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Go: JHS GrammarComparatives Against Humanity

SUBMITTED BY: Hailey Hepler

BORROWED FROM / INSPIRED BY: Apples to Apples and Cards Against Humanity

EDITED BY: まだ

GRAMMAR: Comparatives / Superlatives

EXAMPLE: Seeing a ghost is scarier than miso ice-cream.

DATE ADDED: Mar 8, 2013

Small Classes (1-15 Students)ÒLarge Classes (16-39 Students)ÓBad/Misbehaved ClassesÕ

SpeakingèListeningéReadingê

30-40 min.

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BRIEF
OUTLINEA really fun group card game, implementing speaking and reading for comparatives review.

 

MATERIALS NEEDED:

DETAILED EXPLANATION:

  1. Before trying to make sense of this game see the original rules from the above link.
  2. Prepare the Black and White Cards before the lesson. It's up to you if you want to make your own or not.
  3. Move desks and make groups
  4. Write the grammar point on the board (see point 10)
  5. Give each group one set of cards
  6. Make a Black Card pile and a White Card pile face down
  7. Everyone gets 6 White Cards(remind them they can look at their own cards)
  8. Janken for Card King
  9. Card King picks random Black Card and puts it on the table face up
  10. Other players (not the Card King) play one White Card from their hand to match the Black Card. To make it more fair to make sure the card king doesn't choose their friends, white cards can be played face down.
  11. The Card King must choose the best / funniest matching card by using the target grammar in a sentence…

On the board write the following for the students to reference:

 

     



     

     

     

     

     

     

     

     

     

     

     

     

     

     

    12.The winning player gets to keep the Black Card as a point.

    13.Players replenish their White Cards (always holding a hand of 6 cards)
    14.The clockwise person becomes the Card King.
    15.The player with the most Black Cards wins.

     

    TEACHING SUGGESTIONS:

    • Go over Plural White Cards and Irregular Black Cards carefully
    • The only thing teachers really need to worry about once games start going is students not saying the sentences aloud.
    • They won’t know/remember some vocabulary(lazy and awkward for example) so be available to help explain.
    • Class can get very loud with groups of friends, but can be awkward for groups where students don’t get along.
    • When you write "more _____" and "____-er" on the board, draw a colored box around them of the same color, this really helps with comprehension.
    • If you want students to get more speaking time you can have each student who plays a white card read their variation of the target language.

     

    TIPS/CAUTIONS:

    For the cards in general:

    • Use thick sturdy paper, or laminate the cards, or trust your students to be gentle.
    • Print the "more ____" and "the ____-er" adjectives on two different color papers. This is really useful during and after, use colors that you have chalk of.
    • Keep the Good and Bad Black Cards on white paper.
    • I suggest 10 sets of cards for a 40 student classroom.
    • Number the cards 1-9 and leave a blank set as extras.
    • Rubber band the black cards, and keep the decks in a plastic bag, especially if you laminate (220 card pick up is NOT fun, even more so un-numbered)
    • Save the extra blank cards in case you need extras.
    • I wouldn't recommend playing the original game in class if you want to keep your job.

If you have an updated attachment, email it to the site: admin (at) jhsenglipediaproject (dot) com

 

Template Version: 2.2 (Jul 8, 2012)

 

This page was last modified on Friday, March 08, 2013 02:14:07 PM