Dear students
Mid test will be held this week. The schedule is following our regular meeting unless that you have another test scheduled.
Task:
1. You have to watch one of these films:
a. Jennifer’s Body
b. Righteous Kill
c. 2012
d. Twilight
e. Rambo IV
f. The Changeling
2. Make a review of the film. Present in front of your friends in not more than 5 minutes.
3. Divide the presentation into three parts:
a. Opening
b. Discussion --> retell your version of the film
c. Review the movie; give your opinion about the film.
4. Present the review before the class in not more than 5 minutes
5. The scoring will cover these items:
a. Film recognition (characteristics, plot, theme, conflict, etc)
b. Your opinion about the film (I value this point higher)
Prepare yourself well and good luck!
Senin, 16 November 2009
Senin, 02 November 2009
Recount
The recount text focus is on a series of event. A recount generally begins with an orientation.
The purpose of recount text is to tell:
• About the past experiences
• The event described is intended to inform or entertain.
• The recount text use the simple past tense
The structure of recount text:
1. Orientation:
Orientation provides the backgrounds information needed to understand the text, such as who was involved, where it happened and when it happened
2. A series of events: Then the recount unfolds with a series of event retold in chronological sequences.
3. Re-orientation: at various stages, there may be some personal comment on the incident. We call it re – orientation.
Language features:
* nouns and pronouns used to mention people, things, animals involved in the story like David, the monkey, we etc
* action verbs like go, sleep, run etc.
* past tense, like: We went to the zoo; She was happy etc.
* conjunctions and time connectives to put events, activities or stories in a good order like and, but, then, after that, etc.
* adverbs and adverb phrases uexpress place, time and manners like yesterday, at my house, slowly etc.
* adjectives to describe nouns, such as beautiful, funny, etc
Sample Text:
Today in maths, our teacher read the story of the hungry caterpillar. Then she gave the class a problem to solve. We had to find out how many items of food the hungry caterpillar ate before he built a cocoon around himself. We could work it out using any method and materials we wanted.
Some groups decided to just count the days but that wasn’t enough because the caterpillar ate different amounts each day. Others used paddle pop sticks or grid paper. Katherine and I read the story again and put out a counter for each item of food. Then we added the counters.
Katherine counted them first. She put the counters in piles of ten. She had three piles and one counter left over. That meant the total was thirty-one. I counted thirty-two. Most other groups also got a total of thirty-two so we thought it was probably correct. Then our teachers asked each group to report back and explain how they got the answer.
Task:
Choose one of your life-changing moment s that you will not forget in your entire life. The event must be unique, special, and more than just a so-so story about how you meet your best friend, for example.
Recount the event or story in before the class for not more than five minutes.
The purpose of recount text is to tell:
• About the past experiences
• The event described is intended to inform or entertain.
• The recount text use the simple past tense
The structure of recount text:
1. Orientation:
Orientation provides the backgrounds information needed to understand the text, such as who was involved, where it happened and when it happened
2. A series of events: Then the recount unfolds with a series of event retold in chronological sequences.
3. Re-orientation: at various stages, there may be some personal comment on the incident. We call it re – orientation.
Language features:
* nouns and pronouns used to mention people, things, animals involved in the story like David, the monkey, we etc
* action verbs like go, sleep, run etc.
* past tense, like: We went to the zoo; She was happy etc.
* conjunctions and time connectives to put events, activities or stories in a good order like and, but, then, after that, etc.
* adverbs and adverb phrases uexpress place, time and manners like yesterday, at my house, slowly etc.
* adjectives to describe nouns, such as beautiful, funny, etc
Sample Text:
Today in maths, our teacher read the story of the hungry caterpillar. Then she gave the class a problem to solve. We had to find out how many items of food the hungry caterpillar ate before he built a cocoon around himself. We could work it out using any method and materials we wanted.
Some groups decided to just count the days but that wasn’t enough because the caterpillar ate different amounts each day. Others used paddle pop sticks or grid paper. Katherine and I read the story again and put out a counter for each item of food. Then we added the counters.
Katherine counted them first. She put the counters in piles of ten. She had three piles and one counter left over. That meant the total was thirty-one. I counted thirty-two. Most other groups also got a total of thirty-two so we thought it was probably correct. Then our teachers asked each group to report back and explain how they got the answer.
