Jonathan Aponte Jonathan Aponte

Intonation & Sympathetic
Intermediate level

Description

In this lesson the students will practice intonation to convey sympathy.

Materials

Abc Cutting Edge Upper Intermediate Audio Recording
Abc Zoom Platform
Abc Power Point Slides

Main Aims

  • To provide functional language practice in intonation in the context of responding sympathetically to statements.

Subsidiary Aims

  • To provide fluency speaking practice in the context of uttering sympathetic statements.

Procedure

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

The T shows the Ss a picture of two friends - one is consoling the other. The T asks the Ss the following question: What is he saying to her? The T nominates S1 for his/her answer. The T nominates S2 to ask if S1's answer sounds "sympathetic." The T transitions to next stage of the lesson.

Highlighting (2-4 minutes) • To draw students' attention to the target language

The T explains the aim of the lesson and how intonation affects sympathetic statements. The T asks the Ss what does "sympathetic" mean? The T waits for volunteers. The T explains briefly what sympathetic means, followed by what intonation is and why it is important to English fluency - it conveys meaning. The T transitions to the next stage of the lesson.

Exposure (3-5 minutes) • To provide context for the target language through a text or situation

The T informs the Ss they will listen to a three-minute audio clip consisting of three scenarios/situations. The T informs the Ss they will listen to each clip once. The T will give the Ss three fixed expressions that appear in the audio clips, "oh dear," "calm down," "so annoying," and "try not to worry about it." The T instructs the Ss to listen for each of the expressions and jot down how the speakers sound to them when they make the utterances. The T asks "Do they sound helpful, annoyed, or sympathetic?" The T nominates Ss to divulge the circumstances under which the expressions were uttered. Feedback ensues.

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

The T explains MFPA starting with pronunciation and intonation using some of the examples from the gist exercise, e.g. "oh dear," "so annoying," and "try not to worry about it." The T explains how intonation patterns in a (productive) utterance can affect its appropriacy and how the listener interprets its meaning. The T asks CCQs: What type of intonation do you think the boy is using to console the girl? Look at "calm down," do you think he's using rising or falling intonation? T models. What is a more sympathetic statement to the girl in the photo? "Calm down" with a high pitch or low pitch? Which one would you prefer to hear if you were having a crisis?" The T asks the Ss if they have questions on intonation and how it affects sympathetic statements.

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

The T instructs the Ss they will listen to an audio clip consisting of twelve phrases. The Ss will identify the two unsympathetic phrases with high intonation. The T will play the audio recording again for those who need it. The T will elicit answers from the Ss on which phrases are the "unsympathetic ones." The T asks the Ss what made these two students stand out from the others. The T will entertain other answers from Ss and ask why they chose different answers. The T explains that based on circumstances, intonation, and body language, answers can vary. The T will elicit opinions and questions from the Ss. The T asks, "Do we have intonation in Spanish too?"

Free Practice (8-10 minutes) • To provide students with free practice of the target language

The T instructs Ss to work in pairs/groups and choose one of five scenarios he's provided in the box. The pairs/group will choose the one to their liking and use as many sympathetic statements as possible when communicating with their partner/group mate. The T reminds the Ss that the statement in and of itself is not important for the task - the importance is the intonation used when uttering the statements. The T monitors the pairs/groups in the breakout rooms. The T elicits pairs/groups for their answers. The T corrects any feedback, if deemed necessary.

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