UNIT N° 04 – SOCIAL ORGANIZATION

LESSON 15 – “STEREOTYPES AND GENDER ROLES”

Class: 5th Time: 5 hours Date:
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

1. learn

2. explain

3. open

4. make

5. produce

6. remind

7. understand

ACTIVITY 6: Now, read the information and with your teacher´s help analyze the SIMPLE PRESENT
PASSIVE VOICE structure.

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

1. Mary opens the door.

………………………………………………………………………………………………………………………………………………
2. Kids make a delightful vanilla cake.
………………………………………………………………………………………………………………………………………………
 3. Italy produces a lot of olive oil.
………………………………………………………………………………………………………………………………………………
4. The Captain reminds passengers to fasten their seatbelts.
..…………………………………………………………………………………………………………………………………………….
5. Benny understands the new teacher´s explanation.
……………………………………………………………………………………………………………………………………………..
Vocabulary bank:
Linking words and expressions Phrasal verbs
1. Due to / Meaning: Because of 1. Grow up / Meaning:
2. Unless / Meaning: Except if To gradually become an adult.
3. In the end / Meaning: 2. Fit in / Meaning: to feel that
After considering everything. you belong to a particular group and
4. What´s more / Meaning: Used are accepted by that group.
to add something surprising or interesting to what 3. Set up / Meaning: to start a
you have just said new business.

ACTIVITY 7: Now, with your teacher´s help propose some examples related to gender equality using the
passive voice and the vocabulary provided in the vocabulary bank.

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

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
war.
gender roles
3. cause inequality in relationships.
b. Cars and trucks
4. send messages of stereotypical roles of men.
c. Gender roles are promoted

d. The stereotypical 5. are formed by stepping outside the roles set by society.
housewife’ role changed 6. TV, magazines, war, and commercial advertising.
e. Men’s violence is a result of 7. as a means to fit into a society.
f. Gender roles and
8. reflect the influence of a dominant culture.
stereotypes
9. because they grow up considering them fixed
g. Healthy relationships
standards.

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

PROFESSIONAL FOOTBALLER

As a young girl Clare played in the (1) ………………………………. with her brother and some friends.

She used her (2) ……………………………….and skills because she wasn´t very tall and strong. At
school she enjoyed playing in matches, but also liked (3) ………………………………. .

The scout from the academy who watched her school team was hoping to (4) …………………….
new players. During the game Clare was worried that she wouldn´t be (5) ……………………… for
the academy. She realized she could be a (6) ……………………………when she joined the academy.

People think that women´s football is more (7) ……………………………. than men´s because it isn´t
as fast. Clare thinks that the lack of (8) …………………………….is an issue for women´s football.
Clare hopes that, with increased (9) ………………………… for female players, people will see
football as a game for everybody.

She says she is fortunate not to have had many (10) …………………………… in her career.
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

Give a concise introduction to your project. In it you should identify the aim of the
project. State clearly the problem to be addressed and why it is important. Use
supporting information such as statistics to make your point. Explain why a sponsor
should give you funding.

● The main body – the statement of need

You should now explain how you intend to get the job done, how long it will take, how
much it will cost and who will benefit.

● Timetable

Describe how long (days, months) specific tasks or components of the project will take.
If possible, include a timeline with milestones here.

● Budget

Present the overall cost of the project. A detailed budget should be divided into
categories such as salaries, travel costs, supplies and equipment.

● Conclusion

The proposal is different to other forms of writing and requires no formal conclusion.
However, you could emphasize any benefits of your proposal for the sponsor. In addition,
you might like to draw the sponsor’s attention to any material which illustrates your
project or the social background in which the project operates.

Source: Oxford IB Skills and Practice. English B

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