UNIDAD DIDACTICA

UNIT 1
B1 CEFR
AIMS
• To Identify and describe people’s physical appearance and
personality
• To identify and know some Gender roles around the world.
• To build awareness on students’ minds about respect and
what they should do to live in peace with others
1

Universidad del Tolima
Facultad de Ciencias de la Educación
Licenciatura En Inglés
Angie Orjuela Madrigal – 21
she is a BA In English student at the university of Tolima,
and she is currently in 9th semester. Her biggest passion
is language teaching and one her dreams is to become
a master in phonetics and phonology.
Mayra Alejandra Ospina– 23
she is a BA In English student at the university of Tolima,
and she is currently in 9th semester. Her biggest passion
is to travel around the world and to know about different
countries. After completing her degree, she really wants
to learn a third language
Juan Felipe Cifuentes Rincon – 21
He is a BA In English student at the university of Tolima,
he is currently in 9 th semester, he is taking a Diploma
about teaching Spanish as a foreign language, he loves
diversity and languages and his dream is to travel and
to become a master in Didactics of English.

3
Lesson 1

LESSON 1 : WHO AM I?
1. Look at these pictures and answer the questions below.
1
.
2 3 4
5 6 7 8
9 10 12 14
SPEAKING
a. Where do you think they are from?
b. What do you see in picture 2 ?
c. Describe picture 6
d. How many people look happy?
e. Which pictures show teenagers?
f. What do pictures 1 and 7 have in
common?
2 Look at the following chart.
Opinion Size Age Shape Color Origin Noun
ugly Tall Young Fat Dark
skin
Chines
e
Man
Beautifu
l
Short Old Thin Fair skin Italian Woma
n
a. Use the previous pictures to work
in pairs.
b. One student is A and the other
one is B
c. A, first describes one of
the pictures and B guesses
the number. Use the order
for adjectives given in the
chart.
4

LESSON 1 : WHO AM I?
3.Describe 6 classmates and use at least three adjectives for each sentence.
1. 2.
3. 4.
5. 6.
4. Discuss with a partner
a.Do you agree that all African people have dark-skin? Why?
b. Do you think all Americans are tall, blue-eyed and blonde?
c. Are all Arabian men handsome?
Let’s play!
5.Walk around the classroom and find classmates that best fit the following
descriptions. Ask different classmates and write their names in your notebook.
• Find someone who…
5
a. Has green eyes, and black hair.
b. Is short, thin, and brunette.
c. Is fat and dark-skinned
d. Has blonde hair and brown eyes.
e. Is young and blue-eyed.
f. Is tall, well built, and black-eyed.

LESSON 1 : WHO AM I?
6. Look at the pictures again and answer the questions.
a. Are the people in the pictures from Exercise 1 similar or different to you? How?
b. How similar or different are you from your classmates?
c. Find these similarities and differences to complete the table below.
SIMILARITIES
DIFFERENCES
E.g. Some people in the pictures are
women/men like me.
E.g. Some people in the pictures are
men, but I am a woman.
Some people in the pictures are
women, but I am a man.
No matter how similar or different we are, WE ARE ALL HUMAN BEIGNS
7. Listen to the following conversation and tick ( ) in the chart below the
descriptions that you hear from two different singers.
Descriptions Shakira Rihanna
Green-eyed, black-haired
and brown-skinned.
Tall and skinny
Fair-skinned, blonde and
short.
Blond-haired, blue-eyed,
tall.
Red-haired, brown-eyed,
short and
Beautiful
Chubby and short
6

LESSON 1 : WHO AM I?
8. Answer the questions on personality traits, skills and values of human beings.
Do you have a positive view about yourself?
A. Are you a good
student?
B. Are you friendly?
Likable? Moody ?
Smart? Funny?
C. How good are
you at music?
D. Are you good at
sports?
E. How do you treat
people?
F. How well do you
behave?
EXAMPLE :
I am very good at math and
chemistry. But I´m not very
good at languages. My
friends like me because I am
funny and romantic. I love
reggaeton music and to play
the guitar.
9. Classify the words from the chart in the bubbles according to positive and
negative behaviors you think people have.
Selfish Friendly Liar Steward Tolerant Humble Calm Patient
Respectful Rude Lovely Cooperative Bossy Jealous Dishonest Honest
7
10.Describe your best friend in terms of physical appearance and personality.
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________

