Unit 3 Gender Differences新编大学英语第二版第四册教案知识讲解

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 "cave" and do not want to be disturbed.

_____ 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, dependent, soft, gentle, caring, considerate,

strong, brave, adventurous, independent, courageous, creative, bold, persistent,

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.

c. In Japan, where early education appears to be nonsexist, both girls and boys do equally well in reading.

3) The educational bias begins at home. (Para. 5)

A. Supporting evidence:

i) Boy preschoolers were permitted to go away from home in a much wider area than girl

preschoolers.

ii) Boys were encouraged to develop intellectual curiosity and physical skills, while girls are

filled with fears of the world outside the home and with the desire to be approved of for

their “goodness” and obedience to rules.

B. The consequence when these lessons carry over from the home to the classroom:

Girls are generally observed to be more dependent on the teacher, more concerned with theform and neatness of their work than its content, and more anxious about being “right” in their answers than in being intellectually independent, analytical, or original.

C. Conclusion: Through the educatio nal process that occupies most of the child’s waking hours,society reinforces its established values and turns out each sex in its traditional and expected mold.

2. Understanding Specific Information

1) C 2) B 3) D 4) B 5) C 6) D

3. Questions for Group Discussion

Samples:

1) —Yes, I think so. As far as I know, most boy students in China do better in math and science. It is fully demonstrated by the number of boy students who have won prizes in the Olympic Science Contests and by the ratio of boy students to girl students in science departments in colleges and universities.

—I don’t think I can answer the question by a simple “yes” or “no”.

With more girls receiving higher education and going to graduate school, it won’t be difficult to find girls who are really good in math and science courses. As we can see in our university, there are quite a few female math professors and also female professors specialized in science and engineering. Besides, many boys are found to have developed excellent l anguage and reading skills. However it’s true that science and engineering departments have more boy students while departments of humanities have more girls. Anyway if we look at and compare the current numbers of boys and girls in these departments with the numbers in the past, we can find the trend is changing.

2) Chinese culture also has stereotyped gender roles. Boys and girls are taught and expected to behave differently from each other both at home and at school. If they don’t

fit into the traditional gender mold, girls are said to be like boys and boys like girls. The following are the ways that culture or education affects gender roles.

—Boys and girls are provided with different kinds of toys to play with: dolls and pretty things are for girls while toy cars and guns are for boys.

—Boys are expected to play outdoors and girls, in most cases, indoors.

—Girls are expected to be clean and neat, and well dressed and boys should be strong and tough, and can deal with difficulties.

—Males, especially in the country, are expected to be better educated than females and they should be more career-oriented to support the family and females are expected to support their husbands. There’s an old saying “having no skills and intelligence is a good virtue of women”.

—Women are expected to be quiet and shy while men are expected to be powerful and more aggressive.

—Women are expected to take good care of their children and do most of the housework while men are expected to be successful in their careers.

—Women are expected to go home immediately after work while men may get back late in the evening after having dinner with their friends or colleagues.

Vocabulary

1) genetic 2) assign 3) noticeably 4) approved 5) Bias

6) deprived 7) constituted 8) participation 9) unintentional 10) postgraduate

2. conscious – unconscious positive – negative

encourage – discourage superior – inferior

directly – indirectly biased – fair

sexist –nonsexist limited – unlimited

dependent – independent appropriately – inappropriately

3. 1) C 2) D 3) A 4) E 5) B 6) C 7) F 8) B

4. 1) turn out 2) carry over 3) calling on 4) put away 5) fallen behind 6) take over

Part Three FURTHER DEVELOPMENT

Enriching Your Word Power

1) B 2) C 3) B 4) A 5) C 6) B 7) B 8) B 9) C 10) B 11) C 12) A

2. Interpreting Opinions

STEP ONE

1) How does Tennyson see the roles of men and women?

7. Characteristics of Men or Women at Work

Directions: Below are various characteristics of men or women at work identified by a British consultancy which runs courses on women and men at work. Work in pairs to decide whether you think the features below describe men or women at work (choose M or W in the column on the right).

