1. Towards A Gender Free Society Unit 6 Section One: Cultural Information Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities Section Two: Word Study Coeducation Coeducation refers to the instructions of both sexes in the same institution. The economic benefits gained from joint classes and the need to secure equality for women in industrial, professional, and political activities have influenced the spread of coeducation. There were scattered examples of coeducation in the late 17th century in Scotland and in the American colonies, but there was no general trend until the great expansion of public education between 1830 and 1845 in the developing west United States. The distance between schools in that region and the small number of pupils caused elementary schools to admit girls. The movement spread naturally to

2. Towards A Gender Free Society Unit 6 the secondary schools during the reorganization of public education after the Civil War. Oberlin College gave degrees to both men and women as early as 1837, but it was the development of state universities during the post-Civil War era that standardized collegiate coeducation. Since 1960 nearly every formerly single sex college has become coeducational; only about one hundred, mostly historic women’s schools and men’s seminaries, remain. The coeducational movement encountered stronger resistance outside the United State. In Europe, the Scandinavian countries were the earliest supporters, but many other nations limited coeducation to institutions of higher learning. Although coeducation has expanded since World War II, there are many nations where it still meets opposition on religious and cultural grounds. Section One: Cultural Information Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities Section Two: Word Study Coeducation

3. Towards A Gender Free Society Unit 6 1. divide...into: separate...into two or more parts e.g. The book is divided into six sections. We divided the pizza into three and had a slice each. 2. masculine: adj. Having qualities considered to be typical of men or of what men do e.g. They’re nice curtains, but I’d prefer something a little more masculine. Even today, men tend to do such masculine tasks as car maintenance and yard work. Section One: Cultural Information Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities Section Two: Word Study

4. Towards A Gender Free Society Unit 6 3. feminine: adj. Having qualities that are considered to be typical of women, esp. by being gentle, delicate, and pretty e.g. How can I persuade my tomboy daughter to wear feminine clothes? Section One: Cultural Information Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities Section Two: Word Study

5. Towards A Gender Free Society Unit 6 4. stereotype: n. Belief or idea of what a particular type of person or thing is like e.g. She fits the racial stereotype of Asian girls as quiet and hard-working. They rejected the sexual stereotype of blue for a boy and pink for a girl, and dressed their baby in other colors instead. vt. decide unfairly that a type of person has particular qualities or abilities because they belong to a particular race, sex, or social class e.g. There is a tendency to stereotype childless women as being hard and career-orientated. stereotyped adj. Section One: Cultural Information Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities Section Two: Word Study

6. Towards A Gender Free Society Unit 6 5. portray : vt. (a) describe or show sb or sth in a particular way, according to your opinion of them e.g. She portrayed herself as a philanthropist, eager to help old friends down on their luck. (b) describe or represent sth or sb e.g. Their music portrays a lifestyle that no longer exists. (c) act the part of a character in a play, film, or television program e.g. In 1975 he portrayed the king in a Los Angeles revival of “Camelot”. portrayal n. Section One: Cultural Information Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities Section Two: Word Study

7. Towards A Gender Free Society Unit 6 6. conform to : (a) behave in the way that most other people in your group or society behave e.g. Joseph does not conform to the stereotype of a policeman. (b) obey a law, rule etc e.g. The solution offered might not conform to the dogma of either political party. Section One: Cultural Information Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities Section Two: Word Study

8. Towards A Gender Free Society Unit 6 7. permanent : adj. continuing to exist for a long time or for all the time in the future e.g. The blindness that the disease causes will be permanent. Most police departments keep a permanent record of all violent crimes committed in their area. permanence n. Section One: Cultural Information Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities Section Two: Word Study

9. Towards A Gender Free Society Unit 6 8. attribute : n. Quality or feature, esp. one that is considered to be good or useful e.g. Hope is one of mankind’s most enduring and rewarding attributes. Physically short and slightly built, Mark possessed remarkable attributes. v. believe or say that a situation or event is caused by sth e.g. I attribute that partly to discipline, partly to desire, and partly to the old transferability of skills. attributable adj. Section One: Cultural Information Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities Section Two: Word Study

10. Towards A Gender Free Society Unit 6 9. relevant to : directly relating to the subject or problem being discussed or considered e.g. What experience do you have that is relevant to this position? Kids have to understand how school is relevant to their lives. Section One: Cultural Information Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities Section Two: Word Study

