HEAAADERLOGORIGHT

GENERAL ENGLISH · GENERAL ISSUES · ELEMENTARY (A1-A2)

AT THE
DELI
QrrkoD Scan to review worksheet

Expemo code:
17SV-131A-CFHC

1 Warm up
These pictures show things people buy at a delicatessen, at the deli counter in some supermarkets
or in small local shops. Choose the correct word from the box to complete the description of each
picture.

juice / olives / cheese / tomatoes / bread / pasta / chocolate / potato salad / ice cream

1. a bar of __________ 2. a bottle of __________ 3. a can or tin of __________

4. a container of __________ 5. a jar of __________ 6. a loaf of __________

7. a packet of __________ 8. a scoop of __________ 9. a slice of __________

FOOOOTERRIGHT Learn without forgetting! 1/7

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in Ekaterina Ivanenko's lessons.
 HEAAADERLOGORIGHT
ELEMENTARY (A1-A2)

AT THE DELI

A container is something that holds food or other things. A container is also a type of plastic box that
holds some wet foods like potato salad or olives.

1. What containers do you buy these things in? beans and tuna / chewing gum and rice / honey and
jam / soda and water

2. A slice is something that people cut. What other foods go with slice?

2 Listening

Listen to this conversation in a small deli. Choose the best option to complete the sentences about
what the customer buys.

1. The customer wants pasta that that has a butterfly / shell shape.

2. The customer needs three / two tins of tomatoes.

3. The customer asks for 200 / 300 grams of parmesan cheese.

4. The customer buys black / green olives.

5. The customer gets four / fiveslices of cooked meat.

FOOOOTERLEFT Learn without forgetting! 2/7

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in Ekaterina Ivanenko's lessons.
 HEAAADERLOGORIGHT
ELEMENTARY (A1-A2)

AT THE DELI

Listen again and cross out the extra word in the sentences in bold.

Staff: Good morning!

Customer: Hi! ... Wow - what a great shop! ... There are so many different kinds of
foods in here and they all look so delicious!
Staff: Well, we’re only a small shop, but we try to give our customers lots to
choose from. What can I help you with today?
Customer: I have a list here. ... OK, first, I’m looking me for1 a packet of pasta, but
it’s a special shape of pasta, like a butterfly.
Staff: Yes - that butterfly shape is called farfalle. They’re just behind you, on
that shelf at the top.
Customer: ... Oh, yes. I see them. Great. And where can I to find2 the tomatoes?

Staff: Those are on the same shelf at the bottom.

Customer: Hmm. ... These are only half a kilo, so I need two tins. ... Now, let me
see - oh yes, I’d like buy some3 parmesan cheese too.
Staff: Of course. How much would you like?

Customer: Can I have about 200 grams?

Staff: Certainly. I’ll just wrap that up for you.

Customer: Those olives look delicious. Please you give me4 some of the green ones.

Staff: Yes. These are from Greece - they’re really good. I’ll put some in a
container for you. ... Here - is this ok?
Customer: Can ask I have5 a little more?

Staff: ... How about this?

Customer: That’s very fine. Thanks. And do you will have any6 cooked meat for
sandwiches?
Staff: Yes, that’s at the side here.

Customer: ... This kind looks nice. I’ll take up7 four slices, please.

Staff: Sure, I’ll just cut those for you.

Customer: ... Perfect. That’s everything!

Staff: Ok, if you come to the front of the shop with me, you can pay by cash
or card.

FOOOOTERRIGHT Learn without forgetting! 3/7

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in Ekaterina Ivanenko's lessons.
 HEAAADERLOGORIGHT
ELEMENTARY (A1-A2)

AT THE DELI

3 Language point
There are several types of useful phrases for shopping face-to-face. Read the examples and tips in
the boxes and complete the activities.

Asking for help finding things in the shop

• I’m looking for ... / Where can I find ...? / Do you have any ...?
• When questions start with a question word like Where ..., your voice goes up / down.
Questions with yes/no answers like Do you have any ... are the opposite.

