Serkan Serkan

Superlative Cities - Text Based Presentation of Language
A2/B1 level


The lesson begins with a grammar presentation of text-based reading. A journalist visits 4 different cities (Paris, New York, Rome and London), there he conducts three separate tests to figure out which are the most unfriendly cities and the friendliest cities. Students will read closely, answer questions and practice using -est form and most\least superlatives. TL will be clarified before language for students to engage in a freer practice.


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Main Aims

  • To provide clarification, review and practice of the + superlative adjective

Subsidiary Aims

  • To provide gist, scan and specific reading practice using a text about cities


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

- T will introduce himself to the class - T will ask how everyone is doing - T will show a series of powerpoint slides to elicit context - T asks "What do you think about these cities?" - T waits for students to respond - I1: "Write one thing about a city, good or bad." - I2: "Work alone, and then write your answer on the board." - T says "Take a look at the responses for a minute" - I3: "Get in pairs and discuss whats on the board" - I4: "You have two minutes" - ICQ1: "What are we doing?" - ICQ2: "How much time do you have?" - T asks "Why did you state this or that...?" - T does some WCFB - T leads into the reading activity

Exposure (9-11 minutes) • To provide context for the target language through a text

- T chests HO #1 - I1: "Read this quickly." - I2: "You have a minute." - I3: "And then answer Q1 at the top, alone." - I4: "Check your answer in pairs." - I5: "Stay in your pairs and then answer Q2 and Q3." - ICQ1: "What are we doing?" - ICQ2: "How much time do yo have?" - ICQ3: "Are you working just alone?" - T gives the answer to Q1 "photo test, a shopping test and an accident test." - T does a WCFB on Q2 and Q3 (prediction task) - T chests HO #2 - I6: "Get into groups of 3." - I7: "Each group will get a different city." - I8: "Read alone" - I9: "You have 3 minutes." - I10: "Discuss with your group members what happened for each test." - I11: "You have 2 minutes for that." - I12: "And then find a person who has a different city, discuss your answers together." - I13: "Go around the room until you get to know all of the cities!" - I14: "You have 5 minutes." - ICQ1: "What are we doing first, second and then third?" - ICQ2: "How much time will you have?" - T monitors throughout each phase of the split reading - T writes on the board and asks WC "Which city did you think had the friendliest and most polite inhabitants?" - T leads into highlighting TL

Highlighting (2-3 minutes) • To draw students' attention to the target language

- T writes on the WB: "The nicest city is..." - T elicits answers from Sts and asks each group - T asks Sts "Which one do you think is the nicest city and the most polite?" - T writes on the WB: "Rome is the nicest and most polite city." - T asks Sts "Do you agree?" - T identifies target language "[.....] is the nicest and most polite city." (Class decides on a city) - Lead into clarification stage with the TL on the WB.

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

- T writes on the WB: + Rome is the nicer and more polite city. - T asks "Is this correct?" - I1: "Can someone correct this?" - Sts come up and attempt to correct - CCQ1: Is Rome a better city? - A: Rome is the nicest and most polite city. - CCQ2: Why is it better? - A: Because people are nicest and most polite. - CCQ3: What is the worst city? - A: London is the least friendly and rudest city. - T writes the affirmative and negative on WB: + Rome is the nicest and most polite city. - Rome is the rudest/most rude and least polite city. - Drill pronunciation - CCQ4: "Do we use the rudest or most rude?" A: We can use both, its better to use the rudest because its adj. + est (simpler form)

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

- T chest HO#3 - I1: "Read the text and fill in the blank using these words." - I2: "And then match the questions with paragraphs 1-5" - I3: "Please work alone." - I4: "You have 5 minutes." - I5: "Check answers in pairs, when you are done." - I6: "Come up and write your answer on the WB." - Do a WCFB and check answers

Semi-Controlled Practice (5-7 minutes) • To concept check further and prepare students for free practice

- T chests HO#4 - I1: "Please match the adjectives and the sentences 1-6." - I2: "Use the opposites below here and match." - I3: "You have 4 minutes." - I4: "Work in pairs." - I5: "If you finish early, write your answer on the WB." - ICQ1: "What are we doing?" - ICQ2: "How much time do you have?"

Free Practice (5-8 minutes) • To provide students with free practice of the target language

- I1: "Get into 4 groups." - I2: "Draw a piece of paper from the stack." - I3: "Use the word you have to form a statement." - I4: "Use the word to describe the town/city you're from." - T writes on WB "Istanbul is the least/most..."etc. [quick demo] - I5: "You have 5 minutes." - I6: "When your group is finished join another group and discuss your city." - ICQ1: "What are we doing?" - ICQ2: "How much time do you have?" - All of the groups join together and present to each other.

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