effective phoning key.pdf

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Teacher’s Notes

2 Tell students you are going to dictate a five-line limerick

and they should write down what they hear. Emphasise

that the dictation is not a test and the aim is to help

students with stress, weak forms and linking. Check/Pre-

teach doze and write the surname Creek on the board.

Dictate the limerick at normal speed, then line by line.

3 Hand out copies of the worksheet to each student and

have them check their dictations. Demonstrate the

stresses in the first line and then ask students to identify

the stresses in the other four lines by marking a dot or

circle above the appropriate syllable. Encourage students

to try beating a regular rhythm with a finger as they read.

Check the answers and then have students read the

limerick aloud, focusing on the stressed syllables.

4 Demonstrate the weak forms in the first line and remind

students of the schwa / ´ /. Ask students to identify and

mark weak forms in the rest of the limerick by lightly

crossing out the relevant word/syllable. Check the

answers and then have students practise reading the

limerick aloud again.

5 Mark the links in the first line and then ask students to

find the links in the rest of the limerick by joining the

appropriate letters at the base of the words. Check the

answers. Check students understand elision (the

disappearance of a sound that is linked to another) and

then ask them to find two examples of elision – ol(d) and

pitche(d). Students practise reading the limerick aloud

one final time.

6 Check/Pre-teach: snorter (an old-fashioned word for an

alcoholic drink) and porter (an old-fashioned word for a

dark brown beer). Students mark stress, weak forms and

linking, and practise reading the second limerick. Check

the answers by writing the limerick up on the board with

the appropriate marks in place.

7 Ask students what they know about Richard Nixon and

his unsuccessful TV debate with John F. Kennedy in

1960. (He participated in a TV debate with JFK as part of

his presidential campaign and came across badly. Elected

President in 1968 and re-elected in 1972, he was forced

to resign in 1974 over the Watergate scandal after the

burglary of the Democrat Party HQ; his ‘economy with

the truth’ earned him the nickname ‘Tricky Dicky’).

Check/Pre-teach: stubble , sticky (here meaning ‘difficult’)

and tricky (here meaning ‘untrustworthy’). Students

re-order the limerick and then check the answers.

8 If students are enthusiastic about limericks, give them the

‘formula’ in the table below to help them write their own.

(Remember that it is difficult even for native speakers to

write limericks that rhyme and scan correctly, so this

should be an optional follow-up.)

Answers

Exercises 1, 2 and 3

There was an old salesman named Creek,

who pitched to his clients in Greek.

He said, ‘While they doze

it’s much easier to close,

and I do love to hear myself speak.’

5a Problems, problems

2 Hand out copies of the worksheet to each student. They

can work in pairs or small groups to complete the flow

chart.

3 Elicit possible phrases to improve the tone of the

language for each stage of the call. Write them on the

board.

4 Divide the class into pairs and have them roleplay the

situations in exercise 2. Encourage students to refer to

the flowchart to help them and remind them to swap

roles for each situation. Monitor the activity.

5 As an optional follow-up, ask students why a good

telephone manner is importance in business (projecting a

professional image that takes care of customers; the key

to keeping customers and finding new ones). Students

can brainstorm a checklist for making the right

impression on the phone e.g. be prepared, make/take the

call with customer information on hand, be polite, use an

enthusiastic tone of voice and intonation, show interest

in the caller, don’t eat/drink/chew gum during the call,

confirm/read back information, agree on action points.

Possible answers

1 How can I help you today?

What seems to be the problem?

I’ll just make some notes as you are speaking.

2 Could I just go over/check (your order) again?

I can suggest/recommend …

Would you mind sending me a copy of your receipt?

3 I can see how this creates a problem for you./ I agree

wholeheartedly.

I don’t blame you for being angry./ If I were you, I’d feel

the same way.

We do pay serious attention to all customer comments.

4 I’ll call you back on …/I’ll get back to you on …

I’ll look into it straightaway.

I’m sure we can sort this out for you.

5 Could I help with anything else today?

Is there anything else I can help you with?

Do ring us again if you need further assistance.

Overview

To practise and consolidate the language of dealing with

problems, and of making and dealing with complaints.

Preparation

One copy of the worksheet for each pair of students. Cut the

worksheet into cards. One copy of the complete worksheet

for each student to be given out at the end of the activity.

