The assistant handles the call politely but avoids transferring the caller to her boss. She states multiple times that her boss is unavailable or busy. When the caller asks to send information about his products, she finally suggests this but should have done so sooner rather than wasting time. Ideally, she could have politely declined interest upfront instead of prolonging the call. Cold calling involves unsolicited calls to prospects not expecting contact, usually as the start of a telemarketing sales process.
U3 could i leave a message with notes stIIS E. Bona
This document provides tips and guidance for making effective phone calls, including to different time zones. It stresses the importance of preparation, such as thinking about the purpose and topics of the call in advance. Several examples are given of different types of phone calls and callers, assessing their effectiveness. Specific techniques are suggested for handling misunderstandings like unclear names or technical information. Cold calling is also briefly defined.
Rencana Pelaksanaan Pembelajaran (RPP) ini membahas perencanaan pembelajaran Bahasa Inggris untuk materi perkenalan diri di kelas VII SMP N 2 Purwokerto. RPP ini menjelaskan kompetensi dasar, indikator, tujuan pembelajaran, materi, metode, dan penilaian yang akan digunakan.
Communicative english language skills i (fl en 1011) final versionAsnake Dechasa
The reading discusses the importance of reading for university study as it is the primary way to gather information about one's discipline and develop an understanding of the academic field. It emphasizes that a large volume of reading is required to pass courses, so students must develop effective reading strategies like scanning, skimming, and assimilating ideas to get through all the required material. The goal of reading for study is to gather and integrate information into one's own perspective to be able to express views in assessments and seminars.
The document discusses the four language skills - listening, speaking, reading, and writing. It provides an overview of each skill: Listening involves processing sounds into words and messages. Speaking requires using parts of the body to create sounds and communicate. Reading is the process of deriving meaning from written symbols. Writing involves using symbols to communicate thoughts and ideas in a readable form. The four skills are interrelated and involve both receptive and productive abilities in both oral and written modes.
John Smith from Cambridge University Press calls English Home and asks to speak to Mr. Alyeni, but is told he is not available. The person taking the call offers to take a message, and John asks that Mr. Alyeni call him back later.
1) The document discusses differences between American and Japanese negotiation styles, highlighting that Japanese negotiations emphasize harmony, hierarchy, and long-term relationships over assertiveness and quick deals.
2) Key differences include Japanese prioritizing consensus building and information exchange early in negotiations, seeing deals as intentions within relationships rather than firm commitments, and avoiding conflict to preserve harmony.
3) Americans tend to want to get straight to the point, see deals as firm once agreed upon, and can view Japanese ambiguity and emphasis on relationships as dishonesty. Understanding these cultural differences is important for successful cross-cultural business negotiations.
This document discusses barriers to listening, the listening process, subskills of listening, and techniques for developing listening skills. It outlines 6 barriers that can affect listening including linguistic barriers, noisy environments, and psychological factors. The listening process is described as having 3 stages: hearing, processing, and evaluating. Subskills of listening include predicting themes, understanding word collocations, grasping speaker meaning through stress and intonation, and inferring interesting information. The document also discusses pre-listening, on-listening, and post-listening stages and provides 4 types of listening: extensive, intensive, focused, and casual listening. It concludes by listing 6 techniques for developing listening skills such as phoneme recognition tests and responding to stress and intonation
U3 could i leave a message with notes stIIS E. Bona
This document provides tips and guidance for making effective phone calls, including to different time zones. It stresses the importance of preparation, such as thinking about the purpose and topics of the call in advance. Several examples are given of different types of phone calls and callers, assessing their effectiveness. Specific techniques are suggested for handling misunderstandings like unclear names or technical information. Cold calling is also briefly defined.
Rencana Pelaksanaan Pembelajaran (RPP) ini membahas perencanaan pembelajaran Bahasa Inggris untuk materi perkenalan diri di kelas VII SMP N 2 Purwokerto. RPP ini menjelaskan kompetensi dasar, indikator, tujuan pembelajaran, materi, metode, dan penilaian yang akan digunakan.
