PRACTICAL ENGLISH ELEMENTARY (a1 a2)

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GENERAL ENGLISH

· PRACTICAL ENGLISH ·

ELEMENTARY (A1-A2)

HOME
SWEET
HOME
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1

Warm up
Match the words and pictures of furniture that you have in your home.
a chair

a desk

a lamp

a mirror

an armchair

a table

a wardrobe

shelves

1.

2.

3.

4.

5.

6.

7.

8.

Which thing(s) do you ...

sit on?

keep things in or

do your

on?

homework at?

use at night?

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use to get ready
in the morning?

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ELEMENTARY (A1-A2)
HOME SWEET HOME

2

Listening
Listen to Andy’s house tour and write the furniture he talks about in order, 1-8.
furniture

room

1.

2.
3.
4.
5.
6.
7.
8.
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)
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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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ELEMENTARY (A1-A2)

HOME SWEET HOME

4

Practice
Read what Andy said on his house tour and write the missing words. You can look at the picture to
help. Listen again to check your answers.
Hello, I’m Andy and I’d like to show you my house. Please come in! Let’s start in the living room.
1

There
2

one.

two armchairs in this room - I always sit in this one and my wife sits in that
is also a lamp because I like to read in the evenings. This is the kitchen and
3

we also use it as a

5

There are two chairs as well. Now let’s go to the
6

from home. There
8

there are

9

4

. There is a big table here in

of the window.

. My wife is a lawyer and she works
7

a big desk for her computer and

the desk

where she keeps her books and papers. Finally, I’ll show you our bedroom.
10

to the bed there is a mirror and

the right there is space for our

clothes 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 the

room from the description. B can also ask questions. After 5 minutes, stop and check, and then change
places.

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.

a plant

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a picture

a rug

a sofa

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ELEMENTARY (A1-A2)
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Picture A

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ELEMENTARY (A1-A2)
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Picture B:

6

Extra practice/homework
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)
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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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ELEMENTARY (A1-A2)

HOME SWEET HOME

Transcripts
2.

Listening

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.

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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ELEMENTARY (A1-A2)

HOME SWEET HOME

Key
1.

Warm up
5 mins.
Work with the whole class to match the words and pictures. Drill the pronunciation - note that shelves has one
syllable. Mirror /’mIr@/ is a tricky word; note that the final r is not pronounced. Pose the follow-up questions one
by one and nominate a student to answer each question.
1. a wardrobe

2. an armchair

3. a lamp

4. a mirror

5. a chair

6. a desk

7. shelves

8. a table

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 than
waiting 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 the
recording 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, again
nominating one student to answer each one. Make sure students are using accurate pronunciation in all their
answers.
Answers:
1 armchairs and 2 lamp (living room); 3 table and 4 chairs (dining room/kitchen); 5 desk and 6 shelves (study); 7
mirror and 8 wardrobe (bedroom). Students may also say there is a bed in the bedroom. We can also see lamps in
the study and bedroom, an armchair in the study, and shelves in the living room and kitchen.

3.

Language point
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 for
students 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.
1. there is

4.

2. there are

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

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ELEMENTARY (A1-A2)

HOME SWEET HOME

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.

1. are

2. There

3. dining room

4. front

5. study

6. is

7. behind

8. shelves

9. Next

10. on

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 previous
lesson 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, making
sure that As and Bs do not see each other’s pictures. You could ask students to move chairs (or at least move in
their chairs) to maintain secrecy. If you are teaching online, you could assign A and B roles and then ask B to
switch 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 and
draw. 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 sentences
about their partner’s picture. Alternatively, ask students to display the pictures they have drawn and get them to
comment 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 more
support. If you use these in class, you could extend the activity by asking students to formulate more sentences
about 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 from

students and mark them yourself outside class. If you prefer, you can make the answers available to students and
they can check their own answers.
ANSWERS:
1 in 2 are 3 There 4 next to 5 the 6 of 7 Is 8 isn’t

7.

Extension
10 mins.
These exercises are designed as a cooler activity if you have time in your lesson. This pronunciation activity will
improve students’ speaking and listening skills. Go over the point about linking and then drill the dialogue line
by line, emphasizing the links. Then students can read the dialogue in pairs, focusing on the contractions and
linking. They can switch roles after a couple of readings. Encourage them to find the rhythm and pick up speed
- this should be easy because linking promotes faster speaking. This activity also supports practice of the tricky

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ELEMENTARY (A1-A2)

HOME SWEET HOME

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

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GENERAL ENGLISH

· PRACTICAL ENGLISH ·

ELEMENTARY (A1-A2)

I CAN
DO IT
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1

Warm up
Match the words and pictures of skills that people need at work.
make coffee

make presentations

serve customers

speak English

use social media

use the till

work with other people

write reports

1.

2.

3.

4.

5.

6.

7.

8.

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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ELEMENTARY (A1-A2)
I CAN DO IT

2

Listening
Tony needs a job. Listen to the conversation and decide which job he is applying for.

Job advertisement:

City Coffee, High Street - four days a week,
including weekends, 8:00-16:00.

