Ehsan Morshedloo Ehsan Morshedloo

False memories/ TP5
Intermediate level


In this lesson, students read about witness in court cases. Four blocking words are presented via the projector. Then, students are asked to focus on the gist question before they read the article. This will be followed by reading for detail. Finally learners discuss their opinions about witnesses and the problems of using witnesses in response to the article.


Main Aims

  • To provide gist, scan and detailed reading practice using a text about False memories in the context of The problem with witnesses

Subsidiary Aims

  • To provide clarification, review and practice of Court words in the context of The problem with witnesses


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

I show a picture of a courtroom onto the broad via the video projector including a judge, a jury. witness and a lawyer and elicit the name of the place in the picture. This triggers students interest and would be a quick warm up.

Pre-Reading/Listening (10-13 minutes) • To prepare students for the text and make it accessible

According to the projected picture onto the board, four words as judge, the jury, a lawyer and a witness are written on the board and the teacher asks them to match with the right pictures. This is followed by modeling and highlighting the pronunciation, especially stressed and unstressed syllables. After that, students are asked some CCQs about the four words. In the next step, students are instructed that they will receive a handout including two questions as: "what do the judge, the jury, a lawyer and a witness do in court cases?" and "what do you think are the most difficult things they have to do?". (This is followed by instruction checking questions). After practicing in pairs, the teacher checks the answers with the whole class.

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

As a gist-reading,I hand out the text and instruct the students to read it in one minute and answer the question part two "According to the article what is the problem with using witnesses in court?" Then, the teacher gives WCFB after the learners check their answers in pairs.

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

As a reading for detail, the teacher explains that students are going to read the text to find three reasons why you can not always rely on witnesses. A sheet of paper including the text about "The problem with witnesses" is given to each learner and the teacher explains that they are going to read the text to find three reasons why you can not always rely on witnesses. Meanwhile, the text is projected onto the board. First, they read and find the answers individually within three-minute given time. Then, they check their concepts in pairs. As a WCFB, I ask three of them to come to the board and underline the answers on the board.

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

I explain to them that they are given two questions as "1) what is your opinion about using witnesses in court?" and "what do you think would help to solve the problems discussed in the article?". After which, I hand over the questions to them, group them into five and ask them to have discussions over the questions within 5 minutes. Finally, the teacher invites two or three of the students to share their concepts with the whole class.

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