Communicative english language skills i (fl en 1011) final versionAsnake Dechasa
The reading discusses the importance of reading for university study as it is the primary way to gather information about one's discipline and develop an understanding of the academic field. It emphasizes that a large volume of reading is required to pass courses, so students must develop effective reading strategies like scanning, skimming, and assimilating ideas to get through all the required material. The goal of reading for study is to gather and integrate information into one's own perspective to be able to express views in assessments and seminars.
The document discusses the four language skills - listening, speaking, reading, and writing. It provides an overview of each skill: Listening involves processing sounds into words and messages. Speaking requires using parts of the body to create sounds and communicate. Reading is the process of deriving meaning from written symbols. Writing involves using symbols to communicate thoughts and ideas in a readable form. The four skills are interrelated and involve both receptive and productive abilities in both oral and written modes.
John Smith from Cambridge University Press calls English Home and asks to speak to Mr. Alyeni, but is told he is not available. The person taking the call offers to take a message, and John asks that Mr. Alyeni call him back later.
1) The document discusses differences between American and Japanese negotiation styles, highlighting that Japanese negotiations emphasize harmony, hierarchy, and long-term relationships over assertiveness and quick deals.
2) Key differences include Japanese prioritizing consensus building and information exchange early in negotiations, seeing deals as intentions within relationships rather than firm commitments, and avoiding conflict to preserve harmony.
3) Americans tend to want to get straight to the point, see deals as firm once agreed upon, and can view Japanese ambiguity and emphasis on relationships as dishonesty. Understanding these cultural differences is important for successful cross-cultural business negotiations.
This document discusses barriers to listening, the listening process, subskills of listening, and techniques for developing listening skills. It outlines 6 barriers that can affect listening including linguistic barriers, noisy environments, and psychological factors. The listening process is described as having 3 stages: hearing, processing, and evaluating. Subskills of listening include predicting themes, understanding word collocations, grasping speaker meaning through stress and intonation, and inferring interesting information. The document also discusses pre-listening, on-listening, and post-listening stages and provides 4 types of listening: extensive, intensive, focused, and casual listening. It concludes by listing 6 techniques for developing listening skills such as phoneme recognition tests and responding to stress and intonation
This document contains 8 short sentences discussing various situations: 1) a potential party if offered a job, 2) horoscope predictions of luck and success, 3) requesting an umbrella for expected rain, 4) warning about continued smoking impacting health, 5) a new government wanting to reduce petrol prices but it negatively impacting the environment, 6) worries about failing an exam but being assured something will be remembered, 7) not being able to find a lost wallet after searching everywhere, and 8) potential study in the US next year if enough money is available.
This document appears to be a training manual that provides instructions on various phone-related tasks. It includes pages that cover receiving calls, making the first few calls, asking for and giving repetition, and examples for exercises 3 and 4. The document gives guidance on different phone skills and interactions.
This document appears to be a training manual that provides instructions on various phone-related tasks. It includes pages that cover receiving calls, making the first few calls, asking for and giving repetition, and examples for exercises 3 and 4. The document gives guidance on different phone skills and interactions.
This document provides guidance on proper telephone etiquette and handling phone calls. It begins by outlining some common telephone situations like making and receiving calls, and leaving messages. It then provides sample phone conversations and vocabulary. Key points covered include greetings to use when answering calls, asking the caller who is speaking and who they want to speak to, clarifying names, spelling names, asking the caller to leave a message or hold. The document emphasizes keeping calls brief by avoiding open-ended questions, setting time limits, and offering alternative methods for future contact before ending the call.
The document describes 8 different customer service problems that could occur in an office. It lists the problems and potential responses to match them. The problems include receiving a high bill, waiting for a delivery, receiving the wrong quantity of goods, wanting to buy something but being unable to, wanting to receive a check, having an IT problem, waiting for a call, and being unable to read a document. The responses provide apologies and solutions, such as checking with a transporter, dispatching missing items, sending a credit note, informing the IT department, and asking someone to call immediately.
I'm afraid Mr. Rahul isn't available at the moment. He's in a meeting that will last until noon. Would you like me to take a message?
33
Yes, please. Can you tell him that
John Smith from Cambridge
University called regarding the
seminar next month. My number is
555-1234. Thank you.
Certainly, I'll pass that message along. Thank you for calling and have a good day.
You're welcome. Thank you.
