Ask Ss the following questions: When was the last time a situation in your life didn’t go as planned? How did you solve the situation? Do you think it’s important to stay calm during unexpected situations? Is it okay to get upset sometimes? Demo the answers. They will have 2 min to discuss in pairs while you write the questions on the board. Ask 2 Ss to share their peers' anecdotes at the end.

Gist: Give text handout to Ss. Ask them to read individually and answer the questions at the bottom. Give them 2-3 min. Check answers as a group. Detail: Ask Ss to underline the expressions of acceptance, annoyance, and regret they can identify in the text. Give them 1-2 minutes to work individually. Check answers together.

Give Ss the handout for the discovery task. Ask Ss to decide if the sentences in the table express acceptance, regret, or annoyance. Then, to decide if they are formal, informal or neutral. Give them 3 min to complete this while I write the MFP marker sentences on the board. Check answers together and write them next to the sentence. Cover P in first sentence Stresses: I don’t SEE why NOT Cadence: Goes down towards the end of the sentence Linking: “I” is short and quick, linking between t and s, the t is barely pronounced. Cover P in second sentence Oh, DEAR! I ORDERED grilled CHICKEN, not FISH. Cover MP in third sentence -Does this express acceptance of the situation? (No) -Does it express annoyance at the situation? (Yes) P- Ss may not know the meaning of “nuisance” S- Ask them what they think it means based on the context of the sentence. (Annoying) P- Ss may not know how the word is different from “annoyance” S- Explain this word is more formal and polite /‘Noo-s(ə)ns/ OH, what a NUISANCE Cadence: Either up or down, but not as emphatic as other expressions of annoyance. More polite because of the word “nuisance” which is formal, but still not a formal expression. P- Register is confusing for Ss because of the formality of “nuisance” but neutrality of the expression. S- Ask Ss in what situation they think it is appropriate to use it. Provide examples (you spilled a glass of water on the table in front of your friend’s family) (you stubbed your toe on the corner of the bed). It would be more appropriate for the first situation. Cover MFP in fourth sentence A: There was a power outage in Condesa again. B: For goodness’ sake! -Is this a moderate or emphatic expression? (Emphatic) -Is this more annoyed than desperate or more desperate than annoyed? (More desperate) P- Ss may forget the apostrophe in “goodness’” S- Ask them what they think the meaning of “sake” is (purpose). Ask what kind of word “purpose” is (noun). The noun belongs to “goodness”. Ask them what kind of word “goodness” is (adjective). For GOODNESS’ SAKE Cadence: rising, very emphatic, snappy Linking: all s sounds Cover MP in fifth sentence A: I really wanted the chicken. B: Oh, that’s a pity! CCQ: Can anyone tell me what pity means? (feeling compassion for a person or situation) Intonation is very important in this case. It's easy to sound sarcastic. OH, that's a PITY!

Give Ss the controlled practice handout. Ask them to fill in the blanks with the most accurate expression, though there can be multiple answers. Ask them to check the tone of the conversation to choose the word and select the expression with the most appropriate intonation for the situation. Demo with the first sentence. Ask them to work individually for 3 minutes. ICQ (how long are we working for? In pairs or individually?) Check answers together at the end and write them on the board.

Give Ss the freer practice situations. Ask them to reply to the situation with their own ideas. They will have 3 min to role play the situation with a partner and then I will switch the situation. Ask them to use the expressions they learned whenever possible.

DEC of the freer practice. Write wrong sentences if no errors were heard and praise the good work of Ss