專案示範： 性別差異？ 還是性別歧見？

1. Project: Gender Differences, or Gender Stereotypes? 專案示範： 性別差異？ 還是性別歧見？

2. The Aim of the Project • 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

3. Description of the project • Cooperative learning • Cooperating with their group members • Applying English skills in different tasks • Class presentation • Using PowerPoint slide shows • Playing short films • Giving out handouts • Blog writing • Recording teamwork results and work processes • Voting for the Most Popular Blog Post of the Week • Self and peer evaluation

4. Main products of each activity for teachers

5. 1st Week Discussion about Gender Differences TIME20 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.

6. 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.

10. ★ TASK RECORD FORM ★The teacher can write some job options on the blackboard for students to choose from.

11. 2nd WeekQuestionnaire Design 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.

12. Question types usually used when designing a questionnaire

15. Sample Questionnaire

16. 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.

17. Peer Evaluation Form

18. 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.

19. Self Evaluation Form

20. 3rd WeekPresentation of the Questionnaire Survey Result 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.

21. 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.

22. 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.

23. 4th WeekDiscussion of the Television Commercials 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.

24. 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.

25. 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.

26. 5th WeekWriting of a Role Play TIME About 50 minutes TEACHER’S PART IN CLASS • Direct each group to write its play. Help correct the wording of the scripts and check if there are offensive words or plots. • Collect all the scripts and provide feedback.

27. 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.

28. FOLLOW-UP • 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. • The teacher has to remind students not to spend too much leisure time on rehearsals. • The blogger of each group writes the teamwork process on the class blog.

29. 6th WeekShow Time! TIME About 50 minutes TEACHER’S PART IN CLASS • Have each group perform on the stage. If possible, record the play and make it into a video disc for each group. • 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.

30. STUDENTS’ PARTIN 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!

31. Elm School Attendance Award Presented to Annik Stahl in recognition of perfect attendance in 6th grade during the 2004 fall term ___________________________ _____________ (Signature of teacher) (Date)

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