Defne TP 7
Elementary level


No materials added to this plan yet.

Main Aims

  • To provide clarification and practice of comparatives in the context of cities.

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of cities and to provide an opportunity for the students to use the target language in a casual manner.


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

Slide: different cities I've lived in Tell class that we will be talking about cities today. "I've lived in six different cities. How about you? Get into pairs and discuss the cities that you have visited and lived in" **monitor for gaps in vocabulary & form FB: Call on a few pairs to share. Go over vocabulary if necessary.

Exposure (8-10 minutes) • To provide context for the target language and to introduce it

Context: Cities TL: Comparatives Slide: 2 photos (Istanbul & London) HO: Blog (London vs Istanbul) Instructions: Do you know these cities? (they most likely do) Are they similar? (Yes and no) How are they different? Get into groups and discuss. (2 min) Give HO. Students will read text (skim) and decide which city they would prefer to visit. Do they agree with the blogger? PW. (3-4 min) FB: Ask a few students to share their opinions. TL: Does the blogger think that the cities are similar or different? (both) Is this text discussing similarities or differences? (try to elicit "comparative)

Meaning Clarification (3-4 minutes) • To concept check and clarify meaning of TL

Students will complete a short exercise to ensure that the meaning of comparative sentences is clear. (this shouldn't be too difficult). HO: Meaning gap-fill. Instructions: Read the text again and fill in the gaps. **monitor closely. If necessary, clarify meaning on the WB. FB: Peer-check. (Answer key will be given out at the end of the class)

Form Clarification (7-9 minutes) • To provide clarification and practice for the form of the TL

HO: Form chart. Slide: form chart In pairs students will try to fill out the chart with the correct comparative forms. (this might be a bit too difficult. If so, after peer check, do the entire chart on the WB with the WC.) FB: Peer check. WC on the WB for some key examples. Answer key. (not at the end of the lesson - they will need it for another exercise) Pick one of the words (have the students pick one), elicit a sentence related to the text by putting the structure on the board. London is ________ than Istanbul. thing 1 [noun] + verb + adjective + comparative + thing 2 [noun] OR Istanbul is ________ _______ than London. thing 1 [noun] + verb + (more/less) + adjective + comparative + thing 2 [noun] elicit the difference in forms. (-er) for short words, (more/less) for longer ones. elicit (or give) sentence stress. Drill for pronunciation.

Form Practice (semi-free practice) (5-7 minutes) • To provide students with the opportunity to make sentences with the TL

HO: sentence worksheet Students will use the comparative forms from the previous exercise to create comparative sentences. The things that they will be comparing are included in the worksheet. **make sure to model one so the exercise is clear. FB: Students will give their worksheets to another classmate, they will check each others' answers. If they correct anything, they will explain why. **monitor, if there are any major errors note them down and correct them on the WB.

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

Everyone gets a little city card. In pairs, they will compare their cities based on a few different criteria and make comparative sentences. **might need to pre-teach crime, population etc. Once they are finished with their pairs, they will get into groups of 4 and learn about each other's cities. FB: monitor for delayed correction (if necessary). Ask a few students about their cities, what they learned etc.

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