loadingB. count v. be important
12) A. last v. manage to remain in the same situation B. last n. the remaining part of something
13) A. complimented v. express praise or admiration of somebody
B. compliment n. an expression of praise, admiration, approval, etc.
14) A. flood n. a large number or amount B. flooding v. arrive in large numbers
15) A. contact n. communication with a person, organization, country, etc.
B. contact v. reach (someone) by message, telephone, etc.
3. 1) thrives 2) strategy 3) annual 4) deserve 5) spontaneous 6) sincere 7) investments 8) enterprise 9) follow up 10) characterized 11) lingered 12) acknowledged
4. column: 1) D 2) A 3) B 4) C tough: 1) D 2) B 3) E 4) F 5) C 6) A
5.
1) A. complementary B. complimentary C. complimentary complimentary: 1) expressing admiration, praise, etc. 2) given free of charge
complementary: making something complete or perfect; supplying what is lacking or needed for completion 2) A. stationery B. stationary C. stationary stationary: not moving, or not changing
stationery: writing materials (e.g. paper, envelopes, etc.) 3) A. typist B. typewriter C. typist
typewriter: a machine with a keyboard that you use for typing words directly onto a sheet of paper
typist: a person who types, especially one employed to do so 4) A. vulgar B. vague C. vague
vague: 1) not clearly expressed, known, described or decided 2) not clear in shape; not clearly seen
vulgar: not having or showing good taste or good manners; not educated
5) A. pad B. pat C. pad
pad: 1) several sheets of paper fastened together, used for writing, drawing, etc.
2) a piece of soft thick cloth or rubber which is used to protect a
part of the body, give shape to something or clean something 6) A. own B. owed C. owes D. owned
owe: 1) have to pay, for something already done or given 2) feel grateful
own: 1) a. belonging to oneself and to no one else 2) v. possess (something), especially by lawful right 6.
1) searched 2) clever 3) solution 4) wasted 5) tolerate 6) hidden 7) dumb 8) subject 9) noise 10) extra 11) purchased 12) replaced 13) appreciation 14) hurried 15) warrant 16) strange Unit 3
1 Understanding the Organization of the Text (1) Introduction (para 1)
It has been proven repeatedly that the various types of behavior, emotions, and
interests that constitute being masculine and feminine are patterned by both heredity and culture.
(2) There is a cultural bias in education that favors boys over girls. (para. 2-4)
Supporting evidence
A. Teachers called on males in class far more than on female students. (para 2)
i) Its consequence: This has a tremendous impact on the learning process.
ii) The reason for this: Active classroom participants develop more positive attitudes
and go on to higher achievement. iii) Two examples:
a. In many of the former all-women’s colleges, the boys were taking over the class-room discussions and active participation by women students had diminished noticeably. b. A similar subordination of female to male students has also been observed in law and medical school classrooms in recent years.
B. Teachers assigned boys and girls different tasks according to stereotyped gender roles. (para. 3)
i) Its consequence: This prevented girls from participating as actively as boys in class.
ii) An example: A teacher had the little boys perform the scientific experiment while the girls were given the task of putting the materials away.
C. Gender-biased education is also reflected in the typical American teacher’ assumption. (para 4)
i) The assumption: Boys will do better in the hard, masculine subjects of math and science while girls are expected to have better verbal and reading skills. ii) Three examples:
a. American boys do develop reading problems, while girls, who are superior to boys in math up to the age of nine, fall behind from then on.
b. In Germany, all studies are considered masculine and it is girls who develop reading problems.
c. In Japan, where early education appears to be nonsexist, both girls and boys do equally well in reading. (3) The educational bias begins at home. (para 5) A. Supporting evidence:
i) Boy preschoolers were permitted to go away from home in a much wider area than girl preschoolers.
ii) Boys were encouraged to develop intellectual curiosity and physical skills, while girls are filled with fears of the world outside the home and with the desire to be approved of for their goodness and obedience to rules.
B. The consequence when these lessons carry over from