Lead-in: 1. T asks each student how they are doing today. 2. Teacher directions: I will send you a link to this Google Slide. In breakout rooms, answer the following question: Can you remember a misunderstanding in your life about a time, person, place, etc? What happened? 3. T models a response to the question: For example, a misunderstanding I once had was about the date that a holiday break ended. I thought we went back to school on Wednesday, but we actually went back to school on Tuesday. I didn't realize that I got the date wrong until I received a call from my coworker that day asking me where I was. I got ready in 5 minutes and was late to work. 4. T sends link to Google Slide. T opens breakout rooms for students to answer the question. T gives students 2-3 minutes to discuss.

1. T plays the audio video for 3.4. T has students discuss: What is the misunderstanding in each conversation? Conversation 1: The woman called the wrong number, so the man was confused about what she was talking about. Conversation 2: The man went to the wrong hotel. Conversation 3: The father thought the show started at 7, but it started at 5 and ended at 7. Conversation 4: The woman had the date wrong when she went to rent a car. 2. T asks students: What are some phrases or sentences used in the conversations that show that there is a misunderstanding? T elicits student responses and writes down correct phrases/sentences that convey misunderstanding.

MFPA: Guided Discovery for Meaning: 1. T displays a slide with the functions and meanings: I didn't catch any of that, You've lost me, Can you say that again?, What exactly do you mean?, I don't get what you're saying, Do you mean to tell me...? 2. Teacher directions: In breakout rooms, match each function with its meaning. You will have 2 minutes. 3. T sends students into breakout rooms for 2 minutes to match the meaning to each function. 4. When students return, T elicits the correct answers for each function. (C, D, A, F, B, E) For each function, T covers MFPA using CCQs. I didn't catch that. Meaning: What is the meaning? (I didn't hear or understand what you said) Is this used to talk about catching something in your hand? (no, it is not literal). Form: Is this a sentence or a phrase? (sentence-idiom) Pronunciation: Give IPA. Ask: Where is the stress? (I, catch, that) Is there linking? (between didn't, catch and any, of) Appropriacy: Is this informal or formal? (informal) Would you use this in writing? (no) You've lost me. Meaning: What is the meaning? (I don't understand; I have become confused by what you are saying). Would you use this if someone can't find you? (no) Form: Is this a sentence or a phrase? (Sentence-explain that it is an idiom, so it isn't meant to be taken literally). Pronunciation: Display IPA. Ask: Where is the stress? (over "you've" and "me"). Is there linking? (No) Appropriacy: Is this formal or informal? (informal-for conversation) Would you use this in writing? (no) Can you say that again? Meaning: What is the meaning? (Can you repeat what you said?) Would you use this if you want the speaker to repeat what they said? (Yes) Form: Is this a sentence or phrase? (sentence) Is this a question or exclamation? (question) Pronunciation: Display IPA. Ask: Where is the stress? (you, say, again) Is there linking? (no) Appropriacy: Is this informal or formal? (informal) Would you use this in writing? (no) What exactly do you mean? Meaning: What is the meaning? (Please explain what you are saying. I don't completely understand). Would you use this if you understood everything the speaker said? (No) Form: Is this a sentence or a phrase? (sentence) Is this a question or an exclamation? (question) Pronunciation: Display IPA. Ask: Where is the stress?(exactly, mean) Is there linking? (do, you) Appropriacy: Formal or informal? (informal) Would you use this in writing? (No) I don't get what you're saying. Meaning: What is the meaning? (I don't understand what you said) Should you use this if you didn't hear what someone said? (no) Form: Is this a sentence or phrase? (sentence) Pronunciation: Show IPA. Ask: Where is the stress? (I, get, saying) Is there linking? (do, you) Appropriacy: Formal or informal? (informal) Would you use this in writing? (no) Do you mean to tell me... Meaning: What is the meaning? Should you use this if you want the speaker to repeat what they said? (no) Form: Is this a sentence or phrase? (phrase) Is this used as a question or exclamation? (it is used as the beginning of a question, it needs to be followed by what the listener thinks the speaker is saying). Pronunciation: Show IPA. Where is the stress? (mean, tell) Is there linking? (Do, you)

Controlled Practice: Teacher Directions: Click on the link to the Google Form in the chat. Read each dialogue. Write the underlined words in the correct order. For example, number 1 says "do say mean to you". What would be the correct way to order the words? (Do you mean to say...) 1. T sends students a link to the Controlled Practice Google Form. On the Google Form, students read each dialogue, and put the underlined words in the correct order for the function. 2. T gives students 3 minutes to complete the controlled practice, and then sends them to breakout rooms to check their responses. 3. When students return from breakout rooms, T reviews the answers with the whole class. Answers: 1. Example: Do you mean to say 2. You've lost me. 3. What exactly do you mean? 4. I don't get what you're saying. 5. I didn't catch any of that. 6. Can you say that again?

1. Show students the Role Play Google Doc. Call on one student to role play the beginning of the first situation as an example. Example: A: Ring Ring B: Reception. How can I help you? A: Hello. Yes, I'm afraid I have a problem. I called 20 minutes ago asking for soap to be sent to my room, but room service sent me some tomato soup instead. B: Do you mean to say you received soup instead or soap? A: Yes. B: I am so sorry. We will send soap right away. What room are you in? A: 223 B: I didn't catch that. Can you say that again. A: Room 223. B. Room 223. We will send it right away. 2. Send students the link to the Google Doc and send students into breakout rooms with two students in each (5-7 minutes). T monitors students conversations during role play. Feedback: 1. T provides feedback and DEC for positive language and errors observed during the lesson, particularly during the freer practice.