Description
A B1-level ESL Lesson on Eurovision with Reading and Speaking Practice
Based on authentic reading material, this lively B1-level ESL lesson uses the Eurovision Song Contest to spark engaging reading and speaking practice. Learners explore topic-specific vocabulary, share personal experiences, and read an adapted article, 9 Reasons Why the World Is Still So Obsessed with Eurovision. The lesson includes prediction tasks, reading for gist and detail, a true/false comprehension activity, and follow-up discussions. It ends with a creative task where students design their own international music contest — perfect for building fluency, confidence, and cultural awareness in a dynamic and enjoyable context.
Warmer: Eurovision Experiences and Expectations
Begin with a relaxed group discussion about students’ Eurovision knowledge. Have they ever watched it? Who usually wins? What kind of songs do they expect? These questions naturally lead into some fun storytelling and gentle vocabulary work.
Vocabulary: Words to describe Eurovision
Next, students explore a set of Eurovision-themed words (costume, performance, vote, diversity, etc.) and choose the ones they most associate with the contest. This activity sparks some great debates.
Reading for Gist: Why is Eurovision so popular?
Before reading 9 Reasons Why So Many People Love Eurovision, students predict reasons people love the show. Then, as they read, they check off how many of their predictions match the article. The article touches on music, costumes, inclusivity, unexpected moments, and more.
Reading for Detail: True or False
After the gist task, students go back into the article to complete a classic true/false activity, justifying their answers with evidence.
Discussion: The Top Three Reasons
In pairs, students then choose the top three reasons why people watch Eurovision. Encourage them to use the language from the article and build on each other’s ideas.
Creative Task: Create your own Eurovision
To finish, students let their creativity loose by inventing their own international music contest. Of course, if the task seems to be a bit too difficult, you can adapt it and ask them to create any other type of international contest. Students do so by answering the following questions: Who can take part? What kind of music is allowed? How do people vote? Every group comes up with some rules. If there’s time, let them pitch their ideas to the class for some spontaneous presentation practice.
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