1a. READ THE FOLLOWING TEXT CAREFULLY.

Growing up equal
Most parents want their
sons and daughters to
have equal chances of
success when they grow
up. Today, equality of
the sexes is largely
mandated by public
policy and law. However,
old-fashioned ideas and
a lot of prejudice are
still part of our culture
and present challenging
questions for parents.
ender stereotypes are
rigid ideas about how
boys and girls should
behave. !e all "now
what these stereotypes
are# $ %feminine& girls
should be insecure,
accommodating and a
little illogical in her
thin"ing. $ %masculine&
boy should be strong,
unemotional,
aggressive, and
competitive.
How are children
exposed to these
stereotypes' $ccording
to the researchers (avid
and Myra )ad"er of the
$merican *niversity of
!ashington, (.+., boys
and girls are often
treated differently in the
classroom. They found
out that when boys
spea", teachers usually
offerconstructive
comments, whengirls
speech,
teachers tend to focus
on the behavior. ,t-s
more important how the
girls act rather than
what they say.
Blue and Pink
The emphasis on
differences begins at
birth and continues
throughout childhood.
.or example, few people
would give pin" baby-s
clothes to a boy or a
blue blan"et to a girl.
/ater, many of us give
girls dolls and miniature
"itchenware, while boys
receive action figures
and construction sets.
There-s nothing wrong
with that. The problem
arises when certain
activities are deemed
appropriate for one sex
but not the other.
$ccording to Heather
0. 1icholson, 2h.(.,
director of the 1ational
3esource +enter for
irls, ,nc., this "ind of
practice prevents boys
and girls from acquiring
important s"ills for their
future lives.
The Sorting Machine
%The fact is,& says
1icholson, %that society
functions as a "ind of
sorting machine
regarding gender. ,n a
recent survey, fifty-eight
percent of eighth-grade
girls but only six percent
of boys earned money
caring for younger
children. 4n the other
hand, twenty-seven
percent of boys but only
three percent of girls
earned money doing
lawn wor"&
,f we are serious about
educating a generation
to be good wor"ers and
parents, we need to
eliminate such
stereotypes as those
mentioned previously.
ender stereotypes
inevitably are passed to
our children. However,
by becoming aware of
the messages our
children receive, we can
help them develop ways
to overcome these
incorrect ideas. To
counteract these ideas,
parents can loo" for
ways to challenge and
support their children,
and to encourage
confidence in ways that
go beyond what
society-s fixed ideas
about differences of sext
are.
1b. REFER TO THE TEXT AND MATCH THE WORDS ON THE LEFT WITH THE
DEFINITIONS ON THE RIGHT.
1. old-fashio!d
". #!d!$
%. s&!$!o&'(!
). &o a*+,i$!
-. s.ills
/. &o so$&
0. &o 1! d!!2!d
3 4 a1ili&i!s
3 4 &o o1&ai5 &o #ai
3 4 &o 1! *osid!$!d
3 4 &o a$$a#! a**o$di# &o .id6 $a.6 !&*.
3 4 i2a#!6 id!a6 *ha$a*&!$6 !&*.6 &ha& has 1!*o2! 78 i a
*o9!&ioal fo$2 :i&ho,& *osid!$i# idi9id,ali&'
3 4 &h! di9isio of 2al! o$ f!2al!5 s!8
3 4 old o$ o lo#!$ i ,s!
1c.READ THE TEXT ONCE AGAIN. THEN MATCH THE ANSWERS WITH THE ;UESTIONS
ACCORDINGLY.
1. Wha& do (a$!&s :a& fo$ &h!i$
*hild$!<
". Ho: a$! *hild$! !8(os!d &o #!d!$
s&!$!o&'(!s<
%. Wha& a$! &h! *os!+,!*!s of !8(osi#
1o's ad #i$ls &o #!d!$ s&!$!o&'(!s<
). Wha&=s &h! $ol! of so*i!&' i &h!
di>!$!&ia&io of s!8!s<
3 4 Th!' a$! of&! &$!a&!d di>!$!&l' i
s*hool6 fo$ !8a2(l!.
3 4 I& f,*&ios as a so$&i# 2a*hi!.
