Show Slide 1 with the lesson title “Oh, that was awkward”. Show Slide 2 with the image of the woman on public transport with a man asleep on her shoulder. Give students 30 seconds to look at the picture silently. Ask short questions, nominating different students for each: Where are they? What do you think happened? Do you think they know each other? How does the woman feel? What about the other passengers? Do they care? Move to the topic: Would you consider this an awkward situation? Has something similar happened to you? (1–2 quick responses only)

Gist Activity. Show slides with an image and short thought text describing an awkward situation. Give instructions: “You will see three different situations. Look quickly and decide: What is the problem?" “You have 30 seconds for each picture.” Students look individually and write in a paper. Conduct quick open-class feedback, nominating a different student for each scenario. Specific information activity Keep the scenarios visible on slides. Give instructions: “Now read the situations again and listen to Bella. Match each response to the correct situation." “Do this alone first, then check with a partner.” Give them time in breakout room so they can check their answers. Answers: a2, b4, c1, d3. Conduct open-class feedback, nominating different students for each match.

Target Phrases: No really, I’m fine, thank you. (polite refusal) Don’t worry, it doesn’t matter in the slightest. (reassurance) Let me see, when was it? (stalling for thinking time) Unfortunately, it brings me out in a rash. (giving a reason for refusal) Show the table with the phrases and the purposes. Ask students to put the purpose with the correct phrase. Now explain students intonation matters. Give some examples with different intonations. Ask students to listen to the audio and decide if the intonation is polite or impolite. Give students time to check their answers. CCQs: No really, I’m fine, thank you: Are you accepting or refusing? (Refusing) Is it polite? (Yes) Don’t worry…: Is the problem big or small? (Small) Are you making someone feel better? (Yes) Let me see…: Are you answering immediately? (No) Are you taking time to think? (Yes) Unfortunately…: Is this good news or bad news? (Bad) Are you giving a reason? (Yes)

Ask students to work by pairs. Read the situations and choose a polite answer to the situation. You are at a friend’s house, and they offer you another piece of cake, but you’ve already eaten too much. You knock over someone’s bag accidentally in a café. A classmate asks when you last went on holiday, but you don’t remember right away. Your colleague offers you a snack, but it contains something you’re allergic to. Your friend lends you a book, and you spill a little coffee on it. You meet someone you should remember, but you can’t recall their name.

Ask students to work by pairs and choose one situation to create a short dialogue where they include the target language. You are at a friend’s house, and they offer you another piece of cake, but you’ve already eaten too much. You knock over someone’s bag accidentally in a café. A classmate asks when you last went on holiday, but you don’t remember right away. Your colleague offers you a snack, but it contains something you’re allergic to.

Conduct feedback by writing some examples of learner's production. Let them identify correct and incorrect sentences. Guide learners to correct the sentences by themselves.