PRACTICAL ENGLISH ELEMENTARY (a1 a2)

PRACTICAL ENGLISH ELEMENTARY (a1 a2) Home sweet home I can do it In the picture Shopping for clothes The working day What I like We usually make a contraction with the singular form when we speak There’s a chair. We cannot make contractions with the plural form. (We don’t say: There’re shelves.) We usually make contractions for short negative answers: No, there isn’t. We cannot make a contraction for a short positive answer Yes, there is. (We don’t say: Yes, there’s)

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

Match the words and pictures of furniture that you have in your home.

Which thing(s) do you

on?

do yourhomework at?

use at night? use to get ready

in the morning?

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo

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Listen again and write the name of the room next to the furniture.

Look at the picture of Andy’s house Which other rooms have lamps, armchairs and shelves?

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ELEMENTARY (A1-A2)

HOME SWEET HOME

HEAAADERLOGORIGHT

3 Language point

Study the sentences below.

• There are two armchairs in this room.

• There is also a lamp because I like to read in the evenings.

We use there is/there are to say something exists in a place Cross out the incorrect answers about the sentences:

1 We use there is/there are with singular nouns.

2 We use there is/there are with plural nouns.

We can make questions and short answers like this:

• Is there a lamp in the kitchen? Yes, there is / No, there isn’t.

• Are there shelves in the living room? Yes, there are / No, there aren’t.

We also often use preposition phrases with there is/are to explain where something is:

• There is a mirror in the room next to the bed.

• There are shelves on the right/left.

• There is a table behind/in front of the sofa.

We usually make a contraction with the singular form when we speak - There’s a chair We cannot make contractions with the plural form (We don’t say: There’re shelves.)

We usually make contractions for short negative answers: No, there isn’t We cannot make a contraction for a short positive answer - Yes, there is (We don’t say: Yes, there’s).

Read all the sentences out loud Pay attention to the pronunciation.

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There are two chairs as well Now let’s go to the 5 My wife is a lawyer and she works

there are 8 where she keeps her books and papers Finally, I’ll show you our bedroom

9 to the bed there is a mirror and 10 the right there is space for ourclothes in a big wardrobe

5 Speaking

Work in A/B pairs to practise the vocabulary and grammar from this lesson in a picture dictation.

A and B will each look at a diﬀerent picture.

First A will describe his/her picture to B B cannot see A’s picture; he/she has to listen and draw theroom from the description B can also ask questions After 5 minutes, stop and check, and then changeplaces

Example:

A: This is a bedroom There is a big bed on the left

B: Is there a lamp next to the bed?

A: No, there isn’t There are shelves next to the bed

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ELEMENTARY (A1-A2)

HOME SWEET HOME

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Picture A

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Choose the best answer to complete the sentences about a room.

1 There is a big bed at / in / of the room.

2 There are / be / is shelves on the left.

3 It / There / This is a clock on the wall.

4 There is a desk after / left / next to the bed.

5 There is a desk on a / side / the right.

6 There is a chair in front for / of / to the desk.

7 Are / Does / Is there an armchair?

8 No, there aren’t / haven’t / isn’t an armchair in the room.

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ELEMENTARY (A1-A2)

HOME SWEET HOME

HEAAADERLOGORIGHT

7 Extension

Read this pronunciation information.

If one word ﬁnishes in a consonant sound and the next word starts with a vowel sound, we

link them together: There’s_a chair This makes them sound like one long word.

Practise this dialogue in pairs and pay attention to contractions and linking How fast can you speak?

• A: Is there_a mirror_in your room?

• B: Yes, there_is There’s_ a mirror_in my room, next to the bed.

• A: Are there shelves too, in your room?

• B: Yes, there_are There_are shelves_on the left, for my books.

• A: Is there_an_armchair_in your room?

• B: No, there_isn’t There’s_a chair_in front_of the desk.

• A: Is there_ a lamp so you can work_at night?

• B: Yes, there_is_a lamp But_I go out_at night!

