UNIT N° 04

LESSON 15– SOCIAL ORGANIZATION 3: “STEREOTYPES AND GENDER ROLES”

Class: 5th Time: 5 hours Date: July 5th – 9th
Purpose: To express themselves through a proposal, thus making people aware of the importance of
gender equality in our society.
Learning evidence: First draft of a proposal in order to make people aware of the importance of gender
equality in our society.
EYES ON ME
ACTIVITY 1: Dear students, in the previous lesson we talked about gender roles, this week we are
discussing about the relationship between the stereotypes and the gender roles. Please, watch the
video and take some time to think about it.

Retrieved from: https://youtu.be/G3Aweo-74kY

ACTIVITY 2: Now, let’s answer the next questions:

a. What do the kids' drawings imply?

……………………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………………………

b. What is your point of view about the video? Support your ideas
……………………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………………………

c. Based on the video, to what extent do adults think the same as kids do in our society?
……………………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………………………
LET´S OBSERVE AND READ
ACTIVITY 3: Now it’s time to read a text about stereotypes and gender roles.

Stereotypes & gender roles

What are gender roles and stereotypes?
Keep Safe Stay Cool defines Gender Roles and Stereotypes as attitudes about how females and males
should act and think.
Most of us grow up assuming that gender roles and stereotypes are natural ways of being or behaving,
[a] but / and / so / still we generally don’t question them. From the day we are born we receive
messages about male and female gender roles. We learn about them [b] of / by / from / through a
number of ways.
A good example of stereotyping gender roles is to think about how babies are color coded, girls in pink
and boys in blue for example. The kinds of toys that little girls receive give messages about feminine
traits, such as dolls, dress-ups and fairies. The kinds of toys that little boys receive give messages about
masculinity; for example, cars, trucks and building blocks.
Messages about gender roles and stereotypes can come from many sources, such as the media, TV,
magazines, war, books, marketing, sports, radio, fashion, commercial advertising, internet, fairytales and
toys. Culture is a contributing factor [c] for / to / of / towards giving rules about social norms and
behavior. Society is another factor [d] as / though / due to / which society validates gender roles and
stereotypes, encouraging us to “fit in” to the dominant culture.
Gender roles and stereotypes have a history steeped in tradition through religious, political, legal and
economic systems. For example, it wasn’t [e] since / until / by / till the war brought about a shortage in
male workers that women were encouraged to step outside the traditional housewife role to work.
Gender roles and stereotypes can place restrictions on our human rights. If you think of a fundamental
right, such as the right to employment, or to earn money, the traditional stereotype of women as
housewives has placed restrictions and expectations on what a woman is socially and economically
capable of doing.

Gender roles, stereotypes, and relationships

Statistics show that 95% of domestic violence involves a male perpetrator and a female victim. The other
5% includes same-sex relationships or a female perpetrator [f] to / of / out / or a male victim. Gender
roles and stereotypes can cause problems in relationships as they set [g] up / out / from / off inequality
between males and females. Boys are not born to be violent, or have unhealthy attitudes towards girls.
These attitudes and behaviors are learned through stereotypes of what society thinks it means to act
and behave like a man.
Inequality between a male and female in a relationship can be problematic [h] unless / even when / if /
while gender roles and stereotypes are present. If a couple in a relationship have bought into gender
roles and stereotypes, they may not have the skills to create a fair and equitable relationship. He might
act controlling. She might behave passively, always putting his wishes first. This relationship has a basis
for an unequal balance of power.
We all have a choice about how we act and behave. We can behave like the stereotypes and act out
gender roles in relationships, which can lead to unhappiness and possibly violence. [i] In the end /
What’s more / On the other hand / In fact, we can challenge them to have healthier and meaningful
relationships based on equality and respect.
www.keepsafestaycool.com.au, 2008
LET´S UNDERSTAND
ACTIVITY 4: Let’s analyze the language used in the previous text “Stereotypes and Gender Roles”. Read
the following sentence and answer the questions in the chart.
1. These attitudes and behaviors are learned through stereotypes of what society thinks it means to
act and behave like a man.

What does the sentence mean? What is the aim of the writer when using this
structure?
- -

ACTIVITY 5: Complete the next chart with the past and past participle form of the verbs.

Base Form Past Past Participle

ACTIVITY 6: Now, 1. learn Learned/learnt Learned/learnt read the

information and with your teacher
2. explain explained explained
´s help analyze the SIMPLE
PRESENT PASSIVE 3. open opened opened VOICE structure.

