Raina Tahincioglu Asmar Raina Tahincioglu Asmar

Beginners level


In this lesson, students will learn about the functional language used in telephone conversations.


Abc Cartoon images - for presentation stage
Abc General questions about telephone habits ( lead- in)
Abc Recording
Abc Answer key
Abc Cartoon images - for speaking activity
Abc 'Match the word to correct picture' HO
Abc WB
Abc Images - people having telephone conversations
Abc Jumbled up slips

Main Aims

  • To provide sts practise in using functional language in the context of telephone conversations .

Subsidiary Aims

  • 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.


Lead-in (4-5 minutes) • To set the context for the lesson, telephone conversations, and to arouse the sts interest

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.

Pre- teach vocabulary (4-5 minutes) • To introduce useful vocabulary in the context of using the telephone

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.

Telephone conversation re- order (5-6 minutes) • To test sts familiarity with telephone functional language

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 .

Presentation of TL (8-10 minutes) • To introduce the functional language used in telephone conversations with the purpose of drilling for intonation

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.

Disappearing Dialogue (7-8 minutes) • To help sts memorize the the functional language of telephone conversations

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.

Speaking activity- semi controlled (8-9 minutes) • For sts to practise the functional language learnt in the context of telephone conversations

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.

Language feedback -error correction (3-4 minutes) • Try to prevent fossilization of incorrect language use

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.

Web site designed by: Nikue