Unit 3 Gender Differences新编大学英语第二版第四册教案.doc

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1、如有侵权，请联系网站删除，仅供学习与交流Unit 3 Gender Differences新编大学英语第二版第四册教案【精品文档】第 13 页Unit 3 Gender DifferencesUseful Information“Gender differences” is a term used to refer to both biological and social characteristics that distinguish men and women. The social characteristics include such things as differences i

2、n hair styles, clothing, family responsibilities, occupational roles, acceptable behavior and other culturally learned activities and traits. All of these differences are linked to the non-biological notions of masculinity and femininity which vary from one culture to another. Sexual or physical dif

3、ferences are determined at birth. Females have two similar sex-determining chromosomes (XX), while males have two dissimilar sex-determining chromosomes (XY). Both sexes have male and female hormones, but the average man has about ten times as much testosterone as the average woman. Most scientists

4、agree that these biological differences affect, at least to some extent, physical behavior and development. In other words, in most cultures men are bigger, stronger and more aggressive than women. Obviously, physical activity and social roles accentuate these biological differences. Heavy labor bui

5、lds muscles and the responsibility of providing for a family reinforces the natural aggression of men in any society. The child-raising activities of women, on the other hand, reinforce their gentle and nurturant behavior. However we do recognize that women are capable of highly muscled bodies, as i

6、s evident in some women athletes. Many of the traditional stereotypes associated with women were questioned by the feminist movement that began in the West in the early 1960s. This movement (also known as the womens liberation movement) favored increased rights and activities for women throughout so

7、ciety. Feminists stressed that it was not primarily biology that determined womens roles and status in society, but social prejudices. According to the feminists, women were usually socialized and educated differently from men because it was assumed that women were physically and intellectually infe

8、rior. The theories and analyses that came out of the womens movement sparked innumerable studies on educational and employment practices. These studies revealed the sexist biases (prejudice or discrimination on the basis of sex) of teachers, employers, schools, universities, textbooks, laws, and oth

9、er official documents. It was shown that the way girls are treated in the home and in school plays a major role in reinforcing stereotypes. It was demonstrated that if treated similarly, boys and girls have the same potential and can accomplish similar goals. Throughout the 1970s and 1980s, efforts

10、were made to reduce sexist attitudes in educational systems and in the workplace. Girls were encouraged to study medicine, law, mathematics, engineering, etc. and to follow careers normally associated with men. Laws were passed prohibiting sexist discrimination in hiring practices in order to give w

11、omen equal job opportunities. The impact of the feminist movement was felt even at the level of everyday language. Since the 1960s, the English language has evolved considerably in order to be more inclusive of women. New words have been invented and pronouns are used differently. Virtually every gr

12、ammar book published since the late 1970s has a section on avoiding sexist language and sexist pronoun use. Various ways are now used to avoid inequality of the sexes, such as: 1) A person should insist that his/her rights be respected; 2) People should see that their employer treats all employees e

13、qually; 3) Everyone received their share of food; 4) The chairperson of the department insisted on nonsexist language in all publications. Despite social reforms and changing attitudes, there are still many unanswered questions regarding gender differences. Do women feel compelled to act more like m

14、en in order to overcome stereotypes? Can or should men and women ever be truly equal in any society?Part One PREPARATION1. How is it possible?STEP ONE1) when 2) control 3) crashes/smashes/runs/bumps 4) hospital5) doctor/surgeon 6) operateSTEP TWOYes. The doctor is the boys mother.2. Differences betw

15、een Men and WomenSTEP ONEMEN WOMENsuffer more illnesses _have a higher rate of colorblindness _have a larger brain _are more likely to have a heart attack _have more fears _live longer _like diamond shapes _miss more work _3. The Gender SurveyStep OneThe survey is open.Step TwoMost people think that

16、 women are more emotional and more compassionate than men. They are also viewed as better listeners and better able to do many things at once. Most of us believe women have better “people skills”.We all think that men have a more aggressive nature. They are also more willing to take risks than are w

