Beginner's Course
Our 12 weeks Beginners Courses
Week 1: Introductions
Objectives
By the end of this session, learners will be able to:
– Greet people politely and respond to greetings.
– Introduce themselves and ask for another person’s name.
– Use ‘to be’ in simple present tense (‘I am / You are / He is …’) correctly.
– Build short conversations for everyday introductions.
Key Vocabulary
Greetings: Hello, Hi, Good morning, Good evening, How are you?
Responses: I’m fine, thanks; I’m OK; Not bad; Nice to meet you.
Personal Info: My name is…, What’s your name?, Where are you from?
Farewells: Goodbye, See you later, Bye, Take care.
Grammar Focus – Verb ‘to be’ (Present Simple)
Subject
I
You
He / She / It
We / They
Verb
am
are
is
are
Example
I am Clive.
You are a student.
She is a teacher.
We are from London.
Contractions: I’m = I am, You’re = You are, He’s = He is
Sample Dialogue
� A: Hello! My name is Maria. What’s your name?
� B: Hi, I’m Ahmed. Nice to meet you.
� A: Nice to meet you too. Where are you from?
� B: I’m from Kenya. And you?
� A: I’m from Brazil.
Practice Activities
1. Listening & Repeat – Teacher/recording says each greeting; students repeat aloud.
2. Pair Practice – Students greet each other and exchange names.
3. Class Survey – Ask classmates ‘Where are you from?’ and record answers.
4. Writing Task – Write a paragraph: ‘My name is … I am from … I am a …’
Homework / Reflection
– Practice saying your name and country aloud ten times.
– Write five sentences about yourself using I am / I’m / My name is …
– Optional: record yourself introducing yourself in English.
Weekly Review Quiz
1. What is the short form of ‘I am’?
2. How do you ask someone’s name?
3. Fill in: ‘______ you from?’
4. True or False: ‘I am fine thank you’ is a correct response to ‘How are you?’
✅ Outcome: Students can confidently greet, introduce themselves, and start simple English conversations.
Week 2: Shopping Basics
Objectives
By the end of this session, learners will be able to:
– Learn numbers (1–100).
– Ask for prices and understand money.
– Use basic phrases for shopping in a supermarket or clothes shop.
– Practise polite requests such as ‘Can I have…?’ or ‘I would like…’.
Key Vocabulary
Numbers: one, two, three… up to one hundred.
Money: pound, penny, euro, dollar.
Food: bread, milk, apples, rice, chicken, water.
Clothes: shirt, trousers, shoes, dress, hat.
Phrases: ‘How much is this?’, ‘It costs…’, ‘Can I try this on?’
Grammar Focus
1. Countable vs. uncountable nouns (an apple / some rice).
2. Using ‘there is / there are’ for describing availability.
3. Question forms: ‘How much is…?’ / ‘How many…?’
Sample Dialogue
� Customer: Excuse me, how much is this shirt?
� Shop assistant: It’s £15.
� Customer: I’ll take it, please.
� Shop assistant: Certainly. Do you need a bag?
� Customer: Yes, please.
Practice Activities
1. Listening – Teacher reads prices; students write the numbers.
2. Role-play – Act out shopping in pairs (customer/shop assistant).
3. Vocabulary game – Memory match with food/clothes pictures.
4. Writing task – Make a short shopping list in English.
Homework / Reflection
– Write 5 sentences about what you usually buy when you go shopping.
– Practise saying numbers 1–100 aloud.
Weekly Review Quiz
1. What’s the difference between ‘How much’ and ‘How many’?
2. Translate: ‘I would like two apples and some milk.’
3. Fill the blank: ‘Excuse me, _____ much is this bag?’
✅ Outcome: Students can confidently use English for shopping situations, ask prices, and make simple purchases.
Week 3: Daily Life & Routines
Objectives
By the end of this session, learners will be able to:
– Talk about daily activities and routines.
– Use the simple present tense accurately.
– Describe times of day (morning, afternoon, evening, night).
