To contextualize the lesson and engage students from the start, you can use the following lead-in based on the topic of sympathy: Begin by asking the whole class the question: "Do you consider yourself to be generally sympathetic or not?" Allow students a moment to think and then encourage them to share their opinions. You can ask for volunteers or use a random selection method to involve different students. After discussing personal views on sympathy, move on to the next question: "Who do you turn to if you need a sympathetic listener?" Give students a few moments to reflect and then invite them to share their responses. Encourage them to mention specific people they trust or feel comfortable confiding in. Facilitate a short class discussion by asking follow-up questions, such as: Why do you think it's important to have someone who can listen sympathetically? How does it feel when someone shows sympathy towards you? Can you recall a situation where you needed someone to be sympathetic? Summarize the students' responses and transition into the main topic of the lesson, explaining that today's lesson will focus on functional language for responding sympathetically in different situations.

The purpose of this section is to familiarize students with the target language and help them identify it in context. Target language: • Calm down! • Try not to worry about it. • Come on! Pull yourself together! • That sounds awful. • Don’t worry. It doesn’t matter. • You must be really worried. Explain that they will listen to three short conversations and their task is to identify the problem that each person is facing. Google forms link: https://docs.google.com/forms/d/1j307BUhHhH8IjoOrPRMt3lP7F9RFvCHF5cOajqaHYd4/edit Play the audio recording (Audio 2.3) for the class, ensuring that students have access to headphones or can hear clearly. After playing each conversation, give students a few moments to discuss their answers in pairs or small groups. Conduct a whole-class feedback session, allowing different pairs or groups to share their answers and reasons. Confirm the correct answers and address any misconceptions. Now, direct students' attention to the target language phrases listed on the board, slide, or handout. Explain that these phrases are commonly used to respond sympathetically in various situations. Elicit or explain the meaning of each target language phrase, providing examples and clarifying any nuances or variations in usage. google forms link:https://docs.google.com/forms/d/172B1P0jvxuAefKf8ZMHFr2OJ77XPxzP39VTjvIpvHg4/edit Encourage students to make connections between the target language phrases and the conversations they just listened to, discussing how the phrases relate to expressing sympathy in those situations.

In this section, the aim is to clarify the target language phrases in terms of their meaning, form, and pronunciation. Use Google Slides or Forms to present the information clearly. Follow these steps: Target language: • Calm down! • Try not to worry about it. • Come on! Pull yourself together! • That sounds awful. • Don’t worry. It doesn’t matter. • You must be really worried. Display the target language phrases on the screen using Google Slides or Forms. Calm down! Meaning: This phrase is used to ask someone to relax or become less upset. Form: Imperative verb + adverb Pronunciation: /kɑːm daʊn/ Try not to worry about it. Meaning: This phrase suggests that the person should attempt to avoid worrying or being concerned about a specific situation or issue. Form: Verb phrase with modal verb + negation + infinitive verb + prepositional phrase Pronunciation: /traɪ nɒt tuː ˈwʌri əˈbaʊt ɪt/ Come on! Pull yourself together! Meaning: This expression is used to encourage someone to regain control of their emotions or composure. Form: Imperative verb + phrasal verb + reflexive pronoun Pronunciation: /kʌm ɒn pʊl jəˈsɛlf təˈɡɛðər/ That sounds awful. Meaning: This phrase indicates that something is perceived as very unpleasant or bad. Form: Demonstrative pronoun + verb + adjective Pronunciation: /ðæt saʊndz ˈɔːfəl/ Don't worry. It doesn't matter. Meaning: This phrase is used to reassure someone that there is no need to be concerned or that something is not important. Form: Negative imperative verb + verb + negation + noun phrase Pronunciation: /dəʊnt ˈwʌri ɪt ˈdʌznt ˈmætər/ You must be really worried. Meaning: This phrase implies that the person is likely experiencing a high level of worry or concern. Form: Subject pronoun + modal verb + verb + adverb Pronunciation: /juː mʌst biː ˈriːəli ˈwʌrid/ Model the pronunciation of "Calm down!" and encourage students to repeat after you, paying attention to stress and intonation. Repeat this process for each of the target language phrases, going through them one by one, explaining their meanings, forms, and pronunciation. Googl forms: https://docs.google.com/forms/d/10qbBD133XEMgaECHSvTTP0fdtPohR9Mdoj1IRNGtu_8/edit As you clarify the phrases, provide examples or scenarios where each phrase would be appropriate to use. This helps students understand the context and usage of the phrases. Encourage students to ask questions for further clarification or provide their own examples using the target language phrases.

To provide controlled practice of the target language, you can create a gap-fill exercise using Google Forms. Follow these steps: Create a Google Form with four gap-fill questions that require students to choose one or two appropriate responses from the target language phrases for each situation. Provide the following situations in the form: Situation 1: A visitor to your house is embarrassed because he spilled his drink. Response options: [Calm down!], [Try not to worry about it.], [Come on! Pull yourself together!] Situation 2: A child tells you that his best friend said something unkind to him. Response options: [That sounds awful.], [Don't worry. It doesn't matter.], [You must be really worried.] Situation 3: Your best friend phones because she had a discussion with her boyfriend. Response options: [Try not to worry about it.], [That sounds awful.], [Come on! Pull yourself together!] Situation 4: Your friend is in tears at the end of a sad film. Response options: [Don't worry. It doesn't matter.], [You must be really worried.] Share the Google Form with the students and instruct them to read each situation carefully and select the most appropriate response(s) from the given options. Allow students a few minutes to complete the gap-fill exercise individually. Google forms link: https://docs.google.com/forms/d/1fWo-WruhYa9vNWdwULv4iD_zCd4LFUvRQLuN0J2MPk8/edit After the designated time, review the correct answers as a class, discussing the reasons behind each choice and addressing any questions or doubts.

Divide the class into pairs and instruct each pair to choose one of the provided situations: A visitor to your house is embarrassed because he spilled his drink. A child tells you that his best friend said something unkind to him. Your best friend phones because she had a discussion with her boyfriend. Your friend is in tears at the end of a sad film. Explain that each pair should have a conversation based on their chosen situation, using the target language phrases they learned in the lesson. Instruct students to take turns playing the roles in the conversation, with one student initiating the discussion and the other responding sympathetically. Encourage students to use a combination of the target language phrases in their conversation and to add their own personalized responses. Provide clear instructions on how to access breakout rooms and allocate a specific amount of time for the pairs to complete the task. Monitor the breakout rooms, offering support and guidance as needed, while allowing students to engage in their conversations independently. After the designated time, bring the class back together and open a brief class discussion, allowing pairs to share their experiences and observations from their conversations.

Begin by praising the students for their efforts and participation during the freer practice activity. Recognize their use of the target language phrases and their ability to engage in meaningful conversations. Address any common errors or areas for improvement that you noticed during the activity. Highlight specific instances where students could have used the target language phrases more effectively or where they may have missed opportunities to respond sympathetically. Encourage students to reflect on their own performance and ask them questions to prompt self-correction and self-assessment. For example: How did you feel during the conversation? Did you find it easy or challenging to respond sympathetically? Did you use the target language phrases appropriately in the given situation? Were there any phrases you struggled with? Provide constructive feedback and suggestions for improvement, emphasizing the importance of natural and authentic use of the target language phrases. Offer alternative or more effective ways of expressing sympathy in certain situations, if necessary. Summarize the main points covered in the lesson, highlighting the target language phrases and their usage. Reinforce the importance of responding sympathetically and the impact it can have on communication and relationships.