To provide clarification, review and practice of language used for responding sympathetically in the context of life's ups and downs
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 (38-48 minutes)
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?
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.
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.
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.
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.
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.
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.