can i take a message

8/8/2019 Can i Take a Message

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Can I Take a Message?A Telephone Role-play

Fernanda guila


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Purpose and Audience:

The purpose of this lesson is to get the students to

practice taking and leaving messages over the telephone.

The materials are intended for false beginners to lower

intermediate students. This is also a good practical

application of reported speech: He said that tell her

that she told me that


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Materials:

Callers Activity Sheet

Caller Role Cards

Receivers Activity Sheet

Receiver Will Be Back Notes

Receiver Name Tags


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Warm-up:

After the introduction, the teacher gives a few students

some pieces of paper with instructions to 'call' him/her.

When the students ask for the teacher, he says, "Sorry.

he's not here right now. Can I take a message?" and seewhat kind of response this gets. After trying this a few

times, the teacher can write some expressions on the

board, focusing on the function of taking messages and

the grammar of reported speech.


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Class Set-up:

The class is divided into two groups: callers and receivers.

Callers get an activity A sheet and a role card. Receivers

get an activity B sheet, a will-be-back note and a name

tag. Receivers sit facing the wall and callers sit behind the

receivers. When a caller wants to make a call, they tap

the receiver on the shoulder and say, "Bring! Bring!"

Receivers put the name tag on the back of their chair so

that the callers know who they are calling.


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Receiver


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Class Activity:

Callers sit down behind the receivers, tap them on the

shoulders and the conversation begins. Callers ask to talk

to their friend. Receivers tell them that the friend is out

and gives them the details in the 'Will Be Back' note. The

receivers then ask if they can take a message. The callers

leave a message. When they are finished, the callers get

up to call another friend on the list.


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Category: 4 3 2 1

Speaking. Speaks clearly and

distinctly all (100-

95%) the time, but

mispronounces

one word.

Speaks clearly and

distinctly most (

94-85%) of the

time.

Mispronounces no

more than one

word.

Speaks clearly and

distinctly most (

94-85%) of the

time.

Mispronounces no

more than three

words.

Often mumbles or

can not be

understood OR

mispronounces

more than three

words.

Use of complete

sentences.

Always (99-100%

of time) speaks in

completesentences.

Mostly (80-98%)

speaks in complete

sentences.

Sometimes (70-

80%) speaks in

completesentences.

Rarely speaks in

complete

sentences.

Comprehension. Student is able to

accurately answer

almost all

questions posed

by classmates.

Student is able to

accurately answer

most questions

posed by

classmates.

Student is able to

accurately answer

a few questions

posed by

classmates.

Student is unable

to accurately

answer questions

posed by

classmates.

Grammar. Always (99-100%

of time) uses the

correct structure

of reportedspeech.

Mostly (80-98%)

uses the correct

structure of

reported speech.

Sometimes (70-

80%) uses the

correct structure

of reportedspeech.

Rarely uses the

correct structure

of reported

speech.


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Sources:

http://bogglesworldesl.com/telephone_roleplay.htm

http://rubistar.4teachers.org

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