Men and women v456

Men and women v456

Men and women

Introduction

Men and Women
In this theme we are looking at men and women and the topic of gender.
There are many issues surrounding gender ranging from women’s rights to gay marriage. But in this theme we are taking a look at some aspects of gender equality.

What are you going to do?
First of all we read an article about the brain and differences between male and female brains and we discover that there are some physical differences.
Then we look at clothes and the work place: are the rules different for men and women?
Then we take a look at gender pay gap. You’ll find out what French women did when they wanted to draw attention to the issue.
Finally, you’ll hold a class debate.

What about you?
How do you think about gender stereotypes, for example that all girls like pink, ballet and dolls remain in society?
Do you think that there are any jobs which only men or only women can or should do?



Have fun!

Need to know

What do you need to know?
At the end of this theme, you should be able to talk about Women and men with ease.
But you don't have to be able to do all this perfectly right away! If you take the following lessons you'll find out what you need to know!

  • Read the questions.
  • Discuss these questions about 10 minutes.


What do you think? 

  • Are men and women mostly similar, or do you sometimes feel like they are totally different? Are there brain differences between men and women?
  • Do you think men are better at some things than women? What can they do better?
  • Are women better than men at some things? Which things?
  • Are girls from the day they were born more interested in toys like stuffed animals and dolls and baby boys more drawn to blocks or cars?
  • Do women face more barriers to succeeding in business than men?

Can do

In this theme you will focus on the following 'can do' statements.

Listening B2

  • I can understand a recorded interview about gender roles and can identify the speaker’s mood, tone etc.
  • I can identify gender issues in three different audio extracts.

Reading C1

  • I can understand in detail a text about workplace Dress Codes with examples of discriminatory dress code. You can fill in the gaps.  
  • I can understand a complex factual text, about gender pay gap.
  • I can understand specialized, scientistic article about research of brains and gender. I can scan the text to find information. I also understand the article in detail and answer questions. 

Speaking B2

  • I can give my point of view on traditional gender roles (men and women).
  • I can give my opinions and comments on a specialized, scientistic article about research of brains and gender.
  • I can interact with a degree of fluency that makes regular interaction with a classmate about gender pay gaps quite possible.
  • I can take an active part in discussion about dress for success advices, accounting for and sustaining my views.
  • I can take an active role in a class debate about the motion: Gender roles are still important in society. I can give my personal viewpoint on this motion.


Writing B2

  • I can write a paragraph, expanding one of the gender type descriptions. I can give my point of view about similarities or differences of the brain of men and women.  
  • I can write a clear, detailed text on 'male or female jobs' and can give reasons if/why they are gender specific.
  • I can write a letter to the principal of your school either supporting or opposing the requirement of wearing uniforms or a dress code.
  • I can write a letter to the founder of the group, who spearheaded a campaign, fighting to close the gender gap. I can give reasons in support of against a gender pay walkout.

To do

The theme Men and Women contains an introduction, three sections and a final project.
In the schedule below, you can see the titles of the sections and an estimate of the time required for each part.

Lesson

Title

 

Time

Introduction

Introduction
Need to know
Can do
To do

 

0,5 hour

Lesson 1

Significant differences?

Speak about gender identity. Read about differences of the brains of men and women.

3-4 hours

Lesson 2

Dress codes

Read about how important dress code is. Listen to extracts that illustrates some gender issues.

Write about traditional jobs for men and women.

3-4 hours

Lesson 3

Gender pay gap

Read, speak and write about the gender pay gap. Watch a video about gender roles.

3-4 hours

Finishing touch

Final Project

Hold a class debate.

3 hours

 

Oefenprogramma Engels

Practise with the 'Oefenprogramma Engels'.

 

 

Examentraining

Prepare for exams: practise taking past versions.

 

 

Evaluatie

Answer evaluation questions, what did you learn?

 

 

Total

 

less than 20 hours


*hour = lesuur. Eén lesuur komt ongeveer overeen met 2 SLU.

Lessons

Significant differences

Significant differences?

Introduction

In this first section we are going to read an article about a recent article in which some significant differences between men and women’s brains have been noted.
But first, let’s take a look at what you think about gender differences.

This first section contains 6 steps. Work them through step by step.

Step

Activity

 

 

Introduction

Find out what you already know.

Step 1

Speaking

Do the quizz about gender identity.

Step 2

Reading

A drag and drop exercise about different parts of the brain. Read the text 'Significant differences'. Answer the questions.

Step 3

Speaking

Answer and discuss questions about the text.

Step 4

Words

Drag parts of phrasal verbs in Exercise 1. Match the words in Exercise 2. Complete sentences in Exercise 3.

Step 5

Grammar

About phrasal verbs. Theory about intransitive, separable and inseparable verbs. Write words in the correct order.

