb or anger, especially by minor
irritations annoy
E.g. Dont bother me while Im writing my
composition.
2) take the trouble concern oneself
E.g. When she was ill, her husband even didnt
bother to see her.

So I called him and he hung up on me.
So I phoned him, but he refused to talk to me on
the phone by replacing the receiver./ So I rang
him up, but he put back the receiver because he
did not want to have a telephone conversation
with me.
Hang up (on sb.) end a telephone conversation by
replacing the receiver.
E.g Last night I called him, but as soon as he
heard my voice, he hung up on me.

I confronted him as to why we were not friends
any more.
I faced him bravely (came face to face with him),
challenging him why we were not friends any more.
Confront
come face to face with, especially with defiance
or hostility
E.g. I wish to confront my accuser in a court of
law.
Come up against encounter
E.g. Walking in such a jungle, you will confront
danger at every turn.

81
Question for consideration

The text tells us a true story of the writer and
his friend David. The writer did everything he
can to help his friend David overcome the AIDS,
although they failed at last, their efforts are
quite moving. Can you say something about the
real friendship in your mind after having read
the story?

82
Unit 6Towards a Gender Free Society
83
Think it over

It is hold that boys achieve better in
traditionally male subjects such as math and
sciences while girls are apparently better at
responding to the basics of language. Do you
agree? Why or why not?

84
What is gender?
85
Highlights

The text is a piece of argumentation.
The writer clearly presents and fully supports
his theme the single sex education does not
realize the aim of the education, while
coeducation is the best way to educate young
people.
He defines coeducation as the most important
desirable form of education.
He presents that coeducation has survived as the
best way to educate young people. It is an
integrated community where students are
instructed without distinction of sex.

The passage can be divided into three parts.
Part One (Paragraphs 1-2)
the beginning of the argumentation
Para. 1 is developed by means of the deductive
method. The first sentence, which is the topic
sentence, is supported by the existing gender
stereotypes boys are portrayed as boisterous and
disruptive, and girls are considered to conform
to the expectations when they are sweet and
docile.
in Para. 2, gender concepts such as gender
appropriate and stereotyped sex roles are
logically rejected, hence the rejection of the
idea of single sex schools.

Part Two (Paragraphs 3-4)
The body of the text. This part is developed by
means of deduction.
Para. 3 The first sentence of paragraph 3
summarizes the aim of the education. Then the
topic sentence is supported by an account of the
disadvantages or weakness of the single sex
school.

Part Three (Para. 5)
The concluding part.
In this part the writer first repeats his opinion
of coeducation coeducation has survived as the
best way to educate young people. The he suggests
what a gender free society should be like. In
fact he suggested gender free society is a
normal, healthy society that human beings should
strive to realize. Therefore, it can be said that
in the last paragraph the writer calls on people
to strive for a gender free and wholesome
society.

89
Language work

masculine
of or having the qualities or appearance
thought to be typical of men
E.g. She looks rather masculine in that suit.
He is tall, strong, energetic, generous,
and very brave, showing a number of masculine
traits and qualities.
Feminine
of or having the qualities or appearance
considered characteristic of women.
E.g. Its said that babies like feminine
voices.

From the time a child is born, he or she is
expected to meet stereotypes---boys are portrayed
as boisterous and disruptive, and girls are
considered to conform to the expectations when
they are sweet and docile.
From the time a child is born, he or she is
supposed to satisfy fixed sets of conventional
expectations---boys are described as lively and
noisy and troublesome girls live up to the
expectations when they are gentle, kind, lovely,
quiet, obedient and submissive.
Stereotype
a conventional, formulaic, and oversimplified
conception, opinion, or image which is considered
to be true in all cases (sb. or sth. that
represents) a fixed set of ideas about what a
particular type of person or thing is like.
E.g. She believes that she is not a good mother
because she does not fit the stereotype of a
woman who spends all her time with her children.

Portray
1) depict or represent pictorially to make
a picture of
E.g. The young artist tried to portray the old
countess.
2) depict or describe in words
E.g. Mark Twain portrayed little Tom as a
naughty but lovely boy.
3) represent dramatically, as on the stage
E.g. The young actor portrayed the
antagonist vividly.

Their social roles and identity are predetermined
by their permanent identifying attribute sex.
Their social roles and identity are fixed or
determined unchangeably from the very beginning
by their eternal natural quality which shows
their sex identity or category.
Permanent
1) lasting or expected to last for a long
time or for ever.
E.g. The injury left him with a permanent
limp.
2) being not likely to change
E.g. I will give you my permanent
address.

