发布时间 : 星期日 文章Unit 3 Gender Differences新编大学英语第二版第四册教案知识讲解 - 图文更新完毕开始阅读
Unit 3 Gender Differences
Useful 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 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 physical 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 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. Heavy 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 bodies, 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 women’s liberation movement) favored increased rights and activities for women throughout society. Feminists stressed that it was not primarily biology that determined women’s 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 inferior.
The theories and analyses that came out of the women’s 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 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 1980s, 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 order 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. Virtually 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 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 more like men in order to overcome stereotypes? Can or should men and women ever be truly equal in any society?
Part One PREPARATION
1. How is it possible? STEP ONE
1) when 2) control 3) crashes/smashes/runs/bumps 4) hospital 5) doctor/surgeon 6) operate
STEP TWO
Yes. The doctor is the boy’s mother.
2. Differences between Men and Women
STEP ONE
MEN WOMEN
suffer 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 Survey Step One The survey is open. Step Two Most people 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 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 features below describe men or women. Write “M” for men and “W” for women. _____ 1) They talk 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 \ _____ 4) They are goal-oriented problems solvers. _____ 5) Naturally and cyclically, their moods 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 of Men Are From Mars, Women Are From Venus, the answers are: 1) M 2) W 3) M 4) M 5) W 6) W Feminine Qualities vs. Masculine Qualities Directions: Work in groups to write in each column as many words as you can that describe feminine or masculine qualities. Feminine Qualities Masculine Qualities tender, weak, sensitive, shy, sympathetic, strong, brave, adventurous, independent, dependent, soft, gentle, caring, considerate, courageous, creative, bold, persistent, delicate, tolerant, cautious, careful, timid, manipulative, neat and clean confident, competent, dominating, vigorous The 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-CENTERED ACTIVITIES
Pre-Reading Sample:
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 Reading
Words, Phrases and Grammatical Points
1. The word “develop” is used four times in the 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 intellectual 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. She’s developed some strange habits since she started living on her own.
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 you 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 situation”. His rational outlook on science carried over to child rearing.