Babak Jahanaray Babak Jahanaray

Reading about office stereotypes
Intermediate B1 level


In this lesson, Ss will read a text about 4 stereotypes in an office; The boss, The trainee, The workaholic, and The office flirt. They will also have a conversation with their partners.


Abc HO of the 4 stereotypes' spidergram
Abc A picture of an office with workers
Abc HO of the reading text Page 50
Abc HO of Detailed reading and post-reading

Main Aims

  • To provide gist and detailed reading practice using a text about office stereotypes in the context of office

Subsidiary Aims

  • To provide fluency speaking practice in a office routine and stereotypes in the context of office work


Warmer/Lead-in (3-4 minutes) • To set lesson context and engage students

I will start the class with writing "FIFOCE" on the board and ask Ss to unscramble it and find the word. Then Ss will talk to their partners about the last time they went to an office. I will use these questions: - Where was it? - Why did you go there?

Pre-Reading (9-10 minutes) • To prepare students for the text

Ss will be shown a picture of an office with its workers. They will have to answer 3 questions in groups of 3. This stage will help them understand the different office stereotypes and talk about their features and characteristics. Groups will check their answers and I will ask some of them to give their opinions. There are 4 words which I think are blocking words and Ss need to know the meaning of these words to answer the questions. So I will pre-teach them and put them on the WB.

While-Reading #1 (3-4 minutes) • To provide students with l gist information reading tasks

Ss will receive their HO in which they can see the text and some gist questions. They have to read the text quickly and match the 4 stereotypes with the corresponding paragraphs. They'll have 2 minutes to do this. They will check answers in pairs and receive O/C FB.

While-reading #2 (4-5 minutes) • To provide more specified information

Ss will read the text again and do ex. 2 in which they have to match the 4 stereotypes with sentences 1-8. Naturally, they will check their answers in pairs and I will provide O/C FB.

While-Reading #3 (15-16 minutes) • To provide students with more challenging detailed, deduction and inference reading tasks

In this stage, to provide more detailed reading, the Ss have to do a True or False activity. The sentences are designed in a way that Ss need to read more carefully to infer the meaning from the text. After the pair check, I will give FB on the WB and ask Ss to tell the reason for their answers. in case there is time, the Ss will receive another HO with 4 spidergrams presenting 4 stereotypes they've read and try to write 3 facts about each stereotype based on the text. They will mingle and check their answers with another S in the class and finally receive FB. During this stage, I will monitor silently.

Post-Reading (8-9 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

As the last stage of my lesson, I've prepared some questions. Ss will answer these questions with their partners in pairs. They're designed in a way that any S can answer them. During this stage, I will go around the room and monitor slowly and take notes of their errors. After the activity is over, some Ss will share their opinions. the last stage is doing a delayed error correction. Ss will correct the sentences in pairs and receive O/C FB.

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