TP - 05 Sorry to interrupt
Upper-intermediate level


In this lesson, students will learn about polite ways of asking for permission to interrupt and refusing permission. In this lesson, the correct pronunciation and intonation for such situations will also be approached.


No materials added to this plan yet.

Main Aims

  • To provide Ss with clarification and speaking practice of funtional language - for fluency- for doing polite interruptions in the context of a conversation between collegues

Subsidiary Aims

  • To provide gist and detailed listening practice using a text about polite interruptions, in the context of a conversation between collegues
  • To provide fluency speaking practice in a roleplay in the context of daily conversations where you need to interrupt someone


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

I start the lesson by showing Ss some pictures using the OHP, I ask some questions to set the context of an open plan office. Ask the students the advantages and disadvantages of working in an open plan office. What type of workplace is this? What are the differences between these two pictures? **Elicit open-plan office*** T asks the advantages and disadvantages of the open-plan office. Ss discuss it in pairs. Get feedback from some ss Link to the context using interruptions as a disadvantage.

Exposure (8-10 minutes) • To provide context for the target language through a text or situation

Using the OHP, I'll clarify four words that may cause confusion to some students. IT department, accountant, figures and colleague. CCQs What do we call the people we work together with? (Colleagues) In the office, if you have a problem with your computer who should you call? (IT department) Who has the records of money received, paid, and owned by a company? (Accountant) What do we call these records? These are like the company statistics... (Figures) The Ss will be introduced to the language watching a video with five short conversations. For the first exercise, ss will have to match the relationship of five people with Judy. Listening for gist. Check in pairs. T gives quick feedback In the second exercise ss will listen for detailed information. Why does each person want to speak with Judy? Check in pairs. Whole class feedback

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

The Ss do a matching exercise in groups (3 or 4) focusing on the target language. Ss mingle with the other groups to check their answers. Then, elicit to the ss what sentences sound more polite and how intonation is an important part of being polite. Give answer key.

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

The Ss will be given a handout with two exercises that co-relate to each other. First, the students will have to correct previously seen sentences. Ss check in pairs. After, they will have to use this sentences and other sentences in brackets to fill the gaps. Ss check in pairs and after it, ss come to the board.

Free Practice (8-10 minutes) • To provide students with free practice of the target language

The Ss will be divided into two groups A and B. They will be given two different conversations. In pairs, the Ss have to decide from which conversation should be more polite or neutral and re-write then according to it. The students will be given 2 minutes (max) to re-write it. Then, a person from group A will role-play with someone from group B and they have to guess if the conversation is polite or neutral. As feedback, the Ss can roleplay their conversation in front of the whole class.

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