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.
This kind of uncertainty indicates a refusal to
accept such concepts as gender appropriate and
Stereotyped sex roles which are only socially
accepted standards artificially created by man
human beings are forced to accept and comply
which such artificially established standards,
which are not reasonable at all, or which have no
logical base anywhere.

The aim of education is to stimulate impulses,
encourage free thinking and boldness in thought
and keep alive various interests.
Education aims to provide the educated with
stimuli or impetus, to encourage them to think
freely and boldly, and to help them develop and
keep active their various interests.
Interfere with
Obstruct sth. wholly or partially to prevent
sth. from being done or carried out properly to
get in the way of
E.g. He never allows pleasure to interfere
with duty and work.
The children who are making much noise
outside are interfering with my reading.

But at a very early stage, a single sex school
kills the possibility for a vigorous youth to
grow and develop into full stature.
But at a very early stage, a single-sex school
deprives a strong, active, and energetic youth of
his or her likelihood to develop fully and grow
mature.
Stature
1) natural height of the body.
2) importance and reputation gained by
ability or achievement.

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.
May I take the risk to suggest that one day when
male and female are only biologically
differentiated, but no longer play an important
part in establishing our identity and in
understanding ourselves and others, I will call
that a society without distinction of sex, a
wholesome society.

97
Questions for Consideration

In many languages, one uses the masculine pronoun
to refer to either a male or a female(for
example, Every student should hand in his work
in time.) Is this sexist? Can you think of other
cases either in English or in Chinese? Do you
thing that Language Sexism is a universal
phenomenon, why or why not?

98
Unit 7
99
Learning Objectives

By the end of this unit, students are supposed to
get familiar with scientific fiction and its
characteristics in language.
comprehend the topic sentences in Text 1
thoroughly and be able to paraphrase them.
get a list of new words and structures and use
them freely in conversation and writing.

100
Text OneThe Fun They Had

Discuss the advantages and disadvantages of the
fact that people are getting more and more
dependent on computers.
Have you ever read any science fiction about the
future world? Please name a free and tells us one
of the stories.

101
Additional information about the author

Isaac Asimov, the author of the text, is an
American biochemist and author. He was born in
the former USSR on January 2, 1920. He was taken
to the United States at the age of 3 and brought
up in Brooklyn, New York. He graduated from
Columbia University in 1939, and got his Ph.D. in
the same university in 1947. He taught
biochemistry at Boston university, but he is most
widely known for his science fiction. Some of his
best known works are I, Robot, published in 1950
and The Foundation Trilogy, published in
1951-1953.

102
Structural analysis of the text and language
points

Part One (Paragraphs 1) the background of the
story
It tells us the exact date on which the story
occurs (May 17, 2157) the name of the leading
character (Margie and Tommy), and the real book
around which the story evolves.

103

Part Two (Paragraphs 2-31)
the longest and the most important portion of the
story, with a somewhat long conversation between
the two leading characters running through most
of it.
Part Three (Para. 31-35)
This part tells us something about the school
room and the mechanical teacher. Besides,
Margies psychological activities are also
described.

104

head
1) lead be at the front of be at the top of
E.g. The presidents car headed the procession
She will head the cast.
2) be in charge of
E.g. The Commission of Inquiry headed by the
president of the Board of Trustees is
investigating the cases

105

crinkly
having many thin folds (of hair) curly
E.g. My shirts were all crinkly when I got them
out of the suitcase.
and it was awfully funny to read words that
stood still instead of moving the way they are
supposed to---on a screen.
and it was very amusing to read words that were
motionless instead of moving the way they ought
to---on a screen.

106

Be supposed to
have a duty or responsibility to do sth.
E.g. Everybody is supposed to bring a bottle to
the party
be generally considered to be
E.g. I havent seen it myself, nut it is supposed
to be a very good film.

107

When you are through with the book, you just
throw it away, I guess.
When you have finished reading a book, you merely
cast it away, I believe.
Through
1)in at one side, end or surface, and out at the
other all the way.
E.g. The guard at the gate wouldnt let us
through.
2) from the beginning to the end, to completion
E.g. You should read the article through before
you translate it.

108

Whats there to write about school?
This is a rhetorical question, which calls for
no answer. A positive rhetorical question is
negative in meaning. Here it means there is
nothing at all to write about school.
the mechanical teacher calculated the mark in no
time
The computer which served as a teacher
immediately worked out the mark.
In no time very quickly immediately at once

109

She had been they would take the teacher away
together.
She had been hoping they would move or carry the
mechanical teacher to another place once for all.
Here the teacher was a computer, which was large
and black and ugly, with a big screen on which
all the lessons are shown and questions asked.