• Tip: If the shop staff are busy, start by saying, "Excuse me ..."

Asking for something at the counter

• I’d like some ... / Please give me some ... / Can I have some ... / I’ll take ...
• In the expressions with some, you can use plural countable nouns like tomatoes /
uncountable nouns like cheese / both types of nouns.

• Tip: if no one is at the counter, you can say this to another member of staff - "Please can
you help me at the counter?"

Talking about amounts

• Containers: two tins / a packet / four slices

• Weights: half a kilo / about 200 grams / around 100 grams
• Getting the right amount: a little more / a little less / that’s fine
• When you ask for around/about 100 grams, you get a little more or less / the exact
amount.

• Tip: Sometimes it’s easier to point to the cheese and say, "I’ll just have that piece there."
But only if it’s a small piece!

Cover your paper. Can you remember two ways to ask for help finding things in the shop and two
ways to ask for help at the counter?

Now, remember five types of containers.

FOOOOTERLEFT Learn without forgetting! 4/7

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in Ekaterina Ivanenko's lessons.
 HEAAADERLOGORIGHT
ELEMENTARY (A1-A2)

AT THE DELI

4 Practice

Look at the dialogue - you can see what the staff member says. Add the customer’s sentences A-H
to the correct places in the conversation.

• Right, I see. Those bottles are half a litre, so I’ll get four.
• Can I have around 300 grams?
• Lovely! I’ll take three loaves please. Where can I find the juice?
• That’s fine. Just one more thing - can I have some blue cheese?
• Well, I’d also like some of that potato salad.
• Actually, I’ll just have that piece there. It looks like the right size.
• A little less please.
• I just need a few things. Do you have any fresh bread?

Staff: How can I help you today?

1
Customer:

Staff: Yes, we do. It’s in the basket on the floor.

2
Customer:

Staff: There are some bottles in the cooler and some more on the shelf behind
you.
3
Customer:

Staff: Anything else?

4
Customer:

Staff: Sure. How much? One container?

5
Customer:

Staff: How’s this? Is it too much?

6
Customer:

Staff: And now? It’s 305 grams.

7
Customer:

Staff: Sure. How much?

8
Customer:

Staff: Ok, I’ll wrap it up for you and you can pay at the front.

FOOOOTERRIGHT Learn without forgetting! 5/7

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in Ekaterina Ivanenko's lessons.
 HEAAADERLOGORIGHT
ELEMENTARY (A1-A2)

AT THE DELI

5 Speaking
Work in A/B pairs. Look at your shopping list and add one more item to it.

Roleplay a conversation with A as the customer and B as the staff member to buy everything on A’s
list. Use language from the lesson. Then change places and repeat.

Perform your best conversation for the teacher, the class or another pair of students.

6 Self-evaluation
Tick the box that shows what you can do after this lesson.

I can all the time sometimes I need more practice

with this

remember different
food containers and
the foods that go with
them

ask for help finding

things in a shop

ask for help at the

counter

use a range of
language to talk about
amounts

I feel confident to ask very mostly not yet

questions
face-to-face when
shopping at a deli or
small local shop

FOOOOTERLEFT Learn without forgetting! 6/7

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in Ekaterina Ivanenko's lessons.
 HEAAADERLOGORIGHT
ELEMENTARY (A1-A2)

AT THE DELI

7 Optional extension

Lots of people buy things at the deli to make sandwiches. Read about these world record sandwiches
and choose the correct option from the box to complete the information. Three items are extra.

1. The heaviest sandwich weighed around thousand kilos. This sandwich was made
in 2005 in Michigan in the US and had beef, cheese, lettuce and mustard.

2. The longest sandwich was metres long. Three teams in Lebanon worked together
to make it in 2011. They used chicken, lettuce, tomatoes, pickles and more!

3. The tallest sandwich was over metres high. The record was set by a hotel in India
in 2007. They put chicken, fish, apple and salad in this sandwich.

4. The fastest sandwich making record is held by a charity in Texas, US. In 2019, they made almost
thousand sandwiches in under an hour. The cheese and meat sandwiches fed
hungry people in the local area.

