So do I!

Objective & content

This functional language sheet teaches pupils to agree with someone (So do I. So am I. So can I. So have I. Neither do I. Neither can I. Neither have I.) and to disagree (Oh, I don't. Oh, I'm not. Really? I do! Really? I can!), with the same verb as the person who speaks. Pupils read a dialogue in which Dami and Aiko meet at a new photography club, find the missing words and read the useful phrases, given in a box. By the end, they can choose the right short reply to a positive or a negative sentence and find out what they have in common with a partner.

Pedagogical guide

Page 1 is the dialogue, with a picture of Dami and of Aiko: it's the first meeting of the new photography club after school. They are both a bit nervous, neither of them knows anyone, they both love taking photos and both have a new camera that they can't use very well yet. But Dami takes photos of birds and Aiko prefers people and streets, and Aiko doesn't like selfies while Dami takes them everywhere. Pupils find eight missing words in lines from the dialogue. Page 2 has the useful phrases in a box, with the key words in bold: So + verb + I after a positive sentence, Neither + verb + I after a negative one, which verb to use (am, can, have, do) and how to disagree; five sentences to match to the reply that agrees with them and six sentences with three replies each, marked "You agree" or "You don't agree", where pupils tick the best one. Page 3 has a dialogue in which Tia meets Lorcan at the swimming club, to number from 1 to 8, and a dialogue about a band to complete with six words in a box. The last task is a role-play: pupils cut out cards A and B, each with five sentences to finish about themselves (I love..., I can't..., I'm good at..., I've been to..., I don't like... on card A; I play..., I can..., I'm not very good at..., I've got..., I don't eat... on card B). They take turns: the partner answers with the right short reply, and they count what they have in common. Every exercise opens with a worked example.

Suggested procedure

1. (5 min) Say "I love pizza!"; the pupils who agree answer "So do I!"
2. (10 min) Read the dialogue aloud; pupils find the missing words.
3. (5 min) Read the useful phrases in the box with the class; pupils find them in the dialogue.
4. (10 min) Page 2: pupils match each sentence to the reply that agrees with it, then tick the best replies.
5. (10 min) Page 3: pupils number the lines of Tia and Lorcan's dialogue, then complete the dialogue about the band.
6. (10 min) Role-play: pupils finish their five sentences, then take turns to say them and answer; they count what they have in common.
7. (5 min) Check with the answer key on page 4.

Adaptations

[S] Pupils read the dialogue aloud in pairs, one as Dami and one as Aiko, before the tasks.

[A] Pupils write five true sentences and go round the class to find someone who answers "So do I" to each one.

Materials & prerequisites

One copy of pages 1 to 3 per pupil, and scissors for the role-play cards. Page 4 is the answer key and teacher notes: keep it. The role-play is free speaking; the key gives the reply for each verb (I love → So do I. / Oh, I don't.; I can't → Neither can I. / Really? I can!; I'm → So am I. / Oh, I'm not.; I've got → So have I. / Oh, I haven't.). Pupils need the present simple, be, can, have got, the present perfect with been (I've been to Paris) and the words for free time, music and sport. To take it further, make a class poster "What we have in common".