Evgenia Pyak Evgenia Pyak

A night in a haunted house, reading
Elementary level

Description

In this lesson, students will read the story about a haunted house. They will practise prepositions of place, notice vocabulary in the stories, use read for specific information and for details.

Materials

Abc New English File, Elementary, Clive Oxenden, Christine Latham-Koenig, Paul Seligs, Oxford Universon
Abc Power Point Presentation, page 1

Main Aims

  • By the end of this lesson, ss will have developed their ability to read for specific information and detailed information in the context of haunted house.

Subsidiary Aims

  • By the end of the lesson, students will have developed their oral fluency with specific reference to prepositions of place.

Procedure

Lead-in (2-3 minutes) • To set lesson context and engage students

Welcome students to the lesson. 1. Show the students the Baron Palace in Egypt and ask the students if they know this place. Ask question to elicit: - Is there a ghost? - What do we call a house with ghosts? - If they don’t know, say, haunted 2. Tell that today they will meet another haunted house. 3. But first you will learn new words. And you will start with this picture and words, 'a haunted house' and 'a ghost'.

Pre-Teach Vocabulary. (10-11 minutes) • To prepare students for the text and make it accessible

Present new vocabulary, use storytelling to present visual (pictures), follow the m/p/f concept. 1. a haunted house 2. a ghost 3. a remote control 4. a horror movie 5. nervous 6. have the lights on 7. a cemetery 8. a priest (a picture of an Egyptian Orthodox priest) 'Now when you know the words, let's go to the story about an unusual hotel'.

Reading for specific information (11-12 minutes) • To provide students with specific information reading task

1. Show students the Reading Part 1 and the list of questions. - Tell the ss to take a photo and check the questions. - Demo the first question and maybe the second. They will read fast to only find the answers. They have only 2 mins for that. ICQs: *Are you going to read slowly or quickly? *Are you going to find specific information? 2. Let them check their answers in pairs. - After they finished, show the slide with answers. - Ask is the task was difficult.

Pre-Teach Vocabulary. (3-3 minutes) • Present new vocabulary (prepositions of place).

1. Show students the pictures with the ghost. 2. Ask them- 'where is the ghost #1? #2?' and open prepositions in a matching manner. 3. Now you are ready to see the next part of the story.

Reading for detailed information. (13-13 minutes) • To provide students with more challenging detailed reading task.

1. Present the Reading part 2 and the task. 2. Tell them to take a picture to continue, tell about pen and paper they need. 3. Tell that they are going to read again (demo first question). They will read carefully to find the correct information. They have 5 mins for that. 4. After they finished, tell them that this time they can compare their answers in groups for 2 minutes. 5. When they are back, offer them the answer key to check their ideas. 6. Ask if the task was difficult. 'Is there a ghost?'

Follow up Task (3-3 minutes) • discussion on the text, role play, write a reply etc.

-Do you think ghosts exist? -Where do you think they hide? -Under a bed or behind the table? -Are there any ghosts in this hotel?

Content/Language Feedback (1-1 minutes)

1. Ask for feedback. 2. Ask if they have questions about the lesson.

Web site designed by: Nikue