Rayza Romero Rayza Romero



Abc Face 2 Face - problems on the phone Video
Abc Intensive task - Fill in the gaps
Abc Write sentences in order handout

Main Aims

  • To provide clarification and practice of language used for problems on the phone.

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of phone problems


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

I will try to engage students into today´s lesson by asking them the following question: How often do you lose reception and how do you feel about it ? Student´s will try to put themselves into this situation and maybe share some experiences.

Exposure - Gist task (8 minutes) • To provide context for the target language through a video of conversation.

I will show students a video of some people having problems on the phone while having a conversation, such as the line breaking up , getting cut off ,etc. I will then set a gist task for students to work individually and try to remember why each person was calling each other and what kind of phone problems they were experiencing.

Intensive task - Fill in the gaps (6 minutes) • To draw students' attention to the target language

Using the video shown, I will set students an intensive task by setting a fill in the gaps activity. Students will have 6 sentences in which they need to complete using some words that will be listed in order to create samples of the target language, in this case language used when having problems on the phone. CATCH - DELAY - BREAKING UP - CUT OFF -RECEPTION - SPEAK UP 1.There´s a bit of a _____________ on the line. 2.Sorry, you´re ______________a bit 3.I didn´t ____________ all of that. 4.Sorry, It´s a bad ________ . 5.You´ll have to ___________ a bit. 6. Sorry, we got _________.

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

I will used three marked sentences used when having problems on the phone, specially sentences from the previous activity. I will then start explaining the meaning of each phrase/ sentence by asking students first some CCQ´s and then telling them exactly what kind of phone problem does each phrase/sentence refers to. Example: 1.There´s a bit of a delay on the line. CCQ´S - DO YOU HEAR THE WORDS ON TIME? NO -DO YOU HEAR THEM A COUPLE OF SECONDS LATER? YES It means: A bit of - a small amount of slowness on the line 2.Sorry, you´re breaking up a bit. CCQ´S -IS THE CONVERSATION FLOWING / GOING? NO -IS THE CONVERSATION INTERRUPTED? YES It means: you can only hear parts of the conversation 3.You´ll have to speak up a bit. CCQ´S -CAN I HEAR THE PERSON ON THE LINE? NO -DO I NEED THE PERSON TO RAISE HIS/HER VOICE? YES It means: Speak louder Appropriacy, I will clarify students the appropriacy with the same marked sentences by showing them a double headed arrow which contains informal, neutral and formal sections, I then will try to elicit from students of they think the phrase/sentence is informal, neutral and formal. At the same time I will show them an example of a marked sentences written in the three forms. Form - I will show students the form by showing them the structure of the sentence: Fixed expression + noun + complement Pronunciation: With the same marked sentences, I will elicit from students where is the sentence stress, I will cover linking and use IPA to show pronunciation of some of the words, as well as modeling and chorus drilling.

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

For a controlled practice I will show students some extracts from a conversation and then send them to break out rooms and have them write the target language sentences in order. A The meeting's at 3.30 in Room F. B Sorry, I /not /catch all / that. You / break up / bit. A I said, the meeting's at 3.30 in Room F. B OK ... Oh dear, I / about /run out /credit. A /you like me /phone I back? B That'd be great, thanks.

Free Practice (6 minutes) • To provide students with speaking practice of the target language

Fora freer practice , I will have students do a communicative task in pairs, in which they have to role play and pretend they are having a phone conversation and that both them are experiencing phone problems , in order for them to use and practice the target language.

Feedback and DEC (4 minutes) • To provide students with feedback.

After monitoring students in their communicative task , I will ask them what kind of phone problems they were experiencing and at the same time write down any mistakes from students to do a delayed error correction.

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