– Use frequency adverbs (always, usually, sometimes, never).
Key Vocabulary
Daily Activities: wake up, get up, have breakfast, go to work, go to school, have lunch, cook
dinner, go home.
Times of Day: morning, afternoon, evening, night.
Adverbs of Frequency: always, usually, sometimes, never.
Grammar Focus – Simple Present Tense
Subject
I / You / We / They
He / She / It
Verb
base form
base form + s
Example
I work in London.
She works in London.
Adverbs of Frequency
Placement:
– I always get up early.
– She usually walks to work.
– They never eat breakfast.
Sample Dialogue
� A: What time do you get up?
� B: I get up at 7 o’clock.
� A: Do you have breakfast at home?
� B: Yes, I usually have toast and coffee.
� A: What time do you start work?
� B: I start at nine.
Practice Activities
1. Listening – Match pictures to activities (wake up, eat, go to work, sleep).
2. Speaking – Describe your morning routine with a partner.
3. Writing – Write 5 sentences about your daily life.
4. Grammar Practice – Fill in blanks with the correct verb form (work/works, go/goes).
Homework / Reflection
– Keep a daily routine diary for 3 days.
– Record yourself describing your day in English.
Weekly Review Quiz
1. What’s the difference between ‘I work’ and ‘He works’?
2. Choose the correct: ‘I ___ go to bed at ten.’ (always / is always)
3. True or False: ‘She go to school every day.’
✅ Outcome: Students can confidently describe their daily routines using the simple present tense and adverbs of frequency.
Week 4: Around Town & Directions
Objectives
By the end of this session, learners will be able to:
– Ask for and give directions.
– Understand common places in a town or city.
– Use prepositions of place (next to, opposite, between, near, behind, in front of).
– Practise polite ways to ask for help and information.
Key Vocabulary
Places: bank, post office, supermarket, bus stop, train station, school, hospital, park, library, restaurant.
Prepositions of Place: next to, opposite, between, near, behind, in front of.
Phrases: ‘Where is the…?’, ‘How do I get to…?’, ‘Is it far?’, ‘Go straight ahead’, ‘Turn left’,
‘Turn right’.
Grammar Focus – Prepositions & Imperatives
1. Prepositions show where something is: ‘The bank is next to the post office.’
2. Imperative verbs for directions: ‘Go’, ‘Turn’, ‘Stop’, ‘Walk’.
3. Polite requests: ‘Could you tell me how to get to…?’, ‘Excuse me, is there a… near here?’
Sample Dialogue
� A: Excuse me, could you tell me where the post office is?
� B: Sure. Go straight ahead and turn right. It’s next to the bank.
� A: Thank you very much.
� B: You’re welcome.
Practice Activities
1. Listening – Follow audio directions on a map.
2. Speaking – Give directions to a partner using a simple town map.
3. Vocabulary – Match pictures of places with their names.
4. Writing – Write short directions from your home to your school or work.
Homework / Reflection
– Draw a small map of your neighborhood and label five places in English.
– Write 5 sentences using prepositions of place (e.g., ‘The park is near my house.’).
Weekly Review Quiz
1. What does ‘next to’ mean?
2. Fill in the blank: ‘The library is _____ the supermarket and the park.’
3. Translate: ‘Turn left at the traffic lights.’
4. True or False: ‘Go straight ahead’ means ‘turn right.’
✅ Outcome: Students can confidently ask for and give directions, describe places, and use prepositions of place correctly.
Week 5: Food & Eating Out
Objectives
By the end of this session, learners will be able to:
– Order food and drinks in a café or restaurant.
– Use vocabulary for common meals and food items.
– Understand menus and prices.
– Practise polite requests when ordering.
Key Vocabulary
Meals: breakfast, lunch, dinner, snack.
Food: rice, chicken, fish, salad, soup, bread, fruit, vegetables.
Drinks: water, juice, tea, coffee, milk.
Phrases: ‘Can I have…?’, ‘I would like…’, ‘What would you like?’, ‘Anything else?’, ‘The bill,
please.’
