体验英语教学.doc

Unit One Men and Women PrejudiceTask-based Design for Six Contact Hours Session No.Unit Content InvolvedFocal PointsTask-based activitiesSession 1(90-100 min)1. Listen and TalkLead inPassage listening practiceDialogue SamplesCommunicative Tasks1. Mens roles at home2. Key words and expressions related to the topiccriticize, trend, mirror, proportion, abusive, merit, claim, exception, deserve, applaud, fulfill, flexibility, obligation, devalue, refer to, as opposed to, respond to, call for, by the same tokenExpressions and sentences for talking about traditional family roles( See Communicative Tasks)The same as the above.Talking about the roles of men and women in the society as shown in the pictures given after the passage. Role-playing the dialogue samples. Doing the communicative tasks according to the situation provided. 2. Read and explorePassage AThe Unsung Heroes: What about Working DadsLexical preparationKey words and expressionscriticize, trend, mirror, proportion, abusive, merit, claim, exception, deserve, applaud, fulfill, flexibility, obligation, devalue, refer to, as opposed to, respond to, call for, by the same tokenPicking out sentences from Passage A containing the key words and expressions in the left column and making up new sentences with them.Session 2(90-100 minutes)2. Read and explorePassage AThe Unsung Heroes: What about Working Dads?ReadingPassage understanding on the basis of the analysis of the passage structureSpeakingStory retellingWritingIllustrations of differences 1.Analyzing the passage structure 2. Picking out the words used for arguing on the roles of fathers in families.3. Finding out the major arguments of the author in the passage. Talking about the social and domestic roles of men and women.Writing a Short Passage: Illustrating the differences between men and women in many ways.Session 3(90-100 minutes)2. Read and ExplorePassage BA Manifesto for Men3. Write and ProduceGeneral Writing Practical WritingReadingPassage understandingReading Skills Key Word Reading Word consolidation Get in the way of, equality, fall apart, sack, sour, define, rule out, sustain, initiate, initiative, take up, hang on to, dilemmaDescription of structure and organizationJob advertisements.Doing fast reading of Passage B and discussing the questions in Ex. 10 & 11 in groups. Discussing the pictures in groups.Making up sentences with the words on the left column with the help of the related sentences in the passage.Completing the description by translating the parts given in ChineseCompleting the English advertisement according to the hints given in Chinese.Unit Group project: Making a survey on the family roles in China and reporting to the class by using PPTIII. Suggested teaching procedures and class activitiesSession 1 (90-100 min)Listen and Talk1. Lead inTask1 Listen to the following passage and try to fill the missing words in the blanks. Step 1 Lead-in questions1. What is the job situation like in China? Is it the same as or different from/to the situation mentioned in the passage? (Similar to Britain on a whole)2. Is there any kind of job that people often joke about in China? (Yes, teachers and accountants as examples)3. What prejudices do people have about certain kinds of jobs?(Secretaries and nurses can only be women)Step 2 Listening practice The students listen to the passage for three times and fill in the missing words in the blanks. Teacher: Listen to the passage for three times and fill in the missing words in the blanks.Step 3 Word studyThe teacher lays emphasis on the following words and expressions related to the topic: Professions, stereotyped, dependable, gloomy, ignorance, commission, irritateTeacher: Can you pick up the words and expressions related to the topic? What are they? Task 2 Picture descriptionThe students talk about the pictures provided in the textbook with the words and expressions they have learned from the listening passage in groups. Teacher: Work in groups to talk about the pictures with the help of the words and expressions youve learned from the listening passage. Five minutes later you will be expected to do class presentation. 2. Dialogue Samples Dialogue 1: Prejudice against jobs.Step 1 Lead in questions1. How can you start such a topic with your classmates?( My working experience as a steward in a supermarket is really dreadful! They drive me mad)2. What other examples have you got on prejudice against jobs? Step 2 Dialogue Samples studyThe students read the first dialogue in pairs and speak out the following sentences for talking about prejudice against jobs.Teacher: Please read the first dialogue in pairs and speak out the sentences for talking about prejudice against jobs. Several minutes later.Teacher: Can you speak out the sentences youve summarized? They drive me mad. Theyve made mistakes. They assume that Im a man because Im not a secretary. That kind of thinking is so outdated. It really shows prejudice against women. Because boys are brought up to be more ambitious.And then the teacher asks the students to give more examples. Teacher: Can you give us some more examples?Did you hear/read about the prejudice against women? Womens place is at home. Women are inferior to men. Women are better in learning language than men.Dialogue 2: Chances of promotion for women teachersStep 1 Lead-in questionTeacher: What is the general situation in China as chances of promotion for women teachers is concerned?( Most of the members of the school authorities are men rather than women except for primary schools and kindergartens)Step 2 Dialogue Samples studyThe students read the second dialogue and speak out the following sentences that are used for talking about chances of promotion for women teachers in the dialogue. Teacher: Please read the second dialogue in pairs and speak out the sentences useful for talking about chances of promotion for women teachers in the dialogue.Several minutes later.Teacher: Now, can you speak out the sentences youve summarized?(Women teachers have less of a chance of promotion than their male colleagues. In primary schools there are far more women teachers than men but there are more headmasters than headmistresses.What are you chances of promotion like?Do you have any higher ambitions for your job?Im committed to this profession)The teacher asks the students to speak out the sentences that are used for talking about chances of promotion for women teachers in the dialogue or more sentences theyve learned outside class. Teacher: Please find the sentences the injured use to express their appreciation in the dialogue. What are the sentences? (Thanks a lot. You guys are the greatest.)Teacher: Do you know more youve learned outside class? 3. Communicative TasksTask 1: Talking about the changes of roles in Chinese familiesThe students are given 10 minutes to work in groups to discuss and finish the grid. Some students make comments on their performance, which should involve their presentation of the real-life situation and the English they use for talking about the changes of roles in Chinese families.Teacher: Discuss in groups of four so as to finish the grid. Ten minutes later some groups of you are expected to make presentations on this issue of discussion, and then the others will be invited to make comments on your performance. The comments should involve the presentation of the real-life situation and the English you use for the changes of roles in Chinese families. Task 2: Discussing on the topic questions Each of the students will read different question. Then write their answers before the group discussion. 4. Read and ExploreLexical preparation for Passage AStep 1 Word studyKey words and expressions:criticize, trend, mirror, proportion, abusive, merit, exception, deserve, applaud, fulfill, flexibility, obligation, devalue, refer to, as opposed to, call for, by the same tokenStudents are given 7 minutes to pick up the sentences containing the words and expressions from Passage A which are displayed on PPT. The teacher may assign each group two or three words or expressions.Teacher: Please do fast reading of Passage A and pick up the sentences containing the words and expressions displayed on PPT. Group 1 are responsible for the first two words, Group 2Sentences to be picked up: (1) At first, it seemed petty to criticize an entertaining family movie because of one small point. ( Para. 1)(2) This is only one example of the media trend toward marginalizing fathers, which mirrors enormous social changes in the United States. ( Para. 2)(3) A high proportion of media stories about fathers focus on abusive husbands or deadbeat dads. ( Para. 4)(5) It seems that the only time fathers merit attention is when they are criticized for not helping enough with the housework. ( Para. 4)(7) One exception to the “unnecessary father” syndrome is the glowing media attention that at-home dads have received. ( Para. 5)(8) I do not mean to imply that at-home dads do not deserve support for making this commitment. (Para. 5)(9) I only mean to point out the double standard at work when at-home dads are applauded while at-home mothers and breadwinner fathers are given little, if any, cultural recognition.( Para. 5)(10) The very language we use to discuss mens roles (i.e., deadbeat dads) shows a lack of appreciation for the majority of men who quietly yet proudly fulfill their family responsibilities. ( Para. 6)(11) It is rare that calls for more workplace flexibility are considered to be for men as much as for women. (Para. 6)(12) Our society acts as if family obligations are not as important to fathers as they are to mothers as if career satisfaction is what a mans life is all about. ( Para. 6)(13) We must acknowledge how we have devalued fatherhood and work to show men how necessary, how important they are in their childrens lives. (Para. 8)(14) David Blankenhorn, in his book Fatherless America, refers to this trend as the “unnecessary father” concept. ( Para. 2)(15) We are bombarded by stories about the struggles of working mothers (as opposed to non-working mothers, I suppose). ( Para. 3) (16) It is rare that calls for more workplace flexibility are considered to be for men as much as for women. (Para. 6)(17) By the same token, sole wage earners have less flexibility when it comes to leaving unsatisfying careers because of the loss of income such a job change entails. (Para. 7)Step 2 Sentence makingThe students make sentences with the following words and expressions in pairs. devalue, refer to, as opposed to, call for, by the same token Teacher: Lets do more practice. Make sentences with each of the words and expressions displayed on PPT. Three minutes later youll read us your sentences.Step 3 Further studyWords for further study:bombard; supposedly; when it comes to; take on; at largeThe teacher demonstrates the special usage of the words.Teacher: Now, lets have a look at the special usage of some of the key words.