Julian Julian

Upper-Intermediate level


In this lesson, Ss will improve their ability to listen for gist and detail in the context of a mystery about Sherlock Holmes. Ss will also learn 11 lexical items and practice speaking for fluency by describing Sherlock and making predictions about what may happen next in the story.


Main Aims

  • To provide gist, detailed and inference listening practice using a text about Sherlock Holmes in the context of a mystery.

Subsidiary Aims

  • To provide clarification and practice of 11 related vocab. words in the context of a mystery about Sherlock Holmes.
  • To provide fluency speaking practice in a conversation, prediction in the context of a mystery about Sherlock Holmes.


Warmer/Lead-in (4-6 minutes) • To set lesson context and engage students

T-S: T will introduce the topic of Sherlock Holmes. T will also send a link to the Google Slides page to Ss. T will break Ss into pairs so that they can do the lead-in together. T will then ask Ss to go into BR and describe Sherlock Holmes referring to the 5 questions as follows:(1-2 minutes) What does he look like? What kind of personality does he have? What is special about Holmes's mind? What is his attitude towards other people's intelligence? What about love? Is there anyone Holmes might love? S-S: In pairs, Ss will answer the questions together in BR. (5 minutes)

Pre-Reading/Listening (8-10 minutes) • To prepare students for the text and make it accessible

T-S: T will open the Google Slides page with the vocab. related to the story Ss will listen to. T will elicit responses from Ss using Guided Discovery to have the Ss figure out the answers on their own. T will present the Google Slides page with 11 words that will be in the listening that could cause potential listening difficulties if not fully understood. T will ask questions such as," Can anyone tell me which letter most closely matches 'scandal'". Ss will then figure it out for themselves if possible. T will also ask CCQs to drop hints to Ss such as, " Does scandal have a negative or a positive meaning?" if Ss can't figure out the answers, but also to make sure Ss fully understand the word being taught. "What is the opposite of 'defeat'?". Elicit a response like to win or victory. "Can anyone give me an example of how to offend somebody?" Elicit a response such as 'calling someone fat or ugly' or anything the would be offensive. T will also show Ss some pictures for 'watermark' and 'monogram' to give Ss a nice visual representation of the words. An written explanation may just not be enough. T shouldn't spend over 1 minute on each lexical item. Some answers may need to be given to Ss for the sake of brevity if time runs short. Words and definitions are below. upset or angry because of something that someone has said or done talk or reports in the newspapers or on television about shocking events involving important people a hidden design on a piece of paper that you can only see when you hold the paper up near a light a design using the first letter of each of someone’s names, usually sewn onto clothing or decorating an object to close something such as a piece of clothing to win against someone in a game, fight or competition people in the highest class of society, who usually have money, land and power, and who often have special titles, such as countess or duke. to speak or act officially for another person, group or organization used for talking formally to a king or queen make (someone) feel admiration and respect the quality of behaving or speaking in such a way as to avoid causing offense or revealing private information scandal impress defeat discretion offended watermark monogram fasten aristocrat represent your Majesty

While-Reading/Listening #1 (8-9 minutes) • To provide students with a less challenging gist reading/listening task

T-S: T will send Ss link to Google Forms. T will share audio through Zoom. T will play the 6:04 listening for the entire class. Ss will answer 1 gist question about the listening. 'What is the MAIN EVENT that takes place in the story?' Answer Key: A king asks Sherlock for help. T will then have Ss message their same partners they had for the lead-in to confirm answers with each before submitting their answer. S-S PW: Ss will have 1 minute to confirm their answer with their partner and 1 minute to select the answer on Google forms. T will not discuss answers in OCFB until the end of the detailed tasks after all answers have been submitted on Google Forms. Optional: T can create another Google Form to discus 2 separate OCFB's.

While-Reading/Listening #2 (11-12 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

T-S: T will play the listening on Sherlock Holmes a 2nd time. (6:04) T will tell Ss to answer the questions on Google Forms as they listen. I : Individually, Ss will answer the 12 questions on the listening task. One question about 'the woman' is an inference question. S-S PW: Ss will have 3 minutes to exchange and confirm their answers with their peers through private messages. T-S: For OCFB T will share screen and make the entire classes' answers(including the answer in the gist task) available for viewing. T will go over answers and try to clear up a specific question if many Ss found a question challenging. (3 minutes)

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

T-S: T will show a picture to Ss so that they can describe what is happening to each other in BR. T will remind Ss to have the Google Slides link open on their computer so they can refer to what the T has written for them to discuss. T will stress prediction focus highlighted in yellow. S-S PW: Ss will describe exactly what is happening in the picture with their partners. Ss will refer to these questions to help them. (5 Minutes) Who’s in the image(How many people, their names and occupations) What are they wearing Make a prediction about the purpose of the meeting What are their personalities like after hearing a little bit about each character(extremely smart, genius, boring, intriguing, enigmatic). Adjectives describing them physically(tall, short, handsome, ugly, hideous, athletic, weak-looking, etc.) T-S: T will monitor Ss in BR and write down 1 good example and 1 bad example to review and correct with Ss for DEC.

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