TP 3 Comparative and Superlative
To provide clarification and practice of comparatives and superlatives, and their quantifiers in the context of technology
To provide fluency and accuracy speaking practice in a discussion in the context of technology
Procedure (44-58 minutes)
Teacher drawing a timeline draws students' attention into three time periods (19th, 20th, and 21st centuries). Teacher then elicits three major inventions or advancements in transportation means belonging to each period. Teacher writes them under each period. Teacher encourages students to discuss very quickly in small groups and compare how these forms of transport were/are different.
Teacher gives instructions about a task in which students identify and underline examples of comparatives and superlatives in a reading text from previous lesson. Teacher using ICQs makes sure that they underline the forms. Teacher passes out the handouts. Students go over the text and scan for comparative and superlative forms and underline them. Teacher then gives a quick feedback to class. Teacher this time, in an other task, asks them to scan and go over the identified comparative and superlative forms and circle the words or phrases (quantifiers) before comparatives and superlatives which change the degree. Again teacher uses ICQs to make sure they circle the words. teacher then gives a quick feedback.
Teacher gives instructions about a task in which students match grammatical topics and their examples to their function and meaning. Teacher passes out cut-ups to the students. They work in pairs and have 2 minutes to match them. Then, after finishing the task, students compare their answers with other pairs. Teacher then gives the answer keys to the students. Students check their answers.
Teacher gives instructions about a task in which students complete rules of the target language (comparatives, superlatives, and quantifiers) through underlining the correct grammatical forms. Teacher passes out handouts to the students. They work in pairs and have 5 minutes to do the task. Then, after finishing the task, teacher gives the answer keys to the students. Students check their answers.
At this stage, teacher using the examples from 'cut-ups', which were taken from the reading context, drills different structures with the students focusing on form. Teacher first writes a sentence from the reading text on the whiteboard and, using phonetic symbols, marks the stressed words and also weak forms in the example on the whiteboard (Travel became easier and more affordable, and the world, as a result, became a little bit smaller.). Teacher uses back-chaining if necessary. Students are involved in choral drill. Teacher then drills examples in cut-ups. Students focusing on stress patterns and weak forms, repeat the examples. if necessary, teacher makes some error corrections*.
Teacher gives instructions about a controlled practice, in which students read statements and choose between two sentences which has the same meaning. Teacher using ICQs if necessary, makes sure if students understand correctly. Teacher passes hand outs. Teacher gives 4 minutes to the students to do the exercise alone. After finishing, students swap their sheets with the student next to them. Teacher gives the answer sheets to the students. Students check their partners' answers. They get their sheets back and check their mistakes. Teacher then gives instructions about another controlled practice, in which students complete the sentences by filling in the blanks, using the prompts given. Teacher using ICQs if necessary, makes sure if students understand correctly and everything is clear for them. Teacher passes hand outs. Teacher gives 6 minutes to the students to do the exercise alone. After finishing, teacher gives the answer sheets to the students. Students peer check their answers.
In the last stage, teacher makes groups of 3 students. Students nominate a secretary for their group, who writes the sentences created by group. Students in groups think of an invention from the last 100 years and how it has changed our lives. Each group writes 2-4 sentences. Then, each of the students join two other students from other groups to form a new group. Students in new groups discuss the sentences. Teacher monitors them and makes sure the focus is on target language. When monitoring, teacher takes notes of their errors and at the end gives delayed error corrections for feedback.