Task:
Choose one of your life-changing moment s that you will not forget in your entire life. The event must be unique, special, and more than just a so-so story about how you meet your best friend, for example.
Recount the event or story in before the class for not more than five minutes.
Jumat, 23 Oktober 2009
Descriptive Text
Communicative Purposes:
Descriptive text is purposed to give description used in all forms of writing to create a vivid impression of a person, place, object or event such as:
Describe a special place and explain why it is special.
Describe the most important person in your life.
Describe the animal’s habit in your report.
Descriptive text is usually also used to help writer develop an aspect of their work.
create a particular mood, atmosphere
describe a place so that the reader can create vivid pictures of characters, places, objects etc
Use of Descriptive Text
To engage a reader’s attention
To create characters
To set a mood or create an atmosphere
To bring writing to life
Language Functions:
Aims to show rather than tell the reader what something/ someone is like
Relies on precisely chosen vocabulary with carefully chosen adjectives and adverbs.
Is focused and concentrates only on the aspects that add something to the main purpose of the description.
Sensory description-what is heard, seen, smelt, felt, tasted.
Precise use of adjectives, similes, metaphors to create images/pictures in the mind e.g. Their noses were met with the acrid smell of rotting flesh.
Strong development of the experience that “put the reader there” focuses on key details, powerful verbs and precise nouns.
Generic Structure
General Statement
Used to introduce the things, places or person to be described
Explanation
Describing the features of things, places or people being described.
Using the adjectives to describe the origin, color, size, material, shape, features, etc.
The description specifies on the things being described.
Closing
Contains the conclusion of the things, places, or people being described.
Language Features:
Simple Present Tense
Action verbs
Passive voice
Detailed noun phrase
Adverbial phrase
Technical terms
General and abstract noun
Nouns
Conjunction of time and cause-effect.
Adjectives
Relating verbs
Thinking verbs
Figurative language like: simile, metaphors.
Practices:
This task is for individual.
Think of a thing, place or an event to describe.
You have a few days to practice individually. Then you have to present it in the class.
You will have about three minutes for the presentation.
Descriptive text is purposed to give description used in all forms of writing to create a vivid impression of a person, place, object or event such as:
Describe a special place and explain why it is special.
Describe the most important person in your life.
Describe the animal’s habit in your report.
Descriptive text is usually also used to help writer develop an aspect of their work.
create a particular mood, atmosphere
describe a place so that the reader can create vivid pictures of characters, places, objects etc
Use of Descriptive Text
To engage a reader’s attention
To create characters
To set a mood or create an atmosphere
To bring writing to life
Language Functions:
Aims to show rather than tell the reader what something/ someone is like
Relies on precisely chosen vocabulary with carefully chosen adjectives and adverbs.
Is focused and concentrates only on the aspects that add something to the main purpose of the description.
Sensory description-what is heard, seen, smelt, felt, tasted.
Precise use of adjectives, similes, metaphors to create images/pictures in the mind e.g. Their noses were met with the acrid smell of rotting flesh.
Strong development of the experience that “put the reader there” focuses on key details, powerful verbs and precise nouns.
Generic Structure
General Statement
Used to introduce the things, places or person to be described
Explanation
Describing the features of things, places or people being described.
Using the adjectives to describe the origin, color, size, material, shape, features, etc.
The description specifies on the things being described.
Closing
Contains the conclusion of the things, places, or people being described.
Language Features:
Simple Present Tense
Action verbs
Passive voice
Detailed noun phrase
Adverbial phrase
Technical terms
General and abstract noun
Nouns
Conjunction of time and cause-effect.
Adjectives
Relating verbs
Thinking verbs
Figurative language like: simile, metaphors.
Practices:
This task is for individual.
Think of a thing, place or an event to describe.
You have a few days to practice individually. Then you have to present it in the class.
You will have about three minutes for the presentation.
Minggu, 12 Juli 2009
Final Test Speaking I
Here are the topics for Speaking I Final test. Group will be defined on the day of the test. Each group consists of 4 persons and each group has to present the ideas for 8-10 minutes. All that you have to do is prepare yourself, get as many information as possible to elaborate and give factual information on the topics below.
