Christopher McNeill Christopher McNeill

TP6 LP Christopher McNeill
pre-intermediate level


In this lesson students will learn and practice some useful expressions that can be used in telephone conversations.


Abc Speak Out Pre-Intermediate

Main Aims

  • To provide practice of language used for making and taking telephone calls

Subsidiary Aims

  • To provide specific information listening practice using a text about telephone calls


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

I will provide a jamboard link to students and a slide that includes illustrations of people talking on phones. I will ask them to speculate on who the person is talking. Then I will ask "Have you ever made a call or taken a message in English? What happened?" and place Ss into BORs to share their answers. ICQ: Will you talk about a past experience? Yes.

Exposure (8-10 minutes) • To provide context for the target language through a text or situation

I will provide Ss with a link to youtube for the listening material and a link to a jamboard activity. Ss can listen and fill in the information in blank spaces for the different conversations. Ss will be placed in BORs to listen and complete the activity in pairs. I will then provide an answer key to confirm answers. ICQ: Will you listen and fill in the answers? Yes. Will you work in pairs? Yes.

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

Meaning I will place Ss into BORs and have them place some expressions into the appropriate category. First, whether the expression belongs to a caller or receiver and then the following categories: start the call, ask to speak to someone/find out who is calling, when the person the caller wants isn't there, finish the call. I will provide an answer to key to check answers. CCQ: Do "leave a message" and "take a message" have the same meaning? No. Who says "speaking", the caller or receiver? Receiver. Does afraid mean "scared"? No. Form I will focus on five expressions that have a somewhat changeable form: Hello. (Steve) speaking. I'm afraid she's not here at the moment. Can I take a message? Can I leave a message? I'll ask her to call you back. Hello. This is Chris. I will leave the variable part of the expression blank and ask Ss to fill in the space with the potential options. Students will be placed in pairs in BORs then I will provide an answer key to check answers. Pronunciation As a whole class we will practice the pronunciation, intonation and stress of the same sentences.

Controlled Practice (6-8 minutes) • To concept check and prepare students for more meaningful practice

I will provide a jamboard link that has two complete telephone conversations with some blank spaces for Ss to fill in together then complete the conversation with their partners. The conversations include some of the functional language that has been highlighted. I will ask Ss to switch off their cameras when they perform the conversation to simulate speaking on the telephone. Once all the pairs are finished I will provide an answer key and ask 2 Ss to complete the conversations to confirm the correct answers. ICQ: Is your camera on or off? Off.

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

I will share two jamboards with the Ss each containing 4 telephone situations for Ss to role play. Student A's jamboard includes two conversations where they are the caller and the two the receiver, while Student B's jamboard includes the opposite parts to role play. I will place Ss into BORs and again ask them to switch off their cameras and complete the 4 conversations with the information that is provided to them. If time allows they can switch roles and complete the other half of each conversation.

Feedback and Error Correction (4-6 minutes) • To provide feedback on students' production and use of language

I will share a jamboard that includes some errors of language and pronunciation and elicit the corrections from the Ss.

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