Towards A Gender Free Society Unit 6 Section One: Cultural Information Section Three: Text...

Towards A Gender Free SocietyUnit 6Section One:Cultural Information

Section Three:Text Understanding

Section Four:Text Appreciation

Section Five:Activities

Section Two:Word Study

Coeducation

Coeducation

Coeducation refers to the instructions of both sexes in the same

institution. The economic benefits gained from joint classes and

the need to secure equality for women in industrial, professional,

and political activities have influenced the spread of

coeducation. There were scattered examples of coeducation in

the late 17th century in Scotland and in the American colonies,

but there was no general trend until the great expansion of

public education between 1830 and 1845 in the developing west

United States. The distance between schools in that region and

the small number of pupils caused elementary schools to admit

girls. The movement spread naturally to

Towards A Gender Free SocietyUnit 6

the secondary schools during the reorganization of public education after the Civil War. Oberlin College gave degrees to both men and women as early as 1837, but it was the development of state universities during the post-Civil War era that standardized collegiate coeducation. Since 1960 nearly every formerly single sex college has become coeducational; only about one hundred, mostly historic women’s schools and men’s seminaries, remain.The coeducational movement encountered stronger resistance outside the United State. In Europe, the Scandinavian countries were the earliest supporters, but many other nations limited coeducation to institutions of higher learning. Although coeducation has expanded since World War II, there are many nations where it still meets opposition on religious and cultural grounds.

Section One:Cultural Information





Coeducation

Coeducation


1. divide...into: separate...into two or more parts

e.g. The book is divided into six sections.

We divided the pizza into three and had a slice each.

2 . 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.

Even today, men tend to do such masculine tasks as car

maintenance and yard work.







3 . feminine: adj. Having qualities that are considered to be

typical of women, esp. by being gentle, delicate, and pretty

e.g. How can I persuade my tomboy daughter to wear

feminine clothes?







4 . stereotype: n. Belief or idea of what a particular type of

person or thing is like

e.g. She fits the racial stereotype of Asian girls as quiet and

hard-working. They rejected the sexual stereotype of blue for

a boy and pink for a girl, and dressed their baby in other

colors instead.

vt. 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. There is a tendency to stereotype childless women as

being hard and career-orientated.

stereotyped adj.







5 . portray : vt . (a) describe or show sb or sth in a particular

way, according to your opinion of them

e.g. She portrayed herself as a philanthropist, eager to help

old friends down on their luck.

(b) describe or represent sth or sb

e.g. Their music portrays a lifestyle that no longer exists.

(c) act the part of a character in a play, film, or television

program

e.g. In 1975 he portrayed the king in a Los Angeles revival of

“Camelot”.

portrayal n.







6 . conform to : (a) behave in the way that most other

people in your group or society behave

e.g. Joseph does not conform to the stereotype of a

policeman.

(b) obey a law, rule etc

e.g. The solution offered might not conform to the dogma of

either political party.







7 . permanent : adj. continuing to exist for a long time or for

all the time in the future

e.g. The blindness that the disease causes will be permanent.

Most police departments keep a permanent record of all

violent crimes committed in their area.

permanence n.







8 . attribute : n. Quality or feature , esp. one that is

considered to be good or useful

e.g. Hope is one of mankind’s most enduring and rewarding

attributes.

Physically short and slightly built, Mark possessed

remarkable attributes.

v. believe or say that a situation or event is caused by sth

e.g. I attribute that partly to discipline, partly to desire, and

partly to the old transferability of skills.

attributable adj.







9 . relevant to : directly relating to the subject or problem

being discussed or considered

e.g. What experience do you have that is relevant to this

position?

Kids have to understand how school is relevant to their lives.







10 . distinction: n. (a) clear difference or separation between two similar thingse.g. The Act makes no distinction between children and adults.There is often no clear distinction between an allergy and food intolerance.(b) the quality of being excellent and importante.g. Lewis emerges as a composer of distinction and sensitivity.(c) special award or honor that is given to sb because of their very high level of achievemente.g. The order was created in 1902 as a special distinction for eminent men and women.distinctive adj.







11 . denote: vt. (a) mean sth

e.g. What does the word “curriculum”denote that

“course”does not?

(b) represent or be a sign of sth

e.g. The dotted line on the graph denotes profits.

denotation n.







12 . norm : n. (a) (pl.) generally accepted standards of social

behavior

e.g. There is the contrast between personal inclinations and

social norms.

