christel sirocchi christel sirocchi

Reading and speaking
upper intermediate level

Description

I will start the lesson by introducing the topic of gender gap with pictures of men and women with different jobs. After eliciting and clarifying the words ‘gender gap’, I will ask SS to reflect on the title of the reading task ‘gender gap on the brain’ to figure out what it means and I will provide SS with sentences about the text. SS will discuss in groups to make predictions about the content of the text. Before the reading task, I will pre-teach relevant vocabulary using a matching exercise and provide FB on the meaning of the words. SS read the text a first time quicky to verify their predictions (gist task), a second time more closely to answer the questions in the handout. SS will discuss whether they have a steretypical female and male brain and if they know any exceptions to the stereotype. In the final activity, SS will be grouped by gender and will be given cards with qualities/activities words written on them. Each group has to decide whether men or women are better at each activity. The activity is concluded with whole-class discussion or debate in pairs.

Materials

Abc TP7 presentation
Abc GENDER CARDS
Abc HANDOUT 1
Abc HANDOUT 2
Abc HANDOUT 3

Main Aims

  • The main aim is to practice reading skills for the gist and for detail in the context of gender gap

Subsidiary Aims

  • The sub aim is to practice speaking skills in form of discussion and debate in the context pf gender gap and male/female stereotypes

Procedure

STAGE 1 - LEAD IN (4-6 minutes) • to introduce and discuss about the topic of gender gap

Show pictures of women and men doing different jobs with OHP to introduce the topic of gender gap or gender diversity. Ask SS to discuss in pair about the meaning of the pictures and share their opinion with the class. Elicit the words ‘gender gap’ by eliciting the two words separately. GENDER What is the word we use to refer to female and male? Sex or.. ? GAP How do we call a space between two things or people? Usually a space where something is missing? If SS can’t guess the word show a picture of a gap-fill exercise. Once elicited the word, provide the definition GENDER GAP: the differences between women and men, especially as reflected in social, political, intellectual, cultural, or economic attainments or attitudes.

STAGE 2 - PREDICTIONS (5-7 minutes) • to set a clear context for the reading task and make predictions on the content of the task

Show the title of the reading task. Ask SS to discuss about it in pairs and then as whole class. Pass out HO1. SS keep it folded. Regroup SS using HO with different colours. SS work in groups, they read the sentences in Ex1 and make predictions about the text. Discuss answers as whole class.

STAGE 3 - PRE-TEACH VOCABULARY (5-7 minutes) • to pre-teach vocabulary relevant to the comprehension of the reading task

Before reading the text, SS complete matching exercise 2 in HO1 in groups. FB with answer keys or at the board.

STAGE 4 - READING FOR GIST (6-8 minutes) • to practice reading for gist in the context of gender-gap

SS quickly read the text alone and discuss as groups to verify their prediction. SS compare answers with the other groups. FB as WC.

STAGE 4 - READING FOR DETAIL (8-10 minutes) • to practice reading for detail in the context of gender-gap

Pass out HO3. SS keep it folded. Again regroup SS using HO with different colours. SS complete the exercise in groups. FB as WC by nominating individual students from different groups. Ask other SS if they agree with the answer.

STAGE 6 - SPEAKING PRACTICE (6-8 minutes) • to practice speaking in a discussion about male/female brain and gender stereotypes

Ask SS to review the characteristics of a male and female brain. Ask SS to reflect on the questions in HO1 and discuss in pairs about gender stereotypes.

STAGE 7 - SPEAKING PRACTICE (EXTRA) (5-10 minutes) • to practice speaking in a debate on male/ female stereotypes

Divide SS in two groups by gender. Provide each group with cards containing qualities words. Each group has to decide whether women or men are generally better at each of them. SS also have to discuss about why female and male are better at certain things SS discuss until all member of the group agree with the classification. SS then stick the cards to the board according to this criteria. Compare the decision of each group. Comment as WC or, if time allows, ask SS to form female-male couple and debate on the qualities they disagree with presenting arguments to support their decision

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