Of course.
Here is a refined lesson plan focused exclusively on the reading
text about Nando da Tivane Nhambe, gender roles, and social change.
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Descriptive Lesson Plan
Lesson Title: Regret and Change: Evolving Gender Roles
Target Level: Intermediate (Secondary School/Adult ESL)
Time Allocation: 60 minutes
Teacher's Aim: By the end of this lesson, students will be able to:
1. Understand and summarize a personal narrative about changing gender
norms.
2. Extract specific information and identify the main ideas from the text.
3. Analyze the causes and effects of social change described in the text.
4. Use topic-related vocabulary to discuss and express opinions on gender
equality.
Materials: Whiteboard, markers, student worksheets (provided below),
copies of the main reading text.
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Lesson Procedure
Stage 1: Warm-up & Lead-in (10 minutes)
Activity: Picture Prompt & Discussion
· Show students the picture of "women on different jobs" from the PRE-
READING task.
· Write the discussion question on the board: "From what you know, are
women entitled to the same opportunities and rights as men in the world
of work?"
· Facilitate a brief class discussion. Encourage students to share what they
see in their own communities.
· Transition: "Today, we are going to read a personal story from
Mozambique that shows how these ideas about men and women have
changed over one man's lifetime."
Stage 2: Pre-Reading (5 minutes)
Activity: Predicting from the Title
· Write the lesson title "LIST OF DISAPPOINTERS" and the author's name
"Nando da Tivane Nhambe" on the board.
· Ask students: "Based on this title, what kind of story do you think this will
be? What might the author be 'disappointed' about?"
· Elicit a few ideas to build anticipation and focus their reading.
Stage 3: Reading for Understanding (25 minutes)
Activity 1: Gist Reading (Skimming)
· Students read the text quickly for the main idea.
· Task: "Read the text in 2 minutes. What is the main thing Mr. Nhambe
feels sorry for?"
· Expected Answer: He is sorry for the way he treated women (beating and
abusing them) in the past.
Activity 2: Detailed Reading (Scanning)
· Distribute the Worksheet.
· Students read the text again, more carefully, and complete Section A:
Comprehension Questions on the worksheet individually or in pairs.
· The teacher circulates, providing support and clarifying difficult
vocabulary (e.g., peasant, dowry, abuse).
Activity 3: Vocabulary in Context
· Students complete Section B: Vocabulary on the worksheet, identifying
the word that doesn't belong in the group. This consolidates their
understanding of key concepts from the text.
· Review answers as a class.
Stage 4: Post-Reading & Discussion (15 minutes)
Activity: Cause, Effect, and Reflection
· Draw a two-column table on the board: "PAST" and "PRESENT (After
1975)".
· Elicit from students what life was like for men and women in the past
according to the text (e.g., Men were "owners," women "served," beating
was normal) and write them under "PAST."
· Then, elicit what changed after independence and write them under
"PRESENT" (e.g., Women go to school, violence is a crime, women have
various careers).
· Discussion Questions:
1. Why does Mr. Nhambe call the dowry system like "buying" a woman?
Do you agree with this comparison?
2. Do you think stories like Mr. Nhambe's are important? Why?
3. What can we learn from this text about how societies can change for
the better?
Stage 5: Wrap-up (5 minutes)
· Ask for a final volunteer to summarize Mr. Nhambe's story and his
message in one or two sentences.
· Exit Ticket: "Write down one new word you learned today and one thing
you found interesting from the text."
· Collect the worksheets for review.
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Worksheet: Regret and Change
Name: _________________________
Date: _________________________
Section A: Comprehension
Read the text about Mr. Nhambe and answer the questions below in full
sentences.
1. What is Mr. Nhambe's job and where is he from?
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2. Who taught him his beliefs about men and women when he was young?
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3. Complete the sentence: In the past, beating wives was seen as a way to
show...
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4. Why did some women not mind being beaten, according to the text?
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5. What two reasons does Mr. Nhambe give for why women were abused?
a) _____________________________________________________
b) _____________________________________________________
6. What was the key event in 1975 that led to change in Mozambique?
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7. List THREE professional jobs that women in Mozambique can hold today.
a) __________________ b) __________________ c) __________________
Section B: Vocabulary
Cross out the word that does NOT belong in each group and explain why.
1. a) handicapped b) deaf c) blind d) driver
Why? _________________________________________________
2. a) wife b) child c) neighbour d) husband
Why? _________________________________________________
3. a) insulting b) loving c) beating d) respecting
Why? _________________________________________________
4. a) health care b) education c) domestic violence d) employment
Why? _________________________________________________
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Answer Key for Worksheet:
Section A:
1. He is a peasant from Tenga, in Maputo province.
2. His grandparents taught him.
3. ...love / "you are mine and I am yours too!"
4. They thought it proved how much their husbands loved them. / It was a
sign of love.
5. a) The cultural teachings that men were owners. b) The dowry system
felt like "buying" a woman.
6. The independence of Mozambique.
7. (Any three from) teachers, pilots, mechanics, drivers, computer
operators, police officers, medical doctors.
Section B:
1. d) driver - The others are physical conditions.
2. c) neighbour - The others are immediate family members.
3. a) insulting - The others can be actions within a relationship (beating is
negative, but was mentioned in the context of the text).
4. c) domestic violence - The others are positive social services/systems.