Step 6

Task

Expand one of the gender types from the quizz.

 

Evaluation

Reflecting on what you have learned.

 

Difficult words? Search these on Cambridge Dictionaries

 

Step 1 - Speaking

Quiz

Boys will be boys and girls will be girls. Or will they? Some people say that we are living in crazy mixed up times and the old, traditional gender roles are no longer the only model available to us.

How about you, your friends, your family. Do you see traditional gender roles? Do you believe in traditional gender roles or do you believe there is more equality in male and female gender roles nowadays? Discuss with a classmate. 

What is your gender identity? Take this fun quiz and don’t take the results too seriously!

  1. What is your gender?
    1. male
    2. female
  2. You’re at a café and I’m going to get you a drink. What are you having?
    1. a big coke
    2. a juice
    3. a sprite
    4. a Frappuccino with soy milk slightly warmed
  3. You’re going to a party. How many beauty items do you use to get ready? [soap = 1, toothpaste = 1]
    1. less than 4
    2. 4-6
    3. 7-12
    4. more than 12
  4. How many pairs of pink items of clothing do you use?
    1. zero
    2. 1 or 2
    3. 3-6
    4. 7 plus
  5. You are visiting a friend and you have a few things to take along (some books etc.). How do you carry them?
    1. a plastic bag
    2. a leather satchel
    3. a backpack
    4. a selection of bags
  6. Have you ever dyed your hair?
    1. Never
    2. Once or twice, but nothing drastic
    3. I've a few streaks
    4. I would love to get my hair done all different colours, well, mainly pink!
  1. A school mate makes a derogatory comment about a member of your family. How do you react?
    1. I feel very angry.
    2. I respond with a witty remark that puts the person in their place.
    3. I shout so that everyone can hear.
    4. I burst into tears.
  2. There’s a big football match on tonight. Are you watching it?
    1. Any sport is great for me. Love it.
    2. If there’s nothing else to watch, then I will.
    3. Absolutely! I love football.
    4. No way! I hate it. I’d rather watch anything than sport on TV.
  3. Can you bake cakes?
    1. No and I don’t want to learn either.
    2. Yes, I love baking.
    3. Well, sure. You just open the packet and add water or milk.
    4. There are bakeries that sell the best cakes – why would I want to make my own?
  4. What is your attitude to gender roles in general?
    1. I like the traditional gender roles – men are men, and women are women.
    2. Does it really matter? Shake up the traditional ideas and let’s see what happens.
    3. Men and women are just the same and should always be treated the same.
    4. Don’t get me started on the gender pay gap!



Mostly a? You are a man's man. You can bring down a lion with your bare hands. You catch food to eat it, and you don’t know anything about making cakes.

Mostly b? You're a man in touch with your feminine side. You're sophisticated, charming and you don’t mind using products such as hair gel, or moisturiser. You care about what you wear and yes, you check yourself in the mirror.

Mostly c? People call you a tomboy, and if climbing a tree makes you a tomboy, then great. You’re not really into all this gender stuff. You just do your thing.

Mostly d? You are a girly girl, and you love all things about being a woman. And yes, you love pink!

Step 2 - Reading

You are going to read an article about brains and gender.
Before you read, do you know what the different parts of the brain are called?
Read on and find out.
In the exercise you drag the areas of the brain to what they do.

Read the article. What was the main conclusion of the study?

Study finds some significant differences in brains of men and women
By Michael Price Apr. 11, 2017, 3:00 AM (retrieved 10/06/2017)

Do the anatomical differences between men and women—sex organs, facial hair, and the like—extend to our brains?
The question has been as difficult to answer as it has been controversial. Now, the largest brain-imaging study of its kind indeed finds some sex-specific patterns, but overall more similarities than differences.
The work raises new questions about how brain differences between the sexes may influence intelligence and behavior.
For decades, brain scientists have noticed that on average, male brains tend to have slightly higher total brain volume than female ones, even when corrected for males’ larger average body size. But it has proved notoriously tricky to pin down exactly which substructures within the brain are more or less voluminous.
Most studies have looked at relatively small sample sizes—typically fewer than 100 brains—making large-scale conclusions impossible.
In the new study, a team of researchers led by psychologist Stuart Ritchie, a postdoctoral fellow at the University of Edinburgh, turned to data from UK Biobank, an ongoing, long-term biomedical study of people living in the United Kingdom with 500,000 enrollees. A subset of those enrolled in the study underwent brain scans using MRI. In 2750 women and 2466 men aged 44–77, Ritchie and his colleagues examined the volumes of 68 regions within the brain, as well as the thickness of the cerebral cortex, the brain’s wrinkly outer layer thought to be important in consciousness, language, memory, perception, and other functions.


