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1. Towards a Gender Free Society 1-1 Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement I. Reading aloud Reading aloud Read the following sentences aloud, paying special attention to strong and weak forms. Strong forms are indicated by boldfaces, while weak forms by italics. Audiovisual supplements 1. The world is sharply divided into masculine and feminine, because that is the way we believe it should be. 2. From the time a child is born, he or sheis expected to meet stereotypes …

2. Towards a Gender Free Society 1-2.1 Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement II. Audiovisual supplements Watch the film episode and then answer the following questions. Reading aloud Audiovisual supplements Film Episode: The Emperor’s Club Questions: 1. What is the relationship between Mr. Hundert and Sedgewick? 2. What do you think of Mr. Hundert’s view towards life? Answers for reference: 1. Teacher and student. 2. Open.

3. Towards a Gender Free Society 1-2.2 Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement SEDGEWICK: MR.HUNDERT: SEDGEWICK : Boy, I thought you might’ve known. Who’s the poor mercenary who was feeding you the answers? Oh, just some graduate student. Gave him a couple hundred bucks and a warm meal. I trust you’ll keep this between us. As always, I trust you will. Reading aloud Audiovisual supplements

4. Towards a Gender Free Society 1-2.3 Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement MR. HUNDERT: Do you mean am I going to go out there ... and expose you for a liar and a cheat? No. I’m a teacher, Sedgewick. And I failed you – as a teacher. But I will give you one last lecture, if I may. All of us, at some point, are forced … to look at ourselves in the mirror, and see who we really are. And when that day comes for you, Sedgewick, you will be confronted with a life ... lived without virtue, without principle, and for that I pity you. End of lesson. Reading aloud Audiovisual supplements

5. Towards a Gender Free Society 1-2.4 Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement Well, can I say, Mr. Hundert. Who gives a shit? Honestly. Who out there gives a shit … about your principles and your virtues? I mean, look at you. What do you have to show for yourself? I live in the real world, where people do what they need to do to get what they want. And if it’s lying and it’s cheating, then so be it. So, I am gonna go out there, and I am going to win that election, Mr. Hundert. And you will see me everywhere. And I’ll worry about my contribution later ... Robert. SEDGEWICK: Reading aloud Audiovisual supplements

6. Towards a Gender Free Society 1-2.4 Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement Reading aloud Audiovisual supplements ■

7. Towards a Gender Free Society 2-1 Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement I. Text introduction Text introduction In this piece of argumentation, the writer clearly presents and fully supports his theme: the single sex school does not realize the aim of education, while coeducation is the best way to educate young people. Structural analysis Cultural background

8. Towards a Gender Free Society 2-2 Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement II. Structural analysis Text introduction Structural analysis — Paragraphs 1 – 2 In this part, the writer states the existing gender stereotypes before he regrets the social sex norms. Cultural background Paragraphs 3 – 4 — In this part, the writer argues against the single sex school by pointing out its defects and supports coeducation. Paragraph 5 — In this part, the writer repeats his idea of coeducation and suggests what a gender free society should be like.

9. Towards a Gender Free Society 2-4 Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement III. Cultural background Text introduction Educational opportunities for children of the American colonists gradually evolved from the home to the “town school” and from the Latin grammar school structure to the academy. Until well into the 19th century, it was common wisdom that boys and girls were not to be educated together. By about 1860, however, the principle of tax support for education had become generally accepted. Structural analysis Cultural background Coeducation in the US The emergence of the “common school” ushered in a new era in education, offering opportunity and enrichment for all. Girls were permitted to attend common schools, and usually they attended the