(1) bombard v. worry with questions, requests, complaints, etc. - e.g. The audience bombarded him with many questions. (2) supposedly ad. as believed, as it appears e.g. Supposedly she is a rich woman., but no one knows for sure. (3) when it comes to ad. when it concerns e.g. When it comes to politics, Im an absolute outsider. (4) take on v. undertake, charge oneself with; assume responsibility for; employ e.g. They took her on as a secretary in the company. (5) at large ad. in general e.g. Did the people at large approve of the governments decision? Assignment for this session1. Pair work Two pairs of students do Communicative task 2 according to the topic questions. Performance in class is necessary in the next session.2. Individual work1) The students learn the new words of Passage A by heart.2) The students listen to and read Passage A aloud for at least two times.3. Group workThe students do the pre-reading exercise of Passage A in groups.Session 2 (90-100 minutes)1. Group discussion The students are given three minutes to do Communicative Task 2 in groups. Then some groups give their performance in class. The other students make comments on the performance according to their presentation of the situation, the language they use and the fluency they acquire. Teacher: For todays oral practice, first lets do Communicative Task 2. Id like to give you two minutes to rehearse it, and then youll give us your performance. Some pairs will be invited to make comments on your performance according to your presentation of the situation, your language and its fluency and pronunciation.2. Read and Explore Passage A The Unsung Heroes: What about Working Dads Step 1 Warm-up questions 1. Do you think fathers are as important to children as mothers are? Why or why not?2. Whats the image of a “good family man”? 3. A “working father” as a family bread winner is often too busy to take care of his family. Now people have a negative image of the “working father”. What do you think of the working father”?Step 2 Analyzing the passage structure The students are given five minutes to analyze the structure of Passage A in groups. Teacher: Please work in groups for 5 minutes so as to see how many parts the passage falls into. Structure of Passage ADivisionMain ideaParas 1-2The media trend toward diminishing the importance of fathers in the United States Paras. 3-6Little attention and cultural recognition being given to breadwinner fathersPara. 7-9The important role of fathers in familiesStep 3 Understanding the details of each part The students are given ten minutes to have a group discussion of the questions given on PPT according to the structure analysis of the passage. Teacher: Please work in groups for ten minutes to discuss the questions given on PPT according to the structure analysis of the passage weve done.Questions for discussion on PPT:1. What idea does the author mean to express in the example of Toy Story? (What does the husband ask: Where was the dad?What does the author feel about that question: the more I thought about it, the more glaring and omission it seemed.What social phenomenon does it reveal: fathers are marginalized.) The teacher may use the following outline as tips for the group discussion: What does the husband ask: What does the author feel about that question: What social phenomenon does it reveal:2. What is the general image of working father as conveyed by the media? ( abusive husbandDeadbeat dadsNot helping enough with housework)The teacher may use the following outline as tips for the group discussion:husband:father:housework: 3. What do people recognize now about the role of fathers? (Absence of fathers from families causes serious problems for children and for society at largeMans role is not only for financial support, but also for emotional support, education and discipline.)Step 4 Understanding the words and expressions used to argue for the roles of fathersThe students work in pairs to summarize the words used for arguing for the roles of fathers.Teacher: Please read the first paragraph again and summarize in pairs the words used for arguing for the roles of fathers. One minute later. Tell us all the words youve summarized.(not even; unnecessary; at large; need to realize; acknowledge; not onlybut)Step 5 Understanding the structure of argumentationThe students work in groups to find out the structure of argumentation.Teacher: Please have a group discussion to find out the structure of argumentation.Media trend of marginalizing fathers in households (Para., 1-3) Negative image of fathers and ignorance to their contributions to families(Para., 4-7) Fathers are of the same important role to children and to the society, and they are the unsung heroes (Para., 8-10)Step 6 Understanding the title of the passageThe students have a group discussion to answer the following question:Teacher: Please work in groups to answer my last question: Why is the passage entitled “The Unsung Heroes: What about Working Dads”? Step 7 Sentence writing The students do Exercise 9.Assignment for this session1. Oral work Prepare as many questions as possible about the role of the father in the family and interview your classmates. 2. Written workWrite a short passage of 120 words or so on the topic “Men are different from women in many ways.3. Exercises 2-8Session 3 (90-100 minutes)1. Oral workThe students talk about the role of father in the family in groups first and then one of them is assigned to represent his group to do class presentation. Teacher: For todays first oral practice, lets talk about the role of the father in the family according to Passage A. Id like to give you five minutes to practice it in groups, and then the representative of your group will do the presentation in class. Some of you are to be invited to make comments on your performance according to the following assessment standard.Commentary tips on PPT: 1) the content 2) the language 3) the fluency 4) intonation and pronunciation2. Class discus