Groups Ask a TEFL Expert! Discussion Teaching English One-to-One Assignment Q10

Teaching English One-to-One Assignment Q10

Subscribe to Teaching English One-to-One Assignment Q10 1 post, 1 voice , Tagged: TEFL


Meblonde_medium sweetnessuk 8 posts

I know I probably won't get a response, but need some feedback on Question 10 lesson plan, Teaching English One-to-One Assignment.


Teaching English One-to-One Assignment

Question 10


A.        Objective: To prepare the student to communicate over the phone using the Present


B.        Level: Pre-Intermediate (Lower intermediate)

C.        Lesson Length: 45mins


D.        Assumed Knowledge: The student may have already been taught this structure before, but just needs to practice the structure. The student has previous experience in talking on the telephone for various situations and the usage of various mediums. The student has been learning English for 2 years. He has used English in various activities during his days such as; working on assignments abroad, meeting with foreign colleagues, socialising, writing e-mails, telephoning.


E.         Preparations and aids: Board. Handouts. Scenario Cards/Pictures, CD player


F.         Target Language: 


Asking for permission:


‘Could you…’

‘Could I…’

‘May I…’

‘Did you…’


Telephone Phrase and Waiting Phrases


I’ll put you through / One moment please.

Go ahead caller / Her line’s busy at the moment


- to phone / to put someone on speaker phone

- to make a phone call / to hang up (finish the phone call)

- to call someone / to return someone’s call (to call someone who earlier called you)

- the line is busy / to cut someone off (to accidentally stop the call)


The sentences that will be used are;


Hello/Good morning/Speak!

This is … here.

I’d like to speak to …, please?

Who’s calling, please?

Is … there?

Hold on, I’ll put you through.

Hang on a moment, I’ll go and get her.

I’m calling about …


Could you say that again, please?

I’m sorry, I can’t hear you well.

Could you speak a little slower, please?

Can I speak to …., please?


G.        Anticipated problems: Mistakes with prepositions and the use of the infinitive vs. the gerund. Not being able to pronounce the structure properly. The student might not understand contractions, ‘I’d’ and ‘I’m and I’ll.

H.        Solutions: Use phrasal verbs. Increase the level of controlled practice. Elicit the target language. Explain that ‘I + would’ = ‘I’d. Ask the student to explain the underlying scheme of the object question form (Modal Verb). Have the student give a number of examples in different tenses.


1.         Warmer (T-S) 5mins: Brainstorm and elicit a list of scenarios when you need to use the telephone and write them on the board. I will then put on a CD and have the student listen to different role plays and ask the student questions about the role plays and ask any questions to check understanding.  I will write some expressions on the board, focusing on the function of taking messages and the grammar of reported speech. 5minutes


Let the student ask questions or add comments to the conversation. Use this time to point out any details that are relevant for each scenario, such as cultural norms, common phrases to use, leaving messages, differences in talking to a supervisor versus a friend, etc. 5minutes



2.         Presentation (T-S) 5mins


After discussing the different functions of the target language i.e. they have different uses socially. We will brainstorm together the different functions of using;

I’d like to; I would like to speak to Michelle please. I will explain how the construction of a sentence can change the meaning, i.e;



May I speak with Peter Hughes please?

Hang on a minute.

Peter speaking.



Hi Peter, it’s Michelle calling.

Let me see if Peter is available.



Could you




3.         Concept Check 5mins: I will ask the following concept questions to see if the student understands the different functions of the target language. I will also elicit a number of different replies for both affirmative and negative responses. I will write on the board:


- I’d like to speak to Peter please. (Affirmative)

- I would (Negative)




Who is Michelle calling? Answer (Peter)

What words does she use to ask for Peter? Answer (Michelle would like to speak to Peter)

What’s the negative? Answer (I do not want to speak to Peter)

If you want to give someone the choice on what to do, what question would you ask? Answer (Would you like to leave a message or speak to Peter?)


4.         Practice (Freer) (T-S) 15mins

Practice and elicit these words with the Student;


I will devise a role-play and pretend to be the person on the other end of the phone. I will play the caller, then we swap, and I play the caller. I will hold up Conversation Scenario Cards to indicate the situation, and will change what the student has to say. I will drill the correct structure of the sentence if said incorrectly and use my fingers to indicate the word order of the sentence. For example,


Conversational Cards


! Wrong number

! Take a message/ Leave a message

! Appointment

! Supervisor

! Co-worker

! Receptionist

! Invite

! Calling in sick/ Calling in late

! Call back



Teacher: I’d like to speak to Peter please? (Hold up a flash card showing the test ‘Wrong number’

Student: I’m sorry, you have the wrong number?

(Ring Ring)

Teacher: I’d like to speak to Peter please? (Hold up a card which shows the text ‘Take a message/ Leave a message’

Student: Peter is not here. Can I take a message please?


Change circumstance and indicate to the student the circumstance has changed.


Student: Hold on, I’ll put you through. (Card, you are sick)

Teacher: Peter speaking here.

Student: I am calling to phone in sick.

Teacher: Okay, thank you for letting me know.

Student: Goodbye

Teacher: Good bye


5.         Feedback: Discuss with the student on what they liked about making their telephone calls? What didn't they like?


6.         Give the student feedback on language used during the telephone calls- point out common mistakes.


7.         Production (Freer Practice) S-S 15mins:   


Pass out the Scenario Cards again, but make sure the student has a different scenario from their first practice. The scenario for example could be speaking with a friend and arranging a plan to go to a rock concert. We will now be back to back to make the role-play seem more real to life. The conversation will no be more informal. Now they have the opportunity to apply what they have just learnt.

Log in to reply to this topic

Rate this discussion topic

Log in to rate or Create an account