2nd Grade Unit 3: Shopping and Clothes

Comparative and Superlative dominoes

-er than comfortable -er than formal than best -er than expensive than worst -ter than prettiest -est original than expensive big more the short young the most thin the most cheap the small more worse hot the tall the -ger than difficult than -est -er than popular -ner than colorful -er than -est fashionable than than -ter than -est largest the most long more the warm more the fat the the cheap the most better the most old

DISEO La pgina est dividida en 2 tablas de 4 columnas de igual ancho y 14 filas cada una. Cada fila tiene los bordes externos punteados as como unas peque as ti!eras en la primera fila y entre una tabla y otra para indicar el corte. Las fichas deben ser blanco y negro y tener las palabras tal como se ilustra. ACTIVITY: Comparative and Superlative dominoes "roup#or$% spea$ing

TIME: &' min AIM: (o practise the comparative and superlative forms of ad!ectives by playing a dominoes game A!GUAGE: "#n$tion 3%& )a$ing comparisons*expressing degrees of difference Gra''ar: +resent simple tense ()OCEDU)E *e+ore $lass: )a$e one copy of the #or$sheet for each group of four students. Cut them up into dominoes as indicated. "et a couple of posters sho#ing celebrities $no#n to students. In $lass: &% ,tic$ one of the posters on the board. -o some brainstorm on the ad!ectives this person represents to students .either positive or negative/. 0rite at least a short ad!ective and a long one from the students1 examples on the board. 2% ,tic$ the second poster. 2llo# students to brainstorm some more3 but #hen an ad!ective is repeated3 encourage them to give you a comparative or superlative sentence instead. 0rite do#n a long comparative or superlative sentence and a short one from students1 examples on the board. 3% 4f students ma$e mista$es3 for example% 5Belinda is atractiver than Hilary Duff. *RDB is more good than Uff. *Eminem is the populest singer in the US . 3 #rite the sentences any#ay. 2s$ other students if those sentences are correct. 6ncourage them to give you the grammar that supports their opinions. ,% -ivide students into groups of four and as$ them to sit in a circle .around a table3 if possible7 on the floor3 if necessary/ 6xplain to students they are going to play dominoes by placing the correspondent comparative or superlative form of the ad!ectives in turn. 2s in regular dominoes3 the #inner #ill be the first one to finish up all his*her dominoes. -% )onitor the groups and be ready to clarify any doubts students may have.
)E" ECTIO! O! A!GUAGE: ,tudents notice that the forms ad!ective " #er $...than% and more " ad!ective $... than% indicate inequality3 that the forms the " ad!ective " #est and the most " ad!ective indicate that one of a group is outstanding in a particular #ay3 changes in spelling at the end of ad!ectives #hen using their comparative and superlative forms .e.g. &ig &igger &iggest3 dirty dirtier dirtiest' large larger largest3 cheap cheaper cheapest' etc./ and that some ad!ectives have irregular comparative and superlative forms .e.g. good &etter &est' &ad (orse (orst/3 and use such language features appropriately.
O(TIO!: 4f you have a multiple of & class si<e3 for example3 42 students3 you can divide them into groups of three and have the dominoes left as stoc$.

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O(TIO!: 2s students have been presented this language before3 this is merely a chec$; point that could lead you to a remedial #or$ session. 4f your class does not seem very confident3 spot the main difficulties and leave the game for future practice.

(OSSI* E "O O. U(: 8ou can as$ students to leave their dominoes on the table*floor once they finish the game and use some of the comparative and superlative forms of ad!ectives placed to create a set of up to 19 sentences describing and comparing t#o different items of clothing3 people3 cars3 etc. .each group could be assigned a certain topic/. :or example% )ur uniform is more fashiona&le than secondary *+,s one. Carlos is the tallest student in the class. 3 etc. IDEAS "O) EVA UATIO!: 8ou can ma$e a list of sentences eliciting from groups at random from those produced during the follo# up exercise3 re;arrange students into ne# groups3 and as$ them to chec$ if they are correct3 ma$e the necessary corrections3 and discuss #ithin their ne# groups #hether the sentences are true or false.
O(TIO!: (o ta$e this a step further3 you can as$ students to re;#rite the false sentences in order to ma$e them true3 practicing negative statements.