Grammar Focus – Countable & Uncountable Nouns / Polite Requests
1. Countable nouns: things you can count – ‘an apple’, ‘two eggs’.
2. Uncountable nouns: things you can’t count – ‘some water’, ‘some rice’.
3. Polite requests: ‘Can I have…?’, ‘Could I get…?’, ‘I would like…’.
Sample Dialogue
� Waiter: Good evening. Are you ready to order?
� Customer: Yes, I’d like some chicken and rice, please.
� Waiter: Would you like anything to drink?
� Customer: A glass of water, please.
� Waiter: Anything else?
� Customer: No, thank you. That’s all.
Practice Activities
1. Listening – Listen to a restaurant conversation and answer questions.
2. Speaking – Role-play waiter and customer using a sample menu.
3. Vocabulary – Match food pictures with their English names.
4. Writing – Write your favourite meal in English using ‘I like…’ and ‘I usually eat…’.
Homework / Reflection
– Write a short dialogue of ordering food in a restaurant.
– Practise saying polite requests aloud (‘Can I have…?’, ‘I would like…’).
Weekly Review Quiz
1. What is the difference between ‘a banana’ and ‘some rice’?
2. Translate: ‘Can I have a cup of tea, please?’
3. Fill the blank: ‘I would _____ a sandwich and coffee.’
4. True or False: ‘Some’ is used with countable nouns only.
✅ Outcome: Students can confidently order food and drinks, understand menus, and use polite requests in restaurants and cafés.
Week 6: Travel & Transport
Objectives
By the end of this session, learners will be able to:
– Talk about different types of transport.
– Ask for and give travel information.
– Understand timetables and ticket information.
– Use prepositions of movement and direction.
Key Vocabulary
Transport: bus, train, car, taxi, bicycle, plane, underground, tram, boat.
Travel Words: ticket, station, platform, journey, seat, driver, passenger, stop, airport.
Phrases: ‘Where can I buy a ticket?’, ‘How much is a single/return?’, ‘What time does the train leave?’, ‘I’m going to…’
Grammar Focus – Prepositions of Movement & ‘Going to’
1. Prepositions of movement: ‘to’, ‘from’, ‘into’, ‘out of’, ‘through’, ‘across’, ‘up’, ‘down’.
2. ‘Going to’ for future plans: ‘I’m going to visit my friend tomorrow.’
3. Questions and answers: ‘Where are you going?’ → ‘I’m going to London.
Sample Dialogue
� A: Excuse me, where can I buy a train ticket?
� B: You can buy one at the ticket machine or the counter.
� A: Thank you. What time does the train leave for Oxford?
� B: It leaves at half past two from platform four.
� A: Thanks very much.
� B: You’re welcome.
Practice Activities
1. Listening – Identify transport types from short recordings.
2. Speaking – Role-play buying tickets at a station.
3. Reading – Read a short travel timetable and answer questions.
4. Writing – Write sentences using ‘I’m going to…’ to describe future trips.
Homework / Reflection
– Create a short travel plan using English (where you’re going, when, how).
– Practise saying prepositions of movement aloud (‘across’, ‘through’, ‘up’, ‘down’).
Weekly Review Quiz
1. What is the meaning of ‘platform’?
2. Fill in the blank: ‘I’m _____ to Paris next week.’
3. Translate: ‘The bus goes through the city centre.’
4. True or False: ‘Across’ means ‘up and down.’
✅ Outcome: Students can confidently discuss travel, ask for directions and information, and describe future plans using ‘going to’.
Week 7: Home & Family
Objectives
By the end of this session, learners will be able to:
– Describe family members and relationships.
– Talk about rooms and objects in the home.
– Use possessive adjectives and ‘have/has’.
– Practise simple sentences to describe their living situation.
Key Vocabulary
Family: mother, father, brother, sister, son, daughter, husband, wife, uncle, aunt, cousin,
grandparents.
Home: kitchen, living room, bathroom, bedroom, garden, flat, house, chair, table, bed, sofa.
Phrases: ‘This is my…’, ‘I live in…’, ‘There is/There are…’
Grammar Focus – Possessives &’ ‘Have/Has’
1. Possessive adjectives: my, your, his, her, our, their.
Example: ‘This is my sister.’ / ‘Their house is big.’
2. ‘Have/Has’ for possession:
– I/You/We/They have
– He/She/It has
Example: ‘I have two brothers.’ / ‘She has a nice room.’
3. ‘There is/There are’ for describing rooms and objects.
Example: ‘There is a sofa in the living room.’ / ‘There are three chairs.’
Sample Dialogue
� A: Do you have a big family?
� B: Yes, I do. I have two brothers and one sister.
� A: Do they live with you?
� B: No, they don’t. My brothers live in Manchester.
� A: And do you have your own room?
� B: Yes, I do. There’s a bed, a desk, and a big window.
Practice Activities
1. Speaking – Describe your family using pictures or drawings.
2. Listening – Identify family members in short conversations.
3. Grammar – Complete sentences using ‘have’ or ‘has’.
4. Writing – Describe your home using ‘There is/There are’.
Homework / Reflection
– Write a short paragraph about your family.
– Describe your home in 5 sentences.
– Practise using possessive adjectives (‘my’, ‘your’, ‘his’, etc.).
Weekly Review Quiz
1. Fill in the blank: ‘She _____ two children.’
2. What is the possessive adjective for ‘we’?
3. Translate: ‘There is a table in the kitchen.’
4. True or False: ‘He have a car’ is correct.
✅ Outcome: Students can describe their family and home, use possessive forms correctly, and talk about what they have.
Week 8: Free Time & Hobbies
Objectives
By the end of this session, learners will be able to:
– Talk about their hobbies and free time activities.
– Use the simple present tense to describe habits.
– Ask and answer questions about likes and dislikes.
– Use ‘like + -ing’ and frequency adverbs naturally in conversation.
Key Vocabulary
Hobbies: reading, swimming, dancing, cooking, travelling, drawing, playing football, watching TV, listening to music.
Phrases: ‘What do you like doing?’, ‘I like…’, ‘I don’t like…’, ‘How often do you…?’
Adverbs of Frequency: always, usually, often, sometimes, never.
Grammar Focus – ‘Like + -ing’ & Frequency Adverbs
1. ‘Like + -ing’ for hobbies: ‘I like reading.’ / ‘She likes dancing.’
2. Negative form: ‘I don’t like cooking.’ /’He doesn’t like running.’
3. Frequency adverbs: used before the main verb – ‘I often play football.’ / ‘She never
watches TV.’
4. Questions: ‘Do you like swimming?’ / ‘How often do you read?’
Sample Dialogue
� A: What do you do in your free time?
� B: I like playing football and watching movies.
� A: How often do you play football?
� B: I usually play on Saturdays.
� A: Do you like cooking?
� B: Not really. I prefer eating!
Practice Activities
1. Speaking – Ask and answer questions about hobbies with a partner.
2. Listening – Identify hobbies from short audio clips.
3. Grammar – Complete sentences using ‘like + -ing’ and adverbs of frequency.
4. Writing – Write 5 sentences about your hobbies and how often you do them.
Homework / Reflection
– Write a short paragraph about your favourite hobby.
– Record yourself talking about what you do in your free time.
– Practise using ‘like’ and ‘don’t like’ in conversation.
Weekly Review Quiz
1. What is the correct form? ‘I like ___ (read / reading / to read) books.’
2. Fill in the blank: ‘I ___ go swimming on weekends.’ (always / am always)
3. Translate: ‘Do you like listening to music?’
4. True or False: ‘She doesn’t likes cooking’ is correct.
✅ Outcome: Students can describe their hobbies, talk about frequency, and express likes and dislikes using natural English patterns.
Week 9: Weather & Seasons
Objectives
By the end of this session, learners will be able to:
– Talk about the weather and different seasons.
