Absolute Beginners

Unit 9

Level: Beginners
Age: Adults
Time: Approx. 90 - 120 minutes
Language objectives: Active: ordinal numbers, date of birth, like / don’t like, train, bus, car, plane, taxi,
colours. Passive: age, touch something …, what colour is …
Key skills: speaking, reading, listening, writing
Materials: Unit 9: one copy of the worksheet per student, one picture of a medal presentation; one set of
flashcards (RED, YELLOW, GREEN, BLUE, BLACK, WHITE, TRAIN, BUS, CAR, PLANE, TAXI), one set of
coloured pens (red, yellow, green, blue, black) per pair of students, a selection of objects coloured red, yellow,
green, blue and black. Materials from Unit 8: one copy of the calendar. Materials from Unit 7: one copy of
the family flashcards. Materials from Unit 6: one copy of the CHICKEN, ORANGE and SALAD flashcards.
Materials from Unit 2: one HELLO sign; one GOODBYE sign. Materials from Unit 1: one REPEAT PLEASE
sign; one SPELL PLEASE sign

4. Show the flashcard of the medal presentation.

Notes for an interpreter – Part 1 Point to the winner and say first – repeat please –
• Ask if there were any misunderstandings from first. Continue pointing to the other participants and
Unit 8. introduce second and third. Write the ordinal numbers
on the board:
• Ask them to check with the student if they feel
that the lessons are going at the right pace. 1st
2nd
• Ask if they can return at the end of the lesson to 3rd
clarify, if necessary, any language items.
Point to and read out each ordinal, encouraging the
• If they are not available at the end of the lesson, students to join in. When these ordinals have been
agree on the best means of communication with mastered, add 4th, 5th, 6th, 7th, 8th and 9th to show
the teacher. that, apart from the first three, th is added to the
number. Continue with the numbers up to 30. Check
the pronunciation of /θ/ (tongue between teeth, blow
Before the lesson out air between tongue and top teeth, no voice) at
20th / 30th.
• Write the months on the board in list form.
5. Repeat the questions What day is it today? and
• Put signs with REPEAT PLEASE / SPELL PLEASE What month is it? before asking What date is it? Point
/ HELLO / GOODBYE on the walls of the classroom. to the date on the calendar and write it on the board
(e.g. 26th September, 2014), drawing attention to the
Procedure
ordinal number and reminding students of the capital
1. When the students enter, smile and say Hello, how letter at the beginning of the names of months. Say the
TEACHER’S NOTES

are you? and wait for an appropriate response. date and gesture for the students to repeat, e.g. the
twenty-sixth of September, twenty fourteen.
2. Ask the students What day is it today? When the
correct answer has been given, ask What month is it? 6. Ask What day is it tomorrow? When the correct
Show the relevant month on the calendar to elicit the answer has been given, write the following day’s
response and point to it on the list on the board. date on the board (in this example, 27th September,
2014) and ask What date is it tomorrow? Allow time
3. Starting by pointing at January, elicit the months in
for the students to attempt an answer before giving
the style of the chant from Unit 8 (Track 1). Encourage
the answer yourself. Finally, ask What day was it
the class to join in. Erase a couple of months at
yesterday? then What date was it yesterday?
random and repeat the chant. Continue erasing
months until the chant is being recited without any 7. Refer to Exercise 1 on the student worksheet. Ask
written prompts. As a further test, the students could try the students to write their names in the space provided.
reciting the months backwards.
 Absolute Beginners
Unit 9
8. Refer to Exercise 2. Gesture to the students to write
Introducing the date in numerical form is very
the answers to the questions What day is it? and What
important at this stage as students will be required
date is it?
to fill in forms and, in the vast majority of cases, this
9. Refer to Exercise 3. Read aloud the ordinals in is the format that they will have to use.
the box and encourage the students to join in. Set up
the listening task by modeling the first answer. Play
12. Attach the family flashcards to the board. Point
Track 1 and mime looking for and finding 2nd in the
to Sarah and ask What’s her name? If no student
box. Write it on the first line. Play the rest of Track 1,
remembers her name, then quickly name her. Point to
pausing between each ordinal number if necessary
Joe and say This is Joe. Joe is Sarah’s … Wait for a
and circulating to help weaker students. Encourage
student to supply the word husband but if no student
the students to compare their answers before playing
remembers this word, say husband – repeat please
Track 1 again. Ask a stronger student to come to the
husband. Next, point to Helen and say This is Helen.
board and write the answers.
Helen is Sarah’s … As before, wait for a student to
supply the word (daughter) or ask them to repeat it.
Transcript: Continue to revise the vocabulary of family members in
2nd; 5th; 9th; 1st; 4th; 6th; 7th; 3rd; 8th this way.
13. Write the name Sarah on the board. Now write
26/02/70 and link it, with an arrow, to Sarah. Ask
10. Refer to Exercise 4. Read the dates aloud, one by
What’s Sarah’s date of birth? You could point again to
one, encouraging the students to join in. Play the first
Sarah and 26/02/70 and gesture cradling a baby to aid
date of Track 2 and mime looking confused. Say the
comprehension. If necessary, you can write the present
second of July, not June. Model correcting the answer
year and subtract 1970 (i.e. 2013 – 1970 = 43) and say
on the worksheet. Play the rest of the dates and repeat
She is 43. What is her date of birth? pointing again to
if necessary so that all students can complete the
26/02/70. Repeat the process for Joe (2/04/72), Helen
exercise. Encourage the students to compare their
(3/11/99) and Charlie (27/10/01).
answers before correcting as a group.
14. Refer to Exercise 5. Read the first question,
Transcript: underlining the words as you read them. Then, read
the example answer, pointing to it and the numerical
1. 2nd June, 2013
date under Sarah’s photo on the worksheet. Read
2. 5th February, 2015 the remaining example questions, encouraging the
3. 14th September, 2014 students to read the questions with you, and allowing
4. 3rd August, 2012 time for them to write their answers.
5. 10th April, 2013 It should be clear that the students write down their
6. 17th December, 2016 date of birth in the My date of birth is … section.
However, as some students may be sensitive about
11. Write 2nd June, 2013 on the board, then write this information it is best not to ask them about this
02/06/13 alongside it. Point to both dates and say directly.
same. Point to the 2nd and 02 and say same. Point 15. Hold up the flashcard of an orange and ask What’s
to June and 06 and say same, then count the months this? When the item has been named, repeat this
aloud on your fingers to demonstrate that June is the
TEACHER’S NOTES

process with the chicken and salad.

sixth month of the year. Finally, point to 2013 and 13
and say same. 16. Ask a confident student Do you like oranges? The
student should respond with yes or no. If the student
Teaching dates doesn’t respond, say Yes, I like oranges. Then, ask
another student Do you like salad? The student should
It isn’t necessary to explain the role of the and of be able to respond. Put the students in pairs and
when reading out the date. Students are most likely gesture to them to ask and answer questions beginning
to accept this as the correct method. However, if with Do you like…? If they are struggling, point to the
your students look confused and question this, photos of food items in Exercise 6 to get them started.
you could write, e.g. (the) 2nd (of) June 2013 and
gesture to your ear to show that this should be 17. Refer to Exercise 6. Draw the like and don’t like
spoken but not written. symbols on the board, then check that the students
know the names of the food and drink items next to
 Absolute Beginners
Unit 9
Sarah’s photo by asking What’s this? Ask What does plane and taxi. Hold up the car flashcard again and ask
Sarah like? pointing to the like symbol and to the food What’s this? and then What colour is the car? Repeat
images next to Sarah on the worksheet before and this process for bus, train, taxi and introduce the colour
playing the first part of Track 3. Gesture to the students grey after presenting the word plane.
to circle the like symbol under the appropriate picture.
21. Refer to Exercise 8. Read the words under the
Then, point to the don’t like symbol on the board
pictures, encouraging the students to join in. Ask What
and ask What doesn’t Sarah like? Play the first part
colour is the car? again and gesture to them to fill
of Track 3 again so the students can circle the don’t
in the gaps with the appropriate colour. Circulate to
like symbol under the appropriate picture. Follow the
ensure that the students are doing this correctly.
same procedure for Joe’s likes and dislikes. Then,
for Helen and Charlie’s likes and dislikes, play each 22. Say goodbye and wait for the students to say
extract twice. Encourage the students to compare their goodbye to you.
answers in pairs before checking as a class.
Key: Notes for an interpreter – Part 2
1. Like: chicken, tea, coffee. Don’t like: fish, beer. • Did the student understand that the date can be
2. Like: fish, rice, white wine. Don’t like: red wine. expressed in number form?
3. Like: chicken, potatoes, water. Don’t like:
• Did the student realize that it was not necessary
carrots, salad.
to understand every word of the listening
4. Like: bananas, oranges, sandwiches, water. Don’t
like: apples, milk. exercise in order to complete it?
• Is there anything that needs clarification?
Transcript: • The student should continue adding new words
1. Sarah: What do I like to eat and drink? Lots of to their vocabulary notebook.
things! I really like chicken but don’t like fish, I • The student should practise all the language
never eat fish. As for drink, I like tea and coffee covered as much as possible before
but don’t drink beer. I don’t like it. next lesson.
2. Joe: I really like eating fish with rice. I like
drinking white wine with my food. I don’t like red
wine at all.
3. Helen: I like eating chicken with potatoes. I don’t
like carrots or salad but I do like drinking water.
4. Charlie: I like bananas and oranges. But I don’t
like apples. I really like eating sandwiches.
They’re my favourite. And to drink, I like water
but I don’t like milk. I really don’t like
milk – urrgh.

18. Hold up the colour flashcards. Point to each

TEACHER’S NOTES

colour, name it and ask for it to be repeated. Revise

the vocabulary until the students seem reasonably
comfortable with it. Say touch something blue and
demonstrate by touching something blue. Repeat the
instruction until all students are touching something
blue. Give the same instruction but substitute another
colour for blue. Continue until all colours have
been used.
19. Refer to Exercise 7. Put the coloured pens on the
table and gesture to the students to colour in each box
as appropriate.
20. Hold up the flashcard of a black car. Say car –
repeat please – car. Repeat this process for bus, train,
 Absolute Beginners
Unit 9

1 Name: _____________________________________________________

2 What day is it? ____________________________________________

What date is it? ____________________________________________

3
1st 2nd 3rd 4th 5th 6th 7th 8th 9th

___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________

4 1. 2nd July, 2013 _____________________________

2. 15th February, 2015 _____________________________
3. 14th December, 2014 _____________________________
4. 23rd August, 2012 _____________________________
WORKSHEET

5. 12th April, 2013 _____________________________

6. 7th December, 2016 _____________________________
 Absolute Beginners
Unit 9

Sarah Joe Helen Charlie

26/02/70 02/04/72 03/11/99 27/10/01

What is Sarah’s date of birth? 26th February, 1970

_____________________________
What is Joe’s date of birth? _____________________________
What is Helen’s date of birth? _____________________________
What is Charlie’s date of birth? _____________________________

My date of birth is_____________________________.

