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K6 - Grammar Unit 2

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Lorena Sánchez
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25 views

K6 - Grammar Unit 2

Uploaded by

Lorena Sánchez
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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KIDS 6

Grammar Unit
2
PASSIVE VOICE
 CARD GAME
(Cards attached)
This ‘game’ can be used as an approach to teach, understand and practice the passive voice.
Instructions:
oCards: Each component is on a separate card, one card has a subject (e.g., "The chef"),
another card has a verb (e.g., "cooked"), and a third card has an object (e.g., "a delicious
meal").
oBegin by explaining what the passive voice is and its purpose (shifting the focus from the doer
of the action to the receiver of the action).
oDivide your students in two groups. Each group should have a set of cards. Distribute these
cards randomly, ensuring that each student gets one card. Students must work together to
create passive voice sentences by arranging the cards in the correct order. Encourage the
students to discuss and collaborate on how to structure the sentence.
oThe students in each group will take turns presenting their cards and deciding on the order
in which they should be placed to form a grammatically correct passive sentence. After
each group creates a passive sentence, review and discuss it with the class. Ensure that the
sentence is correct and emphasizes the passive voice (e.g., the focus is on the meal and not the
chef).
**In case of online students share the document attached for them to cooperate in
the group and take note in their notebooks if necessary.

 ACTIVE OR PASSIVE
Quick online tasks for students to make up the difference between active and passive voice.
http://www.quiz-tree.com /ESL-Grammar_Active-vs.-Passive-Voice_1im ageXML.html

 DESCRIBING A PROCESS
(Doc attached)
Quick online tasks for students to make up the difference between active and passive voice.
For online students:
https://www.l iveworksheets.com/w/en/english-second-language-esl/951002

 EXTRA WORKSHEET
(Doc attached)

 VIDEO LESSON
https://en.isl collective.com/english-esl -video-lessons/grammar-practice/general-grammar-
practice/passive-voice-or-active-voice/destiny-passive-or-active-voice/169750
 NAME THREE
(Doc attached)
RELATIVES

 ‘Introduction’
Print two sets of the scrambled sentences attached. You must follow an order to guide them in the
process of joining two sentences into one with the use of relative pronouns (who, which, that). After
the activity, ask them
to summarise what we just did, how, what relative pronouns are and what we use them for.

An example of the task:

1. Students unscramble the first group of cards, and they must get: This is the dog.
2. After the second group of cards, they get: The dog is wearing a purple collar and is lost.
3. Give students the three cards (who, which, that) and ask them to put those two
sentences into one because it will sound more natural.
4. They must get: This is the dog which is wearing a purple collar and is lost.
5. Ask what happened, if there’s just simply an extra word or words are replaced or
changed, why we use ‘which’.

 Defining relative clauses (PPT attached). Just to make sure everybody understands. It is very
short, and the grammar point is very clearly explained.

 Guessing Game (cards attached).

Students must use sentences containing who, which, or that.

 RELATIVE PRONOUNS WORKSHEET


(Doc attached)
For online students:
https://www.l iveworksheets.com/w/en/english-second-language-esl/1690272

 CREATING A STORY (Optionally, you can use Story Cubes)

 Explain to the students that they will collectively create a story using relative
pronouns. The catch is that each student can only contribute one sentence at a
time, and they must include a relative pronoun in their sentence. Encourage
them to be creative with their storytelling.
 Set a rule that each student must use a different relative pronoun from the previous
sentence. For instance, if one student used "that," the next student must use "who"
or "which."
 Begin the storytelling by saying an opening sentence with a relative pronoun.
For example: "Once, there was a house that stood at the edge of a mysterious
forest."
 The next student in the circle continues the story with a sentence that also uses
a relative pronoun. For example: "The forest, which was known for its enchanted
creatures, was full of secrets."
 Continue around the circle, with each student adding a new sentence to the story.
 If a student can't come up with a sentence or uses the same relative pronoun, they
are out of the ‘game’.
 Allow the storytelling to continue until it reaches a satisfying conclusion.
 You can either write the story on the board and have students copying in their
notebooks, or opt for the last student wrapping up the story.

 BAAMBOOZLE

https://www.baamboozle.com/game/238871

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