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EngEDU 1/2015

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 Classroom Language: Telephoning activities

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Dolnapa051
รมต. กระทรวงศึกษาธิการ
รมต. กระทรวงศึกษาธิการ
Dolnapa051


Posts : 302
Join date : 2015-08-06
Age : 29

Classroom Language: Telephoning activities Empty
PostSubject: Classroom Language: Telephoning activities   Classroom Language: Telephoning activities Empty18th October 2015, 11:10 am

Telephoning is one of the most difficult things that a student might have to do in English. So these are some telephone activities that can improve student ability in speaking.

Guess the dialogue line by line
Students read or listen to a telephone dialogue one line at a time and try to guess what line is coming next each time. The dialogue that they read or listen to should be one which is full of typical responses such as
“Would you like to leave a message?”/ “Yes, please. Can you tell him that…?”,
“Is there anything else (I can help you with today)?”/ “No, that’s all thanks”, and “Thanks for calling”/ “Thanks for your help. Bye”.
After getting to the end of the dialogue, to test their memory of those phrases students can do other activities mentioned elsewhere in this article such as covering part of the dialogue before reading it out or putting cut-up “jigsaw” versions of the same dialogue(s) back into order.

Telephoning tips and useful phrases
Students discuss which of the tips on good telephoning in English that they have been given on a worksheet are true, e.g. that “Listen actively, using a variety of words to show that you are really listening and understand what is being said” is true and “Be very careful not to interrupt, always waiting a couple of seconds to make sure the other person has definitely finished” is bad advice for English communication. They then brainstorm useful phrases for doing the things that they should do that are on that list, e.g. “Right”, “Sure” and “Got it” for the active listening tip. This can also be very useful for lists of tips for specific kinds of phone calls, e.g. sales calls, dealing with complaints, and dealing with enquiries. Because native English speakers also often need tips on how to do those things well, there are quite a lot of tips on doing those things online that you can simplify, adding some false tips to make your worksheet.

Real answerphone messages
To do this activity you need at least two rooms and two devices for recording students’ voices, e.g. two digital voice recorders, mp3 players that have microphones, or smartphones. Split the class into groups. Put one group in each classroom with one recording device each and ask them to record their “There’s no one here right now”-style message. They then swap rooms, listen to the other group’s “Please leave a message” recording, then leave a message on that group’s answerphone. They then listen to their message on their own answerphone and leave a reply to it. This is more realistic if they go back to the other person’s answerphone to leave that message, but there is less moving around between rooms and what is replying to what is less confusing if they leave a reply straight after the message that they are replying to on the same device.
This works best if you set them a particular task to do, e.g. making as many new arrangements as possible in ten or fifteen minutes.
You can use the finished recordings as a source when planning future lessons, for example by looking for possible sources of misunderstanding in them.

Read more: http://www.usingenglish.com/articles/40-telephoning-activities.html

Dolnapa 051 3EN
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