Lesson Plan

Name: Paulo Date: 02.12.13 Level: Upper Inter Time: 50 minutes

Main aims(s): To review and expand awareness and ability for “apologising” and “responding to apologies”.

Other aims:
Rationale:
I have chosen this subject and approach having my current TP Ss in mind. Saying you are sorry is an integral part of life, even
more if you are a foreign living abroad and communicating in a new language.
Apologies benefit relationships in a variety of ways and to a certain extend protects one’s credibility showing that he/she is the type
of person who immediately takes responsibility for what he/she did wrong. It shows that he/she has integrity and is a down-to-earth
individual, which will gain him/her respect from acquaintances and friends.
Student profile:
The number of students tends to vary from week to week, however I would expect about 15 students. Most are Spanish and few
from the Middle East, Albania, Hungary and the Philippines.
Differentiation :
 Ss will work independently and in pairs.
 In order to introduce and establish the relevance of the theme Ss will have an initial opportunity to briefly reflect and discuss in
pairs and make a list of reasons why they might need to apologise to someone. Then Ss change pairs and compare their ideas
and tick the things on the list they had to apologise for recently. This two phases warmer is intended to impact and give Ss a real
awareness of how apologising is an integral part of real live.
 In order to introduce the context in preparation for the listening practice Ss will work in pairs, look at three pictures and guess
what people are talking about.
 They will listen to three situations a couple of times for gist and details.
 Ss will identify three perspectives of apology: 1) Apologizing: 2) Giving reasons for your action or being self-critical; 3)
Responding to an apology.
 I will elicit the grammar rules for “I am sorry (.../that)”; “I am sorry about it/this/that/what happened/...); I am sorry for ... .
 At the end of my 50 minutes lesson the next teacher will move in and conclude with a 20 minutes practice and role-play.
Assumptions:
 Most Ss will be familiar to some basic form of apology. Along the lesson they will expand their awareness about the importance
of apology for successful relationships. At the end of the lesson Ss will feel more confident to use it in real life.
Anticipated problems and what I plan to do if they arise:
 Weaker Ss might feel a bit reluctant to navigate through the different ways and expressions. I will place them in pairs so they
they will be more confident to try all the new expressions.
Assessment methods: In today’s lesson which of the following will be used:
 Initial/Diagnostic/Formative/Summative assessment
 Teacher assessment/ peer assessment/ self-assessment
 Q&A/Concept questions
 Task completion (Match the conversation X topics / true X false (& correct) / match sentences X meaning / gap fill)
Materials (please cite your source):
Handouts.
Mini whiteboards.
PP visual aids.
Material has been compiled by Paulo Piedade using inputs from:
Face2Face, Upper-Intermediate, C Redston & G Cunningham, Cambridge University Press, 2010.
Personal aims:
 To continue adapting to the CELTA procedures.
 To develop a lesson plan according to the CELTA procedures.
 To deliver a leaner centred lesson.
 To keep TTT under check.
 To be aware of the time limit.
 To keep aware of the importance of checking: pair and whole class.
 Stage Aims Procedure Interaction Time Assessment Tutor’s comments
methods
Lesson To Introduce T presents the lesson aim on PP T > Ss (0) + 1 -
intro the lesson
aims. Lesson aim:
To review and expand the
awareness and ability for
“apologising” and “responding to
apologies”.

T delivers handouts.

Warmer To introduce T gives instructions. T > Ss (1) + 1

the lesson
theme. 1 a) Work in pairs. Make a list of Ss <> Ss (2) + 5 Monitoring
reasons why you might need to Task completion
apologise to someone. peers

1 b) Work with a new partner. Ss <> Ss (7) + 5

Compare ideas. Which of the
things on your list you had to
apologise for recently?

Listening To introduce T gives instructions. T > Ss (12) +1

preparatio the context.
n 2. Guessing. (13) + 5 Monitoring
Work in pairs. Look at photos A-C. peers
What do you think Eddy is talking
to the people about?
Listening To listen for T gives instructions. T > Ss (18) + 1
practice 1 gist
Ss listen and answer individually: Ss (19) + 5 Monitoring
3. Listening practice. Task completion
a) Listen to the three Peers
conversations. Match
conversations 1-3 to photos A-C.
Why was Eddy surprised at the end
of conversation 3?
1) ____ 2) ____ 3) ____.
Why? ______________________.

Ss check their answers in pairs. Ss <> Ss (24) + 2

T elicits & checks final answers. T <> Ss (26) + 1

Listening To listen for T gives instructions. T > Ss (27) + 1
practice 2 details
Ss work individually. They listen and Ss (28) + 5 Monitoring
tick the true sentences. They Decide Task completion
why the other sentences are false. peers

Ss check their answers in pairs.

Ss <> Ss (33) + 2
T elicits & checks final answers.
T <> Ss (35) + 1

Real To review T gives instructions. T > Ss (36) + 1

world - common
Apologisin expression Ss work on their own and match Ss (37) + 4 Monitoring
g and sentences 1-16 to a) to c) Task completion
perspectives perspectives of apology. peers
of apology.
Ss check their answers in pairs. Ss <> Ss (41) + 2

T elicits & checks final answers. T <> Ss (43) + 1

Grammar To establish T gives instructions. T > Ss (44) + 1
three
grammar Ss look at the phrases in bold in Ss (45) + 3 Monitoring
rules exercise 4a and complete the rules Task completion
with a noun, a clause or verb+ing. peers
 After “I’m sorry (that)” we use...
 After “I’m sorry about” we
usually use...
 After “I’m sorry for” we usually
use...

Look at the two sentences below.

Do they mean the same or
different? Answer.: _______.
• I didn’t mean it.
• I didn’t mean to.

T elicits & checks final answers. T <> Ss (48) + 2

Lesson plan To work on:
Development points:

Action Points:

Lesson execution For this stage of the course, this lesson was

□ below standard

□ to standard

□ above standard (last 3 lessons only)

Trainee’s signature:

Tutor’s signature:

Date: