国开《英语阅读(3)》形考任务一

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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 womens 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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

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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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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