By the end of the lesson students will have learnt and practiced 7 functions (I didn’t catch any of that. You’ve lost me. Could you repeat the last name? Can you say that again? What exactly do you mean? I don’t get what you’re saying. Do you mean to tell me…..?) in the context of dealing with misunderstanding
To provide gist listening practice using a short everyday conversations in the context of dealing with misunderstanding
To provide fluency speaking practice in a dialog in the context of dealing with misunderstanding
Procedure (38-44 minutes)
T presents a short story (1 min) about a misunderstanding she had with her husband. The story is accompanied by some pictures on the slides. T then asks ss to share their experience. T nominates 1-2 students and controls the timing (3-4 mins).
T sets a task to listen to four conversations and match the conversations with a problem. T plays the recording once and checks answers in an open class.
T sets a task to listen one more time and fill in the gaps. T checks the instructions with the students using ICQs: Are you going to listen to a new recording? Will you listen and write or just listen? T then checks the answers in an open class.
T goes through the meaning with students by asking if they have any questions about the phrases presented on the slide. Then, T moves to pronunciation and models sentence stress and intonation for students. T asks ss to listen and tell which words are stressed and what kind of intonation we use (rising or falling). T then drills the pronunciation chorally (twice) and individually (nominates 2-3 students). T pays ss attention to the appropriacy of the phrases (neutral).
T gives students 2 minutes to come up with the situation connected with dealing with misunderstanding and choose useful functions for it.
T creates breakout rooms and sets a task to role-play the situations students came up with. T checks the understanding using ICQs: Are you going to work alone or with a partner? What phrases will you use? How much time do you have? T should monitor and collect examples of good and bad language use. If ss finish fast, T may change the pairs.
T asks students to share what situations they role-played in the rooms.
T presents collected examples of good and bad language on the slide. T sets the task to comment if the phrase is correct or incorrect. Ss should correct incorrect examples.