sinem koroglu sinem koroglu

TP 4
Elemantary A1 level


In this lesson, students will practise listening to family clans and learning colour vocabulary. There will be listening for gist and detailed listening. Followed by a speaking activity.


Main Aims

  • To provide listening for gist and detailed information about family Clans.

Subsidiary Aims

  • To provide clarification about colour words by listening.


Lead in. (5-7 minutes) • Concentration colour game.

Show slides with colours on them. Red, blue, yellow, green, black, white, grey, brown and orange. Elicit the name of the colours. Drill the words. Assign a game activity with colour words written on a set of cards with one colour. Ss place cards on the table and choose two cards and read the colour and match it with the colour. T demonstrates how to play. Ss work in groups and T monitors the class.

Vocabulary Exercise 1. (5-6 minutes) • Ss review colour vocab and drilling exercise.

T shows exercise 1 on the board in colour because the hard copy is black and white. T gives instructions for the exercise , 'Listen for the words-vowels which are A-E-I-O-U.' Write it on the board. 'Write the missing letters'. Ask concept questions, 'What is the exercise?' 'Do you write or listen first?'. T checks answers with the class by nominating Ss to write the missing vowels on the board. T drills the colour words.

Vocabulary Exercise 2. (5-6 minutes) • To listen for specific colour decriptions.

Show Tartan design on the board and ask 'What is this?' 'Where does it come from?' "Do you like this design?" "Do you wear this design?" Tell Ss tartan is a special material design pattern in Scotland. Show pictures of Scottish people wearing tartan design on the board. Give clear instructions for Ss to listen for specific description of someone speaking about tartans and number the pictures in the order you hear them. Ss check answers with partners and elicit answers from Ss.

Pre-listening. (6-7 minutes) • Teach Clan vocabulary.

Introduce the word clan to the class by writing it on the board. Ask, "What is a Clan?" "Are Clans people?" "Are they from Scotland?'. Once eliciting answers, tell them it means, a historical family group in Scotland. Show Scotland on the board and say, "Clans are from Scotland". "Many people in Scotland are part of a Clan". Show Scottish clans with tartan and with kilts. Show images on the board and drill the vocabulary to the Ss. For example, show Scottish men with kilts and say the tartan design is a kilt and they wear this at weddings. This is a kilt. Now repeat after me, 'Kilt'. Model and drill.

Reading and Listening 1. (5-6 minutes) • Listening for gist.

Start this task by eliciting answers from Ss. Ask, 'Who can tell me what a Clan is?' Give Ss 1 minute to read the questions in the listening part and say, "Now listen to Scottish Clans and tick the correct answers you hear". "How many people do you think are going to speak?". "Is this an interview or a conversation?". Ss check their answers in pairs and then get WC FB.

Listening for detail Exercise 2. (6-7 minutes) • Listening for detailed information.

Tell Ss to look at the table about Clans on the board. Ask concept questions, "How many people are going to talk about Clans?" "What are you going to do for the listening?". Once the T elicits answers from Ss, give clear instructions to circle the correct answer on the table. Show Ss how to circle on the board as most won't know the meaning of the word 'circle'. Tell Ss to check answers in pairs. Do WC FB and select Ss to say the correct answer. Praise them.

Personalised Speaking Exercise. (5-6 minutes) • Practise speaking fluency using the new vocabulary.

Personalise this task and show questions on the board. 1.) Where are you from? 2.) Do you have a family Clan? 3.) Do you have a big family? 4.: Do you have traditional dress? (show pictures of traditional Turkish dresses on the board). 5.) What colour and design is it? T demonstrates these questions with the class and shows them how they can answer it. Put Ss into groups of 3 and regroup them if time permits. T monitors groups and notes down Ss errors. When speaking finishes, elicit some answers from the Ss and do error correction.

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