Shaaban Nadi Shaaban Nadi

Elementary level


In this lesson, I am 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 I will elicit the students' preferences from the different options. This is followed by reading for specific information tasks where students listen to the rest of the story and fill in a chart. Finally, students practice speaking as a productive skill in the context of crime investigation through role play.


Abc PPT, handout, the White board, marker, Students' Book

Main Aims

  • To provide gist and scan reading practice using a text about murder in a country house in the context of crime investigation.
  • To provide detailed listening practice using a text about murder in a country house in the context of crime investigation.

Subsidiary Aims

  • To provide specific information listening practice using a text about murder in a country house in the context of crimes


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

I will show students a picture of Rayya and Sakeena (famous characters in the Egyptian drama). I will ask students, Who are they? What are they famous for? open class discussion. I will ask students about their reading preferences. What do you like reading in Arabic? What do you like reading in English?

Pre-Reading/Listening (5-7 minutes) • To enable students to have enough vocabulary to do the tasks. I will familiarize them with the key words of the text.

I will teach students some keywords that they may face difficulties with while reading the text. Inspector, noun/countable, someone whose job is to officially inspect something. I will show students a picture of an inspector and they guess who is he? (picture) as there is a picture, no need for CCQs. Murder, noun, countable and uncountable/ A crime of killing. I will show them a picture of a man holding a knife and another man being killed. I will ask students, What did that man(The one who holds a knife) do? (kill) What is this situation? (murder). Murderer. countable: someone who murders another person. I will show students the same picture again and point to the man who holds the knife and ask, Who is he? (It is expected that students answer, killer) I will say he is a murderer.

While-Reading/Listening #1 (12-15 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 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 (10-12 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.

Feedback (3-4 minutes) • To provide studentswith some error correction and feedback on their output.

As I was monitoring students' mistakes I will write them on the board and correct them.

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