Making an

Appointment (on
the Phone)

Freshman Oral English

Unit 1: Socializing on Campus
Class CEFR Level: A2-B1
Week 3, Lesson 1
Fall Semester 2015
Instructor: Sulamith M. Hfer

Icebreaker: Cell Phone Line-Up (10 min.)

Materials

Ask the students to find out who in class has had their cell phone the
longest.
Provide them with the appropriate questions:
How long have you had your cell phone?
When did you get your cell phone?
They have to line up according to the time they had their cell phone
longest to shortest.

Homework: Write an email that contains an invitation

Review: /f/, /v/, /w/, A Walk in the Woods, the icing on the cake,
extending, accepting & declining an invitation

Pronunciation: Word Endings (25 min.)

Sheets of notepaper (half as

many as students in class)

Preparations

Explain the concept of word endings in English: Many words end with a
consonant sound. And in most cases the consonant is the last sound you
hear in the word (even in the case of a word that ends with a silent vowel
sound, like orange you dont hear any e-related sound after /d/). In
English, we dont add extra sounds like uh to the end of the word.
C. p. 26 Pronunciation Practice word endings
Go over the words at the top of p. 26. Pay particular attention to the word
endings and make sure students dont add extra sounds to the words.
Then have students work with their partners to write 4 sentences using
the words from the book.
Finally, have students read the sentences to their partners and make sure
their partners correct them when they make mistakes.
If time is left, tell a story (To the Top of the Mountain).

Before Class write on the board:

Homework: Make a phone

call

Goals
Students will develop the
communication skills necessary
to have basic telephone
conversations and to make
appointments over the phone.

Intended Learning
Outcomes (ILOs)

Break

TSWBAT

Function: Making an Appointment on the Phone (7

Making an Appointment (on the Phone)

Woolen strings (half as many

as there are students in the
class + one extra; length:
about arm-length);
Handout with phone
dialogue (Appendix A, 2
one for you, one for a
student)
Handout with a day's
schedule, 1 per student
(Appendix B)
Handout with function 1
per pair of students
(Appendix C)

Assessment: Self-Introduction (5 min.)

PPT

Review & Check-Up (5 min.)

min.)

Transition:

Ask students whats the use of phones (cell phones).

o sending short messages, talking to other people, playing
games, chatting online with friends, surfing the internet,
taking photos, listening to music, etc..

What specifically do they use their cell phones for most of the time?
o sending short messages & chatting online)
o make phone calls.

Introduction:

Ask students why people would make phone calls and what they would
talk about on the phone:
o talking to parents, family members or friends;
o to see how parents/family members/friends are doing;
o just to chat;
o to ask about something specific;
o when they want to meet with someone, etc.

Ask a student with good pronunciation to help you read a phone

conversation (handout w/ dialogue)

After reading the dialogue, ask the students, what this phone
conversation was about. Then read the dialogue again, and ask them to
listen specifically for:
o (a) how the conversation begins,
o (b) how the conversation ends, and
o (c) what the two people are saying to make an appointment
(put a poster with these on the board)

Based on what they just heard: What are vital parts of the phone
conversation?
Collect suggestions on the board, and come up with a list that looks like
this:
o Greeting
o Reason for call (Appointment)
o Ending the conversation

Explain that these three parts should be included in a proper phone

call.

Display the dialogue on the ppt and go over it once more. This time,
you want them to pay attention to what exactly was said to make the
appointment.

Compile a list of aspects for making an appointment on the board.

Ask them for other ways to ask for approval when making an
appointment, and what could be said in response (both positive and
negative, see appendix for Function of Asking for
Approval/Responses). Collect their suggestions on the board, and
add a few more if necessary. (Or provide the handout containing the
function. Make sure your students copy the function into their
notebook.)

Conclusion: This is how you can make an appointment on the phone

by including (keep the example up during the next activity)

Inviting

Greeting

Hello, am I talking to ?
Small talk
Reason for call (Inviting) Would you like to ?
Accepting/Declining
Thats a great idea! / Id love to but
Asking for Approval
How about ? Is a good time?
(Set time & place to meet)
Im sorry, I dont have time then. How about
at ?
Ending the conversation
It was nice talking to you. See you

A. Would you like to ?

Asking for Approval

(agreement on a future plan)
1.

