AZAR GRAMMAR SERIES expansion activities beginning level 3rd edition

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Expansion Activities written by Maria Spelleri Beginning Level Azar Grammar Series: Basic English Grammar, 3rd edition Expansion Activities are interactive tasks and games that focus on the grammar covered in the tables of contents of the Azar textbooks or any comparable syllabus You may download, reproduce and adapt the material to suit your classroom needs Chapter 1—Using Be Categories Chapter 2—Using Be and Have Find the Answer Chapter 3—Using the Simple Present Developing a Character Chapter 4—Using the Present Progressive Teacher—You're Wrong! Chapter 5—Talking about the Present Draw the Picture Blind Copying Chapter 6—Nouns and Pronouns Adjective-Noun Mime Chapter 7—Count and Noncount Nouns Shopping for a Recipe Chapter 8—Expressing Past Time, Part Family Tree Chapter 9—Expressing Past Time, Part Narrating a Movie Scene Alibi Chapter 10—Expressing Future Time, Part Planning a Vacation Chapter 11—Expressing Future Time, Part National Costumes What's going to happen next? Chapter 12—Modals, Part 1: Expressing Ability Job Interview Questions Chapter 13—Modals, Part 2: Advice, Necessity, Requests, Suggestions Advice, Necessity, Requests, Suggestions Chapter 14—Nouns and Modifiers Modifier Mad Lib Chapter 15—Possessives Whose are these? Chapter 16—Making Comparisons Creative Comparisons Fun with World Records Expansion Activities Basic English Grammar, 3rd Edition Chapter 1: Using Be Activity: Categories Materials needed: Game cards—one card per pair of students (See sample cards following.) It isn’t necessary to have a completely different card for each pair of students; it’s OK to have one or two overlapping categories on each card Description: Give each pair or group of three students a grid/game card and make sure they understand their categories Teams race against each other to complete their grid with a singular noun that fits in each category For example, if the category is “machine,” the team might fill their category with the words “coffee maker,” “TV,” “car,” “washing machine,” “forklift,” “pencil sharpener.” Set a time limit depending on the level of your class so that some people might complete their cards, but others won’t At the limit, shout “Time’s up!” and ask everyone to put their pencils down Teams with completed cards get to go first They need to check their answers with the rest of the class by making statements like “A coffee maker is a machine,” “A car is a machine,” etc The teacher can encourage variety by writing on the board the different ways students can check their answers: “A car is a machine.” “A car, a washing machine, and a coffee maker are machines.” “Coffee makers are machines.” [With common nouns only, not with proper or unique nouns, like “jazz music”] “London is a city.” [No article with proper nouns] The students who have not completed their cards can ask for help from other pairs They can announce which category they need help with, and other students can offer advice using the target language, like “Turtles are pets,” or “Antarctica is a continent.” In addition, teams can challenge each other by saying things like “Tomatoes aren’t vegetables! They’re fruit!” Here are some other categories for making game cards Be sure to spread out the proper nouns among various cards: house pet, musical instrument, wild animal, form of transportation, movie, month, season, language, city, country, vegetable, fruit, sport, drink, insect, fish, color, number, continent electronic device, teacher, relative, movie stars, kinds of music, part of the body, class/course (English, math, chemistry, etc.), object in space (planet, star, satellite, sun, comet, etc.) Page of Copyright © 2007 Pearson Education, Inc All rights reserved Permission granted to reproduce for classroom use Expansion Activities Basic English Grammar, 3rd Edition Chapter 1: Using Be Activity: Categories Farm Animal Flower Vegetable Student in My Class Language Car Company Pet Ocean/River School/University Fruit Page of Copyright © 2007 Pearson Education, Inc All rights reserved Permission granted to reproduce for classroom use Expansion Activities Basic English Grammar, 3rd Edition Chapter 2: Using Be and Have Activity: Find the Answer Materials needed: Slips of papers with questions on some and answers on others The questions should be on one color slip and the answers on a different color slip Be careful to have only one possible answer to each question Description: First, students should take a minute to read their slip and commit their question or their answer to memory Next, have all the students mingle and the students with question slips ask (not read!) their questions to those students who have answer slips, trying to find