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TEACHER MATERIALS · ELEMENTARY (A1-A2)

HOME SWEET HOME

Andy: There are two armchairs in this room - I always sit in this one and my wife sits in that one

There is also a lamp next to my chair because I like to read in the evenings

Andy: This is the kitchen and we also use it as a dining room There is a big table here in front

of the window There are two chairs as well

Andy: Now let’s go to the study

Andy: My wife is a lawyer and she works from home There is a big desk for her computer and

behind the desk, there are shelves where she keeps her books and papers

Andy: Finally, I’ll show you our bedroom

Andy: Next to the bed, there is a mirror and, on the right, there is space for our clothes in a big

wardrobe

4 Practice

Andy: Hello, I’m Andy and I’d like to show you my house Please come in! Let’s start in the living

room

Andy: There are two armchairs in this room - I always sit in this one and my wife sits in that one

There is also a lamp next to my chair because I like to read in the evenings

Andy: This is the kitchen and we also use it as a dining room There is a big table here in front

of the window There are two chairs as well

Andy: Now let’s go to the study

Andy: My wife is a lawyer and she works from home There is a big desk for her computer and

behind the desk, there are shelves where she keeps her books and papers

Andy: Finally, I’ll show you our bedroom

Andy: Next to the bed, there is a mirror and, on the right, there is space for our clothes in a big

wardrobe

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HOME SWEET HOME

by one and nominate a student to answer each question

Answers:

You sit on a chair and an armchair; you keep things in a wardrobe or on a shelf; you do your homework at a desk

or table; you use a lamp at night; you use a mirror to get ready in the mornings

2 Listening

10 mins

The listening text recycles furniture vocabulary and introduces the names of rooms as well as the language point

If your class is very low level, they can use the picture to support their listening from the beginning, rather thanwaiting until the follow-up questions The house tour is also used in the Practice stage

Students will listen twice The ﬁrst time, they are recycling furniture vocabulary from the Warm Up Play therecording and then go over the answers Before listening for the second time, ask students to recall the names

of the four rooms on Andy’s tour They then listen again to check Finally, pose the follow-up questions, againnominating one student to answer each one Make sure students are using accurate pronunciation in all theiranswers

Answers:

1 armchairs and 2 lamp (living room); 3 table and 4 chairs (dining room/kitchen); 5 desk and 6 shelves (study); 7mirror and 8 wardrobe (bedroom) Students may also say there is a bed in the bedroom We can also see lamps inthe study and bedroom, an armchair in the study, and shelves in the living room and kitchen

10 mins

Have students focus on the sentences It may be helpful to use students’ L1, if your class is monolingual, especially

to explain the concepts of singular/plural, and the meaning of the preposition phrases Common mistakes forstudents at this level include mistakes with singular and plural forms and prepositions; students may also confuse

there are with they are Drill the students in the example sentences in the language point - other pronunciation

features of the target language are explored in the optional extension stage

4 Practice

10 mins

Explain the task, which is a gap-ﬁll exercise using the transcript of Andy’s house tour to review vocabulary andgrammar from the lesson so far Students can work alone to complete the text, using their memory and the picturesfrom the previous exercise Then they can check answers in pairs, before listening one ﬁnal time to the tour Go

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HOME SWEET HOME

HEAAADERLOGORIGHT

over the answers with the class and elicit that we can make contractions with There is in 2 and 6 If you have time,

students can then work in pairs to read the tour out loud, to re-enforce the pronunciation

NOTE: If students are ﬁnding this diﬃcult, skip the speaking stage and do the extra practice/homework exercises

in class for additional support

5 Speaking

13 mins

In this stage, students will be able to activate the vocabulary and grammar from the lesson in a speaking activity

Go over the instructions for the activity, the examples and the words to help, which introduce four more items to

be found in the pictures in this activity There will also be a clock, which students should know from a previouslesson in the course plan

How to manage a picture dictation: if you are teaching face to face, assign A/B roles and hand out pictures, makingsure that As and Bs do not see each other’s pictures You could ask students to move chairs (or at least move intheir chairs) to maintain secrecy If you are teaching online, you could assign A and B roles and then ask B toswitch oﬀ their video (maintaining only audio) while you display A’s picture on the screen A could use their phone

to take a photo of the picture and then you can place A and B in pairs in a breakout room or similar to talk anddraw You would repeat this procedure for B

Monitor students while they speak to check that they are following instructions and support/correct as appropriate

If you have time, round oﬀ the activity by displaying both pictures and asking students to formulate some sentencesabout their partner’s picture Alternatively, ask students to display the pictures they have drawn and get them tocomment on each other’s drawings using the target language

Answers: students’ own answers

6 Extra practice/homework

2 mins to explain

These exercises can be assigned for homework or used instead of the speaking activity if the class needs moresupport If you use these in class, you could extend the activity by asking students to formulate more sentencesabout the lamp, picture and any other items they recognise in the picture

If you use these for homework, make sure that you mark the exercises in a future class, or collect them fromstudents and mark them yourself outside class If you prefer, you can make the answers available to students andthey can check their own answers

