Ghosts stories

8/9/2019 Ghosts stories

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Ghost storiesObjectives: 1. To give students practice in listening for specific information and for

gist.

2. To give students practice in a variety of reading skills: predicting,

scanning, reading for inference and reading for the main ideas.3. To give students practice in planning and riting a short narrative.

!ctivities: 1. "redicting # "air ork

2. $istening # %ndividual ork

3. &eading # %ndividual ork

'. (riting # %ndividual and pair ork

$evel: )1 # )2

*aterials: "ictures

)tories

(orksheet

+rameork

Ghost stories: Steps

1. )tart the lesson by riting the folloing on the board:

Do you believe in ghosts?

Have you ever seen one?

Do you know any good ghost stories?

"ut students into pairs and ask them to discuss these uestions.

2. !fter a fe minutes, get one or to pairs to tell the class their thoughts and ideas.

Predicting - Pair work

3. Tell the class that they are going to listen to to ghost stories. -ive each student the "ictures.

/plain that the pictures come from both stories although they are not in the correct order.

!sk them to look at each picture and rite don any ords and phrases they think they ill

hear hen the stories are read aloud.

'. licit from class the ords and phrases they predict might appear in the stories and rite

these on the board.

Listening - Individual work


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0. /plain to the class that you ould like them to listen to the stories and look at the list of

ords and phrases on the board. !sk them to note don any of the listed ords and phrases

they hear. &ead out the )tories.

. $et students compare the ords and phrases they think they heard in pairs.

. -o through the ords on the board and get the class to call out hether they heard the ords

and phrases or not.

. +ocus the students4 attention on the instructions at the top of the "icturesand make sure they

understand hat they need to do. &ead out the stories for a second time.

5. -ive students one or to minutes to decide on the order of the pictures then let themcompare their ansers in pairs.

16. 7heck that the class have the correct ansers by getting them to call out the order of the

pictures.

Reading activities - Individual work

11. -ive each student the )toriesand the (orksheet. -o through the instructions for each

e/ercise and make sure everyone understands hat they are reuired to do.

12. -o around the class giving students help here needed.

13. -et students to check their ansers in pairs and look again at uestions here they have

different ansers.

1'. 7heck all the ansers ith the class and give further e/planations here necessary.

Writing - Individual and pair work

10. Tell students that they are going to rite a short ghost story. -ive everyone a copy of

the +rameork. !sk students to ork together in pairs to make notes for their story using the

table.

1. -o around the class giving help ith vocabulary and ideas.

1. licit the tenses they should use to describe the ghost and hat happened to the person

before he8she became a ghost. Tell students that they can find the ansers by looking at the

stories. &emind them that they should use these tenses in their stories.


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1. /plain to the class that they do not have to rite the story in the same order as the uestions

on the table. Tell them that if they prefer, they can narrate the background first.

15. (hen everyone has finished their first drafts, get students to sap them ith their partner.

Tell them to read the stories and check that all the uestions from the +rameorkhave been

ansered.

26. )tudents should hand back the stories and add any information they have missed.

21. 7ollect in all the drafts for marking.

Pop-up screen

notes

Objectives

Glossary: This predictionactivity aims to arouse students' interest

and their expectations. The aim is also to prepare students

so that when they read, they can see how much their

expectations match the actual content. This can help the

reader work towards an understanding of the text(s). To

read without any such expectations can make the reading

process dicult.

Glossary: !e often approach a reading passage with an idea of what

we want to "nd in it. #s students search for certain pieces

of information, they should scanthe text, skip over any

parts of it that are irrelevant to their purpose for reading,

and not read it in detail.

Glossary: Inferencingrefers to when we go $eyond what is actually

printed, or spoken, to understand the deeper message

$eing conveyed $y the writer or speaker. !e can draw on

our knowledge of the world to help us make inferences.Glossary: Reading for the main ideasin a text re%uires the reader

to study a particular passage in some depth, summarising

in their mind the main idea in each paragraph. !hereas

skimming involves getting a general understanding of the

whole text, reading for main ideas involves getting a

general understanding of each paragraph.

Steps

&. Theory: This activity acts as a warmup exercise and should help

generate interest in the topic.

. ote: *f your students seem hesitant a$out starting this activity,


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go through the "rst picture with the whole class as an

example of what they are expected to do.

+. xample: Picture A

young girl

pool orpond

sitting

waiting

sad

Picture B

falling

moving traincrying or

shouting

hair in the

door

young

Chinese girl

Picture C

moving train

lots of people

crowded

reading

newspapers

long hair

-. ote: *f you feel it would $ene"t your students, repeat tep /.

&0. 1ey: Key - Pictures

Story

&. 2. .

Picture 3 4 5

Story !

+. 6. 7.

Picture 8 #

&&. ote: *t is sometimes $etter to explain the activity orally $efore

handing out worksheets. The reason for this is that if the

teacher is explaining and handing paper out, students'

attention may $e diverted away from the teacher's

instructions. #n alternative approach is to wait until the

students have the worksheet and then give the

instructions, so the students have the worksheet in front of


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them to refer to.

&. Theory: 9aving students check their answers with each other can

generate a lot of useful discussion and can give them an

opportunity to see that they can learn from one

another. Peer-chec"ing not only promotes a positiverelationship $etween the students, it also helps them to

$ecome less teacherdependent. *t can also increase their

con"dence and make them more willing to voice their

opinions during feed$ack.

&+. 1ey: Key - #or"sheet

&.

$he gir% &ith the

braids

$he %otus poo%

ghost

8id she die

accidentally

!as she alone

when she died

8oes her ghost

speak to people

4an her ghost harmpeople

2.

$he gir% &ith the braids

!hy did she ;ump o< the

train at The 4hinese

=niversity

he thought the lights of The

4hinese =niversity were the

lights of 9ong 1ong.

!hat time of day did she

;ump o< the train

ighttime.

$he %otus poo% ghost

!hy did the young couple

decide to run away together

>ro$a$ly $ecause their

parents didn't approve of

their relationship.

!hy did she ;ump into the

pool

he was heart$roken.

.


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Ghost storiesStories

he girl with the !raids

!t the back of the 7hung 7hi canteen at The 7hinese 9niversity, students have reported


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seeing a young girl ith braids andering in the dark. !pparently, if you approach her

from behind and she turns around, you see nothing. )he has no face. )he never touches

anyone and seems to ant to be alone. (ho is this strange, silent oman ;ere is one

e/planation:

)everal years ago, no one noticed an illegal immigrant boarding a croded train in

7hina. )he had decided to travel to ;ong


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The lotus pool ghost aited for her lover


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Ghost stories"ra#ework

$ork on your own or in pairs and invent a ghost story. %se the table below to help you.

$uestions %our notes

(ho is the ghost

(here is he8she seen

(hat does he8she look like

(hat does he8she say or

do

(hat happened to the

person before he8she

became a ghost

Documents

Ghosts stories