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05
TEACHER’S GUIDE
Education for all
Education for all: Warm up
Discuss the following questions:
• What does education mean to the students?
• How important is education in life?
• Does everyone have the same access to education? Why/why not?
• Where in the world is education not available and for whom? Why not?
• Have the students heard of Malala Yousafzai?
The discussion could be followed up with written reflections about education. Have the students find out as much as they
can about Malala Yousafzai before the next class.
5.1 Malala Yousafzai
Ask the students to share what they know about Malala and the United Nations and why she was there.
Read the first part of the speech to the class, up to ‘So here I stand… one girl among many.’ Ask the students:
• How do you know this is a speech?
• Which rhetorical devices are used?
Then ask students to read the rest of the speech, which continues in Text 5.1.2, and complete the exercises. Students could
read parts of the speech out loud, thinking about which words to emphasise, and how to use pauses, to give a persuasive
delivery of the speech.
5.2 Witness the Night
Before reading Text 5.2.1, discuss the illustration and ask the students to predict what the text could be about.
Read the introductory paragraph together, discuss any new vocabulary, and then have the students read the text
individually.
Ask the students to share their impressions with their partners and find the main differences that are described between
boys’ and girls’ lives.
After reading Text 5.2.2, students could discuss Gurga’s situation and how it differs to their own: how are women treated
in their own culture? How do women’s prospects differ?
5.3 Education for all in fiction
Begin the discussion by asking students:
• If they have read any books set in schools or about schools;
• How many different kinds of schools they can list (international, girls/boys only, state, religious, boarding schools, etc);
• Why they imagine books about schools may be popular with young people.
Then read and discuss the introduction.
Explain that the extract they are going to read is a blog and ask the students to look for text conventions for a blog.
For the written work – personal response (HL) and diary entry (SL) – remind the students to use appropriate text
conventions.
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05 Education for all
Exam practice
Have the students complete this exercise in less than 30 minutes, without using dictionaries or discussing the text. Then
read the text together and discuss the vocabulary and questions. Talk about the different kind of questions that may be
asked in the examination.
Suggestions for further reading
Better Off Friends by Elizabeth Eulberg
Catching Jordan by Miranda Lenneally
The Perks of Being a Wallflower by Simon Chbosky
The Chocolate War by Robert Cormier
Witness The Night by Kishwar Desai
Answers
Text 5.1.1
General comprehension
1
She begins by thanking God and everyone who has helped her.
2
She was shot by the Taliban.
3
She has learnt to forgive from her parents. She also learnt compassion from the other people listed.
4
answers will vary
Text handling
1 Suggested answers:
• M
alala starts by addressing the people who were present when the speech was given, and continues to address
specific people throughout the speech.
• The speech refers to the day it was given (‘Today, it is an honour for me…’/‘Today is the day…’)
• M
alala refers to ‘speaking’ in a number of places (‘it is an honour for me to be speaking again’/‘I speak – not for
myself, but for all girls and boys.’)
• Short sentences are used to keep people’s attention.
• Certain words or phrases are repeated for emphasis.
2 answers will vary
3 answers will vary
4
answers will vary
Text 5.1.2
General comprehension
1
The extremists are afraid of the power of education.
2
The boy answered by saying, ‘A Talib doesn’t know what is written inside this book.’
3
She is focusing on women’s rights and girls’ education because the women and girls are suffering the most. The
other issues are poverty, injustice, and ignorance.
4
She believes women are strong enough to fight for themselves, but she does not tell the men to step away.
5
The pen can be mightier than the sword through the power of education.
6 answers will vary
2
Education for all 05
Text handling
1
E
2
B
3
G
4
D
5
A
6
F
7
C
Grammar in context (abstract nouns)
answers will vary
Grammar in context (sentence structure)
answers will vary
Text 5.2.1
General comprehension
1
She means girls cannot go to school or improve their situation, so they cannot achieve very much.
2
She capitalizes ‘Boys’ because the author is angry that they have so many chances and are seen as more important
than girls.