Adjusting for age, on average, they found that women tended to have significantly thicker cortices than men.
Thicker cortices have been associated with higher scores on a variety of cognitive and general intelligence tests. Meanwhile, men had higher brain volumes than women in every subcortical region they looked at, including the hippocampus (which plays broad roles in memory and spatial awareness), the amygdala (emotions, memory, and decision-making), striatum (learning, inhibition, and reward-processing), and thalamus (processing and relaying sensory information to other parts of the brain).
When the researchers adjusted the numbers to look at the subcortical regions relative to overall brain size, the comparisons became much closer: There were only 14 regions where men had higher brain volume and 10 regions where women did.
Volumes and cortical thickness between men also tended to vary much more than they did between women, the researchers report this month in a paper posted recently.
That’s intriguing because it lines up with previous work looking at sex and IQ tests. “[That previous study] finds no average difference in intelligence, but males were more variable than females,” Ritchie says. “This is why our finding that male participants’ brains were, in most measures, more variable than female participants’ brains is so interesting. It fits with a lot of other evidence that seems to point toward males being more variable physically and mentally.”

Despite the study’s consistent sex-linked patterns, the researchers also found considerable overlap between men and women in brain volume and cortical thickness, just as you might find in height. In other words, just by looking at the brain scan, or height, of someone plucked at random from the study, researchers would be hard pressed to say whether it came from a man or woman. That suggests both sexes’ brains are far more similar than they are different.
The study didn’t account for whether participants’ gender matched their biological designation as male or female.
The study’s sheer size makes the results convincing, writes Amber Ruigrok, a neuroscientist at the University of Cambridge in the United Kingdom who has studied sex differences in the brain, in an email to Science. “Larger overall volumes in males and higher cortical thickness in females fits with findings from previous research. But since previous research mostly used relatively small sample sizes, this study confirms these predictions.”
The controversial—and still unsettled—question is whether these patterns mean anything to intelligence or behavior.
Though popular culture is replete with supposed examples of intellectual and behavioral differences between the sexes, only a few, like higher physical aggression in men, have been borne out by scientific research.
For the moment, Ritchie says his work isn’t equipped to answer such heady questions: He is focused on accurately describing the differences in the male and female brain, not speculating on what they could mean.

Source: www.sciencemag.org


Read the article again and answer the questions.

Step 3 - Speaking

You have read the text in Step 2. Now answer the questions below for yourself. Compare your answers with your partner.

  1. Which information in this report surprised you? Why?
  2. Do you know much about the brain? What do you know?
  3. How important are differences in gender? Think of at least one situation and say why gender is important.
  4. In which situations are they not at all important? Give your reasons.

Step 4 - Words

Drag the parts of the phrasal verbs. Check your answers in the text.

Study finds some significant differences in brains of men and women
By Michael Price Apr. 11, 2017, 3:00 AM (retrieved 10/06/2017)

Do the anatomical differences between men and women—sex organs, facial hair, and the like—extend to our brains?
The question has been as difficult to answer as it has been controversial. Now, the largest brain-imaging study of its kind indeed finds some sex-specific patterns, but overall more similarities than differences.
The work raises new questions about how brain differences between the sexes may influence intelligence and behavior.
For decades, brain scientists have noticed that on average, male brains tend to have slightly higher total brain volume than female ones, even when corrected for males’ larger average body size. But it has proved notoriously tricky to pin down exactly which substructures within the brain are more or less voluminous.
Most studies have looked at relatively small sample sizes—typically fewer than 100 brains—making large-scale conclusions impossible.
In the new study, a team of researchers led by psychologist Stuart Ritchie, a postdoctoral fellow at the University of Edinburgh, turned to data from UK Biobank, an ongoing, long-term biomedical study of people living in the United Kingdom with 500,000 enrollees. A subset of those enrolled in the study underwent brain scans using MRI. In 2750 women and 2466 men aged 44–77, Ritchie and his colleagues examined the volumes of 68 regions within the brain, as well as the thickness of the cerebral cortex, the brain’s wrinkly outer layer thought to be important in consciousness, language, memory, perception, and other functions.


Adjusting for age, on average, they found that women tended to have significantly thicker cortices than men.
Thicker cortices have been associated with higher scores on a variety of cognitive and general intelligence tests. Meanwhile, men had higher brain volumes than women in every subcortical region they looked at, including the hippocampus (which plays broad roles in memory and spatial awareness), the amygdala (emotions, memory, and decision-making), striatum (learning, inhibition, and reward-processing), and thalamus (processing and relaying sensory information to other parts of the brain).
When the researchers adjusted the numbers to look at the subcortical regions relative to overall brain size, the comparisons became much closer: There were only 14 regions where men had higher brain volume and 10 regions where women did.
Volumes and cortical thickness between men also tended to vary much more than they did between women, the researchers report this month in a paper posted recently.
That’s intriguing because it lines up with previous work looking at sex and IQ tests. “[That previous study] finds no average difference in intelligence, but males were more variable than females,” Ritchie says. “This is why our finding that male participants’ brains were, in most measures, more variable than female participants’ brains is so interesting. It fits with a lot of other evidence that seems to point toward males being more variable physically and mentally.”

