- T greets Ss, asks them if they know what it means to be sympathetic - T asks Ss if they consider themselves to be generally sympathetic or not - T asks Ss who do they turn to if they need a sympathetic listener.

T instructs Ss: Listen to the audio and take notes of what the problem is in each of the 3 conversations T elicits responses from Ss, then shares a handout with answers T shares a list of phrases (target language) with Ss via Jamboard T instructs Ss; Look at these phrases. Do they sound sympathetic, unsympathetic or fairly sympathetic?

- T asks Ss to listen to the audio and take notes while trying to identify: which phrases are said with the best attitudinal intonation MEANING: How annoying! CCQs: - Is the speaker expressing displeasure to sympathize with someone? - Is this an exclamation? FORM: Students match in jamboard, teacher provides feedback. The form can be reflective in nature (longer) or structured to exclaim (shorter) PRONUNCIATION: Model, elicit stress, drill chorally, then drill individually T to Ss “Please listen and repeat after me.” T to Ss "Where is the stress?" T to Ss "What sort of intonation do we use here?"

T to Ss: Look at the questions on Google Forms and note answers. - Ss complete the exercise – 3 min - OCFB – 3 min

T to Ss: In breakout rooms, work in pairs to role play a situation where you have to use sympathetic language

T provides Ss with feedback on content and language based on monitoring of the task.