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GENERAL ENGLISH · PRACTICAL ENGLISH · PRE-INTERMEDIATE (A2-B1)

AT THE
PHARMACY
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1 Warm up

Discuss each question in small groups.

1. What are some common pharmacies in your town or city? Do you have one that you prefer?
Why/not?
2. When is the last time you went to the pharmacy? Why did you need to go? What did you buy?
3. Do you usually ask the pharmacist for help? Why/not?

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2 Vocabulary

Look at the things you can buy at a pharmacy and match the words to the pictures.

a cream a thermometer cough sweets cough syrup

drops mosquito spray painkillers plasters

1. 2. 3. 4.

5. 6. 7. 8.

Now match the items to the health problems. There can be more than one answer for each problem.

A) a cough B) a temperature C) a headache D) an insect bite

E) a cut F) a sore throat G) an earache H) a cold

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3 Language point: questions for your pharmacist

To form questions in English, we change the position of the be verb or auxiliary verb in a sentence.
Study the sentences below.

The children are taking medicine. The medicine is okay for children.

Are the children taking medicine? Is this medicine okay for children?

In the first question, the auxiliary verb (are) now comes before the subject (the children).
In the second question, the be verb (is) now comes before the subject (this medicine).
When there is no be verb or auxiliary verb, we use the verb do to form questions.

1. This medicine works fast.

2. Does this medicine work fast?

We usually put ’question words’ (who, what, which, when, how) at the beginning of a sentence to form
questions.

1. What is the price of these plasters?

2. When will the medicine start to work?

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Put the words into the correct order.

pills? / take / I / When / the / should

1.

take/I/Do/to/medicine/have/the/meals?/with

2.

okay/Is/alcohol?/it/drink/to

3.

long/the tablets/I/for?/should/How/take

4.

there/Are/side effects?/any

5.

best/Which/cold?/medicine/for/is/a

6.

medicine?/Where/keep/I/should/the

7.

use/I/How/medicine?/do/this

8.

Now, match the questions to their replies.

(A) Five days. (B) Once in the morning and once in the
evening.

(C) In the fridge. (D) No, it’s not a good idea.

(E) Not really, but you might feel a little drowsy. (F) Put it on your skin twice a day.

(G) This one. It works really fast. (H) Yes, you should take it with food.

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4 Listening 1

A customer visits a pharmacy with a prescription. Listen to the dialogue and answer the questions.

1. How often does the customer have to take the medicine?

a. Three times a day

b. Two times a day
c. Once a day

2. What should the customer do with the medicine?

a. Not drink alcohol when she takes it

b. Take it with water
c. Finish all of it

3. What might happen when the customer takes the medication?

a. She might feel drowsy.

b. She might feel sick.
c. She might get a headache.

4. What does the customer want to know about the probiotics?

a. She wants to know how often she should take them.

b. She asks if they will have some side effects.
c. She asks if they are expensive.

5. What does the pharmacist ask the customer to do with her card?

a. To put it in the machine

b. To touch it on the machine
c. To give it to her

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5 Listening 2

Complete the dialogue with the words below.

Pharmacist Next, please.

Customer Hi. I have this prescription for Bactrim from my doctor. Do you have it
1
?
Pharmacist Let me see. Hmm, give me a minute to check. Yes, we have it - here it is.
Customer Oh, good.
2
Pharmacist Now, you need to take these twice a day with meals, once in the
morning and once in the evening.
Customer How long do I need to take them for?
Pharmacist Five days. It’s important that you finish the whole package.
3
Customer Okay. Are there any ?
Pharmacist Er, you might feel a little sleepy, so if you do, it’s better that you don’t drive.
4
Customer That’s good . Is there anything else that I should know?
5
Pharmacist Yes. It’s a to take probiotics with this medicine.
Customer Oh, what do they do?
6
Pharmacist They help the good in your stomach. I recommend these.
7
Customer Are they ?
Pharmacist No, not very.
Customer Hmmm, well okay then. Can I pay with my card?
8
Pharmacist Of course, just tap it on the . Thank you.
Customer Great, thanks. And thanks for your help.
Pharmacist No problem. Bye.
Customer Bye.

Now listen to the dialogue again to check your answers.

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6 Practice: Role-play

Work with a partner. One person wants to buy some medicine at the pharmacy. The other should be
the pharmacist. Use questions and answers from the previous exercises and the listenings to have a
conversation. Then change roles. You can start the conversation like this:

Pharmacist: Hello, how can I help you?

Customer: Hello. I want to buy this medicine but I have some questions about it.

Can you think of any other questions that you might want to ask a pharmacist?

