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Jessica Arias_ LP_ TP4
B1 level

Description

This lesson focuses on the use of comparative and superlative adjectives to compare the degree of qualities between people, things, or situations. Using a visual context from Cutting Edge with photos of the same person at different ages, students first describe individual pictures, then compare two images to elicit comparatives and three images to elicit superlatives. Marker sentences are presented on the board, and the meaning is clarified through guided discovery using two-object comparison diagrams for comparatives and three-or-more-object ranking diagrams for superlatives. Form is analysed through examples with one-syllable, two-syllable, multi-syllable, and irregular adjectives, and pronunciation is practised with a focus on stressing the comparative or superlative adjective, using weak forms, and maintaining natural intonation. Controlled practice includes gap-fill and matching tasks, followed by freer practice where students compare personal experiences, objects, or images using the target structures.

Materials

Edit?size=16&default=html Canva slides
Abc Cutting-edge student book Third Edition

Main Aims

  • To provide students with the opportunity to understand and accurately use comparative and superlative adjectives to describe and compare people, objects, and situations, focusing on meaning, form, and pronunciation through guided discovery and practice activities.

Subsidiary Aims

  • To build students’ lexical range by checking and extending adjectives commonly used for description.
  • To provide students with opportunities to practise comparative and superlative forms in both controlled and freer speaking activities, using a variety of prompts such as photos, and sentences.
  • To develop students’ ability to notice and use appropriate stress and weak forms in comparative and superlative sentences, improving their pronunciation and natural intonation.

Procedure

Lead-in (3-5 minutes) • To set lesson context and engage students

The teacher greets the students and introduces herself. Then, I will ask them to look at several pictures and answer the questions “Who looks happier?” and “Who is the tallest?” to activate prior knowledge and personalise the lesson. - OCFB

Text Work (11-13 minutes) • To provide context for target language through a text or situation

The teacher asks students to look at the pictures and read the three-paragraph text about Matt’s photos. Students will have three minutes for the first reading. After this, they answer a multiple-choice question about the main idea of the post. Next, students read the text again for four minutes and complete four sentences based on the content. They will have three minutes to finish the task - OCFB

Clarification (14-16 minutes) • To clarify the meaning, form and pronunciation of the target language

MEANING: I will share two slides: one with comparative pictures and one with superlative pictures. The teacher will ask students to answer the questions “Who is happier?” and “Who is the oldest man?” I will elicit more comparative and superlative sentences from the students based on the pictures. Students will then answer Concept Checking Questions (CCQs), such as: In “I look older than I was,” am I comparing two or more moments? (Two) Can we use older when comparing three or more? (No) Is this something we do or something we want to achieve? (We do) Do we use the before superlatives? (Yes) Students will have 2 minutes to answer the questions. FORM: Students will complete a chart with an adjective and its comparative and superlative form, according to how they are formed in the following categories: One-syllable adjectives Two-syllable adjectives ending in -y Adjectives with two or more syllables Irregular adjectives Students will then organise the structure of comparative and superlative sentences. CCQs for form may include: In comparatives, where does than go? (After the adjective) In superlatives, what comes before the adjective? (The) Do we change the adjective’s ending for happy? (Yes, to happier/happiest) How do we form comparatives for adjectives with three syllables? (More + adjective + than) They will have 4 minutes. PRONUNCIATION: Students will read two key points: Stress the comparative or superlative adjective. Pronounce the, that, and was in their weak form. They will then practise pronunciation of four sentences from the lesson by themself, and then the teacher provide feedback and correction.

Controlled practice (5-6 minutes) • To concept check and prepare students for more meaningful practice.

-Students will complete four sentences, choosing the correct comparative or superlative form according to the context. -The students will have 3 minutes. - OCFB

Freer practice (3-4 minutes) • To provide students with free practice of the target language

The teacher asks the student to look at three pictures of different types of houses and make comparisons using comparative and superlative forms. OCFB

Delayed error correction (2-3 minutes) • To correct mistakes and improve learners' language

The teacher gives feedback on effective language use and writes selected errors from the post-reading activity on the board for correction. The teacher addresses these errors with the class, eliciting corrections where possible. The teacher then asks if students have any remaining questions and responds as needed. Finally, she thanks the students for their participation and time.

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