Language input The Information-Gap Activity

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1. Language input

These examples give the students the input of irregular words in comparatives. These are available in the students’ textbook on page 120 and 122. a better than… b worse than… 405 2. Exercise Rearrange the italic jumbled words below into good sentences. Use the other sentences in the number as your clues. Look at the example provided in number 1. 1. My uncle is thirty years old. My aunt is twenty-five years old. is - than - my - older - My - uncle - . – aunt  My uncle is older than my aunt. 2. I got 90 in English and 80 in Science. English - I - is - easier - think - . - Science – than  ……………………………………………………………………… 3. Lions live in jungles. than - are - cat - wilder - a - . - They  ……………………………………………………………………… 4. It is so hot. yesterday - brighter - , - sun - the - Today - than - shines - .  ……………………………………………………………………… 5. foods - Traditional - than - foods - more - western - are - delicious.  ……………………………………………………………………… That is why I like to cook traditional foods. 6. I get cough if I eat chocolate. than - I - are - chocolate - better - think - biscuits -.  ……………………………………………………………………… 7. Riska got B in Science. She even got C in Math. is - Math - than - Science - her - . - Her - worse  ……………………………………………………………………… 8. My father is 179 cm tall, but my mom is only 150 cm. than - is - father - . -my - shorter – She  ……………………………………………………………………… 9. Lina studies harder than Tuti. Tuti’s Lina’s  ……………………………………………………………………… –  ……………………………………………………………………… 406

3. The Information-Gap Activity

a. The students are to work in a group of 3 or 4. b. Each groups receives a set of cards consisting of 10 cards. c. The cards are put upside down on a table so no one can see what the pictures in the cards are. d. On each card, there is a picture, a stimulating sentence and helping vocabularies. Below is an example of the card. e. One student in the group take one card and read the stimulating sentence provided under the picture to give a clue to the other students. f. The other students in the group have to guess what picture is on the card. g. The student having the card has to generate sentences containing the structure of comparison to help her friends guess the picture. If, for example, a student guesses it “Mango?”, the student having the card has to say, “It is smaller than a mango.” h. Step 4 and 5 are repeated again and again until the picture is guessed correctly. i. The students in the group have the chance to take a picture in turn. j. The group having the largest number of correctly-guessed pictures is the winner. IMPORTANT RULE: The student having the card in her hand MUST NOT show the card to anyone. I have a fruit. Words that may help: small big light heavy 407

4. Cards