Despite the study’s consistent sex-linked patterns, the researchers also found considerable overlap between men and women in brain volume and cortical thickness, just as you might find in height. In other words, just by looking at the brain scan, or height, of someone plucked at random from the study, researchers would be hard pressed to say whether it came from a man or woman. That suggests both sexes’ brains are far more similar than they are different.
The study didn’t account for whether participants’ gender matched their biological designation as male or female.
The study’s sheer size makes the results convincing, writes Amber Ruigrok, a neuroscientist at the University of Cambridge in the United Kingdom who has studied sex differences in the brain, in an email to Science. “Larger overall volumes in males and higher cortical thickness in females fits with findings from previous research. But since previous research mostly used relatively small sample sizes, this study confirms these predictions.”
The controversial—and still unsettled—question is whether these patterns mean anything to intelligence or behavior.
Though popular culture is replete with supposed examples of intellectual and behavioral differences between the sexes, only a few, like higher physical aggression in men, have been borne out by scientific research.
For the moment, Ritchie says his work isn’t equipped to answer such heady questions: He is focused on accurately describing the differences in the male and female brain, not speculating on what they could mean.
Source: http://www.sciencemag.org/

In this exercise complete the sentences with the correct verb.

Step 5 - Grammar

Let's look at ...phrasal verbs separable. A phrasal verb is a verb + a particle (a preposition or an adverb). You can use the same verb with different particles to change the meaning of the verb.
Look + out = be careful! Look out! There’s a hole.
Look + for = try to find something or someone. I’m looking for the head librarian.
Look + up = try to find information. Why don’t you look it up online?

A. Intransitive phrasal verb

These verbs don’t have objects. They describe actions of states:
I got up really early this morning.
Let’s eat out tonight – I don’t want to cook.

B. Separable phrasal verbs

Many phrasal verbs are transitive and they need an object. Transitive verbs can be separable or inseparable. With separable phrasal verbs, the object can come either before or after the particle:
You can put out the fire now.
You can put the fire out now.
If the object is a pronoun, then it must go before the particle:
You can put it out now.

Common separable phrasal verbs include:
bring out, call off, drop off, give up, look up, make up, pass around, pick up, put across, put out

Sometimes the object can only come between the verb and the particle:
I’ll call Jane back later.

Other verbs that behave like this include:
bring round, call (someone) over, invite out, talk (someone round, tell (two or more things) apart.

C. Inseparable phrasal verbs

With inseparable phrasal verbs, the object has to go after the particle. You can’t put it between the verb and the particle.
Here are some common inseparable phrasal verbs:
call for, come after, count on, get over, go into, look after, look for, look through, make of, run after, side with.

Step 6 - Task

Look back to the quiz at the beginning of this section and the text of step 2 Reading.
You are going to expand one of the gender type descriptions.

  1. Choose one of the gender types.
  2. Make some points – do you agree with the points that were made?
    What other qualities or characteristics can you add?
    (Remember to be respectful!)
  3. Do you think there is a difference of the brain in men and women
    or do you think generally speaking there are more similarities than differences? Mention an example to state your opinion.
  4. Write your paragraph in about 180-200 words.

Evaluation

Fill in this schedule and answer the questions below.

(Copy to Word or write down in your notebook)

Activity

 

Needs
Improvement

Satisfactory,
good

Excellent

 

Step 1 - Speaking

I can make the quizz about gender identity.

 

 

 

Step 2 - Reading

I can read and understand the text 'Significant differences' and answer the questions.

 

 

 

Step 3 - Speaking

I can answer and discuss questions about the text.

 

 

 

Step 4 - Words

I understand can and use the words.

 

 

 

Step 5 - Grammar

I understand and can use the grammar 'phrasal verbs'. 

 

 

 

Step 6 - Task

I can write a paragraph about a gender type and differences of the brain in men and women. 

 

 

  

 

What have you learnt in this period?
Answer the following questions:

  • What was the easiest part of this lesson?
  • What was the most difficult part?
  • What did you already know?
  • What was new to you in this lesson?
  • What do you have to ask your teacher?

Dress codes

Dress codes

Introduction

This section is about Dress codes.
Dressing for success in the work place, work place dress codes.

This second section contains 6 steps. Work them through step by step.

Step

Activity

 

 

Introduction

Find out what you already know.