1. How to find a job
2. What you need to do to be a better English learner
3. What would you do if you were late for an important appointment?
4. What would you do if your best friend stole something from you?
5. What would you do if your children were caught shoplifting?
6. If you could change one thing about your past, what would it be?
7. Describe a famous park or recreation area in your home country.
8. Describe a place you go for recreation or exercise.
9. Tell about a time when you lost something.
10. Tell about one of your fondest childhood memories.
11. Tell about a time when you were treated unfairly.
12. Tell about something you wish had never happened.
13. Tell about your opinion on a current politician?
14. What is your opinion about violence on television?
15. What is your opinion about recycling?
Good luck!
1. How to find a job
2. What you need to do to be a better English learner
3. What would you do if you were late for an important appointment?
4. What would you do if your best friend stole something from you?
5. What would you do if your children were caught shoplifting?
6. If you could change one thing about your past, what would it be?
7. Describe a famous park or recreation area in your home country.
8. Describe a place you go for recreation or exercise.
9. Tell about a time when you lost something.
10. Tell about one of your fondest childhood memories.
11. Tell about a time when you were treated unfairly.
12. Tell about something you wish had never happened.
13. Tell about your opinion on a current politician?
14. What is your opinion about violence on television?
15. What is your opinion about recycling?
Good luck!
Kamis, 14 Mei 2009
Mid Test for Speaking I, Even Semester 2009
Topics Discussed – Mid Term Test
Speaking 1 - Even Semester 2009
Topics:
1.Women in the military
2.Poverty exploitation on TV shows
3.Fortune telling
4.Cloning
5.Euthanasia
Instructions:
1. Form a group of 5 persons; this will be your team for your practice during the preparation of the mid test.
2. Team member and topics during the mid test will be defined randomly, not according to your choice.
3. Find any information relates to the topics above on news, articles or newspapers.
4. If the information is written, read it and make sure that you understand about the topic.
5. After you have the knowledge relates to the topics, you can share the information with your group and discuss the topic and express your agreement or disagreement.
6. You are allowed to practice with friends in discussions.
7. The time of your presentation and discussion will be approximately 6 – 8 minutes for each group.
Scoring will cover these items:
a.Fluency
b.Pronunciation
c.Intonation
d.Understanding of the topic
e.Content of the conversation
Expressions for Agreeing and Disagreeing
Expressing a General Opinion
In my opinion…
I think …
I prefer …
Expressing an Opinion about Taking Action
We could … Maybe we could … (softer)
Could we …? (More polite)
I think we should …
I don't think we should …
Why don't we … (more polite if inflected as a question)
How about…
Expressing Agreement
Great idea!
I agree.
That's a good idea.
I think so too.
I would go along with that. (Positive, but slightly neutral)
I might go along with that. (Even more neutral, but slightly positive)
Maybe you are right. (Positive, but slightly neutral)
Expressing Disagreement
I'm not sure about that (negative, but slightly neutral)
I don't know, but it seems that … (gentle)
I don't think I agree.
I don't agree. (Stronger)
I'm afraid I disagree.
I'm sorry, but I don't agree.
I'm not sure that's the best idea.
Yes, but …
Speaking 1 - Even Semester 2009
Topics:
1.Women in the military
2.Poverty exploitation on TV shows
3.Fortune telling
4.Cloning
5.Euthanasia
Instructions:
1. Form a group of 5 persons; this will be your team for your practice during the preparation of the mid test.
2. Team member and topics during the mid test will be defined randomly, not according to your choice.
3. Find any information relates to the topics above on news, articles or newspapers.
4. If the information is written, read it and make sure that you understand about the topic.
5. After you have the knowledge relates to the topics, you can share the information with your group and discuss the topic and express your agreement or disagreement.
6. You are allowed to practice with friends in discussions.
7. The time of your presentation and discussion will be approximately 6 – 8 minutes for each group.
Scoring will cover these items:
a.Fluency
b.Pronunciation
c.Intonation
d.Understanding of the topic
e.Content of the conversation
Expressions for Agreeing and Disagreeing
Expressing a General Opinion
In my opinion…
I think …
I prefer …
Expressing an Opinion about Taking Action
We could … Maybe we could … (softer)
Could we …? (More polite)
I think we should …
I don't think we should …
Why don't we … (more polite if inflected as a question)
How about…
Expressing Agreement
Great idea!
