To provide clarification of I'd like-some/any in the context of saying what you want
To provide fluency speaking practice in a roleplay in the context of offering things
Procedure (37-49 minutes)
I will tell sts that in our daily life we do many activities in different places. I focus students' attention on the example in the matching task match the activities with the places in pairs. Do you have to match or write something else? ( just match) Do you work individually or in pairs? ( in pairs) Then, I can play the recording for them to check their answers.
I focus students' attention on the two pictures of Adam putting them up on the WB; one is in the supermarket and the other one is in the chemist's. I will tell my sts that we are going to listen to two conversations about these two pictures and they have to match each picture to each conversation. Then I play the two conversations once. I elicit FB.
I will write the following marker sentences on the WB: I'd like some cheese, please. Do you have any Emmental? We don't have any Emmental.
(I'd like some cheese, please.) (Do you have any Emmental?) (I don't have any conditioner.) I clarify the meaning first asking them some CCQs: ( Do we use "some" for negatives and questions?) (no) (Do we use " some" for affirmative?) (yes) Do we use "any" for negatives and affirmative? (no) (Do we use " any" for negatives and questions?) (yes) Then, I clarify the form as following: Sub+'d(would)+ like+ some+ uncountable noun / plural countable Do+ Sub+ have+ any+ uncountable noun / plural countable Sub+ don't+ have+ any+ uncountable noun / plural countable Then, I clarify the pronunciation. (I'd like some cheese, please.) /səmʧiz/ , the intonation is falling (Do you have any Emmental?) /həvɛni/ , the intonation is rising. (I don't have any conditioner.) //həvɛni/ the intonation is falling
I will tell Ss that they have to fill in the gaps individually in the context of 2 conversations between Adam and a visitor at his home. ICQ: (you have to work individually or in pairs?) ( individually) They do the task while I monitoring and when they finish, I will let the Ss check in pairs before playing the recording.
I will focus students' attention again on the 2 conversations putting them in lines to get them practice the conversations as one student represents "Adam" and his/her partner is "a visitor" after they finish, I will let them move the line over so that each one is practicing with a new partner. I monitor them and noting errors.