David J. Lyndon David J. Lyndon

Sample for SFM Uni
B1/2 level


This is an integrated skills lesson that seeks to take a language point, (phrases expressing that we don't understand something) and both display it to the students (in a listening and reading exercise) and draw out production from the students (first as a written and then as a spoken exercise)


No materials added to this plan yet.

Main Aims

  • To provide practice of language used for asking for clarification in the context of jobs.

Subsidiary Aims

  • While the lesson needs to integrate listening, writing and reading, my main skills aim is to provide fluency speaking practice in a conversation in the context of jobs, and asking for clarifications using the target language.


Introduction (3-5 minutes) • To introduce the language structure and it's purpose.

Start with the word 'Pardon' on the board. This is a loanword and so gives us a common starting point. I will elicit that we use this when we don't understand something. I will test the student's knowledge by asking for other phrases with the same meaning as pardon. New phrases will go up on the board in a column called 'I don't understand' (1/3rd of the board, on the left). If the ones in the book are not mentioned, I will add them.

Listening (3-5 minutes) • To introduce the language structure in context

Books closed. Explain that we will listen together to the track. Our purpose is listening for detail. I will ask the students to listen for what a 'Job Aptitude Test' is. I will slur the words to get the students using the language. ICQ questions. Do we need to write anything? No. Just listening. Do you think we will get the answer straight away? No.

Reading (5-10 minutes) • To show the target language and responses

Books open: I will have the students work individually. They will need to first underline the expressions that show the speaker doesn't understand. Then, expressions that show the speaker is explaining. Finally expressions that show the speaker does understand. As I see students getting the right answers, I will ask them to add their expressions to the board in two additional columns. In this way we will build complete language structure on the board.

Writing (10-12 minutes) • To practice the accuracy of the punctuation and structure of the target language.

I will ask the students to take a piece of paper. They will need to write on one side the job they would most like in the whole world. Underneath, they need to explain what that job is, using one of the explanation keywords on the board. On the other side of the paper they will need to write one of the phrases to express not understanding, and one of the phrases to express understanding. I will be monitoring for accuracy at this stage.

Speaking (5-10 minutes) • To practice what we have learned

The students then practice the conversation in pairs, whereby one of them reads one side of the paper, and the other reads the other side of the paper. If we have time, I will encourage them to stand up and practice, but putting their paper behind their backs, and only using them if necessary. (Because students are responding to expressions chosen by other people, they should naturally use a variety of expressions as they practice.) I will be monitoring for any mistakes, and will correct these at the end of the session.

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