Paul Lichter Paul Lichter

TP4 - Functional Language - Responding Sympathetically
Upper Intermediate level

Description

By the end of the lesson, the students will have been introduced to, and will have practiced for accuracy and fluency the functional language related to responding sympathetically in real-life situations.

Materials

Abc New Cutting Edge - Upper Intermediate

Main Aims

  • By the end of the lesson, the students will have been introduced to, and will have practiced for accuracy and fluency the functional language related to responding sympathetically in real-life situations.

Subsidiary Aims

  • The students will practice listening for gist and responding sympathetically in conversation

Procedure

Setting Context - Lead In (4 minutes) • To engage learners and activate their previous knowledge of topic area

- T presents lead-in / picture - Picture of a bar/pub with bartender and customers. - Who do you like to talk to when you need a sympathetic listener? - - Learners go to breakout rooms to discuss and compare answers (2 minutes) - T conducts OCFB and writes learners’ ideas on the board.

Intensive Listening Task (6 minutes) • To focus learners’ attention on the TL and extract the marker sentences from the text

- Students listen to conversations o What is the person’s problem in each conversation o Is the listener very sympathetic? - Students answer questions via Google Forms - Learners go to breakout rooms to discuss and compare answers. (1-2 minutes) - T conducts OCFB

Language Clarification (10 minutes) • To present MFAP for the functional language of responding sympathetically

- Meaning: - There are basically two types of sympathetic phrases. Some phrases primarily express that you are listening to the other person and understand how they feel. Other phrases express encouragement or make suggestions. - - Learners do matching exercise in pairs in breakout rooms (4 minutes) - Appropriacy: Highlight politeness and appropriacy - Form: Highlight the fixed or semi-fixed parts of the expression. - Pronunciation: Focusing on polite intonation

Controlled Practice (10 minutes) • To provide learners with opportunities to use the TL in a controlled manner

- Instructions: Page 23, Ex 3b - Learners read the situations via Google Forms and select two (2) appropriate sympathetic responses (5 minutes) - . - Check answers in pairs in the breakout rooms. - T conducts OCFB

Freer Practice (10 minutes) • To provide learners with the opportunity to personalize the use of the TL, and practice speaking.

- Students select a situation and role play. - Pick one of the topics to discuss with your partner. Your partner should respond sympathetically. Discuss for three minutes, then pick a different topic and switch roles. Focused on fluency and communication Done in pairs in breakout rooms

Feedback (5 minutes) • To provide learners with feedback on the completion of the task and language

- T nominates 1-2 students to share their answers - T writes on the board samples of learners’ production and sets a task in pairs for learners to identify the correct and incorrect sentences and correct the latter ones. - T conducts OCFB, DEC

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