6
WORKSHEET
 Absolute Beginners
Unit 9

red blue black white green yellow

_______ car _______ bus _______ train _______ taxi

WORKSHEET

_______ plane Goodbye

 Absolute Beginners
IMAGE
 Absolute Beginners

#
FLASHCARDS
 Absolute Beginners

#
YELLOW RED

BLUE GREEN
FLASHCARDS
 Absolute Beginners

#
FLASHCARDS
 Absolute Beginners

#
WHITE BLACK

BUS TRAIN
FLASHCARDS
 Absolute Beginners

#
FLASHCARDS
 Absolute Beginners

#
PLANE CAR

TAXI
FLASHCARDS
 Absolute Beginners
Unit 10

Level: Beginners
Age: Adults
Time: Approx. 90 - 120 minutes
Language objectives: Active: station, ticket, single, return. Passive: What does …?, What don’t …?,
And you?
Key skills: speaking, reading, listening, writing
Materials: Unit 10: one copy of the worksheet and pairwork sheet per student; one set of flashcards (TRAIN
STATION, TICKET). Materials from Unit 9: one copy of the RED, YELLOW, GREEN, BLUE, TRAIN, BUS,
CAR, PLANE flashcards. Materials from Unit 8: one copy of the calendar. Materials from Unit 6: one copy
of the MEAT, CHICKEN, FISH, POTATO and CARROT flashcards. Materials from Unit 4: one copy of the
BANANA, APPLE and BISCUIT flashcards. Materials from Unit 2: one HELLO sign; one GOODBYE sign.
Materials from Unit 1: one REPEAT PLEASE sign; one SPELL PLEASE sign

5. Revise the colours orally using the flashcards. Ask

Notes for an interpreter – Part 1 a confident student Do you like the colour blue? Ask
• Ask if there were any misunderstandings from another student Do you like the colour red? A yes /
Unit 9. no reply is all that is required at this stage. Continue
asking students similar questions until a negative
• Ask if they can return at the end of the lesson to response is given. You can now sum up the answers
clarify, if necessary, any language items. as in this example: Yasmin likes the colour blue. Atul
• If they are not available at the end of the lesson, doesn’t like the colour green.
agree on the best means of communication with 6. Hand out the pairwork sheets. Model completing
the teacher. the me column by pointing to the BLUE flashcard,
saying I like blue and writing yes in the appropriate
box. Continue by pointing to the RED flashcard, saying
I don’t like red and writing no in the appropriate box.
Before the lesson
Give several more examples then gesture to the
• Prepare a true sentence for each of the students student to fill in the forms themselves. Circulate to
(see step 15). ensure that they have understood the task and are
noting down their own likes and dislikes.
• Stick the flashcards on or around the board, picture
side up. 7. Using the same pairwork sheet, model completing
column A by selecting a confident student and writing
• Put signs with REPEAT PLEASE / SPELL PLEASE
their name in the space next to A. Ask the student Do
/ HELLO / GOODBYE on the walls of the classroom.
you like blue? and write yes or no in the appropriate
Procedure box. Continue to ask Student A the questions until the
students have understood the activity. Put the students
TEACHER’S NOTES

1. When the students enter, smile and say Hello, how

in pairs and allow each person around five minutes to
are you? and wait for an appropriate response.
ask their partner the questions before they exchange
2. Ask the students What day is it today? When the roles. After ten minutes, gesture to the students to get
correct answer has been given, ask What month is it? up and find a different partner to fill in column B.
Show the relevant month on the calendar to elicit the
8. Hold up the pairwork sheet you used to model the
response and point to it on the board.
activity. Point to one of the boxes with yes in the me
3. Hand out the worksheets and refer to Exercise 1. column and say, for example, I like trains. Now point
Ask the students to write their names in the to one of the boxes with no and say, for example,
space provided. I don’t like biscuits. Hold up one of the students’
pairwork sheets and, pointing to similar boxes, say, for
4. Refer to Exercise 2. Gesture to the students to write
example Yasmin likes yellow and Yasmin doesn’t like
the answers to the questions What day is it? and What
planes. Having given these examples, ask a confident
date is it?
student What do you like? Be sure to stop them after
 Absolute Beginners
Unit 10
they have named one item, then ask the questions
Transcript:
What don’t you like? What does (A) _____ like? What
doesn’t (A)____ like? Move on to another confident 1. Assistant: Hello. Can I help you?
student and prompt the answers by simply asking Customer: A return ticket to London, please.
And you? And (A) _____? Hopefully the students Assistant: Certainly. That will be £56.70.
will now realize that they are expected to report back
Customer: Here you are.
with four sentences beginning I like … I don’t like …
(A) ______ likes … and (A) _____ doesn’t like … Assistant: Thanks.
Encourage all the students to contribute and make sure 2. Assistant: Hello. How can I help?
the sentences are grammatically correct and that the Customer: Can I have a ticket to
pronunciation is clear. London, please?
9. Hold up the TRAIN flashcard and ask What’s this? Assistant: Single or return?
Now hold up the TRAIN STATION flashcard and say Customer: Single.
train station – repeat please – train station. Next, hold Assistant: Certainly. That will be
up the TICKET flashcard and say ticket – repeat £33.40, please.
please – ticket.
Customer: Thanks.
10. Write the name of the local train station on the 3. Assistant: Yes?
board and draw an arrow to your nearest city, e.g. Customer: Return to London, please.
London. Pointing to the arrow, going one-way only,
Assistant: When are you coming back?
hold the ticket up and say single ticket. Elsewhere
on the board, write the name of the local train station Customer: Tuesday morning
again and a two-way arrow to London and say return Assistant: £63.60, please.
ticket. Write the words single ticket and return ticket Customer: Thanks.
next to the relevant illustration. As you do so, ask the 4. Customer: Single to London, please.
students to repeat the phrases. Assistant: Certainly.
11. Refer to Exercise 3. Hold up a copy of the Customer: How much is it?
worksheet and point to the first price, £43.60, and ask Assistant: £16.20, please.
a confident student How much is it? Allow time for the Customer: Thanks.
student to prepare the answer and encourage the other
students to help. When the correct answer has been
given, repeat the process for the remaining prices. 13. Refer to Exercise 5. Ask the students, using
gesture, to complete the paragraph about Sarah using
the words in the box. If necessary, model looking for,
Articulating numbers and finding, the next answer. Check the answers as
a class.
Check your students’ pronunciation, especially that
the difference between numbers such as 15 and 50 Key:
or 16 and 60 is clear. Sarah comes from England. She lives in London with
her husband and two children. Her husband’s name
is Joe. Her daughter’s name is Helen. She is sixteen.
12. Refer to Exercise 4. Point to the TRAIN STATION Her son’s name is Charlie. He is thirteen. Her phone
TEACHER’S NOTES

flashcard and ask What’s this? Hold up the TICKET number is 0111 234 567. Her date of birth
flashcard again and revise that word too. Gesture for is 26/02/70.
the students to listen and play the first conversation 14. Refer to Exercise 6. Write the first sentence on
of Track 1. Pause at the end and ask How much is the board and model putting in capital letters and
the ticket? When the correct answer has been given, punctuation as appropriate. Encourage any attempts
gesture to the students to write it in the appropriate by the students to help. Write the second sentence on
place. Now ask Single ticket or return ticket? If the board and offer the board pen to any student who
necessary, play the first conversation again. Play the would like to try correcting it. If no student volunteers,
second conversation and ask the students the same correct it on the board, step by step.
questions. Play the remaining two conversations twice If necessary, continue in this way until the students
each, without asking questions, and gesture to the seem comfortable with the exercise. Then, allow time
students to complete the exercise. Check the answers for them to correct the remaining sentences on their
as a class. own. Use the board to check their answers.
 Absolute Beginners
Unit 10
15. By now you will know some details about your
students. Write an example sentence for each of them Notes for an interpreter – Part 2
on the board. For example: I have four children. I come • Did the student realize that it was not necessary
from Pakistan. My husband’s name is Kareem. My to understand every word of the listening
wife’s name is Khaalid. I have two children. Point to
exercise in order to complete it?
one of the sentences and say the name of the person it
refers to. Write that name next to the sentence. • Is there anything that needs clarification?

16. Refer to Exercise 7. Using gesture, ask a student • The student should continue adding new words
to copy their sentence from the board. Repeat the to their vocabulary notebook.
process with each sentence on the board. Encourage • The student should practise all the language
the students to write other true sentences about covered as much as possible before
themselves and circulate to ensure they are doing next lesson.
this correctly.
17. Refer to Exercise 8. Help the students to complete
the picture crossword. The students should initially
work on their own to complete the crossword. Those
who finish first can then help any students who are
struggling. When they have finished check the answers
as a class.
Key:

1.
B L A C K
2.
Y E L L O W
3.
B L U E
4.
R E D

5.
T A X I
6.
G R E E N
7.
P L A N E
8.
F A M I L Y
TEACHER’S NOTES

9.
B A N A N A

18. Say goodbye and wait for the students to say

goodbye to you.
 Absolute Beginners
Unit 10

1 Name: _____________________________________________________

2 What day is it? ____________________________________________

What date is it? ____________________________________________

£43.60 £62.30
£50.80 £15.20

4 How much is it? single / return?

1. £___________________ ___________________
2. £___________________ ___________________
3. £___________________ ___________________
4. £___________________ ___________________

5
husband’s England date name
thirteen children number

Sarah comes from ______________.

England She lives in
London with her husband and two ______________.
Her ______________ name is Joe. Her daughter’s
WORKSHEET

___________________ is Helen. She is sixteen. Her

son’s name is Charlie. He is ___________________.
Her phone ___________________ is 0111 234 567. Her
___________________ of birth is 26/02/70.
 Absolute Beginners
Unit 10

6 my names Joe i come from england my wifes name

is sarah i have two children their names are helen
and charlie my date of birth is 02/04/72 my telephone
number is 0987 654 333

My name’s Joe. _____________________________________________

__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________

7 __________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
WORKSHEET

__________________________________________________________
__________________________________________________________
 Absolute Beginners

8 1.

2.

3.

4.

5.

6.

7.

8.

9.

Goodbye
WORKSHEET
 Absolute Beginners

Do you like ... ? Me A:___________ B:___________

blue

red

green

yellow

Saturdays

Sundays

Mondays

cars

trains

buses

planes

coffee

tea

meat

chicken

fish

potatoes

carrots
PAIRWORK

bananas

apples

biscuits
•
•
 Absolute Beginners

#
TRAIN
STATION

TICKET
FLASHCARDS
 Absolute Beginners
Unit 11

Level: Beginners
Age: Adults
Time: Approx. 90 - 120 minutes
Language objectives: Active: food and drink (revision, plus salt; sugar; eggs; soft drink); need; how much is
it / are they?; supermarket (basket; trolley; aisle; check out; self-service; bag). Passive: Clubcard/Nectar card;
total.
Materials: Unit 11: one copy of the worksheet per student; one copy of part A or B of the two pairwork sheets
per student; one set of flashcards (SALT, SUGAR, EGGS, SOFT DRINK, SHOPPING LIST, SUPERMARKET,
RECEIPT). Materials from Unit 6: One copy of the CHICKEN, FISH, BREAD, MEAT, PASTA, RICE, WINE,
SALAD, JUICE, BEER, CARROT, ORANGE, POTATO flashcards. Materials from Unit 4: One copy of the
APPLE, BANANA, SANDWICH, BISCUIT flashcards. Materials from Unit 3: One copy of the COFFEE, TEA,
MILK, WATER flashcards.

local supermarkets. Fill one with three revision

Notes for an interpreter – Part 1
food items (e.g. bread, potatoes and bananas),
• Ask if there were any misunderstandings from along with the new ones (salt, sugar and eggs). Fill
Unit 10. another two bags with a mixture of revision food
items (four or five things per bag), and fill the last
• Ask them to explain to the students that each
bag with drink items. NB. If it is difficult to bring
lesson will now focus on an aspect of everyday in the real thing, then put flashcards in the bags
life. This is to help prepare them for living in UK. instead.
• Ask them to explain that the topic of shopping: • If possible, bring in, if possible, loyalty cards which
the supermarket is to be covered in Unit 11, as it match the brands of the bags above (eg Tesco
will be easier for the students if they know what Clubcard, Sainsbury’s Nectar Card) and some
to expect. Ask them to find out if the students receipts from local supermarkets.
have been to a supermarket in UK yet. If so, are • Place all the flashcards depicting food and drink
they aware of supermarket loyalty cards? face down on the table, if you haven’t used them
in the bags. The new flashcards should be at the
• Ask if they can return at the end of the lesson to
bottom of the pile.
clarify, if necessary, any language items.
• If they are not available at the end of the lesson,
Procedure
agree on the best means of communication with 1. When the students enter, smile and say Hello, how
the teacher. are you? and wait for an appropriate response.
2. Ask the students What’s the date today? and write
it on the board.
TEACHER’S NOTES