17、omen. All of the girls in our group believe that men are self-centered.Optional Activities for Teachers to Choose:4. Men or Women?relationship counselor. Work in pairs and decide whether you think the featuresbelow describe men or women. Write “M” for men and “W” for women._ 1) They talk to exchange

18、 information._ 2) They talk to express feelings._ 3) They need to be alone sometimes. Every now and then, especially when under stress, they need to retreat to their cave and do not want to be disturbed._ 4) They are goal-oriented problems solvers._ 5) Naturally and cyclically, their moods go throug

19、h highs and lows._ 6) They tend to use dramatic expressions such as “you ALWAYS forget” or “you NEVER listen to me”.According to relationship counselor John Gray, the author ofMen Are From Mars, Women Are From Venus, the answers are: 1) M 2) W 3) M 4) M 5) W 6) WFeminine Qualitiesvs.Masculine Qualit

20、iesDirections:Work in groups to write in each column as many words as you can that describe feminine or masculine qualities.Feminine QualitiesMasculine Qualitiestender, weak, sensitive, shy, sympathetic, dependent, soft, gentle, caring, considerate,delicate, tolerant, cautious, careful, timid, neat

21、and cleanstrong, brave, adventurous, independent, courageous, creative, bold, persistent, manipulative, confident, competent, dominating, vigorousThe teacher may give all the words to the students randomly and ask them to divide them into feminine qualities and masculine qualities.Part Two READING-C

22、ENTERED ACTIVITIESPre-ReadingSample:Generally speaking, boys do better in chemistry, math, geography and P.E. than girls while girls do better in art, language, music and history than boys.Passage ReadingWords, Phrases and Grammatical Points1. The word “develop” is used four times in the passage.“th

23、ose students who become active classroom participants develop more positive attitudes and go on to higher achievement.” (l. 20)“American boys do, indeed, develop reading problems” (l. 39)“and it is girls who develop reading problems.” (l. 43)“ Instead of being encouraged to develop intellectual curi

24、osity and physical skills that are useful in dealing with the outside world” (l. 50)More examples:She later developed a taste for expensive nightclubs.Their friendship developed through their shared interest in the arts.Shes developed some strange habits since she started living on her own.2.it was

25、observed by professors and women students alike that the boys were “taking over” the classroom discussions and that active participation by women students had diminished noticeably.(l. 23)You use “alike” after mentioning two or more people, groups, or things in order to emphasize that you are referr

26、ing to both or all of them.Friends and family alike were shocked by the news of her suicide.It caused confusion among allies and adversaries alike.3. These lessons carry over from the home to the classroom(l.53)The phrase “carry over” means “to continue to exist or apply in a new situation”.His rati

27、onal outlook on science carried over to child rearing.Post-ReadingReading Comprehension1. Understanding the Organization of the Text1) Introduction (Para.1)It has been proven repeatedly thatthe various types of behavior, emotions, and interests thatconstitute being masculine and feminine are pattern

28、ed by both heredity and culture.2) There isa cultural bias in educationthat favors boysover girls. (Para.2-4)Supporting evidence:A. Teachers called on males in class far more than on female students. (Para.2)i) Its consequence:This has a tremendous impact on the learning process.ii) The reason for t

29、his: Active classroom participantsdevelop more positive attitudes and goon to higher achievement.iii) Two examples:a. In many of the former all-womens colleges, the boyswere “taking over” the classroomdiscussionsand active participation by women students had diminished noticeably.b. A similar subord

30、ination of female to male students has also been observedin law andmedical school classroomsin recent years.B. Teachers assigned boys and girls different tasks according tostereotyped gender roles.(Para.3)i) Its consequence: This prevented girls fromparticipating as actively as boys in class.ii) An

