dina dina

Pre-intermediate level


In this lesson, the students will read about a fictional crime story written by Robert Louis Stevenson. They will have been introduced to the writer and his style in the previous lesson.The students will be introduced to the theme in the lead-in and will learn some vocabulary that will be useful for them.Then they will read the story in three different groups and retell to each other to form the whole story, and then they will discuss the story as a speaking activity.


Main Aims

  • To provide gist and detailed reading practice using a text about a strange case in the context of a crime story

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of the concepts of good and evil
  • To provide clarification and review of criminal elements in the context of a horror story


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

I will make reference to the previous lesson, asking them what do they remember about Robert Louis Stevenson. What kind of stories did he write? (if they couldn't answer this question) What kind of stories do you like? how do they end ? How are the characters? Good? Evil?

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

I will hand the students the gist reading task and ask them to read the first part (the questions) to set the context of crime story I will teach the students some vocab about some elements in a crime story. I will start by asking them what do we need for a crime story? What are the elements of a crime story? Try to elicit the vocab and meaning and ask CCQs to make sure that the students understood the meaning correctly.

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

I will group the students into 4 groups, each group will read a different part of the story. As a gist reading task, I will give them three simple questions about the general idea of the text, and ask them to answer them with their groups. And then I will ask each group to look at the photos of the characters and try to identify them from the part of the story they have.

While-Reading #2 (14-16 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

I will give each group the questions regarding their part of the story, I will ask them to read the questions and go back to the text to find the answers and write them with their groups. After this task, I will regroup the students by numbering them ''1,2,3,4'' and make sure that each new group has one student who read the other part of the story, and ask them to work together and by taking turns, to retell their parts of the story in order to complete the story.

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

I will ask each group to tell the attack, the murder and the conclusion parts of the story as a whole class feedback to make sure everyone in the class understands the whole story.I will pair the students and I will hand the students some questions about what they think of the character who was good and turned evil, and ask them to tell their childhood stories about good and bad characters and who usually wins as a freer practice. To wrap up the lesson, I will elicit some ideas and memories to conclude the lesson.

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