(b) the usual or normal situation, way of doing sth, etc

e.g.Joyce’s style of writing was a striking departure from the

literary norm.

(c) the normal or average standard

e.g. This agency would establish European norms and co-

ordinate national policies to halt pollution.

normal adj.







13 . impose on : (a) force sb to have the same ideas, beliefs,

etc as you

e.g. There are parents who impose their own moral values on

their children.

(b) If someone in authority imposes a rule, punishment, tax,

etc, they force people to accept it.

e.g. Britain imposed fines on airlines which bring in

passengers without proper papers.

(c) expect or ask sb to do sth for you when this is not

convenient for them







e.g. We could ask to stay the night , but i don’t want to

impose on them.

(d) have a bad effect on sth or sb and cause problems for

them.

e.g. Military spending imposes a huge strain on the economy.

imposition n.







14 . impulse : n . (a) reason or aim that causes a particular

kind of activity or behavior.

e.g. The prime impulse of capitalism is the making of money.

(b) sudden strong desire to do sth without thinking about

whether it is a sensible thing to do

e.g. Most beginners buy plants on impulse and then hope for

the best.

(c) short electrical signal that travels in one direction along

nerve or wire

e.g. Once the impulse is transmitted, the nerve segment

recovers to its original state, ready for a new impulse.

impulsive adj.







15 . uniform : adj. being the same in all its parts or among all

its members

e.g. The postal system operates a uniform price structure, so

it always costs the same to send a letter.

n. particular type of clothing worn by all the members of a

group or organization such as the police, the army, etc

e.g. Do you have to wear a uniform if you work at

McDonald’s?

Some of the policemen walking among the crowds were not

in uniform.

uniformity .n.







16 . prescribe : vt .&vi. (a) (formal) state officially what

should be done in a particular situation

e.g. Simon told Singleton he was passing the sentence

prescribed by law .

What it does not do, of course, is to prescribe an appropriate

style of professional practice.

(b) say what medicine or treatment a sick person should have

e.g. The clinic responded with two more alarm clocks before

prescribing drugs.

She took twice the prescribed dose of sleeping tablets.

prescription n.







17 . accessible: adj. (a) easy to obtain or usee.g. Healthcare should be made accessible to everyone.Near vision tasks need to be presented in a way that ensure that materials can be easily accessible to handle.(b) A place, building, or object that is accessible is easy to reach or get into.e.g. All of the ski resorts are accessible from the hotel via free public transportation.The banks of the Rivers Holbeck are easily accessible to walkers and anglers.(c)A book, poem, painting etc that is accessible is easy to understand and enjoy.e.g. I don’t find James Joyce’s writing very accessible.He was specifically asked to write a play that would be accessible to the local community.access n.accessibility n.







18 . segment: n. (a) part of sth, considered separately from

the rest

e.g. Each sales team targets its efforts at a particular

segment of the general population .

(b) part of a fruit, flower, or insect that it naturally divides into

e.g. Decorate with orange segments .

vt. divide sth into parts that are different from each other

e.g. Routers allow companies to departmentalize and

segment their networks so that a problem on one segment

does not bring down another department.







19. interfere with : (a) prevent sth from succeeding or from

happening in the way that was planned

e.g. The sound of the radio upstairs interferes with my study.

(b) touch or move sth in a way that is annoying or not allowed

e.g. Who’s been interfering with my books?

interference n.







20 . entail : vt. involve sth as a necessary art or result

e.g. I didn’t want to take on a job that would entail a lot of

traveling.

I found I was expected to make progress, entailing fast

driving within the speed limits on all roads.

entailment n.







21 . bar from : officially prevent sb from entering a place or from doing sth e.g. They seized his passport and barred him from leaving the country.In 1903 the New York School Board barred married women from teaching.

22 . stature : n. (a) sb’s height or size

e.g. It’s more than his physical stature that makes him remarkable.I was by no means short in stature, but next to this man i felt like a dwarf.(b) the degree to which sb is admired or regarded as importante.g. He grew in stature during the campaign.As he got older, Picasso’s stature as an artist increased.







23 . lead to : cause sth to happen or cause sb to do sth

e.g. A degree in English could lead to a career in journalism.

Ethnic tensions among the republics could lead to civil war.

24 . in a sense : in a way in which sth can be true or real

e.g. You are right in a sense, but you don’t know all the facts.

My family’s from this area, so in a sense it’s like coming

home.







