5
Probing for information
and admitting mistakes
A The call
The caller wants to find out about what he should
send in to get his camera repaired. The call progresses
to the agent giving the caller advice about trying
different batteries and cleaning the battery
compartment before sending the camera for repair.
3 Detailed listening activity
Ask the learners to read the multiple choice questions,
and clarify any unknown vocabulary items. Play the
recording again while the learners choose the correct
answers. Conduct a feedback session. If there are any
problems, play the appropriate parts of the dialog
again, or refer to the transcript.
Answer key
1 Pre-listening activity
With this activity the scene is set and the learners’
attention focused on a specific content. The activity
can be done either as an open activity or as group or
pair work. Allow the learners a few minutes to prepare
their ideas. The ideas can then be presented to the
class. The trainer can increase interest by saying: Now,
let’s find out if you are right, before starting to play the
recording.
Answer key (suggested)
This suggests that the call will be about blame
and faulty products.
2 Global listening activity
Ask the learners to listen to the call for the first
time. Explain that it is not important to understand
everything at first, but just to try to get the gist of the
conversation, make notes on the main advice given by
the agent and answer the question: Does the caller feel
that his problem has been understood? Conduct a class
feedback session.
1. c
2. a
5. c
6. c
7. a
8. d
B Focus on language
This section deals with the past continuous/simple
past (“interrupted past”), the second conditional, and
some American idioms.
1 The interrupted past
The “interrupted past” is when we describe a long
action that was happening in the past and was
interrupted by a short action. The long action is
expressed using the past continuous and the short
action with the simple past. We often do this when
telling a story. A good way to illustrate this aspect is to
draw a timeline on the board.
I was explaining to the caller how to make the insurance
claim (action 1) and the line went dead (action 2).
past
(short action 2)
(action 1 in progress)
Answer key (suggested)
The caller feels that his problem has been
understood. At the end of the call, he says, “Sure
it’s straightforward what I have to do now.”
The agent suggests that the caller cleans the
battery compartment and tries lithium batteries
before sending the camera for repair.
3. a
4. b
1
Lead in by reading the input box with your learners.
This activity gives the learners the opportunity to
explain in their own words what they understand by
the “interrupted past,” and for the trainer to check if
they have understood correctly.
Answer key (suggested)
Because an action that was in progress
(expressed by using the past continuous) is
interrupted by another shorter action (expressed
by using the simple past).
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2
Learners can use their imagination to complete the
mini-dialogs. Conduct a feedback session, asking all or
some of the learners for their ideas.
Answer key (suggested)
2. A: Where were you when the purse went
missing?
B: I was cleaning the garage when it went
missing.
3. A: Why are you late for the meeting?
B: I was driving to work and my car broke
down on the way.
4. A: You promised the report by yesterday.
B: I was just putting the finishing touches
on it yesterday when I was urgently
needed on another project.
5. A: How did you manage to crash the car?
B: I was driving very carefully when a car
came out of nowhere and crashed into
me.
6. A: Did you burn the dinner again?
B: Yes. I was watching a really interesting
program on TV and I completely lost
track of time.
3
Learners work in pairs and refer to the transcript to
do this activity. Conduct a feedback session after
completion of the activity.
Answer key
l. 44: “I was heading out of town in the car, and it
was on the seat and it started beeping.” (excuse)
l. 116: “I was using the wrong batteries and I had
a similar problem.” (describing past action)
l. 131: “I was using alcohol before.” (describing
past action)
realistic excuse using the past continuous. When all
scenarios have been used, the person in the middle
re-uses them, starting from the beginning, BUT
excuses cannot be repeated, so learners will have to
get creative!
If learners do not come up with a realistic excuse, they
lose 1 point. Everyone has 2 points to begin with. The
last person to still have points wins. Each scenario is a
peculiar or embarrassing situation. For example:
Learner A: (picks up a card and reads it) I saw you
climbing through the window of someone’s house last
night. What were you doing?
Learner B: Ahh, it was my mother’s house. I was trying
to get in because she lost the keys.
2 The second conditional
The main difficulty in the form of the second
conditional is the use of the past tense to talk about
present and/or future: If it was warmer, I would go
swimming. Draw the learners’ attention to this special
use of the past tense.
The second conditional is used to talk about
conditions that are improbable, impossible, or
hypothetical.
