Majid Safdari Majid Safdari

Comparative Adjectives
A2 level

Description

In this lesson, students will be familiar with comparative adjectives. First, there is a warm up about cities.After that there is a listening related to Paris and London, which compares them. Next, there will presentation of comparatives through a guided discovery task. There will be a speaking task and listening practices based on the adjectives they have learned.

Materials

No materials added to this plan yet.

Main Aims

  • To provide clarification of Comparative adjectives in the context of comparing cities

Subsidiary Aims

  • To provide a context and input for practicing comparatives.
  • To provide clarification of adjectives of comparatives such as big, small, cheap, cold

Procedure

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

In this stage the map of Turkey will be displayed on the board by OHP. Then students are asked to talk about other cities of Turkey. They start by....It's in the north/south/west...... near the mountains/sea........ ............on the River

Exposure (3-5 minutes) • To provide context for the target language through a text or situation

In this part, students will listen to a conversation between two people who compare Paris and London. This provides the input and the context for the grammar of this lesson which focuses on comparing two cities or objects using comparatives. This texts includes such examples: bigger than,smaller, more romantic, better.

Highlighting (3-5 minutes) • To draw students' attention to the target language

In this stage, students students will fill a grammar spot which tries to elicit the grammar rules from learners. Learners will say why some adjectives get -er at the end and why get more at the beginning.

Controlled Practice (8-10 minutes) • Practicing some new comparatives

In this stage students have the opportunity to practice the comparative form of adjectives.First, they will have two minutes to practice the comparative forms of some adjectives such as polite,bad and warm from a box then they will practice some other adjectives from a chart that I have prepared from the end of the book page 140.

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

At this stage which is an optional stage, I will clarify or explain any structural or pronunciation problem I have observed. It can be a error correction phase. I will elaborate on difficulties learners may face.

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

In this part there will be two listening practices.In the first one, Rob, an English man, will talk about the differences between London and Paris. Students will listen and fill in the gaps and there is an example for them at the beginning. The next listening focuses on more complicated comparatives with the use of much and more.Before this part, I will show and explain the grammar related to this part. I have prepared it from the grammar practice at the end of the book page 140.

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

The final freer practices will be speaking and writing practices, both of which are productive skills.In the speaking task, there are some pictures and students will make sentences by saying I think......... they have some ideas too. For example, the weather, the building and so on. In the writing task, they are completely free. They should write sentences about different cities and compare them.

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