5. The most expensive sandwich cost dollars in 2014. A New York restaurant was
making this sandwich with real gold in the bread, white truffle butter, a very special cheese and a
lobster sauce on the side.

Which of these records is the most surprising to you?

FOOOOTERRIGHT Learn without forgetting! 7/7

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in Ekaterina Ivanenko's lessons.
 HEAAADERLOGORIGHT
TEACHER MATERIALS · ELEMENTARY (A1-A2)

AT THE DELI

Transcripts

2. Listening

Staff: Good morning!

Customer: Hi! ... Wow - what a great shop! ... There are so many different kinds of foods in here
and they all look so delicious!

Staff: Well, we’re only a small shop, but we try to give our customers lots to choose from. What
can I help you with today?

Customer: I have a list here. ... OK, first, I’m looking for a packet of pasta, but it’s a special shape of
pasta, like a butterfly.

Staff: Yes - that butterfly shape is called farfalle. They’re just behind you, on that shelf at the
top.

Customer: ... Oh, yes. I see them. Great. ... And where can I find the tomatoes?

Staff: Those are on the same shelf at the bottom.

Customer: Hmm. ... These are only half a kilo, so I need two tins. ... Now, let me see - oh yes, I’d like
some parmesan cheese too.

Staff: Of course. How much would you like?

Customer: Can I have about 200 grams?

Staff: Certainly. I’ll just wrap that up for you. ...

Customer: Those olives look delicious. Please give me some of the green ones.

Staff: Yes. These are from Greece - they’re really good. I’ll put some in a container for you. ...
Here - is this ok?

Customer: Can I have a little more?

Staff: ... How about this?

Customer: That’s fine. Thanks. And do you have any cooked meat for sandwiches?

Staff: Yes, that’s at the side here.

Customer: ... This kind looks nice. I’ll take four slices, please.

Staff: Sure, I’ll just cut those for you.

Customer: ... Perfect. That’s everything!

Staff: Ok, if you come to the front of the shop with me, you can pay by cash or card.

FOOOOTERAPPENDIXRIGHT
Learn without forgetting! i
Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in Ekaterina Ivanenko's lessons.
 HEAAADERLOGORIGHT
TEACHER MATERIALS · ELEMENTARY (A1-A2)

AT THE DELI

Key
1. Warm up

10 mins.
Go over the introduction and drill the pronunciation of delicatessen - a long word with five syllables, which is
normally shortened to deli. Elicit/explain the meaning of counter - a long surface in a shop where staff serve
customers, which may have a refrigerated glass area under it where foods are kept.
Demonstrate the task with the first item - these foods should be familiar to students at this level and the pictures
will help. Check answers including pronunciation - stressed syllables are underlined. Note that the second o in
choc(o)late is not pronounced, making it a two-syllable word. You may also wish to point out to students that the
a in tomatoes is pronounced as /A:/ in British English and /eI/ in American English.
Answers:
1. chocolate, 2. juice, 3. tomatoes, 4. potato salad, 5. olives, 6. bread, 7. pasta, 8. ice cream, 9. cheese
Go over the information about containers so students understand the general and specific meanings and pose the
follow-up questions to practise the vocabulary from the first activity. You could ask students to name more items
that come in the different types of containers if you think they are able.
1. Answers: a can/tin of beans or tuna, a packet of 2. Sample answer: cooked meat, cake, cucumber.
chewing gum or rice, a jar of honey or jam, a bottle of
water or soda. Note: typical packaging of foods may
vary in different countries.

