Ss will be shown three animated stickers depicting "sympathy." They will be asked to describe what is happening in the images, and asked if anyone knows what this type of care is called? Hopefully someone will remember the word from a previous lesson, but if needed, I will just type the word on the slide for them to see.

Gist Ss will listen to an audio of three conversations discussing a problem. For the Gist Task, Ss will simple jot down what the problem is for each conversation. We will then go over WC. 1. Not taken serious by boss. 2. Stuck in traffic - going to be late. 3. Lost her cat, Tony Intensive Ss will listen again to the audio and place the conversations into categories of very sympathetic, reasonably sympathetic, and not very sympathetic. They will also be asked to write one suggestion that was given during the conversation. 1. very sympathetic / suggestions: talk to boss or colleague 2. Reasonably Sympathetic / suggestions: calm down, don't get upset, will ring and explain 3. Not Vert Sympathetic / suggestions: look under bed, call his name, look in garden

Meaning and Appropriacy: Ss will be given a very brief definition of "responding sympathetically," as well as 11 common phrases. Then they will divided into groups. This number may change depending on the number of students. If there were six students, for example, there would be three groups of two. Ss will then be sent into BORs to discuss these questions. We will come back WC and share answers. Group A CCQs: 1. Are these phrases usually said when something good happens, or when something bad happens? (something bad) 2. Do you think these phrases all sound the same or do some sound more caring or direct? (some sound more caring or direct) Group B CCQs: 3. Do we use these phrases to talk about happy news or problems? (problems) 4. When someone says these phrases, do they want to help the person feel better or worse? (feel better) Group C CCQs: 5. Would you say these phrases to someone who just won an award? (no) Why not? (because winning an award is a happy occasion) 6. Would you say these phrases when someone is upset? (yes) Form: Not covering. Pronunciation: Ss will first listen to an audio example of the phrase "It's okay" said in two different ways-- one being sympathetic and the other not very sympathetic. Then, they will listen to the audio mod2_rec4.mp3, or Audio T2.4. This audio covers the phrases we learned earlier but will provide Ss an opportunity to hear the intonation of the phrases. As they listen, they will fill out a Google Form where they mark the phrase as Sympathetic or Not Very Sympathetic based on the intonation. After this, we will go over the results WC. Ss will then listen to individual phrases with intonation arrows. We will practice choral and individual drilling with these.

Ss will be given a list of 7 scenarios with a sympathetic response bank. They are to drag the responses to where they belong. After they have completed their tables, Ss will go to BOR to compare answers with their peers. After that, we will go over WC. 1. A visitor to your house is embarrassed because he’s spilled his drink. (don't worry, it doesn't matter) 2. A child tells you that his best friend said something unkind to him. (Don't take any notice of him) 3. Your best friend phones because she’s had an argument with her boyfriend. (That sounds awful) 4. Your friend is in tears at the end of a sad film. (Come on! Pull yourself together!) 5. Your friend is worried because his mother is going to the hospital. (You must be so worried) 6. Everyone is laughing at your friend’s new hairstyle. (Just ignore them) 7. Your friend is too scared to go to the dentist by herself. (Try not to worry about it)

For Freer Practice, students will be working with a partner in BOR. Their assignment will be to pick one of seven scenarios and then come up with a conversation that they will need to act out in front of the class. Depending on the number of students, I might assign them a specific scenario or give them less options so that we don't have the same group doing the same skit.

As Ss share out their conversations from the Freer Practice, I will be listening to take note of their strengths and areas needing improvement. I will go over these with the class.