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Too, enough, prefixes and if

English

Too, enough, prefixes and if

An AR classroom game for Grade 6. Learners can aim with their hands at the camera or play by tapping the screen.

This set has 4 rounds in an interactive sorting activity.

Curriculum indicatorต 1.1 ป.6/4

PlayHost a classroom

A look before you play

Sample questions

A few real prompts from the game to help you choose an activity for your class.

  1. Sort the words into groups.

    Sort into

    • goes with "too"
    • goes with "enough"
    • too much
    • enough
    • too heavy
    • strong enough
    Read the explanation

    Separate what goes with "too" from what goes with "enough".

  2. Sort the question words into groups.

    Sort into

    • asks how or how much
    • asks whose or which
    • How much
    • Whose
    • How often
    • Which
    Read the explanation

    Each kind of question asks for something different.

  3. Sort the words into groups.

    Sort into

    • means "not"
    • means "again"
    • unhappy
    • rewrite
    • impossible
    • rebuild
    Read the explanation

    Prefixes meaning "not" and prefixes meaning "again".

Before you play

Game teaching guide

What children will practise

A P6 end-of-year sort: what goes with too versus enough, How much and How often versus Whose and Which, the prefixes un- and im- meaning not versus re- meaning again, and real versus imagined if sentences.

What's in the worksheet

4 sorting questions - too much and too heavy versus enough and strong enough - How much and How often versus Whose and Which - unhappy and impossible mean not; rewrite and rebuild mean again - If you run, you will win. versus If I had money, I would travel.

How to use it in class

Use in an end-of-year review, 5-6 minutes in team mode. - For item 3, have pupils add prefixed words of their own, like unkind and replay - Item 1 shows Thai words in Thai mode; have pupils say the English too heavy, strong enough aloud - For item 4, have pupils make their own If I were ... I would ... sentence Play it linked to a class and the results go into the mark book.

Common sticking points

- Item 1: unsure about the enough items if they don't know enough follows the adjective; teach strong enough, not enough strong - Item 3: not recognising im- in impossible as meaning not, knowing only un- - Item 2: putting How often with the choice questions, not knowing it asks about frequency

Play together first, then build on it with a worksheet for the same level.

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