To provide specific information listening practice using a text about prefix -mis and suffix -ism in the context of misuses of the words
To provide fluency speaking practice in a conversation in the context of misuses of the words and -ism
Procedure (46-73 minutes)
T welcomes the students and then asks them: Have you ever been to a situation that although you understood the topic in a wrong way, you kept talking? Let students think about the situation a bit about the situation and nominate the volunteers one to speak about their story.
Teacher asks the prefix we use before a verb to show something is done wrongly or badly? Nominates some students and writes -mis on the board with some examples.
The teacher says they are going to listen 6 short dialogues but teacher will pause after each dialogues finishes and let students work in pair and re-tell in their own words what it was about.
Teacher wants students to work in pairs and answer the questions that teacher hands out. Teacher monitors the students and takes down the mistakes.Then, nominates some students to answer the questions briefly. Delayed error correction. Praise good language.
Students are going to listen a lecture about two kinds of misuse of words: spoonerisms and malapropisms. Teacher hands out a paper which shows a table and wants students to look at the table and guess the meaning and ask their opinions because they will not probably know the meaning the of the words. Nominates some students to speak about the table.
Teachers wants the students to listen carefully because they don't know the words malapropism and spoonerism and it is in the lecture. While listening they have to complete the table. Peer-checking. Teacher gives the answer key.
Teacher writes four phrases on the board: 1) to the best of my ability: to the best of my mobility 2) civil servant: 3)nuclear power plants 4) a pack of lies Teacher wants the students to find the other mistakes being done. And say 'Find the other mistakes' Students listens and writes. Feedback.
Teacher says that they are going to find what people meant to say. gives HO. Teacher gives an example. Students complete it individually and then peer-checking. After quick feedback, teacher plays the recording and check their answers.
Teacher writes on the word the suffix -ism and writes some example on the board: Americanism( a special feature), realism(a movement), racism( a prejudice),bilingualism(a state). She explains the uses of -ism She suggests more examples from the words and gives handout to check. she wants them to work in pairs and find at least two more -ism and the group and also lets them think about new -ism like Bushism. Feedback. Check understanding. Error correction on the WB.