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1．Communication and Gender in Business
1 According to popular American linguist , Deborah Tannen , communication habits
vary depending on individual personality , culture , and among other factors , gender. Since male ways of communicating are standard in business , women\’ s ways of talking are often ignored or misunderstood in the workplace. Tannen emphasizes that female and male styles are both valid. Here are some of Tannen\’ s main points.
2 Conversational styles in boys and girls show up early. Even 5-year-old boys care about their rank in the group , while 5-year-old girls care more about being in or out of the group. Therefore , men\’ s conversational styles often use competition , while women try to keep the appearance of equality.
3 Women tend to apologize more than men , as an attempt to restore the power balance in conversation. When men simply accept the apology rather than part of the responsibility , women feel unjustly blamed.
4 Western women favor indirect ways of speaking , which Ís interpreted by Western
men as showing insecurity and lack of confidence. However, this gender difference is also a cultural difference: Japanese business culture demands indirectness , and the direct approach used by Western businessmen is often seen as rude by the Japanese.
5 In business , women are often blamed if they \”talking like a woman\” (soft , indirect ,
cautious) , but are also blamed if they \”talk like a man\” (bossy , aggressive).
6 We have strong negative images of women in authority: Wicked Witch and Mother , 80 women bossy are judged not as bosses but as women.
7 Gender differences show most strongly not in individuals but in group settings. In a
group of men and women, women tend to become silent bystanders, while men are active participants.
8 Males and females in Western culture speak different body languages. Men often
spread out their limbs, taking up a lot of space, gesture widely , speak in loud tones , and engage in direct eye contact. These behaviors communicate power and high status. Women hold in their limbs, take up little space, make small gestures , speak in soft voices , and lower their eyes frequently. These behaviors give away power and announce low status.
9 Males interrupt females much more than they interrupt other males , and more often
than females interrupt either mates or females. 10 Research has shown that there is nothing \”natural\” about male or female language ,but that these gender habits simply show the stereotyped role in which society puts men and women.
which of the following is the general idea of the article?
gender is a strong factor in communication style.
gender difference in communication style may limit women’s power in business
there is nothing natural about male or female language
2．Communication and Gender in Business
1 According to popular American linguist , Deborah Tannen , communication habits
vary depending on individual personality , culture , and among other factors , gender. Since male ways of communicating are standard in business , women\’ s ways of talking are often ignored or misunderstood in the workplace. Tannen emphasizes that female and male styles are both valid. Here are some of Tannen\’ s main points.
2 Conversational styles in boys and girls show up early. Even 5-year-old boys care about their rank in the group , while 5-year-old girls care more about being in or out of the group. Therefore , men\’ s conversational styles often use competition , while women try to keep the appearance of equality.
3 Women tend to apologize more than men , as an attempt to restore the power balance in conversation. When men simply accept the apology rather than part of the responsibility , women feel unjustly blamed.
4 Western women favor indirect ways of speaking , which Ís interpreted by Western
men as showing insecurity and lack of confidence. However, this gender difference is also a cultural difference: Japanese business culture demands indirectness , and the direct approach used by Western businessmen is often seen as rude by the Japanese.
5 In business , women are often blamed if they \”talking like a woman\” (soft , indirect ,
cautious) , but are also blamed if they \”talk like a man\” (bossy , aggressive).
6 We have strong negative images of women in authority: Wicked Witch and Mother , 80 women bossy are judged not as bosses but as women.
7 Gender differences show most strongly not in individuals but in group settings. In a
group of men and women, women tend to become silent bystanders, while men are active participants.
8 Males and females in Western culture speak different body languages. Men often
spread out their limbs, taking up a lot of space, gesture widely , speak in loud tones , and engage in direct eye contact. These behaviors communicate power and high status. Women hold in their limbs, take up little space, make small gestures , speak in soft voices , and lower their eyes frequently. These behaviors give away power and announce low status.
9 Males interrupt females much more than they interrupt other males , and more often
than females interrupt either mates or females. 10 Research has shown that there is nothing \”natural\” about male or female language ,but that these gender habits simply show the stereotyped role in which society puts men and women.
according to the passage, what is the image of powerful women in business?____
polite
bossy, aggressive
nice
3．Communication and Gender in Business
1 According to popular American linguist , Deborah Tannen , communication habits
vary depending on individual personality , culture , and among other factors , gender. Since male ways of communicating are standard in business , women\’ s ways of talking are often ignored or misunderstood in the workplace. Tannen emphasizes that female and male styles are both valid. Here are some of Tannen\’ s main points.
2 Conversational styles in boys and girls show up early. Even 5-year-old boys care about their rank in the group , while 5-year-old girls care more about being in or out of the group. Therefore , men\’ s conversational styles often use competition , while women try to keep the appearance of equality.
3 Women tend to apologize more than men , as an attempt to restore the power balance in conversation. When men simply accept the apology rather than part of the responsibility , women feel unjustly blamed.
4 Western women favor indirect ways of speaking , which Ís interpreted by Western
men as showing insecurity and lack of confidence. However, this gender difference is also a cultural difference: Japanese business culture demands indirectness , and the direct approach used by Western businessmen is often seen as rude by the Japanese.
5 In business , women are often blamed if they \”talking like a woman\” (soft , indirect ,
cautious) , but are also blamed if they \”talk like a man\” (bossy , aggressive).
6 We have strong negative images of women in authority: Wicked Witch and Mother , 80 women bossy are judged not as bosses but as women.
7 Gender differences show most strongly not in individuals but in group settings. In a
group of men and women, women tend to become silent bystanders, while men are active participants.
8 Males and females in Western culture speak different body languages. Men often
spread out their limbs, taking up a lot of space, gesture widely , speak in loud tones , and engage in direct eye contact. These behaviors communicate power and high status. Women hold in their limbs, take up little space, make small gestures , speak in soft voices , and lower their eyes frequently. These behaviors give away power and announce low status.
9 Males interrupt females much more than they interrupt other males , and more often
than females interrupt either mates or females. 10 Research has shown that there is nothing \”natural\” about male or female language ,but that these gender habits simply show the stereotyped role in which society puts men and women.
what does bystander mean in paragraph 7? ____
one who doesn’t participate in conversation
one who stands by the public
one who pass by
4．Communication and Gender in Business
1 According to popular American linguist , Deborah Tannen , communication habits
vary depending on individual personality , culture , and among other factors , gender. Since male ways of communicating are standard in business , women\’ s ways of talking are often ignored or misunderstood in the workplace. Tannen emphasizes that female and male styles are both valid. Here are some of Tannen\’ s main points.
2 Conversational styles in boys and girls show up early. Even 5-year-old boys care about their rank in the group , while 5-year-old girls care more about being in or out of the group. Therefore , men\’ s conversational styles often use competition , while women try to keep the appearance of equality.
3 Women tend to apologize more than men , as an attempt to restore the power balance in conversation. When men simply accept the apology rather than part of the responsibility , women feel unjustly blamed.
4 Western women favor indirect ways of speaking , which Ís interpreted by Western
men as showing insecurity and lack of confidence. However, this gender difference is also a cultural difference: Japanese business culture demands indirectness , and the direct approach used by Western businessmen is often seen as rude by the Japanese.
5 In business , women are often blamed if they \”talking like a woman\” (soft , indirect ,
cautious) , but are also blamed if they \”talk like a man\” (bossy , aggressive).
6 We have strong negative images of women in authority: Wicked Witch and Mother , 80 women bossy are judged not as bosses but as women.
7 Gender differences show most strongly not in individuals but in group settings. In a
group of men and women, women tend to become silent bystanders, while men are active participants.
8 Males and females in Western culture speak different body languages. Men often
spread out their limbs, taking up a lot of space, gesture widely , speak in loud tones , and engage in direct eye contact. These behaviors communicate power and high status. Women hold in their limbs, take up little space, make small gestures , speak in soft voices , and lower their eyes frequently. These behaviors give away power and announce low status.
9 Males interrupt females much more than they interrupt other males , and more often
than females interrupt either mates or females. 10 Research has shown that there is nothing \”natural\” about male or female language ,but that these gender habits simply show the stereotyped role in which society puts men and women.
what are the negative images of women in authority?____
bystanders
wicked witch and mother
not mentioned
5．Communication and Gender in Business
1 According to popular American linguist , Deborah Tannen , communication habits
vary depending on individual personality , culture , and among other factors , gender. Since male ways of communicating are standard in business , women\’ s ways of talking are often ignored or misunderstood in the workplace. Tannen emphasizes that female and male styles are both valid. Here are some of Tannen\’ s main points.
2 Conversational styles in boys and girls show up early. Even 5-year-old boys care about their rank in the group , while 5-year-old girls care more about being in or out of the group. Therefore , men\’ s conversational styles often use competition , while women try to keep the appearance of equality.
3 Women tend to apologize more than men , as an attempt to restore the power balance in conversation. When men simply accept the apology rather than part of the responsibility , women feel unjustly blamed.
4 Western women favor indirect ways of speaking , which Ís interpreted by Western
men as showing insecurity and lack of confidence. However, this gender difference is also a cultural difference: Japanese business culture demands indirectness , and the direct approach used by Western businessmen is often seen as rude by the Japanese.
5 In business , women are often blamed if they \”talking like a woman\” (soft , indirect ,
cautious) , but are also blamed if they \”talk like a man\” (bossy , aggressive).
6 We have strong negative images of women in authority: Wicked Witch and Mother , 80 women bossy are judged not as bosses but as women.
7 Gender differences show most strongly not in individuals but in group settings. In a
group of men and women, women tend to become silent bystanders, while men are active participants.
8 Males and females in Western culture speak different body languages. Men often
spread out their limbs, taking up a lot of space, gesture widely , speak in loud tones , and engage in direct eye contact. These behaviors communicate power and high status. Women hold in their limbs, take up little space, make small gestures , speak in soft voices , and lower their eyes frequently. These behaviors give away power and announce low status.
9 Males interrupt females much more than they interrupt other males , and more often
than females interrupt either mates or females. 10 Research has shown that there is nothing \”natural\” about male or female language ,but that these gender habits simply show the stereotyped role in which society puts men and women.
who might consider direct way of speaking as rude in business setting?____
western culture
common businessmen
Japanese businessmen
6．Communication and Gender in Business
1 According to popular American linguist , Deborah Tannen , communication habits
vary depending on individual personality , culture , and among other factors , gender. Since male ways of communicating are standard in business , women\’ s ways of talking are often ignored or misunderstood in the workplace. Tannen emphasizes that female and male styles are both valid. Here are some of Tannen\’ s main points.
2 Conversational styles in boys and girls show up early. Even 5-year-old boys care about their rank in the group , while 5-year-old girls care more about being in or out of the group. Therefore , men\’ s conversational styles often use competition , while women try to keep the appearance of equality.
3 Women tend to apologize more than men , as an attempt to restore the power balance in conversation. When men simply accept the apology rather than part of the responsibility , women feel unjustly blamed.
4 Western women favor indirect ways of speaking , which Ís interpreted by Western
men as showing insecurity and lack of confidence. However, this gender difference is also a cultural difference: Japanese business culture demands indirectness , and the direct approach used by Western businessmen is often seen as rude by the Japanese.
5 In business , women are often blamed if they \”talking like a woman\” (soft , indirect ,
cautious) , but are also blamed if they \”talk like a man\” (bossy , aggressive).
6 We have strong negative images of women in authority: Wicked Witch and Mother , 80 women bossy are judged not as bosses but as women.
7 Gender differences show most strongly not in individuals but in group settings. In a
group of men and women, women tend to become silent bystanders, while men are active participants.
8 Males and females in Western culture speak different body languages. Men often
spread out their limbs, taking up a lot of space, gesture widely , speak in loud tones , and engage in direct eye contact. These behaviors communicate power and high status. Women hold in their limbs, take up little space, make small gestures , speak in soft voices , and lower their eyes frequently. These behaviors give away power and announce low status.
9 Males interrupt females much more than they interrupt other males , and more often
than females interrupt either mates or females. 10 Research has shown that there is nothing \”natural\” about male or female language ,but that these gender habits simply show the stereotyped role in which society puts men and women.
what does rank mean in paragraph 2?____
status
image
grade
7．Communication and Gender in Business
1 According to popular American linguist , Deborah Tannen , communication habits
vary depending on individual personality , culture , and among other factors , gender. Since male ways of communicating are standard in business , women\’ s ways of talking are often ignored or misunderstood in the workplace. Tannen emphasizes that female and male styles are both valid. Here are some of Tannen\’ s main points.
2 Conversational styles in boys and girls show up early. Even 5-year-old boys care about their rank in the group , while 5-year-old girls care more about being in or out of the group. Therefore , men\’ s conversational styles often use competition , while women try to keep the appearance of equality.
3 Women tend to apologize more than men , as an attempt to restore the power balance in conversation. When men simply accept the apology rather than part of the responsibility , women feel unjustly blamed.
4 Western women favor indirect ways of speaking , which Ís interpreted by Western
men as showing insecurity and lack of confidence. However, this gender difference is also a cultural difference: Japanese business culture demands indirectness , and the direct approach used by Western businessmen is often seen as rude by the Japanese.
5 In business , women are often blamed if they \”talking like a woman\” (soft , indirect ,
cautious) , but are also blamed if they \”talk like a man\” (bossy , aggressive).
6 We have strong negative images of women in authority: Wicked Witch and Mother , 80 women bossy are judged not as bosses but as women.
7 Gender differences show most strongly not in individuals but in group settings. In a
group of men and women, women tend to become silent bystanders, while men are active participants.
8 Males and females in Western culture speak different body languages. Men often
spread out their limbs, taking up a lot of space, gesture widely , speak in loud tones , and engage in direct eye contact. These behaviors communicate power and high status. Women hold in their limbs, take up little space, make small gestures , speak in soft voices , and lower their eyes frequently. These behaviors give away power and announce low status.
9 Males interrupt females much more than they interrupt other males , and more often
than females interrupt either mates or females. 10 Research has shown that there is nothing \”natural\” about male or female language ,but that these gender habits simply show the stereotyped role in which society puts men and women.
according to the article, when does differences in conversational style between boys and girls show up?____
at the age of 5
after graduation from middle school
not mentioned
8．Communication and Gender in Business
1 According to popular American linguist , Deborah Tannen , communication habits
vary depending on individual personality , culture , and among other factors , gender. Since male ways of communicating are standard in business , women\’ s ways of talking are often ignored or misunderstood in the workplace. Tannen emphasizes that female and male styles are both valid. Here are some of Tannen\’ s main points.
2 Conversational styles in boys and girls show up early. Even 5-year-old boys care about their rank in the group , while 5-year-old girls care more about being in or out of the group. Therefore , men\’ s conversational styles often use competition , while women try to keep the appearance of equality.
3 Women tend to apologize more than men , as an attempt to restore the power balance in conversation. When men simply accept the apology rather than part of the responsibility , women feel unjustly blamed.
4 Western women favor indirect ways of speaking , which Ís interpreted by Western
men as showing insecurity and lack of confidence. However, this gender difference is also a cultural difference: Japanese business culture demands indirectness , and the direct approach used by Western businessmen is often seen as rude by the Japanese.
