José Antonio Rico García José Antonio Rico García

Copy of Dealing with misunderstandings
B2 level

Description

In this lesson, students will learn expressions and their meaning, learn the form of the expressions by doing a matching exercise and practice pronunciation by listening and drilling. The lesson will continue with three speaking activities where there can use the expressions they learned and end with error correction.

Materials

Abc Vocabulary HO1
Abc Recording
Abc Vocabulary Matching HO
Abc Role card HO7
Abc Complete the missing word HO3
Abc Learn to reformulate HO4
Abc Speaking HO5
Abc Speaking HO6
Watch?v=fk1g1pho7ls?size=16&default=html Video
Abc Vocabulary HO1

Main Aims

  • To provide clarification of language used for dealing with misunderstandings.

Subsidiary Aims

  • To provide accuracy and fluency speaking practice in a conversation and role playing in the context of dealing with misunderstandings.

Procedure

Warmer/Lead-in (3-5 minutes) • To set lesson context and elicit the context from Ss.

- make Ss watch a video on misunderstandings. - make them predict what the lesson is about.

Meaning (6-7 minutes) • To provide meaning of the expressions used in coming tasks and listening.

- elicit when to use the expressions and what their function is - give Ss the HO - drill the phrases

Form (3-5 minutes) • To provide practice on the form of the expressions.

- group Ss. - give instructions " match the numbers and letters to complete the sentences". - give cut-ups - ask Ss to pair check - elicit Ss' answers - drill the phrases

Pronunciation (5-7 minutes) • To provide correct pronunciation and intonation for the Ss.

- play the recording - pause after phrases - ask Ss to focus on repeating the phrases with the same intonation

Useful Language (5-8 minutes) • To highlight and clarify useful language for coming productive tasks.

- give instuctions - give HOs - read the example with the class - make Ss check in pairs - elicit Ss answers - drill the phrases

Reformulate (5-7 minutes) • To highlight and clarify useful language for coming productive tasks.

- give instructions - give HOs - read the example with the class - ask why does the speaker use this phrase (to repeat what they heard in a different way, to check that they understand correctly) - Ss underline the phrases alone - Ss check their answers in pairs - elicit Ss' answers - write the answers on the board

Speaking (7-8 minutes) • To provide an opportunity to practice target productive skills

- regroup Ss - give instructions - give HOs -give Ss 2-3 mins to read through the situation and think about what will they say - Ss role play - monitor to find errors - ask Ss to swap roles - give HO6 - Ss roleplay - if you have time, nominate a pair to perform their conversations for the class

Feedback and Error Correction (3-5 minutes) • To provide feedback on students' production and use of language

- delayed correction

Freer Speaking (optional) (7-8 minutes) • To provide an opportunity to practice target productive skills

- regroup Ss - give one card to each student - ask them to use the phrases - give 2-3 mins for Ss to read the cards - Ss roleplay

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