Use a mind map to elicit from students: who they talk to on the phone (family, friends, work, doctors, banks), why they call/what things they talk about (information, appointments, catch up), what kinds of problems they might have during a phone call (bad reception, interruptions, too loud, didn't understand), and phrases they use to start or end a phone call (Hi, this is..., I'm calling about..., talk to you later). Fill in the mind map as students give ideas.

"Now we're going to listen to 2 phone conversations.. In the first, a person is talking on the phone with a business while riding the train. In the second, a busy mom is talking to a business. While you listen answer the questions: What is the conversation about? What problem do they have during the conversation." Show Ss the G-Form with the questions. Send the form link in the chat. ICQ: how many conversations are we listening to? (2) Are we answering who is talking on the phone or what the conversation is about? (what the conversation is about) Play the audio once. Give Ss 2 mins to answer the question. OCFB. "Now we're going to listen to the audio a second time and fill in the blanks with the missing words". Show Ss they have their own slides to fill in. Elicit some ideas of what might be the missing words. Send the G-Slide link in the chat. Play audio a second time. If Ss need it play additionally. Put Ss in BORs for 2 mins to compare answers. OCFB.

"Now we're going to look at those phrases and sentences closer to learn how to use them." Meaning: Show them the G-Slide and give them 2 minutes to match the situation with the phrase. Give a demo of how to do the first one. OCFB. Answer Key: 1. C) 2. B) 3. F) 4. A) 5. E) 6. D) 7. G) Use CCQs as needed. Focus on phrases Ss struggled to match. CCQs: (highlight that in American English would you use call/calling instead of ring/ringing) 1. Did the person reply to you? (yes) 2. Did you call them before? (yes) Did they answer when you called them? (no) Is it about the past or the present? (past) 3. Can you hear them clearly? (no) Are you asking politely or are you frustrated? (politely) 4. Is it hard to hear the person? (yes) Is the person talking quietly or is there a problem with the phone connection? (problem with the phone connection) 5. Are you checking if they're busy? (yes) 6. Are you deciding when to call again? (yes) Do you want a suggestion of when to call? (yes) 7. Are you ending the phone call? (yes) Will you talk again? (yes) Form: Show Ss the G-Slide. Have them sort the positive/negative/question forms for 2 minutes. Give an example. OCFB. Show Ss a G-slide with more polite and less direct statements. Elicit from Ss which are more polite and which are more direct. What phrases or words can we use to make them more polite or more direct? Ex. I'm afraid, please, I'm sorry, a bit, indirect questions, shorten or lengthen sentences. Pronunciation "Now we're going to work on our pronunciation" Listen to the sentences and decide if it is rising or falling intonation. Demo the first sentence (falling). Listen to the other sentences and elicit from Ss if it is rising or falling intonation. 1. falling 2. Rising 3. Rising 4. Falling. (Rising tone is often used for yes/no Qs and polite requests). Elicit from Ss what content words. Are content words words like 'for' or 'to'? (no) Content words are the ones important for core words. They are stressed when you say the sentence. Demo the first 1: Listen and elicit from Ss what they think are the stressed words. Underline or highlight them. Drill pronunciation chorally and individually.

Now we're going to practice using them by filling in the blanks in this conversation. Show Ss the G-Slide. Context of activity: Mechanic is calling busy mom about her car being repaired. Give Ss 2-3 to fill in the blanks. OCFB. Answer Key: 1. C) 2. A) 3. D) 4. B)

We're going to practice using this language to talk on the phone. What phrases do you remember? Assign Ss pairs and have them choose which situation they want to role play. Give a demo. Encourage Ss to use TL. Allow Ss 1-2 mins to prepare for their role play. Use BORs and observe with camera off. If there is enough time have Ss switch partners and choose a different scenario. DEC. OCFB