zahra mohamud zahra mohamud

10C - Superlatives Lesson
Elementary 3 level

Description

In this lesson, students will learn how to use superlatives to describe people, places and things, but also to talk about their personal experiences. The lesson begins with two vocabulary exercises - matching places and buildings with words. Students then match superlatives with popular tourist sites. This is followed by a controlled grammar exercise where students turn comparative adjectives into superlative adjectives. We go over the grammar rules and practice the grammar further through a gap fill. Then, students do a freer grammar practice task where they write four sentences about tourist sites in their country using superlatives. After peer checking and whole class error correction of select sentences, I will drill their sentences. Speaking tasks are divided into two stages, the first being a controlled gap fill exercise turned role play. Students pretend to be tourists in Dubai and answer each others questions about places to visit using the gap fill. The freer speaking practice takes the form of a speed chat exercise where students get 1 minute to interview a partner about their life experiences. Question cards are used so students have a distinct topic and superlative to focus on. By the end of the task, they will have asked their one question to all the students and received various answers. Feedback - students tell their neighbour some of the answers they received during speed chat. Finally, during error correction, students will get a chance to look at a few sentences that were said during the speed chat and correct them.

Materials

No materials added to this plan yet.

Main Aims

  • To provide practice of superlative adjectives in the context of travel, life experiences and their countries/cities

Subsidiary Aims

  • To provide clarification, review and practice of places and buildings in the context of popular tourist sites around the globe

Procedure

Lead In / Homework Check (4-5 minutes) • For students to check their answers and review the past simple

- Students open their books to page 73 to the Pat Gibson article and peer check their homework quickly (1 minute) - WCFB: I will nominate one student at a time to read out a sentence with the missing verb in past simple - I will write the past simple of each verb on the board and elicit if it is regular or irregular and how they can tell

Vocabulary Clarification (10-11 minutes) • To get students to practice identifying and pronouncing vocabulary for places and buildings

- I will get students to focus on the names of famous tourist sites in North America and the UK - In pairs, students will try to match each place with a missing word from the list (2 mins) - I will play the audio for students to hear the matches and how each word is pronounced - I will then show picture slides of one site at a time and ask if there are similar structures and places in the UAE. - I will focus attention on the silent "t" in castle - In pairs, students match images of places and buildings to words pg 164 (3 mins) - I will then play the audio for students to check their matches and I will drill after each word. - Finally, students cover the words and use the pictures to test their partner. After 12 words, they switch roles and the other person says the names of the remaining places and buildings.

Grammar clarification (15-16 minutes) • For students to identify the logical progression from comparatives to superlatives

Students match superlatives with popular tourist sites. - Elicit meaning of caption: a phrase or sentence that goes under photos - Set task: you’re going to complete the captions for each photo with a phrase from the list, - Elicit what students see in photo 1- why are people taking photos of this painting? Elicit that it is very popular - Concept check: is there another art gallery more popular than the Louvre? (no) - Students complete the captions in pairs. - WCFB - I nominate one student at a time and elicit the correct superlative to fill the chart - In groups, students answer the grammar question about the rules for superlatives - I then reveal my grammar rules for superlatives - eliciting certain points along the way - On their own, students practice the grammar in a gap fill exercise page 143 and peer check. - WCFB

Semi-controlled grammar practice (7-9 minutes) • For students to practice the grammar structure through personalization

To round off the grammar stage, in pairs students write three sentences about tourist sites in their country using superlatives. I will model the task first and help students brainstorm other tourist sites in the UAE they can write about. - Write “Burj Khalifah” on the board and elicit superlatives used to talk about it - Choose a superlative and nominate a student to use it in a sentence about the BK - Write the sentence on the board - Elicit other tourist sites in the UAE from the class - In pairs, get students to choose 3 sites and write a sentence for each one using superlatives (use the chart for reference) - Set time limit (3 mins) - Monitor but don't help too much since they will peer check and receive error correction later

Error Correction and Feedback (3-5 minutes) • For students to check each others writing for errors and to practice saying superlatives in context

- Pairs switch papers with another pair of students and peer check writing for errors. - Feedback: whole class error correction of select sentences. - Pronunciation: drilling of the corrected sentences

Controlled Oral Practice (15-17 minutes) • For students to practice using superlatives in the context of travel/tourism

Students do a controlled gap fill speaking exercise. Students pretend to be tourists in Dubai and answer each others questions about places to visit using the gap fill. - Pair off students into A and B and hand out the two versions of the role play. - Each student fills in the gaps with an adjective in brackets they have to turn into a superlative - I model the task for the first example and give students 3 minutes to complete their questions. - Students peer check their gap fill questions for errors and I monitor to make sure they're on track - I now reveal the context of the activity by reading out the instructions: A is a tourist who is visiting Dubai for the first time but they only speak English. Answer all of his or her questions. Explain everything very clearly and give as much information as you can. - I then show the form for which students should ask and answer questions - We then brainstorm as a class what other W questions a tourist might ask you (where, what, when, why, etc) - Once we've brainstormed I model the task with a student. - Students then do the role play on their own with the model in mind. - I monitor to make sure students are using superlatives correctly and that they're using the question and answer form outlined during the brainstorm

Feedback/Error Correction (3-4 minutes) • For students to receive feedback on their use of superlatives during the role play

- First, I ask students if there are any wrong sentences they said or heard that we should correct together. If not, I move on and write my own examples. - I get students to assess the accuracy of the example by asking if its missing anything, does it sound correct, how can we fix it? - I get students to correct the sentences with me and I put the correct form on the board

Freer Speaking Practice (10-12 minutes) • For students to personalize the grammar structure by talking about experiences they've had

During speed chat students get 1 minute to interview a partner about their life experiences. Question cards are used so students have a distinct topic and superlative to focus on. By the end of the task, they will have asked their one question to all the students and received various answers. - Give each student 1 question card. - Line up Ss in two rows at the front of the class – Line 1 and Line 2 - Model the task in Line 1 with a student. Get them to ask you their question, elaborate and encourage them to ask you follow up questions. After 1 minute, move to the end of the line. - Using their question cards, students interview each other - Encourage them to talk extensively in response to the questions. - After 1 minute – YELL STOP - When I say stop, the first person in Line 1 moves to the end of the line and we start over again. Line 2 doesn’t move at all. - The students interview their new partner and we repeat the exercise. - After everyone has come back to their original spot, stop the exercise.

Feedback (3-4 minutes) • For students to regroup after the exercise and share what they heard with the class

- With a partner, students share some of the answers they received - Model the task and say: Zahra told me that the funniest person she knows is her sister because she is always telling jokes. - Monitor and listen to students anecdotes. - Praise and assign homework.

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