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a result of this lesson, students will:  \nIdentify and define vocabulary related to ghosts and ghost stories.  \nDiscuss their opinions about the existence of ghosts and similar creatures. Read a short story about ghosts and discuss it.  \nWrite a short paragraph about ghosts.  \nMake a poster about ghosts.  \nAge group and level  \nPre-intermediate (11-13 years)  \nTime  \n80 +(10 min game time) / two shorter lessons (each 45 min)  \nMaterials  \nProjector or SMART Board Non-scary ghost movie clips Whiteboard or blackboard  \nA Ghost Story: A haunted house, adapted by the teacher  \n\n| Activity 1: WarmerIntroducing the topic (15 min) | Introduce the lesson by showing a short clip from a ghost movie, such as Casper, Harry Potter or a similar movie that is not frightening for the age level of your students (the links are provided). Ask students if they are familiar with the word 'ghost.' Ask them to describe the ghost(s) in the short video that you showed.\u003Cbr>Elicit some titles of films and books for young people about ghosts or which include ghosts and write them on the board, e.g. ParaNorman, The Canterville Ghost, Tim Burton's Corpse Bride. |\n| --- | --- |\n\n\n|  | Ask the students to turn to a partner and discuss these questions:\u003Cbr>Do you believe in ghosts? Why or why not?\u003Cbr>Do you know anyone who says they have seen a ghost?\u003Cbr>Exercise :\u003Cbr>Put students in pairs and tell them to look at the picture number one and describe it to their partner. Put their ideas and sentences on the board. Extend the discussion across the class. |\n| --- | --- |\n| Activity 2:\u003Cbr>Pre-reading vocabulary task (10 min) | Ask the learners to read the text and use their dictionaries to do the activity with their partners.\u003Cbr>When students have finished, go through the pairs of words so that students are clear on the exact meaning. You can do this by giving examples (e.g. It is bright when the sun is shining but it is dark at night.), by giving synonyms (e.g. large = big, messy = untidy, cosy = comfortable) or by showing with your hands (e.g. narrow, wide) . Check the answers with the class.\u003Cbr>Answers: 1. dark 2. large 3. narrow 4. old-fashioned 5. messy 6. Cosy\u003Cbr>7. slowly 8. difficult 9. tall 10. Crazy\u003Cbr>Game time: use the worksheet and the instructions to play a fun game with your learners and practice vocabulary with your class. |\n| Activity 3: Reading for scanning details and discussion (10 min) | Get students to read the text again and discuss the sentences in pairs. Ask them to help each other remember the details of the story.\u003Cbr>After students have read the story once more, elicit the answers and get them to correct the false statements.\u003Cbr>Answers: 1. F--2. F--3. T--4. F--5. T--6. T--7. F- -8. F |\n| Activity 4: Vocabulary focus 10 min) | Tell students to write the two headings in their notebooks.\u003Cbr>Elicit examples for each heading.\u003Cbr>a. Furniture and things in a house:\u003Cbr>b. Rooms and parts of a house:\u003Cbr>Answers:\u003Cbr>a: bed, light, carpet, curtain, chair, painting, armchair\u003Cbr>b: floor, corridor, hall, attic, garden, roof, chimney, wall |\n| Activity 5: Generating sentences (10 min) | Write the words on the board ( bed, light, carpets, curtains, chairs, paintings, armchair, floor, corridor, hall, attic, garden, roof, chimney, wall)\u003Cbr>Ask the class to look at the words. At this stage, students work in pairs. Tell them to use each word to describe a different room or place in a house (e.g. My bedroom is quite dark. The window is very small. Our kitchen is very bright.) |\n| Activity 6:\u003Cbr>Creativity/\u003Cbr>Follow-up\u003Cbr>Writing (10 min) | Put the learners into groups of two and ask them to work together to write their own ending to the story using the ideas. When they have finished, invite different groups to read out their endings. Hold a class vote and discussion to decide which ending most students prefer as the best one. |\n\n\n| Activity 7: Project – making the po","cbCaigqck7Sngkua","https://ap.wps.com/l/cbCaigqck7Sngkua","pdf",306389,"English","# Learning Objectives\n## Age group and level\n## Time and Materials\n## Activities\n## Game: Antonyms","[{\"question\":\"What vocabulary and skills do students practice in this lesson?\",\"answer\":\"Students learn words related to ghosts and ghost stories, discuss beliefs about ghosts, scan a short story for details, and generate and write descriptive sentences.\"},{\"question\":\"How is the lesson structured time-wise?\",\"answer\":\"The plan uses 80 minutes total, or two shorter lessons of 45 minutes each, including a game time and several activity blocks.\"},{\"question\":\"What activities support reading and comprehension?\",\"answer\":\"Students preview and practice vocabulary, read for scanning details, discuss sentences in pairs, then correct false statements based on the story.\"},{\"question\":\"What is the end-of-lesson creative task?\",\"answer\":\"Students write their own ending to the story in groups and create and present a poster designed to transfer horror to the audience.\"}]","A Haunted House - Reading and vocabulary lesson plan | PDF",1790635666]