Read the following passage and do the tasks below.

From the middle of the nineteenth century many women campaigned peacefully to obtain the right to vote In British elections. They organised themselves into groups, held meetings, sent petitions to Parliament and tried to persuade MPs to change the law to enable them to vote. However, the government ignored their idea.

In 1903, the campaign for the right of women to vote took an important new turn. That year Emmeline Pankhurst (1858-1928) and her daughters, Christabel and Sylvia, started the Women’s Social and Political Union in Manchester with the motto ‘Deeds not words’. They were referred to as the “Suffragettes”. The Pankhursts and their supporters declared that the situation was so serious that they would have to pursue extreme measures of civil disobedience. They campaigned tirelessly and sometimes violently to achieve their aim: chaining themselves to the railings outside Parliament, disrupting political meetings and even committing acts of arson. Many women were imprisoned and, when they went on hunger strike, were force-fed. In 1913 Emily Davison died for the cause, when, at a horse race, she rushed out on to the course and stepped in front of the King’s horse.

In 1914 the First World War broke out. In the interests of national unity the Suffragettes suspended their campaign of direct civil action. Instead, they urged women to take over men’s jobs, so that the men could go and fight in the war. Women were able to prove how indispensable they were in the fields and armaments factories.

In March 1918 the government gave in to the pressure, and passed a law giving women over 30 the right to vote. Later that year it allowed women over 21 to become Members of Parliament, but they still couldn’t vote in elections if they were under 30! It would take a further ten years to amend the age qualification and put men and women on an equal footing.

(Solutions Advanced - Student’s Book)

Read the passage and answer the questions.

1. What was the result of the nineteenth-century campaign to gain the vote for women?

Write a short paragraph (120 -150 words) about measures to improve gender equality in Viet Nam.

You can answer some of the following questions:

* What are the measures to improve gender equality?

* What are the benefits of these measures?

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governmenư issue/ suitable policies/ give/ women/ chances/ develop/ ability.

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When/ women/ not/ under/ financial pressure/ have/ more time/ develop/ themselves.

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There/ many measures/ solve/ problem/ and improve/ gender equality.

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Talk about the eamses and effects of gender inequality.

You can use the following questions as cues:

* What are the causes of gender inequality?

* What are the effects of gender inequality?

* What are the solutions to that?

Useful languages:

Complete the notes:

Now you try!

Give your answer using the following cues. You should speak for 1-2 minutes.

1. The key reason for gender inequality is...

2. Another reason is...

3. ...is a consequence of gender inequality.

4. As a result, ...

5. The government should...

6. Another solution would be...                                    

Now you tick!

Did you ...

q answer all the questions in the task?

q give some details to each main point?

q speak slowly and fluently with only some hesitation?

q use vocabulary wide enough to talk about the topic?

q use various sentence structures (simple, compound, complex) accurately?

q pronounce correctly (vowels, consonants, stress, intonation)?

Gender inequality/ problem/ many countries/ have focused/ solving.

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We will finish the project at the end of this month.

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Read the passage and choose the best option to answer each of the following questions.

An inequality issue within the British education system is the difference in levels of men and women who are employed as teaching and support staff. Just 15% of primary school teachers are male, meaning that many children are lacking a positive male role model within their educational framework. Some schools do not have any male staff members at all. This can be problematic for children with learning difficulties that mean that they respond better with men.

Around 38% of teachers in state secondary school are male, but there is still a gender divide based on the subjects taught by men. Male teachers are more likely to specialize in STEM and PE, whereas women are more likely to teach humanities and languages. A lack of educational role models in STEM and PE can put some girls off taking these subjects. The effect is particularly visible amongst teenage girls who feel that male PE teachers cannot understand their needs properly.

Research also suggests that male teachers are more likely to be employed in high ranking roles within a school, such as Head of Department or Head Teacher. Studies have shown that many women in education see their role as vocational and prefer teaching to administrative or managerial roles, even though the pay grade is lower. One of the major challenges for the education system is making Head Teacher roles more appealing to female applicants. Many schools say that they would like to hire more male teachers; however, fewer men apply for each advertised role in teaching.

1. Why are many children lacking a positive male role model within their educational framework?

The company will enrol new employees to finish the project earlier.

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It’s time for_________on the grounds of gender to be eliminated. (DISCRIMINATE)

My younger brother can’t clean the house since he’s too small.

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You should finish your homework before going to school.

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You mustn’t/ won’t use the horn along this road. Don’t you see the the sign “No horn”?