The teacher projects the students a picture of two neighbors having a dispute. There is also a man who is trying to resolve the dispute. The students look at the picture and discuss it in groups. They try to guess what the dispute is over. The students are supposed to list as many problems as possible. when they are finished, the teacher conducts WC feedback.

Teacher provides a number of paper slips. On each slip, there is a question. Each students will get one slip and walks around the class and finds the student who has the same question. Then they answer the question and explain their answers. Questions are all related to the context of having good or bad neighbors. While the students are talking, the teacher is monitoring and writing notes on wrong production of her students. She corrects the mistakes on the board later, if there are any. When they sit, the teacher conducts feedback.

In this stage the teacher elicits the answer to some of her questions to make the students ready for the softeners she is going to teach. After the students get some ideas about what softeners are, they are requested to go through their first handout and find a completion as the answer to each softener. The students are supposed to do the task with their partners. When they are finished they check their answers with other groups and while they are still busy, the teacher puts the answer sheets backside and tell the students not to touch the paper. When the time is over the students are allowed to get the paper and check their answers.

Listening for gist: the teacher asks the students a question and wants them to listen to the conversation and find the general idea of the part and try to answer to the question. The students discuss their answer in pairs. When the time is over, the teacher conducts WC feedback. Listening for scanning: The teacher gives the second handout to the students and instructs them on the task. She checks their understanding through ICQs. The students listen to the track and in pairs put sentences in order. when they are finished, they check their answers with other pairs. They listen to it another time to check their answers and also defines if Ian is saying the sentences or James. In the end the teacher projects the correct answers.

In this part the students should take a look at the highlighted softeners they have in the first hand out. There are five sentences. They should read them carefully and review them again. Then they are asked to put the highlighted softening expressions in the appropriate place and fill the blanks. after discussing the answers in groups, the students will check the correct answers on the board.

As a last stage, the students are provided with a chance of having a freer practice of producing their own language. They should work in pairs, take the third hand out and play roles of neighbor A or neighbor B. They have a problem and they should try to resolve the dispute. If time allows, the teacher may call one or two groups to act their roles out in front of the class.