Section One Around the topicStep 1 Topic introduction:As the goal of equality between men and women now grows closer, we are losing our awareness of important gender differences. This unit aims to let students know what truly exists within a man and within a woman.Step 2 Your ideas1. Watch the video and answer the following questions1)How many differences does it describe between men and women? What are they?2) Do you think it’s a stereotype?Play the video twice and encourage students to think about the questions and answer.2. A quizHow much do you know about the differences between men and women? Answer the following questions by ticking (√) the correct column.This activity aims to lead students into the topic of this unit. By answering the questions, students will get to know some differences between men and women. Check the answers as a class and if there is different ideas from any students, encourage them to express their ideas and try to have a discussion among the class.Step 3 vocabularyIn this section, students will learn some useful words and expressions related to people’s personality. Let students do the personality quiz and then ask them to describe themselves based on their answersA.Do the personality quiz below to discover what type of person you are. Write Y for yes, N forno and S for sometimesLet students finish the quiz as quickly as possible and get the idea what kind of person they are based on their own results and ask several of them to express their ideas and to judge whether the result apply to their real personalities.B.The questions in exercise A express personalities, which can be described by the adjectivesbelow. Match the adjectives with the questions in the quiz.a.untidy 9b.optimistic 7c.sociable 2d.talkative 15e.reserved 13f.shy 3g.impatient 10h.ambitious 4zy 11j.generous 14k.moody 5l.hard-working 12m.easy-going 16n.reliable 8o.cheerful 1p.sensitive 6C.Which qualities are positive and which are negative? Which could be both?Positive qualities: b, c, j, l, m, n, oNegative qualities: a, g, i .kBoth: d, e, f, h, pD.What is the opposite of each of the 16 adjectives in Exercises B?a.tidyb.pessimisticc.unsociabled.quiet/reservede.outgoing/sociablef.outgoing/sociableg.patienth.unambitiousi.hard-workingj.meank.calmzym.criticaln.unreliableo.depressed/miserablep.insensitiveStep 4 discussionThis exercise enables students to practice using the personality-related adjectives they have just learned, and generate more ideas about the differences between men and women. Have students work in groups set a time limit of about 3 minutes for each question. And collect their feedback when they finish.1.What personality mentioned in the activities on page 103 are typical of men andwhich of women?2.Read this very old nursery rhyme. What does the rhythm say about boys and girls?What are little girls made of?Sugar and spice and all things nice.That’s what little girls are made of.What are little boys made of?Snips and snails and puppy dog s’ tails.Step 5 Listening and speakingThis part aims to train students’ speaking and listening skills.A.What is a mature man like and what is a mature woman like? Discuss the questions in groups.Divide students into groups and ask them to discuss the question. As they talk, move around the class to monitor their discussion and offer language support when necessary. Collect their discussion results when they finish. This task will prepare students for the listening task.B.Listen to four people taking about being a mature man and a mature woman. Put their pointsin the table below.The listening task practices students’ skills of note-taking. Before they start to listen, remind students to get ready for note-taking. Tell them to not down only key words by concentratingSection Two ReadingThis section discusses the issue about talktiveness of men and women. Interesting result will be brought out from this text.Step 1 Pre-reading tasksBefore you read, discuss the following questions in groups:1. Who do you think are more talkative? Men or women? Why?2. Do you agree that silence is a quality of men and talkativeness is a feature of women?Read the instruction as a class. Divide students into groups. Ask them to discuss the questions. Activate their prior knowledge of the Spring Festival and encourage them to share information with others. Pick some volunteers to answer these tow questions as representatives of their group. Step 2 Text illumination2)Ask several students to read the whole text in order to check whether they preview thetext and get a general understanding bout it or not beforehand.3)Ask students to summarize the text4)The teacher can put the comprehension check either before or after illuminating the textaccording to the needs of class and the students’ comprehension ability.5)Illuminate the text, during the process of which the teacher can encourage students tohighlight or underline the important parts when they read the text in detail. Try to explain that it can help students to grasp the important details and review important points Language points:1. clear up to explain or solve sth. 