SMCs ecbeiteatbaes) using the phone Give me a call Target language: using the phone Activity type: dialogue When to use: Use this activity after Lesson 3.3. Time: 20 minutes Photocopy and cut up one worksheet for each pair of students. Prepar Procedure Put students into pairs. Give each pair a Dialogue 1 worksheet. Tell students to roleplay the phone conversation using the flowchart to help them. Give ‘students time to prepare what they are going to say before they speak. When they have finished Dialogue 1, give each pair a Dialogue 2 worksheet. Tell students that Student B starts Dialogue 2. Give students time to roleplay the second situation. When they have finished, ask one pair for each dialogue to volunteer to act out their conversation in open class.Dialogue + Student A Student B You want to speak to your friend David. Call him. | _ You are David's cousin. Answer the phone. David is not at home. Take a message. Leave a message. You want your friend David to call you back. 7] Ask for the caller’s phone number. Give your phone number: 07789 535886. You didn’t hear the phone number. Ask for the phone number again. Repeat your phone number. Finish the phone call. Dialogue 2 Student B ‘Student A You're a shop customer of Calvin's Clothes. Call the shop. You work in a clothes shop called Calvin's Clothes. Answer the phone. Tell the shop assistant who you are. You want to speak to the manager. ‘The manager isn’t here. Take a message. Leave a message. You want the manager to call you back. 7 Ask for the customer’s phone number. Give your phone number: 06994 231445. ‘Ask the customer to repeat the phone number. Repeat your phone number. >>| Finish the phone call. Finish the phone call.WHO'S CALLING? Materials: One set of role cards per pair of students ‘Arrange Ss in A and B pairs and distribute the A and B role cards, Give $s a few minutes to read through the information, check what they need to do and to think about the functional language they need. Get Ssto sit back-to-back to makeita little morelike a telephone conversation. Tel Ss that there are two role-plays where they make the phone call and two in which they answer phone calls. Encourage Ss to add their own ideas where appropriate during the role-plays During the activity, monitor and listen for correct use of the functional language ‘You may wish to change Ss’ partners so they have anew partner for every role-play. One way to do this is to have an inner circle of Student As and an outer circle of Student, Bs. For every new role-play the outer circle rotates so every student gets a new partner. TEACHER’S NOTESRole card 1A You booked a General English course for two weeks at The English School. The course starts next Monday, but you wane to change it to a course one month later. Phone the school. Role card 1B ‘You are a receptionist at The English School ‘There are courses available next month. Students who change courses must pay an «| extra £50. Role card 2A You work for HBS and you are Mrs Forster's secretary. Mrs Forster is busy ~ she is in a meeting. Ask if you can take a message. Role card 2B You need to phone a company called HBS for your job. ‘You want to speak to Mrs Forster. IF you can't speak to her, you would like her to call you back. ' | Phone the company. Role card 3A You are at home and you are bored. You want co do something with your friend. You would like to go to the cinema or see aplay. Ask your f end for ideas. Phone your friend, Role card 3B You are at home and you are bored. You want to meet a friend. ‘The weather is nice and so you would like to do something outside. Role card 4A Your uncle owns a restaurant called The Borough Lounge (spell this to your friend). The phone number is 020 87973 2047. Ic is best to phone in the afeernoon when the restaurant is not busy. Role card 4B You are looking for a job in a restaurant as a waiter/waitress. Your friend’s uncle owns a restaurant, but you can't remember the name of the restaurant. You need the restaurant's telephone number. Phone your friend.TEACHERS NOTES feo euis iconic ceurclee Type of activity Speaking, Pair work Aims ‘To practise offers and requests and telephone language. Task ‘To make requests and offers over the phone. Preparation Make one copy of the workshect for every pair of students. Cut the copies into columns A and B. Timing 30-35 minutes. Procedure 1. Tell your students that they are going to work in pairs, phoning each other up to make requests and offer help, 2 Write on the board or prepare on an OHT: Can 1 speak to Jenny? Shall 1 take the call? Could you repeat the number, please? Would you mind hanging on a moment? Is it okay iff call you bck later? Would you like me to come straight away? 3. Ask them to copy sentences into their notebooks and then write offer or request next to each sentence, 4 Elicit ways of starting a phone conversation, and write them on the board, e.g. Hello, i fon in?; W's Jon speaking. or Car I speak to Alison? 5 Before the pair work, demonstrate the activity with @ good student. Role play a short phone call, asking the student to come five minutes early for the next class to help you put some posters up in the classroom. 6 Divide the class into pairs and give each Student A a copy of worksheet A and each Student B a copy of worksheet B. Hello Tom, it’s Paula . 