Faculty of Human Sciences
Top Notch 1
Practitioners: Katya Elizabeth Sandoval Rodríguez
and Iris Vanessa Linares Guardado
- Topic: Shopping for clothes
UNIT: 8
- Grammar item:
- Uses of object pronouns (As direct objects, in prepositional phrases
In a
sentence with both)
- Comparative
adjectives
- Objectives:
At the end
of this unit SWBAT:
-
Shop and pay for clothes
-
Ask for a different size or color
-
Discuss clothing do’s and don’ts
-
Warm-up activity: 1
Title: Rotating task
Objectives: To check students put into
practice the past tense
-
Students must make groups of 4 members.
-
The teacher is going to bring and paste some pictures of different places
around the classroom.
-
Each group is going to be in a stage, observe and talk about the place
(using the simple past tense as if they already have gone to that place with
their family.)
-
Students will be given one minute to talk about the place, and then,
students will rotate until they visit al the stages.
-
The teacher must monitor that all students are speaking English.
Example: I visited the United Sates 2 years ago
with my family. We had a nice trip because we visited many places…
Warm-up activity: 2
Title: what is your
classmate wearing today?
Objective: to practice clothing
items´ vocabulary
-
The teacher will ask to form six groups of 4 members.
-
The teacher will enumerate the order
of the groups from one to six
-
The teacher must bring a box with clothing items, and ask them to choose
two representatives from the group to wear the clothing items. The rest of the
group will explain to the class what their classmates are wearing. (all the
students must participate and describe at least one clothing item)
Warm-up activity: 3
Title: Replacing
task
Objective: to use the
object pronouns in different sentences
Divide the class into two
teams and make two lines in front of the whiteboard. Give each group a marker. Have the teacher read different sentences, and
the students will run to the whiteboard and write the sentence replacing the
noun by the pronoun. Example, I love
these pumps/ I love them. The first group in finishing the sentence gets
one point to the group.
Warm-up
activity:4
Title:
writing on your classmates’ back
Objective: to use
different vocabulary related with clothes
The teacher asks them two
form to lines in front of the board. Then, the teacher shows a word to the last
member of the group; he/she must draw on his/her classmate’s back using the
finger until he completes the word, and the next member has to do the same and
so on until the first member gets the word and write it on the board.
PRESENTATION:
Activity #1 (Speaking)
Students are
going to look at the pictures on page 86.
They will talk about the different clothing items they like to buy from a store
and why. Example, “I like to buy running
shoes from store because I want to be sure the size is right.” (in pairs) Ask
them to share their classmate’s answer with the whole class.
Monitor they
are speaking and help them with new vocabulary and pronunciation.
Activity
#2 (photo story)
Read and listen to a conversation between clerk and a customer about a
sweater the customer wants to buy (page 87); play it again, and ask the
students to repeat it. Then, have students practice the conversations with a
pair. At the end ask some of them to come to the front to act the conversation.
(work on activities D,E and F)
Activity #3 (listening)
Students are
going to listen to types of clothing and shoes. Then, the teacher plays it
again, and makes them to repeat each of the words. Be sure that everybody is
repeating the words and pronouncing in a correct way.
Activity #4 (writing)
Teacher must bring a dice and some flash cards related to clothing items.
After that, the teacher has to organize three sections of flash cards (green,
yellow and red.) Then, students make two
lines in front of the board. Each student will
throw the dice in order to select the color of the traffic light (1,2=
green, 3,4= yellow, and 5,6= red.) when students get the color, they have to
pick up one flash card and depending on the image, they will write a sentence
using object pronoun.
GRAMMAR EXPLANATION 1: Object pronouns (page 88)
Uses of
object pronouns
- As direct
object
- In
prepositional phrases
- In a
sentence with both a direct and a prepositional phrases
Explanation:
- You can use
a chart presenting subject pronouns and
object pronouns, for example:
Here you have more information
about it
Nouns as
Direct Objects
Direct objects can be nouns
(things, objects, people, etc.). For
example:
Jennifer bought a book. - The
direct object 'book' is a noun.
Egan ate an apple. - The direct
object 'apple' is a noun.
Pronouns as Direct Objects
Pronouns can be used as direct
objects. It's important to note that pronouns used as direct objects must take
the object pronoun form. Object pronouns include me, you, him, her, it, us,
you, and them.
