Diana Diana

TP8 LP_Diana Shvindina
Upper-Intermediate level


In this lesson, the students will discover and practice functional language for apologising through listening for gist, MFPA, controlled and freer practice.


Abc TP 8
Abc TP 8 for students
Abc TP 8 for students document

Main Aims

  • To provide clarification and practice of language used for apologising in the context of real-life situations

Subsidiary Aims

  • To give students an opportunity to practise listening for gist through a video about apologising
  • To provide students with an opportunity to develop their speaking skills by freer practice with the functional language for apologising
  • To enable students to discover and practice the MPF of 8 new phrases for apologising and responding to an apology


Lead-in (3-5 minutes) • To engage learners, make them aware of the topic and activate their schema

1. Teacher (T) welcomes students (Ss) 
2. T introduces the topic by showing the questions on the screen: When was the last time you apologized? What was the reason? T asks the students to answer this question in Breakout Rooms and after that to make a list of reasons why they might need to apologize to someone. Instructions: Work in pairs. Take turns to ask and answer the questions. After that, make a list of reasons why you might need to apologise to someone. For example: dropping the plate, coming late and so on… Make this list in a google document. You have 3 min. ICQs: What should you do first - to answer the questions or to make a list of reasons? Answer the questions. Do you need to make notes? Yes, in the online document. 3. T sends Ss to Breakout Rooms and observes. 4. Ss share some of their answers and options from the list in open class feedback.

Exposure (5-6 minutes) • To provide context for the target language through a video about apologizing

1. T introduces the task to Ss with a transition phrase: "Now, let us see how apologising may happen in real-life situations". Ss have to watch the video and answer the gist question: - What were the reasons for apologising in this video? Answer Key: Martin got the dates mixed up. He informed about the audition quite late. Mum forgot to collect Eddy's dry cleaning. Eddy lost his temper when he talked to mum. Mum was sorry for not being more sympathetic. Instructions: Watch the video and answer the question. You should make some notes in your notebooks. ICQs: Do you need to make any notes? Yes. 2. T provides the students with a video, sharing the screen. 3. Ss discuss their answers in Breakout rooms. Instruction: Please, check your ideas in pairs. You have 2 min. It is possible to omit this part and turn to part 4. 4. T nominates some Ss to share their answers in open class feedback. It is also possible to show students the answers if there is no time for listening to Ss.

Highlighting (2-3 minutes) • To draw students' attention to the target language

1. T provides the students with some useful phrases from the video. I'm sorry that this is such short notice. I'm really sorry. I'm afraid (I forgot to collect your dry cleaning). I'm sorry about (last Saturday). I'm sorry for (not being more sympathetic). Don’t worry about it. No need to apologize Never mind It doesn’t matter 2. T asks Ss to name the expressions which were used in the video and find those which were not used. Answer Key: Never mind, No need to apologize. Instructions: Find the expressions from the video. Which of them you haven't heard? 3. T underlines the phrases with the students' help or nominates a student to do it and then quickly checks the answers.

Clarification (7-8 minutes) • To clarify the meaning, appropriacy, form and pronunciation of the target functional language for apologising

1. T provides students with the target language with the examples from the video. 2. T asks the students to do guided discovery tasks in google forms. Firstly, Ss have to match the phrases to their meanings: apologizing, responding to an apology. Answer Key: Apologising: 1 I'm sorry that this is such short notice. 2 I'm really sorry. I'm afraid (I forgot to collect your • dry cleaning). 3 I'm sorry about (last Saturday). 4 I'm sorry for (not being more sympathetic). Responding to an apology: 1 Don’t worry about it. 2 No need to apologise 3 Never mind 4. It doesn’t matter Secondly, students have to answer the questions about the form of the key phrases. Choose the right form and underline or highlight it: 1) I’m sorry (that) + verb+ing/a noun/a clause 2) I'm sorry about + verb+ing/a noun/a clause 3) I'm sorry for + verb+ing/a noun/a clause 4) We can/can't change an adverb in the phrase "I'm really sorry". Answer Key: 1) a clause 2) a noun 3) verb + ing 4) can Are these expressions form the video mostly formal or informal? Answer: mostly informal T explains the tasks with demoing. 3. T provides students with the answers in the main room and answers the students' questions. CCQ: Is it possible to say "I'm sorry for a call"? No. After that, T elicits that all this phrases were used in informal context. 4. T shares the screen with a google Jamboard document and provides students with the key phrases again. T asks the students about the attitude of the people who were apologising in the video. T elicits if the people had guilt accepting intonation or not. CCQs: Did the people from the video feel guilty or not? Yes. What was their attitude to the situations? They admitted their gilt. What should the guilt accepting intonation be? Rising and falling. 5. T elicits the intonation in phrases for apologising: We should have a rise-fall pattern across sorry and have a falling intonation across the second part of the phrase. 6. T drills the intonation with students. 7. T elicits the sentence stress in the phrases for responding an apology.

Controlled Practice (6-8 minutes) • To concept check and prepare students for more meaningful practice

1. T provides students with a controlled-practice activity and nominates a student to read the task: "Fill in the blanks. Complete the conversations with the correct words". 2. T fills the first blank with Ss, eliciting the answer. (demoing) Instructions: Do the activity individually. Make notes in your notebook. You have 3 min. 1. A. I’m sorry ____ I called you an idiot. I can’t believe I said that. B. No need to _______. You’re under a lot of pressure. C. I didn’t mean to upset you. 2. A. I’m really sorry _______ last night. I shouldn’t have phoned so late. B. _______ mind. I went straight back to sleep anyway. C. I had no idea it was that late. 3. A. Sorry _____ losing my temper with you the other day. B. Don’t _____ about it. A. I’d only had about two hours ‘ sleep. I’m _____ sorry. B. Well, it doesn’t ________. I could tell you were absolutely exhausted. Answer Key: 1. that, apologise 2. about, never 3. for, matter. CCQ: Can we say "sorry about calling you late"? No, we can say 'sorry for'. 3. T sends Ss to discuss their answers together in Breakout Rooms. Instructions: Discuss your answers together and fill in the blanks in the online document. You have 2 min. ICQ: Do you need to fill in the blanks online? Yes. 3. T shares the answers with Ss and comment on them if Ss have questions.

Freer Practice (7-9 minutes) • To provide students with freer practice of the target language, concept check further and develop students' fluency in speaking

1. T reminds the learners about the list of the reasons for apologising they made at the beginning of the lesson. Ss have to choose one of this reasons and role-play the conversation on an imaginative situation. Instructions: Do you remember a list of the reasons for apologising you made at the beginning of the lesson? Please, choose a reason, imagine a situation and role-play the conversation. You have to use the key phrases for apologising and responding to an apology. The conversations from the previous activity may help you. If you are ready, start a new one. ICQs: Do you need to use the key phrases? Yes. What should you do when you finish? Choose a new reason and role-play another conversation. 2. T sends Ss into Breakout Rooms and observes how Ss work.

Feedback and Error Correction (5-7 minutes) • To provide feedback and DEC on students' production and use of functional language for apologising

1. T provides students with open class feedback, commenting on positive ideas and sentences and eleciting how to make some ideas and sentences better. 2. T provides students with DEC. T shares some good examples of functional language and elicits how to correct some students' mistakes. Main focus in on pronunciation and intonation. If there is enough time, T asks students to discuss how to correct mistakes in Breakout rooms and then checks the ideas in open class feedback.

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