VENDING MACHINGLISH

I am always hungry.
I am usually happy.
I am generally healthy.
Me too!
So am I!
I am, too! } I'm not!

I'm not very noisy.

I am never shy.
I'm usually not very serious.
Me neither.
I'm not, either.
Neither am I. } I am!

Make a Statement Make a Statement Make a Statement

1. I am really ____ 10. I am not ____

2. I'm not very ____ 11. I'm almost always ____
3. I am never ____ 12. I am very ____
4. I am a little ____ 13. I'm not really ____
5. I'm almost never ____ 14. I'm just a little ____
6. I am usually ____ 15. I am really, really ____
7. I'm probably ____ 16. I'm never very ____
8. I'm usually not very ____ 17. I am always ____
9. I'm often a little ____ 18. I'm kind of ____

a. gentle g. smart m. tired

b. funny h. dirty n. dangerous
c. friendly i. nervous o. serious
d. sick j. strong p. poor
e. sad k. rich q. hungry
f. thirsty l. lonely r. sleepy

For more FUN English Lesson Worksheets I Am, Too! - Lesson Collection Set #1 - Lesson 26
Visit: http://www.efl4u.com ©EFL4U.com
 I Am, Too!
(Lesson Collection Set #1 – Lesson 26)

1. Student ability: B-I

2. Approximate length of lesson: 25+
3. Number of students necessary: 2+
4. Recommended age/maturity of students: JHS, HS, Uni., Adult
5. Type of lesson: Pair Work / Whole Class

1. Student ability is listed according to: LB-Low Beginner, B-Beginner, HB-High Beginner, LI-Low
Intermediate, I-Intermediate, HI-High Intermediate, LA-Low advanced, A-Advanced, HA-High Advanced.
2. Approximate length of this lesson in minutes (not including set up explanation).
3. Number of students. 3+ means three students or more will work, two students or less will not work as well.
4. Recommended age indicates the preferred maturity level of the students. Grouped by Child = pre-school or
younger, Elem. = Elementary, JHS =Junior High School, HS = High School, College, Adult.
5. Type of lesson means this lesson is designed to work best with Individuals, Pairs, Groups or Whole class.

*******

Language Target: Working with rejoinders or am and am not in simple present tense.

Setting Up: Begin by introducing the three basic rejoinder forms for the verb “AM.” On the
board draw a smiling face on the left and a frowning face on the right. In a vertical column
beneath the faces write the numbers 1, 2 and 3. Make a statement such as “I am happy.”
Encourage the students to respond with a rejoinder such as “Me, too.” Write that phrase
next to #1 (under the smiling face) and try to elicit the next two responses: “So am I,” and
“I am, too.” Write these on the board as well next to #2 and #3 respectively.

Next, make another statement such as: “I’m not rich.” Encourage students to offer
rejoinders for the negative statements and write them in the frowning column. They are: “Me
neither,” “I’m not either,” “Neither am I.”
Finally, disagreeing with positive and negative statements. Point to the frowning face and
say: “I’m not hungry.” Prompt the students to help them with the rejoinder: “I am!”

Write this under the column of frowning face rejoinders. Now point to the smiling face
and say: “I am sleepy.” Again, students disagree with the rejoinder: “I am!”

Practice with a few more positive and negative statements – the sillier the better.

Getting Started: Pair students and hand out one copy of the worksheet per student. If
necessary, review the rejoinder examples at the top of the page. Draw students’ attention to
the list of things in the box at the bottom of the worksheet.

Randomizing. It’s very important that the students only randomize the sequence
at first – they should not read the sentences at this time. One student begins by
 randomly calling out all of the letters from a ~ r. The partner writes the letter on the short
blank lines to the left of the statements in the ‘Make A Statement’ box. This continues until
all of the letters have been assigned to all of the numbered statements. [For example, a student
might first call off letter D – sick. The partner writes K in the blank line of the first statement
thereby making the first statement: “I am really K.” The student may then call off the next
random letter (F), thereby making the #2 Statement: “I’m not very F.”]
When all of the letters have been assigned, students switch roles and assign the
randomized letters to the partner’s list of statements. Students should fold back the bottom of
the worksheet so they won’t be tempted to look at the complete sentence. The reason for the
secrecy becomes clear when they begin the lesson – most of the statements will be silly. This
creates the need for students to offer honest rejoinders to statements such as: “I am usually
funny,” “I am not friendly,” “I am really, really dirty.”
After all of the randomizing has been accomplished, one student begins reading the
statements –substituting the letter for the actual word(s) while the other student listens and
offers an honest rejoinder. This is where the fun begins. Students usually start laughing so
much at the ridiculous statements that they often can’t continue. That’s when they really learn
– they’re so focused on the silly statements that they forget they’re studying!

Variation 1: Make this lesson teacher directed. Students call out numbers and letters to
randomize the list, then the teacher reads the list (for listening comprehension). Award points
to students who first answer correctly.

Variation 2: Students reverse the positive and negative statements. For example, #1 statement
reads: “I am really ___ .” Students change this to: “I’m not really ___ .” Reverse all
statements – positive statements become negative and negative statements become positive.

Variation 3: If possible, arrange the seats into a circle, either as groups or as a whole class. One
of the students reads a statement from the worksheet using his/her partner’s name. For
example, “Michelle isn’t very nervous.” Then, beginning with the student on the right (or
left) all of the students make an appropriate (and honest) rejoinder – but, no two identical
rejoinders can be said in a row. The progression could sound like this:
“Michelle isn’t very nervous.”
“I am!”
“So am I.”
“I’m not.”
“Neither am I.”
“Me neither.”
“I’m not, either,” etc.

Do you have a new variation? If so, send it to me and I’ll share it with other EFL ESL
teachers: mailto:Kurt@efl4u.com?Subject=New_Variation_IAmToo

Building Fluency: When students have finished, ask a few “Who…” questions such as
“Who is really thirsty?” The rejoinder in this case moves to third person, “Greg is.”
“Who isn’t very serious?” “Who is kind of smart?”

Similar Lesson:
I Do, Too! (Lesson Collection Set #1 – Lesson 21)
I Can, Too! (Lesson Collection Set #3 – Lesson 16)

For more Fun English Lesson Worksheets, please visit: http://www.efl4u.com

I Am, Too! ©EFL4U.com.