Stephanie Guler Stephanie Guler

Intermediate (B1+) level


In this lesson, Ss will learn and practice using grammatical lexis (both and neither) using the context 'things in common'. The lesson will start out with a find someone who-type activity, where students discover similarities and differences between themselves and other classmates. Then, students will complete a guided discovery HO to discover the meaning and form of TL. Afterwards, T will take a closer look at TL with Ss, which will be followed by two listening exercises to help consolidate the TL. The listening portion will provide a model for Ss for the final activity, a speaking activity enabling Ss to use the TL to talk about things they have in common with others.


Main Aims

  • To provide review, practice and clarification of grammatical lexis 'both' and 'neither' to compare two people/things in the context of things in common

Subsidiary Aims

  • To consolidate and provide a model of the TL through listening in the context of things in common


Lead In (6-7 minutes) • To introduce the theme of the lesson: similarities and differences

1. Write on the board: home, TV & films, sports, food, holidays, travel. 2. T tells Ss they will do a quick activity where they will talk to each other about similarities and differences. 3. Explain to Ss that they need to choose a topic from the board to talk about, and then find one similarity and one difference with each classmate. Ss should write their findings on the HO (show it to Ss at this point). 4. T tells Ss they will stand up and walk around for this activity. Encourage Ss to talk to someone they might not know that well. T gives HO to Ss and asks ICQs: How many classmates will you talk to? 1 or 2? 2 Will you stay at your table or walk around the room? Walk around 5. T gives Ss a time limit of 4 minutes and tells Ss to start. T should monitor Ss to check if they are on-task or need any help with instructions. 6. T nominates 2 Ss to share their findings with the class.

Vocabulary - Guided Discovery Ex. 1 and 2 (5-6 minutes) • To enable Ss to discover the rules of using 'both' and 'neither'

1. T shows photos of Condoleeza Rice and Julianne Moore on the projector (or on HO if projector isn't working). T elicits as much information about the photos from Ss as possible, checking to see if they know how to use the TL or not. 2. T shows Ss HO and reads instructions for both exercises. 3. T asks Ss to work in pairs for this exercise and explains they need to do exercise 1 and 2 on the paper. T gives Ss HOs. 4. ICQs: Are you going to work alone or with a partner? Partner Are you going to only do exercise 1? No exercise 1 and 2 5. For feedback, T nominates one S to give the first answer, and then Ss nominate each other to give the rest of the answers.

Clarifying Language (7-8 minutes) • To clarify meaning, form and pronunciation of the TL

T divides the board into two sections: Both and Neither (Ss can see a side-by-side comparison) T uses CCQs based on the previous activity to clarify meaning. (Show Ss photos again to remind them) Is Condoleeza a well-known politician? Yes Is Julianne a famous actress? Yes There are two accomplished women here, this means they are __________(Both) successful. Are they from different countries? No Do they have the same nationality? Yes (American) They are _________(both) American. Are these women from Turkey? (No. ____________ [neither] of them is Turkish) Is Condoleeza wearing glasses in this photo? No Is Julianne wearing glasses here? No. ______________ of them is wearing glasses. Both is used with plural verbs (elicit and circle the plural verbs in the sentences on board) Neither is used with singular verbs (do the same with neither sentences) When we name the two subjects, we need to add a word. What do you think goes here? Both Condoleeza (subject #1) ________ Julianne (subject #2) are (plural verb) successful. Condoleeza _________ Julianne __________ live in the United States. How about here? (nor) Neither Condoleeza __________ Julianne is Turkish. ____________ Condoleeza __________ Julianne has blonde hair. 'Both' can be used in two places in a sentence (elicit before giving examples): 1. ________ of them have children. 2. They ________ have children. Drill pronunciation of both and neither (show them both ways for this word) chorally and individually. Then to check meaning and provide some controlled speaking practice: T should have Ss refer to the similarities they found in the warmer to elicit and create examples using both and They both have brown eyes. Both Kaan and Zeki live in Istanbul, Neither of them have been to China. Neither Ayse nor Cansu is married. etc. Have Ss write these on the board, highlighting the verb and also creating the same example naming the two subjects (using 'and' or 'nor')

Listening Exercise 1 (3-4 minutes) • To consolidate the TL through listening

1. T explains to Ss that they will now listen to a conversation about two strangers, Clive and Linda, who have a lot in common (similarities). 2. Show Ss the list of topics on projector (or write on board). Ask them to take a moment to read through the topics before listening. 3. Read instructions and explain that Clive and Linda will talk about some of these topics in the list. There are also two topics that they don't discuss, so listen for that as well. ICQs: Are we going to read or listen to the conversation? Listen Are you going to listen for topics or grammar? Topics 4. Give Ss HO. Instruct them to fold it in half (demonstrate) so they are only looking at Ex. 1. Then play track. 5. Have Ss check their answers with a partner. 6. For FB, elicit from Ss which two topics were not discussed.

Listening Exercise 2 (5-6 minutes) • To consolidate and provide a model of the TL through listening

1. Tell Ss they have a minute or two to get with their partner and try to remember the things Clive and Linda have in common. Encourage them to talk about it using 'both' and 'neither'. 2. Tell Ss that they will listen to the conversation again. This time they will listen for the things Linda and Clive have in common and write them on their paper. Encourage Ss to use 'both' and 'neither' when making their list. 2. Ask Ss to turn their HO over to reveal Ex. 2. 3. Play track. If Ss need, play it one more time. 4. For FB, T divides the class into 2 or 3 teams (depending on how many Ss there are). T explains that they will have a competition for who found the most similarities between Linda and Clive. T nominates one S from each team to come up front and get the answer key and tells Ss to check their answers with their team. The team that gets the highest number of similarities wins. T should monitor Ss during this time to check for accuracy (could collect errors too). 5. T asks each team how many answers they got correct and declares a winner.

Freer Speaking/Writing Exercise (9-10 minutes) • To provide freer speaking and writing practice using the TL

1. T explains to Ss that they will now practice using both and neither. 2. T assigns new partners (1,2,3,4,5,6...1,2,3,4,5,6 depending on # of Ss) and asks Ss to get together with their new pair. 3. Then T tells Ss to take a minute to think of some questions to ask their partner. After, they will interview each other to find out things they have in common. Tell Ss taking notes would be helpful. 4. Give Ss a few minutes to do their interviews and monitor (collect errors) 5. Then tell Ss that they will work with their partner to write some sentences using both and neither. At this point give each pair HO. T should continue to monitor and collect errors. 6. When Ss are finished, T nominates each pair to present 2 of the most interesting things in common to the class (one for each S).

Delayed Error Correction (4-5 minutes) • To provide clarification on errors made during the lesson and to also highlight good language use

1. T writes some correct and incorrect examples of TL on board. 2. Explain to Ss that there are some good examples here and some that need improvement. T asks Ss to work with their partner to find and correct the errors. 3. Then T goes through each utterance and elicits whether the sentence needs improvement and why.

Web site designed by: Nikue