Gülperi Dolkun Gülperi Dolkun

International Time Out
Intermediate level


Abc Questions for discussions
Abc Matching handout
Abc Gap-fill handout
Abc True/false handout

Main Aims

  • To provide gist, specific information and detailed reading practice using a text about the history of pizza, disco and karaoke in the context of international night out activities

Subsidiary Aims

  • To provide fluency speaking practice in a discussion in the context of internationally and nationally popular entertainment
  • To provide clarification of "ingredient", "applaud", "a live band", "laser lights" and "a dance craze" in the context of the teacher's own experience


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

First, the teacher talks about her last Saturday night. Next, she asks the students to discuss what they usually do when they go out at nights and report what they find out about their peers later. Last, she moves to the next stage of the lesson, pre-reading activities.

Pre-Reading (10-12 minutes) • To prepare students for the text and make it accessible

First, I use ECDW method to pre-teach the vocabulary: elicit "applaud", "ingredient", "a live band", "a dance craze" and "laser light" ; concept checking - The teacher claps her hand and ask what she is doing./ I'm making a pizza with mushroom chicken and cheese; those food are emmmm of my pizza./ We go to bar together, there're some guys playing guitar, drum, bass guitar and singing; what do we call these guys? etc.; drill pronunciation; write the vocab on the w/b. Next, the teacher gives the students two set of phrases - one set of activlties and one set of associated phrases - and asks students to discuss which of the activities they can associate the phrases with. (Chesting, Task before Text) The teacher explains what "associate" mean if necessary. Then, give feedback by AK.

While-Reading #1 (10-12 minutes) • To provide students with gist and specific information reading tasks

Give instructions about the gist reading and the specific information reading tasks. 1.What is the main idea of this article? A. The history of pizza, disco and karaoke. B. Pizza, disco and karaoke are the most popular night-out activities in the world. c. What international people usually love to do in their free time. D. Pizza is invented after disco. 2.Read the article and fill in the gap. a). The first pizza Margarita was created in _____ (year), in _____. (country) b). The arrival of a dance craze in ______ (country) called ________ in _____ (year) made the disco. c). Karaoke started in a small music bar in ____ (city) of ____ (country). Time the students for 3 minutes. Hand out the reading material. (Chesting; Task before Text) The teacher lowers her profile while the students are doing reading tasks. Peer check. Open class feedback.

While-Reading #2 (10-12 minutes) • To provide students with detailed reading tasks

Give instruction about the detailed and the inference reading tasks. Are the following statements true (T) or false (F)? a). It was after the First World War when American soldiers went home, that pizza became an international dish. b). The world's largest pizza was baked in Havana, Cuba. c). During Second World War in Paris, rock bands were banned in bars. d). During the arrival of a dance craze called "The Twist", couples were dancing not touching each other. e). Karaoke was started forty years ago in Japan. f). If you want to hold a party, you can hire a karaoke machine along with a smoke machine, laser lights, even some dancers and a DJ to accompany you. Time students for 5 minutes. Peer check. Feedback: open class feedback, ask for justifications for the false statements.

Post-Reading (12-14 minutes) • To provide students with an opportunity to respond to the text and practice fluency speaking

Group the students, let students discuss the following questions in pairs. 1. How popular are the activities mentioned in Turkey? Are there other forms of entertainment that are currently popular in Turkey? What is your favorite entertainment? Why? 2. Is there any food, music or other things from Turkey that is popular around the world? 3. Is there any kind of American / international influence increasing in Turkey? In what ways? If so, do you think that is a good or a bad thing? Monitor with a low profile. Let students mingle and exchange their ideas. Feedback, open class discussion.

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