通用學術英語綜合教程-讀寫 課件 大學英語IV Chapter 8 Create Me If You Can

通用學術英語綜合教程（讀寫）EnglishforGeneralAcademicPurposesREADING&WRITING

Chapter8CreateMeIfYouCanUCASReading1Reading2LearningObjectivesTouse“this/these+anoun”structuretoimprovetextualcoherenceTorecognizethedifferencesbetweenhedgedandun-hedgedformsTograsptheuseofhyphenatedcompoundwordsincompactingideasToidentifynominalizationanditsfunctions

WhyFrankensteinisaStigmaAmongScientists?IsYourRobotMaleorFemale?Reading1WhyFrankensteinisaStigmaamongScientists?Scientists?PeterNagy,TuthWhlie,JoeyEschrich&EdFinn

UCASReading1UCASBeforeYouReadWhileYouReadAfterYouReadLanguageFocusAcademicLiteracySkillsReading1UCASBeforeYouReadWhileYouReadAfterYouReadLanguageFocusAcademicLiteracySkillsReading1UCASBeforeYouReadWhileYouReadAfterYouReadLanguageFocusAcademicLiteracySkillsReading1UCASBeforeYouReadWhileYouReadAfterYouReadLanguageFocusAcademicLiteracySkillsReading1UCASBeforeYouReadWhileYouReadAfterYouReadLanguageFocusAcademicLiteracySkillsReading1UCASBeforeYouReadWhileYouReadAfterYouReadLanguageFocusAcademicLiteracySkillsBeforeYouReadTheMagicofRealityWarming-upWhichofthefollowingmatch(es)theimageofascientistinyourmind?Ifnoneofthemmatches,drawapicturethatbestdescribestheimageyouhaveinmind？UCASMenuBeforeYouReadTheMagicofRealityWarming-upWatchthe

video

and

answer

the

following

questions.UCASAccordingtothevideo…WhocraftedthestoryofFrankenstein?WhatdoesFrankensteinreferto?What’stherelationshipbetweenthescientistandhisscientificpractice(monster)?MenuBeforeYouReadTheMagicofRealityWarming-upWatchthe

video

and

answer

the

following

questions.UCASMenuBeforeYouReadTheMagicofRealityUCASTheStoryofFrankensteinaStigmaamongscientistsWhocraftedthestoryofFrankenstein?WhatdoesFrankensteinreferto?

What’stherelationshipbetweenthescientistandhisscientificpractice(monster)?MenuAn-18-year-oldgirl,calledMaryShelleyFrankensteinreferstothemonstermaker,Dr.VictorFrankenstein.“Buttimeandspacearen'tenoughtobanishtheabandonedmonster,andtheplotturnsonachillingchasebetweenthetwo.”There’satensestrugglebetweenthecreatorandcreature;thetwohavemergedinourcollectiveimagination.While-ReadingTheMagicofRealityQueuingTheory:HowtochoosetheFastestLineattheGroceryStoreUCASMultiple-choicequestionsWhatistheprimarystereotypeassociatedwithscientists,asdescribedinthearticle?A)ScientistsasadventurousexplorersB)ScientistsasmeticulousandcautiousC)Scientistsasdangerousandisolated,similartoFrankensteinD)Scientistsascollaborativeandcommunity-drivenAccordingtothearticle,whatstrategyissuggestedforscientiststoovercomethenegativeeffectsofthe"Frankensteinstigma"?A)IgnoringpublicperceptionandfocusingsolelyonresearchB)AdoptinganempowermentmodeltoactivelyparticipateindialoguesandcreatepositiveoutcomesC)LimitingpublicengagementtoavoidfurtherstigmaD)FocusingonlyonthetechnicalaspectsoftheirworkwithoutpublicinteractionMenuAfterYouReadTheMagicofRealityGivingproperdefinitionsinacademicdiscourseUCASInacademicdiscourse,givingproperdefinitionsorprovidingexplanationstounfamiliartermshelp"contributetothecreationofcoherent,reader-friendlyprosewhileconveyingthewriter’saudience-sensitivityandrelationshiptothemessage."(Hyland,2007:266).Herearetwomoreexamples(citedfromHyland,2008:98):Alight-yearisthedistancelighttravelsinayear,about6trillionmiles(10trillionkilometers).Aplagueoflocustsisdefinedasalarge,gregariouspopulationpresentinatleasttwomajorregions.AfterYouReadTheMagicofRealityUCASSpecializedtermsarenotuncommoninacademicwriting.Usingexamplesorexplanationscanassistyourreaderstounderstandthoseitemsbetter.Scanthearticleandseehowthefollowingtermsareexplained.A

