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TP5 E.D. A CLIL Lesson. Listening practice for specific information and revision of vocabulary.
Elementary level


In this lesson students practice listening for specific information. The lesson starts with the revision (crossword puzzle) of adjectives describing people's appearance and continues with the session of pre-teaching vocabulary related to life cycle of human and with the things which help human beings grow. This is followed by reading for gist and listening for specific information practices and a freer practice of using old and new vocabulary with the recently learnt structure "have/has got". In case enough time there is a board game related to the life cycle of human and learnt adjectives.


Abc flashcards of life circle of human
Abc Word cards of life circle (Lucy)
Abc Audio/CD1
Abc CD player
Abc Computer
Abc Handout 1
Abc Vocabulary matching poster/slide
Abc Flash cards of things helping us grow
Abc Handmade dice
Abc 2 Counters for the board game
Abc Colour pencils
Abc flash cards of opposites
Abc Vocabulary matching word cards
Abc The poster of life circle
Abc The Board game of Appearance and Age
Abc Handout 2 - A4 size paper in different colours
Abc Crossword puzzle of opposites-poster
Abc Blu tac
Abc Board and board marker

Main Aims

  • To provide listening practice for specific information in the context of " me and my friends and the life cycle of human".

Subsidiary Aims

  • To provide reading for gist, writing, revision and practice of previous vocabulary in the context of "me and my friends and the human cycle of life".


Warmer/Lead-in Crossword puzzle to revise vocabulary (5-7 minutes) • To set lesson context and engage students

Before the lesson put crossword puzzle on the board. Show the flashcards and elicit the vocabulary. Demo: Show the puzzle and ask for the longest word "Straight". Write it with board marker. Invite students one by one to the board to solve the crossword. After a few students, tell the students who come to solve the puzzle to nominate another student and ask for a number/ word to write. Tell them to say "What (word) is this? Praise them each time.

Pre-Reading and Listening - Pre-teach vocabulary (8-10 minutes) • To prepare students for the text and make it accessible

Pre- teach vocabulary. Grow, change, rest, sleep, love, care, work, play, baby, child, teenager and adult etc. Put the vocabulary matching poster on the board. Show the pictures and the word cards. Tell them they are going to match them. Demo an example. Match a word card with a picture. Try to elicit. Deliver word cards to students and invite them "all" to match the word cards with the pictures. Help them if necessary. Praise and send them back to their places. After they sat down. Ask them if the matching is correct. If not ask for volunteers to correct. Start from the first picture. Drill to give them the correct pron. After you finish with both parts of the poster show the big poster of "the life cycle of human." Show images on the poster and say trying to elicit "We start life as a baby, (state if necessary; we eat, we drink, we play, we sleep and we grow and change) we grow and change (use body language,your hands to help convey the meaning) into a child, we grow and change into a teenager, we grow and change into an adult." Ask them to repeat "We grow and change" a few times. Show the left column of the poster "And all these help us grow and change!" Show the pictures on the left column and read the word cards. Praise them for the good work. Pass to the next activity of reading for gist and listening for specific information.

Reading for gist and Listening for specific information (8-10 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

Show the handouts. "We are going to read and listen this. Point at the pictures and say "I want you to listen carefully and write here the numbers. This is an example." Deliver the hand outs and play the audio. When you come the example part stop audio and give instructions again. "You are going to write numbers here...like this." Monitor them while working. See if they are on the right track. If they have done it correctly there is no need to play it again. Give feedback on the board eliciting from students. Ask them to put the 5 flashcards (things which help us to grow) in sequence. Praise them.

Freer Practice - Writing (5-7 minutes) • To Personalize the lesson

Students make a poster of their own (without writing their names). They explain their appearance and state their age. The class has to guess whose poster it is. Explain students by giving the example of yourself Example: I am an adult. (explain if necessary after your demo; because I am in the group 20+ ) I am woman. (explain if necessary after your demo; they say a girl or a boy) I am short. I am fat. I have got brown eyes. I have got fair hair. I have got straight hair. Show them the example of yours... on the poster... Ask who she is. Elicit and write your name. Fold the handouts into two. Show them and give them instructions. "You are going to do Part 1 like this " Emphasize "Don't write your name.... your friends going to find you!" Monitor and help them. Praise them. Collect handouts mingle and deliver them again. Before you deliver (if you have enough time) draw yourself according to your example. This time ask them to read and draw their friend and to try to guess who s/he is... Monitor and help them. Praise them and ask them to put them on the wall. Ask them to go and read them. "Go and read them... find yourself too." Praise and finish the activity.

Controlled Practice of Vocabulary - A spare activity (5-10 minutes) • To provide more practice of previous and new vocabulary also the structure have/has got... S/he is a + noun. S/he is + adj.

In case there is time (I do not think so- but still in case) The board game of appearance and age. Put the game poster on the board. Divide class into two. Each time one student form each group throw the dice and says what the picture has by doing a sentence. They will use the structure of (free to use whatever they want) have/has got... S/he is a + noun. S/he is + adj. I'm ________ S/he is ________ I've got ____________ S/he has got _____________ The first group to finish or to be closer to the finish box is the winner. Praise both groups. The game may not finish as it is a game of luck and it is difficult to estimate the time it will take. What is important is to have them built a few sentences thus enabling to speak and practice.

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