Marlon Muraro Marlon Muraro

9-going out
A1 level


In this class, Ss will listen to a phone conversation. Do some tasks to fixate the conversation and with the lexis of this lesson, they will be able to pretend, in a nice migle activity, how to answer the phone in english. A light class with a very functional language set.


Main Aims

  • To provide gist and detailed listening practice using a text about a phone conversation

Subsidiary Aims

  • To provide review and clarification of telephone expressions
  • To provide accuracy and fluency speaking practice in a role-play in the context of a phone conversation


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

With the Pictures, introduce Tom and Sue. Elicit what they are doing by pointing at the cellphone, ask where is he? home, where is she? office. Is she busy? Yes. She's in the office, busy, he's home. Here, Ss will associate the pictures with a phone conversation. Get to know the characters of the listening. Activate schemata related to the topic of the lesson, a phone conversation. WC, Ss -T activity.

Pre-Listening - Block Vocab (3-4 minutes) • To prepare students for the text and make it accessible

Elicit from the Ss the block vocabulary, busy, Is she doing a lot of things or relaxing? a lot of things, really occupied > busy, write the word, write the phoneme and drill. later, if she's busy and he's not, do you think, they talk now? no When? later. write and Drill Here, Ss will get into contact with the block vocabulary to help them with the exercise. They are likely to know these two words.

While-Listening #1 (10-12 minutes) • To provide students with less challenging gist and specific information listening tasks

T-S, here I have the conversation they are having, Can you help me? First we put it in order, 1, 2, 3... then we listen to check. GW of 4. Are we writing smth? no. Are we putting in order? yes. You have 5 min. Here the Ss will first read the sentences separated to later put them in order. This task is great opportunity fro them to first check the form then with the audio correct the order and check the pronunciation. And doing it pair work will help to boost their confidence. Play the audio to check. WCFB - Fixing to the wall the two large ones. Have them reading PW the sentences, for 2 min..

While-Listening #2 (7-10 minutes) • To provide students with more challenging detailed, deduction and inference listening tasks

T-S, Do you think he calls her again? yes, remember, "Can I call you later?" , here is the second time Tom calls Sue, Circle the ones you hear. demo WB. Give them the sentences. 1min to read. Do we write or just circle what we hear? circle. Alone or in pairs? alone first -then we check in pairs. play the audio. Here they will try to identify what they hear from the audio, having the sentences in the exercise and just circling the ones they hear. WCFB, call the answers. With the sentences on the WB, mark the stress and drill.

Post-Listening (8-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

T-S let's read 2 more conversations. Before we read, we need to complete them. Demo WB first. Alone or in pairs? pairs. Do we choose from the box? Yes.. 5 min. Here they will have more sentences to compare and expand the vocabulary. This will also test if they understood the terms discussed until this stage of the lesson. WCFB, S-WB.

Semi-Controlled Practice #1 (3-5 minutes) • To provide Ss with a speaking practice for accuracy

now, with these sentences (WB), in PW one minute to read with your partner the sentences. define S A and S B. A quick check with PW for them to have an opportunity to practice this sentences as well. WCFB, Get one pair to read to all.

Freer Practice (10-15 minutes) • To provide Ss with a speaking practice for fluency.

T-S, Remember Tom's dialogue, now let's use our names. divide the class in half, let's stand up, form Line - Right side, form line -left side, in front. Are we Using our names or Tom and Sue? Our names. Give them 3-5 min, then stop, Change the order of one line, one step to the right. In a real telephone call do we see each other? no. Turn them around, back to back. We are using the same conversation. Ss B starts. Here Ss will be in a freer and personalised practice of the target language. This will help boost their confidence. The mingle activity will get them involved. WCFB, get 2 Ss to act the conversation. Delayed error correction

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