| 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 would like to study because....
I need to call.. |
See Needs
Assessment under Instructional Planning on the side bar for
suggested activities.
Brainstorm places students
call now and places they need to call.
Students prioritize unit
objectives.
Write From the Start,
p. 20-21
A Conversation Book 2,
p. 17
Telephone
Fears
Telephone
Skills: Find Your Partner
|
Structures:
would like
simple present
because
Extension:
Read about the invention
of the telephone - All
About the U.S.A.:
A Cultural Reader, Unit
12: Alexander Graham Bell
|
| 2.
Take and/or leave messages in person and on answering machines/voice
mail. |
Ask
someone to do something/Request info:
May/can I please leave a message?
Could you tell her I called?
Do you know when she will be
back?
Offer assistance:
May/can I take a message?
Make/respond to request
and ask for clarification: Excuse me? Can you repeat that please?
|
Lifelines
3, Unit 12
Expressways 2 , p. 125-128
Phone
etiquette
Leaving
a message
Listening:
Phone
messages
Telephone
Conversations
Basic Telephone Training,
Units 14-28
Student generated dialogues
tape recorder
message pads
|
Structures:
Modal Verbs (can/may/might)
Questions: wh, yes/no, embedded
Extension:
Discuss difference
in phone
etiquette
in the U.S. and students' native countries.
Cell
phone
etiquette
|
| 3.
Record an outgoing phone message. |
Sample
Message:
"Hi. This is Bill.
Please leave your name, telephone
number, and a brief message after the beep".
|
Expressways
2 , p. 125
Basic Telephone Training,
Unit 5
Student generated messages
tape recorder
answering machine
Listening:
Answering
machines
|
Structures:
Imperative
|
| 4.
Respond appropriately to wrong numbers. |
Apologize or
excuse self and ask for clarification:
I am sorry. I must have the
wrong number. Is this.....? I am trying to reach...I was calling #...
Report information:
I am afraid you have the
wrong number.
No, this is not..
|
Student
generated dialogues.
Phone
etiquette
|
Structure:
Past/present continuous
Extension:
Dealing with telemarketers
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| 5.
Locate and call phone numbers of interest to self and classmates,
in phone books and on the internet (e.g. movie listings, metro bus/rail
schedules, and local schools).
Report information gathered,
including information from recorded messages and telephone trees.
|
Express
opinions:
I want to get information about...
Seek/report information:
What is the phone number
for..?
The number is...
The movie begins at 7:30.
They said the train would
arrive at ...
The address for the clinic
is..."
Give instructions:
"If you want...press 1. If you need assistance, stay on the
line.
Ask for clarification.
Could you repeat that?
|
Student generated
list of interests.
Stand Out 3, Unit
#4 - p. 61-62 & p. 68-69
Real Life English 3
, p.9-10
It's Time to Talk
, p. 54,81
Listening:
Telephone
Recordings
Teacher generated telephone
trees (e.g. tape record telephone tree)
Basic Telephone Training,
p. 12-13, 18, 24
Strategies in Listening
, Unit 10
Breaking the Ice ,
Unit 5
Northern Virginia Yellow
Pages
Arlington Yellow Pages
Telephone Directories on
the Web
Phone
Directories on the Web
Superpages.com
WhitePages.com
Sites for phone numbers &
info:
Washington
City Paper:showtimes
Metro
timetables
Arlington
Public Schools
Also see resources suggested
in Community and Beyond Unit.
|
Structures:
Questions: embedded,
yes/no;
reported speech; prepositions
of place, direction,
and time - Grammarworks 4,
p. 113-115
Extension:
Take a field trip f
to a researched
location.
Review alphabetizing: Dataprocessing
icebreaker
Calling directory assistance.
Selected objectives from
Community and Beyond Unit.
|
| 6.
Given telephone bill, identify total charge, number of calls made,
due date. etc. |
Sample language:
billing date
account number
account holder
monthly charges
due date
abbreviations = am, pm,
incl., d (day), n (night)
Seek/report info:
How much is the total?
How many calls were made?
When is the bill due?
|
Stand
Out 3, Unit 3 - p.47
Lifeprints 3 - p.31
Phone bills (adapted)
|
Structure:
How many/how much
Past, present,
future continuous
Extension:
Other bills, e.g. credit
card,
electric, gas.
|
| 7.
Call utility service to make a request (e.g. service, repairs, installation,
and/or correction to bill). |
Express complaint:
I'd like to report a problem
with my phone bill.
There is a mistake on my bill.
What should I do? There is a long distance call to Alaska
on my phone bill. I didn't make the call.
Request assistance:
Could you send someone to
look at my phone? It is not working.
Could you send someone to
install a new phone line?
Please install a new light
right away.
|
Problem
Solving - Unit 2 Yona's Problem
Stand Out 3 - p. 48-49
Student-generated dialogs
teletrainer
Listening:
May
I Help You?
|
Structures:
There is/ there are
Wh- questions
Simple past
Modals
Extension:
Consumer rights
Discuss dealing
with consumer
complaints/
requests by
phone in native country.
|
| 8.
Given a variety of calling cards, compare and select the best one. |
Seek/report
information:
Is this card cheaper than that
one?
Which card has the cheapest
rate?
Express opinions:
I think this card is best
because..
I don't recommend this card
because...
|
REEP
Activity (350): Phone Cards
Students generate questions
they have about phone cards.
Students share information
about phone cards they use.
Why
use phone cards?
Phone
Card Comparison
Comparing
phone cards
Frequently
asked questions
|
Structures:
comparatives and superlatives Grammarworks 4, p.3-5;
Stand Out 3, p. 27-29
Extension:
Phone
cards
for kids
|
| 9.
Give and follow oral and written directions on how to use a use
a phone card to call native country. |
Give/follow
oral and written directions:
First, ...
Second,... |
Old
phone cards
Instructions:
Phone
care instructions
How
to use phone cards
Phone
card instructions
|
Structure:
Sequence markers (e.g. first,
then...); imperatives
Extension Activity: Practice
other types of instructions, e.g. buying a metro fare card, using an
ATM machine.
|
Arlington Education and Employment Program
Contact REEP: