Unit 3 Gender Differences新编大学英语第二版第四册教案.docx
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Unit3GenderDifferences新编大学英语第二版第四册教案
Unit3GenderDifferences
UsefulInformation
“Genderdifferences”isatermusedtorefertobothbiologicalandsocialcharacteristicsthatdistinguishmenandwomen.Thesocialcharacteristicsincludesuchthingsasdifferencesinhairstyles,clothing,familyresponsibilities,occupationalroles,acceptablebehaviorandotherculturallylearnedactivitiesandtraits.Allofthesedifferencesarelinkedtothenon-biologicalnotionsofmasculinityandfemininitywhichvaryfromoneculturetoanother.
Sexualorphysicaldifferencesaredeterminedatbirth.Femaleshavetwosimilarsex-determiningchromosomes(XX),whilemaleshavetwodissimilarsex-determiningchromosomes(XY).Bothsexeshavemaleandfemalehormones,buttheaveragemanhasabouttentimesasmuchtestosteroneastheaveragewoman.Mostscientistsagreethatthesebiologicaldifferencesaffect,atleasttosomeextent,physicalbehavioranddevelopment.Inotherwords,inmostculturesmenarebigger,strongerandmoreaggressivethanwomen.Obviously,physicalactivityandsocialrolesaccentuatethesebiologicaldifferences.Heavylaborbuildsmusclesandtheresponsibilityofprovidingforafamilyreinforcesthenaturalaggressionofmeninanysociety.Thechild-raisingactivitiesofwomen,ontheotherhand,reinforcetheirgentleandnurturantbehavior.Howeverwedorecognizethatwomenarecapableofhighlymuscledbodies,asisevidentinsomewomenathletes.
ManyofthetraditionalstereotypesassociatedwithwomenwerequestionedbythefeministmovementthatbeganintheWestintheearly1960s.Thismovement(alsoknownasthewomen’sliberationmovement)favoredincreasedrightsandactivitiesforwomenthroughoutsociety.Feministsstressedthatitwasnotprimarilybiologythatdeterminedwomen’srolesandstatusinsociety,butsocialprejudices.Accordingtothefeminists,womenwereusuallysocializedandeducateddifferentlyfrommenbecauseitwasassumedthatwomenwerephysicallyandintellectuallyinferior.
Thetheoriesandanalysesthatcameoutofthewomen’smovementsparkedinnumerablestudiesoneducationalandemploymentpractices.Thesestudiesrevealedthesexistbiases(prejudiceordiscriminationonthebasisofsex)ofteachers,employers,schools,universities,textbooks,laws,andotherofficialdocuments.Itwasshownthatthewaygirlsaretreatedinthehomeandinschoolplaysamajorroleinreinforcingstereotypes.Itwasdemonstratedthatiftreatedsimilarly,boysandgirlshavethesamepotentialandcanaccomplishsimilargoals.
Throughoutthe1970sand1980s,effortsweremadetoreducesexistattitudesineducationalsystemsandintheworkplace.Girlswereencouragedtostudymedicine,law,mathematics,engineering,etc.andtofollowcareersnormallyassociatedwithmen.Lawswerepassedprohibitingsexistdiscriminationinhiringpracticesinordertogivewomenequaljobopportunities.
Theimpactofthefeministmovementwasfeltevenatthelevelofeverydaylanguage.Sincethe1960s,theEnglishlanguagehasevolvedconsiderablyinordertobemoreinclusiveofwomen.Newwordshavebeeninventedandpronounsareuseddifferently.Virtuallyeverygrammarbookpublishedsincethelate1970shasasectiononavoidingsexistlanguageandsexistpronounuse.Variouswaysarenowusedtoavoidinequalityofthesexes,suchas:
1)Apersonshouldinsistthathis/herrightsberespected;2)Peopleshouldseethattheiremployertreatsallemployeesequally;3)Everyonereceivedtheirshareoffood;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
STEPONE
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
MasculineQualities
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)
i)Itsconsequence:
Thispreventedgirlsfrom participatingasactivelyasboysinclass.
ii)Anexample:
Ateacherhadthelittleboysperformthescientific“experiment”whilethe
girlswere