Ss discuss in pairs an awkward social situation they have experienced based on the options provided on the slide. In whole class, a couple of them share their experience.

Ss look at two awkward situations and discuss in pairs how Bella would respond. Then they listen to Bella's conversations and check their predictions. T elicits answers and makes clear that people don't sometimes have to be completely honest in these situations because of politeness purposes. T shows the conversation and functional phrases, which are underlined.

T focuses on the phrases 'I couldn't possibly manage any more' and 'It doesn't matter in the slightest' to clarify meaning with CCQs. Immediately, T drills phrases at word and sentence level, focusing on linkage and word stress. T uses substitution tables for Ss to unconsciously take in the form, which will be later checked with CCQs. After that, T plays the audio for Ss to pay attention to pronunciation features (linkage, stress and intonation). Ss should listen and be able to find these features in the first sentence. T elicits and drills sentence. Then T plays the audio again for the following phrases and drills with Ss. This procedure goes on for all the left sentences. T works on intonation a lot.

Ss practise the conversation in pairs trying to imitate Bella's intonation as much as possible. Then Ss make complete sentences out of given words so that they can get some memory practice prior to production stage.

Ss act out a role-play based on the cards on the slide. They are told to care about intonation and use the phrases studied in the lesson. After they prepare and practise their conversation, they present it in whole class. T praises Ss and corrects mistakes if necessary. Feedback does not only comprise grammar but also attitude, intonation, fluency and some other non-linguistic features such as smile, gestures, eye contact, etc.