Students answer to ICQ and discuss advantages and disadvantages of phone calls in pairs for 2 minutes. ICQ Is this activity in pairs? Yes Is this an oral or a writing activity? Oral How many minutes? 2

Gist Students listen to a short phone call audio once and decide what type of call it is individually. Answers are checked and discussed briefly as a group. Intensive Students observe demonstration of instructor arranging lexis in the same order it is mentioned in the audio. Students listen to audio twice as they work individually. Then, they answer ICQ and compare their answers for two minutes in pairs. Audio script is shared with students. ICQ How many rounds? 2 Are you working individually or in pairs? Pairs How many minutes to compare your answers? 2

Meaning Students listen to instructions and answer ICQ. They work in pairs to match headers (caller, receiver) and lines (start, who is speaking, when the person isn't there, end) based on vocabulary a chart is filled out with. They work together for two minutes. Answers are checked and then they answer to some CCQ ICQ Is this activity in pairs or individual? (pairs) How many minutes? (2 minutes) You have to organize the headers based on what? Information, vocabulary or lexis in the chart CCQ Hello, this is _________ or Hello, it’s ________ Is this expression used to say who is speaking? (yes) Are these expressions different? (No) Can I speak to ______? Is the person who answers the same person I want to talk to? (No) Is this question about a possibility in the immediate future? (yes) Who’s calling? Does the receiver recognize or know who is on the other side of the call? (No) Can I leave a message? Do we ask this question when we are speaking to the person we need or want? (No) Is this question about a possibility in the future? (yes) Is the message for the receiver or for someone else? (someone else) I’m afraid ____ not here at the moment Is the receiver the person who the caller wants to talk to? (No) Are the receiver and the person who the caller wants to talk to in the same place? (No) Can I take a message? Is this a request or an offer for help? (offer for help) Is the message for me (the receiver) or someone else? (someone else) Am I responsible for transferring the message to another person? (yes) I’ll ask ____ to call you back Do I offer help with this expression? (yes) Do I have to talk to someone else to help the caller? (yes) Will the caller receive a call in return? (yes) Appropriacy Students classify lexis using colors as a reference for formal, neutral and informal. Instructor uses colors as indicated by students and confirms with gestures and head movements. Formal: I'm afraid she's not here at the moment Neutral: the rest of lexis Informal: questions sound more formal when can is replaced by could Form Students observe demonstration and listen to instructions. One is nominated to repeat instructions guided with a slide. Students analyze lexis forms in pairs in google forms for 2 minutes and submit. Their answers are analyzed. Pronunciation As a group, students identify stressed words based on audios. Then, they work individually for two minutes to complete charts (content words and intonation patterns). Answers are checked. Consequently, they answer google forms individually as teacher plays audios. Answers are confirmed orally.

Students will observe demonstration and will work individually to unscramble words in a phone call conversation for three minutes. Answers will be checked by the system and discussed in case of questions

Students work in pairs to create a phone-call role play of maximum 1 minute. They choose the roles, the formal or informal tone and prepare for 5 minutes based on the controlled practice activity. Groups are paired up so they can perform for each other as listeners evaluate the performance on google slides for two minutes.

Students look at errors written on the board based on what was made during free practice stage. They participate to correct them