專案示範：性別差異？

還是性別歧見？

Project:

Gender Differences,

or Gender

Stereotypes?

To help students further explore the topic

of gender differences in their daily lives

To help students perceive more gender

differences

To help students tell gender differences

from gender stereotypes

To encourage students to respect and

show understanding for the opposite sex

The Aim of the Project

Cooperative learningCooperating with their group membersApplying English skills in different tasks

Class presentationUsing PowerPoint slide showsPlaying short filmsGiving out handouts

Blog writingRecording teamwork results and work processesVoting for the Most Popular Blog Post of the Week

Self and peer evaluation

Description of the project

1st Week

Discussion about Gender Differences : 10%

2nd Week

Questionnaire Design : 20%

3rd Week

Presentation of the Interview Result : 10%

4th Week

Discussion of the Television

Advertisements : 20%

5th Week

Writing of a Role Play : 10%

6th Week

Show Time! 30%

Main products of each activity for teachers

TIME 20 minutes in class

TEACHER’S PART IN CLASS

1. Introduce the whole project to the students. Divide the class into 5 to 6 groups.

2. Ask each group to select a leader to handle teamwork and determine other members’ roles.

3. Start a discussion about gender differences. Ask students to brainstorm what differences exist between males and females.

4. Guide students to think about as many examples as possible. Help students realize that men and women are very different from each other.

1st Week Discussion about Gender Differences

STUDENTS’ PART IN CLASS

1. Share opinions about gender differences.

2. Think about as many examples as possible.

FOLLOW-UP

1. Students should fill in the task record form, finish the worksheet, and hand them in to the teacher.

2. Ask students to surf the Internet for more information on gender differences and gather some ideas for the questionnaire design the next week.

3. The blogger of each group should record the teamwork and the work process on the class blog.

Task 1: Discussion about Gender Differences

Group number:

What differences can you find between men and women?

1. In General, men outperform women in speed and strength.2. Men usually have better mathematical abilities.3. Most men have stronger spatial abilities; that is, they are better at reading maps and finding directions.

1. In General, women are better in verbal expression; that is, women have more effective communication skills.2. Women are usually more sensitive to feelings and are better at expressing their emotions.3. Most women tend to be more talkative and like to share their feelings with others.

★ TASK RECORD FORMGroup number:

RolesRole

DescriptionMember

name

Leader Directing the group Miriam

Blogger Writing group work processes on the class blog

Ben

Other members of the group (reporter, recorder, etc.)

Reporters: going on the stage to present teamwork resultsPhotographers: taking photos

Laura, Eason

Victor, Andrea★ The teacher can write some job options on the

blackboard for students to choose from.

TIME About 50 minutes (6 groups x 2 minutes +

peer evaluation time)

TEACHER’S PART IN CLASS

1. Introduce the aim of the questionnaire survey to the class.

2. Direct each group to design its questionnaire.

Provide students samples and suggestions for designing the questionnaire.

3. Check the questionnaires of all the groups to see if the questions are appropriate or workable.

2nd Week Questionnaire Design

Question types usually used when designing a questionnaire

Group number:

Questions:1. I □ think □ don’t think men and women are different, because _____________________________________________.1. I think men are □ independent □ helpful □ lazy □ brave □ careful □ curious □ emotional □ adventurous. Apart from these words, I would also use such adjectives as

_____________________________________________ to describe men. My impression on men comes from ____________________________.3. I think women are □ independent □ helpful □ lazy □ brave □ careful □ curious □ emotional □ adventurous. Apart from these words, I would also use such adjectives as

_____________________________________________ to describe women. My impression on women comes from ____________________________.4. My ideal type of man is _____________, because ____________________.5. My ideal type of woman is _____________, because

____________________.

Thank you for your time! Your participation is very helpful to our research!

Sample Questionnaire

STUDENTS’ PART IN CLASS

1. Work on the questionnaire design.

2. Each group makes a 2-minute presentation

about the contents of its questionnaire.

3. Each group evaluates other groups by filling in

the peer evaluation form after the

presentations.

★ Task 2. No.: 16 Name: Chad Date: Nov. 12

I am responsible for evaluating Group ______5______.

The questionnaire is designed well. ★★★★☆

The questions arouse my interest in this topic. ★★★★☆

The questionnaire makes me understand more about how people

think about men and women. ★★★★☆

The presentation of the group is clear. ★★★☆☆

This questionnaire is worth 4

stars.

Still, I think something else can be added to this questionnaire:

More open-ended questions will be more helpful.

