Are you sexist?

Introductory information

Notes for the teacher
  • Boys think of the best qualities of the WOMAN and girls put down the best qualities of the MAN. At the end one student summarizes the most popular features for the GOOD MAN and GOOD WOMAN given from the class. (5-10 minutes).
  • Students are grouped in teams of 4-5 and discuss the results of the inquiry. Possible questions to be debated – Is it fair to stress these features only for the good MAN/ WOMAN? Are we sexist? What is sexist? What is its social reason? (5-10 minutes).
  • Speakers from each team stand up and summarize the results from The teamwork. They stress who has been involved actively in the discussion and assess the team ability to reach all-agreeable answers to the questions given (20 minutes).
Author Anna ANANIEVA
E-mail anananieva@gmail.com
Institute Prof. Ivan Apostolov English Language High School, Sofia, Bulgaria
Target group 15 – 20 year olds
Subjects Ethics, Civics, Citizenship, cross-curriculum
Aims Main aim: to get aware and raise knowledge about sexism and particularly about sexism in languages: the problem of offending people, mostly women, by diminishing their role, using an inappropriate, old-fashioned words and phrases in language; to help the students reach their own ways to avoid sexism in the future.
Sub-aims:
  1. Learn about the sexism in different languages
  2. Identify the social causes for such language
  3. Explore the different languages and cultures for more examples
  4. Learn how to avoid sexism in language
  5. Create their own ways of combating the sexism in languages

Key competences

Communication in language(s)
  • Raise students’ awareness of sexist phrases and attitude in their own language
  • Improve their reading and understanding ability by searching in texts for sexist findings in different languages
  • Learn English / French / Spanish etc. vocabulary in a very broad way, searching through sayings, proverbs, statements, articles, etc.
  • Learn about the language as a mirror of society, becoming aware of the fact that sexism in language is a reflection of sexism in people’s minds.
Learning to learn
  • Look for specific information via Internet, encyclopedias, books, etc. and learn how to use it critically in different languages
  • Learn to extract the most important of given texts on a certain topic
Digital competences Look for information on Internet and become how to sort it out.
Social and civic competences
  • Become aware of one highly topical issue – sexism, expressed in different languages and respectively raise their understanding about inequalities in their or other societies.
  • Work in teams of girls and boys together to see each other’s views and build up collaboration qualities.
Timing of the overall activities Approximately 8 classes (about 1 month)
Rresources and materials needed
  • Worksheets for each student, photocopied
  • Internet for searching (possible at home, too)
  • Recourses obtained from students

Worksheets

1. Are we sexist?

Timing 40 min (1 period)
Material required worksheet 1
Grouping (pairs), then teams of 4-5 , then (whole class)
Focus on content (Civics, Citizenship) – Idetifying the state of sexism of the class
Focus on language Working with English words for qualities and features
Worksheet 1
Material for Teachers
Material for Students

2. What is sexism?

Timing 120 min (3 periods)
Material required worksheets 2, 3
Grouping (pairs), then teams of 4-5 , then (whole class)
Focus on content Becoming aware of sexism in language
Focus on language
  • Working with English and other languages words for qualities and features
  • Searching through definitions, becoming aware of specific meanings of the words that could sound and mean different things in different languages
Worksheet 2
What is sexism?
Material for Teachers
Material for Students
Worksheet 3
Material for Teachers
Material for Students

3. How to avoid sexism

Timing 160 min (4 periods)
Material required Worksheet 4, worksheet 5
1-2 sheets for drawing,
Patafix - Blue Tack (clean, reusable mastic)
Grouping teams of 4-5 , then (whole class)
Focus on content Examples and presentations helping to avoid sexism
Focus on language
  • Working with English words for qualities and features
  • Searching through words and phrases that could possibly substitute offensive sexist language, Ss enrich their vocabulary and raise their multiple meaning understanding of English, getting aware of specific meanings of the words that could sound and mean different things.
Worksheet 4
Why avoid sexism in language?
Material for Teachers
Material for Students
Worksheet 5
How to avoid sexism in language
Material for Teachers
Material for Students

References

The American Heritage®New Dictionary of Cultural Literacy, Third Edition
http://dictionary.reference.com/help/ahcl.html

Marcus evans linguarama
http://www.linguarama.com/ps/index.htm

Helium Arts and Humanities
http://www.helium.com/items/762879-sexism-in-the-english-language

TalkTalk uk
http://www.talktalk.co.uk/reference/dictionaries/english/data/d0082785.html

Encyclopedia.kids.net.au
http://encyclopedia.kids.net.au/

Alternet
http://www.alternet.org/story/48856/

Acknowledgments

My special gratitude to the colleagues-adherents
Galya Dimitrova, Pedagogical adviser,
Zhivka Zhelyazkova, PhD
Evelina Ivanova-Vardzhiyska, PhD
Mariana Iordanova

Are you sexist?

