Mahmoud Zaki Mahmoud Zaki

11
Elementary level

Description

Ss read and listen about a murder for gist and for specific information

Materials

Abc Inspector Crombo
Abc Truth! at last
Abc Listening Task 2
Abc Listening Task 1
Abc Discovery Material.

Main Aims

  • To provide gist, scan, detailed and deduction reading/ listening practice using a text about a murder story

Subsidiary Aims

  • To provide fluency speaking practice in expressing and exchanging their opinions in the context of identifying the murderer based on information they listen to.

Procedure

Warmer/Lead-in (1-3 minutes) • To set lesson context and engage students

_ T asks Ss to look at the well-know cartoon character Inspector Crombo _ Ss name it. _ T elicits the topic of the lesson. _ T can also elicit The word "inspector" from the picture.

Pre-Reading/Listening (8-10 minutes) • To prepare students for the text and make it accessible by letting them know the gist and the characters of the story

_ T shows Ss a picture of someone carrying a knife dripping blood and a country house in the background. _ Ss choose a name for the book: "A Murder in a Country House" or "Love in the City" _ T uses visuals to elicit the words "murder" (murderer) and "country house" _ T gives Ss the book review to read in a minute and tell what it is about. _ Ss check their answers in pairs then at class level. _ T asks Ss to read the paragraph again for a minute and try to memorize names and relations between someone then fold the page. _ Ss move around the class and find photos with names of the members of the family and stick them to the diagram on the wall. _ T uses the diagram to elicit the words "partner" and "secretary" and asks CCQs to check Ss understanding.

While-Reading/Listening #1 (8-10 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

_ T tells Ss that they will do a listening task on the same topic for more details. _ T uses an anecdote to present the phrase "separate rooms" "Yesterday, I went home late at night. My wife was so angry with me. She made me sleep in the living room. a) Did I sleep in the same room with my wife? No. b) Did we sleep in different rooms? Yes. c) What is another word for different? Separate. d) Do you study in the same room with the intermediate group or in separate rooms? Separate rooms. _ Ss read the Qs in Ex. 1.c and read the text and write a tick or cross in front of the sentences. _ Ss check their answers in pairs. _ Ss correct the wrong statements in pairs. _ Ss check their answers at class level, model answers from T.

While-Reading/Listening #2 (12-14 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

_ T presents the word "motive" by asking them about Raia and Sikinah ( a well known murderers who used to kill ladies to take their jewelries) a) Do you know Raia and Sikinah? Yes. b) What did they do? They killed people (ladies) c) Why? for money d) So money is their ...... (reason, cause) T elicits motive _ T sets the task. _ Ss read the questions and read the notes about Amanda as an example. _ T assigns specific tracks for pairs. _ T plays the audios and pauses for some seconds after every recording. _ Ss check their answers in pairs then at class level (model answers from teacher) _ Ss discuss in pairs who may be the murderer and why. _ Ss listen to the rest of the story and check their expectations.

Post-Reading/Listening (5-8 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

_ As a FLEXI ACTIVITY, Ss tell each other in groups about a murder that they heard/ read about, who was the murderer and what were the motives.

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