– Ask and answer questions about weather conditions.
– Use adjectives to describe the weather.
– Use the present continuous tense to talk about current weather.
Key Vocabulary
Weather Words: sunny, rainy, cloudy, windy, snowy, stormy, hot, cold, warm, cool.
Seasons: spring, summer, autumn (fall), winter.
Phrases: ‘What’s the weather like?’, ‘It’s raining.’, ‘It’s sunny and warm.’, ‘I like summer because…’
Grammar Focus – Present Continuous for Weather
1. Use ‘to be + -ing’ for actions happening now: ‘It is raining’, ‘It’s snowing.’
2. Use ‘It’s + adjective’ to describe general weather: ‘It’s cold today.’
3. Questions: ‘What’s the weather like?’, ‘Is it raining?’, ‘How’s the weather?’
Sample Dialogue
� A: What’s the weather like today?
� B: It’s sunny and warm.
� A: Do you like hot weather?
� B: Not really. I prefer cool days.
� A: What’s your favourite season?
� B: I love autumn. The trees are beautiful.
Practice Activities
1. Listening – Identify the weather in short audio clips.
2. Speaking – Describe today’s weather in your city.
3. Grammar – Complete sentences using ‘It’s + adjective’ or ‘It’s + -ing’.
4. Writing – Write about your favourite season and what you like doing in it.
Homework / Reflection
– Keep a weather diary for 3 days describing each day’s weather.
– Practise saying weather words aloud.
– Write 5 sentences about your favourite season.
Weekly Review Quiz
1. Translate: ‘It’s snowing today.’
2. Fill in the blank: ‘It ___ raining right now.’
3. What season comes after summer?
4. True or False: ‘It’s cold’ describes the weather now.
✅ Outcome: Students can talk about weather and seasons, use descriptive adjectives, and form present continuous sentences correctly.
Week 10: Health & the Body
Objectives
By the end of this session, learners will be able to:
– Name parts of the body.
– Talk about health and common illnesses.
– Use ‘have got’ to describe symptoms.
– Ask for and give simple health advice.
Key Vocabular
Body Parts: head, eyes, ears, nose, mouth, teeth, neck, shoulders, arms, hands, legs, feet.
Health Words: cold, cough, fever, headache, stomachache, sore throat, backache, tired, sick, medicine, doctor.
Phrases: ‘I’ve got a…’, ‘My head hurts.’, ‘You should rest.’, ‘Take some medicine.’, ‘Go to the doctor.’
Grammar Focus – ‘Have Got’ & Giving Advice
1. ‘Have got’ for possession and symptoms:
– I’ve got a cold. / She’s got a headache.
2. Using ‘should’ for advice:
– You should see a doctor. / You shouldn’t go out.
3. Question forms:
– Have you got a fever? / What should I do?
Sample Dialogue
� A: You don’t look well. What’s wrong?
� B: I’ve got a sore throat and a headache.
� A: Oh dear. You should rest and drink some tea.
� B: Yes, I think I’ll stay at home today.
� A: Good idea. Get well soon!
Practice Activities
1. Speaking – Practice short doctor-patient dialogues.
2. Listening – Identify symptoms from short health conversations.
3. Grammar – Complete sentences using ‘have got’ and ‘should’.
4. Writing – Write a short paragraph about what to do when you’re sick.
Homework / Reflection
– Write five sentences using ‘I’ve got…’ to describe symptoms.
– Practice giving advice using ‘should’ and ‘shouldn’t’.
– Revise body parts vocabulary.
Weekly Review Quiz
1. Fill in the blank: ‘I’ve got a ______.’ (headache / run / car)
2. Translate: ‘You should drink water.’
3. What’s the opposite of ‘You should’?
4. True or False: ‘He’s got a cough’ means he owns a cough.
✅ Outcome: Students can talk about body parts and health, describe symptoms using ‘have got’, and give basic advice using ‘should’.