- this should be easy because linking promotes faster speaking This activity also supports practice of the tricky

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HOME SWEET HOME

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th-sound /D/ Note that this activity deliberately does not focus on other pronunciation features like same-soundlinking (next_ to) or intrusion (go_/w/_out)

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

Match the words and pictures of skills that people need at work.

use social media use the till work with other people write reports

1 Which skills do you need to work in a coﬀee shop?

2 Which skills do you need to work in an oﬃce?

3 Which skills do you need for both jobs?

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BikeLove - sell bicycles and equipment to

shops, 40+ hours/week, in our city centreoﬃce

Listen again and answer these questions:

1 What skills does he need for the job?

2 What skills does he have?

3 Does Tony get the job?

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ELEMENTARY (A1-A2)

I CAN DO IT

HEAAADERLOGORIGHT

Study the sentences below:

• Can you make coﬀee? / Oh yes, I can make coﬀee.

• Can you speak English? / Yes, I can a bit.

• Can you use a till? / No, I can’t.

We use can + verb to talk about skills and abilities.

Study the table and then choose the correct answer to complete the sentences below.

Yes, I can / Yes, you can / etc No, I can’t / No, you can’t / etc (To be formal,

we say: No, I cannot.)

1 Canhas diﬀerent / the same form with diﬀerent subjects.

2 We need to use an inﬁnitive with to / without to after can.

3 We use the contraction can’t to be more informal / formal.

Pronunciation: can and can’t are opposites, so it is very important to pronounce them clearly.

• Can: has a short vowel sound /k@n/ and is only stressed in short answers.

• Can’t: has a long vowel sound and you have to pronounce the ﬁnal sound clearly /kA:nt/ It is

usually stressed

Practise saying these sentences with the correct pronunciation The stressed syllables are in bold:

1 I can speak English.

2 I can’t speak Italian.

3 What languages can you speak?

4 Can you use a till?

5 Yes, I can.

6 No, I can’t.

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09:12 AM > Isabel: Hi! I want to know more about the job in the sales department.

09:13 AM > Manager: OK We need someone who1can to work with other people / can work with other people.

09:15 AM > Isabel:2I can work / I can working with other people.

09:16 AM > Manager: Great.3You can make presentations? / Can you make presentations?

09:16 AM > Isabel: 4Yes, I can / Yes, I can make and5can I / I can also use social media I

have great IT skills

09:17 AM > Manager: Very good! Can you also speak English?

09:18 AM > Isabel:6Yes, I can / No, I can’t I’m B2 level.

09:20 AM > Manager: Wonderful.7Can / Cannot you write reports?

09:21 AM > Isabel:8No, I cant / No, I can’t But I can learn!

09:22 AM > Manager: Can you come for an interview tomorrow?

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ELEMENTARY (A1-A2)

I CAN DO IT

HEAAADERLOGORIGHT

5 Speaking

Work in pairs What can your partner do? Look at the list of skills below and guess tick ✓(he/she can)

or X (he/she can’t) Then ask your partner "Can you ?" Write the total number of correct guesses below the table.

Example: speak more

than three languages

Italianspeak more than

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ELEMENTARY (A1-A2)

I CAN DO IT

HEAAADERLOGORIGHT

6 Extra Practice/Homework

Use the verbs and information you are given to write questions and sentences.

Example: use the till / you & negative short answer

Can you use the till? No, I can’t

Cook dinner: question / he & positive short answer

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I can’t do it.

skills

I can read short

e-mails andmessages

I can listen to

and understandshort dialogues

I can ask questions when I

don’tunderstand

1 Do you need to practise any skills or review any language points?

2 Show your teacher your answers Ask your teacher how you can practise and review your weak areas.

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I CAN DO IT

HEAAADERLOGORIGHT

Transcripts

2 Listening

Tony: Hi! Are you the manager? My name’s Tony I’m here about the job

Manager: Yes, I’m the manager I have a few questions for you Can you make coﬀee?

Tony: Oh yes, I can make coﬀee I’m a barista

Manager: Great! I guess you can serve customers too

Tony: That’s right I can serve customers with a smile!

Manager: OK, very good Can you speak English?

Tony: Yes, I can a bit

Manager: Good Can you use a till?

Tony: No, I can’t But I can learn!

Manager: I’m sure you can When can you start?

