Unit 5 – Women and Power
Vocabulary – Reading – Functions – Writing (Ticket to English 2)
Level: 2nd Year Baccalaureate (All streams)
Unit: Women and Power – women’s rights, gender equality, discrimination, stereotypes, shared responsibilities.
1. Vocabulary – Women, rights & gender equality
Objective: Learn and use vocabulary about women’s rights, gender equality, discrimination, stereotypes, domestic work, leadership and equal opportunities. [web:566]
A. Match the words with their definitions
Match each word with the correct definition (write a, b, c,…).
- gender equality
- discrimination
- stereotype
- women’s rights
- housewife
- breadwinner
- domestic work
- leadership
- equal opportunities
Definitions:
- a) unfair treatment of a person or group because of their gender, race, religion, etc.
- b) the situation in which men and women have the same rights and responsibilities.
- c) ideas or images about a group of people which are often not true or fair.
- d) the rights that guarantee women the same freedom and protection as men.
- e) a married woman whose main job is to take care of the house and children.
- f) the person in a family who earns the money to support the others.
- g) work done at home such as cooking, cleaning and looking after children.
- h) the ability to guide or direct other people (for example, in politics or at work).
- i) the same chances to get education, jobs or promotion for different people.
B. Complete the sentences
Use words from exercise A to complete the sentences.
- In many countries, women still suffer from __________ when they apply for jobs.
- Some people believe the __________ that women are weak and cannot be good leaders.
- In a modern family, both men and women should have __________ in education and work.
- My aunt is a __________; she stays at home to raise her children.
- My sister became the __________ of her family after her father lost his job.
- Many organisations fight for __________ in order to protect women from violence.
- Our country needs more women in positions of __________, like ministers and company directors.
C. Paid work, unpaid work or shared responsibilities?
Put each task in the correct column.
- 1) Cooking dinner
- 2) Teaching at school
- 3) Cleaning the house
- 4) Looking after the children
- 5) Working as a doctor
- 6) Doing the shopping for the family
- 7) Working as a police officer
| Paid work (outside home) | Unpaid domestic work (at home) | Shared responsibilities (both) |
|---|---|---|
| ________________________________ | ________________________________ | ________________________________ |
| ________________________________ | ________________________________ | ________________________________ |
توضيحات بالعربية (Vocabulary – Women and Power)
حاول تربط المعجم بحياة التلاميذ: الأم، الأخت، الجارة، المرأة العاملة، الحقوق، gender equality, domestic work. ناقش معهم مبدأ تقاسم المسؤوليات في البيت وخارج البيت.
2. Reading – Women, work and power
Objective: Read a text about women’s roles at home and outside, domestic work, decision‑making, discrimination, stereotypes and equal opportunities. [web:569]
A. Before you read
Discuss:
- 1. What kind of work do women do in our society?
- 2. Do men and women share responsibilities at home and outside? Explain.
B. Read the text
Women, Work and Power
In many countries, the role of women in society has changed a lot during the last decades. In the past, most women stayed at home and spent their time cooking, cleaning and looking after children. Today, more and more women are going to school, getting university degrees and working in different fields.
However, even when women work outside the home, they still do most of the domestic work. In many families, a woman has a double burden: she is a worker outside and a housewife inside. She gets up early to prepare breakfast, goes to her job, and when she comes back, she continues doing the housework while her husband and children are watching TV or using their phones.
In the world of work and politics, women are still under‑represented in decision‑making positions. There are few women managers, company directors or ministers. In some cases, employers prefer to give important jobs to men because they think women are weak or too emotional. These stereotypes make it difficult for women to show their real abilities.
Fortunately, many governments and organisations are trying to improve women’s situation. They are passing laws to protect women from discrimination and violence, and to guarantee them equal opportunities in education and work. Associations are also organising campaigns to raise awareness about sharing household tasks and respecting women’s rights.
To build a fair society, both men and women should work together. Men need to accept that women can be successful doctors, engineers or politicians, and they should share domestic work with them. When women participate in decision‑making at home and in public life, the whole society becomes stronger and more democratic.
