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Absolute Beginner English Some Any

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The use of 'some' and 'any' is rather challenging for students. You will need to be especially careful and model many times when introducing 'some' and 'any'. Repeating students mistakes while accenting the mistaken word is especially helpful as the student will be prompted to change his / her response. Practicing 'some' and 'any' also offers a perfect oportunity to review the use of 'there is' and 'there are' to introduce countable and uncountable nouns. You will need to bring in some illustrations of both countable and uncountable objects. I find a picture of a living room with many objects helpful.

Part I: Introducing Some and Any with Countable Objects

Prepare the lesson by writing 'Some' and a number such as '4' at the top of the board. Under these headings, add a list of the countable and uncountable objects that you have introduced - or will be introducing - during the lesson. This will help students recognize the concept of countable and uncountable.

Teacher: (Take an illustration or picture that contains many objects.) Are there any oranges in this picture? Yes, there are some oranges in that picture. (Model 'any' and 'some' by accenting 'any' and 'some' in the question and response. This use of accenting differing words with your intonation helps students learn that 'any' is used in the question form and 'some' in a positive statement.)

Teacher: (Repeat with several different countable objects.) Are there [u]any[/u] glasses in this picture? Yes, there are [u]some[/u] glasses in that picture.

Teacher: Are there [u]any[/u] glasses in this picture? No, there aren't [u]any[/u] glasses in that picture. There are [u]some[/u] apples.

(Repeat with several different countable objects.)

Teacher: Paolo, are there any books in this picture?

Student(s): Yes, there are some books in that picture.

Continue this exercise around the room with each of the students. If a student makes a mistake, touch your ear to signal that the student should listen and then repeat his/her answer accenting what the student should have said.

Part II: Introducing Some and Any with Uncountable Objects

(At this point you might want to point out the list you have written on the board.)

Teacher: (Take an illustration or picture that contains an uncountable object such as water.) Is there [u]any[/u] water in this picture? Yes, there is [u]some[/u] water in that picture.

Teacher: (Take an illustration or picture that contains an uncountable object such as water.) Is there [u]any[/u] cheese in this picture? Yes, there is [u]some[/u] cheese in that picture.

Teacher: Paolo, is there any cheese in this picture?

Student(s): Yes, there is some cheese in that picture.

Continue this exercise around the room with each of the students. If a student makes a mistake, touch your ear to signal that the student should listen and then repeat his/her answer accenting what the student should have said.

Part III: Students ask questions

Teacher: (Hand out the various images to the students, you can also make a game out of this by turning over the images and having students choose one from the pile.)

Teacher: Paolo, ask Susan a question.

Student(s): Is there any water in this picture?

Student(s): Yes, there is some water in that picture. OR No, there isn't any water in that picture.

Student(s): Are there any oranges in this picture?

Student(s): Yes, there are some oranges in that picture. OR No, there aren't any oranges in that picture.

Teacher: (Continue around the room - make sure to repeat students' incorrect sentences accenting the mistake so that they may correct themselves.)

Back to the Absolute Beginner 20 Point Program

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