Goodbye.
34
35
Good afternoon. ABC Company,
how may I direct your call?
Good afternoon. Can I please speak to
Ms. Lee?
Just one
This document provides guidance on telephoning in English. It covers topics such as starting and finishing phone calls politely, exchanging information over the phone, and dealing with problems that may arise. Specific guidance is given on introducing oneself, asking to speak to others, checking information, spelling words clearly, and summarizing or recapping discussions for teleconferences. Common mistakes to avoid are also highlighted. The overall purpose is to help improve English phone skills.
The document provides information about telephone conversations and communication. It begins with a brief history of the telephone and its invention by Alexander Graham Bell. It then discusses the basic components of communication including a sender, message, channel, and receiver. Examples are given of both informal phone conversations between friends and more formal conversations in a workplace setting. The document also outlines some common problems that can occur with the sender, message, channel, or receiver during phone calls and provides tips for successful telephone conversations in English.
The document provides guidance on communicating politely and effectively over the phone at work. It discusses listening to voicemails, asking for information in a polite way using direct and indirect questions, clarifying information by repeating it back, and sounding friendly through smiling, word choice, and tone of voice. Key strategies covered include using indirect yes/no questions, asking questions to clarify spelling or numbers, and rephrasing statements more politely. The goal is to provide concise yet essential information about workplace telephone communication skills.
Teaching material unit 3 - listening skill asking and giving information on t...Jatniatur Rahmi
This document provides common phrases used when telephoning to ask for or provide information. It lists question words like what, when, where, who, why and how that are used to ask for information. It then gives examples of phrases for making contact, giving more details, taking a call, asking for names or information, asking callers to wait, connecting calls, providing negative information, dealing with telephone problems, and leaving or taking messages.
Telephoning in english_by_learnwell_oyHendri Ilyas
This document provides guidance on telephone etiquette and suggestions for common telephone situations. It includes tips for answering the phone, asking for someone, transferring calls, leaving messages, starting and ending calls. It also covers what to say if the person is unavailable or on another call. The document aims to help readers communicate effectively over the telephone.
- When making presentations, it is important to consider your audience and objectives. You need to plan the structure and organization of your content.
- Common organizational patterns for structuring topics include chronological order, spatial order, topical order, comparison-contrast order, cause-effect order, and problem-solution order.
- An effective presentation format includes introducing yourself and the topic, providing an outline of the presentation structure, presenting the content while referring to visual aids, and allowing time for questions. Preparation and clear organization are essential for a successful presentation.
This document provides guidance on telephoning in English. It covers telephone etiquette, suggestions for common telephone situations like answering calls, asking for someone, leaving messages, etc. It also includes exercises to practice telephone vocabulary and pronunciations. The document is divided into sections on general information, etiquette, suggestions for different call situations, oral exercises, the international telephone alphabet, number pronunciations and symbols. It aims to help improve English communication skills for telephoning.
This document provides guidance on proper telephone etiquette and techniques for customer service representatives. It begins with objectives for a workshop on telephone skills, which are to greet people appropriately, introduce oneself and others, serve customers properly, use effective call greetings, employ good telephone techniques and manners, and be confident on the phone.
It then gives suggestions for formal and polite speech on business calls. Guidelines are provided for greetings, introductions, taking messages, answering multiple lines, and closing calls. Sample conversations demonstrate proper interactions. Throughout, the document emphasizes speaking with a smile, courtesy, clarity and avoiding phrases like "I don't know." The overall message is to handle phone interactions professionally and helpfully.
This document provides an English lesson on modals of politeness, leaving phone messages, and writing informal emails. It includes examples of using can, could, will and would to make polite requests. It also gives templates for phone messages and meeting emails. Students practice role playing phone conversations, writing polite request sentences, and responding to a sample meeting email. The homework is to send the practice email for revision.
The document provides guidance on telephone etiquette and best practices for communicating over the phone in business contexts. It includes examples of answering the phone for a company, taking messages, and phrases to use when needing clarification or repetition on a call. It also offers ways to politely end a phone conversation.
