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?

5

• 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

6

• 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

7

• 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.

9

• 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.

10

• 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.

11

• 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.

12

• 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

13

• 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.

14

• 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.

15

• 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.

21

• 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.

22

• 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.

23

• 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.

24

• 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.

25

• 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.

26

• 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.

27

• 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.

28

• 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.

29

• 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.

30

• 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.

31

• 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.

37

• 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.

38

• 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.

40

• 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.

41

• 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!

42

• 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.

43

• 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.

44

• 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.

45

• 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.

46

• 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.

47

• 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.

54

• 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.

55

• 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.

56

• 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.

57

• 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.

58

• 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.

59

• 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.

60

• 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.

61

• 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.

62

• 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.

63

• 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.

64

• 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.

70

• 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.

71

• 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.

72

• 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.

73

• 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.

74

• 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

75

• 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.

76

• 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.

77

• 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.

78

• 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.

79

• 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.

80

• 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.

86

• 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.

87

• 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.

88

• 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.

90

• 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.

91

• 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.

92

• 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.

93

• 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.

94

• 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.

95

• 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.

96

• 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.

140

• Its obvious that commercial action on the
  Internet is growing at an ever-increasing rate.
  Its going through the roof ---- just like
  Net