Hakim Rush Hakim Rush

Copy of Correcting and restating
Upper intermediate level


This lesson will be focusing on listening tasks, where dialogues where people correct there statements are played.The students will listen for gist, before scan listening for details to find the answers to the questions. These things will then be used to creating their own dialogue where they will make statements which they then will correct.


Abc CD Global upper intermediate
Abc TP6 HO 3
Abc TP6 HO 2
Abc TP6 OHP display

Main Aims

  • The students will learn to use phrases which are used in discussions when one has to either restate or correct a previous statement

Subsidiary Aims

  • The students are to develop their listening skills as they skim for overall understanding and read for detail


Lead in- guessing situations (7-9 minutes) • To warm up the students to situations where you would have to correct yourself or someone else

Refer back to previous class- to make mistakes. Question: "have you ever said something that someone misunderstood and then you had to say it one more time a little different?" Elicit from the students the word/phrase "correct yourself". Write on WB. Point out it can be both noun and verb. Four pictures will be shown to the students. On of someone trying to buy a bus ticket, then a couple talking at a cafe, a couple arguing on the car and then someone having a press conference. After showing each picture ask them what they think is happening. Paste them on the WB and divide them in pairs (make sure weaker ones are coupled with stronger) and explain that one of the persons have done a mistake and either corrected himself or was corrected by the other. In the pairs make up a short dialogue.

Listening exercise: Match and understand (10-14 minutes) • To let the students listen for gist and then do a second listening for details

The students will now find out what really happened in the pictures. They will listen to three conversations (CD 1:32-34) and match them to the pictures. Give them HO 1, ask them to fold it under the picture (as to not be confused which task to focus on). As each picture is matched also let them explain what the problem is. Do this as a class. In this way all students can understand the gist before going to task 2. Make sure the strong students do not dominate. Explain task 2. Work in pairs. Listen to the conversations and answer the questions on task 2 in HO 1 As a feedback, Give cutouts to match in order to check their answers together in pairs.

Language focus: corrective language (8-10 minutes) • Students are to learn phrases som can be used in correcting oneself or the other

Students will be tested in their memory, as they are to fill in the gaps of the phrases that the speaker is using. HO 2 is given to the studenst. In pairs they can help each other is filling the gaps .For feedback play the recording one more time. Then display the phrases on OHP Do drill with the students to model the sentences. Point out the pronunciation of the words. Point to the intonation and make them find the stress by drawing on the WB on the OHP displayed sentences.

Speaking practice- using corrective language (8-10 minutes) • Let the students use the phrases they have just learned

In the pairs they are sitting, one is A and other is B. Display the handout on the WB. (TP6 OHP) Demo a conversation with one of the students. Tell them to take turn to be A and B. Give them a little time to think, so do not rush them. Make sure the students are monitored, but carefully corrected as they need to find the flow, although not at the cost of accuracy. If there is more time, then let them change partner.

Conclusion and corrections (3-5 minutes) • The students to get feedback on their performance and get corrections on mistakes made

Review mistakes heard in the conversations. Make sure the phrases are learned properly and that pronunciation is proper.

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