Arranged Marriages in India

  • Would you choose your wife without meeting her first?
  • What if your wife had been chosen when you were a kid?
  • What are some pros and cons of that?

Let’s watch the video on the following websites and then answer the questions below:

  • What happens with matrimonium sites? How do they work?
  • How did old couples use to marry?
  • What is the meaning of traditional marriage in India?

NEW DELHI — For thousands of years, fathers in India have arranged the marriages of their children, and Garima Pant — like an estimated 95 percent of her millennial peers — was intent on following this most Indian of traditions.

Her father found a well-educated man in her caste from a marriage website that features profiles of potential mates and presented his choice to her. And that was when her rebellion began.

“I don’t think so,” responded Ms. Pant, a 27-year-old special education teacher, after seeing a picture of a man with streaks of color in his hair. So her father picked another profile. “Are you kidding?” And another. “Ugh.” And dozens more.

When a profile of a man who intrigued her finally appeared, Ms. Pant broke with tradition yet again, finding the man’s cellphone number and secretly texting him.

Her boldness made the match. By the time the fathers discovered that their families were of the same gotra, or subcaste, generally making marriage taboo, their children had texted and emailed enough that they were hooked. Months later, the couple exchanged vows with their fathers’ grudging blessings. Theirs was one of a growing number of “semi-arranged” marriages in which technology has played matchmaker, helping whittle away at an ancient tradition, but with a particularly Indian twist.

In a society where marriage is largely still a compact between families, most parents, especially fathers, are in charge of the search for a mate, including by scouring the now ubiquitous marriage websites for acceptable candidates. But a growing number, especially in India’s cities, now allow their children veto power. Even siblings have begun weighing in; Ms. Pant’s younger brother became an early booster of the man she would eventually marry after seeing his profile photo with a black Labrador retriever.

Human rights activists have welcomed the evolution as a significant change in the status of women worldwide and are hoping even poor, rural families begin to allow marriages based on choice.

Each year, they note, roughly eight million mostly teenage brides marry men chosen entirely by their parents, with many meeting their grooms for the first time on their wedding day. Refusals can be met with violence and, sometimes, murder. In one case last November, a 21-year-old New Delhi college student was strangled by her parentsfor marrying against their wishes.

The shift away from fully arranged marriages is being driven in good part by simple market dynamics among Indians who have long seen marriage as a guarantor of social status and economic security.

For centuries, fathers sought matches among their social connections, often with the help of local matchmakers who carried résumés door to door. But village-based kinship networks are fading as more families move to cities, and highly educated women often cannot find men of equal standing in those circles. Under such strains, families have sought larger networks, increasingly through matchmaking sites.


Women for Afghan women

  • What do you know about gender roles in other cultures?
  • Is the religion of a country relevant for the identity formation of men and women?

Listening activity: Watch the video above and then, answer the questions on this guide: List. Comp – Women for Afghan women

Research activity: Visit the website of WAW and answer the question on this guide: Women for Afghan women

Why do I want a wife?

Today we will explore the meanings of several words related to marriage and gender issues. As a learning outcome, you should come away with an understanding that words can have different meanings within different contexts. Audience and purpose are important concepts to shaping the meaning of the words in this essay.

What kinds of associations do you have with the word ‘wife’?

What about the words “wife”, “mother”, “woman”? Create a mind map with the characteristics that you associate with each of them.

Critical reading
Judy Syfers was inspired to write this essay, ‘I want a wife’, after visiting a feminist conference in 1970. She wrote her piece and read it to a crowd in San Francisco on the 50th aniversary of women’s rights to vote. Her essay was reprinted in Ms. magazine in 1990.

Read the text your teacher will give you and answer the questions!


Discuss about the following statements, do you agree or disagree?

  1. Women and girls are weak, emotional, helpless, are not good at fixing things and tend not to be skilled in math and science.
  2. Women and girls are primarily concerned with relationships and, as they grow up, are more focused on romantic/love relationships and their roles as mothers and caregivers, sometimes at the exclusion of other aspirations.
  3. Women and girls must value their physical and sexual attractiveness first above everything else. They have to look flawless and the standards of beauty for women are very different than those for men (i.e. it is acceptable for men to have physical flaws, show signs of aging, be a normal weight or overweight, etc.)

Watch the following video in which actress Emma Watson addressed a striking speech at the UN in her role as a Women’s Goodwill Ambassador, as part of a campaign known as “He For She”. Then, answer the questions below.

  • What has “feminism” become commonly known as? How come has it been connected connected to “man-hating”?
  • How can men relate to this campaign?
  • What is the impact that this speech is likely to have on different audiences?

Stereotypes & gender roles

Activity 1:

Read text “What are gender roles and stereotypes” on page 214 in your book and then answer questions 1, 2  & 3.

Activity 2:

What do you think of the following images?




Activity 3: Choose one of the prompts described below:

Individual activity (written): Choose one of the images above and write down a 100-word reflection describing how you interpret both, the image and the caption and what your opinion is about the role of women in our society.

Pair activity (written and oral): You and your friend are watching a TV show and one boy in the series says: “Women shouldn’t work, they should stay at home taking care of children”. It happens that you disagree with that statement, but your friend agrees. Write down a 150-word dialog and act it out.


Girls and Women Stereotypes

Images of girls and women in the media are filled with stereotypes about who women are and what their roles should be in society. These stereotypes can be negative, limiting and degrading and impact both how women perceive themselves and how others see them as well. This lesson provides an opportunity for students to critically examine certain media forms and their portrayals of women and girls. Students will consider how media shapes public perception and can perpetuate bias.

