Sola Sola

The world around us.
Beginners level


In this lesson, student 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 White board.
Abc Markers
Abc Hand outs. (Cutting Edge student's book beginners)
Abc cut-ups
Abc computer/laptop

Main Aims

  • To provide clarification of Animals and natural features in the context of The world around us.

Subsidiary Aims

  • To provide gist reading practice using a text about Animals and natural features. In the context of The world around us


Warmer/Lead-in (5-9 minutes) • To set lesson context and engage students

I'll start my lesson with showing the students some animals pictures and natural geography -around 15 pictures- I'll try to elicit the words out of them, then concept check if the word is a bit hard or confusing. for example, the word "river" my CCQs f0r this word will be : Dose the river's water taste sultry or sweet? Which is bigger a river or a sea?

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

I'll put the students into 4 groups. Then I'll give them a hand out, in which there are the words they just learned and also there is a table, the table is divided into 3 sections. Animals/living things, geographical features and planes. And then I'll tell them to categorize the words in the table. And if they got new words they also can add them. And when they are finish I'll ask the to walk around and check the other group's work. Then I'll demo on the white board by taking two words and put them in their sections.

While-Reading (6-9 minutes) • To provide students with less challenging gist and specific information reading tasks

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. Then after the reading I'll ask them to work in pairs and every one choose one fact that he/she think it's false. they 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: Are we going to mark them true or false? no we are going to choose just one fact that we think is false.

While-Reading (5-8 minutes) • To provide students with more challenging detailed, deduction and inference reading tasks

I'll put the students into pairs, I'll give them a hand out, a table with numbers. The numbers were mentioned in the text but in the written forms. So, I'll ask the students to find the numbers and to put them in the table with their digital forms. Then I'll demo on the white board.

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

I'll put this question on the white board. "Which facts do you find most amazing? Why?" I'll ask the students to stand up and move around asking each other about the question, I'll tell them try to get so many answers as u can. Then I'll demo with one of the students. and ask two students to do the same.

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