2nd Grade Unit 3: Shopping and Clothes Categories
Item: _____________________________
Something warmer: ___________________
A longer word that ends with the same letter: _
Something cheaper: ___________________
A word that comes earlier in the dictionary: __
Something you can wear it with: ________________
A positive adjective for it: ____________________
Something more expensive: __________________
A color you can find it in: ____________________
Somewhere you can wear it: __________________
A negative adjective for it: ___________________
DISEÑOLa página está dividida horizontalmente en dos recuadros que contienen la misma información. Tanto el borde exterior como la división son líneas punteadas que sirven de guías para cortar, además en la división de en medio debe haber unas pequeñas tijeras que indiquen el corte. Cada oración va seguida de una línea lo suficientemente grande como para que los alumnos escriban en ella sus respuestas.
ACTIVITY: Categories – Groupwork, writing, speaking
TIME: 35 min
AIM: To practise vocabulary learnt by playing a word game
LANGUAGE: Function 3.1 Making comparisons/expressing degrees of difference Grammar: Word Categories
OPTION:If your class tends to be very noisy, divide them into smaller groups.
PROCEDURE
Before class: Make one copy for every two groups of four to six students in the class and cut it in half as indicated.
In class:
OPTION:If you want to take this activity a step further, you can have students work individually or in pairs on a word and read it aloud for the rest of the group to guess. Allow weak students to use a dictionary.
Item: _____________________________
Something warmer: ___________________
A longer word that ends with the same letter: _
Something cheaper: ___________________
A word that comes earlier in the dictionary: __
Something you can wear it with: ________________
A positive adjective for it: ____________________
Something more expensive: __________________
A color you can find it in: ____________________
Somewhere you can wear it: __________________
A negative adjective for it: ___________________
DISEÑOLa página está dividida horizontalmente en dos recuadros que contienen la misma información. Tanto el borde exterior como la división son líneas punteadas que sirven de guías para cortar, además en la división de en medio debe haber unas pequeñas tijeras que indiquen el corte. Cada oración va seguida de una línea lo suficientemente grande como para que los alumnos escriban en ella sus respuestas.
ACTIVITY: Categories – Groupwork, writing, speaking
TIME: 35 min
AIM: To practise vocabulary learnt by playing a word game
LANGUAGE: Function 3.1 Making comparisons/expressing degrees of difference Grammar: Word Categories
OPTION:If your class tends to be very noisy, divide them into smaller groups.
PROCEDURE
Before class: Make one copy for every two groups of four to six students in the class and cut it in half as indicated.
In class:
OPTION:If you want to take this activity a step further, you can have students work individually or in pairs on a word and read it aloud for the rest of the group to guess. Allow weak students to use a dictionary.
1. Write a noun on the board (it isn’t important which one, although it might be a good idea to use one related to clothing for example: hat ) and ask students to give you suggestions for each of the cat
egories in the worksheet within the same topic (e.g. something warmer: a coat, a longer word that ends with the same letter: sweatshirt, something cheaper: a pair of socks, etc.)
2. Divide students into groups of four to six students and give each group a half of the worksheet.
P E3. Explain to students they are going to follow the same procedure with the word you write on the board in their groups, agreeing on their answers and filling in the blanks as quickly as possible, because you will stop the activity when the first group finishes.
4. Write an item o
f clothing on the board from the vocabulary you have been practicing with students during the unit. Monitor the activity and stop it as soon as a group finishes.
5. Elicit the answers from students at random in order to check them. Award the groups a point for each correct word that is different from the other groups’ answers. The group with the most points wins.
6. You can have students play as many rounds as time allows, using a different item each time and providing as many copies of the worksheet as necessary.
PERFORMANCE EVIDENCE: Students can use language creatively and appropriately by selecting lexis regarding comparisons.
POSSIBLE FOLLOW UP: You can ask students to write complete sentences using the information and their answers from the worksheets. For example:
A coat is warmer than a hat. Sweatshirt is a longer word than hat that ends with the same letter, etc.
You can also have the groups exchange their sentences in order to allow some peer correction.
IDEAS FOR EVALUATION: You can have students create a new set of instructions using other adjectives than the ones used in the worksheet. For example:
Something lighter, A more fashionable piece of clothing, Something bigger, etc.
Once each group has created at least five new instructions, ask them to choose two or three to share with the rest of the class by writing them on the board. Check the sentences with the class, paying attention to both form and meaning of the comparatives used. Agree on ten sentences to form a new set of instructions in order to play the game again in groups and then read their answers aloud for the other groups to guess the word. You can do it as a contest and award the groups with points for every word guessed correctly.
egories in the worksheet within the same topic (e.g. something warmer: a coat, a longer word that ends with the same letter: sweatshirt, something cheaper: a pair of socks, etc.)2. Divide students into groups of four to six students and give each group a half of the worksheet.
P E3. Explain to students they are going to follow the same procedure with the word you write on the board in their groups, agreeing on their answers and filling in the blanks as quickly as possible, because you will stop the activity when the first group finishes.
4. Write an item o
f clothing on the board from the vocabulary you have been practicing with students during the unit. Monitor the activity and stop it as soon as a group finishes.5. Elicit the answers from students at random in order to check them. Award the groups a point for each correct word that is different from the other groups’ answers. The group with the most points wins.
6. You can have students play as many rounds as time allows, using a different item each time and providing as many copies of the worksheet as necessary.
PERFORMANCE EVIDENCE: Students can use language creatively and appropriately by selecting lexis regarding comparisons.
POSSIBLE FOLLOW UP: You can ask students to write complete sentences using the information and their answers from the worksheets. For example:
A coat is warmer than a hat. Sweatshirt is a longer word than hat that ends with the same letter, etc.
You can also have the groups exchange their sentences in order to allow some peer correction.
IDEAS FOR EVALUATION: You can have students create a new set of instructions using other adjectives than the ones used in the worksheet. For example:
Something lighter, A more fashionable piece of clothing, Something bigger, etc.
Once each group has created at least five new instructions, ask them to choose two or three to share with the rest of the class by writing them on the board. Check the sentences with the class, paying attention to both form and meaning of the comparatives used. Agree on ten sentences to form a new set of instructions in order to play the game again in groups and then read their answers aloud for the other groups to guess the word. You can do it as a contest and award the groups with points for every word guessed correctly.
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