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Go: JHS GrammarLittle Room

 

SUBMITTED BY: Matt Baumgartner

BORROWED FROM / INSPIRED BY: A not-fully-prepared-activity I created last year

EDITED BY: Tatyana Safronova

GRAMMAR: 'How many...' Questions

EXAMPLE: How many dolls do you have?

DATE ADDED: Oct 25, 2007

 

BRIEF OUTLINE:

Small Classes (1-15 Students)ÒLarge Classes (16-39 Students)Ó

SpeakingèListeningéListeningë

15-30 min.

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Paired students must look at a picture of a given room and ask each other “How many ______ do you have?”  

 

MATERIALS NEEDED:

  • LittleRoom worksheet: Both A&B worksheets are included. Print worksheet A on colored sheets of paper and B on white sheets. For variation, also bring scissors, glue and cut-outs to class.
  • And, for the variation: glue, scissors and cut-outs (see worksheet)

 

DETAILED EXPLANATION:

  1. For the basic activity, bring the prepared worksheets to class. Once students know and understand the grammar point, pair them up. One student in each pair gets worksheet A and the other B.
  2. Each worksheet has a room on it, and room A is different from room B. Students janken to see who asks questions first.
  3. Students complete their side of the worksheet by asking, "How many Xs do you have?"
     

 

VARIATIONS:

  • The basic activity leaves students little room for creativity; it’s just a look-and-tell activity in which the students must look, tell and then write what their partner says. The variation allows for a lot more creativity where the students they can decide for themselves how many things they want in their little room. However, the second variation takes more time to do.

 

TEACHING SUGGESTIONS:

  • This activity has two versions that change the game greatly: the main variation is mostly a drill, and the other one is more of a game in which the students have much more control. The variation you use depends on the level of your students and the time you have. To do the variation without taking up an entire class, split it into two classes. In the first class, spend 10 to 15 minutes gluing cut-outs to the rooms, and use the next class to do the activity. Furthermore, don’t spend so much time on the preparation as on the actual activity.

 

TIPS/CAUTIONS:

  • Don’t let the kids see each other’s sheets. Also, be sure to teach the kids that just because a picture doesn’t have a frame doesn’t mean it’s not a picture. AND the kids must COUNT the objects in the room instead of just saying “CD” instead of “4 CDs”.

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This page was last modified on Friday, March 23, 2012 11:49:29 AM