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Functional Language - Misunderstandings
Intermediate level


Functional Language in the context of dealing with misunderstandings


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Main Aims

  • To introduce and provide practice of functional language related to dealing with misunderstandings

Subsidiary Aims

  • To provide fluency speaking practice in a role play in the context of dealing with misunderstandings
  • To provide gist listening practice using a text about conversations in the context of dealing with misunderstandings


Warmer/Lead-in (2-4 minutes) • To set lesson context and engage students

Present slide 1 of presentation Elicit what the misunderstandings in the picture are about. Show instructions one by one and read them out too. Put students in breakout rooms for 2 minutes to tell each other about their experiences of misunderstandings.

Exposure (6-8 minutes) • To provide context for the target language through a text or situation

Present slide 2 of the presentation Give instructions: "Listen to 4 conversations", "What is the misunderstanding in each conversation?", "Write your answers in your book" Play audio file "U3 R04" (3 mins) Go through answers calling on students and revealing one by one on slide

Clarification (11-13 minutes) • To clarify the meaning, form and pronunciation of the target language

Present slide 3 of presentation Form - Show gap fill exercise to illustrate form. Give instruction "complete expressions 1-7 using the words in the box.", "you have 2 minutes" OCFB - Call on students for answers and reveal one by one. Meaning - Elicit the meaning of the expressions - "What are these expressions saying?" - Elicit that they are used to clarify what somebody said - when you don't understand what somebody has said Appropriateness - Explain the difference between formal and informal, e.g. "CAN you say that again?" (informal) vs "COULD you repeat the last name?" (formal) and "I didn't CATCH any of that" (formal) vs "I don't GET what you're saying" (informal) Elicit that we would use these expressions when dealing with misunderstandings or asking for clarification Present slide 4 of presentation Pronunciation - Give instructions - "listen to the audio again and pay attention to how they say these expressions from before" (3 mins) Elicit from students that the intonation changes when the expression is in the form of a question by asking - "How does the intonation change when we are asking a question?" - explain that it rises at the end. Drill correct pronunciation of one question and one statement expression.

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

Present slide 5 of presentation Give instruction "Put the underlined words in the correct order to complete B's responses" Give number one as an example. They have 3 minutes. Send students to breakout rooms in pairs to peer check answers (2 mins) OCFB - call on students for answers and reveal the correct ones

Free Practice (13-15 minutes) • To provide students with free practice of the target language

Present slide 6 of presentation Tell them they will work in pairs and role-play the situations - "one student will be student A and the other will be student B", give them 2 minutes to read through the role play. ICQ's - "What does Student A do first?" call reception as a hotel guest. "Then what does student B do?" - Start the conversation as the hotel receptionist ICQ - Demonstrate task by being student A and using a strong student as student B - go through first two steps of role-play. Put students in b/o rooms I pairs and give them 3-5 minutes to perform the role play Present slide 7 of presentation Explain that they will do a different role-play in the same pairs. "Now, Student A becomes Student B, and Student B becomes student A" ICQ - Call on one student and ask if they were student A or student B in the first role-play. Tell them they will be the other now. Give them 2 minutes to read the role-pay Put them in b/o rooms in the same pairs for 3-5 minutes to role play. Present final slide of presentation - "Delayed Error Feedback" Go through any examples of correct or incorrect use of the TL heard during student practice in breakout rooms or in any other stage of the class. Elicit the corrections to incorrect uses and praise correct uses. Go through any general mistakes or good language uses from the class.

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