the answer that fits their questions Students with answer slips don’t have to wait to be approached, however; they can state their answer to those with questions! When students have found their match, they pair off, stand to the side, and wait for everyone to finish before orally checking in logical order: question answer, next question answer, etc Sample Questions and Answers (enough for 24 students): 10 11 12 Who’s that woman? She’s my aunt What’s that? That’s my pet snake Where is your office? It’s on Third Street Are you sick? No, I’m just sleepy Is your umbrella in the car? No, it’s at home Is your father in Egypt? Yes, he is Are we late? No, you aren’t Is Nina your friend? Yes, she is Where are you? I’m in my car Where are your books? They’re in my office Who are those people? They’re my neighbors Are your shoes dirty? No, they aren’t Copyright © 2007 Pearson Education, Inc All rights reserved Permission granted to reproduce for classroom use Expansion Activities Basic English Grammar, 3rd Edition Chapter 3: Using the Simple Present Activity: Developing a Character Materials needed: Pictures of interesting people, preferably within a context Some sample pictures are linked here, but pictures can be found in magazines and in photography and history texts Description: Tell students that when authors write books or screenplay writers write movies, they need to make their characters come alive This means they create entire lives for their characters; they give them friends, families, childhoods, hobbies, work, likes and dislikes, habits, styles of dressing, and other things that may not be important to the story, but help the character become a “real person.” In this activity, the students will create a character and breathe life into him or her Assign each pair or group a photo of a person Using the simple present tense, students are to imagine a life for this person As a variation on this activity, use a limited number of pictures so that at least two groups have the same picture Afterwards, you can compare the different “lives” each group created for the same picture Example: This is Angie She’s 26 years old and single She lives in New York City She lives in an apartment, and she has a roommate Angie works in a kitchen store, but she doesn’t like her job She wants to be a rock star Every Saturday, she sings with a band She is a good singer She sometimes colors her hair orange Angie has a boyfriend, Ryan He is a lawyer He wants to marry her, but she doesn’t want to get married right now She wants to be famous She has a little brother Her brother lives with her parents Angie calls him a lot Sometimes, she takes her brother out for lunch Completed work can be displayed together with the picture, or students can read/present to the class Page of Copyright © 2007 Pearson Education, Inc All rights reserved Permission granted to reproduce for classroom use Expansion Activities Basic English Grammar, 3rd Edition Chapter 3: Using the Simple Present Activity: Developing a Character People pictures: http://www.open-eyes.net/index.php?showimage=149 http://www.open-eyes.net/index.php?showimage=47 http://fpc.dos.state.fl.us/prints/pr21436.jpg http://www.newseagles.com/portfolio/portrait-01.html (lots of people under “portraits”) http://www.pbase.com/chris67/130_interesting_people (collection of people pics) http://kereszt.hajdok.hu/?image=crw_9531 http://fpc.dos.state.fl.us/reference/rc17760.jpg http://www.pbase.com/chris67/image/45353666 http://kereszt.hajdok.hu/?image=crw_5171 http://photos1.blogger.com/blogger/2173/1223/1600/DSC06134.0.jpg http://www.pbase.com/chris67/image/39943400 http://www.flickr.com/photos/24698274@N00/420522095/ Page of Copyright © 2007 Pearson Education, Inc All rights reserved Permission granted to reproduce for classroom use Expansion Activities Basic English Grammar, 3rd Edition Chapter 4: Using the Present Progressive Activity: Teacher – You’re Wrong! Materials needed: A variety of pictures showing activity things that students can talk about as happening now Each photo should have at least four things that “are happening” now Some sample pictures are linked below, but pictures can easily be found in magazines Description: Show the class a picture and begin to describe what is happening in the picture, using the present progressive At some point, describe something that isn’t true When the students hear something that isn’t happening, they should shout out or raise their hand and use the negative present progressive to state the error, followed by a positive statement, if possible For example: “The man isn’t walking his dog He is walking a pig!” It’s important to plan in advance what you want to say about each picture, as well as what false statement you want to make Not having to search or stumble for things to say will