1. Have the class practice the dialogue several times, repeating each sentence after you. Then divide the class in half and have one half repeat part A and the other half part B. Switch parts.
  2. Show the dialogue in writing (Transparency of Dialogue 1). Have the students read the dialogue. Ask if there are any words they do not know. If so, discuss the meanings.
  3. Hand out Dialogue 1 to each student. Have the students work in pairs and practice reading the dialogue.
  4. Brainstorm with the whole class other reasons for being absent. Write the reasons on the board. Discuss which are acceptable and which might not be. Have the students practice the dialogue, substituting the reasons for absence.
  5. Point out the possessive pronouns "my" and "her." Discuss their meaning and give several other examples (e.g., hold up your book and say, "This is my book." Introduce (or review) my, your, his, her, our, their.
  6. Hand out Dialogue 2 to each student and put the transparency of Dialogue 2 on the OHP. Ask the students to circle the possessive pronouns on their copies. Then ask a student to come up and circle them on the transparency. Have the students check their papers. Discuss why the "her" changed to "his."
  7. Have the students work in pairs to read the dialogue.

Practice (15 minutes)

  1. As a whole class, brainstorm a list of names of the parents' children's schools and teachers.
  2. In pairs, have the students practice the dialogues, substituting their own information (i.e., school name, child name, teacher name).

Evaluation (30 minutes)

  1. In pairs, have the students create their own dialogues patterned after Dialogues 1 and 2, selecting information from the brainstormed lists on the board.
  2. Have each pair come to the front of the room and use the practice telephones to demonstrate their dialogues. Use the Evaluation Checklist to note inclusion of the following information: name of child, name of child's teacher, and reason for the absence.
  3. Have the students in the audience listen for the reason for the absence and write it down on the listening grid provided. (Note: This is preparation for taking a phone message; it also keeps the listeners focused.)