Hande Akar Hande Akar

Intermediate level


In this lesson, the aim is to practice reading and speaking in the context of Stereotypes. Reading for specific information takes place to find the answer of the questions stereotypes about men and women. Students will have the opportunity to practice their speaking skills.


Abc English File Intermediate Students' Book
Abc Powerpoint Presentation (pictures)
Abc Role Cards

Main Aims

  • To provide practice of Reading for gist and main ideas within the context of Stereotypes

Subsidiary Aims

  • To provide fluency speaking practice in a pairwork in the context of stereotypes


Warmer/Lead-in (8-9 minutes) • To set lesson context and engage students and create rapport

The teacher starts the lesson by asking the students where they are from and give examples of some stereotypes of cities in Turkey and ask them for more examples. And The teacher shows pictures on a PPT slide which are stereotypes. She asks questions about the pictures like ''What do you see?, What do you think about the picture? Which one is more interested?'' As a final question, ''Is it true or not?'' The last picture is a stereotype so the students will say it's not true. Ask ''Do we have a general idea that blondes are not clever?'' Get answers and when we have a general idea and it's not really true, we call it 'Stereotypes''. CCQ is: When we talk about stereotypes, are they true or not?''. And ask them for examples of stereotypes they know.

Pre-Teach Vocabulary (9-10 minutes) • To provide and clarify some unknown words in the text

There are five words they might need to learn before they start reading. First, show related pictures and ask them questionsnand clarify the meaning by doing so. Make the students get both meaning and form. Elicit the word and make sure about students' understanding on meaning with CCQs and then model and drill words and work on the pronunciation. The stages of teaching vocabulary Firstly, start with the word "Research" and elicit it by showing a picture and asking the question; "What do you see in this picture? What are they doing? They are trying to find new information about something so she is doing a ....? Research. Also teach ''do a research''. Is it a noun or a verb? Say that it is both a noun and a verb. Then, check the understanding, ask CCQs. ''Can I research something academic? Do we have research assistants at university?'' Model and drill the word chorally and individually. Write it on the board. Result: Show a picture of a person who is studying. Elicit it by showing the picture and asking the question; "What do you see in this picture? What is he doing?'' Then, check the understanding, ask CCQs. ''If I don't study, can I be successful? so the result is success. When I do a research, can I get results?'' . Model and drill the word chorally and individually. Write it on the board. Conversation: Show a video of a child who is talking to Siri on Iphone. Elicit it and ask the question; "What is he doing?'' ''He is having a ....? '' Then, check the understanding, ask CCQs. ''Have you ever had a conversation with someone famous?''. Model and drill the word chorally and individually. Write it on the board. Trivial: Show two pictures, one is important, one is trivial. Elicit it by explaining; "You watch TV and there are some news. Which one is important? Which one is less important?'' Then, check the understanding, ask CCQs. ''If something is trivial, is it important or not?'' . Model and drill the word chorally and individually. Write it on the board.

Reading for Gist (3-4 minutes) • To develop gist reading

This is a jigsaw reading so the teacher divides the class into two. - Give the readnig text to each student, call the texts green and blue. - Want them to look at their texts and read the title of the text. - Give them 1 minute to look at the title and guess what the topic is in the text. Then, nominate and ask some of them to get the answers.

Reading for specific information (8-9 minutes) • To develop reading for specific information

As some of them have green cards and some of them have blue card, want them to find a partner (if they have a green one, they need to find a partner with a blue card) so that they don't always work with the same partner. After they find a partner, give them the questions on a piece of paper and tell if they want, they can write the answers on it. Ask them to read their cards individually and answer the questions they have. After that, without looking at one another's text, they get information about their partner's text and give information about theirs. After they finish, get answers from each group and ask if they agree with the researches or not.

Reading for Contextual Guessing (3-4 minutes) • To practice guessing the words from the context

There are four words which are in the text, the teacher gives them in a piece of paper and they try to find the words and match it with the definitions. They work in pairs.

Post Activity (8-9 minutes) • To practice speaking within the context of Stereotypes

The teacher wants them to work in pairs and find more stereotypes with their partner. And then, there are some cards on the board, they choose one of them. In the card, their partner's name is written so after getting the card, they find their partner. After they find, they look at the statements which are about stereotypes and discuss if they are true or stereotypes. After they finish, discuss the statements with whole class and ask them for more stereotypes.

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