Step 1

Watching and writing

Look at the video about dress codes at work and answer questions.
Consider if you have ever been in a situation in which you had to dress in a certain way.
Write an email in reply to an email from Jo.

Step 2

Reading

Read an article and fill in the gaps. Find out about several dress codes. Answer some questions.

Step 3

Words

Find the incorrect word. Explain why it doesn't fit in the row. An exercise in which you complete sentences.

Step 4

Writing and speaking

Describe what a classmate is wearing. The others must guess.

Step 5

Listening

Listen to three extracts. Answers questions.

Step 6

Task

Look at two lists with female and male occupations and the qualities you need for this job.
Write a short paragraph explaining why both sexes could apply for a job or why you think it is gender specific.

 

Evaluation

Reflecting on what you have learnt.
Difficult words? Search these on Cambridge Dictionaries

Step 1 - Watching & Writing

In this section you are going to read about dress codes in the work place. About dressing for success in the work place and how some people feel that it is discriminatory. 

Watch this short video and check your ideas.
What aspects do employers need to take into account when writing a dress code?

Your friend has just got a new job. Read her email.

Hey!

So it was great to see you last night. Guess what? You remember that job I was telling you about? Working at the language school helping the new students with accommodation?
Well, I got it! What should I wear? Someone said to me that the first day is the most important and I want to get it right!
Thanks!
Jo

Step 2 - Reading

You are going to read an article entitled High Heels And Workplace Dress Codes: Urgent Action Needed, Say U.K. MPs. What do you think the story is about?
Read the article. Some words have been removed. Choose the word that best fits the gap.

Step 3 - Words

 

Which is the odd one out? Why? Use your dictionary or look an online dictionary.

  1. trousers / tights / dress / leggings
  2. sandals / flats / trainers / sneakers / helmet / heels
  3. cropped / mini / A-line / long / midi
  4. V-neck / turtle neck / long-sleeved / spaghetti straps
  5. single breasted / double breasted / bomber / trench
  6. jumper / sweater /pullover / tanktop

Choose the correct word in the correct form to complete the sentences.

Step 4 - Writing & Speaking

Dress code - speaking

Look at this Dress for success advice.

Discuss the following questions with a classmate:

  1. What do you think of the 'dress for success advice'? Do you agree? Why/why not? Do you think that you will dress like this?
  2. How important is what you wear in the workplace? Why? Consider the following points:
  • the impression certain clothes give/ don't give
  • health and safety
  • workplace norms
  • uniforms
  • tattoos and piercings
  1. Some shopping centres in the UK controversially banned people from wearing hoods which cover faces, claiming that groups of young people with hoods up can appear threatening to customers.
    What do you think? Can you imagine hoodies look like intimidating or is it just a fashion item?


Writing task
Your school is thinking about a dress code or uniforms for all students.
They think there should be a dress code for clothing teens wear to school to be reasonably modest and cover the body well. A uniform will do. But will that be the perfect solution?

Some people think that school uniforms will take away the rights of students to be themselves.
Some people think uniforms are the solution against bullying and ensure equality in the classroom.
What do you think?

You are going to write a letter to the principal of your school either supporting or opposing the requirement of wearing uniforms or a dress code (180-200 words).

  • Students should be required to wear uniforms

​

Write a letter to the principal of your school either supporting or opposing the requirement of wearing uniforms (180-200 words).
To what extent do you agree or disagree?
Are you supporting wearing uniforms, state your opinion with at least three arguments.
Are you opposing wearing uniforms? Suggest at least three dress code rules in your letter to the principal.

Step 5 - Listening

Listen again. There are two questions for each extract.
Choose the correct answer.

Extract 1

You hear part of an interview with Elise Su, who took her company to court.

Extract 2

You hear part of an interview with Henry Smithson, who is a 'stay at home dad'.

Extract 3

Why does Henry describe himself as ‘lucky’?

Step 6 - Task

The following occupation lists appeared in a blog, The Digerati Life in 2007.

  1. Look at the lists. Do you agree? Do you think the lists would be similar if they were written for The Netherlands? Are there any other jobs you would add to the lists?
  2. Choose one of the jobs. Decide why it is a mainly male or female job – what qualities would you need?
  3. If you think the job is non-gender, write a short paragraph explaining why both sexes can equally perform it successfully. If you think the job is gender specific, write a short paragraph explaining why (in about 180-250 words).

Most Female occupations

Dental hygienists

Preschool and kindergarten teachers

Secretaries and administrative assistants

Dental assistants

Speech-language pathologists

Licensed practical and licensed vocational nurses

Child care workers

Hairdressers, hair stylists and cosmetologists

Receptionists and information clerks

Payroll and timekeeping clerks

 

Most male occupations

Logging workers

Automotive body and related repairers

Cement masons, concrete finishers and terrazzo workers

Bus and truck mechanics and diesel engine specialists

Electrical power-line installers and repairers

Tool and die makers

Roofers

Heavy vehicle/mobile equipment service technicians and mechanics

Home appliance repairers

Crane and tower opera

Evaluation

Fill in this schedule and answer the questions below.

