Teaching Objective

1. Master the key words and structures. Be able to explain the differences between men and women with respect to the social position and the career ladder as well. Discuss whether the factors causing the differences are biological or social. Teaching Objective Teaching Objective apparent evidence suggest come up with lead to avoid influence statistics point out claim reveal tend find out take up convince solve bring up go back (to) think of ... as Vocabulary Key Points Structure as ... as; be likely to do Using examples to find out the meanings of words Reading a sales ad Writing a greeting card Skills Lead In, Reading of the Text, Exercises, Listening, Speaking, Phonetics, Grammar Tips, Reading Skills, Practical Reading, Practical Writing, Study Guide Teaching Procedures

2. Lead In Text Study U1 Consolidation Listening and Speaking Language Application Drills for PRETCO Test

3. Lead In I. Liberal Arts Lead In _main II. Bachelor’s Degrees Earned by American Women III. Distinguished Women in Science IV. Chinese Women V. Topic-related Words and Phrases

4. Text Study Text Study_main I. Global Reading 1. Questions and Answers 2. Text Analysis II. Detailed Reading

5. Consolidation Consolidation I. Dictation II. Words and Phrases III. Listening Practice IV. Group Discussion

6. Listening and Speaking Listening and Speaking-main I. Listening II. Speaking III. Phonetics

7. Language Application I. Practical Writing Language Application-main Greetings Cards • Sample 2. Notes of Format 3. Basic Patterns 4. Do It Yourself II. Practical Reading

8. Drills for PRETCO Test Drills for PRETCO Test-main I. Listening Comprehension II. Vocabulary and Structure III. Translation

9. Liberal Arts The term liberal in liberalarts originally meant “appropriate for free men,” i.e., among the Romans, only free men were permitted to pursue them. In the Middle Ages, these seven branches of learning were — grammar, logic, rhetoric, arithmetic, geometry, music, and astronomy. In modern times the liberal arts include the sciences, philosophy, history, etc., which compose the course of academical or collegiate education. Liberal Arts

10. Bachelor’s Degrees Earned by American Women Women have earned more than half of all bachelor’s degrees every year since 1981–1982. They still trail men in certain fields but have made substantial gains since 1970 –1971. Bachelor’s Degrees Earned by American Women 1 Women earn a greater proportion of bachelor’s degrees than they did 30 years ago. In 1970–1971, women earned 43 percent of all bachelor’s degrees. In 2001–2002, women were awarded 57 percent of all bachelor’s

11. bachelor’s degrees. Some fields that were female-dominated in 1970–1971 remained so in 2001–2002, including health professions and related sciences, education, English language and literature/letters, and visual and performing arts. Though women earned less than half of the bachelor’s degrees in the traditionally male-dominated fields, and in 2001–2002, they have made substantial gains since 1970 –1971. Bachelor’s Degrees Earned by American Women 2

12. Distinguished Women in Science Marie Curie (1867–1934): Born on November 7, 1867, in Warsaw, Marie Curie was married to Pierre Curie in July 1895. She is best known as the discoverer of the radioactive elements polonium and radium and as the first Distinguished Women in Science 1 first person to win two Nobel prizes. For scientists and the public, her radium was a key to a basic change in our understanding of matter and energy. Her work not only influenced the development of fundamental science but also ushered in a new era in medical research and treatment.

13. Irène Joliot Curie (1897–1956): Born in Paris, September 12, 1897, was the daughter of Pierre and Marie Curie, and since 1926 the wife of Frédéric Joliot. She became Doctor of Science in 1925, having prepared a thesis on Distinguished Women in Science 2 on the alpha rays of polonium. Either alone or in collaboration with her husband, she did important work on the natural and artificial radioactivity, transmutation of elements, and nuclear physics; she shared the Nobel Prize in Chemistry in 1935 with him, in recognition of their synthesis of new radioactive elements.