two-headed

forceFrankenstein

stigmaSystem

justificationThe

attitude

of

distrustThe

empowerment

modelAfterYouReadTheMagicofRealityUCASSpecializedtermsarenotuncommoninacademicwriting.Usingexamplesorexplanationscanassistyourreaderstounderstandthoseitemsbetter.Scanthearticleandseehowthefollowingtermsareexplained.A

two-headed

forceFrankenstein

stigmaSystem

justificationScience

is

a

two-headed

force:

its

potential

for

good

is

matched

by

its

potential

fordestruction.(paragraph1)Frankensteinstigmaisastereotypeassociatedwiththe“bad”and“dangerous”things.(paragraph2)Systemjustificationisthetendencyofpeopleandgroupstodefendandsupportthestatusquo,evenwhentheexistingsystemislessthanperfect.(paragraph2)AfterYouReadTheMagicofRealityUCASSpecializedtermsarenotuncommoninacademicwriting.Usingexamplesorexplanationscanassistyourreaderstounderstandthoseitemsbetter.Scanthearticleandseehowthefollowingtermsareexplained.The

attitude

of

distrustThe

empowerment

modelThepublicholdtheattitudeofdistrust,i.e.,nomatterhowhardscientiststrytotellthepublicwhattheirworkisabout,theirargumentsarelikelytoproducenewmaterialstosparkdebatesoverthepotentialdangerstheirsciencemayposetosociety.(paragraph3)AccordingtoOysermanandSwim(2001),theempowermentmodelpositionsstigmatizedindividualsasactiveparticipantsindialoguesandencouragesthemtogainabetterunderstandingofthesocialworldaroundthem,totalkwithotherpeople,andtocreatepositiveoutcomes.(paragraph4)LanguageFocusTheMagicofRealityQueuingTheory:HowtochoosetheFastestLineattheGroceryStoreUCASCohesioninwritingItisimportanttokeepyourwritingcohesiveinaresearchpaper.Thisisdonethrough

repeatednouns,summarynouns,wordfamilies,and

synonyms.MenuLanguageFocusTheMagicofRealityQueuingTheory:HowtochoosetheFastestLineattheGroceryStoreUCASRepeatingkeywordsinaparagraphisanimportanttechniqueforachievingcohesion.Therecentbookoffersawiderangeofspeculativestoriestochallengeformerstereotypes.Featuringafterwardsandcommentariesbytheauthors,this__________________alsoallowsreaderstolearnmoreabouthowscientiststhinkandcreate.bookRepeatednounsMenuLanguageFocusTheMagicofRealityQueuingTheory:HowtochoosetheFastestLineattheGroceryStoreUCASSummarynounscanalsoprovide

cohesion

becausetheymakelinkstowhathasalreadybeensaidwithoutrepeatingthesameinformation.

