Ceren Ceren

Misunderstandings, TP3
Intermediate level


In this lesson, the students learn and practice how to respond in a conversation to prevent misunderstandings. The lesson starts with leading. At first, Ss learn phrases and they practice with different exercises afterwards. Finally they practice with role-play activity.


Abc Handouts
Abc Whiteboard

Main Aims

  • To provide practice using proper phrases in the context of misunderstandings.

Subsidiary Aims

  • To provide accuracy and fluency with drilling and role-play in the context of misunderstandings.


Stage 1 (Leading) (3-4 minutes) • To get ready ss for the lesson

- T divides the class into four groups and gives the instructions. - T gives the situations to ss and asks them to find proper phrases for the situations. - T tries to elicit correct phrases. If ss cannot find the correct phrases, they will have an idea about the situations for the next stages of the lesson.

Stage 2 (Matching Activity) (5-6 minutes) • To teach expressions

- T gives the instructions and the folded HO's afterwards. - Ss work in pairs to match the expressions and then T gives the answer key and drills the expressions. - Ss match the sentences and Qs. They check in pairs. T elicits the correct answers.

Stage 3 (Add Missing Words) (6-7 minutes) • To provide ss to practice the phrases

- T gives the instructions and then the Ho's. - T reads the example with class. Ss work alone and they check the answers in pairs. - T elicits answers. - Ss work in pairs to think about what A says next in each converstion. T monitors and supports. - Ss read dialogues in pairs. T monitors and nominates good examples to read to class.

Stage 4 (Reformulation Phrases) (3-4 minutes) • To provide ss to find reformulation phrases

-T elicits "reformulation". (T asks about Einstein and writes to the WB "E=mc2", and asks ss, when they come up with "formula", T asks how do you make this vocab as a noun in different version? If ss cannot find "formulation", T gives hints and asks again if you want to rewrite the formulation how do you write?) -T makes the first one as an example and T elicits why speaker uses this phrase. -Ss work alone to underline reformulation phrases. - T elicits the answers.

Stage 5 (Role-play) (9-10 minutes) • To provide ss to use the phrases in role-play activity

- T gives the instructions and then the Ho's. - Ss work in pairs to role-play the situations. - Ss switch roles to role-play. T nominates pairs to perform for class.

Stage 6 (Role-play) (13-14 minutes) • To provide ss to think about new ideas where they can use the phrases

- T gives the instructions and tells the ss to work with different partner. - Student A thinks of a problem and begins the role-lay. When they finished, they swap. - T monitors and notes errors for later correction. - T boards errors and examples of good language monitoring. - Ss work out which are good and bad examples and T corrects them if necessary.

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