For example:
I watched it last week. - 'it'
(a television show) is an object pronoun.
She's going to visit them next
month. - 'them' (a few people) is an object pronoun.
Here you
have a link of a short video explaining the object pronouns
http://www.youtube.com/watch?v=TXU_bprKYrU
PRACTICE
ü
Controlled
practice
ACTIVITY #1 (Writing exercise; Appendix “A”)
Students are
going to fill in some exercises with object pronouns. Then, they are going to
work on an exercise from the book (Grammar practice A to B pages 88 - 89)
-
ACTIVITY #2 (Listening and reading exercises from A to
C page 89)
-
They are going to read and listen to a conversation about someone who is
paying for clothes. (Ask them if they find a new word and explain to them the
meaning.)
-
Then, they are going to listen to it again to repeat it and practice it
with a classmate.
-
Finally, students will read the conversation and circle all the objects
pronouns they find.
ACTIVITY
#3 (speaking activity)
Teachers bring the conversation in a chart. Then, students form pairs to
practice the conversation. They have to switch role.
The Old Jacket
a. Why are you wearing that old jacket ?
b. I love this jacket, I have had it for five years.
a. Look, there is a button missing.
b. Yes, I know; and the sleeve is torn.
a. So, you need to throw the jacket in the rubbish bin.
b. This jacket is like a old friend.
a. You need a new friend. We can go shopping together.
b. OK, I suppose I have to buy a new jacket.
a. Why are you wearing that old jacket ?
b. I love this jacket, I have had it for five years.
a. Look, there is a button missing.
b. Yes, I know; and the sleeve is torn.
a. So, you need to throw the jacket in the rubbish bin.
b. This jacket is like a old friend.
a. You need a new friend. We can go shopping together.
b. OK, I suppose I have to buy a new jacket.
Activity #4: (writing activity) (Appendix
B)
Title: Read
and choose the correct object pronoun.
Students
have to read and choose the correct object pronoun for the sentences.
Example:
I can't
see Daniel. I can't see ________
him
she
her
Activity #5 (reading, writing, and
speaking activity) (Appendix C)
Title: Fill
in the correct pronoun
The students
have to fill in with the correct pronoun. After doing that, teacher makes them
repeat all the sentences aloud.
Activity #6 (speaking activity)
Teacher has
to bring the conversation below in a chart. Then, teacher asks them to form
pairs to repeat the dialogue. After that, teacher asks them to perform it in
front of the classroom. (Check they are speaking English, and they pronounce
the vocabulary in the correct way.)
Conversation:
A: What's
that?
B: Oh, it's
a photo of my family. Look, she's my Mum.
A: Oh yea, I
know her. Who's he?
B: He's my
brother, everybody likes him. Look, that's my father.
A: Wow, he
looks like you. And look at the big dog!
B: Yea, he's
really big. He looks like you!
ü
Semi
controlled practice
Activity #1 (Speaking and writing exercise)
Title: Personal
pronoun vs. object pronoun (Appendix D)
- Students are
going to underline the subject and object pronoun, and then, they will write
“S” if the sentence is subject pronoun or “O” if the sentence is object
pronoun. Finally, they will create a new sentence with the answer. (teachers have to monitor they are working)
Activity #2 (Writing and speaking exercise)
Title: Information
gap (Appendix E)
- Students
must stand up and ask four classmates about their preferences of shopping
clothes. Then, they will share their answers with the class.
Example: what’s your favorite clothes sleepwear,
athletic wear?
At the end, they have to share their answer
ACTIVITY #3 (Reading, writing and
speaking)
-
Students are going to look back at the catalogue on page 86 and choose three items of clothing
they would like to buy as gifts (A). Then, they are going to perform the
conversation in pairs (B). (page 89)
Activity #4 (speaking activity)
Title: Chain game
-
The teacher starts the chain by saying: “yesterday, I went to buy…
(Clothing item), the next student follows by saying what the teacher said, and
adds a new clothing item to the sentence. This continuous until all the
students have participated.
Activity #5 (speaking activity)
Title: Clothes
memory
Students
close their eyes and are tested on what their teacher and classmates are
wearing. This can be done with the questions being asked by the teacher, by
other teams, or by their partner. If you can’t trust them to close their eyes,
send one or two people outside the classroom, ask questions about those
people’s clothes, and check the students’ answers when those people come back
in.
