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Unit 6

Absolute Beginnersby Frances Marnie

© Macmillan Publishers Limited, 2013ESOL / Absolute Beginners / Unit 6

Before the lesson• Placealltheflashcardsdepictingfoodanddrink

onatable.Thenewflashcardsshouldbeatthebottomofthepile.

• Put signs with REPEAT PLEASE / SPELL PLEASE / HELLO / GOODBYEonthewallsof the classroom.

Procedure1. When the students enter, smile and say Hello, how are you?andwaitforanappropriateresponse.

2. Write the headings FOOD and DRINK on the board. Liftupthefirstflashcardfromyourpileanddisplaythepicturesidetotheclassandelicitthenameoftheitem,e.g. apple.UsingBluTaksticktheflashcardundertheappropriateheading(inthiscase,FOOD). As you do this, say apples – food. Turn over the next card, e.g. coffee, andelicitthename.Placethecardundertheappropriate

heading(inthiscase,DRINK) saying coffee – drink. Repeatthisprocessuntilthestudentshaveunderstoodthatthecardsarebeingdividedintothecategoriesoffoodanddrink.Whenyoureachthenewitemsoffoodanddrinkinthepile,saythenameoftheitem,e.g.pasta, and then say repeat please – pasta. By observing the picture,thestudentsshouldbeabletoidentifywhethertheitemshouldbeplacedunderthefoodordrinkheading.Showthebackoftheflashcardsothestudentscan see the word as it is written and then write it on the boardunderneaththeappropriateflashcard.Continueuntilyouhavealltheflashcardsontheboard.

3.HandoutthestudentworksheetsandrefertoExercise1.Askthestudentstowritetheirnamesinthespaceprovided.Whiletheyaredoingthis,removetheflashcardsandthenamesofthefoodanddrinkitemsfromtheboardbutkeepthe FOOD and DRINK headings.

4.RefertoExercise2.Putthestudentsinpairsandgiveeachasetofcut-outfoodanddrinkwordsplacedfacedown.Gesturetothemtotakeitinturnstoturnoveracut-outwordandplaceitonthecorrectpicture.Thenumberofletterspacesundereachpictureshouldgivethemaclue.Youmayneedtodemonstratepickingupacut-outword,showingthestudentsandplacingitontheappropriatepicture.Thisisachallengingactivitywithalotofnewvocabularyso,whenthestudentslookliketheyarestruggling,holdthenewflashcardsupone at a time and say, e.g. potato, then repeat please – potato. The students should then be able to match theremainingwordstothepictures.Circulatetocheckthateachpairhascorrectlynamedtheitemsandthengesturetothestudentstowritethenameofeachitemunderthepicture.Placingthenamebesidethepicturehelpsstudents,especiallythosewhoarevisuallearners,to remember the vocabulary.

Level: Beginners

Age: Adults

Time: Approx.90-120minutesLanguage objectives: Active: fish, chicken, meat, bread, rice, pasta, salad, wine, beer, juice, orange, carrot, potato,daysoftheweek.Passive:today, Where’s …?

Key skills: speaking,reading,listening,writingMaterials:Unit6:onecopyoftheworksheetperstudent;onesetofcut-outfoodanddrinkwordsperpairofstudents;onecopyofthediarypagepergroupofstudents;onesetofflashcards(FISH, CHICKEN, MEAT, BREAD, RICE, PASTA, SALAD, WINE, BEER, JUICE, ORANGE, CARROT, POTATO);BluTack.Materials fromUnit4:onesetofflashcards(BANANA, APPLE, BISCUIT, SANDWICH). MaterialsfromUnit3: one set offlashcards(TEA, COFFEE, WATER, MILK). MaterialsfromUnit2: one HELLOsign;oneGOODBYE sign. MaterialsfromUnit1: one REPEAT PLEASEsign;oneSPELL PLEASE sign

Notes for an interpreter – Part 1• Askiftherewereanymisunderstandingsfrom

Unit 5.