8
Lesson 2

LESSON 2: GENDER EQUALITY
1. Complete the mind map with words
about gender equality . Look at the
picture to help you.
Time to discuss!
3. Share your opinion with a partner
about the following questions.
1. For you, what is sex?
2. What is the difference
between sex and gender?
9
Gender
Equality
2. Read the definition of gender
equality and then match the texts
below with one of the rights (a-c)
gender equality is when girls and
boys, women and men have the
right to…
a. Equal Access to health and
education.
b. Equal opportunities to make
decisions in their households.
c. Legal equality between
women and men; in terms of
education, job opportunities
and healthy services.
Sharing
duties
China
Colombia
India
Focus on vocabulary
Traditionally you have to
be head of the house,
you would have
controlled every aspect
of your families life, you
are responsible of
everything . Being the
'Yang' part means you
have to be dominant,
assertive and
responsible for taking
care of the 'Yin".
I have to hold more
powerful positions in the
workplace, but
female roles still vary
according to social class.
In upper class and some
middle class families,
women avoid working
outside the home in order
to preserve family status,
honor, and virtue.
However, I work and
study and my boyfriend
too.
My wife is subject to my
authority and she has to
honor me and bring me
happiness. I have to work
while my wife has to take
care of my children. A
son's birth is celebrated,
while the birth of a
daughter is considered
painful to the family. Boys
are lavished with love
and respect and are
provided better food and
health care than girls.

LESSON 2: GENDER EQUALITY
• Do your parents work? If yes, Which are their Jobs?
• What if they change occupations, what do you think?
• Do you know if a member of your family, specially a man, helps
with the chores in your house?
4. Look at the collage of some Jobs.
a) which Jobs do you know?
b) Who can get those Jobs?
c) which skills do you need to get one of the jobs
1
2
3
4
5
6
7
8
9
10
11 12
13
14 15
d) Which Jobs do you think may be difficult for you? Why?
e) Classify the professions in the following chart having in my the terms sex
and gender
Men Women Both
-
-
-
Does everyone agree with this classification? share your chart with the
class.
SPEAKING
5. Work in pairs; answer and share your opinions about the
following questions based on your life and family

LESSON 2: GENDER EQUALITY
6. Listen to a woman and a man talking about gender issues.
Organise the statements in the order you hear them.
a) Gender equality is about ensuring boys and
girls can choose to study, work and live they
want regardless of their sex.
b) Treating boys and girls equally and fairly is
one responsibility of schools.
c) In many parts of the world today, domestic
course like cleaning, cooking, and washing
are shared by men and women and boys
and girls.
d) It means equal participation and
opportunities in life for both boys and girls.
e) Girls and boys now have more opportunities
to study and work in professions or Jobs that
were traditionally female and male.
WRITING
7. Write a letter to one of your friends telling the situation about how women are treated
in your country in terms of job opportunities, education and duties in the house.
Dear friend:
Useful language
Have to: tener que
Equality: igualdad
Treatment: trato
Stereotypes: estereotipos
Worthy: valioso
Worthless: sin valor
Best: mejor
Worst: peor
Best regards!
11

12
Lesson 3

LESSON 3: RIGHTS, RESPECT AND RESPONSABILITY
1. WRITE THE CORRECT WORD FOR EACH PICTURE
Social status Racism Homophobia Disabled people
Let’s talk!
2. Based on the pictures below , discuss with a classmate the following questions.
1. What does it feel like to be respected?
2. Do you consider yourself to be a respectful person? Why or why not? In
what ways do you show respect to others?
3. Do you have gay friends? Do you respect them?
4. Could you share your bedroom with a black person?
5. What are some reasons people show disrespect for others?
3. In your notebook, draw the following chart and write 5 similarities and 5
differences you have with the person next to you.
Differences
Similarities

READING ACTIVITY
4. Read the rights a group of teenagers wrote for themselves. Would you
add another right?
In a relationship, I have the right
to…
• …Express my opinions.
• …Not have sex if that is my
choice or to use safer sex
practices.
• …not be emotionally, physically
or sexually abused.
• …Choose my sexual orientation
and preferences.
• …choose my friends or partners
without discrimination or
pressure from others.
• …
5. Now write a corresponding responsibility for each right from exercise 4.
Example:
I have the responsibility to listen to other people’s opinions and respect them if
they do not harm anyone.

Why We Should Accept and Respect Homosexuality?
6. Felipe is an openly gay person to society today, listen to his story
LISTENING COMPREHENSION
1. What is the main topic?
2. How does his family show love to him?
3. What are the two manifestations of abuse?
4. Name the gender roles he had to pretend.
5. Who were the ones who saw the problem normal?
Key vocabulary
Sexuality: possession of the structural and functional traits of sex.
Perception: immediate or intuitive recognition or appreciation, as of
moral, psychological insight
Peers: a person of the same legal status
Put down: remark or act intended to humiliate or embarrass
someone
Equally: in an equal or identical manner
Convinced:to move by argument or evidence to belief, agreement,
consent, or a course of action
Fulfill: :to perform or do, as duty; obey or follow, as commands.
What should you do?
• Do you assume that, because someone speaks in support of
gay/lesbian issues, that person is homosexual?
• Do you laugh at jokes whose humor depends upon stereotypes
(usually negative) of lesbians, gay men or bisexual people?