10. Towards a Gender Free Society 2-5 Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement same classes as the boys. Thus, what arose out of economic necessity gradually became an educational principle: If girls were going to attend classes, they should join the boys who were attending the same classes. Boys and girls were seated in separate sections and had separate recreation facilities, but the first step had been taken, and by 1882 coeducation was virtually universal in the US. Text introduction Structural introduction Cultural background In the 20th century, coeducation at all levels has become a generally accepted reality. Since the early 1950s, more single-sex institutions of higher education have moved to a coeducational structure than ever before. Society has begun to recognize the equal rights of women in every area of life, and the feminist movement has drawn attention to the need for self-growth and self-fulfillment among women as well as men. Financial stringencies of the 1960s and ’70s

11. Towards a Gender Free Society 2-6 Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement also increased the attractiveness of coeducational institutions. The trend toward total coeducation was challenged by a few of the prestigious women’s colleges, which saw it as increasing rather than lessening the male dominance of higher education. Today, however, almost all colleges and universities have followed the trend to coeducation. The last barriers fell with the acceptance of women in the US military academies. Text introduction Structural introduction Cultural background

12. Towards a Gender Free Society 3.text1-S Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement Towards a Gender Free Society The world is sharply divided into masculine and feminine, because that is the way we believe it should be. We hold this unwavering belief and take considerable effort to keep this division. From the time a child is born, he or she is expected to meet stereotypes — boys are portrayed as boisterous and disruptive, girls conform to the expectations when they are sweet and docile. People become the product of their biology. Their social roles and identity are predetermined by their permanent identifying attribute “sex.” Males are the producers of cool reasoning and are capable of being leaders. “Emotional” is seen to be the characteristic of women and their place is at home.

13. Towards a Gender Free Society 3.text2-S Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement However, no one feels sure that certain natural differences that exist between man and woman are relevant to the distinctions between male and female excellence and a different expectation of their social qualities. 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. The grounds on which the idea of single sex schools might be defended are cut from under our feet. The aim of education is to stimulate impulses, encourage free thinking and boldness in thought and keep alive various interests. But the single sex school by following the simple uniform structure and prescribing a separate curriculum for males and females does anything but this. Instead of being provided with a rich expansion of experience, students are only accessible to a segment of knowledge.

14. Towards a Gender Free Society 3.text3-S Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement Such a form of education interferes with individual freedom and entails a loss of autonomy of self-determinism. If a boy enjoys sewing, I see no reason why he should be barred from needles and thread. If a girl wants to attempt baseball, she should not be punished for “deviance.” But at a very early stage, a single-sex school kills the possibility for a vigorous youth to grow and develop into full stature. The education in single-sex schools may lead to the fragmentation of knowledge and unwholeness of individual identity. Girls persuade themselves that they have no head for mechanical things. Boys are determined that they can never understand “sentimentality.” Both groups feel enclosed and safe. This indeed saves them a lot of trouble, but they become two parallels, always apart, never meet. Such sexual polarization is also dangerous in a sense that it severs a sense of community by isolating people into two

15. Towards a Gender Free Society 3.text4-S Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement gender groups. They have little chance to communicate and hold a distorted image of each other. Their attitudes remain hostile as if they do not belong to the same species. Coeducation is the most desirable form of education. It is an integrated community where students are instructed without distinction of sex. They are given the opportunity to know each other and compete with each other. Girls can ask questions, protest and challenge teachers. Boys can be seen sitting quietly, listening to female speakers. With the full spectrum of experience offered, life is an open possibility for man as well as woman. Everyone is anxious to let their minds flower into full blossom.

16. Towards a Gender Free Society 3.text5-S Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement Coeducation has survived as the best way to educate young people. As society moves ahead, the gender category becomes blurred. 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!

17. Towards a Gender Free Society 3.text1-W Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement Towards a Gender Free Society The world is sharply divided into masculine and feminine, because that is the way we believe it should be. We hold this unwavering belief and take considerable effort to keep this division. From the time a child is born, he or she is expected to meet stereotypes — boys are portrayed as boisterous and disruptive, girls conform to the expectations when they are sweet and docile. People become the product of their biology. Their social roles and identity are predetermined by their permanent identifying attribute “sex.” Males are the producers of cool reasoning and are capable of being leaders. “Emotional” is seen to be the characteristic of women and their place is at home.