I agree.
That's a good idea.
I think so too.
I would go along with that. (Positive, but slightly neutral)
I might go along with that. (Even more neutral, but slightly positive)
Maybe you are right. (Positive, but slightly neutral)
Expressing Disagreement
I'm not sure about that (negative, but slightly neutral)
I don't know, but it seems that … (gentle)
I don't think I agree.
I don't agree. (Stronger)
I'm afraid I disagree.
I'm sorry, but I don't agree.
I'm not sure that's the best idea.
Yes, but …
Senin, 15 Desember 2008
Praises or Compliments
GIVE REMARKS: PRAISES OR COMPLIMENTS
A. How to Give a Good Compliment
Occasionally, when interacting with others, people finds something interesting or attractive or admirable that makes someone enchanted and wants to express compliments. A compliment is expressing admiration about something. There are several ways in making praises or compliments:
1) Make your compliment specific.
“That necklace looks really good on you” makes a bigger impact compared to “you look really good today”. The more specific the better, it makes the person feel like you notice them.
2) Back up your compliment.
Don’t just stop at “that necklace looks really good on you”. Your compliment becomes stronger when you say why you think so; “that necklace looks really good on you because it matches your eyes”.
3) Ask a question with your compliment.
And if you want to use it as a conversational starter, ask a question about the subject of your compliment; “that necklace looks really good on you because it matches your eyes. Where did you find it?”
B. Phrases for Compliments:
•I am so proud of the way
•congratulations on
•did such a wonderful job
•ever since you
•for your unwavering support during
•have taught me so much about
•have had great admiration for
•have had a profound effect on
•have restored my faith in
•how grateful I have been for
•how much I admire
•how impressed I have been
•knowing that I could count on you
•must congratulate you
•of how much you have meant to
•the superb job you have done
•want you to know
•was delighted to discover
•wonder if you are fully aware of
C. Expression for a Special Effort or Personal Qualities
•I know that she feels comfortable leaving the children with you because of your caring, patient personality.
•You always manage to meet each deadline with high quality work.
•You definitely have a gift for writing convincing business plans.
•You have a way of explaining things that is easy for me to understand. Not everyone has such a gift.
•You have always put forth extra effort in your assignments. I really appreciate being the one who benefits this time.
•You are able to motivate the young players while staying positive. We truly appreciate that quality in the leaders of our youth.
Phrases:
•always manage to
•can always count on you
•composure and resolve
•concern and sensitivity
•cordial and helpful
•deserve the very best
•gave me the incentive to
•handled it like a pro
•have a gift for
•if it hadn't been for you
•not sure how you managed
•particularly appreciate
•patience and determination
•such a flair
•the way you
•your patience with
•your valuable expertise
•your remarkable selflessness
•your ability to
•your willingness to
•your vision of
•your outstanding talent
D. Expression to express appreciation or confidence in your partner of conversation.
Sentences:
•I know she appreciates everything you do.
•We are proud to have you on the team.
•You have a great future in this business.
•I am sure others feel the way I do.
•It's great to have a colleague who will help this way.
•Thank you for your kindness.
•Thanks for being such a great example.
•Thanks for your helpful contributions.
•Thank you for helping me at this difficult time.
•Please accept my sincere gratitude.
Phrases:
•always knew that you…
•am confident that
•are proud to
•are a great friend
•are an inspiration to
•can always count on you
•don't know what we would have done
•for being there
•for being such a help
•for helping
•for your kindness
•have a great future
•is much appreciated
•know that you will succeed
•making a great contribution
•my respect and admiration
•please accept
•really appreciate all you've done
•sincere gratitude for
•such a great example
•thanks for everything
•to have you as part of our team
A. How to Give a Good Compliment
Occasionally, when interacting with others, people finds something interesting or attractive or admirable that makes someone enchanted and wants to express compliments. A compliment is expressing admiration about something. There are several ways in making praises or compliments:
1) Make your compliment specific.
“That necklace looks really good on you” makes a bigger impact compared to “you look really good today”. The more specific the better, it makes the person feel like you notice them.
2) Back up your compliment.