If I won a lot of money (improbable), I would go round
the world.
If I were you (impossible), I wouldn’t buy that car.
If I were taller (hypothetical), I would be better at sports.
These sentences can be written on the board. Elicit
or draw attention to their functions. Ask learners to
produce some examples of their own.
Take learners through the information in the input box
on the form and functions of the second conditional.
Point out that we often use the second conditional to
give advice.
Examples:
If I were you, I’d see a doctor.
If you got more exercise, you would be fitter.
3
Extension
The learners have just looked at a special use of the
past continuous, which is to make an excuse about why
something did or did not happen in the past. If time
permits, try the following activity for further practice.
Setting up the activity:
Ask learners to stand in a circle around the room.
Choose one learner to stand in the middle of the circle
and give him/her the list of scenarios in Appendix
3. The learner in the middle of the circle asks each
person in turn a question from the scenario sheet.
The rules:
Give the learners time to think of responses. Conduct a
feedback session.
Answer key (suggested)
1. A: I have an awful toothache!
B: I would see a dentist if I were you. (giving
advice)
2. A: Do you gamble your monthly salary on
the horse races?
B: If I had enough money to spend on
gambling, I would use it to pay off my
debts. (improbable)
When the person in the middle asks a question, the
person asked has five seconds to come up with a
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3. A: Can I drive your car into the city at top
speed?
B: I think the police would stop you if you
did that. (hypothetical)
Answer key (suggested)
• head out: to leave
A: When do you head out again?
B: I’m leaving the day after tomorrow.
4. A: Would you like to win the lottery?
B: Of course! If I won the lottery, I would buy
a mansion. (improbable)
• tell somebody off: to reprimand someone
A: What was the problem with your boss this
morning?
B: She told me off because I hadn’t kept her
informed.
5. A: Can you do double shifts at work all next
week?
B: If I had a baby-sitter to look after my son,
I would be able to do double shifts.
(hypothetical)
• What’s up with it? What is wrong with it?
A: What’s up with your car?
B: I don’t know. It won’t start.
6. A: I don’t want to work hard, but I want to
get into the best university.
B: If I were you, I would decide which is more
important because you cannot have it
both ways. (giving advice)
• has something to do with: is related /
connected to
A: Does the problem have anything to do
with the batteries?
B: I don’t know. I’ll try some other batteries
and see if that solves the problem.
Extension
If time permits, you could use the following activity to
help build awareness of the difference between the
first and second conditional. This will also help learners
improve their awareness of the difference between
will and would.
Show the class these two examples:
1. If you send it in early, sir, we will fix it right away.
2. If you sent it in early, sir, we would fix it right away.
Elicit the key difference in meaning between
sentences 1 and 2. The first sentence suggests a
probable event and the outcome. While the second
sentence suggests this event is improbable. Ask
learners to create contexts for each of these two
sentences. When would it be appropriate to use
sentence 1 but not sentence 2, and vice-versa?
As a further extension, ask learners to focus on the part
of the sentence we will/would fix it right away. Often
English language learners mistake would for a more
polite form of will, which is incorrect and can cause
communication breakdown.
3 American idioms (2)
In this activity more idioms are introduced and
practiced. (Idioms are also dealt with in Unit 1, Unit 3,
and Unit 9.)
1
Give learners a maximum of ten minutes to move
around the class and find out if anyone knows the
meanings of one or more of the idioms. If there are
any meanings still unclear after all knowledge has
been pooled, the learners should be encouraged to
use their dictionaries. Then, working in pairs, they can
write two-line mini-dialogs contextualizing the five
idioms. Conduct a feedback session.
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• We’re all set now? Are we ready?
A: Are we all set for the meeting?
B: Yeah, sure. We can start any time.
2
Learners work in pairs or small groups. First they fill in
the table and then they can brainstorm to find other
phrasal verbs with send, head, set and turn, using the
dictionary as a last resort. Conduct a feedback session
and collect all the phrasal verbs the learners have
found on the board. The learners can note the phrasal
verbs and their meanings in their notebooks.