5 In business , women are often blamed if they \”talking like a woman\” (soft , indirect ,
cautious) , but are also blamed if they \”talk like a man\” (bossy , aggressive).
6 We have strong negative images of women in authority: Wicked Witch and Mother , 80 women bossy are judged not as bosses but as women.
7 Gender differences show most strongly not in individuals but in group settings. In a
group of men and women, women tend to become silent bystanders, while men are active participants.
8 Males and females in Western culture speak different body languages. Men often
spread out their limbs, taking up a lot of space, gesture widely , speak in loud tones , and engage in direct eye contact. These behaviors communicate power and high status. Women hold in their limbs, take up little space, make small gestures , speak in soft voices , and lower their eyes frequently. These behaviors give away power and announce low status.
9 Males interrupt females much more than they interrupt other males , and more often
than females interrupt either mates or females. 10 Research has shown that there is nothing \”natural\” about male or female language ,but that these gender habits simply show the stereotyped role in which society puts men and women.
which culture demand indirectness?____
western business culture
Japanese business culture
Chinese culture
9．Communication and Gender in Business
1 According to popular American linguist , Deborah Tannen , communication habits
vary depending on individual personality , culture , and among other factors , gender. Since male ways of communicating are standard in business , women\’ s ways of talking are often ignored or misunderstood in the workplace. Tannen emphasizes that female and male styles are both valid. Here are some of Tannen\’ s main points.
2 Conversational styles in boys and girls show up early. Even 5-year-old boys care about their rank in the group , while 5-year-old girls care more about being in or out of the group. Therefore , men\’ s conversational styles often use competition , while women try to keep the appearance of equality.
3 Women tend to apologize more than men , as an attempt to restore the power balance in conversation. When men simply accept the apology rather than part of the responsibility , women feel unjustly blamed.
4 Western women favor indirect ways of speaking , which Ís interpreted by Western
men as showing insecurity and lack of confidence. However, this gender difference is also a cultural difference: Japanese business culture demands indirectness , and the direct approach used by Western businessmen is often seen as rude by the Japanese.
5 In business , women are often blamed if they \”talking like a woman\” (soft , indirect ,
cautious) , but are also blamed if they \”talk like a man\” (bossy , aggressive).
6 We have strong negative images of women in authority: Wicked Witch and Mother , 80 women bossy are judged not as bosses but as women.
7 Gender differences show most strongly not in individuals but in group settings. In a
group of men and women, women tend to become silent bystanders, while men are active participants.
8 Males and females in Western culture speak different body languages. Men often
spread out their limbs, taking up a lot of space, gesture widely , speak in loud tones , and engage in direct eye contact. These behaviors communicate power and high status. Women hold in their limbs, take up little space, make small gestures , speak in soft voices , and lower their eyes frequently. These behaviors give away power and announce low status.
9 Males interrupt females much more than they interrupt other males , and more often
than females interrupt either mates or females. 10 Research has shown that there is nothing \”natural\” about male or female language ,but that these gender habits simply show the stereotyped role in which society puts men and women.
in a group of men and women, who tend to become silent bystanders?____
men
business men
women
10．Communication and Gender in Business
1 According to popular American linguist , Deborah Tannen , communication habits
vary depending on individual personality , culture , and among other factors , gender. Since male ways of communicating are standard in business , women\’ s ways of talking are often ignored or misunderstood in the workplace. Tannen emphasizes that female and male styles are both valid. Here are some of Tannen\’ s main points.
2 Conversational styles in boys and girls show up early. Even 5-year-old boys care about their rank in the group , while 5-year-old girls care more about being in or out of the group. Therefore , men\’ s conversational styles often use competition , while women try to keep the appearance of equality.
3 Women tend to apologize more than men , as an attempt to restore the power balance in conversation. When men simply accept the apology rather than part of the responsibility , women feel unjustly blamed.
4 Western women favor indirect ways of speaking , which Ís interpreted by Western
men as showing insecurity and lack of confidence. However, this gender difference is also a cultural difference: Japanese business culture demands indirectness , and the direct approach used by Western businessmen is often seen as rude by the Japanese.
5 In business , women are often blamed if they \”talking like a woman\” (soft , indirect ,
cautious) , but are also blamed if they \”talk like a man\” (bossy , aggressive).
6 We have strong negative images of women in authority: Wicked Witch and Mother , 80 women bossy are judged not as bosses but as women.
7 Gender differences show most strongly not in individuals but in group settings. In a
group of men and women, women tend to become silent bystanders, while men are active participants.
8 Males and females in Western culture speak different body languages. Men often
spread out their limbs, taking up a lot of space, gesture widely , speak in loud tones , and engage in direct eye contact. These behaviors communicate power and high status. Women hold in their limbs, take up little space, make small gestures , speak in soft voices , and lower their eyes frequently. These behaviors give away power and announce low status.
9 Males interrupt females much more than they interrupt other males , and more often
than females interrupt either mates or females. 10 Research has shown that there is nothing \”natural\” about male or female language ,but that these gender habits simply show the stereotyped role in which society puts men and women.
who tend to apologize more than men in conversation?___
women
youngsters
men
11．
Communication and Gender in Business
1 According to popular American linguist , Deborah Tannen , communication habits
vary depending on individual personality , culture , and among other factors , gender. Since male ways of communicating are standard in business , women\’ s ways of talking are often ignored or misunderstood in the workplace. Tannen emphasizes that female and male styles are both valid. Here are some of Tannen\’ s main points.
2 Conversational styles in boys and girls show up early. Even 5-year-old boys care about their rank in the group , while 5-year-old girls care more about being in or out of the group. Therefore , men\’ s conversational styles often use competition , while women try to keep the appearance of equality.
3 Women tend to apologize more than men , as an attempt to restore the power balance in conversation. When men simply accept the apology rather than part of the responsibility , women feel unjustly blamed.
4 Western women favor indirect ways of speaking , which Ís interpreted by Western
men as showing insecurity and lack of confidence. However, this gender difference is also a cultural difference: Japanese business culture demands indirectness , and the direct approach used by Western businessmen is often seen as rude by the Japanese.
5 In business , women are often blamed if they \”talking like a woman\” (soft , indirect ,
cautious) , but are also blamed if they \”talk like a man\” (bossy , aggressive).
6 We have strong negative images of women in authority: Wicked Witch and Mother , 80 women bossy are judged not as bosses but as women.
7 Gender differences show most strongly not in individuals but in group settings. In a
group of men and women, women tend to become silent bystanders, while men are active participants.
8 Males and females in Western culture speak different body languages. Men often
spread out their limbs, taking up a lot of space, gesture widely , speak in loud tones , and engage in direct eye contact. These behaviors communicate power and high status. Women hold in their limbs, take up little space, make small gestures , speak in soft voices , and lower their eyes frequently. These behaviors give away power and announce low status.
9 Males interrupt females much more than they interrupt other males , and more often
than females interrupt either mates or females. 10 Research has shown that there is nothing \”natural\” about male or female language ,but that these gender habits simply show the stereotyped role in which society puts men and women.
vary (paragraph 1)
are similar
are different
are universal
12．Communication and Gender in Business
1 According to popular American linguist , Deborah Tannen , communication habits
vary depending on individual personality , culture , and among other factors , gender. Since male ways of communicating are standard in business , women\’ s ways of talking are often ignored or misunderstood in the workplace. Tannen emphasizes that female and male styles are both valid. Here are some of Tannen\’ s main points.
2 Conversational styles in boys and girls show up early. Even 5-year-old boys care about their rank in the group , while 5-year-old girls care more about being in or out of the group. Therefore , men\’ s conversational styles often use competition , while women try to keep the appearance of equality.
3 Women tend to apologize more than men , as an attempt to restore the power balance in conversation. When men simply accept the apology rather than part of the responsibility , women feel unjustly blamed.
4 Western women favor indirect ways of speaking , which Ís interpreted by Western
men as showing insecurity and lack of confidence. However, this gender difference is also a cultural difference: Japanese business culture demands indirectness , and the direct approach used by Western businessmen is often seen as rude by the Japanese.
5 In business , women are often blamed if they \”talking like a woman\” (soft , indirect ,
cautious) , but are also blamed if they \”talk like a man\” (bossy , aggressive).
6 We have strong negative images of women in authority: Wicked Witch and Mother , 80 women bossy are judged not as bosses but as women.
7 Gender differences show most strongly not in individuals but in group settings. In a
group of men and women, women tend to become silent bystanders, while men are active participants.
8 Males and females in Western culture speak different body languages. Men often
spread out their limbs, taking up a lot of space, gesture widely , speak in loud tones , and engage in direct eye contact. These behaviors communicate power and high status. Women hold in their limbs, take up little space, make small gestures , speak in soft voices , and lower their eyes frequently. These behaviors give away power and announce low status.
9 Males interrupt females much more than they interrupt other males , and more often
than females interrupt either mates or females. 10 Research has shown that there is nothing \”natural\” about male or female language ,but that these gender habits simply show the stereotyped role in which society puts men and women.
interrupt (paragraph 9)
push
apologize to
cut into the conversation
13．Communication and Gender in Business
1 According to popular American linguist , Deborah Tannen , communication habits
vary depending on individual personality , culture , and among other factors , gender. Since male ways of communicating are standard in business , women\’ s ways of talking are often ignored or misunderstood in the workplace. Tannen emphasizes that female and male styles are both valid. Here are some of Tannen\’ s main points.
2 Conversational styles in boys and girls show up early. Even 5-year-old boys care about their rank in the group , while 5-year-old girls care more about being in or out of the group. Therefore , men\’ s conversational styles often use competition , while women try to keep the appearance of equality.
3 Women tend to apologize more than men , as an attempt to restore the power balance in conversation. When men simply accept the apology rather than part of the responsibility , women feel unjustly blamed.
4 Western women favor indirect ways of speaking , which Ís interpreted by Western
men as showing insecurity and lack of confidence. However, this gender difference is also a cultural difference: Japanese business culture demands indirectness , and the direct approach used by Western businessmen is often seen as rude by the Japanese.
5 In business , women are often blamed if they \”talking like a woman\” (soft , indirect ,
cautious) , but are also blamed if they \”talk like a man\” (bossy , aggressive).
6 We have strong negative images of women in authority: Wicked Witch and Mother , 80 women bossy are judged not as bosses but as women.
7 Gender differences show most strongly not in individuals but in group settings. In a
group of men and women, women tend to become silent bystanders, while men are active participants.
8 Males and females in Western culture speak different body languages. Men often
spread out their limbs, taking up a lot of space, gesture widely , speak in loud tones , and engage in direct eye contact. These behaviors communicate power and high status. Women hold in their limbs, take up little space, make small gestures , speak in soft voices , and lower their eyes frequently. These behaviors give away power and announce low status.
9 Males interrupt females much more than they interrupt other males , and more often
than females interrupt either mates or females. 10 Research has shown that there is nothing \”natural\” about male or female language ,but that these gender habits simply show the stereotyped role in which society puts men and women.
limbs (paragraph 8)
arms and legs
newspapers
ideas
14．Communication and Gender in Business
1 According to popular American linguist , Deborah Tannen , communication habits
vary depending on individual personality , culture , and among other factors , gender. Since male ways of communicating are standard in business , women\’ s ways of talking are often ignored or misunderstood in the workplace. Tannen emphasizes that female and male styles are both valid. Here are some of Tannen\’ s main points.
2 Conversational styles in boys and girls show up early. Even 5-year-old boys care about their rank in the group , while 5-year-old girls care more about being in or out of the group. Therefore , men\’ s conversational styles often use competition , while women try to keep the appearance of equality.
3 Women tend to apologize more than men , as an attempt to restore the power balance in conversation. When men simply accept the apology rather than part of the responsibility , women feel unjustly blamed.
4 Western women favor indirect ways of speaking , which Ís interpreted by Western
men as showing insecurity and lack of confidence. However, this gender difference is also a cultural difference: Japanese business culture demands indirectness , and the direct approach used by Western businessmen is often seen as rude by the Japanese.
5 In business , women are often blamed if they \”talking like a woman\” (soft , indirect ,
cautious) , but are also blamed if they \”talk like a man\” (bossy , aggressive).
6 We have strong negative images of women in authority: Wicked Witch and Mother , 80 women bossy are judged not as bosses but as women.
7 Gender differences show most strongly not in individuals but in group settings. In a
group of men and women, women tend to become silent bystanders, while men are active participants.
8 Males and females in Western culture speak different body languages. Men often
spread out their limbs, taking up a lot of space, gesture widely , speak in loud tones , and engage in direct eye contact. These behaviors communicate power and high status. Women hold in their limbs, take up little space, make small gestures , speak in soft voices , and lower their eyes frequently. These behaviors give away power and announce low status.
9 Males interrupt females much more than they interrupt other males , and more often
than females interrupt either mates or females. 10 Research has shown that there is nothing \”natural\” about male or female language ,but that these gender habits simply show the stereotyped role in which society puts men and women.
bystanders (paragraph 7)
outsiders
onlookers
participants
15．Communication and Gender in Business
1 According to popular American linguist , Deborah Tannen , communication habits
vary depending on individual personality , culture , and among other factors , gender. Since male ways of communicating are standard in business , women\’ s ways of talking are often ignored or misunderstood in the workplace. Tannen emphasizes that female and male styles are both valid. Here are some of Tannen\’ s main points.
2 Conversational styles in boys and girls show up early. Even 5-year-old boys care about their rank in the group , while 5-year-old girls care more about being in or out of the group. Therefore , men\’ s conversational styles often use competition , while women try to keep the appearance of equality.
3 Women tend to apologize more than men , as an attempt to restore the power balance in conversation. When men simply accept the apology rather than part of the responsibility , women feel unjustly blamed.
4 Western women favor indirect ways of speaking , which Ís interpreted by Western
men as showing insecurity and lack of confidence. However, this gender difference is also a cultural difference: Japanese business culture demands indirectness , and the direct approach used by Western businessmen is often seen as rude by the Japanese.
5 In business , women are often blamed if they \”talking like a woman\” (soft , indirect ,
cautious) , but are also blamed if they \”talk like a man\” (bossy , aggressive).
6 We have strong negative images of women in authority: Wicked Witch and Mother , 80 women bossy are judged not as bosses but as women.
7 Gender differences show most strongly not in individuals but in group settings. In a
group of men and women, women tend to become silent bystanders, while men are active participants.
8 Males and females in Western culture speak different body languages. Men often
spread out their limbs, taking up a lot of space, gesture widely , speak in loud tones , and engage in direct eye contact. These behaviors communicate power and high status. Women hold in their limbs, take up little space, make small gestures , speak in soft voices , and lower their eyes frequently. These behaviors give away power and announce low status.
9 Males interrupt females much more than they interrupt other males , and more often
than females interrupt either mates or females. 10 Research has shown that there is nothing \”natural\” about male or female language ,but that these gender habits simply show the stereotyped role in which society puts men and women.
aggressive (paragraph 5)
unwilling to agree with others
easy to get along with
ready to attack
16．Communication and Gender in Business
1 According to popular American linguist , Deborah Tannen , communication habits
vary depending on individual personality , culture , and among other factors , gender. Since male ways of communicating are standard in business , women\’ s ways of talking are often ignored or misunderstood in the workplace. Tannen emphasizes that female and male styles are both valid. Here are some of Tannen\’ s main points.