Before the lesson 3. Hold up the plastic bag containing the mix of
• Print out the new flashcards of salt, sugar, eggs, revision food items and new food items (salt, sugar and
soft drinks, shopping list, receipt and supermarket. eggs). Ask What is in the bag? Encourage students
to make suggestions. You will probably have to model
• Print out the worksheets and pairwork sheets. NB.
the question. For example, ask Is there coffee? and
The Numbered aisles pairwork activity in this unit
pretend to search for coffee in the bag, before shaking
features numbered supermarket aisles and so may
your head and saying No. Next ask Is there bread?
or may not be relevant to your students, depending
After another pretend search, pull out the bread
on the layout of the supermarkets in your area. If
triumphantly and say Yes. Place the bread on the table.
the activity is not relevant, or you do not have time
Now allow the students to make all the suggestions.
in class, it is fine to skip it.
When the revision items have been found, pull out the
• If possible, bring in four different plastic bags from remaining items and introduce the new vocabulary.
 Absolute Beginners
Unit 11
4. Now offer another bag containing food items to students and say I need milk. Ask the students to
a confident student and invite them to answer the repeat the sentence. Continue in the same way for the
students’ questions. Repeat the process with the third remaining items.
bag of food.
11. Refer to Exercise 3. Point to the shopping list
5. Invite another student to continue the game using and ask Do you need milk? Elicit the answer Yes
the bag with the drinks. When there is only the soft by pointing to the first item and nodding your head.
drink left, use this as your cue to introduce this item of Repeat the procedure with the next couple of items.
vocabulary. Then ask Do you need tea? and elicit the answer No
by looking at the list and shaking your head.
Brand names 12. Write the price £1 on the board and, pointing again
Students may already be familiar with brand at the first item on the shopping list (milk), ask How
names such as Coke or Fanta. These answers are much is it? After eliciting the correct response, revise
perfectly acceptable but also give the generic term prices by repeating the process with different prices on
soft drink. the board.
13. Ask the students to repeat the question How much
is it? Now point at the fourth item (bananas) and ask
6. At the end of the game, ask which bag is different.
the students to repeat How much are they? Make sure
Hopefully they will be able to tell you that it is the bag
to underline the s at the end of the word to convey the
with the drinks, as all the other bags contain food. If
reason for the change in question.
not, guide them towards the answer by taking items out
of the different bags and asking food or drink? 14. Divide the students into two groups, A and B, and
give each student the appropriate I need … pairwork
7. Arrange all the food/drink items (or flashcards if
sheet. Demonstrate the activity first. Point to the photos
you don’t have the real items) on the table. Revise
at the top of the sheet and elicit what the items are.
all the vocabulary, by pointing to either an item or a
Next, read the example sentences I need tea. How
flashcard on the table. Ask the students to close their
much is it, please? and I need oranges. How much are
eyes (you will probably have to mime). When they
they please? Check students understand that they are
have their eyes closed, remove two or three items
asking their partner about the items at the top of their
and put them in a bag. Tell them to open their eyes
sheet and that they have the prices for their partner’s
– usually just saying OK will work – and hold up the
items at the bottom of their sheet. Ask the students to
bag. Using mime, pointing at missing spaces on the
start, and monitor carefully.
table and, looking in the bag, ask them to remember
what items have been taken. As each item is correctly Key:
remembered, take it out of the bag and place it back in milk – 65p; biscuits – £1.20; bananas – 68p; eggs –
its slot. Repeat the game three or four times. Write up £1.80; sugar – 54p; salt – 85p; bread – £1.30; chicken
the new vocabulary items (salt, sugar, eggs, soft drink) – £4.75; potatoes – £1.10; apples – £2.45
at the end of the game.
15. Refer to Exercise 4 on the student worksheet.
8. Refer to Exercise 1 on the student worksheet. Ask Point to the photo of the first item and ask What is it? to
the students to write their names and the date in the elicit the answer Coffee. Make a show of looking back
space provided. to the shopping list and finding the word coffee before
nodding your head and reading I need coffee. Then
9. Refer to Exercise 2. Ask the students to name
TEACHER’S NOTES

repeat the process for the next photo (salt), but this
the items in the pictures, then do the crossword.
time making a show of the fact that it is not on the list
Encourage them to help each other and to compare
before reading I don’t need salt. Go over the next two
answers.
sentences orally before allowing the students time to
Key: complete the exercise. Students should compare their
Across: 1. carrots; 4. salt; 7. soft drinks; 8. bread; 11. answers, before checking as a group.
coffee; 12. sugar; 13. fish; 14. eggs. Down: 1. chicken;
Key:
2. rice; 3. tea; 5. water; 6. bananas; 8. biscuits; 9.
potatoes; 10. meat. I need coffee; I don’t need salt; I don’t need pasta; I
need chicken; I need bananas; I don’t need rice; I need
10. Show the flashcard of the shopping list and point
sugar; I need milk; I don’t need oranges; I don’t need
to the first item. Read aloud milk, then look at the
carrots
 Absolute Beginners
Unit 11
16. Refer to Exercise 5. Point to the picture of the
Shop Assistant: In the next aisle. Number 5
supermarket, and then hold up the supermarket
flashcard, saying Supermarket. Then point to the Customer: Thanks.
basket on the worksheet and ask What’s that? It’s 6. Customer:  Excuse me, I’m looking for
possible a student may have already come across the bread.
this word. If no one knows, then give the word basket. Shop Assistant: It’s in aisle 11. If you follow
Continue in the same way with the following vocabulary me, I’ll take you there.
items: trolley, aisle, checkout, bag. Ask a confident
Customer: Thank you.
student to come to the board and write the new words
as you spell them. Then ask the students to label the 7. Customer:  Can you tell me where the
pictures. milk is please?
Shop Assistant: It’s in aisle 3. Next to the
Optional activity
1. If supermarket aisles are numbered in your area, cream.
and you have time to do this additional activity with Customer: Thanks.
your students, hand out the optional Numbered aisles 8. Customer: Excuse me, where is the tea?
sheets. (Note that the second exercise is a pairwork Shop Assistant: In aisle 18. I can take you
activity, so be sure to hand out worksheet A to student there if you like.
A and worksheet B to student B.) If not, skip this
Customer: It’s OK, thanks. I’ll find it.
section and go ahead to part 17.
2. Refer to Exercise 1, which is a listening activity.
3. As preparation for the pairwork activity, attach
Point to the answers in question 1 and play the first
the flashcard of tea on the board. Next to it write aisle
mini-dialogue. Now point to the blanks in question
11 and £2.30. Ask Where is the tea? and wait for the
2 and play the corresponding mini-dialogue. Ask
answer Aisle 11. Next ask How much is the tea? and
What? and elicit Sugar. Then ask What aisle? and
wait for the answer £2.30. Write the prompt: W_ _ _
elicit the answer 10. Play the next dialogue and check
e i_ t_ _ t_ _? Offer the board pen to the group
the answer. Then play the last six dialogues without
and allow a volunteer to come and fill in the missing
stopping. Allow time at the end for the students to
letters (the sentence should read Where is the tea?).
compare their answers. If necessary, play the recording
Repeat the process for H_ _ m_ _ _ i_ t_ _ t_ _?
again before going over the answers.
(How much is the tea?) Follow the same procedure
to elicit Where are the biscuits? and How much are
Transcript: the biscuits? If you feel the need, check Is or are? for
1. Customer:   Excuse me, where can I find the other items in the pairwork activity by holding up
the eggs, please? the relevant flashcards (salt, apples, eggs, soft drinks,
water, bananas, coffee, sandwiches).
Shop Assistant: Eggs? Aisle 9.
Customer: Thanks 4. Refer to Exercise 2, the pairwork activity. Students
2. Customer:  Excuse me, I’m looking for should work in their original pairs. Monitor and help as
necessary.
the sugar.
Shop Assistant: The sugar is in aisle 10. Key
Customer: Thank you. Where? How much?
3. Customer:  Can you tell me where the salt aisle 6 85p
TEACHER’S NOTES

biscuits are please? apples aisle 1 £2.35

Shop Assistant: They’re in aisle 15. Behind eggs aisle 19 £1.80
the tea. soft drinks aisle 23 £1.10
Customer: Thanks. water aisle 17 48p
4. Customer:  Excuse me, where are the biscuits aisle 9 £1.10
soft drinks? tea aisle 11 £2.30
Shop Assistant: In aisle 21. I’ll show you. bananas aisle 2 68p
Customer: Thank you. coffee aisle 12 £3.52
5. Customer:  Where can I find the salt sandwiches aisle 20 £2.45
please?
 Absolute Beginners
Unit 11
17. Refer to Exercise 6 on the student worksheet. Point
4. Customer: Hello.
to the picture of the checkout and revise this item of
vocabulary. Show the supermarket loyalty cards you Shop Assistant: Hi, how are you?
have brought in, and match them with the relevant Customer: Fine, thanks.
supermarket bag. At this stage giving the generic Shop Assistant: Do you need some bags?
term card is probably sufficient. Play the first checkout Customer: Yes, please.
dialogue, then pause the track and ask Bag?, Card? Shop Assistant: Do you have a Nectar Card?
and How much?, eliciting the responses Yes, Yes and
Customer: No, I don’t.
£19.86. Ask the students to write the answers on the
sheet. If necessary, repeat the dialogue before checking Shop Assistant: Would you like one?
they have written the answers down correctly. Play the Customer: No, I’m fine, thanks.
next three dialogues, one by one, allowing the students Shop Assistant: That’s £18.37, please.
to compare their answers before correcting as a group.
18. Show the students the supermarket receipts you
have brought in. Using mime, explain that you are given
Brand names this at the checkout after paying. Allow the students time
to look at the receipts, pointing out the items and prices,
The fact that the audio file contains words and
the date and telephone number.
phrases that are unfamiliar to the students reflects
real life. This exercise is designed to show 19. Refer to Exercise 7 on the student worksheet.
students that they do not have to understand every Show the flashcard of the receipt, then point to it on the
word in order to understand the vital points of a worksheet and read out the first question – What is the
conversation. Encourage the students to focus on telephone number? Go over all questions orally. Give the
what they do understand. students time to do the exercise by themselves, before
correcting as a group.
Transcript Key:
1. Customer: Hello 1. 020 7843 2797; 2. 28/06/2016; 3. £2.65; 4. 43p; 5. £17.26
Shop Assistant: Hello, do you need any bags? 20. Say Goodbye and wait for the students to say
Customer: Yes, please. goodbye to you.
Shop Assistant: Do you have a Nectar Card?
Notes for an interpreter – Part 2
Customer: Yes, here it is.
Shop Assistant: Thanks. That’s £19.86, please. • Did the students understand what a shopping list
is? (This is not spelled out during the lesson.)
2. Customer: Hello.
Shop Assistant: Hello, how are you today? • Did the students understand the concept of need?
Customer: Fine, thanks. • Did the students understand the difference between
Shop Assistant: Do you need a bag? How much is it? and How much are they?
Customer: Yes, please. • Did the students understand what happens
Shop Assistant: Do you have a Clubcard? at a UK supermarket? Specifically, did they
Customer: No, I don’t. understand checkout, self-service checkout and
TEACHER’S NOTES

Shop Assistant: OK, that’s £6.25, please. loyalty cards?

3. Customer: Hi! • Explain to the students that there is an
Shop Assistant: Hi, do you need any bags expectation to reuse plastic bags, and that they
today? are not given out free but are sold for 5p.
Customer: No, I think I have enough. • Is there anything needing clarification?
Shop Assistant: Do you have a Match and • The students should continue adding new words
More card? to their vocabulary notebook.
Customer: Yes, here it is. • The students should practise all the language
Shop Assistant: Thanks. That’s £42.63, please. covered as much as possible before the next
lesson.
 Absolute Beginners
Unit 11

1 Name: __________________________ Date: ____________________

2 ACROSS a
1. 4. 7. 8.

11. 12. 13. 14.

DOWN
1. 2. 3. 5.

6. 8. 9. 10.

1 2 3

5 6

7 8

10
WORKSHEET

11

12

13

14
 Absolute Beginners
Unit 11

milk
coffee
chicken
bananas
sugar

4 Do you need … ?

I need coffee

I don’t need salt

I don’t _______ ______ .

I need ______________ .

____________________

____________________

____________________

____________________
WORKSHEET

____________________

____________________
 Absolute Beginners
Unit 11

_______________ _______________ _______________

_______________ _______________

? ? ?
WORKSHEET

1.

2.

3.

4.
 Absolute Beginners
Unit 11

5 1. What is the telephone number?

________________________

2. What is the date? Macmillan Supermarket

020 7843 2797
________________________
£
2.00
3. How much is the tea? SPINACH
TEA BAGS
2.65
2.15
EGGS
________________________ MUESLI
BISCUITS
3.00
1.59
2.40
YOGHURT
0.43
BANANAS
0.35
LEMON
4. How much are the bananas? BROWN RICE
1.89
0.80
TISSUES
________________________

5. How much is the total?

________________________

Goodbye
WORKSHEET
 Absolute Beginners
Unit 11: I need …

? ?

I need tea. How much is it please? I need oranges. How much are they please?

85p

£1.30

£4.75

£1.10

£2.45
PAIRWORK A
 Absolute Beginners
Unit 11: I need …

? ?

I need tea. How much is it please? I need oranges. How much are they please?