11. Towards A Gender Free Society Unit 6 10. distinction: n. (a) clear difference or separation between two similar things e.g. The Act makes no distinction between children and adults. There is often no clear distinction between an allergy and food intolerance. (b) the quality of being excellent and important e.g. Lewis emerges as a composer of distinction and sensitivity. (c) special award or honor that is given to sb because of their very high level of achievement e.g. The order was created in 1902 as a special distinction for eminent men and women. distinctive adj. Section One: Cultural Information Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities Section Two: Word Study

12. Towards A Gender Free Society Unit 6 11. denote: vt. (a) mean sth e.g. What does the word “curriculum”denote that “course”does not? (b) represent or be a sign of sth e.g. The dotted line on the graph denotes profits. denotation n. Section One: Cultural Information Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities Section Two: Word Study

13. Towards A Gender Free Society Unit 6 12. norm : n. (a) (pl.) generally accepted standards of social behavior e.g. There is the contrast between personal inclinations and social norms. (b) the usual or normal situation, way of doing sth, etc e.g.Joyce’s style of writing was a striking departure from the literary norm. (c) the normal or average standard e.g. This agency would establish European norms and co- ordinate national policies to halt pollution. normal adj. Section One: Cultural Information Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities Section Two: Word Study

14. Towards A Gender Free Society Unit 6 13. impose on : (a) force sb to have the same ideas, beliefs, etc as you e.g. There are parents who impose their own moral values on their children. (b) If someone in authority imposes a rule, punishment, tax, etc, they force people to accept it. e.g. Britain imposed fines on airlines which bring in passengers without proper papers. (c) expect or ask sb to do sth for you when this is not convenient for them Section One: Cultural Information Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities Section Two: Word Study

15. Towards A Gender Free Society Unit 6 e.g. We could ask to stay the night, but i don’t want to impose on them. (d) have a bad effect on sth or sb and cause problems for them. e.g. Military spending imposes a huge strain on the economy. imposition n. Section One: Cultural Information Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities Section Two: Word Study

16. Towards A Gender Free Society Unit 6 14. impulse : n. (a) reason or aim that causes a particular kind of activity or behavior. e.g. The prime impulse of capitalism is the making of money. (b) sudden strong desire to do sth without thinking about whether it is a sensible thing to do e.g. Most beginners buy plants on impulse and then hope for the best. (c) short electrical signal that travels in one direction along nerve or wire e.g. Once the impulse is transmitted, the nerve segment recovers to its original state, ready for a new impulse. impulsive adj. Section One: Cultural Information Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities Section Two: Word Study

17. Towards A Gender Free Society Unit 6 15. uniform : adj. being the same in all its parts or among all its members e.g. The postal system operates a uniform price structure, so it always costs the same to send a letter. n. particular type of clothing worn by all the members of a group or organization such as the police, the army, etc e.g. Do you have to wear a uniform if you work at McDonald’s? Some of the policemen walking among the crowds were not in uniform. uniformity.n. Section One: Cultural Information Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities Section Two: Word Study

18. Towards A Gender Free Society Unit 6 16. prescribe : vt.&vi. (a) (formal) state officially what should be done in a particular situation e.g. Simon told Singleton he was passing the sentence prescribed by law. What it does not do, of course, is to prescribe an appropriate style of professional practice. (b) say what medicine or treatment a sick person should have e.g. The clinic responded with two more alarm clocks before prescribing drugs. She took twice the prescribed dose of sleeping tablets. prescription n. Section One: Cultural Information Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities Section Two: Word Study

19. Towards A Gender Free Society Unit 6 17. accessible: adj. (a) easy to obtain or use e.g. Healthcare should be made accessible to everyone. Near vision tasks need to be presented in a way that ensure that materials can be easily accessible to handle. (b) A place, building, or object that is accessible is easy to reach or get into. e.g. All of the ski resorts are accessible from the hotel via free public transportation. The banks of the Rivers Holbeck are easily accessible to walkers and anglers. (c)A book, poem, painting etc that is accessible is easy to understand and enjoy. e.g. I don’t find James Joyce’s writing very accessible. He was specifically asked to write a play that would be accessible to the local community. access n. accessibility n. Section One: Cultural Information Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities Section Two: Word Study

20. Towards A Gender Free Society Unit 6 18. segment: n. (a) part of sth, considered separately from the rest e.g. Each sales team targets its efforts at a particular segment of the general population. (b) part of a fruit, flower, or insect that it naturally divides into e.g. Decorate with orange segments. vt. divide sth into parts that are different from each other e.g. Routers allow companies to departmentalize and segment their networks so that a problem on one segment does not bring down another department. Section One: Cultural Information Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities Section Two: Word Study

21. Towards A Gender Free Society Unit 6 19. interfere with : (a) prevent sth from succeeding or from happening in the way that was planned e.g. The sound of the radio upstairs interferes with my study. (b) touch or move sth in a way that is annoying or not allowed e.g. Who’s been interfering with my books? interference n. Section One: Cultural Information Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities Section Two: Word Study

22. Towards A Gender Free Society Unit 6 20. entail : vt. involve sth as a necessary art or result e.g. I didn’t want to take on a job that would entail a lot of traveling. I found I was expected to make progress, entailing fast driving within the speed limits on all roads. entailment n. Section One: Cultural Information Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities Section Two: Word Study

23. Towards A Gender Free Society Unit 6 21. bar from : officially prevent sb from entering a place or from doing sth e.g. They seized his passport and barred him from leaving the country. In 1903 the New York School Board barred married women from teaching. 22. stature : n. (a) sb’s height or size e.g. It’s more than his physical stature that makes him remarkable. I was by no means short in stature, but next to this man i felt like a dwarf. (b) the degree to which sb is admired or regarded as important e.g. He grew in stature during the campaign. As he got older, Picasso’s stature as an artist increased. Section One: Cultural Information Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities Section Two: Word Study

24. Towards A Gender Free Society Unit 6 23. lead to : cause sth to happen or cause sb to do sth e.g. A degree in English could lead to a career in journalism. Ethnic tensions among the republics could lead to civil war. 24. in a sense : in a way in which sth can be true or real e.g. You are right in a sense, but you don’t know all the facts. My family’s from this area, so in a sense it’s like coming home. Section One: Cultural Information Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities Section Two: Word Study

25. Towards A Gender Free Society Unit 6 25. distort : vt. (a) change the appearance, sound, or shapeof sth so that it is strange or unclear e.g. A painter may exaggerate or distort shapes and forms. Sound was becoming more and more distorted through the use of hearing aids. (b) report sth. in a way that is not completely true or correct e.g. Some say that the President has distorted facts in order to win the election. These incidents were grossly distorted by police witnesses. distortion n. Section One: Cultural Information Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities Section Two: Word Study

26. Towards A Gender Free Society Unit 6 26. spectrum : n. (a) complete range of opinions, people, situation etc, going from one extreme to its opposite e.g. People from across the religious spectrum are now working together. (b) the set of bands of colored light into which a bean of light separates when it is passed through a prism e.g. A rainbow shows the colors in the spectrum. (c) complete range of radio, sound etc waves e.g. Vast amounts of energy, from X-rays right through the spectrum down to radio waves, are escaping into space. Section One: Cultural Information Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities Section Two: Word Study

27. Towards A Gender Free Society Unit 6 27. flower into full blossom : develop fully e.g. Their friendship has flowered into full blossom. 28. move ahead : advance; make progress e.g. Management is moving ahead in a new direction. Things moved ahead quickly once the contract was signed. Section One: Cultural Information Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities Section Two: Word Study

28. Towards A Gender Free Society Unit 6 29. blur : vt&vi. (a) make the difference between two ideas, subjects etc less clear e.g. His films blur the boundaries between fact and fiction. The difference between male and female roles within the house has become blurred. (b) become difficult to see or make sth difficult to see, because the edges are not clear e.g. The street lights were blurred by the fog. This creates a spectrum of colors at the edges of ibjects which blurs the image. (c) be unable to see clearly e.g. Her eyes, behind her glasses, began to blur. Section One: Cultural Information Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities Section Two: Word Study

29. Towards A Gender Free Society Unit 6 30. central to : more important and having more influence than anything else e.g. His ideas were central to the development of the theory. Black dance music has been central to mainstream pop the since the early’ 60s. Section One: Cultural Information Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities Section Two: Word Study

30. Towards A Gender Free Society Unit 6 Questions Paragraph 1 Questions: (1) What are the existing gender stereotypes mentioned in the text ? ( Boys are portrayed as boisterous and disruptive, and girls are considered to conform to the expectations when they are sweet and docile.) (2)What do you think of the gender stereotypes? (Open) Sentence Highlights Section One: Cultural Information Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities Section Two: Word Study

31. Towards A Gender Free Society Unit 6 Paragraphs 2 Questions: (1) What does the writer think of such concepts as “gender appropriate”and “stereotyped sex roles”? (They are only social norms invented by man, imposed on man, but rest their logic nowhere.) (2) What conclusion does the writer reach ? (The idea of single sex schools is groundless.) Section One: Cultural Information Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities Section Two: Word Study Questions Sentence Highlights