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1 make coﬀee 2 serve customers 3 speak English 4 work with other people

5 make presentations 6 write reports 7 use social media 8 use the till

Questions:

1 Make coﬀee, serve customers, use the till, work with other people, speak English

2 Make presentations, write reports, use social media, work with other people, speak English

3 Both jobs could require you to work with other people and speak English

2 Listening

10 mins

Call attention to the two job ads to set the context and then go over the instructions You could ask a couple ofstudents to remember some skills people need for these jobs For the ﬁrst listening task, play the recording andcheck answers with the class For the second listening task, students can ﬁrst work in pairs to remember whichskills the manager asked Tony about and whether he has those skills Play the recording a second time for them

to make notes Finally, ask students to say if Tony gets the job and how they know

Which job he is applying for?- The job is at the coﬀee shop

1 make coﬀee, serve customers, speak English, use a till

2 Tony can do all of these except for ’use a till’

3 Yes, Tony gets the job - the manager asks when he can start

10 mins

Have students focus on the sentences, explanation and table It may be helpful to use students’ L1, if your class

is monolingual, to explain skills and abilities (things we have learned how to do) Nominate students to answer the questions 1-3, to clarify the rules of this simple form Using can with an inﬁnitive with to is a common mistake at

this level (wrong - I can to make coﬀee)

The pronunciation of the target language is the trickiest thing to master for many students - it is extremelyimportant that they diﬀerentiate the positive and negative forms when they speak and listen Drill the sentenceswith the students

1 Can has the same form with diﬀerent subjects.

2 We need to use an inﬁnitive without to after can.

3 We use the contraction can’t to be more informal.

4 Practice

10 mins

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I CAN DO IT

HEAAADERLOGORIGHT

Do the ﬁrst sentence as an example with the whole class Students work alone and then check answers in pairs,before going over the answers with the whole class If you have time, students can then work in pairs to read thedialogue out loud, to re-enforce grammar and pronunciation

NOTE: If students are ﬁnding this diﬃcult, skip the speaking stage and do the extra practice/homework exercises

in class for additional support

1 can work with other people

6 Extra Practice/Homework

2 mins to explain

These exercises can be assigned for homework or used instead of the speaking activity if the class needs moresupport If you use these for homework, make sure that you mark the exercises in a future class, or collect themfrom students and mark them yourself outside class If you prefer, you can make the answers available to studentsand they can check their own answers

1 Can he cook dinner? Yes, he can

2 We can dance

3 I can’t ride a bike

4 Can you play the piano? No, I can’t

5 She cannot swim

6 Can they speak English? Yes, they can speak English

7 I can use chopsticks

8 Can he drive a car? Yes, he can

7 Optional Extension

10 mins

These exercises are designed as a cooler activity if you have time in your lesson In this activity, students can reﬂect

on their learning so far and prioritise what they need to review or practise Explain the three main categories in

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I CAN DO IT

HEAAADERLOGORIGHT

the table, and make sure students understand all the items These refer to what has been covered in this course sofar Students should give honest answers which could then inform future work in and out of class It’s importantfor students to show their answers to the teacher – this is so that the teacher can plan future lessons to supportindividuals or the whole group in their weak areas, perhaps by planning more practice of a weak skill like listening,

or a revision session for a weak area, like social English Students should also consider what they could do outside

of class to improve in weak areas, including reviewing notes and lessons or doing extra study using materialssuggested by the teacher It is worthwhile repeating this activity from time to time throughout the course

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

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ELEMENTARY (A1-A2)

IN THE PICTURE

HEAAADERLOGORIGHT

We often use the verbs go, play and do to talk about sports and activities Read the table.

place to another while you dothis

swimming, ,

Add the other sports and activities from the ﬁrst exercise to the table.

Which of the sports and activities in the table do you enjoy? Why?

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Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.

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ELEMENTARY (A1-A2)

IN THE PICTURE

HEAAADERLOGORIGHT

3 Listening 2

Read the descriptions and choose the best words to complete the sentences.

Picture 1: going skiing

There (1) are / is two people in this picture (2) There / They are skiing in the mountains, and there (3) are / is a lot of snow on the ground They are (4) skiing / ski together so maybe they

are a couple The sun is shining, and they are probably very happy on this beautiful day

Picture 2: playing tennis

There (1) are / is two players in this picture They are (2) playing / played outside, and the woman in blue (3) are / is running to hit the ball They are probably practising because (4) there / it is a basket of balls in the middle Maybe they are friends, and they play every weekend.

Picture 3: doing karate

There (1) are / is a karate class in this picture The teacher (2) are / is watching two boys The boy on the left (3) is having / has an orange belt so maybe he’s a higher level They are probably training for a competition (4) There / They are also two girls in the class.

