Copy of Superlatives
To provide clarification and practice of of superlatives in the context of learning about different countries
To provide gist and scan reading practice using a text about country facts in the context of identifying the superlative patterns
Procedure (36-49 minutes)
Activate Ss schemata regarding superlatives by asking Ss to create a mind map about the best things in their country. To provide a challenge, put Egypt on one side and Canada on the other, Ss must try and think about the best things in those countries
*Ss do a gist reading task where they have one minute to read the text and answer two questions. CCQ: “Which countries? Who comes from those countries?” *Ss do a read for detail task where they scan the same text and answer three additional questions. Peer Check.
*Ss fill in the missing words in the chart to help determine the pattern of superlatives, Ss then fill in the missing words in the text. Peer check. (High level Ss who finish quickly will be asked to write 5 of their own sentences using the superlatives). *Ss are given on last fill in the blank worksheet to assist with the explanation of the rules. Peer check. T monitors throughout and explains grammar rules only to address a difficulty or gap in knowledge. (Post gallery readings during this activity)
In pairs Ss go to the eight countries and read the texts for specific information that they can fill in on their chart. Ss do not need to fill in 100% of the chart to participate in the following activity. ICQ: Where will we get the information? Do you write every word or just the missing fact?
Ss are divided into two teams, each team with flag cut outs (multiples of each country). Give Ss sticky tack and explain that they will have to use their chart to find the right answer. Provide Ss with flag cut outs. Give Ss sticky tack and explain that if they hear a sentence (that Ss will pick out of a bag) that describes their country, they should run up and pin it to the board. Ss pick a card and read it to determine why they are running up and pin the top 3 in order. Ss write the proper adjective / comparative / superlative above each country flag (ie. big bigger biggest) Demonstrate the activity using an example The biggest country (on WB: big / bigger / biggest): China / Canada / Russia The most populated country: Russia / Indonesia / Russia The coldest country: Bulgaria / Canada / Russia The hottest country: Honduras / Egypt / Libya The oldest country: Egypt (opinions on other two may vary) The longest country name: Honduras / Bulgaria / Indonesia The shortest country name: Egypt / China / Libya (all same length, trick question) Bonus Round: Ss pick one country Country with the most stars Prettiest flag Strangest flag
Ss pick a country off the wall. Ss write down at least three additional things they would like to say about their country (encourage Ss to make up facts about the country). Ss are broken up in pairs and debate the best country. Depending on the dynamic and success of the debate, Ss may be switched to debate a new country. Extension: Ask Ss to tell the class about their partner’s country and ask Ss if their opinion on which country is the best.
Put students in groups and then set a time limit of about three to five minutes. On your signal, each group should write as many comparative and superlative statements about the people in their group as they can. At the end of the five minutes, have one group share their sentences. If another group has the same sentence as the first group, both groups should cross that statement off their list. Continue until all groups have read all of their statements and any duplicates are eliminated. The group with the most statements remaining wins. Source: http://busyteacher.org/14341-comparative-superlative-activities-how-to-teach.html