New lesson plan: International Express Unit 4

Nick

International Express Unit 4 - B1-B2 level

International Express Unit 4
B1-B2 level

Description

Opening lesson for Unit 4 starting with a look at comparative and superlative structures.

Materials

No materials added to this plan yet.

Main Aims

To provide clarification of Comparatives in the context of Travel

Subsidiary Aims

To provide practice of Comparatives and Superlatives

Procedure (55-74 minutes)

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

SS discuss art museums they've visited or want to visit

Ss listen to a talk about popular museums (6-10 minutes) • Listen for detail and Introducing language of comparatives

New words: exhibit rare staggering. Ss first read the museum fact files in the book. Elicit the parts of speech likely in each space. Listen Pair check Feedback

Listening gap fill (4-5 minutes) • To expose Ss to the target language

Ss first read the sentences and elicit some possible answers. Ss then complete the other sentences Ss then listen and check

Teach (15-20 minutes) • To clarify areas of the target language where students had difficulty in the first test stage

Ask Ss to read out sentence 1 and 2. Ask which sentences gives information about 2 objects. #2 Ask which gives information about more than 2 objects. #1 In #1: in this group of 3, is there older than The National? No. Elicit the forms Older and Oldest. Elicit that -er is for comparatives (2 objects), and -est is for superlatives (>2 objects) Ask Ss to read out sentence 7 and 8. Ask which sentences gives information about 2 objects. #7 Ask which gives information about more than 2 objects. #8 Elicit the forms more popular and least popular. Elicit that more is for comparatives (2 objects), and least is for superlatives (>2 objects). Ask if least is positive or negative? Neg. What is the positive? Most. In the sentence "the National is as beautiful as the Met", is the National more beautiful? No. Less? No. The same? Yes. In the sentence "the National is not as beautiful as the Louvre", is the National more beautiful? No. Less? Yes. Does "The Lourve is more beautiful than the National" mean the same thing? Yes. Ask Ss to read the grey box.

Ex 4. (4-7 minutes) • Controlled practice of TL.

Ss complete the second sentences of each pair to make them mean the same as the first.

Free practice (13-15 minutes) • To provide students with free practice of the target language

Ex 5. Show Ss the profiles in Ex 2. For each category elicit an adjective that could fit. eg close/far for Location. Ss make comparative structures about the different museums. Ss then make superlative sentences.

Ex 6. (4-5 minutes) • learn and drill new adjectives

Ss say the adjectives in pairs and add them to the different categories. Feedback, then ask if these are er/est adjectves or more/most. More Most!!

Ex. 7 (4-5 minutes) • Practice with new Adjectives

Ss make sentences and ask questions using the new adjectives

Ex 8. • Ss review destinations. Compare and make a final choice with justifications.

Ss read the destinations. They make comparative sentences to help decide which to choose. Then Ss justify their decisions, again using comparatives.