Answer key (suggested)
warning: heads up
something that disgusts you: turn off
to go to bed: turn in
to celebrate someone leaving: send off
to leave: head out / head off
to explain: set out
Here are some more idioms with the same verbs:
send
send packing: send away
send in: send something to an organization or
authority
send on: send something (e.g., a document) you
have received to another person
send out: send something to a lot of different
people at the same time; to signal
send up: make fun of someone by impersonating
them
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set
set one back: cost a certain amount of money
set straight: clarify
set about: start doing something
set off: to start a journey
set up: establish something like a company;
prepare equipment for use
turn
turn away: refuse entrance to someone
turn down: reject an offer; reduce volume/
temperature, etc.
turn into: become
turn out: produce something; attend; turn off (a light)
turn over: give to someone else
turn to: look to someone else for assistance/comfort
l. 40 “Um you said that the camera was … has
been dropped, right?”
l. 59 “You’re using a rechargeable Ultraenergy
battery?”
l. 63 “… have you tried other types of batteries,
such as lithium?”
2
Learners work in small groups and discuss the
questions. Monitor the groups and conduct a
feedback session at the end of the activity.
Answer key (suggested)
1. There were enough probing questions in
this call to find out in a relatively short period
of time what may have caused the problem
with the camera.
Extension
Learners could be asked to put some of the additional
phrasal verbs from part 2 into context.
2. These questions helped the agent perform
her job by identifying the potential cause
of the problem efficiently, as well as
recommend solutions to the caller.
Examples:
My application was turned down because I didn’t have
enough experience.
A colleague retired last week, and we gave him a great
send-off.
3. These questions led to a solution that might
help the caller solve the problem quickly
without the need to send the camera in for
repair.
This could be done as a written (homework) exercise
and handed in for correction.
3
C Soft skills
1 Probing questions
Call center agents often need to ask questions and
probe for more detailed information. Probing skills are
essential for gathering all the information necessary,
and avoiding embarrassment in the case of sensitive
topics (see also “Public and private information” in Unit
3, Section F (Intercultural matters).
Read the information in the input box with your
learners. Ask learners if they find it easy or difficult to
gather detailed information. Discuss their experiences.
The aim of this activity is to provide further practice in
probing for details.
The learners work in pairs for this activity. Give them
time to read scenario1 and prepare a dialog in which
the agent asks all the necessary questions and the
caller answers. Change roles for scenario 2. While the
learners are doing the role-plays, move around the
class, observing, monitoring, and making notes for
later feedback. Conduct a correction/feedback session
after the role-play.
If recording equipment is available, the role-plays can
be recorded for self-evaluation purposes, or to allow
more detailed trainer feedback or peer evaluation.
Answer key (suggested)
1
Scenario 1
Learners work in pairs and highlight probing questions
in the transcript. Conduct a feedback session at the
end of the activity.
In this scenario, the caller will be reluctant to
admit that he/she dropped the phone several
times. The key challenge in this scenario is to use
probing questions effectively to find out how
the phone was damaged but without making
the caller feel hostile. Probing questions that
could be used include:
• So what brand and model number is this
phone?
• Would you like to keep the same color?
• And can you tell me exactly what happened?
How did the screen get damaged?
Answer key (suggested)
l. 14 “Can I have the first … the … return
authorization number that you have?”
l. 18 “Is your name Gary Sharpe?”
l. 21 “OK, and phone number is 789-4763?”
l. 26 “What charger are you using? A Rapid? Are
you using a Rapid Charger?”
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Scenario 2
Answer key (suggested)
In this scenario, the key challenge is to probe
politely around a potentially sensitive topic.
The agent should not make value judgments
(implicit or explicit) about the sleeping
arrangements.
Some probing questions used could include:
• OK, a room for two. What bed arrangement
would you like? Twin? Double? Queen?
• Your first and last name please and those of
your traveling companion?
• And the check-in date is?
• Any special requirements? Smoking, or
wheelchair-accessible? Anything like that?
1. I’m sorry. I meant no disrespect by it Mr.
Andrews.
2. Oh, I apologize for that. Is “Wavchowski” how
I say it?
3. I’m sorry about that mixup – I was looking
at the wrong file. You’re absolutely right.
Our records show you’ve never made a late
payment. My apologies.
4. Oh dear. Looks like someone made a typo
when they entered the data. I’ll fix it right
away. OK, that’s all changed now. Rest
assured that no letters have been sent to the
incorrect address in the past, so you haven’t
missed anything as a result of this mixup.
