My town is the best!
To provide practice and clarification of comparatives in the context of hometowns and holiday destinations
By the end of the lesson students will be able to listen and talk about hometowns and holiday destinations
Procedure (30-48 minutes)
T will give ss one card each, with stronger, faster, and harder written on them. T will tell ss to raise their card when they hear their word. T will play the song, daft punk - harder, faster. Demo - T will demo first by asking those with the card 'stronger' to raise it up. Continue this with one other word. Groupings - W/C activity. Monitoring - T won't monitor carefully, since this activity is used to gain the interests of the ss. Feedback - T will elicit the kind of words that the song has used.
T will show a PPT with my hometown using comparative sentences. T will elicit from the ss what they notice about the sentences. CCQs - T will then have 3 towns on a PPT, with information about weather, what to see and do, and prices of local hotels. T will tell ss to think of some comparative sentences with their pairs, using the towns on the board. Demo - T will practice with the W/C first. T will say a sentence (one that will purposefully cause a reaction) and ask ss if they agree or disagree. T will then gesture for ss to say one sentence. Swap roles and perform one more time. Grouping - initially W/C and then into pairs, preferably people from different towns. Monitoring - Accuracy isn't important at this stage, so T will monitor to see if ss are keeping on task and maybe helping were necessary. Feedback - T will ask which is the best town, in order to get the ss talking.
T will use examples from the previous activity in order to highlight the form of a comparative sentence, paying particular attention to the adjective form and what usually follows from an adjective. T will show one adjective, such as 'small'. T will highlight the sound, and ask the ss if it's one or two. T will then ask ss what they should add to the adjective. T will then do the same with other more trickier adjectives. Grouping - W/C Feedback - Instant feedback rather than delayed. The emphasis on this stage is to focus on accuracy.
T will show ss pictures of a couple arguing, and the pictures of cairo and sharm el sheikh. T will ask ss what they think they could be discussing, and what place ss prefer. T will then play the conversation, stopping at relevant parts in order to check comprehension. CCQs - What adjectives did you hear? Is sharm uglier than Cairo? After this T will show two faces on the WB - Patrick and Juliet. T will play the audio again, and ask ss to listen to which person says which sentence. On the floor will be a selection of possible sentences, they must match the sentence with the face. After ss have finished. T will play the audio one last time and ss can see if they were right. Demo - T will demo first by stopping the audio after the first sentence, then ask ss to place the sentence under the correct face. This will be repeated once more, after which T will then play the audio one more time. After finishing ss will work in groups to finish the activity. Groupings - W/C and groups. T will change the ss around to ensure that people can interact with a wider group. Monitoring - T will take a back seat, and only intervene if ss are really struggling and need guidance. Feedback - Ss will listen to the audio again and check to see if they're right. T will also create an answer sheet on the board too.
T will give each group information about their hometowns or cities. T will then tell ss that they must try and convince, using comparative sentences, the other observer T's. At the end T's will vote on the best town. Ss can write 4 or more sentences. Demo - Groupings - T will split the class into 3 or 2 groups depending on the ss numbers. Monitor - T will move around the groups, helping any struggling ss or groups, and offering some ideas where appropriate. Feedback - T will monitor and listen for any incorrect sentences, this will be done before the judging.