65p

£1.20

68p

£1.80

54p
PAIRWORK B
 Absolute Beginners
Unit 11: Numbered aisles

1 What? Aisle?
1. eggs 9
2.
3.
4.
5.
6.
7.
8.

2 Where? How much?

aisle 9 £1.10

aisle 11 £2.30

aisle 2 68p
PAIRWORK A

aisle 12 £3.52

aisle 20 £2.45
 Absolute Beginners
Unit 11: Numbered aisles

1 What? Aisle?
1. eggs 9
2.
3.
4.
5.
6.
7.
8.

2 Where? How much?

aisle 6 85p

aisle 1 £2.35

aisle 19 £1.80
PAIRWORK B

aisle 23 £1.10

aisle 17 48p
FLASHCARDS
Absolute Beginners

milk
coffee
chicken
bananas
sugar

#
 Absolute Beginners

#
SOFT
SALT
DRINK

SHOPPING
SUGAR
LIST
FLASHCARDS
 Absolute Beginners

Macmillan Supermarket

#
020 7843 2797

£
2.00
SPINACH
2.65
TEA BAGS
2.15
EGGS
3.00
MUESLI
1.59
BISCUITS
2.40
YOGHURT
0.43
BANANAS
0.35
LEMON
1.89
BROWN RICE
TISSUES
0.80 BALANCE DUE
CASH
CHANGE
MACMILLAN CAR
28/06/2016
FLASHCARDS
 Absolute Beginners

#
RECEIPT SUPERMARKET
FLASHCARDS
 Absolute Beginners
Unit 12

Level: Beginners
Age: Adults
Time: Approx. 90 – 120 minutes
Language objectives: Active: clothes (trousers; shirt; t-shirt; coat; jumper; skirt; pyjamas; socks; shoes); bank
card; counting syllables. Passive: is wearing; how many syllables?
Materials: Unit 12: one copy of the worksheet per student; one set of flashcards (TROUSERS, SHIRT, T-SHIRT,
COAT, JUMPER, SKIRT, PYJAMAS, SOCKS, SHOES). Materials from Unit 3: One copy of the COFFEE flashcard.

3. Point to the first word of the scrambled shopping

Notes for an interpreter – Part 1
list on the board. Ask What is this? and wait for an
• Ask if there were any misunderstandings from answer. If necessary, give clues by a) writing the first
Unit 11. letter, b) miming drinking a cup of coffee, or even c)
holding up the coffee flashcard.
• Ask them to explain to the students that each
lesson will now focus on an aspect of everyday life. 4. Refer to Exercise 2. Ask the students to unscramble
This is to help prepare them for living in the UK. the other shopping items. Point out that the pictures can
help. Monitor, and invite early finishers to help another
• Ask them to explain that the topic of shopping: student.
clothes is to be covered in Unit 12, as it will
Key:
be easier for the students if they know what to coffee, milk, sugar, bananas, chicken, bread, potatoes,
expect. Ask them to find out if the students have orange juice
been clothes shopping in the UK yet. If so, did
5. Ask Do you need coffee? and, pointing to the word
they pay by cash or by card? on the list, nod and say Yes, I need coffee. Ask the
• Ask if they can return at the end of the lesson to students to repeat I need coffee. Next ask Do you need
clarify, if necessary, any language items. milk? and, pointing to the next scrambled letters on the
list, elicit the response, Yes, I need milk. Ask the students
• If they are not available at the end of the lesson, to repeat I need milk. Repeat until you have gone
agree on the best means of communication with through all the items on the list. Now ask Do you need
the teacher. tea?, look at the list and say, whilst shaking your head,
No, I don’t need tea. Ask the students to repeat I don’t
Before the lesson need tea. Repeat with other revision items if necessary
(e.g., salt, soft drinks, fish, meat, pasta, carrots, salad),
• Copy the shopping list of jumbled words from
and write the following on the board for reference:
Exercise 2 of the student worksheet on to the board.
Do you need coffee? Yes, I need coffee.
• Print out the new flashcards of trousers, shirt,
Do you need tea? No, I don’t need tea.
t-shirt, coat, jumper, skirt, pyjamas, socks and
shoes and copies of the worksheet. 6. Point to your shoes and say Shoes – repeat,
please – shoes. Clarify that one is shoe and two are
• Draw the outline of a figure (see Exercise 3 on the
TEACHER’S NOTES

shoes. Next, write your shoe size on the board and say
student worksheet) on the board.
(for example) I take size 39. What size do you take?
• If you feel comfortable doing so, bring in as many You may have to repeat with gestures, but the students
bankcards as you can. should finally realize you are talking about the size of
• If possible, bring in some supermarket loyalty cards. your shoes and respond by saying the size of their feet.

Procedure Shoe sizes

1. When the students enter, smile and say Hello, how The example given is in a European size, but as long
are you? and wait for an appropriate response. Ask the as there is consistency British sizes can be used. In
students What’s the date today? and write it on the board. this case, the word half will need to be introduced and
explained. If some students don’t know their shoe size,
2. Refer to Exercise 1 on the student worksheet. Ask they can guess by comparing with their classmates.
the students to write their name and the date in the
spaces provided.
 Absolute Beginners
Unit 12
7. Using gesture, ask the students to line up
Transcript: Track 1
according to the size of their shoes, with the smallest
feet at one end and the largest at the other. Check they Trousers, pyjamas, shoes!
are in the right order by asking each of them What size Trousers, pyjamas, shoes!
do you take? After asking the first two or three students
the question, invite a confident student to ask the next Trousers! Pyjamas.
student the same question. When every student has Trousers! Pyjamas.
given an answer, write the question on the board.
Trousers, pyjamas, shoes!
8. Now introduce the articles of clothing you are wearing
by pointing to them and naming them one by one, asking 13. Write the chant up on the board. Point to each
the students to repeat each time. (Remember to only use word individually and clap out the syllables. Ask How
the nine new vocabulary words on the flashcards.) Allow many …? to elicit two, three and one respectively.
time between pointing and naming to allow students 14. Draw figures on the board to represent small,
to give the answer if they already know it. Use the medium, large and extra large. Point to the first one
flashcards to introduce the remaining clothes. and say Small – repeat, please – small. Repeat the
9. Point to the outline figure on the board. Using gesture, process with the other three figures. Now point at the
invite a confident student to come to the board and draw figures randomly and ask What size?
on some clothes. Read the following, pausing to allow time 15. Write on the board:
for the student to draw the appropriate item of clothing:
S = small
He is wearing a t-shirt, trousers and shoes.
M = medium
10. Refer to Exercise 3 and, using gesture, tell the L = large
students that they will now do the same as was just
demonstrated on the board. Read the following, XL = extra large
allowing time for the students to draw. Refer to Exercise 6. For each label, ask What is it?,
Person 1 is wearing a jumper, a skirt, socks and shoes. How much is it? and What size is it? Write the answers
to the first example on the board, then ask the students
Person 2 is wearing pyjamas and socks. to copy the answers in the appropriate place on the
Person 3 is wearing a shirt, trousers, a coat, socks and worksheet. Allow the students time to complete the
shoes. activity before checking as a group. Now wipe the board.
11. Refer to Exercise 4. Ask the students to name Key:
the pictures. After the first response, write the word
(trousers) on the board and ask Spell, please? Invite a 1. t-shirt, medium, £8
confident student to spell it out, and ask the students 2. pyjamas, large, £12
to label the picture on the worksheet appropriately. 3. jumper, extra large, £15.99
After the second item is named (shirt), elicit the request 4. skirt, small, £24.49
Spell, please?, writing it on the board if necessary. 16. Refer to Exercise 7. Quickly revise the first
Spell the word S – H – I – R – T and gesture for the vocabulary items. After listening to the first mini-
students to label the picture. Monitor the students to dialogue in Track 2, ask Trousers or skirt? and What
check that they are spelling it correctly. Continue in the size? If necessary, repeat the procedure until you are
same way for the rest of the pictures. sure that all students have understood the exercise.
TEACHER’S NOTES

Key: Play the rest of the mini-dialogues, without stopping.

Ask the students to compare their answers with a
1. trousers, 2. shirt, 3. t-shirt, 4. jumper, 5. coat, partner, before checking as a group. The final dialogue
6. socks, 7. shoes, 8. skirt, 9. pyjamas is tricky as both small and medium are mentioned. This
12. Refer to Exercise 5. Elicit the names of each item, is to challenge stronger students and can be omitted if
and then play Track 1, the chant. Now repeat the chant you feel your students would simply be confused.
yourself, and clap out each syllable as you chant. Invite Key:
the students to join in.
1. trousers M 5. t-shirt L
Acknowledgement: Jazz chants 2. coat S 6. trousers S
3. jumper XL
I learnt how to create simple vocabulary jazz chants 4. skirt M
from watching a Youtube clip of Carolyn Graham,
author of Jazz Chants.
 Absolute Beginners
Unit 12
Key:
Transcript: Track 2 Do you have these trousers in medium, please?
1. Customer: Excuse me? Do you have this shirt in large, please?
Shop Assistant: Yes? Do you have these pyjamas in small, please?
Customer: Do you have these trousers Do you have this coat in extra large, please?
in medium, please?
18. Show the students a loyalty card and ask What’s
Shop Assistant: Certainly. Here they are. this? to elicit the response Card. If you feel comfortable
2. Customer: Excuse me? doing so, show the students a bankcard, saying This is
Shop Assistant: Yes? a bank card – repeat, please – bank card. Show other
Customer: Can I have this coat in a bank cards, one by one, saying Bank card each time.
small size, please? Then say I pay with these cards. Show the loyalty cards
again, saying I don’t pay with these cards. If you don’t
Shop Assistant: I’ll have a look for you.
feel comfortable doing this, use the images in Exercise 9
3. Customer: Excuse me? of the student worksheet to get the point across.
Shop Assistant: Yes?
19. Refer to Exercise 9. Point to each image and ask
Customer: Do you have this jumper in
Can you pay with this? Students should write yes or no
extra large? next to the image as appropriate.
Shop Assistant: I don’t think so, but I’ll just
Key:
check.
4. Customer: Excuse me? Ioyalty card – no; debit card – yes, credit card – yes;
Shop Assistant: Yes? cash – yes
Customer: Do you have this skirt in 20. Say Goodbye and wait for the students to say
medium, please? goodbye to you.
Shop Assistant: No, sorry, there are none left.
Notes for an interpreter – Part 1
5. Customer: Excuse me?
Shop Assistant: Yes? • Did the students understand the concept of
Customer: Can I have this t-shirt in size syllables, when the teacher clapped them out
large, please? and asked them How many …? Do they hear the
Shop Assistant: Certainly. Here it is. different syllables when a word is pronounced?
6. Customer: Excuse me? • Did the students understand the difference
Shop Assistant: Yes? between these and this (especially that, in
Customer: Do you have these trousers English, trousers are considered plural)?
in small, please? • Did the student understand the difference
Shop Assistant: No, sorry, we only have between a bank card and a loyalty card?
medium left.
• Is there anything needing clarification?
17. Refer to Exercise 8. Ask the students to listen • The students should continue adding new words
to the questions the customer asks in the first mini- to their vocabulary notebook.
TEACHER’S NOTES

dialogue again. Can they complete the missing letters? • The students should practise all the
Check their pronunciation. (Although other forms can
language covered as much as possible
be used, this question serves as a suitable model for
the students to produce when shopping.) before the next lesson.

Singular or plural?
The difference between these and this can be easily
explained by one / more than one, but trousers may
confuse students. Point out the two legs, and be
sure to ask the interpreter to explain, if you have
one available.
 Absolute Beginners
Unit 12

1 Name: __________________________ Date: ____________________

2
fefcoe
klmi
agusr
nnaaasb
cnckihe
drabe
ttpsooae
nregoa ucjei

3
WORKSHEET
 Absolute Beginners
Unit 12

1 _______________ 2 _______________ 3 _______________

4 _______________ 5 _______________ 6 _______________

WORKSHEET

7 _______________ 8 _______________ 9 _______________

 Absolute Beginners
Unit 12

E
S LU SMALL
M A :B E to fit 6-8-10
M R G £ 15.99
(12-14) JA OU AR
Y
P OL : L UK XL
C IZE GREEN SKIRT
T-SHIRT S £24.49
M n
ac io
m ill a
n Fash
£1

JUMPER | RED
£8
2

1. _______________________________________________________

2. _______________________________________________________
WORKSHEET

3. _______________________________________________________

4. _______________________________________________________
 Absolute Beginners
Unit 12

or ? S  M  L  XL

or ? S  M  L  XL

or ? S  M  L  XL

or ? S  M  L  XL

or ? S  M  L  XL
TEACHER’S NOTES

or ? S  M  L  XL
 Absolute Beginners
Unit 12

8
Do y _ _ h _ _ _ these t _ _ _ _ _ _ _ in
+M
m _ _ _ _ _, please?

Do y _ _ h _ _ _ this s _ _ _ _ in
+L
_ _ _ _ _, please?

Do y _ _ h _ _ _ these p _ _ _ _ _ _ in
+S
_ _ _ _ _, please?

Do y _ _ h _ _ _ this c _ _ _ in e _ _ _ _
+ XL
l _ _ _ _, please?