7 Ask the students to read the instructions on their worksheets. Tell them they should write down the basic requests and offers before starting their conversations. 8 Students follow the instructions on their ‘worksheets to make four telephone conversations 9 Circulate, checking that students use the appropriate question/answer forms for the offers and requests, and that they are having ‘complete’ telephone conversations. 10 When most students have finished, ask one or two paits to act out their conversation for the whole group. Follow up ‘The students can be asked to choose two conversations and write them out fully for homework. Notes & comments If some pairs finish early, ask them to make offers and requests of their own.A Use the instructions below to make four phone conversations. You will be asking a favour or making an offer in each conversation. Phone with a request You won't be able to attend your next English class. Phone one of your classmates and ask himiher to collect the homework for you Answer the phone You're learning how to use e-mail and find it a bit difficult. Your cousin is phoning you to offer some help. You accept his offer but would like to use his computer because yours is very slow. You'd prefer to meet during the week Phone with an offer One of your colleagues from work is having his car serviced and will be without a car for the next three days. Since you live near him, offer him a lift to work. Arrange a place and time to pick him up. Answer the phone Your younger sister is phoning you with a request. You're happy to help her, but would like to take your seven-year old daughter with you You're busy on Saturday morning. Arrange a day and a time to be there o< Use the instructions below to make four phone conversations. You will be asking a favour or making an offer in each conversation. Answer the phone One of your English classmates is phoning you with a request. Accept the request and offer to take the homework to your classmate’s house. Check hisfher address, and arrange a time to go there. Phone with an offer Your cousin is learning about e-mail. You've used e-mail for a while now and want to offer your cousin some help. You are less busy at weekends. Suggest a date and time. Answer the phone Your car is being serviced during the next three days. You normally drive to work. A colleague is phoning to offer you a lift. Accept the offer, and suggest that you can wait for him/her at the main road. Ask if you can have a lift home too. Phone with an offer You want to decorate a room in your house this weekend (you'd prefer Saturday morning). Phone your older brotherisister for help. Ask if helshe wants to stay for dinner and check what s/he would like to eat.TEACHER'S NOTES a3) Where am I? Type of activity Reading and speaking, Pair work Aims ‘To practise informal telephone conversations, requests and giving directions. Task To complete the dialogue. Preparation Photocopy one copy of the worksheet for each student. Timing 1 hove Procedure 1. Start with a class brainstorm of the language ‘of mobile phoning and text messaging: signal, breaking up, charging, ete 2 Give out the dislogue. Ask the students to read through once to get the gist. Check that students understand the situation. (Tom has got lost on his way to Maria's party.) 3. The students complete the dialogue in pairs. ‘The suggestions for Maria‘s part can discussed with the whole class. Points to work on are as follows + The directions given by Maria (any directions are suitable here). Check for accuracy. * Vocabulary: tively, amplifier, a search party + Requests: I wonder if you could do me a fecou?. 4. Once the students have worked on the dialogue in class, they then practise reading it in pairs. While they are doing this, walk around and correct stress and intonation. If necessary, practise as a drill, especially the intonation and stress of exclamations: Don’t say he’s lost too! haven't a clue where I am! Send ‘out a search party! 5 The students perform the dialogue for each other, either miming the telephone, sitting back to back, or standing apart. The dialogues can be recorded for later analysis. Answers (suggestions only) Yes, who's that? Where ae you? Can you see the name ofthe put? Oh, you're not fae away. Turn right T ssid you're not far away, Turn right (general directions) No it’s only just started Of course, what's that? But he's not here yet Alright, Where are you now? Can you see the post box?Complete the dialogue. Ton aria T: Hello. Is that Maria? Te It's Tom. I'm lost. | thought was going the right way, but obviously | wasn't T: Ata Tunetion, but | haven't a clue where. There's no signpost. | can see a pub on the comer. M: Tr Hang an, let me see ... yes, i's difficult to read in the dark ... yes, it's called The Queen's Head. Ms T: | can't hear you! What did you say? Te Turn right, Okay, I'm turning now ... Now what? M: T: Okay, got that, Am | late for the party? It sounds quite lively there. M: T: That's good. | wonder if you could do me a favour? M: Te Tell Mike (ve got the amplifier. | sent him a text message, but he didn't reply T: Not there yet! He said he'd be there early! Don't say he’s got lost too! Try his mobile again, will you? Te Fine. If 'm not there in ten minutes, send out a search party! 