体验英语教学设计 1
经典美文欣赏-新疆成人高考成绩查询
Unit One Men and Women Prejudice
Task-based Design for Six Contact Hours
Session
No.
Session 1
(90-100
min)
Unit Content Involved Focal Points
1. Men’s roles at home
2. Key words
and
expressions related to
the topic
criticize, 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 token
Expressions and sentences
for talking
about
traditional family roles
( See
Communicative Tasks)
The same as the
above.
Task-based activities
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.
Picking out
sentences from
Passage A containing the key
words and expressions in the
left column
and making up
new sentences with them.
1. Listen and Talk
Lead in
Passage
listening practice
Dialogue Samples
Communicative Tasks
2. Read and explore
Key words and
expressions
criticize, trend, mirror,
Passage A
The Unsung Heroes: proportion,
abusive, merit,
What about Working Dads claim,
exception, deserve,
applaud, fulfill,
flexibility,
Lexical preparation
obligation, devalue, refer to,
as opposed
to, respond to,
call for, by the same token
Session 2
(90-100
minutes)
2. Read and explore
Reading
Passage understanding on the
Passage A
The Unsung Heroes: basis of the
analysis of the
What about Working passage
structure
Dads?
Speaking
Story retelling
Writing
Illustrations of differences
ing 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.
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 Chinese
Completing the English
advertisement
according to
the hints given in Chinese.
Session 3
(90-100
minutes)
2.
Read and Explore
Passage B
A Manifesto for
Men
3. Write and Produce
General Writing
Practical Writing
Reading
Passage understanding
Reading 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, dilemma
Description
of structure
and organization
Job advertisements.
Unit Group
project:
Making a survey on the family roles
in China and reporting to the class by using
PPT
III. Suggested teaching
procedures and class activities
Session 1
(90-100 min)
Listen and Talk
1. Lead in
Task1 Listen to the following passage and try
to fill the missing words in the blanks.
Step 1 Lead-in questions
1. What is the
job situation like in China? Is it the same as or
different fromto 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 study
The teacher lays emphasis on the
following words and expressions related to the
topic:
Professions, stereotyped, dependable,
gloomy, ignorance, commission, irritate
Teacher: Can you pick up the words and
expressions related to the topic? What are they?
Task 2 Picture description
The 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
you’ve 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 questions
1. 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 study
The 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
you’ve summarized?
They drive me mad.
They‟ve made mistakes.
They assume that I‟m a
man because I‟m 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 hearread about the prejudice
against women?
Women‟s place is at home.
Women are inferior to men.
Women are better
in learning language than men.
Dialogue
2: Chances of promotion for women teachers
Step 1 Lead-in question
Teacher: 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 study
The
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 you’ve 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?
I‟m 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
they‟ve 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 you’ve learned outside class?
3. Communicative Tasks
Task 1: Talking
about the changes of roles in Chinese families
The 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 Explore
Lexical
preparation for Passage A
Step 1 Word study
Key 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 token
Students 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 2…
Sentences 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 men‟s 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 man's 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 children‟s 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 making
The
students make sentences with the following words
and expressions in pairs.
devalue, refer to,
as opposed to, call for, by the same token
Teacher: Let’s do more practice. Make sentences
with each of the words and expressions
displayed on PPT. Three minutes later you’ll
read us your sentences.
Step 3 Further
study
Words for further study:
bombard;
supposedly; when it comes to; take on; at large
The teacher demonstrates the special usage of
the words.
Teacher: Now, let’s 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…
it comes to
politics, I‟m 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 government‟s decision?
Assignment for this
session
1. 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
work
1) 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 work
The 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
today’s oral practice, first let’s do
Communicative Task 2. I’d like to give you two
minutes to rehearse it, and then you’ll 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. What‟s 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 A
Division
Paras 1-2
Paras. 3-6
Para. 7-9
Step 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 we’ve 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
husband
Deadbeat dads
Main idea
The media trend toward diminishing the
importance of fathers in
the United States
Little attention and cultural
recognition being given to
breadwinner fathers
The important role of fathers in families
Not 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
large
Man‟s 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 fathers
The 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 you’ve summarized.
(not even;
unnecessary; at large; need to realize;
acknowledge; not only…but…)
Step 5
Understanding the structure of argumentation
The 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 passage
The 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 session
1.
Oral work
Prepare as many questions as
possible about the role of the father in the
family and interview
your classmates.
2. Written work
Write a short passage of
120 words or so on the topic “Men are different
from women in many
ways.
3. Exercises 2-8
Session 3 (90-100 minutes)
1.
Oral work
The 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 today’s
first oral practice, let’s talk about the role of
the father in the family
according to Passage
A. I’d 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 pronunciation
2. Class discussion of Exercises 2-8
The students raise their questions and the
teacher has a discussion with them.
3.
Reading Skills Practice: Recognizing
Generalizations
Step 1 Skill study
The
Students are expected to read the definition of
the skill and try to answer the questions
listed on PPT.
Teacher: Please read the
definition of the skill and work in pairs to
answer the questions listed
on PPT.
