Science & Technology
To provide clarification and practice of comparatives in the context of health & happiness.
To provide scan reading practice using a text about Fitter Happier in the context of fitter, happier, more productive...
To provide accuracy and fluency speaking practice in a pairs and group discussion
Procedure (37-52 minutes)
T will use the same context of the lesson before and add "Health" to it in order to engage the ss in the topic of "Health and Happiness".
T will show the ss two pictures of two babies that each them convey the felling of "happy" and "happier" and elicit the two words.
T will ask the ss about the difference between the two words (happy - happier) and elicit the TL by referring to the degree of the feeling and the words form.
T will hand the ss the grammar rules of the TL which is the comparative adjectives and adverbs as well as three examples of the use of the comparatives that are above the rules in the handout. Ss will be asked to read the rules and the examples individually and silently. After that, T will write three examples on the WB and give more clarification, and then break down the forms of the comparatives in the examples to show the ss the differences between short, long and irregular adjectives. The T then will modal the TL and drill it chorally.
T will give the ss a gap-fill task about comparative adjectives in the context of Health & Happiness. The ss will use the rules they were exposed in the previously stage. Ss will later check their answers in pairs, then T will give then the answer key.
1) T will give the ss a handout - ex 1 p.67 (course book), and play the track (2.01 - p.67 course book) in order that the ss listen to the words and phrases in the handout, and pay attention to how the the underlined sounds are pronounced. *Note: Ask ICQs = Are you going to listen repeat? (No). Are you going to listen and check the words/phrases? (Yes). Are you going to write anything on the handout? (No). What are you going to do? (Listen and pay attention to the underlined sounds). 2) T will play the track for a second time and do ex. 2 p.67. T will the ss to repeat the words/phrases after they hear them to drill the schwa sound. *Note: Ask ICQs = Are you going to listen and write anything? (No). Are you going to listen and repeat? (Yes). 3)T will do ex.3 p.67. T will spread the script of the original song which the words/phrases are taken from. T then will play the song which is more like a poem and ss will follow through their scripts by reading along the song individually and silently. *Note: Ask ICQs = Are you going to listen and read? (Yes). Are you going read individually or in pairs/groups? (Individually). Silently or loud? (Silently). Are you going to listen and write anything on the handout? (No, just read along). 4) T will nominate two of the students from each group (A & B) and ask them to read two lines of the script that contain the schwa sound to provide drilling and accuracy practice of the /ə/ sound.
T will do ex.4 p.67. T will group the students to four groups using the following patter (happy - happier - healthy - healthier), and the will explain to the ss that the songwriter said that about the people in Britain in the 90s. T will give the each group a questions handout (3 questions) in order to discuss them in groups. After 4 minutes, T will merge the groups to make only two groups in total and groups should share/discuss their ideas. Then after another 4 minutes, groups will be merged again to make only one group, and they share/discuss their ideas as a whole group. Finally, T will do a WC feedback.