Teaching Practice 4b
Upper Intermediate level
To give Ss practice in listening for specific information and detail in the context of malapropism and spoonerism
To introduce related vocabulary with the suffix -ism.
Procedure (35-45 minutes)
I'll start the class by writing the new two words on the board (malapropism - spoonerism) and ask them to predict the meaning by giving them CCQs e.g. Malapropism Are pants and plants sound similar? Yes Is the difference in meaning between pants and plants? Yes Spoonerism Wave the sails or (save the whales) Fighting a liar or (lighting a fire) Our queer old Dean or (our dear old queen)
I'll give Ss handouts and ask them to listen to track 26 and tick the correct boxes for each type of mistake. Then , Ss check their answers in open class on the board. Ss explain in their own words the difference between the two words.
I'll write on the board: e.g to the best of my ability Then, I'll play again the listening and stop after to the best of ability. Ss will the next expressions: e.g to the best of my ability # to the best of mobility civil servant # civil serpent nuclear power plants # nuclear power pants a pack of lies # a lack of pies Ss will check their answers in pairs.
I'll start this stage by asking the Ss to change their partner. Next, I'll show them an example on ex 3 and ask them to do the same. Ss will work in pairs on this exercise. Then, in ex 4, they will listen to track 27 and check their answers.
I'll show them new vocabulary with the suffix -ism and elicit from them what is common among these words. Then, I'll ask them why we use these words After that, Ss will listen to the pronunciation of some of these words and drill chorally and individually focusing on the stress. Then, Ss work in 2 groups on matching the cut-ups. Once they finish, they'll put their work on the board. Ss will come up with two new words with -ism.
if we still have some time, I'll ask Ss to work in pairs on workbook p.11