To provide sts practise in using functional language in the context of telephone conversations .
To provide sts semi-controlled practise in speaking for accuracy and fluency in the context telephone conversations.
To provide sts practise in using the correct intonation in telephone conversations.
Procedure (39-47 minutes)
Sts are shown some images of people having telephone conversations. T elicits what they are doing? Can these people see each other? Are they next to each other? Can they hear each other? How are they talking to each other? Sts will answer 'telephone' to the last question. T says, they are having a telephone..... ( conversation) Having a telephone conversation is the same as talking on the phone. Then sts are given a HO with a few questions about their telephone habits to discuss in pairs. T asks ICQ, do you talk or write? As FB, t asks a couple of individuals what their partners telephone habits are.
Sts are shown and given a 'match the word to correct picture' HO. T elicits from the sts that they have to match the words with the pictures. Sts are asked to check their answers with their partners once they have completed the exercise. As FB, early finishers are asked to come up to the WB are write the answers. T then asks CCQ's to check understanding of some of the more challenging vocabulary. to hang up - I hang up - am I still talking with the person on the telephone? No. is the conversation finished? Yes. To call someone - I call someone, am I having a conversation with them? Not yet. Is to call someone the same as talking to someone? No calling someone comes first.
Sts are shown slips of paper. T "This is a telephone conversation between two people. I want you to put them in the correct order". You have 2 minutes? ICQ- How many minutes do you have? Then T groups the students ( 2 or 3 groups- depending on the number of sts on the day) and shows them their respective work tables. As FB, sts listen to the recording to check their answers and t also gives them a answer key for reference .
T sticks two cartoon images on the WB and elicits names for the people and asks a few questions about them to make the context clear. T elicits, 'Who calls who? 'Who answers the phone?' What doe she say?' etc Gradually the teacher will elicit a telephone conversation from the sts which she writes on the WB and uses for drilling. The form is already written on the board. The meaning has been elicited from the sts. Now T drills to achieve correct pronunciation, rhythm and intonation. For intonation T will use hand gestures and arrows on the WB. For rhythm she will use emphasis on connected speech. T will also use backchaining.
T divides sts into 2 groups, ideally men and women. On t's cues the groups say their respective parts. T removes parts of the conversation one by one and sts have to rely on their memory to use the TL.
T sticks 3 cartoon images of people on the WB and draws errors indicating their names. T then elicits ideas from sts on how these people are related. This sets the context for the role play sts are going to do over the phone. T pairs sts and asks them to do the activity back to back. T asks ICQ, will you look at each other? No. T monitors sts and listens for any errors in the TL. As FB, one pair will act out their role play.
Sts will receive feedback on any errors made during the productive stages of speaking. T will highlight any errors on the board and get the sts to come up and correct them. If necessary t will also work on pronunciation as well.