Activities

Activity 1 - Tick Tick Tick

Level           Easy to medium

Aim             Writing, grammar (Comparative and Superlative), reading aloud, listening

Steps   

1.    Split the class into small groups of four each. Give each group a sheet of paper.

2.    Write ten sentences on the board which they are required to complete by adding either the comparative or superlative degree of adjective given at the end of each sentence.

3.    Set a time limit. At the end of time limit, you may give the answers.

4.    The group that gets the most answers correct wins.

                           

Example  

·         Lead is the heaviest of all the metals. (Superlative)

1.    The Rajang River is the __________ in Malaysia.       (                )

2.    The giraffe is __________ than the man.                    (                )

3.    Paul is the __________ boy in our class.                   (                )

4.    Sam is __________ than Tom.                                   (                )

5.    It’s __________ today than yesterday.                       (                )

Notes

This simple activity encourages students’ bonding and cooperation. Moreover it helps them to learn the grammar form by interaction. It enhances both the productive and receptive skills.

Activity 2 - “Tug of Words”

Level   Medium to difficult

Aim     Speaking, listening, writing grammar, reading aloud

Steps  

1.    Split the class into team ‘A’ and team ‘B’. Let each team elects the leader.

2.    Give a sheet of paper to each team. Each team collectively forms a questionnaire of ten fill-in-the-blank statements on general topics, (e.g. weather, games) which is to be solved by the other team.

3.    The blank spaces are to be filled by the correct form of the adjective given in parenthesis at the end of each statement.

4.    Once the two teams have written their sentences the teacher draws two columns on the board. He/she writes team ‘A’ and team ‘B’ in each column.

5.    Now the leader of team ‘A’ reads each sentence along with the word with which the sentence is to be completed. Each student of team ‘B’, by turn, has to complete the sentences. Award one point for each correct answer.

6.    If a student fails to give the answer, the team as a whole is given one chance to complete the sentence. In case it succeeds, half a point will be awarded to the team.

7.    The teacher writes the points after each round. When team ‘A’ has asked all its questions, team ‘B’ is asked to present their sentences.

8.    At the end of the game, the teacher totals up the points. The team that scores more points           wins.

Sample of Sentences

Complete the sentences by choosing the correct form of the words given in brackets.

1.    Australia is __________ island in the world.  (large, larger, the largest)

2.    The class test was __________ than we had expected.  (easy, easier, the easiest)

3.    The elephant has __________ trunk.    (a long, a longer, the longest)

4.    Kilimanjaro in Africa is __________ than Mount Blanc in Europe.  (tall, taller, the tallest)

5.    King Solomon was __________ of the kings we have ever heard of.  (wise, wiser, the wisest)

Notes

This activity stimulates both the imagination and self-expression. In addition, it increases proficiency in all the four language skills. The students are personally involved. The class appears lively, demanding and interesting.

Activity 3 - Count the Beads

Level  All levels

Aim     Reading aloud, listening, grammar, reading for specific information,                 

             pronunciation

Steps

1.    Give a sheet of paper to each student. Ask them to write their names on the sheet and to draw three columns for the Comparative and Superlative degrees.

2.    Next, let a student read a short text loudly for the class. Ask the students to listen carefully and write words having the Comparative and Superlative degree in their respective columns. Let the class listen to the passage a second time if necessary.

3.    At the end, the teacher collects the sheets and redistributes them, randomly, amongst the students. The teacher then draws two columns on the board and writes the answers. Let the students mark the answer sheets by giving one point for each correct answer. The student who scores the highest points wins.

Notes  

This activity, besides being fun, helps the teacher to monitor the progress of the class easily. This activity integrates a numbers of skills thus allowing a practice of language. As this activity involves all levels, the text must be chosen accordingly.

For teachers who have a large number of students in their classes, this technique of correction has three advantages. It (1) allows the teachers to spare some more time for their students and (2) when students mark for themselves they learn faster. In addition, it (3) enhances the qualities of honesty, sincerity and credibility, which are the key factors while marking.

The Picture Game

Level   All levels

Aims   Writing, grammar (structure, spellings)

Steps

1.  Make photocopies of a picture containing three different animals or objects; e.g. a picture showing a cow, a rhinoceros and an elephant.

2.  Give each student a copy of this picture along with a sheet of paper. Ask the students to write their names on the sheet and make two sentences each for the positive, comparative and superlative degree by comparing and contrasting the animals or objects.

3.  They are also required to write the degree of adjective in a parenthesis at the end of each sentence. Let the students work individually. Set a time limit. At the end of the time limit, the sheets are collected and marked by the teacher.

Sample of Sentences    

1.   A rhinoceroses is larger than a cow. (comparative degree)

2.   A cow has thinner legs than a rhinoceroses. (comparative degree)

3.   An elephant is the largest of all these animals. (superlative degree)

4.   The cow has the longest tail. (superlative degree)

Notes  

This activity helps the teacher to know the students’ understanding of the comparative and superlative degrees, spellings and grammatical structure.  Besides, it helps the students to think creatively. Finally, it will ensure that they have understood the topic completely.