make the activity go more smoothly Also, this activity requires thinking of “happening now” from a different perspective A deceptively simple photo of a man and woman walking and talking in a park may, at first glance, seem to have two or three progressive elements at most But in fact: 10 11 12 13 14 They are walking The woman is talking The man is listening to the woman The man is smiling The woman is moving her hands The woman’s hair is blowing The sun is shining The woman is looking at the man The man is wearing brown pants and a hat The woman is wearing a long skirt The woman is carrying a purse The man is touching his tie They are enjoying themselves They are falling in love Page of Copyright © 2007 Pearson Education, Inc All rights reserved Permission granted to reproduce for classroom use Expansion Activities Basic English Grammar, 3rd Edition Chapter 4: Using the Present Progressive Activity: Teacher – You’re Wrong! From this point of view, it won’t be that hard to find “action” photos! Activity photos: http://www.worldofstock.com/closeups/PWO1380.php http://www.pbase.com/dotfoto/image/51768658 http://www.pbase.com/dotfoto/image/51794151 http://www.pbase.com/dotfoto/image/57408477 http://www.pbase.com/dotfoto/image/59136347 http://www.sergiopessolano.it/galleria/nazioni/india/people/pages/IM02-17.htm http://www.sergiopessolano.it/galleria/nazioni/india/people/pages/IC09-06.htm Page of Copyright © 2007 Pearson Education, Inc All rights reserved Permission granted to reproduce for classroom use Expansion Activities Basic English Grammar, 3rd Edition Chapter 5: Talking About the Present Activity: Draw this Picture Materials needed: One or several “Still Life” type paintings with many objects As an alternative to a still life, an interior design photo of a room in a house, or a home exterior Some linked examples are provided below Also needed: blank paper for drawing and pencils Description: Students work in pairs One student has the picture/photo and describes the scene using primarily the target language of “there is/there are” and prepositions of location The second student tries to recreate the picture by drawing it as his partner describes Example of the language used: A: “There is a big, round table in the middle of the picture There’s a basket in the center of the table There are a lot of apples in the basket Under the table, on the left side, there’s a dog A white dog with black spots.” B: “Is the dog sitting or standing?” A: “It’s asleep.” B: “Is there anything else on the table?” A: “Yes There is a blue bottle, like a wine bottle It’s next to the basket And there are some forks on the table.” B: “Where are they?” A: “The forks are in front of the basket.” When the student has done his or her best to complete the drawing, the drawing should be compared to the original How close did they come in their recreation? Sample pictures: http://www.getty.edu/art/gettyguide/artObjectDetails?artobj=763&handle=li http://www.lindapaul.com/French_Country_Kitchen_Decorating_Art_Canvas.asp http://www.himalayatours.com.cn/india/ztzl/honeymoon/hotel/agra-hotel-room.jpg http://www.kelownagolfski.com/Discovery%20Bay%20Kelowna%20144%20Living%20 Room%204x6.JPG Copyright © 2007 Pearson Education, Inc All rights reserved Permission granted to reproduce for classroom use Expansion Activities Basic English Grammar, 3rd Edition Chapter 5: Talking About the Present Activity: Blind Copying Materials needed: Create pairs of bags each containing 69 common objects Each pair of bags must contain the same items although variations in details are OK Some ideas for objects that are easy to find multiples of are cups, saucers, forks, spoons, napkins, match boxes, fruit, canned or dried food, desk items like rolls of tape, erasers, paper clips, pencils, rulers, calculators, staplers, other common items like paperback books, wood or plastic blocks, toy cars, Lego pieces, play money, other small plastic toys, personal items like band-aids, nail clippers, toothpaste, combs, bottles of vitamins or aspirin, etc Description: In this pair activity, students sit back to back with a desk surface in front of each of them Each student in the pair has a matched bag of items The first student empties his items on the desk Instruct the first student to quickly arrange the items in a creative and complicated manner Some objects might be stacked, balanced, placed in a circle, crossed, stood upside down, placed one inside the other, etc Now, the first student instructs the second student to arrange his or her items so that the two arrangements will look identical Example: Student 1: Put the book in the middle of the desk Put the cup on the book Put the pencil on the right side of the book Student 2: Up and down the book? Or pointing out? Student 1: The pencil is in a line with