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

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

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4）Thechairpersonofthedepartmentinsistedonnonsexistlanguageinallpublications. 

Despitesocialreformsandchangingattitudes,therearestillmanyunansweredquestionsregardinggenderdifferences.DowomenfeelcompelledtoactmorelikemeninordertoovercomestereotypesCanorshouldmenandwomeneverbetrulyequalinanysociety

PartOnePREPARATION

1.Howisitpossible

STEPONE

1）when 

2）control 

3）crashes/smashes/runs/bumps 

4）hospital

5）doctor/surgeon 

6）operate

STEPTWO

Yes.Thedoctoristheboy’smother.

2.DifferencesbetweenMenandWomen

MEN 

WOMEN

suffermoreillnesses 

_______ 

√ 

haveahigherrateofcolorblindness 

_______

havealargerbrain 

aremorelikelytohaveaheartattack 

havemorefears 

livelonger 

likediamondshapes 

missmorework 

3.TheGenderSurvey

StepOne

Thesurveyisopen.

StepTwo

Mostpeoplethinkthatwomenaremoreemotionalandmorecompassionatethanmen.Theyarealsoviewedasbetterlistenersandbetterabletodomanythingsatonce.Mostofusbelievewomenhavebetter“peopleskills”.

Weallthinkthatmenhaveamoreaggressivenature.Theyarealsomorewillingtotakerisksthanarewomen.Allofthegirlsinourgroupbelievethatmenareself-centered.

OptionalActivitiesforTeacherstoChoose:

4.MenorWomen

relationshipcounselor.Workinpairsanddecidewhetheryouthinkthefeatures

belowdescribemenorwomen.Write“M”formenand“W”forwomen.

_____ 

1）Theytalktoexchangeinformation.

2）Theytalktoexpressfeelings.

3）Theyneedtobealonesometimes.Everynowandthen,especiallywhenunderstress,theyneedtoretreattotheir"

cave"

anddonotwanttobedisturbed.

4）Theyaregoal-orientedproblemssolvers.

5）Naturallyandcyclically,theirmoodsgothroughhighsandlows.

6）Theytendtousedramaticexpressionssuchas“youALWAYSforget”or“youNEVERlistentome”.

AccordingtorelationshipcounselorJohnGray,theauthorof 

MenAreFromMars,WomenAreFromVenus,theanswersare:

1）M 

2）W 

3）M 

4）M 

5）W 

6）W

FeminineQualities 

vs. 

MasculineQualities

Directions:

Workingroupstowriteineachcolumnasmanywordsasyoucanthatdescribefeminineormasculinequalities.

FeminineQualities

tender,weak,sensitive,shy,sympathetic,dependent,soft,gentle,caring,considerate,delicate,tolerant,cautious,careful,timid,neatandclean

strong,brave,adventurous,independent,courageous,creative,bold,persistent,manipulative,confident,competent,dominating,vigorous

Theteachermaygiveallthewordstothestudentsrandomlyandaskthemtodividethemintofemininequalitiesandmasculinequalities.

PartTwoREADING-CENTEREDACTIVITIES

Pre-Reading

Sample:

Generallyspeaking,boysdobetterinchemistry,math,geographyand.thangirlswhilegirlsdobetterinart,language,musicandhistorythanboys.

PassageReading

Words,PhrasesandGrammaticalPoints

1.Theword“develop”isusedfourtimesinthepassage.

“…thosestudentswhobecomeactiveclassroomparticipantsdevelopmorepositiveattitudesandgoontohigherachievement.”（l.20）

“…Americanboysdo,indeed,developreadingproblems…”（l.39）

“…anditisgirlswhodevelopreadingproblems.”（l.43）

“Insteadofbeingencouragedtodevelopintellectualcuriosityandphysicalskillsthatareusefulindealingwiththeoutsideworld…”（l.50）

Moreexamples:

Shelaterdevelopedatasteforexpensivenightclubs.

Theirfriendshipdevelopedthroughtheirsharedinterestinthearts.

She’sdevelopedsomestrangehabitssinceshestartedlivingonherown.

2. 

…itwasobservedbyprofessorsandwomenstudentsalikethattheboyswere“takingover”theclassroomdiscussionsandthatactiveparticipationbywomenstudentshaddiminishednoticeably. 

（l.23）

Youuse“alike”aftermentioningtwoormorepeople,groups,orthingsinordertoemphasizethatyouarereferringtobothorallofthem.

Friendsandfamilyalikewereshockedbythenewsofhersuicide.

Itcausedconfusionamongalliesandadversariesalike.

3.Theselessonscarryoverfromthehometotheclassroom… 

（l. 

53）

Thephrase“carryover”means“tocontinuetoexistorapplyinanewsituation”.

Hisrationaloutlookonsciencecarriedovertochildrearing.

Post-Reading

ReadingComprehension

1.UnderstandingtheOrganizationoftheText

1）Introduction

Ithasbeenprovenrepeatedlythat 

thevarioustypesofbehavior,emotions,andintereststhat

constitutebeingmasculineandfemininearepatternedbybothheredityandculture.

2）Thereis 

aculturalbiasineducation 

thatfavorsboys 

overgirls.

Supportingevidence:

A.Teacherscalledonmalesinclassfarmorethanonfemalestudents.

i）Itsconsequence:

Thishasatremendousimpactonthelearningprocess.

ii）Thereasonforthis:

Activeclassroomparticipants 

developmorepositiveattitudesandgo

ontohigherachievement.

iii）Twoexamples:

a.Inmanyoftheformerall-women’scolleges,theboys 

were“takingover”theclassroom

discussions 

andactiveparticipationbywomenstudentshaddiminishednoticeably.

b.Asimilarsubordinationoffemaletomalestudentshasalsobeenobserved 

inlawand 

medicalschoolclassrooms 

inrecentyears.

B.Teachersassignedboysandgirlsdifferenttasksaccordingto 

stereotypedgenderroles.

（Para. 

3）

Thispreventedgirlsfrom 

participatingasactivelyasboysinclass.

ii）Anexample:

Ateacherhadthelittleboysperformthescientific“experiment”whilethe

girlswere