14. In 1936 Irène Joliot Curie was appointed Undersecretary of State for Scientific Research. She was a member of several foreign academies and of numerous scientific societies, had honorary doctor’s degrees of several universities, and was an Officer of the Legion of Honor. She died in Paris in 1956. Distinguished Women in Science 3

15. Emmy Noether (1882–1935): Born on March 23, 1882 in Erlangen, Bavaria, Germany. Died on April 14, 1935 in Bryn Mawr, Pennsylvania, USA. Emmy Noether first intended to become a Distinguished Women in Science 4 a language teacher, for she had studied several languages, but later she decided to study mathematics at university. In 1904 Noether was permitted to matriculate at Erlangen and in 1907 was granted a doctorate after working under Paul Gordan. It was her work in the theory of invariants which led to formulations for several concepts of Einstein’s general theory of relativity.

16. Owing to her outstanding mathematical contributions, she was invited to address the International Mathematical Congress at Bologna in 1928 and again at Zurich in 1932. In 1932 she also received, jointly with Artin, the Alfred Ackermann-Teubner Memorial Prize for the Advancement of Mathematical Knowledge. In 1933, the Nazis caused her dismissal from the University of Göttingen because she was Jewish. She accepted a visiting professorship at Bryn Mawr College in the USA and also lectured at the Institute for Advanced Study, Princeton in the USA. Distinguished Women in Science 5

17. Maria Goeppert Mayer (1906–1972): Maria Goeppert Mayer was born on June 28, 1906, in Kattowitz, Upper Silesia, then Germany. In the spring of 1924 she enrolled at the University at Göttingen, with the intention of becoming a mathematician. But soon she found Distinguished Women in Science 6 found herself more attracted to physics. She took her doctorate in 1930 in theoretical physics. There were three Nobel Prize winners on the doctoral committee, Born, Franck and Windaus.

18. She is a member of the National Academy of Sciences and a corresponding member of the Akademie der Wissenschaften in Heidelberg. She has received honorary degrees of Doctor of Science from Russel Sage College, Mount Holyoke College and Smith College. She won the 1963 Nobel Laureate in Physics for discoveries concerning nuclear shell structure. Distinguished Women in Science 7

19. Dorothy Crowfoot Hodgkin (1910-1994): Born in Cairo, Egypt, May 12, 1910, Dorothy Crowfoot Hodgkin is known as a founder of the science of protein crystallography. She and her mentor, J.D. Bernal, were the first to successfully apply X-ray diffraction to crystals Distinguished Women in Science 8 crystals of biological substances, beginning with pepsin in 1934. Hodgkin’s contributions to crystallography included solutions of the structures of cholesterol, lacto globulin, ferritin, tobacco mosaic virus, penicillin, vitamin B-12, and insulin (a solution on which she worked for 34 years), as well as the development of methods for indexing and processing X-ray intensities.

20. Hodgkin was elected a Fellow of the Royal Society in 1947 after publishing the structure of penicillin and was awarded the Nobel Prize in Chemistry in 1964 for her solution of vitamin B-12. She suffered a stroke and died in 1994. Distinguished Women in Science 9

21. Barbara McClintock （1902—1992）: Born in Hartford, Connecticut, USA, June 16, 1902, Barbara McClintock died on September 2, 1992. She was awarded the Nobel Prize in Medicine and Physiology for discovering genetic Distinguished Women in Science 10 genetic transposition through her work with the maize plant. She proved that chromosomes can mend themselves two decades before molecular biologists were able to do so working with much simpler cellular structures.