9 Pay? Yes or No?

DEBIT CARD

5769 0385 7304 5768

5768 5840 4930 9750 08/16 09/21
07/16 08/20
A. SIMPSON
CREDIT
A. SIMPSON

__________ __________ __________ __________

Goodbye.
WORKSHEET
 Absolute Beginners

#
FLASHCARDS
 Absolute Beginners

#
SHIRT TROUSERS

COAT T-SHIRT
FLASHCARDS
 Absolute Beginners

#
FLASHCARDS
 Absolute Beginners
Unit 12

#
SKIRT JUMPER

SOCKS PYJAMAS
FLASHCARDS
 Absolute Beginners

#
SHOES
FLASHCARDS
 Absolute Beginners
Unit 13

Level: Beginners
Age: Adults
Time: Approx. 90 – 120 minutes
Language objectives: Active: revision (family, his, her, their); present continuous; time; home (bedroom,
bathroom, kitchen, living room, bed, shower, kettle, sofa, watch, drink); stressed syllables.
Materials: Unit 13: one copy of the worksheet per student; one set of flashcards (BEDROOM, BATHROOM,
KITCHEN, LIVING ROOM). Materials from Unit 7: one set of the family flashcards (SARAH, JOE, HELEN, CHARLIE)..

themselves in a line so that the four cards go from head

Notes for an interpreter – Part 1
to toe. As the first time will act as a demonstration, take in
• Ask if there were any misunderstandings from the cards, redistribute the sets and repeat the activity two
Unit 12. or three times.
• Ask them to explain to the students that 3. Next, pointing to each article of clothing as you
each lesson will now focus on an aspect of speak, say (for example) Today I’m wearing a white
everyday life. This is to help prepare them for shirt, black trousers, black socks and black shoes. Ask
a confident student What are you wearing today? and
living in the UK.
provide the names of any clothes that have not yet been
• Ask them to explain that the topic of home is to covered in the course.
be covered in Unit 13, as it will be easier for the 4. Put the students in pairs, standing and facing each
students if they know what to expect. other. Mime looking at one of them carefully top to toe
• Ask if they can return at the end of the lesson to before saying (for example) You’re wearing a red t-shirt,
clarify, if necessary, any language items. a white skirt and white shoes. Invite the students to look
• If they are not available at the end of the lesson, at their partner in the same way, but put them back to
agree on the best means of communication with back before asking them to tell each other what they are
the teacher. wearing. Monitor and provide vocabulary as necessary.
Change pairs and repeat the activity. At the end, go over
Before the lesson any new vocabulary arising from the activity.
• Write the following words on individual cards, and 5. Refer to Exercise 1 on the student worksheet. Ask
put them in three sets, as follows: 1. t-shirt, skirt, the students to write their name and the date in the
socks, shoes. 2. shirt, trousers, socks, shoes. 3.
spaces provided.
jumper, trousers, socks, shoes. (This is enough for
three groups of four students; if you are working with 6. Refer to Exercise 2. Ask the students to name the
a larger class, duplicate a set or two.) articles of clothing and then complete the sentences.
• Print out the new flashcards of bedroom, bathroom,
Key:
kitchen and living room and copies of the worksheet.
She is wearing a white coat, blue trousers and red shoes.
TEACHER’S NOTES

• Bring in, if possible, a toy clock. He is wearing a black and white shirt, black trousers
• Bring in the flashcards of the family from Unit 7 (Joe, and black shoes.
Sarah, Charlie and Helen). They are wearing red t-shirts.
Procedure She is wearing blue pyjamas.
He is wearing a green shirt, blue trousers and
1. When the students enter, smile and say Hello, how brown shoes.
are you? and wait for an appropriate response. Ask the
students What’s the date today? and write it on the board. 7. On the toy clock, put the hands to two o’clock.
2. Divide the students into groups of four. Hand out the (Draw it on the board if you don’t have a toy clock.) Say
sets of cards to the groups, so that each student in every What time is it? and wait in case one of the students
group gets one card with an item of clothing written on it. knows the answer. If nobody answers, say It’s two
Using gesture, ask the students in each group to arrange o’clock. Repeat the process until the students are
 Absolute Beginners
Unit 13
comfortable with the form. Encourage them to also ask 14. Show the flashcard of the living room again. Revise
the question. Write both the question and a sample the word living room and, pointing to the sofa, say Sofa
answer on the board. – repeat, please – sofa. Repeat this procedure with the
word television. Next ask What are the family doing?
8. Refer to Exercise 3. Give the students time
Wait to see if any student makes an attempt, before
to complete the answers. (You should clean the
modelling the possible answers (They’re watching
board beforehand!)
television, They’re drinking tea, They’re eating biscuits.)
Key: What time is it? Six o’clock; four o’clock; seven
o’clock; ten o’clock; one o’clock 15. Display the four flashcards of rooms where all the
students can see them, for example on the board or on
9. Show the flashcards of the four family members.
a table. Invite students to volunteer statements about
Revise family vocabulary, along with his, her and their,
the pictures. If no statements are forthcoming, then
by asking questions like What’s her name?, What’s
prompt with the same questions as above. When a true
his son’s name? and so on. He is wearing a t-shirt,
statement is made, in correct English, invite a student
trousers and shoes.
to write it on the board. At the end of the activity, the
10. Show the flashcard of the bedroom and ask What sentences should appear in random order.
time is it? When that question has been answered,
16. Refer to Exercise 4. Ask students to copy the
gesture to show that you are referring to the whole picture
sentences from the board, placing them next to the
and say It’s a bedroom – repeat, please – bedroom.
appropriate picture. So, for example, under the picture
Follow the same procedure for the other new flashcards.
of the bedroom, the following sentences could be
11. Show the flashcard of the bedroom again. Revise written: This is Helen’s bedroom. Helen is Charlie’s
the words bedroom, table and chair. Next, pointing to sister. It’s six o’clock. She’s sleeping in her bed.
the bed, say Bed – repeat, please – bed. Say This is
17. Write the following words on the board – kitchen,
Helen’s bedroom and point to the flashcard of Helen to
bathroom, shower, drinking, biscuits, breakfast, Charlie
remind them who she is. Next ask Who is Helen? (the
– and then play Track 1, or read out the transcript. Ask
answer could be She’s Charlie’s sister or She’s Joe
how many sounds are in each word. When the correct
and Sarah’s daughter) then follow up by asking, What
answer (two) is given, demonstrate by clapping and
is Helen doing? Point from Helen to the bed on the
writing Oo that the first sound is stressed.
bedroom flashcard, and repeat the question. Wait to
see if any student makes an attempt before modelling Track 1 Transcript:
the answer She’s sleeping.
kitchen
12. Show the flashcard of the bathroom again. Revise bathroom
the word bathroom and, pointing to the shower, shower
say Shower – repeat, please – shower. Point to the drinking
flashcard of Joe to remind them who he is. Next ask biscuits
“What is Joe doing?” Point from Joe to the shower breakfast
TEACHER’S NOTES

on the bathroom flashcard, and repeat the question. Charlie

Wait to see if any student makes an attempt before
modelling the answer He’s having a shower.
18. Now write the word repeat and play Track 2, or
13. Show the flashcard of the kitchen again. Revise the read out the transcript. Ask how many sounds there
word kitchen. Point to the kettle on the stove, say Kettle are. Demonstrate by clapping that the stress pattern is
– repeat, please – kettle. Ask What is Sarah doing? different and write oO on the board to illustrate this.
Point from Sarah to the kettle, and then to the coffee
image on the kitchen flashcard, and repeat the question. Track 2 Transcript:
Wait to see if any student makes an attempt before repeat
modelling the answer She’s making a cup of coffee. repeat
 Absolute Beginners
Unit 13
19. Refer to Exercise 5. Ask the students to write the
words under the correct symbol.
Key:
Oo – kitchen, bathroom, shower, drinking, biscuits,
breakfast, Charlie.
oO – repeat

20. Say Goodbye and wait for the students to say

goodbye to you.

Notes for an interpreter – Part 1

• Did the students understand that not all syllables
have the same stress when spoken in English?
• Is there anything needing clarification?
• The students should continue adding new words
to their vocabulary notebook.
• The students should practise all the language
covered as much as possible before the
next lesson.
TEACHER’S NOTES
 Absolute Beginners
Unit 13

1 Name: __________________________ Date: ____________________

She is wearing a white c     , b     

trousers, and r      s     .

He is wearing a       and       shirt,

b           and            .

They are wearing            .

She is wearing                .

                      

                     
                     
WORKSHEET

I am wearing                       
                            
 Absolute Beginners
Unit 13

3 W_ _ _ t _ _ _ i _ i _?

                                  

4
WORKSHEET
 Absolute Beginners
Unit 13
WORKSHEET
 Absolute Beginners
Unit 13

5 Oo oO

________________________________ ________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
WORKSHEET

Goodbye.
 Absolute Beginners

#
FLASHCARDS
 Absolute Beginners

BEDROOM

BATHROOM
FLASHCARDS
 Absolute Beginners

#
FLASHCARDS
 Absolute Beginners

KITCHEN

LIVING ROOM
FLASHCARDS
 Absolute Beginners
Unit 14

Level: Beginners
Age: Adults
Time: Approx. 90 – 120 minutes
Language objectives: Active: revision (rooms; present continuous; days of the week); present simple; time (2);
stressed syllables (2); places to visit (park; museum; cinema; beach; church; mosque; market). Passive: none.
Materials: Unit 14: one copy of the worksheet per student; one set of the new place flashcards (PARK, MUSEUM,
CINEMA, BEACH, CHURCH, MOSQUE, MARKET); one set of the new room flashcards per pair of students
(BEDROOM, BATHROOM, KITCHEN, LIVING ROOM). Materials from Unit 13: one set of the original room
flashcards (BEDROOM, BATHROOM, KITCHEN, LIVING ROOM). Materials from Unit 11: one copy of the
SUPERMARKET flashcard. Materials from Unit 7: one set of the family flashcards (SARAH, JOE, HELEN, CHARLIE).
2. Hold the new flashcard of the living room, with the
Notes for an interpreter – Part 1
picture facing you and not the students. Say the first
• Ask if there were any misunderstandings from
sentence, It’s a living room, and draw a picture of a room
Unit 13.
with a sofa and a television in it on the board. Then
• Ask them to explain to the students that each say, It’s seven o’clock, and add a clock with the hands
lesson will now focus on an aspect of everyday showing seven o’clock to the board drawing. Next say
life. This is to help prepare them for living in Charlie’s in the living room. He’s watching television and
the UK. draw a boy watching television. Hopefully the students
• Ask them to explain that the topic of out and about now have the idea of what a picture dictation is.
is to be covered in Unit 14, as it will be easier for
3. Put the students into pairs, and give one person
the students if they know what to expect.
in each pair the picture of the kitchen. Demonstrate
• Ask if they can return at the end of the lesson to that it must be hidden from their partner. Give the other
clarify, if necessary, any language items. students a sheet of A4 paper and monitor the activity,
• If they are not available at the end of the lesson, helping with vocabulary if necessary.
agree on the best means of communication with
4. Students should now change roles and repeat the
the teacher.
activity with the picture of the bedroom.
Before the lesson 5. On the toy clock, put the hands to two o’clock.
• Print out the new, updated flashcards of bedroom, (Draw it on the board if you don’t have a clock.)
bathroom, kitchen and living room (one set per Say What time is it? and wait for the answer It’s two
pair of students) along with one set of the new o’clock. Repeat the process, introducing minutes. For
flashcards of place (park, museum, cinema, example, 2.05, 2.10, 2.15 and so on until the students
beach, church, mosque, market) and copies of the are comfortable with the form. Encourage them to also
worksheet.
ask the question. Write both the question and sample
TEACHER’S NOTES

