This lesson plan is for an intermediate English class focusing on dealing with misunderstandings. It includes activities to introduce phrases used to show misunderstanding, reformulate messages, and develop speaking skills. The plan has a warm-up activity analyzing expressions used in misunderstandings. A presentation video shows cross-cultural misunderstandings. Development activities practice reformulating messages and linking words in connected speech. For closure, students do a role-play using phrases for misunderstandings learned. The plan aims to help learners communicate about and resolve misunderstandings.
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http://sandymillin.wordpress.com/iateflwebinar2024
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Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
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The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
1. I.S.F.D LENGUAS VIVAS BARILOCHE –
PRÁCTICA DOCENTE III
ENTREGA DE PLANIFICACIÓN
ALUMNO PRACTICANTE: Viñolo, Bárbara
Institución educativa: ISG St George Institute
Año y sección: Teens 4
Nivel lingüístico del curso: Intermediate
Cantidad de alumnos: 13
Tipo de Planificación: Clase
Unidad Temática: Future
Clase Nº: 6
Duración de la clase: 90 minutos
Fecha de la clase: 14th September
Fecha de entrega de la planificación: 9th September
Learning Aims
During this lesson, learners will be able to…
Reflect on misunderstanding through cultural background.
Introduce the use of phrases to deal with misunderstanding through a context.
Learn how to explain themselves through reformulating the message given (with
the use of reformulation features).
Develop speaking and language skills through collaborative tasks.
Develop pronunciation features through listening and production activities.
Language Focus
LEXIS FUNCTIONS STRUCTURE
R
E
V
Phrases to show
misunderstanding: wrong
number, got the date wrong,
wrong address, we thought,
a different (person / place),
with the same name, didn´t
recognize / realise, etc.
Dealing with
misunderstanding.
Past Tense + phrases to
share misunderstanding:
It was a wrong
number
she didn´t
recognize / realise.
It was a different
Peter Smith.
We thought…
2. I´d got the wrong
address.
N
E
W
Phrases to reformulate a
message given: so, you´re
saying / didn´t you say…. /
what you mean is…. / do you
mean to tell me… , etc.
--------------------------------- -------------------------------
Materials
Computer and projector (in the classroom).
Speakers.
Student´s computer (as half of the group will attend to the lesson online)
Student´s academic material: Speak Out Intermediate – Student´s Book.
Procedures
ROUTINE
For the English lessons, students receive and send activities through a Whatsapp group. I
will send them the link for the videocall meeting through a private Whatsapp group the
institution shares with the students as well as with their parents. Moreover, the lesson plan
will be uploaded to a webpage called “Educabot” which the institution chose as a campus
for their students.
ROUTINE (5 minutes)
Purpose: To get students be ready to start the lesson.
I will greet students and ask them how they are today. While the teacher listens to
students´ comments, she will ask each of them to take a seat. As the teacher listens to
them, she will prepare her computer to connect online with the other half of students.
Transition comment to link each stage of the lesson with the next one: Hello
everybody! Let´s start the lesson by checking the topic of Thursday´s lesson… Are you
ready?
3. WARM- UP (5 - 10 minutes)
To introduce the lesson, I will ask students to see a short video: Explaining a
misunderstanding – 19 – English at Work helps you explain a mix-up - YouTube. Then,
I will ask them to work in groups and classify the expressions according to their purposes:
clarifying one´s point of view, asking for clarification or expressing that you don´t
understand. Also, I will invite students to give an example by using any of the phrases
given.
To develop this activity, I will show students the activity through the following link: BEB
3 Misunderstanding - Categorize (wordwall.net)
Transition comment to link each stage of the lesson with the next one: Well done!
Now let´s see how misunderstanding can be placed in different situations…
PRESENT ATI O N (10 minutes)
Purpose: To introduce the topic.
To introduce the lesson, I will invite students to see a short video where misunderstanding
is presented in a daily situation: meeting your girlfriend / wife or friend´s family and its
culture. Link of the video: Cultural Misunderstanding - English ESL video lesson
(islcollective.com)
Then, I will ask students to reflect on these questions:
What cross – cultural differences / misunderstandings are shown in the video?
How the people from the clip video react to these issues?
Why did these misunderstandings happen?
What would you do in this situation? Why?
Scaffolding strategies: Visual support (video clip) to understand the situation presented
to reflect on the knowledge learned in previous lessons, reflective questions in order to
foster student´s critical thinking and make a bridge between similarities / differences in
cultural issues.
4. Transition comment to link each stage of the lesson with the next one: Great job!
Misunderstanding can be seen every day, so how do we make other people to realize we
don´t understand what they´re saying!
DEVELOP M ENT (PRACTI CE and PRODUCTI ON)
Activity # 1 (15 minutes)
I will ask students to put the underlined words from each sentence in the correct order to
complete B´s responses and using capital letter where necessary.
Then, I will ask students to continue the dialogues by thinking of how each situation can
be continued and finished by using their own creativity.
Scaffolding strategies: Visual support (video clip) to understand the situation presented
to reflect on the knowledge learned in previous lessons, reflective questions in order to
foster student´s critical thinking and make a bridge between similarities / differences in
cultural issues.
Transition comment to link each stage of the lesson with the next one: Great job!
Misunderstanding can be seen every day, so how do we make other people to realize we
don´t understand what they´re saying!
5. Activity # 2 (15 minutes)
In this activity, I will ask students to read the extracts from an audio (listened in the
previous lesson) and find examples of how the speaker reformulates what he / she heard
to clarify what is been said to him / her.
Then, I will invite students to work on pronunciation features: linking in connected
speech. I will ask them to pay attention to how the words are linked in connected speech
and practise them orally.
Scaffolding strategies: Make students work their listening skills through an audio, make
use of gestures / pronunciation features to help students to gain knowledge about
connected speech and how words intonation can change.
Transition comment to link each stage of the lesson with the next one: Great work
everybody! Now, it´s time for a last activity in which you have to use all that you´ve
learned so far… This is our last step of the lesson.
CLOSURE (15 – 20 minutes)
Purpose: Final task in which students will have to use all their knowledge by developing
a role- play with guidelines. With this activity, I will encourage students to play and
recognize how misunderstanding phrases are structured and how they can be used in a
daily context.
I will give students a set of cards, like the ones shown here and I will divide them in pairs
to play the game. Each pair will have one of these situations´ worksheets. Then I will
6. explain the game by giving students some examples by using the worksheets´
conversations.
The game will consist of: I will give each student one card (1A or 1B). Then, I will give
them some minutes to check what they have to do and think of how to develop the activity.
Then, I will help them to remain language phrases to deal with misunderstanding learned
on previous lessons by writing them on the board. When they are ready, I will invite them
to role-play the situations given. If we have time, I will ask them to repeat the game´s
procedure with other situations (cards 2A and 2B).
During this activity, I will monitor and help students whether necessary.
7. Scaffolding strategies: Visual support (worksheets with situational backgrounds), use a
copy of the worksheets to exemplify the rules of the game.
Transition comment to link each stage of the lesson with the next one: Wow! You
work very hard today… great job! We come to the end of this lesson! See you next class!
To be completed by your tutor:
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Needs
improvement
1
Visual
organization
x
Coherence
and
sequencing
x
Variety of
resources
x
Stages and
activities
x
Scaffolding
strategies
x
Language
accuracy
x
Observations Nice lesson! You are working which interculturality, which is really
interesting and enriching! Good for you!