C. Comprehension
1. Choose the best title (✔):
[ ] Women and education only
[ ] Women, work and power in society
[ ] Men’s responsibilities at home
2. Are these sentences True (T), False (F) or Not Stated (NS)? Justify from the text.
- a) In the past, most women stayed at home and did housework.
- b) Today, fewer women are getting university degrees.
- c) Many working women still do most of the domestic work.
- d) There are many women ministers and company directors in all countries.
- e) Some employers think that women are too weak for important jobs.
- f) Some organisations organise campaigns to raise awareness about women’s rights.
3. Answer these questions:
- a) How has the role of women changed during the last decades?
- b) Why do many women have a double burden?
- c) Give two examples of decision‑making positions where women are under‑represented.
- d) What are governments and organisations doing to improve women’s situation?
- e) According to the text, how can men help build a fair society?
D. Vocabulary in context
Find words in the text that mean:
- 1. unfair treatment because of gender or race (paragraph 4): ____________________________
- 2. share or divide (household tasks) (paragraph 4): ____________________________
- 3. work that is done at home such as cooking and cleaning (paragraph 2): ____________________________
- 4. important choices for a group, company or country (paragraph 3): ____________________________
- 5. wrong or fixed ideas about a group of people (paragraph 3): ____________________________
توضيحات بالعربية (Reading – Women and Power)
ركّز أولاً على الفكرة العامة (Women, work and power)، ثم التفاصيل (T/F/NS و WH‑questions)، وبعدها خدم المفردات من النص (discrimination, domestic work, stereotypes...). حاول تربط الأفكار بواقع المرأة في المغرب.
3. Functions – Expressing opinion & (dis)agreement
Objective: Ask for and give opinions about women’s roles, and agree or disagree politely. [web:559]
A. Useful expressions
1) Asking for opinion:
- What do you think about ...?
- What’s your opinion about ...?
- How do you feel about ...?
- Do you agree that ...?
2) Giving opinion:
- In my opinion, ...
- I think (that) ...
- I believe (that) ...
- From my point of view, ...
3) Agreeing:
- I agree (with you).
- You’re right.
- I totally agree.
- That’s true.
- I share the same opinion.
4) Disagreeing (politely):
- I don’t agree (with you).
- I’m afraid I don’t agree.
- I’m sorry, but I disagree.
- I see your point, but I don’t think so.
- I have a different opinion.
B. Complete the dialogue
Use suitable expressions from A.
Student A: ________________________________ girls and boys having the same chances to study?
Student B: ________________________________ girls and boys should have equal opportunities in education.
Student A: ________________________________. Poor families should educate boys first.
Student B: ________________________________. Educating girls helps the whole society.
Now practise the dialogue with your partner.
C. Mini‑debates – Agree or disagree?
In pairs, choose a sentence. One student agrees, the other disagrees. Use expressions from A.
- 1. Women should do all the housework.
- 2. Men and women should share domestic work.
- 3. Women are better teachers than men.
- 4. Only men should be political leaders.
- 5. Girls and boys should have the same chances to study abroad.
توضيحات بالعربية (Functions – Opinion)
درّب التلاميذ على الجمل القصيرة أولاً (I agree / I don’t agree)، ثم زِد التعابير الأطول. شدّد على الأدب في الاختلاف: I’m afraid I don’t agree / I see your point, but...
4. Writing – Empowering women
Objective: Write a 10–12 line argumentative paragraph suggesting ways to empower women and improve their situation in society. [web:568]
A. Model paragraph
How can we empower women?
Women play an important role in every society, but in many countries they still suffer from discrimination and violence. For this reason, it is necessary to empower women and improve their situation.
First, governments should guarantee girls and women access to education. When women are educated, they can get better jobs and become economically independent. Moreover, new laws must protect women from violence at home and at work, and punish people who violate their rights.
In addition, men and women should share domestic work fairly. If men help with cooking, cleaning and looking after children, women will have more time to study, work or participate in public life. Finally, the media and schools should fight negative stereotypes and show positive images of successful women.
To conclude, empowering women is not only good for women, but also for the whole society. When women are educated, protected and respected, families become stronger and the country develops faster.
Tasks:
- Underline the topic sentence, the supporting ideas and the conclusion.
- Circle the linkers of addition and result (first, moreover, in addition, finally, to conclude, etc.).
