Some vs Any - English Grammar - Teaching Tips
Some and Any are two words that often cause confusion, which is why we have decided to take a closer look at the difference of the two words in this video. Firsly, some is a determiner used for positive statements while any is a determiner used in questions and negative statements. Consider the following situation: I asked the teacher if he could give me some paper. I said ‘Excuse me, have you got any paper?’ Unfortunately, he didn’t have any. The first statement is positive and therefore requires us to use some. The second sentence is a question and therefore, we need to use any. The third and final sentence is a negative statement which also requries us to use any. It's worth noting that we do sometimes use some in questions and we also use any in positive statements. For example, we use some in questions when making an offer or request Would you like some tea?. Alternatively, we use any in positive statements when it follows a word with a negative or limiting meaning We rarely have any problems with it. The best way to get comfortable with the usage is to listen to native speakers or read a lot of English text.
Below you can read feedback from an ITTT graduate regarding one section of their online TEFL certification course. Each of our online courses is broken down into concise units that focus on specific areas of English language teaching. This convenient, highly structured design means that you can quickly get to grips with each section before moving onto the next.
There were noticeable differences between the first and the second vide.
The first video was an example of a poorly done lesson, while the second video was an example of a well done lesso.
In the first video, the teacher's attitude is dismissive, intimidating, and impatien.
It is obvious from the quiet in the classroom that the students did not feel comfortable with the material or answering the questions that the teacher aske.
This is likely because of the teacher's continual insistence that \"This is easy!\" or that \"Anyone can do this!\" It makes the students uncomfortable with answering because they do not feel they should be wron.
Not only that, but the teacher talks quite quickly and does not mime to help the students understand, and is not encouraging or positive when a student answers incorrectl.
Furthermore, there was little explanation within the lesson and there were no 'Engage' or 'Activate' phases, and no other interaction besides the teacher with the whole class or the students working on their ow.
In the second video, however, the atmosphere in the classroom was more fun and lighthearte.
The teacher smiled, introduced himself, and wanted to know the names of the student.
He was immediately more approachable and personable, and the students were far more comfortabl.
Every student in the room talked and he engaged each one personally, as well as eliciting follow up questions and miming in case the students did not understand what he mean.
The instructions for each activity were clear, and students were allowed to work in pairs and correct each other, rather than the teacher simply giving answers when the students were wron.
The lesson content itself was also far bette.
He started with an 'Engage' and made the game fun and interesting for the students to break the ice, and then went into the grammar points of both the verbs, the animals, and then the auxiliary verbs on the board before giving the students the worksheets on these topics for the 'Study' phas.
Then, the students could creatively do an activity (making their own animal) for the 'Activate' phas.
Also, the teacher had visuals, whereas in the first no visuals were use.
The second video was a well-rounded lesson plan where the teacher also made the students feel comfortable and also makes sure that they have fun and get the practice speaking that they nee.
Therefore, the second video was a very effective lesso.