3
The Inside-you is who you are inside yourself, the part that no one can really see; the Outside-you is the part of you
that everyone can see.
4
The boys didn’t have to go to convent school because they didn’t have to be made ‘ready for marriage’ like the girls.
5
Gurga says the Boys learned to smoke and drink.
6
Her sister understood stocks and shares and could analyze the market.
7
Girls are compared with horses as the young horses – like young girls – are easier to control than older ones.
8 answers will vary
Grammar in context (reference pronouns)
1 a girl
2 the parents; a girl
3 the boys
4 Gurga’s sister
5 Gurga’s sister; the family; the stocks and shares
6 the concept of paraya dhan; the girl
7 a man would come
Grammar in context (sentence structure)
answers will vary
Text 5.2.2
General comprehension
1
The author is feeling depressed and cannot be bothered to express her ideas in great detail. The power is in the
brevity.
2
She is depressed and angry.
3
Girls who go to school can talk and plan, although she believes their plans will not be successful.
4
Their lives will be exactly like hers. They will get married, have children, and do whatever their husbands say.
5
The husbands decide what happens in their lives.
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05 Education for all
Text handling
1 answers will vary
2
True or false:
aFalse – ‘Drag myself around since the weight of my body has become unbearable.’
bFalse – ‘I could go to school, I suppose, but learn what?’
cFalse – ‘But basically do whatever the Darling Husband says.’
dFalse – ‘This is what my mother told Sharda and me, that we should stop feeling sorry for ourselves.’
Text 5.3.1
General comprehension
1
Her books described authentic characters and their friendships, feelings, fears, and frustrations.
2
Girls before that were depicted as traditional, obedient, good girls who were an example to others.
3
At that time not all girls were able to receive an education in Britain.
4
Young women are still under a lot of pressure.
5
The fictional bad girl today is much more extreme than in the past.
6 answers will vary
7 aGirls in novels from the early 20th century were depicted as obedient, moral, and an example to other girls.
bIn the 21st century the heroines are much wilder and free, with a tendency to behave badly.
8
The author claims it isn’t easy being a girl in Britain in the 21st century as they are under surveillance all the time,
online and offline.
9
The bad girl represents rebellious rule breakers.
10answers will vary
Text handling
1
Match the words:
ID
IIE
IIIH
IVC
VB
VIG
VIIF
VIIIA
2
True or false:
aTrue – ‘her characters are authentic and multi-dimensional’.
bFalse – ‘the books’ true heroines are the ones bold enough to break the rules’.
cFalse – ‘the fictional bad girl has gone to the dark side, getting into more extreme scrapes than ever before’.
dTrue – ‘The fictional bad girl is getting badder in the US, too’.
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Education for all 05
Exam practice
Exercises
1She emphasized the importance of a good education.
2
She was speaking to children and youths in Senegal, South Africa, and Tanzania.
3
She told the audience that they benefit, and their children, grandchildren, and their country all benefit from
education.
4
The author states that the inequities are due to social class, gender, rural/urban divides, and minority ethnic
groups.
5
He addressed an audience in Johannesburg.
6
He addressed the importance of investing in Africa’s youth and talked about the Washington Fellowship for Young
African Leaders.
7
Global support for education is declining.
8 AFalse – ‘In each country she spoke to children and students’
BFalse – ‘[in sub-Saharan Africa] over 30 million children are not receiving an education and this number has
remained the same over the last five years.’
CFalse – ‘despite having had four years of primary school education, half of the children will still not have gained
basic math or reading skills.’
D False – ‘In fact US foreign aid for global education has been reduced.’
ETrue – ‘[Michelle Obama] repeated yet again that girls’ education is “a transformative investment and the best a
government can do to foster economic growth and stability.’
9I
C
II
D
III
E
IV
F
V
B
VI
A
Further exercises
Grammar in context (‘despite’)
answers will vary
Grammar in context (‘during’ and ‘while’)
1
during
2
while
3
while
4
during
5