B. Plan your paragraph
Complete this grid before you write.
| Topic sentence (what is your main idea?) | _______________________________________________ |
| Idea 1 + example | _______________________________________________ |
| Idea 2 + example | _______________________________________________ |
| Idea 3 + example | _______________________________________________ |
| (Optional) Idea 4 + example | _______________________________________________ |
| Concluding idea | _______________________________________________ |
C. Write your paragraph (10–12 lines)
Use linkers like: first, second, moreover, in addition, besides, finally, to conclude. Try to use vocabulary from this unit (gender equality, women’s rights, discrimination, domestic work, equal opportunities, empowerment, etc.).
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
توضيحات بالعربية (Writing – Empowering women)
ذكّر التلاميذ بأن الفقرة الحجاجية خاصها: مقدمة (فكرة رئيسية)، جسم (3–4 أفكار + أمثلة) وخاتمة (خلاصة). استعمل روابط: first, moreover, in addition, finally, to conclude وربط الأفكار بمعجم الوحدة (rights, equality, domestic work, stereotypes...).
Unit 5 – Women and Power: Answer Key
2nd Year Baccalaureate | Ticket to English 2 | Vocabulary – Reading – Functions – Writing
This answer key provides suggested answers for Unit 5. Vocabulary and reading tasks have specific answers. Speaking, debate, planning and writing tasks are open-ended, so other accurate and logical answers should also be accepted.
Unit: Women and Power
Level: 2nd Year Baccalaureate
Textbook: Ticket to English 2
1. Vocabulary – Women, Rights & Gender Equality
A. Match the words with their definitions
| Word | Answer | Meaning |
|---|---|---|
| 1. gender equality | b | Men and women have the same rights and responsibilities. |
| 2. discrimination | a | Unfair treatment because of gender, race, religion or another difference. |
| 3. stereotype | c | A fixed or often unfair idea about a group of people. |
| 4. women’s rights | d | Rights that guarantee women the same freedom and protection as men. |
| 5. housewife | e | A married woman whose main work is caring for the home and children. |
| 6. breadwinner | f | The person who earns money to support the family. |
| 7. domestic work | g | Work done at home, such as cooking, cleaning and childcare. |
| 8. leadership | h | The ability to guide or direct other people. |
| 9. equal opportunities | i | The same chances to receive education, get jobs or receive promotion. |
B. Complete the sentences
- discrimination
- stereotype
- equal opportunities
- housewife
- breadwinner
- women’s rights
- leadership
C. Paid work, unpaid work or shared responsibilities?
| Paid work | Unpaid domestic work | Shared responsibilities |
|---|---|---|
| 2. Teaching at school 5. Working as a doctor 7. Working as a police officer | 1. Cooking dinner 3. Cleaning the house 4. Looking after the children | 6. Doing the shopping for the family |
Note: Shopping can also be classified as unpaid domestic work. It is placed under shared responsibilities here because both men and women should share it.
2. Reading – Women, Work and Power
A. Before you read – Suggested discussion points
- Women work in education, healthcare, business, agriculture, administration, politics and many other fields. They also perform domestic work and care for family members.
- Men and women should share responsibilities at home and outside. In many families, however, women still do more domestic work.
C. Comprehension
1. Best title: Women, work and power in society.
2. True, False or Not Stated:
| Statement | Answer | Justification |
|---|---|---|
| a) In the past, most women stayed at home and did housework. | T | The first paragraph says that most women stayed at home and spent time cooking, cleaning and looking after children. |
| b) Today, fewer women are getting university degrees. | F | More women are going to school and getting university degrees. |
| c) Many working women still do most of the domestic work. | T | The second paragraph states that women still do most domestic work. |
| d) There are many women ministers and company directors in all countries. | F | The text says that there are few women managers, company directors or ministers. |
| e) Some employers think that women are too weak for important jobs. | T | Some employers think women are weak or too emotional. |
| f) Some organisations organise campaigns to raise awareness about women’s rights. | T | Associations organise campaigns about sharing household tasks and respecting women’s rights. |
3. Answer the questions:
- The role of women has changed because more women now attend school, obtain university degrees and work in different fields.
- Many women have a double burden because they work outside the home and continue doing most of the housework inside the home.
