Telephone Communication

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Subject: French

Semester: 1

Period: 3

Week: 13

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School Name:
Teacher’s Name:
Subject: French
Grade Level: Grade 7
Date: Week 13
Lesson Duration: 45 minutes
Week & Period: Week 13, Period 3
Topic: Telephone Communication
Sub-topic: Vocabulary, Making Contact, Asking to Speak, Polite Expressions

Learning Objectives
By the end of the lesson, students should be able to:

1. Use French vocabulary and expressions for telephone communication.
2. Make contact and fix appointments politely over the phone.
3. Ask to speak to someone correctly in French.
4. Apply polite expressions in simulated phone conversations.
5. Build confidence in oral telephone dialogues using correct phrases and etiquette.

Previous Knowledge
Students already know:
• Greetings, introductions, and classroom expressions
• Present tense of basic verbs (s’appeler, être, avoir, habiter)
• Numbers 1–100
• Demonstrative and possessive adjectives

Instructional Materials
• Flashcards with telephone phrases and vocabulary
• Whiteboard and markers
• Worksheets with dialogues and role-play prompts
• Audio clips of French telephone conversations
• Students’ notebooks and writing materials

Lesson Development – ABC Model

A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
• Teacher asks: “Comment fait-on pour appeler quelqu’un en français ?”
• Pupils brainstorm vocabulary they already know (bonjour, allô, s’il vous plaît, merci).
Teacher’s Role: Guide discussion, prompt students to recall polite expressions.
Learner’s Role: Share ideas and orally practice familiar phrases.

B – Building Knowledge (Main Lesson Body)

Time: 25–30 minutes

Teacher’s Role (Expanded & Detailed)

1. Introduction to Telephone Vocabulary & Expressions

• Teacher introduces key telephone phrases, writing them on the board and modeling correct pronunciation:
• Allô ! Bonjour, c’est [nom]. → Hello, this is [name].
• Puis-je parler à [nom] ? → May I speak to [name]?
• Je voudrais prendre rendez-vous. → I would like to make an appointment.
• Un instant, je vous passe [nom]. → One moment, I’ll put you through to [name].
• Merci beaucoup. Au revoir ! → Thank you very much. Goodbye!
• Teacher highlights polite forms:
• s’il vous plaît (please), merci (thank you), pardon (sorry), excusez-moi (excuse me).
• Teacher explains difference between formal and informal usage:
• Tu → used with friends/family.
• Vous → used with adults, strangers, officials.

2. Guided Practice (Teacher Models)

• Teacher writes and acts out a sample dialogue:
• Dialogue Example 1
• A: Allô ! Bonjour, c’est Marie.
• B: Bonjour Marie, je voudrais parler à Paul.
• A: Un instant, je vous le passe.
• B: Merci beaucoup.
• A: Voilà Paul.
• Teacher and one pupil perform the dialogue, emphasizing intonation and politeness.
• Pupils repeat chorally and individually.

3. Role-play & Pair Work

• Pupils form pairs. One pupil is the “caller,” the other is the “receiver.”
• Caller: greets, asks to speak to someone, makes an appointment.
• Receiver: answers politely, transfers the call, ends politely.
• Variation: Some pairs cancel an appointment instead of fixing one.

4. Practical Classroom Activity (Telephone Stations)

• Teacher sets up 3–4 “telephone stations” with two chairs facing back-to-back (to simulate not seeing the other person, like on the phone).
• Pupils rotate through stations, practicing with different partners.
• Teacher monitors pronunciation, clarity, and etiquette.

 

Learners’ Activities (Expanded & Detailed)

1. Repetition Drill
   • Pupils repeat after teacher:
     • Allô !
     • Puis-je parler à … ?
     • Je voudrais prendre rendez-vous.
     • Merci beaucoup. Au revoir.

2. Pair Work
   • Pupils create short phone dialogues (5–6 lines).
   • Example:
     • A: Allô ! Bonjour, c’est Joseph.
     • B: Bonjour Joseph, puis-je parler à Madame Kaba ?
     • A: Un instant, je vous la passe.
     • B: Merci.

3. Group Work
   • Groups of 3 simulate message passing:
     • Caller → Operator → Receiver.
     • Example: A calls and asks for B. Operator says, “Un instant, je vous le passe.”

4. Written Practice (Worksheet Fill-in-the-Blank)
   • Allô ! Bonjour, c’est ___ (name).
   • Je voudrais ___ (parler à / prendre rendez-vous).
   • Merci ___ (beaucoup / à bientôt).
5. Oral Presentation
   • Selected pairs present their phone dialogues in front of the class.

 

Assessment Checks

1. Oral Assessment (Teacher-led)
   • Teacher gives cue: “Je voudrais parler à Paul.”
   • Pupils respond: “Un instant, je vous le passe.”
2. Pair Performance
   • Teacher evaluates dialogues: correct expressions, politeness, pronunciation.
3. Written Assessment
   • Pupils complete a short telephone dialogue with missing expressions.
   • Example:
     • A: ___ ! Bonjour, c’est Aminata.
     • B: Bonjour Aminata, ___ parler à Fatou ?
     • A: ___, je vous la passe.

4. Peer Review
   • Pupils exchange their written dialogues and correct each other’s mistakes.

 

Notes (Expanded & Detailed)

• Politeness and clarity are essential in telephone communication.
• Intonation should rise slightly at the end of questions.
• Cultural connection: In Liberia, pupils may call a friend, a school office, or a parent. Encourage them to apply these expressions to real-life situations.

 

Assignment (Homework)

1. Write a short telephone dialogue (6–8 lines) including: greeting, asking to speak, making an appointment, polite closure.
2. Practice reading the dialogue aloud at home with a family member or friend.
3. Prepare 5 questions you might ask on the phone using:
   • Puis-je … ?
   • Je voudrais …

 

C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
• Recap key telephone phrases and polite expressions.
• Volunteers perform mini-dialogues incorporating greetings, making contact, and politeness.
Evaluation Method: Quick oral quiz: Teacher calls a pupil and asks them to simulate a phone call to a partner.
Follow-up Activity: Pupils prepare to integrate telephone expressions with classroom commands in Week 14.

Differentiation / Inclusive Strategies
• Struggling learners: Provide written scripts and repeat phrases slowly.
• Advanced learners: Encourage longer dialogues with multiple participants and appointment scheduling.
• Students with disabilities: Visual prompts, extra time, and supportive peer partner.

Teacher’s Reflection:
• What worked well? ___________________________________________
• What needs improvement? ____________________________________
• Students’ engagement level: ☑ High ☑ Medium ☐ Low