Gender through revision of the past tense

Author: Nanyonjo Margaret (Ghana) | Published on 9 April 2025

 

Stage 1: lead-in (10 minutes)

The teachers says:

'We are going to use the Past Tense today in our discussions and in writing. Who can remind of the rules for the Past Tense?!'

Elicit the following from the learners and fill any knowledge gaps.

• Regular verbs: Add "-ed" to the end of the verb. For example, "cook" becomes "cooked". 
• Irregular verbs: Do not follow a pattern and can be formed in various ways. For example, "sing" becomes "sang". 
• Verbs ending in "e": Drop "e" before adding "-ed". For example, "bathe" becomes "bathed". 
• Verbs ending in a consonant-vowel-consonant pattern: Double the final consonant before adding "-ed". For example, "pat" becomes "patted". 
• Verbs ending in a consonant and "-y": Take off the "y" and add "-ied". For example, "try" becomes "tried". 
• Past simple – regular verbs - If a verb ends in -e, you add -d. agree → agreed. like → liked. escape → escaped. 

The teacher says:

'Today we shall explore ‘gender’. What does ‘gender’ mean?'

Elicit from the learners their definition and concept of Gender. Offer guidance to perfect the learners’ input. Acknowledge and board their feedback.

The teacher writes a clear definition of ‘gender’ on the board for everyone to refer to and draws attention to answers that matched.

'Gender refers to the socially constructed roles, behaviors and expectations associated with being male or female or non-binary.'

The teacher says:

 'Now we have the definition of ‘gender’, what does ‘gender stereotypes’ mean?'

Elicit from the learners their definition and concept of Gender Stereotypes. Offer guidance to perfect the learners’ input. Acknowledge and board their feedback.

The teacher writes a clear definition of ‘gender stereotypes’ on the board for everyone to refer to and draws attention to answers that matched.

'A ‘gender stereotype’ is the generalisation of characteristics, abilities and behaviors associated with individuals based on their gender.'

The teacher says:

'What gender stereotypes do you associate with men? And, with women?'

Elicit oral responses from the learners.

Stage 2: practice (15 minutes)

5 for set up and 10 for task

The teacher says:

'We will work in mixed pairs – one boy and one girl in each pair. Find a partner now!' Wait until the pairs have formed.

'In your pairs, you will use your knowledge of the past tense to complete these sentences using the target verbs. Each pair will have one worksheet. Write your names at the top.'

The teacher says:

“We will work in mixed pairs – one boy and one girl in each pair. Find a partner now!” Wait until the pairs have formed.

“In your pairs, you will use your knowledge of the past tense to complete these sentences using the target verbs. Each pair will have one worksheet. Write your names at the top.”

Use instruction checking questions (ICQ’s) to confirm understanding.

The teachers says:

'Who can tell me what you have to do?' Elicit answer

'Do you work together?' Yes

'How much time do you have?' No time was given

'Well noticed, you have 10 minutes to work together and complete your sentences.'

The teacher issues a worksheet (Appendix One) to each pair and gives a start time. Monitor throughout and support where needed. Give time checks at 5 minutes and at 8 minutes. Ensure learners are on task.

Stage 3: peer correction (10 minutes)

Peer correction in groups.

The teachers says:

'Let’s check our answers in groups. Make groups of four now.' Wait until the groups form.

'Together, compare your answers. Check what is the same and or different. Explain your answers to each other. You have 5 minutes.'

Monitor throughout and support where needed. Prepare prompt questions for the next activity and write them on the board now. After 5 minutes, stop the activity.

'Well done everyone, there were some interesting discussions. Let’s check the answers now all together.'

Elicit answers from learners and board for ease of reference.

Answers:

1. fought
2. decided, asked
3. assured, was
4. created
5. asked

Stage 4: discussion (15 minutes)

Group discussion around gender stereotypes past and present.

Either choose to have learners remain in groups of 4 OR mix into new groups OR join 2 groups together so that there are groups of 8. Choose whichever suits your class size.

Give appropriate instructions to create the number of groups and participants that work best for your needs.

Refer to prompt questions written on the board.

The teacher says:

'We are going to explore the text we completed in the gap fill. 

1. What gender stereotypes did you notice in the sentences?
2. Are they relevant in our class today? 
3. How can we increase our awareness and sensitivity to these stereotypes?
4. What solutions can you offer?

You have 10 minutes to discuss and take notes.'

Monitor and support where needed. After 10 minutes, pause the discussion and give final instructions.

The teacher says:

'We are going to share our ideas. In your groups choose your 3 best ideas in answer to questions 3 and 4. Decide who will speak for your group. More than 1 person can speak. You have 5 minutes to prepare.'

Stage 5: feedback (10 minutes)

Groups share their ideas and compare which ones they think will work best. 

The teacher says:

'Each group will have a maximum of 2 minutes to speak and share. You must listen so you can choose which ideas you think will work best. Let’s go!'

Each group shares their feedback. After sharing, the whole class votes for the best ideas.

Final thought. The teacher says:

'Well done everyone, there were some good ideas shared. As you have discussed, gender stereotypes belong in the past. We are creating a modern society for ourselves and for our children. Everyone is equal.'