Osman Osman

COMPARATIVE ADJECTIVES
A1 level

Description

IN THIS LESSON, THE STUDENTS WILL LEARN HOW TO FORM COMPARATIVES FROM ADJECTIVES AND USE THAN TO MAKE COMPARISONS THROUGH GUIDED DISCOVERY BASED ON A DIOLOG IN THE CONTEXT OF GETTING AROUND TOWN.

Materials

No materials added to this plan yet.

Main Aims

  • To provide clarification, review and practice of comparatives in the context of getting around town

Subsidiary Aims

  • To provide gist reading practice using a text about getting information from the tourist information office in the context of getting around the town
  • To provide fluency and accuracy speaking practice in a conversation in the context of getting around town

Procedure

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

T displays the image "tourist information office" T: WHAT IS IT? WHY DO YOU GO TO THE TOURIST INFORMATION OFFICE(WE NEED HELP OR INFORMATION ABOUT TRANSPORT, TRAVEL IN TOWN, MAP, HOTELS AND TOURIST) WHO USED IT?

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

T gives the "vocabulary list" T: MATCH THE WORDS WITH THEIR MEANINGS WORK IN PAIRS ICQ: WHAT DO YOU DO? T reveals the key: 1-C, 2-D, 3-A, 4-B, 5-G, 6-H, 7-E, 8F T: LOOK AT THE PAGE 56, PART 3 READ THE QUESTIONS READ THE DIALOGUE AND ANSWER THE QUESTIONS DO IT ALONE ICQ: WHAT DO YOU DO? T: CHECK WITH YOUR PARTNER T reveals the key

Highlighting (2-4 minutes) • To draw students' attention to the target language

T writes the marker sentences on the board: "The buses are cheaper. The Acorn is quieter.. The Acorn is friendlier. The trains are more comfortable The buses are cheaper than the trains." T: CHEAPER, QUITER, FRIENDLIER, COMFORTABLE . ARE THEY ADJECTIVES? (YES, COMPARATIVE)

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

T writes on the board "forming regular comparatives" T points at "cheaper, quiter, friendlier" and asks T: WHAT IS THE ROOT OF THE ADJECTIVES?(CHEAP, QUIET, FRIENDLY) T writes on the board " 1) Adjectives with one syllabble T: WHAT DO WE DO TO MAKE IT A COMPARATIVE ADJECTIVE?(ADD -ER) T writes on the board " a) Most adjectives with one syllabble add -er" and writes examples. T: WHAT ABOUT "NICE"? IS IT ONE SYLLABBLE?(YES) WHAT DO WE DO TO MAKE IT A COMPARATIVE ADJECTIVE?(ADD -R) T writes on the board " b) Adjectives ending in "-e" add "-r" to the end" and writes examples. T: WHAT ABOUT "BIG"? IS IT ONE SYLLABBLE?(YES) WHAT DO WE DO TO MAKE IT A COMPARATIVE ADJECTIVE? T writes on the board " c) Adjectives ending in vowel and a consonant double the consonant and add "-er" to the end" and writes examples. T: WHAT ABOUT "DRY"? IS IT ONE SYLLABBLE?(YES) WHAT DO WE DO TO MAKE IT A COMPARATIVE ADJECTIVE? T writes on the board " c) Adjectives ending in "y" and add "-ier" to the end" and writes examples. T: WHAT ABOUT "HAPPY"? IS IT ONE SYLLABBLE?(NO, TWO) T writes on the board "2) Some adjectives with two syllables" T: HOW DO WE MAKE IT A COMPARATIVE ADJECTIVE?(DROP -Y AND ADD -IER) T writes it on the board "a) drop -y and add -ier and writes examples. T: WHAT ABOUT "POLITE, HANDSOME"? ARE THEY ONE SYLLABBLE?(NO, TWO) T: HOW DO WE MAKE IT A COMPARATIVE ADJECTIVE?(ADD -R) T writes it on the board "b) adjective ends with "-e"add -r to the end of the adjective and writes examples. T: WHAT ABOUT "NARROW"? IS IT ONE SYLLABBLE?(NO, TWO) T: HOW DO WE MAKE IT A COMPARATIVE ADJECTIVE?(ADD -ER) T writes it on the board "b) add -er to the end of the adjective and writes examples. T: WHAT ABOUT "IMPORTANT"? HOW MANY SYLLABBLES ARE THERE?(THREE) T writes on the board "3) Adjectives with two or more syllables" T: HOW DO WE MAKE IT COMPARATIVE ADJECTIVE?(ADD MORE OR LESS) T: writes on the board "add more or less" and writes examples. T: GOOD, BAD, FAR, LITTLE, MUCH HOW DO WE MAKE THEM COMPARATIVE ADJECTIVES? T writes on the board the list of irregular adjectives. T writes on the board "How to use comparative adjectives in a sentences" T writes "1) If we know what we are comparing" T writes the sentence and the form. form: subject + main verb + comparative adjective T: WHAT ABOUT COMPARING A PERSON OR THING WITH ANOTHER? COMPARE THE PRICE OF APPLES IN TURKEY AND ENGLAND? WHICH ONE IS CHEAPER? SAY THE WHOLE SENTENCE T writes on the board "2) We use than if we compare a person or thing with another T writes the sentences and the form. "Trains are more expensive than buses. FORM: subject + main verb + comparative adjective + than + noun/object "I am a better driver than Ali. form: subject + main verb + a/an + comparative adjective + noun + than + noun/object

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

T shows the handout "Unit 87" T gives the handout to the students T: LOOK AT 87.4 LOOK AT THE ADJECTIVES IN THE SENTENCES WRITE THE COMPARATIVES INTO THE GAPS DO IT ALONE ICQ: WHAT DO YOU DO? T: CHECK WITH YOUR PARTNER? T reveals the key.

Semi-Controlled Practice (8-10 minutes) • To concept check further and prepare students for free practice

T gives the handout " Exercise Unit 88" T shows the handout T: LOOK AT 88.1 LOOK AT THE EXAMPLES FIRST WRITE SENTENCES ABOUT LIZ AND BEN DO IT ALONE ICQ: WHAT DO YOU DO? T: CHECK WITH YOUR PARTNER. T reveals the key.

Free Practice (8-10 minutes) • To provide students with free practice of the target language

T: LOOK AT THE PAGE 57, PART 6 LOOK AT THE HOTELS YOUR PARTNER WILL CALL YOU AND DOESN'T KNOW WHICH HOTEL TO BOOK COMPARE THE PRICES, NUMBER OF RESTAURANTS, SWIMMING POOLS, DISTANCE TO CITY CENTRE, STAR RATING. ICQ: WHAT DO YOU DO? T monitors and notes the errors for correction. T: LOOK AT PART 5 LOOK AT THE TICKET FIRST THEN ANSWER THE QUESTIONS DO IT ALONE ICQ: WHAT DO YOU DO? T: CHECK WITH YOUR PARTNER T reveals the key. T: LOOK AT PART 7 MATCH THE SIGNS WITH WORDS DO IT ALONE ICQ: WHAT DO YOU DO? T: CHECK WITH YOUR PARTNER T reveals the key. T: LOOK AT PART 7 FILL THE FORM

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