Julie Fortin Julie Fortin

Copy of Dealing with misunderstandings
Intermediate level


In this lesson students learn how to deal with misunderstandings. At first, some expressions which can be used in these kinds of situations will be taught. Ss will practise what they learn. Then they will learn how to reformulate what they heard during conversations. Some exercise will be done about reformulation. There is a short listening part for learning intonations as well as meanings. Finally ss will play roles and they will be asked to deal with misunderstandings in the conditions given. G/W and P/W will be parts of lesson. Lesson is vocabulary focused but speaking will also be practised.


Abc Finding missing word hand-out
Abc Finding missing word hand-out
Abc Matching hand-out
Abc Finding expresions hand-out
Abc Finding missing word hand-out
Abc Finding missing word hand-out

Main Aims

  • To provide clarification and practice of dealing with misundertandings in the context of dialogues and role-plays.

Subsidiary Aims

  • To provide fluency and accuracy speaking practice in a conversation and role-plays in the context of some dialogues.


Warmer (5-7 minutes) • To enable students remember the subject of misunderstanding. To get them into the topic.

T shows some videos to the classroom after instructing them. T also reads some complicated sentences to students. In the videos conversations are not clear and sentences are complicated. Ss brainstorm about how to react to these kinds of speaking. T asks ' What would you do if someone spoke like that?' questions in order to elicit meanings.

Introduce vocabulary (5-6 minutes) • To elicit and drill phrases which are used in the situations of misunderstanding.

T elicits the phrases from students. T uses CCQ to make sure that phrases are understood. T drills and writes phrases on the board to show.

Introduce context (8-10 minutes) • To practise usage of expressions.

Intonations are practised. T divides ss into groups, gives instructions first and gives hand-out. The task is finding correct expressions for each of the situations. When they didn't hear, understand someone etc. There are headlines and seven expressions. T asks to put expression under the correct headline. Groups check each other. Finally W/C F/B is done.

Practise Expressions (10-11 minutes) • To practise usage of expressions by seeing them in dialogues.

T shows the hand-out to ss and gives instructions. T writes the first example on the board and demonstrates the aim of the exercise clearly. T asks ICQ to ss in order to check if instructions are clear. T asks ss to check their answers in pairs. WC F/B is done. Then ss are asked to work in pairs to continue each of the dialogues. Ss practises the dialogues. Nominates two or three good examples.

Listening (7-8 minutes) • To elicit expressions of reformulation. To listen and understand the intonations

T elicits the word 'reformulation' by giving synonyms and creating dialogues. T gives hand-outs photocopied from the book. Ss are instructed to underline examples of how speaker reformulates what he/she heard. T does ICQ. T asks ss to work in pairs. WC F/B is done. T plays the record of reformulations. Ss listen and repeat what they hear.

Role play (5-6 minutes) • To encourage students to use the expressions they learn in dialogues.

T divides ss into different pairs. Topic of the role play will be shown to ss. T gives the instructions. T does ICQ to make sure that ss understand their roles. They write a short dialogue with their partners. T monitorsand tries to detect errors. T nominates pairs to perform and corrects them if necessary.

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