DeterminerSummarynounThis/the/thosechallenge,effects,design,issue,trendSummarynounsTherecentbookoffersawiderangeofspeculativestoriestochallengeformerstereotypes.Featuringafterwardsandcommentariesbytheauthors,this__________________alsoallowsreaderstolearnmoreabouthowscientiststhinkandcreate.collectionMenuLanguageFocusTheMagicofRealityQueuingTheory:HowtochoosetheFastestLineattheGroceryStoreUCASInFrankensteinschema,thewhite-coatedscientist,isolatedinahiddenlaboratory,playswithmaterials,makingdangerouscombinationsfromdifferentsources.Inthis_______________,itisapparentthatthescientistisnotawareofthedangersherworkposestosociety.(2)Whilepeopleimaginescienceasapotentdrivingforceofhistoryandhumandevelopment,this____________________isoftencombinedwithaprofounddistrustofscientistsandtheirmoralandethicalcodes.(3)Therecentbookoffersawiderangeofspeculativestoriestochallengeformerstereotypes.Featuringafterwardsandcommentariesbytheauthors,this_______________alsoallowsreaderstolearnmoreabouthowscientiststhinkandcreate.Task1Toestablishsmoothflowofideasinacademicwriting,wecanplaceoldorgiveninformationpriortonewinformation.Usingthis/these+anouncanreferbacktosomeoralloftheprecedingsentence.Fillintheblankswithappropriatenounsinthefollowing

sentences.schemabelief/imaginationcollection/bookMenuLanguageFocusTheMagicofRealityQueuingTheory:HowtochoosetheFastestLineattheGroceryStoreUCAS(4)

Inthisessay,wearguethattheFrankensteinmythhasevolvedintoastigmaattachedtoscientists.This__________________________leadstonegativeconnotationsbecauseitimpliesthatsomesciencesaredangerousandharmful.(5)Whilescientistsaremostlytrusted,theyarealsopicturedasimmoralandunpredictablefigures.These__________________________becomemoreacuteasscientistsplayamoreactiveroleinpublicdebate.Task1Toestablishsmoothflowofideasinacademicwriting,wecanplaceoldorgiveninformationpriortonewinformation.Usingthis/these+anouncanreferbacktosomeoralloftheprecedingsentence.Fillintheblankswithappropriatenounsinthefollowing

sentences.stigmaproblems/conflictsMenuLanguageFocusTheMagicofRealityUCASMenuVocabularyinCH7-11.Therecentstudyaimsto________thetheoryofcognitivedevelopmentfrommultilingualexposureinchildren.2.Choosingbetweenstudydesignspresentsa_________forresearchersduetoconstraints.3.To______________geneticandenvironmentalfactors,theexperimentusedaspecificdesign.4.Makingthedatasetpublic_____________thereplicationofourresults.5.Usingartificialintelligencetocustomizetherapyis______tothenewprotocol.6.The__________forourmethodisitsprovenefficacyinsimilarstudies.7.Thecognitive__________approachhelpsunderstandproblem-solvingandinformationcategorization.8.We_________thatincreasedscreentimeiscorrelatedwithlessphysicalactivityinadolescents.9.Thedrugwasshownto_________diseasespreadinearlytrials.10.Thedevelopmentofadvanced_________systemscouldtransformminimallyinvasivesurgery.dilemma,justification,speculate,bolster,facilitate,disentangle,inhibit,schema,integral,roboticbolsterdilemmadisentanglefacilitatesintegraljustificationschemaspeculateinhibitroboticAcademicLiteracySkillsTheMagicofRealityUCASAcademic

Literacy

SkillsMenuAcademicLiteracySkillsTheMagicofRealityUCASTask2Ifyouwereareviewerofapeer-reviewedjournal,whatwouldyoucommentonthefollowingstatements?DiscussyourthoughtswithyourgroupmembersandrevisethesentencesThisisthefirstattempttosystematicallyanalyzeallthewrittenoutputofnovicescientists.Tallpeoplehavehigherincomesthanshortpeople.PopularTVshowscausesidentityconfusioninteenagers.Sciencefictionstoriespreventsocialstigmaagainstscientists.MenuAcademicLiteracySkillsTheMagicofRealityUCASTask2Ifyouwereareviewerofapeer-reviewedjournal,whatwouldyoucommentonthefollowingstatements?DiscussyourthoughtswithyourgroupmembersandrevisethesentencesThisisthefirstattempttosystematicallyanalyzeallthewrittenoutputofnovicescientists.Tallpeoplehavehigherincomesthanshortpeople.MenuAsfarasweknow/Tothebestofmyknowledge,