2 Conversational styles in boys and girls show up early. Even 5-year-old boys care about their rank in the group , while 5-year-old girls care more about being in or out of the group. Therefore , men\’ s conversational styles often use competition , while women try to keep the appearance of equality.
3 Women tend to apologize more than men , as an attempt to restore the power balance in conversation. When men simply accept the apology rather than part of the responsibility , women feel unjustly blamed.
4 Western women favor indirect ways of speaking , which Ís interpreted by Western
men as showing insecurity and lack of confidence. However, this gender difference is also a cultural difference: Japanese business culture demands indirectness , and the direct approach used by Western businessmen is often seen as rude by the Japanese.
5 In business , women are often blamed if they \”talking like a woman\” (soft , indirect ,
cautious) , but are also blamed if they \”talk like a man\” (bossy , aggressive).
6 We have strong negative images of women in authority: Wicked Witch and Mother , 80 women bossy are judged not as bosses but as women.
7 Gender differences show most strongly not in individuals but in group settings. In a
group of men and women, women tend to become silent bystanders, while men are active participants.
8 Males and females in Western culture speak different body languages. Men often
spread out their limbs, taking up a lot of space, gesture widely , speak in loud tones , and engage in direct eye contact. These behaviors communicate power and high status. Women hold in their limbs, take up little space, make small gestures , speak in soft voices , and lower their eyes frequently. These behaviors give away power and announce low status.
9 Males interrupt females much more than they interrupt other males , and more often
than females interrupt either mates or females. 10 Research has shown that there is nothing \”natural\” about male or female language ,but that these gender habits simply show the stereotyped role in which society puts men and women.
interpreted (paragraph 4)
translated
understood
repeated
17．Communication and Gender in Business
1 According to popular American linguist , Deborah Tannen , communication habits
vary depending on individual personality , culture , and among other factors , gender. Since male ways of communicating are standard in business , women\’ s ways of talking are often ignored or misunderstood in the workplace. Tannen emphasizes that female and male styles are both valid. Here are some of Tannen\’ s main points.
2 Conversational styles in boys and girls show up early. Even 5-year-old boys care about their rank in the group , while 5-year-old girls care more about being in or out of the group. Therefore , men\’ s conversational styles often use competition , while women try to keep the appearance of equality.
3 Women tend to apologize more than men , as an attempt to restore the power balance in conversation. When men simply accept the apology rather than part of the responsibility , women feel unjustly blamed.
4 Western women favor indirect ways of speaking , which Ís interpreted by Western
men as showing insecurity and lack of confidence. However, this gender difference is also a cultural difference: Japanese business culture demands indirectness , and the direct approach used by Western businessmen is often seen as rude by the Japanese.
5 In business , women are often blamed if they \”talking like a woman\” (soft , indirect ,
cautious) , but are also blamed if they \”talk like a man\” (bossy , aggressive).
6 We have strong negative images of women in authority: Wicked Witch and Mother , 80 women bossy are judged not as bosses but as women.
7 Gender differences show most strongly not in individuals but in group settings. In a
group of men and women, women tend to become silent bystanders, while men are active participants.
8 Males and females in Western culture speak different body languages. Men often
spread out their limbs, taking up a lot of space, gesture widely , speak in loud tones , and engage in direct eye contact. These behaviors communicate power and high status. Women hold in their limbs, take up little space, make small gestures , speak in soft voices , and lower their eyes frequently. These behaviors give away power and announce low status.
9 Males interrupt females much more than they interrupt other males , and more often
than females interrupt either mates or females. 10 Research has shown that there is nothing \”natural\” about male or female language ,but that these gender habits simply show the stereotyped role in which society puts men and women.
unjustly (paragraph 3)
unfairly
uniquely
18．Communication and Gender in Business
1 According to popular American linguist , Deborah Tannen , communication habits
vary depending on individual personality , culture , and among other factors , gender. Since male ways of communicating are standard in business , women\’ s ways of talking are often ignored or misunderstood in the workplace. Tannen emphasizes that female and male styles are both valid. Here are some of Tannen\’ s main points.
2 Conversational styles in boys and girls show up early. Even 5-year-old boys care about their rank in the group , while 5-year-old girls care more about being in or out of the group. Therefore , men\’ s conversational styles often use competition , while women try to keep the appearance of equality.
3 Women tend to apologize more than men , as an attempt to restore the power balance in conversation. When men simply accept the apology rather than part of the responsibility , women feel unjustly blamed.
4 Western women favor indirect ways of speaking , which Ís interpreted by Western
men as showing insecurity and lack of confidence. However, this gender difference is also a cultural difference: Japanese business culture demands indirectness , and the direct approach used by Western businessmen is often seen as rude by the Japanese.
5 In business , women are often blamed if they \”talking like a woman\” (soft , indirect ,
cautious) , but are also blamed if they \”talk like a man\” (bossy , aggressive).
6 We have strong negative images of women in authority: Wicked Witch and Mother , 80 women bossy are judged not as bosses but as women.
7 Gender differences show most strongly not in individuals but in group settings. In a
group of men and women, women tend to become silent bystanders, while men are active participants.
8 Males and females in Western culture speak different body languages. Men often
spread out their limbs, taking up a lot of space, gesture widely , speak in loud tones , and engage in direct eye contact. These behaviors communicate power and high status. Women hold in their limbs, take up little space, make small gestures , speak in soft voices , and lower their eyes frequently. These behaviors give away power and announce low status.
9 Males interrupt females much more than they interrupt other males , and more often
than females interrupt either mates or females. 10 Research has shown that there is nothing \”natural\” about male or female language ,but that these gender habits simply show the stereotyped role in which society puts men and women.
restore (paragraph 3)
overpower
revenge
bring back to the original position
19．Communication and Gender in Business
1 According to popular American linguist , Deborah Tannen , communication habits
vary depending on individual personality , culture , and among other factors , gender. Since male ways of communicating are standard in business , women\’ s ways of talking are often ignored or misunderstood in the workplace. Tannen emphasizes that female and male styles are both valid. Here are some of Tannen\’ s main points.
2 Conversational styles in boys and girls show up early. Even 5-year-old boys care about their rank in the group , while 5-year-old girls care more about being in or out of the group. Therefore , men\’ s conversational styles often use competition , while women try to keep the appearance of equality.
3 Women tend to apologize more than men , as an attempt to restore the power balance in conversation. When men simply accept the apology rather than part of the responsibility , women feel unjustly blamed.
4 Western women favor indirect ways of speaking , which Ís interpreted by Western
men as showing insecurity and lack of confidence. However, this gender difference is also a cultural difference: Japanese business culture demands indirectness , and the direct approach used by Western businessmen is often seen as rude by the Japanese.
5 In business , women are often blamed if they \”talking like a woman\” (soft , indirect ,
cautious) , but are also blamed if they \”talk like a man\” (bossy , aggressive).
6 We have strong negative images of women in authority: Wicked Witch and Mother , 80 women bossy are judged not as bosses but as women.
7 Gender differences show most strongly not in individuals but in group settings. In a
group of men and women, women tend to become silent bystanders, while men are active participants.
8 Males and females in Western culture speak different body languages. Men often
spread out their limbs, taking up a lot of space, gesture widely , speak in loud tones , and engage in direct eye contact. These behaviors communicate power and high status. Women hold in their limbs, take up little space, make small gestures , speak in soft voices , and lower their eyes frequently. These behaviors give away power and announce low status.
9 Males interrupt females much more than they interrupt other males , and more often
than females interrupt either mates or females. 10 Research has shown that there is nothing \”natural\” about male or female language ,but that these gender habits simply show the stereotyped role in which society puts men and women.
show up (paragraph 2)
change
are
the same
appear
20．Communication and Gender in Business
1 According to popular American linguist , Deborah Tannen , communication habits
vary depending on individual personality , culture , and among other factors , gender. Since male ways of communicating are standard in business , women\’ s ways of talking are often ignored or misunderstood in the workplace. Tannen emphasizes that female and male styles are both valid. Here are some of Tannen\’ s main points.
2 Conversational styles in boys and girls show up early. Even 5-year-old boys care about their rank in the group , while 5-year-old girls care more about being in or out of the group. Therefore , men\’ s conversational styles often use competition , while women try to keep the appearance of equality.
3 Women tend to apologize more than men , as an attempt to restore the power balance in conversation. When men simply accept the apology rather than part of the responsibility , women feel unjustly blamed.
valid (paragraph 1)
4 Western women favor indirect ways of speaking , which Ís interpreted by Western
men as showing insecurity and lack of confidence. However, this gender difference is also a cultural difference: Japanese business culture demands indirectness , and the direct approach used by Western businessmen is often seen as rude by the Japanese.
5 In business , women are often blamed if they \”talking like a woman\” (soft , indirect ,
cautious) , but are also blamed if they \”talk like a man\” (bossy , aggressive).
6 We have strong negative images of women in authority: Wicked Witch and Mother , 80 women bossy are judged not as bosses but as women.
7 Gender differences show most strongly not in individuals but in group settings. In a
group of men and women, women tend to become silent bystanders, while men are active participants.
8 Males and females in Western culture speak different body languages. Men often
spread out their limbs, taking up a lot of space, gesture widely , speak in loud tones , and engage in direct eye contact. These behaviors communicate power and high status. Women hold in their limbs, take up little space, make small gestures , speak in soft voices , and lower their eyes frequently. These behaviors give away power and announce low status.
9 Males interrupt females much more than they interrupt other males , and more often
than females interrupt either mates or females. 10 Research has shown that there is nothing \”natural\” about male or female language ,but that these gender habits simply show the stereotyped role in which society puts men and women.
valid (paragraph 1)
acceptable
foolish
different
阅读文章后完成20小题
21．Voices from the Classroom
1 What new challenges do American teachers of English think they will face over the
next five years? The following is an interview with four American educators about that question.
2 Interviewer. We\’ 11 begin with Ms. Woods , who is teaching at a junior-high school
in Ohio. What do you think are the biggest problems for today\’ s English teacher?
3 Ms. Woods: Language arts teachers are faced with teaching literacy to students
from diverse backgrounds , students who do not value reading , and students who have diverse needs in an increasingly complex, technological society. We teachers are caught between doing our best to help these diverse students and give them what they really need , and at the same time satisfying the state-mandated proficiencies.
4 Interviewer: So you think that sometimes the state curriculum does not suit the real needs of these students.
5 Mr. Jones: May I add something here? I have to agree. In my high school in Detroit , the increasing number of students from non-English speaking homes continues to make language education challenging. For example, Shakespeare is on the curriculum for my 11th grade class this term , but many of them have problems with basic English communication skills. I don\’t mean to throw out Shakespeare , but something is wrong here 一there is a gap between the curriculum and the reality of the students\’ skills and needs. Keeping our students connected by giving them better tools of communication in a common language is essential.
6 Interviewer: I bet Professor Mahiri will have something to say on that.
7 Dr. Mahiri: Yes indeed. What I\’ve come to realize in my educational research at University of California is that teachers must understand youth popular culture — which is strongly influenced by African American culture— in order to relate effectively to today\’ s students. Teachers should use African American and youth culture as sources for today\’ s curriculum. They must make a huge effort to connect the classroom to the students\’ unique backgrounds , experiences and interests.
8 Interviewer: You mean by including literature written by Afro-American authors?
9 Dr. Mahiri: That\’ s just the tip of the iceberg. Of course , a more diverse curriculum is necessary. But not throwing out Shakespeare , as Mr. Jones has said. Keep Shakespeare , add new authors , include newspaper, music , comic books – and give up their traditional power and control over the classroom so that students are teaching each other and themselves 一so that students are empowered and creative thinkers.
10 Interviewer: Do you have anything to add to this discussion, Mr. Hunt?
11 Mr. Hunt: Well , I think that from primary school to university level , the biggest challenge will be introducing technology in language arts instruction. Computers and the Internet are revolutionizing how students learn and how teachers teach. We must have educators who are computer literate if we are to exploit the amazing power of technology in the Information Age. \”
diverse means ____ (paragraph 3)
clever
hard-working
different
22．Voices from the Classroom
1 What new challenges do American teachers of English think they will face over the
next five years? The following is an interview with four American educators about that question.
2 Interviewer. We\’ 11 begin with Ms. Woods , who is teaching at a junior-high school
in Ohio. What do you think are the biggest problems for today\’ s English teacher?
3 Ms. Woods: Language arts teachers are faced with teaching literacy to students
from diverse backgrounds , students who do not value reading , and students who have diverse needs in an increasingly complex, technological society. We teachers are caught between doing our best to help these diverse students and give them what they really need , and at the same time satisfying the state-mandated proficiencies.
4 Interviewer: So you think that sometimes the state curriculum does not suit the real needs of these students.
5 Mr. Jones: May I add something here? I have to agree. In my high school in Detroit , the increasing number of students from non-English speaking homes continues to make language education challenging. For example, Shakespeare is on the curriculum for my 11th grade class this term , but many of them have problems with basic English communication skills. I don\’t mean to throw out Shakespeare , but something is wrong here 一there is a gap between the curriculum and the reality of the students\’ skills and needs. Keeping our students connected by giving them better tools of communication in a common language is essential.
6 Interviewer: I bet Professor Mahiri will have something to say on that.
7 Dr. Mahiri: Yes indeed. What I\’ve come to realize in my educational research at University of California is that teachers must understand youth popular culture — which is strongly influenced by African American culture— in order to relate effectively to today\’ s students. Teachers should use African American and youth culture as sources for today\’ s curriculum. They must make a huge effort to connect the classroom to the students\’ unique backgrounds , experiences and interests.
8 Interviewer: You mean by including literature written by Afro-American authors?
9 Dr. Mahiri: That\’ s just the tip of the iceberg. Of course , a more diverse curriculum is necessary. But not throwing out Shakespeare , as Mr. Jones has said. Keep Shakespeare , add new authors , include newspaper, music , comic books – and give up their traditional power and control over the classroom so that students are teaching each other and themselves 一so that students are empowered and creative thinkers.
10 Interviewer: Do you have anything to add to this discussion, Mr. Hunt?
11 Mr. Hunt: Well , I think that from primary school to university level , the biggest challenge will be introducing technology in language arts instruction. Computers and the Internet are revolutionizing how students learn and how teachers teach. We must have educators who are computer literate if we are to exploit the amazing power of technology in the Information Age. \”
Who prefer to add newspaper, music and comic books to curriculum?
M Jones
Ms. Woods
Dr. Mahiri
23．Voices from the Classroom
1 What new challenges do American teachers of English think they will face over the
next five years? The following is an interview with four American educators about that question.
2 Interviewer. We\’ 11 begin with Ms. Woods , who is teaching at a junior-high school
in Ohio. What do you think are the biggest problems for today\’ s English teacher?
3 Ms. Woods: Language arts teachers are faced with teaching literacy to students
from diverse backgrounds , students who do not value reading , and students who have diverse needs in an increasingly complex, technological society. We teachers are caught between doing our best to help these diverse students and give them what they really need , and at the same time satisfying the state-mandated proficiencies.