- Women are under-represented as company directors and ministers. Managers are another acceptable answer.
- Governments are passing laws to protect women from discrimination and violence and to guarantee equal opportunities. Organisations are also raising awareness about women’s rights and sharing household tasks.
- Men can accept women’s abilities, share domestic work and support women’s participation in decision-making at home and in public life.
D. Vocabulary in context
- unfair treatment because of gender or race: discrimination
- share or divide household tasks: sharing
- work done at home: domestic work
- important choices for a group, company or country: decision-making
- wrong or fixed ideas about a group: stereotypes
3. Functions – Expressing Opinion & Agreement
A. Useful expressions
The expressions are correctly grouped in the worksheet:
- Asking for opinion: What do you think about...? / What’s your opinion about...? / How do you feel about...? / Do you agree that...?
- Giving opinion: In my opinion... / I think that... / I believe that... / From my point of view...
- Agreeing: I agree with you. / You’re right. / I totally agree. / That’s true. / I share the same opinion.
- Disagreeing politely: I don’t agree. / I’m afraid I don’t agree. / I’m sorry, but I disagree. / I see your point, but I don’t think so. / I have a different opinion.
B. Complete the dialogue
Student A: What do you think about girls and boys having the same chances to study?
Student B: In my opinion, girls and boys should have equal opportunities in education.
Student A: I’m afraid I don’t agree. Poor families should educate boys first.
Student B: I’m sorry, but I disagree. Educating girls helps the whole society.
Other suitable expressions from section A are also acceptable.
C. Mini-debates – Suggested responses
| Statement | Possible response |
|---|---|
| Women should do all the housework. | I don’t agree. Men and women should share domestic work fairly. |
| Men and women should share domestic work. | I totally agree. Sharing responsibilities makes family life fairer. |
| Women are better teachers than men. | I see your point, but teaching ability depends on the individual, not gender. |
| Only men should be political leaders. | I’m afraid I don’t agree. Women can also be successful political leaders. |
| Girls and boys should have the same chances to study abroad. | I share the same opinion. Equal opportunities are important. |
4. Writing – Empowering Women
A. Model paragraph – Suggested analysis
| Part | Answer |
|---|---|
| Topic sentence | Women play an important role in every society, but in many countries they still suffer from discrimination and violence. |
| Supporting idea 1 | Governments should guarantee girls and women access to education. |
| Supporting idea 2 | New laws should protect women from violence and defend their rights. |
| Supporting idea 3 | Men and women should share domestic work fairly. |
| Supporting idea 4 | The media and schools should fight negative stereotypes. |
| Conclusion | Empowering women benefits women, families and the whole society. |
Linkers: First, when, moreover, in addition, if, finally, to conclude.
Result expressions: so, when, and the concluding idea that society becomes stronger and the country develops faster.
B. Plan your paragraph – Sample answers
| Planning point | Sample answer |
|---|---|
| Topic sentence | Women should have equal rights and opportunities in all areas of life. |
| Idea 1 + example | Improve girls’ access to education; for example, provide scholarships in rural areas. |
| Idea 2 + example | Protect women from violence and discrimination through strong laws. |
| Idea 3 + example | Share domestic work; for example, men can help with cooking and childcare. |
| Idea 4 + example | Fight stereotypes by showing successful women in the media and schools. |
| Concluding idea | When women are empowered, families and societies become stronger. |
C. Sample paragraph
Women should have equal rights and opportunities in all areas of life. First, governments should improve girls’ access to education by providing scholarships and safe schools, especially in rural areas. Moreover, strong laws should protect women from violence and discrimination at home and at work. In addition, men and women should share domestic responsibilities fairly so that women can study, work and participate in public life. Schools and the media should also fight stereotypes by showing positive examples of successful women. Finally, women should have more opportunities to become leaders in business, politics and education. To conclude, empowering women is not only a matter of justice; it also helps families, communities and countries develop.
Writing checklist:
- The paragraph contains an introduction, supporting ideas and a conclusion.
- It suggests practical ways to empower women.
- It uses vocabulary from the unit accurately.
- It uses appropriate linkers.
- It expresses a clear and logical opinion.
Unit 5 – Women and Power | Answer Key | 2nd Year Baccalaureate