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Teaching Practice 8
Elemantary level


In this lesson they are going to learn a grammar point (comparatives) in the context of animals. They are also going to learn some related and useful adjectives to use the grammar point. They will also have a short speaking and written practice on the point they have learned.


Abc Printed pictures
Abc Practice Sheet 1
Abc Practice Sheet 2
Abc Materials to put on the board
Abc White board

Main Aims

  • To introduce and teach them comparative form in English and make them able to compare two things using related adjective.

Subsidiary Aims

  • To teach some words in the context of animals and some related adjectives.


Lead-in (5-7 minutes) • To set lesson context and engage students

Put the animals picture on the walls. Ask them if they know the names of these animals. Elicit the name of animals. Write the ones they don't know on the board. Ask them where they can see these animals. So they are zoo animals or wild animals. Drill the new words on the board quickly.

Exposure (8-10 minutes) • To provide context for the target language through a text or situation

Put one of the pictures as an example on the board. (E.g elephant). Elicit the related adjectives about this animal e.g what kind of animal is it? Is it big or small? Then write the sentence on the board, e.g The elephant is big/ fat. Then ask them to work in pairs and write as many adjectives as they can remember about the animals on the walls. Give them time and then ask them to read their adjectives in a sentence. Write the suitable adjectives on the board. Add any adjectives they didn't mention. Then drill the adjectives.

Highlighting (4-6 minutes) • To draw students' attention to the target language

Put two pictures on the board to compare (elephant and monkey). Tell them that you want to choose one of these animals, ask them to compare them.(e.g which one should I choose? Why?) Elicit the comparative form from their answers and write the answer on the board(e.g The monkey is smaller than the elephant.) and elicit more answers. Do the same for a 2 syllable adj (e.g The elephant is more dangerous than the monkey) and also for "good" and "bad" adjectives. (e.g The monkey is better than the elephant.)

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

By using the sentences which are on the board elicit the comparative pattern and write it on the board (e.g The monkey is smaller than the elephant, adj+ er+ than). Do the same for 2 syllable adj and good and bad. Then write the rules in a table on the board( mention "gg" in "bigger" and that "y" changes to "i"). Then drill the sentences containing the pattern. Then to check their understanding put 2 other pictures and ask them to compare them using the rules they have learned(e.g giraffe and lion)

Controlled Practice (7-9 minutes) • To concept check and prepare students for following practice

Show them the practice sheet 1 which contains some pairs of animals to compare. Tell them that they are going to choose one of these animals so they need to talk to their friends, compare them and choose one. Ask them to sit in groups. Then pass the sheets. Give them time, monitor them. Then ask some individuals to share their ideas. Correct any possible errors they may have.

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

Tell them that they are going to play a game. Put the materials on the board which contain a sentence about an animal. Ask them that they should work in pairs and guess which animal is the sentence about. Give them about 2 minutes to decide together. Then ask them to come to the board and put the picture of the animal next to the sentence.

Follow-up Practice (7-9 minutes) • To provide students with more practice of the target language and check their understanding in a new context.

Show them the practice sheet 2 which contains a text. Tell them that they should read the text individually first and then work in their group and choose two character in the text to compare them and write their sentences. Give them 2 minutes to read the text individually then ask them to work in pairs and write some sentences. Then ask some individuals in each group to read their sentences.

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