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o , Living English A1
Communication
Can I have a ... , please?Student A
Dialogue 1
You: Good _________ . Can ______ help ______ ?
Customer: (student A)
You: Certainly. or ?
Customer: (student A)
You: Sure. ______ else ?
Customer: (student A)
You: __________ . ______ else ?
Customer: (student A)
You: Eat _______ or ________ _________ ?
Customer: (student A)
You: Thats ______ . Thank ________ .
Dialogue 2
Waiter: (student B)
You: Yes. Can , please?
Waiter: (student B)
You: One and one , please.
W aiter: (student B)
You: Yes. Can , please ?
Waiter: (student B)
You: No, ______ you.
Waiter: (student B)
You: ________ in, please.
Waiter: (student B)
Student B
Dialogue 1
Waiter: (student A)
You: Yes. Can , please?
Waiter: (student A)
You: A , please.
Waiter: (student A)
You: Yes. Can , please ?
Waiter: (student A)
You: No, ______ ______ .
Waiter: (student A)
You: ________ away, please.
Waiter: (student A)
Dialogue 2
You: _________ afternoon. ______ I help ______ ?
Customer: (student A)
You: or ?
Customer: (student A)
You: Sure. ______ else ?
Customer: (student A)
You: __________ . Anything ________ ?
Customer: (student A)
You: _______ in or ________ away ?
Customer: (student A)
You: Thats ______ . ________ you.
Menu Sandwiches
Drinks
Cakes
44 CommunicationCan I have a ... , please?
8/10/2019 At a Restaurant-gap Fill
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Pearson Education Limited 2007, Living English A1
Teachers notes Phot o copiable Worksheets
Can I have a , please?
Unit 4 Communication
Use this activity after Lesson 4.1 on page 4 5 .
ProcedureDivide sts into pairs and give them each
theirworksheet. Explain that sts are going to act out tworestaurant
dialogues using the words and pictures ontheir worksheets. In
dialogue 1, student A is the waiterand student B is the customer.
In dialogue 2, theyswap roles.
How much is ... ?
Unit 4 Vocabulary
Use this activity after Lesson 4.2 on page 4 7 .Procedure
Sts work in pairs. Give each pair a Student A card anda Student
B card. They should fold their cards andstand them up so that the
clothing items with pricetags are facing themselves with the items
withoutprices angled so that both they and their partner cansee
them. Explain to sts that they have prices for fourof the items on
their own card and four of the items ontheir partners card. They
need to ask how much theitems without prices are. Remind them to
use this/
these for items near them (that is, on their own card)and
that/those for items further away (those on theirpartners card),
and to pay attention to whether thereis one or more than one item.
They should describeeach item with its name and black or white .
Encouragethem to check that they have heard correctly, and tosay
thank you before writing the price next to the item.For
example:
A: How much are those black trousers?B: Theyre forty-four pounds
ninety-eight.A: Forty-four pounds ninety-eight?
B: Yes.A: Thank you. How much is ...?
Sts should ask and answer until they both have allof the price
tags lled in. Then sts should comparepictures to check their
answers.
Answer the question.
Unit 4 Grammar
Use this activity after Lesson 4.3 on page 4 9 .
ProcedureSts work in pairs, A and B. Give each pair a copy of
theboard, two counters and the answers to their
partnersquestions.Explain that sts are going to play a game that
revisesthe language from the unit plus the verb to be . Showthat
there are two questions in each square one forstudent A, one for
student B.Sts toss a coin to see who starts. Then they take it
inturns to move across the board one square at a time,answering the
questions. If they answer incorrectly,
they miss a turn. The rst student in each pair to reachthe end
of the board wins.
