CODY PARMLEY · Web viewPeer interaction in the form of pair- or group-work can offer many benefits...
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Comparing Animals Name: Cody Parmley Email: [email protected] Student Age & Level: Middle school (ages 12-14), upper-beginner level Aims: Have students use the comparative grammar point (-er) to compare animals by eliciting peer interaction Class Time: 10 minutes Preparation Time: 5 minutes Teacher must prepare Animal Cards found in Appendix by printing and cutting them out. Enough Animal Cards should be made for every student to have a different animal. Materials: Animal Cards (see above) Introduction & Rationale: Students should have already learned what comparatives are, and were introduced to how the designated grammar point (-er) is used. In this activity, the teacher takes a step back and changes the classroom from a teacher-led one to a more student- led type. Peer interaction in the form of pair- or group-work can offer many benefits including more opportunities for interaction and less pressure than speaking to the entire class (Harmer, 2007). These can lead to students taking charge of their own learning, more participation, and individualized focus. It is the goal of this activity to have students interact through speaking in order to learn the comparative grammar point. Resource : Harmer, J. (2007). How to teach English. Essex, UK: Longman Procedure: Teacher (T) Activities T gives each S an Animal Card (all Ss will have different animals). T then pairs Ss up. Student (S) Activities Ss receive a picture of an animal, “Animal Cards”. Ss get into pairs.
Transcript of CODY PARMLEY · Web viewPeer interaction in the form of pair- or group-work can offer many benefits...
Comparing Animals
Name: Cody ParmleyEmail: [email protected]
Student Age & Level: Middle school (ages 12-14), upper-beginner levelAims: Have students use the comparative grammar point (-er) to compare animals by eliciting peer interactionClass Time: 10 minutesPreparation Time: 5 minutes
Teacher must prepare Animal Cards found in Appendix by printing and cutting them out. Enough Animal Cards should be made for every student to have a different animal.
Materials: Animal Cards (see above)
Introduction & Rationale:Students should have already learned what comparatives are, and were introduced to how
the designated grammar point (-er) is used. In this activity, the teacher takes a step back and changes the classroom from a teacher-led one to a more student-led type. Peer interaction in the form of pair- or group-work can offer many benefits including more opportunities for interaction and less pressure than speaking to the entire class (Harmer, 2007). These can lead to students taking charge of their own learning, more participation, and individualized focus. It is the goal of this activity to have students interact through speaking in order to learn the comparative grammar point.
Resource: Harmer, J. (2007). How to teach English. Essex, UK: Longman
Procedure:
Teacher (T) Activities T gives each S an Animal Card (all Ss
will have different animals). T then pairs Ss up. T asks Ss to compare their animal w/ their
partner’s animal using comparatives. T models activity T monitors Ss as they talk w/ their
partners (2-3 mins).
After Ss finish comparing their animals, T asks each pair to say at least one comparison between both animals to the class.
T asks Ss to switch partners and repeat activity.
Student (S) Activities Ss receive a picture of an animal,
“Animal Cards”. Ss get into pairs. Ss listens to T explain directions.
Ss watch T model activity. Ss compare their animals to their
partner’s using comparatives (2-3 mins).
Each pair shares to the class at least one comparison between both their and their partner’s animal.
Ss switch partner and repeat comparison activity.
Caveats & Options: If there is an odd number of students, a group of 3 can be formed. The teacher can provide the name of any animals students may not know. Students can also choose and bring their own animals through a pre-homework activity,
or draw their own animals to compare to each other’s animals.
Appendix:
