新世纪高职英语(第三版)Unit4

Unit4UnitFourUnit4AWarmupBTextStudyListeningCDGrammarTipsEExercisesUnit4WarmupI.DistinguishedWomeninScienceIII.Topic-relatedWordsandPhrasesII.Lead-inquestionsUnit4DistinguishedWomeninScienceMarieCurie(1867–1934):BornonNovember7,1867,inWarsaw,MarieCuriewasmarriedtoPierreCurieinJuly1895.SheisbestknownasthediscovereroftheradioactiveelementspoloniumandradiumandasthefirstfirstpersontowintwoNobelprizes.Forscientistsandthepublic,herradiumwasakeytoabasicchangeinourunderstandingofmatterandenergy.Herworknotonlyinfluencedthedevelopmentoffundamentalsciencebutalsousheredinanewerainmedicalresearchandtreatment.Unit4IrèneJoliotCurie(1897–1956):BorninParis,September12,1897,wasthedaughterofPierreandMarieCurie,andsince1926thewifeofFrédéricJoliot.ShebecameDoctorofSciencein1925,havingpreparedathesisononthealpharaysofpolonium.Eitheraloneorincollaborationwithherhusband,shedidimportantworkonthenaturalandartificialradioactivity,transmutationofelements,andnuclearphysics;shesharedtheNobelPrizeinChemistryin1935withhim,inrecognitionoftheirsynthesisofnewradioactiveelements.Unit4In1936IrèneJoliotCuriewasappointedUndersecretaryofStateforScientificResearch.Shewasamemberofseveralforeignacademiesandofnumerousscientificsocieties,hadhonorarydoctor’sdegreesofseveraluniversities,andwasanOfficeroftheLegionofHonor.ShediedinParisin1956.Unit4Lead-inquestionsIfyouhadachoice,wouldyouchoosetobeamanorawoman?Whyorwhynot?Tips:Freedom,intelligence,opportunity,prejudice,strengthUnit4Topic-relatedWordsandPhrases1)ChangeindifferencesbetweenthesexesinmathematicsachievementatthelowersecondaryschoollevelinAustraliaovertimeInordertomakemeaningfulcomparisonsthemathematicstestscoresfromthethreestudiesconductedinAustraliaundertheauspicesoftheInternationalAssociationforEvaluationofEducationalAchievementwerebroughttoacommonintervalscaleusingRaschmeasurementprocedures.Nosignificantsexdifferencesinmathematicsachievementwerefound.Unit42)Percentageofbachelor’sdegreesearnedbywomeninAmericaUnit4Today,almostallscientistsagreethatintelligencearisesfromtheinfluenceofbothgeneticandenvironmentalfactors.Carefulstudyisrequiredinordertoattributeanyinfluencetoeitherenvironmentorheredity.Forexample,onemeasurecommonlyusedtoassessachild’shomeenvironmentisthenumberofbooksinthehome.Buthavingmanybooksinthehomemayberelatedtotheparents’IQ.Thechild’sintelligencemaybeduetotheparents’genesortothenumberofbooksinthehome.Further,parents3)Whatinfluencedoesintelligencearisefrom?Unit4parentsmaybuymorebooksinresponsetotheirchild’sgeneticallyinfluencedintelligence.Whichofthesepossibilitiesiscorrectcannotbedeterminedwithoutthoroughstudiesofallthefactorsinvolved.Unit412TextAnalysisNotestotheText3SummaryTextStudyUnit4TextAnalysisStructureSurveyQ&AUnit4StructureSurveyMainIdeasThescientistshavetriedtoexplainthedifferencesbetweenmenandwomenatscienceandmaths.Girlsareequaltoboysinmathematics.Girlsonlystopstudyingmathematicsbecauseofsocialattitudes.Thedifferencesduringteenageyearsresultfromeducationalattitudesinchildhood.123ParagraphsUnit4MainIdeasTheteachersseemtogivemoreattentiontoboysthantogirls.Bothboysandgirlstendtoregardsubjectslikemathematicsandscienceasdifficult.Mathematicsandsciencearemainlymasculinesubjects,sotheteenagegirlsarelesslikelytotakethemup.456ParagraphsUnit4QuestionsandAnswersDirections:Skimtheparagraphsforanswerstothefollowingquestions.Besidesgeneticdifferences,therearemanyotherimportantfactorsthatmayinfluencetheirchoices.Paragraph1:Question:Answer:Whatmakesitdifficulttounderstandwhatboysandgirlsshowwhilechoosingsubjects?Unit4Paragraph2:Althoughgirlsareequaltoboysinmathematics,theyhavenotbeenencouragedtodoso.Question:Answer:Whatdothestatisticsandthereportshow?Unit4Paragraph3:Onlyboys,notgirls,areencouragedtoworkontheirownandcompletetasks.Question:Answer:What’sthedifferenceinnurseryschool?Unit4Theteachersseemtogivemoreattentiontoboysthangirls.Paragraph4:Whatdoesthefurtherreportreveal?Answer:Question:Unit4Girlsavoidmathematicscoursesmainlyforsocialreasonsratherthanbeingafraidofthedifficulty.Paragraph5:Whydogirlsavoidmathematicscourses?Answer:Question:Unit4Becausegirlsregardmathematicsandscienceas“masculine”subjects,theyarelesslikelytotakethemup.Paragraph6:Whydon’ttheteenagegirlsliketotakemathematicsandscienceup?Answer:Question:Unit4DetailedReading1Manypeoplebelievethatboysusuallydobetterinmathematicsandsciencesubjectsthangirls.However,fewpeoplebothertolookdeeperintotheissuetofindoutthereasonsbehindthisbelief.Whydoboysachievemoreinscienceandmathematics?Areboysreallybrighter?Oraregirlsbeingheldbackforonereasonoranother?ReadInUnit4Scientistshavetriedtocomeupwithbiologicalexplanationsforthedifferencebetweenboysandgirls.However,nonewereconvincingenoughtoexplainthegeneralpicture.Asonescientistpointsout,“Thereareslightgeneticdifferencesbetweenthesexesatbirthwhichmayinfluencethesubjectsboysandgirlschoose.Butthedifficultyisthatbythetimechildrenreachschoolage,therearesomanyotherinfluencesthatitisalmostimpossibletotellwhethergirlsareworseatscienceandmaths,orwhetherthey’vebeenbroughtuptothinkofthesesu