Activity #6
(Appendix F)
Title: word
search activity
Students are
going to work in pairs and find the words in the word search. At the end they
will choose 5 words and make sentences orally. If they do it correctly, they
will have a prize. (Bring some candies for them) the first pair who finishes
finding the words and mentioning the sentences will be the winners if the
sentences are correct.
ü
Free practice
Activity #1 (Creating a conversation)
Students are
going to get in pairs. They are going to be given some time to create a
conversation using their own creativity related with clothing items (buying and
comparing clothes.) Then, they are going to perform it in front of the
classroom. Make sure they include the vocabulary and object pronouns, they have
already studied.
Activity #2 (speaking activity)
Title:
Role-Play
In these
activities, the teacher sets up a situation where two or more people are having
a conversation about shop and pay for clothes, and ask them to use the object
pronoun, as well.
Activity #3 (writing
activity)
Title: My
friend’s e-mail
Ask the
students to make an e-mail to their friends using the object pronoun and
clothing item vocabulary. The conversation has to refer as if they are telling
a story that happen in a mall or store. (It doesn’t have to be too long. It can
be short just to make them practice the grammar and vocabulary.)
Activity #4 (writing and speaking
activity)
Title: Group
sequence sentences
The teacher
has to form five groups and give them a picture (flash card or pictures from
magazines) per group. Then, each group writes two sentences about its picture.
Give them one minute to create the sentences until they have rotated all the
pictures with the groups. Finally, one member of the group must read the
sentences.
Activity #5: sentences’ competition
Teacher has
to give them an envelope with different object pronouns and clothing item
vocabulary. Then, ask them to form four groups depending on the number of
students. After that, give them one envelope with the things I already
mentioned. Give them 3 minutes to create as many as possible sentences. When
time finished, students have to write the sentences on the board. The teacher
has to check the sentences if they are well written. The group who gets more
sentences is the winner. (make them to repeat all the sentences at the end)
Activity #6: Shopping clothes
Teacher asks
his students to work on pair. Then, students have to create a short
conversation simulating that they are buying different clothes. Student A is
going to be the costumer, and student B is going to be the seller. They have to
use the object pronoun and the clothing item vocabulary.
GRAMMAR ITEM 2: COMPARATIVES
PRESENTATION
Activity #1: (reading, writing and speaking
activity)
Title:
clothing that comes in pairs
Students
read and listen to clothing that comes in pairs (page 90). Then listen to it again and repeat it. (Activity A)
Activity #2: (listening and writing
activity)
Title: Infer
the department each shopper should go to
The teacher
must play the listening (page 90).
The first time, students are going to listen to it and the second one, students
have to write where the shoppers should go to buy. At the end, the teacher must
make them share their answer.
Activity #3: (writing, listening, and
speaking activity from A to B page 91)
Have
students write the opposite of each comparative adjective. Then, have students complete
each conversation with comparative adjectives, use than if necessary. After
that make them repeat the conversation, and ask them to perform the
conversation.
Activity #4: (speaking activity)
The teacher
has to bring some flash cards with different adjectives. Then, the teacher
shows the flash cards to the students and asks them to mention the adjective
and the comparative form per each flash card.
GRAMMAR EXPLANATION 2: COMPARATIVE ADJECTIVES
Comparative form of Adjectives
When we compare things, people or even ideas
we look at what makes them different from each other.
Comparative
adjectives are used to show what quality one thing has more or less than the
other. They normally come before any other adjectives.
Tip - It's a good idea to learn opposites (antonyms) when learning
adjectives.
For example:
Tall / Short
The man on
the left is taller than the man on
the right.
The man on
the right is shorter than the man on
the left.
Note - Have you noticed that when we are
comparing two things like this we put than between the adjective and the thing
being compared.
Fast / Slow
car /bicycle
A car is faster than a bicycle.
A bicycle is
slower than a car.
For example:
Big / Small
blue
bag red bag
The red bag
is bigger than the blue bag.
The blue bag
is smaller than the red bag.
Forming the
comparative
-
The way you form the comparative from an adjective depends – on the number
of syllables and the spelling of the adjective.
1-syllable
adjectives: add -er to
the adjective
- My sister is
much taller than me.†
- It's colder today
than it was yesterday.
Note: If the
word ends: consonant-vowel-consonant, then the last consonant is
usually doubled in the comparative. Examples: big-bigger, fat-fatter,
hot-hotter.