Making an Appointment (on the Phone)

elicit information from their

classmates that enables them
to line up in chronological
order, according to the length
of time they have had their
cell phones.
know that many words can
end with a consonant in
English and that no other
sound is attached to that
consonant.
talk about the various uses of
their cell phones.
talk about why people make
phone calls/what people talk
about when making phone
calls.
listen to a phone conversation
and understand which
elements are included in a
typical phone call.
use the function of asking for
approval and responding
favorably or negatively in
order to make an
appointment.
make a phone call, in which
they make an appointment
with their partner, using all
the elements of proper
telephone "etiquette."
fill a schedule with
appointments, using elements
of proper "telephone
etiquette," and the function of
asking for
approval/responding
appropriately.
reproduce a phone
conversation, including
making an appointment, in
written form.

How about ?

Pair Activity: Making an Appointment on the Phone

(10 min)

Tell your students that now you want them to practice how to make an
appointment on the phone. Demonstrate making an appointment on the
phone with the help of a student.
Take out the strings you brought with you exactly half as many strings
as there are students in the class, and explain the procedure:
You will hold all the strings together in the middle with the ends
hanging down loosely.
All students should come up to where you are, and pick up one of the
loose ends of the strings.
Once every student has a loose end of string in his/her hand, you will let
go of the strings. Now, they will have to carefully untangle themselves,
and on the other end of their string they will find another student who
will be their partner for now. The string will be their phone line (like in
the old days before the cell phone), and each pair of students is going to
make a phone call that should last between 1-2 min, in which they make
an appointment with each other. Provide the reason for an appointment
(make an appointment with a friend to go shopping). In the end, you will
ring the bell when you want them to stop.
Emphasize that they need to use the function (phone etiquette) properly.
After 1-2 minutes, take back the strings and repeat the whole process.
Repeat several times, as the time allows.
Possible scenarios:
o appointment with a parent to visit a sick uncle;
o appointment with an old classmate from highschool;
o dinner appointment with a friend;
o appointment with a classmate to visit a friend in hospital;
o appointment with the teacher to discuss some questions; etc.
o In the end, tell them to return to their seats.

a.
b.
c.
d.

Does that work for you?

Is that ok (with you)?
Is _____ a good time?
How does that sound?

Accepting
1. Sure! Thats fine. Ill see you
then.
2. Let me check my schedule
(and Ill get back to you when
I know for sure).
3. That sounds really good.
4. Sure, thats fine.
5. Thats perfect!
Declining
a. Im sorry, I dont have time
then. How about at
_________?
b. That sounds great, but I
already have plans. Can I talk
to you again?
c. Id love to but

Review

Ask a few students to tell the class who they just made an appointment
with, and when they are planning to meet.
Explain that now you will go a step further, and allow them to practice
phone conversations more freely.
Pass out a sheet that contains the schedule for a day. (Make sure they
know what schedule means show schedule handout.)
Tell students to mingle and fill their schedules with appointments with
various classmates; they need to write who, when, (where using SIAS
locations), and what they are planning to do (only one person per slot; no
double appointments with the same person). Slots shouldnt be filled in
chronological order (allows for more negotiation positive, negative
responses). Demonstrate if necessary.
Make sure students know that if they cant find a time that works for
both partners, they have to hang up their call, and call another
classmate.
Very important: Students may not show their schedules to their
classmates when calling them. They have to keep their schedules
private, and only find out what times will work by talking to their
partners. (Otherwise, less communication will take place, as they simply

Making an Appointment (on the Phone)

What about ?

Responses

Communicative Activity: Making an Appointment (25

min.)

2.

Word Endings

Making appointments on the

phone

Preview

Unit 2: Meet the Family

Homework
Using their cell phones, students
should call their classmates (or
anyone else whose English is
sufficient), and make an
appointment. They should write
into their notebooks who they
called, when they called, for what
time they set their appointment,
and what they are planning to do.
They should be ready to talk
about their experience in the next

compare their schedules and find a time that works for both).
Make sure students know how to correctly ask what/where questions,
by asking volunteers to give you some examples.
Tell them that they have about 10 min. to make at least five
appointments (more are possible, if time allows), and encourage them to
try different ways of asking/responding.
After 10 min. ask students to return to their seats quickly.

class.

Explain the second part of the activity.

Each student now has a schedule in front of them, filled with

appointments (five or more). Ask students to find their 10:00 am
appointment, and check what plans they had with the person they are
going to meet. (Make sure students who do not have a 10:00 am
appointment have a partner they can meet with instead.)

