Mastermind 1 Unit 1 Extra Lifeskills Lesson 2

masterMind
ADDITIONAL LIFESKILLS LESSON LEVEL 1
Unit 1 Work & Career: understanding stereotypes Explain that in this lesson, they are going to look at
stereotypes in the workplace.
Objective: to provide further practice of understanding A
stereotypes, this time within the area of Work & Career. • Erase the board. Post the pictures of the people on
The three-step strategy for developing this soft skill is: the classroom walls. Put the students in pairs and
Step 1: Be aware of different kinds of stereotypes. ask them to circulate to look at the pictures and
(Ex. A, Ex. B) speculate about each person’s job. Encourage them
to share their opinions and to give reasons for them.
Step 2: Consider the stereotypes you hold and what
You may wish to point out that there are no correct
they are based on. (Ex. C)
or incorrect answers.
Step 3: Think about the negative impact of certain • After the students have time to discuss each person,
stereotypes. (Ex. D) have them sit down. Conduct a class feedback
You may decide to highlight this strategy at the session about each person’s job. Encourage the
beginning of the lesson, and to conduct a short students to explain the reasons for their opinions.
discussion to check that the students understand the As they discuss their ideas, pick up on any obvious
skill and why it is useful. However, if you prefer to stereotypes and ask the students to explain how
teach this lesson without discussing the underlying soft they arrived at their conclusion, e.g., students
skill, this is also possible. The lesson is designed to be may decide that the older man is a manager or
engaging and successful either way. in a position of responsibility, and the mother
For more information about teaching life skills and ideas may be a part-time worker. They may speculate
for highlighting the soft skill, please refer to p. xii and that the younger female is in an administrative or
pp. T16–T17 of the Teacher’s Book. junior position.
• Write the following questions on the board:
Did you make any stereotypes in this activity?
MATERIALS:
What caused you to make these stereotypes?
• board and markers • Have the students briefly discuss the answers to
• 6–8 pictures of people in casual (not work) these questions in their pairs. Listen to some of their
clothes. Ensure a good mix of ages and ideas as a class.
genders. If possible, include the following:
a male in his 40s–50s, a female in her early 20s,
a middle-aged mother with her son/daughter.
ALTERNATIVE
• poster putty or similar (to post the pictures If you don’t have a lot of space in your classroom,
on the wall) put the students in groups and give each group
one picture only. Have them discuss the person and
speculate about their job. Invite a spokesperson
Lead-in from each group to come to the front of the class,
show their picture, and share their ideas with the rest
Write the word stereotype on the board. Put the of the class.
students in small groups and give them a few minutes
to write a concise definition of the word. Elicit each
group’s definition and write the best one on the board, B
e.g., a very firm and simple idea about what a particular • Erase the board and write the word work in the
type of person or thing is like. Ask the students to recall center. Refer students to the picture of the older
what they did in the Student’s Book lesson (they looked man and ask what two things might cause them to
at different kinds of stereotypes and the reasons why form a stereotype about his job. Elicit gender and
we stereotype people; they discussed the negative age, and write these on the board around the word
effects of stereotyping). Elicit the four categories of work.
people they discussed (teenagers, elderly people, men,
and women) and invite students to recall some of the
stereotypes they discussed in relation to each category.
LE
P IAB
© Macmillan Publishers Limited 2015. This page may be photocopied and used within the class. 1 O CO
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masterMind LEVEL 1
• As a class, discuss more things that might cause us

to form stereotypes about people in the workplace
Reflect
and add these ideas to the diagram on the board, • Write the following question on the board:
e.g., position within the organization, part-time/full- Think about a time that someone applied
time, working parents, specific job, etc. a stereotype to you. How did you feel?
C • Give the students time to read the statement and
• Put the students in small groups and invite them to reflect upon it individually. While they are doing this,
discuss different stereotypes that you might form write the following How to say it box on the board:
about people in the workplace, using the different
categories on the board. If necessary, discuss two or HOW TO SAY IT
three examples as a class to start, e.g.: When I was …, people always used to think …
People might think that working mothers don’t focus People were always thinking / would always think …
100% on the job because of their children.
People might think that firefighters are always men.
People might think that young or single people who • Put the students in small groups and give them
have a high position in the workplace are ambitious about five minutes to take turns describing the
and lack emotion. situation to their partner and discussing how they
• After about 15 minutes, have a class feedback felt. Before they start, read the phrases in the How
session, writing some of the students’ ideas on the to say it box aloud and encourage them to use
board. Remind the students of the phrases they these in their discussion. Finally, invite the students
learned in the Student’s Book for agreeing and to share their experiences and opinions in a brief
disagreeing, and encourage a full discussion. class feedback session.
• Ask the students to consider what these stereotypes
are based on and elicit some ideas, e.g., students’ EXTRA: HOMEWORK
own experiences, friends and family, media Ask the students to make an action plan for
(portrayal on TV, in movies, and in newspapers). a company to put in place to avoid stereotyping
D in the workplace. Have them bring their plan to the
• Have the students stay in the same groups—do not next class to discuss in groups.
erase the board. Now ask the students to consider
some of the negative impacts of making these
kinds of stereotypes in the workplace. Again, elicit
one or two ideas to get them started, e.g.: Women
might not try to become firefighters because of the
stereotype that firefighters are usually men. Working
mothers might find it difficult to get promoted at
work because of the stereotype that they are not
focused enough on their job.
• Give the students about five minutes for this, and
then discuss ideas as a class. Finish by inviting
students to suggest ways of avoiding these kinds of
stereotypes, e.g., find out more about particular jobs
and their responsibilities, talk to people, socialize
with different people, be open-minded.
LE
P IAB
© Macmillan Publishers Limited 2015. This page may be photocopied and used within the class. 2 O CO
OT
PH

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ADDITIONAL LIFESKILLS LESSON LEVEL 1

• As a class, discuss more things that might cause us

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