Melek Genç Melek Genç

'Going Away' Lesson
Beginner level


In this lesson students will start the lesson with a speaking game from the starter book by Cutting Edge, Starter Book, on page 93, which they will get to make questions in the form of simple past tense and also get to use the speaking terms, such as 'it's your turn or ... is the winner.' Then, on page 94, students will do more speaking practice on travelling, and travelling by boat in pairs and then share their experiences with the class. Then the students will do the reading part about 'around the world.' Then the students will answers the questions about the reading part and correct the sentences as an exercise.


Abc Cutting Edge Starter Student's Book
Abc Reading Handout
Abc Dice
Abc Handouts
Abc Listening Activity
Abc Rules of the Game
Abc A Whale picture

Main Aims

  • Students will practice speaking in the context of going away in terms of travelling and past experiences.

Subsidiary Aims

  • To provide listening practice related with travelling and going away.
  • To provide reading practice with the idea of sailing and travelling.
  • To provide grammar practice through listening and reading exercises.


Warmer (9-10 minutes) • Setting the context of the lesson and engaging students

I will start the lesson with a speaking game as a warm up activity. I will put the students into groups of three or four. I will give each group dice and counters. Tell the each group to look at the rules on page 112 and read the rules of the game. Check that students have understood these before continuing how to play the game with the whole class.

Lead - in (5-6 minutes) • To have a group speaking activity in the form of a game with a grammar practice.

I will make sure that the students use the language in 'Don't Forget!' box on page 93, and check they understand the language on the non - question squares. The students will make questions through the squares in simple past tense. Students play the game in their groups. As they are playing the game, I will circulate and note down any common errors for later correction. If a groups finishes early, they can play the game again. At the end of the activity, I will ask who won the game.

Speaking (5-6 minutes) • Getting the students do more speaking practice in the context of 'around the world' - travelling.

Before the reading part, I will try to nominate the stuents, in order to help them to practice their speaking. If this does not work, I will make it a group work, if some students do not want to speak individually. I will do more speaking practice with the students about travelling. I will ask the following questions to the students: 1- Do you like travelling? 2- Where did you travel last time? 3- What did you do there? 4- Did you like it? 5- Do you like travelling by boat? 6- When was the last time you travelled by boat? 7- Where did you go? 8- Did you enjoy it?

Speaking / Vocabulary - Drilling (4-5 minutes) • Introducing vocabulary with drilling exercises

Then, I will ask the students to look at the family picture on page 94, and the whale picture on page 95, and tell me what they see on it. Then, I will tell them to look at the title, and let them to make a guess about the text between the options a, b or c. Then, I will ask the students if they know the word 'sail around the world' and 'a whale.' I will first tell drill the word a few times both individually and as a whole class, then try to elicit the meaning. Then, I will write the words on the board and explain them.

Reading/ Listening (5-7 minutes) • Listening activity for gist along with listening activity.

After the students guessed the right answer, I will let the students do the reading along with listening activity 11.5 and let the students check their guess answer on exercise 2a. I will check that they have the correct answer.

Reading for Details (10-11 minutes) • Reading for details and correcting sentences.

Then, the students read the text again for details this time, and correct the sentences (a-i) on their own. Circulate and help the students with vocabulary as necessary while they are reading. Students compare their answers in pairs. Then I will check the answers in whole class.

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