Yuliya Mochalova Yuliya Mochalova

Teaching practice 5
B1 level


In this lesson students will work with the concept of ghostwriting. In the beginning Ss will discuss some questions and their opinions on some items of ghostwriting. Then Ss will listen to an interveiw of a real ghostwriter and do some listening tasks


Main Aims

  • To provide specific information listening practice using a text about interview in the context of ghostwriting

Subsidiary Aims

  • To provide fluency speaking practice in a discussion in the context of ghostwriting


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

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.

Pre-Listening (5-8 minutes) • To prepare students for the text and make it accessible

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.

Pre-Listening (5-8 minutes) • To prepare students for the text and make it accessible

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

Pre-Listening (3-5 minutes) • To prepare students for the text and make it accessible

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

While-Listening #1 (5-8 minutes) • To provide students with less challenging gist and specific information listening tasks

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

Listening #2 (8-10 minutes) • To provide students with more challenging detailed, deduction and inference listening tasks

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

Post-Listening (5-8 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

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

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