• Bring in the supermarket flashcard from Unit 11. answers on the board.
• Bring in the flashcards of the family from Unit 7 (Joe,
Sarah, Charlie and Helen). Telling the time
• Bring in, if possible, a toy clock. At this level, the form two-o-five, two ten, two fifteen,
• Bring in blank sheets of A4 paper. etc is sufficient and is the least complicated way of
telling the time.
Procedure
1. When the students enter, smile and say Hello, how 6. Refer to Exercise 1 on the student worksheet. Ask
are you? and wait for an appropriate response. Ask the the students to write their name and the date in the
students What’s the date today? and write it on the board. spaces provided.
 Absolute Beginners
Unit 14
7. Refer to Exercise 2. Give the students time to 14. Hold up the new flashcards of place, one by one, to
complete the answers. (You should clean the board revise the vocabulary. Clap out the number of syllables
beforehand!) and ask students How many? for each word. For words
Key: What time is it? six o’clock, eleven thirty, seven of more than one syllable, elicit the stress pattern. Ask
thirty-five, one fifty, four ten the students to write the stress pattern next to the word
on their worksheet.
8. Hold up the new flashcard of Charlie in the living
room. Ask What’s Charlie doing? to elicit the response Key:
park
He’s watching television. Next ask What time is it? again
to establish that it is seven o’clock. Emphasising the first museum (oOo)
word, now, say Now, it’s seven o’clock and Charlie is cinema (Ooo)
watching television. Then, emphasising the first words, beach
every day, say Every day, at seven o’clock, Charlie church
watches television. Write the headings NOW and mosque
EVERY DAY on the board and write the two sentences market (Oo)
under the appropriate heading. Ask the students to read
15. Refer to Exercise 5. Allow students time to
the sentences aloud and monitor their pronunciation.
complete the sentences. The last sentence is there to
9. Repeat the above process with the other emphasize the difference between every day and, for
room flashcards. example, every Saturday.
Key (suggested answers): Key:
Living room – Now, it’s seven o’clock and Charlie Every Saturday I go to the park.
is watching television. Every day, at seven o’clock,
Charlie watches television. Every Sunday I go to church.
Bedroom – Now, it’s eleven o’clock and Sarah is Every Monday I go to the market.
sleeping in her bed. Every day, at eleven o’clock Sarah Every Tuesday I go to the museum.
sleeps in her bed. Every Wednesday I go to the cinema.
Bathroom – Now, it’s eight o’clock and Helen is having a
Every Thursday I go to the beach.
shower. Every day, at eight o’clock, Helen has a shower.
Kitchen – Now, it’s three o’clock and Joe is drinking Every Friday I go to the mosque.
tea. Every day, at three o’clock, Joe drinks tea. Every day I go to bed.
10. Refer to Exercise 3. Ask the students to copy the
sentences from the board in the appropriate place. 16. Refer to Exercise 6. Show the flashcard of the
cinema and ask them What is this? Mime that they
11. Write the words EVERY SATURDAY on the board are going to listen to a cinema recording which gives
and attach the flashcard of the supermarket next to it. Say the times of three films. Say the names of the films
Every Saturday I go to the supermarket – repeat, please two or three times so that the students are familiar
– every Saturday I go to the supermarket. Invite some with the pronunciation. Play the recording, Track 1,
confident students to repeat the sentence individually to
TEACHER’S NOTES

and ask What time is Casablanca on? If necessary,

check the pronunciation. play the recording again. Repeat the process for the
12. Remove the supermarket flashcard and replace it other two films.
with the one of the park. Say Every Saturday I go to the
park – repeat, please – every Saturday I go to the park. Transcript:
Continue introducing the new vocabulary of places in this Regal Cinema, Thursday the third of November.
way. Vary the sentences slightly by changing SATURDAY Today’s performances are:
to other days of the week. Rebecca – 2.15
13. Refer to Exercise 4. Ask the students to label the The Third Man – 4.30
pictures, encouraging the students to ask Spell, please? Casablanca – 6.45
Monitor the students. Write, or invite a student to write,
the new words on the board.
 Absolute Beginners
Unit 14
17. Refer to Exercise 7. Ask the students to answer
the questions alone before comparing with a partner.
Finally, go over the answers as a group.
Key:
The park – open 5am, closed 10pm
The museum – open 10am, closed 6pm, open
Wednesday, closed Monday

18. Say Goodbye and wait for the students to say

goodbye to you.

Notes for an interpreter – Part 2

• Did the students understand the effect that the
difference between now and every day has on
the form of the verb?
• Did the students understand the difference
between every day and every Saturday?
• Is there anything needing clarification?
• The students should continue adding new words
to their vocabulary notebook.
• The students should practise all the language
covered as much as possible before the
next lesson.
TEACHER’S NOTES
 Absolute Beginners
Unit 14

1 Name: __________________________ Date: ____________________

2 W_ _ _ t _ _ _ i _ i _?

             

      
WORKSHEET

             
 Absolute Beginners
Unit 14
3

NOW

EVERY DAY

NOW
WORKSHEET

EVERY DAY
 Absolute Beginners
Unit 14

NOW

EVERY DAY

NOW
WORKSHEET

EVERY DAY
 Absolute Beginners
Unit 14

________________________________

________________________________

________________________________

________________________________

________________________________
WORKSHEET

________________________________

________________________________
 Absolute Beginners
Unit 14

Every Saturday I go to the       .

E S I go to       .

E      M      I go to          .

E      T      I go to           .

E      W      I go to           .

E      T      I go to           .

E      F      I go to           .

WORKSHEET

E      d    I go to        .

 Absolute Beginners
Unit 14

The Casablanca
Third
Man
Rebecca
TIME?        TIME?        TIME?       

BRITISH MUSEUM
Admission free
Opening times:
Tuesday–Sunday 10am–6pm
Closed Monday

The British Museum is a charity.

Please give today.

When does the park open? When does the museum open?
                     

When does the park close? When does the museum close?
                   

Is the museum open on Wednesday?    

Is the museum open on Monday?    

WORKSHEET

Goodbye.
 Absolute Beginners

#
NOW

EVERY DAY

NOW
FLASHCARDS

EVERY DAY
 Absolute Beginners

BEDROOM

BATHROOM
FLASHCARDS
 Absolute Beginners

#
NOW

EVERY DAY

NOW
FLASHCARDS

EVERY DAY
 Absolute Beginners

LIVING ROOM

KITCHEN
FLASHCARDS
 Absolute Beginners

#
FLASHCARDS
 PARK CINEMA
Absolute Beginners

MUSEUM
BEACH
FLASHCARDS
 Absolute Beginners

#
FLASHCARDS
 MOSQUE MARKET
Absolute Beginners

CHURCH
FLASHCARDS
 Absolute Beginners
Unit 15

Level: Beginners
Age: Adults
Time needed: 90–120 minutes
Language objectives: Active: consolidation; usually. Passive: shoe shop.
Materials: Unit 15: one copy of the worksheet per student; one set of the Pelmanism cards. Materials from
Unit 14: one set of the room flashcards (BEDROOM, BATHROOM, KITCHEN, LIVING ROOM). Materials
from Unit 13: one set of the original room flashcards (BEDROOM, BATHROOM, KITCHEN, LIVING ROOM).
Materials from Unit 12: one set of flashcards (TROUSERS, SHIRT, T-SHIRT, COAT, JUMPER, SKIRT,
PYJAMAS, SOCKS, SHOES). Materials from Unit 11: one set of flashcards (SALT, SUGAR, EGGS, SOFT
DRINK, SHOPPING LIST, SUPERMARKET, RECEIPT). Materials from Unit 10: one set of flashcards (TRAIN
STATION, TICKET). Materials from Unit 9: one copy of the TRAIN, BUS, CAR, PLANE, TAXI flashcards.
Materials from Unit 6: one set of flashcards (CHICKEN, FISH, BREAD, MEAT, PASTA, RICE, WINE, SALAD,
JUICE, BEER, CARROT, ORANGE, POTATO). Materials from Unit 4: one set of flashcards (APPLE, BANANA,
SANDWICH, BISCUIT). Materials from Unit 3: one set of flashcards (COFFEE, TEA, MILK, WATER).

• Bring in the transport flashcards (TRAIN, BUS,

Notes for an interpreter – Part 1
CAR, PLANE, TAXI, TRAIN STATION, TICKET).
• Ask if there were any misunderstandings from
Unit 14. Procedure
• Ask them to explain to the students that 1. When the students enter, smile and say Hello,
this lesson is a consolidation of past units, how are you? and wait for an appropriate response.
especially Units 11 to 14. Ask the students What’s the date today? and write it
• Ask if they can return at the end of the lesson to on the board. Ask What time is it? and write that on
clarify, if necessary, any language items. the board too.

• If they are not available at the end of 2. Quickly revise the vocabulary of rooms in a house.
the lesson, agree on the best means of 3. Tell the students that you are going to describe
communication with the teacher. your own house. Draw a basic plan of your own house
or flat (either truthfully or a fictitious one!) on the
Before the lesson
board. Describe it, saying, for example, There are two
• Print out the Pelmanism cards and copies of the bedrooms, a living room, a kitchen and a bathroom in
worksheet.
my house. This is my kitchen. This is my living room.
• Bring in blank sheets of A4 paper. Label the rooms and introduce any new vocabulary as
• Bring in the two sets of room flashcards it arises.
(BEDROOM, BATHROOM, KITCHEN, LIVING
4. Hand out sheets of blank A4 paper. Students
ROOM) from Unit 13 and 14.
TEACHER’S NOTES

should now draw a plan of their own house or flat.

• Bring in the clothes flashcards (TROUSERS, Working in pairs, they should now describe their own
SHIRT, T-SHIRT, COAT, JUMPER, SKIRT,
house or flat to their partner, following your example.
PYJAMAS, SOCKS, SHOES).
Circulate and provide any new vocabulary as required.
• Bring in the food and drink flashcards (COFFEE,
TEA, MILK, WATER, APPLE, BANANA, 5. At the end of the activity, review the new
SANDWICH, BISCUIT, CHICKEN, FISH, BREAD, vocabulary with the whole class.
MEAT, PASTA, RICE, WINE, SALAD, JUICE,
BEER, CARROT, ORANGE, POTATO, SALT, 6. Refer to Exercise 1 on the student worksheet. Ask
SUGAR, EGGS, SOFT DRINK, SHOPPING LIST, the students to write their name and the date in the
SUPERMARKET, RECEIPT). spaces provided.
 Absolute Beginners
Unit 15
7. Refer to Exercise 2. Ask the students to write If possible, say a similar sentence about one or
sentences describing their house or flat. Circulate and two of the students. For example: Thomas usually
help as necessary. wears black trousers, and today he is wearing black
trousers or Shazia usually wears a sari, and today
8. Hold up the flashcards of rooms from Units 13 and
she is wearing a sari. Ask the students to repeat the
14. Revise describe rooms and what the people are
sentences and write them on the board. Isolate the
doing. If the students find this easy, stop after a couple
word usually and give a basic idea of its meaning by
of rooms.
saying something like I wear trousers on Monday,
9. Refer to Exercise 3. Ask the students to complete Tuesday, Wednesday, Thursday, Saturday, Sunday but
the sentences describing the pictures. They should NOT Friday, so I USUALLY wear trousers.
then compare their answers with a partner before the
group correction. Usually
Key: The adverbs of frequency will be formally introduced
This is Helen’s bedroom. It is ten o’clock. She’s sleeping. in Unit 17, and so a basic understanding of usually
This is their kitchen. It’s three thirty. They are drinking tea. as a concept is sufficient at this stage.
This is their bathroom. It’s seven forty five. Charlie’s
having a shower. 14. Refer to Exercise 4. Ask the students to complete
This is their living room. It’s nine fifteen. Sarah’s the sentences. They should then compare their
watching television. answers with a partner before the group correction.
10. Arrange the Pelmanism cards face down on the Key:
table, with the picture ones placed randomly on one Sarah usually wears a white shirt and a black skirt, but
side and the ones with the written word on the other. today she’s wearing a white t-shirt and a green skirt.
Demonstrate turning over a card from each side, and Joe usually wears a blue jumper and brown trousers,
make a show of naming the picture one and reading but today he’s wearing a red jumper and blue trousers/
jeans.
out the written word on the other. If they don’t match,
carefully put them back, face down, in their original Charlie usually wears a blue coat and brown shoes, but
today he’s wearing a green coat and red shoes.
place. Keep trying (you can also invite confident
Helen usually wears a yellow shirt and a blue skirt, but
students to try) until a match is found. Then make a
today she’s wearing a blue dress.
show of being pleased with the success and placing
the pair on the table in front of you. Continue until all 15. Place all the flashcards you’ve brought in (rooms,
students have understood the game. clothes, food and drink, and transport) in a pile in
11. Set up a new game and let students take turns to the middle of the table, picture side up. Make sure
play. When there are no cards left, count the number of the cards are mixed so that the students cannot
pairs each student has. The winner is the one with the anticipate what card will be next. Students take it in
most pairs. turns to name the item on the top card. Make sure it is
pronounced correctly. If they are wrong, the card goes
TEACHER’S NOTES

12. In turns, ask the students to describe what another

to the bottom of the pack; if they are right they keep
student is wearing. Continue until all students have
the card. The winner is the one with the most cards at
been described. (Start the activity by describing what
the end of the game.
a confident student is wearing. The last student will
describe what you are wearing. It may help to have 16. Refer to Exercise 5. Play the audio file, Track 1, and
students in a circle for this activity, so it is obvious allow students time to compare their answers before
whose turn is next.) playing the file again. Check the answers as a group.
Key:
13. Following the model I usually wear a shirt and
Every Saturday Mary buys meat, vegetables, soft
trousers, and today I’m wearing a shirt and trousers, drinks and biscuits.
tell the students something true about the way you Sarah usually shops on Monday.
usually dress and the way you are dressed today. Today Sarah is buying chocolate and orange juice.
 Absolute Beginners
Unit 15

