Provide a personal anecdote abour misunderstandings as a teacher model Ask the students to share a similar experience. Present the students with visual aids

In open-class, ask students to brainstorm ideas about situations that cause misunderstandings. Write down their answers on a virtual board. Try to elicit the following: helping people that don't ask for help, imposing, being helpful and people think you want something, giving excuses, blaming others. If time allows, round up the conversation by asking "which misunderstandings are more common?"

Provide students with selected fomulaic expressions. For meaning: have students classify the statements in a) introducing an idea b) sequencing c) expressing emotion. Make sure they understand individual phrases by probing briefly. For Form: select three phrases with adverbs or adverbials. Guide students to discover that the highlighted words, phrases in the sentence are adverbs/adverbials. Elicit the type: time and cause in this case. Elicit the placement of adverbials (fronted, in this case) Model sentences: For some reason, I...thought she was my grandmother As soon as I realized she wasn't, I slipped away She was just leaving towards the parking lot when I ran up to her and hugged her For pronunciation: Elicit the sentence stress for the first two sentences. Mark it on the board. Model the sentence. Drill chorally and individually.

Have students work in pairs. Student A tells an anecdote about a misunderstanding, while student B listens and reacts to it. (3 min) Students then switch roles. (3 min) Students then switch pairs (3+3min), then switch pairs again. (6 min) OR, if there are not enough students, tell their current partner about another student's anecdote. (3-6 min) Use BOR's.

Provide content feedback on the task Use probing q's (which anecdote was the most interesting? which the most embarrasing?) Provide DEC