Don’t just stop at “that necklace looks really good on you”. Your compliment becomes stronger when you say why you think so; “that necklace looks really good on you because it matches your eyes”.
3) Ask a question with your compliment.
And if you want to use it as a conversational starter, ask a question about the subject of your compliment; “that necklace looks really good on you because it matches your eyes. Where did you find it?”
B. Phrases for Compliments:
•I am so proud of the way
•congratulations on
•did such a wonderful job
•ever since you
•for your unwavering support during
•have taught me so much about
•have had great admiration for
•have had a profound effect on
•have restored my faith in
•how grateful I have been for
•how much I admire
•how impressed I have been
•knowing that I could count on you
•must congratulate you
•of how much you have meant to
•the superb job you have done
•want you to know
•was delighted to discover
•wonder if you are fully aware of
C. Expression for a Special Effort or Personal Qualities
•I know that she feels comfortable leaving the children with you because of your caring, patient personality.
•You always manage to meet each deadline with high quality work.
•You definitely have a gift for writing convincing business plans.
•You have a way of explaining things that is easy for me to understand. Not everyone has such a gift.
•You have always put forth extra effort in your assignments. I really appreciate being the one who benefits this time.
•You are able to motivate the young players while staying positive. We truly appreciate that quality in the leaders of our youth.
Phrases:
•always manage to
•can always count on you
•composure and resolve
•concern and sensitivity
•cordial and helpful
•deserve the very best
•gave me the incentive to
•handled it like a pro
•have a gift for
•if it hadn't been for you
•not sure how you managed
•particularly appreciate
•patience and determination
•such a flair
•the way you
•your patience with
•your valuable expertise
•your remarkable selflessness
•your ability to
•your willingness to
•your vision of
•your outstanding talent
D. Expression to express appreciation or confidence in your partner of conversation.
Sentences:
•I know she appreciates everything you do.
•We are proud to have you on the team.
•You have a great future in this business.
•I am sure others feel the way I do.
•It's great to have a colleague who will help this way.
•Thank you for your kindness.
•Thanks for being such a great example.
•Thanks for your helpful contributions.
•Thank you for helping me at this difficult time.
•Please accept my sincere gratitude.
Phrases:
•always knew that you…
•am confident that
•are proud to
•are a great friend
•are an inspiration to
•can always count on you
•don't know what we would have done
•for being there
•for being such a help
•for helping
•for your kindness
•have a great future
•is much appreciated
•know that you will succeed
•making a great contribution
•my respect and admiration
•please accept
•really appreciate all you've done
•sincere gratitude for
•such a great example
•thanks for everything
•to have you as part of our team
Senin, 01 Desember 2008
Making Apology
MAKE APOLOGY
A. Offering and Accepting Apologies
Apology is something we say in special occasion like when they interrupt, or when start an arguments, or to tell someone that s/he is being unreasonable.
There are reasons why a speaker says sorry:
- to start an argument,
- to tell you that you are being unreasonable,
- to suggest that you should apologize,
- Because s/he really is sorry.
The noun "apology" or the verb "apologize" (or "apologize") is often used in formal apologies. The person may also use emphasizes to show how sorry he is. The same adjectives can be used with "regret" though we have seen that "regret" and "sorry" can be used without admitting responsibility.
For example:
"We sincerely regret to say you have not got the job".
"I do apologize for this interruption, Dr Jones."
"Mentendo inc. wishes to express its most profound regret...."
Apologies go with excuses. An excuse tries to explain why the offense has been given.
For example:
"We apologize for the delay, which has been caused by a traffic jam."
"I'm sorry about my homework, teacher, the dog ate it."
Often the person apologizing will stress that the fault was not intentional.
For example:
"I'm sorry. I didn't mean to wake you up."
"I apologize if I inadvertently offended you."
B. Forms of Apology
Apology can be expressed in many different ways like mentioned as follows:
Please accept my apology. (Very formal)
Please forgive me. (Very formal)
It won't happen again. (This means the mistake was your fault.)
I'm sorry.
I'm terribly sorry. (I am very, very sorry.)
I apologize.
I'm afraid I forgot our appointment. I'm sorry.
I'm sorry I forgot to come to my conference.
We apologize for the late departure of the London train.
Miss Otis regrets she's unable to lunch today.
I'm sorry about the mess.
