Lesson PlanLesson PlanThe Educators Reference DeskThe Educators Reference Desk

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TitleTitle

Listening: Telephone ConversationListening: Telephone Conversation

Grade LevelGrade Level

Vocational Education, Adult/Continuing Vocational Education, Adult/Continuing Education Education

Subject(s)Subject(s)• Foreign Language/English Second LanForeign Language/English Second Lan

guage guage • Vocational Education/Business Vocational Education/Business

Duration:Duration:

50 minutes50 minutes

DescriptionDescription• Students use telephone conversation aStudents use telephone conversation a

s an listening/speaking activity to practs an listening/speaking activity to practice conversation. This lesson was origiice conversation. This lesson was originally used as part of a Business Englisnally used as part of a Business English Conversation class (Intermediate ESh Conversation class (Intermediate ESL/EFL).L/EFL).

GoalsGoals

• To improve students' listening skills.To improve students' listening skills.

• To practice telephone conversations aTo practice telephone conversations and greetings.nd greetings.

ObjectivesObjectives

• Students will be able to identify variouStudents will be able to identify various job titles used in companies. s job titles used in companies.

• Students will be able to respond to queStudents will be able to respond to questions asked in mock telephone converstions asked in mock telephone conversations.sations.

MaterialsMaterials

• prepared note cards containing differeprepared note cards containing different job titles found in a company (i.e. prnt job titles found in a company (i.e. president, general manager, CEO, sales esident, general manager, CEO, sales manager, secretary, accountant, assistmanager, secretary, accountant, assistant, vice-financial manager, etc.) ant, vice-financial manager, etc.)

• tape recorders with blank tapestape recorders with blank tapes

ProcedureProcedure (1)(1)

• Warm-up/Review: (10 minutes)Warm-up/Review: (10 minutes) Students are currently learning new vocabulary aboStudents are currently learning new vocabulary about job titles and departments within companies. Duriut job titles and departments within companies. During this period, students will practice identifying the jng this period, students will practice identifying the job titles through listening. First, show students the nob titles through listening. First, show students the note cards of the job titles and ask them to describe thote cards of the job titles and ask them to describe the job titles. For example, show them e job titles. For example, show them sales managersales manager a and ask, "What department does he work for?" Studennd ask, "What department does he work for?" Students will reply, "The sales and marketing department." ts will reply, "The sales and marketing department." Then ask, "What does he do?" The students will reply,Then ask, "What does he do?" The students will reply, "Sell goods/company products to the market/custom "Sell goods/company products to the market/customers." This serves as a check to see if students know thers." This serves as a check to see if students know the new vocabulary.e new vocabulary.

ProcedureProcedure (2)(2)

• Pre-activity: (15 minutes)Pre-activity: (15 minutes) Pass out note cards to each student; everyone should Pass out note cards to each student; everyone should have a job title. Then demonstrate the telephone conhave a job title. Then demonstrate the telephone conversation practice (of course, the opening/ending greversation practice (of course, the opening/ending greetings of telephone conversation should be mentioneetings of telephone conversation should be mentioned.) First say, "Hello, this is Kimberly from ABC Inc. Md.) First say, "Hello, this is Kimberly from ABC Inc. May I speak to the general manager, please?" Then the ay I speak to the general manager, please?" Then the student who has the job title student who has the job title general managergeneral manager will sta will stand up and answer, "Yes, this is general manager Tom nd up and answer, "Yes, this is general manager Tom speaking. May I help you?" Check to make sure all stuspeaking. May I help you?" Check to make sure all students know their job titles and practice simple converdents know their job titles and practice simple conversation for greetings.sation for greetings.

ProcedureProcedure (3)(3)

• Listening Activity: (20 minutes)Listening Activity: (20 minutes) Continue to call on students as during the pre-activiContinue to call on students as during the pre-activity, but this time add more message information, sucty, but this time add more message information, such as checking the date/place for the meeting, giving h as checking the date/place for the meeting, giving a telephone number, an invitation for dinner, etc. Sa telephone number, an invitation for dinner, etc. Students should be able to get the message accurateltudents should be able to get the message accurately and then repeat/reconfirm the message to the teacy and then repeat/reconfirm the message to the teacher—to check for understanding. If students don't uher—to check for understanding. If students don't understand or feel unclear, they can response, "Pardnderstand or feel unclear, they can response, "Pardon me?" or "Can you repeat again more slowly?" Duron me?" or "Can you repeat again more slowly?" During the conversation, the teacher should also note if ing the conversation, the teacher should also note if students are using the polite form of conversation.students are using the polite form of conversation.

ProcedureProcedure (4)(4)

• Conclusion/Assignment: (5 minutes)Conclusion/Assignment: (5 minutes) The teacher can give students some suThe teacher can give students some suggestions and comments based on the ggestions and comments based on the outcomes of the listening activities. outcomes of the listening activities.

AssessmentAssessment• Ask students to find a partner. Assign the task of designing Ask students to find a partner. Assign the task of designing

their own telephone conversation. Students should use a ttheir own telephone conversation. Students should use a tape recorder to record their conversation. Students should ape recorder to record their conversation. Students should bring the recordings to the next class so that they can be ubring the recordings to the next class so that they can be used for whole class listening practice. Ideas for listening psed for whole class listening practice. Ideas for listening practice: ractice:

• Call General Manager: to set up the time for Monday’s mCall General Manager: to set up the time for Monday’s meeting. eeting.

• Call Secretary: to cancel the conference for tomorrow afteCall Secretary: to cancel the conference for tomorrow afternoon. rnoon.

• Call Security Guard: to reserve four visitors' parking spots Call Security Guard: to reserve four visitors' parking spots for next Wednesday, 9:00 a.m. for next Wednesday, 9:00 a.m.

• Call Marketing Manager: to change the time schedule for Call Marketing Manager: to change the time schedule for presenting the proposal in Nissan Inc. presenting the proposal in Nissan Inc.

• Call President’s Assistant: to give the president his wife's Call President’s Assistant: to give the president his wife's new cellular phone number and ask him to return her call.new cellular phone number and ask him to return her call.