消除对某事的疑虑，解决某事e.g. His appearance cleared up the misunderstanding.2. dismiss v. to refuse to consider someone’s idea, opinion, etc., without thinking carefully about it 对某事不予理会或不屑一提e.g. The committee dismissed his suggestion.3. disprove v. to prove (sth.) to be false 证明（某事物）有误或有假e.g. The allegations have been completely disproved.4. throw up(1) to make sth. rise in the aire.g. The crowd cheered and threw their hats up in the air.(2) bring sth. to notice 使某事物引起注意e.g. Her research has thrown up some interesting facts.5. put up to state (a position in an argument); present (an idea, etc.) for discussion or consideration 提出（意见等）供讨论或考虑e.g. What argument do you have to put up against that?6. turn out to have a particular result, especially one that you did not expect 结果是······e.g. The job turned out to be harder than we thought.7. by no means/not by any means not at all 绝不，一点都不e.g. She’s by no means poor; in fact, she’s quite rich.8. conviction n. a strong opinion or belief 坚定的看法或信仰e.g. It’s my conviction that complacency is at the root of our troubles.9. persistent adj. continuing to exist, happen, or appear for a long time 持续出现的，一再发生的e.g. Despite persistent denials, the rumor continued to spread.10. tag v. to give someone or sth. a name or title, to describe them in a particular way 给······贴标签；把······称作e.g. The country no longer wants to be tagged as a Third World nation.11. speak up to say sth., especially to express your opinione.g. It’s time to speak up for those who are suffering injustice.12. at heart if you are a particular kind of person at heart, that is the kind of person that you really aree.g. I’m a country girl at heart.13. trump v. to do better than someone else in a situation when people are competing with each other超过，胜出，打赢e.g. They were trumped by the national tennis team.Step 3 Post-reading exercises1.Read the article and answer the following questionsHave the students read the text carefully and after the teacher’s text illumination, encourage students to answer the questions to check whether they get a clear understanding of the text.1)What is Matthias’ profession?A: A psychologist.2)Which university does Matthias work at?A: The University of Arizona.3)What is Matthias’ research finding?A: Men and women are equally talkative.4)Why will the fact that Matthias is married come as a chock to some men?A: Because they didn’t expect Matthias to be a married man. They thought all married men would agree on the fact that women are more talkative than man.5)What is the stereotype of women like according to some men?A: Women are chatty species.6)How does Matthias do to be against the stereotype of women?A: He actually counts the number of words used per day by per man and per woman.7)How did Matthias do the counting work?A: He equips some 400 college students with recording devices.8)Why do people think that men and women have different amount of work?A: For example, men were more likely to talk among strangers than women, and mothers more likely to talk with their children than were fathers. If the subject was impersonal orproblem-solving, men took up more of the airwaves. If it is personal, women did.2.Are the following numbers true of men or women, or true of both men and women accordingto some statements in the text?3.DiscussionHow do you interpret the following sentences taken from the text?1)The scientific evidence plays very little part in producing convictions. (para 9)A: This sentence means that people have strong belief in what they think is right and scientific findings cannot convince people to change their opinions or beliefs.2)Men are from North Dakota and women are from South Dakota.A: Since North Dakota and South Dakota are two neighbouring states in the U.S., they are close to each other. This sentence means that men and women are very similar and not so different as many people think they are.3)I have no idea how long the math will trump the myth.A: I don’t know how long it will take science to win the battle of fighting against deep-rooted prejudice and misunderstanding.4.vocabulary and structureHave students do the exercises and then check the answers as a classplete the sentences with the correct form of the words given below.B.Read the sentence in the text: I’m married, and let me tell you that women do talkmore. What pattern follows the verb “let”?In the following sentences, two verbs can be used and one cannot be used. Cross (×)the one that cannot be used.5.writingBoys and girls tend to have different hobbies. In what ways do you think their hobbies differ? What do you think are the possible reasons for the