thisisthefirstattempttosystematicallyanalyzeallthewrittenoutputofnovicescientists.Theresultsindicatethatinsomecountriestallpeoplearelikelytohavehighersalariesthanshortpeople.AcademicLiteracySkillsTheMagicofRealityUCASTask2Ifyouwereareviewerofapeer-reviewedjournal,whatwouldyoucommentonthefollowingstatements?DiscussyourthoughtswithyourgroupmembersandrevisethesentencesPopularTVshowscausesidentityconfusioninteenagers.Sciencefictionstoriespreventsocialstigmaagainstscientists.MenuTheresultsgiveninFigure3supportthehypothesisthatcertainTVshowscancontributetoidentityconfusioninteenagers.Accordingtosomerecentresearch,usingsciencefictionstoriescouldclearuppotentialmisunderstandingsofscientists(Hellmann,2009).AcademicLiteracySkillsTheMagicofRealityQueuingTheory:HowtochoosetheFastestLineattheGroceryStoreUCAS…thereislittleattentionpaidtosocietalorethicalimplications.TheFrankensteinstigmaisameansofcopingwiththreatsthatpeopleimaginescientificknowledgeandpracticesmightposetothem….MarkedbytheFrankensteinstigma,scientistsmaybelievethatlaypeoplewilldevalueandrejecttheirexplanationsortheories…4. Evenif…,theirargumentsarelikelytoproducenewmaterialstosparkdebatesoverthepotentialdangerstheirsciencemayposetosociety…5. Perhapsmoreimportantly,acknowledgingthesocialaspectsofscientificwork,…,scientistsmaygainabetterunderstandingofwhypeopledevelopnegativeattitudestowardsscienceandthescientist.6. Stigmatizedpeopletendtoconsistentlydevaluethemselvesbecausesocietydoesnotacceptthemforwhotheyare.7. Thisinturncouldhelpthemdevelopnewwaystoengagewiththepublicmoreeffectively.8. Whileechoing…,theFrankensteinlabelalsosuggeststhatitistheinherentnatureofsciencetopushboundaries,discovernewthings,andcommitoverreach.9. Peoplehaveatendencytoprojecttheirownculturalmeaningsontoscience,andtheyseemtoappreciatesciencetothedegreethatitconfirmstheirownvalues.10. Asfarasweknowthisisthefirstattempttosystematicallyanalyzevariouspublicopinionsonscienceandscientists.Task

3

Read

the

following

extracts,

underline

the

hedges

and

complete

the

table

that

follows.MenuAcademicLiteracySkillsTheMagicofRealityQueuingTheory:HowtochoosetheFastestLineattheGroceryStoreUCAS…thereislittleattentionpaidtosocietalorethicalimplications.TheFrankensteinstigmaisameansofcopingwiththreatsthatpeopleimaginescientificknowledgeandpracticesmightposetothem….MarkedbytheFrankensteinstigma,scientistsmaybelievethatlaypeoplewilldevalueandrejecttheirexplanationsortheories…4. Evenif…,theirargumentsarelikelytoproducenewmaterialstosparkdebatesoverthepotentialdangerstheirsciencemayposetosociety…5. Perhapsmoreimportantly,acknowledgingthesocialaspectsofscientificwork,…,scientistsmaygainabetterunderstandingofwhypeopledevelopnegativeattitudestowardsscienceandthescientist.6. Stigmatizedpeopletendtoconsistentlydevaluethemselvesbecausesocietydoesnotacceptthemforwhotheyare.7. Thisinturncouldhelpthemdevelopnewwaystoengagewiththepublicmoreeffectively.8. Whileechoing…,theFrankensteinlabelalsosuggeststhatitistheinherentnatureofsciencetopushboundaries,discovernewthings,andcommitoverreach.9. Peoplehaveatendencytoprojecttheirownculturalmeaningsontoscience,andtheyseemtoappreciatesciencetothedegreethatitconfirmstheirownvalues.10. Asfarasweknowthisisthefirstattempttosystematicallyanalyzevariouspublicopinionsonscienceandscientists.Task

