(180′) C1 Vocabulary Lesson – The unexplained (Halloween)

This lesson is adapted from Capel, A. Sharp, W. (2013) Objective Proficiency. Official Cambridge Exams (Unit 19.1). I have selected it, clearly, since it’s Halloween season. I decided to use a video where two fans are commenting about the TV Series “Penny Dreadful”, which is rich in vocabulary and poor in horror scenes.

Obs.: My group is aged between 15-50 and the “story time” (slide 8) worked perfectly well.

Material:

PPT (to be used in class)  “The Unexplained”  The unexplained

.PDF CAE RUoE Part 1 Poltergeist CAE RUoE Part 1 Poltergeist + answers

Video: https://www.youtube.com/watch?v=FbmtorJtidk 

[Slide 1]

  1. Presenting the topic
  • Interaction: T-SS / SS-S / S-S
  • Timing: 10′
  • Monitoring: check if ss understood the meaning and the topic.
  • Feedback: only if needed.

Show ss the topic of the lesson and go over it “What do you think could be possibly unexplained?”

[Slide 2]

2.Setting the scene 1

frankie

  • Interaction: T-SS / SS-S / S-S
  • Timing: 15′
  • Monitoring: walk around the room and take notes on ss’ contributions.
  • Feedback: focus on vocabulary + pronunciation.

Ss discuss: “Why do you think that the topic of ghosts, vampires, and werewolves has been popular in fiction for many years, and more recently, in films? What evidence of there for the existence of paranormal?” 

[Slides 3 & 4]

3.Setting the scene 2

penny

  • Interaction: T-SS / SS-S / S-S
  • Timing: 20′
  • Monitoring: walk around the room and take notes on ss’ contributions.
  • Feedback: focus on vocabulary + pronunciation.

Ss see the photo and watch the first 2′ of the video and discuss: “The name of this TV series is ‘Penny Dreadful’. What does this mean?

Penny dreadful is a pejorative term used to refer to cheap popular serial literature produced during the nineteenth century in the United Kingdom. The term is roughly interchangeable with penny horriblepenny awful, and penny blood. The term typically referred to a story published in weekly parts, each costing one penny. The subject matter of these stories was typically sensational, focusing on the exploits of detectives, criminals, or supernatural entities.

[Slide 5]

4. Vocabulary (from the video)

  • Interaction: T-SS / SS-S / S-S
  • Timing: 15′
  • Monitoring: walk around the room and take notes on ss’ contributions.
  • Feedback: focus on vocabulary + pronunciation.

Ss watch the video and answer: 

  • What do Eric and Chris lament?
  • Do they like the setting?
  • Does it evoke old-school horror?
  • Do they think this is a well-written Tv Series?
  • Chris says you can really see the pedigree on screen, what does that mean?
  • Eric said that this is not an expected group dynamic, why?

[Slide 6]

5. Vocabulary  (from the video)

Ethan

  • Interaction: T-SS / SS-S / S-S
  • Timing: 10′
  • Monitoring: walk around the room and take notes on ss’ contributions.
  • Feedback: focus on vocabulary + pronunciation.

Ss watch the video and answer:

When they are talking about Joshua’s character – the werewolf they say he is the mouth that gapes in the group” . What did he mean by that?

[Slide 7]

6. Follow up 

  • Interaction: T-SS / SS-S / S-S
  • Timing: 15′
  • Monitoring: walk around the room and take notes on ss’ contributions.
  • Feedback: focus on vocabulary + pronunciation.

Ss talk about:

Have you ever lamented the fact that you have to wait for a week to watch a new episode of your favorite TV Series?

What did you think of the setting of Penny Dreadful? What would you say it your favorite one?

What horror books, Tv series or film scripts are well-written in your opinion? How do you define that?

Do you know any other TV series, books or films that evoke this old-school Penny Dreadful atmosphere?

[Slide 8]

7. Story Time 

  • Interaction: T-SS / SS-S / S-S
  • Timing: 25′ (10′ preparation + 5′ work on vocabulary and pronunciation + 10′ presentation – this will depend on the number of students you have in the classroom)
  • Monitoring: walk around the room and take notes on ss’ contributions.
  • Feedback on the spot: focus on vocabulary + pronunciation.

Here students can:

-Create a short horror story

-Tell a horror story you have heard (based on real facts or not)

-Re-tell a true story (preferably that has happened to you)

-Talk about another TV series, Book or film you have seen

[Slide 9]

8. Linker (+ next task – CAE part 1)

poltergeist1

  • Interaction: T-SS / SS-S / S-S
  • Timing: 25′ (10′ for the questions and 10′ for the CAE task + 5′ correction and explanation)
  • Monitoring: walk around the room and take notes on ss’ contributions.
  • Feedback: focus on vocabulary + pronunciation.

Ss talk about:

  • Do you know what a poltergeist is?
  • From what language does this word come from?
  • Have you ever watched the film called “Poltergeist”?

Revisit the topic of the lesson.

 

 

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BeYouSolutions

- 16 years of teaching experience (Seven Idiomas / Cultura Inglesa Jundiaí) - 5 years as an Academic and Pedagogic coordinator - 1 year as a Pedagogic Bilingual coordinator at a Regular school - Letras Inglês Licenciatura Plena (PUC-SP) (2007) - CELTA - St. Giles SP (2008) - ETYL (English Teaching for Younger Learners) - International House Sydney (2012) - Cambridge DELTA MOD II, III - Cambridge Train the Trainer Cambridge Course - Pós em Pegagogia - PUC RS - MBA em finanças e geração de valores - PUC RS - MBA em Gestão da Escola na Contemporaneidade

2 thoughts on “(180′) C1 Vocabulary Lesson – The unexplained (Halloween)”

  1. ¡Gracias por esta fantástica actividad, Beatriz! Me va a resultar muy útil para mis clases de esta semana. Es una alegría ver cómo algunos profesores gastan su tiempo en crear páginas como la tuya y no les importa compartir los materiales. Saludos desde Sabadell.

    Carlos

    Like

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