Unit 3 Gender Differences新编大学英语第二版第四册教案备课讲稿.docx

1、Unit 3 Gender Differences新编大学英语第二版第四册教案备课讲稿Unit 3 Gender Differences新编大学英语第二版第四册教案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 di

2、fferences in 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 p

3、hysical differences 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

4、scientists 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. Heav

5、y labor builds 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 b

6、odies, as is 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 th

7、roughout society. 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 intellec

8、tually inferior. 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, la

9、ws, and other 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 1980

10、s, efforts 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 orde

11、r to give women 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. Virtual

12、ly every grammar 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

13、employees equally; 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

14、more like men 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. Diffe

15、rences between 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

16、 think that 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

17、 than are women. 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

18、to exchange 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 moo

19、ds go through 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.Masc

20、uline QualitiesDirections: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,

21、timid, neat 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 T

22、wo READING-CENTERED 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

23、 passage.“those 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 intel

24、lectual curiosity 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 o

25、wn.2.it was 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 yo

26、u are referring 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 situati

27、on”.His rational 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

28、 are patterned 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

29、reason for this: 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 si

30、milar subordination 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 example: A t