Foroogh Foroogh

TP 8
Elementary level


In this lesson, students are going to learn about new vocabulary about animals and natural related to a reading topic. I'll start by eliciting the new words, afterward there will be reading, then exercises to further enhance their understanding of the topic in general and the new word specifically.


Abc hand-out
Abc handout

Main Aims

  • To provide gist, scan and detailed reading practice using a text about "the world around us" in the context of "amazing animal facts" .

Subsidiary Aims

  • To provide fluency speaking practice in a mingling in the context of guessing animals and the animal facts


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

I'll start my lesson with showing the students two pictures of a "cheetah" and a "dog". they talk in pairs about what they know about these two animals. then, Ss will share their ideas to the whole class, the teacher will elicit the information and direct them to the facts. T will use these ccqs where do cheetahs live? Asia , Africa, the Antarctic and the Arctic ( pre-teach these words) can dogs see colors? (yes/no) which colors can't they see? ( green and red)

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

Ss look at the pictures and answer to these two questions. Ss talk in pairs. which of the animals in the pictures do you know? where do they come from? which animals attack or kill humans? T will ask for their ideas. ccqs: are they dangerous? (yes) icqs: how many questions? (two) talk or write? (talk) in pairs or alone? ( in pairs)

While-Reading #1 (5-8 minutes) • To provide students with less challenging gist reading

I'll give the students a hand out text "amazing facts about the world around us" ask them to read it, and they got 3 minutes to do so. I want them to match the pictures with the animals in each fact. they should do it first individually and then check their answers in pairs. after that, T will give feedback. ICQs: read or write? ( read) then(gesture) : match in pairs or alone? (alone) (gesture) how many extras? ( four)

While-Reading #2 (10-12 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

I'll ask them to work in pairs and every one choose one fact that he/she think it's false. they are going to tell each other which fact it is, and tell the reason why they think so. Then I'll demo with one of the students. Then I'll ask ICQ: how many facts? (ten) how many false? (one) The false fact is: " wolves attack and kill more than twenty people every year"

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

first they talk about the amazing fact together. T will ask to talk about their partner's ideas. T will prepare some other facts about other animals. Each students will pick one fact and read it by themselves. they shouldn't show it to others. they will mingle together and talk about the fact that they have. they can guess which animal it is. T model one. they can live without food for a long time. they are big. they attack people. they have sharp teeth. guess(crocodiles) ICQs: will you show the fact to each other ? (no) can you explain more? (yes) can you make its sound? (yes)

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