Giáo án Communication and Culture / CLIL

Ss activate prior knowledge about gender equality in everyday work and recall the words equality, opportunity, stereotype and fair.

T shows a photo-free word web on the board with the centre word 'Gender equality' and asks Ss to suggest words or ideas. Ss then answer the question: 'Should only women teach nursery children? Why or why not?' Ss respond in one or two sentences.

A class word web with at least five words, including equality, opportunity, stereotype and fair, and 2–3 short answers from Ss, for example: 'Men can also be patient teachers.' / 'Teachers should be chosen by qualification, not by gender.'

Ss understand the everyday exchange on nursery teaching, identify its purpose, and practise stress in three-syllable adjectives and verbs (GEN-er-ous, DIF-fi-cult, de-TER-mine, en-COUR-age).

Ss read and listen to the model exchange:
A: I think nursery teaching should be open to everyone with the right training.
B: I agree. Patience is not limited to one gender.
A: Some people still think otherwise.
B: I see their concern about children’s safety, but fair safeguarding standards should apply to every teacher.
Ss mark the stressed syllables in the four target words and say the sentence 'We encourage students to determine their own goals.' Ss then answer: 'What is the main idea of the exchange? Which word shows that the idea applies to all teachers?' See Worksheet 1.

Worksheet 1 completed:

• Main idea: nursery teaching should be open to everyone with the right training; patience is not limited to one gender.
• Key word showing all teachers: 'every' in 'fair safeguarding standards should apply to every teacher'.
• Stress: GEN-er-ous, DIF-fi-cult, de-TER-mine, en-COUR-age (middle syllable of 'encourage' is stressed).
  Knowledge Ss take away: stress is placed on the same syllable in each target word, and unstressed vowels stay short.

Ss form and use the modal passive with negation, and explain how the opening and closing of the culture text frame the details on women's football without overgeneralising.

T presents the modal passive: modal + be + past participle, e.g. 'Every applicant should be assessed fairly.' and 'A job must not be reserved for one gender.' T explains that the passive focuses on the action and receiver, not on an unknown agent.
Ss then read the CLIL reference notes: 'Women’s football is the printed culture focus. Compare access to coaching, facilities and media attention without treating ability as fixed by gender. A fair comparison needs comparable competitions and dates. For a school discussion, use a specific example, acknowledge progress and identify a remaining barrier. Do not claim that one successful team proves discrimination has disappeared.'
Ss complete Worksheet 2 in groups of four (Group A: coaching; Group B: facilities; Group C: media attention; Group D: comparable competitions and dates).

Worksheet 2 completed:

• Modal passive examples: 'Every applicant should be assessed fairly.' (affirmative); 'A job must not be reserved for one gender.' (negative, not after the modal).
• Opening sentence: 'Women’s football is the printed culture focus.' – sets the topic.
• Closing sentence: 'Do not claim that one successful team proves discrimination has disappeared.' – gives the final caution.
• Group notes on coaching, facilities, media attention and comparable competitions, each written as one fair comparison without a claim that ability is fixed by gender.
  Knowledge Ss take away: the opening establishes the topic, the closing warns against overgeneralisation, and the middle details must be read under the stated conditions.

Ss consolidate the everyday exchange and the culture text by answering comprehension questions and writing a short summary using only information from the model.

Ss work in pairs on Exercises 2, 3 and 5 from the model text:
2. State the purpose and audience of the everyday exchange on 'Gender equality'. Support your answer with one detail.
3. Explain how the opening introduces the topic. Identify the actual opening sentence.
5. Write a three-sentence summary using only information in the model. Keep any condition or limit that is essential to its meaning.
Ss then exchange answers with another pair and check them against the answer key.

Answer key (Exercises 2, 3, 5):

• Exercise 2: Purpose – to share a reasoned opinion on gender equality in teaching; audience – classmates or a general listener who wants a clear view. Detail: 'B: I agree. Patience is not limited to one gender.' This gives a specific statement the audience can evaluate, not only a claim that the topic is important.
• Exercise 3: Opening sentence – 'A: I think nursery teaching should be open to everyone with the right training.' It establishes the subject so the following details are understood.
• Exercise 5 (sample): 'A: I think nursery teaching should be open to everyone with the right training. B: I agree, because patience is not limited to one gender. B: Fair safeguarding standards should apply to every teacher, although parents are concerned about children’s safety.'

Ss produce a short, balanced spoken turn for a school discussion on gender equality, using a specific example, acknowledging progress and naming one remaining barrier.

Ss work in groups of three. Each group prepares a 4–5 sentence turn for a school discussion on women’s football or on teaching as a career for everyone. The turn must include: (1) a specific example, (2) one point of progress, (3) one remaining barrier, and (4) one condition (e.g. comparable competitions and dates). Groups use the modal passive at least once, e.g. 'Coaches should be selected fairly.' Groups present their turn to the class. Homework: each student writes the turn individually in 60–80 words.

A group spoken turn of 4–5 sentences, for example:

• 'At our school, girls and boys have equal access to the sports hall on Tuesday and Thursday.'
• 'Progress is visible: more girls now join the football club.'
• 'However, a remaining barrier is that the girls’ team has fewer coaching hours.'
• 'A fair comparison needs comparable competitions and dates.'
• 'Coaching positions should be filled by qualification, not by gender.'
  No invented statistics are used; any example that is not from the text is labelled as an example.