Emanuela Pellizzetti Tümer Emanuela Pellizzetti Tümer

Teaching Practice 6
Elementary level


In this lesson, students are introduced to comparatives through guided discovery. They will find be teached the target language then, by discovering it by themselves while doing a lead-in task. Then, they will have a lot of freer practice for fluency.


Abc Phuket-Bangkok true or false - Ex.4
Abc Comparatives grammar box - Ex.5
Abc Controlled practice Ex.10
Abc Freer practice exercise - I think that....better than.....

Main Aims

  • To provide clarification, review and practice of comparatives in the context of holidays and daily life.

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of travels and cities from your country.


Warmer/Lead-in (1-3 minutes) • To set lesson context and engage students

I will start by projecting 2 pictures of Phuket and Bangkok and some information about them. SS will remember that they will have been discussing about these two cities before and that they will have already gathered up information. They will be asked to read again quickly some details of the 2 places and to do ex.4. Pairs-check. 1 minute. Instructions: look at the information about Phuket and Bangkok again, then read and check the only one sentence false of ex.4. Find the FALSE sentence, then check your answer with your partner.

Exposure - building context (2-3 minutes) • To provide context for the target language through a text or situation

I will ask SS to explain me why they would chose sentence #e as false. I will elicit justifications and comparison if possible already in his example. The correct answer will be circled and i will ask CCQS to feedback their level of understanding. Example: "the Kata Hotel is smaller than Sawadee. Which hotel is big? Sawadee. Which hotel is small? So, how do we say if we talk about the two together? Smaller than." or "Phuket is hotter than Bangkok. How is the weather in P.? Hot. How is the weather in Bangkok. Hot, too. Is the temperature the same? No. P. is hotter."

Highlighting- Grammar discovery. (5-8 minutes) • To draw students' attention to the target language

I will project on the board exercise 5 and together with SS, I will make sentence #1. Then, will be asked to use ex.4 as a prompt to fill in the blanks ex.5. (now, I will give you this handout, please in pairs fill in the blanks and help you by looking at ex.4) At this point of the exposure, I will monitor carefully who is finishing before and seems to be stronger that others and I will invite him/her/them to write their correct answer on the board (the exercise will be projected). Once that the whole is completed, I will: 1- ask for an example if the formula is correct (older) 2-give an example in case of incorrect formula or doubts, (hotter, bigger)(dirty-dirtier) - particular attention to the verb to double.

Clarification (7-10 minutes) • To clarify the meaning, form and pronunciation of the target language

MEANING- I will sum up the rule of comparative as follows: by giving one or two more examples by using students and check with CCQS. (for ex: I will ask one of them to stand up and join me, in order to compare heights. I will tell them to choose who is short and who is tall. then, try to make the comparative on their own. Who is tall? Who is short? Who is really tall? The student is taller than the teacher.) FORM: highlight the irregular forms such as good/better and bad/worse. PRONUNCIATION: emphasized by drilling and by backchaining. Attention to stressed forms.

Controlled Practice (2-3 minutes) • To concept check and prepare students for more meaningful practice

SS wil be asked to form comparatives of boring, dirty, beautiful, good, bad, safe, big and dangerous (I will write the words on the board) as a first controlled practice to verify their comprehension. 2-3 minutes then,peer-checking and quick WCFB in case of no need of clarifications.

Semi-Controlled Practice (6-8 minutes) • To concept check further and prepare students for free practice

SS will be now ready to practice comparatives in full sentences and choose their own one. they will be given one handout on which they will find a section dedicated to their city and one dedicated to their life. They will fill in the gaps by choosing one of the two adjectives in brackets and to from the comparative. The task is nice because even if semi-controlled they will be able to produce something more personalized. I will monitor during their execution and provide immediate correction in case of error in the form. In pairs, they will compare their sentences and check possible mistakes. WCFB by picking up one or two sentences that they will be asked to read.

Free Practice - Production and fluency. (8-10 minutes) • To provide students with free practice of the target language

SS are now ready to be left free to practice TL. Around the classroom they will find pictures of turkish cities and a list of adjectives. They will be given a worksheet (edited by me) on which they will read the instruction of the task and some marker sentences as a guide. I will give them the timing to dedicate to each photo. Station 1 and 2 will be close to each other, 3-4 and 5-6 so that SS can use the pictures to compare and complete the circle. SS will be put in pairs according to different colors on a paper and repaired in order to mingle stronger and weaker ones. They will start from station 1, look at the pictures of the cities and talk with your partner about it. Important! Look at the bubble for questions and answers ideas and at the adjectives near the pictures. I will give an example with a stronger student: Picture of Istanbul - Do you think that Istanbul is more crowded that Ankara? Yes, I think so, Istanbul is bigger than Ankara. My role will be to listen to them and take notes of errors or interesting sentences. When the circle will be completed if time allows SS will come back to their seats and write down ONE sentence that they would have said previously. If time is not enough, i will skip the writing part and I will move on to the feedback. 1- I will report the accuracy of the content. 2 -i will correct some errors that will be written on my notes. If SS are successful, I will certainly praise their efforts and concentration.

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