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TP 5 Speaking Sarah Magyar
Upper Intermediate level

Description

In this lesson students will practice fluency for speaking in the context of problems on the phone. Students will begin by watching a clip about a telemarketing call and discussing times that they have needed to get off the phone quickly. They will then brainstorm phrases to use in these types of situations. They will further explore the MAFP of select phrases used to end a conversation, deal with distraction on the phone or deal with poor reception. Students will complete several role-play situations to practice fluency for speaking in these situations on the phone.

Materials

Watch?v= lnjipn1pcg?size=16&default=html Video
Search?q=trying+to+hang+up+the+phone+meme&tbm=isch&ved=2ahukewij5nqf9i3yahukix0khtbcda4q2 ccegqiabaa&oq=trying+to+hang+up+the+phone+meme&gs lcp=cgnpbwcqazoecaaqqzofcaaqgaq6bggaeacqhjoicaaqbxafeb46cagaeagqbxaeup7ia1jiiqrg9yseaabwahg?size=16&default=html Meme for hanging up
Can you hear me now cat 376199462?size=16&default=html Can you hear me now cat
Edit?usp=sharing?size=16&default=html Meaning Jamboard
My kids before i make a phone call my kids during the phone call meme 3696?size=16&default=html Distraction meme

Main Aims

  • To provide fluency speaking practice in a role play in the context of sales calls, ending a conversation with a friend, and having poor reception.

Subsidiary Aims

  • To provide clarification and practice of phrases used on the telephone in the context of sales calls, ending a conversation with a friend, one party being distracted and having poor reception.

Procedure

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

- T introduces video clip and sets the lead-in task Instructions: Watch the video clip and discuss the questions in small groups. - Students watch video - Students discuss questions in BRs - T conducts OCFB

Exposure (5-6 minutes) • To provide a model of production expected in coming tasks through reading/listening

- T shows students three memes that pertain to common problems on the telephone. - Students look at and read memes. - T clarifies any questions about memes. - Students discuss common phrases used to deal with these problems in BRs - Students contribute to a Collaborate board - T conducts OCFB

Useful Language (8-9 minutes) • To highlight and clarify useful language for coming productive tasks

- T provides a link to a Jamboard with phrases and categories of usage. Instructions: Sort each phrase into the category where it would most likely be used. - Demo the task - Students sort the phrases in breakout rooms - T conducts OCFB and clarifies the meaning of any problem items. - T elicits categories containing informal and formal phrases. - T elicits examples of changing the register to suit audience. - T asks CCQs: When you ask someone to “bear with you” are you asking them to help you carry something? NO What is another way to say “you’ve caught me at a bad time”? I'M BUSY When you say “you’re breaking up” on the phone, does it mean you are ending a relationship? NO - T clarifies form with a multiple-choice activity in chat. Instructions: Answer the questions in the chat box. Example: Are these phrases idioms or fixed expressions: take calls, call back Answer: Fixed expressions - T clarifies pronunciation through multiple choice activity in chat. Instructions: Listen and choose the correct pronunciation for the words in bold. Send 1 or 2 in the chat box. - T models pronunciation and students choose best option. - T elicits sentence stress - T drills chorally

Productive Task(s) (18-20 minutes) • To provide an opportunity to practice target productive skills

-T will set up the Roleplay activity. Instructions: Work in pairs. One student will be Student A and the other will be Student B. Read the first prompt and prepare your thoughts.  Pretend to call your partner and act out your role. (Turn your camera off) We will switch partners for each new prompt.  4-6 min each time ICQ: Are you going to act out all three prompts with the same partner? NO - T creates pairs in BRs and sends Student A prompts to one student in each room and Student B prompts to the other - Students complete the first prompt in BRs - T changes BR configuration - Students complete 2nd prompt - T changes BRs and students complete the 3rd prompt - T monitors several BRs each time and notes good language and language that needs improvement - T conducts OCFB

Feedback and Error Correction (4-5 minutes) • To provide feedback on students' production and use of language

- T provides samples of language used by students - T elicits corrections or improvement of language - T highlights these corrections on screen for students

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