Afnan M.ali Afnan M.ali

Module 7, Socializing, Reading and Vocabulary:The Great International night out.
Intermediate, B1 level


In this lesson, ss will practise their reading and speaking skills to talk about some forms of entertainment that people enjoy doing internationally.


Abc Bluetooth speakers
Abc Hand-outs
Abc Music track
Abc Projector
Abc Whiteboard
Abc Cutting Edge Intermediate Students' Book, P 70-71

Main Aims

  • By the end of the lesson, ss will have practised reading for gist, reading for specific information, and reading for specific detail in the context of describing different international popular forms of entertainment.

Subsidiary Aims

  • To provide fluency speaking practice in a discussion in the context of different popular international forms of entertainment.


Warmer/Lead-in (3-5 minutes) • -To set the context and activate students' schematic knowledge.

Ask the Ss to discuss these 2 questions in pairs: (display the two questions on the projector) 1-Which of these do you do if you go out with your friends? 2-Which do you never do? Why not?

Pre-Reading (10-12 minutes) • -To stimulate interest in the topic and establish a purpose for reading. -To pre-teach blocking words to make the text more accessible.

-Project the three activities with photos ( eating pizzas, dancing in clubs and discos , enjoying a little karaoke) and ask the students "Which country/countries do you associate with these things?" -Don't confirm the students' answers at this stage as they'll read the text to confirm the ideas in the next stage. -Pre-teach these words (ingredient, banned, a craze (n.), tone-deaf, applaud, unwind); ECDW ( Elicit the words, CCQs- at least two-, Drill it while clapping on the stressed syllable, then lastly write it on the board or just stick the card with blue tack on the board-Don't forget to clarify which part of speech it is)

While-Reading #1 (8-10 minutes) • -To skim for the main idea ( reading for gist= skimming)

-Ask students to read the text in 1 minute to confirm their ideas in the pre-reading stage. -Set the task (ex2b) with clear ICQs-at least 2; one minute,write just the numbers, alone;no looking- and monitor to assure that they are doing the right exercise.(adopt the text with its questions in a separated hand out and don't fordet the copyrights) -Check in Pairs -Provide Answers key displayed on the projector. -For feedback, ask the students if they ever wondered how these things(these three activities) started?

While-Reading #2 (10-12 minutes) • -To scan for specific information.

- Chest the scanning task , make them look at the questions and tell them that they need to answer these questions, tell them that they need to read quickly as they only have 2 minutes. -Ask them clear short ICQs; how many questions we have?>8, Are we going to read every word?>No, Are we going to read quickly? Yes. -Give them the text with the questions(that I have been chesting) as a handout. (encourage the ss to read it upside down to avoid reading the whole text) -Ss check in pairs. -Provide the Answer key on the projector.

Post-Reading (10-12 minutes) • To provide an opportunity to respond orally to the text.

-Ask ss if they were surprised by anything in the text. -Ask them to discuss these questions (may be I can Demo first) ( You can either give these questions as a handout or display it on the projector) 1- How popular are the activities mentioned in your country? Are there any other forms of entertainment from abroad that are currently popular? 2- Do people around the world enjoy food, music,etc. from your country? 3- Is American/ international influence increasing where you live? In what ways? If so, do you think this is a good or a bad thing? #( Ask your tutor if you can replace "your country" with "Egypt" to personalize it more for the ss???) # Get the ss to practise these questions and answers by walking around the room and ask at least three people. Play some loud music to liven up the atmosphere. #Keep monitoring & take written & mental notes for the Feedback. # Don't forget to leave at least 2-3 minutes for Linguistic & Humanistic Feedback.

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