It's my fault. I shouldn't have done that. Sorry, I'll never do it again.
C. Accepting an Apology
Sometimes you will be the person who has a criticism to make. If you have criticized a friend or coworker and that person has apologized to you, accept the apology.
That's OK. These things happen.
That's all right. Don't worry about it.
Oh. Never mind. It was nothing serious.
We all make mistakes.
You're only human.
Because “I apologize” is a formal expression “I'm sorry” is often used in informal apologies. With apologies, you admit to doing something to upset another person.
For example:
"I am sorry for making a noise".
"I am sorry for ignoring you."
Asking a question is one way to show that you didn't intend that result.
For example:
"Oh, I'm so sorry. Are you ok?"
"I'm sorry. What did I do?"
"Sorry I'm late. Were you waiting long?"
An exclamation can be used for the same purpose.
For example:
"Oops! I did it again."
"Oh dear! I'm so sorry. Did I hurt you?"
"Oh no! I do apologize. Let me help you pick it up."
You can also put in emphasizers.
For example:
"I'm sorry"
"I'm very sorry."
"I'm really very sorry."
"I'm really so very sorry."
"I'm really so very sorry indeed."
"I apologize"
"I do apologize."
"I do most sincerely apologize."
"I do most sincerely and abjectly apologize"
“Excuse me”
We say Sorry because we feel bad that someone is upset. To be Sorry does not mean to apologize. To apologize is to admit that you are at fault. But sorry only expresses regret. That is, something has happened, which you would prefer had not happened, so you are sorry.
We use please as an emphasizer for “excuse me”
For example:
"Excuse me, do you have the time"
"Excuse me please, I need to get off"
"Would you move your car" - "Well, excuse me, I only stopped for a second."
Please excuse ... is used in the same formal way as our apologies for .... The informal construction is (I'm) sorry about ...
For example:
"Our apologies for the inconvenience."
"Please excuse the delay."
"I'm sorry about the mess - I'll clean it up."
Not really apologizing.
Aggressive apologies. If an English speakers are going to be aggressive, they sometimes apologize for it. If 'sorry' is said with a rising tone, this is probably aggressive. (Apologies normally use a falling tone.) A 'non-apology' is often followed by 'but'. Sometimes 'sorry' is used to suggest that you should apologize.
For example:
"I'm sorry, but you will have to leave."
"Excuse me, you are sitting in my place."
I'm sorry, but I don't have to put up with this.
I'm sorry, but you are standing on my foot.
Apologies can also be used to say no. 'I'm afraid' is also used for this.
For example:
"I'm afraid that's impossible."
"I'm sorry, that table is reserved."
I beg your pardon (or just pardon), are polite ways of saying what do you mean?
For example:
"It's noisy in here" - "Eh? Sorry?"
"I'm diffgidi ddjja" - "Er … I beg your pardon?"
You apologize for giving bad news. For example:
"I'm afraid your team lost."
"I'm sorry; there was nothing we could do."
"Your car needs expensive repairs. I'm sorry."
"I'm sorry to hear about your accident.".
"I feel sorry for people with no homes."
In the examples above, the idea expressed is regret, but not apology.
“I'm afraid” is often used to introduce bad news or an upsetting statement. Another way to do this is to use “I am sorry” to say.
For example:
"I'm afraid you will miss your train"
"He won't pass the exam, I'm sorry to say"
"I'm sorry to say Joey's aunt died yesterday."
"I'm afraid we're lost."
A. Offering and Accepting Apologies
Apology is something we say in special occasion like when they interrupt, or when start an arguments, or to tell someone that s/he is being unreasonable.
There are reasons why a speaker says sorry:
- to start an argument,
- to tell you that you are being unreasonable,
- to suggest that you should apologize,
- Because s/he really is sorry.
The noun "apology" or the verb "apologize" (or "apologize") is often used in formal apologies. The person may also use emphasizes to show how sorry he is. The same adjectives can be used with "regret" though we have seen that "regret" and "sorry" can be used without admitting responsibility.
For example:
"We sincerely regret to say you have not got the job".
"I do apologize for this interruption, Dr Jones."
"Mentendo inc. wishes to express its most profound regret...."
Apologies go with excuses. An excuse tries to explain why the offense has been given.