Procedure

1 With the whole class, brainstorm areas of

problems/complaints that people experience both at

work and outside work e.g. in a hotel, at an airport,

hiring a car, making a telephone booking, phoning

customer services, in a restaurant, a faulty product, an

incorrect invoice, a delayed delivery, an inaccurate

report, a difficult meeting, a badly organised business

trip. Write the ideas on the board.

2 Divide the class into pairs and give each one a copy of

the cut-up cards, shuffled and face down. Tell the

students that they are going to roleplay some of the

problem situations on the board. As well as trying to

reach a satisfactory agreement, the aim is also to use the

expressions on the cards as part of their roleplays.

3 For each roleplay, the students should decide who will

be the complainant and who will deal with the

complaint. They then choose a scenario from the board

and spend a short time thinking about what they will say.

Encourage the students to be imaginative.

4 Each student takes one of the cards from the top of the

pile. The students begin the roleplay and as quickly as

possible they should use the expression on the card in a

complete sentence and in a natural way. When they have

done this, and while continuing the roleplay, they take

another card and repeat this process. The aim is to use as

many of the expressions as they can during the roleplay.

5 The students choose a new situation, swap roles and

repeat the process.

6 Hand out a complete worksheet to each student at the

end of the activity.

Alternative procedures

1 Instead of taking the cards one by one, the students

could take six cards per roleplay and try to use them in

any order they like.

2 Instead of cutting up the cards, give the students a

complete copy of the worksheet. They refer to this and

cross off the expressions as they use them.

Exercise 4

A young Irish chemist from Cork

was nervous when giving a talk.

She concocted a snorter

from whiskey and porter,

and now she can talk but not walk.

Exercise 5

An old politician called Ricky

found TV appearances sticky.

His five o’clock stubble

got him into trouble,

and Ricky became Tricky Dicky.

4b Business language

Overview

Students roleplay working for a consultancy. They prepare

and deliver presentations on the pros and cons of different

language training providers. Students then hold a meeting to

choose the school they wish to recommend.

Preparation

One copy of the worksheet for each student. Cut the

worksheet into four.

Procedure

1 Ask students which language course they would prefer:

three hours a week all year, five courses of three days in

a year or two weeks studying in the country of the target

language. Ask them to give reasons for their choices.

2 Hand out the role card and client information to each

student and ask them to read the details. Check students

understand the scenario.

3 Divide the class into three groups, A, B and C. Hand out

copies of the correct advert to each group. Have students

read the information and check vocabulary as necessary.

Ask each group to prepare a detailed presentation on

their language provider. They should outline the pros

and cons of recommending their school/programme to

the client. Ask them to support their arguments with costs

if appropriate. Allow about 15 minutes for this stage and

monitor the activity. (With larger classes, the three groups

can be sub-divided with one group of students

presenting the pros, the other the cons.)

4 Students give their presentations. Set a time limit for each

one of about 10 minutes.

5 Students then hold a general meeting to decide which

school/programme to recommend to their client. This

should last about 15 minutes.

6a The missing million

Overview

Students discuss the characteristics of a typical chairperson of

a meeting and then hold an informal discussion to solve a

logic puzzle in which a million dollars has gone missing. A

brief feedback session raises awareness of different roles

within group discussion.

Preparation

One copy of the worksheet for each student. Cut up the

information cards.

Procedure

1 Hand out copies of the worksheet to each student. Ask

them to think about the profile of a typical chairperson.

(This will point students in the right direction when

identifying the culprit in the case.)

2 Have students read the scenario in exercise 2. Tell them

the aim of the activity is to use the information you will

give them to identify the profile of each person at the

meeting and decide who was in the chair.

Person

There was a

(adjective) (noun) called

from

(name) (rhyme A)

(place)

5b Effective phoning

Overview

Students rephrase unhelpful phone language and then

roleplay customer complaint situations.

Preparation

One copy of the worksheet for each student.

Procedure

1 Students brainstorm their own positive and negative

experiences of customer service on the phone. Establish

what general problems/frustrations students have

experienced.

Background

who

(rhyme A)

Problem (1)

(rhyme B)

Problem (2)

(rhyme B)

Resolution

(rhyme A)

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144 Resource materials

Resource materials 145

Teacher’s Notes

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