110

Smart
1) neat and stylish in appearance
E.g. You look very smart in that new shirt.
2)clever, quick in thinking
E.g. If he is as smart as he says, why
did he fail in the test?

111

Light up
1) ignite cause to start to burn give light
to
E.g. The Stage was lit up by several powerful
spotlights
2)cause to become bright with pleasure or
excitement.
E.g. Her face lit up with joy when she saw him
coming.

112
Questions forconsideration

How do your impressions of one particular teacher
affect your interest in the course he/she
teaches? If you like him/her, do you also like
the course he/she teaches? If not, do you like
his course? Or if you like one particular course,
do you like every teacher who teaches it? Which
way seems more true to you? Do you think this is
the best way to study? Or does your reasoning
tell you that your purposes of learning a course
should not be too closely linked with your likes
or dislikes of the teacher who teaches the course?

113
Main ideas of Text 2

The Laugher, written by German novelist and Nobel
laureate. It tells us about a man with a
particular profession laugher. He explains that
it is because his talents in t he field of mime
and elocution are not good enough to meet the
requirements of an actor that he choose such a
job. Like a pessimist, the author condemns his
job because he thinks that it results in more
pain than pleasure. At last he goes back to
normal, and in fact he feels happy because he
does not have to play the fool any longer.

114
Unit 8
115
Learning Objectives

By the end of this unit, students are supposed to
grasp the authors methods of organizing the
exposition.
be able to summarize the traits and
characteristics of a particular kind of people.
get a list of new words and structures and use
them freely in conversation and writing.

116
Text OneFive Traits of the Educated Man

What do you think a English gentleman looks like?
What are the generally accepted standards of an
educated man?
If you are going to writer a letter to a younger
sibling or close relative giving advice on one of
the following subjects dating, studying, career
goals, friendship, family obligations, what will
you say?

117
Structural analysis of the text

Part One (Paragraphs 1)
the beginning part of the text. The first
sentence of this paragraph puts forward a
thought-provoking question that is closely
associated with the subject of this expository
essay. The rest of the first paragraph tell us
about the relationship between learning and the
marks and an educated man that between learning
and education, and that between education as well
as certain traits and capacities which have to be
gained by conscious efforts.

118

Part Two (Paragraphs 2-6)
in these three paragraphs, the writer discusses
the five traits of an educated man, comprise the
body of the essay.
Part Three (Paragraphs 7)
the concluding part of the essay, makes it quite
clear that the five traits discussed above
comprise the outline of an educated man, and that
so long as one boasts this outline, the specific
content can be filled in by whatever knowledge,
competence, and skills that one possesses.

119
Language Work

Trait
A particular quality, esp. of a person
characteristic
E.g. Annes generosity is one of her most
pleasing traits.

120

mark
1) sth., such as a spot or cut, on a surface
that would otherwise be plain or clean.
E.g. Dont you think these marks in the sand
are some kind of message?
2) a figure or printed or written sign which
shows something
E.g. Every garment in the shop has a price
mark on it.
Some students never use punctuation marks
correctly.
3) a fact or action that is a sign or proof of
a quality, feeling or condition.
E.g. As a mark of respect, they all stood up
when the teacher entered the room.

121

Inconsiderable
Rather small, not worth considering
E.g. The word inconsiderable is almost always
used together with the word not.
Evidence
Sth., such as a fact, sign, or object that gives
proof or reasons to believe or agree with sth.
else
E.g. When the police arrived, he had already
destroyed the evidence of his guilt.

122

Capacity
1) Ability or power
E.g. He has a great capacity for enjoying
himself.
2) role, a particular position or duty
E.g. Im speaking in my capacity as Minister of
Trade.
She is employed by them in a advisory capacity.
3)the amount that something can hold or contain
E.g. The fuel tank has a capacity of 12 gallons.

123

With pure diction
In a way that words are pronounced perfectly
well, not mixed with any impure or nonstandard
sound.
E.g. He speaks standard English, with pure
diction.
refined and gentle manners, which are themselves
the expression of fixed habits of thought and
action.
good manners showing education, delicacy of
feeling and gentleness of behavior, which express
or embody established habits of thought and
action.

124

Manners make the man
A quotation from Wykeham William means a
persons habits and behavior tells us much about
him
When manners are superficial, artificial, and
forced, no matter what their form, they are bad
manners.
If ways of behaving are insincere, strained or
unnatural, showing a lack of true feelings, they
are impolite or poor manners, no matter how they
are embodied.

