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2nd Grade

Unit 3: Shopping and Clothes

Comparative and Superlative dominoes

-er than big -ger than the most

comfortable more difficult than long

-er than the short -est more

formal than young -er than the

best the most popular warm

-er than thin -ner than more

expensive than the most colorful the

worst cheap -er than fat

-ter than the small -est the

prettiest more fashionable than the cheap

-est worse than the most

original hot -ter than better

than the tall -est the most

expensive the largest old

DISEÑO
La página está dividida en 2 tablas de 4 columnas de igual ancho y 14 filas cada una. Cada fila tiene los bordes
externos punteados así como unas pequeñas tijeras 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 – Groupwork: speaking
TIME: 30 min
AIM: To practise the comparative and superlative forms of adjectives by playing a dominoes game
LANGUAGE: Function 3.1 Making comparisons/expressing degrees of difference Grammar: Present simple tense

PROCEDURE
OPTION:
Before class: Make one copy of the worksheet for each group of four students. Cut them
If you have a
up into dominoes as indicated. Get a couple of posters showing celebrities known to multiple of 3 class
students. size, for example,
In class: 42 students, you
can divide them
1. Stick one of the posters on the board. Do some brainstorm on the adjectives this person
into groups of
represents to students (either positive or negative). Write at least a short adjective and a three and have
long one from the students’ examples on the board. the dominoes left
2. Stick the second poster. Allow students to brainstorm some more, but when an adjective as stock.

R on L is repeated, encourage them to give you a comparative or superlative sentence instead.


Write down a long comparative or superlative sentence and a short one from students’
examples on the board.
OPTION:
3. If students make mistakes, for example: *Belinda is atractiver than Hilary Duff. *RDB is As students have
more good than Uff. *Eminem is the populest singer in the USA., write the sentences been presented
R on L
anyway. Ask other students if those sentences are correct. Encourage them to give you this language
the grammar that supports their opinions. before, this is
merely a check-
4. Divide students into groups of four and ask them to sit in a circle (around a table, if point that could
possible; on the floor, if necessary) Explain to students they are going to play dominoes by lead you to a
placing the correspondent comparative or superlative form of the adjectives in turn. As in remedial work
regular dominoes, the winner will be the first one to finish up all his/her dominoes. session. If your
class does not
5. Monitor the groups and be ready to clarify any doubts students may have. seem very
confident, spot the
REFLECTION ON LANGUAGE: Students notice that the main difficulties
forms adjective + -er (...than) and more + adjective (... than) and leave the
indicate inequality, that the forms the + adjective + -est and game for future
the most + adjective indicate that one of a group is practice.
outstanding in a particular way, changes in spelling at the
end of adjectives when using their comparative and
superlative forms (e.g. big  bigger  biggest, dirty 
dirtier  dirtiest, large  larger  largest, cheap  cheaper
 cheapest, etc.) and that some adjectives have irregular
comparative and superlative forms (e.g. good better
best, bad worse worst), and use such language features
appropriately.

POSSIBLE FOLLOW UP: You can ask students to leave their dominoes on the table/floor once they finish the game
and use some of the comparative and superlative forms of adjectives placed to create a set of up to 15 sentences
describing and comparing two different items of clothing, people, cars, etc. (each group could be assigned a certain
topic). For example:
Our uniform is more fashionable than secondary 30’s one. Carlos is the tallest student in the class., etc.

IDEAS FOR EVALUATION: You can make a list of sentences eliciting from groups at random from OPTION:
those produced during the follow up exercise, re-arrange students into new groups, and ask them To take this a step
to check if they are correct, make the necessary corrections, and discuss within their new groups further, you can
ask students to
whether the sentences are true or false. re-write the false
sentences in
order to make
them true,
practicing
negative
statements.

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