This document contains 8 short sentences discussing various situations: 1) a potential party if offered a job, 2) horoscope predictions of luck and success, 3) requesting an umbrella for expected rain, 4) warning about continued smoking impacting health, 5) a new government wanting to reduce petrol prices but it negatively impacting the environment, 6) worries about failing an exam but being assured something will be remembered, 7) not being able to find a lost wallet after searching everywhere, and 8) potential study in the US next year if enough money is available.
This document appears to be a training manual that provides instructions on various phone-related tasks. It includes pages that cover receiving calls, making the first few calls, asking for and giving repetition, and examples for exercises 3 and 4. The document gives guidance on different phone skills and interactions.
This document appears to be a training manual that provides instructions on various phone-related tasks. It includes pages that cover receiving calls, making the first few calls, asking for and giving repetition, and examples for exercises 3 and 4. The document gives guidance on different phone skills and interactions.
This document provides guidance on proper telephone etiquette and handling phone calls. It begins by outlining some common telephone situations like making and receiving calls, and leaving messages. It then provides sample phone conversations and vocabulary. Key points covered include greetings to use when answering calls, asking the caller who is speaking and who they want to speak to, clarifying names, spelling names, asking the caller to leave a message or hold. The document emphasizes keeping calls brief by avoiding open-ended questions, setting time limits, and offering alternative methods for future contact before ending the call.
The document describes 8 different customer service problems that could occur in an office. It lists the problems and potential responses to match them. The problems include receiving a high bill, waiting for a delivery, receiving the wrong quantity of goods, wanting to buy something but being unable to, wanting to receive a check, having an IT problem, waiting for a call, and being unable to read a document. The responses provide apologies and solutions, such as checking with a transporter, dispatching missing items, sending a credit note, informing the IT department, and asking someone to call immediately.
I'm afraid Mr. Rahul isn't available at the moment. He's in a meeting that will last until noon. Would you like me to take a message?
33
Yes, please. Can you tell him that
John Smith from Cambridge
University called regarding the
seminar next month. My number is
555-1234. Thank you.
Certainly, I'll pass that message along. Thank you for calling and have a good day.
You're welcome. Thank you.
Goodbye.
34
35
Good afternoon. ABC Company,
how may I direct your call?
Good afternoon. Can I please speak to
Ms. Lee?
Just one
This document provides guidance on telephoning in English. It covers topics such as starting and finishing phone calls politely, exchanging information over the phone, and dealing with problems that may arise. Specific guidance is given on introducing oneself, asking to speak to others, checking information, spelling words clearly, and summarizing or recapping discussions for teleconferences. Common mistakes to avoid are also highlighted. The overall purpose is to help improve English phone skills.
The document provides information about telephone conversations and communication. It begins with a brief history of the telephone and its invention by Alexander Graham Bell. It then discusses the basic components of communication including a sender, message, channel, and receiver. Examples are given of both informal phone conversations between friends and more formal conversations in a workplace setting. The document also outlines some common problems that can occur with the sender, message, channel, or receiver during phone calls and provides tips for successful telephone conversations in English.
The document provides guidance on communicating politely and effectively over the phone at work. It discusses listening to voicemails, asking for information in a polite way using direct and indirect questions, clarifying information by repeating it back, and sounding friendly through smiling, word choice, and tone of voice. Key strategies covered include using indirect yes/no questions, asking questions to clarify spelling or numbers, and rephrasing statements more politely. The goal is to provide concise yet essential information about workplace telephone communication skills.
Teaching material unit 3 - listening skill asking and giving information on t...Jatniatur Rahmi
This document provides common phrases used when telephoning to ask for or provide information. It lists question words like what, when, where, who, why and how that are used to ask for information. It then gives examples of phrases for making contact, giving more details, taking a call, asking for names or information, asking callers to wait, connecting calls, providing negative information, dealing with telephone problems, and leaving or taking messages.
Telephoning in english_by_learnwell_oyHendri Ilyas
This document provides guidance on telephone etiquette and suggestions for common telephone situations. It includes tips for answering the phone, asking for someone, transferring calls, leaving messages, starting and ending calls. It also covers what to say if the person is unavailable or on another call. The document aims to help readers communicate effectively over the telephone.
- When making presentations, it is important to consider your audience and objectives. You need to plan the structure and organization of your content.