4 Interviewer: So you think that sometimes the state curriculum does not suit the real needs of these students.
5 Mr. Jones: May I add something here? I have to agree. In my high school in Detroit , the increasing number of students from non-English speaking homes continues to make language education challenging. For example, Shakespeare is on the curriculum for my 11th grade class this term , but many of them have problems with basic English communication skills. I don\’t mean to throw out Shakespeare , but something is wrong here 一there is a gap between the curriculum and the reality of the students\’ skills and needs. Keeping our students connected by giving them better tools of communication in a common language is essential.
6 Interviewer: I bet Professor Mahiri will have something to say on that.
7 Dr. Mahiri: Yes indeed. What I\’ve come to realize in my educational research at University of California is that teachers must understand youth popular culture — which is strongly influenced by African American culture— in order to relate effectively to today\’ s students. Teachers should use African American and youth culture as sources for today\’ s curriculum. They must make a huge effort to connect the classroom to the students\’ unique backgrounds , experiences and interests.
8 Interviewer: You mean by including literature written by Afro-American authors?
9 Dr. Mahiri: That\’ s just the tip of the iceberg. Of course , a more diverse curriculum is necessary. But not throwing out Shakespeare , as Mr. Jones has said. Keep Shakespeare , add new authors , include newspaper, music , comic books – and give up their traditional power and control over the classroom so that students are teaching each other and themselves 一so that students are empowered and creative thinkers.
10 Interviewer: Do you have anything to add to this discussion, Mr. Hunt?
11 Mr. Hunt: Well , I think that from primary school to university level , the biggest challenge will be introducing technology in language arts instruction. Computers and the Internet are revolutionizing how students learn and how teachers teach. We must have educators who are computer literate if we are to exploit the amazing power of technology in the Information Age. \”
What can be used as teaching sources for curriculum, according to Dr. Mahiri?
Chinese
African American and youth culture
Computer
24．Voices from the Classroom
1 What new challenges do American teachers of English think they will face over the
next five years? The following is an interview with four American educators about that question.
2 Interviewer. We\’ 11 begin with Ms. Woods , who is teaching at a junior-high school
in Ohio. What do you think are the biggest problems for today\’ s English teacher?
3 Ms. Woods: Language arts teachers are faced with teaching literacy to students
from diverse backgrounds , students who do not value reading , and students who have diverse needs in an increasingly complex, technological society. We teachers are caught between doing our best to help these diverse students and give them what they really need , and at the same time satisfying the state-mandated proficiencies.
4 Interviewer: So you think that sometimes the state curriculum does not suit the real needs of these students.
5 Mr. Jones: May I add something here? I have to agree. In my high school in Detroit , the increasing number of students from non-English speaking homes continues to make language education challenging. For example, Shakespeare is on the curriculum for my 11th grade class this term , but many of them have problems with basic English communication skills. I don\’t mean to throw out Shakespeare , but something is wrong here 一there is a gap between the curriculum and the reality of the students\’ skills and needs. Keeping our students connected by giving them better tools of communication in a common language is essential.
6 Interviewer: I bet Professor Mahiri will have something to say on that.
7 Dr. Mahiri: Yes indeed. What I\’ve come to realize in my educational research at University of California is that teachers must understand youth popular culture — which is strongly influenced by African American culture— in order to relate effectively to today\’ s students. Teachers should use African American and youth culture as sources for today\’ s curriculum. They must make a huge effort to connect the classroom to the students\’ unique backgrounds , experiences and interests.
8 Interviewer: You mean by including literature written by Afro-American authors?
9 Dr. Mahiri: That\’ s just the tip of the iceberg. Of course , a more diverse curriculum is necessary. But not throwing out Shakespeare , as Mr. Jones has said. Keep Shakespeare , add new authors , include newspaper, music , comic books – and give up their traditional power and control over the classroom so that students are teaching each other and themselves 一so that students are empowered and creative thinkers.
10 Interviewer: Do you have anything to add to this discussion, Mr. Hunt?
11 Mr. Hunt: Well , I think that from primary school to university level , the biggest challenge will be introducing technology in language arts instruction. Computers and the Internet are revolutionizing how students learn and how teachers teach. We must have educators who are computer literate if we are to exploit the amazing power of technology in the Information Age. \”
What does Dr. Mahiri think about youth popular culture and African American culture?
Youth popular culture has nothing to do with the latter
Youth popular culture is more interesting than the latter
Youth popular culture is influenced by the latter
25．Voices from the Classroom
1 What new challenges do American teachers of English think they will face over the
next five years? The following is an interview with four American educators about that question.
2 Interviewer. We\’ 11 begin with Ms. Woods , who is teaching at a junior-high school
in Ohio. What do you think are the biggest problems for today\’ s English teacher?
3 Ms. Woods: Language arts teachers are faced with teaching literacy to students
from diverse backgrounds , students who do not value reading , and students who have diverse needs in an increasingly complex, technological society. We teachers are caught between doing our best to help these diverse students and give them what they really need , and at the same time satisfying the state-mandated proficiencies.
4 Interviewer: So you think that sometimes the state curriculum does not suit the real needs of these students.
5 Mr. Jones: May I add something here? I have to agree. In my high school in Detroit , the increasing number of students from non-English speaking homes continues to make language education challenging. For example, Shakespeare is on the curriculum for my 11th grade class this term , but many of them have problems with basic English communication skills. I don\’t mean to throw out Shakespeare , but something is wrong here 一there is a gap between the curriculum and the reality of the students\’ skills and needs. Keeping our students connected by giving them better tools of communication in a common language is essential.
6 Interviewer: I bet Professor Mahiri will have something to say on that.
7 Dr. Mahiri: Yes indeed. What I\’ve come to realize in my educational research at University of California is that teachers must understand youth popular culture — which is strongly influenced by African American culture— in order to relate effectively to today\’ s students. Teachers should use African American and youth culture as sources for today\’ s curriculum. They must make a huge effort to connect the classroom to the students\’ unique backgrounds , experiences and interests.
8 Interviewer: You mean by including literature written by Afro-American authors?
9 Dr. Mahiri: That\’ s just the tip of the iceberg. Of course , a more diverse curriculum is necessary. But not throwing out Shakespeare , as Mr. Jones has said. Keep Shakespeare , add new authors , include newspaper, music , comic books – and give up their traditional power and control over the classroom so that students are teaching each other and themselves 一so that students are empowered and creative thinkers.
10 Interviewer: Do you have anything to add to this discussion, Mr. Hunt?
11 Mr. Hunt: Well , I think that from primary school to university level , the biggest challenge will be introducing technology in language arts instruction. Computers and the Internet are revolutionizing how students learn and how teachers teach. We must have educators who are computer literate if we are to exploit the amazing power of technology in the Information Age. \”
which Grade will study Shakespeare on the curriculum?
8th grade class
11th grade class
9th grade class
26．Voices from the Classroom
1 What new challenges do American teachers of English think they will face over the
next five years? The following is an interview with four American educators about that question.
2 Interviewer. We\’ 11 begin with Ms. Woods , who is teaching at a junior-high school
in Ohio. What do you think are the biggest problems for today\’ s English teacher?
3 Ms. Woods: Language arts teachers are faced with teaching literacy to students
from diverse backgrounds , students who do not value reading , and students who have diverse needs in an increasingly complex, technological society. We teachers are caught between doing our best to help these diverse students and give them what they really need , and at the same time satisfying the state-mandated proficiencies.
4 Interviewer: So you think that sometimes the state curriculum does not suit the real needs of these students.
5 Mr. Jones: May I add something here? I have to agree. In my high school in Detroit , the increasing number of students from non-English speaking homes continues to make language education challenging. For example, Shakespeare is on the curriculum for my 11th grade class this term , but many of them have problems with basic English communication skills. I don\’t mean to throw out Shakespeare , but something is wrong here 一there is a gap between the curriculum and the reality of the students\’ skills and needs. Keeping our students connected by giving them better tools of communication in a common language is essential.
6 Interviewer: I bet Professor Mahiri will have something to say on that.
7 Dr. Mahiri: Yes indeed. What I\’ve come to realize in my educational research at University of California is that teachers must understand youth popular culture — which is strongly influenced by African American culture— in order to relate effectively to today\’ s students. Teachers should use African American and youth culture as sources for today\’ s curriculum. They must make a huge effort to connect the classroom to the students\’ unique backgrounds , experiences and interests.
8 Interviewer: You mean by including literature written by Afro-American authors?
9 Dr. Mahiri: That\’ s just the tip of the iceberg. Of course , a more diverse curriculum is necessary. But not throwing out Shakespeare , as Mr. Jones has said. Keep Shakespeare , add new authors , include newspaper, music , comic books – and give up their traditional power and control over the classroom so that students are teaching each other and themselves 一so that students are empowered and creative thinkers.
10 Interviewer: Do you have anything to add to this discussion, Mr. Hunt?
11 Mr. Hunt: Well , I think that from primary school to university level , the biggest challenge will be introducing technology in language arts instruction. Computers and the Internet are revolutionizing how students learn and how teachers teach. We must have educators who are computer literate if we are to exploit the amazing power of technology in the Information Age. \”
Who think language arts teachers are faced with teaching literacy to students from diverse backgrounds?____
Ms. Woods
interviewer
Mr. Jones
27．Voices from the Classroom
1 What new challenges do American teachers of English think they will face over the
next five years? The following is an interview with four American educators about that question.
2 Interviewer. We\’ 11 begin with Ms. Woods , who is teaching at a junior-high school
in Ohio. What do you think are the biggest problems for today\’ s English teacher?
3 Ms. Woods: Language arts teachers are faced with teaching literacy to students
from diverse backgrounds , students who do not value reading , and students who have diverse needs in an increasingly complex, technological society. We teachers are caught between doing our best to help these diverse students and give them what they really need , and at the same time satisfying the state-mandated proficiencies.
4 Interviewer: So you think that sometimes the state curriculum does not suit the real needs of these students.
5 Mr. Jones: May I add something here? I have to agree. In my high school in Detroit , the increasing number of students from non-English speaking homes continues to make language education challenging. For example, Shakespeare is on the curriculum for my 11th grade class this term , but many of them have problems with basic English communication skills. I don\’t mean to throw out Shakespeare , but something is wrong here 一there is a gap between the curriculum and the reality of the students\’ skills and needs. Keeping our students connected by giving them better tools of communication in a common language is essential.
6 Interviewer: I bet Professor Mahiri will have something to say on that.
7 Dr. Mahiri: Yes indeed. What I\’ve come to realize in my educational research at University of California is that teachers must understand youth popular culture — which is strongly influenced by African American culture— in order to relate effectively to today\’ s students. Teachers should use African American and youth culture as sources for today\’ s curriculum. They must make a huge effort to connect the classroom to the students\’ unique backgrounds , experiences and interests.
8 Interviewer: You mean by including literature written by Afro-American authors?
9 Dr. Mahiri: That\’ s just the tip of the iceberg. Of course , a more diverse curriculum is necessary. But not throwing out Shakespeare , as Mr. Jones has said. Keep Shakespeare , add new authors , include newspaper, music , comic books – and give up their traditional power and control over the classroom so that students are teaching each other and themselves 一so that students are empowered and creative thinkers.
10 Interviewer: Do you have anything to add to this discussion, Mr. Hunt?
11 Mr. Hunt: Well , I think that from primary school to university level , the biggest challenge will be introducing technology in language arts instruction. Computers and the Internet are revolutionizing how students learn and how teachers teach. We must have educators who are computer literate if we are to exploit the amazing power of technology in the Information Age. \”
In order to “exploit” her artistic talent, the company gave her a special job. What does exploit mean here? ____
extend
ignore
use
28．Voices from the Classroom
1 What new challenges do American teachers of English think they will face over the
next five years? The following is an interview with four American educators about that question.
2 Interviewer. We\’ 11 begin with Ms. Woods , who is teaching at a junior-high school
in Ohio. What do you think are the biggest problems for today\’ s English teacher?
3 Ms. Woods: Language arts teachers are faced with teaching literacy to students
from diverse backgrounds , students who do not value reading , and students who have diverse needs in an increasingly complex, technological society. We teachers are caught between doing our best to help these diverse students and give them what they really need , and at the same time satisfying the state-mandated proficiencies.
4 Interviewer: So you think that sometimes the state curriculum does not suit the real needs of these students.
5 Mr. Jones: May I add something here? I have to agree. In my high school in Detroit , the increasing number of students from non-English speaking homes continues to make language education challenging. For example, Shakespeare is on the curriculum for my 11th grade class this term , but many of them have problems with basic English communication skills. I don\’t mean to throw out Shakespeare , but something is wrong here 一there is a gap between the curriculum and the reality of the students\’ skills and needs. Keeping our students connected by giving them better tools of communication in a common language is essential.
6 Interviewer: I bet Professor Mahiri will have something to say on that.
7 Dr. Mahiri: Yes indeed. What I\’ve come to realize in my educational research at University of California is that teachers must understand youth popular culture — which is strongly influenced by African American culture— in order to relate effectively to today\’ s students. Teachers should use African American and youth culture as sources for today\’ s curriculum. They must make a huge effort to connect the classroom to the students\’ unique backgrounds , experiences and interests.
8 Interviewer: You mean by including literature written by Afro-American authors?
9 Dr. Mahiri: That\’ s just the tip of the iceberg. Of course , a more diverse curriculum is necessary. But not throwing out Shakespeare , as Mr. Jones has said. Keep Shakespeare , add new authors , include newspaper, music , comic books – and give up their traditional power and control over the classroom so that students are teaching each other and themselves 一so that students are empowered and creative thinkers.
10 Interviewer: Do you have anything to add to this discussion, Mr. Hunt?
11 Mr. Hunt: Well , I think that from primary school to university level , the biggest challenge will be introducing technology in language arts instruction. Computers and the Internet are revolutionizing how students learn and how teachers teach. We must have educators who are computer literate if we are to exploit the amazing power of technology in the Information Age. \”
Water is essential for life. What does essential mean here? ____
easy
able to get
necessary
29．Voices from the Classroom
1 What new challenges do American teachers of English think they will face over the
next five years? The following is an interview with four American educators about that question.
2 Interviewer. We\’ 11 begin with Ms. Woods , who is teaching at a junior-high school
in Ohio. What do you think are the biggest problems for today\’ s English teacher?
3 Ms. Woods: Language arts teachers are faced with teaching literacy to students
from diverse backgrounds , students who do not value reading , and students who have diverse needs in an increasingly complex, technological society. We teachers are caught between doing our best to help these diverse students and give them what they really need , and at the same time satisfying the state-mandated proficiencies.
4 Interviewer: So you think that sometimes the state curriculum does not suit the real needs of these students.
5 Mr. Jones: May I add something here? I have to agree. In my high school in Detroit , the increasing number of students from non-English speaking homes continues to make language education challenging. For example, Shakespeare is on the curriculum for my 11th grade class this term , but many of them have problems with basic English communication skills. I don\’t mean to throw out Shakespeare , but something is wrong here 一there is a gap between the curriculum and the reality of the students\’ skills and needs. Keeping our students connected by giving them better tools of communication in a common language is essential.
