Students are shown a set of pictures of people talking on the phone. Students are asked as to what is happening in the picture (they're talking on the phone). The teacher asks as to what the people are talking about and keeps a record of their answers on the board.

Students read a short phone conversation for gist and identify what the topic is. The teacher asks whether the conversation is formal or informal (or else more natural). Phone conversation sample to be used: Tim: Hello, Best Repairs. Can I help you? Clare: Hello - can I speak to Emily, please? Tim: Hold on a moment - she's here. Emily: Hello. I'm sorry to keep you waiting - this is Emily Wise. Clare: Hi, Emily - it's Clare. I got your message. Emily: Good - do you want to go for a coffee after work? Clare: Sure, but I have a conference call at 05:00 p.m. Is six o'clock OK for you? Emily: I have a meeting at 06:00 - can I call you back in an hour to confirm? Clare: Yes, that's fine - call me on my mobile. Emily: Sure - I'll call you later. Clare: Thanks a lot - bye. Emily: Bye. CCQs: 1. Is the conversation formal, neutral, or informal? 2. Is the conversation common or uncommon? 3. Are they friends or co-workers?

1. Meaning - students identify some useful phrases and match them with the correct headings on a BookWidget (see materials attached). Saying who you are: • This is (Emily Wise) from Microsoft. • Speaking. • It's (Clare). Calling people back: • Can I call you back (in an hour)? • I'll call you later. • Could you call me back? Asking to speak to people: • Hello - can I speak to Emily, please? • Hi - is that Carlos Perez? • I’d like to speak to Emily, please. Other useful phrases: • I got/received your message. • Call me on my mobile. • Hold on a moment. • Could you please hold? • I’m sorry to keep you waiting. 2. Appropriacy - students identify whether the useful phrases are used for formal or informal (or else more natural) phone conversations. The useful phrases are informal or more natural in register. 3. Form - students identify questions used in phone conversations and point out the structure used after the fixed expression (base form): Marker questions to be used: • Can I call you back (in an hour)? • Do you have information about the course? • Hello - can I speak to Emily, please? • Hi - is that Carlos Perez? These fixed expressions are followed by a verb in its base form: • Can I + verb (base form) • Do you + verb (base form) • Can you + verb (base form) • ‘Is that’ is followed by a noun (person’s name). Students match the questions with appropriate answers: • Can I call you back (in an hour)? - Yes, that's fine. • Do you have information about the course? - Yes, I do. • Is that Carlos Perez? - Speaking. The teacher explains that answers may vary. 4. Pronunciation - students identify both stress and intonation patterns in the useful phrases used for phone conversations. Markers sentences/questions to be used: words/syllables in slashes indicate stress - intonation rises in questions and falls in statements. 1. Do you /have/ infor/ma/tion about the /course/? 2. He/llo/ - can I /speak/ to /E/mily, p/lea/se? 3. /This/ is (/E/mily /Wise/) from /Mi/crosoft. 4. /Thanks/ - I /received/ your /message/.

Students complete a fill-in-the-blanks activity on BookWidgets – an online tool for more user-friendly activities (see materials attached). They drag the useful phrases from a box and match them with the corresponding gap in the conversations. Answers: Clare: Hello - is that Simon Dale? Simon: Speaking. Clare: Hi, Simon - This is Clare Ross. Simon: Oh, hello, Clare. Look, I can't talk right now. Can I call you back? Clare: Yes, that's fine. Call me on my mobile. Simon: Right - I'll call you later. Bye. Clare: Hi, Vicky - it's clare. Vicky: Hi, Clare - how are you? Clare: I'm fine, thanks - Can I speak to Rob, please? Vicky: Hold on a moment - I'll get him. Rob: Hello, Clare - I got your message. Let's meet at 08:30 outside the cinema. Clare: Ok - see you then. Bye.

Students work in pairs (or groups of three people) and write a short phone conversation by using the target language. Students are asked to choose one situation; for example, checking college homework deadlines, going to a café, or setting up a meeting. The teacher models the exercise on a Jamboard slide and instructs students to use the target language accordingly. Students write the conversation on a Jamboard slide previously assigned/set up and practice the conversation. The teacher monitors each Breakout Room and offers help when/if necessary. The teacher assigns students to different Breakout rooms so that they practice different conversations. The teacher provides students with relevant feedback in an open class fashion.