Anastasiya Anastasiya

Functions: Misunderstanding
B1 level


In this lesson, students are going to learn 7 functions for misunderstanding and use them to role-play the situation connected with misunderstanding in pairs.


No materials added to this plan yet.

Main Aims

  • 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

Subsidiary Aims

  • 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


Warmer/Lead-in (4-5 minutes) • To set lesson context and engage students

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).

Listening for gist (3-5 minutes) • To provide students with a context for further practice and develop listening for general information

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.

Text work (5-5 minutes) • To make students notice the target functions and develop listening for details skills.

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.

Language Clarification (10-10 minutes) • To clarify meaning, form, pronunciation and appropriacy of the target functions.

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).

Speaking preparation stage (2-2 minutes) • To provide an opportunity to generate ideas and choose appropriate language for them

T gives students 2 minutes to come up with the situation connected with dealing with misunderstanding and choose useful functions for it.

Free Practice (8-10 minutes) • To allow students to practice target language and develop fluency

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.

Feedback (1-2 minutes) • To provide feedback on students' production

T asks students to share what situations they role-played in the rooms.

Error Correction (5-5 minutes) • To develop students' accuracy

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.

Web site designed by: Nikue