the book Now, put the rubber band on the left side of the book and open it like a circle Put the penny in the circle In the cup, put the scissors Student 2: Do the scissors point up or down? When the second student believes the second arrangement is complete, the student can describe back to the first student what the copied arrangement looks like to confirm they are the same Finally, the students should turn around and see what they have accomplished together Note: Penny Ur has a similar activity in her book Grammar Practice Activities (Cambridge University Press) in which Lego blocks or Cuisenaire Rods are used Copyright © 2007 Pearson Education, Inc All rights reserved Permission granted to reproduce for classroom use Expansion Activities Basic English Grammar, 3rd Edition Chapter 10: Expressing Future Time, Part Activity: Planning a Vacation Materials needed: Students need realia for this activity, either Internet links to travel destinations or travel brochures for a city or series of cities In the United States, the back section of AAA magazine is a great source of easy-to-access travel information Also, many hotels, museums, and other attractions in metropolitan areas have a brochure rack with brochures for tourists Finally, teachers can request free brochures online from state tourist organizations or chambers Some suitable travel links are also listed below In addition, you can provide students with a template, either on the board or on a worksheet that divides the time into sections like this: Friday Travel Time Night Saturday Sunday Morning Morning Afternoon Afternoon Night Travel Time Description: In small groups or pairs, students plan a future vacation together The target language is be going to and the present progressive for talking about future activities Give students the links or the materials they need that show their travel destination Then, set a limit, such as a three-day weekend, which they have to agree on and then plan how they will use their time at their destination Students have to everything together on their fantasy trip, but money is no object! When everyone is finished, each group presents to the whole class, explaining what they are going to do, where they are going to stay, and any special restaurants they are going to visit on their trip Page of Copyright © 2007 Pearson Education, Inc All rights reserved Permission granted to reproduce for classroom use Expansion Activities Basic English Grammar, 3rd Edition Chapter 10: Expressing Future Time, Part Activity: Planning a Vacation Destination-related links: Hilton Resort, Arizona http://www.pointehilton.com/indexsp.cfm (Activities include golf, tennis, a spa with many services, several restaurants and bars, several swimming pools, fitness center, nature hikes.) New York City Tourist http://www.nyctourist.com (Site is a little dense, but has easily discernable categories for Broadway shows, hotels, restaurants, sports, events, and tours, with a description of each.) Visit London http://na.visitlondon.com (Be sure to especially notice the Top Ten Attractions) Discover Orlando http://www.orlandoinfo.com (Don’t forget to check out Top Deals.) Page of Copyright © 2007 Pearson Education, Inc All rights reserved Permission granted to reproduce for classroom use Expansion Activities Basic English Grammar, 3rd Edition Chapter 11: Expressing Future Time, Part Activity: National Costumes Materials needed: Either the handout below, or a projected image of it Additionally, instructors may wish to create their own Description: Students work in pairs to identify the photos of traditional costumes of many nations Encourage use of the target language may, might and maybe Page of Copyright © 2007 Pearson Education, Inc All rights reserved Permission granted to reproduce for classroom use Expansion Activities Basic English Grammar, 3rd Edition Chapter 11: Expressing Future Time, Part Activity: National Costumes Do you know which traditional costume is from which country? Discuss these pictures with your partner Be sure to use may and might if you are not sure! Mayan Russian Nigerian Vietnamese Moroccan Norwegian Tibetan A Hawaiian Austrian Greek Indian B _ C _ D _ E _ Page of Copyright © 2007 Pearson Education, Inc All rights reserved Permission granted to reproduce for classroom use Expansion Activities Basic English Grammar, 3rd Edition Chapter 11: Expressing Future Time, Part Activity: National Costumes F _ I G _ H J K _ Page of Copyright © 2007 Pearson Education, Inc All rights reserved Permission granted to reproduce for classroom use Expansion Activities Basic English Grammar, 3rd Edition Chapter 11: Expressing Future Time, Part Activity: What’s going to happen next? Materials needed: A collection of numbered pictures for which it is possible to imagine what will happen