Marc Marc

Parties lesson
Intermediate level


Students will discuss different types of parties throughout this lesson. Before reading a text on 'how to throw the best party', they will discuss what they believe to be important elements for a successful party, and then check their own results with the suggestions in the text. Following this, they will complete some party-related vocabulary exercises and end with a group discussion about their own experiences in throwing parties.


Abc Whiteboard
Abc Text and exercise handout

Main Aims

  • To read a text on parties to confirm predictions.

Subsidiary Aims

  • To use contextual clues to identify topic-specific vocabulary.


Warmer (7-9 minutes) • To introduce the topic and gauge student knowledge of party vocabulary.

The teacher informs the class that they will be discussing parties. He then divides the class into pairs and tells them to discuss when and why people have these parties (pointing to the first exercise on the handout and checking if they know what a 'fancy dress' or 'housewarming' party is) and whether they can think of any other types of parties. The teacher then gives one copy of the folded handout per pair, to encourage discussion and discourage students from turning over their paper to read the text. After discussing this in pairs, students share their answers with the rest of the class.

Pre-reading task (7-9 minutes) • To personalize the party context and check what students already know before they read the text which covers this topic in great detail.

Students are divided into groups of three to discuss what they think are important elements in throwing a successful party, writing down the three most important ones. Once they complete their list, students from each group come to the board to write down their results, which are discussed with the whole class.

Reading exercise. (14-16 minutes) • To first practise reading for specific information and then for greater detail.

The teacher tells the class they will read a text on parties and instructs them to quickly scan through the text (time limit: 2 min) to find specific information on whether the text mentions any (and if so, which) of the important elements they just discussed in groups of three. The teacher tells the students to turn over the handout, handing out extra copies to those who still need to receive them. After students check with their group whether they found the same things, the teacher briefly goes over their results. The students are then instructed to read the text again in greater detail, this time taking note of other ideas mentioned in the text, ticking/crossing ideas they like/dislike (the teacher checks whether they understand this concept). Students compare and briefly discuss these ideas in pairs.

Vocabulary exercise (10-12 minutes) • To test and then practice student knowledge of the vocabulary through a gap-fill exercise and subsequent discussion.

The teacher points out the gap fill exercise and with the first sentence demonstrates how students can fill in the gap by using the context for clues. He then divides the class into pairs to fill in the remaining sentences through contextual guessing. The results are briefly checked by randomly asking students for the correct answer, writing these on the board and checking with other students whether they understand the meaning (CCQs). The teacher then mixes pairs and asks them to talk about parties they have thrown or the best party they have ever attended, encouraging them to use the previously encountered party vocabulary. As a closing activity (and depending on the time), a few students are then asked to share their stories with the rest of the class.

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