7 Talking point

Discuss each question with a partner.

1. Would you like to be a pharmacist? Why/not?

2. Which questions from the lesson will you most likely use next time you are at the pharmacy?
3. What are three more questions you can ask a pharmacist?
4. Do you feel more comfortable about speaking English at a pharmacy?

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Transcripts

4. Listening 1

Pharmacist: Next, please.

Customer: Hi. I have this prescription for Bactrim from my doctor. Do you have it in stock?

Pharmacist: Let me see. Hmm, give me a minute to check. Yes, we have it - here it is.

Customer: Oh, good.

Pharmacist: Now, you need to take these pills twice a day with meals, once in the morning and once
in the evening.

Customer: How long do I need to take them for?

Pharmacist: Five days. It’s important that you finish the whole package.

Customer: Okay. Are there any side effects?

Pharmacist: Er, you might feel a little sleepy, so if you do, it’s better that you don’t drive.

Customer: That’s good advice. Is there anything else that I should know?

Pharmacist: Yes. It’s a good idea to take probiotics with this medicine.

Customer: Oh, what do they do?

Pharmacist: They help the good bacteria in your stomach. I recommend these.

Customer: Are they expensive?

Pharmacist: No, not very.

Customer: Hmmm, well okay then. Can I pay with my card?

Pharmacist: Of course, just tap it on the machine. Thank you.

Customer: Great, thanks. And thanks for your help.

Pharmacist: No problem. Bye.

Customer: Bye.

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Key

1. Warm up

5 mins
These questions are intended to arouse interest in the topic and get students to speak about their own experiences
in and knowledge of pharmacies. Have students discuss the questions in groups of 3 or 4. Conduct a brief round
up of answers with the whole class.

2. Vocabulary

5- 8 mins.
Students work alone to match the pictures and words and then check answers with a partner before checking as
a class. Monitor this task. Encourage pair work and elicit answers.

1. painkillers 2. plasters 3. a cream 4. cough sweets

5. drops 6. a thermometer 7. mosquito spray 8. cough syrup
Students work in pairs to match items (1-8) to the health problems (A-H). Be sure that students understand that
more than one answer is possible for each problem and that items can be used more than once.
Answers:
By pharmacy item: 1C/H; 2E; 3D; 4A/F/H; 5G; 6B/H; 7D; 8A/H
By health problem: A) 4/8; B) 6; C) 1; D) 3/7; E) 2; F) 4/8; G) 5; H) 1/4/6/8

3. Language point: questions for your pharmacist

15 mins.
Go over the example questions and grammar as a whole class. Be sure to give/elicit examples of other auxiliary
and modal auxiliary verbs that are inverted in questions: should, will, have, etc. Auxiliary verbs are verbs such as
be, do, and have that are used with main verbs to show tense. Modal (auxiliary) verbs add meaning to the main
verb, for example will, should, can, and may .

Students can work in pairs and then check with the teacher for the first two exercises. Demonstrate and drill the
proper intonation for the first two questions: falling intonation for open-ended questions and rising intonation for
yes-no questions. Then students should stay in their pairs and ask each other the questions from the activity.

1. When should I take the pills?

2. Do I have to take the medicine with meals?
3. Is it okay to drink alcohol?
4. How long should I take the tablets for?
5. Are there any side effects?
6. Which medicine is best for a cold?
7. Where should I keep the medicine?
8. How do I use the medicine?
Questions and replies:
1B; 2H; 3D; 4A; 5E; 6G; 7C; 8F

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4. Listening 1

5 mins
Have students quickly read through the questions and answers before listening. Students can check with a partner
before checking answers as a class. Monitor and elicit answers.

1. b 2. c 3. a 4. c 5. b

5. Listening 2

5 mins.
Have students work with a partner to read through the dialogue and recall the missing words. Then students listen
again to check.

1. in stock 2. pills 3. side effects 4. advice

5. good idea 6. bacteria 7. expensive 8. machine

6. Practice: Role-play

5-10 mins.
Students work with a partner to role-play a conversation at the pharmacy two times, both as a customer and as a
pharmacist. Tell students that they should use the questions and answers from exercise 3 as well as the listening
to help them with their dialogue but that they should use their imaginations to add in extra details and questions.
Round off the activity with feedback on interesting conversations and on errors with question formation and
intonation.

7. Talking point

5 mins.
Students should discuss the questions with a partner. Monitor and offer help and prompts as needed. Question 4
is intended as a self-evaluation for students, which is a useful habit for language learners to develop. Wrap up with
some open-class feedback on these questions and on some examples of good language usage from the lesson as
a whole.

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