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Comparisons

Page history last edited by PBworks 17 years, 11 months ago

Comparisons and You

 

Kennard Herfel

 

GRADE LEVEL: JHS 2nd-3rd year
SKILLS: Speaking, Listening, Reading
TIME: 55 minutes (as supplemental to introduction of key sentences)
MATERIALS: Pens, scrap paper, chalk, chalkboard
OBJECTIVES: To create a better understanding of sentences dealing with comparisons
Assuming these grammar points have already been introduced, we can now test the students and increase their understanding

 

PROCEDURE:

 

1. Refresh the student’s memories by illustrating an example with the JTE (e.g. “Who is taller, me or Gojira sensei?” and stand next to her or him). When the students answer correctly, it’s time to move to the next phase.

 

2. Divide the class into groups of approximately 4 students. Allow them 4 adjectives and 8 nouns by which to produce comparisons. Two adjectives will be of the more/most form (e.g. popular and animated), and the other two: the er/est form (e.g. heavy and old).

 

3. Explain to them that they are to create two sentences for each adjective using the appropriate nouns (i.e. one sentence each for more and er adjectives and one more sentence each for most and est adjectives; equaling two sentences).

 

4. When they finish, they can write all the created sentences on the board. When the entire class is finished writing on the board, we can discuss each sentence as a class.

 

5. If there is more time available in the class period, we can take some sample adjectives and find the est or most of all the nouns distributed amongst the class. E.g. We can take “big” and ask the class if a horse (the biggest from one group) is bigger than a cow (the biggest from another group), the class may then award whichever one the nominal title of “biggest”.

 

NOTES:

 

This lesson can be slightly modified to adapt to the learning level of each class by adding more variables to each sentence. It could also be easily formed into a game using a point system for correct grammatical placement of words as well as correct placement of the conceptual nouns (e.g. claiming that 60GB of memory is bigger than 20GB of memory will be granted points as opposed to the opposite).

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