Some & Any
To provide clarification and practice of some and any in the context of food
To provide practice and clarification on how some and any are pronounced / and some food items
Procedure (29-47 minutes)
Teacher will hang on the board images of ( bananas , tea, cheese, and bread, tomatos and grapes) teacher will point out to the picture to get ss to say what they are. while they say, teacher will write in different color " there is some" and " there are some" and underlines plural "s" . Then teacher will ask " does anyone remember from yesterday what we call them " hoping they say countable and uncountable. The T will show a picture of a girl thinking about chocolate, standing next to her mother. T will try to elicit question " is there any chocolate? " and underlines the word any . T will do that by asking ccqs . Is that a little girl ? is that her mother ? is the girl eating chocolate? does the girl want chocolate ? how can the girl ask for chocolate? I will write the form down on the board " is there any chocolate?" , i'll underline any and the question mark, then i'll ask the ss to answer and i'll write , yes, there is some / no there is not any . I'll underline some and any, and no in the sentences.
T will show ss a picture with different food items and ask sts is there "any" milk? ss will answer "Yes" . In case their answer is incomplete , T will complete the sentence "yes there is some milk " in the picture. T intonation will change when she answers the question, will stress the word "some" to model, hoping her helps ss notice how "some" is used and pronounced , then T will model "any" by asking about an item that is not in picture. T will hand ss some images of food ( some countable and some are uncountable ), and ask ss to work in pairs by selecting an item from the list and asking their pair " is there any milk in your house?" or " are there any apples in your fridge" the other student , answer yes there are some or no there aren't any .
T will explain the instruction of exercise five, by chesting and icqs ( are we going to do no. 6) ( are you going to check your answers with me ) T will hand out the exercise , ss will work alone, then check their answers in pairs, and finally look for the answer key which will be hung on the wall
Teacher will hand a handout , of an empty fridge and some modelling sentences. Students work in pair first and then they will mingle. Part a of the handout , is to write what they remember was in their fridge this morning, and what wasn't. Part b students will mingle and ask other
T will give a HO, will do the same kind of instructions and ICQs as in Exercise 5 . They work alone and then check with answers with pair and the answer key