31、example: A teacher had the little boys perform the scientific “experiment” whilethegirls were given the task of putting the materials away.C. Gender-biased education is also reflected in the typical American teachers assumption. (Para.4)i) The assumption:Boys will do better in the “hard”, “masculine

32、” subjects of math andscience while girls are expected to have better verbal and reading skills.ii) Three examples:a. American boys do developreading problems, while girls, who are superior to boys in math up to the age of nine,fall behindfrom then on.b. In Germany,all studies are considered “mascul

33、ine”, andit is girls who develop reading problems.c. In Japan,where early education appears to be nonsexist, both girls and boys do equally well in reading.3) The educational bias beginsat home. (Para.5)A. Supporting evidence:i) Boy preschoolerswere permittedto go away from home in a much wider area

34、 than girlpreschoolers.ii) Boys were encouraged to developintellectual curiosityandphysical skills, while girls arefilledwith fears of the world outside the homeandwith the desire to be approved offortheir “goodness” and obedience to rules.B. The consequence when these lessons carry over from the ho

35、me to the classroom:Girls are generally observed to bemore dependent on the teacher,more concerned with theform and neatness of their workthan its content, and more anxious about being “right” intheir answersthan in being intellectuallyindependent,analytical, ororiginal.C. Conclusion: Through the ed

36、ucational process that occupies most of the childs waking hours,society reinforcesits established valuesandturns out each sex in its traditional and expected mold.2. Understanding Specific Information1) C 2) B 3) D 4) B 5) C 6) D3. Questions for Group DiscussionSamples:1) Yes, I think so. As far as

37、I know, most boy students in China do better in math and science. It is fully demonstrated by the number of boy students who have won prizes in the Olympic Science Contests and by the ratio of boy students to girl students in science departments in colleges and universities.I dont think I can answer

38、 the question by a simple “yes” or “no”.With more girls receiving higher education and going to graduate school, it wont be difficult to find girls who are really good in math and science courses. As we can see in our university, there are quite a few female math professors and also female professor

39、s specialized in science and engineering. Besides, many boys are found to have developed excellent language and reading skills. However its true that science and engineering departments have more boy students while departments of humanities have more girls. Anyway if we look at and compare the curre

40、nt numbers of boys and girls in these departments with the numbers in the past, we can find the trend is changing.2) Chinese culture also has stereotyped gender roles. Boys and girls are taught and expected to behave differently from each other both at home and at school. If they dont fit into the t

41、raditional gender mold, girls are said to be like boys and boys like girls. The following are the ways that culture or education affects gender roles.Boys and girls are provided with different kinds of toys to play with: dolls and pretty things are for girls while toy cars and guns are for boys.Boys

42、 are expected to play outdoors and girls, in most cases, indoors.Girls are expected to be clean and neat, and well dressed and boys should be strong and tough, and can deal with difficulties.Males, especially in the country, are expected to be better educated than females and they should be more car

43、eer-oriented to support the family and females are expected to support their husbands. Theres an old saying “having no skills and intelligence is a good virtue of women”.Women are expected to be quiet and shy while men are expected to be powerful and more aggressive.Women are expected to take good c

44、are of their children and do most of the housework while men are expected to be successful in their careers.Women are expected to go home immediately after work while men may get back late in the evening after having dinner with their friends or colleagues.Vocabulary1) genetic 2) assign 3) noticeabl

45、y 4) approved 5) Bias6) deprived 7) constituted 8) participation 9) unintentional 10) postgraduate2. conscious unconscious positive negativeencourage discourage superior inferiordirectly indirectly biased fairsexist nonsexist limited unlimiteddependent independent appropriately inappropriately3. 1) C 2) D 3) A 4) E 5) B 6) C 7) F 8) B4. 1) turn out 2) carry over 3) calling on 4) put away 5) fallen behind 6) take overPart Three FURTHER DEVELOPMENTEnriching Your Word Power1) B 2) C 3) B 4) A 5) C 6)