A reading passage on a dialogue A telephone conversation

English Language 

Comprehension Work 

Second Term Lesson Note

Week 9

Primary 6 

A reading passage on a dialogue A telephone conversation

Learning Objectives

By the end of the lesson, pupils should be able to 

1. Understand the purpose and structure of a telephone conversation.
2. Learn common expressions and phrases used in telephone conversations.
3. Practice identifying and using appropriate tone and language in a telephone conversation.
4. Develop listening and speaking skills in the context of a telephone conversation.
5. Understand the importance of clear and effective communication in a telephone conversation.
6. Learn how to handle common challenges that may arise in a telephone conversation, such as background noise or misunderstandings.
7. Practice taking notes and summarizing key points in a telephone conversation.
8. Understand the role of nonverbal communication, such as body language and tone of voice, in a telephone conversation.
9. Learn how to effectively use technology, such as phone systems and voicemail, in a telephone conversation.
10. Understand cultural differences in telephone conversation etiquette and how to effectively communicate with people from different cultural backgrounds.

Entry Behaviour

The entry behaviors of pupils for teaching the topic of A reading passage on a dialogue A telephone conversation

There are several ways that pupils could demonstrate their prior knowledge and skills related to the topic of a reading passage on a dialogue for a telephone conversation. Some possible entry behaviors for teaching this topic might include:

1. Describing how they handle common challenges that may arise in a telephone conversation, such as background noise or difficulty hearing the other person.
2. Showing their ability to take notes and summarize key points from a telephone conversation.
3. Demonstrating an understanding of the role of nonverbal communication, such as body language and tone of voice, in a telephone conversation.
4. Describing their experience with using technology, such as phone systems and voicemail, in a telephone conversation.
5. Sharing their knowledge of cultural differences in telephone conversation etiquette and how to effectively communicate with people from different cultural backgrounds.
6. Demonstrating an understanding of appropriate tone and language in a telephone conversation, such as being polite and respectful even when discussing sensitive topics.
7. Sharing strategies they use to effectively listen and speak in a telephone conversation, such as asking clarifying questions or repeating back important information.
8. Discussing the importance of clear and effective communication in a telephone conversation, and how misunderstandings or miscommunication can lead to problems.
9. Discussing their own experiences with telephone conversations, including the purpose and structure of such conversations.
10. Identifying and using common expressions and phrases related to telephone conversations, such as “Hello, this is [name] speaking,” “Can you hear me okay?”, and “I’m sorry, I didn’t catch that.”

Instructional Materials

1. A worksheet or handout with prompts or questions to guide students in taking notes and summarizing key points from a telephone conversation.
2. A list of nonverbal communication cues to look for during a telephone conversation, such as tone of voice, pauses, or background noise, and how these cues can affect the overall communication.
3. A tutorial or guide on using phone systems and voicemail effectively in a telephone conversation.
4. A list of cultural differences in telephone conversation etiquette and strategies for effectively communicating with people from different cultural backgrounds.
5. A set of resources, such as articles or videos, on effective communication in telephone conversations, which can be used as supplementary reading materials.
6. A reading passage or dialogue that demonstrates a typical telephone conversation, highlighting common expressions, phrases, and communication techniques.
7. A video or audio recording of a telephone conversation, which can be used to model appropriate tone and language and to practice listening skills.
8. A list of key vocabulary related to telephone conversations, such as “hello,” “goodbye,” “can you hear me okay?”, and “I’m sorry, I didn’t catch that.”
9. A set of role-play or simulated telephone conversations, where students can practice using appropriate language, tone, and communication techniques.
10. A list of common challenges that may arise in a telephone conversation, such as background noise or misunderstandings, and strategies for addressing these challenges.