Characteristics Identified at Work M/W

1) Their body language tends to be challenging. They often sit with

legs splayed apart, giving the impression of being in control.

2) Their body language inclines towards self-protection. They may also

appear rather shy and inhibited sitting with their legs crossed.

3) They avoid overtly aggressive gestures and are likely to back down

in a shouting match, both through inclination and the fact that their

comments are likely to be drowned out.

4) In a lively and noisy discussion, they often have problems making

their voice heard. If they do compete, they are often judged to be

shrill and hysterical. They are often ignored through having a less

insistent presence.

5) When they make a point, they often make it with an air of finality

(suggesting that there is nothing left to be discussed).

6) They welcome and indeed invite contributions when presenting an

idea to colleagues.

7) When tackling problems they go for the heart of the problem,

stripping away secondary considerations.

8) When tackling problems they favour assembling a range of options.

9) They tend to communicate their own achievements regularly.

10) They are likely to share, or pass on, the credit for a success.

11) Personal status is important.

12) They favour a competitive, direct and confrontational approach to

business.

(Adapted from Linguarama Language Training for Business)

The correct answers are:

M 2) W 3) W 4) W 5) M 6) W 7) M 8) W 9) M 10) W 11) M 12) M

8. Talking about Chinese Teachers’ Pets

Directions: Work in groups to discuss the following question.

Do you think Chinese teachers favor boys over girls? Support your answer by giving examples based on your own experience in primary school, middle school and college.

Samples:

1) It depends on the level of the school (primary school, middle school, or college). In primary school, girls are favored because they are not as naughty as boys, and they are neat and obedient. In middle school, boys are favored because they are not as naughty as they were in primary school, and teachers don’t mind calling on them because they are not shy. In college, teachers don’t have close contact with students, so they don’t favor anyone.

2) It depends on the gender of the teacher. Male teachers prefer girls and female teachers prefer boys.

3) It depends on the achievements of the students. Teachers don’t favor either boys or girls. They favor the best students.

Part Four WRITING AND TRANSLATION

1．Translation Practice

教室是男生的天下；即使在他们人数并不占多数时，他们仍占据老师三分之二的注意力。他们被允许取笑女生，他们作业做得马虎却受表扬，要是女生做这样的作业就得不到宽容。男生们已经习惯于做老师的宠儿。如果女生也受到相同的待遇，男生就会抗议，甚至扰乱课堂。

2. Writing

Sample 1:

This is a difficult question that I can’t really answer on my own, so I asked about 30 other students for their opinions. There were 9 boys and 21 girls among them. I gave them each two statements and asked them whether they agreed or disagreed and why. I have chosen some of the interesting comments.

“The teachers’ pets are the good students. That’s fair.” Seventeen students agreed with this opinion. They said it was natural because people always like the best things or the best people. In addition, it is easy for the top students to draw the teachers’ attention. Average students have fewer chances to have close contact with teachers, let alone to be their pets.

“Male teachers tend to like girls better and female teachers tend to like boys better.” Five students agreed with this statement. They said that which gender will be the teacher’s pets depends on the teacher’s gender. Obviously, it is all because of the attraction between the sexes.

Four students didn’t agree wit h either statement because teachers like boys more than girls. They said that teachers always think boys are smarter than girls. Teachers are used to asking boys to answer questions and letting them do hands-on work. One person said

According to the results of the survey, we can see that in primary school girls are thought of as teachers’ pets. When they are very young, boys are naughtier than girls, and the latter are generally very well-behaved.

As they get older, boys are more likely to be teachers’ pets. In middle school, boys perform better in subjects like math and physics. Boys are thought to be cleverer than girls. As teenagers, both girls and boys are well-behaved. Since boys are no longer naughty, it is easier for them to become teachers’ pets.

Most students feel that neither boys nor girls become teachers’ pets in co llege. Teachers don’t know their students as well as teachers in junior or senior middle school, so they don’t have pets.

According to the results of our survey, we can conclude that whether boys or girls are teachers’ pets depends on their age.

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