To provide clarification and practice of language used for apologizing.
Upper-intermediate level


In this lesson, students will practise language used for apologising. The lesson will commence with a short video through which they will have to discuss with their partners what the lesson´s topic will be. Following this, they will receive a true/ false exercise to ensure that they are exposed to the TL (apologies). This will be followed by MAFP analysis, individual controlled practise and finally, an opportunity to discuss with their peers through a speaking activity.


Abc Upper-Intermediate F2F, p.70-71
Abc Own materials (Google slides/ Forms/ Document)

Main Aims

  • To provide suitable language to enable one to apologise.

Subsidiary Aims

  • To provide practice and clarification as to how students can apologise through activities that helps them to practise their receptive and oral skills.


Warmer/Lead-in (3-4 minutes) • To set lesson context and engage students

Group discussion: ´Have you ever apologised for something that you weren´t truly sorry about?´ Students will discuss in breakout rooms or main room (depending on student numbers). ICQ: Are we discussing about a fake apology? Yes. https://www.youtube.com/watch?v=wx4_3NTEh8w

Exposure (6-8 minutes) • To provide context for the target language through a text or situation

Exercise from P.70 2a: Students will listen to the audio and complete Google Form with true/ false statements. Students will complete this activity individually. This will be followed by peer-checking in breakout rooms followed by an answer key which will be shared and OCFB. Instruction: “Listen to the audio and decide whether the statements are True or False. You will be doing this individually.” ICQ: Will we being completing this individually or collectively? Individually. DEMO TASK (if necessary)

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

Meaning – Marker sentences on the screen and students will answer CCQS. >Collectively. CCQ: - - - Form – fill in correct rule option? (based on p.70 3b) >Collectively. Pronunciation – How are these words pronounced? 1) Model the word 2) Eliciting questions >How many syllables? Where is the word stress? 3) Individual drilling Appropriacy - eliciting questions to students: -Is this sentence formal or informal? -Polite or impolite? -Speech or writing?

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

A fill in the blank exercise. (p.71 4a) via Google forms. Instruction: “Add the option to complete the sentence” Students do this individually and then check in pairs via breakout room. Followed by answer key & OCFB. ICQ: Are we doing this in pairs or individually? Individually. Are we filling in the blank? Yes. DEMO TASK

Freer Practice (8-10 minutes) • To provide an opportunity to practise TL through a communicative task

Discussion with partner: "How would you apologise?" -Students are divided into pairs. Need to create an apology for the following situations: -Losing against a tennis partner -Spilt a glass of red wine on your boss during the Christmas party. -Apologising to your neighbour after a house party. Instructions >Ensure to use the following in your answers: "I´m sorry..."/ "I shouldn´t have..."/ "I didn´t realise..."/ Please accept my apology for..." Followed by open class discussion.

Lesson feedback & DEC (2-3 minutes) • To share common lesson errors and provide feedback

DEC via Jamboard. >highlighting common mistakes made throughout the lesson. >Eliciting questions.

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