WORK PROCESS – September 15 – September 30
For 10th graders:
About the project:
This project focuses on telephoning skills as these are the life skills our students often struggle with, but they need them very much when they use English. We also look at the phenomenon of telephone phobia which is an issue many people need to deal with and may especially be valid for learners of foreign languages. On top of that, this lesson plan includes a set of common telephone English phrases and of course a couple of roleplays to practise them.
The students can enrich their language with some common telephone English phrases. They can also learn some Telephone Etiquette tips.
The project starts with a short warm-up related to telephoning to introduce the topic and get students engaged. The last question concerns phone anxiety and is related to the video. The video section includes 3 parts: vocabulary (phrasal verbs), video, discussion. First, the students have to fill in the phrasal verbs with prepositions. They have the definitions of those phrasals provided to help them choose the right preposition. All of these phrasal verbs come from the short video so they will watch it and check their answers. Afterwards, they will play the video again so that they can focus more on the content so that they don’t have a lot of problems with the language.The last part is a discussion.
In the next exercise, the students will discover some common telephone English phrases and learn the target language they will need for the roleplays. In this task, students need to categorize the phrases they get according to their functions.Cut out two sets of phrases for pairs of students (available on page 3 of the Teacher’s Version below). Each student should get one set and put the phrases there in suitable categories. This way they will have half of their categories completed and to get the second part they need to share and check their partners’ handout. As a result, the students will be equipped with 20 different telephone English phrases grouped by their functions.
The last activity brings together all that the students have learnt so far on the lesson. They will have to put those phrasal verbs and telephone English phrases into practice by role playing two scenarios.
Extra worksheet – Business telephone etiquette:
This extra worksheet focuses on 8 business telephone etiquette tips and is prepared for B1 students. First, students need to work in pairs and think of 3 things they should always do when talking on the phone in a business situation. Then, they move to a short text which talks about some Telephone Etiquette tips. They have to complete gaps in the text with the provided words. After that, they discuss the tips and say why it is important to follow them. Finally, they need to write down 5 things we should never do when talking on the phone and in pairs create their own list of dont’s for telephoning.
They will have to put those phrasal verbs and telephone English phrases into practice by role playing two scenarios. In the end the students will discuss the provided questions, what will allow them to reflect on the content of the video and express their opinions.
Task 1: Discuss questions:
. How many phone calls do you make every
I don’t know for sure, but I think 7-8 calls.
. How many of them are in English?
One of them.
. What are the most common reasons
people call you at work?
They want to discuss some questions with me, about our organization, projects and plans.
. Do you prefer to make a phone call or
write an email? Why?
I always prefer to make a phone call, I really don’t know why, it was comfortable for me.
.What is the most annoying thing about
using the phone?
I don’t use phone during whole day, and I use that only for working, for studying, and for having contact with my friends, so I think that phone doesn’t have annoying things for me.
.What advice would you give to someone
who feels nervous about calling someone?
That’s weird really, if you want to call someone, just call, if you want to write, just write, don’t afraid and don’t feel nervous about that. That’s not that thing, that will make you feel nervous.
Task 2: Complete the phrasal verbs with words given below.
up (x2), down (x3), through
slow down : to reduce the speed at which something happens, e.g. you speak
think through: to carefully consider the possible results of doing something
hang up : to end a phone conversation
write up : to record information on paper
freeze up : to be unable to think of anything to say, especially because you are
calm down : to begin to feel more relaxed and less emotional
Task 3: Watch the video (https://youtu.be/QcKbxaGpwf4) and check your answers for ex. 2.
Task 4: Discuss questions:
– How often do you feel stressed about having to phone someone?
I never feel stressed or nervous about that, I think that was easy, to call someone and ask something, that you need.
– Which pieces of advice mentioned in the video do you sometimes follow?
Practice. I think, I’ll try to do that.
– What is stressful about using English on the phone?
Sometimes you want to say something, but you just can’t, because English for you is like foreign language, that happens with me not very often, but it happens with everyone.
– Have you ever had any misunderstanding during a phone call?
Task 5: Fill in the categories below with phrases (2 for each group). Next, talk to your partner, compare their groups and add new phrases to your groups:
Answering the phone
Hey, it’s Ani, how can I help you?
Hi, My name is Ani, what do you want?
Asking and making requests
Going away from the phone
One minute, I’ll be back.
Just wait me, okay?…
Not understanding what somebody
Could you repeat that?
Ending the call
Thank you very much, bye.
I hope, I did something useful, have a good day.
Task 6: You will be given a role card with some information. Read it and get ready for roleplaying a telephone conversation! Remember to use the phrases from the previous exercise.
About the project:
Students have felt isolated without being in a classroom for many months and I am sure these months have been so stressful and unlike anything we have experienced. So, students need that connection with their classmates, even in distance learning. They need to feel togetherness and truly feel the “classroom community.” The first thing is to let them “get to know” each other even through the computer.
Create connections and build student relationships with one another.
“Get to Know Your Teacher” and at the same time “Get to Know the Students”
First day of school – “Get to Know Your Teacher” or “Investigate” the teacher activity. During this activity, students will “search” the teacher’s blog or digital “gallery” for clues about the teacher’s personality, teaching style, expectations, hobbies, etc. and make inferences based on what they observe. They can ask the teacher some questions(2 or 3) based on their observations. Then the teacher has to work on getting to know the students and building classroom community. This is especially challenging in a virtual setting. Luckily, technology offers students the opportunity to be creative and express themselves the way they want to be seen. Encourage students to speak about their hopes and dreams for the coming school year.
Ask students to create an “All About Me” slide. They also have to insert their photo, as well as to list all of their favorites and what they are looking forward to this year!