Find words with these meanings in the descriptions:

1 a container with a handle that people use to carry things or keep things in:

2 practising a sport or exercising to prepare for a special event:

3 two people who are in a relationship, like boyfriend and girlfriend or husband and wife:

Which two words are used in all the descriptions to show what the speaker thinks, but does not know for sure?

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ELEMENTARY (A1-A2)

IN THE PICTURE

HEAAADERLOGORIGHT

When we describe pictures or photographs, we usually use this language.

Content: To describe the most important things in the photo, we use there is or there are.

There is a karate class in this picture There is a lot of snow on the ground.

There are also two girls in the class.

When do we use there is and when do we use there are?

Note: we often make a contraction with there is: There’s a karate class There’s a lot of snow on the

ground We cannot make a contraction with there are.

Action in photos: We talk about actions in photos using the present continuous.

They are playing outside, and the woman in blue is running to hit the ball.

We often use present continuous to describe weather: The sun is shining.

How is the present continuous formed?

Note: we often make a contraction with present continuous: They’re playing outside The sun’s shining.

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ELEMENTARY (A1-A2)

IN THE PICTURE

HEAAADERLOGORIGHT

States and repeated actions: We use present simple, not present continuous, to talk about these.

Maybe they are friends, and they play every weekend.

The boy on the left has an orange belt so maybe he’s a higher level.

Which example describes a repeated action?

Which example describes a state, or something that is always true?

Note: when we talk about people’s opinions or the things they own, we use present simple For

example: They have their own skis She likes sports.

When you think (but don’t know) something: use adverbs to show that you are guessing.

Maybe they are friends

they are probably very happy on this beautiful day.

They are probably training for a competition.

These words go in diﬀerent places in a sentence Maybe goes at the front of the sentence or clause, before the subject Probably goes after a to be verb and before an adjective or -ing form.

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There are a basketball team in this picture The players all use wheelchairs Their coach speaking

to them They are playing maybe in a competition A photographer takes a picture of the team.They probably are famous

Doing yoga

The people in this picture are playing yoga They are lots of people in the class and there are a mat

on the ﬂoor for each person They are doing the exercises, but maybe it’s diﬃcult One woman islaugh, and another woman doesn’t doing the exercise They are probably beginners

Find an example of a state verb in one of the descriptions.

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ELEMENTARY (A1-A2)

IN THE PICTURE

HEAAADERLOGORIGHT

6 Writing and speaking

Work in A/B pairs Choose one of your pictures and follow the instructions in the box to write a description Then present your description to your partner Listen and decide which picture your partner is describing.

Picture description

• Write 5 sentences, ~50 words

• Use present continuous

• Use there is / there are

• Include contractions if you can

• Use maybe / probably

• Can you use a state verb?

Student A: going running

Student B: doing gymnastics

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ELEMENTARY (A1-A2)

IN THE PICTURE

HEAAADERLOGORIGHT

7 Optional extension

Where do people do these sports and activities? Write the places in the box next to the correct sport

or activity Two of the sports have the same place.

How often do you go to these places?

Do you know any other places and the sports that happen there?

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9 yoga

Part 2: Go over the information and the table about go, play and do - these verbs collocate with diﬀerent sportsand activities, and there are some guidelines to determine which verb to use Elicit two more examples for eachverb using the items from the ﬁrst exercise Finally pose the follow-up question to elicit some brief personalresponses Tell students they will be looking at and describing photos of some of these sports during the lesson.Answers:

go: running, skiing

play: basketball, tennis

do: karate, yoga

2 Listening 1

10 mins

Students listen for main idea to distinguish between two similar pictures Look at the ﬁrst pair of pictures with theclass and elicit some ways in which they are diﬀerent - this may be number of people, location, gender, etc Thenplay the recording for students to decide if picture A or B is being described Students can listen more than once

if they need to Continue in the same way for pictures 2 and 3

continuous and there is/are Give them a moment to look through each description and predict the best answers

before you play each recording They can listen more than once Check answers and pose the follow-up questions

to develop vocabulary and help students notice maybe and probably.

Part 1:

Picture 1: going skiing

1) are, 2) They, 3) is, 4) skiing

Picture 2: playing tennis

1) are, 2) playing, 3) is, 4) there

Tiêu đề	Practical English Elementary (A1-A2)
Người hướng dẫn	Đức Phương Nguyễn
Trường học	Linguahouse.com
Chuyên ngành	General English
Thể loại	worksheet

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Số trang	65
Dung lượng	6,35 MB