- Common organizational patterns for structuring topics include chronological order, spatial order, topical order, comparison-contrast order, cause-effect order, and problem-solution order.
- An effective presentation format includes introducing yourself and the topic, providing an outline of the presentation structure, presenting the content while referring to visual aids, and allowing time for questions. Preparation and clear organization are essential for a successful presentation.
This document provides guidance on telephoning in English. It covers telephone etiquette, suggestions for common telephone situations like answering calls, asking for someone, leaving messages, etc. It also includes exercises to practice telephone vocabulary and pronunciations. The document is divided into sections on general information, etiquette, suggestions for different call situations, oral exercises, the international telephone alphabet, number pronunciations and symbols. It aims to help improve English communication skills for telephoning.
This document provides guidance on proper telephone etiquette and techniques for customer service representatives. It begins with objectives for a workshop on telephone skills, which are to greet people appropriately, introduce oneself and others, serve customers properly, use effective call greetings, employ good telephone techniques and manners, and be confident on the phone.
It then gives suggestions for formal and polite speech on business calls. Guidelines are provided for greetings, introductions, taking messages, answering multiple lines, and closing calls. Sample conversations demonstrate proper interactions. Throughout, the document emphasizes speaking with a smile, courtesy, clarity and avoiding phrases like "I don't know." The overall message is to handle phone interactions professionally and helpfully.
This document provides an English lesson on modals of politeness, leaving phone messages, and writing informal emails. It includes examples of using can, could, will and would to make polite requests. It also gives templates for phone messages and meeting emails. Students practice role playing phone conversations, writing polite request sentences, and responding to a sample meeting email. The homework is to send the practice email for revision.
The document provides guidance on telephone etiquette and best practices for communicating over the phone in business contexts. It includes examples of answering the phone for a company, taking messages, and phrases to use when needing clarification or repetition on a call. It also offers ways to politely end a phone conversation.
This document provides guidance on effective telephone skills, including answering, transferring, placing on hold, and ending calls properly. The key points covered are:
1) Answer calls within 3 rings, identify yourself and department, and offer assistance.
2) Use proper etiquette when placing callers on hold or transferring, including explaining reasons for delays and introductions.
3) Take complete messages including name, number, date, message, and action required. Thank the caller before ending the conversation.
This document provides guidance on telephoning in English, including telephone etiquette, suggestions for common telephone situations, the international telephone alphabet, and number pronunciations. It offers polite phrases for answering the phone, asking for someone, leaving messages, starting and ending calls. It also presents the International Civil Aviation Organization phonetic alphabet and pronunciations for numbers and symbols used in telephone numbers. The overall purpose is to help non-native English speakers communicate effectively over the phone.
The document provides tips for maintaining civility and good manners in the workplace. It discusses best practices for communicating effectively via email, voicemail, telephone and in-person. Specific recommendations include writing formal emails, leaving detailed voicemail messages, properly transferring calls, and demonstrating polite behavior like saying please, thank you and smiling. The overall message is that practicing courtesy and consideration can create a better work environment and quality of life.
The document provides guidance for volunteers on how to properly greet and communicate with foreign guests. It discusses how to be a professional receptionist, what kind of English to use, how to communicate interpersonally, and how to handle various greeting and interaction scenarios through role playing examples. Nonverbal communication, listening skills, clarity, and cultural awareness are emphasized.
The document provides vocabulary and examples for common phrases used during phone calls and customer service interactions. It includes phrases for making contact, giving information, taking a call, asking for details, connecting callers, giving negative responses, dealing with technical issues, leaving messages, and sample phone call transcripts. Key phrases include "Who's calling please?", "Just a moment please", "I'll connect you now", "I'm afraid he's not available", "Could you repeat that?", and "Who shall I say is calling?".
2. You should check
times, when
calling different
time zones
Preparation is
vital: a few
moments thinking
about the call will
certainly improve
your performance
TK 12
X
X
X
4. - to talk to someone who can solve the problem
- to describe the problem and get a solution
- to complain about the service
-to find out if Moda Design could be interested in
selling his product
- to suggest that he sends information
- to suggest a visit; to ask for an appointment
-to defend the company form unsolicited sale calls
OR
- to get the name of interesting possible new suppliers
TK 13
Problem:
he was taken
by surprise =
he was caught
unawares
- say you're busy (give a poilte excuse!!)