3

Read

the

following

extracts,

underline

the

hedges

and

complete

the

table

that

follows.MenuAcademicLiteracySkillsQueuingTheory:HowtochoosetheFastestLineattheGroceryStoreUCASModal

verbs

indicating

possibilitye.g.

would,

can(be),__________________________________2.

Verbs

distancing

the

writer

from

theclaimorshowingthatthewriterisspeculatinge.g.

appear,

indicate,

__________________________________3.

Adjectives,

adverbs

and

nouns

showingthedegreeofcertaintye.g.

possible,_______________________4.

Other

expressions

qualifying

or

limitingaclaime.g.generally,inmostcases,mainly,tosomeextent,

,_______________________might,

could,

may(be)seem,tendto,suggestarelikelyto,perhapsitisapparentthatMenuAcademicLiteracySkillsUCASTask4Selecttheformsyoubelievetobeappropriateinthefollowingtwopassages,thendiscusstheirinterpersonalfunctions,suchasintroducingtheresearchscope(B),posingresearchquestions(P),presentingresearchfindings(S),andgivingimplicationsorfuturepossibilities(E).

Passage1In

order

to

overcome

the

negative

effects

of

the

Frankenstein

stigma,we

argue

/

it

seemsthatscientistsshouldviewtheirstigmaasanempoweringprocessanddefinescienceasanintegralpartofpeople’slives.Fromaclinicalpsychologystandpoint,empowermentcanbe/isbestunderstoodas‘‘a(chǎn)correctiveforthelackofcontrol,senseofhelplessness,anddependency’’(p.483)thatpeopledevelopafterbeingtreatednegatively(JacobsonandGreenley2001).Successfulindividualsadoptan‘‘empowerment’’modelasopposedtoa‘‘coping’’

modelwhendealing

with

stigma(Shih

2004).Whereas

coping

strategiesfocuson

/mayfocusonpreventionandavoidingnegativeconsequencesratherthancreatingpositiveones,theempowermentmodelpositions/islikelytopositionstigmatizedindividualsasactiveparticipantsindialoguesandencouragesthemtogainabetterunderstandingofthesocialworldaroundthem,totalkwithotherpeople,andtocreatepositiveoutcomes(OysermanandSwim2001).SolutionMenuAcademicLiteracySkillsQueuingTheory:HowtochoosetheFastestLineattheGroceryStoreUCASInconclusion,rejectingpeople’sreactionstocontroversialemergingscientificpractices,classifying

them

as‘‘irrational’’or‘‘unscientific,’’inhibits/mayinhibitscientists’capacitytoovercomethestigmaofFrankenstein.Scientistsshould/tendtoviewtheFrankensteinmythasanopportunitytoimaginemoreaccuratelyhowandwhypeopleareconcernedaboutcertain

/allscientificpractices.Defining

science

as

partofpeople’s

livesmayallow/allowsscientiststoexplainissuesinwaysthathelplaypeopleimagineandunderstandsciencemoreeasily,withparticularattentiontothepersonalbenefitsofemergingscientificpractices(Feyginaetal.2010).Perhapsmoreimportantly/Moreimportantly,acknowledgingthesocialaspectsofscientificwork,andusingtheFrankensteinmythasalensformappingtheeffectsofstigma,scientistsmaygain/willgainabetterunderstandingofwhypeople

developnegativeattitudestowardsscienceandthescientist.Asaresult,thescientificcommunitycanchange/willchangeexistingsocialnormsanddevelop/probablydevelopnewwaystocommunicatewiththepublicmoreeffectively.Passage2EvaluationMenuEnglishforGeneralAcademicPurposesREADING&WRITING