Question on PPT:
(1) How to tell details
from generalizations?
(2) How can the method
profit you?
Step 2 Skill Practice
The students do Exercise 18 and the teacher holds
the discussion with them.
4.
Read and
Explore Passage 2 A Manifesto for Men
Step 1
Warm-up questions
1. Does your father have a
say in every aspect of your family life?
(Yes,
but not in every aspect. In my family, it‟s my
father who makes big or important
decisions.)
2. Who is emotionally closer to you, your
mother or your father? Why?
(I feel my mother
is closer to me, because she gives me more support
emotionally when I get
into trouble.)
3. What‟s the traditional role of men are
expected to take up in society?
(Men are
supposed to be breadwinners of a family, to be
strong, confident and successful, etc.)
Step 2
Fast reading and class discussion
The
students first do fast reading of Passage B with
the help of the reading skill of “Key
Word
Reading” within 8 minutes and try to finish Ex.
12. A class discussion of the keys to the
exercise will be held by the teacher.
Teacher: OK, let’s come to the passage. Please do
fast reading of Passage B with the help of
recognizing generalizations within 8 minutes
and try to finish Ex.12.
Eight minutes
later.
Which did you choose for number
one( two, three, four, five)? Can you tell us the
sentence
that indicates the key?
Sentences indicating the keys to Ex. 12:
1. [D] We have failed to understand the
opportunities of this century's greatest and most
enduring social movement, the collapse of the
sexual division of labour.. (Para. 1)
2.
[C] It forced us into a narrow sense of ourselves
as workers, which fell apart when we
were
sacked, retired or fell ill.( Paras. 3)
3. [A] Yet expecting work to support our sense of
self so fundamentally is a mistake. (Para.
9)
4. [C] Man is not the opposite of woman.
Fathers, too, can fulfil all a child's needs.
(Para.
10-11)
5. [A] The whole
passage.
Step 3 Group discussion
The students work in groups to discuss and
finish filling in the blanks of exercise 13. Then
the
teacher holds a class discussion of the
answers to the questions.
Teacher: Now,
work in groups for 5 minutes to fill in the blanks
in Exercise 13.
Five minutes later.
What did you fill in for number one
(two, three, four, five)?
No.1 ( redefine)
No. 2(sphere)
No. 3(accomplishment
No.
4 ( opposite)
No. 5 ( playmates)
Step 4 Class discussion of difficult points
The teacher holds a class discussion of the
difficult language points the students may enquire
about.
Teacher: Now, you’ve got a better
understanding of the story by discussing all the
questions in
Ex. 12 & 13. Is there any
sentence or word that you still don’t understand?
OK, let’s come to
the key words and
expressions.
Step 5 Word study
The students make sentences with one
of the words and expressions on PPT, imitating the
related sentences in the passage.
Teacher: Please make a sentence with one of the
words and expressions on the screen within
one
minute, and then you are expected to read your
sentence in class.
Words and expressions on
PPT:
Get in the way of, equality, fall apart,
sack, sour, define, rule out, sustain, initiate,
initiative, take
up, hang on to
Standby examples:
1. take up
—to start
doing something regularly as a habit, job, or
interest.
e.g. I took up smoking when I was at
school.
2. definition.
—a
statement of what a word or expression means.
e.g. The definition of „family‟ has changed
over the years.
3. sour
—if a
relationship or situation sours or something sours
it, it stops being successful or
satisfactory.
e.g. Mutual accusations
soured the peace talks.
Relations between them
have soured.
4. in thesb’s way
—
stopping sb from moving or doing sth.
e.g. Can
I move the books? They‟re in my way.
I won‟t
stand in your way if you‟re really determined.
5. the initiative
— the opportunity
to take action before other people do.
e.g.
She would have to take the initiative in order to
improve their relationship.
We have lost the
initiative and allowed our opponents to dominate
the discussion.
5. Write and
Produce
General Writing Description of
structure and organization
Step 1 Concepts
clarification
The teacher asks a student to
sum up the major elements of the structure and
organization and
holds a discussion of the
questions the students may ask..
Teacher: what
are the major elements of the structure of a text?
How do we usually organize a
passage
Standby examples
:
1. general
introduction.
2. identitynature of the
organization.
3. scalestatus of the
organization.
4. principle of the organization
5. business scope of the organization
Step 2 Useful expressions and sentence
patterns
The students are expected to write a
complex sentence with the following sentence
patterns for
describe the identity, principle,
scale and scope of an organization.
Teacher: Now, let’s do some practice of the
sentence patterns. Please write a complex sentence
with the following sentence patterns for
describe the identity, principle, scale and scope
of an
organization in groups. And then, read
your sentence in class.
It aims
principally at …
The organization will follow
its motto …
It will persist in (adhere to) the
principle of …
Following the principle of …,
the organization will …
Step 3 More
practice
The students do Exercise 20.
Practical Writing Job Advertisement
Model
1 Job advertisement for nurse practitioner
Step 1 Content analysis
The teacher may
take Sample 1 as an example for the analysis of
the content of Job
advertisement, and explain
the words and expressions marked in red.
