During this section, I will ask students to think about a time they had to apologize. I will use prompts like: "What did you apologize for?" "How did the other person react?" I will encourage the students to share their experiences briefly. I will also present key phrases related to apologizing. "I'm sorry for..." "I apologize for..." "Please forgive me." "It was my mistake.”

During this section (gist), I will play the relevant audio clip from the F2F book. I will provide a form with the three questions from exercise 2a. I will then play the audio again and have identify the expressions they've heard. I will either use Google Slides or Google Forms for each set of questions.

During this section (MFP), I will provide the 16 example sentences from exercise 3a and have them identify them as either a. apologizing, b. giving reasons or c. responding. This covers the meaning part of MFP. I will then move on to exercise 3b, which is the form part of the MFP section. This exercise covers whether one is to use a noun, verb+ing, or a clause. I'm sorry (that)... I'm sorry about... I'm sorry for... Due to there not being a pronunciation focus in this lesson, I will then move on to intonation. This portion will focus on why intonation is so important in the context of apologizing as failure to properly intonate can lead to someone being offended and the speaker sounding sarcastic or insincere. I will share several phrases and use extended arrows to show where the proper intonation should be.

During this section, I will share two different examples of people apologizing (one where it is sincere and one where it is insincere) and will include the audio scripts. I will then have the students read out the scripts. I will ask them where they noticed the differences between a sincere apology and an insincere one. I will then play the audio clips and get them to point out the differences between the two in the context of intonation.

For the freer practice section, I will have the students role-play as person giving an apology and person receiving the apology reminding them to use the proper grammar and intonation. I will let the students come up with their own scenarios. In the instance that the students ahve a hard time creating situations to act out, I will have a few ideas ready to help them out. Ideally, we will have enough students to have multiple breakout rooms for them to play out these scenes, but if not, we will do so as a class.

To provide feedback on what was noticed over the course of the class