2-syllable
adjectives ending in -y: change the -y to -ier
- She's looking happier today.
- This grammar topic
is easier than the last one.
- Why is everyone
else luckier than me? †
Beware: Do not
confuse adjectives and adverbs. 2-syllable adverbs ending in -y must
be compared with the word more. Example: I drive more
quickly (quicklier) than my brother.
Other
2-syllable adjectives: use more with
the unchanged adjective
- The shops are
always more crowded just before Christmas.
- Is there
anything more boring than reading about grammar?
- My sister is more
careful with her writing than I am with mine.
Note: The
comparative of some shorter 2-syllable adjectives can be formed with -er.
Examples: simple-simpler, clever-cleverer, narrow-narrower. To be
sure which comparative method to use, you will need to consult a good
dictionary.
Adjectives with
3 or more syllables: use more with
the unchanged adjective
- Russian grammar
is more difficult than English grammar.
- My sister is
much more intelligent than me.†
- I find maths
lessons more enjoyable than science lessons.
- The older you get,
the more irritating you become.
Warning - For every
rule, there is at least one exception and there are also irregular adjectives
that you need to memorise as you come across them.
For example:
'good'
becomes 'better'
'bad'
becomes 'worse'
'far'
becomes 'farther' or 'further'
ü Controlled practice
Activity #1: (listening and speaking activity) (page
91)
The teacher plays the
conversation for the students to listen to it the first time. Then, they will
listen to it again to work on rhythm and intonation, and they have to repeat
it. After that, the teacher will ask to work in pairs, and they have to choose
a “size whether S small, M medium, L large, XL extra-large and XXL extra extra
large). Activity A and B (Teacher must monitor they are speaking English).
Activity #2: (writing activity A,B,C page 91)
The teacher will ask students
to make a list of clothes they would like to buy. Then, students must change
the conversation model using comparatives and the list they have created. They
must work in pairs. At the end students must change partners, and ask about other types of clothes.
Activity #3: (listening and speaking activity) (page
92)
Title: interior locations and
directions
Teacher must play the
listening the first time for listening, then students must repeat. Teacher must
check intonations and rhythm.
After students listen and
repeat, ask what the two floors between the top floor and the ground floor are
called. (Third floor, second floor). The
teacher must review ordinal numbers for students can be capable of giving
directions in a multi -story building.
Activity #4: (reading activity) (page 94)
Teachers play the vocabulary before reading. Students have to repeat the
vocabulary. Then they have to read the reading “The Savvy Voyager”. After that, the teachers write on the board
the question Do you ever wear sleeveless shirts or tank tops? Where? And
students have to discuss that question in pair
Activity #5: writing, reading and speaking
activity A, B, C) (page 95)
(A)Teacher must explain in their own words what clothes
is appropriate in Tanzania according to the blog. Then, students will work in
pairs writing a list of clothing do´s and don’t´s in Tanzania. For example: do´s: Cover your shoulders don’t´s: Don´t wear sleeveless.
(B) Students must check true, false or no info activity.
Then they have to explain a reason why they chose each answer. To help students
understand this activity, tell them to find and underline the information that
supports their anwers.
(C) Apply information: students must think they are goin on the same trip, so
they need to plan their clothes for one week for visitig Tanzania. After they
write their list, they will work in pairs to discuss the information; they must
explain their choices.
Activity # 6: (listenig, writing, and speaking
activity) ( Activity A 96).
Title: Department store.
(A)
The teacher must play the
listening for students to infer which department the people are in. Listen more
than once for students to understand better. Then, the teacher must write the
name of the department they are in (people) on the board. Teacher can ask a
volunteer read their answers aloud.
Activity # 7: (writing and
speaking activity) (Activity B,C Page 96).
(B)
Have students complete the chart with the appropiate
kind of shoes and clothes for certain places and ocassions. Then, students have
to share the information with two classmates. Note: explain that occasion
means event there.
(C)
Students must work in pairs to
complete a travel article using the comparative form of the adjective. In some
cases they will need to use than. Be sure students have spelled adjectives
correctly.
ü Semi- controlled practice
Activity #1: (writing and speaking activity) (Activity
A,B Page 95).
Title: What´s your personal
dress code.
