New lesson plan: Comparatives and Superlatives

Fatin Alraei

Comparatives and Superlatives - Intermediate, B1 level

Comparatives and Superlatives
Intermediate, B1 level

Description

In this lesson, Ss get to practice in more depth the difference between comparatives and superlatives. They would also practice the skill of linking words together when we speak fast. At the end of the lesson, Ss would be using the comparatives and superlatives to talk to their partners about opinions and experiences based on the context of traveling and transportation.

Materials

colored cards, audios

colored cards, audios

Main Aims

To review the rules of using comparatives and superlatives and consolidate their knowledge. They would always utilize the rule of pronunciation to speak more naturally when expressing personal opinions and beliefs.

Subsidiary Aims

To enrich their bank of vocabulary through using a variety of adjectives.

Procedure (24-43 minutes)

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

I will show the students pictures of two famous cities in Turkey, which are: Trabzon and Istanbul. I will elicit the names from them. I will tell them about a friend of mine who wants to visit Turkey for the 1s time. She is confused whether to go to Istanbul or Trabzon. In pairs, compare between these 2 cities to help my friend choose. A note will be written on the slide I am displaying : Use adjectives. I will nominate some Ss to get an example of their answers. I will project a list of possible answers and ask them to put a tick if they have similar points.

Exposure (3-8 minutes) • To provide context for the target language through a text

In pairs, the Ss do Ex. a on page : 26 which is about checking if the use of comparative/superlative was correct in the sentence. They will be given 3 minutes to do so. In 2 minutes, they will exchange and discuss answers with another pair. The teacher would give each group an answer key to check their answers.

Highlighting (2-4 minutes) • To draw students' attention to the target language

The teacher would play an audio for Ss to listen to and try to take notes of any adjective they can hear. They peer-check their answers in 1 minute.

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

The teacher sets Ss in different groups according to the color of paper they have. The teacher gives Ss a table divided into different columns. In groups, they will use Ex. a and their previous knowledge to fill up the table in 5 minutes. The groups exchange tables. The teacher draws the table on the board and nominates Ss to fill it up. The teacher asks CCQs to check the concept

Controlled Practice (3-6 minutes) • To practice using the TL in context using the natural tone of speech.

The teacher plays an audio for students to listen to and repeat for the 1st time. I would then highlight the linked parts using the WB. I will play it again for more emphasis. On this stage, I will give examples of some Turkish words that follow the same rule, ulama, such as: top aldi and Cuneyt Arkin.

Semi-Controlled Practice (2-5 minutes) • To concept check further and prepare students for free practice

I will give each student an incomplete sentence using colored papers. Ss should try to find their partner who has the missing part and read the sentence together in 2 minutes. The T asks Ss to underline any example of the pronunciation rule. The Ss peer-check. and each pair sit together.

Free Practice (3-5 minutes) • To provide students with free practice of the target language

The Ss are asked to talk to a partner using the listed adjectives under Ex. B, p: 26. The teacher models and gives them 5 minutes to do so. For vocabulary checking, I will write the word on board asking for its antonym.