2 Admitting mistakes
It is important when admitting mistakes that the
level of your apology is in keeping with the level
of the mistake. For example, if you misspelled the
caller’s name as J-O-N instead of J-O-H-N, then saying
something like I’m deeply sorry about that would be
inappropriate. However, if the caller is making a life
insurance claim, but your records, mistakenly, show
the caller’s husband is still alive, saying something like
Oh, right. I’ve just realized there are some notes from your
previous call would be extremely inappropriate.
Read the information in the input box with your
learners, talk about their own experiences, and discuss
the best ways to admit mistakes. If time permits, elicit
some apology gambits from the learners and write
them on the board.
Examples:
I’m so sorry.
I would like to apologize.
I take full responsibility (for the mistake).
I shouldn’t have (asked you that/said that).
I know this was completely my fault.
I’m terribly sorry, but I’m afraid I (overlooked the fact
that )…
1
Learners work in pairs. Weaker groups can be given
time to write down their mini-dialogs. Better learners
can be encouraged to do the activity without
preparation. Monitor the pairs and ensure not only
that agents admit mistakes, repair the damage, and
offer solutions, but also that their apologies are in
keeping with the severity of the mistake. Prompt
correction and make notes for a feedback session.
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D Pronunciation
Catenation and elision are also dealt with in Unit 3,
Section D (Pronunciation).
1. Catenation: when a consonant at the end of one
word is carried over to another
Example: the battery compartment of the camera
2. Elision: when a sound “disappears”.
Examples: I don’t know what happened to it?
The objective of these activities is to deepen learners’
awareness of these features, help them to understand
connected speech, and make their own language
production sound more natural.
1 Silent consonants
1
Lead in by reading the information in the input box.
The examples can be modeled by the trainer and
repeated in chorus and/or individually by the learners.
The learners work in groups and highlight or underline
the consonants in the transcript which they think
might “disappear” in spoken language.
Answer key (suggested)
l. 5:
l. 11:
l. 11:
l. 17:
l. 18:
“I’m gonna send my camera in.”
“And the information, my …”
“I need to send in …”
“eight three …”
“just a moment …”
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2
Answer key
The learners practice saying the phrases they found in
the transcript during part 1, using the recording as a
model.
Word
Pronunciation
basically
basic’ly
3
vegetable
veg’table
Ask the learners to highlight the consonants they
think will “disappear” in spoken language. In the
feedback session they read out their sentences to the
class. Ask for peer correction. Model sentences will be
given in part 4.
worsening
wors’ning
actually
actu’ly
automatically
automatic’ly
separate
sep’rate
primary
prim’ry
Answer key (suggested)
1. The meeting ran late this morning.
2. I haven’t seen him since last week.
2
3. What is her husband doing at the office? He
should be at home.
This activity can be done as a class activity or as pair
work. Provide feedback at the end of the activity.
4. Can you hold just for a moment? I won’t be
long.
Answer key
5. I think that he would become the most
valuable employee.
espec’lly
mem’ry
batt’ries
act’lly
6. Could you send that document to him
today, please?
7. The hotel burned down last summer.
8. We have never spent our vacation near
home.
4
Play Additional Listening D1 (1) to the class, stopping
after each sentence. Ask the learners how close
they and/or their peers were to the native speaker’s
pronunciation.
2 Silent syllables
Lead in by reading the information in the input box
with your learners. The aim of this activity is to make
learners aware that, although some words may appear
in their written form to have three syllables, they are
usually pronounced with only two.
3
In this activity words from part 1 and part 2 are
contextualized and their pronunciation practiced once
again. Monitor the pairs and prompt correction.
E Read and explain
The purpose of this section is for learners to practice
reading a text, grasping the meaning quickly, and then
explaining what they have read in their own words. In
this section the learners also have the opportunity to
practice skills learned in this unit so far:
• giving suitable advice in a clear, comprehensible
way,
For example:
• using the second conditional to give advice,
comfortable should be pronounced comf-ta-ble not
com-for-ta-ble
• using the interrupted past and some idioms,
basically should be pronounced ba-sic-ly not ba-si-cal-ly
vegetable should be pronounced veg-table not
veg-e-table
1
Learners work in pairs and fill in the column on the
right. Play the recording (Additional Listening D1 (2))
to provide model answers.
