Liliya Liliya

Everyday English: On the phone
Beginner level


In this lesson the students will be introduced to the functional language, i.e. expressions that are used on the phone. They will listen to two phone conversations, will work with business cards, will listen for the gist and details, will practice pronouncing letters and understanding abbreviations. They will do a role play, acting out conversations, using role cards.


Abc Role cards
Abc Business Cards
Abc A picture of a woman on the phone

Main Aims

  • To provide fluency speaking practice in conversations using functional language

Subsidiary Aims

  • To provide listening practice for the gist and details using phone conversations


Lead-in (2-4 minutes) • To set lesson context and generate interest in the topic

The students are shown a slide of a woman speaking on the phone and two business cards with contact information. They have to brainstorm ideas in pairs what this picture is about, who the woman is, what kind of information they can see in the cards, why and when we need this information. The teacher elicits their ideas on the WB.

Exposure (8-10 minutes) • To provide a model of production expected in coming tasks through listening

The Ss have to listen to two phone conversations for the gist and match the business cards to each of them. After that they answer a question: Why do the people call - to talk to a friend or to ask for some information? Feedback. Then the Ss read questions in ex.2. Listen to the conversations again. After that they work in pairs answering the questions, then exchange partners and check their answers. The teacher checks the answers with the whole class. Then the teacher asks the students which questions are used in the conversation and writes them on the WB. Then T highlights the intonation and drills pronunciation. At the end of this stage Ss practice the dialogues together exchanging the roles.

Useful Language (8-10 minutes) • To highlight and clarify useful language for coming productive tasks - the alphabet and abbreviations

The T shows a slide with the alphabet. The Ss practice pronouncing letters one by one. The T writes abbreviations on the WB and asks their meaning, drilling pronounciation of the symbols. The Ss work in pairs to practice pronociation of abbreviations from the list. Then the Ss do ex. 4 in which they have to listen and complete the e-mail addresses. Then they check their answers in pairs. Feedback and error correction if needed. The the Ss do mingling activity asking each other What's your e-mail?

Productive Task(s) (12-14 minutes) • To provide an opportunity to practice target productive skills

The Ss are going to do a role play making conversations with the partners. Every S has a role card with the name of a company, name, address, telephone number, e-mail and a fax number. They have to make a phone call asking for information. The T gives them a situation, for example imagine, you call to the bank. The classroom is arranged in the way that some students are sitting at a desk, the other students come up to different desks and make conversations. Then they move to another desk and do the same.

Feedback and Error Correction (5-8 minutes) • To provide feedback on students' production and use of language

One or two pairs of Ss act out a conversation in front of the class. Error correction if necessary.

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