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unit

6

Can I take a message?

Aims Practice taking or leaving phone messages.

Language focus Function

Phone messages

Set-up Pair work

5. As students are working, walk around to monitor the activity and help as needed. Make note of any errors or problems to review later. 6. After about 10 minutes, collect and redistribute the cards. Students who had Situation 1 the first time should now have Situation 2, and they should change roles so that they practice both taking and leaving messages. 7. After another 10 minutes, end the activity. Have a few pairs perform their conversations for the class.

Lesson link For use after Unit 6, Lesson B

Time 25 minutes

Preparation Duplicate the worksheets and cut the role cards apart. Make enough for each student to have one card.

Procedure 1. Tell students they are going to do a role play to practice taking and leaving phone messages. 2. Put students in pairs. Give each student a role card. There are two situations, 1 and 2. In each pair, one student should have the Student A card for a situation, and the other student should have the Student B card for the same situation. 3. Have students read the information on their card. Answer any questions about vocabulary. Tell students not to look at their partner’s card. If possible, have students do this activity sitting back to back, so they can’t see each other. This makes it more like a phone call. 4. Explain that Students A make the phone call. (They can start by making a ringing sound, Brnng! Brnng!) Students B will answer the phone and then both students role play the situation following the instructions on the role cards.

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Teacher’s Resource Worksheet 2 Page 1 of 1

unit

6

Can I take a message?

SITUATION 1 Student A

SITUATION 1 Student B

Intro: It’s 10: 00 a.m. You are a salesperson. You’re calling a customer because you have a meeting with her at 3: 00 p.m. but you have a problem.

Intro: You work as a secretary for the ABC Company. Your boss, Sally Martin, has a meeting with a salesperson at 3: 00 p.m. The phone rings: Brnnng! Brnnng:

• You make the call. The secretary answers. Identify yourself and ask to speak to Ms. Martin. (Use your own name.)

• A  nswer the phone and identify yourself and the company. (Use your own name.)

• Ask the secretary when he or she thinks Ms. Martin is going to be in the office. • Say yes to leaving a message. Say that you can’t come in for the meeting at 3: 00 p.m. Ask if you can come at 4: 00. • The secretary asks if you want Ms. Martin’s cell phone number. Say yes and write down the number. Say good-bye and thank you.

• T ell the salesperson that Ms. Martin isn’t in the office right now. Ask if you can take message. • T ell the salesperson that she is coming in at about 1: 00 p.m. • Say that you’ll give her the message. Ask if the salesperson would like to call her cell phone. • Give caller Ms. Martin’s cell phone number, 807-555-2398.

SITUATION 2 Student A

SITUATION 2 Student B

Intro: You are flying to visit your friend Richie in another city. You are at the airport. There is an announcement that your flight is going to be late.

Intro: Your roommate’s friend is coming for a visit. The phone rings: Brnnng! Brnnng!

• Make the call. Your friend’s roommate answers the phone. Identify yourself and ask to speak to Richie. (Use your own name.) • Say yes to leaving a message. Say that you are at the airport and your flight is late. You’re going to arrive at 8: 00 p.m., not at 5: 00. • S ay that Richie isn’t picking you up. You’re going to take a taxi to their house.

• A  nswer the phone. Say hello • S ay that Richie isn’t at home. He’s out shopping. Ask if the friend would like to leave a message.  epeat the message to make sure you • R understand it. Say that you’ll give Richie the message. Ask “Is Richie picking you up at the airport?” • S ay OK. Tell the friend to “have a good flight.” • Say good-bye.

• Say thank you and good-bye.

Four Corners © Cambridge University Press 2012 Photocopiable

Teacher’s Resource Worksheet 2 Page 1 of 1