T shows some videos to the classroom after instructing them. T also reads some complicated sentences to students. In the videos conversations are not clear and sentences are complicated. Ss brainstorm about how to react to these kinds of speaking. T asks ' What would you do if someone spoke like that?' questions in order to elicit meanings.

T elicits the phrases from students. T uses CCQ to make sure that phrases are understood. T drills and writes phrases on the board to show.

Intonations are practised. T divides ss into groups, gives instructions first and gives hand-out. The task is finding correct expressions for each of the situations. When they didn't hear, understand someone etc. There are headlines and seven expressions. T asks to put expression under the correct headline. Groups check each other. Finally W/C F/B is done.

T shows the hand-out to ss and gives instructions. T writes the first example on the board and demonstrates the aim of the exercise clearly. T asks ICQ to ss in order to check if instructions are clear. T asks ss to check their answers in pairs. WC F/B is done. Then ss are asked to work in pairs to continue each of the dialogues. Ss practises the dialogues. Nominates two or three good examples.

T elicits the word 'reformulation' by giving synonyms and creating dialogues. T gives hand-outs photocopied from the book. Ss are instructed to underline examples of how speaker reformulates what he/she heard. T does ICQ. T asks ss to work in pairs. WC F/B is done. T plays the record of reformulations. Ss listen and repeat what they hear.

T divides ss into different pairs. Topic of the role play will be shown to ss. T gives the instructions. T does ICQ to make sure that ss understand their roles. They write a short dialogue with their partners. T monitorsand tries to detect errors. T nominates pairs to perform and corrects them if necessary.