Set the context for the topic by asking students to look at two sentences on the board such as "I’m really sorry. I forgot to wash the dishes" & "It’s my fault. I shouldn't have lost my temper" Ask some questions such as "What comes to your mind when you see these sentences? What are they trying to express?" Answer: They are expressing an apology. After letting them know the topic for today's lesson is about apologies. Ask the students if they have ever been in a situation where they needed to apologize. Model an example first before going over students' responses.

For the gist task. Tell students they are going to listen to an audio. Show them a slide pointing out the things they need to focus on. They need to focus on identifying expressions of apology, they need to write in their notebook which expressions they hear, and which one was repeated more than once. Answers: I’m sorry I didn’t realize I’m really sorry It’s my fault I’m so sorry I didn’t mean to I’m sorry about I’m sorry for The expression repeated more than once is I'm sorry. For the intensive task. For time management purposes, instead of listening to the whole audio again. Tell students they will be listening to parts A and C. This time they need to focus on identifying if some sentences are true (T) or false (F). Show the students a slide with the sentences, and go over their answers. Sentences 1. Eddy forgot about his audition (F) 2. Eddy was auditioning for the part of a policeman (F) 3. Eddy has had some boxing lessons (T) 4. Eddy didn't get the part in the TV drama (F) 5. Eddy lost his wallet (T) 6. Eddy shouted at his mother last Saturday (T)

For this stage to cover the meaning, give students 1 to 2 min to match the sentences in their notebooks. After that go over the sentences by asking Ss if there are any words or phrases they are not sure about. Wait for their responses and explain those sentences are used to express an apology or are used to give reasons for your actions as well as some of them are used to respond to an apology. Sentences 1 I didn’t realize (it was today) 2 Don’t worry about it 3 I’m sorry for (not being there for you) 4 Never mind 5 I didn’t mean to (hit you) 6 I’m really sorry Match them to A apologising B giving reasons for your actions C responding to an apology Answers: 1 B 2 C 3 A 4 C 5 B 6 A To cover appropriacy ask if the sentences are formal, informal, or neutral Answer: most of the sentences are neutral, depending on how you elaborate on the sentence it can change its appropriacy. To cover the form, out of the sentences provided go for number 3 and explain the phrase "I’m sorry for" we usually use (not) verb+ing and provide different sentences for students to see its relation. To cover pronunciation, have in different slides the sentences mentioned above and ask students where is the stress in each of the sentences. Drill as a group and focus on individual pronunciation by nominating some of them.

Tell students that for the next activity they will need to complete the task individually by fill in the blanks of the conversation with one word. Before sending the students the document, ask them to take a quick look at the conversation and see if they find unfamiliar words or phrases., clarify in case needed. Go over the first sentence as a whole group and after that tell them they have 4 min to complete it individually. While ss are doing the task set the timing and pairs for the BORs. Tell them they have 2min to discuss their answers with a classmate. When getting back to the main session give ss the answers for the task they just completed. Ask them if they have any questions regarding the answers on the board.

For this stage Tell students they will be sent to BORs in pairs, and they need to choose situation 1 or situation 2. After choosing the situation they need to create a short conversation (like the one they previously saw) based on how would they react or respond to those situations. Tell them one can be Eddy and the other Martin, or if they chose the second situation one can be Sophie and the other one Eddy. Ask students to use the phrases they have seen throughout the class. Tell them they have 4min to create the conversation. When going back to the main session, ask ss how did the conversations go in their BORs, or ask them which situations they choose. Give DEC and/or praise student's work.