32. Towards A Gender Free Society Unit 6 Paragraphs 3 Questions: (1)What is the aim of education according to the writer? ( The aim of education is to stimulate impulses, encourage free thinking and boldness in thought and keep alive various interests.) (2)Why does the single sex school fail to achieve the aim of education? ( The single sex school follows the simple uniform structures and prescribes a separate curriculum for males and females. Instead of being provided with a rich expansion of experience, students are only accessible to a segment of knowledge. Such a form of education interferes with individual freedom and entails a loss of autonomy or self-determination.) Section One: Cultural Information Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities Section Two: Word Study Questions Sentence Highlights

33. Towards A Gender Free Society Unit 6 Paragraph 4 Questions: What are the advantages of coeducation? ( It is an integrate community where students are instructed without distinction of sex. They are given the opportunity to know each other and compete with each other. Boys and girls are treated equally. With the full spectrum of experience offered, life is an open possibility for man as well as woman. Everyone is anxious to let their minds flowers into full blossom.) Section One: Cultural Information Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities Section Two: Word Study Questions Sentence Highlights

34. Towards A Gender Free Society Unit 6 Paragraph 5 Questions: (1)What should a gender free and healthy society be like? ( It is a society where man and woman are only distinguished on the ability to give birth to children. The distinction of man and woman is no longer important to the identity of people and the understand of people.) (2)Do you agree that coeducation is the most desirable form of education ? (Open ) Section One: Cultural Information Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities Section Two: Word Study Questions Sentence Highlights

35. Towards A Gender Free Society Unit 6 1. Form the time a child is born, he or she is expected to meet stereotypes-boys are portrayed as boisterous and disruptive, girls conform to the expectations when they are sweet and docile. (para. 1 ) Paraphrase: From the time a child is born, he or she is demanded to satisfy a fixed set of conventions—boys are described as noisy and troublesome, girls meet the conventional expectations when they are quiet, meek and obedient. Section One: Cultural Information Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities Section Two: Word Study Questions Sentence Highlights

36. Towards A Gender Free Society Unit 6 2. Their social roles and identity are predetermined by their permanent identifying attribute“sex”.(para.1) Paraphrase: Their social roles and identify have already been determined from the very beginning by their natural quality which shows their identity as a man or woman. Section One: Cultural Information Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities Section Two: Word Study Questions Sentence Highlights

37. Towards A Gender Free Society Unit 6 3. However, no one feels sure that certain natural difference that exist between man and woman are relevant to the distinctions between male and female excellence and a different expectation of their social qualities. (para.2) Paraphrase: However no one is certain the biological differences between man and woman have anything to do with differences between excellent man and woman, or relate to people’s different expectations of social characteristics of man and woman. Section One: Cultural Information Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities Section Two: Word Study Questions Sentence Highlights

38. Towards A Gender Free Society Unit 6 4. Such uncertainty denotes a rejection of such concepts as “gender appropriate”and “stereotyped sex roles” which are only social norms invented by man, imposed on man, but rest their logic nowhere. (para.2) Paraphrase: This kind of uncertainty indicates people’s refusal to accept such ideas as “gender appropriate”and “stereotyped sex roles”. They are social conventions made by man ; man is forced to accept these norms; and they are not reasonable at all. Section One: Cultural Information Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities Section Two: Word Study Questions Sentence Highlights

39. Towards A Gender Free Society Unit 6 5. Such sexual polarization is also dangerous in a sense that it severs a sense of community by isolating people into two gender groups. (para.3) Paraphrase: Such kind of act of causing people to inform into two different groups is very dangerous in the way that it breaks the sense of community by putting people into two sex group. Section One: Cultural Information Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities Section Two: Word Study Questions Sentence Highlights

40. Towards A Gender Free Society Unit 6 6. May I venture to suggest that one day when male and female is a reproductive category only, but no longer central to our identity and to the understanding of ourselves and others, i will call that a A GENDER FREE SOCIETY, A HEALTHY SOCIETY! (para.5) Paraphrase: May i take the risk to say that one day man and woman are distinguished only because they are biologically different, they are not important in identifying and understanding ourselves and other people, I will call that society a society without gender distinctions, a healthy society. Section One: Cultural Information Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities Section Two: Word Study Questions Sentence Highlights

41. Towards A Gender Free Society Unit 6 Text Appreciation This is a piece of argumentative essay. The writer clearly presents and supports his main idea: the single sex school-does not satisfy the aim of education, while coeducation is the best way to educate young people. The writer first of all states the existing gender stereotype and rejects them by logical reasoning. On this basis, he draws the conclusion that the idea of single sex school is groundless. Then the writer argues against single sex schools by listing their disadvantages. Later the writer gives a summary of the advantages of coeducation. Finally he presents his theme: coeducation is the most desirable form of education. Language Appreciation Section One: Cultural Information Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities Section Two: Word Study

