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TP 3 Misunderstandings Tuesday 25.03.2014
B2 level


In this lesson, students learn to practice ways of dealing with misunderstandings. It is a productive lesson ( Speaking) and students will use functional language with the help of receptive skills (reading and listening). During the lesson students will learn several expressions for describing a misunderstanding and they will practice them through listening.


Main Aims

  • To provide fluency speaking practice in conversation and discussion in the context of misunderstanding.

Subsidiary Aims

  • To provide gist listening practice using a text about conversations in the context of misunderstandings


Warmer/Lead-in (7 minutes) • To set lesson context and engage students

T tells a story of misunderstanding and stops in the climax. To encourage Ss to ask follow up questions, T uses her body language and tells Ss to ask her questions if they want to hear the rest of the story. T starts the beginning of the questions if needed and Ss complete the questions. Next, T finishes her story and pairs Ss according to the kind of the chocolates (T will give Ss two kinds of chocolates to motivate them).Ss share their misunderstanding experiences in pairs. Volunteers tell the experience of their friend..According to the suitability of their stories, T elicits the target expressions.

Exposure (10 minutes) • To provide a model of production expected in coming tasks through reading/listening

T projects the picture of the reading text( Pg. 38) and asks Ss; "where does the story take place?" and "what is the problem?" O/C F/B. Next, T gives the hand out and Ss read the text quickly for two minutes. To check the comprehension, T asks CCQ :" How many people were celebrating in the restaurant?","Why were they celebrating?", " Why did Johnny Carson go over?", " Who went to pay the bill?"For 3 minutes Ss discuss in pairs what they think happened next. W/C F/B Later, T wants them open the folded part of the sheet for the continuation of the story, Ss read it quickly and T asks CCQ: " Who actually paid the bill?", " Why did he pay it?"," How much was it?" Was Johnny Carson angry about the misunderstanding?" O/C F/B

Productive Task(s) (8 minutes) • To provide an opportunity to practice target productive skills

Ss open the third part of the sheet and check the words in the box for 1 minute. They retell the story by using these words. G/W .T divides class into two groups and one student from each group will retell the story. W/C F/B

Useful Language (7 minutes) • To highlight and clarify useful language for coming productive tasks

T gives Ss a new HO about the target expressions and vocabulary of stating a misunderstanding.T does the first example to guide Ss. They do the activity alone for 3 minutes and then check in pairs. W/C F/B. Next, pairs discuss the meanings of the words in bold for 2 minutes. While monitoring T encourages them to share their own experiences. W/C F/B ( In F/B T again asks Ss to use these expressions for their own experiences)

Useful Language 2 (8 minutes) • To highlight and clarify useful language for coming productive tasks

T wants Ss listen to the conversations in exercise 3A and elicit what types of misunderstandings they are. W/C F/B. Next, Ss open the folded part of the HO. They listen to the track again and try to answer the following questions about the conversations (3B). Ss check in pairs.W/C F/B (If it is needed T stops the track and Ss elicit the answer from track again )

Productive Task 2 (5 minutes) • To provide an opportunity to practice target productive skills

T divides the class into 3 groups and gives 7 different colour paper-cuts to each group. Ss put the sentences into the correct order with the help of the colours. W/C F/B T opens the track and Ss check their answers.Next, Ss listen to the track and copy the intonation. If there will be additional time T elicits the stresses from the students and write them on the board. W/C repeat the intonation again.

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