6 Interviewer: I bet Professor Mahiri will have something to say on that.
7 Dr. Mahiri: Yes indeed. What I\’ve come to realize in my educational research at University of California is that teachers must understand youth popular culture — which is strongly influenced by African American culture— in order to relate effectively to today\’ s students. Teachers should use African American and youth culture as sources for today\’ s curriculum. They must make a huge effort to connect the classroom to the students\’ unique backgrounds , experiences and interests.
8 Interviewer: You mean by including literature written by Afro-American authors?
9 Dr. Mahiri: That\’ s just the tip of the iceberg. Of course , a more diverse curriculum is necessary. But not throwing out Shakespeare , as Mr. Jones has said. Keep Shakespeare , add new authors , include newspaper, music , comic books – and give up their traditional power and control over the classroom so that students are teaching each other and themselves 一so that students are empowered and creative thinkers.
10 Interviewer: Do you have anything to add to this discussion, Mr. Hunt?
11 Mr. Hunt: Well , I think that from primary school to university level , the biggest challenge will be introducing technology in language arts instruction. Computers and the Internet are revolutionizing how students learn and how teachers teach. We must have educators who are computer literate if we are to exploit the amazing power of technology in the Information Age. \”
Because of the “gap” between their religious ideas, they always argued. What does gap mean here?____
belief
wide difference
agreement
30．Voices from the Classroom
1 What new challenges do American teachers of English think they will face over the
next five years? The following is an interview with four American educators about that question.
2 Interviewer. We\’ 11 begin with Ms. Woods , who is teaching at a junior-high school
in Ohio. What do you think are the biggest problems for today\’ s English teacher?
3 Ms. Woods: Language arts teachers are faced with teaching literacy to students
from diverse backgrounds , students who do not value reading , and students who have diverse needs in an increasingly complex, technological society. We teachers are caught between doing our best to help these diverse students and give them what they really need , and at the same time satisfying the state-mandated proficiencies.
4 Interviewer: So you think that sometimes the state curriculum does not suit the real needs of these students.
5 Mr. Jones: May I add something here? I have to agree. In my high school in Detroit , the increasing number of students from non-English speaking homes continues to make language education challenging. For example, Shakespeare is on the curriculum for my 11th grade class this term , but many of them have problems with basic English communication skills. I don\’t mean to throw out Shakespeare , but something is wrong here 一there is a gap between the curriculum and the reality of the students\’ skills and needs. Keeping our students connected by giving them better tools of communication in a common language is essential.
6 Interviewer: I bet Professor Mahiri will have something to say on that.
7 Dr. Mahiri: Yes indeed. What I\’ve come to realize in my educational research at University of California is that teachers must understand youth popular culture — which is strongly influenced by African American culture— in order to relate effectively to today\’ s students. Teachers should use African American and youth culture as sources for today\’ s curriculum. They must make a huge effort to connect the classroom to the students\’ unique backgrounds , experiences and interests.
8 Interviewer: You mean by including literature written by Afro-American authors?
9 Dr. Mahiri: That\’ s just the tip of the iceberg. Of course , a more diverse curriculum is necessary. But not throwing out Shakespeare , as Mr. Jones has said. Keep Shakespeare , add new authors , include newspaper, music , comic books – and give up their traditional power and control over the classroom so that students are teaching each other and themselves 一so that students are empowered and creative thinkers.
10 Interviewer: Do you have anything to add to this discussion, Mr. Hunt?
11 Mr. Hunt: Well , I think that from primary school to university level , the biggest challenge will be introducing technology in language arts instruction. Computers and the Internet are revolutionizing how students learn and how teachers teach. We must have educators who are computer literate if we are to exploit the amazing power of technology in the Information Age. \”
The Education Committee demands the following “proficiencies”: to be able to read 200 words per minute. What does proficiencies means here?____
Minimum standards
excellence
extra skills
31．Voices from the Classroom
1 What new challenges do American teachers of English think they will face over the
next five years? The following is an interview with four American educators about that question.
2 Interviewer. We\’ 11 begin with Ms. Woods , who is teaching at a junior-high school
in Ohio. What do you think are the biggest problems for today\’ s English teacher?
3 Ms. Woods: Language arts teachers are faced with teaching literacy to students
from diverse backgrounds , students who do not value reading , and students who have diverse needs in an increasingly complex, technological society. We teachers are caught between doing our best to help these diverse students and give them what they really need , and at the same time satisfying the state-mandated proficiencies.
4 Interviewer: So you think that sometimes the state curriculum does not suit the real needs of these students.
5 Mr. Jones: May I add something here? I have to agree. In my high school in Detroit , the increasing number of students from non-English speaking homes continues to make language education challenging. For example, Shakespeare is on the curriculum for my 11th grade class this term , but many of them have problems with basic English communication skills. I don\’t mean to throw out Shakespeare , but something is wrong here 一there is a gap between the curriculum and the reality of the students\’ skills and needs. Keeping our students connected by giving them better tools of communication in a common language is essential.
6 Interviewer: I bet Professor Mahiri will have something to say on that.
7 Dr. Mahiri: Yes indeed. What I\’ve come to realize in my educational research at University of California is that teachers must understand youth popular culture — which is strongly influenced by African American culture— in order to relate effectively to today\’ s students. Teachers should use African American and youth culture as sources for today\’ s curriculum. They must make a huge effort to connect the classroom to the students\’ unique backgrounds , experiences and interests.
8 Interviewer: You mean by including literature written by Afro-American authors?
9 Dr. Mahiri: That\’ s just the tip of the iceberg. Of course , a more diverse curriculum is necessary. But not throwing out Shakespeare , as Mr. Jones has said. Keep Shakespeare , add new authors , include newspaper, music , comic books – and give up their traditional power and control over the classroom so that students are teaching each other and themselves 一so that students are empowered and creative thinkers.
10 Interviewer: Do you have anything to add to this discussion, Mr. Hunt?
11 Mr. Hunt: Well , I think that from primary school to university level , the biggest challenge will be introducing technology in language arts instruction. Computers and the Internet are revolutionizing how students learn and how teachers teach. We must have educators who are computer literate if we are to exploit the amazing power of technology in the Information Age. \”
It is difficult to teach “literacy” to students who do not value reading. What does literacy mean here?____
The ability to read and write
mathematics
knowledge
32．Voices from the Classroom
1 What new challenges do American teachers of English think they will face over the
next five years? The following is an interview with four American educators about that question.
2 Interviewer. We\’ 11 begin with Ms. Woods , who is teaching at a junior-high school
in Ohio. What do you think are the biggest problems for today\’ s English teacher?
3 Ms. Woods: Language arts teachers are faced with teaching literacy to students
from diverse backgrounds , students who do not value reading , and students who have diverse needs in an increasingly complex, technological society. We teachers are caught between doing our best to help these diverse students and give them what they really need , and at the same time satisfying the state-mandated proficiencies.
4 Interviewer: So you think that sometimes the state curriculum does not suit the real needs of these students.
5 Mr. Jones: May I add something here? I have to agree. In my high school in Detroit , the increasing number of students from non-English speaking homes continues to make language education challenging. For example, Shakespeare is on the curriculum for my 11th grade class this term , but many of them have problems with basic English communication skills. I don\’t mean to throw out Shakespeare , but something is wrong here 一there is a gap between the curriculum and the reality of the students\’ skills and needs. Keeping our students connected by giving them better tools of communication in a common language is essential.
6 Interviewer: I bet Professor Mahiri will have something to say on that.
7 Dr. Mahiri: Yes indeed. What I\’ve come to realize in my educational research at University of California is that teachers must understand youth popular culture — which is strongly influenced by African American culture— in order to relate effectively to today\’ s students. Teachers should use African American and youth culture as sources for today\’ s curriculum. They must make a huge effort to connect the classroom to the students\’ unique backgrounds , experiences and interests.
8 Interviewer: You mean by including literature written by Afro-American authors?
9 Dr. Mahiri: That\’ s just the tip of the iceberg. Of course , a more diverse curriculum is necessary. But not throwing out Shakespeare , as Mr. Jones has said. Keep Shakespeare , add new authors , include newspaper, music , comic books – and give up their traditional power and control over the classroom so that students are teaching each other and themselves 一so that students are empowered and creative thinkers.
10 Interviewer: Do you have anything to add to this discussion, Mr. Hunt?
11 Mr. Hunt: Well , I think that from primary school to university level , the biggest challenge will be introducing technology in language arts instruction. Computers and the Internet are revolutionizing how students learn and how teachers teach. We must have educators who are computer literate if we are to exploit the amazing power of technology in the Information Age. \”
literacy means ____ (paragraph 3)
the ability to read and write
mathematics
sports
33．Voices from the Classroom
1 What new challenges do American teachers of English think they will face over the
next five years? The following is an interview with four American educators about that question.
2 Interviewer. We\’ 11 begin with Ms. Woods , who is teaching at a junior-high school
in Ohio. What do you think are the biggest problems for today\’ s English teacher?
3 Ms. Woods: Language arts teachers are faced with teaching literacy to students
from diverse backgrounds , students who do not value reading , and students who have diverse needs in an increasingly complex, technological society. We teachers are caught between doing our best to help these diverse students and give them what they really need , and at the same time satisfying the state-mandated proficiencies.
4 Interviewer: So you think that sometimes the state curriculum does not suit the real needs of these students.
5 Mr. Jones: May I add something here? I have to agree. In my high school in Detroit , the increasing number of students from non-English speaking homes continues to make language education challenging. For example, Shakespeare is on the curriculum for my 11th grade class this term , but many of them have problems with basic English communication skills. I don\’t mean to throw out Shakespeare , but something is wrong here 一there is a gap between the curriculum and the reality of the students\’ skills and needs. Keeping our students connected by giving them better tools of communication in a common language is essential.
6 Interviewer: I bet Professor Mahiri will have something to say on that.
7 Dr. Mahiri: Yes indeed. What I\’ve come to realize in my educational research at University of California is that teachers must understand youth popular culture — which is strongly influenced by African American culture— in order to relate effectively to today\’ s students. Teachers should use African American and youth culture as sources for today\’ s curriculum. They must make a huge effort to connect the classroom to the students\’ unique backgrounds , experiences and interests.
8 Interviewer: You mean by including literature written by Afro-American authors?
9 Dr. Mahiri: That\’ s just the tip of the iceberg. Of course , a more diverse curriculum is necessary. But not throwing out Shakespeare , as Mr. Jones has said. Keep Shakespeare , add new authors , include newspaper, music , comic books – and give up their traditional power and control over the classroom so that students are teaching each other and themselves 一so that students are empowered and creative thinkers.
10 Interviewer: Do you have anything to add to this discussion, Mr. Hunt?
11 Mr. Hunt: Well , I think that from primary school to university level , the biggest challenge will be introducing technology in language arts instruction. Computers and the Internet are revolutionizing how students learn and how teachers teach. We must have educators who are computer literate if we are to exploit the amazing power of technology in the Information Age. \”
It is difficult to teach “literacy” to students who do not value reading. What does literacy mean here?____
The ability to read and write
mathematics
knowledge
34．Voices from the Classroom
1 What new challenges do American teachers of English think they will face over the
next five years? The following is an interview with four American educators about that question.
2 Interviewer. We\’ 11 begin with Ms. Woods , who is teaching at a junior-high school
in Ohio. What do you think are the biggest problems for today\’ s English teacher?
3 Ms. Woods: Language arts teachers are faced with teaching literacy to students
from diverse backgrounds , students who do not value reading , and students who have diverse needs in an increasingly complex, technological society. We teachers are caught between doing our best to help these diverse students and give them what they really need , and at the same time satisfying the state-mandated proficiencies.
4 Interviewer: So you think that sometimes the state curriculum does not suit the real needs of these students.
5 Mr. Jones: May I add something here? I have to agree. In my high school in Detroit , the increasing number of students from non-English speaking homes continues to make language education challenging. For example, Shakespeare is on the curriculum for my 11th grade class this term , but many of them have problems with basic English communication skills. I don\’t mean to throw out Shakespeare , but something is wrong here 一there is a gap between the curriculum and the reality of the students\’ skills and needs. Keeping our students connected by giving them better tools of communication in a common language is essential.
6 Interviewer: I bet Professor Mahiri will have something to say on that.
7 Dr. Mahiri: Yes indeed. What I\’ve come to realize in my educational research at University of California is that teachers must understand youth popular culture — which is strongly influenced by African American culture— in order to relate effectively to today\’ s students. Teachers should use African American and youth culture as sources for today\’ s curriculum. They must make a huge effort to connect the classroom to the students\’ unique backgrounds , experiences and interests.
8 Interviewer: You mean by including literature written by Afro-American authors?
9 Dr. Mahiri: That\’ s just the tip of the iceberg. Of course , a more diverse curriculum is necessary. But not throwing out Shakespeare , as Mr. Jones has said. Keep Shakespeare , add new authors , include newspaper, music , comic books – and give up their traditional power and control over the classroom so that students are teaching each other and themselves 一so that students are empowered and creative thinkers.
10 Interviewer: Do you have anything to add to this discussion, Mr. Hunt?
11 Mr. Hunt: Well , I think that from primary school to university level , the biggest challenge will be introducing technology in language arts instruction. Computers and the Internet are revolutionizing how students learn and how teachers teach. We must have educators who are computer literate if we are to exploit the amazing power of technology in the Information Age. \”
exploit means ___ (paragraph 11)
use
punish
ignore
35．Voices from the Classroom
1 What new challenges do American teachers of English think they will face over the
next five years? The following is an interview with four American educators about that question.
2 Interviewer. We\’ 11 begin with Ms. Woods , who is teaching at a junior-high school
in Ohio. What do you think are the biggest problems for today\’ s English teacher?
3 Ms. Woods: Language arts teachers are faced with teaching literacy to students
from diverse backgrounds , students who do not value reading , and students who have diverse needs in an increasingly complex, technological society. We teachers are caught between doing our best to help these diverse students and give them what they really need , and at the same time satisfying the state-mandated proficiencies.
4 Interviewer: So you think that sometimes the state curriculum does not suit the real needs of these students.
5 Mr. Jones: May I add something here? I have to agree. In my high school in Detroit , the increasing number of students from non-English speaking homes continues to make language education challenging. For example, Shakespeare is on the curriculum for my 11th grade class this term , but many of them have problems with basic English communication skills. I don\’t mean to throw out Shakespeare , but something is wrong here 一there is a gap between the curriculum and the reality of the students\’ skills and needs. Keeping our students connected by giving them better tools of communication in a common language is essential.
6 Interviewer: I bet Professor Mahiri will have something to say on that.
7 Dr. Mahiri: Yes indeed. What I\’ve come to realize in my educational research at University of California is that teachers must understand youth popular culture — which is strongly influenced by African American culture— in order to relate effectively to today\’ s students. Teachers should use African American and youth culture as sources for today\’ s curriculum. They must make a huge effort to connect the classroom to the students\’ unique backgrounds , experiences and interests.
