Alexandra van den Heever Alexandra van den Heever

Celebrations - Speaking and Reading 11.20.14
Intermediate level


In this lesson, students will practice speaking and listening skills using the topic of parties. They will have speaking practice with each other using vocabulary they already know, and then will learn new vocabulary (or review vocabulary) by using contextual clues in a reading.


Abc Textbook Handout #2
Abc Textbook Handout #3
Abc Textbook Handout #1

Main Aims

  • To read a text on parties to confirm predictions

Subsidiary Aims

  • To use contextual clues to identify topic-specific vocabulary


Lead-Up/Setting Context (3-5 minutes) • To get students thinking about parties

Show pictures of different kinds of parties on the whiteboard. Ask what the pictures have in common. Ask what kind of parties they are. How do you know?

SPEAKING #1 (6-8 minutes) • To get students speaking using party vocabulary they already know

Give Handout #1. Speaking and Reading Activity #1: Ask students to work in pairs and say why people have the parties listed in the example. Also think of other examples if you can! Monitor to be sure that students understand what the examples are. Feedback: Go through each example and get a brief answer from students

SPEAKING #2 (5-6 minutes) • To get students to speak to each other about what makes a good party, and to predict what could be in the upcoming reading

Speaking and Reading Activity #2: Tell students to work in pairs again and write a list about the three most important ingredients in a party. Check that the word "ingredient" is understood. Feedback: Ask students when done to give examples of what makes a good party. Write a list of maybe five or six on the WB

READING #1 (2-4 minutes) • To get students to skim/get the gist of the reading to confirm predictions

Give instructions by chesting, show them the reading and tell them to quickly look through to see if their predictions were correct. ICQ: Will you be reading quickly? Will you read every single word? Tell them to keep papers turned down when they first get them, and then I will tell them to go

READING #2 (4-5 minutes) • To have students do a close reading with new vocab, and to have them figure out the meaning through deduction

Tell students to take time to read individually. Once they are done, discuss with partner if you agree with what the reading is saying. In your opinion, is this the best way to throw a party? ICQ: What are you trying to decide when you read this?

VOCABULARY #1 (7-8 minutes) • To have students practice scanning and deduce the meaning of vocab using reading and examples

Give Handout #3 Vocab Activity#1: Tell students to pull desks together to work in groups of three or four. Scan through the article with your group and find the words that fit into the blanks. Use the context of the sentence to help you. Look at first example. Where in the article can we find the word fancy? Pick early finishers to write the words in the blank on the WB Go through examples and practice pronunciation of fill-in-the-blank words that may be difficult to say, such as "atmosphere", "guest", "mingle"

VOCABULARY #2 (5-7 minutes) • To get students to use new vocabulary

Vocab activity #2 Talk to your group about a party you have thrown, if you have. If you are listening to someone tell you about a party they have thrown, ask them questions about the theme/who was invited etc. ICQ: What kind of words will you try to use when you are talking with your group?

Extra Activity (6-8 minutes) • To give students freer practice of vocabulary

Put students into five groups and tell them to plan a party with their group. Think about the perfect party you read about. Who should you invite? What will the theme be? What should your guests wear? What kind of food will you have? What kind of music will be playing? Parties: office, dance, costume, fancy dress, housewarming

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