differences? Write a passage about this topic in about 150 words.As students are very clear about their own and their classmate s’ hobbies this should be an easy writing task. Tell students to open up their hearts and say what they really want to say. Remind them to edit their writing when they finish. Ask them to pay attention to some editing rules, such as verb-tense consistency, subject-verb agreement and grammatical correctness. Section 3 Language in use: emotional emphasisStep 1 test your grammarHave students do Exercise A. They may find it difficult when doing the first few sentences. Give them time to think so that they can find out the answers by themselves. Brief discussion will help them understand this grammar point better.A.Look at the sentences and underline the words or expressions that express emotionalemphasis.B.What are the main ways of giving emphasis? Discuss with your classmates.Divide students into groups and encourage them to brainstorm the main ways of giving emphasis in English.Step 2 illumination and developmentBriefly explain the grammatical knowledge of the uses of “emotional emphasis”. Then ask students to finish these exercises. Check their work when they finish.Being used for communication between people, English Language often expresses theemotions and attitudes of the speaker and it is often used to influence the attitudes and behavior of the hearer.There are many ways of giving emotional emphasis:2. Exclamatory Sentences:➢感叹词（以及副词、形容词）表示的感叹句：Alas! 哎呀!Oh! 啊!哦!哎哟!Well! 好啦!Why! 什么（话）！嗯！岂有此理！好好！Excellent! 好极了！➢短语表示的感叹句：Dear me! 哎呀！Great Heavens! 天哪！My goodness! 嗳呀！None of your nonsense! 不要胡扯了！➢从句表示的感叹句：(1) As if it were my fault! 好像是我的过错似的!(2) To think a scandal of this sort should be goingon under my roof! 真想不到这种丑事竟然出在我们家里!➢表语表示的感叹句：(1) Just my luck! 唉，又倒霉了!(2) Sorry，my mistake! 对不起，是我的错!➢How用于感叹句的几种句型：How＋形容词How lovely! 多可爱啊!How nice! 多好啊!How kind of you! 您好客气!How＋形容词＋主语＋谓语How tall she is! 她个子多高啊!How fond he was of it! 他多么喜欢它啊!How＋副词＋主语＋谓语How well George writes! 乔治写得多好啊!How beautifully she sings! 她唱歌唱得多美啊!How＋主语＋谓语How he ran! 他跑得多快啊!How they shout! 他们叫喊得多厉害呀!How＋形容词（＋名词）＋谓语＋主语(1) How strange and impressive was life! 人生是多么奇妙动人啊!(2) How precise and thorough are her observations!她的观察是多么准确和透彻啊!(3) For how many years have I waited! 我等了多少年呀!➢What用于感叹句的几种句型：●What＋a/an/the＋名词What a fool! 真是个傻瓜!What a pity! 真是遗憾!What the heck/dickens!（你讲的）什么玩意啊!●What＋名词What luck! 多幸运啊!What fun! 多么好玩啊!●What＋（a/an）＋形容词＋名词What funny stories! 多么好笑的故事!What terrible luck! 太不走运了!What a rotten day! 多倒霉的一天!● What＋ a/an＋形容词＋名词（＋主语）＋谓语What an enormous crowd came! 来了多么大的一群人呀!●What＋名词＋主语＋谓语What lovely flowers those are! 那些花多美啊!Step 3 Doing exercisesThen ask students to finish these exercises. Check their work when they finish. Try to encourage students to explain the answers by themselves. The teacher is supposed to offer some explanations where necessary.A.Match a word in Column A with a sentence or a part of a sentence in Column B to from anew sentence.B.Fill in the blank with the words or expressions below.Step 4 Vocabulary building: Compound word (4)The adjective compound “problem-solving” in the text is formed by a noun “problem” and a verb plus-ing “solving”. Many other examples of this type can be found in English.Explain this grammatical phenomenon with examples. Then ask students to finish exercises by themselves and check when they finish. Try to encourage students to explain the answers by themselves. The teacher is supposed to offer some explanations where necessary.A.Match a word in column A with a word in column B to form an adjective compound.Work out their meanings.B.Fill in the blanks with the compound adjectives in exercise A.Section 4: Project: How different are boys and girls in learning English?This research helps students know more about the differences between learning strategies used by boys and girls. By doing the research, students can learn useful methods for English learning from their classmates. Ask students to do the research by following the steps given. Give them enough time to present their research findings.It is found that boys and girls tend to use different strategies in learning English. Do a class survey and see how different they are. You may follow the following steps:Step 1 Work in groups. Each member of your group should interview at least five boy students and five girl students from your own or other classes (Remember each student should be interviewed only once), and make a list of about 10 pieces of information about the way each student learns English.Step 2 Return to your group and put all the information together. List different learning strategies used by boys and girls. Select five common ways for each.Step 3 Write a report about the differences between the strategies used by boys and girls.Step 4 Present your report to the whole class, and