Double comparative and repeated comparative
Upper intermediate level
To provide clarification of double comparative in the context of family trends(falling birthrate).By the end of this lesson the learners will be able to understand the meaning and use of double.
To provide gist reading practice using a text about falling birthrate in the context of family trends. By the end of this lesson,the learners will have improved their speaking and reading skills. Moreover, they will be able to use comparatives to describe the trends in different situations.
Procedure (40-50 minutes)
- the lesson starts with me asking students some questions How many children do you have? (ask some individuals) Do you have more children than your parents or grandparents? (varies) - elicit the birthrate by asking students what do we call the number of births for every 100 people? (birthrate) Is birthrate a number or word? (a number) -then after drilling the word is projected on the board and the stress of the word and part of speech will be clarified. -Students are asked to look at the graph depicted on the board and brainstorm about its subject matter. Teacher elicits the (falling birthrate) from students and asks them to discuss the causes of this issue in pairs. ICQS and time limit are set.
Then students are asked to listen to the audio file and answer the following question: What are the causes of falling birthrate? ( women are working, they get married later, couples are waiting longer to have children, and the more they wait, the fewer children they have). After first listening they have a pair check in a form of speaking, then they are given a handout which is the transcript of the previous audio. They should listen one more time and underline the causes and effects of falling birthrate based on the text.
I elicit the first cause from students and write it on the board. The longer couples wait to have children, the fewer children they have. This stage is followed by some concept check questions. How many parts do we have in this sentence? (two) Does the first part talk about cause or effect? (cause) What does the second part talk about? (effect) Then the form is elicited. what do we have in the cause part of the sentence? (the) What is followed by the? (adjective)+(er) What do we have on the effect part of the sentence? (the) What is followed by the? (adjective)+(er). This structure is written on the board. Do we always have adjective+er?(no) What if we have more than two syllables adjective? (the more/the less) How many adjectives do we have in this example? (two) Are they in the comparative forms? (yes) Then the name of the double comparative is written on the board before its structure. Double comparative:the+adjective+er+subject+verb Double comparative:the+more/less+adjectives of more than two syllables+subject+verb Do we need a coma at the end of the cause part? (yes) the last phase is drilling the marker sentence and drawing their attention to the fact that adjectives of comparative receive the main stress. Students are asked to look at the text and find more examples of double comparatives.
Students are asked to complete the gaps in the hand out which they will receive with double comparatives. After giving the instruction and setting a time limit, they get their handout. After pair check, if it was necessary they are given the answer key on the board.
-Having given the instruction, students are asked to talk with their partner about the topics written on their cards, by using of double comparatives. Monitoring is done while they are in the task, to see if they are on the right track and giving them feedback regarding their errors if necessary. -Students will be exposed to a model paragraph on the board and they are asked to use the target grammar of the lesson to write a paragraph about one of the topics on their cards. When they are done, they should change their papers and they are supposed to read and check their partners writing in terms of correct use of double comparatives. After the instruction is given they start the task and I need to follow the steps of monitoring and note taking in order to take action about their errors.
There different reasons for a teacher to choose from a vast number of language systems or skills for her lesson. If we want to classify them they can range from learners’ need to curriculum design as well as the time of the lesson to name a few. My learner’s need as well as the usefulness of double comparatives was the underlying cause of my selection.it seemed to me that my students are struggling to express their ideas about different trends in our lifestyle. In particular, the majority of my learners are middle-aged who have been to other countries. When it comes to speaking and expressing their own opinion on different issues they are keen on describing the thing and make a comparison between that issue in turkey and other parts of the world. Sometimes they want to use their lifelong experiences in order to utter what they have in their minds. Talking about their past, or previous experiences and making a connection in one way or another to their present life or our present era, in general, is desperately in need of comparative structures. Moreover, in the future in IELTS writing tasks, especially task one when it comes to describing charts and figures, this focus will act as a stepping stone. I decided to start the lesson by asking some personal questions about the number of children that they might have as a lead-in. This might help them to engage in the lesson as well as activating their schemata. In the exposure stage, they were provided with some focus questions to listen and find the answer. The idea behind this stage stem from the fact that the target language must be presented in an authentic context. However, the purpose of listening was gist listening to get the main idea. In the stage of presenting the target language grammar, I applied the inductive approach of guided discovery. Learning better and maintaining the acquired knowledge for a long time was the ground for choosing this approach. The idea is that when you work out a rule yourself, its more likely to be memorable for you, which is the most prominent potential pros of guided discovery. Besides, this approach needs students’ collaboration in the process of learning instead of listening to a lecture on grammar given by the teacher. Students will be provided with controlled practice of the presented grammar. They will have a chance to practice the written form of the target language. They are supposed to have a pair check before having a whole-class check. The idea is that pair checking gives them an opportunity for peer learning. The lesson stages move from controlled practices to a freer activity. They will end up practicing the target language in the form of free exercise of writing. This productive skill of communication is used mostly because of time management. I could choose a speaking activity for their free practice if only I had more time. Given the fact that I only have an hour, I can check their writing at home, and give them their feedback next session.While they are busy with their writing, monitoring is done with the aim of helping them if needs be.
Meaning Double comparatives are used to describe a cause-and-effect process. Form (The+ comparative form+subject+verb),(The + comparative form+subject+verb) this is the main structure of this grammar, but at this level, I think it is not necessary for the learners to know the various type of phrases that can occupy the place after comparatives, that's why here I won't talk about a noun or adverbial phrases. pronunciation in terms of pronunciation, the first clause has rising intonation and the second one has falling intonation. comparative words have the main word stress.