To set context for students, I will show some pictures of mishaps and ask them how would they call this kind of events. This will only be a brief introduction in order to save time for preparation stages, speaking tasks and feedback.

To prepare students for the content of the lesson, I will present specific situations which describe mishaps and ask students to separate them into two categories: "unfortunate" and "seriously bad". This will add more context and help students involve in the lesson. Mishaps You get lost. You trip and fall over. You spill paint on your clothes. You oversleep and miss your train. You lose your keys and lock yourself out. You drop something valuable and break it. You get stuck in traffic and miss an appointment. You borrow something without asking and damage it.

To prepare students for the speaking task, the teacher will clarify MFP of target language using marker sentences. Past Simple “I saw a good film last night.” Pronoun + Verb (Past Simple) + … Past Continuous “I was watching TV at eight o’clock.” Pronoun + Was/Were + Verb (Present Participle; “Ing” Form) + … Interrupted Past Continuous “I was watching TV when the phone rang.” Pronoun + Was/Were + Verb (Present Participle; “Ing” Form) + When + … + Verb (Past Simple)

Students will work in pairs and tell each other stories of mishaps which happened to them or to someone they know. The objective is for them to answer some basic questions about their story using the language that was clarified on the previous stage. Think about a mishap which happened to you or someone you know. Share the story with your partner and answer the following questions using Past Simple and Past Continuous (or Interrupted Past Continuous). What happened? When did this happen? What were you doing at the time? Where were you at the time? How did you feel?

The teacher will conduct feedback on the previous speaking task and correct some of the mistakes identified while monitoring this activity.