Peer Evaluation Form

FOLLOW-UP

1. Each group hands in its questionnaire for the teacher to check first.

2. Give out the questionnaires to senior students or other English teachers in the school.

3. Ask students to evaluate themselves by filling out the self evaluation form.

4. The blogger of each group records the group work process on the class blog. It is encouraged that each group share its questionnaire with other groups.

★ Task 2. No.: 22 Name: Iris Date: Nov. 19

I am a member of Group _____3______.

I worked with my group members well. ★★★★☆

I shared ideas with my group members. ★★★★☆

I listened and respected other members’ ideas. ★★★★☆

I encouraged my group members. ★★★☆☆

I helped my group solve problems. ★★★☆☆

I applied English skills in this task. ★★★★☆

This task is worth 4

stars.

The most valuable thing I have learned from this task is:

Cooperation and communication are very important in teamwork!

Self Evaluation Form

TIME About 40 minutes

(6 groups x 5 minutes + peer evaluation time)

TEACHER’S PART IN CLASS

1. Have each group present its questionnaire survey result and do peer evaluation.

2. Introduce the concept of gender stereotypes to students.

3. Mention the conclusion of Unit 5, reminding students of the importance of respecting gender differences.

3rd Week Presentation of the Questionnaire Survey Result

STUDENTS’ PART IN CLASS

1. Each group makes a 5-minute presentation of the questionnaire survey result.

2. Share ideas on the results from all the groups and further discuss whether these results are gender differences or stereotypical images.

3. Each group evaluates other groups by filling in the peer evaluation form.

4. Students fill in the self evaluation form and the task record form.

FOLLOW-UP

1. Each group reorganizes its notes, recording,

and all the materials about the questionnaire

survey. Then, print these materials out and

hand them in to the teacher.

2. Each group has to find a television commercial

in which “gender stereotypes” are presented

and share their findings in the next class.

3. The blogger of each group writes the teamwork

process on the class blog.

TIME About 40 minutes (6 groups x 2 minutes +

peer evaluation time)

TEACHER’S PART IN CLASS

1. Have students share with their group members

the television commercials they have found.

2. Guide each group to discuss how the image(s) of

“gender stereotypes” in these commercials can

be avoided by re-filming them.

4th Week Discussion of the Television

Commercials

STUDENTS’ PART IN CLASS

1. All the students share with their group members the TV commercials they have found.

2. Each group selects one commercial and develops a new story outline without stereotypical gender roles.

3. Each group makes a 2-minute introduction to the TV commercial it selects and the gender issues the group members have found.

4. Each group fills in the peer evaluation form, the self evaluation form, and the task record form.

FOLLOW-UP

1. Each group hands in its outline for the teacher to

check. The teacher gives feedback on all the

outlines.

2. Each group collects more information for the

writing the play in the next class.

3. The blogger of each group writes the teamwork

process on the class blog.

TIME About 50 minutes

TEACHER’S PART IN CLASS

1. Direct each group to write its play. Help correct the wording of the scripts and check if there are offensive words or plots.

2. Collect all the scripts and provide feedback.

5th Week Writing of a Role Play

STUDENTS’ PART IN CLASS

1. Discuss the details of their plays and write the scripts.

2. Choose a director and decide other roles in the play.

3. If time permits, students can start to practice in groups during the rest of the class.

4. Students fill in the self evaluation form and the task record form.

FOLLOW-UP

1. Each group finds some time to rehearse their play. It is encouraged to record their rehearsals if students want the teacher to correct their pronunciation or give suggestions.

2. The teacher has to remind students not to spend too much leisure time on rehearsals.

3. The blogger of each group writes the teamwork process on the class blog.

TIME About 50 minutes

TEACHER’S PART IN CLASS

1. Have each group perform on the stage. If possible, record the play and make it into a video disc for each group.

2. Make comments on the overall performance of each group and relate the conclusion back to the topic of Unit 5; that is, to recognize and respect gender differences.

＊ If time permits, make awards for students to vote for the Best Play, the Best Script, the Best Director, the Best Actor/Actress, etc.

6th Week Show Time!

STUDENTS’ PART IN CLASS

1. Put their plays on the stage!

2. Fill in the peer evaluation form (to give feedback on each play), the self evaluation form, and the task record form.

3. Vote for the awards! The winners will be honored in class!

Presented to Annik Stahl in recognition of perfect attendance in 6th grade

during the 2004 fall term

___________________________ _____________ (Signature of teacher) (Date)

FOLLOW-UP

1. After the whole project is finished, the teacher can upload the videos or photos on the Internet or class blog for more people to watch.

2. As a writing practice, the teacher can also ask students to write a short paragraph about what they have learned from this project.