UCAS通用學術英語綜合教程（讀寫）EnglishforGeneralAcademicPurposesREADING&WRITING

Chapter8CreateMeIfYouCanReading1Reading2LearningObjectivesTouse“this/these+noun”structuretoimprovetextualcoherenceTorecognizethedifferencesbetweenhedgedandunhedgedformsTograsptheuseofhyphenatedcompoundwordsincompactingideasToidentifynominalizationanditsfunctions

WhyisFrankensteinaStigmaamongScientists?IsYourRobotMaleorFemale?UCASReading2IsYourRobotMaleorFemale?MicolMarchetti-Bowick

UCASReading2UCASBeforeYouReadWhileYouReadAfterYouReadLanguageFocusAcademicLiteracySkillsReading2UCASBeforeYouReadWhileYouReadAfterYouReadLanguageFocusAcademicLiteracySkillsReading2UCASBeforeYouReadWhileYouReadAfterYouReadLanguageFocusAcademicLiteracySkillsReading2UCASBeforeYouReadWhileYouReadAfterYouReadLanguageFocusAcademicLiteracySkillsReading2UCASBeforeYouReadWhileYouReadAfterYouReadLanguageFocusAcademicLiteracySkillsReading2UCASBeforeYouReadWhileYouReadAfterYouReadLanguageFocusAcademicLiteracySkillsBeforeYouRead

TheMagicofRealityWarming-upgLookatthesepicturesanddiscusswithyourpartner:1.Howwouldyourefertoeachoftheserobots,he,she,orit?2.Ifyoureferredtothemdifferently,whywouldyoudothat?Theory:HowtochoosetheFastestLineattheGroceryStore1.UCASMenuBeforeYouRead

TheMagicofRealityDiscussionThinkofasmanyjobsaspossibleassociatewithwomenandmenrespectivelyanddiscusswithagroup.Whataretypicalmalejobs?Whataretypicalfemalejobs?Isitnecessarytocreategenderedrobotsandletthemdogender-specificjobs?UCASMenuBeforeYouRead

TheMagicofRealityAbouttheAuthorMicolMarchetti-BowickholdsaPh.D.inMachineLearningfromCarnegieMellonUniversityandanM.S.andB.S.inComputerSciencefromStanfordUniversity.Shehasspentthemajorityofhercareerdevelopingmachinelearningapproachesforunderstandingcomplexinteractionsamongtrafficactors.UCASMenuCutting-edgerobotsdesignedwithadvancedtechnologiesreinforcetraditionalgendernormsandstereotypes.AccordingtoGarfinkel(2004),genderisconsideredunnecessaryformakingrobotsmorecompatiblewiththeirhumanmasters.The2005studybyPowersetal.supportstheargumentthathumansdonotusesocialcuessuchasgenderintheirinteractionswithrobots.Thetextsuggeststhatincorporatinggenderintorobotdesignshouldbecompletelyavoidedtopreventnegativeeffects.WhileYouReadTheMagicofRealityUCASReadthetextanddecidewhetherthefollowingstatementsaretrue(T)orfalse(F)?MenuTFFFTheCatch-22mentionedinthetextreferstoasituationwheretherearenootheroptionsorsolutionsavailable.Genderedrobotscanbeusedtochallengesocietalgendernorms,asillustratedbytheexampleofamale-genderedrobotinthekitchen.Thetextimpliesthatthegenderimbalanceamongroboticistsisoneofthereasonsforreinforcingtraditionalgendernormsinroboticdesign.Theprimarypurposeofcreatingrobotsthatdefytraditionalgenderroles,accordingtothetext,istopreservethestatusquoratherthanencouragesocialchange.WhileYouReadTheMagicofRealityUCASReadthetextanddecidewhetherthefollowingstatementsaretrue(T)orfalse(F)?MenuTTTFWhileYouReadTheMagicofRealityQueuingTheory:HowtochoosetheFastestLineattheGroceryStoreUCASWhatistheprobablesourceofReading2,amagazine,anovel,orsomethingelse?