10 minutes later Te Its Tom again. You won't believe this! I'm in your street, but | can't find number 82. Well, I'm standing outside number 80, but there's no house next to it ‘Yes, yes | can soe the post box. Hang on, there's someone coming down the street, I'l ask them. Excuse me, could you ... oh, it’s you! Maria and Tom stand facing each other in the street, both holding their mobile phones and laughing.9 Can you make and answer phone calls? Language practised: Phrases2know page 91 of the Students’ Book. Speaking: interaction Time: about 20 minutes This isa pairwork activity. You will need one photocopy for each student PLUS an A and 8 role card for each pair. ‘+ Review the Phrases2know on page 91 of the Students’ Book before doing the activity. ‘* Make pairs. Hand out Resource 9 (page 92) to each student. Read the instructions with the class and check understanding. They sit back to back to make the phone call more realistic (they can't see each other). ‘+ Hand out an Aand a B role card to each pair. Give them silent reading time but remind them not to look at each other's cards. ‘* Students do the roleplay (A starts). Monitor and support where necessary. ‘+ Students swap role cards and repeat the activity. ‘* Make new A and B pairs for further practice if appropriate OR invite pairs to roleplay their conversations to the class.Can you make and answer phone calls? ATiip to the Cinema Work in pairs. ‘© Sitwith your back to your friend. ‘Take turns to act out the dialogue below. Student A starts each time. ‘+ Be inventive and creative! Roleplay Cards: (for the teacher) A ‘Answer the phone. —> Greet your friend, Suggest a film to see together and a day and a time. Say why you want to see the You want to go to the cinema, But you don't want a bs film. > to see the film (say why). Suggest another filmand —! Why you want to see it. Suggest another day. > | Agree on the film and day. Suggest. time and a place to meet. > Confirm the arrangement. Finish the conversation. —> ‘Agree on the arrangement. Repeat the film / day / time /place. —> Finish the conversation.27 Hello, can I help you? Aim: To practise asking for and giving information about courses at a language college. Interaction: Pairs Exercise type: Sentence formation, roleplay Time: 30 minutes Language: What day Materials: One set of materials, cut up, per pair. s the course? Who is the teacher? How much does it cost? Instructions: (1) Put Ss into pairs and hand out the dialogue. Ss work in pairs to form full sentences from the prompts. (2) Monitor and correct where necessary. (3) Once Ss have formed the sentences correctly, tell them to roleplay the conversation. (4) Now give Ss the cards for the language courses. Pre-teach: translator. ‘Tell Ss that one of them wants to learn Japanese and the other Italian, They must write similar questions to those in the dialogue. Monitor and help where necessary. (5) Ss act out their roleplays in pairs, one student asks questions whilst the other finds the answers on the information sheet. Monitor and choose the best Ss to act out their roleplays in front of the class. Answers 2 When are the Beginners classes? 3 Which coursebook do you use? 4 How much does it cost? 5 No, Imeant the course. 6 When does the Beginners course start? 7 Who is the teacher? 8 When can I register?JAPANESE FOR BEGINNERS Tuesdays and Thursdays 6.30-8 p.m. A course for complete beginners only. Coursebook: Kon-nichiwa! Teacher: Tom Shelton. Tom lived in Japan for three years and has a Japanese wife. Price: 250 pounds per term t Dates: 0 1/9-20/12 4/1-25/6 Saliar or Ho lili All levels Beginners: Monday 8-9 p.m Pre-Intermediate: Tuesday 6-7 p.m. Intermediate: Wednesday 5-6 p.m. Upper Intermediate: Thursday 6-7 p.m. ‘Advanced: Friday 6.30-7.30 p.m. Coursebook: Ciao! Teacher: Stephen Mellings. Stephen studied Italian at university and now works as a translator of Italian literature. Price: 10 pounds per lesson Dat 19-2112Receptionist: Good afternoon. Weston College. Man: Oh, hello. Err... I'm calling about language courses at your college. Receptionist: Yes. How can I help? Man: ' / you / run / German classes? Do you run German classes? Receptionist: Yes, we do. We have Beginners, Intermediate and Advanced classes. Man: Oh good, umm ... ? When / Beginners classes? eee Receptionist: On Mondays and Wednesdays at 5 o'clock. Man: And ... ° Which / coursebook / you / use? . Receptionist: Guten Tag! It's a new book. It’s very good. Man: ‘ How much / it / cost? Receptionist: The book? I'm not sure. You'll have to ask at the bookshop. Man: * No, / meant / the course Receptionist: Oh, sorry. It’s 225 pounds a term. Man When / Beginners course / start? Receptionist: September 7th... And the second term starts on January 10th. Man: ’ Who / the teacher?. Receptionist: There are two. Professor Heinrich Miiller, from the University of Heidelberg, and Emily Stevens. Man: OK. I think that’s everything. * When /I/ register? Receptionist: Anytime. The college is open every day, Monday to Friday, from 9 in the morning until 6 in the evening. Man: Great. Thanks very much. Goodbye. Receptionist: You're welcome. Goodbye.