Kubra Akgun Kubra Akgun

TP 7
B2 Upper-Intermediate level

Description

In this lesson, students will be introduced malapropisms and spoonerisms through listening activities and they will extend their vocabulary through the suffix of "-ism".

Materials

Epzhvj1rcqj4lnswjyr9 picture of semra ozal Picture of Semra Ozal
Abc Global Upper Intermediate Coursebook U2, p. 25
Abc Global Upper Intermediate Class CD (1.26)
Abc Global Upper Intermediate Class CD (1.31)
9u3gamohttqcofrwdlyf filler spoonerisms and malapropisms Filler - Spoonerisms and Malapropisms

Main Aims

  • To give students practice in the listening skill in the context of two kinds of misuse of words: malapropisms and spoonerisms

Subsidiary Aims

  • To get students to extend their vocabulary in the context of the suffix "-ism"

Procedure

Warmer/Lead-in (4-6 minutes) • To set lesson context and engage students

Show picture of Semra Ozal on the w/b. Ask who she is and what did she said in 1990s. Ss recognize her and try to remember her famous statements. Write on the w/b "She said the love maker instead of the law maker." Tell Ss this is malapropism. Drill it. Write its pronunciation on the w/b (/ˈmæl.ə.prɒp.ɪ.zəm/). Elicit form of the word. Write on the w/b "A well-boiled icicle" and correct the phrase as "well-oiled bicycle" Then write on the w/b "Keys and carrots" and ask Ss if they can guess what it is. Ss try to find out "Peas and Carrots". Tell Ss this is spoonerism. Drill it. Write its pronunciation on the w/b (/ˈspu:.nər.ɪ.zəm/). Elicit form of the word.

Pre-Listening (6-8 minutes) • To prepare students for the record and make it accessible

Ask Ss to look at the table in ex 1. Explain they are going to hear a lecture about mallapropisms and spoonerisms. After the Ss read the phrases at the table, play the recording. Ss complete the table. Check the answers in open class. Then ask Ss to close books and explain in their own words the difference.

While-Listening #1 (6-8 minutes) • To provide students with less challenging gist and specific information listening tasks

Books closed. Write the four phrases on the board from ex 2. Play the first part of the recording and stop after "to the best of my mobility". Write this on the board next to "to the best of my ability". Ask Ss to listen carefully and write the other phrases.

While-Listening #2 (8-10 minutes) • To provide students with more challenging listening tasks

Tell Ss to open the book again and look at ex 3. Do the first one as an example. Ss complete the others individually first, then they work in pairs and compare their answers. Play the recording 1.27 and ask Ss to compare their answers.

Post-Listening - Vocabulary (8-10 minutes) • To provide with an opportunity to expand students' vocabulary

Books closed. Write the different -ism words from the box on the board in a jumbled order. Then explain the uses of -ism and ask students to suggest examples from the words on the board. Ss then open their books to check. Ss work in partner and think of at least two more words with -ism. Explain what a Bushism is (a term used for the words or expressions, often a bit confusing or silly, that former US Presdent George W. Bush invented). Ask Ss to suggest an -ism of their own. What kind of -ism is it, from the categories listed in the explanation?

Filler (8-10 minutes) • If time, To provide Ss with an opportunity to expand on what they've learned.

If time, give Ss filler materials on spoonerisms and malapropisms. Ss work in pairs and try to correct phrases or sentences.

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