Ali Farbod Ali Farbod

In other words...
intermediate (B2) level


In this session students are to learn what a misunderstanding is and how to deal with one if occurred. after a brief warm up by the teacher, students will read a short text describing a misunderstanding, try to make assumptions before hearing the punchline, and try to rephrase the conversation. That will be followed by a sentence completion activity, with the aim of more STT and more clarification on misunderstandings, which will be done in GW followed by WC and PW. a listening activity to elicit possible problems in understanding will follow that stage and at the end, answer questions based on the listening.


Abc reading hand out page 38
Abc reading hand out p. 160 1B
Abc reading picture handout p.38 1A
Abc listening handout
Abc matching cut outs
Abc salad pictures
Abc words and phrases list 1C p.38
Abc word and phrase matching key
Abc complete expressions 3c

Main Aims

  • By the end of the session, the students will have practiced speaking, mostly in identifying misunderstandings and finding ways to clarify them with both accuracy and fluency targeted.

Subsidiary Aims

  • they will also have put effort in gist- listening and trying to identify misunderstandings and find ways to be more clear


warm up • to lead the students in and get them familiar with the concept of misunderstanding

Teacher tells a short story of how there was a misunderstanding in a restaurant where he had gone earlier. the main concentration will be to build up an atmosphere in which the student completely feel the concept of misunderstanding. in this pat STT will be minimal as they have no idea what the story is or where its leading them. Through out the story, two images of salads will be used as visual aids as to better convey the misunderstanding of "super salad" and "soup or salad". Ss will be encouraged to ask follow up questions with sentences like "do you think it was my mistake or hers?" " was there any other way she could have said it?" "how do you think I should have reacted?" . The Ss will then be paired up to share their similar experiences with their partners. nominated students will share their partner's experience with the class.

pre -reading task • students form an idea as to what the reading is going to be about

the picture related to the reading will be projected on the board. Ss will make an attempt to guess what the picture is about and where it might be leading them. 4 Four CCQs will be asked here. 1- where do you think this is? 2- what is the man holding in his hand? 3- How do you think he feels? (confused will be the desired answer) 4- what do you think the problem is?

gist- reading task • to understand the gist of the reading and be able to make predictions based upon it

The students will be paired up based on their sitting positions.Students will be asked to try and figure out what might possibly happen afterwards. A handout containing the reading will be distributed between the students. they will work alone, spending approx. 2mins for reading the text, after which in their designated pairs they will make predictions as to what might happen next. consequently , four CCQs will be asked: 1- how many people were celebrating in the restaurant? 2- why were they celebrating? 3- why did Johnny Carson go over? 4- who went to pay the bill? Ss will be nominated to share their predictions with the class to elicit feedback.

continuation of story • to check Ss predictions

instructions will be given to the students to check their predictions in the reading. Four CCQs will be asked in this stage: 1- Who actually paid the bill? 2- Why did he pay it? 3- How much was it? 4- Was Johnny Carson angry about the misunderstanding?

story retell • STT, paraphrasing

The students will be asked to go through the text again, this time retell the story in their own words using the phrases given to them. an example will be done by the teacher using the first two phrases. TWO ICQs will be asked here: 1- are we repeating the exact same words? 2- what will we use in our story? A hand out will be given to the students containing the phrases they are to use when rephrasing the story. They will check any phrase they use and then move on to the next one. this will be the main aim of the lesson so a little longer period of time spent here if needed will not hurt. the teacher will then nominate stronger Ss to retell the story to the whole class.

vocabulary teaching • familiarizing Ss with post- misunderstanding language

A re-arrangement will take place to re- pair the Ss, this time based on their sleeping time. Ss are instructed to match sentences with possible answers. The first example which is done by the book and also the second one will be done by the teacher as examples.Two ISQs will be asked: 1- how many sentences are we matching? 2- what are we trying to find? cut outs will be given to Ss to match, this will be done alone. they will then check their answers in pairs and after doing so a WC feed back will be performed to check the final answers.

vocabulary meaning check • to fixate the vocabulary taught

In the designated pairs, Ss will be given instructions to discuss the meaning of the words in bold. No specific ICQs needed as its a straight forward task. first one done by the teacher as an example and then Ss start talking about the meanings in their pairs. a WC FB will be taken to check S answers. The definitions will be elicited from the Ss and nominated Ss will share similar experiences. If STT increases, no need to cut them early. if not, a short time dedicated to sharing experiences.

pre- listening task • prepare the students for the listening and introduce the key vocabulary

T starts a conversation about telephone calls and how how it might be more difficult to understand words over the telephone. this will happen iin a WC activity and will have 3 CCQs. 1- do you think its harder sometimes to understand people on the phone? 3- have you ever had such a problem? 3- what do we usually mistake over the phone? answers are elicited from the Ss. T introduces three vocabularies: reservation, booked, car rental company. A brief FB on the vocab will be taken.

listening task • to improve gist- listening with target misunderstanding key words

The class is divided into three groups. T instructs the students to listen to four conversations and try to figure out what kind of misunderstandings took place in each. Two ICQ questions will be asked: 1- how many conversations are we listening to? 2- what are we looking for? Ss should also be told that they will once again listen to the track so there is no need to worry about every single word. After the listening the Ss will be asked to see if they figured out what types of misunderstandings took place in WC form. the hand outs for the listening part will be distributed at this stage and Ss will be instructed to answer the questions. no ICQs needed in this part.. Ss are to answer the questions and check in their groups. WC feedback is taken and the answers are elicited from the students.

expression completion (if time allows) 3C • fixating vocabulary

teacher starts with giving the instructions. students should match the words in the box with the sentences below. Two ICQs will be asked: 1- are we going to add words of our own? 2- are we doing it alone? the first one will be done by the teacher and the students will have GW to answer the rest. WC feed back elicited at the end and the teacher checks the answers of the students.

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