Metwally Ali Metwally Ali

Listening & Vocabulary
Elementary Level level


In this lesson, SS practice listening for gist and specific information as well as detailed information. The lesson starts with setting the context of scandals and the different kinds of scandals by presenting some pictures and an extract from Global elementary course book about a political scandal happened in 1972 in USA. I will try to elicit the meaning of some words that enable them to understand the listening task. Really, the listening task is not easy for the ss to understand, so I have tried hard to facilitate the listening text by dividing it into parts to enable the ss to understand using a ppt. Then, SS listen to the first part of the text to guess what it is about. Then a pre-teaching vocabulary done for some of the difficult words in the form of a puzzle game to relieve the difficulty of the text. Then, SS listen for specific information followed by an exercise to check understanding . After that the ss will listen to find some detailed information and task will be done ( open ended questions) but in the form of matching exercise. As my sub-aim is vocabulary, ss will be given some exercises concerning vocabulary. Finally, SS practice writing about a scandal story that they heard about before or any story reveal dishonesty. While writing T monitor ss and later gives the feedback on the WB. [ Really, this lesson is above the ss' standard as that lesson needs knowledge background about different scandal kinds, so T should do his best to be able to facilitate the lesson and to involve ss in the lesson. The HOs and ppt can play a vital role in that lesson and the various interaction patterns that will be used in the lesson as well.]


Abc AK
Abc audio
Abc Checking answers handouts
Abc Checking Handouts
Abc Handout
Abc pictures
Abc WB
Abc ppt

Main Aims

  • Listening
  • To provide listening practice using a text about a political scandal happened in US in 1972.

Subsidiary Aims

  • To provide vocabulary practice through controlled practice and freer one in the form of writing.
  • Vocabulary


Lead-in (4-5 minutes) • To set the context of scandals

- T records on WB the word "Scandal" or shows it using OHP. Then, T tells ss a personal story about a friend as the following, " I told my friend a personal secret of mine and I told him not to tell anyone. But, he told my friends about my secret and he caused me many problems. Really, I am so sad." Then I ask the ss, " What do you think of my friend? Is he good? Is he bad? Can you do something like that? Why? I try to elicit the meaning of scandal from ss.

Pre-teaching vocabulary (6-8 minutes) • To clarify the meaning of some words for ss to be able to involve and understand.

T elecits the meaning of some unfamiliar words like (scandal – president – reporter ) first by showing the students pictures for these words, then HO distributed to ss for 3 minutes to work individually then they check in pairs. After that, Ak given to the ss as a FB.

Listening for gist (3-5 minutes) • To make SS ready for listening and to guess the overall idea of the listening text.

- T asks ss to listen to a part of the listening text ( the first part ) and try to guess what the whole text about. After listening, T asks, . What is the topic of the text? What is it about? . Is it something good? . Is it something bad? . Why? - T shows ss a slide containing some information about that political scandal and what the main characters of the story are. An open discussion will start between the teacher and the whole class.

Listening for specific information (5-7 minutes) • To find the specific information especially the first two passages of the text.

- T gives ss HO and asks ss to read the questions first . Then they listen to the text and after that they answer the questions individually and they check their answers in pairs. - Ss are given around 3 minutes to finish the activity before checking in pairs and T's FB starts.

Listening for detailed information (5-8 minutes) • To provide ss with detailed information about the whole text.

- T asks ss to sit in groups. - T gives ss HO and asks ss to read the questions first . - Ss listen to the whole text and then that they answer the questions together. They will match the questions together. - Checking the answers will be either every group go to the other groups and check their answers or AK will be on the walls and T asks one of every group to go and check the answers of any questions they do not know . - Finally, T starts FB.

Vocabulary (10-12 minutes) • To increase the students' vocabulary and their awareness of collocations and word families.

- T elicits the meaning of the main vocabulary of the listening text to be ensure that the students understand them like (scandal – headquarters – editor – burglary – president – reporter – equipment – apartment) and then starts CCQs. - T records the words that he/she elicits on WB one by one and model and drill them. - T elicits the stressed syllable of every word. - T gives controlled practice to check ss understanding. Ss is given HO and start working individually and they check in pairs. Finally, T starts his/her FB. - As a productive practice to check fluency and accuracy, T gives ss free writing practice as T asks ss to write about a scandal they heard about or watched on TV. Ss will work in groups . Then T asks the group to stick their writing on the walls and all the groups start checking each other writing. - Finally, T start FB and make notice on the errors that relating to TL.

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