New lesson plan: Girl's night out

olfa

Girl's night out - Elementary level

Girl's night out
Elementary level

Description

In this lesson, SS will practice reading as receptive skill and speaking as productive skill. The lesson starts by a lead-in to set the context in which the teacher will ask questions based on 3 picture of girl's night out. This followed by pre-teaching collocations with go, have, and get and key words to help the SS understand the text. After that the Ss will 2 reading tasks one focuses on reading for specific information and the other on reading for detailed information. By the end of the lesson SS will practice speaking as a productive task.

Materials

PPT

Main Aims

By the end of lesson, SS will have practised their reading skills in the context of girl's night out.

Subsidiary Aims

By the end of lesson, SS will have practised their speaking skills using the question and sentences related to Girl's night out.

Procedure (35-45 minutes)

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

I will show the Ss 3 picture of girl's night out (restaurant, night club, cinema) and then I'll elicit their answers: Where are they? What are they doing? Are they having fun? Which other places do Tunisian women go to?

Pre-teaching vocabulary (8-10 minutes) • To prepare students for the text and make it accessible

1.I will divide the students into 3 groups and ask group one to write the words that go with go, group 2 words go with have, and group 3 the words go with get? For demo: Which words can we say with go/Have/get? (go to sleep, have a shower, get a taxi). 2.Provide the context for the"macho": Some husbands don't like their wives working or talking to other men. Where do we find these men in Tunisia who don't like women to go to work ? I will show them a picture to make sure they got the meaning. Curry: I will show them a picture(a South Asian dish of meat, vegetables, etc. cooked in a hot spicy sauce, often served with rice). In place: 1.Which place in Tunisia would be the in place where everybody goes? 2.What's the most popular place in Tunis at the moment?

Reading for specific information#1 (8-10 minutes) • To provide students with specific information reading tasks

I will ask the Ss to match the questions with the answers. Demo: How did Sabina go home? We got a taxi. Where's the answer, is number 1,2,3...? (5) Paragraph number 7. After the demo I will tell them you have 2 minutes to read the text. ICQ: Are you going to read quickly or slowly? Quickly. Are you writing long sentences? No .

Reading for specific information#2 (8-10 minutes) • To provide students with more challenging detailed, deduction and inference reading tasks

I will give them an exercise and demo: Read about Sharon; did she wear a dress? Yes, she did/ No, she didn't. (so tick). Then drilling.

Post-Reading/Speaking (8-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Guided speaking practice: If I had extra minutes I will ask the Ss to ask each other personalised questions in pairs using the previous exercise and demo; Did you wear a suit? Yes, I did./ No, I didn't.