Mira Askar Mira Askar


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Main Aims

  • To provide review, clarification and practice of comparatives in the context of daily life

Subsidiary Aims

  • To provide fluency in the context of daily life


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

I will use visuals such as washing machines, mobile phiones, cars and dish wahsers and will ask my students questions: Do they use it? Why do they use it? 10 years ago washing machins were better or not? then I will put on the board: "Are we living faster?" then "Are we living better?" This questions will prepare students both for the grammar and for the topic of the text.

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

I will ask to read the introduction to the article "We're living faster..." Is it optimistic or pessimistic? Why? Discussion in pairs then a general feedback form the class Then i will ask students to read the text and in pairs to cross out the wrong word from the exercise b :

Highlighting (5-7 minutes) • To draw students' attention to the grammar rules

at this stage I will give hand outs to my students with the table and the same table will be on the board I will ask my class to help me to full fill it. then we will drill irregular forms. Better, further and so on

Practice (8-10 minutes) • To clarify the meaning and form of comparatives

At this stage I will ask my students to write comparative sentences doing the exercise.4C A from the New English File Pre-Intermediate

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

At this stage I will ask students in pairs or in small groups interview each other using this questions:

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