【正文】 好像值得為你們這樣做似的。有一些年輕人只能在同齡人的眼中找到自我，是一些愚昧無知的人，竟然膚淺到以為教授們關(guān)心的不是教育，而是自己的人緣。多希發(fā)現(xiàn),采用一些簡單的方法去改變?nèi)藗儗r間的看法，上述疾病和其他一些因緊張而誘發(fā)的疾病常?？梢缘玫匠晒Φ闹委?。盡量不要像對待我們那樣去對待你們的同事和老板。多年來，我們創(chuàng)造了一個完全寬容的世界。8 我們一旦明白了風(fēng)險是永遠無法從任何情況中完全去除的，因而就沒有絕對安全的事，我們也就會明白問題的關(guān)鍵不是要徹底避免風(fēng)險，而是要理智地管理風(fēng)險。那么，我們該如何去衡量風(fēng)險程度呢？有些人似乎認為答案只不過是一個簡單的數(shù)字。但二者之間也存在一個明顯的差別。其次，每個人都會盯著我，看我是否戴了頭盔，是否按照限定的速度行駛，是否安全轉(zhuǎn)彎，不一而足。作為運動員，我們不能取代父母，但是我們能協(xié)助他們?nèi)ゼ訌姾挽柟趟麄兣探o孩子的那些思想。2 我認為成了著名運動員后，我們不能只接受隨之而來的榮譽和金錢，卻拒絕承擔(dān)作為榜樣的責(zé)任，或者沒有意識到孩子們、甚至一些成年人正關(guān)注著我們，期望我們樹立起一個榜樣。要創(chuàng)造往往也得如此。比如，教師不再簡單地問學(xué)生哥倫布何時發(fā)現(xiàn)了新大陸，他們可能讓學(xué)生思考如果哥倫布首先到達的不是加勒比地區(qū)而是紐約，情況會是如何。最后德魯只好利用自己的時間改進了這種膠帶。然而這些特征是文化造成的，而非遺傳的原因。另一些跟性別有關(guān)的具體舉止是無意識地或間接地學(xué)會的，因為文化為女孩子和男孩子提供的形象、向往的目標(biāo)以及成人的榜樣各不相同。像“最了不起的”、“最聰明的”、“最漂亮的”這種最高級的表達法——使大家都感到高興。寫這種便箋的高手都具有我所謂的 “４S”技巧。還有，寫也要花時間，遠不如打電話方便。因此，一天早晨放在我桌上的一封來信把我吸引住了。一個人問：“什么東西整個兒是黑的、白的和紅的？”另外一個人通常猜不出來，于是問道：“我不猜了?！薄拔乙彩牵钡谌徽f道，“讓我們下車喝杯啤酒吧。7 “滑稽劇”是最明顯的幽默。一個缺乏幽默感的人不可能成為一群人中最受歡迎的人。我還認真地思考過一些滑稽有趣的故事。”5 典型的笑話或幽默故事由明顯的三部分構(gòu)成。8 中國的相聲是一種特殊的滑稽劇。11 雙關(guān)語是一種更微妙的俏皮話?！碑?dāng)然，這個解釋并沒有糾正她的第一句話，反而使這個笑話的雙重含義變得更加好笑。去年他去世了，享年75歲。甚至這些人也開始學(xué)習(xí)寫便箋去鼓舞人心，且從中獲益匪淺。16 當(dāng)你非得到處找寫信用品時，寫出來的東西就難以自然，因此我總是把紙、信封和郵票放在手邊，甚至在旅行時也是如此。 faith 6) A. boost n. an encouraging act of cheering somebody up B. boost v. make someone feel more confident and less worried 7) A. note n. a short, usually informal, letter B. noted v. notice or pay careful attention to something 8) A. signed v. write your signature on a letter or document to show that you wrote it, agreed with it B. sign n. gesture used to express one’s meaning, idea, etc. 9) A. totaled v. e to a certain amount B. total n. the whole amount 10) A. stuffed v. fill something with a substance B. stuff n. substance or material 11) A. count n. the number that is reached when something is being counted B. count v. be important 12) A. last v. manage to remain in the same situation B. last n. the remaining part of something 13) A. plimented v. express praise or admiration of somebody B. pliment n. an expression of praise, admiration, approval, etc. 14) A. flood n. a large number or amount B. flooding v. arrive in large numbers 15) A. contact n. munication with a person, organization, country, etc. B. contact v. reach (someone) by message, telephone, etc.3. 1) thrives 2) strategy 3) annual 4) deserve 5) spontaneous 6) sincere 7) investments 8) enterprise 9) follow up 10) characterized 11) lingered 12) acknowledged 4. column: 1) D 2) A 3) B 4) C tough: 1) D 2) B 3) E 4) F 5) C 6) A5.1) A. plementary B. plimentary C. plimentaryplimentary: 1) expressing admiration, praise, etc. 2) given free of chargeplementary: making something plete or perfect。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。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) par