Week 11: Work & Jobs
Objectives
By the end of this session, learners will be able to:
– Talk about jobs and workplaces.
– Use the simple present tense to describe job routines.
– Ask and answer questions about work.
– Use ‘a’ and ‘an’ correctly with job titles.
Key Vocabulary
Jobs: teacher, doctor, nurse, driver, chef, builder, cleaner, police officer, shop assistant,
student, waiter, engineer.
Workplaces: school, hospital, office, restaurant, factory, shop.
Phrases: ‘What do you do?’, ‘I’m a…’, ‘Where do you work?’, ‘I work in…’, ‘Do you like your job?’
Grammar Focus – Simple Present & Articles
1. Simple present for routines: ‘I work in an office.’ / ‘She teaches at a school.’
2. Articles with jobs: ‘a’ before consonant sounds, ‘an’ before vowel sounds – ‘a teacher’, ‘an
engineer’.
3. Questions and answers:
– What do you do? → I’m a driver.
– Where do you work? → I work in a hospital.
Sample Dialogue
� A: What do you do, Tom?
� B: I’m a chef. I work in a restaurant.
� A: Do you like your job?
� B: Yes, I do. I love cooking for people.
� A: What time do you start work?
� B: I start at nine and finish at five.
Practice Activities
1. Speaking – Interview a partner about their job or dream job.
2. Listening – Identify different professions from audio clips.
3. Grammar – Complete sentences with ‘a’ or ‘an’ and the correct job title.
4. Writing – Write 5 sentences describing your daily work routine.
Homework / Reflection
– Write a short paragraph about your job or dream job.
– Practice asking and answering ‘What do you do?’ and ‘Where do you work?’
– Revise job vocabulary.
Weekly Review Quiz
1. Fill in the blank: ‘I’m ___ engineer.’ (a / an)
2. Translate: ‘She works in a hospital.’
3. True or False: ‘I work at restaurant’ is correct.
4. Choose the correct form: ‘He work / works in a shop.’
✅ Outcome: Students can talk about jobs and workplaces, ask about work routines, and use articles and the simple present correctly.
Week 12: Review & Assessment
Objectives
By the end of this final session, learners will be able to:
– Review and consolidate key vocabulary and grammar from Weeks 1–11.
– Practise real-life communication skills through role-play and discussion.
– Complete a short written and spoken assessment.
– Reflect on progress and set goals for continuing to learn English.
Key Vocabulary Review
Topics to Review:
– Greetings and Introductions
– Shopping and Numbers
– Daily Routines
– Directions and Places
– Food and Restaurants
– Travel and Transport
– Family and Home
– Hobbies and Weather
– Health and Jobs
Grammar Focus – Review of Key Structures
1. Verb ‘to be’ – I am / You are / He is / They are.
2. Simple Present – I work / He works.
3. ‘There is / There are’ – describing places.
4. Prepositions – in, on, under, next to, between.
5. Question Forms – What, Where, When, How.
6. ‘Have got’ and ‘Like + -ing’ constructions.
Practice Activities
1. Speaking – Group discussion: ‘My favourite week of the course.’
2. Role-play – Choose one scenario from the course (shopping, directions, restaurant, etc.) and perform it in pairs.
3. Listening – Review short dialogues and answer comprehension questions.
4. Writing – Write a short paragraph: ‘My English journey so far.’
Final Assessment
1. **Speaking Task:** Introduce yourself, describe your daily routine, and talk about your
hobbies.
2. **Listening Task:** Listen to a short dialogue and answer comprehension questions.
3. **Reading Task:** Read a short passage and identify key details.
4. **Writing Task:** Write a short email introducing yourself to a new classmate.
Reflection & Feedback
– What have you learned in this 12-week course?
– Which topics were the easiest or most difficult?
– What are your goals for improving English next?
– Teachers can provide written or verbal feedback to support continued learning.
✅ Outcome: Students complete the beginner’s level confident in basic grammar, vocabulary, and everyday communication skills. They are ready to progress to the TalkUp English Pre- Intermediate Course.