T. says two pieces of news, one good and one bad, and asks Sts to respond to them one by one. T. gives instructions: Ss work in pairs to listen to each other news and respond. T. writes examples of their responses on WB

T. chests HO Ss work individually to choose the appropriate response. Ss work in pairs to check answers Ss listen to check answers T. asks "Do people in the conversations react in the same way?" How? Ss listen and answer

T. chests HO Ss work individually to classify responses into two parts, positive responses and negative responses Ss work in pairs to check answers T. provides them with AK

T. elicits examples of TL from students based on the conversations they have listened to. T. asks CCQs to clarify the meaning of the TL: Do you say it when you hear happy news? (the answer depends on the response that being discussed good or bad) Do you say it when you hear something bad? Do they express feelings? How? yes. When hearing happy news, we speak louder with rising intonation. When hearing bad news, we speak lower, slower with falling intonation. Is your response different from one situation to another? Yes, depending on the kind of news we hear. Do they have the same form, like a sentence for example? T. highlights the form on WB Ss practice saying different responses with the correct intonation

T. chests HO Ss work alone to rearrange the conversations Ss work in pairs to check answers T. provides them with AK Ss work in pairs to practice the conversations T. monitors and provides feedback

T. gives instructions Ss listen to each piece of news, decide whether it is good news or bad news and respond appropriately. (different student each time)

T. gives instructions Ss write their bits of news (good or bad) Ss do a mingle swap. Each student takes another student's piece of news Each student says the piece of news and a partner responds T. monitors, provides DEC if needed