Julide Esra Ilyas Julide Esra Ilyas

Grammar: some, any, a
Elementary level


In this lesson student will learn when to use some, any and a. They will practice speaking while using these. They will clarify the meaning of the three words, and learn how to ask questions and answering questions using some, any, and a.


Abc Fill in the gap
Abc Fill in the gap Phone Conversation
Abc Describe the Picture (A)
Abc Describe the Picture (B)

Main Aims

  • To provide clarification of Some, any, a in the context of Renting an apartment

Subsidiary Aims

  • To provide accuracy speaking practice in a Conversation in the context of renting an apartment using the target language.


Warmer/Lead-in (3-5 minutes) • To engage students in the lesson

The context will already have been set in the previous lesson. I will lead in with the last picture that was shown in the previous lesson and ask the students what they see in the picture.

Exposure (8-10 minutes) • To provide context for the target language through a text or situation

When the students are talking about the picture on the board, I will write down some sentences that they are saying. "There is a table," "there's some furniture." I will clarify when to use some, any and a. I will use the examples "There are some chairs" Ask them the following questions: Is chairs plural or singular?-plural Chair countable or uncountable?- countable Is this sentence positive or negative?- positive so we use some in positive sentences with plural countable nouns. "There's a cooker" Positive or negative? positive singular or plural? singular countable uncountable? countable Are there any shops? Positive, negative or question? question singular or plural? plural countable uncountable?

Clarification (6-8 minutes) • To clarify the meaning, form and pronunciation of the target language

After I have showed the examples of the sentence, I will draw a chart on the board to show them a visual clarification. Then the students will get a change to fill in the gaps of another chart with the sentences, this will give them a chance to visually see when to use the words. Students will then check their answers with a partner. Then I will put the same chart on the overhead projection and have students come up to the board and fill in the blank. I will ask questions to make sure they have understood the meaning of the words.

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

I will tell the students that Alex and Martina now live in the flat. Martina is at the supermarket and is calling Alex to ask about foods. Students will then work on exercise 9a. They will fill in the blank with some, any, or a and then check their answers with a partner. We will then listen to an audio to check our answers. I will monitor to make sure that they have understood the assignment and are doing it correctly. I will then go over the most common mistakes that they have made.

Semi-Controlled Practice (6-8 minutes) • To concept check further and prepare students for free practice

Students will be put into two groups, group A and group B. Each group will describe the picture that they are given. They will say sentences like, There's a... there's some... there are.... there are some... Then each group will make questions to ask a student from the other group about their picture. ex: Is there... Are there any... How many apples are there... how much water is there?

Free Practice (8-10 minutes) • To provide students with free practice of the target language

The two groups from the previous step will work together. They will take turns asking each other questions about their pictures and try to find 12 differences. Then students will go back to their groups and compare their answers. I will then put the two pictures on the board and ask students to come up and circle the differences in the pictures.

Web site designed by: Nikue