2. Listening

10 mins.
Students will listen to the recording twice. The first time, they listen for main idea – explain the context, go over
the instructions and give students a moment to look at the sentences before you play the recording. You may
need to explain the meaning of butterfly and shell. Play the recording and check answers.
1. butterfly
2. two
3. 200
4. green
5. four

Then students listen again for detailed information, eliminating extra incorrect words from the phrases in bold.
Give students a minute to look through the sentences and recall what they heard before you play the recording/video
again. If students need to listen twice, that’s fine. Check answers. If you have time, students can read the dialogues
out loud in pairs.
1. me
2. to
3. buy
4. you
5. ask
6. very, will
7. up

FOOOOTERAPPENDIXLEFT
Learn without forgetting! ii
Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in Ekaterina Ivanenko's lessons.
 HEAAADERLOGORIGHT
TEACHER MATERIALS · ELEMENTARY (A1-A2)

AT THE DELI

3. Language point

10 mins.
This activity has three sections; go through them one by one, focusing on the examples, questions and tip. Make
sure you drill all the sentences with the class. Note that it’s never too early to work on intonation with students,
and the first section allows for drilling of rising (yes/no questions) and falling (question words) forms.
The target language in the second point uses some because it works with both types of nouns in this context. You
may need to remind students or briefly explain what countable and uncountable nouns are or you may decide to
skip this part of the explanation if you think it’s too much for your class to take in. Along the same lines, you could
elicit or point out that container and weight vocabulary allows us to handle uncountable nouns as countable.
Pose the follow-up task to give students a chance to test their memory.
Answers:
Asking for help finding things in the shop: down
Asking for something at the counter: both types of nouns
Talking about amounts: a little more or less

4. Practice

10 mins.
Ask students to read through the staff part of the dialogue first before they attempt the exercise. Demonstrate
with the first item. Students can work alone at first, and then check answers in pairs. You may need to elicit/explain
that loaves is the plural of loaf. When you check answers with the class, make sure students are using clear
pronunciation. If you have time, students could read the dialogues in pairs, concentrating on intonation for the
questions.
1. I just need a few things. Do you have any fresh bread?
2. Lovely! I’ll take three loaves please. Where can I find the juice?
3. Right, I see. Those bottles are half a litre, so I’ll get four.
4. Well, I’d also like some of that potato salad.
5. Can I have around 300 grams?
6. A little less please.
7. That’s fine. Just one more thing - can I have some blue cheese?
8. Actually, I’ll just have that piece there. It looks like the right size.

5. Speaking

15 mins.
Students will activate the language from the lesson in a speaking activity with two stages. Set up A/B pairs and give
students a few minutes to work alone to add one missing item to their list. Then students roleplay a conversation
- they may need to invent some details. Monitor and support students as necessary; encourage them to look back
at the worksheet for support if they need to and repeat any parts of the conversation that need improvement
until they’re confident that it’s right.
In the second stage, students repeat the process with different roles. Finally, ask pairs to perform the best version
of one dialogue to you, the class or another pair. You can offer some feedback and error correction, including
pronunciation and question intonation. If you need to check student progress or extend the activity, ask the pairs
to write their dialogue.

FOOOOTERAPPENDIXRIGHT
Learn without forgetting! iii
Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in Ekaterina Ivanenko's lessons.
 HEAAADERLOGORIGHT
TEACHER MATERIALS · ELEMENTARY (A1-A2)

AT THE DELI

6. Self-evaluation

5 mins.
This cooler/filler offers a useful opportunity for students to evaluate their own progress. Monitor and support to
get some idea of how individuals and the group are feeling and use this information to plan future sessions. Pose
the follow-up questions to round off the lesson.

7. Optional extension

10 mins.
This activity is a cooler or filler if you have extra time in your lesson. Explain the instructions and go over the way
we say the numbers in the box - numbers are often difficult for students at this level, particularly the decimal point
(say "two point four") and the use of and between the hundreds and tens (say "two hundred and fourteen"). Give
students time to read the sentences - they may need help with some vocabulary, so they can ask the teacher or
use a dictionary. They can work in pairs to choose the right numbers and then check answers with the class. Pose
the follow-up question if you have time.
Sources: https://www.guinnessworldrecords.com, delish.com
1. 2.4
2. 735
3. 15
4. 58
5. 214

FOOOOTERAPPENDIXLEFT
Learn without forgetting! iv
Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in Ekaterina Ivanenko's lessons.