• ExplainthatUnit6coversthetopicsoffood,drinkanddaysoftheweek.Askiftheycantellthestudentsthisasitwillbeeasierforthemiftheyknowwhattoexpect.

• Askiftheycanreturnattheendofthelessontoclarifyanylanguageitems,ifnecessary.

• Iftheyarenotavailableattheendofthelesson,agreeonthebestmeansofcommunication.

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Unit 6

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© Macmillan Publishers Limited, 2013ESOL / Absolute Beginners / Unit 6

5.RefertoExercise3.Pointtotheheadingsontheboard to show that it is the same exercise as they didatthebeginningofthelesson.GetthestudentstocompletetheexercisebywritingeachfooditemfromExercise2underthecorrectheading.Checktheanswersasaclassbyaskingeachpairofstudentstoname an item under each heading and writing them on the board.

6.RefertoExercise4.Pointtothephotosinquestion1andaskWhat’s this?tocheckthatthestudentscannametheitems.AskHow much is it?tocheckthattheyareclearabouttheprices.Playdialogue1.Allowtimeforthestudentstolookatthedifferentoptionsagainbeforeplayingthedialogueasecondtime.Encouragethestudentstocomparetheiranswers.Playdialogue1forathirdtime,askaconfidentstudentfortheanswer,then say coffee – £1.25. The students should now understandthattheyhavetochoosewhichpicturerepresentsthedialogue.Repeattheprocessforthenextthree dialogues.

Key: 1.b; 2.d; 3.a; 4.b

7.Putthestudentsingroupsofthreeorfourandhandeachgroupacopyofthediarypage.Holdupacopyofthediarypageatthefrontoftheclass.Forillustrationpurposes,let’sassumethattodayisMondayandthestudents have class on Mondays and Thursdays. Point toMondayonthediarypageandsayToday is Monday – repeat please – Monday. When the students have repeatedthis,writeMonday on the board. Say English class – Monday.TodayisMonday.Circlethecapital M todrawattentiontothefactthatdaysoftheweekstartwithacapital.PointtoThursdayonthediarypageand say English class on Thursday – repeat please – Thursday. Point to Monday and Thursday and say English classes on Monday and Thursday. Read and pointtotheotherdaysinturnandaskthestudents torepeat.

8.Writeallthedaysoftheweekontheboardinthecorrectorder.ForthebenefitofstudentswhoarelessfamiliarwithRomanscript,circlethefirstletterofeachtoemphasizethatitisacapitalletter.Readthroughthelistofdayswhilstpointingtothem.Encouragethestudents to join in.

9.SayWhere’s Thursday? andinviteaconfidentstudenttopointtotheanswerontheboard.Modelpointingtotheanswerontheboardyourself,ifnecessary.Nametheotherdaysoftheweekatrandomandencourageotherstudentstowalkuptotheboardandpointtothem.Alsoencourageanystudentwhowantstonameadayfortheotherstoidentify.

What’s this?Whenteachingalotofnewvocabularyinonego,it is essential to revise the new words at regular intervals.Forexample,duringthelesson,holdupdifferentflashcards,e.g.breadandaskWhat’s this? Thisamountofvocabularywillbeachallengeforthestudentssobeexceptionallypatientandrestassuredthattherewillbelotsoffurtherpracticeinfutureunits.

ListeningThefactthattheaudiofilecontainswordsandphrasesthatareunfamiliartothestudentsreflectsreallife.Thisexerciseisdesignedtoshowstudents that they do not have to understand every wordinordertounderstandthevitalpointsofaconversation.Encouragethestudentstofocusonwhat they do understand.

Transcript: 1. Assistant: Hello. What can I get you?

Customer:Justacoffee,please. Assistant: Certainly.That’llbe£1.25. Customer: Here you are. Assistant: Thanks.

2. Assistant: Hello.HowcanIhelp? Customer: CanIhavethefishand rice,please? Assistant:That’llbe£5.20. Customer: Thanks.

3. Assistant: Yes? Customer: Thechickenwithsaladandacupoftea,please. Assistant: Here you are. Customer: How much is it?

Assistant:£7.30,please. Customer: Thanks.