FINAL PROJECT
1. Let´s analyse gender and stereotypes in the media
• Get into groups of 4
• Choose one topic to study (example: work, study, love,
politics, relationships, racism etc.).
• Find at least two articles or pictures on your topic.
• Compare the articles of pictures and answer these
questions.
1. What do they say about the topic?
2. Do you have a similar or different opinión on the topic?
3. Are girls/women and boys/men presented in similar or
different ways?.
4. What cultural groups were included in the articles or
pictures?
5. Make a collage of the media you have selected and write
a short description of it on a poster size paper.

LESSON : Self Assessment
1. Assessment of your English skills.
• Look back over the Unit . What have you learned? Tick the
appropriate box.
SKILL STATEMENT I can
do
this
READING
A. Understand general and specific
information from a short text written in
simple language.
B. Understand short descriptions of
known people, places and actions.
C. Use graphics to represent the most
relevant information from a text.
I can
do this
with
help
I need
to work
on this
WRITING
A. Write complete accurate answers
to questions about a text.
B. Write descriptions about people
using more than three adjectives in a
sentence.
C. Write short texts when a situation in
given.
SPEAKING
A. Briefly explain and support my
plans and actions.
B. Follow and give basic instructions
when participating in familiar games.
C. Make descriptions about people.
D. Give short presentations about
what you have learned.
LISTENING
A. Understand short, simple messages
related to my surroundings and my
personal and academic interests.
B. Identify the overall theme and the
relevant details in conversations,
radio broadcasts or spoken
presentations.
C. Understand the general idea of a
description or a narrative.

TRANSCRIPTIONS ( LISTENING ACTIVITIES)
Transcript : UNIT 1 LESSON 1 PAGE 5 activity 7
Conversation
M: Hi Angie, how are you doing?
A: Hi Mayra! I’m listening to music.
M: What are you listening to?
A: Rihanna!, I love her.
M: Who is she? I have never heard that girl.
A: really ? She is a pop singer, she is from Barbados.
M: How does she look like?
A: She is tall, she has green eyes, and she has brown skin.
M: She looks pretty.. But I prefer Colombian singer, like Shakira. She is pretty and her
voice, its amazing.
A: You’re right! But I believe Rihanna is more beautiful, she is thin and she is
younger.
M: Ok Angie, nice to know more about your likes, do you want to go for an ice
cream?
Transcript : UNIT 1 LESSON 2 PAGE 10 activity 6
-Good afternoon Mayra
-Good afternoon felipe,
- I was wondering if you are in agreement with the treatment women receive in
the Indian culture.
-Well, I know that each culture is different, but I do not share the way women lives
there. I think gender equality is about ensuring boys and girls can choose to study,
work and live they want regardless of their sex.
-Totally, for example, here in my country is quite different. A) it means equal
participation and opportunities in life for both boys and girls. HAVE YOU SEEN THAT
in many parts of the world today, domestic course like cleaning, cooking, and
washing are shared by men and women and boys and girls.
-Yeah, and i think the term equally has to be implemented at schools, because
treating boys and girls equally and fairly is one responsibility of schools. Because
we want a better world and women and men can contribute together to the
improvement and development of our nation.
-Yes! Girls and boys now have more opportunities to study and work in professions
or jobs that were traditionally female and male. So in today’s society they will
have the same opportunities and both will be treated the same way without any
discrimination.
-Tomorrow we will continue with the discussion
-Yeah Mayra, see you in class, have a good day!

Transcript : UNIT 1 LESSON 3 PAGE 14 activity 6
my worst years were in middle school. I was coming to terms with my sexuality,
and I was terrified of people knowing I was gay. I was constantly put down for not
fulfilling the gender roles I was expected to excel at. I wasn’t good at sports. I
didn’t talk a certain way. My body language was not masculine enough. The
music and movies I liked were too feminine. I literally had to pretend someone I
was not and that still wasn’t enough to satisfy my peers.
Bullying is verbal (and even physical) abuse, and it is incredibly hard to heal from
— it can stay with you for years and destroy your concept of yourself. I lost sight of
who I was. I specifically remember being 14 years old, looking at myself in a mirror,
and trying to convince myself I was straight, today, I am 21, all my family accepts
and respects me . I am studying, I learned how to speak a second language, I got
a boyfriend and I have many dreams to fulfill.
For a long time, community members, teachers, and parents viewed bullying as a
"normal phase" or "kids being kids" or "a part of growing up." We need to change
our perception of bullying. Bullying is not normal, not acceptable, and does not
have to be a part of this generation’s school experience. We can change the
world, everyone is unique but everyone has to be equally treated.