Reyhan Torlak Reyhan Torlak

Reyhan Torlak, 25/03/14 Misunderstandings
Intermediate level


In this lesson, Students remember the correct form of functional language used while dealing with misunderstandings and learn about how the speaker reformulates what he/she heard. The lesson starts with a lead-in activity which aims to generate interest and introduce a context for the lesson by showing some pictures related to the topic and having a small discussion about them. This is followed by different activities in which students are supposed to match the correct sentences with the correct situations, and find the missing words in conversations. Finally, there is a free role-play speaking activity based on the usage of good language while dealing with misunderstandings.


Abc pictures related to the text
Abc colorful sheets
Abc adhesive substance
Abc cut-ups
Abc the whiteboard
Abc Speakout Intermediate Students' Book
Abc board markers
Abc smart board
Abc answer key
Abc hand-out/dealing with misunderstandings chart
Abc hand-out/sentences and questions about misunderstandings
Abc hand-out/dialogues

Main Aims

  • to provide review and practice based on the functional language used while dealing with misunderstandings through guided activities

Subsidiary Aims

  • to provide free role-play speaking activities to enable students to use the good language about misunderstandings


Stage 1 (4-5 minutes) • -to generate interest and introduce a context for the lesson -to provide the meaning of "misunderstandings" with eliciting

-write a question on the board and give students 20 seconds to read and understand it. -tell them keep this question in their minds -show them some pictures which are related to the topic and tell them look carefully and try to get the idea behind these pictures -give enough time to talk about these pictures with their partners -get feedback by discussing with the whole class -elicit the word "misunderstandings"

Stage 2 (8-9 minutes) • -to enable such an environment that students learn something from each other -to drill sentences and questions to provide students correct pronunciation with the correct intonation

-divide the classroom into four groups by giving them different colors ( yellow,blue,green,red) -tell them come together to work in groups -distribute a hand-out to each group which includes a chart about dealing with misunderstandings and some expressions on it -explain the procedure of an activity -tell them, by taking turns, one of the students from each group runs outside of the classroom, tries to find his/her group color and take one of the sentences or questions with this color, runs back to the classroom,gives it to his/her group and they put the sentence in the correct column, then the next student runs and applies the same procedure.It continues until they have completed the chart. - give them answer key to check their answers -drill sentences and questions with the whole class. - try to give the correct pronunciation with the correct intonation. - don't forget ICQs before beginning the activity -are we going to work alone? -are we going to run outside of the classroom? -are we going to run together or one by one? - are we going to take all the papers or just one? -are we going to write the sentences or stick them?

Stage 3 (5 minutes) • to get students remember the usage of functional language for dealing with misunderstandings - for students to match the cut-ups to make sentences and questions

-give one of the cut-ups to each student randomly -tell them stand up,move around the classroom,talk with their classmates and find the correct halves -tell them sit together with the correct halves (this is a kind of regrouping for the next activity) -guide each pair come to the board and stick the correct matching -do the same activity until all the sentences and questions have been put on the board -ask some questions to the students to enable them to remember the usage of these expressions

Stage 4 (5 minutes) • to provide guided practice for functional language in dialogues -to give students a chance to check their abilities to finf the missing words in functional language

-read the example with class and make sure that they get the idea of the activity -give enough time to find the missing words individually -let them check in pairs -divide the classroom into two for getting feedback (the first part will be group A, and the second part will be group B) -for the first three sentences, students A read the first sentences in dialogues together and loudly and then students B read the following sentences in the same way with giving the missing words. -swap the roles for the last three sentences, and do the same procedure for the rest of the answers.

Stage 5 (6 minutes) • to give students a chance to extend the given dialogues and to check their abilities to produce something.

-give a hand-out to each pair which includes three short dialogues on it. -tell students read the dialogues and think about what A says next in each conversation. -monitor and support them with vocabulary. -when they are done, students practice dialogues. -teacher nominates good examples to read to class -nominate some students to read out just their extensions to the conversations. other students listen and guess which conversation it is.

Stage 6 (4-5 minutes) • to elicit the word "reformulation" by asking CCQs to enable students to understand the function of reformulations in the sentences

-read the example with class and ask them some CCQs to elicit the meaning of "reformulate" -Why does the speaker use this phrase? -does the speaker want to repeat the same thing in a different way? - does the speaker want to check that people understand correctly? -tell them he/she reformulates what he/she heard. -drill the word with the whole class -write it on the board to help them to make a connection between the pronunciation and spelling of the word -give them enough time to complete the activity. -let them check in pairs and give feedback.

Stage 7 (13-15 minutes) • to help students to produce a dialogue based on the given problems with using functional language

-pre-teaching "complaint" can be helpful (if it is necessary) -tell them work in pairs with the student next to them -to help them to get the idea of the activity, read instructions together for the first role-play activity -after reading the instructions, ask some CCQs to make sure that they understand the problem. / where are you? / do you have any problem? / What is it? / what do you want to do? / are you going to tell something positive or negative? -use the flow charts to help and get them understand -give them time to work together to role-play situation in ex. 6A. -monitor and support -Students switch their roles and use the situation on page 162. -monitor and nominate pairs with good language to perform to class -enable them to work with different partners to produce their original role-play -tell them think about a problem and offer a solution for it and begin a role-play. -when they finished,they swap. -monitor and take some notes about the good and bad language she heard. -give feedback

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