Methods of Teaching

1. Problem-Based Learning: This method involves students working together to solve a real-world problem related to the topic. This could include having students brainstorm and develop strategies for handling common challenges that may arise in a telephone conversation, such as background noise or misunderstandings.
2. Simulation: This method involves creating a simulated environment or situation where students can practice and apply their knowledge and skills. This could include using a phone system or voicemail simulation to practice using these technologies in a telephone conversation.
3. Case Study: This method involves presenting students with a real-world scenario or case related to the topic and asking them to analyze and apply their knowledge and skills to solve a problem or make a decision. This could include having students analyze a case study of a miscommunication in a telephone conversation and develop strategies to prevent similar misunderstandings in the future.
4. Guided Practice: This method involves the teacher providing support and guidance as students practice using the skills and concepts they have learned. This could include role-play activities or simulated telephone conversations.
5. Collaborative Learning: This method involves students working together in small groups or pairs to practice and apply their knowledge and skills. This could include group discussions or activities where students share their own experiences with telephone conversations.
6. Inquiry-Based Learning: This method involves students exploring the topic through their own research and inquiry, with the teacher serving as a facilitator and guide. This could include having students research and present on cultural differences in telephone conversation etiquette, or asking them to analyze a sample telephone conversation for effective communication techniques.
7. Direct Instruction: This method involves the teacher delivering a lecture or presentation on the topic, using visual aids and examples to illustrate key points.

Reference Materials 

1. Online resources, such as websites or forums, where students can learn more about the topic and interact with others who are interested in telephone conversations.
2. Dictionaries or other language resources that provide definitions and examples of common phrases and expressions used in telephone conversations.
3. Cultural guides or resources that provide information on communication styles and etiquette in different countries or regions.
4. Professional development resources or training materials for individuals or businesses that cover effective communication in telephone conversations.
5. Books or articles on the topic of communication skills more generally, which can provide additional context and perspective on the topic of telephone conversations.
6. Examples of telephone conversations or dialogues, such as scripts or recordings, which can be used to model appropriate language and tone and to practice listening skills.
7. Guides or tutorials on using phone systems and voicemail effectively in a telephone conversation.
8. Articles or research papers on the topic of communication in telephone conversations, including strategies for handling common challenges and cultural differences in etiquette.
9. Videos or other multimedia resources that demonstrate effective communication techniques in a telephone conversation.
10. Textbooks or other educational resources that cover the topic of telephone conversations, including common phrases, communication techniques, and cultural differences in etiquette.

Content 

Olusegun and Olufunmi were siblings who lived in different cities. Olusegun lived in Lagos, while Olufunmi lived in Abuja. They usually communicated with each other over the phone, and today was no exception. Olusegun was calling Olufunmi to check in and see how she was doing.

As Olusegun dialed Olufunmi’s number, he couldn’t help but feel a little nervous. He had always struggled with telephone conversations, and he was worried about making a mistake or saying the wrong thing. But he knew it was important to stay in touch with his sister, so he took a deep breath and waited for her to pick up.

After a few rings, Olufunmi answered the phone. “Hello?” she said, her voice cheerful and friendly.

“Hi, Olufunmi, it’s Olusegun,” he said, trying to sound confident. “How are you doing?”

“I’m doing well, thanks,” Olufunmi replied. “How about you?”

“I’m good too,” Olusegun said, relieved that the conversation was off to a good start. “I just wanted to check in and see how you’re doing. I haven’t spoken to you in a few weeks, and I wanted to make sure everything is okay.”

“Everything is fine,” Olufunmi said. “I’ve just been busy with work and other things. How about you? How’s life in Lagos?”

Olusegun filled his sister in on everything that had been happening in his life, including his job, his friends, and his plans for the future. Olufunmi listened attentively, asking questions and making comments along the way.

As they talked, Olusegun noticed that the connection seemed to be a little bit choppy. He could hear Olufunmi’s voice clearly, but every now and then there was a weird static noise that made it hard to understand what she was saying. Olusegun decided to mention it to his sister.

“Hey, Olufunmi, I don’t know if you can hear this, but there’s a weird static noise on the line,” he said. “Can you hear it too?”

Yes, I can,” Olufunmi said, her voice slightly distorted by the static. “It’s probably just interference. It’s happened to me before. Don’t worry, we can still talk.”

Olusegun was relieved that Olufunmi was able to hear the noise too. He had been worried that it was a problem with his phone or his connection. He decided to continue the conversation as normal, even though the static made it a little bit more difficult to understand each other.

After a while, Olusegun realized that he had been talking to his sister for almost an hour. He glanced at the clock and was surprised to see how much time had passed. He knew that Olufunmi was a busy person, and he didn’t want to take up too much of her time.