Transcript 3. A: Hello.
Sarah: Hello, Mary. How are you? B: Hello, how are you today?
Mary: Hi, Sarah. I’m fine thanks. How are you? A: Fine, thanks.
And the family? B: Do you need any bags?
Sarah: We’re all very well, thanks. Are you doing A: Yes. Two, please.
the weekly shop, Mary? B: Do you have a clubcard?
Mary: Yes, every Saturday I buy all the meat, A: No, I don’t.
vegetables, soft drinks and biscuits for the B: OK, that’s £23.46, please.
week. And you, Sarah? 4. A: Can I help you?
Sarah: I usually shop on Monday, but today I’m B: Can I try these shoes in a size 36, please?
buying chocolate and orange juice for A: Certainly.
Helen. She’s going to the park to play 5. A: Can I have two kilos of potatoes, one kilo
football this afternoon. of carrots and one kilo of onions, please?
Mary: Good for her! I’ll let you get on, then. Nice B: Certainly. So that’s one kilo of carrots
seeing you, Sarah. Goodbye. and onions and … How many potatoes
Sarah: Goodbye. See you soon. did you say?
A: Two kilos.
17. Refer to Exercise 6. Give the vocabulary shoe B: Here you are.
shop for the first picture, and quickly check the names A: Thanks.
of the other places. Play the first dialogue of Track 2 6. A: Can I help you?
and ask Where? Elicit the reply Station and ask the B: I’d like two tickets to the film Rebecca, please.
students to write the number 1 under the picture of A: Certainly. It starts in fifteen minutes.
a station. Play the other dialogues without pausing. B: Great. Thanks.
Students should then compare their answers with a
partner before the group correction. 18. Say Goodbye and wait for the students to say
goodbye to you.
Key:
shoe shop – 4 museum – 2 Notes for an interpreter – Part 2
market – 5 cinema – 6
supermarket – 3 train station – 1 • Did the students understand the word usually?
• Is there anything needing clarification?
Transcript:
• The students should continue adding new
1. A: How can I help you?
words to their vocabulary notebook.
B: A return ticket to London, please.
• The students should practise all the
A: Are you coming back today?
language covered as much as possible
B: Yes.
before the next lesson.
TEACHER’S NOTES

A: That’s £11.60, please.

B: Can I pay by card?
A: Certainly.
2. A: Can I help you?
B: Does it cost anything to visit the museum?
A: No, it’s free.
B: What time does it close?
A: At five o’clock. You’ve plenty of time.
B: Thanks.
 Absolute Beginners
Unit 15

1 Name: __________________________ Date: ____________________

My house
                               
                               
WORKSHEET

                               
                               
                               
 Absolute Beginners
Unit 15
3

This is Helen’s b . It is o’ .
S ’ s .
WORKSHEET

This is their k . It’s three t .

They are d t .
 Absolute Beginners
Unit 15

This is their b . It’s s f

f . Charlie’ h a s .
WORKSHEET

This is their l r . It’s n f .

Sarah’ w t .
 Absolute Beginners
Unit 15

usually wears and but today

she's wearing and .

u      w    and

but t    he's w     and .

            and but

              and .

            and

WORKSHEET

but                 .

 Absolute Beginners
Unit 15

Every Saturday Mary buys

     ,      ,    
      and       .

Sarah usually shops on      

Today Sarah is buying      
and             .

                   

                   

WORKSHEET

Goodbye.
 Absolute Beginners
Unit 15

#
SHIRT TROUSERS COAT

T-SHIRT SKIRT JUMPER SOCKS

PELMANISM CARDS

PYJAMAS SHOES
 Absolute Beginners
Unit 16

Level: Beginners
Age: Adults
Time needed: 90–120 minutes
Language objectives: Active: to be ill; I’ve got a fever / sore head / throat / stomach / back / leg / foot; aspirin;
syrup; cream; doctor; nurse; receptionist; health centre; introduction to sentence stress. Passive: When I’ve got
… I take; put cream on; too.
Materials: Unit 16: one copy of the worksheet per student; one set of flashcards (DOCTOR, NURSE,
RECEPTIONIST, HEALTH CENTRE, THERMOMETER, ASPIRIN, THROAT SYRUP, ANTISEPTIC CREAM.)

Notes for an interpreter – Part 1 Procedure

• Ask if there were any misunderstandings from 1. When the students enter, smile and say Hello,
Unit 15. how are you? and wait for an appropriate response.
• Ask them to explain to the students that each Ask the students What’s the date today? and write it
lesson will now focus on an aspect of everyday life. on the board. Ask What time is it? and write that on
This is to help prepare them for living in the UK. the board too.

• Ask them to explain that the topic of At the 2. Mime being ill and looking at your temperature on
health centre is to be covered in Unit 16, as it the thermometer. Make a show of being feverish and say
will be easier for the students if they know what I’m ill. I’ve got a fever. I need to see a doctor. Hold up
to expect. the flashcard of a doctor and repeat your statement. Ask
• Ask them to explain that this lesson will cover the students to repeat it, section by section, after you.
basic ailments and registering at a health 3. Point to your head and say Head – repeat, please
centre. Making an appointment will be covered – head. Repeat the process with the words throat,
in the next unit At the dentist. stomach, back, leg and foot.
• Ask them to check that the student is registered 4. Take the first sticky note and read the word on
with a health centre. it. Hold it up and invite a student to place it on the
• Ask them to stress that if the students have any corresponding part of the body silhouette. Repeat the
health concerns, they should ask the health process with the other five sticky notes.
centre to provide an interpreter to accompany
5. Mime having a sore head and say I’ve got a sore
them to their medical appointments at this stage.
head – repeat, please – I’ve got a sore head. Repeat
• Ask if they can return at the end of the lesson to the process for sore throat, sore stomach, sore back,
clarify, if necessary, any language items. sore leg and sore foot.
• If they are not available at the end of the lesson,
agree on the best means of communication with Sore vs ache
TEACHER’S NOTES

the teacher. As the expression I’ve got a sore … works for all
body parts, this is the form presented at this stage.
Before the lesson The term ache can be taught later. It could be
confusing at this stage.
• Print out the new flashcards of doctor, nurse,
receptionist, health centre, thermometer, aspirin,
throat syrup and antiseptic cream, and copies of 6. Hold up the aspirin and say Aspirin – repeat,
the worksheet. please – aspirin. Then say When I’ve got a sore head,
• Print out the two body silhouettes and attach I take aspirin.
them to the board, or to a wall that is easily visible 7. Hold up the throat syrup and say Throat syrup –
to all students.
repeat, please – throat syrup. Then say When I’ve got
• On sticky notes, write the following words: head, a sore throat, I take throat syrup.
throat, stomach, back, leg, foot.
 Absolute Beginners
Unit 16
8. Hold up the antiseptic cream and say Cream
– repeat, please – cream. Then say When I’ve got 16. Write the following words on the board: head,
a sore leg, I put cream on it. You may wish to also throat, stomach, back, leg, foot, doctor, receptionist,
repeat this with the word foot instead of leg, miming nurse, aspirin, syrup, cream. Clap out the syllables for
the action, to indicate the cream is not specific to one each word and ask the students How many? Write the
body part. appropriate symbols above the words, emphasizing
9. Refer to Exercise 1 on the student worksheet. Ask the stress in words of more than one syllable and
the students to write their name and the date in the the fact that aspirin only has two syllables in British
spaces provided. English.

10. Refer to Exercise 2. Ask the students to label the Key:

head – O
body parts.
throat – O
Key: head, throat, stomach, back, leg, foot stomach – Oo
back – O
11. Refer to Exercise 3. Ask the students to complete leg – O
the sentences as modelled by you at the beginning foot – O
of the lesson. This should be done orally first before doctor – Oo
allowing the students time to write the answers. receptionist – oOoo
nurse – O
Key: aspirin – Oo
I’m ill. I’ve got a fever. I need to see a doctor. syrup – Oo
I’ve got a sore head. When I’ve got a sore head, I cream – O
take aspirin.
I’ve got a sore throat. When I’ve got a sore throat, I 17. Write the following sentences on the board: I’ve
take throat syrup. got a sore back; He’s got a sore stomach; She’s got
I’ve got a sore leg. When I’ve got a sore leg, I put a fever. Clap out the syllables for each sentence and
cream on it. ask the students How many? Write the appropriate
12. Show the flashcard of the doctor again and say symbols above the sentences, emphasizing where the
He’s a doctor. He works at the health centre. Hold up stress is.
the flashcard of the health centre and say He works Key:
at the health centre. Where does he work? Wait for o o o O O – I’ve got a sore back.
a reply, helping and encouraging any attempt at an
o o o O Oo – He’s got a sore stomach.
answer. If necessary, repeat He works at the health
o o o Oo – She’s got a fever.
centre for the students to copy. 18. Refer to Exercise 5. Ask the students to write the
words and sentences under the appropriate symbols.
13. Show the flashcard of a nurse. Say She’s a nurse.
She works at the health centre too. Ask the students to 19. Refer to Exercise 6. Write 1. I’ve got a … on the
repeat the sentences. board and then play the first mini-dialogue. Invite a
TEACHER’S NOTES

confident student to complete the sentence on the

14. Show the flashcard of a receptionist. Say
board. Ask the students to repeat the sentence as a
Receptionist – repeat, please – receptionist. Then say
group before asking them to copy it on the first line on
She’s a receptionist. She works at the health centre
their worksheet. Play the second mini-dialogue and
too. Ask the students to repeat the sentences.
allow the students time to write the sentence I’ve got
15. Refer to Exercise 4. Ask the students to choose a sore stomach on the second line on their worksheet.
the correct words. Continue in the same way for the remaining mini-
dialogues. Carefully monitor the pronunciation during
Key:
the group correction phase.
He is a doctor. She is a nurse. She is a receptionist.
They work in a health centre.
 Absolute Beginners
Unit 16

Transcript
1. Doctor: Hello. What seems to be the problem?
Patient: I’ve got a sore back.
2. Doctor: Hello. How can I help?
Patient: I’ve got a sore stomach.
3. Doctor: Hello. What’s the matter?
Patient: I’ve got a sore foot.
4. Doctor: Hello. What brings you here?
Patient: I’ve got a fever.
5. Doctor: Hello. What seems to be the problem?
Patient: I’ve got a sore throat.
6. Doctor: Hello. What can I do for you?
Patient: I’ve got a sore head.

20. Refer to Exercise 7. Talk students through each

part, writing possible answers on the board. Carefully
monitor that the students write the appropriate
information in the correct place.
21. Say Goodbye and wait for the students to say
goodbye to you.

Notes for an interpreter – Part 2

• Did the students understand that sentences have
stressed syllables?
• Can they explain that a doctor can also be
called a GP and a health centre a GP surgery or
medical practice?
• Is there anything needing clarification?
• The students should continue adding new words
to their vocabulary notebook.
• The students should practise all the language
covered as much as possible before the next
lesson.
TEACHER’S NOTES
 Absolute Beginners
Unit 16

1 Name: __________________________ Date: ____________________

     

     

     

     

     
WORKSHEET

     
 Absolute Beginners
Unit 16
3
I'm .

I’ve got a .

I need to .

I’ve got a sore .

When I’ve got a ,

I take .

I’ve got a sore .

When I’ve got a ,

I take .

I’ve got a sore .

WORKSHEET

When I’ve got a ,

I put on it.
 Absolute Beginners
Unit 16

He/She is a doctor/nurse/receptionist.

He/She is a doctor/nurse/receptionist.

He/She is a doctor/nurse/receptionist.
WORKSHEET

They live/work in a

museum/health centre.
 Absolute Beginners
Unit 16

5
oOoo Oo O

                       

               

               

               

       

       

       
oooOO

                         
o o o O Oo

                         
o o o Oo

                         
WORKSHEET
 Absolute Beginners
Unit 16

6 1 I’ve got a                          .