25 . distort : vt. (a) change the appearance, sound, or

shapeof sth so that it is strange or unclear

e.g. A painter may exaggerate or distort shapes and forms.

Sound was becoming more and more distorted through the

use of hearing aids.

(b) report sth. in a way that is not completely true or correct

e.g. Some say that the President has distorted facts in order

to win the election.

These incidents were grossly distorted by police witnesses.

distortion n.







26 . spectrum : n. (a) complete range of opinions, people,

situation etc, going from one extreme to its opposite

e.g. People from across the religious spectrum are now

working together.

(b) the set of bands of colored light into which a bean of light

separates when it is passed through a prism

e.g. A rainbow shows the colors in the spectrum.

(c) complete range of radio, sound etc waves

e.g. Vast amounts of energy, from X-rays right through the

spectrum down to radio waves, are escaping into space.







27 . flower into full blossom : develop fully

e.g. Their friendship has flowered into full blossom.

28 . move ahead : advance; make progress

e.g. Management is moving ahead in a new direction.

Things moved ahead quickly once the contract was signed.







29 . blur : vt&vi. (a) make the difference between two ideas,

subjects etc less clear

e.g. His films blur the boundaries between fact and fiction.

The difference between male and female roles within the

house has become blurred.

(b) become difficult to see or make sth difficult to see,

because the edges are not clear

e.g. The street lights were blurred by the fog.

This creates a spectrum of colors at the edges of ibjects

which blurs the image.

(c) be unable to see clearly

e.g. Her eyes, behind her glasses, began to blur.







30 . central to : more important and having more influence

than anything else

e.g. His ideas were central to the development of the theory.

Black dance music has been central to mainstream pop the

since the early’ 60s.







Questions Paragraph 1

Questions:

(1) What are the existing gender stereotypes mentioned

in the text ?

( Boys are portrayed as boisterous and disruptive, and

girls are considered to conform to the expectations when

they are sweet and docile.)

(2)What do you think of the gender stereotypes?

(Open)

Sentence Highlights







Paragraphs 2

Questions:

(1) What does the writer think of such concepts as

“gender appropriate”and “stereotyped sex roles”?

(They are only social norms invented by man, imposed

on man, but rest their logic nowhere.)

(2) What conclusion does the writer reach ?

(The idea of single sex schools is groundless.)






Questions

Sentence Highlights


Paragraphs 3

Questions: (1)What is the aim of education according to the writer? ( The aim of education is to stimulate impulses, encourage free thinking and boldness in thought and keep alive various interests.) (2)Why does the single sex school fail to achieve the aim of education? ( The single sex school follows the simple uniform structures and prescribes a separate curriculum for males and females. Instead of being provided with a rich expansion of experience, students are only accessible to a segment of knowledge. Such a form of education interferes with individual freedom and entails a loss of autonomy or self-determination.)






Questions

Sentence Highlights


Paragraph 4

Questions:

What are the advantages of coeducation?

( It is an integrate community where students are

instructed without distinction of sex. They are given the

opportunity to know each other and compete with each

other. Boys and girls are treated equally. 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 flowers into full blossom.)






Questions

Sentence Highlights


Paragraph 5

Questions:(1)What should a gender free and healthy society be like? ( It is a society where man and woman are only distinguished on the ability to give birth to children. The distinction of man and woman is no longer important to the identity of people and the understand of people.)

(2)Do you agree that coeducation is the most desirable form of education ? (Open )






Questions

Sentence Highlights


1 . Form 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. (para. 1 )

Paraphrase: From the time a child is born, he or she is

demanded to satisfy a fixed set of conventions—boys are

described as noisy and troublesome, girls meet the

conventional expectations when they are quiet, meek

and obedient.






Questions

Sentence Highlights


2 . Their social roles and identity are predetermined by

their permanent identifying attribute“sex”.(para.1)

Paraphrase: Their social roles and identify have already

been determined from the very beginning by their natural

quality which shows their identity as a man or woman.






Questions

Sentence Highlights


3 . However, no one feels sure that certain natural difference

that exist between man and woman are relevant to the

distinctions between male and female excellence and a

different expectation of their social qualities. (para.2)

Paraphrase: However no one is certain the biological

differences between man and woman have anything to do

with differences between excellent man and woman, or

relate to people’s different expectations of social

characteristics of man and woman.