next in time in the picture (see sample below) Lined paper, one piece per group, numbered according to each picture, with or empty lines between each number Description: In this activity, students predict what will happen after a moment in time caught in a photo Give each group a photo and a lined piece of paper Tell the students that each photo is a scene from a book or movie Ask them to imagine what happens next As a group, the students write four future tense sentences predicting what will happen next, moving sequentially into the future They can either work as a whole group, or each student can add one sentence as the paper is passed around the group Students should write their sentences next to the number of their picture When they finish with the first picture, they trade with another group and repeat the process until all groups have written for all the pictures To wrap up, the teacher selects three or four interesting comparisons of group’s stories to share with the class Example: Student 1: Student 2: Student 3: Student 4: The hand on the clock is going to move The man is going to fall The man will land on a flagpole and hold on A fire truck will come and help him get down (Photo found at http://www.worth1000.com ) Copyright © 2007 Pearson Education, Inc All rights reserved Permission granted to reproduce for classroom use Expansion Activities Basic English Grammar, 3rd Edition Chapter 12: Modals Part 1: Expressing Ability Activity: Job Interview Questions Materials needed: A selection of job ads from the newspaper or online resource, about half as many as there are students (Some online samples are below.) Description: Students study job ads and brainstorm the specific skills needed for the job as well as questions asked in an interview Pair students and give each pair two or three job ads Use each ad more than once so that two or more pairs will have an ad in common (This is so there can be some comparison of the pair work at the end.) If you are unable to find ads that are appropriate for your students’ level, adapt them as needed Students should brainstorm the specific skills and abilities needed for each job Some clues come from the ad, while other ideas will come from the students’ knowledge of the job or their imaginations Each pair should develop questions that might be asked in the interview for that job, using the target grammar of can, be able to, and you know how to… For example, for the first ad below: (from the ad itself) Can you use Word? Do you know how to use Excel? Can you file? Do you know how to speak Spanish? (from imagination) Can you type quickly? Are you able to use a computerized telephone system? Can you work late? Do you know how to drive? When each pair has completed their brainstorms, board the questions for the class, allowing each group that has the same ad to add to the questions or repair any errors Take this opportunity with the whole class to introduce some verbs or vocabulary for job skills Detail-Oriented Office Assistant – Must be organized Experience using Word and Excel Filing and misc tasks Must be able to start immediately Spanish speaking a plus Great company and benefits Contact Rebecca at (239) 597-7121 Maintenance Tech – Hi-rise condominium on Gulf Shore is seeking experienced general maintenance person Air conditioning and pool cleaning skills needed Excellent working conditions, pay, and benefits Pick up application at Le Jardin 4201 Gulfshore Blvd North Page of Copyright © 2007 Pearson Education, Inc All rights reserved Permission granted to reproduce for classroom use Expansion Activities Basic English Grammar, 3rd Edition Chapter 12: Modals Part 1: Expressing Ability Activity: Job Interview Questions DARUMA Japanese Restaurant – NOW HIRING: SERVERS, BUSSERS, HOST/HOSTESS and CASHIERS Some lifting, weekends required Apply in person to 241 Center St HOPE Hospice and Community Services Full time and Part time Opportunities – Various Shifts Available We’re looking for RN'S, HOUSEKEEPERS, CNA'S We are looking for caring professionals for various shifts at the hospice and at our patients’ homes 100% Paid benefits Complete an application at 27200 Imperial Street, Bonita Springs Page of Copyright © 2007 Pearson Education, Inc All rights reserved Permission granted to reproduce for classroom use Expansion Activities Basic English Grammar, 3rd Edition Chapter 13: Modals Part 2: Advice, Nescessity, Requests, Suggestions Activity: Cartoons Materials needed: A selection of newspaper cartoons with the text whited out, or images of people interacting in interesting situations Prepare noncartoon images by drawing speech bubbles on them for each character in the cartoon An animal can be an interesting character with a thought bubble instead of a speech bubble The Cartoon Factory at