Tell Me More - Teacher's Notes

Chapter 12: "Who's calling?"

1) "Who's calling?" Title Page Input

Page 177

177.gif The input for this chapter gives various phone-call-related phrases. As mentioned before, students have an input-bank of vocabulary on the first page of the chapter, and can refer to it at will.

2) "Telephone words" Pairs/Groups (15 minutes)

Page 178

178.gif Students have a good deal of input on thetitle page and on the page following this one ("Who is it?") If they are ready to try this activity without accessing those words however, they might find it interesting to discover how many words and phrases they already possess. When they have brainstormed in groups, and have produced a corpus of words and phrases, this is written on the board by one member of each group (peer dictation), and left there as a resource while other activities are performed.

3) "Who is it?" Pairs/Groups (20 minutes)

Page 179

179.gif Students unscramble a model dialogue, practice the new version, and then design their own telephone dialogue/role-play (additional phrases supplied).

(....) Can I speak to Angela, please?
(....) I'm afraid she isn't here right now.
(....) Oh. When will she be back?
(....) About an hour. Who's calling?
(....) This is her friend, Tony.
(....) Do you want to leave a message?
(....) Yes. Please ask her to call me.
(....) O.K. I'll give her the message.
(....) Thanks.

4) "Can I take a message?" (plus Teachers' Resource) Whole class (20 minutes)

Page 180


In this information-transfer game, students need to remember that the information is being requested by and given by phone. Thus it can help if chairs are put back-to-back in the Bus Station, the Rail Station, and the Airport. When students sit down to request the information, they will not be able to make face-contact, and will find it easier to have a phone conversation.

The teacher gives each student a "Memo" card (Teachers' Resource) on which there is a memo about having to travel somewhere, or having to meet someone who is travelling. Students then have to find out the relevant information they need from the appropriate "Station", and write it on their worksheet (students' book). There are 18 "Memo" cards, and these can be put in a prominent place in the classroom, so that students can work through a number of them before the activity finishes.

5) "Would you like to ... ?" Pairs (15 minutes)

Page 181

181.gif A frequent type of phone conversation involves inviting someone to meet somewhere, and making an appointment for that meeting. This dialogue presents a basic version of the "invitation".

6) "What would you like to do?" (plusTeachers' Resource) Whole class (15 minutes)

Page 182


The teacher gives everyone a "What would you like to do?" card (Teachers' Resource). There should be two of each card used in the class, since students have to identify the person who has the same card as them.

Before they do this however, they have first to memorize the four things on the card that they "want" to do, and give the card back to the teacher. They then ask people in the class "... if you would like to ... " and try to find someone who wants to do the same four things. This will also involve giving appropriate answers, such as "I'd love to", "Yes, that would be good", "No, thanks", and "No, I'd rather not".

7) "Call my bluff" (plus Teachers' Resource) Two teams of three members (25 minutes)

Students have played this game inChapter 6, and it reappears here as another opportunity to have a good time guessing the meaning of "strange" words.

As in Chapter 6, each team has three members, and each member has a "Call my bluff" sheet (Teachers' Resource). Each person in Team A then reads his/her definition for the first word, and Team B has to choose which one is correct. Team A will also have to check this by looking in their own dictionaries. The game proceeds with the different words being read in turn.

"Call my bluff" fits well into a "Quiz show" format and can be played with only two teams, a question master, and an audience. If this were combined with an end-of-session classroom party, it would be enjoyable indeed!

8) "What did she look like?" Pairs/Groups (15 minutes)

Page 183

183.gif This activity combines descriptions of the face and of clothes, and can be performed as a "20 questions" game, or as pure description, perhaps leading to description of friends and family members (or of a blind date!).

9) "Can I have a word?" Pairs (15 minutes)

Page 184

184.gif Students make up role-plays on suggested situations, and then perform them to the class.

Don't You Agree? Pairs/Others (20 minutes)

Page 185


I Disagree. Pairs (15 minutes)

Page 186


12) Free Talking "Festivals" Pairs/Groups (15 minutes)

Page 187

187.jpg The final Free Talking activity looks at festivals, and offers another chance to discuss aspects of Korean life - this time its holidays and celebration days.

13) "My English Ability" Individuals (10 minutes)

Page 21

This activity is a repeat of the self-evaluation questionnaire in the Information (Study Skills) Section. Hopefully students will fell more confident by now, and will give themselves "better" scores. Such increased confidence will produce its own results, since shyness and concentration on grammatical errors can be a powerful block to developing oral skills. The students are asked to assess themselves. This should be natural for them by now. If the course has helped the students in any way to think about their learning methods and strategies, giving them some measure of confidence in developing their own ideas about learning, then it will have been beneficial.

14) Culture page 12 Pairs (15 minutes)

Page 188


Next Chapter of the Teacher's Notes

Links to the Students's Book
Contents | 1 | Skills | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | Extra

Tell Me More - Task-based Conversation Activities
By Andrew Finch and Hyun Tae-duck