Job advertisement:

BikeLove - sell bicycles and equipment to
shops, 40+ hours/week, in our city centre
office.

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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3

Language point
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.
questions:
Can I / you / he / she / it / we / you / they make coffee?
positive:

negative:

I / you / he / she / it / we / you / they can

I / you / he / she / it / we / you / they can’t

make coffee

make coffee (To be formal, we say: I cannot
make coffee.)

short answer:

short answer:

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.

Can has 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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4

Practice
Isabel wants an office job in the sales department at BikeLove. Read the messages and choose the
best option to make the sentences.

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 who

1

can to work with other people / can

work with other people.

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

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

09:16 AM > Isabel: 4 Yes, I can / Yes, I can make and 5 can 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: 6 Yes, I can. / No, I can’t. I’m B2 level.

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

09:21 AM > Isabel: 8 No, 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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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.

skill

your guess

your partner’s answer

extra information

Example: speak more

✓

✓

English, Japanese and

than three languages

Italian

speak more than
three languages
drive a car
swim
cook dinner
play the piano
use a till
make presentations
remember three items
of vocabulary from
the last lesson
other ideas?

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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
1.
Dance: positive sentence / we
2.
Ride a bike: negative sentence / I
3.
Play the piano: question / you & negative short answer
4.
Swim: formal negative sentence / she
5.
Speak English: question / they & positive long answer
6.

Use chopsticks: positive sentence / I
7.
Drive a car: question / he & positive short answer.
8.

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I CAN DO IT

7

Optional Extension
When you are learning a language, it is helpful to stop and think about what you can/can’t do after
your lessons. Put a tick ✓in one column of the table to show your skills and abilities.
in English ...

I can do it - it’s

I can do it

easy!

sometimes.

I can’t do it.

skills
I can read short
e-mails and
messages.
I can listen to
and understand
short dialogues.
I can speak in a
social situation.
I can write a
short message.
language points
grammar: I can
use ’to be’
correctly.
vocabulary: I can
say the time.
pronunciation: I
can say can and
can’t clearly.
study skills
I can work in
pairs and small
groups in class.

I can ask
questions when I
don’t
understand.
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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ELEMENTARY (A1-A2)

I CAN DO IT

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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ELEMENTARY (A1-A2)

I CAN DO IT

Key
1.

Warm up
5 mins.
Call attention to the pictures and set the context. Work with the whole class to match the words and pictures.
Drill the pronunciation. Then nominate students in the class to answer the three follow-up questions. Accept any
sensible answers.
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 of
students to remember some skills people need for these jobs. For the first listening task, play the recording and
check answers with the class. For the second listening task, students can first work in pairs to remember which
skills 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.

3.

Language point
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 extremely
important that they differentiate the positive and negative forms when they speak and listen. Drill the sentences
with 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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TEACHER MATERIALS

·

ELEMENTARY (A1-A2)

I CAN DO IT

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 the
dialogue 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
2. I can work
3. Can you make presentations?
4. Yes, I can
5. I can
6. Yes, I can.
7. Can
8. No, I can’t.

5.

Speaking
13 mins.
In this stage, students will activate the vocabulary and grammar from the lesson in a speaking activity. Go over the
instructions/examples for the activity and the example and elicit/explain the meaning of any unknown items. Set
up A/B pairs and give students a few minutes to work alone to make their guesses about their partner. Monitor and
support students as necessary - the final box is for early finishers to add their own categories. After a few minutes,
ask students to stop and ask and answer questions in pairs. In addition to finding out if their partner can/can’t do
something, encourage them to find out and record some more information in the column on the right, for example,
which languages they speak (or want to speak). Round off the session by asking a few students to report what
their partner told them, to demonstrate listening, or by correcting any errors with the target language that you
heard while monitoring, including pronunciation.

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 more

support. If you use these for homework, make sure that you mark the exercises in a future class, or collect them
from students and mark them yourself outside class. If you prefer, you can make the answers available to students
and 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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TEACHER MATERIALS

·

ELEMENTARY (A1-A2)

I CAN DO IT

the table, and make sure students understand all the items. These refer to what has been covered in this course so
far. Students should give honest answers which could then inform future work in and out of class. It’s important
for students to show their answers to the teacher – this is so that the teacher can plan future lessons to support
individuals 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 materials
suggested 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)

IN THE
PICTURE
QrrkoD

Scan to review worksheet
Expemo code:
17ML-A28T-DC9

1

Warm up
Match the words and pictures.

1.

2.

3.

4.

5.

6.

7.

8.

9.

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ELEMENTARY (A1-A2)
IN THE PICTURE

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

go

you move your body from one

swimming, ________________,

place to another while you do

________________

this
play

team games with balls

golf, ________________,
________________

do

an activity for one person

gymnastics, ________________,
________________

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?

2

Listening 1
Look at each pair of pictures and say how they are different. Then listen to the description and decide
which picture (A or B) the speaker is describing.

1. going skiing

Picture A

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Picture B

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ELEMENTARY (A1-A2)
IN THE PICTURE

2. playing tennis

Picture A

Picture B

3. doing karate

Picture A

Picture B

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