Antonija Antonija

Phone message
Elementary level


In this lesson students will learn expressions used to take a phone message, to ask people to repeat and speak more slowly and to show they understand. They will practice these expressions through listening for specific inormation tasks, noticing tasks and several speaking tasks.


Abc CD track 2.4
Abc CD track 2.3
Abc Course book copies
Abc Pictures
Abc Overhead projector
Abc White board
Abc Role cards
Abc Worksheet 03 C

Main Aims

  • To provide clarification and practice of functional language - expressions used to take a phone message, to ask people to repeat and speak more slowly and to show they understand.

Subsidiary Aims

  • To provide fluency and accuracy speaking practice in the context of taking phone messages.


Warmer (2-3 minutes) • To set lesson context and engage students

T shows pictures of a telephone message and people phoning and taking message. T elicits expressions used to take a phone message phone = call a message take a message

Exposure (5-6 minutes) • To provide context for the target language through a listening and reading for specific information task

T gives instuctions for listening task. Sts will listen the conversation of Rocio and Paul. They will complete the message with the missing information. Sts need to fold the paper. T demonstrates folding the paper. T asks ICQs and hands out the materials. T repeats listening task if necessary. Sts can now unfold the paper and read the text to check the answers. T completes the message on the WB.

Clarification (5-6 minutes) • To clarify the meaning, form and pronunciation of the target language

T asks sts to do the ex. 3a. Sts will read the questions and match them with the expressions in the script. Sts work in pairs. T demonstrates by doing the first one hersefl. T sets time limit of 2 minutes. T asks ICQs. In feedback sts listen the recording to check the answers and to hear how the expressions sound. Sts repeat the expressions while listening.

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

T shows the worksheet and clarifies that the text in the speech bubble is a message which Erkan received on his answerphone. T reads the message aloud for learners to follow and explain that Erkan then wrote a note for Louise. Sts look at the three notes from Erkan to Louise and decide which is the correct one. (Answer: B) T sets time limit of 2 minutes and asks ICQs. Sts then read the transcript of another message, in section 2, they imagine they are Sam and write a note to leave for Steve. T sets time limit of 3 minutes and asks ICQs. In feedback T shows sugested message on the WB.

Semi-Controlled Practice (8-10 minutes) • To concept check further and prepare students for free practice

T asks sts to do the ex 4a. Sts need to complete the conversation. They work in pairs. T sets time limit of one minute and asks ICQs. T checks the answers and asks sts to practice the conversations in pairs.

Free Practice (8-10 minutes) • To provide students with free practice of the target language

T gives instruction for Role play speaking task. Sts will have two conversations in pairs and take a message each time. After the conversation they show the message to their partner to check if it is correct. T demonstrates the task with a student. T divides class into 2 groups A and B students and distributes the role cards. T sets A/B pairs.

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