Gulshan Gulshan

Gulshan Nabiyeva*11/08/2015*TP 3
Intermediate level


In this lesson, Ss will discuss their opinions about the most important features of the best parties. They will practice different reading sub-skills such as gist reading, skimming, scanning, guessing words from context through the text about parties. Ss will be able to use new party vocabulary in their speaking.


Main Aims

  • To provide gist and deduction reading practice using a text about how to throw the best parties

Subsidiary Aims

  • To provide clarification and practice of party lexis in the context of throwing a party
  • To provide fluency speaking practice in a find someone who activity in the context of parties


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

T will stick some pictures showing party food, decorations, location, guests to introduce the topic of parties. Ss as a WC discuss types of parties they know. Then, T sticks cut-up papers with names of parties that Ss have not mentioned to the Wb, and Ss discuss the reasons of these parties in pairs. After that, one S from each pair describes the party asked by the T.

Pre-Reading (3-4 minutes) • To prepare students for the text and make it accessible

T asks a question: 'What makes a good party?' WC feed back with different ideas. Tell Ss they are going to read a text about this topic. Elicit some guesses about what ideas they can find in the text.

Pre-reading#2 (2-3 minutes) • To predict the content of the reading

T gives Ss the list of ideas. In two groups(A and B), which ideas do you think you will find in the text? T gives the groups an A4 paper to take notes about their preditions.

Gist reading (3-4 minutes) • To provide students with less challenging gist reading

Ss individually read the text and tick the ideas they find in the text. Ss check in their group and decide what was different from their group's predictions. WC feedback

Pre-scanning (1-2 minutes) • To elicit words from Ss that they already know in the context of party

Write the word 'party' in the centre of a word-cloud and elicit words from WC

Scanning (1-2 minutes) • To be able to quickly find specific information in the text

T hands out the list of new party vocabulary to each student. Ss individually find and underline words.

Deduction reading (5-8 minutes) • To provide Ss with more challenging deducing meaning from context task

T devides the class into 3 groups of Balloons, Candles and Cakes and write their names on the board. Under each group name T sticks 3 definitions. One student from each group has to run to the board, grab the definition and guess which word in the text has that meaning. Then, the 2nd student runs to the board with the 1st definition and writes the word in front of it. After that, he/she grabs the 2nd definition and activity continues until one group finishes the task. The group which finishes firstly will be the winner. WC feedback

Fill-in-gap activity (2-4 minutes) • To make sure that all students in class have learned new vocabulary in the text

T gives Ss HO with sentences which describe new words and provide the first letter of them. Ss find answers individually and then check in pairs. WC feedback

Post-Reading (5-8 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Ss mingle with each other and do 'find someone who' activity asking questions such as: 'Have you ever thrown a+ name of party? What was it like?' T asks: Who has thrown a farewell party? S who has talked to that person reports back to the class.

If-time activity (2-3 minutes) • To get feedback from students

Ss answer questions in feedback form individually.

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