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• using clear pronunciation and the correct, natural
use of connected speech.
Learners skim the text for information. If possible, the
given time limit (one minute) should be adhered to –
or at least aimed for. The learners take turns to play the
roles of agent and caller. Encourage the “callers” to ask
questions for further clarification.
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Key points to focus on in this activity are:
Answer key (suggested)
• the agent should provide the caller with advice,
drawing on the information in the text,
To send two children to a college where tuition
costs $20,000 a year for four-year courses with
living expenses at $10,000 per year would cost
$240,000. For a family with an average income
of around $50,000 per year, this represents an
extremely large financial commitment to make.
Families often begin college funds for children
as soon as they are born because saving up this
amount of money takes many years.
• the information the agent provides should be
concise, not rambling, but he/she should be able to
expand when more information is needed.
Feedback can be given by the trainer or the partners.
How clear was the agent’s advice? How did the agent
respond to requests for further clarification? What
about appropriate language choices and skillful use of
the principles of connected speech?
If there is time and recording equipment is available,
the explanations can be recorded for self-evaluation
purposes, or to allow detailed trainer feedback or peer
evaluation.
F Intercultural matters
The objective of this section is to familiarize learners
with American attitudes toward higher education and
family ties. Remind learners of the important role the
awareness of cultural differences plays in interaction,
and encourage them to further increase their
knowledge of the norms of other cultures.
2 Family ties
You may want to introduce this topic by referring
learners to Unit 1, Section F (Intercultural matters), in
which retirement was covered, as this links up with the
topic of family and families ties, and may help learners’
understanding of family culture in the United States.
1
Refer learners to information in Activity 1, part 1, under
“Home or away?” Learners work in pairs to discuss
what this fact says about American culture and family
life. Monitor the pairs, prompt correction, and make
notes for a feedback session.
Answer key (suggested)
1 Higher education
This fact suggests that American culture values
and encourages the following:
Introduce the topic by asking learners what they
understand by “higher education” and what it involves
in their country.
• independence for young people (almost half
live further than 100 miles from home)
• family ties: the “other” half of the learners
stays closer to home. This suggests that
although independence is highly valued,
family ties also play a major role for significant
sections of society.
1
Ask the learners to read the information on higher
education in the United States. They work in pairs and
share their ideas to fill in the column “Your country.”
If learners have access to data on education in their
country, this can enrich the activity so long as the
research stage is collaborative and does not take too
long (5–10 minutes should suffice).
After the learners have made notes comparing the
United States with their own country, have them report
back to the rest of the class and write salient points on
the board. After this, elicit ideas on what the information
about higher education in the United States might tell
them about American culture. What, for example, does
the fact that 29% of Americans finish college tell us?
2
Give the learners time to (re-)read the information
on money matters in Unit 4, page 42. Learners then
carry out a group discussion on the costs for a family
of putting two children through college. Monitor the
groups and make notes for a final feedback session.
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• self-sufficiency: related to independence.
The ability to look after oneself when living far
from home in order to pursue a degree.
2
Lead in by reading the information in the input box
with your learners. The learners work in groups to fill in
the tables. Monitor the groups and make notes for the
final feedback session. At the end of the activity ask
one group to read out their answers to “Core values –
Shared or different?” Other groups should say if they
have noted down anything different. Then ask another
group to read out their answers to “Non-core values –
Shared or different?” and proceed in the same way.
Finally deal with any language problems you noted in
your monitoring session.
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Answer key (suggested)
Core values
Shared or different?
(individual answers)
2. Independence
3. Nuclear family
units
4. Saving to provide
the best education
for children
5. Freedom to live
together before
marriage
6. Completing high
school education
Non-core values
Shared or different?
(individual answers)
2. Marriage should
not end in divorce
3. The elderly live
with their families
for support
4. Getting a job as
soon as possible to
support extended
family
5. Completing
college degree
6. Moving away
from your
hometown.
3
Learners refer to the transcript to find clues the caller gives about his lifestyle. Draw a table on the board with two
columns: “Customer profile” and “Agent service skills needed.” Brainstorm the clues the learners have found, and the
agent service skills needed. As learners come up with their ideas, they can be invited to fill in the table on the board.
