Antonija Antonija

Responding sympathetically
Upper-intermediate level

Description

In this lesson students will practice functional language used to respond sympathetically in the context of life's ups and downs. They will practice it through gist and specific information listening practice, product writing practice and fluency speaking practice.

Materials

Abc CD track 2.4
Abc CD track 2.3
Abc Course book copies
Abc Overhead projector
Abc PowerPoint Presentation
Abc White board

Main Aims

  • To provide clarification, review and practice of language used for responding sympathetically in the context of life's ups and downs

Subsidiary Aims

  • To provide gist and specific information listening practice using a text about responding sympathetically in the context of life's ups and downs
  • To provide fluency speaking practice in a conversation in the context of life's ups and downs
  • To provide product writing practice of a conversation in the context of life's ups and downs

Procedure

Lead-in (3-5 minutes) • To set lesson context and engage students

T tells a story to elicit the word "sympathetic" and personalise the context. If sts have problems in understanding the meaning, T gives more examples. T transcribes the word and drills it if there's any problem with pronunciation. T puts sts into pairs to duscuss the questions: Do you consider yourself generally sympathetic or not? Who do you turn to if you need a sympathetic listener?

Exposure (8-10 minutes) • To provide context for the target language through listening to three different situation

T sets the (a) question and tells sts not to write sentences, but only short notes. T asks ICQs. T hands out the coursebook copies and plays the recording without pausing. T checks answers as a class and gives feedback. T sets (b) questions and checks the meaning of "reasonably". T plays the recording again, pausing after each conversation so sts can write their answers. Sts check their answers in pairs to comapre answers. T play recording again and checks answers.

Clarification (5-6 minutes) • To draw students' attention to the target language and to clarify the meaning and pronunciation of the target language

T shows the sentences from the box in ex. 3. Sts need to mark the sentences according to the level of sympathy. T explains that this may change with the situation and intonation and gives example. In this exercise sts should refer to the three conversations they listened to previously. T does the first one with the class.

Controlled Practice (6-7 minutes) • To concept check and prepare students for more meaningful practice

T puts sts into groups to do the ex. 3b. They will read the situations and chosse one or two appropriate responses from the box. They will also note if the situations are serious or non-serious. T does the first one with the class. T asks ICQs."Are all the situations equeally serious?" T sets time limit of 2 min, monitors and gives feedback by putting the answer sheets on the walls.

Highlighting (5-6 minutes) • To draw students' attention to the importance of intonation in using the target language

T says one sentence from ex. 3a with different intonation to highlight the importance of intonation if we want to sound sympathetic. Sts then listen to sentences from the box inj 3a and decide which two do not sound sympathetic. T gives sts the tapescript, plays recording again, pausing after each sentence so the sts practice saying all the sentences.

Semi-Controlled Practice (5-6 minutes) • To practice writing skills using target language and prepare students for free practice

T puts sts into pairs. They will choose a situation from ex. 3b and write a dialogue similar to the tapescript for recording 3. If they find it difficult they can use the tapescript as a model. T monitors and helps with language and vocabulary.

Free Practice (6-8 minutes) • To provide students with free speaking for fluency practice of the target language

Sts practice their conversations in pairs, paying attention to the intonation. They change roles so that everyone practices sounding sympathetic. Then each pair acts out their conversation for the class.

Web site designed by: Nikue