^{Entry suggestion: Relationships (Doorman) रिश्ते (दरबान)               Lesson plan by Rajni Bhargava}

^{OR Linguistic Cues Reflecting Gender} 

^{Proficiency Level: Advanced Mid}

^{Objective: Students will be able to:}

•  ^{identify and discuss linguistic cues which signal gendered communication in the South Asian context.} 
• ^{understand how one uses indirectly indexed gendered communication in the target language culture.}
• ^{describe in detail the relationship between husband and wife.}
• ^{describe in culturally sensitive way emotions, attitudes and stereotypes about marriage, dating, etc.} 
• ^{compare differences and similarities in the perspectives in India and the U.S. vis-a-vis family, marriage or kinship} 

^{Language Targets:}

^{Using expressions, It was believed that…, It is my belief that…, I agree with you but I beg to differ from you…, In my opinion this is caused by…..}

^{Episode 1: Students view the clips and identify interesting topics of discussion in relation to gender:}

• ^{50 – 42.30 (Film: Anand for gender linguistic cue)}
• ^{https://www.youtube.com/watch?v=9Dk9dyuaZhw ( song from the movie called “Vivah”) The context is same. This is just the younger sister teasing the older sister as to what would she call her husband after marriage.}

^{The movie clip is about the norms which a woman is suppose to follow after marriage that is treat husband as God and touch his feet (Note: However, changes in urban areas are under way) and not calling them by their name. In this she does not use an adress form, but uses ‘suniye’ which means ‘listen!’ http://www.bbc.com/hindi/india-42310692 (Chappal)}

^{Episode 2: Students  brainstorm on the relationship and norms associated with man and woman in Indian culture and American culture. The teacher categorizes the information and creates a list of norms found in different cultures.}

^{Students view the movie clip and identify address forms, ways of referring to each other and other discourse features related to gender. Teacher and students discuss the cultural value associated with the different practices in both the places.}

^{Episode 3: Students are given an anticipatory statement,“ Husband is equivalent to God”. Students in groups of four write at least 5 arguments in favor of or against it.}

^{http://www.bbc.com/hindi/india-40305297 (How a woman who never used to take the husband name has started taking it)}

^{Episode 4: Students are given different stories from the epics and articles related to the topic. Students take notes in groups and prepare for the debate. Before the debate students review the statements and instructor provides feedback on language and style as well as additional points which need to be included.}

^{Episode 5: Students participate in the debate.}

^{Episode 5: Blog writing: After the debate students share their perspective on the blog after understanding that not to say husband’s name is a cultural norm and their thoughts on the younger generation and their perspective on this.}

^{Episode 6: Students read and focus on different linguistic terms used for her and how she broke those barriers and changed the linguistic terms to more courageous ones. http://www.bbc.com/hindi/india-42037040 (Prime Minister of India, Indira Gandhi)}

^{This is an article on past prime minister Indira Gandhi. In this article different words are used for her, from meek and silent doll (goongii GuRiyaa) to a female goddess known for her strength (Durga) to Iron Lady.Students will brainstorm on the list of words they can think of when they think of a man and a woman in terms of strength and weaknesses or special characteristics in Hindi. Instructor puts them in different categories according to the gender.}

^{Episode 7: Students in groups of four, read different articles on ordinary women and how they face obstacles in the society and overcome it. They fill out a table — main issues, events, obstacles and achievements.}

• ^{http://www.bbc.com/hindi/india-42143111 (girls education)}
• ^{http://www.bbc.com/hindi/sport-42128303 (girls in sports)}

^{Episode 8: Op-ed: Students  share the information with the new group. Students write notes on the new information regarding gender differences and how each one overcomes it. With the new information, students write an op-ed letter regarding the problems women face in the stereotype environment.}