Teaching practice 5
To provide specific information listening practice using a text about interview in the context of ghostwriting
To provide fluency speaking practice in a discussion in the context of ghostwriting
Procedure (34-52 minutes)
Ask students what kinds of books they like. Elicit different genres, students go to the WB and make a word web. Then ask Ss what sort of people write biographies/books about their lives. Ask if Ss read any biographies.
Tell students to look at the images ob the page. Explain that the man in the photo is Andrew Crofts, a ghostwriter. Read definitions 1-3 in ex1 with students and elicit the meaning of "pen name" if necessary. Put Ss in pairs to choose the definition they think is correct. Listen to the first part of an interview and check. See whose guess was the closest.
Ask students question 1 in ex2. Elicit several answers. If they have troubles coming up with answers, put them in groups. Then put Ss in groups and have them brainstorm ideas for question 2 in ex 2. WC feedback
Direct Ss to the 3 book covers and descriptions at the bottom of the page. Tell Ss that Andrew Crofts has "ghosted" them. Clarify any new vocabulary if necessary. Ask individual students which book they find most interesting and would perhaps like to read. Prompt them to explain why
Explain that Ss are going to listen to why Andrew Crofts became a ghostwriter. Check comprehension (if necessary) of the two explanations in ex 1(listening) before playing the interview. Ask individual students to guess and elicit why. Then listen and check. WC feedback
Direct the students to the words in the box in ex 2(listening). Give Ss HO and ask to match these words/phrases to the definitions. Give Ss the list of reasons from ex 3 (listening). Put Ss in pairs and have them choose 3 out of 4 reasons why he enjoys being a ghostwriter. After that listen and check. Listen again if needed. Peer check. WC feedback
Ask students to discuss the questions in ex 4 (Listening) in pairs. Invite feedback from one or two pairs, encouraging them to tell the class the reasons for their answers