Michael Michael

Copy of Murder in a country house.Listening and speaking.
Elementary A1/A2 level

Description

In this lesson Ss will elicit the topic of the lesson after showing them some pictures. Ss will listen to the investigation of the 3 suspects which is based on the reading: Murder in a Country house. Ss will have to listen for the details and find out from the police interrogation who is the murderer. Ss will practice "WH" questions in their speaking tasks. Speaking activities will include also role playing and free speaking.

Materials

Abc PowerPoint. Question handouts of the chart. Answer keys.

Main Aims

  • By the end of the lesson Ss will have develop listening skills for details and accuracy speaking practice in the context of police interviews.
  • Listening for details. Speaking, to practice "Wh" questions.

Subsidiary Aims

  • By the end of the lesson, Ss will have semi- controlled speaking practice- investigation.

Procedure

Warmer/ Lead-in (2-3 minutes) • To set lesson context and engage students

T will greet Ss and lead in to the listening activity by using pictures. To set the task: What is happening ? What are these people doing ? Are they asking questions? What kind of questions are they asked ?

Exposure (12-16 minutes) • To provide instructions for listening activity

T will display question chart and give instructions : work in groups of three. Number one will take notes about Barbara, # 2 about Gordon and # 3 about Claudia. Fill this chart: After listening to each interview. T provides Ss with answer keys on display. After every listening students will check their answers with co-partners.

Controlled/ Restricted practice (4-5 minutes) • To provide Ss with controlled practice of the target language in order to encourage accuracy while speaking

T replaces the groups and sets the target question: Who do you think was the murderer : Amanda,Barbara or Claudia and why ? Teacher lets students to listen what happened and if they were right.

Freer/ Less restricted practice (10-12 minutes) • To provide the Ss with freer practice of the target language in a more authentic context and promote fluency in the speaking activity

T asks a colleague for assistance and sets the context : Police thinks that we robbed the bank but really when bank was robbed we were having dinner. So T asks students to play the role of the policemen and asks questions to the first suspect . (At the same time another suspect is outside) After this the second suspect is questioned by the students, T gives clear instructions: Imagine that you are policemen and you should question us as suspects one by one and write down notes.

Freer/ Less restricted practice (8-10 minutes) • To provide the Ss with freer practice of the target language in a more authentic context and promote fluency in the speaking activity

T divides class in four groups. Two of them are police and other two are suspects. Police with question suspects individually and then compare their answers. T will monitor groups.

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