18. Towards a Gender Free Society 3.text2-W Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement However, no one feels sure that certain natural differences that exist between man and woman are relevant to the distinctions between male and female excellence and a different expectation of their social qualities. 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. The grounds on which the idea of single sex schools might be defended are cut from under our feet. The aim of education is to stimulate impulses, encourage free thinking and boldness in thought and keep alive various interests. But the single sex school by following the simple uniform structure and prescribing a separate curriculum for males and females does anything but this. Instead of being provided with a rich expansion of experience, students are only accessible to a segment of knowledge.

19. Towards a Gender Free Society 3.text3-W Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement Such a form of education interferes with individual freedom and entails a loss of autonomy of self-determinism. If a boy enjoys sewing, I see no reason why he should be barred from needles and thread. If a girl wants to attempt baseball, she should not be punished for “deviance.” But at a very early stage, a single-sex school kills the possibility for a vigorous youth to grow and develop into full stature. The education in single-sex schools may lead to the fragmentation of knowledge and unwholeness of individual identity. Girls persuade themselves that they have no head for mechanical things. Boys are determined that they can never understand “sentimentality.” Both groups feel enclosed and safe. This indeed saves them a lot of trouble, but they become two parallels, always apart, never meet. Such sexual polarization is also dangerous in a sense that it severs a sense of community by isolating people into two

20. Towards a Gender Free Society 3.text4-W Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement gender groups. They have little chance to communicate and hold a distorted image of each other. Their attitudes remain hostile as if they do not belong to the same species. Coeducation is the most desirable form of education. It is an integrated community where students are instructed without distinction of sex. They are given the opportunity to know each other and compete with each other. Girls can ask questions, protest and challenge teachers. Boys can be seen sitting quietly, listening to female speakers. With the full spectrum of experience offered, life is an open possibility for man as well as woman. Everyone is anxious to let their minds flower into full blossom.

21. Towards a Gender Free Society 3.text5-W Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement Coeducation has survived as the best way to educate young people. As society moves ahead, the gender category becomes blurred. 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!

22. Towards a Gender Free Society 3.text1-S- masculine… Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement masculine and feminine Explanation: Feminine and masculine are used often of people, to describe qualities which are supposed to be typical of one or the other sex. e.g. He has delicate feminine hands. He is a very masculine sort of person.

23. Towards a Gender Free Society 3.text1-S-Males … Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement Males are the producers of cool reasoning … Paraphrase: Males are capable of thinking carefully and calmly in order to make a judgment, especially in a difficult situation … 男性是冷静的推理者

24. Towards a Gender Free Society 3.text2-S-Such… Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement 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. Paraphrase: Such uncertainty means a rejection of such concepts as “the clear classification of people into two sexes” and “the fixed social roles of the sexes.” People invent social norms and find themselves forced to accept them. But such social norms are not based on reasonable thinking. 这些不确信意味着对“性别归类”、“固定的性别角色”等观念的否定。这些观念只是人类创造并强加于人类自身的社会准则，它们本身在逻辑上是站不住脚的。

25. Towards a Gender Free Society 3.text4-S_coeducatin… Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement coeducation Explanation: The prefix co- means together. Coeducation refers to instruction of students of both sexes in the same institution. 共校教育

26. Towards a Gender Free Society 3.text1-W- masculine1 Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement masculine adj. having qualities considered to be typical of men or of what men do e.g. They’re nice curtains, but I’d prefer something a little more masculine. The opera singer has a deep, booming, and masculine voice. Derivation: masculinely adv. masculinity n. masculinize v.

