I'm on the phone
To provide fluency and accuracy speaking practice in a role play in the context of phone conversation.
To provide gist and specific information listening practice using a text about phone numbers in the context of asking and giving phone numbers.
Procedure (39-49 minutes)
To engage the students in the lesson the teacher shows her phone and says my mobile phone died asks students: 'Do you have a mobile phone? Can I use your phone?' ,nervously. T assumes that the student gives his/her mobile to the teacher. Teacher takes the phone and makes a so-called phone conversation. Teacher asks how do you feel when you don't have your phone? Then teacher gives handouts to the students.
The teacher shows the worksheet and gives instructions: Work alone, ' listen and tick the correct answer'. S/he uses CCQ, Do you listen? yes. Do you work alone or with a partner? S/he gives handouts to students. Ss watches a video about asking phone numbers. They will see the people on the street , an interviewer asks the people their phone numbers. The video is about 3 mins. Students tick the correct answer while listening and then they do peer check.
Teacher shows the worksheet to the students and gives the instructions 'asks and answers the phone numbers '. S/he gives exercise to students about asking telephone numbers. Students work in pairs. There are two different worksheet. One of the students is given A, the other is given B. On the worksheets, students see some phone numbers about different places. For example swimming pool, gym , post office. They ask to each other.' What is the phone number of swimming pool?' The teacher will monitor them and if necessary she writes down the sentences for delayed feedback.
Teacher gives handouts from the book . Teacher gives instructions and uses CCQ, there are four phone dialogues with blanks , students complete the four dialogues with the correct sentences that given above te exercise.The students have 3 mins. They work in pairs. Check the answers with the whole class. Then teacher handouts role play cards to the students , students work in pairs and students come to the board with their partners. Students will use the functional language by using correct intonation. The teacher aims that the students should be in the correct mood if not the teacher will tell them friendly to use correct intonation.
The teacher monitors as they talk to each other and take notes of good language use and errors. The T writes the good language use on the board to praise the student(s), then writes the errors on the board and tries to elicit the correction from the Ss. If there is enough time the teacher open a video related to the subject.