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Teaching Practice 7
Beginner, A1 level


In this lesson, the students will learn new vocabulary within the context of crime and they will be exposed to past simple negative and question forms through the reading text. The context will be crime and the students will answer various gist and specific detail questions. At the end of the lesson, they will speak about what is happening in the pictures.


Main Aims

  • To provide practice in reading and answering gist and specific detail questions within the context of crime.

Subsidiary Aims

  • To practice semi-controlled speaking within the context of crime and emergencies.


Lead-in (4-6 minutes) • To set lesson context and engage students with the context of crime.

I will begin by hanging up pictures of a dead person, a woman crying and a menacing man. I will write on the board "What is their relationship?" and "What do you think happened?" and get the students to discuss in pairs what they think. Then I will take feedback.

Pre-teaching vocabulary (4-6 minutes) • To broaden the context and get the students ready for the reading text.

I will tell a story about a murder happening and while telling the story, I will pre-teach the vocabulary by using visuals and attempting to elicit the words.

Drilling (2-3 minutes) • To help students pronounce new vocabulary correctly.

I will drill "dead", "blood", "fingerprints", "lawyer" and "divorced".

While-Reading (5-6 minutes) • To give the students practice in reading for the gist.

The students will read the text and answer two questions on the gist of the reading. They will check their answers in pairs and I will do feedback by nominating the students. I will also ask them "Do you think Peter killed Mr Morgan?" as an extra gist question.

While-Reading #2 (9-10 minutes) • To give students practice in reading for specific details within the context of crime.

The students will read the text again and answer True/False questions. When finished they will check in pairs. I will give them flashcards with True/False on them. For feedback, I will ask the questions and want them to hold up "True" or "False". If there are contradictions, I will ask for justification. And I will ask for justification for answers that are "false".

Post-Reading (12-14 minutes) • To get the students to speak using the context of crime.

I will give students cut-ups that have sentences such as "I was at the factory", "I was in bed." One of them is "I don't remember". This is the killer. The object of the activity is to speak to everyone and find the killer. The students fill in the table and in groups talk about who they think is the killer. I will then ask for feedback by asking about specific people. The I will ask who they think the killer is, and why.

Error Correction (2-3 minutes) • To correct any mistakes that the students may have been making in terms of form and meaning.

I will write some example sentences and do delayed error correction to draw the students' attention to what to avoid when speaking.

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