Teacher: Please read Sample 1 and work in
pairs for five minutes to discuss what should be
covered in a Job Advertisement..
Sample 1 on PPT:
June 8
th
, 2008
Baystate Medical
Center Springfield, MAN
Nurse
PractitionerPhysician Assistant — Wound Care
Full time
Day Evening At Weekends
Responsible for performing duties involving
clinical patient assessments and direct patient
care to support the plan of patient care. Also
includes patient education, counseling, and other
direct duties related to Wound Care for
inpatients and out patients.
REQUIREMENTS
Knowledge of physical assessment. Excellent
communication, patient
assessment and teaching
skills required. The knowledge and skills
identified are typically acquired
through
graduation from an accredited school of nursing
and an accredited nurse practitioner or
physician assistant program. MA registration
and certification as Adult Medicine Nurse
Practitioner required. Or PA licensure.
Minimum of 3 years previous experience preferred.
Previous wound care experience required.
Female preferred.
Contact Information
BHS,
Recruitment Office280 Chestnut Street,
Springfield, MA 01199Tel:
413-794-3666Fax:
413-794-3325Email: ter@:
http:
Content covered:
1. Duties and
responsibilities
2. Requirements of
qualifications
3. Requirements of experiences
4. Contact information
the relevant
sentences used an application letter for holiday
insurance in Sample 1.
Teacher: Please work in
groups for five minutes to summarize the sentences
often used for job
advertisement in Sample 1.
Sentences summarized:
1. Responsible
for performing duties involving clinical patient
assessments and direct patient
care to support
the plan of patient care.
2. The knowledge and
skills identified are typically acquired through
graduation from an
accredited school of
nursing and an accredited nurse practitioner or
physician assistant
program.
3. Minimum of
3 years previous experience preferred.
Model 2 Job advertisement for sales manager
Step 1 Content analysis
The teacher may
take Sample 2 as an example for the analysis of
the content of job
advertisement, and explain
the words and expressions marked in red.
Teacher: Please read Sample 2 and work in
pairs for five minutes to understand what should
be covered in a job advertisement.
Sample
2 on PPT:
Western Times 8th July 2002
Company Name: Pella Windows & Doors, Inc.
Company Description
We are growing like
crazy! Pella Windows & Doors, Inc. is in search of
an individual who has
the desire to work in a
dynamic, team-oriented environment. Pella
Corporation, located in Pella,
Iowa, is ranked
21st on Fortune magazine’s fourth annual “100 Best
Companies to Work for”
listing.
Job
Description & Responsibilities
To learn more
about the Fortune ranking, go to and find “Pella”
on the
“Companies to Work For” list. We are a
distributor of high quality window & door products
located in Carol
Stream, IL. Owing
to our unique market strategy and tremendous
growth, we have an immediate
opening for a
Sales Manager.
This individual will be
responsible for supervising four Pella
Windowscaping Centers, including
scheduling,
training, interviewing, evaluating and developing
skills of employees. Manage the
activities of
employees performing various sales support and
customer service functions, while
striving to
achieve customer satisfaction.
Experience &
Education
The right candidate (male preferred)
will have experience managing a diverse group of
sales
people, have a proven record of
leadership ability, have excellent customer
relations skills and a
high level of energy
and professionalism. The ability to multi-task, be
mobile and stay on top of
several projects
simultaneously are a must.
A background or
working knowledge of residential andor commercial
construction, the
windowdoor industry andor
remodeling is helpful. If you have a great
attitude and are anxious to
step into an
opportunity with a tremendous opportunity for
growth — send us your resume.
Pella offers a
competitive wage and benefits package including
bonuses and profit sharing. If
qualified,
please send your resume to: Pella Windows & Doors,
Inc, 112 Alexandra Way, Carol
Stream, IL
60188. Fax: 630-588-3890. Email: jobs@.
____________
Content covered:
1. the
company description
2. the job description
3. qualifications required
4. contact
information
Step 2 Sentence study
The
relevant sentences used in an insurer‟s reply for
holiday insurance in Sample 2.
Teacher: Please
work in groups for five minutes to summarize the
sentences used for job
advertisement in
Sample 2.
Sentences summarized:
1.
Pella Windows & Doors, Inc. is in search of an
individual who has the desire to work in a
dynamic, team-oriented environment.
2. The
right candidate (male preferred) will have
experience managing a diverse group of sales
people, have a proven record of leadership
ability, have excellent customer relations skills
and a high level of energy and
professionalism.
3. Pella offers a competitive
wage and benefits package including bonuses and
profit sharing.
Assignments for this
session
1. Do Exercises 14-21.
2.
Task-based PPT group project :
Task:
Making a survey on the family roles in China
and reporting to the class by
using PPT
Directions: A group of four students
makes a survey on the family roles in China
and
report to the class by using PPT.
Two
students are expected to conduct the survey among
their
classmates and the other two do the
reporting. The project should be assigned to two
groups, who
should give a presentation in the
next class.