(This lesson was originally created as part of my M.A. TESOL coursework. A PDF version is available here.)
Lesson Title: Who Should Apologize?
Rationale: Apologizing is easier said than done. This is true even when language barriers are non-existent. Equipping language learners to apologize will better prepare them for the inevitable conflicts of life.
Context: This lesson could be used for most groups of intermediate/advanced learners. It is designed to take approximately two hours of class time, but this could vary.
Objectives: Apologizing is easier said than done. This is true even when language barriers are non-existent. Equipping language learners to apologize will better prepare them for the inevitable conflicts of life.
By the end of this lesson, students will be able to:
Materials:
Activities:
Day 1 Homework:
Have students watch the How to Apologize (Watchwellcast, 2013) video and review Marcus’ (2010) Modal Perfect presentation. Have students complete the Google Form (You will need to make your own form in order to access responses). Encourage students to bring questions about the content to class on the following day. Review the survey responses in order to predict questions and problem areas.
Day 2 Class:
Ball Toss Activity
Round 1: Judgment
Teacher: “He failed the test.” (tosses the ball to Student 1)
Student 1: “He should have studied more.” (tosses the ball to Student 2)
Student 2: “He should have asked his teacher for help.” (tosses the ball to Student 3)
Student 3: “He shouldn’t have been lazy.” (tosses the ball to Student 4)
Round 2: Speculation
Teacher: “Juan can’t find his wallet.” (tosses the ball to Student 1)
Student 1: “He might have left it at home.” (tosses the ball to Student 2)
Student 2: “It might have been stolen.” (tosses the ball to Student 3)
Student 3: “He might have left it on the bus.” (tosses the ball to Student 4)
Note: This lesson calls for the use of Poll Everywhere, a site that allows users to project questions and see responses in real time. Students can respond in several ways using their cell phones. This method of seeking responses should add an interesting twist to this activity and will elicit several examples of the modal perfect that will be displayed on the screen and can be discussed in class (See Appendix B). If the teacher chooses not to use this survey site, the questions could easily be presented in a more traditional format, with the teacher writing responses on the board.
Questions for Poll
1. Who should apologize? (a) the father (b) the daughter (c) neither (d) both
2. What could the daughter have done differently? (open response)
3. What could the father have done differently? (open response)
Homework: Students write a half-page letter in which they apologize. The letter may be based on a real or imagined situation.
Lesson Title: Who Should Apologize?
Rationale: Apologizing is easier said than done. This is true even when language barriers are non-existent. Equipping language learners to apologize will better prepare them for the inevitable conflicts of life.
Context: This lesson could be used for most groups of intermediate/advanced learners. It is designed to take approximately two hours of class time, but this could vary.
Objectives: Apologizing is easier said than done. This is true even when language barriers are non-existent. Equipping language learners to apologize will better prepare them for the inevitable conflicts of life.
By the end of this lesson, students will be able to:
- use the modal perfect to make judgments and speculations about the past.
- prepare and deliver a verbal apology.
- write a letter of apology.
Materials:
- Ball
- Internet connection
- Computer with projector or Smartboard
- Copies of How to Apologize Worksheet (Wellcast, n.d.) from www.watchwellcast.com
- Students will need their mobile phones
Activities:
Day 1 Homework:
Have students watch the How to Apologize (Watchwellcast, 2013) video and review Marcus’ (2010) Modal Perfect presentation. Have students complete the Google Form (You will need to make your own form in order to access responses). Encourage students to bring questions about the content to class on the following day. Review the survey responses in order to predict questions and problem areas.
Day 2 Class:
- Review homework and answer questions.
- Describe the two primary purposes of the modal perfect (i.e. to make judgments about the past and to speculate about the past) and provide examples
- Elicit more examples from students.
- Use the Ball Toss Activity (see below) to provide practice opportunities.
Ball Toss Activity
Round 1: Judgment
Teacher: “He failed the test.” (tosses the ball to Student 1)
Student 1: “He should have studied more.” (tosses the ball to Student 2)
Student 2: “He should have asked his teacher for help.” (tosses the ball to Student 3)
Student 3: “He shouldn’t have been lazy.” (tosses the ball to Student 4)
Round 2: Speculation
Teacher: “Juan can’t find his wallet.” (tosses the ball to Student 1)
Student 1: “He might have left it at home.” (tosses the ball to Student 2)
Student 2: “It might have been stolen.” (tosses the ball to Student 3)
Student 3: “He might have left it on the bus.” (tosses the ball to Student 4)
- Watch Albemarle man shoots daughter's laptop after reading Facebook rant (WSOCTV9, 2012) video.
- Perform survey using Poll Everywhere (www.polleverywhere.com). A sample image of mine can be viewed below.
Note: This lesson calls for the use of Poll Everywhere, a site that allows users to project questions and see responses in real time. Students can respond in several ways using their cell phones. This method of seeking responses should add an interesting twist to this activity and will elicit several examples of the modal perfect that will be displayed on the screen and can be discussed in class (See Appendix B). If the teacher chooses not to use this survey site, the questions could easily be presented in a more traditional format, with the teacher writing responses on the board.
Questions for Poll
1. Who should apologize? (a) the father (b) the daughter (c) neither (d) both
2. What could the daughter have done differently? (open response)
3. What could the father have done differently? (open response)
- Discuss results. Take time to note any errors in the replies to the open response questions.
- Have students describe their reasoning in small groups.
- Have students work in pairs to complete the How to Apologize worksheet. One student should address the task from the perspective of the father, the other from the perspective of the daughter. When students complete the worksheet, they should make a script that (a) involves both parties apologizing (b) includes two examples of the modal perfect (c) involves both parties trying to make amends.
- Have each group present their dialogues. After each presentation, the class should evaluate the apologies, and describe why they are (or are not) effective in light of what they have learned.
Homework: Students write a half-page letter in which they apologize. The letter may be based on a real or imagined situation.
References
Marcus. (2010). Modal perfect [Slideshare Presentation]. Retrieved from: http://www.slideshare.net/MarcusKL/modal-perfect
Watchwellcast. January 26. How to apologize [Video file]. Retrieved from: http://www.youtube.com/watch?v=z3H_GgtE3Tc
Wellcast. (n.d.). Wellcast: How to apologize. Retrieved [January 14, 2014], from: http://static.tumblr.com/s2l6mjv/EQBmizxmn/apologize.pdf
WSOCTV9. 2012, February 13. Albemarle man shoots daughter's laptop after reading Facebook rant [Video file]. Retrieved from: https://www.youtube.com/watch?v=Xin-iYnidD8
Watchwellcast. January 26. How to apologize [Video file]. Retrieved from: http://www.youtube.com/watch?v=z3H_GgtE3Tc
Wellcast. (n.d.). Wellcast: How to apologize. Retrieved [January 14, 2014], from: http://static.tumblr.com/s2l6mjv/EQBmizxmn/apologize.pdf
WSOCTV9. 2012, February 13. Albemarle man shoots daughter's laptop after reading Facebook rant [Video file]. Retrieved from: https://www.youtube.com/watch?v=Xin-iYnidD8