8 Interviewer: You mean by including literature written by Afro-American authors?
9 Dr. Mahiri: That\’ s just the tip of the iceberg. Of course , a more diverse curriculum is necessary. But not throwing out Shakespeare , as Mr. Jones has said. Keep Shakespeare , add new authors , include newspaper, music , comic books – and give up their traditional power and control over the classroom so that students are teaching each other and themselves 一so that students are empowered and creative thinkers.
10 Interviewer: Do you have anything to add to this discussion, Mr. Hunt?
11 Mr. Hunt: Well , I think that from primary school to university level , the biggest challenge will be introducing technology in language arts instruction. Computers and the Internet are revolutionizing how students learn and how teachers teach. We must have educators who are computer literate if we are to exploit the amazing power of technology in the Information Age. \”
unique means ___ (paragraph 7)
different
unusual and special
similar
36．Voices from the Classroom
1 What new challenges do American teachers of English think they will face over the
next five years? The following is an interview with four American educators about that question.
2 Interviewer. We\’ 11 begin with Ms. Woods , who is teaching at a junior-high school
in Ohio. What do you think are the biggest problems for today\’ s English teacher?
3 Ms. Woods: Language arts teachers are faced with teaching literacy to students
from diverse backgrounds , students who do not value reading , and students who have diverse needs in an increasingly complex, technological society. We teachers are caught between doing our best to help these diverse students and give them what they really need , and at the same time satisfying the state-mandated proficiencies.
4 Interviewer: So you think that sometimes the state curriculum does not suit the real needs of these students.
5 Mr. Jones: May I add something here? I have to agree. In my high school in Detroit , the increasing number of students from non-English speaking homes continues to make language education challenging. For example, Shakespeare is on the curriculum for my 11th grade class this term , but many of them have problems with basic English communication skills. I don\’t mean to throw out Shakespeare , but something is wrong here 一there is a gap between the curriculum and the reality of the students\’ skills and needs. Keeping our students connected by giving them better tools of communication in a common language is essential.
6 Interviewer: I bet Professor Mahiri will have something to say on that.
7 Dr. Mahiri: Yes indeed. What I\’ve come to realize in my educational research at University of California is that teachers must understand youth popular culture — which is strongly influenced by African American culture— in order to relate effectively to today\’ s students. Teachers should use African American and youth culture as sources for today\’ s curriculum. They must make a huge effort to connect the classroom to the students\’ unique backgrounds , experiences and interests.
8 Interviewer: You mean by including literature written by Afro-American authors?
9 Dr. Mahiri: That\’ s just the tip of the iceberg. Of course , a more diverse curriculum is necessary. But not throwing out Shakespeare , as Mr. Jones has said. Keep Shakespeare , add new authors , include newspaper, music , comic books – and give up their traditional power and control over the classroom so that students are teaching each other and themselves 一so that students are empowered and creative thinkers.
10 Interviewer: Do you have anything to add to this discussion, Mr. Hunt?
11 Mr. Hunt: Well , I think that from primary school to university level , the biggest challenge will be introducing technology in language arts instruction. Computers and the Internet are revolutionizing how students learn and how teachers teach. We must have educators who are computer literate if we are to exploit the amazing power of technology in the Information Age. \”
influenced means___ (paragraph 7)
affected
welcomed
rejected
37．Voices from the Classroom
1 What new challenges do American teachers of English think they will face over the
next five years? The following is an interview with four American educators about that question.
2 Interviewer. We\’ 11 begin with Ms. Woods , who is teaching at a junior-high school
in Ohio. What do you think are the biggest problems for today\’ s English teacher?
3 Ms. Woods: Language arts teachers are faced with teaching literacy to students
from diverse backgrounds , students who do not value reading , and students who have diverse needs in an increasingly complex, technological society. We teachers are caught between doing our best to help these diverse students and give them what they really need , and at the same time satisfying the state-mandated proficiencies.
4 Interviewer: So you think that sometimes the state curriculum does not suit the real needs of these students.
5 Mr. Jones: May I add something here? I have to agree. In my high school in Detroit , the increasing number of students from non-English speaking homes continues to make language education challenging. For example, Shakespeare is on the curriculum for my 11th grade class this term , but many of them have problems with basic English communication skills. I don\’t mean to throw out Shakespeare , but something is wrong here 一there is a gap between the curriculum and the reality of the students\’ skills and needs. Keeping our students connected by giving them better tools of communication in a common language is essential.
6 Interviewer: I bet Professor Mahiri will have something to say on that.
7 Dr. Mahiri: Yes indeed. What I\’ve come to realize in my educational research at University of California is that teachers must understand youth popular culture — which is strongly influenced by African American culture— in order to relate effectively to today\’ s students. Teachers should use African American and youth culture as sources for today\’ s curriculum. They must make a huge effort to connect the classroom to the students\’ unique backgrounds , experiences and interests.
8 Interviewer: You mean by including literature written by Afro-American authors?
9 Dr. Mahiri: That\’ s just the tip of the iceberg. Of course , a more diverse curriculum is necessary. But not throwing out Shakespeare , as Mr. Jones has said. Keep Shakespeare , add new authors , include newspaper, music , comic books – and give up their traditional power and control over the classroom so that students are teaching each other and themselves 一so that students are empowered and creative thinkers.
10 Interviewer: Do you have anything to add to this discussion, Mr. Hunt?
11 Mr. Hunt: Well , I think that from primary school to university level , the biggest challenge will be introducing technology in language arts instruction. Computers and the Internet are revolutionizing how students learn and how teachers teach. We must have educators who are computer literate if we are to exploit the amazing power of technology in the Information Age. \”
essential means ___(paragraph 5)
useful
difficult to get
necessary
38．Voices from the Classroom
1 What new challenges do American teachers of English think they will face over the
next five years? The following is an interview with four American educators about that question.
2 Interviewer. We\’ 11 begin with Ms. Woods , who is teaching at a junior-high school
in Ohio. What do you think are the biggest problems for today\’ s English teacher?
3 Ms. Woods: Language arts teachers are faced with teaching literacy to students
from diverse backgrounds , students who do not value reading , and students who have diverse needs in an increasingly complex, technological society. We teachers are caught between doing our best to help these diverse students and give them what they really need , and at the same time satisfying the state-mandated proficiencies.
4 Interviewer: So you think that sometimes the state curriculum does not suit the real needs of these students.
5 Mr. Jones: May I add something here? I have to agree. In my high school in Detroit , the increasing number of students from non-English speaking homes continues to make language education challenging. For example, Shakespeare is on the curriculum for my 11th grade class this term , but many of them have problems with basic English communication skills. I don\’t mean to throw out Shakespeare , but something is wrong here 一there is a gap between the curriculum and the reality of the students\’ skills and needs. Keeping our students connected by giving them better tools of communication in a common language is essential.
6 Interviewer: I bet Professor Mahiri will have something to say on that.
7 Dr. Mahiri: Yes indeed. What I\’ve come to realize in my educational research at University of California is that teachers must understand youth popular culture — which is strongly influenced by African American culture— in order to relate effectively to today\’ s students. Teachers should use African American and youth culture as sources for today\’ s curriculum. They must make a huge effort to connect the classroom to the students\’ unique backgrounds , experiences and interests.
8 Interviewer: You mean by including literature written by Afro-American authors?
9 Dr. Mahiri: That\’ s just the tip of the iceberg. Of course , a more diverse curriculum is necessary. But not throwing out Shakespeare , as Mr. Jones has said. Keep Shakespeare , add new authors , include newspaper, music , comic books – and give up their traditional power and control over the classroom so that students are teaching each other and themselves 一so that students are empowered and creative thinkers.
10 Interviewer: Do you have anything to add to this discussion, Mr. Hunt?
11 Mr. Hunt: Well , I think that from primary school to university level , the biggest challenge will be introducing technology in language arts instruction. Computers and the Internet are revolutionizing how students learn and how teachers teach. We must have educators who are computer literate if we are to exploit the amazing power of technology in the Information Age. \”
gap means ____ (paragraph 5)
interest
wide difference
agreement
39．Voices from the Classroom
1 What new challenges do American teachers of English think they will face over the
next five years? The following is an interview with four American educators about that question.
2 Interviewer. We\’ 11 begin with Ms. Woods , who is teaching at a junior-high school
in Ohio. What do you think are the biggest problems for today\’ s English teacher?
3 Ms. Woods: Language arts teachers are faced with teaching literacy to students
from diverse backgrounds , students who do not value reading , and students who have diverse needs in an increasingly complex, technological society. We teachers are caught between doing our best to help these diverse students and give them what they really need , and at the same time satisfying the state-mandated proficiencies.
4 Interviewer: So you think that sometimes the state curriculum does not suit the real needs of these students.
5 Mr. Jones: May I add something here? I have to agree. In my high school in Detroit , the increasing number of students from non-English speaking homes continues to make language education challenging. For example, Shakespeare is on the curriculum for my 11th grade class this term , but many of them have problems with basic English communication skills. I don\’t mean to throw out Shakespeare , but something is wrong here 一there is a gap between the curriculum and the reality of the students\’ skills and needs. Keeping our students connected by giving them better tools of communication in a common language is essential.
6 Interviewer: I bet Professor Mahiri will have something to say on that.
7 Dr. Mahiri: Yes indeed. What I\’ve come to realize in my educational research at University of California is that teachers must understand youth popular culture — which is strongly influenced by African American culture— in order to relate effectively to today\’ s students. Teachers should use African American and youth culture as sources for today\’ s curriculum. They must make a huge effort to connect the classroom to the students\’ unique backgrounds , experiences and interests.
8 Interviewer: You mean by including literature written by Afro-American authors?
9 Dr. Mahiri: That\’ s just the tip of the iceberg. Of course , a more diverse curriculum is necessary. But not throwing out Shakespeare , as Mr. Jones has said. Keep Shakespeare , add new authors , include newspaper, music , comic books – and give up their traditional power and control over the classroom so that students are teaching each other and themselves 一so that students are empowered and creative thinkers.
10 Interviewer: Do you have anything to add to this discussion, Mr. Hunt?
11 Mr. Hunt: Well , I think that from primary school to university level , the biggest challenge will be introducing technology in language arts instruction. Computers and the Internet are revolutionizing how students learn and how teachers teach. We must have educators who are computer literate if we are to exploit the amazing power of technology in the Information Age. \”
throw out means ___ (paragraph 5)
reject
study
criticize
40．Voices from the Classroom
1 What new challenges do American teachers of English think they will face over the
next five years? The following is an interview with four American educators about that question.
2 Interviewer. We\’ 11 begin with Ms. Woods , who is teaching at a junior-high school
in Ohio. What do you think are the biggest problems for today\’ s English teacher?
3 Ms. Woods: Language arts teachers are faced with teaching literacy to students
from diverse backgrounds , students who do not value reading , and students who have diverse needs in an increasingly complex, technological society. We teachers are caught between doing our best to help these diverse students and give them what they really need , and at the same time satisfying the state-mandated proficiencies.
4 Interviewer: So you think that sometimes the state curriculum does not suit the real needs of these students.
5 Mr. Jones: May I add something here? I have to agree. In my high school in Detroit , the increasing number of students from non-English speaking homes continues to make language education challenging. For example, Shakespeare is on the curriculum for my 11th grade class this term , but many of them have problems with basic English communication skills. I don\’t mean to throw out Shakespeare , but something is wrong here 一there is a gap between the curriculum and the reality of the students\’ skills and needs. Keeping our students connected by giving them better tools of communication in a common language is essential.
6 Interviewer: I bet Professor Mahiri will have something to say on that.
7 Dr. Mahiri: Yes indeed. What I\’ve come to realize in my educational research at University of California is that teachers must understand youth popular culture — which is strongly influenced by African American culture— in order to relate effectively to today\’ s students. Teachers should use African American and youth culture as sources for today\’ s curriculum. They must make a huge effort to connect the classroom to the students\’ unique backgrounds , experiences and interests.
8 Interviewer: You mean by including literature written by Afro-American authors?
9 Dr. Mahiri: That\’ s just the tip of the iceberg. Of course , a more diverse curriculum is necessary. But not throwing out Shakespeare , as Mr. Jones has said. Keep Shakespeare , add new authors , include newspaper, music , comic books – and give up their traditional power and control over the classroom so that students are teaching each other and themselves 一so that students are empowered and creative thinkers.
10 Interviewer: Do you have anything to add to this discussion, Mr. Hunt?
11 Mr. Hunt: Well , I think that from primary school to university level , the biggest challenge will be introducing technology in language arts instruction. Computers and the Internet are revolutionizing how students learn and how teachers teach. We must have educators who are computer literate if we are to exploit the amazing power of technology in the Information Age. \”
challenging means ___(paragraph 5)
attractive
demanding
easy
阅读文章后完成10小题
41．Searching for Utopia
1 While most of the world seems to be motivated by more money , better televisions.
more powerful cars , the highest-tech computers , bigger houses , there are some independent souls who are tired of \”the rat-race\” that is , the stressful pressures of working hard to get ahead. Since around 1990 , there has been a slow but steady rise in \”intentional communities\” in the U. S. An intentional community is a group of people who have chosen to live together with a common purpose. Although quite diverse in philosophy and lifestyle , each of these groups places a high priority on a sense of community, in other words , the feeling of belonging and mutual support. There were 300 intentional communities listed in the 1990 edition of the Intentional Communities Directory; by 1995 , this had grown to 600 , and it is estimated that there are now several thousand, listed and unlisted , in operation. These communities vary in size , but in the 600 listed communities in 1995 , total population , including children, was estimated at 24 ,000.
2 At first glance, the intentional community movement appears quite diverse. It is
multi-generational, i. e. with ages ranging from children to seniors. They may choose to live together on a piece of rural land , in a suburban centre, or in an urban neighborhood. In some communities, individuals own their own land and house; in others , these things are shared. There is a wide variety of choices regarding standard of living – some embrace voluntary simplicity while others have full access to the products and services of today\’ s society. Even the purposes vary widely. For example , communities have been formed to create great family neighborhoods , to live ecologically sustainable lifestyles, or simply to live with others who share their values. Some are secular while others are committed to a common religious belief.
3 What unites the intentional community movement is its members\’ proud rejection of
mainstream consumer values. Nearly all communities encourage sharing items members 630 don\’ t need to own privately, for example, washing machines, trucks , swimming pools. Many communities serve as model environmental or teaching centers for sustainable agriculture. For example, \”The Farm\” , a large cooperative community in rural Tennessee does not reject competitive business practices but rather, commits to a vision of environmentally friendly business. Members of \”The Farm\” work in several small-scale industries including solar electronics , solar car research , and a publishing company for alternative books.
4 An example of an intentional community committed to voluntary simplicity is
Vashon Co-Housing Community. Its members choose to live in small unpainted wood
houses, shingled with cedar. \”Uncle Martin\” decided to leave New York in 1989 and move his family to the Vashon Co-Housing. He and his family live on little money , don\’ t own a computer, and forbid anything with the Disney label on it. Rather than playing Myst on the computer, the family spends their evening playing old-fashioned card games , or reading. Residents live in separate dwellings but homes are connected by dirt roads , there are 13 acres of communal land , all residents attend bimonthly meetings , and every month there is a work party in which everybody pitches in with outdoor chores.
5 These communities are the newest expression of the 300-year-old American desire to build a non-hierarchical , or equal, community with values uncorrupted by the larger society. It was this desire to form a new , ideal community which brought the Pilgrims to the U. S. in the early 17th century. 300 years later, it is still impossible to find a community that has achieved perfection. The problems we see \”out there\” in the mainstream – greed, dishonesty , egoism , competition, factionalism— all manage to find their way into
alternative cultures too. However, intentional communities have a much lower crime rate than their mainstream neighbors , and claim a more caring and satisfying lifestyle. They are committed to ideals of ecology, cooperation, and family , even though they may often fail to reach those ideals perfectly. Their utopian vision provides a challenge to the pace and purpose of modern American society.
Since around 1990, there has been a slow but steady decrease in intentional communities.
对
错
42．Searching for Utopia
1 While most of the world seems to be motivated by more money , better televisions.
more powerful cars , the highest-tech computers , bigger houses , there are some independent souls who are tired of \”the rat-race\” that is , the stressful pressures of working hard to get ahead. Since around 1990 , there has been a slow but steady rise in \”intentional communities\” in the U. S. An intentional community is a group of people who have chosen to live together with a common purpose. Although quite diverse in philosophy and lifestyle , each of these groups places a high priority on a sense of community, in other words , the feeling of belonging and mutual support. There were 300 intentional communities listed in the 1990 edition of the Intentional Communities Directory; by 1995 , this had grown to 600 , and it is estimated that there are now several thousand, listed and unlisted , in operation. These communities vary in size , but in the 600 listed communities in 1995 , total population , including children, was estimated at 24 ,000.
The total population of 600 listed communities in 1995 was 24,000.
2 At first glance, the intentional community movement appears quite diverse. It is
multi-generational, i. e. with ages ranging from children to seniors. They may choose to live together on a piece of rural land , in a suburban centre, or in an urban neighborhood. In some communities, individuals own their own land and house; in others , these things are shared. There is a wide variety of choices regarding standard of living – some embrace voluntary simplicity while others have full access to the products and services of today\’ s society. Even the purposes vary widely. For example , communities have been formed to create great family neighborhoods , to live ecologically sustainable lifestyles, or simply to live with others who share their values. Some are secular while others are committed to a common religious belief.
3 What unites the intentional community movement is its members\’ proud rejection of
mainstream consumer values. Nearly all communities encourage sharing items members 630 don\’ t need to own privately, for example, washing machines, trucks , swimming pools. Many communities serve as model environmental or teaching centers for sustainable agriculture. For example, \”The Farm\” , a large cooperative community in rural Tennessee does not reject competitive business practices but rather, commits to a vision of environmentally friendly business. Members of \”The Farm\” work in several small-scale industries including solar electronics , solar car research , and a publishing company for alternative books.
4 An example of an intentional community committed to voluntary simplicity is
Vashon Co-Housing Community. Its members choose to live in small unpainted wood
houses, shingled with cedar. \”Uncle Martin\” decided to leave New York in 1989 and move his family to the Vashon Co-Housing. He and his family live on little money , don\’ t own a computer, and forbid anything with the Disney label on it. Rather than playing Myst on the computer, the family spends their evening playing old-fashioned card games , or reading. Residents live in separate dwellings but homes are connected by dirt roads , there are 13 acres of communal land , all residents attend bimonthly meetings , and every month there is a work party in which everybody pitches in with outdoor chores.
5 These communities are the newest expression of the 300-year-old American desire to build a non-hierarchical , or equal, community with values uncorrupted by the larger society. It was this desire to form a new , ideal community which brought the Pilgrims to the U. S. in the early 17th century. 300 years later, it is still impossible to find a community that has achieved perfection. The problems we see \”out there\” in the mainstream – greed, dishonesty , egoism , competition, factionalism— all manage to find their way into
alternative cultures too. However, intentional communities have a much lower crime rate than their mainstream neighbors , and claim a more caring and satisfying lifestyle. They are committed to ideals of ecology, cooperation, and family , even though they may often fail to reach those ideals perfectly. Their utopian vision provides a challenge to the pace and purpose of modern American society.
对
错
43．Searching for Utopia
1 While most of the world seems to be motivated by more money , better televisions.
more powerful cars , the highest-tech computers , bigger houses , there are some independent souls who are tired of \”the rat-race\” that is , the stressful pressures of working hard to get ahead. Since around 1990 , there has been a slow but steady rise in \”intentional communities\” in the U. S. An intentional community is a group of people who have chosen to live together with a common purpose. Although quite diverse in philosophy and lifestyle , each of these groups places a high priority on a sense of community, in other words , the feeling of belonging and mutual support. There were 300 intentional communities listed in the 1990 edition of the Intentional Communities Directory; by 1995 , this had grown to 600 , and it is estimated that there are now several thousand, listed and unlisted , in operation. These communities vary in size , but in the 600 listed communities in 1995 , total population , including children, was estimated at 24 ,000.
2 At first glance, the intentional community movement appears quite diverse. It is
multi-generational, i. e. with ages ranging from children to seniors. They may choose to live together on a piece of rural land , in a suburban centre, or in an urban neighborhood. In some communities, individuals own their own land and house; in others , these things are shared. There is a wide variety of choices regarding standard of living – some embrace voluntary simplicity while others have full access to the products and services of today\’ s society. Even the purposes vary widely. For example , communities have been formed to create great family neighborhoods , to live ecologically sustainable lifestyles, or simply to live with others who share their values. Some are secular while others are committed to a common religious belief.
3 What unites the intentional community movement is its members\’ proud rejection of
mainstream consumer values. Nearly all communities encourage sharing items members 630 don\’ t need to own privately, for example, washing machines, trucks , swimming pools. Many communities serve as model environmental or teaching centers for sustainable agriculture. For example, \”The Farm\” , a large cooperative community in rural Tennessee does not reject competitive business practices but rather, commits to a vision of environmentally friendly business. Members of \”The Farm\” work in several small-scale industries including solar electronics , solar car research , and a publishing company for alternative books.
4 An example of an intentional community committed to voluntary simplicity is
Vashon Co-Housing Community. Its members choose to live in small unpainted wood
houses, shingled with cedar. \”Uncle Martin\” decided to leave New York in 1989 and move his family to the Vashon Co-Housing. He and his family live on little money , don\’ t own a computer, and forbid anything with the Disney label on it. Rather than playing Myst on the computer, the family spends their evening playing old-fashioned card games , or reading. Residents live in separate dwellings but homes are connected by dirt roads , there are 13 acres of communal land , all residents attend bimonthly meetings , and every month there is a work party in which everybody pitches in with outdoor chores.
5 These communities are the newest expression of the 300-year-old American desire to build a non-hierarchical , or equal, community with values uncorrupted by the larger society. It was this desire to form a new , ideal community which brought the Pilgrims to the U. S. in the early 17th century. 300 years later, it is still impossible to find a community that has achieved perfection. The problems we see \”out there\” in the mainstream – greed, dishonesty , egoism , competition, factionalism— all manage to find their way into
alternative cultures too. However, intentional communities have a much lower crime rate than their mainstream neighbors , and claim a more caring and satisfying lifestyle. They are committed to ideals of ecology, cooperation, and family , even though they may often fail to reach those ideals perfectly. Their utopian vision provides a challenge to the pace and purpose of modern American society.
All intentional communities are rural.
对
错
44．Searching for Utopia
1 While most of the world seems to be motivated by more money , better televisions.
more powerful cars , the highest-tech computers , bigger houses , there are some independent souls who are tired of \”the rat-race\” that is , the stressful pressures of working hard to get ahead. Since around 1990 , there has been a slow but steady rise in \”intentional communities\” in the U. S. An intentional community is a group of people who have chosen to live together with a common purpose. Although quite diverse in philosophy and lifestyle , each of these groups places a high priority on a sense of community, in other words , the feeling of belonging and mutual support. There were 300 intentional communities listed in the 1990 edition of the Intentional Communities Directory; by 1995 , this had grown to 600 , and it is estimated that there are now several thousand, listed and unlisted , in operation. These communities vary in size , but in the 600 listed communities in 1995 , total population , including children, was estimated at 24 ,000.
2 At first glance, the intentional community movement appears quite diverse. It is
multi-generational, i. e. with ages ranging from children to seniors. They may choose to live together on a piece of rural land , in a suburban centre, or in an urban neighborhood. In some communities, individuals own their own land and house; in others , these things are shared. There is a wide variety of choices regarding standard of living – some embrace voluntary simplicity while others have full access to the products and services of today\’ s society. Even the purposes vary widely. For example , communities have been formed to create great family neighborhoods , to live ecologically sustainable lifestyles, or simply to live with others who share their values. Some are secular while others are committed to a common religious belief.
3 What unites the intentional community movement is its members\’ proud rejection of
mainstream consumer values. Nearly all communities encourage sharing items members 630 don\’ t need to own privately, for example, washing machines, trucks , swimming pools. Many communities serve as model environmental or teaching centers for sustainable agriculture. For example, \”The Farm\” , a large cooperative community in rural Tennessee does not reject competitive business practices but rather, commits to a vision of environmentally friendly business. Members of \”The Farm\” work in several small-scale industries including solar electronics , solar car research , and a publishing company for alternative books.
4 An example of an intentional community committed to voluntary simplicity is
Vashon Co-Housing Community. Its members choose to live in small unpainted wood
houses, shingled with cedar. \”Uncle Martin\” decided to leave New York in 1989 and move his family to the Vashon Co-Housing. He and his family live on little money , don\’ t own a computer, and forbid anything with the Disney label on it. Rather than playing Myst on the computer, the family spends their evening playing old-fashioned card games , or reading. Residents live in separate dwellings but homes are connected by dirt roads , there are 13 acres of communal land , all residents attend bimonthly meetings , and every month there is a work party in which everybody pitches in with outdoor chores.
5 These communities are the newest expression of the 300-year-old American desire to build a non-hierarchical , or equal, community with values uncorrupted by the larger society. It was this desire to form a new , ideal community which brought the Pilgrims to the U. S. in the early 17th century. 300 years later, it is still impossible to find a community that has achieved perfection. The problems we see \”out there\” in the mainstream – greed, dishonesty , egoism , competition, factionalism— all manage to find their way into
alternative cultures too. However, intentional communities have a much lower crime rate than their mainstream neighbors , and claim a more caring and satisfying lifestyle. They are committed to ideals of ecology, cooperation, and family , even though they may often fail to reach those ideals perfectly. Their utopian vision provides a challenge to the pace and purpose of modern American society.
All intentional communities reject the products and services of today’s society.
对
错
45．Searching for Utopia
1 While most of the world seems to be motivated by more money , better televisions.
more powerful cars , the highest-tech computers , bigger houses , there are some independent souls who are tired of \”the rat-race\” that is , the stressful pressures of working hard to get ahead. Since around 1990 , there has been a slow but steady rise in \”intentional communities\” in the U. S. An intentional community is a group of people who have chosen to live together with a common purpose. Although quite diverse in philosophy and lifestyle , each of these groups places a high priority on a sense of community, in other words , the feeling of belonging and mutual support. There were 300 intentional communities listed in the 1990 edition of the Intentional Communities Directory; by 1995 , this had grown to 600 , and it is estimated that there are now several thousand, listed and unlisted , in operation. These communities vary in size , but in the 600 listed communities in 1995 , total population , including children, was estimated at 24 ,000.
2 At first glance, the intentional community movement appears quite diverse. It is
multi-generational, i. e. with ages ranging from children to seniors. They may choose to live together on a piece of rural land , in a suburban centre, or in an urban neighborhood. In some communities, individuals own their own land and house; in others , these things are shared. There is a wide variety of choices regarding standard of living – some embrace voluntary simplicity while others have full access to the products and services of today\’ s society. Even the purposes vary widely. For example , communities have been formed to create great family neighborhoods , to live ecologically sustainable lifestyles, or simply to live with others who share their values. Some are secular while others are committed to a common religious belief.
3 What unites the intentional community movement is its members\’ proud rejection of
mainstream consumer values. Nearly all communities encourage sharing items members 630 don\’ t need to own privately, for example, washing machines, trucks , swimming pools. Many communities serve as model environmental or teaching centers for sustainable agriculture. For example, \”The Farm\” , a large cooperative community in rural Tennessee does not reject competitive business practices but rather, commits to a vision of environmentally friendly business. Members of \”The Farm\” work in several small-scale industries including solar electronics , solar car research , and a publishing company for alternative books.
4 An example of an intentional community committed to voluntary simplicity is
Vashon Co-Housing Community. Its members choose to live in small unpainted wood
houses, shingled with cedar. \”Uncle Martin\” decided to leave New York in 1989 and move his family to the Vashon Co-Housing. He and his family live on little money , don\’ t own a computer, and forbid anything with the Disney label on it. Rather than playing Myst on the computer, the family spends their evening playing old-fashioned card games , or reading. Residents live in separate dwellings but homes are connected by dirt roads , there are 13 acres of communal land , all residents attend bimonthly meetings , and every month there is a work party in which everybody pitches in with outdoor chores.
5 These communities are the newest expression of the 300-year-old American desire to build a non-hierarchical , or equal, community with values uncorrupted by the larger society. It was this desire to form a new , ideal community which brought the Pilgrims to the U. S. in the early 17th century. 300 years later, it is still impossible to find a community that has achieved perfection. The problems we see \”out there\” in the mainstream – greed, dishonesty , egoism , competition, factionalism— all manage to find their way into
alternative cultures too. However, intentional communities have a much lower crime rate than their mainstream neighbors , and claim a more caring and satisfying lifestyle. They are committed to ideals of ecology, cooperation, and family , even though they may often fail to reach those ideals perfectly. Their utopian vision provides a challenge to the pace and purpose of modern American society.
The Farm is an example of a community that is business-oriented.
对
错
46．Searching for Utopia
1 While most of the world seems to be motivated by more money , better televisions.
more powerful cars , the highest-tech computers , bigger houses , there are some independent souls who are tired of \”the rat-race\” that is , the stressful pressures of working hard to get ahead. Since around 1990 , there has been a slow but steady rise in \”intentional communities\” in the U. S. An intentional community is a group of people who have chosen to live together with a common purpose. Although quite diverse in philosophy and lifestyle , each of these groups places a high priority on a sense of community, in other words , the feeling of belonging and mutual support. There were 300 intentional communities listed in the 1990 edition of the Intentional Communities Directory; by 1995 , this had grown to 600 , and it is estimated that there are now several thousand, listed and unlisted , in operation. These communities vary in size , but in the 600 listed communities in 1995 , total population , including children, was estimated at 24 ,000.
2 At first glance, the intentional community movement appears quite diverse. It is
multi-generational, i. e. with ages ranging from children to seniors. They may choose to live together on a piece of rural land , in a suburban centre, or in an urban neighborhood. In some communities, individuals own their own land and house; in others , these things are shared. There is a wide variety of choices regarding standard of living – some embrace voluntary simplicity while others have full access to the products and services of today\’ s society. Even the purposes vary widely. For example , communities have been formed to create great family neighborhoods , to live ecologically sustainable lifestyles, or simply to live with others who share their values. Some are secular while others are committed to a common religious belief.
