Murder Mystery Part 3 & 4

So, this is the follow up to the lesson: https://textploitationtefl.com/2017/07/11/modals-of-deduction-a-murder-part-1-2/

It has quite a bit of listening, they are included here, but feel free to rerecord them using colleagues. They are not my finest.

Aim: to practice modals of deduction / create opportunities for using them in speaking. Reading and listening practice and vocab building.

Level: Pre-Int / Int / High Int / Upper Intermediate (The lower levels will find it challenging, but that is fine, as long as you tell them it will be, and provide lots of scaffolding and support)

Procedure

Reading:

You could do this as a jigsaw reading, where the students have different information they have to share with each other, if you have the right number of students, or you could dictate one and get students to do the remaining two as a jigsaw. Alternatively, you could pass them all to the students.

For further reading on Jigsaw readings see: https://www.teachingenglish.org.uk/article/jigsaw-reading

Vocab:

Answers: A – 4, B – 6, C – 1, D – 5, E – 3, F – 2

Modal verbs:

Just an opportunity for the students to practice the target language. Encourage them to share ideas and support them with linking words. As groups ask them to present the questions or pieces of information they would like to be able to say who committed the crime.

Listening:

This is challenging, you might need to play it more than once. For the answers try to encourage the students to give fuller answers.

If they are really struggling you could ask them to read it and listen at the same time.

Answers:

  1. No they have different interests.
  2. He says they get on fine as they avoid each other.
  3. He wanted Adam to take over the family business.
  4. He uses it for his photographs.
  5. Obviously this is subjective, but no, he is rude, arrogant – try to get the students to explain this.
  6. Not happy at all.
  7. Yes very.
  8. Working with stones from the fruit trees – encourage students to think why this may be significant.
  9. He didn’t say what really, he just said some tools.
  10. It’s normal / he is surprised it is illegal.

Encourage them to think further about the new evidence and to make suggestions. If you have time get them to build up a picture of what they think happened and explain it to the class.

Prepositions

  1. on
  2. of
  3. at (but in also works)
  4. up

Optional task

This is something I like to do, but can easily be left out, ask the students to find a picture online using their phones which represents what they think the three characters look like and ask them to justify their choices.

Modals

Encourage the students to make statements using must have and can’t have related to the story.

The ending

I did this as a cut up and asked them to match the sections to the different times shown below.

  1. 9.00
  2. 11.00
  3. 11.45
  4. 15.00
  5. 16.00
  6. 18.30

The end is in order, but the times are attached in the tapescript page.

After, ask the students to explain in pairs or groups what has happened in the story to check understanding. Monitor and do all class feedback.

Ask them what surprised them / annoyed them about the story.

Follow up:

I asked them to write a short newspaper article which enabled us to practice passives and recycle some of the vocabulary seen. I did it as pair work, but of course it could be done as homework.

Materials:

 

Adam Brown

Jim Birch 

Leslie Forbes 

 

 

 

 

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