Abdulbaset Saleh Alhmou Abdulbaset Saleh Alhmou

Litening for gist and detail (colours and Scotish clan)-Grammar (present simple).
Global Elementary - Level 1 level


This lesson focuses on two points : Listening as a receptive skill, and practicing present simple questions and answers. SS will be engaged in several listening activities. It starts with introducing colours, Then there will be listening activites about colours, clan and Scottish tradition, and present simple.


Abc Course Book p 32,33- handouts-tapes..

Main Aims

  • Listening for gist and details

Subsidiary Aims

  • Grammar- present simple.


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

I will project a picture related to tartans to elicit vocabulary ( colours ).

Pre-Reading/Listening (10-12 minutes) • To prepare students for the text and make it accessible

I will elicit vobabulary from the students to get them familiarised with colours and tartans. ICQs such as "How many questions will you answer ?" should be asked to be sure that the students know clearly what they are going to do.

While-Reading/Listening #1 (10-12 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

Students are divided into pairs or groups to have more effective interaction among them, more expoture to the target lanuage, and feedback. They listen crefully to answer the questions.

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

After litening to each audio, SS are asked to answer gap-filling, true/fase, and correct-item choice questions. CCQs should be answered to be sure that the aim is achieved, such as "What colour is the board ?" What is a clan ?" Who wears Tartans ?" "When ?"....etc

Present Simple • Practice present simple ( Questions and answers )

I introduce a present simple dialogue on the board with some gaps to elicit do, does, don't, and doesn't from the students.Then handouts are handed out to do exercises 1 and 2, CB p 33. ICQs are asked, sush as "What are you going to fill the gaps with ?"...etc. CCQs are asked to be sure that they know when and where to use do, don't, does, and doesn't.

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