First, I will check student's vocabulary of "telephone," by asking what the phone is in the picture on the first slide. Then, I will elicit what a "phone-call"/"talking on the phone" is before getting into the questions. 1. Who do you call most often? 2. Who was the last person you called? What did you talk about? 3. Do you always answer the phone? This will be an open conversation, which students have done well with in our last lesson, so I am not too worried about engagement here. One thing to expect, is students to be joining late during this activity. OCFB: There will only be time for a few people to engage. Make sure not to spend too much time here.

1. Gist: Share the link for the first google form in the zoom chat, and ask if everyone is able to access it. Also screen share the form in-case not everyone has access. Instructions: There are two phone conversations here. Please take two minutes to read the text and then submit the answers to the two questions. ICQ: How long do you have? 2 minutes Do I want you to answer the questions on your own? yes OCFB: Check answers. Elicit proper responses if students did not get them correct. 2. Intensive Now, please read the text again. This time, you will have two minutes to read. If you finish early, please look at the questions and think of your answers but don't submit responses. We will come back at two minutes to answer the questions as a class. ICQ: How much time will you have to read? two minutes What should you do if you finish early? Look at the questions. Do I want you to submit the questions? No OCFB: Once the two minutes is up, come back to the class and elicit the answers from the intensive task. This should be rather brief, as I would like to spend the bulk of the lesson on the MFP and freer practice.

For this section, I will ask a series of CCQs from within the form we used for the intensive reading so the transcript is right in front of the class. This will be a natural transition from the intensive reading section, and I don't expect much trouble with it. CCQs: highlight the applicable sentence in the text and then ask the class for the answers. "I have some more questions, anyone can respond when they think they have the answer." “Hello, can I speak to emily, please” Does Clare think Emily answered the phone? Did Clare call Emily’s direct number? Is she asking politely to talk with Emily? “Hello, is this Chris Morris?” Did Emily intend to call Chris directly? What lets us know that Emil meant to call Chris directly? Did Emily ask permission to speak with Chris? Does Emily know 100% who answered the phone? “Hold on one moment” Does Tim want Clare to end the call? Will Clare wait a long time or a short time? What is Tim doing while Clare “holds”/waits? “Speaking” Is Chris the person on the phone? How else could Chris answer the question— “Is this Chris Morris?” “Can I call you back in an hour?” Can Chris have a conversation on the phone right now? Will Emily call Chris in an hour, or will Chris call Emily? Does Chris want to talk with Emily?

Hello, can I SPEAK to Emily, please? Hello, is this Chris MORRIS? Hold on one MOment SPEAKING Can I call you BACK in an hour? --- these are the phrases that will be repeated by students. Pronunciation: (drilling) Go back to the slideshow (slide 5) "Okay, now we're going to work on some pronunciation. I'm going to say the phrase twice, and then I want everyone to practice saying it with their microphone off. Then, I'll ask a few people to say the phrase in front of the class." Do the first example, and then point to SPEAK: "before you practice, can anyone tell me why this is bolded?" ICQ: Should you have your microphones on right now? no. What should you do after I say the phrase twice? repeat it.

Students will be given the 3 examples of modal verbs from the text: "Can I speak to Emily please?" "Can I call you back in an hour?" "Can you hold on one moment?" "who can tell me the difference between the first two sentences and the last?" Elicit the difference in pronouns. Then, using the first sentence, I will elicit responses to the first sentence. "which is a correct response?" Point to the potential answers on the board for students to call out the right answers Yes ______ (I/you) ______ (can/can’t) No ________ (I/you) _______ (can/can’t) Lastly, I will elicit responses to following examples: 1. Ask your teacher for help 2. Ask to go home early "Using the form from these three examples, how could you ask your teacher for help?" Start to type, can...

Slide 7: Students will be broken into groups of three for the first talking period and then pairs for the second. Point to the first image on the screen "Is this person using their phone to call a friend? no" Point to the second image: "what about this person? yes" "For 5 minutes, please talk with your group pretending to call into a business to ask to talk to Max." Go back to the text we used. "So for the first 5 minutes, should your conversation look like this conversation, or this conversation?" The first Point to the image of the receptionist. "And from this first conversation, who is this person here?" Tim. "Yes, Tim right. So, for this first group, one person will act as Tim, one will be Clare, and the third will be Emily. So, for an example, Jairo, can you be Tim, I'll be Clare, and Frida, you can be Emily. Ready?" Go through example with the two students and then break into groups ICQ: how long are you talking with this group? 5 minutes Should you try using your own words, or just the script here? your own words what should you do if you run out of time? Switch roles OCFB: Who can tell me what group they were in? What person did you play? What questions did you ask/what did you talk about? Were you busy, or could you talk then? Next phase: Point to the second photo: "Who can tell me, is this showing someone calling someone directly? Yes. Yeah, right. For this second exercise please talk for three minutes with one person and pretend to call them directly. So, from our examples, which conversation will this look like? Conversation 2. Use your own words, but pretend to call someone directly" ICQ: Should you use this exact script? No. Where should you look if you need ideas? Conversation 2 How long will you have? 3 minutes.

this will primarily be focused on content. Look for mistakes/holes in their functional ability during the freer practice. If they seem to have a strong grasp, one potential area is formality. This wasn't covered in the lesson plan, but could be beneficial to cover if they are solid everywhere else.