Nasrine elhassani Nasrine elhassani

Telephone Bills
Intermediate level

Description

In this lesson, students listen for gist and for specific information to people complaining about their phones and phone bills in three different settings. The lesson starts with a speaking activities about phone services and accessories. This is followed by a gist listening where students listen and find out who is complaining. Next they listen for detail to identify the speakers. Finally there is a free-practice speaking activity.

Materials

Abc Activities Copy
Abc enlarged pictures
Abc Tracks 2.12 - 2.14
Abc Realia

Main Aims

  • To provide gist and specific information listening practice using a text about telephone bills in the context of people complaining about their phones and phone bills

Subsidiary Aims

  • Using functional components to provide fluency speaking practice in a conversation in the context of complaining bout phone bills and services

Procedure

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

1. T asks: How many of you have a mobile phone? or want to get one? 2. Play some ringtones, display some logos, show some phone covers. 3. T asks: Have you ever bought a ringtone, a fascia or a logo for your phone? WHY?

Pre-teaching Vocabulary (3-5 minutes) • To prepare students for the task

Pre-teach the words: elicit, check, drill, write FASCIA (n), SALES FIGURES (n), RECKON (v), PREDECESSOR (n)

Pre-Reading/Listening (6-8 minutes) • To prepare students for the text and make it accessible

1. In pairs, choose 3 classmates. what kind of ringtones and fascia will you buy for them? (think of their personalities) 2. Pairs tell the class why they made those choices> 3. Do classmates approve of the choices?

While-Reading/Listening #1 (8-10 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

1.Put enlarged pictures on w/b. 2. Elicit: who are they? coworkers who is un-happy? director what is happening? complaining 3. Listen & chk: who is unhappy? WHY? Listen again. 4. Chk W/ partner 5. WC chk

While-Reading/Listening #2 (8-10 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

1. Chest activities copy: Who said these phrases? work in pairs. write the first letter of the speaker's name. 2. ICQs: r u going to listen or write? Write what r u going to write? the speaker's name r u working in pairs? yes 3. Monitor 4. Chk ur ans. U'II listen again. 1: 1C, 2DK, 3C, 4C _________2: 5D, 6D, 7DK__________3: 8D, 9S, 10S

Post-Reading/Listening (5-7 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

1. In pairs: Tell ur partner about a complaints u or someone u know had about sing ur phone. 2. A number of ss tell the class their complaints.

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