Maria Sara Dorrego Carreira Maria Sara Dorrego Carreira

Modifying comparative forms
Intermediate level


In this lesson, Ss learn the use of quantifiers and adverbs to modify comparative forms. The lesson starts with a lead in for the Ss to practise comparative forms. This is followed by an activity to provide Ss with exposure to the TL and a guided discovery for its clarification. After this, there is a controlled practice activity on the target language. The lesson finishes with a game - semi-controlled practice - to provide Ss with speaking practice of the TL and delayed correction.


Main Aims

  • To provide Ss with clarification of quantifiers and adverbs - such as 'slightly', 'far', 'much', 'a little'- to modify comparative forms, in the context of 'personal preferences'

Subsidiary Aims

  • To provide Ss with speaking practice - for accuracy - for modifying comparative forms in the context of 'personal preferences'


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

In the previous lesson, you talked about different kinds of pets. In groups of 3/4 you will discuss: Is it better to have a dog or a snake as a pet? Why? 3 minutes. Ask for some ideas to each group. Write a comparative form used by the Ss on the wb to introduce the first activity.

Exposure (5-5 minutes) • To provide context for the target language through a text or situation

Use the comparative sentence that the Ss used to elicit the use of a quantifier from them. E.g. 'A snake is more dangerous than a dog'. Ask: is it a little or _ ___ more dangerous? A lot - Explain that this is a quantifier, and we use it to modify comparative sentences. The next activity will be about this. Instructions: - I will give you some sentences from the listening you did before. In pairs, try to remember which words they used. Answer key.

Clarification (10-15 minutes) • To clarify the meaning, form and pronunciation of the target language

- Stick on the board the categories: a small difference, a big difference and the same. Place the strips of paper on a chair. - Take one of the strips. Show it to the Ss and elicit the correct place for it. Ask Ss to stand up and stick the rest. - Ask Ss: Does everyone agree? Is there anything you would change? - Clarify the meaning of 'slightly', 'far' and 'marginally'. CCQs Slightly. 'I am slightly more intelligent than him' -Am I lot more intelligent or a bit more intelligent than him? A bit. Far. 'Watching him is far better than watching television' - Watching him is a bit better or much better than watching TV? Much better. Marginally. 'He is not that intelligent. His results in the test were marginally better than his friends'' - Were his results a lot better or a bit better? A bit better. - If there is anything in the wrong place, make a sentence with it and CCQ to clarify the meaning. - Tell the Ss: Some of these are quantifiers and some are adverbs. Ask a S to go to the board and write an 'A' next to the adverbs (the rest of the class willhelp him/her) - Project the answer key of the first activity and ask different Ss to mark the sentence stress on the wb. Ask Ss: Are adverbs and quatifiers usually stressed in comparative sentences? Yes. - Give the Ss a hard copy of the target language.

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

Set the activity. Instructions: - I will give you some sentences. In pairs, change the adverbs or quantifiers underlined for another with the same meaning. There can be more than one answer. 3 minutes. - Do the first one with the Ss. ICQs: - Will we write words with the same meaning or different meaning? Same. - Ask the Ss for the answers.

Semi-Controlled Practice (10-12 minutes) • To concept check further and prepare students for free practice

- Divide the class in groups of 3. Set the activity. Instructions: - I will give you a card with two actions, for example, chatting online /vs/ chatting over a coffee. In groups, you will discuss what is better. Use the language we have learnt. - Monitor. Write down in cards good language and language to improve the Ss use (on the TL) - FB: ask groups to look at their cards and share with the class what is written. Is there something incorrect? If so, how could we say it correctly?

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