Name: Ekaterina • 30 Dec 2018 • Reading about stereotypes

Description
In this lesson, students will be able to improve their receptive skill of reading. The context is about men and
women stereotypes. During pre-reading stage, the teacher will write a few sentences on the board and ask the
students to guess who says them and why. Before while reading task, there will be vocabulary pre-teaching in
order to clarify some block words which can hinder comprehension of the text. During while-reading stage,
students will be divided into two groups as it will be a jigsaw reading. They will read for gist and choose an
appropriate title for the text and read for details as each group will answer different set of questions according to
their own text. For a post-reading productive activity, students will be paired up from group Men and Women,
and will tell their partner about their text, using the answers of questions from while reading exercise. Finally, if
time allows students will have a freer speaking activity in which they will be able to reflect upon the text, share
their own ideas about men and women stereotypes.

Main Aims
 To provide reading for gist and detailed reading practice in the context of the stereotypes about men and
women

Subsidiary Aims
 To provide fluency speaking practice by conversation in the context of the reading texts which are about
men and women stereotypes

Materials
 WB
 Reading Text 1 HO, Choose an appropriate title, Answer key(English File Intermediate SB)
 Reading Text 2 HO, Choose an appropriate title, Answer key(English File Intermediate SB)
 Answer the questions HO(Self-designed)
 Answer the questions HO(Self-designed)
 Stereotype cards(Self-designed)

Please see the following page for the lesson procedure

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Name: Ekaterina • 30 Dec 2018 • Reading about stereotypes

Interaction
Stage Procedure Materials Time Comments
Pattern
Lead-in The T. greets the students.
To introduce the The sentences are written on the board.
lesson and make the Where are my socks? I can't find them anywhere.
context of the lesson We need to talk.
interesting You just relax. I 'll organize the summer holiday this year. T-WC, T-S,
That wasn't a goal! He was definitely offside.
WB 3–5
S-T
The T. gives the instructions.
'' Look at the sentences. Who would probably say each sentence - a man to a
woman or a woman to a man? Why?''
The T. elicits the answers from the students.
Vocabulary pre- The T. tries to elicit block words from the students.
teaching research
To clarify block words ''It is a noun used for a detailed study of a subject, it helps to discover
from the reading information; it can be scientifical or medical; the synonym of this word is
texts examination and testing; starting with r....''
stereotype
''Blondes are stupid; Is it true? (No); what is it?; it's a fixed idea about a
particular type of person or thing, which is often not true in reality; starting
with s....''
sceptical
'' It is an adjective to describe people who have doubts or not easily convinced T-WC, SS-T,
about something; the opposite of certain; starting with s....''
4–6
S-T, T-S
gossip
'' It may be a noun and a verb; to talk about other people's private lives (v);
conversation about other people's private lives that might be unkind or not true
(n); starting with g....''
trivial
'' It is an adjectiveİ; opposite of important; having little value or importance;
starting with t....''
reduce
''It is a verb; the synonym is increase; make something smaller in amout or size;
starting with r......''

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Name: Ekaterina • 30 Dec 2018 • Reading about stereotypes

Interaction
Stage Procedure Materials Time Comments
Pattern
The T. writes the words on the board.
Reading for gist The T. splits the class into two groups - Men and Women.
To enable the The T. gives out hand-outs with the texts.
students to The T. gives the instructions. Reading Text 2
understand the main ''Read the text quickly and choose an appropriate title for the text. You have HO, Choose an
idea of the text two minutes.'' appropriate title, T-WC, SS-
ICQs:
Answer key, Text, S-S, SS-
Are you reading each paragraph in detail? (No) 2–4
How many titles do you choose? (One) Reading Text 1 SS, SS-
How many minutes do you have? (Two) HO, Choose an Answer key
The T. monitors. appropriate title,
The students check their answers in pairs. Answer key
The T. asks the students to unfold the worksheet as there is an Answer Key.
The students check their answers in their own groups.
While Reading The T. gives out hand-outs. Answer the
To provide students The T. gives the instructions. questions HO,
with more ''Look at the questions for one minute. Read the text and answer the
questions.''
Answer the
challenging detailed
reading task The T. monitors the students to see if they are on the right track. questions HO,
Students check their answers within the group. Reading Text 2
HO, Choose an T-WC, SS-
10 – 12
appropriate title, Text, S-S
Answer key,
Reading Text 1
HO, Choose an
appropriate title,
Answer key
Post-Reading 1 The T. gets students from different groups into pairs. Answer the
To provide students The T. gives the instructions. T-WC, S-S,
''Tell your partner about your text, using the answers from the previous questions HO, 8 – 10
with an opportunity T-SS, S-T
to communicate exercise. Don't use the text.'' Answer the
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Name: Ekaterina • 30 Dec 2018 • Reading about stereotypes

Interaction
Stage Procedure Materials Time Comments
Pattern
closely using their The T. monitors and takes notes for delayed feedback. questions HO
answers
Post-Reading 2 The T. gets students into pairs.
To provide an The T. gives cards with stereotypes about men and women.
opportunity to reflect The T. gives the instructions.
T-WC, S-S,T-
upon the text by ''Discuss the stereotypes with oyur partner. Do you agree or disagree? Why?'' Stereotype cards 6–8
having a converstaion The T. monitors. SS
in the context of the The T. elicits some answers from students.
texts

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