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COMMON QUESTIONS

TELEPHONE UNIT
LIFESKILLS PERFORMANCE OBJECTIVES
LEVEL: 150

TELEPHONE UNIT GOAL
Students will demonstrate their ability to use level appropriate language skills to obtain and convey information using available telephone technology.

TELEPHONE LIFESKILLS PERFORMANCE OBJECTIVES (Summary):
1. Set class learning goals.
2. Ask and answer questions re phone numbers; write phone numbers.
3. Locate names and phone numbers in an alphabetical listing.
4. Given a phone call, ask for specific person & respond to basic phone requests.
5. Take simple phone messages.

6. Leave simple messages.
7. Give and follow instructions for using pay phones [and phone cards].
8. Obtain phone numbers from directory assistance.

Level 150 Telephone Resource Page.


LIFESKILLS PERFORMANCE OBJECTIVES	FUNCTIONS AND SAMPLE LANGUAGE	RESOURCES Resources See Best of the Web: Telephone	INTEGRATION
1. Set class learning goals, i.e. lifeskills objectives to be covered in this unit.	Express Need: I need to call (people, places).	See Needs Assessment under Instructional Planning on the side bar for suggested activities Brainstorm places that students call now and places that they want to be able to call.	Structures: simple present
2 . Ask and answer questions about phone numbers and write phone numbers.	Seek/report info: self/others What's your/his/their phone number? What's the phone number for . . .? My/his/their number is The number for . . . is . . . . I'd rather not say. Note: Say "area code", pause in the correct places, say "oh" or "zero"	Collaborations Literacy Activity Masters, p. 24-25. Basic Telephone Training, Unit 7 with audiocassette Students' phone numbers Phone numbers	Structures: Simple present Wh-questions Possessive adjectives Extension: discuss privacy issues
3. Locate names and phone numbers in an alphabetical listing.	Sample Vocabulary: Alphabetical order Phone book Yellow Pages White Pages Vocabulary that comes up in phone book activity (certain services)	Lifelines 1 , p. 81 Shopping center directories City agency listings Local telephone book A community phone book, if available REEP Activity (100): Phone Book Scavenger Hunt	Extension: Make a call on a pay phone Resources: First Words, p.23 Oxford Picture Dictionary, p. 9
4. Given a call to a friend, work, or school, ask for specific person/respond to basic requests.	Seek/report info: self/others This is . . . . Is . . . there? Who's calling, please? She's not here. He's in a meeting. I'm sorry. You have the wrong number. Express needs/respond to request: May I speak with . . . . ? Can I talk to . . . ? Please hold. Hold on. Just a minutes/second.	Expressways 1, p. 18, 22 Expressways 2, p. 28 Survival English 3, p. 90 English for Adult Competency 1, p. 20-21 Collaborations Beginning 2 Activity Masters, p. 45 Basic Telephone Training, Unit 1 with audiocassette Lifelines 1, p. 78-79 Teacher and student generated dialogues teletrainer students cell phones Listening: Telephone Conversation	Structures: Simple present Present progressive Questions Can/could/may Imperatives Extensions: discuss how phones are answered in different countries; discuss cell phone etiquette
5. Take simple phone messages, including name, phone number, time, and date.	Elicit info: Would you like to leave a message? Can I take a message? Request clarification/ repetition: Could you please repeat that? How do you spell your name?	Stand Out 1 , Unit 5, Lesson 6 + audio Collaborations Beginning 2 Activity Masters, p. 45 Basic Telephone Training, Units 2, 7, 8, 9, 10, 14a-16a + audio English Extra, p. 161-164 + audio message pads teletrainer students cell phones Listening Is your dad home? Writing messages	Structures: Simple present Questions: can/could/would
6. Leave simple messages with a person and on an answering machine, including name and phone number and (with machines) time and date.	Report info: This is . . . . My number is . . . . I'm calling about . . . . It's 10:15 on Monday, July 12. Request action: Please ask her to call me. Please tell him I called. Please call me.	Stand Out 1 , Unit 5, Lesson 6 with audiocasette/CD English for Adult Competency 1, p. 20-21 Collaborations Beginning 2 Activity Masters, p. 45 Basic Telephone Training, Unit 2 English Extra, p. 161-164 with audiocassette teletrainer student cell phones tape recorder Stay on the line or leave a message?	Structures: Simple present Imperative Object pronouns.
7. Give and follow instructions for using pay phones [and phone cards]	Provide/respond to instruction: First, . . . . Next, . . . . Then, . . . . . . . pick up . . . put in... . . . dial the number. Request clarification/ repetition: Please repeat that/the last step. Check for/confirm understanding: Do you understand? Yes, I understand.	Oxford Picture Dictionary (OPD), p. 9 OPD Workbook, p. 9 Lifeskills 1, p. 15 Workplace Plus 1, p. 44-45 First Words, p.23 Software: Live Action English: "Using a Pay Phone" Elicit students' experiences with phone cards.	Structures: Imperative Simple present Questions
8. Obtain phone numbers from directory assistance.	Elicit info: Could I have the number for . . . ? What's the number for . ?	Expressways 1, p. 18 Lifelines 1, p. 80 Lifeskills 1, p. 16 REEP Activity (150): Calling Information	Structures: Simple present Questions

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