Rodrigo Flores Méndez Rodrigo Flores Méndez

Speaking Lesson, misunderstandings and anecdotes
B2 level


In this lesson, students practice speaking fluency in the context of misunderstandings and anecdotes. After a short, personalized lead-in, a brainstorming/content-preparation session follows. Then, useful formulaic expressions are discussed (MFPA) in a language clarification stage. Students are then provided with two speaking tasks in a row. Finally, content feedback and language feedback (DEC) end the lesson.


No materials added to this plan yet.

Main Aims

  • To provide fluency speaking practice in the context of anecdotes and misunderstandings

Subsidiary Aims

  • To provide language clarification for adverbs and adverbials


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

Provide a personal anecdote abour misunderstandings as a teacher model Ask the students to share a similar experience. Present the students with visual aids

Content preparation (6-6 minutes) • To highlight student-generated language relevant to the context and task

In open-class, ask students to brainstorm ideas about situations that cause misunderstandings. Write down their answers on a virtual board. Try to elicit the following: helping people that don't ask for help, imposing, being helpful and people think you want something, giving excuses, blaming others. If time allows, round up the conversation by asking "which misunderstandings are more common?"

Useful Language (6-6 minutes) • To highlight and clarify useful language for coming productive tasks

Provide students with selected fomulaic expressions. For meaning: have students classify the statements in a) introducing an idea b) sequencing c) expressing emotion. Make sure they understand individual phrases by probing briefly. For Form: select three phrases with adverbs or adverbials. Guide students to discover that the highlighted words, phrases in the sentence are adverbs/adverbials. Elicit the type: time and cause in this case. Elicit the placement of adverbials (fronted, in this case) Model sentences: For some reason, I...thought she was my grandmother As soon as I realized she wasn't, I slipped away She was just leaving towards the parking lot when I ran up to her and hugged her For pronunciation: Elicit the sentence stress for the first two sentences. Mark it on the board. Model the sentence. Drill chorally and individually.

Productive Task(s) (18-20 minutes) • To provide an opportunity to practice target productive skills

Have students work in pairs. Student A tells an anecdote about a misunderstanding, while student B listens and reacts to it. (3 min) Students then switch roles. (3 min) Students then switch pairs (3+3min), then switch pairs again. (6 min) OR, if there are not enough students, tell their current partner about another student's anecdote. (3-6 min) Use BOR's.

Feedback and Error Correction (8-8 minutes) • To provide feedback on students' production and use of language

Provide content feedback on the task Use probing q's (which anecdote was the most interesting? which the most embarrasing?) Provide DEC

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