Introductory information

Notes for the teacher
  • Boys think of the best qualities of the WOMAN and girls put down the best qualities of the MAN. At the end one student summarizes the most popular features for the GOOD MAN and GOOD WOMAN given from the class. (5-10 minutes).
  • Students are grouped in teams of 4-5 and discuss the results of the inquiry. Possible questions to be debated – Is it fair to stress these features only for the good MAN/ WOMAN? Are we sexist? What is sexist? What is its social reason? (5-10 minutes).
  • Speakers from each team stand up and summarize the results from The teamwork. They stress who has been involved actively in the discussion and assess the team ability to reach all-agreeable answers to the questions given (20 minutes).
Author Anna ANANIEVA
E-mail anananieva@gmail.com
Institute Prof. Ivan Apostolov English Language High School, Sofia, Bulgaria
Target group 15 – 20 year olds
Subjects Ethics, Civics, Citizenship, cross-curriculum
Aims Main aim: to get aware and raise knowledge about sexism and particularly about sexism in languages: the problem of offending people, mostly women, by diminishing their role, using an inappropriate, old-fashioned words and phrases in language; to help the students reach their own ways to avoid sexism in the future.
Sub-aims:
  1. Learn about the sexism in different languages
  2. Identify the social causes for such language
  3. Explore the different languages and cultures for more examples
  4. Learn how to avoid sexism in language
  5. Create their own ways of combating the sexism in languages

Key competences

Communication in language(s)
  • Raise students’ awareness of sexist phrases and attitude in their own language
  • Improve their reading and understanding ability by searching in texts for sexist findings in different languages
  • Learn English / French / Spanish etc. vocabulary in a very broad way, searching through sayings, proverbs, statements, articles, etc.
  • Learn about the language as a mirror of society, becoming aware of the fact that sexism in language is a reflection of sexism in people’s minds.
Learning to learn
  • Look for specific information via Internet, encyclopedias, books, etc. and learn how to use it critically in different languages
  • Learn to extract the most important of given texts on a certain topic
Digital competences Look for information on Internet and become how to sort it out.
Social and civic competences
  • Become aware of one highly topical issue – sexism, expressed in different languages and respectively raise their understanding about inequalities in their or other societies.
  • Work in teams of girls and boys together to see each other’s views and build up collaboration qualities.
Timing of the overall activities Approximately 8 classes (about 1 month)
Rresources and materials needed
  • Worksheets for each student, photocopied
  • Internet for searching (possible at home, too)
  • Recourses obtained from students

Worksheets

1. Are we sexist?

Timing 40 min (1 period)
Material required worksheet 1
Grouping (pairs), then teams of 4-5 , then (whole class)
Focus on content (Civics, Citizenship) – Idetifying the state of sexism of the class
Focus on language Working with English words for qualities and features
Worksheet 1
Material for Teachers
Material for Students

2. What is sexism?

Timing 120 min (3 periods)
Material required worksheets 2, 3
Grouping (pairs), then teams of 4-5 , then (whole class)
Focus on content Becoming aware of sexism in language
Focus on language
  • Working with English and other languages words for qualities and features
  • Searching through definitions, becoming aware of specific meanings of the words that could sound and mean different things in different languages
Worksheet 2
What is sexism?
Material for Teachers
Material for Students
Worksheet 3
Material for Teachers
Material for Students

3. How to avoid sexism

Timing 160 min (4 periods)
Material required Worksheet 4, worksheet 5
1-2 sheets for drawing,
Patafix - Blue Tack (clean, reusable mastic)
Grouping teams of 4-5 , then (whole class)
Focus on content Examples and presentations helping to avoid sexism
Focus on language
  • Working with English words for qualities and features
  • Searching through words and phrases that could possibly substitute offensive sexist language, Ss enrich their vocabulary and raise their multiple meaning understanding of English, getting aware of specific meanings of the words that could sound and mean different things.
Worksheet 4
Why avoid sexism in language?
Material for Teachers
Material for Students
Worksheet 5
How to avoid sexism in language
Material for Teachers
Material for Students

References

The American Heritage®New Dictionary of Cultural Literacy, Third Edition
http://dictionary.reference.com/help/ahcl.html

Marcus evans linguarama
http://www.linguarama.com/ps/index.htm

Helium Arts and Humanities
http://www.helium.com/items/762879-sexism-in-the-english-language

TalkTalk uk
http://www.talktalk.co.uk/reference/dictionaries/english/data/d0082785.html

Encyclopedia.kids.net.au
http://encyclopedia.kids.net.au/

Alternet
http://www.alternet.org/story/48856/

Acknowledgments

My special gratitude to the colleagues-adherents
Galya Dimitrova, Pedagogical adviser,
Zhivka Zhelyazkova, PhD
Evelina Ivanova-Vardzhiyska, PhD
Mariana Iordanova

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