Abdullah Hazzouri Abdullah Hazzouri

Upper-Intermediate level


In this lesson, Ss will discuss what they know about their family trees and history. They will read the paragraph and discuss if they agree/disagree. Practice in listening for gist, specific information, and detail in the context of genealogy. They will work on some exercises in listening and grammar. Discussing their own opinions on this Topic.


Abc Cut up page: 8 - listening
Abc Strips of papers (teacher's made)
Abc Audio CD Track 1.06
Abc Listening words
Abc Cut up page: 135 Units 1 exercises
Abc Audio CD Track 1.05

Main Aims

  • To give Ss Practice in listening for gist, specific information and detail in the context of genealogy

Subsidiary Aims

  • To review and give Ss practice in present tenses - simple, prefect and continuous.


Lead-in (5-7 minutes) • To set lesson discussion and engage students

T will write "Family Tree" on the board and ask Ss to discuss what they know about their family trees and history in pairs or small groups. T-S Feedback.

Pre-listening (1-3 minutes) • Practice in listening

Ss read the paragraph in ex1 and discuss if they agree\disagree.\ T-S Feedback.

Prediction (2-4 minutes) • To predict the contents of the listening

Introduce the topic of the listening. Ss in Pairs/small groups predict the answers to the questions in ex2 NOTE: no WC feedback, as the gist listening is the feedback.

Gist Listening (3-5 minutes) • To provide students with less challenging gist listening.

Students listen to the first part of talk and check their answers in pairs then take a WC Feedback. Were their predictions rights ?

Pre-teach vocabulary (2-4 minutes) • Get the students familiar with listening words

T will write 5 words from listening 1.06 to pre-teach. T will elicit these using examples and definitions. T will Pre-teach these words before listening.

Specific information/detail (4-8 minutes) • To provide students with more detailed listening.

Students think of two ways to research their family history - share ideas with a partner. Students listen to check and see what ideas are suggested - then check with a partner, then take FB

Language review (5-7 minutes) • Review and give Ss practice in present tenses.

T gives the Ss strips of papers. T will write the present tenses on the board. T gets the Ss to identify the tenses of the bolded verbs in the pink strips. T will tell the students to match the uses from ex2 with the examples in ex1 Ss do this in small groups. T-S Feedback and deal with any situation or problem.

If Time Practice (2-4 minutes) • more practice and review the present tenses.

T will give the students a cut up grammar practice. Students can work in pairs then check in with teacher.

Personalisation (2-3 minutes) • To provide with an opportunity to respond to the text and expand about what they have listen

T ask Ss some general questions about family tree - Have you ever researched your family history ? - Did you know some who has a family tree history ? T-S Feedback.

CCQs (3-1 minutes)

- did Genealogy study the future of the families ? (No) - What did it study ? (history of families) - does everyone have a family tree ? (NO) - How many Present Tenses do we have today ? (3)

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