Armagan Armagan

Touch Wood - Superstitions
Intermediate level


In this lesson, students will learn new vocabulary associated with British superstitions and use their new learned vocabulary in listening exercises.


Main Aims

  • To provide clarification and practice of new vocabulary in the context of superstition.

Subsidiary Aims

  • To provide listening practice for specific information using the learned vocabulary in the context of superstition.


Warmer/Lead in (2-4 minutes) • Introduce students to the context of superstition

Ask students to listen to 'Superstition' by Stevie Wonder and ask them what is the song about? Play for 30 seconds. This will introduce them to the context of superstition. Once finished, have students tell you what the song is about. Elicit the answer from them before giving them the answer. Do students know what it means? ELICIT. What is this song about? Superstition. What is he singing about? Superstition. CONCEPT CHECK. Is it based on fact? No. Is it a belief about something? Yes. DRILL. Superstition. WRITE. Write the word on the board, elicit the stress of the word from SS (super-STI-tion), elicit what part of speech the word (noun)

Pre-vocab activity (5-8 minutes) • To introduce students to new vocabulary

Have students work in groups of three/four to match the vocabulary in 1a) of page 48 to pictures (cut out exercise). Link the feedback with the drilling part of ECDW to do a quick check that they got the right answers. CCQ's: Are these superstitions? Yes. Drill the new vocab (each) and after each drill ask students where the stress is, write the word on the board and have them tell you the stress, if they are unable to do this write it yourself. a black c-A-t, (noun - cat) a shooting st-A-r, (noun - star) a m-I-rror, (noun) salt (no stress - (noun) a l-A-dder, (noun) wood (no stress - noun) a lucky ch-A-rm (lucky - adj, charm - noun) an umr-E-lla (noun) Once SS have said the stress elicit the part of speech for each word. Write these on the side labelled vocabulary.

Vocabulary activity (3-5 minutes) • To have students use the vocabulary learned in a controlled practice.

Give students handout one (British Superstitions) and ask them to fill it out using the new vocabulary learned working alone, they have 3 minutes for this. ICQ's: How long do you have? 3 minutes. Are you working alone? Yes.

Pre-listening activity (7-12 minutes) • To teach students new vocabulary for their listening exercise

Elicit the new vocabulary. The Romans: "Can you think of any empires?" - English, Ottoman, Roman "What do we call people living in Rome?" - Italian, Romans Elicit the stress in the word, The ROmans, what part of speech is it (proper noun). Crops: "What grows on farms?" - Animals, food, vegetables "What do we call the food grown on farms?" -Vegetables, fruits "What do we call those in general?" -Crops Elicit the stress in the word, crops, what part of speech is it (noun). "Is there stress in this word?" No Fertility: "What does it mean when I plant many seeds and they all grow?" -Fertile "What is the noun form of this?" -Fertility "I want to have a baby, before I have a baby I have to have some tests? What kind of tests do I need to have?" - Fertility tests ---SS may not know the word, try writing the word letter by letter on the board before giving them the answer. Elicit the stress of the word, fert-i-lity, what part of speech is it (noun) Good/Evil spirits: "If I died, what would I become?" - Ghost "What else do we call ghosts?" -Spirit "Are all spirits bad?" -No "Are they bad and good?" -Yes. Elicit the stress of the word, sp-i-rits, what part of speech is it (noun)

Listening activity (part 1) (4-6 minutes) • To have students use the new vocabulary learned in the listening exercises

Students will listen for specific information in the listening activity. The first listening they will refer back to the first list of vocab learned (a black cat, a ladder, a mirror, salt) and tick off the ones they hear in the listening. Have this like a bingo game, hand out paper with a box with six sections and have students pick six of the new vocabulary to put in the boxes, those that have all six will shout out bingo. ICQ's: "What do you do when you hear one of your six words?" - Tick it off "What do you do when you have all six?" - Shout BINGO.

Listening Activity (part 2) (4-6 minutes) • Students will listen for vocabulary learned and fill in the blanks where appropriate.

Instruct students to do exercise 1B on the Touch Wood handout, tell students they will listen for specific words from the newly learned vocabulary (indicate to the vocabulary section on the whiteboard). Students will fill in the blanks where appropriate. Have students listen twice if necessary. ICQ's: "What are you putting in the blanks?" - The Romans, crops, fertility etc. "What are you listening for?" - The Romans, crops, fertility etc.

Extra activity (if there's time) (4-7 minutes) • To have students discuss superstitions in their own country (producing from the TL)

Have students work in pairs to discuss of the questions on the bottom of the Touch Wood handout (for 3 minutes), once they have done this ask them to openly discuss this with the class.

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