For example:
"We apologize for the delay, which has been caused by a traffic jam."
"I'm sorry about my homework, teacher, the dog ate it."
Often the person apologizing will stress that the fault was not intentional.
For example:
"I'm sorry. I didn't mean to wake you up."
"I apologize if I inadvertently offended you."
B. Forms of Apology
Apology can be expressed in many different ways like mentioned as follows:
Please accept my apology. (Very formal)
Please forgive me. (Very formal)
It won't happen again. (This means the mistake was your fault.)
I'm sorry.
I'm terribly sorry. (I am very, very sorry.)
I apologize.
I'm afraid I forgot our appointment. I'm sorry.
I'm sorry I forgot to come to my conference.
We apologize for the late departure of the London train.
Miss Otis regrets she's unable to lunch today.
I'm sorry about the mess.
It's my fault. I shouldn't have done that. Sorry, I'll never do it again.
C. Accepting an Apology
Sometimes you will be the person who has a criticism to make. If you have criticized a friend or coworker and that person has apologized to you, accept the apology.
That's OK. These things happen.
That's all right. Don't worry about it.
Oh. Never mind. It was nothing serious.
We all make mistakes.
You're only human.
Because “I apologize” is a formal expression “I'm sorry” is often used in informal apologies. With apologies, you admit to doing something to upset another person.
For example:
"I am sorry for making a noise".
"I am sorry for ignoring you."
Asking a question is one way to show that you didn't intend that result.
For example:
"Oh, I'm so sorry. Are you ok?"
"I'm sorry. What did I do?"
"Sorry I'm late. Were you waiting long?"
An exclamation can be used for the same purpose.
For example:
"Oops! I did it again."
"Oh dear! I'm so sorry. Did I hurt you?"
"Oh no! I do apologize. Let me help you pick it up."
You can also put in emphasizers.
For example:
"I'm sorry"
"I'm very sorry."
"I'm really very sorry."
"I'm really so very sorry."
"I'm really so very sorry indeed."
"I apologize"
"I do apologize."
"I do most sincerely apologize."
"I do most sincerely and abjectly apologize"
“Excuse me”
We say Sorry because we feel bad that someone is upset. To be Sorry does not mean to apologize. To apologize is to admit that you are at fault. But sorry only expresses regret. That is, something has happened, which you would prefer had not happened, so you are sorry.
We use please as an emphasizer for “excuse me”
For example:
"Excuse me, do you have the time"
"Excuse me please, I need to get off"
"Would you move your car" - "Well, excuse me, I only stopped for a second."
Please excuse ... is used in the same formal way as our apologies for .... The informal construction is (I'm) sorry about ...
For example:
"Our apologies for the inconvenience."
"Please excuse the delay."
"I'm sorry about the mess - I'll clean it up."
Not really apologizing.
Aggressive apologies. If an English speakers are going to be aggressive, they sometimes apologize for it. If 'sorry' is said with a rising tone, this is probably aggressive. (Apologies normally use a falling tone.) A 'non-apology' is often followed by 'but'. Sometimes 'sorry' is used to suggest that you should apologize.
For example:
"I'm sorry, but you will have to leave."
"Excuse me, you are sitting in my place."
I'm sorry, but I don't have to put up with this.
I'm sorry, but you are standing on my foot.
Apologies can also be used to say no. 'I'm afraid' is also used for this.
For example:
"I'm afraid that's impossible."
"I'm sorry, that table is reserved."
I beg your pardon (or just pardon), are polite ways of saying what do you mean?
For example:
"It's noisy in here" - "Eh? Sorry?"
"I'm diffgidi ddjja" - "Er … I beg your pardon?"
You apologize for giving bad news. For example:
"I'm afraid your team lost."
"I'm sorry; there was nothing we could do."
"Your car needs expensive repairs. I'm sorry."
"I'm sorry to hear about your accident.".
"I feel sorry for people with no homes."
In the examples above, the idea expressed is regret, but not apology.
“I'm afraid” is often used to introduce bad news or an upsetting statement. Another way to do this is to use “I am sorry” to say.
For example:
"I'm afraid you will miss your train"
"He won't pass the exam, I'm sorry to say"
"I'm sorry to say Joey's aunt died yesterday."
"I'm afraid we're lost."
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