(Copy to Word or write down in your notebook)

Activity

 

Needs
Improvement

Satisfactory,
good

Excellent

 

Step 1 - Speaking and writing

I can watch and understand a video about dress code, answer questions and write an email in reply to an email, telling what to wear on her first day on her new job.

 

 

 

Step 2 - Reading

I can read and understand an article and fill in the gaps. Find out about several dress codes and answer the questions.

 

 

 

Step 3 - Words

I can use and understand the words (and explain why words doesn't fit in the row).

 

 

 

Step 4 - Writing and speaking

I can discuss with a classmate about dress codes and 'dress for success'.

 

 

 

Step 5 - Listening

I can listen and understand the three extracts about gender issues and answers questions.

 

 

 

Step 6 - Task

I can write a short paragraph about a job. Can both sexes equally perform it successfully?

 

 

  

 

What have you learnt in this period?
Answer the following questions:

  • What was the easiest part of this lesson?
  • What was the most difficult part?
  • What did you already know?
  • What was new to you in this lesson?
  • What do you have to ask your teacher?

Gender pay gap

Gender pay gap

Introduction

In this section you are going to consider a huge issue for gender: the gender pay gap.
But first, let’s find out what you know about it.

This third section contains 5 steps. Work them through step by step.

Step

Activity

 

 

Introduction

Find out what you already know.

Step 1

Speaking

What do you know about gender pay gap? Give answers and discuss.

Step 2

Reading

Explain what the given numbers from the text represent. Read an article about Gender Pay Gap and answer questions.

Step 3

Words

Find a number of words in the text and match these with their meanings. Complete sentences in an exercise.

Step 4

Watching video

Read the questions and watch a video with an interview about gender roles.

Step 5

Task

Write a letter and explain why you are/are not going to take part in a protest.

 

Evaluation

Reflecting on what you have learned.
Difficult words? Search these on Cambridge Dictionaries

Step 1 - Speaking

What do you know about gender pay gap?
Read these questions and answer them with your partner.

  • What is the gender pay gap?
  • Is it confined to certain jobs?
  • Is it in every job?
  • Have you ever heard of examples in which either a man or a woman received more money for the same job?
  • Do issues of gender pay gap interest you? Why? Why not?

Step 2 - Reading

Think about gender pay gap. Look at these numbers.
What do you think they represent?

  • 38.2 days
  • 4.34pm
  • 15.1 per cent

Read the first paragraph and check your answers.

Women in France work the equivalent of 38.2 more days each year than men for the same salary.
Women across France left their offices at 4.34pm on Monday 7 November – the time at which they stopped being paid for 2016 in comparison to men.
The mass walkout saw workers from all sectors take part in a new movement that is fighting to close the gender pay gap in the country. The average French woman was paid 15.1 per cent less than a man in 2010, which means women effectively work 38.2 more days each year than men for the same salary.

Rebecca Amsellem, founder of Les Glorieuses group, who spearheaded the campaign, said it was crucial to raise awareness of the ongoing disparity between the sexes in 2016. “We wanted to raise an awareness of inequality in the workplace so that everyone involved, whether it’s women or men, can propose their own solutions to this problem – nothing about this problem is normal,” she told The Independent. “Everyone was able to participate in this campaign in their own way. We were not insisting all women walk out at 4.34pm, but perhaps that they take a break at this time, or write a post on social media or speak about it with their colleagues. Our main goal was to start a conversation.”
Ms Amsellem was inspired after reading about the movement in Iceland to put an end to the gender pay gap. For the last 11 years, Iceland’s female workforce has walked out on 24 October at 2.38pm, the time they could leave every day if they were paid the same as their male colleagues. Ms Amsellem believes much more needs to be done to address the social causes contributing to economic inequality.
“We are not a union, we are not calling for women to strike, however, there is a tendency to blame women for this reality, for working part-time or on zero-hours contracts, and we hope increasing awareness of the reality will help put this misconception into perspective,” she said. “We often see women suffering from ‘star pupil syndrome’ – they work hard, they do their jobs well but they don’t necessarily seek out a raise or a promotion. More also needs to be done to encourage women to enter scientific fields and better-paying sectors.” The campaign attracted global attention on social media under the hashtag #7novembre16h34, and received backing from Prime Minister Manuel Valls and Education Secretary Najat Belkacem. Mr Valls wrote: "Equality between women and men must be at the heart of the Republic. At all times."
However, Ms Amsellem said she wanted to see the Government turning its words into action. “What we’re looking for beyond this support is that they take the campaign further and that they propose real solutions to this problem,” she said. “This has the potential to go much much further.”

Source: www.independent.co.uk

Read the whole article and answer the questions.

Step 3 - Words

Find the words in the text 'French women go on strike to protest gender pay gap' that have the following meanings.

French women go on strike to protest gender pay gap

Women in France work the equivalent of 38.2 more days each year than men for the same salary.
Women across France left their offices at 4.34pm on Monday 7 November – the time at which they stopped being paid for 2016 in comparison to men.
The mass walkout saw workers from all sectors take part in a new movement that is fighting to close the gender pay gap in the country. The average French woman was paid 15.1 per cent less than a man in 2010, which means women effectively work 38.2 more days each year than men for the same salary.

Rebecca Amsellem, founder of Les Glorieuses group, who spearheaded the campaign, said it was crucial to raise awareness of the ongoing disparity between the sexes in 2016. “We wanted to raise an awareness of inequality in the workplace so that everyone involved, whether it’s women or men, can propose their own solutions to this problem – nothing about this problem is normal,” she told The Independent. “Everyone was able to participate in this campaign in their own way. We were not insisting all women walk out at 4.34pm, but perhaps that they take a break at this time, or write a post on social media or speak about it with their colleagues. Our main goal was to start a conversation.”
Ms Amsellem was inspired after reading about the movement in Iceland to put an end to the gender pay gap. For the last 11 years, Iceland’s female workforce has walked out on 24 October at 2.38pm, the time they could leave every day if they were paid the same as their male colleagues. Ms Amsellem believes much more needs to be done to address the social causes contributing to economic inequality.
“We are not a union, we are not calling for women to strike, however, there is a tendency to blame women for this reality, for working part-time or on zero-hours contracts, and we hope increasing awareness of the reality will help put this misconception into perspective,” she said. “We often see women suffering from ‘star pupil syndrome’ – they work hard, they do their jobs well but they don’t necessarily seek out a raise or a promotion. More also needs to be done to encourage women to enter scientific fields and better-paying sectors.” The campaign attracted global attention on social media under the hashtag #7novembre16h34, and received backing from Prime Minister Manuel Valls and Education Secretary Najat Belkacem. Mr Valls wrote: "Equality between women and men must be at the heart of the Republic. At all times."
However, Ms Amsellem said she wanted to see the Government turning its words into action. “What we’re looking for beyond this support is that they take the campaign further and that they propose real solutions to this problem,” she said. “This has the potential to go much much further.”

Source: www.independent.co.uk


Complete these sentences.
Choose the correct word.

Step 4 - Video Watching

You are going to watch a video in which Jack Myers and Jodie Kantor were interviewed on a morning TV show about gender roles.
Read the questions and answer them (in the exercise below) as you watch the video.

  1. Why does he say that male dominance is fading?
  2. Who is earning more at aged 30 – men or women?
  3. Why does he say that young men and boys are not learning traditional gender norms?
  4. Why does Jodie talk about confusion?
  5. What is the significance of support groups?
  6. Who is more likely to get a college degree and why?
  7. How is society sorting it all out?
  8. How are men portrayed?

Did anything in the video surprise you? Why?

Step 5 - Task

You are going to write a letter to Rebecca Amsellem, of the French gender pay walkout (article step 2).

She has invited both men and women to join her in the walkout.

In your letter, outline why you are/are not going to take part in the protest.
Answer these questions: 

  • What do you think about the gender pay gap? Has there been progress in closing the pay gap between men and women? Or do you think the pay gap still exists? Explain why.
  • Do you think it is good or bad to protest? Explain why.
  • Is a walkout the best way to protest or do you think there is a better way to make your voice heard? If yes, make a suggestion. Explain why.

Write 180–200 words.

Evaluation

Fill in this schedule and answer the questions below.

(Copy to Word or write down in your notebook)

Activity

 

Needs
Improvement

Satisfactory,
good

Excellent

Step 1 - Speaking

I can give the answers and discuss about the gender pay gap.

 

 

 

Step 2 - Reading

I can explain what the given numbers from the text represent. I can read and understand the article about Gender Pay Gap and answer the questions.

 

 

 

Step 3 - Words

I can find a number of words in the text, match these with their meanings and complete sentences in an exercise.

 

 

 

Step 4 - Watching video

I can read the questions and watch a video with an interview about gender roles.

 

 

 

Step 5 - Task

I can do the writing task.

 

 

  

 

What have you learnt in this period?
Answer the following questions:

  • What was the easiest part of this lesson?
  • What was the most difficult part?
  • What did you already know?
  • What was new to you in this lesson?
  • What do you have to ask your teacher?

