Making an Appointment
Original English Drills activities. Listening uses a teacher-read script. Print the student lesson on two A4 landscape sides; choose short-edge duplex printing.
1. Warmer
Look at the illustration. What can you see? Where are the people?
Tell a partner two things you already know about this situation.
Goal: Would like to / Could — use English in an everyday situation.
2. Vocabulary
Match the words to their meanings.
1. appointment · 2. receptionist · 3. available · 4. surname · 5. confirm
A. say that information is correct
B. family name
C. a person who welcomes visitors and answers calls
D. free to use or book
E. an arranged time to meet someone
1 ___ 2 ___ 3 ___ 4 ___ 5 ___
3. Reading
Ravi phones a clinic to make an appointment. He would like to see a nurse on Thursday morning. The receptionist checks the diary. There is no appointment at nine, but ten thirty is free. Ravi agrees to that time. The receptionist asks for his full name and phone number. Ravi spells his surname slowly. Before the call ends, he repeats the day and time to check them. On Thursday, he arrives ten minutes early. He tells the receptionist his name and waits in the waiting room. He brings a book to read while he waits.
4. Comprehension
Answer using the reading.
- Who does Ravi want to see?
- Why can’t he book nine o’clock?
- What time does he book?
- What does he repeat before the call ends?
5. Grammar focus
I’d like to + verb: I’d like to make an appointment.
Could I + base verb: Could I come on Thursday?
Could you + base verb: Could you repeat the time, please?
Use on for days and at for times: on Thursday at ten thirty. Repeat details to confirm them.
6. Guided practice
Complete or choose the correct word.
- I’d like ___ book an appointment.
- Could I ___ on Friday? (come / comes)
- Could you ___ the time? (repeat / repeats)
- Is anything available ___ Monday?
- My appointment is ___ eleven.
- I’d ___ to see the nurse. (like / want)
Making an Appointment — continued
7. Listening
Your teacher will read a short script twice. Complete the notes.
- Person Ella wants to see: ___
- Day: ___
- Time: ___
- First name: ___
- Surname: ___
8. Speaking
Receptionist: offer Friday at 9 am or Monday at 2 pm. Caller: choose a time, give an invented name and spell the surname. Ask for repetition and confirm the details. Swap roles. Use invented contact details.
9. Fun practice
Grammar detective: Correct one mistake in each sentence.
- I’d like book an appointment.
- Could you repeats that?
- Can I come in Monday?
- The appointment is on two o’clock.
10. Writing and reflection
Write a six-line phone conversation to book an appointment. Include a day, a time, a request to repeat information and confirmation.
Exit check: The appointment is ___ Friday ___ nine.
□ I can use today’s language. □ I can take part in this situation.
Making an Appointment — Teacher Answers
A2 · Would like to / Could · 50–60 minutes
1. Warmer
Accept relevant descriptions. Elicit useful words before reading. The AI illustration is a discussion prompt; it need not show every detail in the text.
2. Vocabulary
1–E; 2–C; 3–D; 4–B; 5–A.
3–4. Reading and comprehension
A nurse; nine is not available; ten thirty; the day and time.
5–6. Grammar and practice
to; come; repeat; on; at; like.
7. Teacher-read listening script
Read twice clearly, with a short pause between readings. Ask learners to compare answers before checking.
Good morning. I would like to book an appointment with the nurse, please. Is Tuesday afternoon available? Two o’clock would be good. My first name is Ella. My surname is Green: G-R-E-E-N. Could you confirm that it is Tuesday at two? Thank you.
Answers: The nurse; Tuesday; 2 pm; Ella; Green.
8. Speaking
Answers vary. Model one exchange, then let pairs practise and swap roles. Monitor clarity and the target language.
9. Grammar detective
I’d like to book an appointment. Could you repeat that? Can I come on Monday? The appointment is at two o’clock.
10. Writing and reflection
Check polite requests, on/at and confirmed details. Do not ask learners to disclose health information. Exit check: on; at.
Suggested timing and support
Warmer and vocabulary: 8 minutes; reading and comprehension: 10; grammar and practice: 12; listening: 7; speaking and game: 10; writing: 8. For support, give a sentence starter. For extension, add a follow-up question or extra detail.