olfa olfa

Girl's night out
Elementary level


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.


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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.


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.

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