27. Towards a Gender Free Society 3.text1-W- masculine2 Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement Practice： Translate the following sentence into Chinese: He felt it was a threat to his masculinity. 他觉得这是对他男子气的一种威胁。

28. Towards a Gender Free Society 3.text1-W- feminine1 Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement feminine adj. having qualities that are considered to be typical of women, especially by being gentle, delicate, and pretty e.g. Dianne loved pretty feminine things. Lindsay wears very feminine clothes. Derivation: femininely adv. feminineness n. femininity n. feminism n. feminize v. feminist n.

29. Towards a Gender Free Society 3.text1-W-feminine2 Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement Practice： Fill in the blanks with proper words: 1) There were many close links between social reform movements and . 2) The marched in thousands when David urged married women to give up their jobs and stay at home. ________ feminism ________ feminists

30. Towards a Gender Free Society 3.text1-W-unwavering1 Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement unwavering adj. an unwavering attitude, belief, expression, etc. does not change e.g. He is unwavering in his support of the governor. Comparison: decisive, firm, unswerving decisive: someone who is decisive is good at making decisions quickly and with confidence firm: not likely to change unswerving: an unswerving belief or attitude is one that is very strong and never changes

31. Towards a Gender Free Society 3.text1-W-unwavering2 Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement Practice： • Translate the following sentences into English: • 他的政策是连续的，坚定的，保守的。 • 2) 我们总能从她那里得到坚定的支持。 His policy was consistent, unwavering, and conservative. We can always get unwavering support from her.

32. Towards a Gender Free Society 3.text1-W- stereotype1 Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement stereotype n. & v. 1) n. a belief or idea of what a particular type of person or thing is like 2) v. to decide unfairly that a type of person has particular qualities or abilities because they belong to a particular race, sex, or social class e.g. She doesn’t fit the stereotype of the good mother. e.g. Homeless people are stereotyped as alcoholics or addicts. Derivation: stereotyping n. stereotyped adj. stereotypical adj.

33. Towards a Gender Free Society 3.text1-W- stereotype2 Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement Practice： • Translate the following sentences into English: • 1) 破除陈规经常会招致保守人士的强烈反对。 • 2) 把人们都看作一样，这是错误的。 Breaking through stereotypes often leads to strong opposition from the conservatives. It’s wrong to stereotype peopleas if they were all alike.

34. Towards a Gender Free Society 3.text1-W- portray1 Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement portray v. to describe or show someone or something in a painting, film, book or other artistic work e.g. Romantic artists portrayed nature as wild and powerful. Their music portrays a life that no longer exists. Comparison: depict, describe, characterize depict: to describe something or someone in writing or speech, or to show them in a painting, picture, etc. describe: to say what something or someone is like by giving details about them characterize: to describe the qualities of someone or something in a particular way

35. Towards a Gender Free Society 3.text1-W- portray2 Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement Practice： Translate the following sentences into English: 1) 他在这部电影中成功地塑造了英雄形象。 2) 李尔王是谁扮演的？ He successfully portrayed the image of hero in this movie. Who portrayed King Lear?

36. Towards a Gender Free Society 3.text1-W- boisterous Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement boisterous adj. making a lot of noise and having a lot of energy e.g. A large, boisterous crowd poured into the bar, singing and shouting noisily. Derivation: boisterously adv. boisterousness n. Practice: Translate the following sentence into English: 海上风浪汹涌。 The sea was boisterous.

37. Towards a Gender Free Society 3.text1-W- disruptive1 Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement disruptive adj. causing problems and preventing something from continuing in its usual way e.g. Mike’s parents thought I was a disruptive influence. Derivation: disruption n. disrupt v. disruptor n.

38. Towards a Gender Free Society 3.text1-W- disruptive2 Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement Practice: Translate the following sentences into English: 1) 老师说史蒂芬经常扰乱课堂秩序。 2) 晚上工作会影响家庭生活。 The teacher said Stephen was often disruptive to class. Night work can be disruptive to home life.

