zahra zahra

relations, Superlative adjectives
elementary A1/A2 level

Description

In this lesson, Ss learn about the superlative adjectives through guided discovery based on a listening text about relations and relatives. This lesson starts with showing a picture about a wedding ceremony. This is followed by a listening where students are exposed to superlative adjectives about people. Then, they will answer questions on guided discovery sheet. Finally, there are some controlled exercises to practise the target language.

Materials

Abc Lead-in image
Abc Controlled practice HO
Abc Answer key
Abc Guided discovery sheet
Abc Hos of Guessing the names and gaps filling

Main Aims

  • To provide clarification of superlative adjective in the context of relation and people's character

Subsidiary Aims

  • To provide an opportunity of listening to a text including TL to help Ss understand the reason and the way of using that

Procedure

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

- T shows a picture on the board and elicits what the event is (a wedding party); - T asks Ss who the person with long white dress is. T elicits the bride is "happy". - T asks Ss to find Dom and Charlie in the picture; T asks what they are doing; what they are talking about in your opinion. T elicits from Ss that they are talking about the other people. - T shows exercise 3.b page 47 on the board allowing Ss to work in pairs and guessing the answers in 1 minutes. - T tells Ss they are going to listen to Dom and Charlie who are talking about the people at the wedding.

Exposure (8-10 minutes) • To provide a model of theTL and to highlight useful words and phrases

- T pre-teaches "haircut" and distributes HOs of exercise 4.b, giving time to Ss to read the text. - T tells Ss they need to listen to the recording and fill the gaps. - T plays the recording. - T asks Ss to check the answers to exercise 3.b and 4.b with peers. Then, T takes FB from Ss by nominating peers.

Task (guided discovery for superlative adjectives) (13-15 minutes) • To provide an opportunity to discover TL

- T makes groups of three Ss asking them work together. - T gives HOs of grammar exercise to help Ss discover the meaning/use of the target structure. Ss need to work in pairs to answer the questions in 10 minutes. Ss should be able to find why this structure is used and what it is used to talk about because the questions are from the context. - T gives answer key from pages 131 to groups giving them opportunity of checking their answers to all the questions (2 minutes). - T writes marker sentences on the board teaching the pronunciation and stress in the sentences containing superlative adjectives. T asks Ss to repeat.

Controlled practice (6-8 minutes) • To provide an opportunity to practice TL in controlled exercise

- T makes pairs of Ss and gives HOs of the exercise 7a and 8 asking Ss to complete the first part individually in 1 minutes and take turns to test each other on the superlative forms. One student says an adjective and his/her partner says the comparative and superlative. - T monitors Ss during the task and correct the errors if required. - T asks Ss to go to the second part and fill the gaps individually. Then Ss check their answers in pairs. WCFB and FB on why we don't use "the" in sentences 4,6 and 8.

flexi-stage (5-7 minutes) • To provide students with an opportunity of using superlative adjectives in free conversations

- T draws her family tree on the board and writes a superlative for each person to describe them. - T ask Ss to work in pairs and tell their partners about their family using at least one superlative. Ss need to ask questions to find more information. - T takes FB by asking some Ss to tell the W/C about their partners' family.

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