choosetheFastestLMenuAfterYouReadTheMagicofRealityQueuingTheory:HowtochoosetheFastestLineattheGroceryStoreUCASMenu3IdentifythemainpurposeofeachparagraphinReading2andfillintheblankswiththecorrespondingnumberofeachparagraph.Toexplaintheimportanceofconsideringpeople’sgenderviewwhendesigningrobots.Toanalyzethecausesgenderedrobotsandtheirpossibleeffectstosociety.TopredicthowtheapplicationofgenderedrobotsmaystimulatesocialchangeToillustrateinwhatwaysgenderedrobotscanhelppeopleunderstandrobotsbetter142LanguageFocusTheMagicofRealityQueuingTheory:HowtochoosetheFastestLineattheGroceryStoreUCASMenuHyphenatedCompoundWordsInEnglish,wecancombinetwowordstocreateasinglenewword.Anewwordlikethisiscalledacompoundword.Sometimes,weneedtoaddahyphen“-”betweenthetwowordswewanttocombineandthenthenewwordcreatediscalledahyphenatedcompoundword,forexample,life-changing,whichisusedtodescribesomethingsoimportantthatitcanchangeyourlife.Onegoaltouseahyphenbetweenwordsistoavoidambiguity,whichisofgreatimportancetoacademicwriting.Forexample,“l(fā)argeprintpaper”mightbeunclearifnohyphenisadded,becausethereaderwouldbeconfusedaboutwhethertocombine“l(fā)arge”and“print”togetherortoput“print”and“paper”togetherasoneidea.LanguageFocusTheMagicofReality1.beruledorcontrolledbywomen ________________2.lastingorexistingforalongtime ________________3.betweenhumansandrobots ________________4.totalorcomplete ________________5.beseparatedapartaccordingtoone’sgender ________________6.inaccordancewiththemostadvancedtechnology________________UCASMenufemale-dominatedTask1Scanthetextandfindthehyphenatedcompoundwordswiththefollowingmeanings.Task2Usetheabovehyphenatedcompoundwordstocompletethefollowingsentences.long-standinghuman-robotfull-scalegender-segregatedcutting-edge1.Lackofinnovationisa_______________problemweneedtosolveforourcompany.2.Weneedtotakemeasurestoprevent_______________militaryconflicts.3.Manypeoplethink_______________schoolsarenotgoodforchildren’sdevelopment.4.Whatweareplanningis_______________technologyneverseenintheworldbefore.5.Occupationslikesecretary,nurse,orreceptionistarealwaysregardedas_______________.6.SomeAIresearchersandscientistsworryaboutthefuture_______________relations.long-standingfull-scalegender-segregatedcutting-edgefemale-dominatedhuman-robotLanguageFocusTheMagicofRealityQueuingTheory:HowtochoosetheFastestLineattheGroceryStoreUCASMenubulky

critique

dictate

equivalent incorporateindispensablemasculinitypersona segregateupholdVocabularyinCH8-2CompletethesentenceswiththerightformsofthewordsintheboxTheUSCongressisroughly____________totheBritishParliament.Mobilephoneshavebecomean_____________partofourlives.

Theboxeswere_____________anddifficulttomove.Maleprisonerswerestrictly_____________

fromthefemales.Joelhasacheerfulpublic______________butinprivatehe’sdifferent.We’ve______________manyenvironmentallyfriendlyfeaturesintothedesignofthebuilding.

Thelawsofphysics______________thatwhatgoesupmustcomedown.Children’sideasof_______________tendtocomefromtheirfathers.

Theyhaveformedacommitteethataimsto_______________educationalstandards.Thespeechwasadevastating______________ofthecurrenteconomicpolicy.equivalentindispensablebulkysegregatedpersonaincorporateddictatemasculinityupholdcritiqueAcademicLiteracySkillsTheMagicofRealityQueuingTheory:Howtochoo