Students get together with their appointment, and on a sheet of paper

(that you will hand out to them), they will have to write their names and
have about 2-3 min. to work together and write a short dialogue of a
phone conversation, in which they make an appointment, including the
activity they were planning to do when they made this appointment (go
for a walk, play ping pong, etc.). Collect the papers.

After 2-3 min., students need to find their next appointment. They will
have to do the same thing again (this time they can write into their
notebooks). If time allows, repeat a third time, otherwise have students
return to their seats and some volunteers read their dialogues for the
whole class to hear.

Making an Appointment (on the Phone)

Appendix A. Transcript of a Phone Conversation

A: Hello?
B: Hi. Am I talking to ______ (name)?
A: Yes
B: Hey ______ (name), this is _____ (name). It's good to hear you!
A: Oh, hi ______ (name). I'm so glad you are calling! How are you?
B: I'm fine. How are you?
A: Great! I haven't heard from you in such a long time!
B: Yes, but I will be in town this weekend, and this is why I'm calling: Because I'm wondering, whether you would
have time for us get together ?
A: Are you serious? Of course, I would love to see you. What about Saturday? Would Saturday afternoon work for
you?
B: Sure that would work. Except that I have an appointment on Saturday at 2. But if you have time later in the
afternoon, maybe we could get together then. How does that sound?
A: That's perfect! So, why don't we meet a little later. Would 4:30 be a good time?
B: Yes, that sounds really good. And maybe we could go and have some ice cream together. I'll invite you.
A: What? You are the guest! No, I'll invite you. Don't worry about it!
B: Well (laughs), we can figure that out on Saturday. It was great talking to you!
A: I'm so glad you called. See you Saturday then.
B: See you.
A: Bye.
B: Bye.

Making an Appointment (on the Phone)

Appendix B: Schedule

Saturday, October _______, Year: ____________

Who

What / Where

8:00 am
10:00 am
12:00 pm
2:00 pm
4:00 pm
6:00 pm
8:00 pm

Saturday, October _______, Year: ____________

Who

What / Where

8:00 am
10:00 am
12:00 pm
2:00 pm
4:00 pm
6:00 pm
8:00 pm

Making an Appointment (on the Phone)

Appendix C: Function Making an Appointment

Inviting
A. Would you like to ?
Asking for Approval
(agreement on a future plan)
1.
2.

a.
b.
c.
d.

How about ?
What about ?

Does that work for you?

Is that ok (with you)?
Is _____ a good time?
How does that sound?

Inviting
A. Would you like to ?
Asking for Approval
(agreement on a future plan)
1.
2.

a.
b.
c.
d.

How about ?
What about ?

Does that work for you?

Is that ok (with you)?
Is _____ a good time?
How does that sound?

Inviting
A. Would you like to ?
Asking for Approval
(agreement on a future plan)
1.
2.

a.
b.
c.
d.

How about ?
What about ?

Does that work for you?

Is that ok (with you)?
Is _____ a good time?
How does that sound?

Responses
Accepting
1. Okay, that would be great!
2. Id love to!
3. Sure, thats a great idea!
4. Yes, Id like that.
5. Sure! Thats fine. Ill see you then.
6. Let me check my schedule (and Ill get back to you when I know for sure).
7. That sounds really good.
8. Sure, thats fine.
9. Thats perfect!
Declining
a. Im sorry, I dont have time then. How about at _________?
b. That sounds great, but I already have plans. Can I talk to you again?
c. Id love to but

Responses
Accepting
1. Okay, that would be great!
2. Id love to!
3. Sure, thats a great idea!
4. Yes, Id like that.
5. Sure! Thats fine. Ill see you then.
6. Let me check my schedule (and Ill get back to you when I know for sure).
7. That sounds really good.
8. Sure, thats fine.
9. Thats perfect!
Declining
a. Im sorry, I dont have time then. How about at _________?
b. That sounds great, but I already have plans. Can I talk to you again?
c. Id love to but

Responses
Accepting
1. Okay, that would be great!
2. Id love to!
3. Sure, thats a great idea!
4. Yes, Id like that.
5. Sure! Thats fine. Ill see you then.
6. Let me check my schedule (and Ill get back to you when I know for sure).
7. That sounds really good.
8. Sure, thats fine.
9. Thats perfect!
Declining
a. Im sorry, I dont have time then. How about at _________?
b. That sounds great, but I already have plans. Can I talk to you again?
c. Id love to but

Making an Appointment (on the Phone)

Making an Appointment (on the Phone)