3 4 Th!' :a& &h!i$ sos ad da,#h&!$s
&o ha9! !+,al *ha*!s of s,**!ss.
3 4 Th!' ($!9!& 1o's ad #i$ls f$o2
a*+,i$i# i2(o$&a& s.ills fo$ &h!i$ f,&,$!
li9!s.
1d.NOW IT=S YOUR TURN. ?ASED ON THE TEXT6 ANSWER THE FIRST TWO ;UESTIONS
AND MA@E A ;UESTION FOR THE LAST ANSWER.
1 ;A Ho: sho,ld a Bf!2ii!C #i$l 1!<
AA DDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDD
DDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDD.
" ;A Wh! do!s &h! !2(hasis o #!d!$ di>!$!*!s 1!#i<
AA DDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDD
DDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDD.
% ;A DDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDD
DDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDD<
AA Th!' a$! $i#id id!as a1o,& ho: 1o's ad #i$ls sho,ld 1!ha9!.
1e.TRUE OR FALSE< Ud!$li! &h! !9id!*!s o &h! &!8&.
1. E+,ali&' of &h! s!8!s is la$#!l' dis*o,$a#!d 1' la:. DDDDDD
". I& is all $i#h& &o #i9! dolls &o #i$ls ad *os&$,*&io s!&s &o 1o's. DDDDDDD
%. R!s!a$*h!s Da9id ad M'$a Sad.!$ fo,d o,& &ha& 1o's ad #i$ls a$! &$!a&!d
!+,all' 1' &h! &!a*h!$s. DDDDD
). -EF of !i#h&-#$ad! #i$ls ad /F of 1o's 2ad! 2o!' &a.i# *a$! of 'o,#!$
*hild$!. DDD
-. /%F of 1o's ad %F of #i$ls did=& !a$ 2o!' doi# la: :o$.. DDDDDD
2. DISCUSSION
1. Sho,ld #i$ls 1! 2o&i9a&!d &o (la' B2as*,li!= s(o$&s s,*h as foo&1all<
". Sho,ld &!a*h!$s $!*!i9! s(!*ial &$aii# o ho: &o d!al :i&h &h! #!d!$
di>!$!*!s<
%. Sho,ld 1o's l!a$ ho: &o *oo. ad s!:<
). Wha& .id of iG,!*! do!s &h! !d,*a&io :! $!*!i9! ha9! o ,s< Wha& do 'o,
&hi. a1o,& &his<
-. A$! 'o, fo$ o$ a#ais& :o2! ha9i# &o( (osi&ios i *o2(ai!s< Wh' 3o&4<
/. I 'o,$ o(iio6 sho,ld :o2! do 2ili&a$' s!$9i*! :h! &h!' &,$ !i#h&!!< Wh'
3o&4<
0. BEd,*a&i# 1o's ad #i$ls !+,all' is i2(o$&a& 1!*a,s! 1' doi# so6 :! *$!a&! a
fai$!$ so*i!&'.C Do 'o, a#$!! o$ disa#$!! :i&h &his s&a&!2!&<
E. Do 'o, &hi. i& is *o22o &o 7d (!o(l! :ho disa#$!! :i&h &h! id!a of 1o's ad
#i$ls $!*!i9i# &h! sa2! !d,*a&io<
3a. FINALLY6 CONSIDER THE FOLLOWING OUTLINE OF A COMHOSITION.
Ha$a#$a(h o!
G!!$al i&$od,*&ioA Gi9! a 1$i!f id!a of &h! &o(i* 'o, a$! #oi# &o :$i&! a1o,&.
Ha$a#$a(h &:o
Gi9! 'o,$ o(iio ad lis& &h! $!asos fo$ i&.
Ha$a#$a(h &h$!!
S&a&! &h! o&h!$ sid! of &h! a$#,2!& ad &h! sa' :h' 'o, disa#$!!.
Ha$a#$a(h fo,$
Co*l,sioA S,22a$iI! 'o,$ a$#,2!&s ad $!s&a&! 'o,$ o(iio *l!a$l'.
3b. SHOULD ?OYS AND GIRLS RECEIJE A DIFFERENT @IND OF EDUCATION<
WRITE A COMHOSITION A?OUT IT.