Mahrave Samadi Rahim Mahrave Samadi Rahim

Double comparative and repeated comparative
Upper intermediate level


Abc Gap-fill hand out, cards,

Main Aims

  • To provide clarification of repeated and double comparative in the context of family trends(falling birthrate)

Subsidiary Aims

  • To provide gist reading practice using a text about falling birthrate in the context of family trends


Warmer/Lead-in (8-10 minutes) • To set lesson context and engage students

- 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.

Exposure (7-9 minutes) • To provide context for the target language through a text or situation

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.

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

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 Double comparative:the+more/less+adjectives of more than two syllables Do we need 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. Next, the following question is raised: What does the text say about life expectancy? (it is rising) What is the effect of rising life expectancy? (people are living longer and longer, and families are going to have more challenges). -Having written the marker sentence on the board, concept check questions are asked. Does this sentence show increasing or decreasing of life expectancy? (increasing) Is it about cause and effect or increasing and decreasing? (increasing) Is it referring to the past or future? (future) Are people going to live longer in the future? (yes) What kind of adjective do we have here? (comparative) What do we have after adjective? (er) Is it a short adjective or more than two syllables? (short one) Is it used once or twice?(twice) Is the second adjective repeated or the new one is added? (the second adjective is repeated) what is this structure used for? cause and effect or changing something?(changing/trends/increasing, decreasing) Repeated comparatives:(adjective+er)+(adjective+er) to show increase and decrease Do we add -er to the adjective of more than two syllables?(no) How do we make repeated comparative if we have difficult?(more and more difficult) Last part is drilling and individual check which is followed by elicitation of stress pattern which goes on to the adjectives. Students are asked to look at the text and find more examples of repeated comparatives in it.

Controlled Practice (5-6 minutes) • To concept check and prepare students for more meaningful practice

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.

Free Practice (12-15 minutes) • To provide students with free practice of the target language

-Having given the instruction, students are asked to talk with their partner about the topics written on their cards, by using of repeated and 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 repeated and 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.

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