New lesson plan: Comparatives and Superlatives in the context of fashion :)

Alfredo Sarabia

Comparatives and Superlatives in the context of fashion :) - Pre-Intermediate (A2) level

Comparatives and Superlatives in the context of fashion :)
Pre-Intermediate (A2) level

Description

In this lesson students will learn about comparatives and superlatives in the context of fashion through a student-centered grammar lesson using a text-based framework. The lesson starts with a discussion about clothing. Then they will be presented with an audio talking about the same clothing items and appearances we discussed about and they will practice the use of comparatives and superlatives in a controlled manner. After, they will look at the MFP of comparatives and superlatives. They will practice again, and after feedback they will practice fluency by discussing and comparing themselves to their family using comparatives and superlatives in pairs/groups. Finally they will receive OCFB and DEC.

Materials

Comparatives and Superlatives Slides

Main Aims

To clarify and practice comparatives and superlatives in the context of fashion.

Subsidiary Aims

To provide fluency speaking practice in a discussion where they compare themselves to their family using comparatives and superlatives in the context of family

Procedure (34-42 minutes)

Warmer/Lead-in (3-4 minutes) • To set lesson context and engage students

T greets Ss. T projects Slides with SB p.44 pictures. T asks Ss: "How do the clothes change her appearance?" T elicits adjectives, then T says statements comparing her appearance in the 4 pictures using the adjectives elicited from Ss. T asks Ss: "In special occasions, do you dress differently to change your appearance?" "Can you give me an example of when or how do you do it?"

Text-work/Exposure (7-8 minutes) • To provide context for the target language through a text or situation

T plays fashion expert audio. T shows some of the statements said in the audio. T asks "do you agree with her ideas/what she said?". T projects some statements/keywords next to each picture individually and gives OCFB. T then asks Ss to complete some sentences from the audio with the correct adjective forms (multiple options). T plays audio so Ss can answer. (Answers: 1-natural, 2-more serious, 3-prettier, 4-most sophisticated.) T plays audio again to check answers.

Language Focus/Clarification (12-15 minutes) • To clarify the meaning, form and pronunciation of the target language

Meaning T asks Ss to guess who's the statement talking about with pictures using comparatives and superlatives. T models the first one. (Answers: Tall 1, Taller 3, Tallest 2. Young 2, Younger 3, Youngest 1.) T nominates Ss. Form T asks Ss to fill the chart with the correct form of the adjective. T models Sophisticated and Heavy (Answers: more serious, most serious, taller, tallest, more elegant, most elegant, prettier, prettiest). *If ss cannot complete in G-Slides, they write in chat or in the Zoom Whiteboard. T checks answers with Ss. Pronunciation T asks Ss to listen and repeat first the adjectives. After each, T asks if they are short or long. Then they listen and repeat comparatives, finally superlatives.

Controlled Practice (4-6 minutes) • To concept check and prepare students for more meaningful practice

T shows Ss the picture of two brothers and asks them to use the words in the word box to compare them. (Answers: 1-Tommy, 2-longer, 3-older, 4-oldest, 5-serious/sophisticated, 6-serious/sophisticated) T checks answers and gives OCFB.

Free Practice (8-9 minutes) • To provide students with free practice of the target language

T asks Ss to complete some sentences talking about themselves comparing to their family. T tells Ss they can use the adjectives in the word box, but that they can use any adjective they want. T instructs Ss to shair in pairs. Ss share in BORs. T monitors T gives OCFB