In stage 1 The T begins to teach through drama. T comes in the class and he looks like as if he is too tired.T asks Ss: "How are you?" Ss answers: "Fine and you?" and the lesson starts T says I am working too much, I have lots of works I have to do. I am very......BUSY Here, T elicits the word 'BUSY' Then, T elicits the other target vocabulary: CALL/PHONE/LATER/NOW In stage 2 T gives the pronouncation of each word. In this stage T uses a prepared sheet for pronouncation while drilling. T drills like that. Firstly, coral drilling and then individual drilling.

In stage 1 The T introduces the topic by showing two photos of two people from course book. T asks some pre-listening questions like: Where are they? Are they at home or at work? Are they busy? What are they doing? Are they talking on the phone? What are they talking about?

In stage 1 T wants Ss to listen to the phone conversation.(page 70, 1b, 2.40) and to try to understand what it means. After completed, T gives a handout and asks Ss to order the given sentences according to the phone conversation. In stage 2 T wants Ss to listen to a new phone conversation.(page 70, 1b, 2.41) and to try to understand what it means. After completed, T gives a handout and asks Ss to order the given sentences according to the phone conversation.

The T drills a new activity. T gives a handout related with course book page.70 2b. T gives instructions clearly. After completed, T checks as a WC. T gives some clues if needed.

ROLE PLAY T teacher chooses a learner and have a phone conversation to demonstrate the activity.

SPEAKING FOR FLUENCY T wants Ss to have a phone conversation in pairs. When Ss are ready, T wants Ss to practice their dialogue. It goes on for all Ss in the class. CONTINGENCY T asks Ss to write a dialogue about a phone conversation. Here, T gives a situation: Your best friend is calling you. But you are very busy. You will say him your excuse. What can you talk on the phone?