Sara Sara

Responding sympathetically
Upper intermediate level


In this lesson Ss will practice functional language that used to respond sympathetically in the context of life's ups and downs.They will listen to three short conversations.They will practice listening and develop writing as well as fluency speaking practice.Then there is a controlled practice and freer practice.


Abc pictures
Abc CD track 2.3
Abc white board
Abc handout from " New cutting edge - Upper intermediate students" book p 23
Abc Flash cards
Abc handout activity from New cutting edge upper intermediate workbook p.17

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 practice in writing a conversation in the same context.
  • To provide practice in listening to the text about responding sympathetically in the context of life's ups and downs.
  • To provide fluency speaking practice in the context of life's ups and downs


Warmer/Lead-in (0-5 minutes) • To set lesson context and engage students

Present some pictures on the board, ask the Ss Which feelings are involve in this picture? try to elicit the word "sympathetic". If they have a problem in understanding the meaning , I can tell them the definition of the word "sympathetic". A sympathetic person is someone who will listen to you, try to understand your feelings and help you when you are upset.Then put Ss into pairs and discuss the questions :Do you consider yourself to be generally sympathetic or not ? Who do you turn to if you need a sympathetic listener ? Give feedback by ask one or two of them a bout his opinion.

Exposure (0-10 minutes) • To provide context for the target language through listening to three different situations.

Tell the Ss that they are going to listen to three different conversation along with the audio there is a question. Set the question and tell the Ss to write short notes not full sentences.Ask ICQS. 'Are you going to write full sentences or.........?.Hand out the question and play the track audio without pausing.Ask them to check together,then check with them the answers and give feedback.Set the second question and check the meaning of 'reasonably'. Play the audio again,pausing after each conversation to enable Ss to write their answers. Put them in pairs to compare what they have come up with.Write the answer key on sheet of paper and put it behind their chair if they want to check their answers.It is behind your chair.

Highlighting (0-5 minutes) • To draw students' attention to the target language

Ask Ss which expression they can remember used in responding sympathetically.Put them into group to come up with many expression they can remember.While they are working together,I divided the board three column: very sympathetic, fairly sympathetic, not very sympathetic.Check with them and put the flash cards of the expression on the right column.

Clarification (0-10 minutes) • To clarify the TL in terms of meaning,pronunciation,form.(MPF)

Ask Ss to listen to me,then tell them the definition of the language that they don't know.Elicit from them and clarify it on the board.Then elicit the other expressions and put them on the board.Drill all the target language,highlight the importance of the intonation if we want to sound sympathetic.They listen to me and repeat.

Controlled Practice (0-10 minutes) • To provide practice using the TL with a focus on developing accuracy.

Put Ss into pairs and ask to answer question 3b. Check the meaning of spilled , row by showing them a picture or elicit from them the true meaning.Elicit responses for the first situation as an example , then give Ss a few minutes to do the other. Check answers with them.

Free Practice (0-5 minutes) • To provide practice using the TL with a focus on speaking and writing for fluency as well.

Ss will practice productive writing through responding sympathetically to one of three situations.Tell Ss that they are going to read the situation and response sympathetically and write few sentences using these expression in the box.Tell them to work alone for 3 minutes.Ask ICQS here, hand out the activity with the expression.After they have finished, every one tell each other his own writing.Feedback :Ask one of them what is the most interesting thing that your friend write about it?

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