(A)
Students must give their
opinion about their personal dress code. Teacher must read the firt statement
aloud for example: It´s ok for men to
wear shorts on the street. So students will check if they agree or disagree
with this dress code. Then students must share their opinion with different
classmates. (B Note padding)Then
students will work in pairs writing some do´s and don’t´s for visitors in our
country. They can use the book´s survey as a guide. They will share their
information with their partner.
Activity #2: (writing and speaking activity) (Activity
D, Page 96).
(D)
Students must rewrite four
sentences. They must change direct and indirect objects nouns phrases to object
pronouns. Have students underline the direct and indirect object nouns before
they rewrite.
Activity #3: (Appendix G)
Have students complete a table with the comparative
form of the given adjectives. Then, they have to create a sentence per each
given adjective including “than”.
For example: Popular
(My friend is more popular than your friend.)
Activity #4: (writing activity)
Teachers ask them to work in groups of three. Then
teachers write on the board some topics. Students have to choose one of those
topics and to create a comparison about it. They can use pictures to illustrate
the comparison. For example: Teacher writes on the board To listen music vs To
watch t.v. / To play soccer vs To play basketball. If they pick up some of
these topics they must write about them using adjectives. To play bascketball
is funnier than to play soccer…
Activity #5: (writing and speaking activity)
(Activity E, Page 96).
(E)
Each students must write an
e-mail for a friend from another country who is coming to visit him/her (in
this case they will share the e-mail with a classmate) explaining what to pack
for the trip. They must give recommendations for appropiate or inappropiate
dress. Note: Remind them to use adjectives to describe the items they are
packing.
Activity #6: (Appendix H)
Students answer
six questions and write the answers in a table. The students then work in
groups of six and ask the same six questions to their group members. The
students' answers are also noted down in the table. When the table is complete,
students write sentences comparing the information in the table using
comparatives.
ü Free practice
Activity #1: (Rotating task)
Teacher will bring different charts with pictures of
people, places and objects. (Teachers can use cut outs from magazines to create
the charts)
Students are
going to work in groups. After forming the groups the teacher must organize how
they will visit each stage to talk about the pictures. Then, Teacher will give
two minutes per group to describe what they can see in the chart using comparative
adjectives. After doing that, they will move to the next stage to do the same,
until they have visited and describe all the stages.
Activity #2:
(speaking activity)
Teachers have to write the questions below on the
whiteboard. Then, teachers ask to form pairs. After that, students have to
discuss each of the questions, give them 2 minutes to discuss each of them.
(Monitor they are speaking English)
Questions:
Which is worse for your
health, smoking or drinking?
Which is harder, math or
English?
Is it better to be rich and
dumb or poor and smart?
Is it better to be rich and
ugly or poor and beautiful/handsome?
Does technology make the world
better or worse? Why?
Activity #3: (speaking activity)
Teachers bring realia
to the students. Then, students work in pairs and choose three different objects;
they need to note their qualities such as color, taste and texture. Discuss
these qualities with each other and decide which object is the best in each
area. Use comparative adjectives and object pronouns too.
Activity #4 (speaking activity)
Title: The people in the room.
Using the people in the class
is a logical place to start with comparatives. A simple activity is to put
students into groups of four. Tell them to make as many true sentences as they
can, comparing each other using the following phrases.
Example:
lives close to school; has big
family; young
has been learning English
long; gets up early; goes to bed late
Set a time limit. Then ask
students to read out some of their sentences. E.g. Marta lives closer to the
school than Juan and Pablo.
Teacher must divide the class
into small teams for the activity. Then, have students study the picture from
page 97 for one minute, and write the names of clothing they remember. After
that, each group will tell to the teacher the name of clothing they have remembered.
Activity #5 (writing and speaking activity) (page 97)
Role play: Teacher
asks students to form groups of 4 to create role play according with the
picture from the page 97. Students must write the dialogue to perform their
role play, and the teacher will give them 3 minutes to develop what they
created.
Wrap up activity: Shopping clothes
Teacher has to paste images of
clothing items around the classroom (from a magazine, or printed.) then,
teacher asks them to stand up and to walk around the classroom. They have to
look at all the images, and they have to make different sentences using the
vocabulary and the structures studied in the whole unit. Give them five
minutes, and after that, they have to share their sentences with the whole
class.
Have students complete unit 8
from the workbook for next week.
Homework: teacher
assigns a conversation in which they have to make a conversation using the
vocabulary and the structures studied within unit 8. Moreover, they have to
complete unit 8 from the workbook.
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