Questions

Sentence Highlights


4 . 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. (para.2)

Paraphrase: This kind of uncertainty indicates people’s

refusal to accept such ideas as “gender appropriate”and

“stereotyped sex roles”. They are social conventions

made by man ;

man is forced to accept these norms; and they are not

reasonable at all.






Questions

Sentence Highlights


5 . Such sexual polarization is also dangerous in a sense

that it severs a sense of community by isolating people

into two gender groups. (para.3)

Paraphrase: Such kind of act of causing people to

inform into two different groups is very dangerous in the

way that it breaks the sense of community by putting

people into two sex group.






Questions

Sentence Highlights


6 . 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 A GENDER FREE

SOCIETY, A HEALTHY SOCIETY! (para.5)

Paraphrase: May i take the risk to say that one day man

and woman are distinguished only because they are

biologically different, they are not important in identifying

and understanding ourselves and other people, I will call

that society a society without gender distinctions, a

healthy society.






Questions

Sentence Highlights


Text Appreciation

Text Appreciation This is a piece of argumentative essay. The writer clearly presents and supports his main idea: the single sex school-does not satisfy the aim of education, while coeducation is the best way to educate young people. The writer first of all states the existing gender stereotype and rejects them by logical reasoning. On this basis, he draws the conclusion that the idea of single sex school is groundless. Then the writer argues against single sex schools by listing their disadvantages. Later the writer gives a summary of the advantages of coeducation. Finally he presents his theme: coeducation is the most desirable form of education.

Language Appreciation







1. 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. (para.1)

Note the use of the adjectives that describe boys and

girls. They indicate people’s fixed ideas of characters of

boys and girls.

.






Text Appreciation



2 .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. (para.2)

Note the use of the parallel structure at the latter part of

the sentence. It emphasizes the unreasonableness of

gender stereotypes.






Text Appreciation



3. The grounds on which the idea of single sex school might

be defended are cut from under our feet. (para.2)

Note the use of metaphorical device here. It is very vivid and

emphatic.

4. The aim of education is to stimulate impulses, encourage

free thinking and boldness in thought

and keep alive various interests. (para.3 )

Note the use of the parallel structure here. It helps to clarify

the aim of education.






Text Appreciation



5. Girls can ask questions, protest and challenge teachers.

Boys can be seen sitting quietly, listening to female

speakers. (para.4)

Note the use of comparison here. It aims to contrast what

the boys and girls can do in coeducational settings, which is

quite different from what they are expected to do.






Text Appreciation



Activity 1

Activity 2

Activity 3

Activity 4

Activity 5

Activity 1 : Pair work

Have the students work in pairs and ask each other if they

enjoy coeducation and why .







Activity 2 : Oral activity : I on p. 90Language Support1 . When giving opinions, students may use the following expressions and structures. Personally/frankly, i think ...I feel...In my opinion, ...As i see it, ...From my point of view,...It seems to me that...2 . When asking for opinions, students may use the following expressions and structures.Well, what do you think of...?How do you feel about that?So what do you suggest ?What’s your opinions of ...?Tell me what you think.






Activity 1

Activity 2

Activity 3

Activity 4

Activity 5


Activity 3 : Oral activity :II on p. 90Language Support1. When expressing agreement or disagreement, students may use the following expressions and structures .You’re absolutely right.You’re got a good point there.I couldn’t agree more.I think so too.That’s what i want to say.I’m on your side.You must be joking.That’s ridiculous/nonsense!You must be wrong.I’m afraid i don’t think so.I’m not sure you are right.That might be true, but...






Activity 1

Activity 2

Activity 3

Activity 4

Activity 5


2 . When asking for or giving clarification, students may use

the following expressions and structures .

I don’t quite understand what you mean by...

I’m not quite following you.

What are you trying to say?

What do you mean?

Let me put it in this way....

What I’m trying to say is that..

In order words,...






Activity 1

Activity 2

Activity 3

Activity 4

Activity 5


Activity 4: Group work

Step 1 : Divide students in different groups and ask each

group to work out a list of words describing different

characteristics of man and woman held by the conventional

society.

Step 2 : Ask each group to exchange the words they have

come up with.

Step 3 : Ask students to offer their opinions on these words.






Activity 1

Activity 2

Activity 3

Activity 4

Activity 5


Activity 5 : Group work

A survey on the different performance of boy students and

girl students in class.

Step 1 : Ask students to come up with a list of questions.

Step 2 : Conduct the interview in class.

Step 3 : Report the results to the whole class.






Activity 1

Activity 2

Activity 3

Activity 4

Activity 5

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