In this lesson, Ss will have learned the form of superlative in the context of sizes of things in general.
To enable students to practise the productive skill of speaking.
Procedure (40-46 minutes)
Warm up: My name is Atakan. I am a librarian. I want to know you, too. Stand up please. And line up according to/by your heights in front of the WB. (Make the instruction easier) Who is the tallest person? Who is the shortest person? Line up by the year you were born? Who is the oldest person? Who is the youngest person? Lead-in Instruction: Stand up and I will give you cards with adjectives. Match them with the pictures on the board. Stick them under the correct picture. Use sticky tacks. T demonstrates. The teachers has three images of the same objects in different forms on the WB. Ss are given a list of adjectives or cards with adjectives to be matched to the pictures. Are they correct? (No – Yes) The teachers takes cards off the board quickly or during the WC discussion.
Exposure to Grammar Instruction: The teacher sticks one card on the board below the pictures asks which picture the adjective refers to. Following this the teacher writes down the grammatical structure of a superlative used in a sentence to introduce the target grammar. Rule 1 Big (card) Which dog is big? T writes …. Dog A is the biggest dog. Drill /’bɪɡ:ɪst/ T reads and ss repeats. /ðə/ /’bɪɡ:ɪst/ T reads and ss repeats. Big_g_est T adds g between the big and the -est Rule 2 Beautiful Which dog is beautiful? Dog B is the most beautiful. Drill /ˈbjuː.tɪ.fəl/ /moʊst/ /bjuː.tɪ.fəl/ /ðə/ /moʊst/ /bjuː.tɪ.fəl/ Rule 3 Happy Which dog is happy. The teacher crosses out the Y. Dog B is the happ-y-iest. Drill: /ˈhæp.ijəst/ /ðə/ /ˈhæp.ijəst/ Y changes to I. Rule 4 What is the superlative form of Good and Bad. Good Goodest baddest No NO Good is "the best" Drill /best/ /ðə/ /best/ Bad is "the worst." /wɜːst/ /ðə/ /wɜːst/ CCQ: Which places are the best in Istanbul? CCQ: Which places are the worst in Istanbul? Have them listen to THE. Activity 7.4
Instruction: Look at the activity. There are adjectives. Make them superlatives. There is one example. The teacher gives students a list of adjectives both long and short from. In groups or pairs, ss work together to change the adjectives into their superlative forms. That way ss will get used to differentiating between single syllable word and multiple syllable words when changing them into superlatives. ICQ: Are you going to speak? (No -- Write) Switch or change papers with the other pairs and check the answers from the answer key on the back. (T demonstrates) FB is provided by an answer key which is placed on the back of the worksheet.
Arrange 2 competitions. Competition 1 Instruction: You are three teams now. You are team one, come to the board. Line up here. Team 2 come to the board.... I will say an adjective, write the superlative form of the adjective on the board. If you write first. You will get one point. When you finish give the board marker to the next person in line and Go to the back. T demonstrates. FB provided during the competition activity. Competition 2 Instruction: Work in pairs with these cards. There are adjectives on the cards. One student will take one card. Ask each other questions with the adjectives. Please use superlatives. T demonstrates. The teacher demonstrates by taking a card and asking a question with the superlative form of the adjective on the card to a student. Monitor and take notes on errors?
FB -- Do whole class feedback. T writes wrong sentences that students made in the speaking activity on the WB as a grammar game. The class is divided into two teams. The team which corrects the wrong sentences first gets the point. Feedback provided during the grammar game.