- offer to call back then check what you need to know
6. TK 14
- try to predict
what might come up
- avoid sounding
unprofessional,
If you OFFER to call back, give a good excuse: - I'm sorry, I'm about to start a meeting / I need to get
your file
TK 15
-caller 'a' is helpful,
speaking clearly and
slowly
-caller 'b' speaks very
fast and very brief
MESSAGE PADS
Mr Pavlov
Gerda Heorness
Please, call her back today
Mary Jeangeorges
Michael Horgan
Bayleys, Miami n.a.
None, will email
8. TK 16
this is a
formal
request for
assistance
(customer
service
department of a
computer
software
company)
this is an
internal and
informal call
Fred Roper
John Curly
Please, resend email with
attachment. Also, send attachment
by regular mail (post) to:
John Curly, AUTOMATRIX
270 James Road
Stretford Road East
Manchester MIU16 1DY
England
Can't use email to
(Computer Services Hotline inside a large company (I.T. Dep)
TK 16
X
Italy Paul Maley
product support
effectiveness and politness of the different speakers in the two dialogues
speaker 'c': is very kind and helpful
speaker 'd': sounds disinterested and bored (using no 'active
listening', making no response, giving no repetition or
encouragement)
In which ways could she have been better?
The called person in 'c' is very service-minded. In 'd' there is a contrast, Angela sounds totally
bored and disinterested. The caller clearly is not getting satisfaction. She uses no 'active
listening', making no response, giving no repetition or encouragement.
10. HYTE
LANGUAGE FOCUS:
Bye for now! :)
TK 17
TK 18
Answers:
a.She has to change the date
of her appointment; she
wrote but didn't have a reply
b.1 name repetition (foreign
name)
2.R. did not hear who she
wrote to
3.R. wants to check she's
got the dates right (in fact
she hadn't!). In this example
she checks her
understanding by
PARAPHRASING what C.
said.
I see,
Right / OK, I've got that now
TK 18
12. 1. Unfamiliarty with foriegn name:
Who shall I say is calling, please? Sorry,
could you spell that?
I didn’t catch your name, sorry…
2. Too many numbers, too fast, noisy environment
I’m sorry, I didn’t catch the dimensions, can you repeat more slowly?
3. Technical information given to a non-specialist
Sorry, I didn’t understand, can you explain that please?
TK 19
13. Could I leave a message? CIWlll
b 3 Look at the following situations and listen to the recording for each one.
In each case, suggest why someone might ask for repetition and suggest a
suitable phrase.
4, l
Role play i
Work in pairs. Student A should turn to File card SA. Student B should turn to File
card SB.
Role play 2
Keep to the same A or B. Student Ashould turn to File card 6A and Student B should
turn to File card 6B.
5 The secretarial barrier
29
14. TK 20
TK 20
How does Dominique
handle the call?
15. Note:
Cold calling is the sales
process of approaching
prospective customers or
clients—typically via
telephone, by email or
through making a connection
on a social network—who
were not expecting such an
interaction. The word
"cold" is used because the
person receiving the call is
not expecting a call or has
not specifically asked to be
contacted by a sales
person. A cold call is
usually the start of a sales
process generally known as
telemarketing.
TK 20
What is it about?
is not available just now
He's very busy for the next few days
he'll be away
I don't think I could do that
he's very busy right now
I'm sorry, he won't be free tomorrow
a.The PA does not want
the caller to talk to her
boss - she puts him off
b.She finally suggests
he sends information
about his products
She does it very well, she
certainly shields her
boss. But isn't she a little
rude (she constantly
forgets the caller's
name)? If she really
wanted the caller to send
info she should have said
it at the beginning
without wasting so much
time. Or she simply could
have said 'Thanks for
your call, but we
are happy with our
present systems
and suppliers'
17. TK 21
a.The service
department
b.he gets
through and
learns some
useful
information (the
name of
equipment the
prospect already
uses)
c.he is
successful
because he asks
for a
department, not
an individual. He
wants to get in
touch with users
of the relevant
equipment
18. 111§111• Could 1leave a message?