Questions

1. Who is Olusegun calling in the passage? A. Olufunmi B. Oludare C. Olumide
2. Why is Olusegun feeling nervous before the call? A. He is worried about making a mistake B. He is worried about saying the wrong thing C. Both A and B
3. What is Olufunmi’s response when Olusegun asks how she is doing? A. “I’m doing well, thanks.” B. “I’m not doing well.” C. “I’m doing okay.”
4. What is causing the static noise on the phone line in the passage? A. A problem with Olusegun’s phone B. A problem with Olufunmi’s phone C. Interference
5. How does Olusegun feel when he realizes he has been talking to Olufunmi for almost an hour? A. Surprised B. Annoyed C. Disappointed
6. Who initiates ending the call in the passage? A. Olusegun B. Olufunmi C. Neither, they both decide to end the call at the same time
7. How does Olufunmi feel about talking to Olusegun? A. She is happy to catch up with him B. She is indifferent to talking to him C. She is unhappy about talking to him
8. What does Olusegun suggest they do in the future? A. Talk more often B. Meet in person C. Both A and B
9. How does Olumide fit into the conversation in the passage? A. He is mentioned as a mutual friend B. He is involved in the conversation C. He is not mentioned or involved in the conversation
10. What is the main topic of the conversation in the passage? A. Catching up on each other’s lives B. Making plans for the future C. Discussing work and other commitments

1. A. Olusegun is calling Olufunmi.
2. C. Olusegun is feeling nervous because he is worried about making a mistake and saying the wrong thing.
3. A. Olufunmi says “I’m doing well, thanks.”
4. C. The static noise on the phone line is caused by interference.
5. A. Olusegun is surprised when he realizes he has been talking to Olufunmi for almost an hour.
6. A. Olusegun initiates ending the call.
7. A. Olufunmi is happy to catch up with Olusegun.
8. A. Olusegun suggests they talk more often in the future.
9. C. Olumide is not mentioned or involved in the conversation.
10. A. The main topic of the conversation is catching up on each other’s lives.

Presentation

1. Begin by introducing the purpose and structure of a telephone conversation, and provide examples of common expressions and phrases used in such conversations. You could also discuss the importance of clear and effective communication in a telephone conversation, and how misunderstandings or miscommunication can lead to problems.
2. Use a reading passage or dialogue that demonstrates a typical telephone conversation, highlighting common expressions, phrases, and communication techniques. This could be followed by a discussion or questions to help students understand and analyze the conversation.
3. Provide opportunities for students to practice using appropriate language, tone, and communication techniques in simulated telephone conversations. This could be done through role-play activities, where students take turns playing the role of the caller and the receiver.
4. Encourage students to listen actively and take notes during telephone conversations, and practice summarizing key points and main ideas. You could also provide prompts or questions to guide students in analyzing and evaluating the communication in a telephone conversation.
5. Discuss common challenges that may arise in a telephone conversation, such as background noise or misunderstandings, and teach strategies for addressing these challenges. You could also discuss the role of nonverbal communication, such as tone of voice and body language, in a telephone conversation.
6. Introduce students to technology, such as phone systems and voicemail, and teach them how to use these tools effectively in a telephone conversation.
7. Discuss cultural differences in telephone conversation etiquette and teach students how to effectively communicate with people from different cultural backgrounds. You could use examples or case studies to illustrate these differences and how to navigate them.
8. Encourage students to reflect on their own experiences with telephone conversations and discuss any challenges or successes they have had. You could also have them share their own tips and strategies for effective communication in a telephone conversation.

Evaluation 

1. How well did the students demonstrate their understanding of the purpose and structure of a telephone conversation?
2. Were the students able to identify and use appropriate language and tone in simulated telephone conversations?
3. Did the students demonstrate effective listening and speaking skills in the context of a telephone conversation?
4. Were the students able to handle common challenges that may arise in a telephone conversation, such as background noise or misunderstandings?
5. Did the students demonstrate an understanding of the role of nonverbal communication, such as body language and tone of voice, in a telephone conversation?

Other evaluation may include the students’ understanding and skills through observations and assessments, such as quizzes, written assignments, or role-play activities, in order to accurately evaluate their understanding of the topic of a reading passage on a dialogue for a telephone conversation.

Conclusion