Rania Kuraa Rania Kuraa

Murder in a country house
Elementary level

Description

This is a listening and reading lesson .The context is a murder story that provides practice in listening and reading for gist and for specific information.

Materials

Abc Audio CD
Abc WB
Abc Projector
Abc handout 2
Abc Flashcards

Main Aims

  • To provide gist and scan reading practice using a text about a story in the context of a murder of a businessman
  • To provide gist and specific information listening practice using a text about a story in the context of a murder

Subsidiary Aims

  • To provide fluency speaking practice in a police interview in the context of robbery

Procedure

Warmer/Lead-in (5-7 minutes) • To set lesson context and engage students

1-Tell SS that they are going to watch a short movie in order to make predictions about the lesson topic. 2-Before showing the video I'll write two questions on the WB: Where are they? What happened? 3-After watching the movie clip SS will answer about the above-mentioned questions. 4- After watching the video SS will know that the lesson topic is murder. The word "murder" might be unfamiliar for students being on elementary level. First, I will try to get them guess the word. Then I will write the word on the whiteboard. 5- Check understanding of or pre-teach the vocabulary: inspector/ɪnˈspɛktə/ moustache/məˈstɑːʃ/ business partner /ˈbɪznəs/ /ˈpɑːtnə/

Pre-Reading/Listening (5-7 minutes) • To prepare students for the text and make it accessible

1-Focus on the photo of the house and ask SS some questions about it: What is it? Is it old? Is it big? Is it for rich men? Get ideas/ feedback from SS. 2-Show a book cover and focus on the reading text. 3-Ask SS What is this? What kind of information is usually on the back of the book.Is it an introduction or summary of the book? Is it a story? Is it from a book? Is it from a newspaper? What kind of story is it? Is it a funny/love/or a murder story? 4- Asking SS to read the information on the back of the book to find out What is it about. 5- Give SS a couple of minutes to read it. 6-Asking some questions to check comprehension. *When does the story take place? (in 1938) *Who is the main character? Who died? (Jeremy Travers) *Why was June 22nd an important day for him?(his birthday) *What did he do that night?(He had dinner with his wife, his daughter, and two guests.) 7-Focus on the photographs, and Ask SS if they remember who they are . *Note that they are the people who were in the house when the murder happened. 8- Focus on the speech bubbles and Get the SS to practise in pairs saying who everybody is in relation to Jeremy.For instance: Who is Amanda? Who is Claudia? Who is Barbara? --show the questions and answers on the screen. Who’s Amanda?(she’s Jeremy’s wife). Who’s Claudia?(she’s Jeremy’s secretary). 9-Asking SS to make some predictions about the murderer. Who do you think is the murderer ?

While-Reading/Listening #1 (7-10 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

1-Focus on the text and tell SS that they are going to read the story and listen to it at the same time. 2- Hand out a worksheet of the story and Play the tape/CD to read and listen. Set a time limit, e.g 4 minutes. 3- Get SS in pairs to re-read the text together They will go through the text and mark sentences 1-7 T (true) or F(false). 4-SS will compare the answers with each other. Check answers, Get SS to explain/say why the F sentences are false. 5-Provides the answer key on the screen. Answers: 1. F (He died between midnight and seven in the morning.) 2. F(In the library.) 3. T 4. F (They slept in separate rooms.) 5. T 6. F (She got up at 7.15) 7. T Flexi- Stage: SS work in pairs and discuss the following questions: -- What time did Mr Travers die? ---Who did inspector Granger speak to first? ---What time did Amanda Travers go to bed? --- What did Amanda do before she went to sleep? ---What did she see at 8 o`clock? ---Did she love Mr Travers?

While Listening #2 (7-10 minutes) • To provide students with more challenging detailed, deduction and inference listening tasks

1-Focus on the questions and Amanda’s answers in the chart. Tell SS that they are now going to hear the inspector interview the other three suspects, Barbara, Gordon, and Claudia. They have to complete the chart. 2-Display the questions and the chart on the screen .Demonstrate the task and give instructions:( If I can do the activity in groups of three. Number one will take notes about Barbara, # 2 about Gordon and # 3 about Claudia. ) 3-Ask :Who’s Barbara?(Jeremy’s daughter).. Then play the tape twice to complete the chart. Get SS to compare answers with a partner between each listening. 4- Follow the same procedure with (5.18) & (5.19) Who's Gordon? (Jeremy’s business partner). Who's Claudia? (Jeremy’s secretary). Play the tape/CD .SS complete the chart &Compare their answers with a partner. 5-After completing the chart.Provide Ss with the answer key on the screen.

Post-Reading/Listening (5-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

1-Ask SS to look at their charts and in pairs decide who they think the murderer is (they don’t have to agree). 2-SS work in pairs. Set the target question: Who do you think was the murderer: Amanda,Barbara or Claudia and why? 3- Write the names of the four suspects on the board. 4-Play the tape/CD to let SS to listen what happened and if they were right. 5-Pause the tape after Amanda says “Dinner everybody”, and let SS answer some questions: What happened before dinner? What did Gordon tell Jeremy?. 5- Play the last part. 6- Whole-class discussion about the following question: Who killed Mr Travers? Ask:who did it and why? Where you right? Explain why Gordon killed him (because he wanted to marry Barbara and have all the money and Jeremy said that he couldn’t).

Freer Practice • To provide fluency speaking practice in a police interview in the context of robbery

Put SS into groups o f four, and then into pairs. Assign two the role o f A's (police officers) and two the role o f B's (friends / suspects). I f you I have odd numbers, I have extra A's (i.e. 3 police officers and two suspects) . Give clear instructions to SS and Hand out role cards give them time to prepare their questions and stories. When they are ready, Re-divide the groups of four, so that each A is with a different B. Allow 5 minutes for interviews and taking notes. Feedback.

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