Getting Acquainted on Campus Lesson #2: What Did You Say? I. Getting ready to teach the lesson A.

General topic of the lesson: Using comics, humor, and collaboration to identify, repeat, and create dialog involving misunderstandings in an introductory school setting. Goals, to: 1. recognize interjections indicating understanding or lack of understanding. 2. request clarification when unable to understand a conversation. 3. respond appropriately to requests for clarification. 4. gain confidence introducing yourself to native speakers. Outcomes - By the end of this lesson, Ss will be able to: 1. categorize interjections that indicate understanding and misunderstanding. 2. discriminate content questions from misunderstandings, as in Sorry, Whatd you say?, What?, Excuse Me? 3. apply interjections and requests for clarification to negotiate meaning during an introduction dialog.

B.

C.

D. Phrases and sentences: 1. Eh? 2. Excuse me? 3. Huh? 4. Oh. 5. Sorry? 6. Uh-huh. 7. What? 8. Whatd you say? E. Materials: 1. HO#1: Krazy Kat 2. HO#2: Interjections 3. HO#3: Misunderstandings 4. HO#4: Storyboard (use in place of computers if not available) 5. Blank notecards (7 per student) 6. (optional) computers with Internet access and printer

II. Teaching the lesson A. Activity 1: Opening (5 Minutes) 1. Read announcements 2. Distribute HO#1: Krazy Kat. 3. Ask: What do you think this comic is about? Why is it funny? Encourage a brief class discussion. 4. Write on the whiteboard: Huh? /h/ 5. Say: This is called an interjection. What do you think it means? 6. Write on the whiteboard: Oh. /o/ 7. Say: What do you think this interjection means? 8. Write the following on the whiteboard: Misunderstanding Understanding Huh? /h/ Oh. /o/ Eh? /ei/ Uh-huh. /-h/ 9. Practice pronunciation with Ss. B. Activity 2: Practice Interjections (10 Minutes) 1. Distribute HO#2: Interjections. 2. Choose 2 Ss to model speaking HO#2: Interjections Step 1. a. After cell 1 ask: Does the man understand? [answer: no] b. After cell 2 ask: Does the man understand this time? [yes] c. After cell 3 ask: Does the woman agree? [yes] 3. Students practice speaking Step 1 in pairs. Change roles. 4. Choose a pair that finishes early to prepare dialog for HO#2 Step 2. Have Ss model performing Step 2. Ask the class for feedback. 5. Ss create original dialog and practice speaking Step 2. Change roles. 6. Optional follow-up activity: have Ss replace Huh? with Eh? C. Activity 3: Misunderstandings (10 Minutes) 1. Distribute HO#3: Misunderstandings. 2. Ask: What is the misunderstanding in this comic? Why is it funny? 3. Write on the whiteboard: Sorry? What? Excuse me? Whatd you say? 4. Say: These are some phrases to express misunderstanding. 5. Practice reduction of Whatd you say? to /wdy sei/ 6. Choose 2 Ss to model speaking HO#3: Misunderstandings Step 1. 7. Students practice speaking HO#3 in pairs. Change roles. 2

8. Say: Now replace the phrases with interjections. Model HO#3 Step 2: a. Ask S to identify a misunderstanding phrase in HO#3. b. Ask S to identify an interjection to replace the phrase. 9. Students practice replacing interjections and speaking HO#3 Step 2 in pairs. Change roles. D. Activity 4: Practice Misunderstandings (10 Minutes) 1. Write a content (wh) question used in greetings on the whiteboard. E.g.: Who is the teacher? 2. Ask Ss: Is this a content question or a yes/no question? [answer: content question] Is it a misunderstanding? [no] 3. Pass out notecards, 7 per student. 4. Instruct Ss to write 5 different content (wh) questions used in greetings, one on each notecard. (See Lesson #1: Hey, Hows it Going?) 5. Write on the whiteboard: understanding misunderstanding 6. Instruct Ss to write these words, one on each of the remaining 2 note cards. 7. Form new pairs. Instruct pairs to combine their notecards into two piles, one with questions, one with cues (understanding/misunderstanding). Note: the question pile has 10 cards, the cues pile has 4 cards. All cards are face-down. 8. Divide partners into A and B. Demonstrate the game using 2 Ss as a model: a. A picks a question card and reads the question. b. B picks a cue card and answers according to the instructions: i. understanding: answer the question. ii. misunderstanding: respond with an interjection or phrase. c. A does the following depending on Bs response: i. misunderstanding: A repeats the question and confirms understanding (Note: this time B should answer.) ii. answer: A removes the card from play and passes the turn. d. B mixes the cue card back into its pile and takes the turn. e. Repeat until all question cards are used

Activity 5: Write a Comic Strip (20 Minutes) 1. Ss use computers with Internet access to visit the web site: http://www.storyboardthat.com (alternatively, distribute HO#4: Storyboard) 2. In pairs, students draw and write an original comic. Ss must: a. write original dialogue b. write at least 2 misunderstandings. c. use at least 1 interjection. 3. Ss share their comics with the class by either: posting on a wall, distributing copies, and/or completing follow-up Activity 6. E. Activity 6: Closing and Follow-up Assignment (5 Minutes) (Note: this assignment may be completed as homework) 1. Partners rehearse the original comic created in Activity 5 and perform it for the class the following session. 2. Ss vote for their favorite comics. Possible categories include: best drawing, best dialog, funniest, best acting, etc. 3. This activity may be extended by having students create additional cells or new scenarios.

HO#1: refer to Activity 1 Step 2 Krazy Kat

Krazy Kat by George Herriman retrieved from: www.comicstriplibrary.org

HO#2: refer to Activity 2 Step 1 Interjections

1. Practice speaking with your partner.

2. Add your own words and practice with your partner.

created at: http://www.storyboardthat.com

HO#3: refer to Activity 3 Step 1

Misunderstandings

1. Practice speaking with your partner.

2. Replace the appropriate phrases with interjections, then practice speaking with your partner.

created at: http://www.storyboardthat.com

HO#4: refer to Activity 5 Step 1

Storyboard

1. Work with a partner to draw an original comic with dialog. 2. Write at least 2 misunderstandings. 3. Use at least 1 interjection.

4. Practice reading with your partner, then perform for the class!