Warmer: (2 minutes) I will find out how many students work or have worked in an office and what they thought of their workplace. I want to set the context of the lesson and engage everyone as a warm-up by doing this. The Qs: Do you work in an office? Have you ever worked in an office? What do/did you think of it? How do/did you like it? Lead-in: (4 minutes) Then I will ask the students to look at some photos of of creative office environments and discuss the following questions in breakout rooms and then give a brief whole-class feedback. I will also ask them to give the class a short report of what their groupmates had said. 1. Do any of you work in an office which looks anything like these? If not, would you like to? Why? (Try to describe them using words such as: weird, functional, innovative, odd, user-friendly, inventive, conventional,...) 2. Do you think that working somewhere like this would make you more creative? Why (not)? I will ask a few ICQs to clarify what the should do and set the time limit. Then I will put the Ss into pairs or small groups in breakout rooms to talk to each other before I ask for whole-class feedback to find out about their groupmates' responses to the questions.

I will explain that the Ss are going to read an article about creative office environments but first they need to know some of the words in the text. I will go through MFP procedure for pre-teaching some challenging words (impression/conventional/ striking/ spark/ perk/ inventiveness) using google form and PowerPoint with some synonyms/ definitions/ matching questions to present the meanings. They will do this part together in breakout rooms first and then we will check them in the main room with some more clarification. Then I will focus on presenting form by providing the Ss with some parts of speech and word family tasks using slides. After that, for the pronunciation stage, I will ask them about the syllable numbers and stress and then ask them to drill some of the words to make sure they can pronounce them accurately.

I will explain that the Ss are going to read an article about things companies are doing to help their employees be more creative and then I will ask the students to read the newspaper article and make a list of the things the article mentions which might make people more creative at work. I will ask them to do it individually first and then compare their list with their peers in breakout rooms and discuss which ideas they think are most/least likely to work? Why? I will also provide them with the questions and the text of reading by google form, PDF & image in case someone can not open the link. After reading the text individually for about 4 minutes, I will put the students in breakout rooms to check their answers in pairs or small groups and I will monitor them before I provide them with the responses after eliciting their responses in the open class feedback. Text summary: The article discusses the ways in which some companies are trying to encourage creativity in their employees by providing more unusual workspaces, facilitating time for workers to discuss new ideas and so on.

In this stage, I will ask the students to read the text once again more carefully and note down all the ways that are mentioned to help the creativity of the employees and also answer some T/F or multiple questions which I will provide them with on a google form, PDF/image in breakout rooms with their classmates after checking them individually first and then give them OCFB and encourage them to justify their responses and give reasons for each one.

I will put the students into groups in breakout rooms and ask them to describe some creative office environments photos or their own creative office environment but this time using the new vocabulary they have learned in the reading. They should be able to see that their descriptions have improved since the first stage of the lesson. Then I will ask volunteers to give a summary of their groupmates' descriptions to the whole class for OCFB.

I will put some of their common and important errors on the board and try to get some help from the student themselves to correct them and then ask them to drill the ones related to pronunciation errors.