Ibis Jose Vergara Villalobos Ibis Jose Vergara Villalobos

TP4
Pre-Intermediate level

Description

This is a 45-minute, text-based grammar lesson for a pre-intermediate online class. Learners work with four photos of the same woman in different outfits and a short audio where a fashion expert comments on each picture. First they listen for gist and tag each picture in a Google Form as positive, neutral, or negative. Then they notice and confirm comparative and superlative forms through a guided-discovery gap fill that uses lines from the transcript. After that they clarify meaning, form, and pronunciation with a quick sort, a short error-correction task, and a linking drill. Finally they personalise the language with “family” sentences and a short “Find the one who…” pair activity, and finish with a brief reflection.

Materials

Edit?usp=sharing?size=16&default=html TP4
Abc T5.2 Audio
Abc T5.4 Audio

Main Aims

  • To enable learners to understand and use common comparative and superlative patterns (e.g., taller than, more serious than, the most sophisticated, the best) to compare clothing and describe family members.

Subsidiary Aims

  • To develop learners’ listening for gist by identifying the expert’s attitude toward each outfit.
  • To help learners notice comparative and superlative forms in context and clarify their meaning, form, and pronunciation (with a focus on linking).
  • To give learners controlled practice in sorting sentences and correcting common errors with comparative and superlative forms.
  • To encourage learners to use comparative and superlative structures in personalised, freer speaking practice.

Procedure

Lead-in (3-4 minutes) • Engage learners, activate schema and introduce adjectives for appearance

Show four pictures labelled A–D; learners choose adjectives from a provided box to describe how each outfit changes her appearance. Briefly share answers.

Gist listening (4-5 minutes) • Develop listening for overall attitude

Explain learners will hear a fashion expert once; they should not take notes but tag each outfit as positive, neutral or negative in the “Gist Tags” Form. Give ICQs (“How many listens?” – one; “Notes?” – no). Play recording once; learners submit tags; review class results. Gist key: a Positive. b Positive or Neutral. c Negative. d Positive.

Guided discovery (Noticing TL) (6-7 minutes) • To draw students' attention to the target language

Learners open the “Guided Discovery” Form and listen again. They fill five gaps from sentences in the transcript (e.g. “more serious”, “prettier”, “most elegant”, “taller”, “best”). Show answer slide afterwards and clarify meaning and form. Keys: more; prettier; most; taller; best.

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

Meaning (~5′): Sort six sentences into Comparative vs Superlative. Pair check. Fast OCFB. Form (~4′): Pairs fix five wrong sentences. Then show two rule slides to confirm: What is a comparative What is a superlative. Pronunciation (~3.5′): Linking drill with six model sentences. Mark with ‿. Choral then two individuals. Sort key: B looks more serious than A. → Comparative. This is the most sophisticated of the four pictures. → Superlative. She looks prettier in Picture A. → Comparative. The dress makes her look taller than in the other pictures. → Comparative. That tracksuit isn’t the most elegant outfit in the world. → Superlative. I think this is the best picture. → Superlative. Error keys: more elegant than; the heaviest; more mature than; the best picture; look older. Rules come after the correction. Pronunciation (linking drill; learners mark ‿): A. My‿father‿is‿older than my mother. B. I’m very different from‿my‿sister. C. Her hair is very‿similar to mine. D. She’s the nicest person‿I‿know. E. Her nose‿is the‿same‿as mine. F. I look like my‿father.

Controlled Practice (4-5 minutes) • To concept check and prepare students for more meaningful practice

Individually complete the 5 family prompts → teacher nominates 3–4 learners to share one sentence each in open class: _____ is the youngest person in my family. My mother is ______ than my father. I’m more ______ than my brother/sister/cousin. My father is the ______ person in the family.

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

Find the one who… Four prompts. Pair work. Write one full sentence for each. Share 2 examples. Prompts: taller than their sibling; a parent who is the most chill; the youngest cousin what age; the biggest household the most people at home.

DEC (feedback) (4-5 minutes)

Content FB → board 3 real errors → elicit fixes → quick drill → end

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