ayoub ayoub

Teaching practice 4
Upper Intermediate level


In this lesson, students will get the chance to work more on their listening skills. They will listen to people making mistakes and try to identify and correct those mistakes. They will also become familiar with the two words malapropism and spoonerism and will learn that even native speakers make mistakes when speaking. In the second stage of the lesson, students will listen to some examples and will learn some new vocabulary items such as nuclear power plants and civil servant. In the last stage, students will in, groups, create their own malapropisms and spoonerisms and share them with the rest of the class. The group which finds out more correct version of the sentences presented by the other groups wins. For my back up plan, I am intending to use some vocabulary extension to teach students some words that end with ism.


Abc Listening exercise
Abc Listening exercise
Abc categorization

Main Aims

  • My aim is to enhance students' listening skills.

Subsidiary Aims

  • My aim is to teach students vocabulary items that are usually identified with malapropism and spoonerism.


Lead-in (5-7 minutes) • To do some warm up and give students an idea about what will happen after.

Teacher reads some sentences that have mistakes out loud. Students are asked to identify the mistake and write it down. After they identify the mistakes, they check with their partners. Teacher then elicits the wrong words and write them on the board.

Listening for the general theme of the lesson (8-10 minutes) • To get students to closely look at the meaning of the two words; malapropism and spoonism.

Teacher tells students that they are going to listen to an audio and explains what they need to do. Students listen and tick the the correct boxes for each type of mistake. After they are done, teacher asks them to check with their partners then gives them the answer key.

Listening for examples and teaching vocabulary (8-10 minutes) • The aim is to get students to listen examples and correct them. Another aim is to teach them some vocabulary items (e.g., civil servant)

Students listen to the audio one more time and try to correct the mistakes people in the audio made. The teacher ask them to check with their partners and gets their feedback. He then elicits some vocabulary items, explains their meaning and does some drilling.

Practice more listening (8-10 minutes) • Get students to practice more listening

Teacher chest explains exercise 3 and ask students to work in pairs. After they finish, students check with their partners and listen to the audio to check if their answers are correct. Teacher gets feedback and moves to the next stage.

Personalization (6-8 minutes) • To urge students to produce their own examples.

Teacher splits students into 3 groups and ask them to come up with their own examples where words have similar sounds or where their sounds are mixed up. After they write them, they have to share them with the rest of the class and the first group to sat the correct version of the sentence gets one point. The group which gets more points wins.

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