4. make made made

5. produce produced produced

6. remind reminded reminded

7. understand understood understood

ACTIVITY 6: Rewrite the sentences in passive voice (present simple)

1. Mary opens the door.

…………………THE DOOR IS OPENED BY MARY……………………………………
2. Kids make a delightful vanilla cake.
…A DELIGHTFUL VANILLA CAKE IS MADE BY THE KIDS…………………………………………
3. Italy produces a lot of olive oil.
……A LOT OF OLIVE OIL IS PRODUCED BY ITALY…………………………
4. The Captain reminds passengers to fasten their seatbelts.
..……THE PASSENGERS ARE REMAINDED BY THE CAPTAIN TO FASTEN THEIR SEATBELTS …….
5. Benny understands the new teacher´s explanation.
……THE NEW TEACHER’S EXPLANATION IS UNDERSTOOD BY BENNY…………………..
Vocabulary bank:
Linking words and expressions
1. Due to / Meaning: Because of
2. Unless / Meaning: Except if
3. In the end / Meaning:
After considering everything.
4. What´s more / Meaning: Used
to add something surprising or interesting to what
you have just said
Phrasal verbs
1. Grow up / Meaning:
To gradually become an adult.
2. Fit in / Meaning: to feel that
you belong to a particular group and
are accepted by that group.
3. Set up / Meaning: to start a
new business.

LET’S PRACTICE
ACTIVITY 8: For each of the gaps marked [a]-[i] in the text “Stereotypes and Gender Roles”, choose one
word or phrase from the options provided that renders each sentence meaningful.

ACTIVITY 9: Based on the information in the text “Stereotypes and Gender Roles”, match the first part
of the sentence with the appropriate ending on the right. There are three extra sentences which you do
not need to use.

1. what the society validates as stereotypical ways to act.

2. due to men’s refusal to take up certain jobs after the

a. People do not argue with
gender roles
b. Cars and trucks
c. Gender roles are promoted
d. The stereotypical
housewife’ role changed
9 war.
4 3. cause inequality in relationships.
4. send messages of stereotypical roles of men.
6
5. are formed by stepping outside the roles set by society.
7

e. Men’s violence is a result of

 6. TV, magazines, war, and commercial advertising.
1 7. as a means to fit into a society.

3 8. reflect the influence of a dominant culture.

9. because they grow up considering them fixed

5
standards.

10. limits women from revealing what they can really do.

PROFESSIONAL FOOTBALLER
LISTENING

ACTIVITY 10: You will hear a woman called Clare Jackson who is a professional footballer, talking
about how she managed to make football her career. Listen and complete the sentences in Exercise
3 with a word or short phrase.

As a young girl Clare played in the (1) ………………………………. with her brother and some friends.
LET´S CREATE AND SHARE
ACTIVITY 11: You would like to make a campaign in order to make people aware of the importance of
gender equality in our society, but you cannot afford it. You want to persuade a sponsor to fund your
project. Your sponsor can be an individual, a business or any organization you hope will contribute with
some money or equipment to support your project. (Word count 300 - 350)

Remember:
- Your relationship is very formal and so your language must be very formal too.
- You may need to cite facts and figures as evidence. (These can add authenticity because concrete
information will support your request.)
- Use technical language, if and when appropriate.

Proposal Structure

● Introduction
LET´S REFLECT

ACTIVITY 12: Dear students, it is time to reflect about your writing task from Activity 11
and complete this self-evaluation checklist.

Writing Task Checklist

ALWAYS SOMETIMES NEVER
1. My proposal has between 300 and 350 words.
2. The language I use is very formal.
3. I cite facts and figures as evidence.
4. I use a variety of basic and more complex
grammatical structures effectively.
5. The vocabulary I use is appropriate to the task, and
varied, including the use of idiomatic expressions,
prepositions, phrasal-verbs and collocations.
6. I make some occasional errors in basic and in
complex grammatical structures but they do not
interfere with communication.
 Based on my reflection, what learning goals do I set in order to improve my weaknesses when I write
in English?
Weakness How to improve it Deadline

Bibliography

 Upworthy. A Class That Turned Around Kids' Assumptions of Gender Roles! (2016). Retrieved
from:https://youtu.be/G3Aweo-74kY
 Saa'd Aldin, K., Abu Awad, J., Tempakka, T. & Morley, K. (2014). English B Course Companion.
Oxford: Oxford University Press
 Grammarworkshop. Present Simple Passive Voice. Retrieved from:
http://grammarworkshop.weebly.com/uploads/5/5/0/0/55009367/4523762.png?465
 Usrcontent2. Present Simple Passive Voice. Retrieved from:
https://usercontent2.hubstatic.com/12163229_f520.jpg
 Brook-Hurt, G., Hutchison, S., Passmore, L.& Uddin, J. (2019). Complete First for Schools. United
Kingdom: Cambridge University Press
 Saa'd Aldin, K., Abu Awad, J., Tempakka, T. & Morley, K. (2014). IB Skills and Practice. Oxford:
Oxford
University Press

Authorship
Bernedo, M., Correa, A., Chipana C., Churata E., Diaz V., Montejo T. and Salinas J. (2021) COAR Teachers:
Peru