  • What are they trying to tell us?
  • How does it make you feel?
  • What shift in thought do the people in the commercial go through from beginning to end?

Vocabulary – In groups of three, find the definition of the words below and write its meaning in your copybook! The group that finishes first will win a special prize!

Use this link to find the definition of the words!

Europe project





  • to apply the students’ personal experience in the UK in a written/oral task.
  • to show knowledge and comprehension of the cultural diversity in the UK.
  • to show knowledge and comprehension of the modern context of the British society as a consequence of the Great War and the decline of the British Empire.


Instruction: Select one of the tasks described below and make sure you carry it out while in Europe. Prior or posterior work might be needed in some cases. This activity will be assessed as a “Performance Assessment” task once you are back from Europe.


A.- Language B SL/Language B HL


Option 1 (VC):


Explanation: Write between 250 to 400 words from one of the choices below:


1.- How does the concept of beauty vary from place to place? Write a diary entry where you reflect about this topic. Provide information from your trip.


2.- Self-identity is not only expressed through personal ideals but also through clothes, language and beliefs. Write an article for a teenage magazine where you include information from your Europe trip.


3.- Scientific advancement starts at big countries and then moves to others. Write a blog entry about the topic and provide comparisons between a target culture and your own culture.


4.- The best of life relies on our differences: is this what you could observe while in the UK? Write a letter to a friend explaining this situation.


Option 2 (JU): Interview about Immigration


Explanation: While in Europe, you will have to carry out an interview to an English native speaker in which the topic of discussion will be “Immigration”.




1.- Prepare a set of a minimum of 10 questions through which you can know the opinion of a non-immigrant native speaker about this topic. Use this question bank as guidance: (What is your opinion about Immigration?, How have you been affected or benefited by Immigration?, Why do you think that immigrants have opted for this country?, How can immigrants be a contribution to a country?, etc.). Have these questions written on a notebook and carry out an interview to a non-immigrant native speaker as soon as you have the chance. Use any device that records videos.  


2.- Apart from the questions you will ask, the interview will have 2 other parts: 1) Introduce the interviewee (refer to name, age, occupation, nationality, etc.) and what the interview will be about. 2) At the end, conclude the interview saying goodbye to the interviewee and thanking him/her for his time. Apart from that, make a brief conclusion of the most relevant opinions given in the interview.


3.- Finally, edit the video as much as you want and upload it on your blog.


Extension of interview after edition: 3-5 minutes.


Option 3 (VT): Tourist video


You will have to make a short video (2-3 minutes) in which you present your favourite city from the Europe Trip! You will have to include photos (taken by you so you should appear on them as well) and music. You can use iMovie to add effects, if you like. In the presentation, describe at least 3 tourist places in terms of their location, importance in the culture, age, etc. You can also interview people to ask them about their opinions or general knowledge about that specific place! (Ask for permission before recording them).


Option 4 (VIC):  Travel Brochure


You will have to create a Travel Brochure! For that you need to find information, select relevant facts, and create an interesting layout!  


Consider the following questions when designing your brochure

  • Where did you go? (chose one of the cities that you visited)
  • What were your favourite moments in there?
  • What was the best place to eat?
  • The best place to stay?
  • The activity that was the most fun?
  • What kind of language and vocabulary is used?


You can also add photos from your city, maps, and any extra information you come up with!
**Piece of advice: In order to learn about what makes a successful travel brochure; collect travel brochures from travel agents!

Rugby World Cup: What’s in it for the residents of Twickenham? – Vocabulary

*Twickenham is a town in south west London on the River Thames in the London Borough of Richmond upon Thames, located 10 miles (16 km) southwest of the centre of London.

1) To have/make a stab at something: to attempt to do something although you are not likely to be very successful

2) Publicans: the manager of a pub

3) Put up with sth/sb: to accept or continue to accept an unpleasant situation orexperience, or someone who behaves unpleasantly

4) Portaloo: a portable building containing a toilet.

5) Embarrass:  to cause someone to feel nervous, worried, or uncomfortable

6) Acute: very serious or severe

7) “It seems Orwellian”:  ideas about personal freedom and state authority developed by the British writer George Orwell

8) Book: (verb) to arrange to have a seat, room, performer, etc. at a particular time in the future

Text-type: News Report

The key elements of a News Report are:


1. Headline: -Catches your attention-Sums up the story

2. Byline: -Writer’s name-Writer’s Specialty, e.g. sports, food, crime, current events

3. Placeline: -Where the story begins

4. Lead: -The important first sentence or paragraph that summarizes the story and answers as many as possible of the 5 W’s (Who? What? Where? When? and Why?) and H (How?).

5. Body: – Supplies detail-Most important details come first-Simple true statements

6. Quotation: What someone actually said-Adds accuracy-Adds “at the scene” feeling.


1.- Read this News Report and identify each of its parts using this template.

2.- Now create your own 250-400 News Report, but before complete a new version of the same template above. For that, choose only one of the following headlines:

  • Leisure: “England can be a dangerous country for irresponsible tourists”.
  • Health: “Alcohol drinking in teenagers is becoming a more and more serious topic in England”.
  • Cultural diversity: “Discrimination in Cape town nowadays is similar to the times of Apartheid” 


Reported Speech

Dear students, find a short clip that, through examples, explains you how reported speech works. Also find a comparatve chart, in which you will see how tenses change when using reported speech.

Reported Speech comparative chart:

Reported Speech chart

If you still don’t understand the difference between say and tell, look at the image below to clarify your doubts!

Say and Tell