39. Towards a Gender Free Society 3.text1-W-conform1 Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement conform v. 1) to be similar to what people expect or think is usual 2) to behave in the way that most other people in one’s group or society behave e.g. Joseph does not conform to the stereotype of a policeman. e.g. Children are told to conform to traditional standards of behavior. Derivation: conformist n. conformation n. conformable adj. conformer n.

40. Towards a Gender Free Society 3.text1-W-conform2 Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement Practice: • Translate the following sentences into English: • 他不愿遵守当地的风俗习惯。 • 2) 这座建筑物不符合安全条例。 He is unwilling to conform to the local customs. The building does not conform with safety regulations.

41. Towards a Gender Free Society 3.text1-W-docile1 Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement docile adj. quiet and easily controlled e.g. This pony is not as docile as it looks. Derivation: docilely adv. docility n.

42. Towards a Gender Free Society 3.text1-W-docile2 Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement Practice: • Translate the following sentences into English: • 袋鼠不像它们看起来那样温顺。 • 2) 然而，这并没有使他成为一个听话的孩子。 Kangaroos are not as docile as they look. However, it did not make him a docile child.

43. Towards a Gender Free Society 3.text1-W-permanent1 Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement permanent adj. continuing to exist for a long time or for all the time in thefuture e.g. The blindness that the disease causes will be permanent. He gave up a permanent job in order to freelance. Antonym: temporary

44. Towards a Gender Free Society 3.text1-W-permanent2 Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement Practice： Translate the following sentences into English: 1) 祖父母为他所做的一切在他脑海中留下了永久的印象。 2) 罗先生已经申请了美国永久居留权。 What his grandparents did for him leaves permanent traces on his mind. Mr. Luo has applied for permanent residence in the US.

45. Towards a Gender Free Society 3.text1-W-attribute1 Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement attribute n. 1) the quality looked upon as naturally or necessarily belonging to somebody or something 2) material object recognized as a symbol of a person or his position e.g. Mercy is an attribute of God. e.g. The crown is an attribute of kingship. Derivation: attribution n. attributable adj.

46. Towards a Gender Free Society 3.text2-W-distinction1 Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement distinction n. 1) a clear difference or separation between two similar things 2) the quality of being excellent and important e.g. There is a clear distinction between the dialects spoken in the two regions. e.g. No one today doubts Eliot’s distinction as a poet. Derivation: distinct adj. distinctive adj. distinctly adv.

47. Towards a Gender Free Society 3.text2-W-distinction2 Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement Practice： Fill in the blanks with proper words: • 1) The learning needs of the two groups are quite from • each other. • 2) He remembered the day his father left. distinct ______ distinctly ________

48. Towards a Gender Free Society 3.text2-W- excellence1 Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement excellence n. the quality of being excellent e.g. The university enjoys a high reputation for excellence. Derivation: excel v. excellent adj. Practice： Translate the following sentences into English: 1) 他不擅长玩游戏。 2) 她法语说得好极了。 He’s never excelled at games. She speaks excellent French.

49. Towards a Gender Free Society 3.text2-W- denote1 Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement denote v. to represent or be a sign of something e.g. Crosses on the map denote villages. Arrows denote the positions of the close migrating bands. Derivation: denotative adj. denotation n. Practice： Translate the following sentences into Chinese: 1) The word “lion” denotes a certain kind of wild animal. 2) A smile often denotes pleasure. “狮子”这个词是一种野兽的名称。 微笑常常表示高兴。

50. Towards a Gender Free Society 3.text2-W- norms1 Section One: Pre-reading Activities Section Two: Global Reading Section Three: Detailed Reading Section Four: Consolidation Activities Section Five: Further Enhancement norm n. generally accepted standards of social behavior e.g. People hate terrorists violating the norms of civilized society. Traditional sexual norms have been called into question. Comparison: standard, criterion standard: the level that is considered to be acceptable, or the level that someone or something has achieved criterion: a standard that you use to judge something or make a decision about something