22. Dr. McClintock earned her Ph.D. from Cornell University. She was partly or entirely responsible for each of the discoveries in genetics made by the famous Cornell maize genetics group. She was also a professor and wrote children’s books. It took more than three decades for her work to win her the Nobel Prize. Distinguished Women in Science 11

23. Chinese Women In old China, women were excluded from social life. New China has enabled women to make conspicuous progress in all aspects of society, especially in the fields of education, science and technology, culture, sports and public health. In 2001, there were 1,263 academicians in the Chinese Academy of Sciences and the Chinese Academy of Engineering, and 78, or 6.2 percent, of them were women. In 2001, there were 69,907 women teachers at the associate-professor level or above in China’s colleges and universities, accounting for 29.64 percent of the total. Over Chinese Women1

24. Over 20 women across the country assume the posts of university president or vice-president. Women in China have enjoyed more educational opportunities since the implementation of the strategy of invigorating the country through science, technology and education in the 1990s. Chinese Women2

25. Chinese Women3 Xie Xide, former President of Fudan University Wu Qidi, President of Tongji University; Vice-Minister of Ministry of Education

26. Fang-Hua Li: Professor & academician, Institute of Physics, Chinese Academy of Sciences, Beijing, is a specialist of electron microscopy. Her work has pushed Chinese Women4 pushed back the limits of observation of crystalline structures through the elimination of interference. She got the L’ Oréal-UNESCO Award for Women in science on February 27, 2003 in Paris. This was the first time in China. The L’ Oréal-UNESCO Award distinguishes five remarkable women researchers representing the five continents: Africa, Asia-Pacific, Europe, Latin America and

27. North America. Often, these women’s exceptional careers have opened up new and revolutionary ways of improving conditions of life and well-being. Professor Pierre-Gilles de Gennes, Nobel Prize in Physics 1991, presided over an international jury of ten eminent scientists. Chinese Women5

28. Topic-related Words and Phrases 1) Change in differences between the sexes in mathematics achievement at the lower secondary school level in Australia over time Topic-related Words and Phrases 1 In order to make meaningful comparisons the mathematics test scores from the three studies conducted in Australia under the auspices of the International Association for Evaluation of Educational Achievement were brought to a common interval scale using Rasch measurement procedures. No significant sex differences in mathematics achievement were found.

29. 2)Percentage of bachelor’s degrees earned by women in America Topic-related Words and Phrases 2

30. 3) What influence does intelligence arise from? Today, almost all scientists agree that intelligence arises from the influence of both genetic and environmental factors. Careful study is required in order to attribute any influence to either environment or heredity. For example, one measure commonly used to assess a child’s home environment is the number of books in the home. But having many books in the home may be related to the parents’ IQ. The child’s intelligence may be due to the parents’ genes or to the number of books in the home. Further, parents Topic-related Words and Phrases 3

31. parents may buy more books in response to their child’s genetically influenced intelligence. Which of these possibilities is correct cannot be determined without thorough studies of all the factors involved. Topic-related Words and Phrases 4

32. Questions and Answers Directions: Skim the paragraphs for answers to the following questions. Questions and Answers1 Paragraph 1: Question: What makes it difficult to understand what boys and girls show while choosing subjects? Answer: Besides genetic differences, there are many other important factors that may influence their choices.

33. Paragraph 2: Question: What do the statistics and the report show? Questions and Answers2 Answer: Although girls are equal to boys in mathematics, they have not been encouraged to do so.

34. Paragraph 3: Question: What’s the difference in nursery school? Questions and Answers3 Answer: Only boys, not girls, are encouraged to work on their own and complete tasks.

35. Paragraph 4: Question: What does the further report reveal? Questions and Answers4 Answer: The teachers seem to give more attention to boys than girls.

36. Paragraph 5: Question: Why do girls avoid mathematics courses? Questions and Answers5 Answer: Girls avoid mathematics courses mainly for social reasons rather than being afraid of the difficulty.

37. Paragraph 6: Question: Why don’t the teenage girls like to take mathematics and science up? Questions and Answers6 Answer: Because girls regard mathematics and science as “masculine” subjects, they are less likely to take them up.

