I'm Afraid I Won't Be Able to Go

This chant offers practice in the sound of the contractions I'm, won't, and that's. It provides examples of expressions of dismay. Oh no, what a shame!/that's too bad in response to the statement of inability. / won't be able to.... Students should note the pronunciation of have to (hafta), used in the excuse / have to work tomorrow.

 

I'm Afraid I Wont Be Able to Go

I'm afraid I won't be able to go.

I'm coming down with a cold.

Oh no, what a shame!

Oh no, what a shame!

I'm afraid I won't be able to go.

I'm coming down with a cold.

 

I'm afraid I won't be able to go.

I have to work tomorrow.

I'm afraid I won't be able to go.

I have to work tomorrow.

Oh no, that's too bad.

Oh no, that's too bad.

 

I'm afraid I won't be able to go.

I'm coming down with a cold.

 

Will I Ever Learn to Speak English?

This chant provides examples of the language of encouragement in response to an insecure first speaker, Will I ever learn? Students should practice the short responses of course you will/Of course you can/Of course you are.

 

Will I Ever Learn to Speak English?

Will I ever learn to speak English?

Of course you will.

You're doing fine.

You're getting better

all the time.

 

Will I ever learn?

Will ever learn?

Of course you will.

Do you think I can do it?

Of course you can.

 

Am I doing all right?

Am I doing all right?

Of course you are.

You're doing fine.

You're getting better

all the time.

You're getting better

every day.

You're getting better

all the time.

 

Will I ever learn?

Will I ever learn?

Of course you will.

You're doing fine.

You're getting better

all the time.

 

PRACTICE

I. Listen carefully as your teacher reads the sentences. Then listen again as your teacher repeats them. Fill in the blanks with the correct words. Check your answers in the Appendix. *

 

1. I ______________ ________________. I ____________ do______________.

2. I ______________ _______________ once. I ________________________

understand ___________________.

3. _______________ I ______________ learn ________________ speak English?

4. ________________ course ________________ will. _______ _______ getting

_______________ all __________________ time.

5. _______________ give __________________.Try _________________ again.

6. _______________ I ____________________ all ______________________?

7. _______________ course ______________ __________________

_______ ________ doing __________________.

8. Can ______________ speak French?

9. _________________ course _______________ can. _____________ ________________native _____________________.

10. She ____________ born _______________ France.

II. Listen carefully while your teacher reads the sentences. Write them in the blanks below. Note the suggestions for careful listening. Check your answers in the Appendix. *

 

1. ________________________________________________________________________________________________________(seven words; two sentences)

Listen for the contraction can't and the reduced vowel sound in it.

2. __________________________________________________________________________________________________________ (six words; two sentences)

3. ______________________________________________________ (ten words)Listen for the reduced vowel sounds in can/as/it

4. _______________________________________________________ (six words)

5. ­­­­_______________________________________________________ (six words)

Listen for the sound of the contraction.

III. Listen carefully as your teacher reads sentences one to ten at normal speed. If you hear can, check the box under Wonderful. If you hear can't, check the box under Oh, I'm sorry. Remember that the sound of can is pronounced as /kn/ and is unstressed. The sound of can't receives a strong stress. The sentences appear in the Appendix. *

 

Wonderful.	Oh, I'm sorry
1.     □	□
2.     □	□
3.     □	□
4.     □	□
5.     □	□
6.     □	□
7.     □	□
8.     □	□
9.     □	□
10.   □	□

 

 

Unit 8

Apologising/ Accepting an apology

There are various ways of apologising if you feel you have offended or upset someone. Usually, the other person accept your apology and reassures you.

Notes

I'm Sorry. That's All Right

This chant offers practice in the sound of the contractions I'm, that's and don't, the sound of the reduced vowel in it, and the use of really for emphasis.

I'm Sorry. That's All Right

I'm sorry.

That's all right.

I'm so sorry.

That's all right.

I'm terribly sorry.

That's all right.

Don't worry about it.

That's all right.

 

I'm sorry I'm late.

That's all right.

I'm really sorry.

Never mind.

Don't worry about it.

That's all right.

Never mind.

Don't worry about it.

Never mind.

Don't worry about it.

I'm really sorry.

Never mind.

Don't worry about it.

That's all right.

Excuse me. That’s OK. Never Mind. No problem

Excuse me.

That’s OK.

Pardon me.

That’s all right.

Please excuse me.

That’s OK. Never mind. No problem.

Pardon me. It was my mistake.

That’s all right. Don’t worry about it.

I’m terrible sorry.

That’s OK. Never mind. No problem.

It's all my fault.

It s all my fault. It s all my fault.

I shouldn’t have done it. It's all my fault.

It's doesn’t matter. It's not important.

I'm terribly sorry. It's all my fault.

Don't be silly You couldn't help it.

I'm terribly sorry.

It’s not your fault. Don't be silly.

You couldn’t help it.

I'm terribly sorry.

It's not your fault.

4. I'm sorry I did it. I shouldn't have done it.

I'm sorry I did it. I shouldn't have done it.

I'm sorry I did it. I shouldn't have done it.

It doesn't matter. It really doesn't.

It doesn't matter. Honestly.

I'm sorry I took it. I shouldn't have taken it.

I'm sorry I wore it. I shouldn't have worn it.

I'm sorry I wrote it. I shouldn't have written it.

It doesn't matter. Honestly.

I should have told you.

It doesn't matter.

I should have told you.

It doesn't matter.

1 should have done it.

It doesn't matter. It really doesn't. Honestly.