Greet students and tell them that we will practice useful expressions when having a conversation on the phone. Have Ss answer in OC the following questions shown on Google slides: - How many phone calls do you make or get on a normal day? (Possible answers: a couple / I receive more calls than I make /I only get spam calls, etc.) - Do you always answer your phone at work or at home? If not, why not? (At work, always but at home I prefer texting than calling)

Tell Ss they are about to read a phone conversation and complete their first task. Screen share G-forms on the Gist reading task and read the question to the class. Tell them they have 3 mins to read the text and submit their short answers. Share G-Form via chat. ICQ: How much time do you have to answer? (3 mins) / Should you submit your answer right away? (Yes) Answer: Emily can talk to Chris in an hour, after his conference call. CCQ's: Is Chris available to talk right now? (No) [Elicit one of the students] What part of the text tells us that he can't talk right now? (Can I call you back in an hour?) Tell Ss to observe the other expressions in bold and read them out loud for them.

Meaning Tell students to keep in mind those words in bold. Now show them the G-slides with their meaning task. They now will have to categorize the phrases with headings by dragging them to their respective cells in a), b), c) and d) - demonstrate how to drag the headings. Tell them they have 3 mins to complete this task. Tell them they will work individually and assign a slide per student. Share the G-slides on the chat. Answers: a) Asking to speak to people b) Saying who you are c) Calling people back d) Other useful phrases Check answers in OC by showing answer key slide. Form Show slide with the 4 marker phrases to be analyzed. Section 1: Hello, can I speak to Chris Morris, please? Can I call you back in an hour? Hold on a moment) FCQs: Take a look at these, what kind of questions are they? Short answer or long answer? (Short, they are yes or no questions) How do we start yes/ no questions? (Auxiliary verb/ Modal verb or verb "be") What follows? (Subject + main verb + complement) Are they polite? (Yes) Are they quote formal or rather neutral? (Neutral) Can we make them more formal? (Yes) How? (by changing the modal verb) Can we say "may/ could"? (Yes) Look at this question: Can I call you back in an hour? What kind of verb is "call back"? (Phrasal verb) Can we modify it without changing the meaning? (no, it is fixed) We can change the object - object pronoun (me, you, her, him, etc) Look at the phrase "Hold on a moment", what kind of verb is hold on? (phrasal verb) Just like "Call back" hold on is fixed. What is a synonym for hold on? (wait), we can also say "Wait a moment/ a minute/ a second" Part 2: This is Emily Wise Is that Chris? FCQs: What about these, when do we use "this, that, those"? (When we are pointing at something) How are they being used here, pronouns or adjectives? (as *demonstrative* pronouns) Do we usually use "this one or that one/ this girl/ that person" as adjectives for people? (No, its not polite) What do we use them for? (things) For phone calls and introductions we can use "this, that" as pronouns for people. Pronunciation Tell students to look at the following phrases. I will repeat each of them and they will have to recognize where the stress of the sentence/ question is. Demonstrate with the first sentence together. Then elicit students where the stress lies in the rest of the phrases. Tell them to notice the intonation differences between the questions and the statements. Observe that the weak words are linked as well as consonant - vowel links. Drill chorally and individually in OC. Answers: Hello, can I speak to Chris Morris, please? Can I call you back in an hour? I’ll call you later Hold on a moment

Now the students will have a chance to practice the phrases they just learned. Screen share slide with task. Ss will now work in pairs, assign a slide for each pair. They will have to either complete the missing phrases/words from memory or can refer back to the text either on G-forms or slide with the conversation. Tell them they have 4 minutes to complete the task in BORs and one of them may share their screen as they work on it. Then elicit answers from students in OC and give them feedback. ICQs: How long do you have to complete this task? (4 mins) Are you doing it individually or in pairs? (in pairs) Do you have to work from memory only? (no, they can refer back to the text) Answers: This is/it’s Clare. Can I speak to Rob, please? Hold on/wait a moment I’ll call you tomorrow to confirm the day and time.

Finally, tell Ss they will now create and practice their own phone conversations. Show slide with the 3 different scenarios: A phone conversation between two friends, a call to an office and a phone conversation with the doctor's office. Ask them to observe if the scenarios are formal or informal? Assign new pairs and also assign the scenario so that they are not repeated. Encourage them to use the phrases learned and provided. They may also look back at the previous tasks for ideas. Give each pair their slide and tell them they can be as creative as possible and that they have to write at least 6 lines (3 per person) in 6 minutes. I will be going around the BORs if they have any questions. ICQs: Will you work alone or in pairs? (in pairs) How much time do you have for this activity? (6 minutes) At least how many lines should you write? (6 lines) Can you write more than 6 lines? (Yes!) Send them to BORs and after 6 minutes ask each pair to present their conversation.

Delayed Error Correction (DEC). Listen to the conversations Ss created and make notes of any errors. Show them slide with sentences: Is the sentence correct or incorrect? Provide corrections.