Answer key (suggested)
Customer profile
Agent service skills needed
Caller has a son he wants to give the camera to.
Caller’s son is at college and caller does not see him
much.
Since the son is probably quite far away (caller does
not see him often), a good agent would understand
that this camera being fixed is very important to the
caller, and has an emotional impact on him as well.
A good agent would be sympathetic to the problem
and reassure the customer that the camera will be as
good as new for his son to use.
Caller is planning to give his son a second-hand
camera. The camera he has bought runs on batteries
that are cheap to replace (which was why the caller
said he bought it).
Since the caller is giving his son a second-hand
camera that is cost-effective to maintain, we might
infer that the caller is cost-conscious. Because we
know that a college education is expensive, and that
the caller is likely to be paying for it, this could mean
that financial issues are difficult for this caller. A good
agent will be sympathetic to the situation and look
for cost-effective solutions (i.e., cheaper batteries) as
well as highlighting solutions that are free (cleaning
the camera himself / using repair services under
warranty).
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Give learners time to think up some responses.
Conduct a feedback session when the activity has
been completed.
Answer key (suggested)
2. Wow – that’s great. I bet she’ll enjoy
New York. Do you think she’d appreciate
something classy that will be very stylish,
but won’t go out of fashion too quickly?
Or would she like the latest in the fashion
scene? We’ve got very affordable options in
both cases.
3. Oh, I’m very sorry to hear that. That’s very
kind of you to look after her. I’m sure she
really appreciates it. Just to clarify, you’ll be
putting your mother-in-law personally as a
driver on your car insurance?
G Role-play
The learners work in pairs to play the caller and the
agent. Give them time to read the scenario and their
rolecards, and prepare for the role-play. Draw the
agent’s attention to the information form on page 57.
Ask the learners to review each of the sections in this
unit and try to incorporate what they have learned
into the role-play. Encourage them to make notes
during their preparation on how they can incorporate
language, pronunciation, soft skills, and intercultural
skills into their roles.
Specifically learners should practice:
• listening to understand the purpose of the call and
the feelings of the caller K agent
• using the second conditional to give advice
K agent
The learners should sit back-to-back during the roleplay to simulate a telephone situation. While the
learners are doing the role-play, move around the
class, observing, monitoring, and making notes for
later feedback. Conduct a correction/feedback session
after the role-play.
If recording equipment is available, the role-plays can
be recorded for self-evaluation purposes, or to allow
more detailed trainer feedback or peer evaluation.
H Self-evaluation
The purpose of this section at the end of the unit is
for learners to reflect on what they found easy and
difficult, and to plan for improvement. Encourage
learners to spend time thinking about each section
and to give honest responses. Once they have done
this, you may want to suggest that they draw up
objectives for self-study work to help them to reach
their own goals for improvement.
Learners should evaluate themselves in particular with
regard to:
• how confident they are listening to understand the
purpose and details of the call and the feelings of
the caller,
• using the second conditional and the interrupted
past,
• how confident they are using idioms,
• using language and soft skills to probe for details,
give advice, and admit mistakes,
• using connected speech in a natural way (“silent”
letters and syllables),
• their ability to read a text and synthesize
information to answer a caller’s enquiry,
• their knowledge of cultural norms in the USA
concerning higher education and family ties.
• using the interrupted past K agent and caller
• using American idioms correctly K agent and
caller
• probing for detailed information K agent
• admitting mistakes K agent
• using connected speech in a natural way K agent
and caller
• understanding how cultural attitudes to higher
education and family ties can impact calls K agent
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Unit 5
9
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Appendix 3 (Unit 5: Focus on Language 1 , Activity 3, Extension)
Scenarios
A I saw you climbing through the window of
someone’s house last night.
B I saw you leaving the movie theater with a girl/guy
that wasn’t your girlfriend/boyfriend.
C I saw you running down the street. I said hello but
you ran right past me.
D I saw you at a nightclub, but you’d told me earlier that
you were tired and didn’t want to go out.
E I saw you at work last night in the boss’ office. No one
was there.
F I saw you last night shouting at someone on the street.
G I saw you yesterday wearing a swimsuit in the library.
H I saw you in my neighborhood last week. But you live
so far from there.
I I saw you dancing on a table in a restaurant last night.
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Unit 5 10
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