Gökçe Guinaudeau Gökçe Guinaudeau

Sherlock Holmes Story -- The Norwood Builder
B2 level

Description

In this lesson, students learn about modals of deduction through guided listening activities. The lesson starts with a PPT to activate their prior knowledge of Sherlock Holmes and continues with guided listening exercises. Finally, there is a semi-controlled speaking activity of making deductions from the available facts in the murder story.

Materials

No materials added to this plan yet.

Main Aims

  • To provide practice and clarification of using ' must, could and can't 'for deduction in the context of Sherlock Holmes stories

Subsidiary Aims

  • To provide detailed and specific information listening practice using a text about murder in the context of Sherlock Holmes stories

Procedure

Warmer/Lead-in (8-10 minutes) • To set lesson context and engage students

Teacher asks questions by using a PPT on Sherlock Holmes to activate students' prior knowledge and introduce the main characters of the story

Pre-Listening #1 for Track1 (2-3 minutes) • To prepare students for the text and make it accessible

Students read a summary of the story to find out why the story is called ' The Norwood Builder '.

While-Listening #1 for Track1 (5-7 minutes) • To provide students with specific information listening tasks

Students read the summary again and listen to Track1 to identify five pieces of information that are not true. Students compare their answers in pairs before teacher asks the whole class for the answers.

Pre-Listening #2 for Track2 (3-4 minutes) • To prepare students for the text and help them understand the details of the crime scene

Teacher shows the police report on the worksheet and asks them to match the six words in bold to their definitions below.

While-Listening #2 for Track 2 (10-12 minutes) • To provide students with specific information listening tasks

Students listen to the second part of listening ( Track2 ) and complete the police report. Students compare their answers in pairs before teacher hands out the transcript so that they can confirm their answers.

Post-Listening #1 (6-8 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Teacher asks students to read the extract and underline the parts from the extract that correspond to the three statements a. to c. Teacher elicits the grammar point by asking concept check questions ( Which modal verb means possibly or probably?, If I wanted to say 'He certainly isn't married', which modal verb would I use? ) and explains the process of deduction.

Post-Listening #2 (8-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Teacher puts students in groups of 3 or 4 and asks them to read the newspaper report again in the transcript and make deductions about what happened. Teacher elicits one or two examples to get them started and to check they understand the instructions: °The walking stick must be the murder weapon. °The housekeeper can't be the killer because she's very old. Finally teacher asks groups for their ideas and writes some of them on board while giving feedback.

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