T shares screen of Google Slides T instructs Ss: Look at these photos. What do you think happened? What do you think they say to each other when they meet? (elicit apologizing to someone) T nominates Ss to share their ideas. T types suggestions on the slide.

T tells Ss: You will now listen to conversations with a guy named Eddy and the people he talks to throughout his day. While you listen answer these 3 questions. T asks Ss: Can someone tell me what an audition is? (interview for a part in a show/play) T plays audio (~4 min) T nominates Ss to share their answers to the listening. T shares answers on Google Slide.

T instructs Ss: Take a look at these quotes from the audio. There are some phrases bolded in white and other in blue. What is the function of using these different bolded phrases in these sentences? (white bold: used to apologize; blue bold: reason for apologogy.) T nominates Ss to share their responses. T also draws Ss attention to the F following "I'm sorry that/for/about" to build Ss confidence in appropriate use of phrases. T illustrates F by writing on presentation. T asks Ss if they have any questions about M/F before moving to next stage.

T tells Ss: Let's take a closer look at these phrases. Look at bold phrase 1. T models phrase and elicits stress from phrases and highlights other sentence stress, using symbols to illustrate stress and models P. T asks Ss if there are any contractions (I'm) then has Ss repeat P after T chorally and individually. T highlights connected speech by modeling P of "that" then drills with Ss chorally and writes final phoneme /t/ and then models "that this" and asks Ss if P has changed (yes) T then illustrates the new phoneme /ʔ/ on the slide and drills P chorally and individually. T models full sentence and asks if words link similarly elsewhere in the sentence (yes, "short_notice") T illustrates linking on slide and has Ss drill chorally and individually. T systematically models and elicits stress, contractions, and connect speech (linking, intrusion, assimilation) and drills Ss chorally and individually for each phrase. T asks if Ss have any questions before moving on to next stage.

T instructs Ss: Complete this worksheet by filling in the gaps using the language listed (highlight language). Use the option that best fits the sentence. Work on completing this document by yourself for about 4 minutes. T demos how to complete worksheet by doing question 1. T asks ICQ: Will you be working on the worksheet individually or with a partner? (individually) T gives Ss time to complete worksheet, monitoring progress and available to students to ask questions. T displays answers for students to check their answer. T sends answer key document to Ss in the chat.

T instructs Ss: Look at part 1.Role-play the following situations with your partner. Discuss who will play who for example, parent-child, friend-friend, boss-employee and discuss what is happening in the situation to decide what you will say. Then role-play the conversation and switch roles so each partner has to apologize. You will have about 6 minutes for this activity. T demonstrates how to do activity by demonstrating situation 1 with a Ss: "Hi [Ss name], listen, I'm really sorry for yelling at you yesterday." "Thanks, it was a tough game." "No, really, I can't believe I blamed you for losing the game. It wasn't your fault. Can we play together next weekend?" "Sure, when?" "How's Saturday?" "Fine." "Ok, see you then." T asks ICQ: Should you take turns apologizing? Yes. How much time will you have to complete this activity? About 6 minutes. T organizes Ss into BORs and monitors each Ss/Pair for later feedback and is available for help should Ss need it. T welcomes Ss back from BORs and instructs Ss: Now, look at part 2 of this activity. Create at least 2 situations to role-play with a new partner. Use your imagination or personal experiences to discuss and create new stories then take turns role-playing. There are also some pictures here to help you create a story. You will demonstrate one of your conversation to the class the activity. You will have about 8 minutes to create and practice your story. T asks ICQ: How many different conversations should you and your partner create? At least 2. T asks Ss if they have any questions about the task before organizing BORs. T monitors each Ss/pair for feedback and help if needed. T welcomes Ss back and nominates groups to role-play one of their conversations with the class. T shares screen to display language used by Ss for DEC. T displays a variety of language that is correct, needs reformulation/correction.