Hamada Hamada

Murder in a country house.
Elementary level


In this lesson, I'm going to teach reading and listening as a means to conduct speaking in the context of crime investigation. The lesson starts with a discussion about different reading sources. (textbooks, internet, novels, song lyrics, magazines, newspapers....etc.) then eliciting the Ss' preferences from the different options.This is followed by reading for a specific information task where students read and mark seven sentences with True (T) or False (F), providing correction for the false sentences then a listening task followed, by letting the students listen to the rest of the story/ and filling in a chart. Finally, Ss practice speaking as a productive skill in the context of crime investigation through role play.


Abc Gap fill handout
Abc Handout
Abc laptop
Abc New English File Elementary. Students book

Main Aims

  • • By the end of the lesson students will have practiced scan listening and reading using a text about Murder in a Country House in the context of suspense/ crime investigation.

Subsidiary Aims

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


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

I'll show SS a picture with some of the reading text sources SS use in their daily life on a slide and elicit SS answers after asking them. 1- which do you read in your language ? 2- which do you read in English?

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

1- I. set the context "before reading, these three words are from the text" 2- I. elicit meanings of the vocabulary items through pictures, examples, and a contexts 3- After ss are able to elicit the vocab, I ask CCQs to check to understand. 4- I. drill the vocab, items' meaning, pronunciation, and form.

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

1- I show 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- I. pose questions to check SS's understanding" ok then, who's Amanda?" 3- I. elicit answers from the Ss. " She's Jeremy's wife." 4- I set the task and demo "Now you will read the text alone and then you will mark seven sentences with (True) or (False), and correct the false sentences." 5- I ask a couple of ICQs - Are you going to read and answer alone or in a group? - Are you going to read quickly or slowly? - Will you just mark the sentences with (True) or (False)? 6- I. display the reading text alongside the seven True or False sentences. 7- Ss read individually. 8- After Ss finish, I. put them into breakout rooms to check answers in groups. 9-I. monitor to help when needed and to make sure all Ss are on the same task 10- I show Ss the answer key as a feedback

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

1- I. set 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, I. divide them into breakrooms to compare their answers with their fellow colleagues. 4-I monitor and offers help if needed. 5- I display the answer key as feedback.

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

1- I. asks them to discuss within groups who they think is the murderer and why. 2-I. elicit Students' answers in an open class discussion. 3- I. play the last track for Ss to know who is the murderer.

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