Roksolana Kokitko Roksolana Kokitko

Lesson Plan 1 - 9 February 2021
Intermediate level


In this lesson the students will look at ways of apologising and accepting apologies (the target language will be introduced through listening). The lesson will start with a quick warmer (situations when we say sorry) and pictures description. This will be followed by a personalised discussion about apologising. Then the students will listen to the recording (making apologies and responding to apologies expressions) and do a controlled practice task. Finally, there will be a creative thinking activity and some freer practice via a role-play speaking activity.


Main Aims

  • To provide clarification and practice of language used for apologising and accepting apologies in the context of listening to the recording and discussing quotidian situations
  • To provide practice in speaking for fluency in the context of describing pictures and discussing personalised questions

Subsidiary Aims

  • To provide practice in listening for gist in the context of 2 dialogues where people apologise
  • To provide practice in writing in the context of creating a dialogue relating to apologising


Lead-in (5-7 minutes) • To activate students' schemata on the topic, to generate interest

Show the picture of a birthday party. Set the context. Elicit ‘I'm sorry’: (forgot your birthday, I’m sorry). Pair work: think of as many situations as possible when you might say sorry (prompts: you said sth offensive, when you told a joke, but the person’s got offended, you pushed a person accidentally, when you took a person’s bag or belongings accidentally) O/C f/b: nominate students Then elicit the word for the action of saying sorry – to apologise (CCQs, drill, written record)

Pre-listening (7-9 minutes) • To practice speaking for fluency in the context of apologising, to consolidate interest in the topic

Pair work: the students look at the pictures and describe what they can see (focus on how the people feel, too). O/C f/b: nominate the students for their suggestions. Then ask the students to discuss the questions with a partner. O/C f/b: nominate the students.

Pre-teaching vocabulary (3-4 minutes) • To remove potential vocabulary distractions

Pre-teach to accept/reject apologies. Set the context. Elicit the vocabulary. CCQs: if you accept sbd’s apologies, do you feel angry/annoyed with this person? Did you forgive this person? If you reject sbd’s apologies, do you feel angry/annoyed with this person? Positive or negative. Drill. Written record. Personalise – do you often accept or reject apologies?

Listening for gist (3-4 minutes) • To give students practice in listening for gist, to expose students to the target language

The students listen to two short dialogues (reason for the apology and whether the apology is accepted or rejected). O/C f/b: nominate students

Listening for specific information (4-5 minutes) • To give students practice in listening for specific information, to highlight the target language

The students listen again and complete the expressions with one word in each gap. O/C f/b: nominate the students (be ready to replay bits of the recording if necessary). Ask the students to try to infer the meaning of make it up to sbd - explain. Drill.

Clarification of the meaning of the target language (2-3 minutes) • To further consolidate the understanding of the meaning of the target language

Complete the gaps with expressions from the previous exercise (apologising and responding to apologies). O/C f/b: the students annotate the shared screen.

Pre-freer practice activity (4-5 minutes) • To prepare the students for the freer practice, to stimulate creative thinking

Think of two more situations where somebody needs to make an apology. The students write their situations - annotate the slide (be ready to prompt). O/C f/b: the students present their situations

Freer practice (8-10 minutes) • To give the students practice in using target language

Pair work: choose one of the situations, create a dialogue, use expressions (the students type simultaneously in the Google document). Then ask the students to act it out (change roles).

Web site designed by: Nikue