New lesson plan: A Murder in a country house

sarah

A Murder in a country house - A1/2 level

A Murder in a country house
A1/2 level

Description

In this lesson, I'll be teaching reading and listening as a prompt for Ss to conduct speaking. the lesson starts with a discussion about different reading sources (textbooks, novels, internet, song lyrics, newspaper, magazines....etc.)eliciting the Ss' preferences form among the different options. This is followed by a reading task where Ss read and mark seven sentences with (True) or (False), providing false sentences with correction. Then a listening task follows, by letting the Ss listen to the rest of the story/ text and filling in a chart. Finally, Ss practise speaking as a productive skill.

Materials

No materials added to this plan yet.

Main Aims

To provide scan reading and listening practice using a text about Murder in a Country House in the context of suspense/ crime investigation

Subsidiary Aims

To provide fluency speaking practice in a role play/ conversation in the context of crime investigation

Procedure (37-46 minutes)

pre- teaching vocabulary (10-12 minutes) • to remove blocking vocabulary and facilitate understanding of the text

1- T. sets the context "before reading, these five words are from the text" 2- T. elicits meanings of the vocabulary items through pictures, miming and asking leading questions. 3- After ss are able to elicit the vocab, T asks CCQs to check understanding. 4- T. drills the vocab, items and present them on the PPT, labelling each word with what part of speech it belongs to.

Reading Task (10-12 minutes) • reading for gist

1- T. shows Ss a picture of the back of the book, from which they will read an extract from later, and ask "What is the book about?" 2- T. poses questions to check understanding " ok then, who's Amanda?" 3- T. elicits answers from the Ss. " She's Jeremy's wife." 4- T sets the task and demo "Now you will read the text alone and then you will mark seven sentences with (True) or (False), and correcting the false sentences." 5- T. poses a couple of ICQs - Are you going to read and answer alone or in group? - Are you going to read quickly or slowly? - Will you just mark the sentences with (True) or (False)? 6- T. displays the reading text alongside with the seven True or False-sentences. 7- Ss read individually. 8- After Ss finish, T. puts them into breakout rooms to check answers in groups. 9-T. monitors to help when needed and to make sure all Ss are on the same tas.k 10- T. nominates Ss to elicit answers and then display the answer key as a feedback

Listening Task (10-12 minutes) • Listening for gist

1- T. sets the context by saying " Now you will listen to the inspector investigating/ asking Barbra, Gordon and Claudia. Listen and fill in the chart with their answers." 2- The Ss listen and fill in the chart individually. 3- After they finish, T. divides them into breakrooms to compare their answers with their fellow colleagues. 4-T. monitors and offers help if needed. 5- T displays the answer key as feedback.

Productive Task(s)- speaking (5-7 minutes) • To provide an opportunity to practice target productive skills

1- T. then asks them to discuss within groups who they think is the murder and why. 2- T. sends all Ss back to the main session room. 3-T. elicitS Ss' answers in an open class discussion. 4- T. plays the last track for Ss to know who is the murder.

Feedback and Error Correction (2-3 minutes) • To provide feedback on students' production and use of language

1- T. writes some good examples of language use 2- T. drills if there where any pronunciation errors