4. Assistant:Hello,whatwouldyoulike? Customer: Ateaandtwobottlesof water,please. Assistant: OK. Customer: How much is it? Assistant: £4.12,please. Customer:Thanks.

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Unit 6

Absolute Beginnersby Frances Marnie

© Macmillan Publishers Limited, 2013ESOL / Absolute Beginners / Unit 6

10.Removethedaysoftheweekfromtheboardandcollectallthediarypagesheets.ReferthestudentstoExercise5.Gesturetothestudentstoputthedaysof

theweekinthecorrectorder.Ifnecessary,theycanreferbacktothecalendar.

11.RefertoExercise6.WritethefirstjumbledwordYNASDU on the board and demonstrate crossing the lettersout,oneatatime,andplacingthemtoformSUNDAY.Allowtimeforthestudentstofindthecorrectformoftheotherjumbledwords.Encouragethemtohelpeachotherandtocompareanswersbeforecheckingasagroup.AllthewordsarenewinUnit6.

Key: 1. SUNDAY; 2. POTATO; 3. COFFEE; 4. CHICKEN; 5. FRIDAY; 6. SALAD; 7. ORANGE

12. Say goodbyeandwaitforthestudentstosaygoodbye to you.

Notes for an interpreter – Part 2

• Did the student understand what food and drink are?

• Did the student understand that Monday, Tuesday,etc.aredaysoftheweekandthattheyarealwayswrittenwithacapitalletter?

• Isthereanythingneedingclarification?

• The student should continue adding new words totheirvocabularynotebook. Thestudentshouldpractiseallthelanguagecoveredasmuchaspossiblebeforenextlesson.

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Unit 6

Absolute Beginnersby Frances Marnie

© Macmillan Publishers Limited, 2013ESOL / Absolute Beginners / Unit 6

Name: _________________________________________

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Unit 6

Absolute Beginnersby Frances Marnie

© Macmillan Publishers Limited, 2013ESOL / Absolute Beginners / Unit 6

FOOD DRINK

apples beer

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£1.25

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Unit 6

Absolute Beginnersby Frances Marnie

© Macmillan Publishers Limited, 2013ESOL / Absolute Beginners / Unit 6

2 a. b.

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Unit 6

Absolute Beginnersby Frances Marnie

© Macmillan Publishers Limited, 2013ESOL / Absolute Beginners / Unit 6

4 a.

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Unit 6

Absolute Beginnersby Frances Marnie

© Macmillan Publishers Limited, 2013ESOL / Absolute Beginners / Unit 6

Monday _ _ _ _ _ _

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YNASDU = _ _ _ _ _ _

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FEFEOC = _ _ _ _ _ _

HKINCCE = _ _ _ _ _ _ _

AYFDIR = _ _ _ _ _ _

LADAS = _ _ _ _ _

NAGROE = _ _ _ _ _ _

Goodbye

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Friday Tuesday Wednesday Sunday Monday Saturday Thursday

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Absolute Beginnersby Frances Marnie

© Macmillan Publishers Limited, 2013ESOL / Absolute Beginners / Unit 6

CHICKEN FISH

BREAD MEATFLA

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Absolute Beginnersby Frances Marnie

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PASTA RICE

WINE SALADFLA

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© Macmillan Publishers Limited, 2013ESOL / Absolute Beginners / Unit 6

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Absolute Beginnersby Frances Marnie

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JUICE BEER

CARROT ORANGEFLA

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POTATO

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Absolute Beginnersby Frances Marnie

© Macmillan Publishers Limited, 2013ESOL / Absolute Beginners / Unit 6

FOO

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apple banana

biscuit sandwich

tea coffee

milk water

fish chicken

meat bread

rice pasta

salad wine

beer juice

orange carrot

potato

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Absolute Beginnersby Frances Marnie

© Macmillan Publishers Limited, 2013ESOL / Absolute Beginners / Unit 6

DIA

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Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

Sunday