38. Text Analysis Paragraphs Main Ideas Text Analysis 1 The scientists have tried to explain the differences between men and women at science and maths. 1 Girls are equal to boys in mathematics. Girls only stop studying mathematics because of social attitudes. 2 3 The differences during teenage years result from educational attitudes in childhood.

39. Paragraphs Main Ideas Text Analysis 2 The teachers seem to give more attention to boys than to girls. 4 Both boys and girls tend to regard subjects like mathematics and science as difficult. 5 6 Mathematics and science are mainly masculine subjects, so the teenage girls are less likely to take them up.

40. Read In Many people believe that boys usually do better in mathematics and science subjects than girls. However, few people bother to look deeper into the issue to find out the reasons behind this belief. Why do boys achieve more in science and mathematics? Are boys really brighter? Or are girls being held back for one reason or another? Detailed Reading1

41. Who’s Afraid of Maths Anyway? Scientists have tried to come up with biological explanations for the difference between boys and girls. However, none were convincing enough to explain the general picture. As one scientist points out, “There are slight genetic differences between the sexes at birth which may influence the subjects boys and girls choose. But the difficulty is that by the time children reach school age, there are so many other influences that it is almost impossible to tell whether girls are worse at science and maths, or whether they’ve been brought up to think of these subjects as boys’ ‘territory’.” Detailed Reading2

42. Statistics show that in mathematics, at least, girls are equal to boys. A recent report suggests that girls only stop studying mathematics because of social attitudes. One of the report’s authors says, “Whileit issocially unacceptableforpeople not to be able to read and write, it is still acceptable for women to say that they are ‘hopeless’ at maths. Our research shows that, although girls get marks which are as good as the boys’, they have not been encouraged to do so.” Detailed Reading3

43. The explanation for the difference, which is apparent during the teenage years, goes as far back as early childhood experiences. From their first days in nursery school, girls are not encouraged to work on their own or to complete tasks, although boys are. For example, boys and not girls, are often asked to “help” with repair work. This encouragement leads to a way of learning how to solve problems later on in life. Evidence shows that exceptional mathematicians and scientists did not have teachers who supplied answers; they had to find out for themselves. Detailed Reading4

44. A further report on maths teaching reveals that teachers seem to give more attention to boys than to girls. Most teachers who took part in the study claimed that they expect their male students to do better at mathematics and science subjects than their female students. All of this tends to encourage boys to work harder in these subjects, and gives them confidence and convinces them that they can succeed. Interestingly, both boys and girls tend to regard such “masculine” subjects like mathematics and science as difficult. Yet it has been suggested that girls avoid mathematics courses, not because they are difficult, but for social reasons. Detailed Reading5

45. Mathematics and science are mainly masculine subjects, and therefore, as girls become teenagers, they are less likely totake them up. Girls do not seem to want to be in open competition with boys. Neither do they want to do better than boys because they are afraid to appear less feminine and so, less attractive. Detailed Reading6

46. anyway: ad. 1) in any way or manner 不论用何种方式 e.g. Get the job done anyway you can. anyway 2) in any case; at least 无论如何；至少 e.g. I don’t know if it was lost or stolen; anyway, it’s gone. 3) nevertheless; regardless 但是；不顾 e.g. It was raining but they continued the Marathon anyway.

47. try: v. 1) make an effort to do 试，试图 try e.g. He tried to climb the tree, but he could not. 2) taste 尝试 e.g. Have you tried this chocolate? Related words: attempt; essay Collocations: try on 试穿，试验 try to 设法

48. come up with: find or offer (an answer, a solution, etc.) 提出 come up with e.g. He couldn’t come up with an answer.

49. convincing:adj. capable of causing someone to believe that something is true or real 有说服力的；令人信服的 convince e.g. There is no convincing evidence that advertising influences total alcohol consumption. Related word: persuasive Extended words: convince, convinced, conviction

50. point out: indicate 指出 e.g. I will point out that his help isn’t welcome. point out