2                            

3                            

4                            

5                            

6                            

7 PERSONAL DETAILS (ALL FIELDS MARKED* ARE MANDATORY)

Male* Female*

Date of Birth* · · Telephone

Title* Mobile

Surname* Email address

Forenames* Town of Birth*

Address*
Country of Birth*

Postcode*
WORKSHEET

Goodbye.
 Absolute Beginners
Unit 16

#
FLASHCARDS
 DOCTOR RECEPTIONIST
Absolute Beginners

NURSE HEALTH CARE

FLASHCARDS
 Absolute Beginners
Unit 16

#
FLASHCARDS

•
 THERMOMETER THROAT SYRUP
Absolute Beginners

ANTISEPTIC
ASPIRIN
CREAM
FLASHCARDS
 Absolute Beginners
Unit 16
BODY SILHOUETTES
 Absolute Beginners
Unit 17

Level: Beginners
Age: Adults
Time needed: 90–120 minutes
Language objectives: Active: adverbs of frequency; dentist; tooth/teeth; (emergency) appointment; she’s
paying. Passive: clean; open your mouth; a filling.
Materials: Unit 17: one copy of the worksheet per student; one set of flashcards (TOOTH, TEETH, DENTIST);
one copy of the photo of Alan one copy of the appointment card for each student. Materials from Unit 16: one
set of flashcards (DOCTOR, RECEPTIONIST).

Notes for an interpreter – Part 1 Procedure

• Ask if there were any misunderstandings from 1. When the students enter, smile and say Hello,
Unit 16. how are you? and wait for an appropriate response.
• Ask them to explain to the students that each Ask the students What’s the date today? and write it
lesson will now focus on an aspect of everyday on the board. Ask What time is it? and write that on
life. This is to help prepare them for living in the board too.
the UK. 2. Hold up the flashcard of the tooth and say Tooth –
• Ask them to explain that the topic of At the dentist repeat, please – tooth. Hold up the flashcard of teeth
is to be covered in Unit 17, as it will be easier for and say Teeth – repeat, please – teeth. Hold up the tooth
the students if they know what to expect. flashcard again and contrast the two by saying One
• Ask them to check that the student is registered tooth, but two, three, four… many teeth.
with a dental practice. 3. Mime having a sore tooth. Allow a short time to
• Ask them to explain that, although the majority see if any student wants to attempt to say Sore tooth. If
of NHS services are free, there is a charge nobody volunteers this, then say I’ve got a sore tooth.
(20% of cost) for anything more than a check-up Then hold up the flashcard of the dentist and say When
at the dentist. I’ve got a sore tooth, I need to see a dentist. Dentist –
• Ask if they can return at the end of the lesson to repeat please – dentist.
clarify, if necessary, any language items. 4. Point to 100% written on the board and say When
• If they are not available at the end of the lesson, I’ve got a sore tooth, I always go to the dentist. Write the
agree on the best means of communication with word ALWAYS under the 100% and ask the students to
the teacher. repeat the word.
5. Hold up the photo of Alan, the man without many
Before the lesson
teeth. Point to 0% on the board. Say This is Alan. He
• Print out the new flashcards of tooth, teeth, never goes to the dentist. Write the word NEVER under
TEACHER’S NOTES

dentist and copies of the worksheet.

the 0% and ask the students to repeat the word.
• Bring in the flashcards of doctor and receptionist
from Unit 16. 6. Point to 90% written on the board. Say something
true about what you usually wear, for example I usually
• Print out the photo of Alan.
wear trousers. Write the word USUALLY under the 90%
• Print out copies of the appointment card and cut and ask the students to repeat the word.
them up (you need for each student).
7. Point to 40% written on the board. Say something
• If possible, bring in a diary.
true about what you sometimes wear, for example
• On the board, write the following: 100% 90% 40% 0% I sometimes wear a white shirt. Write the word
SOMETIMES under the 40% and ask the students to
repeat the word.
 Absolute Beginners
Unit 17
8. Refer to Exercise 1 on the student worksheet. Ask Continue in the same way for the other chunks until
the students to write their name and the date in the you have the stress pattern for the whole sentence (o
spaces provided. O – o O o oOo – o o o Oo – o).
9. Refer to Exercise 2. Ask the students to complete 14. Refer to Exercise 5. Play the first dialogue and
the sentences so that they are true for them. ask the students When is the appointment? Repeat
the process for the following dialogues. After the last
10. Refer to Exercise 3. In this exercise, students turn
one has been played, mime extreme toothache and
the sentences in Exercise 2 into questions. Model the
say I have a very sore tooth. I need to see the dentist
first two questions to provide the example: Do you
today. I need an emergency appointment. Repeat,
often go to the doctor when you’re ill? and Do you often
please – emergency – repeat, please – an emergency
go to the park at the weekend? Write the questions
appointment. Write the word emergency on the board,
on the board and invite a confident student to ask you
clap out the number of syllables and write the stress
the questions. Answer using the form (for example) I
pattern (oOoo) above it. Add the words an before
always see the doctor when I’m ill and I sometimes go
and appointment after, clap out and write the stress
to the park at the weekend. Ask the students to prepare
pattern for the expression (ooOoooOo). Play the last
and write the other questions on the worksheet.
dialogue again.
Circulate and monitor as they write.
Key: Do you often go to the doctor when you’re ill?; Transcript – Track 1
Do you often go to the park at the weekend?; Do
you often go the museum on Sunday?; Do you often 1. Caller: Hello. I’d like to make an appointment
go to church on Sunday?; Do you often go to the to see the dentist, please.
supermarket on Wednesday?; Do you often go to the Receptionist: Certainly. Who’s your dentist?
market on Saturday?; Do you often go to the mosque Caller: Dr. Mitchell.
on Friday?; Do you often go to the dentist when you Receptionist: How about Monday at 2 o’clock?
have a sore tooth?; Do you often taken an aspirin
Caller: That’s fine.
when you have a headache?
2. Caller: Hello. I’d like to make an appointment
11. Refer to Exercise 4. In pairs, ask the students to
to see the dentist, please.
ask their partners the questions from Exercise 3 and
Receptionist: Certainly. Who’s your dentist?
complete the sentences using the information given by
Caller: Dr. Mitchell.
their partner.
Receptionist: How about Tuesday at 11 o’clock?
12. Hold up the flashcards of the dentist and the Caller: That’s great.
receptionist and quickly revise the vocabulary. Now
3. Caller: Hello. I’d like to make an appointment
hold up the flashcard of the receptionist again.
to see the dentist, please.
Say I need to see a dentist, so I need to make an
Receptionist: Certainly. Who’s your dentist?
appointment with the receptionist. If you have a diary,
Caller: Dr. Mitchell.
mime looking for a free space in it. Say When I need
Receptionist: How about Friday at 10.20?
TEACHER’S NOTES

to make an appointment, I say, ‘I’d like to make an

Caller: That’s fine.
appointment to see the dentist, please.’ Repeat, please
– ‘I’D LIKE – TO MAKE AN APPOINTMENT – TO SEE 4. Caller: Hello. I’d like to make an emergency
THE DENTIST – PLEASE’. As this is a fairly lengthy appointment, please.
statement, break it down into the suggested chunks to Receptionist: I have today at 3.30?
make it more manageable for the students. When the Caller: That’s great. Thanks.
students have tried each chunk a few times, write the
sentence on the board. 15. Play one of the first three dialogues again, line by
line, and invite a confident student to write it on the
13. Clap out the syllables for I’d like and ask How
blackboard. This will serve as a prompt in the next activity.
many? Write the stress pattern o O above the words.
 Absolute Beginners
Unit 17
16. Hand out the appointment cards. The students
Caller: Dr. Mitchell.
should mingle, asking each other for appointments until
Receptionist: Let me just have a look … I have
their appointment card is full. Demonstrate asking for
Monday 23rd at 2 pm?
an appointment with a confident student, saying Hello.
Caller: That’s great.
I’d like to make an appointment to see the dentist on
Receptionist: Can I have your name, please?
Monday, please, then writing their name down on your
Caller: Julie Donaldson.
own appointment card on the first line and showing the
Receptionist: Can you spell your surname, please?
students what you’ve done. Gesture that they should
Caller: D-O-N-A-L-D-S-O-N.
stand up, mingle and do the same.
Receptionist: Right, so that’s you booked in for
Appointment cards Monday 23rd at 2pm.
Caller: Thank you.
This activity is not a role-play, as students are only
required to practice asking for appointments. This 2. Julie: Hello. I have an appointment to see
puts the focus solely on the language that is useful Dr Mitchell.
for them without the complication of taking the part
Receptionist: Certainly. Can you give me your
of a receptionist.
name, please?
Caller: Donaldson – Julie Donaldson.
17. Refer to Exercise 6. Taking each photo in turn, ask
Receptionist: Ah, yes. He’ll be with you in a few
the students what they can see as follows:
minutes. Just take a seat and I’ll call
• Photo 1: Who’s this? (Dentist.) you when he’s ready.
What’s he saying? (Hello.) Julie: OK.
• Photo 2: This is the receptionist and a woman who
3. Dentist: Hello Mrs Donaldson. How are you?
is paying. What’s she doing? – repeat, please –
Julie: Very well, thanks.
she’s paying the receptionist.
Dentist: Have you had any problems since I
• Photo 3: Who’s this? (Receptionist.) last saw you?
What’s she saying? (Hello.) Julie: No, everything’s been fine.
• Photo 4: Who’s this? (Dentist.) What’s he saying? Dentist: Good, good. Well, sit down in the
– He’s saying, ‘Open your mouth’ – repeat, please chair and I’ll have a look.
– ‘Open your mouth’. Mime opening your mouth. If
4. Dentist: Now then, Mrs Donaldson. If you will
you feel it to be appropriate, you can introduce the
just open your mouth … That’s good
words X-ray, filling and other dental-related words
at this point. … Can you open a little wider, please?

• Photo 5: What’s the woman doing? 5. Dentist: Well, that all seems fine now. Just
(Making an appointment.) that one small filling. Can you make
• Photo 6: Who’s this? (Dentist.) an appointment to see me again in
What’s he saying? (Goodbye.) six months.
TEACHER’S NOTES

Julie: OK. Thanks very much. Goodbye.

18. Play the first dialogue and ask Which picture?
When the correct picture has been identified, ask the 6. Receptionist: Would you like to pay now?
students to write the number 1 in the space provided. Julie: Yes, of course. How much is it?
Repeat the process for the remaining dialogues. Receptionist: £23.50, please.
Julie: Can I pay by card?
Transcript – Track 2 Receptionist: Certainly, I’ll just get the machine.
1. Caller: Hello. I’d like to make an Here you are …
appointment to see the dentist for a
Key: first image – 3; second image – 6; third image –
check-up, please.
2; fourth image – 4; fifth image – 1; sixth image – 5
Receptionist: Certainly. Who’s your dentist?
 Absolute Beginners
Unit 17
19. Say Goodbye and wait for the students to say
goodbye to you.

Notes for an interpreter – Part 2

• Did the students understand what happens at
a dental appointment? Did they understand the
concept of emergency appointments?
• Is there anything needing clarification?
• The students should continue adding new words
to their vocabulary notebook.
• The students should practise all the language
covered as much as possible before the next lesson.
TEACHER’S NOTES
 Absolute Beginners
Unit 17

1 Name: __________________________ Date: ____________________

2 always – usually – sometimes – never?

I            go to the doctor when I’m ill.
I            go to the park at the weekend.
I            go to the museum on Sunday.
I            go to church on Sunday.
I            go to the supermarket on Wednesday.
I            go to the market on Saturday.
I            go to the mosque on Friday.
I            go to the dentist when I’ve got a sore tooth.
When I have a headache, I            take an aspirin.

3 Do you often                          ?

                              ?
                              ?
                              ?
                              ?
                              ?
                              ?
WORKSHEET

                              ?
                              ?
 Absolute Beginners
Unit 17

4 My partner is            .

He/ She           goes to the doctor when he/ she is ill.

He/ She           goes to the park at the weekend.

He/ She           goes to the museum on Sunday.

He/ She                            .

He/ She                            .

He/ She                            .

He/ She                            .

He/ She                            .

He/ She                            .

5 When is the appointment?

            

            

            

            
WORKSHEET
 Absolute Beginners
Unit 17

Hello

                   

                   

Goodbye
Hello

                   
WORKSHEET

Goodbye.
APPOINTMENT CARDS

Appointment Card Appointment Card Unit 17

Time Name Time Name

Mon 9.15                    Mon 9.15                   

Tues 10.30                    Tues 10.30                   

Wed 11.45                    Wed 11.45                   

Thurs 2.15                    Thurs 2.15                   

Fri 3.30                    Fri 3.30                   

Fri 4.45                    Fri 4.45                   

Absolute Beginners

Appointment Card Appointment Card

Time Name Time Name

Mon 9.15                    Mon 9.15                   

Tues 10.30                    Tues 10.30                   

Wed 11.45                    Wed 11.45                   

Thurs 2.15                    Thurs 2.15                   

Fri 3.30                    Fri 3.30                   

Fri 4.45                    Fri 4.45                   

#
 Absolute Beginners
Unit 17

#
FLASHCARDS
 TEETH DENTIST
Absolute Beginners

TOOTH
FLASHCARDS
 Absolute Beginners
Unit 17
ALAN