Ольга Сорочан Ольга Сорочан

Talking about similarities, so/neither
Intermediate level


Abc Kerr, P & Jones, C (2006) Straightforward Intermediate Student's Book, Macmillan
Abc Scrivener, J., Bingham, C. et al. (2006) Straightforward Intermediate Teacher's Book, Macmillan

Main Aims

  • To enable Ss to understand and give them practice in talking about similarities using the so/neither + auxiliary verb + subject structure in the context of coincidences and similarities

Subsidiary Aims

  • To give students pracrice in speaking for fluency using the so/neither + auxiliary verb + subject structure in the context of coincidences and similarities


Lead-in (3-5 minutes) • To set lesson context and engage students

T projects a picture of people doing a pub quiz on the w/b. Ss work in pairs and discuss (1) where the people in the picture are and (2) what they are doing. T also suggests Ss use phrases written on the board and intoned to express their opinions. Instruction: Look at the picture. Where are the people? What are they doing? Dicuss it in pairs. Rememeber to use these (points out to the phrases on the board ('I believe, In my opinion, As I see it'). T also drills each of the phrases a couple of times chorally and individually, gets Ss to work in pairs. T collects feedback.

Introduction of grammar through context (4-4 minutes) • To provide a model of production expected in coming tasks through reading/listening

T suggests Ss will do a small quiz now. Instruction: You will do a quiz now. You listened to a dialogue about Clive and Linda during the previous lesson. Here are (shows the hand-out) parts of their dialogue. Decide which line was said by Clive, which by Linda. Work in pairs, you have 1 minute. Ss are given keys to check their answers. T gets Ss to dicuss the meaning of the grammatical structure in the dialogues: Do Clive and Linda have many things in common? Give examples. How does Clive (Linda) express his (her) agreement?

Grammar focus: agreement with positive sentences (8-8 minutes) • To highlight and clarify grammatical means of agreement with positive sentences

T asks CCQs to make sure Ss understand the structure. e.g. (A) I signed up for free lessons. (B) So did I. T asks: Did B also sign? T writes examples of how agreement with positive sentences can be expressed under the 'Agreement +' heading ('+' stands for positive statements). T highlights the position of the auxiliary verbs, elicits the general pattern from Ss, writes it on board (so + auxiliary verb + subject) T drills sentence stress in the sentences chorally and individually if necessary, marks it on w/b. T asks Ss o respond to three statements. Instruction: Who can agree with me on these? - I love dogs. -I went to bed late yesterday. -I can speak English.

Grammar focus 2: agreement with negative sentences (8-8 minutes) • To highlight and clarify grammatical means of agreement with negative sentences

T refers Ss to the text by asking: Is Linda good at quizes? (No) What does she say? (I am not good at those general knowledge things) What about Clive? Is he? (No). What does he say? (Neither am I). Does he agree? (Yes, he does) T elicits from Ss that Clive agrees with a negative sentence. Writes 'Agreement -' ('-' stands for negative sentences) on w/c, writes this and a couple of other examples under the heading. With Ss underlines the auxiliary verbs, elicits the general pattern from Ss (neither + auxiliary verb + subject), writes it on w/c (or has a S do it). T asks Ss if they can agree with her on this: I don't wake up early at the weekend. I cannot bake cakes. I did not watch any film yesterday. T nominates volunteers to respond.

Controlled grammar practice (5-5 minutes) • To give Ss practice in agreeing with positive and negative sentences

T gets Ss to do Ex 2, p. 39 Instruction: Work in pairs. Do Ex 2 (shows the hand-out). Choose the best answer to finish the dialogues. T monitors, offers help when necessary. Ss check themselves against the keys.

Freer grammar practice (10-10 minutes) • To give Ss freer practice in agreeing with positive and negative sentences in the context of meeting a Facebook friend

T gets Ss to re-write sentences from Ex 3, p 39 to make them true for themselves. Instruction: There are eight statements in Ex 3 (shows the hand-out). Take one minute and re-write sentences which are not true for you. For axample (T gives an example). T writes 'Facebook conicidences' heading on w/b, then says: Now, imagine, that you are Facebook friends. You meet for the first time in a cafe at the Bosphorous (T projects a picture of Bosphorous on the board). Tell each other about youself based on the statements (T shows Ex 3). Agree and disagree with each other. Decide if your partner can make a good friend. T collects feedback, Ss tell who can be their frined and why. Alternative: If time permits, Ss can change partners and do the same activitiy again.

Language analysis and wrap up (5-5 minutes) • To reflect on mistakes, wrap up in an engaing way

T praises Ss for work, analises important languages, highlights good language, elicits correct language where necessary. T writes 'Good friends are like stars' on w/b. Asks Ss to continue the saying. Ss share ideas in pairs, T writes the continuation on w/b 'you don's always see them but your know they are alsways there', closes the lesson. Alternatively, Ss can be asked to look for ways to continue the saying at home.

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