3 What unites the intentional community movement is its members\’ proud rejection of
mainstream consumer values. Nearly all communities encourage sharing items members 630 don\’ t need to own privately, for example, washing machines, trucks , swimming pools. Many communities serve as model environmental or teaching centers for sustainable agriculture. For example, \”The Farm\” , a large cooperative community in rural Tennessee does not reject competitive business practices but rather, commits to a vision of environmentally friendly business. Members of \”The Farm\” work in several small-scale industries including solar electronics , solar car research , and a publishing company for alternative books.
4 An example of an intentional community committed to voluntary simplicity is
Vashon Co-Housing Community. Its members choose to live in small unpainted wood
houses, shingled with cedar. \”Uncle Martin\” decided to leave New York in 1989 and move his family to the Vashon Co-Housing. He and his family live on little money , don\’ t own a computer, and forbid anything with the Disney label on it. Rather than playing Myst on the computer, the family spends their evening playing old-fashioned card games , or reading. Residents live in separate dwellings but homes are connected by dirt roads , there are 13 acres of communal land , all residents attend bimonthly meetings , and every month there is a work party in which everybody pitches in with outdoor chores.
5 These communities are the newest expression of the 300-year-old American desire to build a non-hierarchical , or equal, community with values uncorrupted by the larger society. It was this desire to form a new , ideal community which brought the Pilgrims to the U. S. in the early 17th century. 300 years later, it is still impossible to find a community that has achieved perfection. The problems we see \”out there\” in the mainstream – greed, dishonesty , egoism , competition, factionalism— all manage to find their way into
alternative cultures too. However, intentional communities have a much lower crime rate than their mainstream neighbors , and claim a more caring and satisfying lifestyle. They are committed to ideals of ecology, cooperation, and family , even though they may often fail to reach those ideals perfectly. Their utopian vision provides a challenge to the pace and purpose of modern American society.
These communities are a new idea in the United States.
对
错
47．Searching for Utopia
1 While most of the world seems to be motivated by more money , better televisions.
more powerful cars , the highest-tech computers , bigger houses , there are some independent souls who are tired of \”the rat-race\” that is , the stressful pressures of working hard to get ahead. Since around 1990 , there has been a slow but steady rise in \”intentional communities\” in the U. S. An intentional community is a group of people who have chosen to live together with a common purpose. Although quite diverse in philosophy and lifestyle , each of these groups places a high priority on a sense of community, in other words , the feeling of belonging and mutual support. There were 300 intentional communities listed in the 1990 edition of the Intentional Communities Directory; by 1995 , this had grown to 600 , and it is estimated that there are now several thousand, listed and unlisted , in operation. These communities vary in size , but in the 600 listed communities in 1995 , total population , including children, was estimated at 24 ,000.
2 At first glance, the intentional community movement appears quite diverse. It is
multi-generational, i. e. with ages ranging from children to seniors. They may choose to live together on a piece of rural land , in a suburban centre, or in an urban neighborhood. In some communities, individuals own their own land and house; in others , these things are shared. There is a wide variety of choices regarding standard of living – some embrace voluntary simplicity while others have full access to the products and services of today\’ s society. Even the purposes vary widely. For example , communities have been formed to create great family neighborhoods , to live ecologically sustainable lifestyles, or simply to live with others who share their values. Some are secular while others are committed to a common religious belief.
3 What unites the intentional community movement is its members\’ proud rejection of
mainstream consumer values. Nearly all communities encourage sharing items members 630 don\’ t need to own privately, for example, washing machines, trucks , swimming pools. Many communities serve as model environmental or teaching centers for sustainable agriculture. For example, \”The Farm\” , a large cooperative community in rural Tennessee does not reject competitive business practices but rather, commits to a vision of environmentally friendly business. Members of \”The Farm\” work in several small-scale industries including solar electronics , solar car research , and a publishing company for alternative books.
4 An example of an intentional community committed to voluntary simplicity is
Vashon Co-Housing Community. Its members choose to live in small unpainted wood
houses, shingled with cedar. \”Uncle Martin\” decided to leave New York in 1989 and move his family to the Vashon Co-Housing. He and his family live on little money , don\’ t own a computer, and forbid anything with the Disney label on it. Rather than playing Myst on the computer, the family spends their evening playing old-fashioned card games , or reading. Residents live in separate dwellings but homes are connected by dirt roads , there are 13 acres of communal land , all residents attend bimonthly meetings , and every month there is a work party in which everybody pitches in with outdoor chores.
5 These communities are the newest expression of the 300-year-old American desire to build a non-hierarchical , or equal, community with values uncorrupted by the larger society. It was this desire to form a new , ideal community which brought the Pilgrims to the U. S. in the early 17th century. 300 years later, it is still impossible to find a community that has achieved perfection. The problems we see \”out there\” in the mainstream – greed, dishonesty , egoism , competition, factionalism— all manage to find their way into
alternative cultures too. However, intentional communities have a much lower crime rate than their mainstream neighbors , and claim a more caring and satisfying lifestyle. They are committed to ideals of ecology, cooperation, and family , even though they may often fail to reach those ideals perfectly. Their utopian vision provides a challenge to the pace and purpose of modern American society.
They have succeeded in creating utopian lifestyles with no greed, dishonesty or egoism.
对
错
48．Searching for Utopia
1 While most of the world seems to be motivated by more money , better televisions.
more powerful cars , the highest-tech computers , bigger houses , there are some independent souls who are tired of \”the rat-race\” that is , the stressful pressures of working hard to get ahead. Since around 1990 , there has been a slow but steady rise in \”intentional communities\” in the U. S. An intentional community is a group of people who have chosen to live together with a common purpose. Although quite diverse in philosophy and lifestyle , each of these groups places a high priority on a sense of community, in other words , the feeling of belonging and mutual support. There were 300 intentional communities listed in the 1990 edition of the Intentional Communities Directory; by 1995 , this had grown to 600 , and it is estimated that there are now several thousand, listed and unlisted , in operation. These communities vary in size , but in the 600 listed communities in 1995 , total population , including children, was estimated at 24 ,000.
2 At first glance, the intentional community movement appears quite diverse. It is
multi-generational, i. e. with ages ranging from children to seniors. They may choose to live together on a piece of rural land , in a suburban centre, or in an urban neighborhood. In some communities, individuals own their own land and house; in others , these things are shared. There is a wide variety of choices regarding standard of living – some embrace voluntary simplicity while others have full access to the products and services of today\’ s society. Even the purposes vary widely. For example , communities have been formed to create great family neighborhoods , to live ecologically sustainable lifestyles, or simply to live with others who share their values. Some are secular while others are committed to a common religious belief.
3 What unites the intentional community movement is its members\’ proud rejection of
mainstream consumer values. Nearly all communities encourage sharing items members 630 don\’ t need to own privately, for example, washing machines, trucks , swimming pools. Many communities serve as model environmental or teaching centers for sustainable agriculture. For example, \”The Farm\” , a large cooperative community in rural Tennessee does not reject competitive business practices but rather, commits to a vision of environmentally friendly business. Members of \”The Farm\” work in several small-scale industries including solar electronics , solar car research , and a publishing company for alternative books.
4 An example of an intentional community committed to voluntary simplicity is
Vashon Co-Housing Community. Its members choose to live in small unpainted wood
houses, shingled with cedar. \”Uncle Martin\” decided to leave New York in 1989 and move his family to the Vashon Co-Housing. He and his family live on little money , don\’ t own a computer, and forbid anything with the Disney label on it. Rather than playing Myst on the computer, the family spends their evening playing old-fashioned card games , or reading. Residents live in separate dwellings but homes are connected by dirt roads , there are 13 acres of communal land , all residents attend bimonthly meetings , and every month there is a work party in which everybody pitches in with outdoor chores.
5 These communities are the newest expression of the 300-year-old American desire to build a non-hierarchical , or equal, community with values uncorrupted by the larger society. It was this desire to form a new , ideal community which brought the Pilgrims to the U. S. in the early 17th century. 300 years later, it is still impossible to find a community that has achieved perfection. The problems we see \”out there\” in the mainstream – greed, dishonesty , egoism , competition, factionalism— all manage to find their way into
alternative cultures too. However, intentional communities have a much lower crime rate than their mainstream neighbors , and claim a more caring and satisfying lifestyle. They are committed to ideals of ecology, cooperation, and family , even though they may often fail to reach those ideals perfectly. Their utopian vision provides a challenge to the pace and purpose of modern American society.
All intentional communities are committed to a common religious belief.
对
错
49．Searching for Utopia
1 While most of the world seems to be motivated by more money , better televisions.
more powerful cars , the highest-tech computers , bigger houses , there are some independent souls who are tired of \”the rat-race\” that is , the stressful pressures of working hard to get ahead. Since around 1990 , there has been a slow but steady rise in \”intentional communities\” in the U. S. An intentional community is a group of people who have chosen to live together with a common purpose. Although quite diverse in philosophy and lifestyle , each of these groups places a high priority on a sense of community, in other words , the feeling of belonging and mutual support. There were 300 intentional communities listed in the 1990 edition of the Intentional Communities Directory; by 1995 , this had grown to 600 , and it is estimated that there are now several thousand, listed and unlisted , in operation. These communities vary in size , but in the 600 listed communities in 1995 , total population , including children, was estimated at 24 ,000.
2 At first glance, the intentional community movement appears quite diverse. It is
multi-generational, i. e. with ages ranging from children to seniors. They may choose to live together on a piece of rural land , in a suburban centre, or in an urban neighborhood. In some communities, individuals own their own land and house; in others , these things are shared. There is a wide variety of choices regarding standard of living – some embrace voluntary simplicity while others have full access to the products and services of today\’ s society. Even the purposes vary widely. For example , communities have been formed to create great family neighborhoods , to live ecologically sustainable lifestyles, or simply to live with others who share their values. Some are secular while others are committed to a common religious belief.
3 What unites the intentional community movement is its members\’ proud rejection of
mainstream consumer values. Nearly all communities encourage sharing items members 630 don\’ t need to own privately, for example, washing machines, trucks , swimming pools. Many communities serve as model environmental or teaching centers for sustainable agriculture. For example, \”The Farm\” , a large cooperative community in rural Tennessee does not reject competitive business practices but rather, commits to a vision of environmentally friendly business. Members of \”The Farm\” work in several small-scale industries including solar electronics , solar car research , and a publishing company for alternative books.
4 An example of an intentional community committed to voluntary simplicity is
Vashon Co-Housing Community. Its members choose to live in small unpainted wood
houses, shingled with cedar. \”Uncle Martin\” decided to leave New York in 1989 and move his family to the Vashon Co-Housing. He and his family live on little money , don\’ t own a computer, and forbid anything with the Disney label on it. Rather than playing Myst on the computer, the family spends their evening playing old-fashioned card games , or reading. Residents live in separate dwellings but homes are connected by dirt roads , there are 13 acres of communal land , all residents attend bimonthly meetings , and every month there is a work party in which everybody pitches in with outdoor chores.
5 These communities are the newest expression of the 300-year-old American desire to build a non-hierarchical , or equal, community with values uncorrupted by the larger society. It was this desire to form a new , ideal community which brought the Pilgrims to the U. S. in the early 17th century. 300 years later, it is still impossible to find a community that has achieved perfection. The problems we see \”out there\” in the mainstream – greed, dishonesty , egoism , competition, factionalism— all manage to find their way into
alternative cultures too. However, intentional communities have a much lower crime rate than their mainstream neighbors , and claim a more caring and satisfying lifestyle. They are committed to ideals of ecology, cooperation, and family , even though they may often fail to reach those ideals perfectly. Their utopian vision provides a challenge to the pace and purpose of modern American society.
The intentional communities are different in lifestyles.
对
错
50．Searching for Utopia
1 While most of the world seems to be motivated by more money , better televisions.
more powerful cars , the highest-tech computers , bigger houses , there are some independent souls who are tired of \”the rat-race\” that is , the stressful pressures of working hard to get ahead. Since around 1990 , there has been a slow but steady rise in \”intentional communities\” in the U. S. An intentional community is a group of people who have chosen to live together with a common purpose. Although quite diverse in philosophy and lifestyle , each of these groups places a high priority on a sense of community, in other words , the feeling of belonging and mutual support. There were 300 intentional communities listed in the 1990 edition of the Intentional Communities Directory; by 1995 , this had grown to 600 , and it is estimated that there are now several thousand, listed and unlisted , in operation. These communities vary in size , but in the 600 listed communities in 1995 , total population , including children, was estimated at 24 ,000.
2 At first glance, the intentional community movement appears quite diverse. It is
multi-generational, i. e. with ages ranging from children to seniors. They may choose to live together on a piece of rural land , in a suburban centre, or in an urban neighborhood. In some communities, individuals own their own land and house; in others , these things are shared. There is a wide variety of choices regarding standard of living – some embrace voluntary simplicity while others have full access to the products and services of today\’ s society. Even the purposes vary widely. For example , communities have been formed to create great family neighborhoods , to live ecologically sustainable lifestyles, or simply to live with others who share their values. Some are secular while others are committed to a common religious belief.
3 What unites the intentional community movement is its members\’ proud rejection of
mainstream consumer values. Nearly all communities encourage sharing items members 630 don\’ t need to own privately, for example, washing machines, trucks , swimming pools. Many communities serve as model environmental or teaching centers for sustainable agriculture. For example, \”The Farm\” , a large cooperative community in rural Tennessee does not reject competitive business practices but rather, commits to a vision of environmentally friendly business. Members of \”The Farm\” work in several small-scale industries including solar electronics , solar car research , and a publishing company for alternative books.
4 An example of an intentional community committed to voluntary simplicity is
Vashon Co-Housing Community. Its members choose to live in small unpainted wood
houses, shingled with cedar. \”Uncle Martin\” decided to leave New York in 1989 and move his family to the Vashon Co-Housing. He and his family live on little money , don\’ t own a computer, and forbid anything with the Disney label on it. Rather than playing Myst on the computer, the family spends their evening playing old-fashioned card games , or reading. Residents live in separate dwellings but homes are connected by dirt roads , there are 13 acres of communal land , all residents attend bimonthly meetings , and every month there is a work party in which everybody pitches in with outdoor chores.
5 These communities are the newest expression of the 300-year-old American desire to build a non-hierarchical , or equal, community with values uncorrupted by the larger society. It was this desire to form a new , ideal community which brought the Pilgrims to the U. S. in the early 17th century. 300 years later, it is still impossible to find a community that has achieved perfection. The problems we see \”out there\” in the mainstream – greed, dishonesty , egoism , competition, factionalism— all manage to find their way into
alternative cultures too. However, intentional communities have a much lower crime rate than their mainstream neighbors , and claim a more caring and satisfying lifestyle. They are committed to ideals of ecology, cooperation, and family , even though they may often fail to reach those ideals perfectly. Their utopian vision provides a challenge to the pace and purpose of modern American society.
Intentional communities are the newest expression of the 300-hundred-old American desire to build an equal community.
对
错
