Unit 3 北京林业大学外语学院 龚锐 Gender Differences 《新编大学英语》 Book 4 外研社 全国高等学校大学英语教学研修班

Unit Overview 1 Demo Class 2 Unit 3 Gender Differences Introduction Teaching objectives Teaching plan 外研社 全国高等学校大学英语教学研修班

Unit Overview  Introduction  Subjects: the sophomore of non-English major  Teaching materials: New College English (2 nd Edition) Book 4 Unit 3 Gender Difference In-class Reading Passage: Gender Roles from a Cultural Perspective 外研社 全国高等学校大学英语教学研修班

Unit Overview  Teaching objectives 1.To help students learn expressions to describe the differences between men and women on physique, personality and traditional roles in family and society; 2.To help students understand the main idea and the structure of the text; 3.To help students learn difficult words and expressions in the text; 4.To foster students’ ability to use synonyms in writing English essays ; 5.To help students understand gender differences more comprehensively and critically, encouraging them to output in the form of oral and written English. 外研社 全国高等学校大学英语教学研修班

Unit Overview  Teaching plan (50’) 1.Warming-up (8’) 2.Text Analysis (15’) 3.Language Focus (10’) 4.Writing Skills (10’) 5.Critical Thinking—Discussion (5’) 6.Assignment (2’) 外研社 全国高等学校大学英语教学研修班

Demo class 1.Warming-up (8’) 1.Lead-in: video clip 2.Group work: discuss the differences between men and women from the following 3 aspects: a)physique/appearance b)Personality c)traditional roles at home and in society 外研社 全国高等学校大学英语教学研修班

Physique/Appearance Comparison between men and women Men Women strong muscular tough athletic gorgeous dazzling breathtaking angelic elegant graceful 外研社 全国高等学校大学英语教学研修班

3. Question: what have determined the gender differences? Genes and culture Gender Roles from a Cultural Perspective 外研社 全国高等学校大学英语教学研修班

Demo class  2. Text Analysis (15’) 1.Introduce the typical structure of English argumentative essay 2.Skimming and scanning 3.Check answers and explain how the author elaborates the argument 外研社 全国高等学校大学英语教学研修班

3: Language Focus (10’) Over the past few decades, it has been proven innumerable times that the various types of behavior, emotions, and interests that constitute being masculine and feminine are patterned by both heredity and culture. 外研社 全国高等学校大学英语教学研修班 Demo class

 innumerable in - num(er) - able “can not be counted” in-calcul-able in-cred-ible in-visi-ble not “incomplete” number, count “numerical”, ”numerous” can be “affordable” “too many to be counted” Language Points 外研社 全国高等学校大学英语教学研修班

 Over the past few decades, it has been proven innumerable times that the various types of behavior, emotions, and interests that constitute being masculine and feminine are patterned by both heredity and culture. Over the past few decades, it has been proven many times that different types of behavior, emotions and interests of men and women are influenced by both genes and culture. Those different types of behavior, emotions and interests determine our typical male and female characteristics. 在过去的几十年里，已经无数次地证实了这样一个事实：构成 男子阳刚之气和女子阴柔之美的各种行为模式、情感和兴趣既 是遗传又是文化熏陶的结果。 Paraphrase Translation Demo class 外研社 全国高等学校大学英语教学研修班

 4: Writing skills (10’) 1.Ask students to go over the passage and find out two groups of synonyms for “many” and “unconscious”. a)many: innumerable, hundreds of, millions of … b)unconscious: unconsciously, unintentionally, unknowingly, indirectly… 2.Why? To avoid repetition and achieve diversity of language 3.Present more examples 外研社 全国高等学校大学英语教学研修班

 5. Critical Thinking—Discussion (5’)  Discuss the topic: Gender Inequality in Employment of College Graduates.  List the reasons why there exists discrimination against girls in job markets 外研社 全国高等学校大学英语教学研修班 Output- driven activity in oral form

 6. Assignment (2’)  Write an essay entitled Gender Inequality in Employment of College Graduates  Structure of English argumentative essay + Writing skills + Discussion Output- driven activity in written form

Conclusion : Society reinforces its established values and turns out each sex in its traditional mold. Argument: Different gender roles are mainly patterned by the culture. (Para. 1) Support: cultural bias in education that favors over (Para. 2-5) At school At home 1. Call on male students more than girls 2. Assign different tasks according to stereotyped gender roles. 3. Sex-biased assumption 1. Different degrees of freedom ? Example 1 ? Example 2 ? Example 3 2. Develop different qualities ? Example 1 ? Example 2

The End Thank you !