Finishing touch

Project: Men and women

A speech

You are going to hold a class debate. The motion is: This house believes that gender roles are still important in our society.

  • Decide whether you want argue in favour of or against the motion. You should work together with a small (3-4) group.
  • You will each have 90 seconds to speak.
  • Spend some time researching and thinking of points to make, with examples.
  • Organize your points into a logical order. Make sure that you clearly explain what you are trying to say.
  • Rehearse your speeches in your group.

The debate

  • The ‘in favour’ speakers go first. Allow each person 90 seconds.
  • The ‘against’ follow and also have 90 seconds for each person.
  • Now you have time to prepare your rebuttal and summary.
  • Present your rebuttal and summary (Usually it is the against first, and then the in favour)

Now you can vote. The winner is the side that made the most convincing arguments.
How important are gender roles in society? Gender Roles in Modern Society

 

Good

Sufficient

Insufficient

Organisation

Information is presented in a logical sequence.

Information is mostly presented in a logical sequence.

Information is not presented in a logical sequence.

Content

Interesting, clear information.

Information is mostly interesting. Some was already known.

There was not much that was of interest in this presentation.

Speaker style

Speaks clearly and at an understandable pace. Well-rehearsed.

Mostly speaks clearly and a good pace. Has rehearsed a bit.

Mostly unintelligible. Has not rehearsed.

Language

The vocabulary use is very good and the sentence structure is good.

The vocabulary use is fairly good and the sentence structure is good.

The vocabulary use is not very good, neither is the sentence structure.

Oefenprogramma Engels

If your school participates in VO-content, you can practice with the English practice program 'Oefenprogramma Engels'.


Here you find a part of this program.
This section fits in well with this theme.
Sign in with your 'School Entree account'!

Emma Watson HeForShe

 

When Harry met sexism


On www.oefenprogrammaengels.nl you can of course also practice with other reading, listening or viewing assignments!

Examentraining

On this page you will find Examenkracht exam questions of previous years.
The questions will correspond as much as possible to the exercise you have just finished.

While answering, use as much of what you have learned earlier. If you cannot answer the question right now, try again later. When you have answered a question, you can check and indicate the score yourself.

If you want your results to be saved, you will have to log in on ExamenKracht.

VWO 2021-TV3

VWO 2021-TV3 Vragen 17-24

VWO 2018-TV1

VWO 2018-TV1 Vragen 21-28

 

More practice?
Go to Examenkracht where you will find the newest exams.

What did you learn?

Can do statements

Take a look at the Can do statements in the introduction - 'Can do'.
Are you able to do what you have to do?

At the end of each lesson you answered evaluation questions.
Use these answers to answer the following questions:

  • What new things did you learn?
  • Which assignment was the best one to learn from?
  • Are you able to do what you have to do?

Finishing touch Project

  • Did you do the project? How did it go?
  • Was the 'rubric' at the end helpful for you? Could you indicate yourself? 
  • How about working in a group?
    - Did classmates provide you useful ideas?
    - Did you contribute ideas to the group?
    - Was the work shared equally?
    - Do you like working in a group? 
    ​

  • Het arrangement Men and women v456 is gemaakt met Wikiwijs van Kennisnet. Wikiwijs is hét onderwijsplatform waar je leermiddelen zoekt, maakt en deelt.

    Auteur
    VO-content
    Laatst gewijzigd
    2025-11-28 12:11:02
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    Het thema 'Men and women' (v456) is ontwikkeld door auteurs en medewerkers van StudioVO.

    Fair Use
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    Aanvullende informatie over dit lesmateriaal

    Van dit lesmateriaal is de volgende aanvullende informatie beschikbaar:

    Toelichting
    Dit thema valt onder de arrangeerbare leerlijn van de Stercollectie voor Engels voor vwo, leerjaar 4, 5 en 6. Dit is thema: 'Men and women'. Dit thema omvat de volgende volgende onderwerpen: - Significant differences? - Dress codes - Gender pay gap
    Leerniveau
    VWO 6; VWO 4; VWO 5;
    Leerinhoud en doelen
    Engels;
    Eindgebruiker
    leerling/student
    Moeilijkheidsgraad
    gemiddeld
    Studiebelasting
    16 uur 0 minuten
    Trefwoorden
    arrangeerbaar, dress codes, engels, gender pay gap, men and women, significant differences?, stercollectie, v456

    Gebruikte Wikiwijs Arrangementen

    VO-content Engels. (2020).

    Dress codes v456

    https://maken.wikiwijs.nl/165210/Dress_codes_v456

    VO-content Engels. (2020).

    Gender pay gap v456

    https://maken.wikiwijs.nl/165211/Gender_pay_gap_v456

    VO-content Engels. (2020).

    Significant differences v456

    https://maken.wikiwijs.nl/165209/Significant_differences_v456

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