Kathleen Kathleen

A Murder Story
Elementary level

Description

This is a listening and reading lesson focused on utilizing the past tense and past tense verbs in the regular and irregular. The context is a murder mystery story, that gets the students listening and reading for gist and detail. Activities include visuals for eliciting and setting the context as well as true and false Q's, along with listening and drilling procedures.

Materials

Abc Realia
Abc Text book cut out
Abc Recording

Main Aims

  • To provide specific information listening practice using a text about Murder Story in the context of Novels

Subsidiary Aims

  • To provide clarification of Mustache Murder library murderer motive in the context of Murder story
  • To provide detailed reading practice using a text about Murder Story in the context of Novel

Procedure

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

-Display images on the WB of a murder scene and of a detective. Elicit from the SS what they see? (Crime/murder) What is this mans job? (Inspector) What is today's class about? (Murder) -Use realia (a book) to show the blurb or back of a book, give SS a hand out of the red cover on page 60, give them 3mins to read it. Instruct them to turn it over and then stick pictures of the characters on the board and CCQ: Who is this? What is their job? -Also have a picture of a big house on the board and elicit what happened there?(A murder) Is it old? Is it big? Is it for rich men?(Yes)

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

-Get the SS into groups. Explain that they need to get one volunteer to come to the front of the room and take a Q sheet. As a group they need to scan read to see the statement is true or false -Have about 4 copies of the Q's at the front of the class for the SS volunteer to take, and when they finish they can put their hands up to indicate their finished. Play the recording and have the SS listen and read to get the answers. Play the recording twice. -Then once every group has finished their activities they will give class feedback. Once the activity is over CCQ why for some false answers.

While-Reading/Listening #1 (10-12 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

-Use activity 1C as an opportunity to set up a partner swapping arrangement, by giving half the class a copy of the past tense irregular verbs highlighted in the text and the other half of the class the infinitive version of the same verbs. -Instruct the SS that they must find their past tense or infinitive partner of their verb. Then sit together. -Then go over the story on the text again by CCQ Does the inspector have a mustache?(yes)Does Mrs Travers love her husband? (No)Did she find Jeremy dead?(yes)Did she talk to the inspector, in the library?(Yes)Elicit what library and mustache are with gestures. -Drill and show pronunciation of mustache and library

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

-CCQ again about the meaning of 'Inspector.' What does an inspector do? (Use gestures) S-Asks questions. -Elicit the word 'motive' by taking Jeremy's picture and placing it on the WB, scribble on his eyes and show blood coming out of him. Then an arrow with why? On it and then beside an equals symbol and 'motive'. Show intonation, use gestures and drill. -Chest to the Q's on the HO of Q3 and show top of the chart has family. Say we will listen and fill out answers. Hand out task. -Look at the Q's on the sheet, mimic a inspector. Then drill the Q's in different divisions of the class, women, men, this side, this side. Use gestures try to say only once or twice. -Have the SS then play detective and fill in the information for Barbara, Gordon and Claudia. Have the recording stopped after every suspect and allow 1min for peer check. Then play again if there is time. -Have the SS then mingle around the class asking each other the Q's as part of the feedback phase. -Have them sit down in groups and discuss who they think the murderer was and Why? Then take a few answers from the class.

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

-Play the recording for the SS to hear what happened and who the murderer was? -CCQ with who did it and why? Where you right? -As a back up activity have the SS play a game of knots and crosses to make sentences with the infinitive verbs in the spaces, they must make sentences putting them into the past tense.

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