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    • COMMON QUESTIONS
    TELEPHONE  UNIT
    LIFESKILLS PERFORMANCE OBJECTIVES
    LEVEL: 200 and 250

    TELEPHONE UNIT GOAL
    Students will demonstrate their ability to use level appropriate language skills to to access and navigate the telephone and communication system using level appropriate language.

    TELEPHONE LIFESKILLS PERFORMANCE OBJECTIVES (Summary):

    1. Set class learning goals.
    2. Ask and answer questions about phone numbers and write phone numbers.
    3. Locate specific phone numbers (alphabetical listing, phone book, 411).
    4. Leave and take a simple message with a person and on an answering machine.
    5. Respond appropriately to wrong numbers and solicitations.
    6. Give and follow instructions for using a phone, phone card, cell phone, beeper.
    7. Given recorded information, demonstrate comprehension.
    8. Demonstrate an understanding of appropriate register use when using the telephone.
     

    Level 200 and 250 Telephone Unit Resource Page
     
    LIFESKILLS PERFORMANCE OBJECTIVES 

    FUNCTIONS AND SAMPLE LANGUAGE

    		 RESOURCES 
    See 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 study ... because...    		 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.
    Students prioritize unit objectives.

    		Structures: because
    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.
    Could you repeat that please?

    Note:
    Say "area code",
    pause in the correct 
    places, say "oh" or 
    "zero"

    		Books with tapes:
    Basic Telephone Training,, p. 16-17
    From the Start, p.7-8
    Learning to Listen, p.87

    Student generated dialogues.

    		Structures:
    Wh-Questions 
    Possessive pronouns

     

    3.  Locate specific phone numbers (in alphabetical listing,  in the phone book,
    and by calling 411 directory assistance).    		 Seek/report info:

    What's the phone number for the Arlington Free Clinic? 
    It's ....
    Where do I look to find the number for the court house?
    Look in/under..
    Could you give me the number for...? 
    Sure, it's...

     

    		Lifelines 2, p. 95-98 
    Survival English 3, p. 93 
    Expressways 3, p. 36
    Stand Out 2 p. 90-91

    Telephone Books
    Community guides

    Possible adaptations:
    REEP Activity (100): Phone Book Scavenger Hunt
    REEP Activity (150): Calling Information

    		Structures:
    Present Tense
    Questions
    Imperatives
     

    Extension: 
    categorizing information; alphabetizing

    4.  Take and leave a simple messages, e.g. with a person and on an answering machine stating name, telephone number and reason for calling. Seek/report information:

    Caller to person:
    Hello. This is...
    May I speak to ..?
    Could I leave a message, please?
    Please tell him I won't be at work today because I'm sick.
    Thank you. I'll call back
    later. Good-bye.
    OK. Please ask her to call me. My number is..

    Caller to machine:
    This is.. I am calling about.. Please call me back at (703),,,,

    Callee:
    ... is not home.
    Yes, Just a minute please.
    I'm sorry, he's not here. Can I take a message?
    Could you repeat your last name please?
    I'm sorry. You have the  wrong number.
    OK. Good-bye.

    		Basic Telephone Training, p. 4-5, 44, 46, 48
    Survival English 3, p. 95, 98-100; 
    English for Adult Competency 2 p.12-13
    Lifelines 2, p. 91-94
    44+ Ways to Use Answering Machines, p. 30-31

    Student generated dialogues

    Listening:
    Telephone Conversation
    Answering Machine
    Is your dad home?

    teletrainer
    students cell phones
    message pads

    		Structures:
    Could, can, may 
    Yes/No questions 
    Imperatives

    Extension: 
    Record a message for an answering machine, e.g. "Hi. This is Bill.
    Please leave your name, telephone number, and a brief message after the beep".

    5.  Respond appropriately to wrong numbers and solicitations. Seek/report information:
    I'm sorry.  I think you have the wrong number. 
    Is this 225-5430?  No, it isn't. 
    I'm sorry, but I'm not interested.
    Please take my number off your list.    		 Expressways 1, p.20
    Survival English 3
    Expressways 3 p. 38-39 
    English for Adult Competency 2 p.15

    Student generated dialogues

    		Structures: Yes/No Questions 
    Imperatives

    Extensions: Discuss telemarketing in other countries.

    6.  Give and follow instructions for using a communications related device (a pay phone, a phone card, a cell phone, beeper). Give instructions:

    Pick up the receiver. 
    Deposit 50 cents. 
    Press the "talk" button.;
    Enter your 7 digit number on the calling card

    		English for Adult Competency 2, p. 19
    Oxford Picture Dictionary p. 9

    Student generated instructions

    		Structures:
    Imperatives 

    Cross-culture: Use of cell phones and beepers in other countries

    Extension: 
    Discuss cell phone and beeper etiquette

    7.  Given recorded information, demonstrate comprehension. Note: Students can demonstrate comprehension by answering comprehension questions and/or by rephrasing the recorded information. Basic Telephone Training, p.12-13 Side by Side 2, p.120 

    Various recorded messages, e.g. supermarkets, weather recordings

    Listening:
    Telephone Recording

    8. Demonstrate an understanding of appropriate register use when using the telephone for a variety of purposes, e.g. to extend an invitation; to schedule an appointment. Request an appointment:
    I'd like to make a doctor's appointment, please? 
    Is there another time I could come in for my interview?

    Make/respond to invitations:
    Would you like to... 
    Yes, I'd like to. 
    I wish I could, but I'm afraid I can't

    		REEP Activity (200/250): Using Appropriate Register

    Small Talk, pp.22-27
    Expressways 1, p.96-97
    Basic Telephone Training p.19-20, 29, 38-39
    Student generated dialogues
    Teletrainer

    Listening:
    Doctor's appointment

    		Structures:
    Questions
    Modal verbs

    Extension: Calling to leave a message at work

    Cross-culture: Discuss punctuality for appointments and personal invitations

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