http://www.nationalgeographic.com/kids/games/ (scroll down halfway in the center) offers many images that can be completed online and/or printed out Description: Using Summary Chart 13-8 of modal auxiliaries as a guide, students create the text for cartoons Hand out a few text-free cartoons to pairs of students and encourage them to use at least one modal for each cartoon Display or otherwise share all the cartoons at the end An alternative is to photocopy and use the same several cartoons for each pair and compare the varieties of language used by each pair Here’s a sample using the targeted modals: Hmm…I think I might have a little snack… Oh no! I’d better get out of here! Copyright © 2007 Pearson Education, Inc All rights reserved Permission granted to reproduce for classroom use Expansion Activities Basic English Grammar, 3rd Edition Chapter 11: Expressing Future Time, Part Activity: Nouns and Modifiers Materials needed: A Mad Lib worksheet like the sample provided below Description: A Mad Lib is a simple story with blank lines Students work in pairs, and one student goes through the mad lib and tells the other student to supply the needed words The second student is supplying words out of context; the second student does not know or see the story yet When all the missing words have been filled in, the first partner reads the Mad Lib to the second partner The result is a wacky, but grammatically correct, story the two have created At the end of the activity, each pair can read its story to the class For larger classes, have two or three different Mad Libs made so students won’t get bored hearing the same story ten times Sample Mad Lib: Kevin needs a roommate He placed an advertisement, and then he interviewed a few guys The first man, Jason, was a/an _, (opinion) _ actor He worked until very late at night and slept all day The second (size) guy, Jeff, was a/an _, man with hair (opinion) (age) (color) and a/an , , _, (opinion) (age) (size) (nationality) dog However, Kevin didn’t want a pet in the apartment The third guy, Mickey, seemed like a/an guy He plays music on (opinion) (nationality) a/an , and he is also an artist He makes works of art with (musical instrument) _, _, _ Kevin thinks that he (color) (material) (plural noun) and Jeff will get along well because Kevin is also a creative person Kevin writes _ stories and sells them to magazines (noun) Copyright © 2007 Pearson Education, Inc All rights reserved Permission granted to reproduce for classroom use Expansion Activities Basic English Grammar, 3rd Edition Chapter 15: Nouns and Modifiers Activity: Whose are these? Materials needed: A variety of personal objects collected from the students before the start of the activity A bag to collect all the objects Three chairs positioned in the front of the class Description: This is a guessing game Before the game starts, instruct the students to take an item from their bags, backpacks, or from their person and drop it in a bag Items should be varied, for example, a pencil sharpener, a watch, a hair clip, a calculator, car keys, a photo of a relative, a bracelet, a special pen or fancy pencil, a cell phone, a lipstick, a brush, and a library book Students should think about what item they want to drop in the bag and then they should so in secret, using their body and the teacher’s body to block the view of the item from the rest of the class The point is not to let anyone know what anyone else is putting in the bag Student A randomly selects an object from the bag, holding the item up for all to see Student A then steps outside for moment Meanwhile, the owner of the item goes to sit in front of the class (Student B), facing everyone, and the instructor selects two other students, Students C and D, to sit with the owner Student A returns to the class He or she holds out the item selected and asks “Whose is this/Whose are these?” to Students B, C, and D in front of the class One of those three students replies “It’s mine/They’re mine.” and briefly tries to convince Student A that the item belongs to him or her For example, if the item was a hair clip, the conversation might proceed as follows: Student A: Student C: Student B: Student D: my purse Whose is this? It’s mine My sister left it in my car It’s not his It’s mine Can’t you see how I need it for my long hair? It’s not hers It’s mine I wore it this morning, but I took it off and put it in After Student A hears the arguments, he or she decides who the owner is More target language can be used if the instructor encourages Student A to say things like “It’s not hers because ….” Then repeat the activity with another group of four students until everyone in the class has had a chance to participate Copyright © 2007 Pearson Education, Inc All rights reserved Permission granted to reproduce for classroom use