see how different your research findings are from those of other groups.Section Five Extension and Cultural TipsPart 1 Extension: Understanding the differences between men and womenThis text shows the difference between men and women from a physical and psychological points of view. Let students read the text. Give them necessary help if they have language problems. When they finish, ask them to do the discussion and the writing exercise.As the goal of equality between men and women now grows closer, the vision of equality between men and women has narrowed the possibilities for discovery of what truly exists within a man and within a woman. The world is less interesting when everything is the same. My view is that men and women are equal but different. When I say equal, I mean that men and women have a right to equal opportunity and protection under the law. However, I have also observed that men and women are at least as different psychologically as they are physically.Step 1 let the students read the text and finish the comprehension questions Divide students into groups and have them have brief discussions. Encourage them to generate their own ideas based on their understanding of the text. Let them share opinions with other students. And then ask volunteers from every group to express their ideas.1.According to the writer, men and women are equal but different, in what ways does theauthor think men and women are equal? And in what ways are they different?2.Do you agree with the writer’s idea on the differences between men and women? What’syour opinion?3.The writer thinks that many problems arise when we expect or assume the opposite sexshould think, feel or act the way we do. How do you understand this?Step 2 language points illuminationAsk students to list and illuminate the new words and complicated sentences which they think are important. The teacher is supposed to give help and guide where necessary.Step 3 writingWrite a summary of the article in about 100 wordsSummary writing is a good way to see if students have got a real understanding of the text. The following are some tips for summary writing:● A summary is a shorter passage including only the main points●When you summarize, you compress large amounts of information into the fewestpossible sentences.●In order to do this, you include only the main points and main supporting points, leavingout the details.●You must not change the original meaningsHave students finish this task on the class or leave it as homework for them to finish after the class. The teacher should encourage students to add their own viewpoints in it to expand it to a long article if possible.Part 2 cultural tips: Why do women live longer than men?Step 1 introduce the topic and have students brainstormAsk students to read the text and list the reasons why women tend to live longer than men. Students can brainstorm other reasons and have a brief discussion on this topic. Remind students that a healthy lifestyle can increase life expectancy.Step 2 additional materialIntroduce the material as a class, then ask them to make a brief discussion on how to extent men’s life expectancy.Across the industrialized world, women still live 5 to 10 years longer than men. Among people over 100 years old, 85% are women, according to Tom Perls, founder of the New England Centenarian Study at Boston University and creator of the website .One important reason is that women develop cardiovascular disease, like heart attack and stroke, usually in their 70s and 80s, about 10 years later than men, who develop them in their 50s and 60s.Another more complicated possibility is that women have two X chromosomes, while men have one. (Men have an X and a Y.) So, in women, cells can perhaps be protected by a slightly better variation of a gene on the second X chromosome. Men don't have this luxury and don't get this choice.There are a few other reasons that men die earlier in lifemore often than women.●Men in their late teens and 20s go through something called "testosterone storm." Thelevels of the hormone can be quite high and changeable, and that can induce some pretty dangerous behavior among young men. They don't wear their seatbelts; they drink too much alcohol; they can be aggressive with weapons and so on and so forth. These behaviors lead to a higher death rate.●Another area where we see higher death rates among men is among the depressed —especially older men. If they attempt suicide, they are more likely to succeed than women.About 70% of the variation around average life expectancy is probably attributable to environmental factors — your behaviors and your exposures.●Men smoke a lot more.●Men eat more food that leads to high cholesterol.●Men tend not to deal with their stress as well as women. They may be more prone tointernalizing that stress rather than letting go.。