Language Checklist
Using the Telephone (1)
l11trorfuci11gyourself
Good morning, Aristo.
Hello, this is . . . from . . . .
llello, my name's . . . calling from . . . .
Snying who you want
l'd like to speak to . . ., please.
Could I have the ... Departmenl, please?
1s ... there, please?
Sayi11g someone is not nvnilnble
l'm sorry he/she's not available . . . .
Sorry, he/she's away I not in I in a meeting I
in Milan.
I enving and taki11g messnges
Could you give him/hcr a message?
Can I leave him/her a message?
Please teli him/her ...
Please ask him/her to cali me al .. .
Can I take a message?
Would you like to leave a message?
If you give me your number I'll ask him/her to
call you later.
Offering to help in other ways
Can anyone else help you?
Can I help you perhaps?
Would you like to speak to his assistant?
Shall I ask him to cali you back?
Aski11gfor repetition
Excuse me. I Sorry, I didn't catch (your name I
your number I your company name I etc.).
Excuse me. I Sorry, could you repeat your (name,
number, etc.).
Excuse me. I Sorry, l didn't hear that.
Excuse me. I Sorry, 1didn't understand that.
Could you spell (that I your name), please.
Ack11ow/edgi11g repetition
Okay, l've got that now.
(Mr. Kawashima.) I understand.
I see, thank you .
32
Skills Checklist
Using the Telephone:
Preparation for a call
Rendi11g- backgrou11rfi11for111aIion
Desk preparation
Have the following available:
• relevant documentation I notes
• correspondence received
• computer files on screen
• pen and paper
• diary.
Check time available
l low much time do you need?
How much time do you have?
Objectives
'ho do you want to spcak to?
In case of non-availability, have an alternative
strategy:
• cali back I be called back - when?
• leave a message
• speak to somconc else
• write or fax information.
Do yo11 want to:
• find out information?
• give inforrnation?
lntroduction
Do you need lo refer to:
• a previous cali?
• a letter, order, invoice or fax?
• someone else (who?)
• an event (what? when?)
Prediction
What do you expect the other person to say I ask
you? How will you respond?
la11guage
Key phrases (see Language Checklist)
Pronunciation
Spelling
19. Could I leave a message? 411@1111
QuickCommunicationCheck
1 lntroducing yourself andsayingwhatyouwant
You are on the phone. Complete the sentences with the correct words on the right.
a) Can I
b)
e) l'm
d) Can you
lo Mr. Johnson, please?
speak I say
Jan Van der Saar.
My namc's I I'm
from Amsterd am.
living I calling
me the Purchasing Department, plcase.
fix I givc
e) !'d like some , please. informations I information
2 Leavingandtakingmessages
Complete the exchanges below with words from the box.
A Can r
a message?
B Ycs, please. Please
C Hc isn't here at thc moment.
him l'll arrive at about thrce in the afternoon.
you like to leavc a message?
D Ycs, you say Mr. Sorensen called?
c J'm sorry, can you your name?
D Ycs, it's Sorensen . S . . . O ... R ... E . . . N . . . S . . . E ... N.
E Shall I ask him to you tomorrow?
F. No, it's okay. Pleasc teli him l ' l l later.
G. l'd like to a message far Mr. Casey, pleasc.
H. Ycs, of course. Who's calling?
G Angelo Gherrini, from Milan.
3 Askingtor repetition
Make sentences from the following.
a) can l'm thal you rcpcat sorry?
b) sa id l'm understand I what didn't you sorry.
e) sorry speak I'm slowly more please.
did n't you l bear.
you that speli can pleasc?
say you what did?
leave
take
could
cali
would
teli
call back
repeat
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·no.< Jea4 l,UP!P 1 (le411eadaJ no.< ue) 'AJJOSw,1(e
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a11ea1 '>j)eq 11e' :I 'Ile' 3 •1eadaJ) 'pino:> o 'p1noM) ·11a18 'a>jel v
z
uo!1ewJOJU! (a'a11!6 (p '6U!lle' ( ' •s,aweu .<w (q ')jeads (e
L
33.
20. speak
My name's
calling
give me
information
leave
tell
Would
Could
repeat
call
call back
leave