Literature 3
A Mystery Story
The students read a detective story, The Housekeeper, by J. J. Hobbs.
The students will read a creative text so that they:
Objective
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Can-do statements: Overall and specific
Section and
pages in unit
Can read and
enjoy an
authentic
creative text
Written Reception:
Can understand texts on familiar matters of a concrete type in
level-appropriate language (vocabulary and grammar),
rereading as required
Reading as a leisure activity
Can follow creative texts that include dialogue and narrative
Page 175,
exercise F,
page 177,
exercise H
Can compare
opinions about
the story
Spoken Interaction:
Can interact with reasonable ease in structured situations, short
social exchanges and conversations using level-appropriate
language (vocabulary and grammar), asking for repetition,
reformulation or clarification when necessary
Can ask and answer questions and exchange ideas and
information on familiar topics and everyday situations
Informal and formal discussions
Can exchange opinions, agree / disagree with others, and compare
objects / people
Page 178,
exercise J
Can personally
respond to a
creative text
Mediating a text:
Can recognize when difficulties occur and indicate in simple
language the nature of the problem
Can convey the main point(s) involved in short, simple
conversations or texts on everyday subjects of immediate
interest that are expressed clearly
Expressing a personal response to creative texts (including
literature)
Can express reactions to a work, reporting feelings and ideas in
simple language
Can describe a character’s feelings and explain the reasons for these
feelings
Written Production:
Can give information in writing about matters of relevance
linking a series of phrases and sentences with simple connectors
like ‘and,’ ‘but’ and ‘because’, with increasing accuracy of
spelling based on a developmental continuum
Creative writing
Can write short, simple, imaginary biographies and / or simple
poems about people
Page 178,
exercise L,
Get Together
LITERATURE
new words
Nouns
Verbs
Adjectives
Other
case
college
conclusion
confidence
cut
sink
temperature
alter
inform
eastern
free
honest
immediate
silly
unimportant
abroad
as quickly as possible
be off
below
beside
carry on
feel at home
help yourself
look good
of course
perfectly
pleased to meet you
set the table
What’s up?
These words are reviewed at least three times in this unit of the Student’s Book and Workbook.
They are also recycled at least three times in later units of the Student’s Book and Workbook as well as
numerous times in the Digital Extra component, Wordlist Plus and Vocabulary Booster.
Page 174
New Words
The new words for the story are listed by part of speech, and in alphabetical order within each part of
speech. Expressions and adverbs appear under the heading Other.
See Teaching Suggestions for Vocabulary in the Introduction to this Teacher’s Guide.
Learn New Words
In this flipped classroom approach, the students go to their Workbook before the lesson. The advantage of a
flipped classroom is that the students become independent learners and work at their own pace. Have the
students match the words to their meanings on page 190 of the Workbook. The students have the option of
learning and practicing the new words in the Digital Extra component called Wordlist Plus.
a
he opening activity introduces the new words before the students read the mystery story, in order to
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familiarize them with their meanings. In this activity, the students look at the words to decide which
of them can be used to talk about a mystery. They need to find at least four words.
Possible Answers
case, conclusion, alter, inform, honest, immediate, unimportant, as quickly as possible, below, beside
B
he students become acquainted with the new words by recognizing their meaning in context before
T
reading the story. They select the correct new word to complete each sentence.
Answers
1. b
2. a
3. c
4. c
5. a
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C
D
he students complete sentences in their own words to demonstrate their understanding of the
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meaning of the new words and how they work in a sentence.
Accept all logical and grammatically correct answers.
The students interact in pairs or groups in order to express their opinions, while internalizing
the new words provided. Explain that each member of the group needs to express his or her opinion.
Encourage them to justify their answers.
Accept all logical answers.
Suggestion: Ask one member of each group to report the group’s opinions to the class, one
statement at a time.
Pages 175-176
E
I n this pre-reading activity, the students are asked to read just the first paragraph and answer
questions. Point out that the first paragraph often gives us a lot of information about the setting and
the characters in a story.
Answers
1. a cold evening in December, in London
2. because he just got out of prison
F
he students read Part 1 and answer the question. Read or play the recording of the first part of the
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story The Housekeeper.
Answer
His friend said the house belongs to Dr. Fraser, who was visiting family in New York then.
G
he students answer basic comprehension questions to demonstrate a basic understanding of the
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events in the story so far. Tell the students to write their answers to the questions in their notebooks.
Answers
1. he lost the key
2. Dr. Fraser’s replacement
3. She says she is not the actual housekeeper. The regular housekeeper has a free weekend.
Pages 177-178
H
The students read Part 2 of the story and find out who the woman really is.
Answer
She is Dr. Jason, the doctor’s replacement.
I
he students number the events in Part 2 in the correct order to clarify what really happens in the
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story.
Answers
1. c
2. e
J
3. a
4. d
5. b
In this activity, the students get into pairs to find clues in Part 1 of the story that can show us
the woman is actually a doctor.
Possible Answer
She bandaged Charlie’s hand like an expert.
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LITERATURE
K
his activity focuses on the literary technique of surprise endings. The students list the surprises at
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the end of the story.
Possible Answers
The woman is not a housekeeper, but a doctor.
The police officer came to the door because he is Mr. Lawson, the man who called the doctor for
help. She gave him the address.
The police officer and Charlie are both surprised to see each other in Dr. Fraser’s house.
L
I n this creative activity, the students write a summary of the story in the form of a dialogue from the
point of view of Charlie. They imagine that he is telling the story to another prisoner, after he was
caught. Remind them to use new words and the words in the recycling box. Go over the speech
bubbles to get them started.
GET Together
In this two-part activity, the students interact in pairs or small groups.
1.The students collaborate to create a comic strip or select roles and practice a dramatic reading of part of
the story.
2. The students share their comic strip with the class, or act out the reading for the class.
workbook
Refer the students to page 191 of the Workbook for further practice of the new words.
Refer the students to the Vocabulary Tracker on page 220 of their Workbook to review the new
words and to make a personal wordlist of words to practice.
workbook
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