T display a picture or image of various people engaged in different phone conversations (e.g., someone making a business call, a teenager chatting with a friend, a customer service representative helping a customer over the phone). T ask Students: What do you think each person might be talking about? T write down key phrases or vocabulary related to phone conversations on the slide.

T transitions into the text work segment by explaining to students that they will engage in a listening task to grasp the main idea of phone conversations. Here's a breakdown of the text work stage: First Task: Briefly explain the listening task and its purpose: to understand the main idea of two phone conversations. Share the Google document link. Conduct a quick demonstration or example to ensure students understand the task requirements. Second Task: T distributes a handout with a transcription of the listening, but some phrases will be incomplete. Instruct students to fill in the missing words or phrases based on their understanding of the audio recordings. Encourage students to work individually. Monitor and provide support as students work through the handout.

T emphasizes the importance of understanding how these phrases are used in real-life phone conversations. Meaning: Select one phrase at a time and elicit its meaning from the students using Concept Checking Questions (CCQs). Example: Phrase: "Could you please hold the line?" CCQs: "What does 'hold the line' mean?" (Checking for understanding of the meaning of the phrase) "When might someone say this on the phone?" (Checking for context of use) Form: Provide examples and variations of the phrase to illustrate its form. Pronunciation: Focus on the correct pronunciation of individual words within each phrase. Practice pronunciation through repetition and drilling exercises. Pay attention to stress, intonation, and connected speech patterns.

T explains to students that they will now practice using the target language in specific phone conversation scenarios. Distribute a handout containing three examples of phone calls with blanks to be filled in with the given phrases related to the TL. After completing the handout individually, students pair up with a peer to compare their answers. Encourage students to discuss any differences in their choices and provide explanations for their selections. T displays the correct answers on the board or projector screen for students to check their responses. Go through each phone call scenario together as a class, eliciting students' answers and explaining any differences.

T explains to students that they will now have the chance to practice using the target language in various real-life phone call scenarios. Emphasize that they will work in pairs to create and perform phone call role-plays. Once the pairs have prepared their role-plays, T invites them to perform their phone call conversations in front of the class. (Maybe just 1 or 2 groups, it depends on the time)