Methodist College Form One English in Science Module 2---Defining Unit Three

Small Group Activities 1.There are altogether 3 different games. 2.There will be prizes for winning individuals and groups. 3.All students need to record the definitions while playing the games (The first 3 students who have their forms completed will be the winners and get prizes.)

Game 1 Object of the Game: To find all the matching pairs of cards. How to Play: Spread the cards on a desk with their faces down Take turns to select two of the cards If both cards are related, those cards will be removed. If they are not related, remember what is on the card so you can try again. The game is over when all of the pairs have been matched and all the cards are gone. Winner of the Game: The one who has got most of the matching pairs of cards.

Post - Game 1 Activity 1.Read the matching pairs of cards you have. 2. On the record form, formulate the definitions with the matching pairs of words. Examples: Use different defining verbs such as “is/are”, “mean(s)”, “refer(s) to”. 3. Play the game once more with another set of cards. A hammera tool to break or hit nails. A knifea western tool for picking up food

Game 2 Object of the Game: To guess the terms being defined How to Play: Stick a label on your back without looking at the words written on it. Find a partner from another group (e.g. Group A works with Group B). Take turns to read aloud the words written on your partner’s label. Let your partner make guesses of the objects (from daily life / from IS) or the concepts being defined

Game 2 Object of the Game: To guess the terms being defined How to Play: (Cont’) Sit down ONLY when both of you make correct guesses. The game is over when all of the pairs have made correct guesses and taken their seats in a group. Winner of the Game: The fastest group who has made all the correct guesses and taken their seats

Post - Game 2 Activity On the record form, formulate two definitions based on the labels you and your partner have got. Examples: Use different defining verbs such as “is/are”, mean(s)”, “refer(s) to”. A tool to break or hit nails (a hammer) A western tool for picking up food (a knife)

Game 3 Object of the Game To formulate definitions using the correct language patterns How to Play: You will be given a card that shows only one of the three parts of a definition. Your teacher will also show you one part of a definition Come forward if your card is related to the part shown on the screen. (*There will be two students having the related cards.) Formulate definitions using appropriate sentence structure in pairs The winning group of the Game: The fattest pair in formulating a definition with a “correct” language pattern

Example: A term: A giraffe A general class word: An animal Specific characteristics: A very long neck Definition: A giraffe is an animal with a very long neck. or A giraffe is an animal that has a very long neck.

How to formulate a definition? A term = A general class word + specific characteristics

Which patterns are used to formulate a definition? A hammeris a toolwith a heavy metal head. (describe its appearance) for hitting nails. (describe its functions/uses) to hit nails that has a heavy metal head. that hits nails

Assignment Complete the tasks and hand in your assignment tomorrow.