125

When however, they are the natural expression of
fixed habits of thought and action, and when they
reveal a refined a cultivated nature, they are
good manners.
When manners naturally express or convey ever
fixed habits of thought and action, and when they
show a gentle and cultured nature, they are known
as good manners.

126
Question for consideration

What are the necessary fine qualities of a
well-educated man in your opinion? Refer to some
of the Chinese classics and elaborate them.

127
Unit 9
128
LEARNING OBJECTIVES

By the end of this unit, you are supposed to
grasp the ideas revealed in the writing and make
clear the structure of the whole passage through
an intensive reading of Text 1 World Wide Web
Technology Whats Hot and Whats Not?
comprehend the strong points and weak aspects of
the Internet and the Web.
get a list of new words and structures and use
them freely in conversation and writing.
be aware of the language characteristics of the
passage.

129
Text 1. World Wide Web Technology Whats Hot and
Whats Not?

You must be surfing on the Internet now and then.
How do you feel about the world when surfing at
the web sites?
What role does the Internet play in your study
and life?

130

The passage can be divided into three parts.
Part One (Paragraph 1)
This paragraph epitomizes the advantages or
benefits of the World Wide Web the Web is like
one great big library with all the books or
various kinds of information available to you.

131

Part Two (Paragraphs 2-8)
These seven paragraphs, making up the body of the
text, illustrate and exemplify the advantages
and undesirable aspects of the Internet and the
Web. Paragraphs 2, 3, and 4 illustrate the
benefits of the Internet and the Web.
Para. 2 tells us the fact that the writer
quickly obtained the words to a song by doing a
Net search and having the words printed out.
Para. 3 states how he rapidly found the solution
to his challenging problem with a hard drive.
Para. 4 illustrates the rapid growth of
commercial action on the Internet.

132

Para. 5 points out that how the Internet
phenomenon will continue to unfold is open to
question.
Para. 6 the writer mentions the good points of
the Internet and the Web and raises the question
contained in the title.
Para. 7 lists some undesirable aspects of the
Internet, with reference to the good news that
efforts are being made to improve those weak
points.
Para. 8 answers the question What's Hot?

133

Part Three (Paragraph 9)
This paragraph, the conclusion of the essay,
draws attention to the writer's eagerness to be
able to dispose of all of his junk mail,
catalogues, etc. by locating them in his computer
so that he can easily find the things by
accessing the Web. Actually, this paragraph
mentions another application of the Web.

134
LANGUAGE WORK

Whats hot and whats not?
Whats exciting and whats not exciting?
the World Wide Web
a widely used information system on the
Internet, which provides facilities for documents
to be connected to other documents by hypertext
links, enabling the user to search for
information by moving from one document to
another.

135

access
1) v. succeed in finding or obtaining information
from a computer's memory
E.g. In modern times it is easy and
convenient to access various kinds of information
from a computer's memory.
2) n. means, right, or opportunity to use, reach,
or enter
E.g. It is quite important for students to
have easy access to books in their studies.
The policeman gained access to the club by
disguising himself as a gambler.

136

site a Web site
1)a place where sth. of special interest existed
or happened.
E.g. The site of the battle of Waterloo is in
Belgium.
There are many sites of historical interest in
Beijing.
2)a piece of ground for building on
E.g. This is a very large site where many
apartment buildings will be built.
Protective helmets must be worn on the
construction sites.

137

Click
1)strike or move with a slight sharp sound
E.g. She clicked her fingers in time to the
music.
The soldiers clicked their heels together.
2)make a slight sharp sound, esp. as a result of
movement
E.g. The bolt clicked into place.

138

Serve
1)do work for give service to
E.g. He has served the company for 50
years, just as office boy and eventually as
managing director.
Membership is restricted to serving
officers in the armed forces.
2)offer (food, drinks, a meal, etc.) for eating
or drinking
E.g. Could you all come to the table? We
are ready to serve.
What time is breakfast served in
this hotel?
3)be good enough or suitable for a purpose
E.g. One room had to serve for both
bedroom and living room.
This incident serves as a reminder
of how dangerous these weapons really are.

139

get through
1)(cause or help) to pass pass through, or come
successfully to the end of
E.g. We were all delighted when we heard
that you'd got through your exam.
Her mother's support got her through her
depression.
2)complete or use up the whole of
E.g. We got through a whole chicken at one
sitting.
They won a million dollars, but they got
through the whole lot in less than 5 years.
3) (esp. in AmE) finish
E.g. When you get through with your work,
let's go out.
I haven't got through with my work yet, so I
have to continue.