Expansion Activities Basic English Grammar, 3rd Edition Chapter 16: Making Comparisons Activity: Creative Comparisons Materials needed: A large assortment of pictures of people, places, animals, and objects Cut out pictures from magazines and catalogs Categorize the pictures into four groups: people, animals, places, objects You’ll need at least two pictures from each category for each group of three or four students Description: In this small-group activity, students try to find ways to compare two pictures Split the class into small groups and hand out at least two pictures from each category to each group Using the target language of comparison (-er, more, alike, similar), students should think of as many ways as possible to compare each pair of pictures from each category One person in each group should write down the sentences the group generates Don’t worry about finding similar objects, like two different cars or two different houses If objects are different, it is more creatively challenging for students to think of ways to compare For example: Category: Places (similar places) The fast food restaurant is cheaper than the nice restaurant The fast food restaurant is more unhealthy than the nice restaurant The nice restaurant has a prettier design than the fast food restaurant The waiters in the nice restaurant are friendlier than in the fast food restaurant The two places are alike People can eat there Page of Copyright © 2007 Pearson Education, Inc All rights reserved Permission granted to reproduce for classroom use Expansion Activities Basic English Grammar, 3rd Edition Chapter 16: Making Comparisons Activity: Creative Comparisons Category: Objects (very different objects) The bike is cheaper than the sofa The sofa is larger than the bike The sofa is more comfortable than the bike The bike is more colorful than the sofa The two things are alike People can sit on them When students think of several comparisons for each pair of their pictures, they can trade pictures with the group next to them and repeat the process At the end of the activity, both small groups can get together and compare the sentences they came up with for all their pictures Page of Copyright © 2007 Pearson Education, Inc All rights reserved Permission granted to reproduce for classroom use Expansion Activities Basic English Grammar, 3rd Edition Chapter 16: Making Comparisons Activity: Fun with World Records Materials needed: Internet access for pairs or groups of three and access to http://www.4to40.com/recordbook/default.asp Before beginning the activity, visit the website and decide what you want the students to research Create several different hand-out versions so there is variety in the classroom A suggested handout is provided on the following page Description: Students use the world-record page to look up wacky world records and practice writing the superlative form of adjectives Divide the class into pairs or groups that can comfortably use a computer Give each group a handout and ask them to find the record data on the website The records are numbered on the website, so either give students the numbers, or for more challenge and fun, teach the students to use the “find on this page” feature under “edit” on the tool bar That way if you want students to find “dog big,” they can enter “dog,” and then they have to select from three or four entries to find the one that they need When students have completed their handouts, they can report to the class some of the goofy records they discovered Page of Copyright © 2007 Pearson Education, Inc All rights reserved Permission granted to reproduce for classroom use Expansion Activities Basic English Grammar, 3rd Edition Chapter 16: Making Comparisons Activity: Fun with World Records Sample Handout Layout no numbers provided: Topic to Research World Record (Use the superlative form) Example: goldfish large The world’s largest goldfish is 47.4 centimeters long It is in the Netherlands dog ears long plant old monkey heavy elephant tall tennis match long ballerina old teddy bear valuable mosque – big monarch (king, queen) young 10 scream loud Page of Copyright © 2007 Pearson Education, Inc All rights reserved Permission granted to reproduce for classroom use .. .Expansion Activities Basic English Grammar, 3rd Edition Chapter 1: Using Be Activity: Categories Materials needed: Game... All rights reserved Permission granted to reproduce for classroom use Expansion Activities Basic English Grammar, 3rd Edition Chapter 1: Using Be Activity: Categories Farm Animal Flower Vegetable... All rights reserved Permission granted to reproduce for classroom use Expansion Activities Basic English Grammar, 3rd Edition Chapter 2: Using Be and Have Activity: Find the Answer Materials
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