【正文】 存在一種男孩比女孩更受偏愛的文化偏見。從幼兒園到研究生課程，都可以看到教師們請男生回答問題的次數(shù)遠(yuǎn)比女生多。3 賽德克夫婦所做的研究顯示，教師有時候會按照固有的性別模式給女孩子和男孩子不同布置的任務(wù)，這樣便不知不覺地使女孩子不能像男孩子一樣積極地參與。這是教育中性別偏見的另一種表現(xiàn)。例如，在德國，讀書學(xué)習(xí)都被看作是“適合于男性的”，于是在閱讀上有問題的便是女孩子了。女孩們不像男孩那樣受到鼓勵去發(fā)展求知欲和動手能力，盡管這些正是與外部世界打交道時有用的；對女孩灌輸?shù)慕Y(jié)果是：對自己家外面的世界充滿了恐懼，且期望別人對自己的優(yōu)良品格和循規(guī)蹈矩的服從精神加以認(rèn)可。1 Understanding the Organization of the Text(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. 24) Supporting evidenceA. Teachers called on males in class far more than on female students. (para 2) i) Its consequence: This has a tremendous impact on the learning process. ii) The reason for this: Active classroom participants develop more positive attitudes and go on to higher achievement. iii) Two examples: a. In many of the former allwomen’s 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.B. Teachers assigned boys and girls different tasks according to stereotyped gender roles. (para. 3) i) Its consequence: This prevented girls from participating as actively as boys in class. ii) An example: A teacher had the little boys perform the scientific experiment while the girls were given the task of putting the materials away.C. Genderbiased education is also reflected in the typical American teacher’ assumption. (para 4) i) The assumption: Boys will do better in the hard, masculine subjects of math and science 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.(3) The educational bias begins at home. (para 5) A. Supporting evidence: i) Boy preschoolers were permitted to go away from home in a much wider area than girl preschoolers. ii) Boys were encouraged to develop intellectual curiosity and physical skills, while girls are filled with fears of the world outside the home and with the desire to be approved of for their goodness and obedience to rules. B. The consequence when these lessons carry over from the home to the classroom: Girls are generally observed to be more dependent on the teacher, more concerned with the form and neatness of their work than its content, and more anxious about being right in their answers than in being intellectually independent, analytical, or original.C. Conclusion: Through the educational process that occupies most of the child’s waking hours, society reinforces its established values and turns out each sex in its traditional and expected mold.2 CBDBCDVocabulary 1. 1) genetic 2) assign 3) noticeably 4) approved 5) Bias 6) deprived 7) constituted 8) participation 9) unintentional 10) postgraduate2. conscious – unconscious positive – negative encourage – discourage superior – inferior directly – indirectly biased – fair sexist – nonsexist limited – unlimited dependent – independent appropriately – inappropriately3. 1) C 2) D 3) A 4) E 5) B 6) C 7) F 8) B4. 1) turn out 2) carry over 3) calling on 4) put away 5) fallen behind 6) take overUnit 4關(guān)于創(chuàng)造力的培養(yǎng)——鼓勵孩子思考1 教育界和商業(yè)界的專家們說, 具有創(chuàng)造性是通向光明前程的關(guān)鍵。德魯當(dāng)時就職于“明尼蘇達(dá)制造和礦業(yè)公司”，通常稱為3M公司。這種膠帶現(xiàn)已被人們廣泛使用。4 受益于創(chuàng)造性的不只限于音樂和藝術(shù)領(lǐng)域。創(chuàng)造性是指能利用已有的資源想出新點(diǎn)子，而這些點(diǎn)子有助于解決某方面的問題。比如，他們可能熟記乘法表，卻不會用它來解決數(shù)學(xué)應(yīng)用題。要回答這一問題，學(xué)生必須應(yīng)用自己掌握的關(guān)于哥倫布、紐約和加勒比地區(qū)的知識。最好的辦法是通過提問來鼓勵孩子，同時對他們的想法和新點(diǎn)子表示贊賞。家長可以幫助孩子了解不同的決策將會帶來的各種后果。9 具有幽默感對于開發(fā)孩子的創(chuàng)造力也非常重要。10 給孩子一些選擇的余地也很重要。這種做法可能會使孩子迷惑不解，但這沒有關(guān)系。我們的愛好不一定完全相同：查爾斯酷愛高爾夫球，要是可能的話他中場休息時都會打，我卻認(rèn)為把優(yōu)良的牧地造成高爾夫球場是浪費(fèi)?！辈闋査梗阃耆梢苑裾J(rèn)自己是行為榜樣，但是我認(rèn)為這不是自己可以決定的。我的意思是，首先為什么我們能有機(jī)會做廣告呢？因為有人會以我們?yōu)榘駱?，他們買某種運(yùn)動鞋或某種麥片，（僅僅）因為我們在用這些東西。我并非每天早上醒來都具備了做榜樣的好心情。如果由我來判定一個籃球運(yùn)動員是否是個好榜樣，我想知道的是：他在球場之外，是否給人們的生活帶來了積極的影響？他自己付出了多少時間或金錢去幫助那些敬仰他的人？他顯示出一個優(yōu)秀者應(yīng)具有的諸如誠實(shí)、毅力這些品格嗎？但我不會問他是否以我的那種方式生活，或者是否以我處理事情的方式來應(yīng)付每一個局面。如果有人這樣提到我的名字，對我來說是一種榮譽(yù)。6 父母們一定不能做得太過火。難怪有些運(yùn)動員不愿做行為榜樣。我想大多數(shù)人都無法想象，分分秒秒、日復(fù)一日都被如此密切地注視著是什么滋味。這有時使人受到很大的限制。一旦我沒有達(dá)到他們的期望，就會有人說：“這給其他騎摩托車的人樹立了個什么榜樣啊？”但是，8 做一個行為榜樣的好處要多于壞處。9 我決不會因為某個人說了心里話而批評他。Understanding the organization of the text1) Introduction (para. 1) Athletes are chosen to be role models, and they can choose only to be good or bad ones.2) Athletes should be role models. (para. 25) The author’s arguments:A. Athletes should not refuse the responsibility of being a role model while accepting all the glory and the money that es with being a famous athlete. (para. 2)B. I try to be a positive role model, but that doesn’t mean I am perfect. (para. 3)C. Qualities of a positive role model: (para. 4) a. He influences people’s lives in a positive way. b. He gives of himself in time or money to help those who look up to him. c. He displays the values like honesty and determination.D. Athletes cannot take the place of parents, but can help reinforce what parents try to teach their children. (para. 5)3) People sometimes expect so much that some athletes don’t want to be role modes. (para. 67)A. Sometimes people put athletes on a pedestal. Example: I have had parents in Utah put m