42. Towards A Gender Free Society Unit 6 1. From the time a child is born, he or she is expected to meet stereotypes—boys are portrayed as boisterous and disruptive, girls conform to the expectations when they are sweet and docile. (para.1) Note the use of the adjectives that describe boys and girls. They indicate people’s fixed ideas of characters of boys and girls.. Section One: Cultural Information Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities Section Two: Word Study Text Appreciation Language Appreciation

43. Towards A Gender Free Society Unit 6 2.Such uncertainty denotes a rejection of such concepts as “gender appropriate”and “stereotyped sex roles” which are only social norms invented by man, imposed on man, but rest their logic nowhere. (para.2) Note the use of the parallel structure at the latter part of the sentence. It emphasizes the unreasonableness of gender stereotypes. Section One: Cultural Information Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities Section Two: Word Study Text Appreciation Language Appreciation

44. Towards A Gender Free Society Unit 6 3. The grounds on which the idea of single sex school might be defended are cut from under our feet. (para.2) Note the use of metaphorical device here. It is very vivid and emphatic. 4. The aim of education is to stimulate impulses, encourage free thinking and boldness in thought and keep alive various interests. (para.3 ) Note the use of the parallel structure here. It helps to clarify the aim of education. Section One: Cultural Information Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities Section Two: Word Study Text Appreciation Language Appreciation

45. Towards A Gender Free Society Unit 6 5. Girls can ask questions, protest and challenge teachers. Boys can be seen sitting quietly, listening to female speakers. (para.4) Note the use of comparison here. It aims to contrast what the boys and girls can do in coeducational settings, which is quite different from what they are expected to do. Section One: Cultural Information Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities Section Two: Word Study Text Appreciation Language Appreciation

46. Towards A Gender Free Society Unit 6 Activity 1 Activity 2 Activity 3 Activity 4 Activity 5 Activity 1 : Pair work Have the students work in pairs and ask each other if they enjoy coeducation and why. Section One: Cultural Information Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities Section Two: Word Study

47. Towards A Gender Free Society Unit 6 Activity 2 : Oral activity : I on p. 90 Language Support 1. When giving opinions, students may use the following expressions and structures. Personally/frankly, i think... I feel... In my opinion,... As i see it,... From my point of view,... It seems to me that... 2. When asking for opinions, students may use the following expressions and structures. Well, what do you think of...? How do you feel about that? So what do you suggest ? What’s your opinions of...? Tell me what you think. Section One: Cultural Information Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities Section Two: Word Study Activity 1 Activity 2 Activity 3 Activity 4 Activity 5

48. Towards A Gender Free Society Unit 6 Activity 3 : Oral activity :II on p. 90 Language Support 1. When expressing agreement or disagreement, students may use the following expressions and structures. You’re absolutely right. You’re got a good point there. I couldn’t agree more. I think so too. That’s what i want to say. I’m on your side. You must be joking. That’s ridiculous/nonsense! You must be wrong. I’m afraid i don’t think so. I’m not sure you are right. That might be true, but... Section One: Cultural Information Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities Section Two: Word Study Activity 1 Activity 2 Activity 3 Activity 4 Activity 5

49. Towards A Gender Free Society Unit 6 2. When asking for or giving clarification, students may use the following expressions and structures. I don’t quite understand what you mean by... I’m not quite following you. What are you trying to say? What do you mean? Let me put it in this way.... What I’m trying to say is that.. In order words,... Section One: Cultural Information Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities Section Two: Word Study Activity 1 Activity 2 Activity 3 Activity 4 Activity 5

50. Towards A Gender Free Society Unit 6 Activity 4: Group work Step 1 : Divide students in different groups and ask each group to work out a list of words describing different characteristics of man and woman held by the conventional society. Step 2 : Ask each group to exchange the words they have come up with. Step 3 : Ask students to offer their opinions on these words. Section One: Cultural Information Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities Section Two: Word Study Activity 1 Activity 2 Activity 3 Activity 4 Activity 5

51. Towards A Gender Free Society Unit 6 Activity 5 : Group work A survey on the different performance of boy students and girl students in class. Step 1 : Ask students to come up with a list of questions. Step 2 : Conduct the interview in class. Step 3 : Report the results to the whole class. Section One: Cultural Information Section Three: Text Understanding Section Four: Text Appreciation Section Five: Activities Section Two: Word Study Activity 1 Activity 2 Activity 3 Activity 4 Activity 5