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    • COMMON QUESTIONS
    TELEPHONE  UNIT
    LIFESKILLS PERFORMANCE OBJECTIVES
    LEVEL: 450

    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, i.e. lifeskills objectives to be covered in this unit.
    2. Locate phone numbers of interest to self and classmates.
    3. Given recorded telephone messages and announcements, report information.
    4. Follow instructions on a telephone tree.
    5. Take and/or leave messages in person and on answering machines/voice mail.
    6. Call appropriate number to obtain desired information. Report information.
    7. Take and/or leave messages in person and on answering machines/voice mail.
    8. Respond to wrong numbers and solicitations.
    9. Call utility service to make a request.
    10. Given telephone bill, identify total of the bill and number of calls made.
    11. Identify cell phone etiquette and/or laws (e.g., in public places, while driving).
    12. Record outgoing message on answering machine.
    13. Call directory assistance to obtain desired information.
    14. Identify availability and cost/benefit of phone cards.

     
    Level 450 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 would like to study because....
    I need to call.
    I would like to get information about..    		 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.

    Telephone Fears
    Telephone Skills: Find Your Partner

    		Structures: would like
    simple present
    because
    2. Locate
    phone numbers
    of interest to self and classmates,
    in phone books, on the Internet, and directory assistance.     		   Student generated list of interests and ways to get numbers of interest.

    Lifeprints 3, p. 34

    Phone books
    Internet search engines
    TV ads
    brochures

    Web Directories 
    Phone Directories
    Superpages.com
    WhitePages.com
    Sites for phone numbers & info:
    Washington City Paper:showtimes
    Metro timetables
    Arlington Public Schools
    Also see resources suggested in Community Unit.

    		Extension:  Have students do a grid or chart to include the following:  types of calls (local, long distance), types of calling plans, etc., for information and comparison purposes
    3. Given recorded telephone messages and announcements, report
    information.    		 Report info:  descriptive, condition:
      The operator said that the number has been disconnected.
      Your teacher called.  She wants you to call her back.
      The movie begins at 8 p.m.    		 Lifeprints 3, p. 25
    Expressways 4
    Side by Side 4, p. 100-101

    Listening: 
    Telephone Recordings

    Basic Telephone Training, p. 12-13, 18, 24
    Strategies in Listening , Unit 10
    Breaking the Ice , Unit 5

    		Structures:
      Reported speech
      Present tense
      Past tense

    Cross culture:  prevalence of recorded messages in native country.

    Extension:  Reported speech activity: have students respond to a list of sentences (direct speech), and then speak their responses (Side by Side 4, p. 101)

    4. Follow instructions on a telephone tree. Express need; report info; ask for/give clarification
     
     

     

    		Airline, train, bus company toll-free numbers.

    REEP Activity (450): Using the Telephone to Plan a Train Trip

    Teacher generated telephone trees (e.g. tape record telephone tree)

    		Structures:
      Imperatives
      Present tense
      Past tense.

    Cross culture:  prevalence of telephone trees in native country. 

    5. Take and/
    or leave
    messages in person and on answering machines/voice mail.    		 Express need/Ask someone to do something:
      I'd like to speak to...
      May I please speak to...
      Can I leave a message?
      Would you please tell her that...
      Would you like to leave a message?
    Make/respond to request: clarification:
       What did you say your name was?
      Did you say...
      I didn't get that.
      I said...    		   Structures:
     

    .

    6. Call appropriate number to obtain desired information (e.g., movies, business hours, reservations, etc.).  Report information. Seek info: time, price, location:
      I'd like some information about...
      Could you tell me when...
      I'm calling to find out about...
      What time do you open?
      How late are you open?
    Make/respond to request:  clarification:
      Excuse me.  What time did you say?    		 Tuning in to Spoken Messages,  p. 47-55 (Job hotline);  p. 18-24 (movie schedules)
    Lifelines 4, p. 69-70
    Expressways 4 (listening)
    Arlington telephone book
    Yellow Pages    		 Structures:
      Embedded questions
      Wh questions
      Present tense
      Present continuous tense
      Modals
     

    Extension:
    Prepare a list of scenarios (e.g., if you were planning to...) and have students create dialogues and act them out in class.

    7. Take
    and/or leave messages in person and on answering machines/voice mail.    		   44+ Ways to Use the Answering Machine, #43-45
    Tuning in to Spoken Messages, Unit 2, p. 6-10
    Expressways 4 (message pads, reading and Q&A about various types of phone service)
    Basic Telephone Training
    Message pads
    Teletrainer    		 Structures: 
      Polite questions
      Modal auxiliary verbs

    Cross-culture:  ways people use phone:  business, information, a way to "visit"
    (Culturally Speaking, p. 124, 129)

    Extension:  Go to
    Getting Started:  small talk

    8. Respond to wrong numbers and solicitations. Report info: self/others:
      There's no one here by that name.
      I (You) must have the wrong number.
      What number were you trying to call?
    ... doesn't have this number anymore.    		 Sorry Wrong Number (Frontier College)
    Sorry Wrong Number (related cloze exercise)
    Teletrainer    		 Structures:
      Must have
      Past continuous
      Present tense
      Negatives
    9. Call utility service to make request (e.g., service, repair, installation and correction to a bill). Request assistance:
      Please install a new line right away.
    Express complaints:
      I'd like to report a problem with my phone bill.
      I can't wait until ... to have my ... repaired.    		 Student-generated dialogues
    Teletrainer
    Expressways 4 ("At the Bank")    		 Structures:
      Embedded questions
      Wh questions
      Present tense
      Modal auxiliary verbs
    10. Given telephone bill, identify total of
    the bill and number of calls made.    		   Lifeprints 3, p. 34
    Sample phone bills (with names blocked out)    		 Using sample phone bills, prepare a checklist for students to answer Yes of No questions
    11. Identify
    cell phone etiquette and/or laws (e.g., in public places, while driving).    		   Various (and changing) Internet sites, including:
    Cell phone etiquette
    Comparison of state and local cell phone laws    		 Cross-culture:  prevalence of cell phones in native country and comparison of related etiquette and laws.

    Extension:  Problem-solving activity, using scenarios with the following questions:  "What should you do if . . .?" etc.

    12. Record outgoing
    message on answering machine.    		 Report info, ask someone to do something
      -You have reached
      -This is
      -Please leave a message at the tone.    		 ESL Lab Telephone Recording
    Tape recorder
    Basic Telephone Training    		 Structures:
      Present tense
      Present perfect

    Cross culture:  prevalence of recorded messages in native country.

    13. Call directory assistance to obtain desired information. Express need Directory Assistance (Frontier College)
    Directory Assistance (related cloze exercise)    		 Structures:
      Present tense
      Modals
    14. Identify availability and cost/benefit of phone cards. Express need, request clarification Internet (various and changing cost comparison sites)
    Consumer Reports
    Local merchants    		 Have students do a cost/benefit of phone cards listing the advantages, disadvantages, etc. on a chart or grid, and then have them select the best option/s.

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